lcaretto/MEdepartment/assessment/allSpring... · Web viewCourse Evaluation Forms Spring 2005...

Mechanical Engineering DepartmentCourse Evaluation Forms

Spring 2005 Semester

Evaluation Forms

ME 286A, Introduction to Mechanical Engineering Design I, Nhut Ho...........2ME 286B, Introduction to Mechanical Engineering Design II, Bob Ryan......12ME 330, Machine Design, Nhut Ho..............................................................18ME 335, Mechanical Engineering Measurements, Bob Ryan......................23ME 370, Thermodynamics, Larry Caretto.....................................................32ME 370, Thermodynamics, Shoeleh DiJulio.................................................36ME 375, Heat Transfer, Shoeleh DiJulio......................................................47ME 384, System Dynamics, C. T. Lin...........................................................62ME 435, Mechatronics, Stewart Prince........................................................64ME 435L, Mechatronics Laboratory, Stewart Prince....................................68ME 484/L, Control of Mechanical Systems, C. T. Lin...................................72ME 485, Principles of Pollution Control, Shoeleh DiJulio.............................75ME 501B, Seminar in Engineering Analysis, Larry Caretto..........................88ME 575, Applied Heat and Mass Transfer, Sid Schwartz.............................90

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Mechanical Engineering - Course Evaluation Form

Course Number: ME 286A Instructor: Nhut Tan Ho Semester/year: S 2005

The purpose of this is form is to document the achievement of course objectives and program outcomes in the courses that you instruct. Answers to the questions below should cite supporting evidence from your own observations, student performance on assignments and examinations, and other feedback.

x First time course taught by this instructor Course taught previously

Course prerequisite(s)Physics Phys 220a/l

Were the students adequately prepared by prerequisite courses? Yes x No

Were changes implemented since the last time this course was taught? Yes x No If Yes, what changes were made since the last time this course was taught? Did these changes improve the course?

Changes made since last time Effects of change

Taught a creative design process which taught students how to conceive, design, implement, and integrate a new system.

Students obtained a broader overview of how to design and build a new system and were able to articulate the tradeoffs involved.

Students completed a design-build experience of a product, from conception to production, in a teamwork environment

Students thought the hands-on aspect of the project help them make the connection to the concepts discussed in class

Taught teamwork and communication skillls Students felt that they learnt to work in a team, and, as a result, felt that they will be able to better function in a team

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Internalize quality, cost, rate and flexibility as key manufacturing metrics

It became a second nature for students to think first about these metrics whenever looking at a product

Exposed to CAM software and hardware (e.g., Esprit, Injection Molding, Rapid Prototyping, and CNN machines)

Students put more time into class because they liked hands-on experiences and felt more confident with their ability to make parts

A field trip, visiting Annherser Busch Students enjoyed the trip and applied Annheirser Busch’s practices to their project

If Yes, what changes should be made the next time this course is taught?

Changes recommended for next time Purpose of changes

Most useful comments from students:Professor Ho has great attitude for learning and creating a comfortable environment for students to learn

Instructor moves too fast, doesn’t give enough guidelines, and needs to do more sample calculations in class

The design project was interesting and understandable

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Are changes called for the next time this course is taught? Yes No x

Achievement of Course Objectives/Demonstration of Program Outcomes

Did the students demonstrate achievement of the course objectives and program outcomes specific to this course? In the table below, rate achievement of objectives/outcomes using evidence from direct assessment of student work, student surveys, etc.

Course Objectives/Program OutcomesList Course Objectives first followed by Program Outcomes

Means of Direct Assessment by Instructor—what evidence was

used for your assessment?

Instructor’s Direct Course Objective

Assessment4=Excellent to

0=Poor

Improved(yes/no/??) compared to

last year

1. Internalize quality, cost, rate and flexibility as key manufacturing metrics

2. Apply physics to understand the factors that influence the quality, cost and flexibility of processes.

3. Apply an understanding of variation to the factors that influence the quality, cost and flexibility of processes and systems.

4. Internalize the impact of manufacturing constraints on product design and process planning.

5. Internalize the role of key metrics in modern manufacturing systems and design methodologies for manufacturing and assembly

6. Master CAD software SolidWorks7. To be Exposed to CAM software and hardware

(e.g., Esprit, Injection Molding, Rapid Prototyping, and CNN machines)

8. Complete a design-build experience of a product, from conception to production, in a teamwork environment

• Exams• Opportunity sets (formally called homeworks)• CAD lab assignments and mini-projects• Project report• Project presentation• Design project reviews• Field trip report• In class pair-share discussions and debates• Midterm and end of term student evaluation of class• Student evaluation of peers’ work and level of participation and contribution in the project• Class participation via cold calling and peer-discussion and debates • Student surveys at mid semester and at the end of the term on skills improvement

34

3

34444

3 3

3

3

N/A

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If sampling, please indicate the approximate percent of the class sampled: 100%

Course Objectives/Program OutcomesList Course Objectives first followed by Program Outcomes





0=Poor


last year

9. To teach personal and professional skills, teamwork, and communications

10. To be exposed to the design-build experience in the context of enterprise and society

• Professor reflective Memos

3

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Demonstration of Program OutcomesDemonstration of Program Outcome in the course Course Objectives that

contribute to this program outcome

Instructor’s Assessment(0= poor, to 4= Excellent)

Improved(yes/no/??) compared to last year

Outcome a: Apply knowledge of math, science and engineeringDemonstrates Specific Engineering Knowledge of subject area 4 Demonstrates Interest in Continuous Learning 3Demonstrates Initiative 3Demonstrates Analysis and Judgment 3

1,2,3,4 3 N/A

Outcome c: An ability to design a system, component, or process to meet desired needsIdentify Design Problem and Constrains 3.5Explores Alternative Designs 3Uses Analytic Tools with Moderate Effectiveness 4

Documented Final Design 3.5

1,2,3,4 3.5 N/A

Outcome e: An ability to identify, formulate, and solve engineering problems Demonstrates Specific Knowledge of Subject Area 3Demonstrates Initiatives 2Demonstrates Innovation NADemonstrates Analysis & Judgment 3Demonstrates Effective Communication in Identifying, Formulating and Solving Engineering Problems 3

1,2,3,4 3.5 N/A

Outcome g: An ability to communicate effectivelyShows Evidence of Teamwork 3Effective Use of written Communication Tools 3Effective Use of Oral/Visual Communication Tools NA

3,4 3.5 N/A

College of Engineering and Computer Science

Department: Mechanical EngineeringCourse Number: ME 286ACourse Title: Mechanical Design ICredit Units: 3Contact Hours/Week: 2 hr lecture and 3 hr lab

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Instructor: Nhut Tan Ho

Course DescriptionIntroduction to mechanical design, design methodology, and design for manufacturing. Engineering materials selection, metal forming/removal theory and practice. Introduction to solid modeling, drafting, and geometric dimensioning and tolerancing.

Course PrerequisitePhys 220a/l

Course Objective11. Internalize quality, cost, rate and flexibility as key manufacturing metrics 12. Apply physics to understand the factors that influence the quality, cost and flexibility of processes.13. Apply an understanding of variation to the factors that influence the quality, cost and flexibility of processes and systems.14. Internalize the impact of manufacturing constraints on product design and process planning.15. Internalize the role of key metrics in modern manufacturing systems and design methodologies for manufacturing and assembly16. Master CAD software SolidWorks17. To be Exposed to CAM software and hardware (e.g., Esprit, Injection Molding, Rapid Prototyping, and CNN machines)18. Complete a design-build experience of a product, from conception to production, in a teamwork environment19. To teach personal and professional skills, teamwork, and communications20. To be exposed to the design-build experience in the context of enterprise and society

Text, Ref & SoftwareFundamentals of Modern Manufacturing by Mikell P. Groover, Second Edition, Prentice Hall

Course TopicsProcess Planning, CAE, CAD, CAMResume WritingDesign For ManufacturingMaterialsSolidification ProcessesRemoval ProcessesDesign for AssemblyMetal FormingQuality/ControlManufacturing Systems

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Course Assignments1. Prepare a resume and update resume evaluated by career office2. Opportunity set approximately every 1.5 weeks 3. Weekly lab assignments for first 7 weeks and project assignments thereafter4. Design project tasks, including forming teams and writing team contracts; design reviews; design presentations; design report; and manufacturing parts5. Field trip to write a report on how manufacturing metrics are implemented at a manufacturing plant6. Student evaluation of peers’ work and level of participation and contribution in the project7. Two exams

Professional Componentb. one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to student’s field of study.

Program Outcomesa, c, e, g, i, j

Relationship to Program Educational ObjectivesThis course partially meets Educational Program Objectives 2, 3 and 4.

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Course AssessmentME 286A Prepared by: Nhut Tan Ho

Course Objective

1. Internalize quality, cost, rate and flexibility as key manufacturing metrics 2. Apply physics to understand the factors that influence the quality, cost and flexibility of processes.3. Apply an understanding of variation to the factors that influence the quality, cost and flexibility of processes and systems.4. Internalize the impact of manufacturing constraints on product design and process planning.5. Internalize the role of key metrics in modern manufacturing systems and design methodologies for manufacturing and assembly6. Master CAD software SolidWorks7. To be Exposed to CAM software and hardware (e.g., Esprit, Injection Molding, Rapid Prototyping, and CNN machines)8. Complete a design-build experience of a product, from conception to production, in a teamwork environment9. To teach personal and professional skills, teamwork, and communications10. To be exposed to the design-build experience in the context of enterprise and society

Performance Criteria to Meet Course Objectives 1. 70% or more of students should be able to apply physics and analyze tradeoffs (based on key metrics) in a design for manufacturing problem. (outcomes a, c, e, g, i, j)

2. 70% of the students should be able to use computer-aided design software and machines for manufacturing. (outcomes a, g, i)

3. 70% of the students should be able to articulate the process of a design-build project, which involves defined functional requirements, design parameters, concepts, analysis method, risks, risk mitigation, and project management . (outcomes c, e, i, j)

4. 70% of the students should demonstrate proper oral and technical writing skills with correct spelling, grammar, sentence structure, proper report organization and content. (outcome g)

Practices Used to Achieve Objectives1. Class demos/parts and video on manufacturing methods2. Regularly give students “How parts were made?” exercises (i.e., ask students to identify possible manufacturing method based on a picture and description of the

part) 3. Lectures emphasizing latest manufacturing techniques and research results4. Concept questions throughout lectures5. Field trip to study how manufacturing principles are applied in an enterprise6. Design project that requires students use the CAD/CAM packages; analyze tradeoffs among manufacturing metrics; apply physics to study to influence of

metrics; articulate the functional requirements, design parameters, design concepts, risk mitigation measure, and analysis tools; and perform research to identify the operation of the design product in the context of society and enterprise.

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7. Student evaluation of peers’ work and level of participation and contribution in the project8. Project reviews, and interim and final reports 9. In class cold-calling, pair-share discussions and debates

Assessment Methods Selected

Exams Opportunity sets (formally called homeworks) CAD lab assignments and mini-projects Project report Project presentation Design project reviews Field trip report In class pair-share discussions and debates Midterm and end of term student evaluation of class Student evaluation of peers’ work and level of participation and contribution in the project Class participation via cold calling and peer-discussion and debates Student surveys at mid semester and at the end of the term on skills improvement Performance in student design competition Professor reflective Memos

Documentation of Assessment and Demonstration of Course Objectives MetOutcome a: Apply knowledge of math, science and engineeringDemonstrates Specific Engineering Knowledge of subject area 4 Demonstrates Interest in Continuous Learning 3.5Demonstrates Initiative 3.5Demonstrates Analysis and Judgment 3

Outcome c: An ability to design a system, component, or process to meet desired needsIdentify Design Problem and Constrains 3.5Explores Alternative Designs 3Uses Analytic Tools with Moderate Effectiveness 4Documented Final Design 3.5

Outcome e: An ability to identify, formulate, and solve engineering problems Demonstrates Specific Knowledge of Subject Area 3Demonstrates Initiatives 3.5Demonstrates Innovation 3Demonstrates Analysis & Judgment 3Demonstrates Effective Communication in Identifying, Formulating and Solving Engineering Problems 3

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Outcome g: An ability to communicate effectivelyShows Has Good Overall Communication Strategy and Structure 3Effective Written Communication Tools 3Effective Oral/Visual Communication Tools 4

Outcome i: A recognition of the need for, and an ability to engage in life-long learningDemonstrates Knowledge of Comprehensive Reference Resources 3Shows Familiarity with Modern Engineering Tools 4Demonstrate Interest in Continuous Learning 3

Outcome j: A knowledge of contemporary issuesDemonstrates a Satisfactory Level of General Knowledge Outside of Engineering 3Demonstrates Cultural Adaptability 3Demonstrates Analysis and Judgment 3

Feedback Channels

A discussion on the first day of class on the learning and teaching techniques that work best for students and professorClass review sessions for upcoming examsPeer evaluation for students to evaluate their team matesPerformance on exams and homework and project reviews and project reports and team meetings with professorMid-semester feedback questions on classes materials, student and professor performanceStudent participation in classStudent attendance and questions raised during office hours and labConceptual questions during lectureHours students spent doing class work outside classStudents’ discussion and understanding during class pair-share discussions and debates

Evaluation Results

Mid-semester student feedback showed that students were generally very satisfied with the materials covered with lots of suggestions for improving. The suggestions included spending more time to review exam materials and homework, doing more examples with calculations, and making problems less open-ended. Students also enjoyed the turn

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Results on homework and exams showed that students grasped the concepts well but needed more iterations with un-structured problems

Design reports, design reviews, team evaluation results showed that students had a good grasp of the design process and were competent enough to take on a new design project. Students also enjoyed the challenges of the project and spent extra time to work on the project.

Peer evaluation results at the end of the semester showed that students learnt how to work in team, and appreciated the evaluation process, which helps them gauge their contribution to the team.

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Course Number: ME 286B/L Instructor: Robert Ryan Semester/year: Spring 2005


First time course taught by this instructor X Course taught previously

Course prerequisite(s) ME 286A/L

Were the students adequately prepared by prerequisite courses? Yes X No

Were changes implemented since the last time this course was taught? Yes No X If Yes, what changes were made since the last time this course was taught? Did these changes improve the course?


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Change text book Previous text(s) were a little too basic for this course

Change content of design project Try more challenging project (ASME Student Design Competition),integrate computational tools w/project more effectively

Add midterm exam on VBA programming Ensure that students learn programming skills independently

Most useful comments from students:

Need more instruction on using CosmosWorks

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Are changes called for the next time this course is taught? Yes X No



Course Objectives/Program Outcomes

List Course Objectives first, followed by Program Outcomes



Instructor’s Direct Outcome Assessment

5=Excellent to 1=Poor


last year

1) Understand and implement basic steps in design process See Attached Spreadsheet 3.2

2) Work effectively on student project team 3.4

3) Develop communication skills via project and programming reports

3.3

4) Develop computational skills related to design 2.95) Learn basic programming structures and implement in VBA 2.9

Outcome c - ability to design system, component, or process 3.2

Outcome d - ability to function on teams 3.5

Outcome g - ability to communicate effectively 3.3

Outcome k - ability to use engineering tools 2.9

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If sampling, please indicate the approximate percent of the class sampled:92%

Assessments were based on evaluation of student work related to course and program outcomes and student survey of material learned. Details of these

assessments are provided below.

Student Assignment Grades

STUDENT VBA1 VBA2 VBA3 COS-MOS

Group Oral

Group Writte

n

Atten-dance

100 100 100 100 100 100 10

Student 1 97 98 98 95 92 92 10Student 2 98 100 83 100 97 90 10Student 3 96 100 92 95 92 92 10Student 4 93 98 93 92 97 90 10Student 5 91 94 94 95 92 92 10Student 6 91 88 98 93 93 94 10Student 7 90 89 93 92 93 94 10Student 8 92 93 91 90 97 90 10Student 9 93 97 97 97 84 92 8Student 10 90 90 90 94 92 92 10Student 11 90 96 70 100 97 90 10Student 12 94 96 84 92 84 92 10Student 13 97 95 70 97 93 94 9Student 14 85 90 91 90 97 90 10Student 15 78 88 92 94 92 92 10Student 16 90 93 80 93 84 92 10Student 17 85 88 88 85 93 94 10Student 18 95 87 91 94 84 87 8Student 19 92 90 70 88 84 92 9Student 20 89 72 86 82 84 92 10Student 21 89 82 80 87 84 87 9Student 22 87 72 70 82 84 87 10Student 23 83 65 78 84 87 7Student 24 68 87 82 84 87 10

Percent Score 89.71 89.50 86.22 91.52 89.88 90.88 95.83

Linked Program Outcomes

k k k k c,d, and g

c,d, and g

Linked Course Outcomes 4 and 5

4 and 5

4 and 5

4 1,2, and 3

1,2, and 3

2

Program Outcome Averages Course Outcome AveragesOutcome c 90.38 Outcome 1 90.38Outcome d 90.38 Outcome 2 92.19Outcome g 90.38 Outcome 3 90.38Outcome k 89.24 Outcome 4 89.24

Outcome 5 88.48

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Student Survey Results

Program Outcomes Course Outcomes

Question Statements (paraphrased) c d g k 1 2 3 4 5

1) Understand steps in design cycle x x2) Can participate effectively in a group x x

3) Can communicate effectively (written and oral) x x4) Can write VBA programs to solve problems x x x

5) Have basic understanding of CosmosWorks x xProgram Outcomes

Outcome c - ability to design system, component, or process

Outcome d - ability to function on teamsOutcome g - ability to communicate effectively

Outcome k - ability to use engineering toolsCourse Outcomes

1) Understand and implement basic steps in design process

2) Work effectively on student project team3) Develop communication skills via project and programming reports

4) Develop computational skills related to design5) Learn basic programming structures/implement in VBA

Summary of Student Survey/Question Number> 1 2 3 4 5

Not sure (not scored) 0 0 0 0 0Very poorly (0) 0 0 0 2 0

Poorly (1) 0 0 0 1 2Adequately (2) 5 1 2 8 10

Well (3) 4 8 11 4 5Very Well (4) 13 13 9 7 5

Total Number of Responses 22 22 22 22 22

Weighted Average for each question 3.36 3.55 3.32 2.59 2.59

Program Outcome ScoresAverage for Outcome c 3.36Average for Outcome d 3.55Average for Outcome g 3.32Average for Outcome k 2.59

Course Outcome ScoresAverage for Outcome 1 3.36Average for Outcome 2 3.55Average for Outcome 3 3.32Average for Outcome 4 2.59Average for Outcome 5 2.59

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Final Assessment

ME 286B SPRING 2005 Assessment Summary

Scores for each program outcome are based on criteria in outcome rubrics. Table shows score for each criterion, evidence used for score, and average score for outcome

Criteria OutcomeScores Average

Outcome c ability to design system, component, or process 2.9Criterion 1 Project presentations, reports 3.2Criterion 2 Project presentations, reports, observations during lab 3Criterion 3 Project presentations, reports 2.5Criterion 4 Project presentations, reports 2.5Criterion 5 Project presentations, reports 3.3

Outcome d ability to function on teams 3.2Criterion 1 Student surveys, observations during lab 3.5Criterion 2 Student surveys, observations during lab 3Criterion 3 Student surveys, observations during lab 3

Outcome g ability to communicate effectively 3.3Criterion 1 Project presentations, reports, student surveys 3.3Criterion 2 Project presentations, reports, student surveys 3Criterion 3 Project presentations, reports, student surveys 3.5

Outcome k Outcome k - ability to use engineering tools 2.9Criterion 1 VBA and Cosmos assignments, student surveys 2.9Criterion 2 VBA and Cosmos assignments, student surveys 2.9

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Course Number: ME 330 Instructor: Nhut Tan Ho Semester/year: S 2005


x First time course taught by this instructor Course taught previously

Course prerequisite(s)Physics 286a/b


Were changes implemented since the last time this course was taught? Yes No x If Yes, what changes were made since the last time this course was taught? Did these changes improve the course?



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Most useful comments from students:Relate the class more to real world applications

Case studies and example in the book are hard to follow

Slow down the pace, according to how the class does on hw



Course Objectives/Program OutcomesList Course Objectives first, followed by Program Outcomes





0=Poor


last year

21. Understand the detailed, integrated design process • Exams• Opportunity sets

34

N/A

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Course Objectives/Program OutcomesList Course Objectives first, followed by Program Outcomes





0=Poor


last year

of machine elements22. Master important aspects of the design, including

load determination; stress, strain, and deflection analsis; static and fatigue failure theories; and surface failures

23. Expose to the design of machine elements, including gears, shafts, and bearings

24. Complete a paper design experience of a machine element in a teamwork environment

25. To teach personal and professional skills, teamwork, and communications

(formally called homeworks)• Project report• Project presentation• Design project reviews• In class pair-share discussions and debates• Midterm and end of term student evaluation of class• Student evaluation of peers’ work and level of participation and contribution in the project• Class participation via cold calling and peer-discussion and debates • Student surveys at mid semester and at the end of the term on skills improvement• Professor reflective Memos

333444

3 3

3

3

3






1,2,3,4 3 N/A

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1,2,3,4 3.5 N/A


1,2,3,4 3.5 N/A


3,4 3.5 N/A

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Department: Mechanical EngineeringCourse Number: ME 330ACourse Title: Machine DesignCredit Units: 3Contact Hours/Week: 3 hr lecture Instructor: Nhut Tan Ho

Course DescriptionEngineering principles and practice in the selection and design of fasteners, bearings, couplings, shafting, transmissions and other mechanical power transmission devices. Design project.

Course PrerequisiteME 286A/B

Course Objective26. Understand the detailed, integrated design process of machine elements27. Master important aspects of machine design, including load determination; stress, strain, and deflection analsis; static and fatigue failure theories; and surface

failures28. Expose to the design of machine elements, including gears, shafts, and bearings29. Complete a paper design experience of a machine element in a teamwork environment30. To teach personal and professional skills, teamwork, and communications

Text, Ref & SoftwareMachine Design by Robert Norton, Second Edition, Prentice Hall

Course TopicsMaterials and ProcessesLoad Determination: free body diagram, static and dynamic loadingStress, strain, and deflectionStatic and fatigue failure theoriesSurface failureDesign of shafts, keys, couplings, bearings, gears, springs

Course Assignments8. Prepare a resume and update resume evaluated by career office

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9. Opportunity set approximately every 1.5 weeks 10. Design project tasks, including forming teams and writing team contracts; design reviews; design presentations; design report; 11. Student evaluation of peers’ work and level of participation and contribution in the project12. Two exams


Program Outcomesa, c, e, g, i, j

Relationship to Program Educational ObjectivesThis course partially meets Educational Program Objectives 2, 3 and 4.

Course AssessmentME 330 Prepared by: Nhut Tan Ho

Course Objective

1. Understand the detailed, integrated design process of machine elements2. Master important aspects of machine design, including load determination; stress, strain, and deflection analsis; static and fatigue failure theories; and surface

failures3. Expose to the design of machine elements, including gears, shafts, and bearings4. Complete a paper, open-ended design experience of a machine element in a teamwork environment5. To teach personal and professional skills, teamwork, and communications

Performance Criteria to Meet Course Objectives 1. 70% or more of students should be able to perform design iterations of machine elements with a specified safety factor through load and failure analysis. (outcomes a, c, e, i, j)

2. 70% of the students should be able to work in a team environment by adhering to the team contract, making adequate contribution to the project, and evaluating teammates. (outcomes g, i)

3. 70% of the students should be able to make proper assumptions with an open-ended design problem and justifications for the assumptions and analysis. (outcomes a, c, e, i, j)

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Practices Used to Achieve Objectives10. Class demos/parts and video11. Lectures emphasizing latest manufacturing techniques and research results12. Concept questions throughout lectures13. Design project that requires students to determine the loading, stress, strain, deflection, and failure modes of a machine element. 14. Design project requires students to write a team contract and evaluate their team mates.15. Student evaluation of peers’ work and level of participation and contribution in the project16. Project reviews, and interim and final reports 17. In class cold-calling, pair-share discussions and debates

Assessment Methods Selected

Exams Opportunity sets (formally called homeworks) Project report Project presentation Design project reviews Midterm and end of term student evaluation of class Student evaluation of peers’ work and level of participation and contribution in the project Class participation via cold calling and peer-discussion and debates Student surveys at mid semester and at the end of the term on skills improvement Professor reflective Memos


Outcome c: An ability to design a system, component, or process to meet desired needsIdentify Design Problem and Constrains 2.5Explores Alternative Designs 3Uses Analytic Tools with Moderate Effectiveness 4Documented Final Design 3

Outcome e: An ability to identify, formulate, and solve engineering problems Demonstrates Specific Knowledge of Subject Area 3Demonstrates Initiatives 3Demonstrates Innovation 3.5

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Demonstrates Analysis & Judgment 3Demonstrates Effective Communication in Identifying, Formulating and Solving Engineering Problems 3

Outcome g: An ability to communicate effectivelyShows Has Good Overall Communication Strategy and Structure 3Effective Written Communication Tools 3Effective Oral/Visual Communication Tools 3


Outcome j: A knowledge of contemporary issuesDemonstrates a Satisfactory Level of General Knowledge Outside of Engineering 2Demonstrates Cultural Adaptability 3Demonstrates Analysis and Judgment 2 Feedback Channels

A prerequisite test given at the start of the semester to bench mark students’ ability in drawing proper free body diagrams, determining stress, strain, and deflection. A survey given at the beginning and at the end of the semester for students to assess their confidence and knowledge in designClass review sessions for upcoming quizzes and testsPeer evaluation for students to evaluate their team matesPerformance on exams and homework and project reviews and project reports and team meetings with professorMid-semester feedback questions on classes materials, student and professor performance

Evaluation Results

The prerequisite test showed that most students were not able to draw proper free body diagrams and needed to review fundamental stress and strain concepts.

The mid-semester feedback showed that students enjoyed the challenge of working with open-ended problems but the learning process was painful because they had not been exposed to open-ended design problems before.

Students also liked to have more design problems related to real world and have the number of problem assigned reduced.

Results of exams showed that students understand the different failure mechanism but some have trouble applying the equations correctly.

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Course Number: ME 335 Instructor: Robert Ryan Semester/year: Spring 2005



Course prerequisite(s) ECE 240/L




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Consider change in text book Improve problem solving skills in error analysis


Instructor evaluations not received yet

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last year

1) Identify instruments with appropriate specifications See Attached Spreadsheet 2.82) Use statistical techniques to estimate random uncertainty and calculate propagation of error. 2.5

3) Use computational tools (e.g. Excel, Matlab) to perform data analysis calculations and present results in a graphical form

3.5

4) Interface sensors with a PC-based data acquisition system, and effectively use the related software (e.g. LabVIEW)

3

Outcome b – design, conduct expts., analyze data 3

Outcome n - statistics, linear algebra 2.5

Outcome k - ability to use engineering tools 3.25

Outcome g - ability to communicate 3

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If sampling, please indicate the approximate percent of the class sampled:100%

Assessments were based on evaluation of student work related to course and program outcomes and student survey of material learned. Details of these

assessments are provided below.

Student Assignment Grades

LabEx1

LabEx2

LabEx3

LabEx4

Lab1

Lab2

Lab3

Test1 Prob1

Test1 Prob2

Test1 Prob 3

Test2 Prob1

Test2 Prob2

Test2 Prob3

Maximum 100 100 100 100 100 100 20 20 40 20 20 20

Student 1 97 95 97 89 93 92 20 18 35 20 20 20Student 2 94 80 92 95 94 96 19 15 39 20 20 19Student 3 91 90 98 98 96 97 16 16 32 20 20 20Student 4 91 98 75 95 89 93 12 14 30 20 20 20Student 5 94 95 90 90 87 82 14 16 28 15 20 20Student 6 91 95 96 87 89 97 10 14 26 16 20 19Student 7 95 92 97 85 90 96 6 15 24 19 18 20Student 8 89 95 98 93 93 93 13 14 26 17 20 20Student 9 94 95 90 96 92 95 15 18 29 8 19 10Student 10 85 95 98 93 90 92 10 16 22 17 20 20Student 11 92 95 92 89 87 84 16 13 25 16 20 10Student 12 89 95 75 80 80 87 4 13 20 15 20 10Student 13 84 95 90 75 84 80 3 12 5 20 20 19Student 14 88 85 90 87 85 90 5 13 15 16 18 16Student 15 87 95 90 85 88 80 17 16 20 12 12 3Student 16 93 90 93 65 65 65 12 12 18 8 20 14Student 17 88 90 95 70 70 70 8 10 20 18 14 20Student 18 93 75 85 75 80 79 10 10 15 15 14 7Student 19 88 80 70 65 75 14 16 18 8 5 2

85.1 85.1 86.5 59.0 71.3 58.8 79.0 89.5 76.1

Linked program outcome g, b g, b g, b b b, n b, n b b b

Program Outcome AveragesOutcome b 76.7Outcome g 85.6Outcome n 65.1

Test 1, Problem 1 is on error propagationTest 1, Problem 2 is on statisticsTest 1, Problem 3 is on bias and errors in precisionTest 2, Problems 1 and 2 are on sensor dynamicsTest 2, Problem 3 is on frequency analysis

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Student Survey Results

Survey asks students to rate their abilities in the following areas. Each area is related to one or more course outcomes and program outcomes

Apply statistics to uncertainty

Understand published

sensor specs

Use of Excel for statistics,

FFT

Use of Labview

Understand bias,

precision, error

propagation

Apply techniques to complex

experiments

Applicable program outcomes

b and n b b and k b and k b b

Applicable course outcomes

2 1 3 4 2 4

Survey Results -- Number of Student Responses for Each Possible RankingNot Sure (not scored) 0 0 0 0 0 1Very Poorly (0) 0 0 0 0 0 0Poorly (1) 1 1 0 0 1 0Adequately (2) 5 4 0 4 9 7Well (3) 10 10 6 7 6 9Very Well (4) 2 3 12 7 2 1Total Responses 18 18 18 18 18 18Weighted Average Response

2.72 2.83 3.67 3.17 2.50 2.65

Program Outcome Scores Course Outcome ScoresAverage for Outcome b 2.92 Average for Outcome 1 2.83Average for Outcome n 2.72 Average for Outcome 2 2.61Average for Outcome k 3.42 Average for Outcome 3 3.67

Average for Outcome 4 2.91

Program OutcomesOutcome b - design conduct expts, analyze dataOutcome n - statistics, linear algebraOutcome k - ability to use engineering toolsOutcome g - ability to communicate

Course Outcomes1) Identify instruments with appropriate specifications to achieve a defined experimental objective.2) Use statistical techniques to estimate random uncertainty and calculate propagation of error.3) Use computational tools (e.g. Excel, Matlab) to perform data analysis calculations and present results in

a graphical form.4) Interface sensors with a PC-based data acquisition system, and effectively use the related software (e.g.

LabVIEW).

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ME 335 SPRING 2005 Assessment Summary

Linked Program Outcome

Outcome b design conduct expts, analyze data 3Observations during lab session

3

Lab report performance 3Observations during lab session; student surveys

3.5

Student surveys, test performance

2.5

Outcome n statistics, linear algebra 2.5Student surveys, test performance

2.5

N/AStudent surveys, test performance

2.5

Outcome k ability to use engineering tools 3.25Observations during lab session; student surveys

3.5

Outcome g ability to communicate 3Lab report performance 3Lab report performance 3

N/A

Course Outcomes Score Basis for Score1) Identify instruments with appropriate

specifications to achieve a defined experimental objective.

2.8 Student Surveys

2) Use statistical techniques to estimate random uncertainty and calculate propagation of error.

2.5 Student Surveys, test performance

3) Use computational tools (e.g. Excel, Matlab) to perform data analysis calculations and present results in a graphical form.

3.5 Student Surveys, lab report performance

4) Interface sensors with a PC-based data acquisition system, and effectively use the related software (e.g. LabVIEW).

3 Student Surveys, Observations during

lab session

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Course Number: ME 370 Instructor: Larry Caretto Semester/year: Spring 2005



Course prerequisite(s) Physics 220A Math 250

Were the students adequately prepared by prerequisite courses? Yes No XStudents do not understand basic ideas of work and energy in a conservative system, so they are not aware of how this should be extended from mechanics to thermodynamics. Students are generally able to do simple differentiation and integration, but do not understand when they have to use integration to solve a problem.

Were changes implemented since the last time this course was taught? Yes X No If Yes, what changes were made since the last time this course was taught? Did these changes improve the course?


The schedule of for weekly quizzes was changed during the last 1/3 of the semester to come after the group work.

There was no apparent change in the student learning; quiz performance during the last 1/3 of the semester was similar to that before the change and similar to the performance of the last class for quizzes during this part of the course. Student assessment of these different schedules was that the quiz on Monday was much better (10), better(2), no different (0), or that the Wednesday quiz was better(5), or much better (6). On a +2 (Monday better) to -2 (Wednesday better) scale, the average score is 0.22 or neutral.

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Use the schedule of having the quiz following the group work for the entire semester. This allows more time for interaction with students during the lecture portion of the weekly presentation.

Although there was a slight preference for the Monday quiz, the schedule change in the middle of the semester was not part of the initial plan for the course. As a consequence, the transition may not have given the Wednesday quiz a fair chance. This is true for the scheduling of the homework. Another alternative is to have five days between the lecture and the group work/quiz day instead of two.

Most useful comments from students:Students continue to find the printed notes from the lectures more useful than the lectures themselves

Achievement of Course Objectives


Course Objectives Means of Direct Assessment by Instructor—what evidence was


Instructor’s Assessment (1 = Poor

to 5=Excellent)


last year

A. understand the following thermodynamic properties and be able to formulate and solve problems using those properties: pressure, temperature, specific volume, internal energy, enthalpy, entropy, and quality

Examinations, quizzes, writing assignment

4 Decrease from fall, perhaps due to not having the written

paper on propertiesB. determine thermodynamic properties of real substances using tables,

equations, and computer programs, using any valid set of input property data, including trial-and-error solutions


4 No

C. calculate thermodynamic properties of ideal gases using appropriate equations and tables


4 No

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If sampling, please indicate the approximate percent of the class sampled:

Course Objectives Means of Direct Assessment by Instructor—what evidence was



to 5=Excellent)


last yearD. understand the meaning of heat and work and the notion that these

energy terms are not propertiesExaminations and quizzes 4 No

E. formulate and solve energy balance problems in a variety of engineering systems, including those with fixed mass and those with steady and unsteady flows, using the appropriate form of the first law of thermodynamics

Examinations and quizzes 4 No

F. understand the engineering significance of the second law of thermodynamics as providing a value for the maximum work that can be obtained in any process and the maximum efficiency for the conversion of heat to work

Not assessed

G. understand and apply the concept of entropy to evaluate maximum work Examinations and quizzes 4 NoH. evaluate the performance of real systems using the concept of

isentropic efficiency for both work input and work output devicesExaminations, quizzes and design project

3 No

I. formulate and solve problems that require the use of the energy balance from the first law and the principle of maximum work from the second law

Examinations and quizzes 3 No

J. apply the first and second law to the analysis of engine and refrigeration cycles, using common idealizations for such cycles

Examinations, quizzes and design project

3 Yes, some improvement.

K. use computer applications to obtain a set of results that can be plotted to evaluate system performance over a range of conditions

Design project 2 A decrease from fall semester.

Demonstration of Program Outcomes Demonstration of Program Outcomes in course Course objectives that



to 5=Excellent)


last yeara. an ability to apply knowledge of mathematics, science, and engineering A, B, C, D, E, F, G, H, I, J 3 Nod an ability to function on multidisciplinary teams Students participate in 75

minutes of group problem solving activity each week.

Outcome not formally assessed. Some students become more comfortable with group interaction during the semester.

e. an ability to identify, formulate, and solve engineering problems A, E, I 3 Nof. an understanding of professional and ethical responsibility Not really addressed during this offering of the courseg. an ability to communicate effectively Writing assignment from

course objectives A, B, and C3 No

j. a knowledge of contemporary issues Course introduction discusses world and US energy use; no formal assessment of this outcome.

k. an ability to use the technique, skills and modern engineering tools necessary for engineering practice

K 3 No

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Demonstration of Program Outcomes in course Course objectives that contribute to this program

outcome


to 5=Excellent)


last yearo. ability to work professionally in both thermal and mechanical areas

including the design and realization of such systemNot formally assessed. As the first course in the thermal area, ME 370 prepares students to for subsequent courses. Their overall success in this course is a measure of how well this outcome is achieved.

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Course Number: ME 370 Instructor: Shoeleh Di Julio Semester/year: Sp 2005


First time course taught by this instructor x Course taught previously

Course prerequisite(s)Physics Physics 220A Math 250

Were the students adequately prepared by prerequisite courses? Yes No x



Design Projects were assigned as team projects Improved students performance on design projectsDeveloped a sense of comradery and team work skills among students and a competition between teamsReduced my grading time of projects

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Most useful comments from students:The Design project helps them learn the concepts better

Homework problems assigned weekly and solutions handed out, examples problems worked out in class, and sample tests reviewed prior to exams are all helpful in learning the course materialGood Real- life examples given, on use of alternative fuels, environmental engineering and combustion applications

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Course Objectives/Program OutcomesList Course Objectives first,

followed by Program Outcomes





0=Poor


last year

31. Learn the principles of the conservation of mass and energy and second law of thermodynamics through applications to simple closed and open systems and engineering devices such as pumps, turbines, nozzles, diffusers, and heat exchangers.

Students’ performances on quizzes and tests.Students’ work on the design projectStudents’ involvement in class discussionsStudents’ performance in class during problem solving sessions heldInterim course assessment of student learning

3

3

2

3

3

Yes

Yes

No

No

Did not conduct a written one in Sp05

32. Learn the basics of cycle analysis for vapor and gas power and refrigeration cycles.

Students’ performances on quizzes and testsStudents’ work on the design projectStudents’ involvement in class discussionsStudents’ performance in class during problem solving sessions held

3

3

2

3

Yes Yes No

No

33. Learn the process of problem solving. Students’ performances on quizzes and tests.Students’ work on the design project. Students’ performance in class during problem solving sessions

3

3

3

Yes Yes

Yes

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Course Objectives/Program OutcomesList Course Objectives first,

followed by Program Outcomes





0=Poor


last year

Learn to conduct the basic analysis for the design of a process or a simple system.

Students’ work on the design project

Yes






1,2,3,4 3.25 Yes



1,2,3,4 3.5 Yes


1,2,3,4 2.75 No


3,4 3 No

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Summary: Based on course grade 93% passed and only 7% failed. 5% received A, 21% received B and the remaining 67% received C in the course (F04). Again in Sp 05 93% passed, with 7% A, 25% B, 50% C, 7% D, 3% F (due to student not withdrawing on time).

Students in general do better in task oriented assignment such as design projects. Students’ performance is acceptable on design project, both in writing and analysis.

In general the average on the quizzes increase as students progress through the semester even though the material gets more difficult. Based on class discussions and problem solving sessions


Department: Mechanical EngineeringCourse Number: ME 370Course Title: Thermodynamics ICredit Units: 3Contact Hours/Week: 3 hr/wkInstructor: Shoeleh Di Julio

Course DescriptionThis course provides an introduction to the fundamental principles of thermodynamics and their application to engineering systems, particularly energy conversion devices such as power plants, refrigerators, and engines. This course will emphasize thermodynamics’ properties of pure substances in solids, liquids, and gaseous phases as well as the first and second law of thermodynamics.

Course PrerequisitePhysics 220A and Math 250

Course Objective34. Learn the principles of the conservation of mass and energy and second law of thermodynamics through applications to simple closed and open systems and

engineering devices such as pumps, turbines, nozzles, diffusers, and heat exchangers.35. Learn the basics of cycle analysis for vapor and gas power and refrigeration cycles.36. Learn the process of problem solving.37. Learn to conduct the basic analysis for the design of a process or a simple system.

Text, Ref & SoftwareYunus A. Cengel and Michael A. Boles, Thermodynamics, An Engineering Approach, 4th Edition, McGraw Hill, 2002.

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Course Topics (lecture topics)1. Basic concepts and definitions2. Pressure scale and hydrostatic pressure head, barometer & manometer3. PvT phase diagram, State postulate, state change and thermodynamic process4. Use of thermodynamics property tables 5. Ideal gas law and generalized compressibility chart6. Work and various types of it7. Heat and 1st law of thermodynamics—closed system8. Introduction of internal energy, enthalpy, and constant pressure and volume heat capacities9. First law for open systems, application to nozzles and diffusers10. First law for open systems, application to turbines and compressors11. First law for open system, application to throttling valves, heat exchangers and mixing chambers12. Unsteady state uniform processes13. Thermal reservoirs, heat engines, refrigerators and heat pumps14. Carnot analysis, Carnot HE, Ref, and Hp15. Second law for closed systems, isothermal, and reversible adiabatic or isentropic processes16. T-s and h-s diagrams, Carnot power cycle, entropy change of pure substances, open systems17. Entropy change of liquids and gases and isentropic relations of ideal gases18. Variable and constant specific heats isentropic relations of ideal gases, reversible work and Bernoulli Eq.19. Multistage compression, isentropic efficiencies20. Gas power cycles, Otto cycle21. Gas power cycles, Diesel cycle22. Vapor power cycle, ideal Rankine cycle23. Methods of cycle improvements, reheat Rankine cycle24. Regenerative Rankine cycle25. Cogeneration Course Assignments

13. Weekly homework assignments with solutions provided to help students develop problem solving skills 14. One design project to help students become engaged in literature survey, interested in life long learning and develop analysis and design skills15. Four quizzes, two midterm exams and a final exam to assess students knowledge of principles and problem solving skills16. Conduct a class field trip to a site to observe the application of thermodynamics principles and develop insight into impact of engineering design and solution on

the society and environment


Program Outcomesa, c, e, g

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Relationship to Program Educational ObjectivesThis course partially meets Program Educational Objectives 2 and 3.

Course AssessmentME 370 (Thermodynamics I) Prepared by: Shoeleh Di Julio

Course Objective

1. Learn the principles of the conservation of mass and energy and second law of thermodynamics through applications to simple closed and open systems and engineering devices such as pumps, turbines, nozzles, diffusers, and heat exchangers.

2. Learn the basics of cycle analysis for vapor and gas power and refrigeration cycles.3. Learn the process of problem solving.4. Learn to conduct the basic analysis for the design of a process or a simple systems

Performance Criteria to Meet Course Objectives 1. 80% or more of students should be able to solve problems related to conservation of mass and energy on a simple system or process. (outcomes a, e)

2. 70% of the students should be able to solve problems related to the second law and efficiency analysis and gas and power cycles analysis. (outcomes a, e)

3. 70% of the students should produce a complete design project report with design alternatives and detailed analysis of the selected design. (outcomes c, e)

4. 70% of the students should demonstrate proper technical writing skills with correct spelling, grammar, sentence structure, proper report organization and content. (outcome g)

Practices Used to Achieve Objectives18. Review basic concepts and engineering units both SI and English system of units. Follow by the topic listed.

19. Continue to lecture, do example problems in class, provide sessions for students to work together in class to solve problems and provide solutions on the topics mentioned.

20. Discuss engineering practices related to thermodynamics and their impact on the environment to encourage students to think about contemporary issues

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21. One team design project is assigned to encourage seeking alternative solution to meet design specifications, strengthen students’ analysis skills, and improve team work skills.

22. Four quizzes, two midterm exams and a final exam are given to motivate students to master the principles presented and further help students improve their problem solving skills. I drop their lowest grade quiz the encourage them to learn from their mistakes and continue to learn with less worrying about their grade.

23. The design project help students further develop their technical report writing skills

7. Students in ME 370 visit CSUN Central Plant Project on campus if schedule allows) to learn how air conditioning and hot water for campus need is generated Assessment Methods SelectedStudents’ performances on quizzes and tests.Students’ work on the design projectStudents’ involvement in class discussionsStudents’ performance in class during problem solving sessions heldInterim course assessment of student learning

Documentation of Assessment and Demonstration of Course Objectives MetOutcome a: Apply knowledge of math, science and engineeringDemonstrates Specific Engineering Knowledge of subject area 4 Demonstrates Interest in Continuous Learning 3Demonstrates Initiative 3Demonstrates Analysis and Judgment 3



Outcome g: An ability to communicate effectivelyShows Evidence of Teamwork 3

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Effective Use of written Communication Tools 3Effective Use of Oral/Visual Communication Tools NA

Based on course grade 93% passed and only 7% failed. 5% received A, 21% received B and the remaining 67% received C in the course (F04). Again in Sp 05 93% passed, with 7% A, 25% B, 50% C, 7% D, 3% F (due to student not withdrawing on time).

Students in general do better in task oriented assignment such as design projects. Student performance is acceptable on design, both in writing and analysis

In general the average on the quizzes increase as students progress through the semester even though the material gets more difficult.

Based on class discussions and problem solving sessions

Feedback ChannelsClass reviews for upcoming quizzes and testPerformance on quizzes and tests discussion of resultsDiscussion of interim course assessmentDiscussion of student performance on projectOffice hour discussions with students who sought help on design projects or preparation for quizzes and test Evaluation Results

Student interim assessments have shown that they would like more example problems to be worked out in class. Adjustment in course presentation was done to allow for this

Results of quizzes and test in general show that students in general have difficulty extending the information presented in the course or text to a special case. They are weak in grasping new concepts. This level of knowledge for undergraduate students is reasonable. However they do ok in solving problems they have seen before, especially in plug-in type problems.

Sp 2003, Assessment

I have given 10% wt to Hw this semester. I collect hw every two weeks and have a grader who grades the Hw. The dean has provided $500 per course per grader. My thought has been that this may help students work harder and hence learn the material better. I still hand out the solution to all Hw assignment to students. I see that they bring the solutions to exam. Hence they must look them over. This probably helps them learn better. Some do copy the old solutions but in general the students seem to try to do the HW problems.

Students in general are afraid of trying something new that they have not seen before. They rather copy something they are familiar with even if it is not the answer to the question at hand.

I have to continue to emphasize the importance of working hard to achieve and learn. I spend more time working out problems in class to teach the applications and less time on derivation. Generally I work out couple of problem per session. I have the students work out one similar to one I have done, I allow enough time for most to see

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the process of solving the problem and then for efficiency purposes I complete the problem on the board. This seems to help students learn the material and feel comfortable with the problem solving approach. Review and repetition will help them learn the concepts of mass balance, energy balance and application of Second Law to gases and liquids.

On April 17, 2003 I gave the second midterm. Class average has improved.In general attendance is very good. Only couple of the students asks questions. I need to encourage others to do as well.

On April 24th I handed out their design project, which was due on May 8th. Students were encouraged to work in teams. Majority did work in teams. Performance was good, average was 80%. Students design projects presentations are Ok; it does improve as they take more courses. There is a definite improvement from ME 370 to ME 375. There seem to be a bit of confusion about the design of a cavitation process that I had assigned. Some had tried to generate vapor using a boiler, they misunderstood the cavitation process due to pressure drop and formation of vapors. Only about 10% were confident to develop a process purely based on their understanding of the concept. In general student want to copy some process they are familiar with. It may be helpful to assign more design problem as home-work instead of the problems from the book directly. I will try this next semester.

On May 8th I completed the lecture on all materials. This semester I have paid more emphasis to problem solving on my lectures. In each lecture I try to cover only one new concept and work out an example or two and then immediately ask students to work out an example in class to reinforce their learning. I need to time my lectures better so as to have time to do example problems and time for them to do additional examples and see the solutions in class and learn form it.

Final was given on May 22. I assigned them two problems on conservation of energy and 2nd law application which were different from home-work and one on a reheat Rankin Cycle, which was very similar to one they have done in class and home-work. In general students did well on problems that are similar to problems they have seen before only about 8/30 or 30% can extend their knowledge to a problem slightly different from homework. If I compare performances of classes were home-work was and was not assigned I may be able to see if assigning home-work has helped or not. I hear from my grader that students seem to copy their homework. Students need to do more design, and open ended problems as homework to make them think. The Schaum’s Handout which will be supplemented to the text may help student in problem solving aspects. I reviewed the 4th edition Cengal’s text book entitled “Thermodynamics, A Practical Approach” for McGraw Hills this semester and mentioned that edition of more design problems related to various industries, such as chemical, pharmaceutical, and environmental may help pique student interest.

Attach samples of tests, design propjet and the grade distributions. Also attach a sample of lecture notes and examples.

Sp 2004, Assessment

1. I have organized my lecture note so that I present one new concept per lecture. I then work out an example I class and immediately assign students to do similar examples in class. I walk around and check on students work. This way I get an immediate feedback on how well they have learned the concept and if they can easily solve a related problem. I have always emphasized the systematic approach to problem solving. I demand that students follow this approach o their quizzes and exams as well. Doing problems in class also initiates an opportunity for students to meet each other and work together. This relation seems to extend outside of the class as I hear those making arrangements to study together.

2. I found out that grading homework is not effective in getting students to learn the course material better. Hence I have stopped doing this

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3. Instead I now assign weekly homework and provide the solutions as I did before.

4. I encourage students’ participation by posing questions and asking them to finish something I present. I try to show respect when students ask questions, after I give them a response I then ask if I was able to answer their questions. This way I have increased students class participation.

5. I have slightly changed the schedule of the 4 quizzes I give to encourage them to work harder. I give two quizzes before the first midterm exam, followed by the third quiz and then the 2nd midterm exam which is followed by the 4th quiz and then the final exam. I tell them that I do drop their lowest quiz. This often when they do not do well on the first quiz they continue to work hard to improve. My class participation is quite good.

6. Mid semester I conduct a quick interim course assessment of students learning/student self learning (Assessment tool # 2 listed on Table I.E-32, entitled “24 Possible Assessment Tools”. This way I can make adjustment in my lectures accordingly so that I better help students learn the material and hence better meet my course objectives.

7. Overall I use the Assessment Tools number 2-5 to provide me with a feedback on how well I have met my course objectives.

8. The fact that I often hear from my students that their friends who took the course previously have recommended that they take my course is encouraging and rewarding to me. Having an open communication with our students and learning about their objectives through advisement and Student Advisory Board are other feed back channels.

9. I have made arrangements with the publisher to include the Schaum’s Handout free along with the text. Students find this to be helpful in mastering the material because it gives a short summary of the concepts followed by a large number of solved and unsolved problems.

10. I have not assigned more design problems as homework. I only assign one design project towards the end of the semester. I may still try to do assign few homework problems.

In general the course objective were met quite successfully based on student course performance

1. Attach example lecture problems

2. Attach results of interim student evaluations (1 min research)

3. Attach samples of quizzes, test , final exam, and design projects

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Course prerequisite(s) ME 370 ME 309



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1. I assigned homework in sp 2003, collected and had a grader grade them biweekly and give me feedback. I saw no improvements in student performance, students seem to copy sol. Just to get the credit. My grader had seen students copying solution just before the class. I hence stopped assigning homework in fall 2004.

2. I work out at least one Example/session and then have students work out a 2nd example in class; I do one, they do one. This improved students learning, less confusion, I get immediate feedback, and hence can reinforce their learning and understanding of the concept

3. I assigned two design projects. In F 04 I suggested that the 2nd project be a team project. This encourages team work, increased students learning, and also reduces my grading time. In Sp 05 I required that both projects be team projects. Students’ motivation and initiatives improved by teams of students coming to my office and asking questions about their approach. There is peer pressure and team work that leads into students learning more.

A group of typically three students, consisting of mechanical, electrical and computer engineering work together on analysis and write one report. Because they will all receive one grade they tend to put pressure on each other to improve overall team performance.

1. I stopped collecting homework, instead as before I assign homework and a week later I hand out the homework solutions.

2. Solving examples problems in class has made students learning more effectively and timely, giving me also a timely feedback on their learning of concepts

3. Two team design projects have helped students focus more and learn the course material more in depth. Previously I used to assign two individual design projects. By assigning team projects I have reduced the grading time and improved students’ performance.

Team projects seem to develop a sense of comradery among team members with a better outcome on learning and overall class performance. Overall increase in learning efficiency is observed.

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Most useful comments from students:Do more example problems

Homework problems assigned weekly and solutions handed out, examples problems worked out in class, and sample tests reviewed prior to exams are all helpful in learning the course materialThe Design projects help them learn the concepts better.

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List Course Objectives first,followed by Program Outcomes





0=Poor


last year

1. Develop an understanding of underlying physical mechanism of heat transfer via conduction, convection and radiation mechanisms.

Students’ performance on testsStudents’ work on design projectsStudents’ involvement in class discussionsStudent performance in class during problem solving sessions heldInterim course assessment of student learning

3 Yes

2. Develop mastery of solving practical problems by reviewing the concepts of thermodynamics and the expanded applications through lectures and extensive problem solving.

Students’ performance on testsStudents’ work on design projectsStudents’ involvement in class discussionsStudent performance in class during problem solving sessions heldInterim course assessment of student learning

3

3

2

3

3

Yes

Yes

No

No

No

3. Assign two team design projects to help student further develop their skills to gather information, analyze processes/systems, and creatively design a given process/system based on design specifications


Student performance in class during problem solving sessions held

Students’ performance on tests

3

2

3

Yes

No

No

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0=Poor


last year

Help students further improve their problem solving skills Students’ work on the design project

3.5 No

Help students further develop their technical report writing skills


3 No

Develop skills to work as team members Students’ work on the design project

2.5 No





Outcome a: Apply knowledge of math, science and engineeringDemonstrates Specific Engineering Knowledge of subject area 4 Demonstrates Interest in Continuous Learning 3.5Demonstrates Initiative 3.5Demonstrates Analysis and Judgment 3

1,2,3,4 3. 5 Yes



3,4,5,6 3.5 Yes

Outcome d: An ability to function on multidisciplinary teamsQuality of Overall Team Function 2Communication among Team Members 2.5Team Organization and Leadership 3

1,2,3,4,5,6 2.5 Yes

Outcome e: An ability to identify, formulate, and solve engineering problems Demonstrates Specific Knowledge of Subject Area 2.5Demonstrates Initiatives 2Demonstrates Innovation 2Demonstrates Analysis & Judgment 3

1,2,4,5 2. 5 Yes

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Demonstration of Program Outcome in the course Course Objectives that contribute to this program outcome



Demonstrates Effective Communication in Identifying, Formulating and Solving Engineering Problems 3Outcome g: An ability to communicate effectivelyShows Evidence of Teamwork 3Effective Use of written Communication Tools 3Effective Use of Oral/Visual Communication Tools NA

3,5,6 3 No


1,2,3 3 No

Outcome m: Applied advanced mathematics through multivariate calculus and differential equationsDemonstrates Ability to Apply Advanced Mathematics through Multivariate Calculus and Differential Equations 2Demonstrates Knowledge of the Use of Calculus in the Development and Analysis of Theoretical Problems 2Demonstrates Ability to Apply Differential Equations in Engineering Problems 2

1,2,3,4 2 Yes

SummaryIn general course objectives are met quite successfully. However I need to continue to emphasize the process of solving differential equations through homework, exam and design problems as I have done in the past.

As of Sp 05 46% of students can not recognize the proper form of Differential EQ to define the heat conduction problems or can not write the proper Boundary Conditions.

20% write the proper form of DE, and at least one B.C. or both but can not proceed from the general solution to the unique solution.

28% can write the proper form of the DE and B.C.’s and obtain both the general and the unique solutions.

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Department: Mechanical EngineeringCourse Number: ME 375Course Title: Heat TransferCredit Units: 3Contact Hours/Week: 3 hr/wkInstructor: Shoeleh Di Julio

Course DescriptionCatalog Description: Basic principles of heat transfer and their application. Introduction toconductive, convective and radiative heat transfer

Additional description: In engineering practice, an understanding of the heat transfer mechanism is becoming increasingly more important. Heat transfer plays an important role in engineering design of devices/systems such as electronic devices, vehicles, power plants, refrigerators, oven, buildings, and bridges. The three mechanisms of heat transfer, i.e., conduction, convection, and radiation are discussed, followed by a discussion on heat exchangers and mass transfer if time allows. Common application areas of heat transfer engineering practice such as heat transfer in residential and commercial buildings, cooling and freezing of foods and thermal control of electronic equipment are discussed. Two design projects related to applications of heat transfer mechanisms such as design of proper insulations of residential buildings, cooling of electronic devices, heat exchanger design, solar collector design are assigned as team projects.

Course Prerequisite and CorequisitePrerequisite ME 370, ThermodynamicsCorequisite ME 309

Course Objective1. Develop an understanding of underlying physical mechanism of heat transfer via conduction, convection and radiation mechanisms.2. Develop mastery of solving practical problems by reviewing the concepts of thermodynamics and the expanded applications through lectures and extensive

problem solving.3. Assign two team design projects to help student further develop their skills to gather information, analyze processes/systems, and creatively design a given

process/system based on design specifications4. Help students further improve their problem solving skills5. Help students further develop their technical report writing skills6. Develop skills to work as team members,

Text, Ref Yunus A. Cengal, “Heat Transfer, A Practical Approach”, WCB/McGraw-Hill, ISBN 0-07-011505-2, 1998.

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Recommended Text: Frank P. Incropera and David P. DeWitt, Introduction to Heat Transfer, 3rd edition, John Wiley &Sons, ISBN 0-471-30458-1, 1996.

Course TopicsBasic concepts of Thermodynamics and Heat Transfer 1 wkHeat Conduction, Steady, Transient, and Numerical Methods 4 wksConvection Heat Transfer, Forced and Natural 4 wksRadiation Heat Transfer 3 wksHeat Exchangers 1 wkReview and Exams 2 wks

Course Assignments1. Weekly homework assignments (solutions provided a week later) to help students develop problem solving skills2. Two design projects to help students become engaged in literature survey, interested in life long learning, develop analysis and design skills, and finally to learn to work as a member of a team.3. Two Midterms and a final exam to assess students’ knowledge of principles and problem solving skills

Professional Componentb. One and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to student’s field of study.

Program Outcomesa, c, d, e, g, i, m

Relationship to Program ObjectivesThis course partially meets objectives 2 and 3

Course AssessmentME 375 (Heat Transfer) Prepared by: Shoeleh Di Julio

Course Objective

4. Develop an understanding of underlying physical mechanism of heat transfer via conduction, convection and radiation mechanisms.5. Develop mastery of solving practical problems by reviewing the concepts of thermodynamics and the expanded applications through lectures and extensive

problem solving.

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6. Assign two team design projects to help student further develop their skills to gather information, analyze processes/systems, and creatively design a given process/system based on design specifications

7. Help students further improve their problem solving skills8. Help students further develop their technical report writing skills9. Develop skills to work as team members

Performance Criteria to Meet Course Objectives 1. 70% of students should be able to solve problems related to conduction, convection and simple radiation exchange. (outcomes a, e, m)

2. 70% of the students should produce complete design project reports with some literature survey included, design alternatives and detailed analysis of the selected design. (outcomes c, d, e, i)

3. 70% of the students should demonstrate proper technical writing skills with correct spelling, grammar, sentence structure, proper report organization and content. (outcome g)

Practices Used to Achieve Objectives24. Review basic thermodynamics concepts related to conservation of mass and energy for closed and open systems for the first week and half of class by lecturing,

doing problem examples in class and assigning homework problems and providing solutions to these problems.

25. Continue to lecture on mechanisms of heat transfer, do example problems in class, provide sessions for students to work together in class to solve problems and provide solutions on the topics mentioned.

26. Two team design projects were assigned. The 1st design project typically involves heat conduction with simple heat convection and radiation. In the spring 2005 I assigned a project on heat conduction related to heat loss from a home through the walls, ceiling and windows. Students were asked to compare the use of single pane to double pane windows and estimate the amount of saving in energy cost versus the added capital cost of double pane windows. Other similar design problems in heat conduction were design of water heaters and pipe line flow of steam and insulations. While other first design project assigned were design of a self cleaning oven involving all three mechanism of heat conduction, heat convection and radiation. Also a radio active waste storage design using a spherical shell geometry involving heat generation within, conduction through the shell wall, and convection cooling at the surface using cooling water.

4. The 2nd design project in the spring 2005 was design of a solar collector. Students considered radiation heat exchange from sun to the cover plate and between cover and absorber plate along with natural and forced heat convection and heat conduction to water in a pipe beneath the absorber plate. Sample of students’ design projects are provided for review.

5. The design projects are team projects. A group of typically three students, consisting of mechanical, electrical and computer engineering work together on analysis and write one report. Because they will all receive one grade they tend to put pressure on each other to improve overall team performance. Previously I used to assign two individual design projects. By assigning team projects I have reduced the grading time and improved students’ performance.

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6. I have improved my lectures by doing at least one example problem per class session and or assign one in class and observing students performance. This gives me immediate feedback on student learning and if there is need for addition emphasis of a concept or not.

7. Two midterm exams and a final exam are used to assess students’ mastery of the principles. I do hold a problem solving class session prior to each exam, by bringing in old exams and having students work them out in class. Students like this very much since they can see what to expect and since there is only twenty minutes allowed to solve a problem, they assess their own performance and how well they are prepared to take the exam in the following session.

8. The design project help students further develop their technical report writing skills

Assessment Methods SelectedStudents’ performance on testsStudents’ work on design projectsStudents’ involvement in class discussionsStudent performance in class during problem solving sessions heldInterim course assessment of student learning



Outcome d: An ability to function on multidisciplinary teamsQuality of Overall Team Function 2Communication among Team Members 2.5Team Organization and Leadership 3

Outcome e: An ability to identify, formulate, and solve engineering problems Demonstrates Specific Knowledge of Subject Area 2.5Demonstrates Initiatives 2Demonstrates Innovation 2

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Demonstrates Analysis & Judgment 3Demonstrates Effective Communication in Identifying, Formulating and Solving Engineering Problems 3

Outcome g: An ability to communicate effectivelyShows Has Good Overall Communication Strategy and Structure 3Effective Written Communication Tools 3Effective Oral/Visual Communication Tools NA


Outcome m: Applied advanced mathematics through multivariate calculus and differential equationsDemonstrates Ability to Apply Advanced Mathematics through Multivariate Calculus and Differential Equations 2Demonstrates Knowledge of the Use of Calculus in the Development and Analysis of Theoretical Problems 2Demonstrates Ability to Apply Differential Equations in Engineering Problems 2

Feedback ChannelsClass review sessions for upcoming testsPerformance on tests and discussion of results in the following meetingI always make sure I return graded material in the subsequent session and review the solution in class to emphasize students learningDiscussion of interim course assessmentDiscussion of student performance on design projectsOffice hour discussions with students who sought help on design projects and tests Evaluation ResultsSp 2003 Assessments

I have given 10% wt to Homework this semester. I collect homework every two weeks and have a grader who grades the homework. The dean has provided $500 per course per grader. My thought has been that this may help students work harder and hence learn the material better. I still hand out the solution to all Hw assignment to students. I see that they bring the solutions to exam. Hence they must look them over. This probably helps them learn better. Some do copy the old solution but in general the students seem to try to do the HW problems.

Today March 9, 2003 I have finished grading the first Midterm which covered a general background on Heat Transfer, HC equation and solution of the Differential Equations and the 1-D HC problems in Plane wall, Cylinder and Sphere. In general students have difficulty working out the solution of differential problems. They get confused on the application of the Boundary Conditions. Only about a third of the class applied the proper conditions. Two of the problems were very similar to HW one had an extension to plot the results to make observation about insulation on electric wires t o show that as the thickness of insulation increases the conduction resistance

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increases while the convection resistance decreases. Indicating that there is a critical radius=h/k below which heat transfer rate is increasing and above which heat transfer rate decreases. Majority copied the graph on heat transfer rate from the book and did not answer the question of plotting the resistance versus ro-ri as I had asked. Student, in general, are afraid of trying something new that they have not seen before. They rather copy something they are familiar with even if it is not the answer to the question at hand.

I have to continue to emphasize the importance of working hard to achieve and learn. I spend more time working out problems in class to teach the applications and less time on derivation. This seems to help students learn the material in the lower division courses. I need to assign HW problems directly related to important concepts I am trying to teach them. Ask myself what are the important concepts I am trying to have them master and only focus on that. Review and repetition will help them learn these concepts better.

On April 10, 2003 I gave the second midterm. Class average has improved.In general attendance is very good. Only couple of the students ask questions. I need to encourage others to do as well.

On April 10th I also handed out their design project, which was due on May 1st. Students were encouraged to work in teams. Almost all did work in teams. Performance was very good, average was 90%. Students design projects were well presented. They were asked to derive the differential equations of 1-D conduction with internal generation problem for a sphere with convection boundary conditions. And then carrying out a parametric study of the variation of temperature and conduction and convection resistances as a function of free stream velocity. This assignment seem to have helped students understand the derivation of differential equations to describe a physical problem and the method of solution by direct integration of the 2nd-order ODE to obtain the general solution and then finally application of the B.C.s to obtain the unique solution. The students generally commented that this assignment helped them understand this process of problem solving. This assignment seem to be successful in meeting one of the objectives I had set out, and the problem identified as a result of Midterm #1.

On May 8th I completed the lecture on all materials, will spend the next session on solving more problems on radiation. This is where I have paid more emphasis on my lectures. In each lecture I try to cover one new concept and work out an example and then immediately ask students to work out an example in class to reinforce their learning. I need to work harder to cut extraneous material out of my lectures and focus on important concepts. Also time my lectures better so as to have time to do the example and time for them to do their example and see the solution in class and learn form it. To achieve this I have organized my notes per lecture with minimum of two examples included in each lecture.

Final was given on May 22. In general students did well on problems that are similar to problems they have seen before only about 15% can extend their knowledge to a problem slightly different from home-works. If I compare performances of classes were home-work was and was not assigned I may be able to see if assigning home-work has helped or not. I hear from my grader that students seem to copy their homework. It may be better to make the students do example problems in class. I accomplished this objective to some degree this semester. I need to organize my lectures better to fully achieve this course objective.

Attach samples of tests, design propjet and the grade distributions. Also attach a sample of lecture notes and examples. Attach a copy of interim assessment results.

Changes Made & Effects of Changes

Fall 2004

1. I assigned homework in sp 2003, collected and had a grader grade them biweekly and give me feedback. I saw no improvements in student performance, students seem to copy sol. Just to get the credit. My grader had seen students copying solution just before the class. I hence stopped assigning homework in fall 2004.

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2. I work out at least one Example/session and then have students work out a 2nd example in class; I do one, they do one. This improved students learning, less confusion, I get immediate feedback, and hence can reinforce their learning and understanding of the concept

3. I assigned 2 design projects. In F 04 I suggested that the 2nd project be a team project. This encourages team work, increased students learning, and also reduces my grading time. In Sp 05 I required that both projects be team projects. Students’ motivation and initiatives improved by teams of students coming to my office and asking questions about their approach. There is peer pressure and team work that leads into students learning more.

Benefits of Design projects:1. Improves communication skills 2. Improves analytical problem solving skills, consider alternative solution and an opportunity to further improve their creativity.3. Chances to redo and continue to improve design by allowing them to seek help from me4. Chance to start early and learn about time management

Lectures are improved to :1. Discuss principles, less emphasis on derivations more emphasis on problem solving and applications.2. Solving problems mentally to see the process rather than get lost in the details3. Overcoming fear factors, feeling comfortably through visualizing solving the problem, and then actually solving it on paper.

4. Focus on efficiency in problem solving- time management skill during exam is developed5. Emphasize joy of learning and inquisitiveness over getting good grades or just passing.6. I have added Schums handout to the text package for additional problems/solutions

I have had problems with students cheating1. Avoid giving similar problems on exams, make new problems for every test.2. Keep a closer eye on students during exams3. Relocate students during exam if necessary4. Give out copies of old exams to all students5. In my syllabus I do have a section on plagiarism and my policy

Some student comments on tutoring center:

Students do not find the tutoring center helpful, often the tutors can not solve the problems, and very few students use the tutoring center. I have talked about this problem with the person responsible for selecting tutors to remedy the problem.

Things to do next time:a. Give out a write up on what to be included in a Design Project, the format and make my expectations clear.b. Make new problems for every exam to avoid student cheatingc. Run a survey of student employment d. Run a survey of student learning, I do get an interim semester assessment.

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Spring 2005

Final Exam Assessment-Mathematical Skills, Solution of Differential EQ, 2nd Order Conduction problem with heat generation.

46% of students can not recognize the proper form of Differential EQ to define the problem or can not write the proper Boundary Conditions.

20% write the proper form of DE, write at least one B.C. or both but can not proceed from the general solution to the unique solution.

28% can write the proper form of the DE and B.C.s and obtain the unique solution.

In general the course objectives were met quite successfully based on the student course performance

4. Attach example lecture problems

5. Attach results of interim student evaluations (1 min research)

6. Attach samples of both midterm exam, final exam, and design projects for the past several years

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Course Number:

ME384Instructor: C. T. Lin Semester/year: Sp 2005



Course prerequisite(s) AM316 ECE240N

Were the students adequately prepared by prerequisite courses? Yes No XStudents are generally able to apply the Newton’s second law, but they have difficulties in constructing a correct free-body diagram based on a relatively simple mechanical system given in the beginning of the semester.



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A specific survey form will be developed and used for course assessment.

The survey form provides a direct feedback from students in class about the course, which can be an effective course assessment tool.

In addition to constant dialogues between the instructor and students during lectures, will add group-work sessions and guided problem-solving sessions in class.

The change is based on the comments made by other instructors on learning effectiveness among students by conducting group work in class.

Most useful comments from students:Have not received comments from the course evaluation by students yet.

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4=Excellent to 0=Unscorable


last year

1. Use classical modeling techniques and problem-solving approaches to formulate mathematical models for various disciplines of engineering systems; in particular, the mixed-discipline electromechanical systems.

Examinations, and computer projects

3 Yes

2. Use well-developed software to model, simulate and analyze dynamic systems and interpret dynamic behavior of the systems.

Computer projects, and report writing

4 No

a. an ability to apply knowledge of mathematics, science, and engineering


3 No

e. an ability to identify, formulate, and solve engineering problems


3 YesIn-class emphasis on procedures of constructing FBD and circuitry contributes to improvement of this outcome.


Computer projects, and report writing

4 No

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Course Number:

ME 435LInstructor: S. Prince Semester/year: Spring05



Course prerequisite(s) EE240/l




New labs added Better correlation with lecture

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Upgrade equipment Equipment is getting old and needs to be replaced

Most useful comments from students:Labs not well defined

Too complicated from equipment standpoint

PMAC controller documentation difficult










last year

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Are changes called for the next time this course is taught? Yes x No


Objective AExperiment #1: Multimeter, Analog/Digital Trainer, and Oscilloscope: Students learn basic electrical measurement toolsOutcomes: A,B,E

experiment 1 No

Objective BExperiment #2: Basic Electronics: Students review passive electronics circuits and perform experiments A,B,E

experiment 2 No

Objective CExperiment #3: Bipolar Junction Transistor Operation: Students map the operating characteristics of a bipolar transistorOutcomes: A,B,E,I,K

experiment 1 No

Objective DExperiment #4: OP AMP CIRCUITS: Students analyze then test operational amplifiersOutcomes: A,B,E,I,K

experiment 2 No

Objective EExperiment #5: OP AMP FILTER CIRCUITS: Students verify low pass filter theory using operational amplifiersOutcomes: A,B,E,I,K,M

experiment 2 No

Objective FExperiment #6: Field Effect Transistor: Students map the operating characteristics of a field effect transistorOutcomes: A,B,E,I,K

experiment 1 No

Objective GExperiment#7: Open-Loop Speed Control of Servomotor: Students design, build, then test a pulse width modulated speed controllerOutcomes: A,B,E,I

experiment 2 No

Objective HExperiment #8: High Level Data Acquisition/Control: Students learn modern computational tool hardwareOutcomes: A,B,E,I,K,M

experiment 3 Yes

Objective IExperiment #9: Logic Gate Using Lab VIEW: Students learn modern computational tool softwareOutcomes: A,B,E,I,K,M

experiment 4 Yes

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Objective JExperiment #10: Analog Input, Analog Output, Digital Input, Digital Output: Students perform experiment both analog and digital input/outputOutcomes: A,B,E,I,K,M

experiment 4 Yes

Objective KExperiment #11: High level control using PMAC: Students learn how to implement feedback control using high level componentsOutcomes: A,B,E,I,K,M

experiment 2 No

Objective LExperiment #12: Control Loops, Graphing, and Motion Programs: Students apply classic control theory and design PID controllerOutcomes: A,B,E,I,K,M

experiment 2 No

Objective MExperiment #13: PLCs, M variables, and General Purpose I/O: Students create and test complete feedback servo system.Outcomes: A,B,E,I,K,M

experiment 1 No

Evaluation of Course Contribution to Program Outcomes based on Assessments Above

Program Outcome Course objectives contribution to outcome

Score for Outcome Comment

Outcome a: an ability to apply knowledge of mathematics, science and engineering

All objectives (A – M) 2.5

Outcome b: an ability to design and conduct experiments, as well as to analyze and interpret data


Outcome e: an ability to identify, formulate, and solve engineering problems.

Objectives C – M 2.5

Outcome i: a recognition of the need for, and an ability to engage in life-long learning.


Outcome k: an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Objectives C, E, F, and H – M 2,5

Outcome m: an ability to apply advanced mathematics through multivariate calculus and differential equations

Objectives E, and H – M 3

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Course Number:

ME 435LInstructor: S. Prince Semester/year: Spring05



Course prerequisite(s) EE240/l




New labs added Better correlation with lecture

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Upgrade equipment Equipment is getting old and needs to be replaced

Most useful comments from students:Labs not well defined

Too complicated from equipment standpoint

PMAC controller documentation difficult










last year

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Objective AExperiment #1: Multimeter, Analog/Digital Trainer, and Oscilloscope: Students learn basic electrical measurement toolsOutcomes: A,B,E

experiment 1 No

Objective BExperiment #2: Basic Electronics: Students review passive electronics circuits and perform experiments A,B,E

experiment 2 No

Objective CExperiment #3: Bipolar Junction Transistor Operation: Students map the operating characteristics of a bipolar transistorOutcomes: A,B,E,I,K

experiment 1 No

Objective DExperiment #4: OP AMP CIRCUITS: Students analyze then test operational amplifiersOutcomes: A,B,E,I,K

experiment 2 No

Objective EExperiment #5: OP AMP FILTER CIRCUITS: Students verify low pass filter theory using operational amplifiersOutcomes: A,B,E,I,K,M

experiment 2 No

Objective FExperiment #6: Field Effect Transistor: Students map the operating characteristics of a field effect transistorOutcomes: A,B,E,I,K

experiment 1 No

Objective GExperiment#7: Open-Loop Speed Control of Servomotor: Students design, build, then test a pulse width modulated speed controllerOutcomes: A,B,E,I

experiment 2 No

Objective HExperiment #8: High Level Data Acquisition/Control: Students learn modern computational tool hardwareOutcomes: A,B,E,I,K,M

experiment 3 Yes

Objective IExperiment #9: Logic Gate Using Lab VIEW: Students learn modern computational tool softwareOutcomes: A,B,E,I,K,M

experiment 4 Yes

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Objective JExperiment #10: Analog Input, Analog Output, Digital Input, Digital Output: Students perform experiment both analog and digital input/outputOutcomes: A,B,E,I,K,M

experiment 4 Yes

Objective KExperiment #11: High level control using PMAC: Students learn how to implement feedback control using high level componentsOutcomes: A,B,E,I,K,M

experiment 2 No

Objective LExperiment #12: Control Loops, Graphing, and Motion Programs: Students apply classic control theory and design PID controllerOutcomes: A,B,E,I,K,M

experiment 2 No

Objective MExperiment #13: PLCs, M variables, and General Purpose I/O: Students create and test complete feedback servo system.Outcomes: A,B,E,I,K,M

experiment 1 No

Evaluation of Course Contribution to Program Outcomes based on Assessments Above

Program Outcome Course objectives contribution to outcome

Score for Outcome Comment

Outcome a: an ability to apply knowledge of mathematics, science and engineering


Outcome b: an ability to design and conduct experiments, as well as to analyze and interpret data


Outcome e: an ability to identify, formulate, and solve engineering problems.


Outcome i: a recognition of the need for, and an ability to engage in life-long learning.


Outcome k: an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Objectives C, E, F, and H – M 2,5

Outcome m: an ability to apply advanced mathematics through multivariate calculus and differential equations

Objectives E, and H – M 3

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Course Number:

ME484/LInstructor: C. T. Lin Semester/year: Sp 2005



Course prerequisite(s) ME384


Were changes implemented since the last time this course was taught? Yes X No If Yes, what changes were made since the last time this course was taught? Did these changes improve the course?


LabVIEW software Version 7.1 is used. The most recent edition of the software, which has gone through major revision from the previous version, is used for the course to keep students in class current on the software.

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A specific survey form will be developed and used for course assessment.

The survey form provides a direct feedback from students in class about the course, which can be an effective course assessment tool.

Most useful comments from students:Have not received comments from the course evaluation by students yet.










last year

1. Understand the classical topics of control theory developed for linear, time-invariant control systems.


3 No

2. Use commercially available software to develop computer models of control systems, and run computer simulation and analysis to design for control systems

Computer-assisted design projects, and report writing

3 No

3. Learn to use laboratory bench-top instruments, and data acquisition systems to complete lab sessions. Apply feedback control theory and mechatronics design methodology to completing a control system design project.

Computer project assignments, quizzes, lab sessions, and hands-on design project.

3 No

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last year

a. an ability to apply knowledge of mathematics, science, and engineering

Examinations 3 No

b. an ability to design and conduct experiments, as well as to analyze and interpret data

Lab sessions 4 No

c. an ability to design a mechanical/thermal system, component, or process to meet desired needs

Hands-on design project, and computer-assisted design projects

3 No


Computer project assignments, and report writing

4 No

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Course prerequisite(s) ME 370




I improved my lecture presentation through the use of power point and over head transparencies. I did reduce the amount of material covered by eliminating some of the strenuous subject matter and emphasizing on important and general concepts. I also try to show one or two recent videos on subjects such as water supply in California, protection of biodiversity in the world and global climate change. Our library does not have recent and interesting collections. I need to search the internet for other collections on population increase and its impact on environment such as deforestation, air pollution, water shortage, global climate change, and energy demand and finally on the use of alternative fuel and such.

Students learn the important concepts in environmental engineering and are able to solve mass balance problems

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Most useful comments from students:This class fills the blank left behind by other classes, i.e., what happens to and what do you do with the by product of your processes or system. This class helps you understand this. A very interesting class, unlike all other engineering courses. I will recommend it to my friends. Thank you for inspiring us.

Truly enjoyed the course. This was a very fun class and also very interesting. This course showed us that there is a lot of work available for engineers that want to work for the environment.





Means of Direct Assessment by Instructor—what evidence was used for your assessment?



0=Poor


last year

1. Learn to apply the fundamental science and engineering principles to solution of environmental problems relating to traditional air and water pollution and newer environmental issues such as hazardous waste, risk assessment, groundwater contamination, indoor air quality, acid deposition,

1. A midterm and a final exam are given to assess students understanding of the fundamentals and their problem solving skills.

3 Yes

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Means of Direct Assessment by Instructor—what evidence was used for your assessment?



0=Poor


last year

global climate change, and stratospheric ozone depletion through lectures and problem solving2. Instill in students the need for professional development through life long learning by conducting literature surveys on latest environmental issues and practices and study emerging technologies for remediation, resource recovery and sustainability.

2. A sample of oral presentation expected content and the weight assigned for the design projects is given to students so that they have a clear understanding of how their presentations will be graded. This will then be used for both presentations. Written report content and organization is also discussed.3. 20 article summaries are collected twice during the semester and graded

and returned to students.4. 2 oral presentations and two group reports, one interim and one final are graded. The interim report is graded and returned to student groups to be completed for the final report. Students become more familiar with the instructors expectation and correct any early problems on content or format. This provides an early feedback on their project reports. The team assessment including the performance of the team as a whole, and member cooperation and integration of their efforts is also considered.

3.5

3.5

3.5

Yes

Yes

Yes

3. Learn about the impact of various engineering solutions on environment and its local and global effects.

3. 20article summaries are collected twice during the semester and graded and returned to students.4. 2 oral presentations and two group reports, one interim and one final are graded. The interim report is graded and returned to student groups to be completed for the final report. Students become more familiar with the instructors expectation and correct any early problems on content or format. This provides an early feedback on their project reports. The team assessment including the performance of the team as a whole, and member cooperation and integration of their efforts is also considered.

3.5

3.5

Yes Yes

4. Learn to seek alternative solutions for an environmental problem through a small-team proposed design project

Students’ work on the design project, assessment tools 3 and 4 as above

3.5 3.5

Yes Yes

5. Learn to write a preliminary proposal in support of the proposed design project

Assessments tools 3 and 4 as above 3 No

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Outcome a: Apply knowledge of math, science and engineering (3.5)Demonstrates Specific Engineering Knowledge of subject area 4 Demonstrates Interest in Continuous Learning 3.5Demonstrates Initiative 3.5Demonstrates Analysis and Judgment 3

1,2,3,4 3. 5 Yes

Outcome c: An ability to design a system, component, or process to meet desired needs (3)Identify Design Problem and Constrains 3Explores Alternative Designs 3Uses Analytic Tools with Moderate Effectiveness 3Documented Final Design 3

1,2,3,4,5 3 Yes

Outcome d: An ability to function on multi-disciplinary teams (3)Quality of Overall Team Function 3Communication among Team Members 3Team Organization and Leadership 3

4,5 3 Yes

Outcome e: An ability to identify, formulate, and solve engineering problems (2.5)Demonstrates Specific Knowledge of Subject Area 3Demonstrates Initiatives 2Demonstrates Innovation 2Demonstrates Analysis & Judgment 2.5Demonstrates Effective Communication in Identifying, Formulating and Solving Engineering Problems 3

1,2,3,4 2.5 Yes

Outcome f: An understanding of professional and ethical responsibility (3.7)Recognize and Make Appropriate Decisions in Situations in which Personal or Professional Ethics are Required 3Design Processes and Systems to Minimize Use of Resources and Impact on the Environment 4Knows regulations and Standards used in Practice 4

1,2,3,4,5 3.7 Yes

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Demonstration of Program Outcome in the course Course Objectives that contribute to this program outcome




4,5 3 Yes

Outcome h: The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental and social context (3.3)Demonstrates Knowledge of Engineering and its Impact on Economic, Ethical and Environmental Issues 3.5Demonstrates Ability to evaluate existing and Emerging Engineering or Technological Alternatives to Prevent or Minimize Adverse Impacts 3

1,2,3,4,5 3.3 Yes

Outcome i: A recognition of the need for, and an ability to engage in life-long learning (3.3)Demonstrates Knowledge of Comprehensive Reference Resources 3Shows Familiarity with Modern Engineering Tools 4Demonstrate Interest in Continuous Learning 3

1,2,3,4,5 3.3 Yes

Outcome j: A knowledge of contemporary issues (3)Demonstrates a Satisfactory Level of General Knowledge of Contemporary Issues Outside of Engineering 3

1,2,3,4 3 Yes

Outcome l: Demonstrates a knowledge of chemistry and calculus-based physics with depth in at least one (2.75) Demonstrates Knowledge of Fundamental Physical and Chemical Principles and Laws 2.5

Is Able to Apply Physical and Chemical Laws and Principles to Solving Engineering Problems 3

1,2,3,4,5 2.75 Yes

Summary: This course is very useful in generating interest in the field of Env Eng. I assign a design project early on in the semester. Students form groups of consisting two or three and work on their projects throughout the semester. They do an extensive literature survey and submit summaries of 20 articles they have read. They learn the technique of reviewing technical articles and extracting useful information relating to their projects. In general they seem to take this pretty seriously, and they do well.

Students make two oral presentations, and write one draft report and then complete it as a final report. They get to see my comment on the first draft which they try to address in the second report. Students try to avoid analysis which they do not see in class. I do encourage them to review literature and learn. They are however more comfortable reading and learning about case studies. The two oral presentations help students improve their oral communication skills. They do well using power point software. Samples of their presentations are attached as hard copies and as diskettes/CDs.

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Some of the projects assigned on sp 05 were: Acid Rain, Water Treatment and Disinfection, Energy Crisis, and Use of Wind Turbine , Mass Transit in LA and San Fernando Valley, Mass Transportation and Air Pollution, Climate Stabilization, Population and Climate Stabilization, and Energy Crisis in California and Alternative Sources of Energy

Students’ performance on the Final exam improved as compared with the Midterm exam. In sp01 there were 11 students with a class average of 77%, in sp03 there were 4 students with an overall average of 78%. In sp05 there were a total of 27 students who completed the course with an overall class average of 82% and a standard deviation of 6. In sp 05 and the grade distributions were 41% A, 48% B and 11 % C. This class is gaining popularity again among students after a strong demand in late 90’s and then a drop in the following years. This course definitely helps students develop an interest in life long learning and in Environmental and Social issues relevant to Engineering practices, processes and design.


Department: Mechanical EngineeringCourse Number: ME 485Course Title: Pollution Control/ Intro to Environmental EngineeringCredit Units: 3Contact Hours/Week: 3 hr/wkInstructor: Shoeleh Di Julio

Course DescriptionApplication of concepts of mass and energy balances to environmental problems, a basis for analyzing and understanding the multimedia aspect of the environmental engineering. Introduction of principles of air pollution control and global climate change, water and wastewater treatment, groundwater contamination, hazardous waste, risk assessment

Course PrerequisiteME 370

Course Objective1. Learn to apply the fundamental science and engineering principles to solution of environmental problems relating to traditional air and water pollution and newer environmental issues such as hazardous waste, risk assessment, groundwater contamination, indoor air quality, acid deposition, global climate change, and stratospheric ozone depletion through lectures and problem solving

2. Instill in students the need for professional development through life long learning by conducting literature surveys on latest environmental issues and practices and study emerging technologies for remediation, resource recovery and sustainability.

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Text, Ref & SoftwareRequired—Masters, Gilbert M., “Introduction to Environmental Engineering and Science”, Prentice Hall, 2nd Edition 1998.

Recommended—Brown, Lester R., “Building a Sustainable Society”, a Worldwatch Institute Book, W. W. Norton & Company Inc., 1981.

Sandra Postel, “Safeguarding Freshwater ecosystems”, a Worldwatch Institute Library, 2005,

And several of the other of Worldwatch Publications such as State of the World Library, (see attached list)

Earth in Balance, Ecology and the Human Spirit, Al Gore, Plume, Penguin Books, 1993

Jared Diamond, “Collapse, How Societies Choose To Fall Or Succeed”, Viking, Published by the Penguin Group, 2005 (Author of “Guns, Germs, and Steel”, winner of Pulitzer Prize)

Course Topics (lecture topics)1. Fundamentals of mass and energy transfer with emphasis on conservation of mass and energy along with reactor models such as batch

reactor, complete-mix reactor or continuously stirred-tank reactor, plug flow reactor, cascade of complete-mix reactors, and packed-bed reactors is presented in lectures. Example problems are solved in class and related problems are assigned as homework.

2. Environmental chemistry such as, molarity, equivalents, stoichiometry, chemical equilibrium, acid-base reactions, carbonate system are discussed, example problems are solved in class and related problems are assigned as homework. Basic organic chemistry and nuclear chemistry is also reviewed as need arises later in the class.

3. Mathematics of growth, including exponential, logistic and Gaussian functions are discussed

4. Risk Assessment based on the quantity of pollutant, its toxicity, exposure pathways, number of people potentially exposed and vulnerability of ground water, soil or atmosphere as a tool to set priorities on environmental problems is presented

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5. Water pollution, water resources, surface water quality, groundwater are discussed in detail Multiple Phase Flow in Porous Media, Similitude and Scaling procedure is discussed to help students understand the scale up problem in general and learn to apply it to their design problem

6. Treatment of Water and Waste, drinking water, water treatment systems, waste water treatment, hazardous waste treatment technology

7. Air Pollution, air quality standards, emission standards, criteria pollutants, air pollution and meteorology, atmospheric dispersion, indoor air quality

8. Global Atmospheric Change, global temperature, greenhouse effect, CO2, CFCs, other green house gases, changes in stratospheric ozone, perspectives on global atmospheric change

Course Assignments

17. Minimum of 20 articles read and summaries written and submitted. Normally these articles are related to students’ design projects18. One group design project to help students become engaged in literature survey, interested in life long learning and develop analysis, design and team work skills.19. One midterm exam and a final exam to assess student’ knowledge of principles and problem solving skills. A portion of the final exam is closed book to assess

students’ knowledge of basic concepts, legislations, definitions and important terminologies.


Program Outcomesa, c, d, e, f, g, h, i, j, l

Relationship to Program Educational ObjectivesThis course partially meets program educational objectives are 2, 3, and 4

COURSE ASSESSMENT

ME 485, Principles of Pollution Control/ Intro to Env Eng Prepared by: Shoeleh Di Julio

Course Objectives1. Learn to apply the fundamental science and engineering principles to solution of environmental problems relating to traditional air and water pollution and newer environmental issues such as hazardous waste, risk assessment, groundwater contamination, indoor air quality, acid deposition, global climate change, and stratospheric ozone depletion through lectures and problem solving

2. Instill in students the need for professional development through life long learning by conducting literature surveys on latest environmental issues and practices and study emerging technologies for remediation, resource recovery and sustainability.

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Performance Criteria to Meet Course Objectives 2. Student should have a basic knowledge of math, physics, chemistry, and environmental engineering principles (outcome a and

e)3. Students should be able to solve simple environmental engineering problems which require understanding of fundamentals of math, physics, chemistry and

engineering principles (outcome a and e)4. Students should work on a small team design project for the entire semester and develop a sound proposal to provide solution to an environmental engineering

problem (outcome c, d, f, g, h, i, j)

Practices Used to Achieve Objectives1. Fundamentals of mass and energy transfer with emphasis on conservation of mass and energy along with reactor models such as batch

reactor, complete-mix reactor or continuously stirred-tank reactor, plug flow reactor, cascade of complete-mix reactors, and packed-bed reactors is presented in lectures. Example problems are solved in class and related problems are assigned as homework.

5. Environmental chemistry such as, molarity, equivalents, stoichiometry, chemical equilibrium, acid-base reactions, carbonate system are discussed, example problems are solved in class and related problems are assigned as homework. Basic organic chemistry and nuclear chemistry is also reviewed as need arises later in the class.

6. Mathematics of growth, including exponential, logistic and Gaussian functions are discussed

7. Risk Assessment based on the quantity of pollutant, its toxicity, exposure pathways, number of people potentially exposed and vulnerability of ground water, soil or atmosphere as a tool to set priorities on environmental problems is presented

5. Water pollution, water resources, surface water quality, groundwater are discussed in detail Multiple Phase Flow in Porous Media, Similitude and Scaling procedure is discussed to help students understand the scale up problem in general and learn to apply it to their design problem

6. Treatment of Water and Waste, drinking water, water treatment systems, waste water treatment, hazardous waste treatment technology

7. Air Pollution, air quality standards, emission standards, criteria pollutants, air pollution and meteorology, atmospheric dispersion, indoor air quality

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8. Global Atmospheric Change, global temperature, greenhouse effect, CO2, CFCs, other green house gases, changes in stratospheric ozone, perspectives on global atmospheric change

9. Students are asked to read a minimum of 20 technical articles and submit written short summaries which are graded and handed back. This is to encourage students to learn to conduct literature survey either through the traditional paths or on-line techniques but more importantly instill the need for life long learning. The quality and accuracy of their technical articles is emphasized. These articles may or may not be related to their projects.

10. Students are asked to select a design project problem from a list presented to class or they can select a topic of their own interest. The project topic is related to a

conceptual emerging technology to remediate an environmental problem. They form a group with two or three, or four member based on the number of students in class

and follow the guideline given below:

a. Identify the problem thoroughlyb. Identify and screen potential technologies or methods (e.g., physical, chemical, biochemical, leaching, detox, etc.)c. Design a conceptual laboratory scale based on the selected technique to study the remediation process.d. Present the laboratory scale designe. Design a pilot scale (small field scale) to correct or prevent the problem within a year or less.f. Present pilot scale design project

g. Prepare a written report on the laboratory and pilot scale design and document the design, economic consideration, regulatory implications, and impact on the community.

Students are encouraged to discuss their projects with the instructor regularly to help them monitor their progress.

11. A site visitation to a waste water treatment is planned outside of class time to provide students with insight and understanding of an engineering design and implementation.

12. Through out the course various environmental engineering legislation and the ethical and professional conduct is discussed with students and their opinion is solicited to provide an understanding of their responsibilities toward professional conduct as part of their engineering decision making process.

Assessment Methods Selected1. A midterm and a final exam are given to assess students understanding of the fundamentals and their problem solving skills.

2. A sample of oral presentation expected content and the weight assigned for the design projects is given to students so that they have a clear understanding of how their presentations will be graded. This will then be used for both presentations. Written report content and organization is also discussed.

4. 20 article summaries are collected twice during the semester and graded and returned to students.

4. 2 oral presentations and two group reports, one interim and one final are graded. The interim report is graded and returned to student groups to be completed for the final report. Students become more familiar with the instructors expectation and correct any early problems on content or format. This provides an early feedback on

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their project reports. The team assessment including the performance of the team as a whole, and member cooperation and integration of their efforts is also considered.

These activities will be weighted approximately as follows to determine the final grade:

Non-Project Activities: Written Articles’ Summary Reports 20% Mid-Term Exam 20% Final Exam 20%

Design Project Activity: Oral Presentations (2) 20%

Written Reports (2) 20%

Documentation of Assessment and Demonstration of Course Objectives MetOutcome a: Apply knowledge of math, science and engineering (3.5)Demonstrates Specific Engineering Knowledge of subject area 4 Demonstrates Interest in Continuous Learning 3.5Demonstrates Initiative 3.5Demonstrates Analysis and Judgment 3

Outcome c: An ability to design a system, component, or process to meet desired needs (3)Identify Design Problem and Constrains 3Explores Alternative Designs 3Uses Analytic Tools with Moderate Effectiveness 3Documented Final Design 3

Outcome d: An ability to function on multi-disciplinary teams (3)Quality of Overall Team Function 3Communication among Team Members 3Team Organization and Leadership 3

Outcome e: An ability to identify, formulate, and solve engineering problems Demonstrates Specific Knowledge of Subject Area 3Demonstrates Initiatives 2Demonstrates Innovation 2Demonstrates Analysis & Judgment 2.5Demonstrates Effective Communication in Identifying, Formulating and Solving Engineering Problems 3

Outcome f: An understanding of professional and ethical responsibility (3.7)

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Recognize and Make Appropriate Decisions in Situations in which Personal or Professional Ethics are Required 3Design Processes and Systems to Minimize Use of Resources and Impact on the Environment 4Knows regulations and Standards used in Practice 4

Outcome g: An ability to communicate effectively (3)Shows Has Good Overall Communication Strategy and Structure 3Effective Written Communication Tools 3Effective Oral/Visual Communication Tools NA

Outcome h: The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental and social context (3.3)Demonstrates Knowledge of Engineering and its Impact on Economic, Ethical and Environmental Issues 3.5Demonstrates Ability to evaluate existing and Emerging Engineering or Technological Alternatives to Prevent or Minimize Adverse Impacts 3

Outcome i: A recognition of the need for, and an ability to engage in life-long learning (3.3)Demonstrates Knowledge of Comprehensive Reference Resources 3Shows Familiarity with Modern Engineering Tools 4Demonstrate Interest in Continuous Learning 3

Outcome j: A knowledge of contemporary issues (3)Demonstrates a Satisfactory Level of General Knowledge of Contemporary Issues Outside of Engineering 3

Outcome l: Demonstrates a knowledge of chemistry and calculus-based physics with depth in at least one (2.75) Demonstrates Knowledge of Fundamental Physical and Chemical Principles and Laws 2.5

Is Able to Apply Physical and Chemical Laws and Principles to Solving Engineering Problems 3

Feedback Channels1. Graded summaries of articles2. Discussion in class on lectured material and to contemporary issues as they relate to students design projects3. Graded midterm and final exams4. Graded interim and final reports and two oral presentations on design projects.

Evaluation ResultsSp 2003 &Sp 2005 Assessment

This course is very useful in generating interest in the field of Env Eng. I assign a design project early on in the semester. Students form groups of consisting two or three and work on their projects throughout the semester. They do an extensive literature survey and submit summaries of 20 articles they have read. They learn the technique of reviewing technical articles and extracting useful information relating to their projects. In general they seem to take this pretty seriously, and they do well.

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Students make two oral presentations, and write one draft report and then complete it as a final report. They get to see my comment on the first draft which they try to address in the second report. Students try to avoid analysis which they do not see in class. I do encourage them to review literature and learn. They are however more comfortable reading and learning about case studies. The two oral presentations help students improve their oral communication skills. They do well using power point software. Samples of their presentations are attached as hard copies and as diskettes/CDs.

Some of the projects assigned on sp 05 were: Acid Rain, Water Treatment and Disinfection, Energy Crisis, and Use of Wind Turbine , Mass Transit in LA and San Fernando Valley, Mass Transportation and Air Pollution, Climate Stabilization, Population and Climate Stabilization, and Energy Crisis in California and Alternative Sources of Energy

I improved my lecture presentation through the use of power point and over head transparencies. I did reduce the amount of material covered by eliminating some of the strenuous subject matter and emphasizing on important and general concepts. I also try to show one or two recent videos on subjects such as water supply in California, protection of biodiversity in the world and global climate change. Our library does not have recent and interesting collections. I need to search the internet for other collections on population increase and its impact on environment such as deforestation, air pollution, water shortage, global climate change, and energy demand and finally on the use of alternative fuel and such.

Students’ performance on the Final exam improved as compared with the Midterm exam. In sp01 there were 11 students with a class average of 77%, in sp03 there were 4 students with an overall average of 78%. In sp05 there were a total of 27 students who completed the course with an overall class average of 82% and a standard deviation of 6. In sp 05 and the grade distributions were 41% A, 48% B and 11 % C. This class is gaining popularity again among students after a strong demand in late 90’s and then a drop in the following years. This semester we did not find time to arrange for a field trip. This is difficult to schedule during class time or outside of class, where majority could attend.

This course definitely helps students develop an interest in life long learning and in Environmental and Social issues relevant to Engineering practices, processes and design.

Attach samples of tests, design propjet and the Grade distributions. Also attach a sample of lecture notes and examples.

Supportive Material1. Samples of design project reports and oral presentations in power point 2. Students sample work, including article summaries, midterm, final and interim and final written report and graded oral presentations.

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Course: ME 501B Instructor: Larry Caretto Semester/year: Spring 2005



Course prerequisite(s) Math 280 ME 309

Were the students adequately prepared by prerequisite courses? Yes No X

Were changes implemented since the last time this course was taught? Yes No X


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Are changes called for the next time this course is taught? Yes No X










last year

A. Develop understanding of mathematical applications of partial differential equations from mathematical analysis

Homework and examinations 3 No

B. Develop understanding of mathematical applications of partial differential equations from numerical analysis

Homework and examinations

a. an ability to apply fundamentals of mathematics, science and engineering

A and B 3 No

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Course Number: ME 575 Instructor: S. Schwartz Semester/year: Spring 2005



Course prerequisite(s) ME 375


Were changes implemented since the last time this course was taught? Yes No x If Yes, what changes were made since the last time this course was taught? Did these changes improve the course?


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Try to use some break-out –into-small-groups approach This approach should help to get students thinking about some of the physical aspects of H.T.

Require a specific course design project in heat exchangers Students need a more in-depth assignment where they can apply the principles to solve some practical problem











last year

Students understand the physical basis of convection heat transfer

Test scores from closed book questions on concepts in convection

1.9 no

Students understand correlations and how to use HW,exams,class ?discussion (average of HW #1to10)

3 no

Recognize different types of convection and can solve problems

HW,exams,class ?discussion-average of all.

3 no

Students can analyze heat exchanger HW,exams,class discussion(average of HEX HW+final)

3.3 no

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last year

Students can design a heat exchanger Insufficient data

Outcomes

a. .Apply knowledge of science and engineering Average of all graded HW and exams

3.26

c. The ability to design a system, component, or process Not measured

e. An ability to identify, formulate and solve engineering problems

1. specific engineering knowledge2.analysis+judgement3. effective communication in identifying, formulating and solving problemsHW #’s 6,7,8,12,13,14,I1,I2,Hex

3.47

g. Communicate effectively 1. Write clearly to explain technical position on exam questions2. Provide articulate questions or answers in class.3. HW well documented and neat.4. Quality of graphs and spread sheets associated with HW

1.8

k. An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

HW problems requiring use of spread sheets for parametric analyses HW#1, Internal flow ,#8, #9, #14

3.4

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