Hands-On Method for Teaching Design of Mechanical Components Course

Harold L. Stalford

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Conference: 2014 ASEE Annual Conference & Exposition
Location: Indianapolis, Indiana
Publication Date: June 15, 2014
Start Date: June 15, 2014
End Date: June 18, 2014
ISSN: 2153-5965
Conference Session: Manufacturing and Machine Component Design
Tagged Division: Mechanical Engineering
Page Count: 21
Page Numbers: 24.661.1 - 24.661.21
DOI: 10.18260/1-2--20552
Permanent URL: https://strategy.asee.org/20552
Download Count: 661

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Harold L. Stalford University of Oklahoma

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Prof. Harold Stalford received M.S. (1966) and Ph.D.(1970) in Mechanical Engineering from the University of California, Berkeley, California and B.S.(1965) from Oklahoma State University. After being on the faculties at the Virginia Polytechnic Institute and State University and at the Georgia Institute of technology, he served as the Director of the School of Aerospace and Mechanical Engineering 1995-2000 Director and continues on as Professor since 1995. Dr. Stalford has spent two sabbaticals (2001-2002 and 2008-2009) with the Sandia National Laboratories, Albuquerque, NM and has served as consultant to Sandia’s Microsystems Science, Technology & Components Division since 2001. His major research interest in the oil and gas industry is telemetry of borehole sensor data to the surface during drilling, completions, and production. Dr. Stalford’s broad area of research is in microsystems and nanotechnology, seeking new and novel solutions to challenging oil and gas problems. His work with Sandia has focusing on designing, fabricating, testing and characterizing various micro/nanotechnology systems that includes Microelectromechanical systems (MEMS), tunable MEMS devices, RF nanotechnology, microfluidics, on-chip low power micro-sensors and electronics, micro-resonators, micro-sensors, and quantum systems. Dr. Stalford has extensive research experience in automated/intelligent control systems and telemetry for autonomous vehicles.

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Abstract

Hands-On Method for Teaching Design of MechanicalComponents CourseHarold L. Stalford. School of Aerospace and Mechanical Engineering; University of Oklahoma, Norman,OK 73019; email: stalford@ou.edu Phone: (405) 325-1742AbstractA new hands-on method is presented for teaching a course on the design of mechanical components.Ref. [1] is an example of textbook used in our school’s course “Design of Mechanical Components”. Thiscourse requires the analysis and design of mechanical components such as fasteners, springs, bearings,gears, shafts, clutches, brakes, etc. Prerequisites include a course on solid mechanics or mechanics ofmaterials (e.g., Ref. [2]). Students coming into the course on Design of Mechanical Components areexpected to be fluent in performing free-body-diagrams, static equilibrium analysis, stress-strainanalysis, Mohr’s circle analysis, deflection analysis, etc. on structures with various loads (e.g., pointforces, moments, distributive loading) in axial, torsional, and bending configurations.On the first day of class, the students form teams of 5 to 6 students per team. Each team picks its choiceof a vehicle, machine or system from which they will pick all mechanical components for analysis anddesign in the course. Each team is required to carry out four (4) mechanical component projects and towrite a project report and make a presentation on each report. Each project covers a “3 to 4 weeks”time period. For example, fasteners and springs projects are “three-weeks” projects; bearings and gearsare “four-weeks” projects. Each team makes a presentation on each of the four project during thesemester. The presentations are judged by engineers from industry.The reports and presentations are required to cover analysis and design of team’s selected mechanicalcomponent from team’s same selected vehicle. The reports and presentations are required to covercomponent manufacturability and cost, environmental conditions, dimensions, loading conditions,design and statics treatment, stress-strain analysis, fatigue analysis, and simulation. On each project, ateam is required to select a team leader and to divide up the workload among all team members.The new hands-on method has been taught in 2012 and 2013; it has received high reviews fromstudents and industry judges alike.In this paper, we plan to describe all salient features of teaching a Design of Mechanical Componentscourse using the new hands-on method. Rubrics and grading criteria will be discussed.References [1] Robert C. Juvinall, Kurt M. Marshek, Fundamentals of Machine Component Design, Fifth Edition,John Wiley & Sons, Inc., 2012, Hoboken, NJ.[2] James M. Gere, Barry J. Goodno, Mechanics of Materials, Eighth Edition, Cengage Learning,2013,Stamford, CT.

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Stalford, H. L. (2014, June), Hands-On Method for Teaching Design of Mechanical Components Course Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20552

TY - CPAPER
AB - Hands-On Method for Teaching Design of MechanicalComponents CourseHarold L. Stalford. School of Aerospace and Mechanical Engineering; University of Oklahoma, Norman,OK 73019; email: stalford@ou.edu Phone: (405) 325-1742AbstractA new hands-on method is presented for teaching a course on the design of mechanical components.Ref. [1] is an example of textbook used in our school’s course “Design of Mechanical Components”. Thiscourse requires the analysis and design of mechanical components such as fasteners, springs, bearings,gears, shafts, clutches, brakes, etc. Prerequisites include a course on solid mechanics or mechanics ofmaterials (e.g., Ref. [2]). Students coming into the course on Design of Mechanical Components areexpected to be fluent in performing free-body-diagrams, static equilibrium analysis, stress-strainanalysis, Mohr’s circle analysis, deflection analysis, etc. on structures with various loads (e.g., pointforces, moments, distributive loading) in axial, torsional, and bending configurations.On the first day of class, the students form teams of 5 to 6 students per team. Each team picks its choiceof a vehicle, machine or system from which they will pick all mechanical components for analysis anddesign in the course. Each team is required to carry out four (4) mechanical component projects and towrite a project report and make a presentation on each report. Each project covers a “3 to 4 weeks”time period. For example, fasteners and springs projects are “three-weeks” projects; bearings and gearsare “four-weeks” projects. Each team makes a presentation on each of the four project during thesemester. The presentations are judged by engineers from industry.The reports and presentations are required to cover analysis and design of team’s selected mechanicalcomponent from team’s same selected vehicle. The reports and presentations are required to covercomponent manufacturability and cost, environmental conditions, dimensions, loading conditions,design and statics treatment, stress-strain analysis, fatigue analysis, and simulation. On each project, ateam is required to select a team leader and to divide up the workload among all team members.The new hands-on method has been taught in 2012 and 2013; it has received high reviews fromstudents and industry judges alike.In this paper, we plan to describe all salient features of teaching a Design of Mechanical Componentscourse using the new hands-on method. Rubrics and grading criteria will be discussed.References [1] Robert C. Juvinall, Kurt M. Marshek, Fundamentals of Machine Component Design, Fifth Edition,John Wiley &amp; Sons, Inc., 2012, Hoboken, NJ.[2] James M. Gere, Barry J. Goodno, Mechanics of Materials, Eighth Edition, Cengage Learning,2013,Stamford, CT.
AU - Harold L. Stalford
CY - Indianapolis, Indiana
DA - 2014/06/15
PB - ASEE Conferences
TI - Hands-On Method for Teaching Design of Mechanical Components Course
UR - https://strategy.asee.org/20552
DO - 10.18260/1-2--20552
ER -