Pub Date : 2024-04-23DOI: 10.1177/03064190241247595
Marissa H. Forbes, Melissa M. Gibbons, Gordon D. Hoople
Hands-on engineering design is a critical element of quality engineering education commonly featured in the first and last year of undergraduate programs. Technical science and engineering coursework dominate the sophomore and junior year, often with fewer hands-on design experiences. We sought to mitigate this by integrating a hands-on engineering design project into a second-year thermodynamics-focused course for mechanical engineering students. We iterated on a heat-to-work device design project developed by Shepard and Hoxie to make it more open-ended, and to introduce a ‘who’ and a ‘why’ into the project by having students design devices to help hypothetical users accomplish tasks. We analyzed student reflections about the project using an inductive thematic approach. Our results indicate that the project was challenging; students consistently described experiencing failures. Most students were eventually able to succeed in the project using a combination of design iteration, risk-taking, and adaptation. They articulated growth in engineering design capabilities (including the valuation of simplicity in designs, brainstorming, applied learning, and time management), and increases in confidence (including takeaways about the importance of self-trust and intuition). In this paper, we present the revised project design and findings from its implementation using student and instructor reflections, and suggestions about how it could be implemented in thermodynamics courses for other mechanical engineering programs.
{"title":"Hands-on engineering design in an undergraduate thermodynamics learning context","authors":"Marissa H. Forbes, Melissa M. Gibbons, Gordon D. Hoople","doi":"10.1177/03064190241247595","DOIUrl":"https://doi.org/10.1177/03064190241247595","url":null,"abstract":"Hands-on engineering design is a critical element of quality engineering education commonly featured in the first and last year of undergraduate programs. Technical science and engineering coursework dominate the sophomore and junior year, often with fewer hands-on design experiences. We sought to mitigate this by integrating a hands-on engineering design project into a second-year thermodynamics-focused course for mechanical engineering students. We iterated on a heat-to-work device design project developed by Shepard and Hoxie to make it more open-ended, and to introduce a ‘who’ and a ‘why’ into the project by having students design devices to help hypothetical users accomplish tasks. We analyzed student reflections about the project using an inductive thematic approach. Our results indicate that the project was challenging; students consistently described experiencing failures. Most students were eventually able to succeed in the project using a combination of design iteration, risk-taking, and adaptation. They articulated growth in engineering design capabilities (including the valuation of simplicity in designs, brainstorming, applied learning, and time management), and increases in confidence (including takeaways about the importance of self-trust and intuition). In this paper, we present the revised project design and findings from its implementation using student and instructor reflections, and suggestions about how it could be implemented in thermodynamics courses for other mechanical engineering programs.","PeriodicalId":39952,"journal":{"name":"International Journal of Mechanical Engineering Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140670342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-09DOI: 10.1177/03064190241245661
G.V.S.S. Sharma
This study establishes the manufacturing capability of the machines present in a machine tools laboratory at an engineering institution in India. The capability indexes for potential capability as well as performance capability are employed to determine the machine capability of the machine tools. Statistical process control (SPC) studies are performed in a laboratory environment for relatively older and non-automated machines comprising lathes, shapers, drilling and grinding machines. The process potential capability index (Cp) and the process performance capability index (Cpk) values for the CTQ characteristics are obtained as 0.68 and 0.59, respectively, on lathe; 0.99 and 0.99, respectively, on Shaper; 1.55 and 1.55, respectively, on the Drill; and a Cpk of 0.79 on the surface grinder. The procedure adopted and findings of this study may be horizontally applied to other laboratories of any engineering institute. The main practical implication is the standardization of the lab experimental procedure for machining processes employing relatively older machines through formulation of process sheets. Because of this standardization, the upgrade of the syllabus will become an easy task. This work is an attempt to implement the industrial engineering process capability concepts in an educational machine tools laboratorial scenario. The expected applications shall go into leveraging the course-work pertaining to “Metal cutting and Machine tools” as an integrated course where theory and practice go hand-in-hand.
{"title":"Establishing machining process standards in educational scenario—A study in an institutional machine tools laboratory environment","authors":"G.V.S.S. Sharma","doi":"10.1177/03064190241245661","DOIUrl":"https://doi.org/10.1177/03064190241245661","url":null,"abstract":"This study establishes the manufacturing capability of the machines present in a machine tools laboratory at an engineering institution in India. The capability indexes for potential capability as well as performance capability are employed to determine the machine capability of the machine tools. Statistical process control (SPC) studies are performed in a laboratory environment for relatively older and non-automated machines comprising lathes, shapers, drilling and grinding machines. The process potential capability index (Cp) and the process performance capability index (Cpk) values for the CTQ characteristics are obtained as 0.68 and 0.59, respectively, on lathe; 0.99 and 0.99, respectively, on Shaper; 1.55 and 1.55, respectively, on the Drill; and a Cpk of 0.79 on the surface grinder. The procedure adopted and findings of this study may be horizontally applied to other laboratories of any engineering institute. The main practical implication is the standardization of the lab experimental procedure for machining processes employing relatively older machines through formulation of process sheets. Because of this standardization, the upgrade of the syllabus will become an easy task. This work is an attempt to implement the industrial engineering process capability concepts in an educational machine tools laboratorial scenario. The expected applications shall go into leveraging the course-work pertaining to “Metal cutting and Machine tools” as an integrated course where theory and practice go hand-in-hand.","PeriodicalId":39952,"journal":{"name":"International Journal of Mechanical Engineering Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140724394","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-24DOI: 10.1177/03064190241240463
Vinayak Vijayan, Shanpu Fang, Skyler A. Barclay, Megan E. Reissman, Timothy Reissman
Scaffolding learning and incorporating hands-on activities are proven pedagogical techniques that improve student engagement. A growing movement within engineering education has been to educate beyond the technical skills and foster an improvement in students’ entrepreneurial mindset. A modified version of a validated self-efficacy tool is used here to assess the impact that scaffolding and hands-on activities within a Mechatronics course have on developing the three student learning outcomes associated with the Kern Entrepreneurial Engineering Network's entrepreneurial mindset: “curiosity,” “connections,” and “creating value” (3Cs). A total of 229 students were considered in this study. Presurveys and postsurveys were used to collect self-efficacy ratings for confidence, success, motivation, and anxiety with respect to each of the 3Cs. Additionally, for comparisons a baseline behavioral tool was assessed along with students self-reported prior experiences relevant to the course and overall time spent on course activities. The group was split into high-performers and low-performers for the purpose of analysis. For all 3Cs, aspects of student perceived confidence and success significantly increased between the presurveys and postsurveys for the entire group. However, student perceived motivation was not significantly improved for any of the 3Cs. Interestingly for “connections,” student perceived anxiety decreased only for the high-performing group. This study suggests that changes in these 3Cs can be identified within a single course when subaspects of the mindset are considered.
{"title":"Impact of scaffolding and hands-on assignments within mechatronics on student learning outcomes of KEEN's entrepreneurial mindset","authors":"Vinayak Vijayan, Shanpu Fang, Skyler A. Barclay, Megan E. Reissman, Timothy Reissman","doi":"10.1177/03064190241240463","DOIUrl":"https://doi.org/10.1177/03064190241240463","url":null,"abstract":"Scaffolding learning and incorporating hands-on activities are proven pedagogical techniques that improve student engagement. A growing movement within engineering education has been to educate beyond the technical skills and foster an improvement in students’ entrepreneurial mindset. A modified version of a validated self-efficacy tool is used here to assess the impact that scaffolding and hands-on activities within a Mechatronics course have on developing the three student learning outcomes associated with the Kern Entrepreneurial Engineering Network's entrepreneurial mindset: “curiosity,” “connections,” and “creating value” (3Cs). A total of 229 students were considered in this study. Presurveys and postsurveys were used to collect self-efficacy ratings for confidence, success, motivation, and anxiety with respect to each of the 3Cs. Additionally, for comparisons a baseline behavioral tool was assessed along with students self-reported prior experiences relevant to the course and overall time spent on course activities. The group was split into high-performers and low-performers for the purpose of analysis. For all 3Cs, aspects of student perceived confidence and success significantly increased between the presurveys and postsurveys for the entire group. However, student perceived motivation was not significantly improved for any of the 3Cs. Interestingly for “connections,” student perceived anxiety decreased only for the high-performing group. This study suggests that changes in these 3Cs can be identified within a single course when subaspects of the mindset are considered.","PeriodicalId":39952,"journal":{"name":"International Journal of Mechanical Engineering Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140386045","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-22DOI: 10.1177/03064190241240323
Yaoguang Shi, Bin Liu
Under the regional economic background, local colleges have a crucial role in evaluating and researching the training of new engineering talents. With the continuous development of technology and the improvement of economic strength, training new engineering talents has become an important mission for local higher education institutions. This study aims to explore the evaluation methods and strategies for training new engineering talents in local colleges within the regional economic context. It proposes an evaluation system that selects and assesses indicators from five aspects: basic conditions, teaching process, practical proficiency, cultivation level of innovation ability, and cultivation effect. The results were obtained through a combination of the analytic hierarchy process and fuzzy comprehensive evaluation model and take two majors of A college as an example to evaluate and analyze the training effect of new engineering talents. Furthermore, this article presents valuable recommendations and countermeasures to enhance the training of new engineering talents in local colleges.
在区域经济背景下，地方高校在新工科人才培养的评估和研究方面起着至关重要的作 用。随着科技的不断发展和经济实力的不断提高，培养新工科人才已成为地方高校的重要 任务。本研究旨在探索区域经济背景下地方高校新工科人才培养的评价方法和策略。提出了从基础条件、教学过程、实践能力、创新能力培养水平和培养效果五个方面选取指标进行评价的评价体系。通过层次分析法和模糊综合评价模型相结合的方法，以 A 学院的两个专业为例，对新工科人才培养效果进行了评价和分析。此外，本文还提出了加强地方高校新工科人才培养的宝贵建议和对策。
{"title":"Research on training evaluation of new engineering talents in China local colleges under the background of regional economy","authors":"Yaoguang Shi, Bin Liu","doi":"10.1177/03064190241240323","DOIUrl":"https://doi.org/10.1177/03064190241240323","url":null,"abstract":"Under the regional economic background, local colleges have a crucial role in evaluating and researching the training of new engineering talents. With the continuous development of technology and the improvement of economic strength, training new engineering talents has become an important mission for local higher education institutions. This study aims to explore the evaluation methods and strategies for training new engineering talents in local colleges within the regional economic context. It proposes an evaluation system that selects and assesses indicators from five aspects: basic conditions, teaching process, practical proficiency, cultivation level of innovation ability, and cultivation effect. The results were obtained through a combination of the analytic hierarchy process and fuzzy comprehensive evaluation model and take two majors of A college as an example to evaluate and analyze the training effect of new engineering talents. Furthermore, this article presents valuable recommendations and countermeasures to enhance the training of new engineering talents in local colleges.","PeriodicalId":39952,"journal":{"name":"International Journal of Mechanical Engineering Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140218540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-22DOI: 10.1177/03064190241240416
Luis Alberto Munoz Ubando, Alexander Amigud, Ekaterina Sirazitdinova
When teaching robotics, instructors face the challenge of finding an effective approach to bridge theoretical concepts and practical applications. Both computer simulations and hands-on laboratory experiments provide learners with opportunities for active, immersive, and experiential learning. As students progress from introductory to advanced topics and from theory to practice, their performance is contingent upon earlier knowledge and may increase, remain unchanged, or decrease. The question that arises is whether computer simulation can serve as a viable foundation for fostering an understanding of theory that enables the subsequent grasp of advanced practical concepts in robotics. Put another way, when students are introduced to the field of robotics through computer simulation, how will they perform when presented with advanced hands-on tasks involving the construction of physical robots to solve problems in physical space? To answer this question, we examined undergraduate student performance ( n = 107) across two robotics courses—an introductory course using computer simulation (Robot Operating System, Rviz, and GAZEBO) and an advanced course using physical hardware (Puzzlebot), leveraging the hardware's capability for AI tasks such as machine vision (Nvidia Jetson Nano development kit). Our findings suggest that student performance increased as they progressed from using computer simulation to engaging with hardware in the physical environment, further suggesting that teaching with computer simulations provides an adequate foundation to learn and complete more advanced tasks.
{"title":"Computer simulation and hands-on labs: A case study of teaching robotics and AI","authors":"Luis Alberto Munoz Ubando, Alexander Amigud, Ekaterina Sirazitdinova","doi":"10.1177/03064190241240416","DOIUrl":"https://doi.org/10.1177/03064190241240416","url":null,"abstract":"When teaching robotics, instructors face the challenge of finding an effective approach to bridge theoretical concepts and practical applications. Both computer simulations and hands-on laboratory experiments provide learners with opportunities for active, immersive, and experiential learning. As students progress from introductory to advanced topics and from theory to practice, their performance is contingent upon earlier knowledge and may increase, remain unchanged, or decrease. The question that arises is whether computer simulation can serve as a viable foundation for fostering an understanding of theory that enables the subsequent grasp of advanced practical concepts in robotics. Put another way, when students are introduced to the field of robotics through computer simulation, how will they perform when presented with advanced hands-on tasks involving the construction of physical robots to solve problems in physical space? To answer this question, we examined undergraduate student performance ( n = 107) across two robotics courses—an introductory course using computer simulation (Robot Operating System, Rviz, and GAZEBO) and an advanced course using physical hardware (Puzzlebot), leveraging the hardware's capability for AI tasks such as machine vision (Nvidia Jetson Nano development kit). Our findings suggest that student performance increased as they progressed from using computer simulation to engaging with hardware in the physical environment, further suggesting that teaching with computer simulations provides an adequate foundation to learn and complete more advanced tasks.","PeriodicalId":39952,"journal":{"name":"International Journal of Mechanical Engineering Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140212957","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-28DOI: 10.1177/03064190241233685
Metin Gürgöze, A. Altınkaynak
Complex numbers and complex functions are frequently utilized in solving equations of motion in free and harmonic responses of vibration systems. However, certain fundamental details are sometimes overlooked and many books and articles may present differential equations with inconsistencies, which can confuse meticulous readers. This confusion often arises because one side of the equations is in real form, while the other side is expressed in complex form. To address this issue, the present article offers examples from literature to highlight the perplexing situation and provides a didactic methodology, aimed at enhancing clarity and ensuring that readers are left with a thorough understanding of the subject matter.
{"title":"Use of complex notation for solving vibrations equations","authors":"Metin Gürgöze, A. Altınkaynak","doi":"10.1177/03064190241233685","DOIUrl":"https://doi.org/10.1177/03064190241233685","url":null,"abstract":"Complex numbers and complex functions are frequently utilized in solving equations of motion in free and harmonic responses of vibration systems. However, certain fundamental details are sometimes overlooked and many books and articles may present differential equations with inconsistencies, which can confuse meticulous readers. This confusion often arises because one side of the equations is in real form, while the other side is expressed in complex form. To address this issue, the present article offers examples from literature to highlight the perplexing situation and provides a didactic methodology, aimed at enhancing clarity and ensuring that readers are left with a thorough understanding of the subject matter.","PeriodicalId":39952,"journal":{"name":"International Journal of Mechanical Engineering Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140419100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-31DOI: 10.1177/03064190231226358
Richard Kaufman
In the September 2022 issue of The Physics Teacher ( TPT), Richard Kaufman and Harvey Leff showed the interdependence of the first and second laws of thermodynamics. Here, I go further and use the facts that the first law implies the second law, and that the second law implies the first law. This two-way implication establishes the logical equivalence of the first and second laws. Although the laws are logically equivalent (when one is true, then the other must be true), this does not mean that they are the same. The equivalence provides for a deeper and richer understanding of the laws of thermodynamics for students, teachers, and physicists. Surely, if we can know that the first and second laws are equivalent, then we should know.
{"title":"The first and second laws of thermodynamics are logically equivalent","authors":"Richard Kaufman","doi":"10.1177/03064190231226358","DOIUrl":"https://doi.org/10.1177/03064190231226358","url":null,"abstract":"In the September 2022 issue of The Physics Teacher ( TPT), Richard Kaufman and Harvey Leff showed the interdependence of the first and second laws of thermodynamics. Here, I go further and use the facts that the first law implies the second law, and that the second law implies the first law. This two-way implication establishes the logical equivalence of the first and second laws. Although the laws are logically equivalent (when one is true, then the other must be true), this does not mean that they are the same. The equivalence provides for a deeper and richer understanding of the laws of thermodynamics for students, teachers, and physicists. Surely, if we can know that the first and second laws are equivalent, then we should know.","PeriodicalId":39952,"journal":{"name":"International Journal of Mechanical Engineering Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140475526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-27DOI: 10.1177/03064190241228440
V. Brazhenko, I. Mochalin, Jiancheng Cai
Fluid flow visualization techniques are becoming more widespread every year due to the availability of lasers, high-speed cameras, and the development of a large amount of image processing software. Nowadays, one of the most popular methods of flow optical visualization is particle image velocimetry (PIV). PIV is an innovative way to measure and analyze fluid characteristics, giving students a more in-depth understanding of how fluids move. This paper is focused on using low-cost components and free software to implement PIV for Poiseuille flow investigation in an undergraduate fluid mechanics course. The introduction discusses how PIV is being used as a complementary method in educational institutions, highlights the high cost of equipment to implement PIV, and gives examples of low-cost do-it-yourself (DIY)-PIV systems. The following sections present the theoretical background, descriptions of the DIY-PIV experimental setup, and plan of the investigation for the Poiseuille flow analysis. A brief overview of free image processing software for the PIV implementation is also provided. The last section presents the results of the Poiseuille flow study and analyzes the measurement quality using the created DIY-PIV system. The present experimental investigation covers topics and reinforces skills related to concepts: laminar flow, Poiseuille flow (velocity distribution, maximum and average velocity), Reynolds number, and measurement error.
{"title":"DIY-PIV system for Poiseuille flow investigation in undergraduate fluid mechanics course","authors":"V. Brazhenko, I. Mochalin, Jiancheng Cai","doi":"10.1177/03064190241228440","DOIUrl":"https://doi.org/10.1177/03064190241228440","url":null,"abstract":"Fluid flow visualization techniques are becoming more widespread every year due to the availability of lasers, high-speed cameras, and the development of a large amount of image processing software. Nowadays, one of the most popular methods of flow optical visualization is particle image velocimetry (PIV). PIV is an innovative way to measure and analyze fluid characteristics, giving students a more in-depth understanding of how fluids move. This paper is focused on using low-cost components and free software to implement PIV for Poiseuille flow investigation in an undergraduate fluid mechanics course. The introduction discusses how PIV is being used as a complementary method in educational institutions, highlights the high cost of equipment to implement PIV, and gives examples of low-cost do-it-yourself (DIY)-PIV systems. The following sections present the theoretical background, descriptions of the DIY-PIV experimental setup, and plan of the investigation for the Poiseuille flow analysis. A brief overview of free image processing software for the PIV implementation is also provided. The last section presents the results of the Poiseuille flow study and analyzes the measurement quality using the created DIY-PIV system. The present experimental investigation covers topics and reinforces skills related to concepts: laminar flow, Poiseuille flow (velocity distribution, maximum and average velocity), Reynolds number, and measurement error.","PeriodicalId":39952,"journal":{"name":"International Journal of Mechanical Engineering Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139592436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-23DOI: 10.1177/03064190241227529
A. Akulov, Kostiantyn Zhelieznov, Oleksandr Zabolotnyi, Eugene Chabaniuk, Angela Shvets
Teaching the basics of a profession to university students and graduates requires the use of intensive training methods to reduce time and increase the efficiency of knowledge acquisition. Railway workers have a special responsibility related to the safety of train traffic. In this regard, appropriate training, retraining, and certification should be provided. For this purpose, it is appropriate to use computer interactive teaching methods that use modern technologies for modeling and simulating the operation of various technical objects of railway transport. For this purpose, it is advisable to use computer interactive teaching methods that use modern technologies for modeling and simulating the operation of various technical objects of railway transport, that is, simulators and computer training programs that allow both training and examination of applicants. The work contains an overview of computer teaching aids for bachelors of railway universities. A description of the beta version of a computer program for studying the predeparture inspection of wagons for the timely detection of damage to rolling stock structures, emergency operation of mechanisms and other emergency situations was presented. A system was proposed for integrating the software product into the educational and professional program “Wagons and wagon facilities” in the Railway Transport specialty.
{"title":"Computer training tools for students and graduates of railway universities in the development of practical skills","authors":"A. Akulov, Kostiantyn Zhelieznov, Oleksandr Zabolotnyi, Eugene Chabaniuk, Angela Shvets","doi":"10.1177/03064190241227529","DOIUrl":"https://doi.org/10.1177/03064190241227529","url":null,"abstract":"Teaching the basics of a profession to university students and graduates requires the use of intensive training methods to reduce time and increase the efficiency of knowledge acquisition. Railway workers have a special responsibility related to the safety of train traffic. In this regard, appropriate training, retraining, and certification should be provided. For this purpose, it is appropriate to use computer interactive teaching methods that use modern technologies for modeling and simulating the operation of various technical objects of railway transport. For this purpose, it is advisable to use computer interactive teaching methods that use modern technologies for modeling and simulating the operation of various technical objects of railway transport, that is, simulators and computer training programs that allow both training and examination of applicants. The work contains an overview of computer teaching aids for bachelors of railway universities. A description of the beta version of a computer program for studying the predeparture inspection of wagons for the timely detection of damage to rolling stock structures, emergency operation of mechanisms and other emergency situations was presented. A system was proposed for integrating the software product into the educational and professional program “Wagons and wagon facilities” in the Railway Transport specialty.","PeriodicalId":39952,"journal":{"name":"International Journal of Mechanical Engineering Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139603551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-22DOI: 10.1177/03064190231220949
M. Lubarda, V. Lubarda
A general analysis of inextensible perfectly flexible cables of negligible weight and a prescribed length, loaded by an arbitrary number of concentrated loads, or by a uniformly distributed load per unit horizontal length, is presented. A catenary cable under its own weight, with or without a concentrated force, is also considered. The sags under loads and tensions in all segments of the cable are determined. The results are derived in closed-form, apart from a numerical solution of a single nonlinear algebraic equation for a suitably introduced parameter in the last step of the analysis. The study complements the treatment of cables under concentrated forces available in undergraduate textbooks, which omit the consideration of cables whose length is prescribed in advance. The general analysis may be found appealing for a senior or graduate structural mechanics course, while its specialization to cables with two or three loads only is well suited for an introductory mechanics course. Expressions for a catenary cable subjected to a concentrated load at its midpoint are also derived, with only one nonlinear transcendental equation for the introduced load parameter needing to be solved numerically. Three student projects are suggested which address the existence and uniqueness of the cable configuration under a concentrated force with a specified sag and length of the cable, the lifting of two symmetrically hung loads by an upward force, and the determination of the deformed shape and tension in a catenary cable subjected to a concentrated force at an arbitrary point of the cable.
{"title":"Cables of a prescribed length under concentrated or distributed loads","authors":"M. Lubarda, V. Lubarda","doi":"10.1177/03064190231220949","DOIUrl":"https://doi.org/10.1177/03064190231220949","url":null,"abstract":"A general analysis of inextensible perfectly flexible cables of negligible weight and a prescribed length, loaded by an arbitrary number of concentrated loads, or by a uniformly distributed load per unit horizontal length, is presented. A catenary cable under its own weight, with or without a concentrated force, is also considered. The sags under loads and tensions in all segments of the cable are determined. The results are derived in closed-form, apart from a numerical solution of a single nonlinear algebraic equation for a suitably introduced parameter in the last step of the analysis. The study complements the treatment of cables under concentrated forces available in undergraduate textbooks, which omit the consideration of cables whose length is prescribed in advance. The general analysis may be found appealing for a senior or graduate structural mechanics course, while its specialization to cables with two or three loads only is well suited for an introductory mechanics course. Expressions for a catenary cable subjected to a concentrated load at its midpoint are also derived, with only one nonlinear transcendental equation for the introduced load parameter needing to be solved numerically. Three student projects are suggested which address the existence and uniqueness of the cable configuration under a concentrated force with a specified sag and length of the cable, the lifting of two symmetrically hung loads by an upward force, and the determination of the deformed shape and tension in a catenary cable subjected to a concentrated force at an arbitrary point of the cable.","PeriodicalId":39952,"journal":{"name":"International Journal of Mechanical Engineering Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139607997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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