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Cherly Pertubal
New Learning Composite Mathematics, a series for KG to Class 8, has been designed in the light of latest curriculum with some additional features as well as appropriate gradation. This revised series has been structured and designed to meet the challenges of mathematics learning as well as the needs of a broad range of students. The content is designed to reach all learners in the classroom irrespective of their skill levels or learning capabilities.
The following criteria are considered when rendering an admissions decision: high school curriculum and course load, standardized test scores, rank in class, recommendations, and extracurricular activities. Minimum course preparation should include four years of English, three years of history (social science), two/three years of mathematics, two/three years of science, and two years of modern language.
A little more than four years ago, on June 2, 2010, I was sitting with a small group of mathematics educators in the Peachtree Ridge High School auditorium in Suwanee, Georgia, on the occasion of the release of the Common Core State Standards (CCSS). Governors, state and district education leaders, business leaders, teacher union leaders, and a number of classroom teachers all described their strong support for CCSS and how having common, rigorous, world-class college- and career-ready standards would benefit both their students and the nation.
One of the highlights of my work as president has been meeting teachers of mathematics in kindergarten through college from all around the country. It is immediately obvious that they care deeply about their students. It is also evident that in this era of high-stakes tests, teachers are worried about how decisions made by elected officials will affect their ability to do what is best for students and their own futures. The role of classroom teachers and other educators must include advocating to decision makers on behalf of their students, themselves, and their schools.
I have a colleague who entered teaching after many years in another profession. She teaches middle school mathematics in an urban setting. She has spent her teaching career in the same school and has witnessed many changes in the community. Having had many opportunities to collaborate with her, I both admire and envy the professionalism that she brings to her classroom and her colleagues.
How often do our students consider their mistakes to be signs of failure? How many students, as well as parents, believe that the goal of learning mathematics is solely to get the correct answer? How often, on arriving at an answer, do students believe their thinking about the problem is finished? In The Phantom Tollbooth, author Norton Juster offers a valuable contrasting perspective.
Mechanical engineering is a diverse profession that relies on fundamental science principles to conceive, design, and manufacture everything from miniaturized individual parts such as biosensors, printer nozzles, and micro-reactors to large complex systems and devices such as rocket propulsion, jet engines, robotic tools, wind turbines, and automobiles. Mechanical engineers are concerned with conceiving, designing, manufacturing, testing and marketing devices and systems that alter, transfer, transform and utilize energy forms that cause motion. In order to be accomplished in the mechanical engineering profession, a broad range of skills and knowledge are required.
The Department of Mechanical Engineering provides a curriculum that intertwines a foundation in mathematics and engineering science with creativity and innovation in design. Students learn the skills to develop ideas from concept to product. The program integrates individual mastery of these subjects with teamwork-based solutions to open-ended design problems and practical engineering experiences. Along with the required courses, optional concentrations are available for students to focus their program of study within a particular area of interest.
The design program is a core pillar of the undergraduate curriculum that combines core instruction in design with hands-on experiences in design-build-test projects. A sequence of four design intensive courses culminates in a capstone course, underpinned by industrially-sponsored projects. Industrial sponsorship for the capstone design experience is strong. Over the last ten years, 130 companies, many from within the state, have sponsored over 325 capstone design projects. In addition to industrially-motivated projects, students have the option to participate in humanitarian projects. Students present their work on Design Day, the last day of classes in fall and spring.
The Department has a long-established study abroad program in Germany (RWTH in Aachen) and study abroad programs in France (École Catholique d'Arts et Métiers), the United Kingdom (University of Edinburgh), Korea (Korea University) and Denmark (Technical University of Denmark). The program also attracts a diverse group of international students to study with us. Included in the variety of activities open to students is the cooperative education program, in which a student may participate after his/her freshman year.
The Bachelor of Science Degree program in Mechanical Engineering is accredited by the Engineering Accreditation Commission of ABET, www.abet.org.
Requirements for the Bachelor of Science Degree in Mechanical Engineering
- The University requirements for bachelor's degrees as described in the Undergraduate Education section of this catalog; 128 credits, including general elective credits, are required for the Bachelor of Science degree in Mechanical Engineering.
The University's Tier II writing requirement for the Mechanical Engineering major is met by completing Mechanical Engineering 332, 412, and 481. Those courses are referenced in item 3. b. (1) below.
Students who are enrolled in the College of Engineering may complete the alternative track to Integrative Studies in Biological and Physical Sciences that is described in item 1. under the heading Graduation Requirements for All Majors in the College statement. Certain courses referenced in requirement 3. below may be used to satisfy the alternative track. - The requirements of the College of Engineering for the Bachelor of Science degree.
The credits earned in certain courses referenced in requirement 3. below may be counted toward College requirements as appropriate. - The following requirements for the major:a.All of the following courses outside the Department of Mechanical Engineering (13 credits):CE221Statics3CEM161Chemistry Laboratory I1ECE345Electronic Instrumentation and Systems3MSE250Materials Science and Engineering3STT351Probability and Statistics for Engineering3b.All of the following courses in the Department of Mechanical Engineering (40 credits):ME280Graphic Communications2ME222Mechanics of Deformable Solids3ME201Thermodynamics3ME300Professional Issues in Mechanical Engineering1ME332Fluid Mechanics4ME361Dynamics3ME370Mechanical Design and Manufacturing I3ME391Mechanical Engineering Analysis3ME410Heat Transfer3ME412Heat Transfer Laboratory2ME451Control Systems4ME461Mechanical Vibrations3ME470Mechanical Design and Manufacturing II3ME481Mechanical Engineering Design Projects3c.Senior Electives (a minimum of 9 credits):ME413Cryogenic-Thermal Systems3ME414Mechanical Design of Cryogenic Systems3ME416Computer Assisted Design of Thermal Systems3ME417Design of Alternative Energy Systems3ME422Introduction to Combustion3ME423Intermediate Mechanics of Deformable Solids3ME425Experimental Mechanics3ME426Introduction to Composite Materials3ME433Introduction to Computational Fluid Dynamics3ME440Aerospace Propulsion3ME441Aerodynamics and Aircraft Performance3ME442Turbomachinery3ME444Automotive Engines3ME445Automotive Powertrain Design3ME456Mechatronic System Design3ME464Intermediate Dynamics3ME465Computer Aided Optimal Design3ME475Computer Aided Design of Structures3ME477Manufacturing Processes3ME478Product Development3ME490Independent Study in Mechanical Engineering1 to 3ME491Selected Topics in Mechanical Engineering1 to 4ME494Biofluid Mechanics and Heat Transfer3ME495Tissue Mechanics3ME496Biomechanical Analysis of Human Movement3ME497Biomechanical Design in Product Development3d.Design-intensive Senior Electives (a minimum of 3 credits):ME414Mechanical Design of Cryogenic Systems3ME416Computer Assisted Design of Thermal Systems3ME417Design of Alternative Energy Systems3ME442Turbomachinery3ME445Automotive Powertrain Design3ME456Mechatronic System Design3ME465Computer Aided Optimal Design3ME475Computer Aided Design of Structures3ME478Product Development3ME497Biomechanical Design in Product Development3Courses used to fulfill item 3. c. may not be used to fulfill item 3. d.
A concentration in Aerospace Engineering is available to, but not required of, any student enrolled in the Bachelor of Science degree in Mechanical Engineering. Completing the Bachelor of Science degree in Mechanical Engineering with a concentration in Aerospace Engineering may require more than 128 credits. The concentration will be noted on the student's transcript.
Aerospace Engineering
A mechanical engineering degree with the aerospace engineering concentration recognizes the expertise of students in subjects related to aerospace applications and to the aerospace industry, which provides many career opportunities for mechanical engineering graduates. Students who meet the requirements of this concentration will have expertise in aerodynamics, propulsion and structures, supplemented by other strengths in the core Mechanical Engineering degree program. To complete a Bachelor of Science degree in mechanical engineering with an aerospace engineering concentration, students must complete the requirements for the B.S. degree, including the following: f5d0e4f075