MODULE IN

ME Orientation

ME 1111

Department of Mechanical Engineering

SCHOOL OF ENGINEERING AND ARCHITECTURE
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 Table of Contents
Page
Title Page 1
Course Learning Outcomes 3
Course Introduction 4
Course Guide 5
Study Schedule 9
Study Schedule Table 9
Evaluation Guide 11
General Requirements 11
Formative Assessment Guide 12
Evaluative Assessment Guide 12
Technological Tools 12
Grading System 13
Facilitator Contact Details 13

Unit 1: The University and The Department 13

Unit 2: Introduction to the Mechanical Engineering 16

Profession

Unit 3: The Mechanical Design 23

Unit 4: Technical Problem – Solving and 31

Communication Skills

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 ME 1111

COURSE LEARNING OUTCOMES

At the end of the course, the students
are expected to:

1. Determine, define and analyse

the role of mechanical
engineers in the society

2. Determine and define proper

work ethics to be able to
practice professionalism as they
enter their chosen field of work
Image from:
3. Determine the courses in the
https://damassets.autodesk.net/content/dam/aut
odesk/www/slp/finite-element-analysis/autodesk- program of study of a
solutions-for-manufacturing-thumb-774x554.jpg mechanical engineering and
state the relevance of each

4. Define and classigy the

uses/application of tables and
charts in mechanical
engineering profession

5. Define mechanical engineering

ME ORIENTAION terms that would commonly be
encountered

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 One field of mechanical
engineering is Machine
designs which applies the
theories and principles of
Kinematics, Statics and
Dynamics of Rigid Bodies,
Mechanics of Deformable
bodies in developing
machines or equipment
that are being enjoyed as a
part of today’s modern
technology

COURSE GUIDE

I. ME Orientation – ME 1111

II. Course Overview

A. Introduction
The course was developed to provide basic information in the field of
Mechanical Engineering for the would-be mechanical engineer. Topics will include
introduction to the mechanical engineering profession and work ethics; the program
of study of a mechanical engineer; definition of terms used in the mechanical
engineering profession, codes and standards, tables and charts, textbooks and
syllabus; school activities and policies.

B. Course Learning Outcomes

This module for the course ME Orientation is designed to help you as a future engineer
to demonstrate all the intended learning outcomes of the one-unit course as per
CMO 97 of the 2017 New Mechanical Engineering Curricula.

ME Orientation is a required course for mechanical engineering program. The

contents of this resource covers the course description for the BSME Program as
provided by the CMO.

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means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 4
 At the end of the course, the students are expected to:

1. Determine, define and analyse the role of mechanical engineers in the

society

2. Determine and define proper work ethics to be able to practice

professionalism as they enter their chosen field of work

3. Determine the courses in the program of study of a mechanical engineering

and state the relevance of each

4. Define and classigy the uses/application of tables and charts in mechanical

engineering profession

5. Define mechanical engineering terms that would commonly be

encountered

C. Module and Unit Topics

To ensure that you will demonstrate the above cited course learning outcomes at
the end of the semester, this module for you is divided into the following:

Unit 1: The University and the Department – In this chapter, we will conduct a
brief introduction of Saint Louis University, the leaders, its core values. The
Department of Mechanical and Mechatronics Engineering and its
structure will also be included. The school’s Program Educational
Objectives together with the Program outcomes of enrolling in the
program of Bachelor of Science in Mechanical Engineering.
Unit 2: Introduction to Mechanical Engineering Profession - In this introductory
chapter, we describe who mechanical engineers are, what they do,
what their challenges and rewards are, what their global impact
can be, and what their notable accomplishments have been.
Engineering is the practical endeavor in which the tools of
mathematics and science are applied to develop cost-effective
solutions to the technological problems facing our society. Engineers
design many of the consumer products that you use every day.
They also create a large number of other products that you do not
necessarily see or hear about because they are used in business and
industrial settings. Nevertheless, they make important contributions to
our society, our world, and our planet. Engineers develop the machinery
that is needed to manufacture most products, the factories that make
them, and the quality control systems that guarantee the product’s

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 safety and performance. Engineering is all about making useful things
that work and impact lives.
Unit 3: Mechanical Design– The National Academy of Engineering (NAE, USA
Based Organization) has identified 14 so-called Grand Challenges
facing the global engineering community and profession in the twenty-
first century. These challenges are reshaping how engineers view
themselves, how and what they learn, and how they think. They are also
broadening the perspective of engineers and how they view the
communities they impact. The 14 challenges are as follows:
• Make solar energy economical
• Provide energy from fusion
• Develop carbon sequestration methods
• Manage the nitrogen cycle
• Provide access to clean water
• Restore and improve urban infrastructure
• Advance health informatics
• Engineer better medicines
• Reverse-engineer the brain
• Prevent nuclear terror
• Secure cyberspace
• Enhance virtual reality
• Advance personalized learning
• Engineer the tools of scientific discovery

Unit 4: Technical Problem-Solving and Communication Skills– In this chapter,

we will outline the fundamental steps that engineers follow when
they solve technical problems and perform calculations in their
daily work. These problems arise frequently as part of any
engineering design process, and, in order to support their design
decisions, mechanical engineers must obtain numerical answers to
questions that involve a remarkable breadth of variables and physical
properties. In the fi rst portion of this chapter, we will study a
fundamental process used by mechanical engineers to analyse
technical problems, generating solutions that they understand and
can communicate to others. Some of the quantities that you will
encounter as you solve problems in your study of mechanical
engineering are force, torque, thermal conductivity, shear stress,
fluid viscosity, elastic modulus, kinetic energy, Reynolds number, and
specific heat.

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 III. Course Study Guide
The key to successfully finish this module lies in the students. This module was
prepared for you to learn diligently, intelligently, and independently. As future
engineers, doing these will greatly help and prepare you to become a great
engineers. Aside from meeting the content and performance standards of
this course in accomplishing the given activities, you will be able to learn other
invaluable learning skills which you will be very proud of as a responsible
learner. The following guides and house rules will help you further to be on
track.
1. Schedule and manage your time to read and understand every part of the
module. Read it over and over until you understand the point.

2. Study how you can manage to do the activities of this module in

consideration of your other modules from other courses. Be very conscious
with the study schedule. Post it on a conspicuous place so that you can
always see. Do not ask about questions that are already answered in the
guide.

3. If you did not understand the readings and other tasks, re-read. Focus. If this
will not work, engage all possible resources. You may ask other family
members to help you. If this will not work again, text me first so that I can call
you or text you back for assistance.

4. Do not procrastinate. Remember, it is not others who will be short-changed

if you will not do your work on time. It will be you.

5. Before you start doing your tasks, read and understand the assessment tools
provided. Do not settle with the low standards, target the highest standards in
doing your assigned tasks. I know you can.
6. You are free to browse and read the different units of the module even prior
to doing the tasks in each unit. However, you need to ensure that you will not
miss any part of the module and you will not miss to accomplish every activity
in every unit as scheduled.

7. Before the end of the midterms, you will be tasked to send back through
correspondence the accomplished and scheduled modules for midterms to
me. Make sure you will follow it up with me through text or any other media
available for you.

8. While waiting for any feedback of your accomplished modules, continue

doing the task in the succeeding units of the module that are scheduled for
the finals.

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 9. If needed, do not hesitate to keep in touch with me through any available
means. Remember, if there is a will, there is a way.

10. In answering all the assessment and evaluation activities, write legibly. It
will help if you will not write your answers in the module if you are not yet sure
of your answers. You must remember that all activities in the module are
academic activities, which mean that the relevant academic conventions
apply. Think before you write.

a. Your answers should be composed of complete and grammatically correct

sentences. Do not use abbreviations and acronyms unless these are
introduced in the readings, and do not write in text-speak. Avoid writing in all
caps.

b. In the self-processed discussions, write appropriate and well-thought

arguments and judgements. Avoid merely approving or disapproving with
what is expressed in the material. You need to support your inputs in the
discussions from reliable information or from empirical observation. Do not
write uninformed opinions.

c. Do not write lengthy answers. Stick to the point. Be clear what your main
point is and express it as concisely as possible. Do not let your discussion stray.
Make use of the spaces in the module as your guide.
d. Quote your sources if there are in answering all the activities.

11. Lastly, you are the learner; hence, you do the module on your own. Your
family members and friends at home will support you but the activities must
be done by you. As Louisian, we always need to demonstrate our core values
of competence, creativity, social involvement and Christian spirit.

III. Study Schedule

Dates Topic Learning Outcomes Activities

Unit 1 The University and the Department

1. The University Engage: Introduce Saint Louis
University
2. Core Values, Students Outcomes Explore: Reflect on why SLU
was chosen by the students
3. The Department of Mechanical Explain: Discuss a brief history
Engineering of the University, together
with its core values.

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 Elaborate: Elaborate on the
Student outcomes expected
from the students and
introduce the department.
Evaluate: Cite 10 possible
applications in real life of the
outcomes discussed

Unit 2 Introduction to Mechanical Engineering Profession

1. Who are Engineers Engage: Introduce a
2. Who are Mechanical Engineers background of engineering
3. What are the Careers of Explore: Define Engineering
Mechanical Engineers Explain: Define Mechanical
4. What are the subjects taken in the Engineering
program for BS Mechanical Elaborate: Enumerate
Engineering Careers in Mechanical
Engineering
Evaluate: Answer Review
Problems

Unit 3 The Mechanical Design

1. The Design Process Engage: Define Design

2. Detailed Design Explore: Define the
3. Production Requirements of design
4. Manufacturing Explain/ Elaborate: Define the
Processes of design
Evaluate: Answer Review
Problems
Unit 4 Technical Problem – Solving and Communications Skills

5. Problem Solving Engage: Define the approach

6. Communication Skills to problem solving
Explore: enumerate
requirements for problem
solving
Explain/ Elaborate: Define
communication skills
Evaluate: Answer Review
Problems

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 IV. Evaluation Guide
To pass the course, you must:

1. Read all course readings and answer the pre-assessment quizzes, self-
assessment activities, and reflection questions.
2. Answer the print-based discussion activities.
3. Submit four assignments and two graded quizzes for midterms and Finals.
4. Submit the final project (portfolio)
5. Do the Midterm and Final Examination

Formative Assessment Activities

• You are required to answer the pre-assessment quizzes, self-assessment
activities, and reflection questions but your scores in the quizzes will not be
counted towards your final grade.
• The reflection questions are designed to help you to critically analyze the
course readings for better understanding while the pre-assessment quizzes and
self-assessment activities are designed as a review management tool to
prepare you for the two graded quizzes and the periodical examinations.
• Answering these will serve as prompts to tell you if you need to study further
or if you may already move forward to the next unit of the module.
• The completeness of your answers to the pre-assessment quizzes, self-
assessment activities, and reflection questions will still be checked and will still
be part of your grade completion. Hence, no pre-assessment quizzes, self-
assessment activities, and reflection questions must be left unanswered.
• In doing your formative assessment activities. You can always ask the help of
your family.
• The pre-assessment quizzes, self-assessment activities, and reflection
questions are required so you can take it anytime within the scheduled days
assigned for each unit.

Evaluative Assessment Activities

A. Quizzes and Examination

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 • The two graded quizzes and periodical evaluation which are embedded in
your module must be answered guided by the given evaluation tool. If
needed, I will call you by phone for further validation and verification purposes
after checking your papers.

B. Assignments and Final Project

There will be assignments that will comprise the final project for this course.
The evaluation tools for these assignments are all provided in the modules.

V. Technological Tools
To be able to accomplish all the tasks in this course, you will be needing the
following software applications: Word Processing, Presentation, Publication,
and Spreadsheet. These are applications that are available in your desktop or
laptop that will not require internet connection for you to use them. All
materials and activities that will involve discussions on the use of net-based
productivity tools in module 3-5 will be video recorded and will be sent to you
together with the printed modules. You need to actualize how these are used
in teaching when you will be given the chance to have a net access. You may
also access the Google Classroom prepared for your class and try to
participate in the discussion if the condition will allow it. Feedback system will
be facilitated through text messaging; hence, you need to have with you a
cellphone. If you need to call, or you want to talk to me, send me a message
first and wait for me to respond. Do not give my CP number to anybody. I will
not entertain messages or calls from numbers that are not registered in my
phone. Hence, use only the CP number you submitted to me.

VI. Grading System

Prelim Grade
CS (self-processed discussion, assignments, quiz) = 60 %
Examination = 40%
Total = 100%

Midterm Grade
CS (self-processed discussion, assignments, quiz) = 60 %
Examination = 40%
Total = 100%

Tentative Final Grade (TFG)

CS (self-processed discussion, assignments, quiz) = 40 %

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 Examination = 60%
Total =100%

Final Grade = Average(Prelim, Midterm, TFG = 100%

VI. Contact Information of the Facilitator

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 Unit 1: The University and the Department
Saint Louis University

Saint Louis University was founded by Fr. Séraphin Devesse, a priest of the order
of the Congregatio Immaculati Cordis Mariee (CICM), in 1911. For over a
hundred years, SLU has essentially been and nurtured and molded by the
CICM.

SLU as a CICM educational institution of higher learning is certainly an

extension of the CICM mission. SLU must strive to be a source of Catholic
education that reveals the fullness of human dignity in the light of divine
revelation. That is why, to cite the CICM Constitution: “Those engaged in
education must never forget that they themselves must be motivated with a
deep apostolic spirit to bring their mission to a good end.”

SLU then strives to live out this missionary responsibility through the active
integration of its core values of Christian living, academic excellence,
creativity, and social involvement that certainly reflect the human aspiration
of social well-being that underlies the CICM missionary objective.

In search, therefore, for the Louisian identity that needs to be affirmed more
than ever in the frontiers of globalization, we recognize that the Louisian is
essentially a missionary.
– excerpt from SLU as a Missionary University

From the one-room Saint Louis School for ten boys in 1911, Saint Louis
University has grown to a four-campus University with more than thirty
buildings catering to more than thirty thousand students.
Campuses

 Main Campus – Located at A. Bonifacio St. Baguio City. Houses the

Schools of Engineering and Architecture(SEA), Teacher Education &
Liberal Arts(STELA), Law(SOL), Medicine(SOM), Natural Sciences(SNS),
and Nursing(SON) and the SLU Hospital of the Sacred Heart. Also
includes the Administrative Center, Prince Bernhard Hall, Men’s and
Ladies’ Dormitories and other facilities.
 Saint Aloysius de Gonzaga Campus – Located at General Luna Rd.
Baguio City. Houses the SLU – Laboratory Elementary School
 Navy Base Campus – Located at Claro M Recto Street, Navy Road,
Baguio City. Houses the SLU Laboratory Junior High School and Senior
High School

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  Maryheights Campus – Located at Bakakeng, Baguio City. Houses the
School of Accountancy and Business Management and Computing
And Information Sciences(SAMCIS).
Vision and Mission

Saint Louis University is an excellent missionary and transformative

educational institution that is zealous in developing human resources to be
creative, competent, socially involved, and imbued with the Christian spirit
Core Values

 Creativity
 Competence
 Social Involvement
 Christian Spirit
Organization

 President – Rev. Fr. Gilbert B. Sales CICM

 Vice-President for Administration – Atty. Jason R. Barlis
 Vice-President for Academic Affairs – Dr. Roberto M. Arguelles
 Vice-President for Finance – Dr. Noel B. De Leon
 Vice-President for Hospital Affairs – Atty. Arnulfo S. Soriano
 Vice-President for Mission and Identity – Fr. Macwayne N. Maniwang
 Executive Assistant to the President – Dr. Jeffrey M. Centeno
 Registrar – Mrs. Carmen D. Sia
 Dean of Student Affairs – Mr. Andrew S. Macalma
 School of Engineering and Architecture
o Dean – Dr. Cynthia L. Posadas
o Associate Dean – Engr. Elaine R. Rivera
o Department Head for Mechanical and Mechatronics Department –
Engr. Geneross D. Padua
Program Educational Objectives (PEO)

 PEO 1: Demonstrate technical competence in the analysis of problems and

design of systems, keeping in mind the technical, professional, societal,
environmental, economic and ethical dimensions of any solution
 PEO 2: Apply their talents and full potentials in the practice of their profession
guided by the Christian tenets of honesty, service, dedication and a deep
sense of moral responsibility
 PEO 3: Pursue advance education, research and development, and other
creative efforts in science and technology

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  PEO 4: Participate actively to address social, technical and business
challenges vital to national progress and development
Student Outcomes

 PO1: Apply a wide range of skills in mathematics, physical sciences, and

engineering sciences to the practice of engineering.
 PO2: Design and conduct experiments as well as analyze and interpret
data.
 PO3: Design a system, component, or process to meet desired needs within
realistic constraints such as economic, environmental, social, political,
ethical, health and safety, manufacturability, and sustainability in
accordance with standards.
 PO4: Work effectively as a member and leader in multi-disciplinary and
multi-cultural teams.
 PO5: Formulate, and solve engineering problems.
 PO6: Act in accordance to professional, social, and ethical responsibility
 PO7: Apply an in-depth understanding of the impact of engineering
solutions in a global, economic, environmental and societal context
 PO8: Communicate effectively in written and oral forms using English and
Filipino as well as graphical forms
 PO9: Practice life-long learning and exhibit the willingness and capability to
be current and relevant with the developments in the field of engineering.
 PO10: Apply current trends and developments in the field of engineering
 PO11: Use appropriate techniques, skills and modern engineering tools for
engineering practice
 PO12: Demonstrate a keen awareness of contemporary issues and their
impact on the practice of the engineering profession
 PO13: Participate in the generation of new knowledge.
 PO14: Preserve and promote “Filipino historical and cultural heritage” by
showing a deep and principled understanding of how engineering is related
to a larger social, cultural, and political process
 PO15: Practice Christian values in their personal and professional endeavours
as Louisians in the service of the CICM mission
 PO16:Demonstrate the knowledge and understanding of
engineering and management principles as a member and leader in a
team, to manage projects and in multidisciplinary environment.

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 Unit 2 - Introduction to Mechanical Engineering Profession
Elements of Mechanical Engineering

 Design
 Professional Practice
 Forces
 Materials
 Fluids
 Energy
 Motion

Mechanical engineers invent machines and structures that exploit those elements in
order to serve a useful purpose and solve a problem. Original design and the
practical issue of making something that works are the themes behind any
engineering endeavour. An engineer creates a machine or product to help
someone solve a technical problem. The engineer might start from a blank sheet of
paper, conceive something new, develop and refine it so that it works reliably, and
— all the while—satisfy the constraints of safety, cost, and manufacturability.

Mechanical engineering has been defined as the profession in which power-

producing and power-consuming machines are researched, designed, and
manufactured.
What is Engineering?

Engineering – from Latin root “ingeniere” meaning to design or to devise, which also
forms the bais of the work “ingenious”

Engineers, at the most fundamental level, apply their knowledge of mathematics,

science and materials, as well as their skills in communication and business to
develop new and better technologies. A scientist would emphasize discovery of
physical laws rather than apply those phenomena to develop new products.
Engineering is a bridge between scientific discovery and product applications.

Engineering does not exist for the sake of further applying mathematics, science and
computation by themselves. Rather, engineering is a driver of social and economic
growth and an integral part of the business cycle.

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 Figure 2.1 Engineers combine their skills in mathematics, science, computers and
hardwares.

From recent list of CEOs from the Fortune 500,, 23% have undergraduate degrees in
engineering, which is twice the numbers as those who earned business
administration or economic degrees.
Who are Mechanical Engineers?

 People who research, develop, design, manufacture and test tools, engines,
machines and other mechanical devices.
 They work on power-producing machines such as electricity producing
generators, internal combustion engines, steam and gas turbines, and jet
and rocket engines
 They develop on power-consuming machines such as refrigeration and air-
conditioning equipment, robots used in manufacturing, machine tools,
materials handling systerms and industrial production equipment
Some of the Sub-fields of Mechanical Engineering are:

 Automotive Engineering
 Manufacturing Engineering
 Thermal Engineering
 Power Plant Engineering
 Design Engineering

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  Flow Physics and Computational Engineering
 Transportation System
 Energy Engineering

Given a broad field of engineering, there are many opportunities for specialization
in the industry or technology that can interest a mechanical engineer.
Top Ten Achievements of Mechanical Engineering Profession

1. The Automobile
2. The Apollo Program
3. Power Generation
4. Agricultural Mechanization
5. The Airplane
6. Integrated-Circuit Mass Production
7. Air Conditioning and Refrigeration
8. Computer-Aided Engineering Technology
9. Bioengineering
10. Codes and Standards
(as compiled by the American Society of Mechanical Engineers, ASME)
Career Paths

 Design and analyse any component, material, module, or system for the next
generation of automobiles
 Design and analyse medical devices, including aids for the disabled,
surgical and diagnostic equipment, prosthetics, and artificial organs
 Design and analyse efficient refrigeration, heating, and air-conditioning
systems
 Design and analyses the power and heat dissipation systems for any
number of mobile computing and networking devices
 Design and analyse advanced urban transportation and vehicle safety
systems
 Design and analyse sustainable forms of energy that are more readily
accessible by nations, states, cities, villages, and people groups
 Design and analyse the next generation of space exploration systems
 Design and analyse revolutionary manufacturing equipment and automated
assembly lines for a wide range of consumer products
 Manage a diverse team of engineers in the development of a global
product platform, identifying customer, market, and product
opportunities

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  Provide consultant services to any number of industries, including
chemical, plastics, and rubber manufacturing; petroleum and coal
production; computer and electronic products; food and beverage
production; printing and publishing; utilities; and service providers
 Work in public service for such governmental agencies as the National
Aeronautics and Space Administration, Department of Defense, National
Institute of Standards and Technology, Environmental Protection Agency,
and national research laboratories
 Teach mathematics, physics, science, or engineering at the university level
 Pursue significant careers in law, medicine, social work, business, sales, or
finance
(The list is USA based, but still is applicable to the Philippine setting)
Some of the Possible Job Titles a Mechanical Engineer can have are the following

 Product engineer
 Design engineer
 Systems engineer
 Power engineer
 Manufacturing engineer
 Packaging engineer
 Renewable energy consultant
 Electro-mechanical engineer
 Applications engineer
 Facilities design engineer
 Product applications engineer
 Mechanical product engineer
 Mechanical device engineer
 Energy efficiency engineer
 Process development engineer
 Mechatronics engineer
 Principal engineer
 Project capture engineer
 Sales engineer
 Plant engineer

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 Typical Program of Study

Here is list of the courses (subjects) that a student under the BS of Mechanical
Engineering Program take according to the CHED Memorandum Order 97 Series of
2017

I. Technical Courses
A. Mathematics
1. Calculus 1 (Differential Calculus)
2. Calculus 2 (Integral Calculus)
3. Differential Equations
4. Engineering Data Analysis
B. Natural/Physical Sciences
1. Chemistry for Engineers
2. Physics for Engineers
C. Basic Engineering Sciences
1. Engineering Drawing
2. Computer-Aided Drafting
3. Statics of Rigid Bodies
4. Dynamics of Rigid Bodies
5. Mechanics of Deformable Bodies
6. Engineering Economics
7. Engineering Management
8. Technopreneurship 101
D. Allied Courses
1. Basic Electrical Engineering
2. Basic Electornics
3. AC and DC Machinery
E. Fundamental Mechanical Engineering Courses
1. Mechanical Engineering Orientation
2. Advanced Mathematics of ME
3. Methods of Research for ME
4. Fluid Mechanics
5. Machine Elements
6. Materials Science and Engineering for ME
7. Thermodynamics 1 and 2
8. Combustion Engineering
9. Heat Transfer
10. ME Laboratory 1 and 2
11. Manufacturing and Industrial Process with Plant Visits
12. Basic Occupational Safety and Health

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 13. Workshop Theory and Practice
14. Machine Shop Theory and Practive
15. Control Engineering
16. Fluid Machineries
17. Refrigeration Systems
18. Air-conditioning and Ventilation systems
19. Vibration Engineering
20. Computer Applications for ME
F. Professional Mechanical Engineering Courses
1. Machine Design 1 and 2
2. ME Laboratory 3
3. Industrial Plant Engineering
4. Power Plant Design with Renewable Energy
5. ME Laws, Ethics, Codes, and Standards
6. ME Project Study 1 and 2
G. Elective Courses (2 Elective Courses)
II. Non-Technical Courses
A. General Education Courses
1. Purposive Communication
2. Mathematics in the Modern World
3. Understanding the Self
4. Art Appreciation
5. Ethics
6. Readings in Philippines History
7. The Contemporary World
8. Science, Technology and Society
B. General Education Elective and Mandated Courses
1. 3 General Elective Courses
2. Life and Works of Rizal
C. Physical Education (Four Courses)
D. National Service Training Program (Two Courses)
Self-Study and Review

1. What is Engineering?
2. What are Difference among Engineers, Mathematicians and Scientists
3. What is Mechanical Engineering
4. Compare Mechanical Engineering to other traditional engineering fields
5. Describe products that mechanical engineers design improve or produce
6. Describe several of the top 10 achievements of the mechanical engineering
profession as listed previously

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 7. Discuss the career options and job titles that are available to mechanical
engineers
8. Describe some of the main subjects that compromise a typical mechanical
engineering curriculum
9. Read one of the Mechanical Engineering articles describing a top ten
achievement. Prepare a Short Summary of the article
10. For each of the following systems, give two examples of how a
mechanical engineer would be involved in its design.
a. Passenger automobile engine
b. Escalator
c. Computer hard disk drive
d. Artificial hip implant
e. Baseball pitching machine

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 Unit 3: Mechanical Design
The Design Process

Engineers conceive solutions to problems and turn their conceptions into

functioning hardware (or software). From a macroscopic perspective, the
mechanical design process can be broken down into four major stages

 Requirements Development
 Conceptual Design
 Detailed Design
 Production
Requirement Development considers the following

 Functional performance: What the product must accomplish

 Environmental impact: During production, use, and retirement
 Manufacturing: Resource and material limitations
 Economic issues: Budget, cost, price, profit
 Ergonomic concerns: Human factors, aesthetics, ease of use
 Global issues: International markets, needs, and opportunities
 Life cycle issues: Use, maintenance, planned obsolescence
 Social factors: Civic, urban, cultural issues

To answer or cater to the following constraints, extensive research and background

information is obtained from diverse sources.

*** Some constraints would be “style” in a product. Style is one of the factors that
entice customers into buying a certain product. The figure below shows a 2 x 2
chart with Style (low/high) on the vertical axis and Technology (low/high) on
the horizontal axis. This chart provides a framework to strategically develop
innovative products for a wide range of customers for the case of MP3 Players

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 Conceptual Design – Design Engineers collaboratively and creatively generate a
wide range of potential solutions to the problem at hand and then select the most
promising one(s) to develop.

 Divergent Thinking – a diverse set of creative ideas is developed

 Convergent thinking – Elimination of ideas which are infeasible, or
inferior to others

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 Detailed Design – A number of issues must be determined and answered

 Developing product layout and configuration

 Selecting materials for each component
 Addressing design-for-X issues (e.g., design for reliability, manufacturing,
assembly, variation, costing, recycling)
 Optimizing the final geometry, including appropriate tolerances
 Developing completed digital models of all components and assemblies
 Simulating the system using digital and mathematical models
 Prototyping and testing critical components and modules
 Developing the production plans

Simplicity – an important general principle in detailed design stage. The

simpler design concept is better than a complex one, because fewer things
can go wrong.

Iteration – is the process of making repeated changes and modifications to a

design to improve and perfect it. One good example of iteration is trying to
use different materials (wood, plastic, metal or any other artificial material)
and seeing which complies the best with the requirements. Each iteration
gradually improves or degrades the output thus pointing to a better
direction.

Usability – a product with a good technology without usability cannot be

embraced by costumers.

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 Patents – an aspect of intellectual property which provides a legal protection
for the inventors of a new technology. Patents are the right to property,
analogous to the deed of a building or a title of a parcel of land. The
Intellectual Property Act of the Philippines (RA 8293) the known intellectual
property system enforced in the Philippines.
Production

An engineer’s involvement is not over once the working prototype has been
delivered and the finishing touches have been placed on the drawings. A good
product with an expensive production requirements such as materials and cost will
mean nothing since it will mean higher selling price which the consumers might not
want to buy. In the end, the design’s function, shape, materials, cost, and
manner of production are tightly interconnected and balanced throughout the
design process.
Manufacturing Processes

Manufacturing technologies are so economically important because they are the

means for adding value to raw materials by converting them into useful
products.
Some processes include

 Casting - is the process whereby liquid metal, such as gray iron,

aluminum, or bronze, is poured into a mold, cooled, and solidified.
Some examples are shown below

 Forming - encompasses a family of techniques whereby a raw material is

shaped by stretching, bending, or compression. Large forces are applied
to deform a material into its new permanent shape. Some example of

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 products are shown below (though some of them may be produced by
other processes)

 Machining - refers to processes where a sharp metal tool removes material

by cutting it. The most common machining methods are drilling, sawing,
milling, and turning.

A drill press

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 A Bandsaw

A Milling Machine

 Joining - operations are used to assemble subcomponents into a fi nal

product by welding, soldering, riveting, bolting, or adhesively bonding

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 them. Many bicycle frames, for instance, are welded together from
individual pieces of metal tubing.

An example of welding

 Finishing - steps are taken to treat a component’s surface to make it

harder, improve its appearance, or protect it from the environment.
Some processes include polishing, electroplating, anodizing, and painting.

Self-Study and Review

1. What are the major stages of a mechanical design process?

2. Discuss the importance of innovation in the design process.
3. What are the categories of system requirements that design
engineers must consider when they start a design process?
4. To what extent should detailed decisions be made early in the
design process regarding dimensions, materials, and other factors?
5. Discuss some of the interpersonal and communication issues that
arise when engineers work together in a cross-disciplinary team on a
design project that has global impact.
6. Explain how simplicity, iteration, and documentation play significant
roles in a design process.
7. What are the major classes of manufacturing processes?
8. Give examples of hardware produced by casting, rolling, forging,
extrusion, and machining.
9. Give three examples of engineered products that must be circular in
shape and explain why. Any ball is not allowed as an answer!
10. Explain how a bandsaw, drill press, and milling machine are used

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 11. Give three examples of engineered products that must be
rectangular in shape and explain why.
12. Give three examples of engineered products that have a specific
minimum weight, but no specified maximum weight, and specify the
approximate minimum weight.
13. Give three examples of engineered products that fulfill their designed
purpose by failing or breaking.
14. Select a type of product that would have versions in all four quadrants in
the style-versus-technology design chart (see Focus On Innovation).
Show the four versions of the product, and clearly explain why you think
they fall into their specific quadrants
15. Generate 10 ideas for a system to assist disabled persons as they enter
and exit a swimming pool. The device is intended to be installed into
either new or existing pools. Provide descriptions and/or sketches of 3 of
the ideas made.

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 Unit 4: Technical Problem – Solving and Communications Skills

In this chapter, we will outline the fundamental steps that engineers follow
when they solve technical problems and perform calculations in their daily
work. These problems arise frequently as part of any engineering design
process, and, in order to support their design decisions, mechanical engineers must
obtain numerical answers to questions that involve a remarkable breadth of
variables and physical properties.
General Technical Problem – Solving Approach

1. Approach - The intent of this step is to make sure that you have a plan
of attack in mind for solving the problem. This is an opportunity
to think about the problem up front before you start crunching
numbers and putting pencil to paper. A short summary of the problem
is written together with the general approach. Then, the listing of the
following follows
a. Concepts
b. Assumptions
c. Equations
d. Conversion Factors
2. Solution - The solution to an engineering analysis problem will generally
include text and diagrams along with the calculations to explain
the major steps that are being taking. A simplified drawing should
be included together with the relevant
a. Dimensions or related numerical values
b. Parts or components
- In the equations, units must be included. Manipulation of
equations must be properly shown. And in the final answer,
appropriate significant number of digits must be included.
3. Discussion - This final step must always be addressed because it
demonstrates an understanding of the assumptions, equations,
and solutions. First, you must use your intuition to determine
whether the answer’s order of magnitude seems reasonable. Second,
you must evaluate your assumptions to make sure they are
reasonable. Third, identify the major conclusion that you are able to
draw from the solution, and explain what your answer means from a
physical standpoint. Of course, you should always double-check the
calculations and make sure that they are dimensionally consistent.
Finally, underline, circle, or box your final result so that there is no
ambiguity about the answer that you are reporting.

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 Units and System Conversions

Engineers specify physical quantities in two different—but conventional—

systems of units: the United States Customary System and the International
System of Units (Système International d’Unités or SI). Practicing mechanical
engineers must be conversant with both systems.
The base units of the SI are listed below

Derived units of SI are also listed below

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 Prefixes used in the SI are listed below

Conventions for manipulating dimensions in the SI include the following

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 The US customary base units are listed below

The base unit for mass is pound –mass or slug. A pound mass(lbm) is different from
pounds which pertain to force. As explained

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 Other derived units in the USCS is listed below

Conversion factors between the two systems of unit are listed below

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 Examples
1. Convert 10hp to kW

2. Convert 10 gal/min to SI based on an interval of 1s

Written Communication

Written documentation is therefore a key and practical means for

accurately conveying complex technical information.

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 Engineering Reports – are used to explain technical information to others and
also to archive it for future use. They generally include the following

 A cover page indicates the purpose of the report, the product or technical
issue involved, the date, and the names of those involved in preparing the
report
 An executive summary summarizes the full report for readers, providing
them with a 1- to 2-page synopsis of the problem, approach, solution and
major conclusions
 If appropriate, a table of contents gives readers page numbers for
major sections, figures, and tables
 The body of the report reviews prior work, brings the reader up-to-
date, and then describes in detail the design, the supporting decisions,
the results of testing, performance calculations, and other technical
information
 A conclusion highlights the major findings and brings the report to closure by
offering specific recommendations
 Appendices contain information that supports the recommendations made
in the report but that is too lengthy or detailed to include in the body
Graphical Communication

Essential elements of any technical report are graphical communication

pieces such as drawings, graphs, charts, and tables. Many engineers tend to think
and learn visually, and they find that graphical forms of communication are often
the best way to convey complex technical information. An important first step
in addressing nearly every engineering problem or design is to represent the
situation graphically. Methods include
 Hand Sketches
 Dimensional Drawgins
 Three Dimensional Computer generated renderings
 Graphs
 Tables
 Charts
Technical Presentations

Although the previous skills have focused on written communication,

engineers also convey technical information in verbal presentations. Weekly status
reports on a project are given to supervisors and coworkers, designs are
discussed and reviewed in group meetings, and formal proposals are made
to potential customers. Engineers also deliver technical presentations at

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 professional conferences, such as the ones organized by the Philippines Society of
Mechanical Engineers.

Self-Study and Review

1. Summarize the three major steps that should be followed when solving
technical problems in order to present your work clearly.
2. What are the base units in the USCS and SI?
3. What are examples of derived units in the USCS and SI?
4. How are mass and force treated in the USCS and SI?
5. What is the major difference in the definitions of the slug and pound-
mass in the USCS?
6. What is the difference between the pound and pound-mass in the
USCS?
7. One pound is equivalent to approximately how many newtons?
8. One meter is equivalent to approximately how many feet?
9. One inch is equivalent to approximately how many millimeters?
10. One gallon is equivalent to approximately how many liters?
11. Give several examples of situations where engineers prepare
written documents and deliver verbal presentations.
12. Express your weight in the units of pounds and newtons, and your
mass in the units of slugs and kilograms.
13. Express your height in the units of inches, feet, and meters.
14. The wind power output per unit area swept by the rotor is 2.4

kW/m2. Convert this quantity to the dimensions of hp/ft2

15. A world-class runner can run half a mile in a time of 1 min and 45 s.
What is the runner’s average speed in m/s?
16. One U.S. gallon is equivalent to 0.1337 ft3, 1 ft is equivalent to
0.3048 m, and 1000 L are equivalent to 1 m3. By using those defi
nitions, determine the conversion factor between gallons and liters.
17. A passenger automobile is advertised as having a fuel economy
rating of 29 mi/gal for highway driving. Express the rating in the units of
km/L
18. How many horsepower does a 100-W household lightbulb consume?
19. How many kW does a 5-hp lawn mower engine produce?
20. A brand-new engineering hire is late for her fi rst product
development team meeting. She gets out of her car and starts running
8 mph. It is exactly 7:58 a.m., and the meeting starts at exactly 8:00
a.m. Her meeting is 500 yd away. Will she make it on time to the

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 meeting? If so, with how much time to spare? If not, how late will she
be?
Main Reference

Budynas, R.G. and Nisbett, J.K. (2008). Shigley’s Mechanical Engineering

Design (9th Edition). New York, NY: McGraw Hill B.

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