Program Self-Study Report for Mechanical Engineering

Mechanical Engineering Technical Elective Courses

EML 4312/5311

Design and Analysis of Control Systems

EML 4316/5317

Advanced Design and Analysis of Control Systems

EML 4800/5802

Introduction to Robotics

EML 4840/5841

Introduction to Mobile Robotics updated 07/14/08

EML 4930-TBA

Vehicle Design added 07/14/08

EML 4535

Computer Aided Design (CAD)

EML 4536C

Design Using FEM

EMA 4225/5226

Mechanical Metallurgy

EMA 4501/5514

Optical and Electron Microscopy

EML 4542/5543

Materials Selection in Design

EML 4930-XX/ 5930-XX

Texture

EML 4421/5930

Fundamentals of Propulsions

EML 4450/5451

Energy Conversion Systems for Sustainability updated 07/14/08

EML 4452/54531

Sustainable Power Generation added 07/14/08

EML 4512

Thermal-Fluid Design

EML 4711/5710

Introduction to Gas Dynamics

DEPARTMENT: MECHANICAL ENGINEERING

COURSE #:  EML 4312/5311, 3 credits

COURSE TITLE:   Design and Analysis of Control Systems

TYPE COURSE:  Elective

TERM(S) OFFERED:  Fall

CATALOG DESCRIPTION:
Mathematical modeling of continuous physical systems. Frequency and time domain analysis and design of control systems. State variable representations of physical systems.

PREREQUISITES:
EML 3014C, Dynamic Systems II
(If you have not passed this course (or its equivalent) with a C or better, you are not prepared for EML 4312/5311 and the instructor has the right to drop you from the course.)

AREA COORDINATOR:  Dr. Emmanuel Collins .
RESPONSIBLE FACULTY:  Dr. Emmanuel Collins
INSTRUCTOR OF RECORD:  Dr. Emmanuel Collins

DATE OF PREPARATION:  08/27/01 (Collins)

CLASS SCHEDULE:
Twice weekly for 1 hr. and 15 min.

SCIENCE/DESIGN (%): 65 / 35

CONTRIBUTION TO MEETING THE PROFESSIONAL COMPONENT:
 65% Engineering Science
35% Engineering Design

COURSE TOPICS:

1. Review of modeling of mechanical, electrical, and electromechanical systems
2. Review of Laplace transforms and block diagrams
3. System response and time domain specifications
4. Basic properties of feedback
5. The PID controller
6. Steady-state tracking and system type
7. Stability and Routh’s criterion
8. Root locus design
9. Bode plots
10. The Nyquist stability criterion
11. Stability margins
12. Lead and lag compensation

ASSESSMENT TOOLS:

1. Weekly homework problems
2. Two exams and a final. (See the attached syllabus for the dates.)
3. Class projects.

COURSE OBJECTIVES*

(Numbers shown in brackets refer to department educational outcomes - Please ask Dr. Shih to check these numbers)

1. Be able to represent a variety of dynamic open-loop and closed-loop systems in a variety of forms. [1,4,9,11]
2. To introduce the principle of feedback for controlling a variety of dynamic systems, including the primary reasons that feedback is used. [3,9,10]
3. To introduce standard time-domain criteria for analyzing the stability and performance of a feedback system. [1,2,5]
4. To introduce the PID controller as a standard feedback control scheme. [2,3,7]
5. To introduce the root locus method as a tool for feedback control design. [1,3,5,7,10]
6. To be able to use frequency response plots as a means for designing feedback control laws. [1,2,3,5,7,10]

COURSE OUTCOMES*

(Numbers shown in brackets are links to course objectives listed above)

1. Be able to represent dynamic systems in either standard ordinary differential equation form, transfer function form, or state-variable form and convert from one form to another. [1]
2. Be able to linearize a nonlinear system in state-variable form about a selected operating point. [1]
3. Be able to state and illustrate the two primary reasons that feedback control is used. [2]
4. Be able to determine the stability of a linear system of arbitrary order. [3]
5. Given a step response of a system, be able to determine the rise time, overshoot, settling time, and steady-state error of the system. [3]
6. Be able to discuss and illustrate the qualitative relationship between system poles and zeros and the system time-domain response. [3]
7. Be able to use the Ziegler-Nichols tuning criteria for PID controllers. [4]
8. Be able to discuss and illustrate the qualitative effect of the proportional, integral and derivative gains of a PID controller on a feedback system. [4]
9. Be able to sketch a root locus plot of an arbitrary linear system. [5]
10. Be able to use the root locus plot to investigate the influence of an arbitrary system parameter on the system behavior. [5]
11. Be able to sketch the Bode plot of an arbitrary linear system. [6]
12. Given a Bode plot, be able to sketch the corresponding Nyquist plot. [6]
13. Be able to use a Bode plot to qualitatively predict the speed of response. [6]
14. Be able to determine the stability of a system from either a Bode plot (when applicable) or a Nyquist plot. [6]
15. Be able to design lead and lag controllers using a Bode plot.

DEPARTMENT: MECHANICAL ENGINEERING

COURSE #:  EML 4316/5317, 3 credits

COURSE TITLE:   Advanced Design and Analysis of Control Systems

TYPE COURSE:  Elective

TERM(S) OFFERED:  Spring

CATALOG DESCRIPTION:
Design of advanced control systems (using time and frequency domains) will be emphasized.Implementation of control systems using continuous (operational amplifier) or digital (microprocessor) techniques will be addressed and practiced.

PREREQUISITES:
EML 4312, Design and Analysis of Control Systems

AREA COORDINATOR:  Dr. Emmanuel Collins
RESPONSIBLE FACULTY:  Dr. Emmanuel Collins
INSTRUCTOR OF RECORD:  Dr. Emmanuel Collins

DATE OF PREPARATION:  07/18/02(AHS)

CLASS SCHEDULE:
Twice weekly for 1 hr. and 15 min.

TEXTBOOKS/REQUIRED MATERIAL:

• Digital Control of Dynamic Systems, Third Edition by G. F. Franklin, J. D. Powell, and M. Workman, Addision Wesley 1998

SCIENCE/DESIGN (%): 50 / 50

CONTRIBUTION TO MEETING THE PROFESSIONAL COMPONENT:
 

COURSE TOPICS:

1. Review of standard analog control concepts, including Nyquist plots
2. Sensitivity functions
3. Delay systems
4. Sampled-data control systems
5. The z-transform
6. Controller digitization
7. Matrix theory
8. Plant discretization
9. The delta transform
10. Frequency response analysis for discrete-time systems
11. z-plane root locus
12. Canonical forms for state space systems
13. H2 optimal control

ASSESSMENT TOOLS:

1. Homeworks
2. Group Assignments and Projects
3. Tests
4. Final Exams

COURSE OBJECTIVES*

(Numbers shown in brackets refer to department educational outcomes - Please ask Dr. Shih to check these numbers)

1. To strengthen the students understanding of classical analog control concept and introduce advanced concepts in classical analog control, such as Nyquist plots [1,3,5,10]
2. To introduce a variety of methods for implementing an analog controller on a digital processor [1,3,5,10]
3. To show the extension of standard analog control concepts to digital control [1,3,5,10]
4. To introduce basic concepts in system identification [1,2,10,11]
5. To introduce the delta operator as a means of getting good digital control behavior in the presence of fast sampling and as a means of unifying analog and digital theories [1,3,11]
6. To introduce optimal control in the context of classical control [1,3,10,11]
7. Carry out an advanced control systems design project in either simulation or hardware implementation [1,2,3,4,7,9,10]

COURSE OUTCOMES*

(Numbers shown in brackets are links to course objectives listed above)
Upon course completion, students should be able to:

1. Be able to state the basic reasons for using feedback control [1]
2. Be able to describe the basic techniques for analog design and how they are used [1]
3. Be able to describe at least 3 ways to discretize an analog controller [2]
4. Be able to describe the frequency response of a digital system [3]
5. Be able to use the discrete-time Nyquist criterion [3]
6. Be able to write down the general form of a digital PID controller [3]
7. Be able to describe both the z-Transform and state-space techniques for plant discretization [3]
8. Be able to design in the digital domain controller using either root locus or frequency response design [3]
9. Be able to formulate system identification as a least squares problem [4]
10. Be able to state the meaning of the delta operator and describe the advantage of using the delta operator over the standard forward-shift operator in designing digital control systems [5]
11. Be able to explain the concepts of controllability, observability, stabilizability and detectability in physical terms [6]
12. Be able to formulate H2 optimal control in terms of a transfer function [6]
13. Present the results of a non-trivial successful control design which involves the use of MATLAB Simulink [7]

DEPARTMENT: MECHANICAL ENGINEERING

COURSE #:  EML 4800/5802, 3 credits

COURSE TITLE:   Introduction to Robotics

TYPE COURSE:  Elective

TERM(S) OFFERED:  Spring

CATALOG DESCRIPTION:
Basic elements of a robot, robot actuators, and servo control; sensors, senses, vision, and voice; microprocessor system design and computers; kinematic equations; motion trajectories.

PREREQUISITES:
EML 3014C, Dynamic Systems II

CO REQUISITE:
EML 4535C, Computer Aided Design (CAD)

AREA COORDINATOR:  Dr. Emmanuel Collins
RESPONSIBLE FACULTY:  Dr. Emmanuel Collins
INSTRUCTOR OF RECORD:  Dr. Carl. Moore

DATE OF PREPARATION:  07/18/02(AHS)

CLASS SCHEDULE:
Three times weekly for 50 min.

SCIENCE/DESIGN (%): 80 / 20

CONTRIBUTION TO MEETING THE PROFESSIONAL COMPONENT:
 80% Engineering Science
20% Engineering Design

COURSE TOPICS:

1. Introduction and History of robots
2. Translations, rotations, and transformations
3. Manipulator kinematics
4. Inverse manipulator kinematics
5. Jacobians: velocities and static forces
6. anipulator dynamics
7. Trajectory generation
8. Linear manipulator control
9. Nonlinear control of manipulators
10. Force control of manipulators

ASSESSMENT TOOLS:

1. Weekly homework problems
2. MATLAB computer programming assignments
3. Group presentation of journal papers
4. One or more exams
5. Final project including written and oral presentations

COURSE OBJECTIVES*

(Numbers shown in brackets refer to department educational outcomes - Please ask Dr. Shih to check these numbers)

1. To provide an overview of the state of the art in robot technology
2. To teach formation of homogeneous transformations for relating positions and orientation between frames
3. To teach the relationship between manipulator joint space positions and task space positions
4. To teach the relationship between manipulator joint space velocities and task space velocities
5. To teach the Lagrangian (energy-based) approach to dynamics
6. To teach how to compute a manipulator trajectory through multidimensional space
7. To teach computed torque and position/force control methods
8. To teach comprehension and application of material from technical journal articles
9. To teach the ability to write computer programs that calculate robot mathematics

COURSE OUTCOMES*

(Numbers shown in brackets are links to course objectives listed above)
Upon course completion, students should be able to:

1. Be able to recognize different types of robots and their intended applications [1]
2. Be able to develop a transformation matrix that relates the end effector of a robot with the base coordinate frame [2, 3]
3. Be able to determine the position and orientation of a robot end effector given its joint positions [3, 4, 8]
4. Be able to determine the linear and angular velocity of a robot end effector given the position and velocities of its joints [3, 4. 8]
5. Be able to create the equations of motion for a manipulator using the Lagrangian formulation [5, 8]
6. Be able to calculate a set of robot joint positions, velocities, and accelerations that will achieve a desired end effector trajectory
7. Be able to develop and simulate robot control using the computed torque method [5, 7, 9]
8. Understand the fundamentals of robot control [5, 7, 8]
9. Be able to create computer code necessary to drive a robot system [2, 3, 4, 5, 7]
10. Be able to present technical material through writing [8]

DEPARTMENT: MECHANICAL ENGINEERING

COURSE #:   EML 4840/5841, 3 credits

COURSE TITLE:   Introduction to Mobile Robotics updated 07/14/08

COURSE #:  EML 4930-X/5930-X, 3 credits

COURSE TITLE:   Mobile Robotics

TYPE COURSE:  Elective

TERM(S) OFFERED:  Fall

CATALOG DESCRIPTION:
Analytical dynamic modeling and dynamic simulation of mobile robots; mobile robot sensors and sensor fusion using Kalman filtering; basic methods of computer vision and standard image analysis techniques; standard path planning and obstacle avoidance algorithms; trajectory planning and control using dynamic models.

PREREQUISITES: instructor approval

CO REQUISITE: none

AREA COORDINATOR:  Dr. Emmanuel Collins
RESPONSIBLE FACULTY:  Dr. Emmanuel Collins
INSTRUCTOR OF RECORD:  Dr. Carl. Moore

DATE OF PREPARATION:  07/18/02(AHS)

CLASS SCHEDULE:
Twice weekly for 1hr and 15 min

SCIENCE/DESIGN (%): 100 / 0

CONTRIBUTION TO MEETING THE PROFESSIONAL COMPONENT:
 100% engineering science

COURSE OBJECTIVES*

COURSE OUTCOMES*

DEPARTMENT: MECHANICAL ENGINEERING

COURSE #:  EML 4535, 3 credits

COURSE TITLE:   Computer Aided Design (CAD)

TYPE COURSE:  Elective

TERM(S) OFFERED:  Spring

CATALOG DESCRIPTION:
Introduction to the theory and practice of computer-aided design: computer graphics, homogeneous transformations; parametric solid modeling, optimization, finite element analysis.

PREREQUISITES:
Prerequisite: EML 3018CPrerequisite: EML 3018C

AREA COORDINATOR:  Dr. Patrick Hollis
RESPONSIBLE FACULTY:  Dr. Patrick Hollis
INSTRUCTOR OF RECORD: Dr. Fathi

DATE OF PREPARATION: 06/16/03 (AHS)

CLASS SCHEDULE:
Twice weekly for 1 hr. and 15 min.

SCIENCE/DESIGN (%): 70 / 30

CONTRIBUTION TO MEETING THE PROFESSIONAL COMPONENT:
70% engineering science
20% engineering design

COURSE TOPICS:

1. Introduction to CAD.
2. Computer Graphics
3. Geometrical Transformations
4. Viewing in 3-dimensions
5. Interpolation Functions
6. Representation of Solids
7. Introduction to Finite Element Analysis
8. Optimization
9. Parametric Modeling
10. Curve and Surface Design

ASSESSMENT TOOLS:

1. Weekly Homework Assignments
2. Daily Computer Class Assignments
3. Computer Design Projects
4. Final Design Project and Oral Presentation

COURSE OBJECTIVES*

(Numbers shown in brackets refer to department educational outcomes - Please ask Dr. Shih to check these numbers)

1. To learn how to apply the principle of design to solve problems of interest to society [1,2,3,5,6,8,10,11]
2. To understand the fundamental mathematics and physics necessary to design mechanical systems and components using the computer as a tool [1,2,3,10,11]
3. To learn the fundamental theory behind all CAD programs [1,10,11]
4. To learn the purpose of a specific design and its impact on society [6,8]
5. To learn how to visualize mental ideas, create and convey novel engineering designs [2,3,5,10]
6. To become competent in the use of ProEngineer [2,3,10]
7. To learn how to work effectively in groups using the principles of collaborative learning in design [4,7,9]
8. To learn how to properly model, analyze, and design complex mechanical systems as a conglomerate of simple feature based components [1,2,3,5,10]
9. To learn how to write technical documents and make effective presentations [5,10]

COURSE OUTCOMES*

(Numbers shown in brackets are links to course objectives listed above)

1. To be able to read engineering drawings and translate into its fundamental features for further analysis and design [5]
2. To be able to understand how to create a simple CAD program [2,3]
3. To be proficient in using the computer to design engineering systems [1,2,3,5,6]
4. To be able to effectively use ProEngineer to design simple and complex engineering components [6,8]
5. Given an engineering 2-D drawing, to be able to create a 3-D part [6]
6. To be able to generate engineering drawings from a 3-D part [6]
7. To be able to assemble 3-D parts to produce a working mechanical system [6]
8. To understand the ethics and moral involved in the engineering design of components and systems that can help or destroy society [1,4]
9. To be able to work in a group and contribute to the overall design of a novel system using ProEngineer [7]
10. To be able to write a technical proposal, draft, and final report on the design of an engineering system [9]
11. To be able to make an effective oral engineering presentation on the design of an engineering system [9]

DEPARTMENT: MECHANICAL ENGINEERING

COURSE #:  EML 4536C, 3 credits

COURSE TITLE:   Design Using FEM

TYPE COURSE:  Elective

TERM(S) OFFERED:  Fall

CATALOG DESCRIPTION:
The Finite Method – what it is, elementary FEM theory, structures and elements, trusses, beams, and frames, two-dimensional solids, three-dimensional solids, axisymmetric solids, thin-walled structures, static and dynamic problems, available hardware and software, basic steps in FEM analysis, pre/post processing, interpretation of results, advanced modeling techniques, design optimization, advanced materials using FEM.

PREREQUISITES:
EML 4535C, Computer Aided Design (CAD)

AREA COORDINATOR:  Dr. Patrick Hollis
RESPONSIBLE FACULTY:  Dr. Patrick Hollis
INSTRUCTOR OF RECORD:  Dr. Shet

DATE OF PREPARATION:  07/18/02 (AHS)

CLASS SCHEDULE:
Twice weekly for 1 hr. and 15 min.

SCIENCE/DESIGN (%): 40 / 60

CONTRIBUTION TO MEETING THE PROFESSIONAL COMPONENT:
 40% engineering science
60% engineering design

COURSE TOPICS:

1. Elementary FEM theory
2. Structures and elements
3. Trusses, beams, and frames
4. Two-dimensional solids
5. Three-dimensional solids
6. Axisymmetric solids
7. Thin-walled structures
8. Static and dynamic problems
9. Advanced modeling techniques
10. Design optimization
11. dvanced materials using FEM.

ASSESSMENT TOOLS:

1. Homework
2. Midterm and final Exam
3. Deign projects using FEM

COURSE OBJECTIVES*

(Numbers shown in brackets refer to department educational outcomes - Please ask Dr. Shih to check these numbers)

COURSE OUTCOMES*

(Numbers shown in brackets are links to course objectives listed above)

DEPARTMENT: MECHANICAL ENGINEERING

COURSE #:  EML 4225/ 5226, 3 credits

COURSE TITLE:   Mechanical Metallurgy

TYPE COURSE:  Elective

TERM(S) OFFERED:  Fall

CATALOG DESCRIPTION:
Tensile instability, crystallography, theory of dislocations, plasticity, hardening mechanisms, creep and fracture, electron microscopy, composite materials.

PREREQUISITES:
EML 3011C, Mechanics and Materials I and EML 3012C, Mechanics and Materials II.

AREA COORDINATOR:  Dr. Namas Chandra
RESPONSIBLE FACULTY:  Dr. Peter Kalu
INSTRUCTOR OF RECORD: Dr. Peter Kalu

DATE OF PREPARATION: 08/31/02

CLASS SCHEDULE:
Twice weekly for 1 hr. and 15 min.

SCIENCE/DESIGN (%): 80 / 20

CONTRIBUTION TO MEETING THE PROFESSIONAL COMPONENT:
 80% engineering science
20% engineering design in materials sciences

COURSE TOPICS:

1. Review: Tensile Response of Materials
2. Effect of Temperature on Flow Properties
3. Stress State (2-D)
4. Stress Tensor
5. Stress State (3-D)
6. Description of Strain
7. Elasticity: Advanced Treatment
8. Plasticity: Yielding Criteria for Ductile Metals
9. Plastic Deformation
10. Dislocation Theory
11. Strengthening Mechanisms
12. Metalworking
13. Creep
14. Fracture

ASSESSMENT TOOLS:

1. Homework
2. Quizzes
3. Exams
4. Report
5. Presentation
6. Final Exam

COURSE OBJECTIVES*

(Numbers shown in brackets refer to department educational outcomes - Please ask Dr. Shih to check these numbers)

COURSE OUTCOMES*

(Numbers shown in brackets are links to course objectives listed above)

DEPARTMENT: MECHANICAL ENGINEERING

COURSE #:  EMA 4501/5514, 3 credits

COURSE TITLE:  Optical and Electron Microscopy

TYPE COURSE:  Elective

TERM(S) OFFERED:   Spring

CATALOG DESCRIPTION:
Fundamentals and techniques of optical and electron microscopy as applied to the determination of physical, chemical, and structural properties of materials and behavior of materials in practice.

PREREQUISITES:
EML 3012C, Mechanics and Materials II

AREA COORDINATOR:  Dr. Namas Chandra
RESPONSIBLE FACULTY:  Dr. Peter J. Gielisse
INSTRUCTOR OF RECORD:  Dr. Peter J. Gielisse

DATE OF PREPARATION:  07/17/01 (Gielisse)

CLASS SCHEDULE:
Once weekly for 3 hours

SCIENCE/DESIGN (%): 100 / 0

CONTRIBUTION TO MEETING THE PROFESSIONAL COMPONENT:
100% engineering science

COURSE TOPICS:

1. Light Microscopy.
2. The Scanning Electron Microscope.
3. Electron Optics.
4. Electron-Specimen Interactions.
5. Image Formation and its Interpretation.
6. X-Ray Spectral Measurements.
7. Qualitative X-Ray (EDX-EDS) Analysis.
8. Quantitative X-Ray (EDX-EDS)
9. Analysis.Composition Imaging.
10. Sample Preparation of Inorganic and Metallic Materials.
11. Specimen Coating Techniques.
12. Hands-on Operation of an SEM.
13. Alternative Molecular Resolution Imaging Techniques (AFM, STM).

ASSESSMENT TOOLS:

1. Semester long microscopy project
2. Peer evaluated project presentation required of each student
3. Engineering project report
4. Two exams
5. Assignments throughout the course
6. Final examination

COURSE OBJECTIVES*

(Numbers shown in brackets refer to department educational outcomes - Please ask Dr. Shih to check these numbers)
This course teaches students:

1. The historical progress of microscopy in terms of magnification and resolution, using the electromagnetic spectral range from x-rays to radio waves as the imaging medium. [8]
2. The operational capabilities of various types of microscopes: light microscopy, electron microscopy, scanning tunneling microscopy and atomic force microscopy. [2, 5, 10]
3. Principles of photon, electron and x-ray interaction with solids: absorption, reflection, transmission, elastic scattering, inelastic scattering, secondary and backscattered electron emission, x-ray emission and lattice heating. [1]
4. The origins of the principal emission or imaging modes in electron microscopy: conductive, emissive, and luminescent, and their detection. [1]
5. Monte Carlo electron-trajectory simulation.  Influence of beam energy on interaction volume, atomic number and specimen tilt. [1]
6. The components of an electron microscope: electron guns, electron lenses and the detection and the imaging systems. [10]
7. Physical analysis of the electron specimen interactions: concepts and calculations of beam and specimen brightness and maximum current, and minimum spot size. [1]
8. The relationship between resolution, magnification, and depth of field and the impact of aberrations (diffraction, chromatic, spherical, and astigmatism) on minimum spot size and maximum current levels. [1]
9. How scanning electron microscope images are formed and how to interpret the results.  The image scanning action and picture elements (pixels). [2, 10]
10. The determination of the elemental chemical composition of specimen using energy dispersive spectrometry (EDS) or wavelength dispersive spectrometry (WDS). [1, 2, 5, 10]
11. The reasons for commonly encountered image disturbances such as lack of sharpness, instability, poor quality, and distorted or deformed images.[2]
12. The principles of operation of the scanning tunneling (STM) and atomic force microscopes (AFM) and other specialty type instruments featuring ultrahigh resolving power. [10]
13. The need for and the ways in which specimen must be prepared for any type of microscopy, particularly in the case of electron and other high resolution instruments. [3]
14. The knowledge required to operate a scanning electron microscope and to obtain information towards the solution of engineering problems. [2, 4, 5, 9, 10]
15. How to write and present a professional engineering report. [1, 2, 3, 5, 6, 7, 8, 10]

COURSE OUTCOMES*

(Numbers shown in brackets are links to course objectives listed above)
Upon course completion, students should be able to:

1. Determine what type(s) of optical analytical technique(s) are indicated in obtaining information in a specific situation. [1, 2, 3, 4]
2. Troubleshoot and repair small problems that tend to occur in operating high resolution equipment. [6, 8, 9, 11, 14]
3. Show how quantitative information is generated in imaging modes available in an SEM. [3, 4, 5, 7, 9, 12]
4. Generate qualitative and quantitative information from an instrument's output, i.e. from images, and field or energy intensities. [8, 9, 10, 11, 12, 13, 14]
5. Calculate beam current intensity and effective beam size, given the primary instrument parameters and applicable optical perturbations. [3, 5, 7, 8]
6. Operate a scanning electron microscope in the secondary electron and backscattering modes and generate useful information using student prepared sample specimen. [1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14]
7. Prepare samples of different types as required for optimal SEM imaging using cutting, cleaning, polishing, mounting, and coating techniques. [11, 13]
8. Analyze and obtain information towards solutions of engineering materials, components, or systems problems using an SEM. [9, 10, 11, 12,13, 14]
9. Submit a quality engineering report that presents information required in a specific situation or toward the solution of a problem, requiring an SEM or other analytical technique. [1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14]
10. Present, to an engineering audience, the results of a project which required the use of optical and electron microscopy using current audio-visual techniques. [1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14]

DEPARTMENT: MECHANICAL ENGINEERING

COURSE #:  EML 4542/5543, 3 credits

COURSE TITLE:   Materials Selection in Design

TYPE COURSE:  Elective

TERM(S) OFFERED:  Fall

CATALOG DESCRIPTION:
The selection and application of materials predicated on materials science and engineering case studies, covering most engineering applications.

PREREQUISITES:
CHM 1045, General Chemistry I; PHY 2049, General Physics B; EML 3234, Materials Science and Engineering; EML 3004, Introduction to Mechanical Engineering

AREA COORDINATOR: Dr. Namas Chandra
RESPONSIBLE FACULTY:  Dr. Peter J. Gielisse
INSTRUCTOR OF RECORD:  Dr. Peter J. Gielisse

DATE OF PREPARATION:  07/17/01 (Gielisse)

CLASS SCHEDULE:
Twice weekly for 1 hr. and 15 min.

SCIENCE/DESIGN (%): 50 / 50

CONTRIBUTION TO MEETING THE PROFESSIONAL COMPONENT:
50% engineering science
50% engineering design

COURSE TOPICS:

1. The Design Process.
2. Engineering Materials and their Properties.
3. Materials Selection Charts.
4. Materials Selection without Shape.
5. Case Studies Involving Materials Selection without Consideration of Shape.
6. Selection of Materials and Shape.
7. Case Studies of Designs in which both the Material and its Shape Play a Role.
8. Materials Processing and Design.
9. Case Studies Emphasizing Choice of Processing Method(s) Critical to System Performance.
10. Material Data Sources, Pros and Cons.
11. Materials, Aesthetics, and Industrial Design.

ASSESSMENT TOOLS:

1. Semester long design project
2. Peer evaluated project presentation required of each student
3. Engineering design project report
4. Two exams
5. Final examination

COURSE OBJECTIVES*

(Numbers shown in brackets refer to department educational outcomes - Please ask Dr. Shih to check these numbers)
This course teaches the student:

1. The difference between mechanical and industrial design and the basicdesign types: original, adaptive, and variant. [6, 8]
2. That design is an iterative process involving conceptualization, design embodiment, and design detailing. [2]
3. The classes of engineering materials and their design limiting material properties. [2]
4. The use of material selection charts and how to read and interpret them in a procedure for materials selection. [2, 5, 10]
5. How to derive, within the limits set by the design objective(s) and the governing constraints, a primary design equation containing terms relating to the functional requirements, the geometry of the component, and the material properties. [1, 2, 3, 5]
6. The procedure to derive a performance index for components loaded in tension, bending, twisting, and buckling as well as in various elastic and thermal designs. [1, 3, 5, 10]
7. The use of case studies to become more proficient in the identification of the (initially) best parameter in a new design or in making changes in materials to improve on an existing design. [1, 3, 5, 6, 8]
8. The derivation of macroscopic and microscopic shape factors for various types of loading and performance indices, to include shape. [1, 3, 5]
9. The impact of processing methodologies in turning the as-designed concept into a manufacturable product at a cost the market can absorb. [3, 5]
10. The evolution of materials in the design process, which has made for the transition from a function driven design to a materials driven design. [3, 5, 8, 9]
11. The use of materials databases. [5, 10]
12. How to write and present a professional engineering report. [6, 7]

COURSE OUTCOMES*

(Numbers shown in brackets are links to course objectives listed above)
Having taken this course the students should be able to:

1. Develop specific methodologies for the selection of materials in structural designs. [1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11]
2. Analyze the physical principles that underlie the proper production and functioning of mechanical systems. [2, 9]
3. Make use of the some eighteen mechanical, thermal, and wear properties that effect design. [3, 4, 5, 6, 11]
4. Determine the properties of materials from knowledge of their atomic mass, the nature of the interatomic forces, and packing geometry. [3]
5. Make proficient use of material selection charts to check and validate data, and to identify uses of new materials in a materials selection procedure. [3, 4, 7]
6. Derive performance indices for mechanical designs under various types of loading, with or without consideration of shape. [5, 6, 7, 8]
7. Carry out an actual design task, using quantified design attributes, objectives, and constraints, culminating in a primary design equation and the derivation of a material performance index. [5, 6, 7, 8]
8. To optimize performance in terms of weight, size, and cost of a load bearing component by considering the shape of sections. [5, 6,7, 8]
9. Identify and specify the processing methodologies required in the transition from a design into a manufactured product. [9]
10. Use alternate materials and consideration of shape to turn around unfeasible designs. [9, 10]
11. Design a product or component using rigorous design and materials selection procedures and fully quantified parameters in the design equations. [1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12]
12. Present to an engineering audience the results of a design effort. [1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12]

DEPARTMENT: MECHANICAL ENGINEERING

COURSE #:  EML 4930-XX/5930-XX, 3 credits

COURSE TITLE:  Texture

TYPE COURSE:  Elective

TERM(S) OFFERED:  Spring

CATALOG DESCRIPTION:
The purpose of Advanced Characterization and Microstructural Analysis is to acquaint the student with a carefully selected set of characterization tools relevant to the quantification of microstructure. The motivation for the course is problem solving in the areas of property measurement (e.g. grain boundary energy) and prediction of microstructural evolution e.g. in grain growth and recrystallization).

PREREQUISITES:
EML 3011C, Mechanics and Materials I, EML 3012C Mechanics and Materials II, EML 3234 Materials Science and Engineering

AREA COORDINATOR:  
RESPONSIBLE FACULTY:  Dr. Hamid Garmestani
INSTRUCTOR OF RECORD:  Dr. Hamid Garmestani

DATE OF PREPARATION:  7/10/03 (Anthony D. Rollett, AHS)

CLASS SCHEDULE:
Twice weekly for 1 hr. and 15 min.

TEXTBOOKS/REQUIRED MATERIAL:

SCIENCE/DESIGN (%): 100 / 0

CONTRIBUTION TO MEETING THE PROFESSIONAL COMPONENT:
 

COURSE TOPICS:

1. Overview of Microstructural Characterization Techniques
2. Analysis of Characterization data
3. Calculation of Orientation Distributions (OD) from Projections (pole figures)
4. Structure-Property Relationships

ASSESSMENT TOOLS:

1. Homeworks: 1 per week 100 points
2. Exams: two (take home)

COURSE OBJECTIVES*

(Numbers shown in brackets refer to department educational outcomes - Please ask Dr. Shih to check these numbers)

1. To develop skills and understanding in crystallographic preferred orientation (texture) and its representation by pole figures, inverse pole figures and orientation distributions [1, 5, 10]
2. To develop skills and understanding in methods of measuring texture such as X-ray diffraction and Electron Back Scatter Diffraction with reference to orientation mapping [1, 10]
3. To develop skills and understanding in the basis for elastic and plastic anisotropy in texture [1, 10]
4. To develop skills and understanding in stereology and image analysis [1, 10]
5. To develop skills and understanding in scanning electron microscopy (SEM) and atomic force microscopy (AFM).

COURSE OUTCOMES*

(Numbers shown in brackets are links to course objectives listed above)
Upon course completion, students should be able to:

1. Construct of Pole Figures (PFs) [1]
2. Locate microstructural components, calculate volume fractions [4]
3. Measurement of PF data, theoretical construction fo PFs [1]
4. Calculate Orientation Distributions from measured textures [3]
5. Identification of grain boundary character [2]
6. Use various tye of microscopy (optical, SEM, TEM, etc.) [2, 5]

DEPARTMENT: MECHANICAL ENGINEERING

COURSE #:  EML 4421C/5930-XXX, 3 credits
http://www.eng.fsu.edu/~shih/eml4421/

COURSE TITLE:  Fundamentals of Propulsions Systems

TYPE COURSE:  Elective

TERM(S) OFFERED:  Fall

CATALOG DESCRIPTION:
Analysis of the performance of propulsion systems using fundamental principles of the thermodynamics, heat transfer and fluid mechanics.  Systems studied include turbojet, turbofan, ramjet engines as well as piston type internal combustion (IC) engines.

PREREQUISITES:
EML 3015C, Thermal-Fluids I; EML 3016C, Thermal-Fluids II

AREA COORDINATOR:  Dr. Chiang Shih
RESPONSIBLE FACULTY:  Dr. Anjaneyulu Krothapalli
INSTRUCTOR OF RECORD:  Dr. Chiang Shih

DATE OF PREPARATION:  08/23/01 (Shih)

CLASS SCHEDULE:
Three times weekly for 1 hr. and 15 min.

TEXTBOOKS/REQUIRED MATERIAL:

• “Engines, An Introduction,” by John L. Lumley
• Fundamentals of Gas Turbines" by William W. Bathie

SCIENCE/DESIGN (%): 80 / 20

CONTRIBUTION TO MEETING THE PROFESSIONAL COMPONENT:
 80% engineering science
20% engineering design

COURSE TOPICS:

1. Introduction and review of fundamental thermal sciences, including thermodynamics, fluid mechanics and heat transfer, and how they can be applied to the design/analysis of IC and jet engines.
2. Introduction of IC engines and their operations.
3. Thermodynamic considerations: Gas power cycles analysis (Ideal and real Otto, Diesel, and Dual cycles)
4. Heat transfer and fluid mechanics of IC engine design (engine cooling, intake and exhaust flows, flow in cylinders)
5. Overall IC engine performance
6. Introduction to jet propulsion systems and their operations (turbojet, turbofan, ramjet).
7. Thermodynamic considerations: Gas turbine analysis (Ideal and real Brayton cycle)
8. Heat transfer and fluid mechanics of turbojet design (flow thru components, turbine cooling, compressible flow consideration)
9. Overall jet engine performance

ASSESSMENT TOOLS:

1. Weekly homework problems
2. Group project report, published project web-source, and an oral presentation (formal lecture)
3. Two exams and a final

COURSE OBJECTIVES*

(Numbers shown in brackets refer to department educational outcomes - Please ask Dr. Shih to check these numbers)

1. To understand the application of fundamental thermal disciplines, including thermodynamics, heat transfer and fluid mechanics, in the analysis of practical thermal systems such as IC and turbojet engine systems [1, 5].
2. To provide a comprehensive review concerning applications, technological advances, and social impacts on the modern development of both IC and jet engines.Students are expected to participate fully in the preparation and presentation of these issues through a corroborative learning experience [7,8,9].
3. To provide an overview of the theories and their operations of engine systems (IC and jet) [1, 5].
4. To analyze all major components in the jet engine system and their matching specifications [1,5].
5. To analyze the overall performance of the jet engine system [1,5]
6. To simulate the thermodynamic performance of homogeneous charge engine using packaged software and learn how numerical codes can be used for preliminary engine design analysis [3, 10].

COURSE OUTCOMES*

(Numbers shown in brackets are links to course objectives listed above)

Upon course completion, students should be able to:

1. Be able to recognize the relevancy of fundamental thermal principles(thermo, heat transfer and fluid mechanics) and their importance in the analysis of either an IC or a jet engines [1]
2. Be able to calculate the performance of either an IC or a jet engine using idealized cycle analysis (Otto and Brayton cycle, respectively) [3]
3. Be able to recognize the differences between real and idealized cycles and perform corrected analysis of the ideal cycles using actual operating parameters (including effects of friction, heat loss, fuel-air ratio, etc) [3]
4. Be able to recognize all major components of an IC and a jet engine; be able to specify their functions and characterize their interrelationship in the operation of the system. (Piston, intake and exhaust manifolds, turbine, compressors, inlets, nozzles, etc) [3, 4]
5. Be able to describe the differences in design for systems intended for different applications (ex. turbojet vs. turbofan, etc) [5]
6. Be able to use the Stanford Engine Simulation Program (ESP) to simulate the thermodynamic performance of homogeneous charge engines[6]
7. Be able to function in a group or as an individual to study and learn specific thermal aspects of a engine system that have not been covered in the class (self-learning).  Be able to present finding to fellow students through an oral presentation in a formal classroom setting (learning through teaching).Publish facts found in a web page and summarize experience in a final report [2]

DEPARTMENT: MECHANICAL ENGINEERING

COURSE #:   EML 4450/5451

COURSE TITLE:  Energy Conversion Systems for Sustainability updated 07/14/08

COURSE #:  EML 4450/5451

COURSE TITLE:  Energy Conversion Systems

TYPE COURSE:  Elective

TERM(S) OFFERED:  Spring

CATALOG DESCRIPTION:
Investigation of such energy conversion systems as the internal combustion engine, compressors and turbines, gas turbines, nuclear power plants, garbage burning power plants, solar, wind, geothermal and electrical systems.

PREREQUISITES:
EML 3016C, Thermal-Fluids II

AREA COORDINATOR:  Dr. Chiang Shih
RESPONSIBLE FACULTY: Dr. George Buzyna
INSTRUCTOR OF RECORD:  Dr. George Buzyna

DATE OF PREPARATION:  07/19/02 (AHS)

CLASS SCHEDULE:
Twice weekly for 1 hr. and 15 min.

TEXTBOOKS/REQUIRED MATERIAL:

• Energy Conversion - The eBook, Kenneth C. Watson, 2000. http://www.personal.utulsa.edu/~kenneth-weston/

SCIENCE/DESIGN (%): 80 / 20

CONTRIBUTION TO MEETING THE PROFESSIONAL COMPONENT:
 80% engineering science, applied thermodynamics
20% engineering design, design of thermal systems

COURSE OBJECTIVES*

COURSE OUTCOMES*

DEPARTMENT: MECHANICAL ENGINEERING

COURSE #:  EML 4512

COURSE TITLE:  Thermal-Fluid Design

TYPE COURSE:  Elective

TERM(S) OFFERED:  Fall or Spring

CATALOG DESCRIPTION:
This course is intended to develop the student’s awareness and understanding of the relationship between fluid mechanics, thermodynamics, and heat transfer in consideration of design. Emphasis is placed upon energy systems components such as heat-exchangers, piping networks, and pumps. Includes a student project.

PREREQUISITES:
EML 3016C, Thermal-Fluids II

AREA COORDINATOR:  Dr. C. Shih
RESPONSIBLE FACULTY:  Dr. C. Shih.
INSTRUCTOR OF RECORD: : Mr. J. Seely

DATE OF PREPARATION:  04/25/03 (AHS)

CLASS SCHEDULE:
Twice weekly for 1 hr. and 15 min.

SCIENCE/DESIGN (%): 70 / 30

CONTRIBUTION TO MEETING THE PROFESSIONAL COMPONENT:
 70% engineering science
30% engineering design

COURSE OBJECTIVES*

COURSE OUTCOMES*

DEPARTMENT: MECHANICAL ENGINEERING

COURSE #:  EML 4711/5710, 3 credits
http://www.eng.fsu.edu/~dommelen/courses/gas

COURSE TITLE:  Introduction to Gas Dynamics

TYPE COURSE:  Elective

TERM(S) OFFERED:  Fall

CATALOG DESCRIPTION:
This course is a thorough one-dimensional treatment of compressible flows and applications to nozzle, diffuser, sound waves, tunnel, and shock tube flows.

PREREQUISITES:
EML 3016C, Thermal-Fluids II

AREA COORDINATOR:  Dr. Chiang Shih
RESPONSIBLE FACULTY:  Dr. Leon Van Dommelen
INSTRUCTOR OF RECORD:  Dr. Leon Van Dommelen

DATE OF PREPARATION: 8/25/02 (Van Dommelen)

CLASS SCHEDULE:
Three times weekly for 50 min.

SCIENCE/DESIGN (%): 100 / 0

CONTRIBUTION TO MEETING THE PROFESSIONAL COMPONENT:
 100% engineering science

COURSE TOPICS:

1. Some historical and introductory notes.
2. One-dimensional flow.
3. Quasi one-dimensional flow.
4. Unsteady wave motion.
5. Additional topics as time permits.

ASSESSMENT TOOLS:

1. Homework Problems
2. Weekly quizzes
3. Midterm
4. Final Exam

COURSE OBJECTIVES*

(Numbers shown in brackets refer to department educational outcomes - Please ask Dr. Shih to check these numbers)

1. Provide students with a minimum literacy into the origins, purposes, and methods of gas dynamics. [1,5,8]
2. To teach students how thermodynamical concepts apply to gas dynamics. [1,5]
3. To familiarize students with the features of inviscid compressible flows, including shock waves, expansion fans, and contact surfaces. [1,5]
4. To teach students to analyze or compute one-dimensional and quasi-one-dimensional flows in typical applications such as supersonic windtunnels, rocket nozzles, and shock tubes. [1,3,5,10]

COURSE OUTCOMES*

(Numbers shown in brackets are links to course objectives listed above)
Upon course completion, students should be able to:

1. e literate about at least some of the most important historical developments in gas dynamics. [1]
2. Understand the physical meaning of key thermodynamic state variables of simple gasses, including pressure, density, specific volume, temperature, internal energy, enthalpy, and entropy. [1]
3. Understand the relationship between thermodynamic pressure and density or specific volume and mechanical properties, and be able to compute basic mechanical properties from the thermodynamic ones and vice-versa. [1]
4. Understand the requirements for the thermodynamic state of a typical gas to be completely determined.
5. Understand the relationship between inviscid and isentropic flows for typical compressible flows, the major limitations of isentropic and inviscid flows, and the effect of irreversibility and viscous effects on entropy. [2]
6. Be able to recognize where the equation of state may be used to find additional variables, and be able to do so. [1,2]
7. Understand the concept of Mach number, and how it relates to compressibility effects, typical flow properties, and wave propagation. [3]
8. Understand the physical origin of the equations of compressible one-dimensional flows. [1]
9. Be able to analyze one-dimensional flows including shock waves, heat addition, and friction. [1]
10. Understand the relationship between Mach number and stagnation and pitot properties and be able to compute their relationship in typical applications. [1,2,3]
11. Be able to analyze converging and converging-diverging ducts in typical applications such as wind tunnels, turbines, and rocket exit nozzles. [4]
12. Be able to analyze the starting problem in supersonic wind tunnels.[4]
13. Be able to analyze unsteady one-dimensional wave motion, including moving and reflected shock waves, expansion waves, for typical applications such as shock tubes and flow measurements. [4]
14. Be able to graphically describe and analyze one-dimensional wave motions. [4]