me 315: mechanical design - i

Form 5a_Course Specifications _SSRP_1 JULY 2013

Kingdom of Saudi Arabia

National Commission for

Academic Accreditation & Assessment


Ministry of Higher Education

University of Tabuk

Vice Presidency for Academic Affairs

Management of Programs & Study Plans

ATTACHMENT 2 (e)

Course Specifications


The National Commission for Academic Accreditation & Assessment


(CS)

ME 315: Mechanical Design - I

Fall, 2014







University of Tabuk




Institution Date of Report

University of Tabuk 5/11/1435 H.

College/Department : Faculty of Engineering/ Mechanical Engineering Department

A. Course Identification and General Information

1. Course title and code:

ME 315: Mechanical Design - I

2. Credit hours: 3 credit hours (2,2,1)

3. Program(s) in which the course is offered.

(If general elective available in many programs indicate this rather than list programs)

Mechanical Engineering Program

4. Name of faculty member responsible for the course

Dr. Saleh Saad Alhayek

5. Year/ Level at which this course is offered: 4th/ 1

st

6. Pre-requisites for this course (if any)

ME 212 & ME 213

7. Co-requisites for this course (if any)

None

8. Location if not on main campus:

N/A

9. Mode of Instruction (mark all that apply)

a. Traditional classroom What percentage?

b. Blended (traditional and online) What percentage?

c. e-learning What percentage?

d. Correspondence What percentage?

f. Other What percentage?

Comments: All lectures shall be delivered using PPT slides. Lab. sessions shall be conducted using

available resources, if any!

√

×

×

×

×

0

0

0

0

100%







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B Objectives

1. What is the main purpose for this course?

Summary of the main learning outcomes for students enrolled in the course.

Course Outcomes:

(letters in parentheses indicate correlation of the outcome with the appropriate ABET program

outcomes a-k)

After completing the course successfully, the student will be able to:

1. Learn the fundamentals of mechanical design, codes and standards, materials selection and factor

of safety (a, e)

2. Use the knowledge in Statics and Strength of Materials for design of machine elements. (a,c,e,k)

3. Learn the concepts of static and fatigue failure theories, and apply them in machine design.

(a,c,e,k)

4. Design shafts and axels for rotating machinery. (a,c,e,k)

5. Select appropriate springs, welds, bolts, rivets, clutches, brakes, belts, ropes, chains, couplings,

and screws for machine design. (a,c,e,k)

6. Communicate effectively through written and oral skills. (g)

7. Understand the professional and ethical responsibility of a design engineer. (f)

8. Identify that characteristics of his designs have safety, societal, or environmental impact. (h)

9. Design a project for a specific purpose utilizing knowledge acquired throughout the course.

(a,c,e,k)

Course Policies Assessment: Assignments, examinations, student surveys.

2. Briefly describe any plans for developing and improving the course that are being implemented. (e.g.

increased use of IT or web based reference material, changes in content as a result of new research in

the field)

The main reference book is already available for purchase from the internet, and power point

presentation slides of the whole course is being used for the interpretation in the class. They are

downloaded on a regular basis on the faculty webpage for students conveneience.

C. Course Description (Note: General description in the form to be used for the Bulletin or

handbook should be attached)

1. Topics to be Covered

List of Topics No. of

Weeks

Contact Hours







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Ch. 1: Intro. To ME Design: Design, Mechanical Engineering, Standard Design

Process: Phases, Considerations, Design Engineer’s Responsibilities, Standards &

Codes, Economics, Stress & Strength, Uncertainty, Reliability, Dimensions &

Tolerances, Units, Significant Figures.

1 3

Ch. 2: Materials: Statistical Significance of Material Properties, Numbering

Systems, Material Selection Proces

1 3

Instructor's Handout: Review of stress analysis (combined stress, Bending) and Buckling.

1 3

Ch. 5: Failures Resulting from Static Loading: Strain Failures, Static Strength,

Stress Concentration, Failure Theories, Maximum- Shear-Stress Theory for

Ductile Materials, Distortion-Energy Theory for Ductile Materials, Coulomb-

Mohr Theory for Ductile Materials, Maximum-Normal-Stress Theory for Brittle

Materials, Modifications of the Mohr Theory for Brittle Materials, Fracture

Mechanics: Stress Intensity Factor, Fracture Toughness.

2 6

*NO CLASS-National Day

Ch. 6: Fatigue Failure Resulting from Variable Loading: Fatigue Failure in

Metals, Fatigue Life Methods: Stress-Life Method : R. R. Moore, S-N Curve, The

Strain-Life Method, Manson-Coffin Relationship, Linear-Elastic Fracture

Mechanics Method, Paris Law for Crack Growth, Endurance Limit for Steels,

Fatigue Strength, Endurance Limit Modifying Factors, Marin Modification

Factors on Endurance Limit, Characterizing Fluctuating Stresses, Fatigue Failure

Criteria for Fluctuating Stresses, Combination of Load Modes, Cumulative

Fatigue Damage.

2 6

Ch. 7: Shafts and Shaft Components: Shafts: Materials, Layout, Shaft Design

for Stress : Critical Locations, Stress Analysis, Stress Concentration, Deflection

Considerations, Critical Speeds for Shafts, Miscellaneous Shaft Components,

Limits and Fits, Stress and Torque Capacity in Interference Fits.

2 6

Ch. 8: Screws, Fasteners, and the Design of Nonpermanent Joints: Thread

Terminology, Profile, Types, Power Screw, Mechanics of Power Screws, Self-

Locking, Efficiency, Friction Coefficients, Stress Analysis, Threaded Fasteners,

Joint-Fasteners Stiffness, Joint-Member Stiffness, Bolt Strength, Tensile Joints -

The External Load, Relating Bolt Torque to Bolt Tension, Statically Loaded

Tension Joint with Preload, Casketed Joint, Fatigue Loading of Tension Joints,

Bolted and Riveted Joint Loaded in Shear, Shear Joint with Eccentric Loading.

2 6

Ch. 9: Welding, Bonding, and the Design of Permanent Joints: Welding Symbol, Butt and Fillet Welds, Stress in Fillet Welds, Torsional Stress in

Welded Joints, Torsional Properties of Fillet Welds, Bending Stresses in Welded

Joints, Bending Properties of Fillet Welds, The Strength of Welded Joints,

Resistance Welding, Adhesive Bonding, Guidelines in Joint Design.

2 6







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Ch. 10: Mechanical Springs: Stresses in Helical Springs, Curvature Effect,

Deflection of Helical Spring, Compression Spring, Stability, Spring Materials,

Mechanical Properties of Spring Wire, Helical Compression Spring Design for

Static Service, Critical Frequency of Helical Springs, Fatigue Loading of Helical

Compression Springs, Helical Compression Spring Design for Fatigue Loading,

Extension Spring, Analysis of Extension Spring, Helical Coil Torsion Spring,

Miscellaneous Springs, Stresses in a Flat Triangular Spring.

1 3

Ch. 16: Clutches, Brakes, Couplings, and Flywheels: Static Analysis, Internal

Expanding Rim, External Contracting Rim, Band- Type Clutches and Brakes,

Frictional-Contact Axial Clutches : Uniform Wear, Uniform Pressure, Disc

Brakes, Cone Clutches and Brakes, Energy Considerations, Temperature Rise,

Friction Materials, Miscellaneous Clutches and Couplings, Flywheels.

1 3

Ch. 17: Flexible Mechanical Elements: Belts, Flat-Belt Drivers, Mechanics of

Flat-Belt Drives, Analysis of Flat-Belt Drives, Flat-Metal Belts, V Belts, Analysis

of V Belts, Timing Belts, Roller Chain, Analysis of Roller Chains, Wire Rope.

1 3

2. Course components (total contact hours and credits per semester):

Lecture Tutorial Laboratory Practical Other: Total

Contact

Hours

26 14 12 0 0 52

Credit 2 1 2 0 0 3

3. Additional private study/learning hours expected for students per week.

4. Course Learning Outcomes in NQF Domains of Learning and Alignment with Assessment Methods

and Teaching Strategy

Course Learning Outcomes, Assessment Methods, and Teaching Strategy work together and are aligned.

They are joined together as one, coherent, unity that collectively articulate a consistent agreement

between student learning, assessment, and teaching.

The National Qualification Framework provides five learning domains. Course learning outcomes are

required. Normally a course has should not exceed eight learning outcomes which align with one or more

of the five learning domains. Some courses have one or more program learning outcomes integrated into

the course learning outcomes to demonstrate program learning outcome alignment. The program learning

outcome matrix map identifies which program learning outcomes are incorporated into specific courses.

On the table below are the five NQF Learning Domains, numbered in the left column.

3







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First, insert the suitable and measurable course learning outcomes required in the appropriate learning

domains (see suggestions below the table). Second, insert supporting teaching strategies that fit and align

with the assessment methods and intended learning outcomes. Third, insert appropriate assessment

methods that accurately measure and evaluate the learning outcome. Each course learning outcomes,

assessment method, and teaching strategy ought to reasonably fit and flow together as an integrated

learning and teaching process. Fourth, if any program learning outcomes are included in the course

learning outcomes, place the @ symbol next to it.

Every course is not required to include learning outcomes from each domain.







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NQF Learning Domains

And Course Learning Outcomes

Course Teaching

Strategies

Course Assessment

Methods

1.0 Knowledge

1.1 Demonstrate Knowledge of the math. and science

of mechanical design and its applications. Attending:

Lectures, tutorials

Investigating: Self

Learning from text

books

Discussing:

tutorial problem

solving

Practicing: Solve

additional

problems from

text book

Quizzes: short

evaluation in

selected weeks to

assess the

understanding and

how much gained

of dynamics

fundamentals.

Homework and

assignments: to

assess

understanding of

statics

fundamentals and

problem Solving.

Midterm Exams: to assess

understanding of

dynamics

fundamentals,

problem solving

and analytical and

design capabilities.

Final Exam: to

assess

understanding of

different aspects in

the CLO’s,

analytical skills and

ability to solve

logic problems at

the end of teaching

weeks.

1.2 Distinguish between design, design elements, and

Concurrent Engineering of a design. 1.3 Analyze the design and applications of mechanical

elements, its practices and principles. 1.4 Understand the benefits of mechanical design and

the significance of reverse engineering

1.5 Understand how the design process operates and

how modelling is used to simulate the

manufacturing process.

1.6 Be able to design a simple component and generate

designs using mechanical design principles.

1.7 Be able to recall, understand, and present

information, including: knowledge of specific

facts of Design failure theories and uses of design

elements.

1.8 Knowledge of concepts, principles and theories of

mechanical elements in design and knowledge of

designing procedures.

2.0 Cognitive Skills

2.1 Apply conceptual understanding of mechanical

design; mathematical concepts, principles, and

failure theories.

Attending:

Lectures, tutorials

Investigating:

Self Learning

Quizzes: short

evaluation in

selected weeks to

assess the 2.2 Apply procedures involved in mechanical design

critical thinking and creative problem solving,







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both when asked to do so, and when faced

with unanticipated new situations.

from text books

Discussing:

tutorial problem

solving

Practicing: Solve

additional

problems from

text book.

understanding and

how much gained

of dynamics

fundamentals.

Homework and

assignments: to

assess

understanding of

statics

fundamentals and

problem Solving.

Discussion

Groups: to assess

interactive and

communication

abilities in both

inside and outside

the class room.

Midterm Exams: to assess

understanding of

dynamics

fundamentals,

problem solving

and analytical and

design capabilities.

Final Exam: to

assess

understanding of

different aspects in

the CLO’s,

analytical skills and

ability to solve

logic problems at

the end of teaching

weeks.

2.3 Investigate issues and problems in mechanical

design using a range of sources, codes and

standards, and draw valid conclusions.

3.0 Interpersonal Skills & Responsibility

3.1 Team work (interpersonal skills) Class

discussions: enable students to

learn how to share

ideas

Assigning

homework with

Homework and

assignments: to assess

technical report writing

simulation abilities.

Discussion Groups: to

assess interactive and

3.2 Sharing of ideas with colleagues (interpersonal

skills) 3.3 Time management (Responsibility) 3.4 Keeping of deadlines (Responsibility)







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deadlines: Encourage

students to

manage their free

time (to complete

assignments) and

learn the

importance of

respecting

deadlines.

communication abilities in

both inside and outside the

class room.

4.0 Communication, Information Technology, Numerical

4.1 Use word processors, Excel in the calculations

skills and advanced application in the Lab.

sessions.

Class

discussions:

allow students to

develop

communication

skills.

Homework and

Assignments:

Encourage use

of internet in

finding

alternative

solutions to

assigned

problems.

Midterm and final

exams: (include

questions regarding

certain topics discussed

in class)

4.2 Conveying ideas in a clear manner (communication

spoken) 4.3 Report writing (also conveying ideas and results in

a manner that can enable others to reproduce the

same results.) 4.4 Preserving information through selective note

taking. 4.5 Use of internet and design codes and standards.

5.0 Psychomotor

5.1 N/A N/A N/A

5.2 N/A N/A N/A

Suggested Guidelines for Learning Outcome Verb, Assessment, and Teaching

NQF Learning Domains Suggested Verbs

Knowledge

list, name, record, define, label, outline, state, describe, recall, memorize,

reproduce, recognize, record, tell, write

Cognitive Skills

estimate, explain, summarize, write, compare, contrast, diagram,

subdivide, differentiate, criticize, calculate, analyze, compose, develop,

create, prepare, reconstruct, reorganize, summarize, explain, predict,

justify, rate, evaluate, plan, design, measure, judge, justify, interpret,

appraise

Interpersonal Skills & Responsibility demonstrate, judge, choose, illustrate, modify, show, use, appraise,







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evaluate, justify, analyze, question, and write

Communication, Information

Technology, Numerical

demonstrate, calculate, illustrate, interpret, research, question, operate,

appraise, evaluate, assess, and criticize

Psychomotor

demonstrate, show, illustrate, perform, dramatize, employ, manipulate,

operate, prepare, produce, draw, diagram, examine, construct, assemble,

experiment, and reconstruct







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5. Schedule of Assessment Tasks for Students During the Semester

Assessment task (e.g. essay, test, group project, examination,

speech, oral presentation, etc.)

Week Due Proportion of Total

Assessment

1 Homework Biweekly 10%

2 Project End of term 10%

3 Quizzes Frequent 10%

4 Mid-term exam-1 On the 7th week 20%

5 Mid-term exam-2 On the 12th week 20%

6 Final exam On the 16th week 30%

D. Student Academic Counseling and Support

1. Arrangements for availability of faculty and teaching staff for individual student consultations and

academic advice. (include amount of time teaching staff are expected to be available each week)

Three contact hours per week.

Meeting with the students during the office hours (8-10 hrs. each week).

Suggested verbs not to use when writing measurable and assessable learning outcomes are as follows: Consider Maximize Continue Review Ensure Enlarge Understand Maintain Reflect Examine Strengthen Explore Encourage Deepen

Some of these verbs can be used if tied to specific actions or quantification.

Suggested assessment methods and teaching strategies are: According to research and best practices, multiple and continuous assessment methods are required to verify student

learning. Current trends incorporate a wide range of rubric assessment tools; including web-based student

performance systems that apply rubrics, benchmarks, KPIs, and analysis. Rubrics are especially helpful for

qualitative evaluation. Differentiated assessment strategies include: exams, portfolios, long and short essays, log

books, analytical reports, individual and group presentations, posters, journals, case studies, lab manuals, video

analysis, group reports, lab reports, debates, speeches, learning logs, peer evaluations, self-evaluations, videos,

graphs, dramatic performances, tables, demonstrations, graphic organizers, discussion forums, interviews, learning

contracts, antidotal notes, artwork, KWL charts, and concept mapping.

Differentiated teaching strategies should be selected to align with the curriculum taught, the needs of students, and

the intended learning outcomes. Teaching methods include: lecture, debate, small group work, whole group and

small group discussion, research activities, lab demonstrations, projects, debates, role playing, case studies, guest

speakers, memorization, humor, individual presentation, brainstorming, and a wide variety of hands-on student

learning activities.







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E. Learning Resources

1. List Required Textbooks

Shigley’s Mechanical Engineering Design (Ninth Edition) Richard. G. Budynas, and J. Keith Nisbett

McGraw-Hill Book Company, New York, 2011

2. List Essential References Materials (Journals, Reports, etc.)

ASME (Codes & Standards)

3. List Recommended Textbooks and Reference Material (Journals, Reports, etc)

(1). The Mechanical Design Process, 3rd Edition (Good reference for the design process) David G.

Ullman , McGraw Hill Book Company, New York, 2003.

(2). Design of Machine Elements, 7th Edition (Good reference for fatigue and machine

M.F. Spotts and T. E. Shoup component design) Prentice-Hall, Inc., Upper Saddler River, New Jersey,

1998.

(3). Machine Design, An integrated Approach, 2nd Edition (Good reference for fatigue and Robert L.

Norton machine component design) Prentice Hall, Upper Saddler River, New Jersey, 2000.

(4). Design of Machine and Structural Parts (Good reference for shape-design Kurt M. Marshek of parts and joints between parts) John Wiley and Sons, New York, 1987.

4. List Electronic Materials (eg. Web Sites, Social Media, Blackboard, etc.)

ASME.org

5. Other learning material such as computer-based programs/CD, professional standards or regulations and

software.

ASME mechanical engineering design standards and online catalogs.

F. Facilities Required

Indicate requirements for the course including size of classrooms and laboratories (i.e. number of seats in

classrooms and laboratories, extent of computer access etc.)

1. Accommodation (Classrooms, laboratories, demonstration rooms/labs, etc.)

White Board and Data Show Projector for PPT slides and internet for design movie clips.

2. Computing resources (AV, data show, Smart Board, software, etc.)

Data show.

3. Other resources (specify, e.g. if specific laboratory equipment is required, list requirements or attach

list)

ME Workshop.







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G Course Evaluation and Improvement Processes

1 Strategies for Obtaining Student Feedback on Effectiveness of Teaching

Students survey-Course evaluation

Students survey- Instructor evaluation

2 Other Strategies for Evaluation of Teaching by the Program/Department Instructor

Course Report

Evaluation through Quizzes results

Evaluation through Mid-term exams results

Evaluation through homework assignments.

Use of questioners at the end of the semester to assess the instructor.

3 Processes for Improvement of Teaching

Preparing the course file.

Preparing course report by the end of each semester.

Acting on the results of the surveys and questioners.

Improving the selection criteria for the faculty staff.

4. Processes for Verifying Standards of Student Achievement (e.g. check marking by an independent

member teaching staff of a sample of student work, periodic exchange and remarking of tests or a sample

of assignments with staff at another institution)

Comparison of student performance with those of previous years.

Check marking by an independent faculty member of a sample of student work,

Providing samples of all assessment material in course portfolio.

5 Describe the planning arrangements for periodically reviewing course effectiveness and planning for

improvement.

Assessment and evaluation of the level of achieving the course outcomes through a

continuous improvement process (part of a quality assurance system established by the

university).

Consequently, actions are to be taken to improve the course delivery when necessary.

Review of the course objectives, outcomes and curriculum periodically.

Faculty or Teaching Staff: _____________________________________________________________

Signature: _______________________________ Date Report Completed: ____________________







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Received by: _____________________________ Dean/Department Head

Signature: _______________________________ Date: _______________

me 315: mechanical design - i

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