skmm 1921 introduction to mechanical engineeringarahim/skmm1922 - fye-2-9-2015.pdf · 1.2 effective...

SKMM 1921 INTRODUCTION TO

MECHANICAL ENGINEERING

Associate Professor Ir. Hayati Abdullah

PEng CEng CMarEng FIMarEST FIEM MIEEE MEPA

INTRODUCTION

SKMM 1921 INTRODUCTION TO MECHANICAL ENGINEERING

Course Learning Outcomes

• At the end of the course, students should be able to: – Discuss effective learning skills, problem solving skills and generic skills

– Explain the different fields of mechanical engineering

– Prepare technical report in a clear and concise manner

– Examine current issues in mechanical engineering

– Identify and use appropriate tools and equipment associated with a range of engineering processes in groups

– Identify basic concepts and use resources to seek basic skills of an engineer entrepreneur


Course Synopsis • This course comprises of two parts intended to introduce students to the

field of mechanical engineering

• The first part raises the student’s awareness to the importance and necessity of developing habits of systematic analysis for solving engineering problems

• It introduces the UTM graduate attributes and highlights the importance of generic skills to engineers

• It also provides students a clear overview of the different fields within Mechanical Engineering and a description of the mechanical engineer’s work and professional responsibilities

• It discusses the education requirements for today’s mechanical engineers as well as exposes the students to the skill sets required of an engineer entrepreneur


Course Synopsis • The second part aims to expose students to the hands-on nature of

mechanical engineering and introduces a range of workshop skills which forms necessary knowledge and experience in the work of a mechanical engineer

CHAPTER 1 FIRST YEAR EXPERIENCE (FYE)

1.0 FIRST YEAR EXPERIENCE

Learning Outcome

• Upon successful completion of this chapter, students should be able to discuss effective learning skills, problem solving skills and generic skills

1.0 FIRST YEAR EXPERIENCE

Contents

• 1.1 Transition to University

• 1.2 Effective Learning Skills

• 1.3 Problem Solving Skills

• 1.4 Generic Skills & UTM Graduate Attributes

1.1 Transition to University


• Welcome to the Faculty of Mechanical Engineering, UTM

• It is very important to understand and appreciate the differences between life in schools/matriculation colleges and the university

• It is essential to adapt quickly to the new environment


• 1.1.1 Life in school

• Boarding schools

• Fixed schedule (eg. Prep hours & Lights-off)

• Wardens to monitor your activities

• Non-Boarding schools

• Tuition classes

• Parents/family monitors your activities


• 1.1.1 Life in the university

• Being independent

• Self-management of time, material & money

• Self-monitoring and self-assessment

of academic progress & achievement

• Making informed decisions

• Taking control in making decisions & accomplishing goals with some support from Academic advisor and lecturers • Academic advisor’s role is as a facilitator and referral agent



• Teaching & Learning methods

• Outcome based education (OBE) approaches • Active learning

• Case Studies

• Cooperative Learning – working in groups

• Demonstration/Laboratory/Studio

• Project/Problem based learning



• Teaching & Learning methods

• No ‘Spoon Feeding’ • Lecture notes, if any, provided by lecturers are very basic

• Use the library & other resources • You’re expected to search for additional information and do

further exploration on the topics discussed

• Do not rely on memorization alone but develop • A good understanding of basic concepts

• Ability to apply basic concepts in solving problems

• Ability to explain & discuss basic concepts with your peers


• 1.1.3 Develop Good Habits

• Good Health Habits

• Adequate Sleep & Rest

• Balanced Diet

• Exercise Regularly



• Get Organized

• Develop a regular study schedule

• Organize course materials

• Complete assignments in a timely manner



• Avoid Distracters

• Maintain interest in Subject/Course

• Increase motivation and self-esteem

• Solve personal problems – use counseling services on campus

• Don’t give in to temptations • Obsession with computer games

• Excessive socializing

• Choose a distraction-free area/environment to study

1.2 Effective Learning Skills


• 1.2.1 Know Your Learning Style

• Discover your preferred learning style and leverage it to make learning more fun & effective

• Index of Learning Styles Questionnaire – http://www.engr.ncsu.edu/learningstyles/ilsweb.html

• Combine your preferred learning style with the other ones

• Example: Reading things aloud to yourself combines the visual and verbal learning styles

What is your Learning Style?

• Active

• Passive

• Sequential

• Global

• Visual

• Verbal

• Sensory

• Intuitive

Perceiving Receiving

information

Processing information

Under-

standing

?


• 1.2.2 Maximize Classroom Learning Experience

Before

• Review

• Read

• Organize

During

• Attend & Participate

• Attention

• Adapt

After

• Consultation & Mentoring

• Discuss

• Utilize

• Relate & Reflect



• Reading – SQ3R Study Method [1]

• Scan the reading material to provide an overview of the information

• Develops questions: who, what, how, when & where

• Read the materials carefully looking for answers to the questions

• Recite or rephrase notes in your own words

• Review what have been read



• Note-taking

• Hand-outs and textbooks are normally for reference only

• You must take your own notes when in class

• Pay attention to the lecture

• Ask questions if you don’t understand certain concepts

• There is no need to feel shy or ashamed when asking questions

• There are many ways of taking notes



• Note-taking – The Cornell Method [1]

• Step 1 - Take class notes: main ideas, supporting details, examples, etc.

• Step 2 - Identify and write keywords, main ideas or write questions based on the main ideas

• Step 3 - After class, reflect & summarize what you have learned, and take action



• Note-taking – The Cornell Method

Ke

yw

ord

s, M

ain

id

ea

s,

Qu

es

tio

ns

Note Taking Section

Summary/Reflection/Review Section



• Note-taking – Other Methods

• Divide a page into 2 columns

• Fold them or make a vertical line in the middle

• Write the lecturer’s notes in the left column

• Write short notes or sentences in your own words of the explanation given, in the right column

• Use short forms of words that you understand (similar to those that you use in text messages or chat)

• Always use page or reference number for your notes




• If you do not want to split the pages, write your comments or explanation immediately underneath the lecturer’s notes that you have copied

• Do this for each section of notes


Lecturer’s

note

Lecturer’s

note

Lecturer’s

note

Your own

note

Your own

note

Your own

note

Lecturer’s note

Lecturer’s note

Your own note

Your own note




• If you receive slides hand-out, write your own notes next to each slide

• If there are not enough space, give numbers to each slide and write your notes on another piece of paper using the slide number as reference

• You can then attach the paper together with the slides hand-out


Slide

Slide

Slide

Your own

note

Your own

note

Your own

note




• All diagrams and drawings should be sketched as quickly as possible

• It does not have to be perfect

• The important thing is you understand the sketch

• If you wish, you can redraw the diagrams later when you do your revision



• Asking Questions

• READ about the topic BEFORE going to the lecture

• Ask questions to get more clarification if you do not understand the topic

• Do not feel disheartened if you do not receive the answer that you want

• Try asking the question again by rephrasing your question or see the lecturer or another lecturer after class



• Asking Questions

• Ask questions in a clear manner

• Show your commitment and enthusiasm by trying to solve problems on your own first & getting clarification from your lecturer later

• Lecturers would normally be happy to help hardworking students



• Report Writing

• In general, a formal report should contain the items listed in Table 1



• Report Writing - Table 1

ITEM DESCRIPTION

Acknowledgement, Abstract, Table of Content,

List of Figures and Tables, Nomenclature

In the sequence given, these should use roman numerals i.e. i, ii, iii, iv etc. The table of content should follow the preferred format as in the thesis guideline.

1.0 Introduction/Executive Summary Introduce the project/work done. This should contain the Objective, Problem Statement (a statement defining the problem), Scope of Work, brief content of the following sections (what to expect). Do not forget to cite any references used.

2.0 Literature Review / Background Study Explain or describe all related materials that have been studied/searched and relevant to the project e.g. Design process, possible materials characteristic, production processes, costs, currently available systems or solutions, patent search results etc. Also include any information on analyzing methods that will be used. Do not forget to cite any references used.



• Report Writing – Table 1 (contd)

ITEM DESCRIPTION

3.0 Methodology

(Method used to solve the problem)

Describe the procedures to be employed to conduct the study/project. Include description of experiment/instrumentation/numerical methods etc. In a design project, it includes concept evaluation, concept development sketches and any detailed explanation of the various stages of work. Include various tools used e.g. DFMA, FMEA/FTA etc. for analysis. Do not forget to cite any references used.

4.0 Results and Discussion Complete data gathered, properly presented in tables, graphs etc. Tables and figures properly captioned. Complete analysis with good supporting evidence. Discuss problems faced & their solutions. Describe relationship, trends, etc. Discuss the findings in-relation to theory . Any deviation from the expected result.



• Report Writing – Table 1 (contd)

ITEM DESCRIPTION

5.0 Conclusion Explain very briefly whether the objective(s) have been achieved and any deviation from the target. This section should be very short – normally a few sentences up to a maximum of one page. Very rarely do you require more than a page.

References Include a list of references – can follow BS or Harvard referencing methods. (check for correct referencing procedure).

Appendices Here you put any information that can help the reader to understand some of the explanation in your report, if required. This information is not very important but it supports the report.



• Report Writing – Dos • Make sure all figures or tables have been described or discussed

• Set an objective for Items 1 to 5 (refer to Table 1). Write necessary information only which supports the objective

• Use the spelling and grammar tools in the Word Processing software to help improve your English proficiency

• Use the dictionary and thesaurus tool in the Word Processing software to help you select suitable words

• UTM has a guideline on writing Undergraduate Project(UGP) thesis available from the library (PSZ)’s website



• Report Writing – Don’ts

• Do not forget page numbering

• Do not cut and paste or retype any sentence from other sources without proper referencing (Beware of Plagiarism!!!)

• Try to understand the information and summarize using your own words

• All sources of information should be referenced


• 1.2.3 Engineering Basics

– Units • Each quantity that is encountered in Mechanical Engineering has 2

components: a numerical value and a unit/dimension

• Practicing engineers pay careful attention to the units in a calculation

• Calculations must also be dimensionally consistent

• Dimensionally consistent means that the units associated with the numerical values on each side of an equality sign must match

• Understanding units is more than just being able to convert from feet to meters or vice versa

• Combining and converting units from different sources is a challenging topic.

• For example, if building insulation is specified in units of BTU inches per hour per square foot per degree Fahrenheit, how can that be converted to thermal conductivity in units of Watts per meter per degree C? Or can it be converted?



– Significant Digits • A significant digit is one that is known to be correct and reliable

• Answers should have the same order of magnitude as the last significant digit in the given data

• Answers should not have more significant digits than the given data

• During the intermediate steps of a calculation, retain more significant digits than you expect to write for the final answer

• 3 to 4 significant figures should be sufficient in most of your calculations in class



– Significant Digits • Zeros within a number are always significant. Both 8808 and 80.08

contain four significant figures

• Zeros that do nothing but set the decimal point are not significant. Thus, 880,000 has two significant figures

• Trailing zeros that aren't needed to hold the decimal point are significant. For example, 8.00 has three significant figures


• 1.2.4 Monitor Learning Progress

• Use learning portfolio and feedback

• Obtain additional communication and advice from lecturer

• Be knowledgeable about policies, procedures, academic regulations and requirements

• To be aware of the prerequisites for each course

• To observe academic deadlines


• 1.2.5 Focus on Learning Goals

• Establish learning goals & identify career goals

• Develop an action plan for achieving goals

• Emphasize on recognizing what skills will be necessary to accomplish learning goals and review action plan

• strengthen those that are weak

• build on those that are strong


• 1.2.6 Have the Right Attitude

• You are on your way to be a successful professional

• Attitude builds character - The nature of your character determines what kind of professional you will be

• A positive attitude will change any situation into a learning experience

• Learning is a life-long journey – Enjoy it!

• Take part in extra-curricular & college activities to enhance generic skills

1.3 Problem Solving Skills


• 1.3.1 Why Problem Solving is Important?

• Engineers by definition are problem solvers

• Whether they are involved in analytical, experimental, computational or design work, engineers solve problems

• In professional practice, engineers commonly solve problems that are highly complex and open-ended

• Good engineering requires high-level thinking

Continue Here


• 1.3.1 Why Problem Solving is Important? • Professor Woods and his colleagues at McMaster

University define problem solving as: • "Problem solving is the process of obtaining a satisfactory solution

to a novel problem, or at least a problem which the problem solver has not seen before.“

• Real world problems tend to be quite different than most exercises found in engineering textbooks

• Many studies have found that engineering graduates, even though they solve more than 2,500 exercises in their undergraduate work, lack the essential problem solving skills needed to tackle real world problems


• 1.3.2 Problem Approach

PROBLEM

HA

RD

WA

Y

SOLUTION


• 1.3.2 Problem Solving Approach

• Wood’s Method *2,3+

STEPS DESCRIPTION

0. Engage/Motivation I can do it! I want to do it!

1. Define the Problem Define what the problem states Sketch the problem (if appropriate) Determine the given information Determine constraints Define criterion for judging final product

2. Explore the problem Determine the real objective of the problem Examine issues involved Make reasonable assumptions Guess/estimate the answer



• Wood’s Method

STEPS DESCRIPTION

3. Plan the solution Develop a plan to solve the problem Map out sub-problems Select appropriate theory, principles, approach Determine info that needs to be found

4. Implement the plan Take actions Do calculations and analysis

5. Check the solution Units and accuracy

6. Evaluate/Reflect Is it reasonable? Does it make sense? Were the assumptions appropriate? How does it compare to initial guess/estimate? If appropriate, ask the question: is it socially / ethically acceptable?



• Wales’s Method – Professional Decision Making Process [4,5]

STEPS DESCRIPTION

1. Affirmation Make statement(s) that promote effective psychological management

2. Define the situation Ask questions and gather appropriate information with an intent of clarifying, interpreting, and understanding the situation

3. State the goal Determine the appropriate or best goal or combination of goals. The goal should be concrete The goal should be presented with enough specificity so different people would agree when the goal is reached



• Wales’s Method – Professional Decision Making Process

STEPS DESCRIPTION

4. Generate Ideas Generate many possible ways to reach the goal Analyze these ideas, and then select the best idea or combination of ideas

5. Prepare a plan Carefully plan the steps needed to make the best idea a reality

6. Take action Implement the plan

7. Review & Reflect Check the solution to assess quality. Analyze the problem solving approach in order to identify what worked and what did not work Seek ways to refine or improve one’s problem solving approach Clarify what was learned during the complete experience.


• 1.3.2 Problem Solving Approach • Professional Decision Making Process : An Example [4]

• 5.52 Water is forced out of this nozzle by a piston moving at a speed of 5 m/s. Determine the force F required to move the piston and the speed of efflux of water from the nozzle. Neglect friction on the piston and assume irrotational flow. The exit pressure is atmospheric; D = 6 cm and d = 2 cm.

Problem 5.52; from Crowe et al. (2001)

G – goal

E – equation

N – needs

I – information

1.4 Generic Skills & UTM Graduate Attributes

1.4 Generic Skills & UTM Graduate

Attributes

• 1.4.1 Generic Skills • Generic skills are

• skills that can be applied across a variety of subject domains

• Skills that apply across a variety of jobs and life contexts

• Non-technical skills that are highly associated with employability (and socialising)


Attributes

• 1.4.1 Generic Skills • Jobs today require flexibility, initiative and the

ability to undertake many different tasks

• Employers now focus on adaptation, cost

reduction, increased productivity, and new

markets, products and services

• Employees need to demonstrate teamwork,

problem solving, and the capacity to deal with

non-routine processes

• They(Employees) should also be able to make

decisions, take responsibility and communicate

effectively


Attributes


Attributes

• 1.4.1 Generic Skills - Employability Skills Framework • communication skills that contribute to productive and harmonious

relations between employees and customers

• team work skills that contribute to productive working relationships and outcomes

• problem-solving skills that contribute to productive outcomes

• initiative and enterprise skills that contribute to innovative outcomes

• planning and organising skills that contribute to long-term and short-term strategic planning

• self-management skills that contribute to employee satisfaction and growth

• learning skills that contribute to ongoing improvement and expansion in employee and company operations and outcomes

• technology skills that contribute to effective execution of tasks.

* Source: The Australian Chamber of Commerce and Industry, June 2002

Generic Skills

• Communication skills

• Honesty/integrity/ ethics

• Teamwork skills

• Interpersonal skills

• Motivation/initiative/enthusiasm

• Capacity for critical and independent thinking

• Flexibility and adaptability

• Personal presentation and self confidence

• Professionalism

• Problem solving and creativity

• ICT skills


Attributes

• 1.4.2 UTM Graduate Attributes 1. COMMUNICATION SKILLS

2. CRITICAL THINKING AND PROBLEM SOLVING SKILLS

3. TEAMWORKING SKILLS

4. INFORMATION MANAGEMENT & LIFELONG LEARNING SKILLS

5. ENTREPRENEURSHIP SKILLS

6. LEADERSHIP SKILLS AND PROACTIVENESS

7. ETHICS AND INTEGRITY


Attributes

• 1.4.2 UTM Graduate Attributes 1. COMMUNICATION SKILLS

Communication skills incorporate the ability to communicate effectively in Bahasa Melayu and English across a range of contexts and audiences

•CS1 Ability to present ideas clearly, effectively and confidently through written and oral modes

•CS2 Ability to listen actively and respond accordingly

•CS3 Ability to make clear and confident presentation appropriate to audience

•CS4 Ability to use technology in presentation

•CS5 Ability to negotiate and reach agreement

•CS6 Ability to communicate with people of different culture


Attributes

• 1.4.2 UTM Graduate Attributes 2. CRITICAL THINKING AND PROBLEM SOLVING SKILLS

Critical thinking and problem solving incorporate the ability to think

critically, logically, creatively and analytically

• CTPS1 Ability to define and analyse problems in complex, overlapping, ill-defined domains and make well-supported judgment

• CTPS2 Ability to apply and improve on thinking skills, especially skills in reasoning, analysing and evaluating

• CTPS3 Ability to look for alternative ideas and solutions.

• CTPS4 Ability to ‘think outside the box’

• CTPS5 Ability to understand and adapt to the culture of a new community and working environment


Attributes

• 1.4.2 UTM Graduate Attributes 3. TEAMWORKING SKILLS Teamworking incorporates the ability to work with other people with

different background to achieve a common goal.

• TW1 Ability to establish good rapport, interact with others and work effectively with them to meet common objectives

• TW2 Ability to comprehend and assume the interchangeable role of leaders and followers

• TW3 Ability to recognise and respect the attitudes, actions and beliefs of others


Attributes

• 1.4.2 UTM Graduate Attributes 4. INFORMATION MANAGEMENT & LIFELONG LEARNING SKILLS

Information management and lifelong learning incorporate the ability to

continue learning independently in the acquisition of new knowledge

and skills

• LL1 Ability to seek and manage relevant information from a variety of sources

• LL2 Ability to accept new ideas and to learn independently in the acquisition of new knowledge and skills

• LL3 Ability to develop an inquisitive mind driven by a passion for knowledge acquisition


Attributes

• 1.4.2 UTM Graduate Attributes 5. ENTREPRENEURSHIP SKILLS

Entrepreneurship incorporates the ability to analyse situations and

recognise opportunities to use one’s knowledge and skills for business opportunities

• ES1 Ability to identify business opportunities


Attributes

• 1.4.2 UTM Graduate Attributes 6. LEADERSHIP SKILLS AND PROACTIVENESS Leadership and proactiveness incorporate knowledge of the basic

principles of leadership and application of the traits of leadership in one’s interaction with others

• LS1 Ability to demonstrate basic knowledge of leadership

• LS2 Ability to take action and to get others engaged


Attributes

• 1.4.2 UTM Graduate Attributes 7. ETHICS AND INTEGRITY Ethics incorporates the ability to apply high ethical standards in

professional practice and social interactions

• ET1 Ability to act ethically and with a high sense of social responsibility

• ET2 Ability to analyse and make ethical decisions when solving problems

• ET3 Ability to understand the economic, environmental and socio-cultural impacts of professional practice

Resources

RESOURCES 1. Dr. Mohd. Shuisma bin Mohd. Ismail (2011), Chairman FYE Committee, Faculty

of Mechanical Engineering, UTM - Notes and Personal Communication

2. Dr. Eric P. Soulsby, University Learning Skills: A First Year Experience Orientation Course for Engineers, 29th ASEE/IEEE Frontiers in Education Conference Session 11a7-6

3. Donald F. Elger, Terry R. Armstrong, Steven W. Beyerlein, Carlo F. Felicione, Katharine J. Fulcher, Paul W. Rousseau (2001), A Structured Problem Solving Model for Developing High-Level Skills, Proceedings of the American Society for Engineering Education Annual Conference & Exposition

4. N. J. Mourtos, N. DeJong Okamoto & J. Rhee (2004), Defining, teaching, and assessing problem solving skills, 7th UICEE Annual Conference on Engineering Education UICEE, Mumbai, India

5. Wales, C.E., and Stager, R.A., (1990), Thinking With Equations, Center for Guided Design, West Virginia University, Morgantown, WV.

6. Woods, D.R., (2000), An Evidence-Based Strategy for Problem Solving, Engineering Education, 89 (4), 443-459

…………End of Chapter 1

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