Engineering Thermodynamics Problems And Solutions

0 views

Skip to first unread message

Idara Viengxay

unread,

Aug 4, 2024, 11:18:23 PM8/4/24

to soyliegako

Useof mobile learning strategies and devices for e-portfolio content creation in an engineering Thermodynamics class: Student perceptions Mobile devices can be useful for creating educational content and to help students to learn better (Benedict & Pence, 2012; Tabor & Minch, 2013; Pereira, Echeazarra, Sanz-Santamaria, & Gutierrez, 2014). The purpose of this study is to determine student perceptions on the efficacy of using mobile learning strategies and devices to create electronic content for inclusion in an engineering individual e-portfolio. Students enrolled in an undergraduate 300-level engineering Thermodynamics class, created multimedia videos and produced content demonstrating course content summaries, problem solving techniques, and written work on concept question solutions. A post course completion anonymous survey and focus group meeting was conducted at the end of the semester, to document student perceptions on the efficacy of using mobile learning strategies and devices to create electronic content for inclusion in an engineering individual e-increased interaction with the instructor. Students reported that the act of creating videos portfolio. Results indicated that most students found using mobile devices to create content for verbalizing and demonstrating each step of a problem solution helped review course their e-portfolios increased engagement with content though it did not necessarily lead to materials, to think deeply and to retain information for future use. The e-portfolio was not used as an interaction venue between the students and the instructor and most students found it easier to contact the instructor face-to-face. Several advantages and disadvantages of using mobile devices were noted. Students expressed interest in using mobile devices for learning in future, and suggested changes for ways in which mobile devices can be used in future engineering classes.

The curriculum matrix for the degree program may be found here. The curriculum matrix is the alignment of courses (curriculum) with the desired goals and student learning outcomes of the program. It shows what is taught and how these outcomes are achieved through the completion of the degree program.

The Chemical Engineering program provides the students with a strong foundation in the basic sciences with engineering fundamentals and prepares them to design, develop and engineer industrial processes and plants. Students are well prepared upon graduation to begin either their professional career or a program of graduate study. The chemical engineering curriculum in addition to a sound foundation in general education includes basic courses in chemistry, physics, mathematics, and materials, electrical, and mechanical engineering. Coursework in the major includes computer programming, engineering statistics, material and energy balances, transport phenomena, unit operations, process control, process synthesis and design, thermodynamics, kinetics, reactor design, and pollution abatement. The design aspect of chemical engineering is present throughout the curriculum and culminates in the senior-level, three-quarter capstone design sequence. Student project opportunities enable students to develop essential planning, experimenting, and reporting skills in individual or theme-based projects. Extensive laboratory and computerized test facilities exist for process and materials investigations, as well as complete pilot plant scale equipment for extended development and confirmatory studies.

The mission of the Chemical Engineering Program is to prepare graduates who will contribute effectively to an interconnected global society by providing them with a strong foundation in engineering fundamentals, excellent hands-on engineering skills and extensive training in communication and teamwork.

Students should view their Degree Progress Report (DPR) for information regarding their General Education requirements. Unless specific GE courses are required for their major, please refer to the list of approved courses in the General Education Program in the University Catalog, When viewing the catalog, students should select the catalog year associated with the GE requirements listed in their Degree Progress Report.

At least 3 units from each sub-area and 3 additional units from sub-areas 1 and/or 2

1. Visual and Performing Arts

2. Literature, Modern Languages, Philosophy and Civilization

3. Arts and Humanities Synthesis

Prerequisite: permission of instructor. (1-3 credits)

Individual or group project work where student(s) must apply mechanical engineering principles to research, innovation, service or entrepreneurship projects. Student(s) work under the direction of mechanical engineering faculty. (Course Profile)

Prerequisite: MECHENG 211, Math 216. (3 credits)

Introduction to theory and practice of the finite element method. One-dimensional, two-dimensional and three dimensional elements is studied, including structural elements. Primary fields of applications are strength of materials (deformation and stress analysis) and dynamics and vibrations. Extensive use of commercial finite element software packages, through computer labs and graded assignments. Two hour lecture and one hour lab. (Course Profile)

Prerequisite: MECHENG 235. (3 credits)

Thermodynamic power and refrigeration systems; availability and evaluation of thermodynamic properties; general thermodynamic relations, equations of state and compressibility factors; chemical reactions; combustion; gaseous dissociation; phase equilibrium. Design and optimization of thermal systems. (Course Profile)

Prerequisite: Permission of instructor. (2-3 credits)

Prerequisite: senior or graduate standing. (3 credits)

Evolution of quality methods. Fundamentals of statistics. Process behavior over time. Concept of statistical process control (SPC). Design and interpretation of control charts. Process capability study. Tolerance. Measurement system analysis. Correlation. Regression analysis. Independent t-test and paired t-test. Design and analysis of two-level factorial experiments. Fractional factorial experiments. Response model building. Taguchi methods. Case studies. (Course Profile)

Prerequisites: MECHENG 320 and MECHENG 382. (3 credits)

Fundamental properties of biological systems, followed by a quantitative, mechanical analysis. Topics include mechanics of the cytoskeleton, biological motor molecules, cell motility, muscle, tissue and bio-fluid mechanics, blood rheology, bio-viscoelasticity, biological ceramics, animal mechanics and locomotion, biomimetics and effects of scaling. Individual topics will be covered on a case by case study basis. (Course Profile)

Prerequisite: MECHENG 320. (3 credits)

Use of commercial CFD packages for solving realistic fluid mechanics and heat transfer problems of practical interest. Introduction to mesh generation, numerical discrimination, stability, convergence, and accuracy of numerical methods. Applications to separated, turbulent and two-phase flows, flow control and flows involving heat transfer. Open-ended design project. (Course Profile)

Prerequisite: Math 216 or Physics 240. (3 credits)

Vibrating systems; acoustic wave equation; plane and spherical waves in fluid media; reflection and transmission at interfaces; propagation in lossy media; radiation and reception of acoustic waves; pipes, cavities and waveguides; resonators and filters; noise; selected topics in physiological, environmental and architectural acoustics. (Course Profile)

Prerequisite: MECHENG 336, preceded or accompanied by MECHENG 320. (3 credits)

Introduction to combustion processes; combustion thermodynamics, reaction kinetics and combustion transport. Chain reactions, ignition, quenching and flammability limits, detonations, deflagrations and flame stability. Introduction to turbulent premixed combustion. Applications in IC engines, furnaces, gas turbines, and rocket engines. (Course Profile)

Prerequisite: MECHENG 235. (3 credits)

Introduction to the challenges of power generation for a global society using the thermodynamics to understand basic principles and technology limitations. Covers current and future demands for energy; methods of power generation including fossil fuel, solar, wind and nuclear; associated detrimental by-products; and advanced strategies to improve power densities, efficiencies and emissions (Course Profile)

Prerequisite: MECHENG 235, MECHENG 336 or permission of instructor. (4 credits)

Analytical approach to the engineering problem and performance analysis of internal combustion engines. Study of thermodynamics, combustion, heat transfer, friction and other factors affecting engine power, efficiency and emissions. Design and operating characteristics of different types of engines. Computer assignments. Engine laboratories. (Course Profile)

Prerequisite: MECHENG 240. (4 credits)

Newton/Euler and Lagrangian formulations for three-dimensional motion of particles and rigid bodies. Linear free and forced responses of one and two degree of freedom systems and simple continuous systems. Applications to engineering systems involving vibration isolation, rotating imbalance and vibration absorption. (Course Profile)

Prerequisite: MECHENG 320, MECHENG 350, MECHENG 360, and either MECHENG 395 or AEROSP 305. May not be taken concurrently with MECHENG 455 or MECHENG 495. Student must be declared in Mechanical Engineering. Not open to graduate students. (4 credits)

A mechanical engineering design project by which the student is exposed to the design process from concept through analysis to layout and report. Projects are proposed from the different areas of study within mechanical engineering and reflect the expertise of instructional faculty and industrial representatives. (Course Profile)