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