Kingdom of Saudi Arabia Ministry of Higher Education University of Tabuk Vice Presidency for Academic Affairs Management of Programs & Study Plans Kingdom of Saudi Arabia National Commission for Academic Accreditation & Assessment ATTACHMENT 2 (e) Course Specifications Kingdom of Saudi Arabia The National Commission for Academic Accreditation & Assessment ME 317: Mechanical Design - II Course Specifications (CS) Spring, 2015 Form 5a_Course Specifications _SSRP_1 JULY 2013 Page 1 Kingdom of Saudi Arabia Ministry of Higher Education University of Tabuk Vice Presidency for Academic Affairs Management of Programs & Study Plans Kingdom of Saudi Arabia National Commission for Academic Accreditation & Assessment Course Specifications Institution Date of Report University of Tabuk 8/4/1436 H. College/Department : Faculty of Engineering/ Mechanical Engineering Department A. Course Identification and General Information 1. Course title and code: ME 317: Mechanical Design - II 2. Credit hours: 3 credit hours (2,2,1) 3. Program(s) in which the course is offered. (If general elective available in many programs indicate this rather than list programs) Mechanical Engineering Program 4. Name of faculty member responsible for the course Dr. Saleh Saad Alhayek 5. Year/ Level at which this course is offered: 4th/ 2nd 6. Pre-requisites for this course (if any) ME 315 7. Co-requisites for this course (if any) None 8. Location if not on main campus: N/A 9. Mode of Instruction (mark all that apply) a. Traditional classroom √ What percentage? 100% b. Blended (traditional and online) × What percentage? 0 c. e-learning × What percentage? 0 d. Correspondence × What percentage? 0 f. Other × What percentage? 0 Comments: All lectures shall be delivered using PPT slides. Lab. sessions shall be conducted using available resources, if any! Form 5a_Course Specifications _SSRP_1 JULY 2013 Page 2 Kingdom of Saudi Arabia National Commission for Academic Accreditation & Assessment Kingdom of Saudi Arabia Ministry of Higher Education University of Tabuk Vice Presidency for Academic Affairs Management of Programs & Study Plans B Objectives 1. What is the main purpose for this course? Summary of the main learning outcomes for students enrolled in the course. Course Outcomes: (letters in parentheses indicate correlation of the outcome with the appropriate ABET program outcomes a-k) Course Outcomes: (letters in parentheses indicate correlation of the outcome with the appropriate ABET program outcomes a-k) After completing the course successfully, the student will be able to: 1. Learn the fundamentals of power transmission elements (a, e) 2. Use the knowledge in Statics and Strength of Materials for design of machine elements. (a,c,e,k) 3. Learn the concepts of theory of hydrodynamic lubrication, systems of lubrication and greasing, and apply them in machine design. (a,c,e,k) 4. Design of bearings (sliding – rolling). (a,c,e,k) 5. Design of gears (spur – bevel – helical – worm). (a,c,e,k) 6. Design, analysis, and selection of mechanical systems. (a,c,e,k) 7. learn basic concepts of finite-element analysis. (a, e) 8. learn basics of design statistical considerations. (a, e) 9. Communicate effectively through written and oral skills. (g) 10. Understand the professional and ethical responsibility of a design engineer. (f) 11. Identify that characteristics of his designs have safety, societal, or environmental impact. (h) 12. Design a project for a specific purpose utilizing knowledge acquired throughout the course. (a,c,e,k) Course Policies Assessment: Assignments, examinations, student surveys. 2. Briefly describe any plans for developing and improving the course that are being implemented. (e.g. increased use of IT or web based reference material, changes in content as a result of new research in the field) The main reference book is already available for purchase from the internet, and power point presentation slides of the whole course is being used for the interpretation in the class. They are downloaded on a regular basis on the faculty webpage for students convenience. Form 5a_Course Specifications _SSRP_1 JULY 2013 Page 3 Kingdom of Saudi Arabia Ministry of Higher Education University of Tabuk Vice Presidency for Academic Affairs Management of Programs & Study Plans Kingdom of Saudi Arabia National Commission for Academic Accreditation & Assessment C. Course Description (Note: General description in the form to be used for the Bulletin or handbook should be attached) 1. Topics to be Covered List of Topics No. of Weeks Ch. 11: Rolling – Contact Bearings: Bearing Types, Bearing Life, Bearing Load Life at Rated Reliability, Bearing Survival: Reliability versus Life, Relating Load, Life, and Reliability, Combined Radial and Thrust Loading, Variable Loading, Selection of Ball and Cylindrical Roller Bearings, Selection of Tapered Roller Bearings, Design Assessment for Selected Rolling-Contact Bearings, Lubrication, Mounting and Enclosure Ch. 12: Lubrication and Journal - Bearings: Types of Lubrication, Viscosity, Petroff’s Equation, Stable Lubrication, Thick-Film Lubrication, Hydrodynamic Theory , Design Considerations , The Relations of the Variables , Steady-State Conditions in SelfContained Bearings, Clearance, Pressure-Fed Bearings, Loads and Materials, Bearing Types , Thrust Bearings, Boundary-Lubricated Bearings Ch. 13: Gears – General: Types of Gear, Nomenclature, Conjugate Action, Involute Properties , Fundamentals, Contact Ratio, Interference, The Forming of Gear Teeth , Straight Bevel Gears , Parallel Helical Gears ,Worm Gears ,Systems, Gear Trains , Force Analysis—Spur Gearing, Force Analysis—Bevel Gearing, Force Analysis— Helical Gearing, Force Analysis—Worm Gearing Ch. 14: Spur and Helical Gears: The Lewis Bending Equation, Surface Durability, AGMA Stress Equations, AGMA Strength Equations, Geometry Factors I and J (ZI and YJ), The Elastic Coefficient Cp (ZE), Dynamic Factor Kv , Overload Factor Ko , Surface Condition Factor Cf (ZR) , Factor Ks, Load-Distribution Factor Km (KH) , Hardness-Ratio Factor CH , Stress Cycle Life Factors YN and ZN , Reliability Factor KR (YZ), Temperature Factor KT (Yθ), Rim-Thickness Factor KB , Safety Factors SF and SH , Analysis , Design of a Gear Mesh Ch. 15: Bevel and Worm Gears: Bevel Gearing—General, Bevel-Gear Stresses and Strengths, AGMA Equation Factors, Straight-Bevel Gear Analysis , Design of a StraightBevel Gear Mesh, Worm Gearing—AGMA Equation, Worm-Gear Analysis, Designing a Worm-Gear Mesh , Buckingham Wear Load Ch. 18: Power Transmission Case Study: Design Sequence for Power Transmission, Power and Torque Requirements, Gear Specification, Shaft Layout, Force Analysis, Shaft Material Selection, Design for Stress, Shaft Design for Deflection, Bearing Selection, Key and Retaining Ring Selection, Final Analysis Ch. 19: Finite – Element Analysis: The Finite-Element Method, Element Geometries, The Finite-Element Solution Process, Mesh Generation, Load Application, Boundary Conditions, Modeling Techniques, Thermal Stresses, Critical Buckling Load, Vibration Analysis, Summary Ch. 20: Statistical Considerations: Random Variables, Arithmetic Mean, Variance, and Standard Deviation, Probability Distributions, Propagation of Error, Linear Regression Contact Hours 2 6 2 6 2 6 2 6 2 6 2 6 2 6 2 6 Other: Total 2. Course components (total contact hours and credits per semester): Lecture Contact Hours 26 Tutorial 14 Laboratory 12 Form 5a_Course Specifications _SSRP_1 JULY 2013 Practical 0 0 52 Page 4 Kingdom of Saudi Arabia Ministry of Higher Education University of Tabuk Vice Presidency for Academic Affairs Management of Programs & Study Plans Kingdom of Saudi Arabia National Commission for Academic Accreditation & Assessment Credit 2 1 2 0 0 3. Additional private study/learning hours expected for students per week. 3 3 4. Course Learning Outcomes in NQF Domains of Learning and Alignment with Assessment Methods and Teaching Strategy Course Learning Outcomes, Assessment Methods, and Teaching Strategy work together and are aligned. They are joined together as one, coherent, unity that collectively articulate a consistent agreement between student learning, assessment, and teaching. The National Qualification Framework provides five learning domains. Course learning outcomes are required. Normally a course has should not exceed eight learning outcomes which align with one or more of the five learning domains. Some courses have one or more program learning outcomes integrated into the course learning outcomes to demonstrate program learning outcome alignment. The program learning outcome matrix map identifies which program learning outcomes are incorporated into specific courses. On the table below are the five NQF Learning Domains, numbered in the left column. First, insert the suitable and measurable course learning outcomes required in the appropriate learning domains (see suggestions below the table). Second, insert supporting teaching strategies that fit and align with the assessment methods and intended learning outcomes. Third, insert appropriate assessment methods that accurately measure and evaluate the learning outcome. Each course learning outcomes, assessment method, and teaching strategy ought to reasonably fit and flow together as an integrated learning and teaching process. Fourth, if any program learning outcomes are included in the course learning outcomes, place the @ symbol next to it. Every course is not required to include learning outcomes from each domain. Form 5a_Course Specifications _SSRP_1 JULY 2013 Page 5 Kingdom of Saudi Arabia Ministry of Higher Education University of Tabuk Vice Presidency for Academic Affairs Management of Programs & Study Plans Kingdom of Saudi Arabia National Commission for Academic Accreditation & Assessment 1.0 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 NQF Learning Domains And Course Learning Outcomes Knowledge Course Teaching Strategies Course Assessment Methods Demonstrate Knowledge of the math. and science of mechanical design and its applications. Distinguish between design, design elements, and Concurrent Engineering of a design. Analyze the design and applications of mechanical elements, its practices and principles. Understand the benefits of mechanical design and the significance of reverse engineering Understand how the design process operates and how modelling is used to simulate the manufacturing process. Be able to design a simple component and generate designs using mechanical design principles. Quizzes: Homework and assignments: to Attending: Lectures, tutorials Investigating: Self Learning from text books Discussing: tutorial problem solving Practicing: Solve additional problems from text book Be able to recall, understand, and present information, including: knowledge of specific facts of Design failure theories and uses of design elements. Knowledge of concepts, principles and theories of mechanical elements in design and knowledge of designing procedures. assess understanding of statics fundamentals and problem Solving. 2.0 Cognitive Skills 2.1 Apply conceptual understanding of mechanical design; mathematical concepts, principles, and failure theories. Apply procedures involved in mechanical design critical thinking and creative problem solving, 2.2 Form 5a_Course Specifications _SSRP_1 JULY 2013 Attending: Lectures, tutorials Investigating: Self Learning short evaluation in selected weeks to assess the understanding and how much gained of dynamics fundamentals. Midterm Exams: to assess understanding of dynamics fundamentals, problem solving and analytical and design capabilities. Final Exam: to assess understanding of different aspects in the CLO’s, analytical skills and ability to solve logic problems at the end of teaching weeks. Quizzes: short evaluation in selected weeks to assess the Page 6 Kingdom of Saudi Arabia Ministry of Higher Education University of Tabuk Vice Presidency for Academic Affairs Management of Programs & Study Plans Kingdom of Saudi Arabia National Commission for Academic Accreditation & Assessment 2.3 both when asked to do so, and when faced with unanticipated new situations. Investigate issues and problems in mechanical design using a range of sources, codes and standards, and draw valid conclusions. from text books Discussing: tutorial problem solving Practicing: Solve additional problems from text book. understanding and how much gained of dynamics fundamentals. Homework and assignments: to assess understanding of statics fundamentals and problem Solving. Discussion Groups: to assess interactive and communication abilities in both inside and outside the class room. 3.0 Interpersonal Skills & Responsibility 3.1 3.2 Team work (interpersonal skills) Sharing of ideas with colleagues (interpersonal skills) Time management (Responsibility) Keeping of deadlines (Responsibility) 3.3 3.4 Form 5a_Course Specifications _SSRP_1 JULY 2013 Midterm Exams: to assess understanding of dynamics fundamentals, problem solving and analytical and design capabilities. Final Exam: to assess understanding of different aspects in the CLO’s, analytical skills and ability to solve logic problems at the end of teaching weeks. Class discussions: Homework and assignments: to assess enable students to learn how to share ideas technical report writing simulation abilities. Assigning homework with Discussion Groups: to assess interactive and Page 7 Kingdom of Saudi Arabia Ministry of Higher Education University of Tabuk Vice Presidency for Academic Affairs Management of Programs & Study Plans Kingdom of Saudi Arabia National Commission for Academic Accreditation & Assessment deadlines: Encourage students to manage their free time (to complete assignments) and learn the importance of respecting deadlines. 4.0 Communication, Information Technology, Numerical 4.1 4.5 Use word processors, Excel in the calculations skills and advanced application in the Lab. sessions. Conveying ideas in a clear manner (communication spoken) Report writing (also conveying ideas and results in a manner that can enable others to reproduce the same results.) Preserving information through selective note taking. Use of internet and design codes and standards. 5.0 Psychomotor 5.1 5.2 N/A N/A 4.2 4.3 4.4 N/A N/A Class discussions: allow students to develop communication skills. Homework and Assignments: Encourage use of internet in finding alternative solutions to assigned problems. communication abilities in both inside and outside the class room. Midterm and final exams: (include questions regarding certain topics discussed in class) N/A N/A Suggested Guidelines for Learning Outcome Verb, Assessment, and Teaching NQF Learning Domains Suggested Verbs Knowledge Cognitive Skills Interpersonal Skills & Responsibility list, name, record, define, label, outline, state, describe, recall, memorize, reproduce, recognize, record, tell, write estimate, explain, summarize, write, compare, contrast, diagram, subdivide, differentiate, criticize, calculate, analyze, compose, develop, create, prepare, reconstruct, reorganize, summarize, explain, predict, justify, rate, evaluate, plan, design, measure, judge, justify, interpret, appraise demonstrate, judge, choose, illustrate, modify, show, use, appraise, Form 5a_Course Specifications _SSRP_1 JULY 2013 Page 8 Kingdom of Saudi Arabia Ministry of Higher Education University of Tabuk Vice Presidency for Academic Affairs Management of Programs & Study Plans Kingdom of Saudi Arabia National Commission for Academic Accreditation & Assessment Communication, Information Technology, Numerical Psychomotor evaluate, justify, analyze, question, and write demonstrate, calculate, illustrate, interpret, research, question, operate, appraise, evaluate, assess, and criticize demonstrate, show, illustrate, perform, dramatize, employ, manipulate, operate, prepare, produce, draw, diagram, examine, construct, assemble, experiment, and reconstruct Form 5a_Course Specifications _SSRP_1 JULY 2013 Page 9 Kingdom of Saudi Arabia Ministry of Higher Education University of Tabuk Vice Presidency for Academic Affairs Management of Programs & Study Plans Kingdom of Saudi Arabia National Commission for Academic Accreditation & Assessment Suggested verbs not to use when writing measurable and assessable learning outcomes are as follows: Consider Maintain Maximize Reflect Continue Examine Review Ensure Strengthen Explore Enlarge Encourage Understand Deepen Some of these verbs can be used if tied to specific actions or quantification. Suggested assessment methods and teaching strategies are: According to research and best practices, multiple and continuous assessment methods are required to verify student learning. Current trends incorporate a wide range of rubric assessment tools; including web-based student performance systems that apply rubrics, benchmarks, KPIs, and analysis. Rubrics are especially helpful for qualitative evaluation. Differentiated assessment strategies include: exams, portfolios, long and short essays, log books, analytical reports, individual and group presentations, posters, journals, case studies, lab manuals, video analysis, group reports, lab reports, debates, speeches, learning logs, peer evaluations, self-evaluations, videos, graphs, dramatic performances, tables, demonstrations, graphic organizers, discussion forums, interviews, learning contracts, antidotal notes, artwork, KWL charts, and concept mapping. Differentiated teaching strategies should be selected to align with the curriculum taught, the needs of students, and the intended learning outcomes. Teaching methods include: lecture, debate, small group work, whole group and small group discussion, research activities, lab demonstrations, projects, debates, role playing, case studies, guest speakers, memorization, humor, individual presentation, brainstorming, and a wide variety of hands-on student learning activities. 5. Schedule of Assessment Tasks for Students During the Semester Assessment task (e.g. essay, test, group project, examination, speech, oral presentation, etc.) 1 2 3 4 5 6 Homework Project Quizzes Mid-term exam-1 Mid-term exam-2 Final exam Week Due Proportion of Total Assessment Biweekly End of term Frequent On the 7th week On the 12th week On the 16th week 10% 10% 10% 20% 20% 30% D. Student Academic Counseling and Support 1. Arrangements for availability of faculty and teaching staff for individual student consultations and academic advice. (include amount of time teaching staff are expected to be available each week) Three contact hours per week. Meeting with the students during the office hours (8-10 hrs. each week). Form 5a_Course Specifications _SSRP_1 JULY 2013 Page 10 Kingdom of Saudi Arabia National Commission for Academic Accreditation & Assessment Kingdom of Saudi Arabia Ministry of Higher Education University of Tabuk Vice Presidency for Academic Affairs Management of Programs & Study Plans E. Learning Resources 1. List Required Textbooks Shigley’s Mechanical Engineering Design (Ninth Edition) Richard. G. Budynas, and J. Keith Nisbett McGraw-Hill Book Company, New York, 2011 2. List Essential References Materials (Journals, Reports, etc.) ASME (Codes & Standards) 3. List Recommended Textbooks and Reference Material (Journals, Reports, etc) (1). The Mechanical Design Process, 3rd Edition (Good reference for the design process) David G. Ullman , McGraw Hill Book Company, New York, 2003. (2). Design of Machine Elements, 7th Edition , M.F. Spotts and T. E. Shoup component design) PrenticeHall, Inc., Upper Saddler River, New Jersey, 1998. (3). Machine Design, An integrated Approach, 2nd Edition , Prentice Hall, Upper Saddler River, New Jersey, 2000. (4). Design of Machine and Structural Parts , Kurt M. Marshek of parts and joints between parts) John Wiley and Sons, New York, 1987. 4. List Electronic Materials (eg. Web Sites, Social Media, Blackboard, etc.) ASME.org 5. Other learning material such as computer-based programs/CD, professional standards or regulations and software. ASME mechanical engineering design standards and online catalogs. F. Facilities Required Indicate requirements for the course including size of classrooms and laboratories (i.e. number of seats in classrooms and laboratories, extent of computer access etc.) 1. Accommodation (Classrooms, laboratories, demonstration rooms/labs, etc.) White Board and Data Show Projector for PPT slides and internet for design movie clips. 2. Computing resources (AV, data show, Smart Board, software, etc.) Data show. 3. Other resources (specify, e.g. if specific laboratory equipment is required, list requirements or attach list) ME Workshop. Form 5a_Course Specifications _SSRP_1 JULY 2013 Page 11 Kingdom of Saudi Arabia Ministry of Higher Education University of Tabuk Vice Presidency for Academic Affairs Management of Programs & Study Plans Kingdom of Saudi Arabia National Commission for Academic Accreditation & Assessment G Course Evaluation and Improvement Processes 1 Strategies for Obtaining Student Feedback on Effectiveness of Teaching Students survey-Course evaluation Students survey- Instructor evaluation 2 Other Strategies for Evaluation of Teaching by the Program/Department Instructor Course Report Evaluation through Quizzes results Evaluation through Mid-term exams results Evaluation through homework assignments. Use of questioners at the end of the semester to assess the instructor. 3 Processes for Improvement of Teaching Preparing the course file. Preparing course report by the end of each semester. Acting on the results of the surveys and questioners. Improving the selection criteria for the faculty staff. 4. Processes for Verifying Standards of Student Achievement (e.g. check marking by an independent member teaching staff of a sample of student work, periodic exchange and remarking of tests or a sample of assignments with staff at another institution) Comparison of student performance with those of previous years. Check marking by an independent faculty member of a sample of student work, Providing samples of all assessment material in course portfolio. 5 Describe the planning arrangements for periodically reviewing course effectiveness and planning for improvement. Assessment and evaluation of the level of achieving the course outcomes through a continuous improvement process (part of a quality assurance system established by the university). Consequently, actions are to be taken to improve the course delivery when necessary. Review of the course objectives, outcomes and curriculum periodically. Faculty or Teaching Staff: _____________________________________________________________ Signature: _______________________________ Form 5a_Course Specifications _SSRP_1 JULY 2013 Date Report Completed: ____________________ Page 12 Kingdom of Saudi Arabia National Commission for Academic Accreditation & Assessment Kingdom of Saudi Arabia Ministry of Higher Education University of Tabuk Vice Presidency for Academic Affairs Management of Programs & Study Plans Received by: _____________________________ Dean/Department Head Signature: _______________________________ Date: _______________ Form 5a_Course Specifications _SSRP_1 JULY 2013 Page 13