TABLE OF CONTENTS

Mr. DESANTISPOE7/1/12

TABLE OF CONTENTS

Abstract of the report/field report ………………………………….…………PAGE #1-3

College Courses/Descriptions ……………………………………………… PAGE #5-8

Summary... ……………………………………………………..………... PAGE #9

Work Cited... ……………………………………………………..………... PAGE #10

Mechanical Engineers

Nature of the Work

Mechanical engineers research, develop, design, manufacture, and test tools,

engines, machines, and other mechanical devices. They work on power-producing

machines such as electric generators, internal combustion engines, and steam and gas

turbines. They also develop power-using machines such as refrigeration and air-

conditioning equipment, machine tools, material handling systems, elevators and

escalators, industrial production equipment, and robots used in manufacturing.

Mechanical engineers also design tools needed by other engineers for their work. The

field of nanotechnology, which involves the creation of high-performance materials and

components by integrating atoms and molecules, is introducing entirely new principles to

the design process. Computers assist mechanical engineers by accurately and efficiently

performing computations and by aiding the design process by permitting the modeling

and simulation of new designs. Computer-Aided Design (CAD) and Computer-Aided

Manufacturing (CAM) are used for design data processing and for developing alternative

designs. Mechanical engineers work in many industries, and their work varies by

industry and function. Some specialties include applied mechanics; computer-aided

design and manufacturing; energy systems; pressure vessels and piping; and heating,

refrigeration, and air-conditioning systems. Mechanical engineering is one of the

broadest engineering disciplines. Mechanical engineers may work in production

operations in manufacturing or agriculture, maintenance, or technical sales; many are

administrators or managers.

Employment

Mechanical engineers held about 221,000 jobs in 2000. More than 1 out of 2

jobs were in manufacturing-mostly in machinery, transportation equipment, electrical

equipment, instruments, and fabricated metal products industries. Engineering and

management services, business services, and the Federal Government provided most of

the remaining jobs.

Job Outlook

Employment of mechanical engineers is projected to grow about as fast as the

average for all occupations though 2010. Although overall manufacturing employment is

expected to grow slowly, employment of mechanical engineers in manufacturing should

increase more rapidly as the demand for improved machinery and machine tools grows

and industrial machinery and processes become increasingly complex. Also, emerging

technologies in information technology, biotechnology, and nanotechnology will create

new job opportunities for mechanical engineers. Employment of mechanical engineers in

business and engineering services firms is expected to grow faster than average as other

industries in the economy increasingly contract out to these firms to solve engineering

problems. In addition to job openings from growth, many openings should result from

the need to replace workers who transfer to other occupations or leave the labor force.

Earnings

Median annual earnings of mechanical engineers were $58,710 in 2000. The

middle 50 percent earned between $47,600 and $72,850. The lowest 10 percent earned

less than $38,770, and the highest 10 percent earned more than $88,610. Median annual

earnings in the industries employing the largest numbers of mechanical engineers in 2000

were:

Personnel supply services $81,080

Federal government 66,320

Engineering and architectural services 59,800

Motor vehicles and equipment 59,400

Construction and related machinery 54,480

According to a 2001 salary survey by the National Association of Colleges and

Employers, bachelor's degree candidates in mechanical engineering received starting

offers averaging $48,426 a year, master's degree candidates had offers averaging

$55,994, and Ph.D. candidates were initially offered $72,096.

MICHIGAN UNIVERSITY

Math 115 Calculus I

Prerequisites 3-4 years HS math including trigonometry Frequency: Fall (I), Winter (II), Spring (IIIa), Summer (IIIb) Student Body: first year students Credit: 4 Credits.

Recent Texts: Calculus (Hughes-Hallett and Gleason) Background and Goals: The sequence Math 115-116-215 is the standard

complete introduction to the concepts and methods of calculus. It is taken by the majority of students intending to major in mathematics, science, or engineering as well as students heading for many other fields. The emphasis is on concepts and solving problems rather than theory and proof. All sections are given a uniform midterm and final exam.

Content: The course presents the concepts of calculus from three points of view: geometric (graphs); numerical (tables); and algebraic (formulas). Students will develop their reading, writing and questioning skills. Topics include functions and graphs, derivatives and their applications to real-life problems in various fields, and definite integrals. The classroom atmosphere is interactive and cooperative and homework is done in groups.

Alternatives: Math 185 (Honors Anal. Geom. and Calc. I ) is a somewhat more theoretical course which covers some of the same material. Math 175 (Combinatorics and Calculus) is a non-calculus alternative for students with a good command of first-semester calculus. Math 295 (Honors Mathematics I) is a much more intensive and rigorous course. A student whose preparation is insufficient for Math 115 should take Math 105 (Data, Functions and Graphs).

Subsequent Courses: Math 116 (Calculus II) is the natural sequel. A student who has done very well in this course could enter the honors sequence at this point by taking Math 186 (Honors Anal. Geom. and Calc. II).

Math 116 Calculus II Prerequisites Math 115 Frequency Fall (I), Winter (II), Spring (IIIa), Summer (IIIb) Student Body: first year students Credit: 4 Credits. Recent Texts: Calculus (Hughes-Hallett and Gleason) Background and Goals: The sequence Math 115-116-215 is the standard

complete introduction to the concepts and methods of calculus. It is taken by the majority of students intending to major in mathematics, science, or engineering as well as students heading for many other fields. The emphasis is on concepts and solving problems rather than theory and proof. All sections are given a uniform midterm and final exam.

Content: The course presents the concepts of calculus from three points of view: geometric (graphs); numerical (tables); and algebraic (formulas). Students will develop their reading, writing and questioning skills. Topics include the indefinite integral, techniques of integration, introduction to differential equations, infinite series. The classroom atmosphere is interactive and cooperative and homework is done in groups.

Alternatives: Math 186 (Honors Anal. Geom. and Calc. II) is a somewhat more theoretical course which covers much of the same material. Math 156 (Applied Honors Calculus II) also covers much of the same material using MAPLE and emphasizing applications to science and engineering.

Subsequent Courses: Math 215 (Calculus III) is the natural sequel. A student who has done very well in this course could enter the honors sequence at this point by taking Math 285 (Honors Anal. Geom. and Calc. III).

PHYSICS 140 General Physics I.

Prerequisites & Distribution: MATH 115. PHYSICS 140 and 141 are normally elected concurrently. No credit granted to those who have completed or are enrolled in PHYSICS 125, 145, or 160. (4). (NS). (BS). (QR/1). Credits: (4). Course Homepage: No homepage submitted.Physics 140, 240, and 340 constitute a three-term sequence which examines concepts in physics fundamental to the physical sciences and engineering. This introductory sequence uses calculus, and, while it is possible to elect Physics 140 and Mathematics 115 concurrently, some students will find it more helpful to have started one of the regular mathematics sequences before electing Physics 140. The introductory sequence is primarily designed to develop a skill: the skill to solve simple problems by means of mathematics. Developing this skill requires daily practice and a sense for the meaning of statements and formulas, as well as awareness of when one understands a statement, proof, or problem solution and when one does not. Thus one learns to know what one knows in a disciplined way. Covers topics from classical mechanics including vectors, motion in one dimension, circular motion, projectile motion, relative velocity and acceleration, Newton's laws, particle dynamics, work and energy, linear momentum, torque, angular momentum of a particle, simple harmonic motion, gravitation, planetary motion, pressure and density of fluids, and Archimedes' principle. Evaluation is based on performance on three evening examinations (see Time Schedule for dates and times) and a final examination.

PHYSICS 141 Elementary Laboratory I.

Prerequisites & Distribution: Concurrent election with PHYSICS 140, 160, or 145 is strongly recommended. No credit granted to those who have completed or are enrolled in PHYSICS 127. (1). (NS). (BS). Laboratory fee ($25) required. Credits: (1). Lab Fee: Laboratory fee ($25) required. Course Homepage: No homepage submitted.No Description Provided. Contact the Department.

PHYSICS 240 General Physics II.

Prerequisites & Distribution: PHYSICS 140, 145 or 160; and MATH 116. PHYSICS 240 and 241 are normally elected concurrently. No credit granted to those who have completed or are enrolled in PHYSICS 126 or 260. (4). (NS). (BS). (QR/1). Credits: (4). Course Homepage: No homepage submitted.See Physics 140 for a general description of the introductory physics sequence.The topics covered in Physics 240 include classical electromagnetism: charge, Coulomb's Law, electric fields, Gauss' Law, electric potential, capacitors and dielectrics, current and resistance, electromotive force and circuits, magnetic fields, Biot-Savart Law, Ampere's Law, and Faraday's Law of induction.

PHYSICS 241 Elementary Laboratory II.

Prerequisites & Distribution: Concurrent election with PHYSICS 240 or 260 is strongly recommended. No credit granted to those who have completed or are enrolled in PHYSICS 128. (1). (NS). (BS). Laboratory fee ($25) required. Credits: (1). Lab Fee: Laboratory fee ($25) required. Course Homepage: No homepage submitted.Physics 241 is a laboratory course intended to accompany Physics 240 and provide a perspective on physics as an experimental science. Evaluation is based on participation and performance in the laboratory classes, and on written laboratory reports and quizzes.

ENG 100 : Introduction to Engineering

Credits: 4 creditsTerm offered: I, II Prerequisites: Students must have passed English Composition Board assessment or equivalent. Description: Focused team projects dealing with technical, economic, safety, environmen-tal, and social aspects of a real-world engineering problem. Written, oral, and visual communication required within the engineering profession; reporting on the team engineering projects. The role of the engineer in society; engineering ethics. Organization and skills for effective teams.

ENG 101 : Introduction to Computers and Programming

Credits: 4 creditsTerm offered: I, II Prerequisites: Prior or concurrent enrollment in Math 115 or equivalent. Description: Algorithms and programming in C++ and Matlab, computing as a tool in engineering, introduction to the organization of digital computers.

Summary

I like civil engineering. It is cool.I would think that engineering has got a lot of good employment opportunities for people in high school now. If you look at the statistics,

whenever RPI or any other engineering school has a graduating class, a good percentage of the graduating seniors go on to get a Master’s Degree or get a good paying job. There

are a lot of good opportunities in this field.

Works Cited

1. Occupational Outlook Handbook 2001-2002 Edition. www.bls.gov/oco/

2. University of Michigan website. www.umich.edu/