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DOCUMENT RESUME ED 256 886 TITLE INSTITUTION SPONS AGENCY PUB DATE NOTE PUB TYPE EDRS PRICE DESCRIPTORS IDENTIFIERS CE 041 388 Mechanical Engineering Technology Curriculum. Georgia State Univ., Atlanta. Dept. of Vocational and Career Development. Georgia State Dept. of Education, Atlanta* Office of Vocational Education. 84 163p.; For other guides in this series, see CE 041 385-387. Guides - Classroom Use - Guides (For Teachers) (052) MF01/PC07 Plus Postage. Classroom Techniques; Computer Oriented Programs; Course Content; Course Descriptions; Curriculum Development; Design; Electromechanical Technology; ♦Engineering Technicians; Job Skills; Manufacturing; Mathematics Instruction; ^Mechanical Design Technicians; *Mechanics (Physics); Models; Physics; *Pretechnology Programs; Problem Solving; Program Descriptions; Program Implementation; Science Instruction; Secondary Education; Social Studies; State Curriculum-Guides; Statewide Planning; ♦Technical Education; Technological Advancement ♦Computer Assisted Design; *Computer Assisted Manufacturing; Georgia; Related Subjects Instruction ABSTRACT This guide offers information and procedures necessary to train mechanical engineering technicians. Discussed first are the rationale and objectives of the curriculum. The occupational field of mechanical engineering technology is described. Next, a curriculum model is set forth that contains information on the standard mechanical engineering technology curriculum, electives, and related courses. Each course description contains some or all of the following: a discussion of the content of the course, a list of course prerequisites, credit hours to be awarded for completion of the course, a course outline, a list of student competencies addressed in the course, and a list of recommended texts. Course descriptions are provided for 5 courses in the social and related sciences, 6 courses in mathematics and science, and 18 technical courses. Concluding the guide is a section dealing with equipment needed to implement the curriculum. Appendixes to the guide contain guidelines for implementing a problems course-, a list of technical organizations and societies, and a list of technical publications and periodicals. (MN) ******************************************************* * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** ERIC MECHANICAL ENGINEERING TECHNOLOGY CURRICULUM sD OO CO sO o U S. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION f DURATIONAL RESOURCES INFORMATION I / CfNTER ieRici l/Th* .!,„ „„,,.„, hHS be()n rPI)t0(fu(;ed ds ">.«.v«. f„,„, pws „„ „, 0 , (|ani/d „ on originating it Ma« K .-lung* hjy h,*> n mHjJ „ ff , i|11|wow "JpMKlm tn>n ,j,K||,» v ♦ P..llt* of vievv ,„ fipin|(ms sMt|M ^ ^ ^ ^ ™p»I f*» Mot ,. ss , Jnlv r< , pf# . 1Bn| oMl< ^ pl)Slti(ii> nf {>,,(,, v "PERMISSION TO REPRODUCE! THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) " •» Developed and Produced Under Contractual Agreement with Program Improvement and Evaluation Office of Vocational Education Georgia Department of Education Atlanta, Georgia 30334 Charles McDaniel, State Superintendent of Schools 1984 ERIC 2 high technology advisory council July 3, 1984 MEMORANDUM TO: The People of Georgia FRCM: R. E. Morrison, Jr., Ph.D. Hign Technology Coordinat RE: Preface to the Engineering Technology Curriculum In the past two years , Georgia has taken the lead in human resource development of engineering technicians for the statf s industry. This lead ensures that the industries locating in Georgia, or existing industries planning expansion or retooling will have a readily available supply of higily skilled, educated, and technically adaptable technicians. Over two million Georgians have been trained in the past twenty years in the state's network of thirty technical schools, junior and connunity colleges. V A quantum step was taken in 1982 when the General Assembly appropriated over $13 million to upgrade the technical school programs to "state-of-the-art" in the electronics, electromechanical and mechanical technologies. In that allocation were directives to develop $ two year engineering technology programs_in the same three fields, fliene two year programs for a degree of Associate of Applied Technology were begun in September, 1982. The new curriculum, highly qualified technical staff, the latest in instructional equipment and a highly motivated student body are now in place. Our first graduating classes enter the 'Ubrld of Work" in June 1984. The rhetoric of what should be done is (behind us; high technology training for engineering technicians is a fact in Georgia. New and expanding industries will find a new atmosphere of cooperation where the human resources required to ensure a skilled technician workforce is available. Productive and credentialed employees are available with a positive attitude toward change, adaptability, flexibility and upward mobility. m 3 HEMKANDUM The People of Georgia July 3, 1984 Page 2 Each of the three high technology programs is based upon a solid foundation of mathematics, physics and an understanding of the fundamentals basic to the technologies. An understanding of systems, close ties to local business and industry, computer literacy, and characteristics of the hi#i technology programs. The Georgia "Higji Technology Advisory Council" was appointed by the Governor as a blue ribbon conmittee to advise the executive branch of government, the General Assenbly, the Board of Education, the Board of Regents and the new Board on Post Secondary Vocational Education regarding high technology and engineering technology education issues. The council is composed of 12 high technology Industry representatives in the state and is coordinated by the High Technology Coordinator. Georgia's cccmitment to industry, "hi-tech" and quality training is now In place. Contained herein are the coordinated pieces that make up a ccnprehetisive and viable program in the engineering technologies. It is In the basics - this is and will be the difference in Georgia's hunan resource development product the engineering technician. MECHANICAL ENGINEERING TECHNOLOGY CURRICULUM DEVELOPED BY THE HIGH TECHNOLOGY CURRICULUM PROJECT VOCATIONAL AND CAREER DEVELOPMENT DEPARTMENT GEORGIA STATE UNIVERSITY ATLANTA, GEORGIA HARMON R. FOWLER, DEPARTMENT CHAIRMAN J. D. FOWLER AND KENNETH R. ALLEN PROJECT DIRECTORS Acknowledgements The project staff would like to express Its sincere appreciation to the business and Industlal leaders In Georgia and to the Governor's High Technology Advisory Council whose Input and guidance made the development of this curriculum possible. Specifically we would like to recognize the following: Augusta Newsor 1 nt Bob Ryckman Delta Air 1 Ines Jim Dlffley Digital Equipment Corporation Elaine Jensen Hewj ett-Packard Don Lutz Miller Brewing Company Burt Friedman Jerry Grange B1 1 1 Lynch Steve Carpenter Pratt ft Whitney Jul la Payne John Lyman Robot Systems. Incoroated Les Ottlnger Rick Thomas Ray Hlnson Rockwe 11. 1 nternat 1 ona 1 Wanda Saed Dick Egbert Scientific Atlanta Sandy Re 1 man Cecl 1 la Lewi s Geoff Hammett Jim Farmer Bob Warren Brit W1 1 1 lams Shaln Associates Ken Shaln Southeast Paper uary Peters I Tektronix. Inc. Al Relnke TRW. Incorporated All en Shore U.S. Armv Signal C enter. Fort Gordon Clarence Jeter / Roger A 1 1 en Jerry Arnstt Hal Knlppenberg Dewey Plunkett Warner Robins Air Force Base Ben Vann Western Electric W.B. Smith J.F. Strohecker F.B. Kelly J.B. Ann Is The fo flowing personnel from Education & Government provided direct technical support and expertise to the project. These Individuals are responsible for the success of this-* effort t N Athens Tech Robert She 1 nut t Ken Easom Ken Jarrett Judy Hulsey 1 Sherrle Hilton Fred Stout Tom Joiner Gary Hlatt Jim Ha lone Auousta Tech Jack Patrick Corlnne Daniel Bill Beck Fred Young Ray Center * Bonnie Ml 1 1s George Baggs Tony Klckl Ighter Lucy Ruslca Lois Harmstead Columbua Tech Gr 1 f f Hart 1 1 ne Wa 1 1 y Car 1 son Ralph Spence Jimmy Halck Bob Huff A. T. Wilson Frank Woo 4 Lynn Streleckl Dekalb Tech Paul Starnes * Dan Gray Kenneth Kent Wayne Brown Lynette Matthews Don Bloodworth Jim Bugg Jim Lalkam Glenn Pfautz Mar ietta-Cobb' L . L . Leverette Harlon Crimm Marion Freeman Bill Carver Brady James Norman Baker Savannah Tech Bi 11 Hair Richard Shlnhoster Bruce Eichenlaub, Jr. James Goss < Lanier Tech Robert Whelchel Houston V ocational Center Joe Vargas State Dep artment of Education W i 1 1 i am P . Johnson John L 1 oyd Robert K. Mabry Ray Morrison S tate Government Honorable Joe Frank Harris Honorable George Busbee Ms. Nell ie Hoenes and many others.... 9 yii TABiE OF CONTENTS i Introduction Program Description . * Curriculum Model Course Outlines Soda! & Related Studies Computer Fundamentals Economics English & Composition Industrial Relations Technical Communications Mathematics & Science Algebn Trigonometry Analytical Geometry Physics I Physics II Physics III Technical Courses AC Circuits CAD I CAD II Computer Aided Manufacturing (CAM) DC Circuits Dynamics Electromechanical Devices Engineering Graphics I Engineering Graphics II Engineering Materials Fluid Power Machine Design Manufacturing Processes I Manufacturing Processes II Mechanical Devices & Systems MET Problems Statics Strength of Materials Equipment Information Appendix A - Implementing a Problems Course Appendix B - Technical Organizations & Societies Technical Publications & Periodicals x111 10 , Education for The Technicians An Introduction RATIONALE ... ^ Relevant education and training to prepare engineering technic lens Is a critical concern for the productivity needs v * of this nation." As net/ and changing technologies and processes for. manufactur Ing. construction, communication* energy, and research and development occur with great rapidity, the need for engineering assistants who can perform the "nuts-and-bolts" problem-solving tasks associated with current technology has Increased significantly. Modern Industtal and engineering devices that are multisystem In nature require the sort of developmental, maintenance, support v and operational personnel who can change, adjust, and • adapt to new situation and utilize Increasingly sophisticated hardware with a minimum of retraining. In all, this trend toward innovation as the status-quo has heightened the need for a trained technician who combines theoretical and conceptual knowledge with the manipulative, "hands-on" skill of an artisan or craftsman. It Is. toward this end that modern technical education must be focused. The remainder of -this document offers information and procedures necessary to train engineering technicians who can make a contribution In the emerging technologies. / H 1 PURPOSE AND OBJECTIVES PURPOSE The purpose of the Engineering Technology Program tn Georgia Is to produce specialists who possess the broad base of knowledqe, skill, and attitude necessary to be productive In modern technical occupations" that are characterized by rapid change and highly sophisticated content. OBJECTIVES , 1. To provide basic knowledge, skill, and attitude development based on a systematic analysis of the occupational domain to be served. 2. To produce a technician who Is able to deal with the comple^ -\ systems Interactions that characterize modern technological environments. 3*. To provide program options that allow In-depth study In specialized areas of the occupational domain beyond the basic ski 1 1 level . 4. To provide for awarding of credit leading to an associate degree credential, as well as options toward other degree credent 1a4s. 5. To provide Instruction that maximizes the application of knowledge, skills, and attitudes to real work situations. 6. To provide Instruction that prepares the student for the complex problem-solving nature of highly technical occupat 1 ons . 7. To fully coordinate the high-technology program with needs of business and Industry through a process of school -community-business Inter-cooperation. 8. Jo provide a system of Instruction that Is fully responsive to, and perceptive of, the Intrinsic nature of change and Innovation In highly technical occupations and disciplines. TECHNICIANS DEFINED In general the work role of the engineering technician falls between that of the vocational -industrial tradesman and. that of the professional engineer. This Is a broad range and Is Ill-defined In practice, having gray areas of work requirements at el.ther end of the continuum and at many points in between. Perhaps the best way 1to define a technician is by a summary cf tasks performed and the accompanying skills required. This must of necessity be done in a broad ar.d generalized fashion wl th- provl slons for more specificity left to individial -Job descriptions. (The basis for this description may be found in a U.S. Office, of Education research report ent i t 1 ed f Ofccupat i gna 1 Criteria and Preparatory Curriculum Patterns in Technical Education Programs . ) It is generally agreed that the engtneering technician must have the following, kinds of special ski Ms, and and abi 1 ities: 1. Proficiency in the use of the disciplined and objective ' scientific method in practical application of the basic principles, concepts v and laws of physics as they . comprise the scientific base for the individuals field of technology. 4^ * 2. Facility with mathematics; ability to use algebra and trignome£ry ae^ probl em-sol vi~ j tools in the development a .d definition of, or to q rtify, scientific phenomena or principles; and, when r.. Jed, an understanding of - though not necessarily facility in - higher mathematics th.-ough analytical geometry and some calculus according to requirements of technology. 3. A thorough understanding and facility in the use of materials, processes, apparatus, procedures, equipment, methods, and techniques commonly used in the technology. 4. . An extensive knowledge of a field of specialization with an understanding of applications of the underlying physical sciences as they relate to the engineering or Industrial processes, or research activities that distinguish the technology of the field. The degree of competency and depth of understanding should be sufficient to enable technicians to establish effective rapport with scientists, managers, and engineers with whom they work and to enable them to perform a variety of detailed scientific or technical work as outllnecT^y general procedures or Instructions, but requiring individual Initiative, and resourcefulness in the use of techniques, handbook information, and recorded scientific data. 5. Commun 1 cat I on skills that Include the .ability to record, analyze. Interpret, and transmit facts ajrfd Ideas with complete objectivity orally, graphically, and In writing. Activities Performed ♦ Technicians are expected to perform work tasks and/or support to engineers related to any of a comblnafe-teo^f the following kinds of activities: 1. Applies knowledge of science and mathematics extensively I n render I ng dl r ect techn I ca 1 ass I stance to phys I ca 1 scientists or engineers engaged In scientific research and exper I mentat I on . Z. Designs, develops, or plans modifications of new product^, procedures, techniques, processes, or appl I cations under supervision of scientific • or engineering personnel In applied research, design, and development. 3. Plans, supervises, or assists In Installation and Inspection of complex scientific apparatus, equipment, and control systems. 4.. Advises regarding operation, maintenance, and repair of complex .apparatus and equipment with extensive control systems • 5. Plans production c~ operations as a member of the management unit responsible for efficient use of manpower, materials, money, and equipment or apparatus In mass production or routine technical service. 6. Advises, plans, and estimates costs as a field representative of a manufacturer or distributor of technical appartus, equipment, services, and/or products • 7. Assumes responsibility for performance of tests of mechan I ca 1 , hydrau lie, pneumat I c , el ectr I ca 1 , or electronic components or systems In the physical sciences and/or for determ 1 nat I ons , tests and/or ana 1 yses of substances In the physical and other engineering-related sciences; and/or for determinations, tests and/or analyses of substances In the physical and other engineering-related sciences; and prepares appropriate technical reports covering the tests. 9. Prepares or Interprets engineering drawings and sketches, or writes detailed scientific specifications or procedures for work related to physical sciences. 9. Selects, compiles, «nd uses technical Information from references such as eng 1 neer 1 ng standards , procedure 1 outlines, and technical digests cf research findings. 10. Analyzes and Interprets Information obtained from prec \ s ion measur 1 ng and record I ng \ nstruments and/or 4 ^ special procedures and techniques and makes evaluations upon which technical decisions are based. 11. Analyzes and diagnoses technical prob ems that Involve Independent decisions and and Judgement that require, In addition to technical know-how* substantive experience In the occupational fields. 12. Deals with a variety of technical problems involving many factors and variables that require an understanding of applied scientific and technical understanding * the antithesis of narrow specialization. It Is recognized that no two-year technical training program will be sufficient to prepare engineering technicians for all the problems they will encounter In the workplace. The training should however be sufficient to* 1. Provide occupational ski 1 is that are compatible with at least entry- level employment In the chosen field. 2. Provide e broad base of knowledge In science, mathematics, and technical subjects that will allow the technician to progress to higher levels of Job competence In an environment characterized by rapid change and Innovation. A DESCRIPTION OF MECHANICAL ENGINEERING TECHNOLOGY * AND THE RELATED OCCUPATIONAL FIELD Mechanical engineering technology Is concerned with mechanical devices and systems. Mechanics Is the study of physical systems under the action of forces such as gravity and friction. Mechanical systems* like all engineering systems, are designed to accomplish work with the most efficient energy use possible. The physical forces of nature have to be taken Into account In the design of mechanical systems. Sometimes these forces can be employed to a}6^work ( as In soda machines that use gravity to dispense the can or bottle), and sometimes they must be minimized (as In the lubrication of automobile wheel bearings to reduce friction). You are probably familiar with many of the elements of mechanical systems: belt drives, gear drives, cams, helical screws, pistons, linkages, bearings, fans and blowers, and valves. These and other elements are combined In various ways to create complex Integrated mechanical systems. Mechanical engineering technicians may be Involved In the design, construction, maintenance, repair, quality assurance/quality control, research and development, or sales of mechanical systems. Mechanical engineering technicians assist engineers In design and development work by making freehand sketches and rough layouts of proposed machinery and other equipment parts. Thts work requires knowledge of mechanical principles Involving tolerance, stress, str^ { .vtlon, and vibration factors. They analyze the and practical value of designs. In planning and testing experimental machines and equipment for performance, durability, and efficiency, techl clans record data, calculate the results ( sometimes with the aid of computers) plot graphs, analyze results, make models, and write reports. They sometimes recommend design changes to Improve performance. Their Job often requires skill In the use of complex Instruments, test equipment, and gauges, as we 1 1 as In the preparation and Interpretation of drawings. , ^ L/ When a product Is ready for production, mechanical engineering technicians help to prepare layouts and drawings of the assembly process and of parts to be manufactured. They may prepare specifications for mater lols, devise tests to ensure product quality, or study ways to Improve efficiency. They frequently help to estimate labor costs, equipment life, and plant life. They often supervise production workers to make sure that they follow prescribed plans and procedures. Some mechanical engineering technicians test and. inspect machines and equipment In manufacturing departments or work with engineers to eliminate production problems. Automated manufacturing and Industrial processes require a thorough knowledge of computer applications. This type of work often requires considerable Imagination and Ingenuity. 17 8 MACHINE AND TOOL DESIGN Machine and tool designers are among th* better-known specialists In mechanical engineering technology. Machine tools .are stationary, power-driven devices used to shape or form metal by cutting. Impact, pressure, electrical techniques, or a combination of these processes. Most machine tools are named for the way In which they shape metal. For example, commonly-used machine tools Include boring machines, milling machines, lathes, drilling machines, and grinders. The most outstanding characteristic of machine tools Is their precision of operation. In this century, the accuracy of machine tools has Improved from a thousandth of an Inch to about a millionth of an Inch. This precision manes possible the production of thousands of Identical parts that may be Interchanged easily In the assembly or repa\r of final products. The Inter changeabl 1 1 ty of parts, made possible by machine tools. Is the most Important requirement for the mass production of goods. Common processes that mechanical engineering technicians perform, according to their specialty area. Include the f o 1 1 ow 1 ng : Analyze requirements and establish design criteria. t Prepare sketches. Make or supervise the making of detailed drawings. Test equipment. Redesign existing equipment. Prepare reports 9 18 machine -«fitf tool design may . Dies . Presses . Gauges . Blueprints . Hand tools . Cutt Ing oils . Cal Ipers . Jigs . Fixtures . Lubricating oils QUALITY ASSURANCE/QUALITY CONTROL AND NONDESTRUCTIVE TESTING Mechanical engineering technicians In the area of quality control Inspect and test Incoming materials, production processes, and final products to ensure that they meet the manufacturer's specifications and quality standards. Because accuracy Is Important In testing, often the technician uses a wide variety of precision measuring devices to check performance parameters for a given product. Sample size, frequency, and other statistical procedures are used to ensure that products receive adequate testing. Mechanical engineering technicians often carry out nondestructive tests on materials and products to determine 10 10 Technicians In the area of work with the following equipment . Boring machines .**Mt 1 1 Ing machines . Drilling machines . Grinding machines . Lathes . Micrometers . Verniers . Optical measurers . Drafting equipment whether they meet required specifications and ^candards. Nondestructive testing refers to any test method that does not Involve damaging or destroying the test sample. With the advent of X-rays t ultrasonics, and other Innovations, nondestructive testing has become widely applicable In many manufacturing processes. Some of the basic mechanical test processes Include the fol lowl ng: . Tensile te*ts to determine proportional limit, yield points, modulus of elasticity, elongation, and reduction In area. . Hardness tests to determine resistance to penetration. . Bend tests to determine elasticity of a part under load. . Notch bar. Impact, or fat 1gue v tests to determine endurance limits or the fatigue strength of a part. . Torsion tests to determine yield strength and utllmate sheer stress of a part. . Creep tests to determine the amount of permanent set In a given time for a given temperature. Some of the basic types of nondestructive test processes are : . Visual tests Including optical devices. . Penetrant tests using magnaglo and black 1 Ights. . Penetrant tests using liquid dyes. . Magnetic particle tests using dry or wet magnetized materials. . Ultrasonic tests using the pulse-echo system. . Radiographic tests using X-rays or gamma rays. BO Those technicians who specialize In quality assurance/quality control t performance testing, and nondestructive testing must have a knowledge of the following equ 1 pment : Lenses . Fluor scent materials HI rrors . Dyes Microscopes . Lights Projectors . Television cameras Comparators . Still and motion-picture Search colls cameras cameras Magnets . F 1 uoroscopes Transducers . Penetrameters (quartz* barium . Scleroscopes tltanate, and . Computers 1 1th 1 urn sulfate . Holographs crystal s) . Hardness testers Sc 1 nt 1 1 1 at 1 on . Tensl le testers crystal s . Toughness testers Xe ror ad 1 ogr aph 1 c . Gelger counters equ 1 pment . Extensometers Fatigue testers 21 12 COMPUTER NUMERICAL CONTROL Some mechanical engineering techn leans work In close coordination with the machine too) operator* the part programmer, the production planner* and drarter In the production of machined parts In a numerically controlled tool operation. Computer numerical control (CNC) Involves the use of the electronically programmed Instructions through a digital computer. Simply stated* the computer directs the actions of the machine. A thorough knowledge of drafting* tooling, programming* tape programming, and Inspecting Is essential for the mechanical englnerrlng technician who Is specializing In the numerical control process. Convent la 1 machine tools are generally capable of one operation, such as drilling or milling. The metal, ceramic, or plastic piece being worked on Is transferred by hand from one machine tool to the next. CNC makes possible the design of machines that can perform multiple operations. Some CNC machines can perform tasks that cannot be carried out at al 1 on conventional machines. The computer numerical control programming specialty area requires the use of the same equipment as the machine and tool design specialty. The major difference Is that the machines are controlled by numerical controlled devices. The emphasis Is then on the following equipment! 13 22 . Microprocessors . Teletypewriters . Punched Tape . Punched Cards . Light pens . Digitizers COMPUTER-AIDED DESIGN The mechanical engineering technician who specializes In computer-aided design (CAD) might work with designers, engineers, drafters, or detallers In producing the engineering drawings used In manufacturing processes* particularly those that use numerical control. In computer-aided design, a computer Is programmed with a set of equations that describe the structure and proper 1 ties of *» machine component and Is able to produce perspective drawings of the component as seen "from any angle. A thorough understanding of spatial relationships, the ability to visualize objects, and an understanding of physical and irathemat 1 ca 1 concepts are required to use computers In this way. Familiarity with computer capabilities, machine tools, and design parameters enables the mechanical engineering technician to define a part, shape It, and analyze stresses nad deflections. AH of this can be done from .the same graphics terminal of the computet — aided design system. r 14 23 The mechanical engineering technician who specializes In computer-aided design uses the following equipment: . Standaro d -aw 1 ng equ 1 pment Plotters Digitizers Drums Drafting Tables Punched Tapes Rubber platens Punched Cards Light Pens Magnetic tape M t croprocessors Printers r-PICAL JOB TITLES AND WORK SETTINGS The mechanical engineering tech Inl clan occupational ^rea Includes occupations concerned with the application of principles of physics and engineering for the generation* transmission* and Lhe use of heat and mechanical power. Included are the design* production* Installation* and maintenance of fabricated metal products* tools* machines* *n«ich1nery and associated or auxiliary systems. Accessory techniques needed may be those used In electrical* metallurgical* nuclear* and civil engineering. Job titles are determined by the function or the engineering field In which the technician works. Typical general titles are - engineering technician* laboratory-development technician * or mechanical technician. Specialized Job titles relating to tMs course are - machine tool technician* die technician, quality-control technician. 15 24 numerical control J^ 00 " programmer, and computer-assisted drafter /des 1 gner . Mechanical engineering technicians work under a wide variety of conditions. Most work regular hours In laboratories and Industrial plants. Others work part of their time outdoors. m , The following Is a description of Mechanical Engineering technician taken from the Dictionary of Occupational Titles published by the Department of Laoors 007.161-026 MECHANICAL-ENGINEERING TECHNICIAN (PROFESSIONAL AND K I NDRED) ENG I NEER I NG TECHNICIAN; EXPERIMENTAL TECHNICIAN; LABORATORY-DEVELOPMENT TECHNICIAN; MECHANICAL TECHNICIAN Develops knowledge of direction of 1 nstructlons procedures , and tests machinery and equipment, applying mechanical and engineering technology, under the engineering and scientific staff: Review project and blueprints to ascertain test specifications, objectives, test equipment, nature of teen leal problem, and problem solutions, such as part redesign, substitution of material or parts, or rearrangement of parts of* subassemblies. Drafts detail drawing or sketch for drafting room completion or to request parts fabrication by machine, sheet metal or wood shops. Devices, fabricates, and assembles new or modified mechanical components or assemblies for products, such as Industrial equipment and machinery, power equipment, servosystems , machine tools, and measuring Instruments. Sets up and conducts tests of complete units and components under operational conditions to Investigate design proposals for Improving equipment performance or other factors, or to obtain data for development, standardization, and quality control. Analyzes indicated and calculated test results In relation to design or rated specifications and test objectives, and modifies or adjusts equipment to meet specifications. Records test procedures and results, numerical and graphical data, and recommendations for changes In product or test method. 16 25 CAREER OPPORTUNITIES In 1980 about 885*000 persons worked as engineering and science technicians. Employment opportunities are expected to be favorable through the 1980' s* with employment of technicians growing faster than the average for all occupations. Graduates of a postsecondary school technician training program* partlculary programs in which students gain practical work experience* are excellent candidates for employment as mechanical engineering technicians. Industrial expansion and the Increasing complexity of modern technology underline the anticipated Increase In demand for technicians. Many will be In needed for work with the growing number of engineers and scientists In developing* and producing* and distributing new and technically advanced products. Automation of Industrial processes and the growing 4 Importance of environmental protection, energy development* and other areas <ff scientific research wf 1 1 add' to the demand for technicians. as TABLE I. PROJECTED JOB OPENINGS IN HIGH-TECHNOLOGY INDUSTRY GEORGIA FOR YEARS RANK TECHNOLOGY "Host 1 Ike ly" Average Annual * Job Openings 1 •Ok Computer /Computer Services 4,872 2 Communications 1,664 3 Avionics 800 4 Robot 1 cs /Automat 1 on 643 170 5 Fiber/Laser Optics 6 Biology 80 7 Solar Energy 9 1 Computer /Computer Services 5,472 2 Commun 1 cat 1 ons 3,475 3 Avionics 1,074 4 Robot 1 cs/Automat 1 on 848 5 Fiber /Laser Optics 315 o a » o I ogy 7 Solar Energy 20 1 Communications 7,220 2 Computer/Computer Services 6,222 3 Avionics 1,713 4 Robot 1 cs/Automat 1 on 1,244 5* Fiber/Laser Optics 800 6 B 1 o 1 ogy 450 7 Solar Energy 93 ERIC 18 27 fable 1 . (Source - "An Advanced for Georgia Vocational Technical Technology. 1981.) Technology Development Study Schools" Georgia Institute of INNOVATIONS ANO TRENDS The rapid advances made *1n ' the computer Industry have created a need for Individuals who are familiar with the capabilities and limitations of computers. Many of the traditional processes of manufacturing are undergoing changes as a resuV%— of technological advances made, particularly In the area of electronics. The use of computers to assist In t. the analysis of designs, the production of visual Instructions for the manufacturer, the driving of production machines, and the rapid accumulation of data used by the Inspectors has resulted In the accumulation and elimination of hundreds of thousands of Jobs. Significant gains In productivity resulting from automated production. Improved machinery, and availability of synthetic materials and metal alloys, and other technological breakthroughs have permitted large Increases In output without additional workers. This realignment of the traditional manufacturing process to automation requires production workers to who have an understanding of the entire system as opposed to an understanding of Just one machine. Computer-assisted design, computer assisted drafting, and computer numerical control 19 28 machines are Innovations that are changing the Industry at a rapid rate. This trend toward Increasing automation will continue at a rapid rate as more research and development efforts discover new and Innovative ways of Increasing production. There will be an Increasing need to update those presently employed as well as an Increslng need for technicians who are skilled In these new technologies. COURSES FUNDAMENTAL TO MECHANICAL ENGINEERING TECHNOLOGY Although persons can qualify for technician jobs through many combinations of work experience and education, most employers prefer those who have had some specialized training. Specialized training Is available at technical Institutes* Junior and community colleges* area vocational -technical schools, extension divisions of colleges and universities, and vocational -technical high schools. People who like to know how things work, who like to "tinker", with machinery, and who enjoy making and using diagrams are likely to succeed as mechanical engineering technicians. The ability to use field and office engineering dimensions, coupled with the ability to do detailed work with a high degree of accuracy, are Important In this field. For design work, creative talent Is also desirable. Oral and a ERIC 30 29 written communications skills enhance the technician's ability to work with people and communicate Ideas. Mathematics (basic computet 1 on » algebra, and Introductory trigonometry) and physics are cornerstones of knowledge for the mechanical and engineering technician. An Interest In and motivation for these subjects Is a "plus" for anyone entering mechanical engineering technology. Fortunately . man % ' students who have entered technical school with a "math phobia" and an aversion to physics have found these subjects much easier when they are meaningfully applied to specific technological problems. The courses offered In the pursuit of an associate degree In mechanical engineering technology are designed to develop the skills and aptitudes that employers desire. The following courses are fundamental to all areas for the Mechanical Engineering Technology degrees: Mathematics Physics English and Composition Techn 1 ca 1 Commun 1 cat 1 on Graphics Computer Fundamentals Strength of Materials Engineering Materials DC/AC Circuits Mechanical Devices And Systems 21 30 Statics and Dynamics Electromechanical Devices Fluid Power Economics Industrial Relations Manufacturing Process Additional courses are offered that have emphasis In specialty areas. 31 22 ♦ d ERJC 9 ERIC CURRICULUM MODEL 32 23 MECHANICAL ENGINEERING TECHNOLOGY STANDARD CURRICULUM - QUARTER SYSTEM (SUGGESTED SEQUENCE ) Contact First Quarter Class Lab Hour Cr D.C. Circuits 4 3 7 5 Computer Fundamentals 3 6 9 5 A 1 gebra 5 0 5 5 Engineering Graphics 1 _1 7 _1 13 15 28 18 Second Quarter Physics I Tr 1 gonmetry A.C. Circuits Eng 1 1 sh and Compos 1 1 1 on 4 3 7 5 5 0 5 5 4 3 7 5 18 6 24 20 Third Quarter Physics II 4 3 7 5 Analytic Geometry and Calculus 5 0 5 5 Mechanical Devices & Systems i 6 7 3 Elective (Group 1) 1 -Jl 7 _a 11 15 26 16 Fourth Quarter • Stat 1 cs 4 3 7 5 Physics III 4 3 7 5 Technical Communications 5 0 5 5 Elective (Group 2) 1 6 7 _i 14 12 26 18 Fifth Quarter Electromechanical Devices Elective (Group 3) Economics Dynamics 4 3 5 _4 16 3 4 0 _3 10 7 7 5 _7 26 5 5 5 _5 20 Sixth Quarter Elective (Group 4) 1 6 7 3 Strength of Materials 4 3 7 5 Computer Aided Manufacturing (CAM) 1 6 7 3 Machine Design 4 3 7 5 10 18 28 16 Seventh Quarter Industrial Relations Fluid Power Elective (Any Group) MET Problems (Elective) 5 0 5 5 3 4 7 5 3 4 7 5 _0 _9 _9 _3 11 17 28 18 9 ERIC 25 33 El act I vti - Mechanical Engineering Techno Ipgy Program Third Quarter (Group i) * Engineering Graphics II Computer Aided Drafting & Design (CAD) I Fourth Quarter (Group 2) Computer Aided Drafting & Design (CAD) I Manufacturing Process I Fifth Quarter (Group 3) ( Engineering Materials Manufacturing Process 1 * Computer A 1 ded Draft 1 ng & Des 1 gn ( CAD ) 1 1 Sixth Quarter (Group 4) * Manufacturing Process II • Computer Aided Drafting & Design (CAD) II Seventh Quarter (Group 5) • Any of the above Require completion of I series 34 a ERIC 26 IT IS RECOMMENDED THAT A STUDEHT INTERESTED IN DESIGN AS A CAREER OPTION HAVE AT LEAST THE FOLLOWING COURSES. Communications and Social Studies 20 hrs Math and Science 30 hrs Computers and Graphics 12 tllA 67 hrs Technical Core A.C. Circuits 5 hrs Computer Aided Mfg. (CAM) 5 hrs D.C. Circuits 5 hrs Dynamics 5 hrs Electromechanical Devices L» hrs Engineering Materials 5 hrs Fluid Power 5 hrs Machine Design ,5 hrs Mechanical Devices and Systems 5 hrs Statics 5 hrs Strength of Materials 5 hrs 55 hrs Elect Ives 6 hrs TOTAL 128 hrs J - t IT IS RECOMMENDED THAT A STUDENT INTERESTED IN MANUFACTURING AS A CAREER OPTION HAVE AT LEAST THE FOLLOWING COURSES. Cpnjpiun* cations and Social Stud tea 20 hrs Math and Science 30 hrs Computers and Graphics ii. tULSL 61 hrs Technical Core A.C. Circuits 5 hrs Computer Aided Mfg. (CAM) 5 hra D.C. Circuits 5 hrs Dynamics 5 hrs Electromechanical Devices 5 hrs Engineering Materials 5 hr?i Fluid Power 5 hrs Machine Design 5 hrs Manufacturing Processes I 3 hrs Manufacturing Processes II 3 hrs Mechanical Devices and Systems 5 hrs Statics 5 hrs Strength of Materials 5 hrs 59 hrs Elective? 9 hr? TOTAL 128 hrs. 36 ?8 * - SOCIAL AND RELATED STUDIES r COMPUTER FUNDAMENTALS COURSE DESCRIPTION This course will provide students with knowledge, skills* and attitudes to use the microcomputer as a tool to solve engineering technology problems typically encountered throughout their programs* Topics taught will Include microcomputer architecture* programming concepts* branching* looping* arrays* functions* subroutines* data files* graphics and appl 1 cat Ions. PREREQUISITE: Admission to the Program CREDIT HOURS: 3-6-5 COURSE OUTLINE Student Contact Hours*K I Class , Laboratory 3 * . 6 Introduction to the M 1 cr oproces sor A. Hardware B. Termlnolgy C. Execution modes D . Programs II. Introduction to Concepts of Programming A . F 1 owchar t 1 ng B. Variable types C. Operations and formulas D. Simple BASIC programming E. Program comments F. Storage and retrieval of programs 6 III. Branching and Looping 3 6 A. Relational operations B. Logical operations C. Conditional branching D. Multiple branching E. The stop statement F . Loops G. Nested loops IV. Arrays 3 6 A. Lists and tables B. Subscripted variables C. Defining arrays V. Functions and Subroutines 3 6 A. Library functions B. User functions C. Defining 31 38 Student Contact Hours ♦ Class Laboratory D. Random numbers E. Defining subroutines F. Referencing subroutines VI. Data Files A. Creating sequential data files B. Using sequential data files VII. Engineering Appl 1 cat Ions 3 12 A. Electronic technology problems , A B. Electromechanical technology problems , C. Mechanical technology problems VIII. Graphics 3 6 A. Drawing bar charts B. Graphing functions A C. Computer-generated Imagery '\ STUDENT LABORATORIES . Execute' Instructor-supplied simple programs. . Develop, debug, and execute a simple BASIC program. . Save, retrieve, and execute a previously developed BASIC program. . Create a data file, develop a program that will manipulate the file, and produce an acceptable output. . Given a typical engineering program Including all necessary equations and data JT develop programs that will solve the problems and produce acceptable output. ' . Develop, debug, and execute a program which will produce the % answers In tabular form. . Develop, debug, and execute an Interactive program. STUDENT COMPETENCIES Upon completion of this course the student will be able tot . Identify microcomputer hardware and define the associated terms. . Execute pr e-wrltten programs. . Write, save, retrieve, and ^execute simple programs In BASIC. . Wrfatb BASIC programs ' using branching and looping statements . . Write BASIC programs manipulating data using arrays. . Write BASIC programs using library function^. . Develop functions and subroutines and Incorporate them Into BASIC programs. \ , 32 39 / Write programs that use and manipulate data files. Solve selected technology problems using the microcomputer. Define and Identfy microcomputer hardware (microcomputer v ' keyboard, CRT, disk drive, cassette, printer, floppy disk). List execution modes (execution, command or Immediate, systems, edit). (These may differ according to manufacturer.) Execute a BASIC program which has been stored on a disk. Enter via keyboard and execute a program which has been supplied by the Instructor. Discriminate between keywords and control words. Construct a flowchart which will display the logic of a given program or problem. Determine whether or not a line number Is necessary In a given expression. Construct BASIC statements to compute given formulas. Write a simple BASIC program. List and give examples of variable types (numeric, str 1 ng , constant ) . Identify symbols used for arithmetic operations (Ajpitlon, subtraction, multiplication, division, and exponentat 1 on ) . Outl Ine correct* structure for BASIC programs ( 1 dent 1 f 1 cat 1 on , purpose , process ) . SAVE a BASIC program on tape or floppy disk. Retrieve a program which has been stored. Write BASIC statements using relational operators (less than, greater than, less than or equal to, greater than or equal to, less than or greater than, equal to). Write BASIC statements using logical operator (AND, OR NOT) . ^ Write BASIC programs using IF-THEN-ELSE statements. Demonstrate use of STOP statement to halt program and check progress. Identify and code algorithms Involving nested loops. Generate lists and tables using subscripted variables. List examples of subscripted string and numeric variables. Define an array using the DIM ststement. List keywords used as library functions (trig functions ABS, INT, RND, AQR). Code a DEF FN statement. Code algorithms using GOSUB. Code statements using the TAB(N) function. Code algorithms which wl 1 1. accumulate. Build a data file which contains at least five' records. Access data files which have been previously created. Write, debug, and execute at least one program which solves a problem In the student's major area of Interest. ' Plot a given point on the CRT. J3 40 RECOMMENDED TEXTS Bent, Robert J. and Sethares, George C. Bas 1 c r An Introduction to Co mputer Programming. 2nd ed. Monterey, CAs Brooks/ Cole Publishing Co., 1982. Shelly, Gary and Cashmen, Thomaa. Introduction to BAfrfC^ Programming. Anaheim, CA: Anaheim Publishing Co., 1982; 34 41 \ ECONOMICS COURSE DESCRIPTION Basic principles of the American economic system of free enterprise will be covered. An emphasis will be placed not only upon the classic economic principles, but upon understanding these principles as they apply to current economic trends. The role of techn lea I /techno 1 og 1 ca 1 ly-orlented Industries In the economics of today to be emphasized. PREREQUISITE: None CREDIT HOURS t 5-0-5 COURSE OUTLINE Student Contact Hours Class Laboratory I. Introduction (Basic Economic 1 Concepts ) II. Economic Forces and Indicators 2 A. Economics defined B. Modern specialization C. Increasing production and consumption D. Measures of economic activity 1. gross national product 2. national Income 3. disposable personal Income 4. Industrial production 5. employment and unemployment III. Cap 1 ta 1 and Labor 3 A. Tools (Capital) 1. the Importance of saving and 1 nvestment 2. the necessity for markets B. Large-scale enterprise C. Labor 1. population characteristics 2. vocational choice 3. general education 4 . spec 1 a 1 tra 1 n 1 .ng 5. management's role In maintaining labor supply IV. Business Enterprise 7 A. Forms of business enterprise 1. Individual proprietorship 2. partnership 3 . corporat 1 on B. Types of corporate securities 35 \ Student Contact Hours Class Laboratory 1 . common stocks 2. preferred stocks 3 . bonds C. Mechanics of financing business D. Plant organization and management 4 V. Factors of Industrial 10 Production Cost A . Bu 1 1 d 1 ngs and equ 1 pment 1 . Initial cost and financing 2. repair and maintenance costs 3. depreciation and obsolescence costs B. Materials 1 . * Initial cost and Inventory value 2 . hand 1 1 ng and storage costs C. Processing and production 1. methods of cost analysis 2. cost of labor 3. cost of supervision and process control 4. effect of losses In percentage of original product compared to finished product (yield) 0. Packaging and shipping E. Overhead costs 1. Profitability and business survival VI. Price, Competition and Monopoly J A. Function of prices B. Price determination 1 . compet 1 t 1 ve cost of product 3. supply 4. Interactions between supply and demand C. Competition, benefits and consequences 1. monopoly and oligopoly 2. forces that modify and reduce competition 3. history of government regulation of competition 0. How competitive 5s our economy? a ERIC 36 43 Student Contact Hours Class Laboratory VII. D I str 1 but 1 on of I ncome A. Increasing real Income B. Marginal productivity C. Supply In relation to demand D. Incomes resulting from production . 1 . wages 2 . 1 nterest 3 . rents 4. profits E. Income distribution today VIII. Personal Income Management A. Consumption - the core of economics B. Economizing defined C. Personal and family budgeting D. Analytical buying 1. applying quality standards 2. consumer's research and slml lar aids E. The use of credit F. Housing - own or rent? IX. Insurance, Personal Investments and Social Security A. Insurance defined B. Life Insurance 1. group. Industrial, ordinary 2. type of policies - advantages and disadvantages C. Casualty Insurance 0. Investments 1. savings accounts and government bonds 2. corporation bonds 3. corporation stocks 4. annuities 5. pension plans E. Social Security 1. old-age survivor's Insurance 2. unemployment compensation 3 . med 1 care X. Money and Banking A. Function of money B. The natlon^s money supply 37 o 44 ERIC * I St'Jti*"* Contact Hours Class Laboratory C. Organization and operation of a bank 1. sources of deposits 2. the reserve ratio 3. expansion of bank deposits 4. sources of reserves D. The Federal Reserve System 1 . serv 1 ce funct 1 ons 2. control of money supply E. F.D.l.C. XI. Government Expenditures* Federal 3 and Local A. Economic effect B. Functions of government C. Analysis of government spend 1 ng D. Future outlook E. Financing government spending 1. criteria of sound taxation 2. tax revenues In the U.S. 3. the fedfe, al and state personal Income taxes 4. the coporate Income tax 5. the property tax 6. commodity taxes XII. Fluctuations In Production, 5 Employment and Income A. Changes In aggregate spending B. Output and employment C. Other factors affecting economic fluctuations 1. cost-price relationships 2. demand for durable goods 3. supply of commodities 4. effects of war 5. Inflation and deflation 6. technology and automation D. Government Debt 1 . purposes of government 2. how burdensome Is the debt 3. problems of debt management XIII. The United States Economy In 4 Perspective A. Recent economic changes 1. Inflation and recession 2. effects of trade Imbalance 38 45 a ERIC Student Contact Hours Class Laboratory 3. new products and 1 ndustr 1 es 4. Increase In governmental contro 1 s B. Present economic problems of U.S. economy 1 . the wor 1 d market 2 . 1 nternat 1 ona 1 cooperat 1 on 3. maintenance of prosperity and progress 4. economic freedom and security C. Ccmmunlsmt nature and control by Soviet State D . Prob 1 ems common to a 1 1 systems E. Special economic problems of the U.S. STUDENT COMPETENCIES: At the conclusion of this course* the student will be able tot . Define what Is meant by economics In the traditional sense and state the Importance of economics to today's business enterprises. . Explain the relationship of productivity* balance of trade* and gross national product. . Explain the roles of capital and labor In the American economic system. . Contrast Individual proprietorships* partnerships* and corporations as methods of business orgran 1 zat 1 ons . . Explain how businesses are financed. . Define and/or explain the Importance of the fol lowing terms to production cost: capital outlay* materials* direct labor* Indirect labor* scrappage and efficiency* materials shipping and handling* overhead* taxation and government regulation. . Explain how free enterprise Is different from monopolistic or socialistic economies. • Define real Income. . Compute real Income given gross Income and relevant var labl es . . Plan a personal budget. .Plan a projected program of personal Investment* savings* and Insurance. . Explain the meaning of money In economic terms. . Discuss orally or In writing the effects of government regulation on business and economics. . List and briefly describe three major problems which affect the American economy today. 39 RECOMMENDED TEXTS Amacher. Principles of Economics . (Second Edition). Southwestern Pub 1 1 shl no » 1983. Hellbraner and Thuran. The Economic Problem. Prentice-Hall, 1981. 01 sen and Kennedy. Economics! Princi ples and Applications (Nlneth Edition). Southwestern Publishing, 1978. Theussen, et al . Engineering Economy . (5th Edition). Prentice-Hall, 1977. 47 40 9 ERJ.C i ENGLISH AND COMPOSITION COURSE DESCRIPTION This course Is designed to enhance the student's skill In writing, grammar usage and composition. Topics for student exercises may be chosen from material discussed or experienced In technical courses. Course material will serve to Integrate basic communication skills with studies In technical subject areas. Topics to be covered Include grammar, writing skills and composition. PREREQUISITE! Admission to Program CREDIT HOURS* 5-0-5 COURSE OUTLINE Student Contact Hours Class Laboratory I. Communications and the 5 Technician > A. Why the technician must be proficient B. Importance of written communications as an essential ski 1 1 C. Study ski 1 1 s 1. notetaklng skills 2. following written and oral Instructions 3. test-taking skills II. Composition (Emphasis on 47 Student Writing) A . D 1 ct 1 on B. Sentence Review 1. review of basic parts of speech 2. complete sentences 3. use and placement of modifiers, phrases, cl auses 4. sentence conciseness 5. exercises In sentence structure C. Grammar usage 1 . capital Izat Ion 2 . punctuat 1 on 3. subject-verb agreement D. Paragraph construction 1. topic sentence 2. development 41 48 3. unity and coherence 4. translstlonal devices E. Narration, description, and expos 1 1 1 on F. Theme construct Ion 1. thesis statement 2. transitions 3. conclusions STUDENT COMPETENCIES ' * At the conclusion of the course, the student will be able to: . Explain the need for effective written communication and an appreciation for the writing process. . Use effective techniques for taking notes, following Instructions, and taking tests. . Analyze the f^eas In essays related to technology and « society. . Recognize and articulate multiple points of view. . Use commonly misused words correctly In basic sentences. . Punctuate, capitalize, and spell correctly. . Recognize and write simple, complex, compound, and complex-compound sentence structures. . Rewrite ambiguous, wordy statements Into clear, terse sentences. . Recognize and write paragraphs using varied organizational techniques (cause and effect, description, definition, and so on) . . Wrlve paragraphs containing well-defined topic sentences and develop each paragraph Into a unified whole. . Use transitional words and paragraphs to achieve coherence and unity In writing. . Organize thoughts during the pre-wrltlng stage using a written out 1 1ne. . Effectively write a unified, we 1 1 -deve 1 oped five paragraph theme following standard English grammer usage. RECOMMENDED TEXTS Hodges, John C. , Whiten, Mary E., Harbrace College Handbook. 9th ed.. New York, Har court. Brace, Jovanovlch, 1982. Lynch, Robert E. and Thomas, B. Swanzey, eds. The Example of Science: An Anthology for College Ccxroos 1 1 1 on . Englewood Cliffs, NJi Prentice-Hall, 1981. Watklns, Floyd C. and Martin, Edwin T., Practical English Handbook , Boston, Houghton Mifflin. 42 40 INDUSTRIAL RELATIONS COURSE DESCRIPTION This course Includes the study of the basis of human rea It Ions and the organization of Individual and group behavior. Leadership, organizational and social environments \ (Including labor unions)* career development, communications and grbup processes as well as selected operating activities are covered. Appropriate case problems are reviewed and discussed. Special emphasis Is placed on typical Industrial and business relationships In everyday situations. PREREQUISITE * None CO-REQUISITE i None CREDIT HOURS i 5-0-5 COURSE OUTLINE Student Contact Hours Ocas Laboratory I. Fundamentals of Organizational 4 Behav i or A. Working with people B. Mainsprings of motivation C. Social systems D. Morale Information and Its use E. Developing a sound behavioral cl Imate II. Leadership and Its Development 6 A. The leadership role B. Effective supervision C. Development of participation D. Human relations training 111. Organ 1 zat 1 ona 1 Env 1 ronment 6 A . Or gan 1 zat 1 ona 1 structures B . Organ 1 zat 1 ona 1 dynam 1 cs C. The Individual In the organization D . 1 nf orma 1 organ 1 zat 1 on IV. . Career Development In 6 " Organizations A. Understanding career mot 1 vat 1 on B. Making career choices C. Attitudes and advancement D. Career development and management practices 43 50 Student Contact Hours Class Laboratory V. Social Environment 4 A. Labor unions B. Working with unions C. Employment discrimination D. Managing scientific and professional employees E. Managing employees In International operations VI. Communications and Group 10 Processes A. Communication with employees B. Communication groups C. Counseling and Interviewing D. Group dynamics E. Managing change VII. Operating Activities 4 A. Appraising and rewarding performance B. Using economic Incentive systems C. Integrating work systems with people D. Understanding automation E. Organizational behavior In perspective VIII. Case Problems In Technical 10 Organizations STUDENT COMPETENCIES At the conclusion of the course, the student will be able tot . List and describe 5 fundamental componenets of a sound organ 1 zat 1 ona 1 env 1 ronment . . Explain the critical role of leadership In developing an organizational cl Imate. . Describe the characteristics of an effective leader. . List 4 basic types of organizational Structures. . Diagram an organizational structure and label components, . Develop a personal career objective and explain the rationale for the choice. / . Discuss and evaluate the Impact of unionization on the U.S. economy . . Explain the Importance of Interpersonal communication In an organization. . Lis*- ^nd describe the various types of communication ths .we Important at work. 44 51 ERIC . Explain the possible Impact of automation on the people In an organization* . Effectively formulate solutions to organizational problems presented by the instructor* RECOMMENDED TEXTS Yodar and Standohar, Personnel Management and Industrial Relations . Englewood Cliffs, NJ, Prentice-Hall, 1982. Armlne et al.. Manufacturing Organization and Management. Englewood Cliffs, NJ, Prentice-Hall, 1982. Everand and Shi It, Business Principles and Management. Southwestern Publishing, 1979. 52 45 TECHNICAL COMMUNICATIONS y Techn 1 ca 1 Commun 1 cat 1 ons will prov 1 de the student with working knowledge of the use of communication techniques, procedures, and formats used In Industry and business. The student will learn accepted methods of describing devices and processes, and of making oral and written technical presentations. Also, proper use of written manuals, guides, specifications, and vendor Instructions will be reviewed. PREREQUISITE* English and Composition CREDIT HOURS i 5-0-5 COURSE OUTLINE I. Introducing Technical Communications A. Purpose of course B. Definition of technical wr 1 t 1 ng C. Basic principles of technical writing 0 . Sty 1 e 1. audience 2 . purpose 3. scientific attitude E. Introduction to oral commun 1 cat 1 on 1 1 . Conduct 1 ng" Research 6 A. Completing preliminary steps B. Assembling sources 1. searching subject heading Indexes 2. using the card cata 1 og 3. consulting specialized gu 1 des 4. locatlhg bibliographies 5. using Indexes and abstract services 6. using reference materials C. Using research results 1 . taking notes 2. assembling an annotated blbl lography III. Planning the report 5 A. Outlines 1. outlining effectively 2. rules for formal outlines B. Abstracts and Introductory summaries Student Contact Hours Class Laboratory 3 s / A * • Student Contact Hours ^ Class , Laboratory . 1 . types of abstracts - 2. ' suggestions for writing abstracts IV/ Writing Definitions A. What should be defined 1. familiar words for r unfaml 1 lar things 2. unfamiliar words for faml 1 lar things B. How definitions are constructed 1 . 1 nf orma I 7 2 •. forma 1 a. class b. distinguishing characteristics v c. summary of formal usage d. additional suggestions for formal usage 3. ampl If led definitions C. Where definitions should be placed V. Describe Mechanisms A. Describing mechanisms 5. Components of the description of a mechanism 1. some potential problems 2. specifications C. Describing malfunctions of a mechanism ■4 VI. Describing Processes A. Describing a process 6. Problems encountered In describing a process C. . Instructions In a process D. Describing malfunctions of a ,-rocess VII. Putting Ski 1 1s 1 ntc^Pract 1 ce : Writing a Formal "technical Report A. Writing the rough draft 1 . prefactory pages 2. body of the report 3 . append 1 x B. Editing the rough draft C. Producing the final copy VII I. Presenting an Oral Technical Report 48 54 A. Oral and visual aspects of technical communl cat Ions B. Oral presentations and activities 1. oral reports and presentations 2. leading conferences and group discussions C. Visual Illustrations 1. what Illustrations can do 2. types of Illustrations D. Presenting the oral report STUDENT COMPETENCIES . Explain the Importance of technical communications to the engineering technician. . Use appropriate reference materials in preparing a technical report. . Write a formal and an Informal outline for a technical report. . Write an abstract for a technical report. . Write appropriate definitions of technical terminology. . Precisely describe the characteristics and components of mechanisms. . Precisely describe the characteristics and componenets of processes. . Prepare a formal technical report using accepted formats and style. . Deliver orally an Informative persuasive technical presentations using supportive visual aids. RECOMMENDED TEXTS Brenner, Ingrld, Mathes, J. C. and Stevenson, Dwlght. JhS. Technician As Writer. Indianapolis: Bobbs Merrill, 1980. Messer, Ronald. Stvle In Technical Writing. Glenvlew, 11 J Scot t-Foresman, 1982. Sherman, Theodore and Johnson, Simon. Modern Technical Writing. 4th edition. Englewood Cliffs, NJ; Prentice Ha 1 1 , 1 983 . 49 MATHEMATICS AND SCIENCE COURSES 9 ERIC ALGEBRA COURSE DESCRIPTION This course Is designed to develop and update algebraic skills required for engineering technicians as applied to the solution of practical problems encountered In electrical, mechan 1 ca 1 , therma 1 , hydrau 11c, pneumat 1 c , and opt 1 ca 1 technologies. Topics to be covered Include functions and graphs, linear equations, determinants, factoring, quadratics, and the solution of right triangles. PREREQUISITES: Admission to Program CREDIT HOURS: 5-0-5 course outline student Contact Hours Class Laboratory I. Fundamental Concepts and 13 Operations A . Numbers and 1 1 tera 1 symbols B. Fundamental laws of a 1 gebra C. The laws of exponents D. Scientific notation E. Exponents and radicals F. Addition and subtraction of algebraic expressions G. Multiplication and division of algebraic expressions H. Equations and formulas II. Functions and Graphs 6 A. Functions P. Cartesian coordinates C. Graphing functions D . So 1 v* 1 ng equat 1 ons graphical 1y III. Linear Equations and H Determinants A. Linear equations B. Graphical solution of systems of two 1 1 near equations In two unknowns C. Algebraic solution of systems D. Solution by determinants of systems of two 1 1 near equations In two unknowns E. Algebraic solutions of three linear equations In three unknowns 53 57 Student Contact Hours Class Laboratory F. Solution by determinants of systems of three linear equations In three unknowns IV. Factoring and Fractions 10 A. Special products B. Factoring C. Simplifying fractions D. Multiplication and division of fractions F. Addition and subtraction of fractions V. Quadratic Equations 5 A. Quadratic equations. Solution by factoring B. Completing the square C. The quadratic formula VI. Variation (optional) A. Direct B. Inverse C. Joint STUDENT COMPETENCIES At the conclusion of this course , the student will be able to: . Write concepts mathematically using numbers and symbols. . Perform mathematical operations using the fundamental laws of algebra and the laws of exponents and radicals. . Make mathematical computations using scientific notation. . Perform algebraic operations of addition* subtraction, multiplication, and division on algebraic expressions. . Perform basic mathematical operations on equations and formulas to solve for any given variable. . Graph relations and functions with two variables. . Graphically solve two linear equations with two unknowns. . Algebraically solve two linear equations with two unknowns. . Use determinants to solve three linear equations in three unknowns . . Identify the general form of first, second, and third degree equation products in three unkr.owns. . Factor into prime factors algebraic expressions containing common monomial factors. . Factor the difference of two squares. . Factor trinomial expressions. . Factor perfect square trinomials. . Change a given algebraic fraction into a specified equivalent fraction. 9 ERIC 54 5 3 . Perform operations of addition* subtract I on * multiplication and division on algebraic fractions. . Solve equations containing algebraic fractions. . Solve quadratic equations by factoring. . Solve quadratic equations by completing the square. . Solve quadratic equations by use of the quadratic formula. . Define trigonometric functions using the standard trlangre. . Solve right triangles. RECOMMENDED TEXTS Clar and Hart. Mathematics for the Technologies. Englewood Cliff, N.J.t Pretlce-Hal 1 , Inc. Paul and Shaevel . Essentials of Technical Mathematics with Calculus. Englewood Cliffs, NJ.t Prentice-Hall, Inc. Washington, Allyn J. Basic Technical Mathematics with Calculus. 3rd Edition. Benjamin Cummlngs. 55 5 9 -\ *R I GONOMETRY COURSE DESCRIPTION This course Is designed to develop tr Igonometrlc. skills required for engineering technicians as applied to the solution of practical problems encountered In electrical, mechan 1 ca 1 . therma 1 , hydrau lie. pneumat ! c and opt 1 ca 1 technologies. Topics to be covered Include- trigonometric functions of angles, vectors, solutions to ob. 'que triangles, graphs of trigonometric functions. J -Operator . Identities. Inverse functions and logarithms, exponents and radicals and additional solutions to systems and equations. PREREQU ISITE: A 1 gebra CO-REQUISITE: NONE CREDIT HOURS t 5-0-5 COURSE OUTLINE I. Tr 1 vKJnometr 1 c functions of any- angle A. Signs of the trigonometric function B . Rad 1 an C. Applications of the use of radian measure II. Vectors and triangles A. Vectors B. Application of vectors C. Oblique triangles D. The law of sines E. The law of cosines III. Graphs of the Trigonometric Functions A. Graphs of Y«A sin x and Y«A cos x B. Graphs of Y«A sin bx and Y*A cos bx C. Graphs of Y»A sin (bx+c) and Y*csc x D. Graphs of Y*tan x, Y» cot x, Y»sec x, Y»csc x E. Application of the trigonometric graphs F. Composite trigonometric curves IV. Exponents and Radicals 7 A. Positive Integers as exponents Student Contact: Hours Class Laboratory 57 60 \ Student C ontact Hours Class Laboratory ERIC B. Zero and negative Integers as exponents C. Fractional exponents D. Simplest radical form E. Addition and subtraction of radical s F. Multiplication and division of rad i ca 1 s V. The J -Operator A. Imaginary and complex numbers B. Operations with complex numbers C. Graphical representation of > complex numbers D. Polar form of a complex number E. Exponential form of a complex number * * F* Products, quotients, powers and roots of complex numbers IV. Properties of Trigonometric Functions A. Fundamental trigonometric identities B. Sine and cosine of the sum and difference of two angles C. Double-angle formulas D. Ha If -angle formulas E. Trigonometric equations VII. The Inverse of Trigonometric Functions A. Inverse trigonometric * f unct i ons B. Principal values VIII. Logar 1 thms A. Exponential and logarithmic functions B. Graphs of Y - b K and Y = log bx C. Properties of logarithms D. Logarithms to the base 10 E. Logarithms to the base e F. Solutions of the exponential and logarithmic equations IX. Additional Solutions to Equations and Systems of Equations A . Graph 1 ca 1 so 1 ut I on of systems of equations tV> 6 1 E. Algebraic solution of systems of equations C. Equations In the quadratic form 0. Equations with radicals STUDENT COMPENTENCIES At the conclusion If this course* the student will be able to* . Define <.he six trigonometric functions. . Determt e the sign of the function of an angle. . Find the value of a given function of an angle. . Find the value of the angle of the Inverse trigonometric function. . Convert between systems of angular measurement. . Hake trigonometric computations with angles measured In radians. . Define vector quanltles and give examples. . Graphically represent a vector. . Graphically add and subtract vectors. . Use vectors to solve problems by resolving vectors Into rectangular components. . Solve oblique triangles using the laws of sines. . Solve oblique triangles using the law of cosines. . Graph the trigonometric functions Y ■ A sin x and Y * A cos x. . Graph the trigonometric functions Y *s1n (bx + c) and Y ■ A cos (bx +C) . . Graph the tr 1 gonmetr 1 c f unct 1 ons Y * A sin bx ^pri^Y ■ A cos bx. . Determine amplitude* perlodt and phase of periodic (sinusoidal) motion. . Graph the trigonometric functions Y » tan x» Y /e cot x, Y = sec x, Y = esc x. • Describe various types of motion In terms of the sine curve. . Graphically combine two or more trigonometric curves. . Perform operations Involving algebraic expressions containing fractional components. . Reduce radicals to simplest form. . Perform operations wtlh algebraic expressions containing fractional components. . Define and describe the complex number system. . Perform complex numbers graphically. . Represent complex numbers graphically. . Write complex numbers In polar form. . Write complex numbers In exponential form. . Calculate the product* quotient* powers* and roots of complex numbers. . Recognize and verify the basic trigonometric Identities. . Prove the vallldlty of trigonometric equations by means of the trigonometric Identities. 59 62 . Compute the sine and cosine of the sum and difference of two angles. . Compute the value of the sine and cosine of the double angl e. . Compute the value of the sine and cosine of the half angle. . Recognize and define Inverse trigonometric functions. . Compute the principal value of a given trigonometric f unct 1 on . . Recognize and define an equation In exponential form. . Recognize and define an equation In logarithmic form. . Graph exponential and logarithmic functions. . Perform algebraic operations with logarithmic expressions using the properties of a logarithm. . Write a number as a logarithm to the Base 10. . Write a number as a logarithm to the Base e. . Solve exponenetlal and logarithmic equations. . Graphically solve systems of first and second degree equations with two variables. RECOMMENDED TEXTS Clar and Hart, Mathemati cs for the Technologies. Englewood C 1 1 f f s ♦ NJ : Prent 1 ce-Ha 1 1 . Paul and Shaevel , Essentials of Technical M athematics with Calculus. Englewood Cliffs, NJ: Prentice-Hall. C>3 bO ANALYTIC GEOMETRY AND CALCULUS COURSE DESCRIPTION This court* 1s a survsy courss designed to develop analytic geometry and calculus skills required for engineering technicians as applied to the solution of practical problems encountered In electrical t mechanical • thermal, hydraulic, pneumatic, end optical technologies. Topics to be covered Include analytic geometry, derivatives. Integrals, different let Ion and integration of polynomial functions end transcendental functions and Integretlon techniques. PREREQUISITES: Algebra, Trigonometry CREDIT HOURS: 5-0-5 COURSE OUTLINE I. Elements of Analytic Geometry A. The straight line B. The circle C. The parabola .D. The el 1 ipse E. The hyperbola II. Sequences and Series (optional) 2 A. Finite sequences and series B. Infinite sequences and series C. Limit of a sequence or series III. Derivatives and Applications 15 A. Limits B. The slope of a tangent to a curve C. The derivative D. Derivatives of polynomials E. Derivatives of products and quotients of functions F. The derivative of a power of a function G. The derivative as a rate of change H. Maximum and minimum problems I . I mp 1 1 c 1 1 d 1 f f erent 1 at 1 on IV. Integration and App] . cations 15 A. Differentials and Inverse d I ff erent 1 at 1 on B. The Indefinite Integral C. The area under a curve The definite Integral Student Contact Hours Class Laboratory 8 Student Contact Hours Class Laboratory E. Finding area by Integration F. Volume by Integration G. Applications for the Integral > H. Trapezlodal rule or rectangula method for approximating areas (optional ) V. Differentiation of transcendental 8 f unct 1 ons A. Derivatives of the sine and cosine functions B. Derivatives of the other trigonometric functions C. Derivatives of the Inverse trigonometric functions D. Derivatives of the exponential and logarithmic functions VI. Integration Techniques (Optional) 4 A. The genral power formula 8. The logarithmic and exponential form C. Basic trigonometric forms D. Integration by parts E. Integration by substitution F. Use of the tables. STUDENT COMPENTENCIES At the conclusion of this course, the student will be able to: . Find the stralght-1 Ine distance between two points on a graph . . Define and find the slope of a line. . Write the equation of a stralght-1 Ine "Iven various properties of the line such as points on the line, slope and/or Intercepts. . Define a circle and write the equation of a circle with the center at (0,0) and with the center at any coordinate (x,y). . Define and derive the equation of a parabola given appropriate data. . Define and derive the equation of an ellipse given the appropriate data. . Define and derive the equation of a hyperbola given the appropriate data. . Find the sum of a finite arithmetic or geometric series and of other finite series. . Find the nth term of a sequence. .Find the sum of an infinite geometric series 1f one exists. . Identify convergent and divergent sequences and series. 62 65 . Find the limit of an Infinite sequence or series If It ex 1 sts . . find the limit of an Infinite sequence or series If It exists. . Determine If a function Is continuous. . Determine the limits of a function If they exist. . Find the slope of the tangent to a curve. . Define and find the derivative of a function. . Derive the derivatives of products and quotients of f unct 1 ons . . Derive the derivative of a power of a function. . Use differential calculus to solve problems Involving rate of change. * . Use differential calculus to solve maximum and minimum problems. . Use implicit differentiation to solve applied problems. . Find the differential of a function. . Find the ant 1 der 1 vat 1 ve of a function. . Define and find the Indefinite Integral of a function. . Find the area under a curve. . Define the definite Integral of f (n). . Find volume by Integration. . Apply Integral calculus to solve problems Involving moments of Inertia* work* average values* etc. . Compute derivatives of the sine and cosine functions. . Compute derivatives of the other trigonometric f unct 1 ons . . Compute derivatives of the Inverse trigonometric functions. J . Compute derivatives of the exponential .'logarithmic f unct 1 ons . . Integrate functions by use of the general power f ormu 1 a . . Integrate functions In logarithmic and exponential form. . Integrate the trigonometric functions. . Perform Integration by parts. . Perform Integration by substitution. . Perform Integration by use of tpbles. RECOMMENDED TEXTS Clar and Hart, Mathematics for the Technologies. Englewood Cliffs, NJj Prentice-Hal 1 . Paul and Shaevel , Essential of Technical Mathematics with Calculus. Eng 1 ewood C 1 1 f f s , N J * Prent 1 ce-Ha 1 1 . Washington, Allyn J., Basic Technical Mathematics with Calculus. 3rd ed. , Benjamin Cummlngs. 63 PHYSICS J COURSE DESCRIPTION A practical approach toward the concepts of force* work, rate* and power Is presented' fn Physics I. Students are shown v by classroom -demonstration * how these four concepts are applied to the four energy systems - mechanical , fluldal* el ectr leal • and thermal - and then will perform laboratory experiments that relate each concept to the four energy systems . PREREQUISITE! CO-REQUISITE » CREDIT HOURS i COURSE OUTLINE I . Admission of Program A 1 gebra 4-3-5 I ntroduct 1 on . A. Identification of energy systems B. Review of simple mathemat 1 cs C. Review of basic concepts of physics Student Contact Hours C 1 ass Laboratory II 10 Force A. Mechanical systems 1 . 1 Inear force 2. units of mass and force 3. forcelike quantities 4 . torque V 1 u 1 da 1 systems 1 . pressure 2. density/pressure relationships Electrical systems 1. electromotive force (EMF) 2. methods of producing an EMF Thermal systems 1. temperature difference 2. temperature scales 10 B. C. D. III. Work A. Mechanical systems 1 . mechan 1 ca 1 work , trans 1 at lonal 2 . mechan 1 ca 1 work v rotat-forta 1 B. Fluida) systems 1. pressure/ volume relationships 10 65 Student Contact Hour« Class Laboratory 2. energy considerations C Electrical systems 1 . charge movement and EMF 2. conversion factors for electrical systems 3. current D. Thermal systems 1 . heat flow rate 2. heat measure 3. change of state IV. Rate 10 , 5 A. Mechanical system 1. speed and velocity* linear motion 2. acceleration* linear 3. 9 rotational' motion, angular ^velocity 4. angular acceleration B. Fluldal .systems 1. volume flow rate 2. mass flow rate C. Electrical systems 1 . current, 2. AC /DC 0. Thermal systems 1. heat energy transfer 2. heat flow rate V. Power 5 5 A. Power equations 1 . power def 1 ned 2. basic equation form B. Efficiency C. Mechanical systems 1 . trans 1 at 1 ona 1 2 . rotat 1 ona 1 D . F 1 u 1 da 1 systems E. Electrical systems F. Thermal systems STUDENT COMPETENCIES . Define the following physical quantities and, where applicable, state their units In both SI (International System of Units) and English System of Units: Force Torque Pressure Vo 1 tage Temperature Difference . Given two or more mechanical forces acting along the same line, determine the resultant force. Given two of the following quantities In a mechanical rotational system determine the thirds Force Lever Arm Torque Given two of the following quantities In a fluid system, determine the thirds Force Area Pressure Given two of the following quantities In a fluid system, determine the thirds Pressure Height of fluid Weight density Given two or more voltage sources connected In series* determine the resultant voltage. Given a temperature In either degrees Celsius or degrees Fahrenheit • determine the equivalent temperature on the other scale. Describe how pressure In fluldal systems* voltage In electrical systems, and temperature difference In thermal systems are similar to force and torque In mechanical systems. Describe the conditions that must be met for equilibrium In each of the following energy systems s Mechanical Fluldal Electrical Thermal Define work and energy any energy system, and the fol lowing systems s Mechanical translations! Mechan l-ca 1 rotat 1 ona 1 Fluldal Electrical Thermal Define the following units of work and energy Foot -Pound Ca 1 or 1 e British thermal unit Joul e Define the following terms and explain their usefulness In determining work denes Radian (mechanical system) Current (electrical system) , Specific heat (tht -*isl system) Heat capacity (thermal system) Given two of the following quantities in a mechar leal trans 1 at 1 ona 1 system* determine the third: Force Dlsplacemnt Work In general distinguish terms that work from apply to energy 1 n 67 6 a Given two of the following quantities In a mechanical rotational system, determine the third: Torque Angular displacement Work Given two of the following quantities In a fluldal system, determine the third: Pressure dlffernece Volume displace Work Given two of the following quantities In an electrical system, determine the third: Vo 1 tage Charge transferred Work Given the temperature difference across a uniform thickness of a substance, the dimensions of the substance, and Its thermal conductivity, calculate the heat flow rate through the substance. Given two of the following quantities In a thermal system, determine the third: Temperature chahge of object Heat capacity of object Work (hea, energy transferred) * Define and give examples of: Latent heat Sensible heat State the general equation for work, and explain how It applies to each of the following energy systems: Mechanical trans 1 at lonal Mechanclal rota 1 tonal Kluldal Electrical Thermal Define the following rates and, where applicable, express their baste units both In SI and English systems of units: Speed and velocity v t Acceleration •** Angular velocity Angular acceleration Volume flow rate Mass flow rate."' Electric current Heat flow rate In a linear mechanical system, given all the quantities except one In each of the following groups, determine the unknown quantity: Displacement, elasped time, velocity Initial velocity, final velocity, elapsed time, acceleration Mass, force, acceleration 68 70 ERIC In a rotational mechanical system* given all the quantities except one In each of the following groups* determine the unknown quantity! Angular displacement* elapsed time* angular velocity / Initial angular velocity* final angular velocity* elapsed time* angular acceleration In a fluldal system* given all the quantities except one In each of the following groups* determine the unknown quant 1 ty : Volume of fluid moved* elapsed time volume flow rate / Mass of fluid moved » elapsed time* mass flow rate Given two of the following quantities In an electrical system* determine the third: Charge transferred Elapsed time Current Given two of the following quantities In a thermal system* Determine the t Heat energy transferred Elapsed time Heat flow rate State the general equation for rate* and explain how It - applies to each of the following energy systems: Mechanclal trans 1 at tonal Mechan 1 ca 1 rotat 1 ona 1 Fluldal E 1 ectr 1 ca 1 Thermal Define "power" as It applies* In general* to all energy systems; and equations that relate work* elapsed time* force* and rate to power In these energy systems: Mechanical system Fluldal system , Electrical system ^ List for each energy system the SI and English units used to define power* Given any two of the following quantities In any energy system, determine the third: Work (or force- like quantity x displacement - like quantity) Elapsed time Power Given any two of the following quantities In any energy system, determine the third: Force- 1 1 ke quant 1 ty , 7 Rate Power Define the following terms: Input power Output power Efficiency 71 69 RECOMMENDED TEXTS Cord, Unified Technical Concepts. Waco, Tx: Center for Occupational Reasearch and Development, 1980. Dlerauf, Edward J., Jr., and Court, James E. Unified Concepts in Applied Phvaics. Eng 1 ewood C 1 I f f s • N J : Prent1ce-Ha11 , Inc., 1979. 72 70 PHYSICS II COURSE DESCRIPTION The second quarter of Physics builds on the foundation developed In the first quarter by presenting concepts of magnetism* resistance, energy* momentum* force transformers, and energy converters. The course balances theory related to these six concepts with practical hands-on expert atoce in working with associated devices In the four energy systems (mechanical* fluldal* electrical* and therms 1 » , PREREQUISITE! Physics I COREQUISITEt Trigonometry CREDIT HOURS i 4-3-5 COURSE OUTLINE I . Magnet 1 sm A. Magnetic theory B. Magnetic fields and flux C. Comparison of magnetic and electric circuits Res 1 stance 1 0 5 A. Mechanical systems 1 . dry friction 2. static and kinetic friction B. Fluldal systems 1 . fluid res 1 stance 1 n pipe' 2 . v 1 scos 1 ty C. Electr ?»J systems 1 . Ohm j Law 2. res J a*. I \ ity of conductors D. Thermal systems 1 . therma I res • stance 2. Insulation III. Potential and Kinetic Energy 10 5 A. Mechanical systems 1. trans 1 at 1 one 1 2 . rotat 1 ona 1 B . F 1 u 1 da 1 systems 1. volume /mass conversion 2 . Bernou Ill's equat 1 on C. Electrical systems 1. charge relationships Student Contact Hour s Class Laboratory 5 5 II. 71 73 i Student Class Contact Hours Laboratory 2. capacitors D. Thermal systems IV. Momentum A. Linear momentum B. Impulse and momentum change C. Angular momentum D. Momentum In fluldal systems E. Conservation of momentum V. Force Transformers A. Principles of force transformers B. Mechanical systems 1 . the pul 1 ey 2. the lever 3. the Inclined place 4. the screw v 5. the wheel and the axle C. Fluldal systems 1 . the hydrau 11c 1 1 ft 2. mechanical advantage of a hydrau 11c 1 1 ft D. Electrical systems - electrical transformers VI . Energy Converters A. General considerations and background B. Converters of mechanical Input energy C. Converters of fluldal Input energy 1. mechanical output energy 2. electrical output energy D. Converters of electrical Input energy 1. mechanical output energy 2. thermal output energy 3. optical output energy E. Converters of thermal Input energy 1. mechanical output energy 2. thermal output energy 3. optical output energy F. Converters of optical Input energy . 1. electrical output energy 2. thermal output energy 9 ERIC 7? 74 STUDENT COMPETENCIES . Determine the direction and strength of a magnetic field. . Examine how the concepts of force, parameter, rate, and resistance apply to magnetic circuits. . List and describe different types of magnetic material. . Calculate magnetic field strength, or magnetic flux of an area. . Explain the effects magnetism has In each of the energy systems. * • Describe the effect of magnetic forces exerted on moving charged particles In a magnetic field. . Compare simple magnetic and electric circuits using the unified concepts. • Given two of the following quantities In a fluid system determine the thirds Pressure Height of fluid Weight density Given two or more voltage sources connected In series, determine the resultant voltage. • Given a temperature In either degrees Celsius or degrees Fahrenheit, determine the equivalent temperature on the other scale. Describe how pressure In fluldal systems, voltage In electrical systems, and temperature difference In thermal systems are similar to force and torque In mechan 1 ca 1 systems • . Describe the conditions that must be met for equilibrium In each of the following energy systems i Mechanical Fluldal El ectr leal Therma 1 . Define work and energy In general terms that apply to any energy system, and distinguish work from energy In the following systemst Mechanical trans 1 at lonal Mechanical rotational Fluldal £1 ectr leal Thermal . Define the following units of work and energy Foot-Pound Ca 1 or 1 e British thermal unit ' Newton-Meter Joule . Define the following terms and explain their usefulness 1n determining work done* Radian (mechanical system) Current (electrical syste»a) 73 75 Specific heat (thermal system) Heat capacity (thermal system) Given two of the following quantities In a mechanical translations! system, determine the third: Force Displacement Work Given two of the following quantities In a mechanical rotational system, determine the third: Torque Angular displacement Work Given two of the following quantities 1ha*f1u1dal system, determine the third: Torque Angular dlsplacemnt Work Given two of the following quantities In ah electrical system, determine the third: Vo 1 tage Charge transferred Work Given the temperature difference across a uniform thickness of a substance, the dimensions of the substance, and Its thermal conductvlty, calculate the heat flow rate through the substance. Given two of the following quantities In a thermal system, determine the third: Temperature change of object Hecit capacity of object Work (heat energy transferred) Define and given examples of: Latent heat Sensible heat State the general equation for work, and explain how It applies to each of the following energy systems: Mechanical translation^ Mechan 1 ca 1 rotat 1 ona I Fluldal Electrical Therma 1 , . . , Define the following rates and , where applicable, express thler basic units both In 31 and English systems of units: Speed and velocity Accel erat Ion Angular velocity Angular acceleration Volume flow rate Mass flow rate Electric current Heat flow rate 76 O J ERIC 74 In a linear mechanical system, given all the quantities except one In each of the following groups, determine the unknown quant ttyt Displacement, elapsed time, velocity Initial velocity, final velocity, elapsed time, acceleration Mass, force, acceleration In a rotational mechanical system, given all the quantities except one In each of the following groups, determine the unknown quantity: Angluar displacement, elapsed time, angular velocity/ Initial angular velocity, final angular velocity, elapsed time, angular acceleration In a fluldal system, given all the quantities except one In each of the following groups, determine the unknown quantity: Volume of fluid moved, elapsed time volume flow rate, mass fluid moved, elapsed flow rate Given two of the following quantities In an electrical system, determine the third: Charge transferred Elapsed time Current Given two of the following quantities In a thermal system, determine the third: Heat energy transferred Elasped time Heat flow rate Define resistance In a general way, and state the final form of the energy expended when a force 1 1 ke quant 1 ty does work to overcome resistance In an energy system. Calculate the magnitudes of starting and sliding frlctlonal forces, given the mass or weight of the object, the coefficients of friction, and the angle of Incl ine. Given the two of the following quantities In fluldal, electrical, and thermal systems, determine the third: Force 1 Ike quantity Rate Resistance Describe the difference between laminar and turbulent flow. State the factors contributing to fluid resistance In pi pes . State the factors contributing to thermal resistance of objects. Describe with the use of graphs the definition of resistance as the ration of force like quantity to rate (n fluldal, electrical, and thermal systems. Include the units of forcelike quantity, rate, and resistance for each system. State the fundamental difference between sliding 75 77 frldtlon and resistance as It applies to fluldaN electrical t and thermal systems. Define potential energy, kinetic energy, and conservation of enrgy by using examples from mechanical systems . Given any two of the quantities In the following groups, determine the third: Mass, velocity, kinetic energy Mass, height, potential energy Spring constant, spring displacement, potential energy / Moment of Ineitla, angular velocity, kinetic energy / Capacitance, voltage, potential energy Given BernoullPs equation and the height of liquid In a tank, determine the exit velocity at the bottom of the tank If ther Is no fluid friction. List and describe the three processes that transfer thermal energy. Discuss the conservation of energy as It applies to fluldal, electrical, and thermal systems. D.ef1ne the fcTI lowing terms? state the appropriate units In the mk/s system (SI) and t cg/s system; and give the equation for each* Linear momentum Angular momentum Impul se Angular Impulse Moment of Inertia Given two of the following quantities, determine the third: Mass of an object ( Velocity of the object Momentum of the object Given all the following quanltles, determine the third: Moment of Inertia of an object Angular velocity of the object Angular momentum of the object Given two of the following quantities except one describing a linear col 11 son, determine the unknown quantity* Mass of first object Initial velocity of first object Final velocity of first object Mass of second object Initial velocity of second object Final velocity of second object Explain the following concepts In a short paragraph each: Consevatlon of linear momentum Conservation of angular momentum Use a given equation to calcuate the force produced on one blade of a reaction turbine, given the velocity of ,-luld and the mass of fluid per unit time striking the blade. 76 78 Describe specific force transformers In the mechanical trans 1 at 1 ona 1 f mechanical rotational* fluldalt and electrical systems; and discuss their fundamental similarity as transformers of forcelike quantities. Define the following terms i Ideal mechanical advantage Actual mechanical advantage Efficiency . Calculate the Ideal mechanical advantage of a specific I pulley, lever* screw* wheel and axle* hydraulic press or 1 1 f t « and e 1 ectr 1 ca 1 transformer . . Calculate the change In current In an Ideal electrical transformer. Discuss how the role of resistance In a transformer dissipates energy Input and reduces efflclence. Describe the power Input- and power output character 1st tcs of a transformer that operates continuously. . ' Describe energy converters In general terms that apply to all energy-conversion devices. Describe the operation of the following energy converters Vane pump Turbine Electric generator Electric motor Electric heater Internal combust on engine Bo Her So 1 ar co 11 actor Given two of the following quant ties, determine the third* input energy Output energy Efficiency Given the efficiency of all the energy converters used In an energy conversion system* determine the overall system efficiency. RECOMMENDED TEXTS Cord, Unified Technical Concepts. Waco « TX: Center for Occupational Research and Development, 1980. ? D-ferauf, Edward J.* Jr., and Court, James E. Un 1 f 1 ed Concepts 1 n App 1 1 ed Phvs 1 cs . Englewood Cliffs, NJi Prentice-Hall, Inc., 1979. PHYSICS III COURSE DESCRIPTION This third quarter of Physics will provide the student with practical knowledge of sound scientific principles behind devlcss and components addressed In four concepts? transducers i energy transfer and storage, vibration and waves* and radiation. Practical hands-on experience with devices common to many technologies Is offered In the laboratory. PREREQUISITE? Trigonometry, Physics II CREDIT HOURS ? 4-3-5 COURSE OUTLINE I . 1 1 . Transducers A. Basic concepts B. Self excited transducers C. Externally excited transducers Energy Transfer and Storage 10 A. Basic considerations 1 . thermal cool 1ng , 2 . rotat 1 ona 1 Mechanical systems 4. trans 1 at 1 ona 1 2 . rotat 1 ona 1 Fluldal systems Electrical systems Thermal systems Student Contact Hours Class Laboratory 5 5 B. C. D. E. Ill Vibrations and Waves A. Oscillating systems 1. simple harmonic motion 2. oscillating systems with res 1 stance 3. forced oscillations 4. resonance B. Types of waves 1 . transverse 2. longitudinal C. Wave characteristics 1 . wave velocity 2. the wave equation 3. superposition 4. standing waves 5. Interference D. Wave motion as a unifying concept 1. mechanical systems 15 79 SO Student Contact Hours Class Laboratory 2. fluldal systems 3. electrical waves IV. Radiation 10 10 A. Electromagnetic radiation « B. Light C. Optical Instruments 0. Waves and particles E. particle radiation t STUDENT COMPETENCIES / . / In a short paragraph, define a transducer. Include a distinction - between those transducers that require external energy sources and those that do not. . Describe the operation of the following transducers* Strain gage Accel erometer x M 1 crophone Turbine flowmeter Barometer Meter movement Thermocouple , Thermistor Bimetal 1 ic strip Photoconduct 1 ve ce 1 1 Photovo 1 ta 1 c cell . Define the following terms: Steady state Transient Damping Time constant Half-life Decay constant . Draw and label a graph showing an exponentially-decaying function. Include on the graph the time constants Tl/2 and Tl/e = *X • also write an equation for the function shown on the graph. Given the Initial temperature of a hot body, the ambient temperature of' Its surroundings, and the thermal time constant of the syscem, determine the temperature of the body after a specif 1 ed time Interval. Given the number of radioactive atoms In a*. sample and y» the decay constant, determine the number of atoms remaining after a specified time Interval. Given the values of resistance, capacitance, and applied voltage in an RC electrical circuit, determine the time constant for the circuit, the^tlme required for the capacitor voltage to reach 99% of the Applied voltage, and the circuit current and capacitor 'voltage after a <• 9 ERIC 80 81 specified time Interval. Explain how the concept of time constants can be applied to the following energy systems; give a specific example 1 n each case : Mechanical trans 1 at 1 ona 1 Mechan 1 ca 1 rotat 1 ona 1 Fluldal Electrical Thermal Optical Nuc 1 ear Solve problems Involving simple harmonic motion. Describe damping phenomena In oscl Hating systems with resistance. Describe systems oscillating under the Influence of an energy source. Distinguish between longitudinal and transverse waves by giving at least two examples of each types and by drawing and labeling a sketch of each. Define the following terms associated with waves and wave motion: Propagating medium Wavelength Frequency Period Displacement Ampl Itude Phase Standing wave Constructive Interference Destructive Interference Beats Calculate the wavelength of a wave, given Its velocity and frequency. Interpret the following equation* explaining the significance of each symbol: y - A sin 2tT( 7 ft ). Explain the meaning of the expression* "The current leads the voltage by a given phase aogle " by using sine-wave sketches of both current and voltage. Describe the superposition principle. Describe wave phenomena In each of the following energy sytems : Mechan 1 ca 1 Fluldal Electrical Describe In one or two sentences the basic properties of each of the following types of radlatlont Sound Light Alpha and beta particles Define electromagnetic radiation (radiant energy), and describe a simple experiment that Illustrates how electromagnetic radiation can be created. 81 82 . List the frequencies In the electromagnetic spectrum from wavelength Em waves of AC power (60 hertz) to gamma rays (10 hertz). Including each major part - radio, FM, television, radar, microwave. Infrared, visible, ultraviolet. X-ray, and gamma ray. . Given the equation v +Af - relating wave speed, wavelength and frequency J - determine the radiation frequency for any part of ihe el ectromagentl c spectrum. Given the equation E * hf or E » h c/e, determine the energy of different waves In Em spectrum. . Describe qualitatively the nature of an electromagnetic wave In terms of electric and magnetic fields; state what Is always required to generate an EM wave; and explain how EM wave* - ^ propagated through empty space without benefit of *n elastic medium. . Describe a photon, and explain why both wave and particle-like (photon) phenomena are required to describe 1~< traction of Em radiation with matter. Give examples 1r which the wave character Is most useful In describing Em radiation and In which the photon character is most useful. . Explain what Is meant by the Inverse square law and how thl* law Is used to describe the fall -off of EM radiation propagating from a smeil 1 source. . Define polarization, and explain what Is meant by po.er1z«d Em radiation - In particular polarized light. . Define visible radiation, and determine It's limits numerically In terms of wavelength, frequency, and energy. . Describe tho reflection and refraction of EM radiation - especially light - and set up an experiment to verify the two laws. . Differentiate between elpha and beta radiation and gamma i ad 1 at 1 on . . Briefly explain each of the three parts In the symbol . Given the appropriate equipment. Illustrate and verffy the Inverse square law EM radiation In the visible region. Given the appropriate equipment, produce and aetect polarized light In the microwave region. RECOMMENDED TEXTS CORD, Unified Technical Co n cepts. Waco TX: Center for Occupational Research and Development, .1980. Dlerauf, Edward J. * Jr. and Court, James E. Unified Concepts In AppI led Physics. Englewood Cliffs, NJt Prentice-Hall, Inc., 1979. 238 82 83 TECHNICAL COURSES «3 84 9 ERIC r A-C CIRCUITS ' COURSE DESCRIPTION This course provides the student with the knowledge end skills to analyze basic A-C circuits. The course Includes the fol lowing main topless Magnetism, Inductance* Alternating current , Reactance v Impedance, and Admittance. PREREQUSI ITE: DC Circuits, Algeb-a CO-REQU I S I TE x Trigonometry, Phuslcs I CREDIT HOURS i 4-3-5 COURSE OUTLINE Student Contact Hours Class Laboratory 1 . Magnet 1 sm 5 3 A. Magnetization curves B. Permablllty from the BH curve C. Hysteresis D. Eddy current E. Magnetic shielding F. Magnetic ctrcults II. Inductance * A. Faraday's law B. Lenz's law , C. Counter emf D. Time constant 111. A 1 ternat 1 ng Current A. The sine wave B. Peak values C. Instantaneous' values of voltage emd current D. The radian E. Rms Values F. Average values IV. Reactance 6 6 A. Inductive reactance 'B.« Capacltlve reactance C. Vector algebra V. lmpedar.ee 10 6 A. RLC series circuits B. RLC parallel circuits C. Admittance D. Conductance and susceptance E. Power factor 85 y VI . Impedance networks A. Loop equations STUDENT LABORATORIES . Analyze magnetic circuits. Operation of an oscilloscope. . Determine the peak value , RMS value, and peak-to-peak value of a slnewave using an oscilloscope. . Plot the response curve of a series RL and RC network. . Plot the response curve of a parallel RC and RL network. . Analyze A-C circuits using the Thevlnln theorem. . Determine the total current In a series RC, RL and RLC circuit. Determine real and apparent power Iri, a series RLC circuit. Use loop equations to solve Impedance networks. STUDENT COMPETENCIES At the conclusion of this course, the student will be able tot . Operate an oscilloscope. . Determine peak value. Instantaneous value, average value, and RMS value of a sine wave. . Measure voltage and current In a series RLC circuit and parallel RLC circuit. . Determine the total Impedance and admittance of a series and parallel RLC circuit. Use loop equation to solve Impedance networks. RECOMMENDED TEXTS Boylestad, Robert D. Introductory Circ uit Analysis. Fourth Edition, Indianapolis, Int Bobbs Merr 1 1 1 , 1981. Jackson, herbert W. , Introductory to Ele ctric Circuits. Fifth Edition, Englewood Cliffs, NJt Prentice-Hall, Inc., 1981 . Student Contact Hours Class Laboratory 3 3 86 86 7*W COMPUTER AIDED DRAFTING AND DESIGN (CAD) 1 COURSE DESCRIPTION The purpose of this course Is to Introduce and familiarize the student with the usage of CAD/CAM equipment, software, and terminology. The student will perform a simple two-D drafting exercise on a CAD system. PREREQUISITES: Computer Fundamentals, Engineering Graphics I CO-REQUISITES* None CREDIT HOURS: ! -3 COURSE OUTLINE Student Contact Hours Class Laboratory I. Introduction to CAD 1 ~" A. Need for computer graphics 1 n 1 ndustry B. Present engineering methods C. Need for productivity D. Vocabulary - terms and acronyms E. Who uses CAD/CAH II. Computer Applications In 1 c Engineering 'a, Computer aided drafting CAD B. Computer aided design CAD Computer aided engineering CAE D. Computer aided manufacturing CAM III. Computer Aided Drafting & Design 1 A. Mechanical B. Electrical - electronic C. Architectural D. Mapping E. Miscellaneous IV. The CAD System 2 4 A. Hardware 1. central processing unit 2. disk memory 3. magnetic tape 4. Interactive terminals 5. pi otter s/^*" 1 «7 87 Student Contact Hours Class Laboratory B. Software 1. operating systems ^ 2. application packages 3. language support C. Other standard peripheral devices V. Why CAD/CAM - Justification 1 IV. CAD/CAK Usage A. Printed circuit board design 2 12 1. system description 2. board geometry and component placement 3 . si gna 1 rout 1 ng 4. editing and checking B. Integrated circuit design 1 . I.C. f abr 1 cat 1 on 2. the role of CAD/CArt C. Generating a wiring diagram database 1. wiring diagrams/wire charts 2. cabling diagrams D. Cartographic processes 1 . background 2. using the Information system In planning Ek Mechanical de&lgn using 2D/3D CAD 1. the ro!e of Interactive graphics 2. drafting mechanical parts 3. generating numerical control data 4. tool design F. CAD/CAM In manufacturing processes 1. process design applications 2. forging, extrusion, rolling and forming 3. machine shop application VII. 2D Drafting on CAD 2 42 A. Part description B. Orthographic projection C. Dimensioning the part STUDENT LABORATORIES . Tour (as available) firms using CAD/CAM systems. Observe part being machined on CNC machine. . Operate CAD system to reproduce a prr stored drawing. . Design/Draw a printed circuit board Ing CAO system. . Design/Draw a cable diagram using CAD system. Design/describe a basic part. Design/draw a machine part In three views. STUDENT COMPETENCIES At the conclusion of this course, the student will be able to: . Oescrlbe need for CAD In Industry. Describe CAD engineering methods. . Explain CAD's role In productivity. . Demonstrate CAD vocabulary. Enumerate personnel using CAD/CAM. . Explain Computer Aided Applications In Draft Ing-CAD. . Explain Computer Aided Applications In Deslgn-CAD. . Explain Computer Aided Applications In Engineering-CAE. . Explain Computer Aided Applications in Manuf actur 1 ng-CAM . . Describe capability In mechanical drafting & design. . Describe capability In electrical /electronic drafting & design. • Describe capability In architectural drafting and design. Describe capability In cartographic drafting and design. Describe miscellaneous capabilities. • Describe the function of various hardware In a typical CAD system. Central processing unit - CPU Disc memory Magnetic tape Plotters Operating systems Application packages Language support . Describe the function of other peripheral devices. Digitizers Pens Describe the operations and functions possible In: Printer clruit design Integrated circuit design Generation of a wiring diagram database Cartographic processes Mechanical design, using 2D/3D CAU Manufacturing process „ Demonstrate knowledge of all hardware/ software In the system to be used. Demonstrate proper address and setup techniques. Design/descr *be a basic part. Demonstate completion of a part by generating a usable drawing (hardcopy) . RECOMMENDED TEXTS Geotsch, David. CAD/CAM Workbook. Southwestern Polishing Company. a; 89 Computervlslon Corporation, CAD/CAM Handbook t Computer Vision Corporation, 210 Burlington Road, Bedford, Ma. , 1980. Ryan. Computerciraph 1 cs Prob 1 ems . Brooks-Cole Engineering, Deimart CA., 1983. Volflnet. Introductio n to CAD. McGrawHIII, 1983. Angell, Ian 0., A Practical Introduction £fi — Computer . Graphics. New York: John Wiley & Sons, Inc. Available from the Numerical Control Society. Foley, James D. & Van Dam, Andrles, Fundamentals at Interactive Computer Graphics. Reading, Massachusetts* Add 1 son-Wesley Publishing Co., 1982. GlloK Wolfgang K., Interacti ve Computer Graphics. Englewood Cliffs, New Jerseys Prentice-Hall, Inc. 1978. Machover, Carl, Understand ing Computer Graphics. New York* Van Nostrand Relnhold Co., Newman, William & Sproull, Robert, Principles of — Interactive Computer Graphics. (2nd Edition.) New York: McGraw-HI 1 1,1979. Nlevergelt, Jurg 7 Fallman, Michael, Eert 1 nent — Concepts In Cony ut er Graph 1 cs . University of Illinois Press, 1969. Parslow, R.D. . Computer Graphics : Techniques _§nc| AppI 1 cations. New York: Plenum Press, 1969. PoMack, Virginia, Becomm 1 no Cotnf ortab 1 e with — Computer Graphics. San Diego: Hewlett Packard Corp., 1980. Scott , Joan E . , Introduction to Interactive Computer Graphics. New York: John Wiley & Sons, Inc. Available from the Numerical Control Society. Thompson, Harmon, Implementing Computer gra phics. Available from the Numerical Control Society- 9 'J yu COMPUTER AIDED DRAFTING AND DESIGN (CAD) ,11 COURSE DESCRIPTION This course Is an advanced computer design course that assumes the student has a working Knowledge of the use of a CAD machine. The student Is expected ^to demonstrate his/her working Knowledge of engineering, drawing, technical report writing, and prepare a complete engineering design and proposal . PREREQUISITE* Computer Aided Drafting ft Design (CAD) I CREDIT HOURS* 1-6-3 COURSE OUTLINE Student Contact Hours Class Laboratory I. CAD/CAM Capability (relevant to equipment available) A. Scope of available graphics B. Analysis capability C. CAM capability D. Other CAD/CAM capabl 1 1 ties II. Engineering Design Specifications A. Scope of project B. Required sketches for preliminary design C. I nstructor /Student discussion of project III. Student Proposal for Design^ A. 3-vlew sketch B. Preliminary calculations C. Project Justification IV. CAD Drawings A. 3-vlew overall design B. 3 views, each part of design C. Sectional views D. Material 1 Ists t. loierancing/ notes r .o manufacturer V . Techn 1 en 1 Report A. 8 1/2" X 11" 3-vlew with part numbers B. Parts listing C. Description of how parts are to be manufactured 61 91 91 Student Contact Hours Class Laboratory D. Description of how design will work E. Cost estimate F. Load analysis IV. Project Check 1 6 A. Student review of another student's project B. Instructor review of project and grade C. Student corrections of draw 1 ngs STUDENT LABORATORIES . Produce* on CAD, all sketches needed for a preliminary design review. Produce, on CAD, a 3-vlew sketch and calculations sufficient for an engineering proposal. . Produce, on CAD, all 3-vlew and 3-d 1 mens lonal drawings needed for a "top" drawing. . Produce, on CAD, all 3-vlew, 3 dimensional and sectional views needed for all detail drawings in a product. Generate, on CAD, material lists, tolerance notes and manufacturing notes for a Droduct. • Prepare fault analysis reports (as required) of other student's projects. Students correct own errors and finalize all drawings and reports. Machine assemble and test product generated In the project (time permitting.) STUDENT COMPETENCIES At the conclusion of this course, the student will be able tot ,. Explain the >tffcope of graphics available In the CAD/CAM system (as relevant to each respective Institution). . List the analysis functions which are available In the CAU/CAM system ( as relevant to each respective Institution). . Enumerate the different types of CAM operations that could be performed with the CAD/CAM system (as relevant to each respective Institution). Produce, on CAD, the necessary preliminary sketches for design definition of a student project. Prepare, on CAD, all sketches, calcuatlons and project Justifications needed to produce a design proposal. . Generate all overall drawings, detal 1 drawl ngs, material lists, toleranclng and manufacturing notes needed to produce the proposed project. » 92 92 I Produce a comprehensive technical report on the proposed project. Correct all design and/or production discrepancies found In peer cross-rev* and Instructor checks. RECOMMENDED TEXTS Chasen, Sylvan H. t Geometric Principles and Procedures for Computer Graphic Add Ileal tons. Englewood Cliffs, New Jersey i Prentice-Hall, Inc. 1978. 7 Computer-vision Corporation, CAD /CAM Handbook. C omputer V 1 s 1 on Cor por at Ion, 201 Bur 1 1 ngton Road , Bedford , MA , 1 980 i Goetsch, Dav^d. ^AD/CAM Workbook . Southwestern Pub 1 Ashing Company. V Moore, Patricia A., Harvard Library of Computer Graphics. Cambridge i Harvard University Laboratory for Computer Graphics and Spatial Analysis, 1980.x Parslow, R.D., Advanced Computer Graph lest Economic Techniques and A pplications. New York: Plenum^ Press, 1971. Ryan. Computer graph les Problems. Brooks-Cole Engineering, Delmart, CA. 1983. Sherr , S., Electronic Displays. . New ' York: W1 ley-Inter science, 1979. volflnet. Introduclton to CAD. McGraw-Hill, 1983. £3 COMPUTER AIDED MANUFACTURING (CAM) COURSE DESCRIPTION i Computer numerical controlled machining Introduces the student to the concept of automated machining, necessary coordinate systems. manual programming, conversational programming and the actual production of parts on CNC machines. ' PREREQUISITE! Manufacturing Processes II CREDIT HOURS i 1-6-3 COURSE OUTLINE I, / II, III. IV. VI Student Contact Hours Class Introduction to Numerical Control 1 A. History B. Introduction terminology , C. Economics Laboratory Drafting for Numerical Control A. Base line dimensioning &T Cumulative dimensioning Review of Mathematics for. NC A. Plane geometry B. Trigonometry 1 Introduction to Coordinate Systems 1 A. ' Base 1 1 ne Cartes Ian Two axis planar Wor kp 1 ece 1 ocat 1 on Point to point and continuous path Absolute and Incremental B. C. D. E. F. Program Preparation A. Planning the Job for NC tf\ Flxturihg C. Cutting tools D. Set-up sheet E. Plotting command point and cutter path F. Writing the part program manuscript ,» CNC Ml 1 1 Ing Machine A. Machine specifications B. Programming format C. Tools and methods consideration I 18 94 D. Program entries descriptions VII. CNC Lathe 1 18 A. Machine specifications B. Programming format C. Tools and methods considerations 0. Program entries descriptions 'E. Operation procedure F. Optional equipment VIII. Optional Support Equipment 2 A. Paper tape B. Cassette recorder C. Floppy disk x D. CAO systems STUDENT LABORATORIES 8 "l Students will plot absolute and Incremental machine cutter paths and demonstrate those paths on (the CNC /„ machines. Students will demonstrate correct location of zero "pdlnts relative to planned cutter paths. . Students will demonstrate correct operating procedures for the respective CNC equipment. . Students will demonstrate correctly-written part programs on the respective CNC machines. , . Students will prepare programs off-line and on-line. Students win edit programs ana demonstrate successful outcomes on the CNC machines. i STUDENT COMPETENCIES N At the conclusion of this course, the student will be able tot Manually write acceptable part programs. . Prepare acceptable tapes and other formats of programs and demonstrate correct loading 1nt*» CNC machines. . Write acceptable part programs utilizing conversational programming techniques. . Select prdpe*- tools relative to part programs.^ .« Produce acceptable parts on ihe respective CNC machines In the laboratories. Recommended texts Ch 1 1 ds , James J . , Principles of Numerica l Control .Third Edition, Industrial Press Inc. 200 Madison Ave., N.Y., 1982. 95 96 - / Harrington* Joseph Jr., Computer In tegrated Manuf ac^ur 1 no . New York * Kr I eger . Aval table from the Numer I ca 1 /Cont ro t Society. / / Nicks, J. BASIC Programming Solutions for Manu/ flCtur 1 nfl t Dearbornt Society of Manufacturing Engineers. Orr, Joes, The Complete CAD/CAM Anthology. Chestnut HI 1 1 , Massachusetts: Management Roundtable Inc., 1989. Taraman , K . , CAD /CAM i Meeting Today's Productivity Cha) lenoe. Dearborn* Society of Manufacturing Engineers, 1990. \ i ' 9 £ D-C CIRCUITS COURSE DESCRIPTION This course provides the student with the knowledge and skills to analyze basic D-C circuits. The course Includes the following main topics: Scientific notation and unit converslonst Insulators, Conductors* Sources, Resistance, Work and power. Series and parallel circuits* Series-parallel circuits, and Equivalent circuits. PREREQUISITE: Admission to program. CO-REQUISITE: Algebra CREDIT HOURS: 4-3-5 COURSE OUTLINE I. Introduction to Engineering Technology A. SI units B. Scientific Notation C. Unit Conversions II. Introduction to Electricity A. Insulators B. Conductors C. Sources D. Resistance E. Work and power Student Class 4 Contact Hours Laboratory 6 III. Series and parallel circuits A. Series circuits B. Parallel circuits C. Series-parallel circuits 8 IV. D-C Circuit Theorems A. Thevenln's theorem B. Norton's theorem C. Superposition theorem D. Millman's theorem E. Delta-wye transformations F. Nodal analysis G. Mesh analysis V. Capacitance A. Capacitance reactance B. Charging and discharging C. Time constants 15 4 ERIC 99 97 STUDENT* LABORATORIES Introduce the student to Engineering Technology. Introduction' to Instruments, measurement procedures, and saftey precautions. Measure D-C voltage, current and resistance In merles circuits. . Measure D-C voltage, current, and resistance In paral lei cl rcults. . Measure D-C voltage, current, and resistance In serles-paral le'i circuits. Design a basic voltmeter and current meter. . Analyze series-parallel circuits using circuit theorems. Determine capacitance values by use of discharge times. STUDENT COMPETENCIES At the conclusion of this course, the student will be able . to » Convert from one unit of measurement to another. Express decimal numbers In scientific notation. [ . Use SI units . Determine resistor values from their color code. . Convert mechanical power to electrical power. . Use a digital and analog VOM. . . Measure the current and voltage In a D-C series and parallel circuit. . Use D-C circuit theorems to determine the total resistance, current and voltage In resrl stance networks. . Plot the charging curve of a capacitor. RECOMMENDED TEXT Boylestad, Robert D. Introduc tory Circuit Analysis. Fourth Edition, Indianapolis, IN: Bobbs Merrill, 1981. Jackson, Herbert W., Introduction to E lectric Circuits, Fifth Editions, Englewood Cl Iffs, N J : Prentice-Hall, Inc, 1981. 9 b 100 "ERJC DYNAMICS COURSE DESCRIPTION Dynamics Is the study of forces on particles and bodies 1 n mot 1 on . It Is a f undamente 1 Mechan 1 ca 1 Eng 1 neer 1 ng Technology course which supplements the knowledge acquired In Statics and allows students to apply this knowledge to dynamic systems. PREREQUISITES: Statics, Physics II, Analytical Geometry and Cal cuius CREDIT HOURS: 4-3-7 COURSE OUTLINE Student Contact Hours Class Laboratory I. Kinematics of Particles 6 6 A. Introduction to dynamics B. Description of motion C. Rectilinear and angular motion D. Plane curvilinear motion II. Kinetics of Particles 8 6 A. Equations ' ' motion B. Work and Energy C. Impulse and momentum III. Kinematics of Rigid Bodies 8 6 A. Translation B. Rotation about an axis C. General plane motion D. Motion about a fixed point IV. Kinetics of Rigid Bodies 6 6 A. Force, mass, and acceleration B. Impulse and momentum STUDENT LABORATORIES Student will Investigate change and momentum. Using equations and principles of rotational motion, students will determine angular velocity and angular acceleration of a phonograph turntable. . Students will calculate the angular momentum of a flywheel drive. STUDENT COMPETENCIES By the conclusion of this course students will be able to: Determine the position, velocity, and acceleration of a particle given set conditions. 101 Determine the Determine the Determine the Determine the Determine the motion of a particle. acceleration of a particle. force acting on a particle. angular momentum of a particle. angular velocity and angular acceleration. of a point on a rotating body. RECOMMENDED TEXTS Breneman, Mechanics. McGrfew-HI 11 . Jensen and Chenoweth, Applied Engine ering Mechanics. McGraw-HI 1 1 . 102 9 ERIC ELECTROMECHANICAL DEVICES COURSE DESCRIPTION Electromechanical Devices Is designed to provide the student with a working knowledge of control elements in electrical circuits, transformers, generators, motors, and synchromechanl sms. Topics presented Include pcv;er losses In transformers, large alternators, DC motor controls and efficiency, three-phase AC motors, synchronous motors, single and three-phase Induction motors, stepper motors, and classifications and applications of synchromechanl sms. PREREQUSI ITE: Circuit Analysis CO-REQUISITE: None CREDIT HOURS: 4-3-5 COURSE OUTLINE Student C ontact Hours Class Laboratory I. Electromechanical Devices 2 An Introduction A. Magnetic forces and fields B. The origin of magnetism C. Magnetic fields of electric currents D. * Forces of charged particles moving through magnetic fields E. Generator action F. Motor action G. Transformers II. Control Elements In Electrical 4 3 CI rcults A. Switches B. Testing and maintenance of switches C. Relays D. Testing and maintenance of re 1 ays E. Relay circuits F. Fuses G. Checking and replacing fuses H. Checking circuit breakers III. Transformers 4 3 A. The basic transformer B. Power losses In transformers C. Power transformers D. Auto transformers E. Other transformers F. Troubleshooting transformers 103 I Student Contact Hours Class Laboratory IV. Generators and Alternators 4 3 A. The simple DC generator B. Construction of DC generators C. Field coll connections In DC generators D. Operation of DC generators E. The alternator F. Automobl 1e alternators Gv Large alternators H. Operation of alternators I. Maintenance V. DC Motors and Controls 8 6 A. The simple DC motor B. Construction of DC motors C. QsC motor controls D. Motor efficiency E. Motor maintenance and troub 1 eshoot 1 ng VI. AC Motors and Controls 10 9 A. Three-phase AC motors 1. rotating magnetic fields 2 . synchronous motors 3. Induction motors 4. power factor In AC motors B. Synchronous motors 1. rotor construction 2. field pxcltatlon and power factor 3. starting synchronous motors 4. applications of synchronous motors C. Three-phase Induction motors 1. rotor construction 2. starting three-phase Induction motors 3. applications of three-phase 1 nduct 1 on motors . 4. wound rotor motors D. Single-phase Induction motors 1. capacitor - start motors 2. permanent-capacitor motors 3. repulsion-Induction motors 4. shaded-pole motors 5. speed control of is Ingle- phase Induction motors E. Universal motors VI 1. Stepper Motors 4 3 A. Operation of the stepper motor B. Stepper motor control 9 ERIC 104 102 V 1 1 1 . Synchromechan 1 sms A. The synchro transmitter B. The synchro receiver C. Differential synchro transmitter and receivers 0. The synchro control transformer E. Classification of synchromechan i sms F. Applications of synchromechan i sms STUDENT LABORATORIES . Examine the characteristics and diagram the magnetic fields of permanent magnets and electromagnets. Construct common control circuits using switches and relays. . Construct circuits and measure efficiency of a power transformer. Set-up a generator and an alternator and measure the output character i s t i c s . Construct a motor circuit and measure the output characteristics of a shunt motor. Set up, operate, and determine the functioning characteristics of synchronous, induction, anjJ universal motors . STUDENT COMPETENCIES . At the conclusion of this course, the student will be able to: . Diagram and explain the components and relationships of basic magnetic and electromagnetic systems. Use the right hand rule to determine direction of force on a conductor or a current carrying a conductor in a magnetic field. Identify, diagram, and explain the functioning characteristics of basic types of relays used in electrical circuits. Identify, diagram and explain the function of basic fuses. Construct a relay control circuit. . Diagram, label, and explain the functioning characteristics and the components of basic types of transformers . Determine primary voltage and current, secondary voltage and current, input power and efficiency of a transformer. Test transformers for continuity of windings, and shunted windings. . Diagram, label, and explain the functioing characteristics of basic generators. Student Contact Hours Class Laboratory 4 3 105 103 . Operate a DC generator and alternator and determine their operating characteristics. . Diagram, label, and explain the components and funct' «ng . .characteristics of common types of '.C Motors. Specify appropriate types of motors for a given me r jal load. Diagram, label, and explain the components and functioning characteristics of common AC motors. . Construct, test, and plot^the curve of a DC motor circuit. Diagram, label, and explain the components and functioning characteristics of common types of AC motors. Given necessary data . determine the number of magnetic poles, synchronous speed, operating speed, slip speed of common AC Motors. . Operate properly universal motor, shaded pole motor, capacitor start motor. RECOMMENDED TEXTS Center for Occupational Research and Development. Electromechanical Devices. Waco , TX : CORD , 1 98 1 . Alevich, Walker N. Electric Motor Control. New York* Van • Nostrand Publishing Co., 1975. Anderson, Edwin P. Electric Motors. Indianapolis.. INj Theodore Aide and Co., 1969. Fitzgerald, A.E. and Kirply, Charles, Jr. Electric Machinery, New York: McGraw-Hill Book Co., Inc. 1952. ENGINEERING GRAPHICS 1 COURSE DESCRIPTION An introductory course to provide the technician with basic skills and techniques used to communicate Information and Ideas graphically. Topics to Includes an Introduction to freehand sketching; graphic drafting techniques and procedures, schematic drawing; descriptive geometry; and computer graphics. . PREREQISITE: Algebra CO-REQUISITE: Trigonometry CREDIT HOURS: 1-6-3 COURSE OUTLINE Technical Sketching A. Sketching lines, circles* and arcs B. Using the technique C. Sketching D. Sketching box construction In Isometric 1 n obi Ique Student Class 1 Contact Hours Laboratory 9 II. Drafting Fundamentals ,2 15 A. Use of Instruments B. Lettering C. Alphabet of 1 Ines D. Drawing reproduction E. Sea 1 e F. Dimensioning and toleranclng G. Geometric construction techniques III. Orthographic Projection 2 15 A. Third-angle projection in drawing B. Section drawing IV. Pictorial Drawing 2 12 A. Drawing objects In Isometric V. Schematic Drawing 1 6 VI. Descriptive Geometry 2 12 A. True length, slope, # and bearing B. Auxl 1 lary views C. Developments 107 1 '° VII. 'Computer Graphics ' A. Drawing on CRT B. CAD 'Introduction VIII. Overview of Engineering Graphics Drawing In Industry Student Contact Hours Class Laboratory 1' * STUDENT LABORATORIES . Make freehand sketches In .Isometric and oblique. . Use .drafting Instruments to make simple drawings Involving geometric construe ton techniques. .' Make drawings of objects In orthographic. Make Isometric drawings of simple objects. Make schematic drawings. Find true length, slope,. and bearing of lines. Make developments of objects. STUDENT COMPETENCIES - At the conclusion of this course, the student will be able to: . Make simple freehand sketches that will describe an object or a process In three dimensions. Use drafting Instruments to make simple engineering drawl ngs . . Draw and Interpret objects ~ln orthographic projection. Draw and Interpret simple objects In isometric. Prepare and Interpret schematic drawings. . Graphically find the true length, slope, and bearing of a 1 1 ne . . Determine true shapes and sizes of surfaces from alternative vies utilizing the line and plan methods of descriptive geometry. Discuss the use of computer as a graphics tool. RECOMMENDED TEXT Luadder, Warren J., F undamentals of Enginee ring Drawing. Englewood Cliff, N.J.: Prentice-Hall, 1981. ENGINEERING GRAPHICS II COURSE DESCRIPTION r. This course Is designed to further the student's knowledge and skills necessary to communicate Information and Ideas graphically. Topics to Includes advanced sketching* advanced orthographic projection techniques, advanced pictorial techniques. Industrial graphics applications and* an Introduction to computer graphics. PREREQUISITE: Engineering Graphics I. CREDIT HOURS: 1-6-3 COURSE OUTLINE ,~ Student Contact Hours ■* Class Laboratory 1. Technical Sketching 1 6 A. Sketching In Isometric B. Sketching In oblique C. Sketching In orthographic II. Lettering 4 III. Advanced Orthographic Projection • 3 18 and Dimensioning A. Auxiliary views B. Points, lines and planes C Skew 1 Ines D. Piercing points and plane * nter sect Ions E. Dihedral angles F; Intersection and development IV. Advanced Pictorial Techniques 3 18 A. Isometric techniques B. Oblique techniques V. Industrial Graphics Applications 3 14 and An Introduction to Computer Graphics STUDENT LABORATORIES Make freehand. sketches In Isometric and oblique. Letter exerciser us,1ng single-stroke Gothic letters. Make- advanced drawings In orthographic. Make advanced drawings In Isometric and oblique. Make drawings relating to Industrial applications. Make basic drawings using 2-D comptuer graphics. iol07 STUDENT COMPETENCIES At the conclusion of this course, the student wl 1 1 be able to: . . Make detailed freehand sketches In Isometric and oblique. . Letter notes and dimensions on drawings using single-stroke Gothic letters. . Make detailed drawings In orthographic projection utilizing standard dimensioning procedures. . Make detailed drawings In Isometric and oblique utilizing standard dimensioning procedures . " . Make . work 1 ng draw 1 hgs ut 1 11 z 1 ng 1 ndustr 1 a 1 app 1 1 catl ons . . Make basic computer drawings utilizing 2-D graphics. RECOMMENDED TEXTS Luzadder, Warren J. Fundamentals of Engineering D. awl no. Englewood Cliffs, NJ: Prentice-Hall, .1981. Luadder, Warren J. Problems 1n Engineering Drawing, Volumes I and II. Englewood Cliffs, NJ: Prentice-Hall (workbook) ma HQ ENGINEERING MATERIALS COURSE DESCRIPTION p The purpose of the course Is to provide the student with the knowledge of the more Important physical properties, limitations, and processing of metals, plastics, and ceramics so that he will be able to select materials to use In engineering designs. PREREQUISITE* Statics, Dynamics CREDIT HOURS: 3-^4-5 COURSE OUTLINE Student Contact Hours J Class Laboratory I. Materials of Engineering 1 A. Materials In Industry B. Types of materials II. Properties 4 12 A. Mechanical properties ! . stress 2. strain 3. hardness 4. toughness B. Thermal properties 1. thermal conductivity 2. expansion III. Steel Products 2 2 A^ Making of steel B. Steel terminology IV. Heat Treatment of Steels 3 4 A. EquI 1 Ibrl urn diagrams B. Mlcrostructure of steel C. Reasons for heat treating D. Heat treat cycles V. Surface and Local Hardening 3 4 A. Mechanisms B. Processes VI. Carbon and Alloy Steels 2 4 A. Alloy designations B. Carbon steels C. A1 loy steels VII. Tool Steel 1 ml 03 I I Student Contact Hours Class Laboratory VIII. Cast Iron 2 IX. Corrosion 3 4 A. Nature of corrosion B. Factors affecting corrosion C. Types of corrosion X. Aluminus and Its Alloys 2 4 A. General characteristics B. Alloy designations XI. Copper and Its Alloys 2 A. Properties B. Al loys XII. Polymer Materials 3 4 A. Types B. Strengthening mechanisms C. Polymer systems D. Uses of plastics 1. structural components 2. friction & wear XIII. Ceramics 2 A. Types B. Appl 1 cations STUDENT LABORATORIES . Determine and compare the tensile properties of various mater 1 al s . Measure the compress We stress and strain of metal or ceramic samples. . Polish a metal specimen furnished by the Instructor and observe the specimen In a microscope and sketch the observed surface, each the surface and sketch the etched surface. . Measure the hardness of metal samples with either the Brlnell, Rockwell, or Vlckers hardness test. . Perform a Charpy Impact test on metal specimens and measure the energy absorbed and determine whether the fracture was ductile or brittle. . Determine the effect of cold working and annealing on the structure and properties of metal samples. . Determine the Increase of hardness of the metal as a function of cold work and the determination of the annealing rate as a function of time and temperature. STUDENT COMPETENCIES At the conclusion of this course, the student will be able to: 112 ERIC X1U Discuss the production of Iron and steel. Explain atomic and molecular structure of metals* polymers and ceramics. . Discuss plastic deformation* annealing and hot working. Work binary phase diagram problems. Prepare metal logr pah 1c specimens. Discuss various heat treatments on carbon steel* Discuss surfact hardening treatments. . Explain the nature and use of alloy steels, cast Itons, nonferrous metals, plastics and ceramics. . Discuss the effect of wear and corrosion. RECOMMENDED TEXTS Budlnskl, Kenneth. Engineering Mater ial Properties flDd Selection (Second ed.,). Reston, VA; Reston Publishing Co, 1983. Van Vlack, L.H. A Textbook of Mater ial Technology. Reading, MA t Add 1 son-Wesley Publishing Co. llil FLUID POWER COURSE DESCRIPTION Fluid Power Is designed to give the student an overview of fluid power technology and a working knowledge of each of the componenets used In fluid circuits. Hydraulic and pneumatic systems are covered. Topics Include fundamentals of fluid dynamics, coventlonal fluid circuits, and fluid power components. PREREQUISITE* Physics 111 CREDIT HOURS i 4-3-5 COURSE OUTLINE: Student Contact Hours Class Laboratory I. Introduction and Fundamentals of 5 6 Fluid Power A. Introduction of fluid power 1. background and applications of fluid power. 2. advantages and disadvantages of fluid power 3. capabilities 4. how fluid power works B. Basic fluid power systems 1. hydrauHc systems 2. pneumatic systems C. Review of physics fundamentals 1 . forms of energy 2. force and pressure 3. work done by a fluid 4. power In fluid power systems D. Basic principles of fluid behavior 1. the continuity equation 2. Bernoulli's theorem 3. Torrlcelll's theorem 4. Gas Laws 5. Pascal 's Law 6. Charleses Law E. Basic fluid symbols F . Summary II. Fluid Power Properties and Characteristics A. Properties of hydraulic fluids 1 . vl scosl ty 2 . v 1 scos 1 ty 1 ndex 3 . 1 ubr 1 cat 1 ng ab 1 1 1 ty 115 112 I Student gnntact Hours Class Labortory 4. rust and corrosion prevention 5. oxidation stab 1 11 ty 6. resistance to foaming 7. flash and fire points B. Types of hydraulic fluids 1 . water 2. petroleum o1 1 s 3. watei — o1 1 emulsions 4. water-glycol fluids 5. synthetic fluids C. Replacing hydraulic o1 1 III. Fluid Storage, Conditioning 6 3 Maintenance A. Reservlors and tanks 1. hydraulic reservoirs 2. pneumatic tanks B. Temperature Control 1. cooling 1n hydraulic L./'" systems 2. cooling 1n pneumatic systems . C. Filters and strainers 1. types of hydraulic filters 2. location of hydraulic f liters 3. pneumatic filters 4. air pressure regulators 5. a1r-11ne lubricators 6. FRL units D. Seal 1ng devices 1. compression packings 2 . 0-r 1 ngs 3. V-r1ngs 4. piston cup packings 5. piston rings 6. water rings 7. seal materials E. Summary IV. Pumps and Compressors A. Theory of pumps 6 3 1. pos1t1ve-d1sp1acememt pumps 2. characteristics of positive displacement 1 Iquld pumps 3. nonposl t1 ve-d1 splacement pumps 116 113 9 -ERIC St udent Contact Hours Class Laboratory B. Hydraul 1c Pumps 1 . vane pumps 2. piston pumps 3. selection of hydraulic pumps 4. pump maintenance C. Pressure boosters 0. Air compressors 1. reciprocating compressors 2. rotary compressors 3. compressor maintenance E. Vacuum pumps F . Summary Actuators and Fluid Motors 6 3 A. Fluid power actuators 1. constructon of hydraulic cyl Inders 2 . cy 11 nder operat 1 ng character 1 st 1 cs 3. construction of air cyl Inders 4. mounting and application of cyl Inders 5. special cylinder types 6. rotary actuators 7. causes of cylinder failure 8. cyl Inder maintenance B. Fluid motors 1 . hydrau 1 1 c motor tyopes 2. hydraulic motor performance C. Summary Fluid Distribution and 6 3 Control Devices A . Accumu 1 ators 1. accumulator types 2. accumulator applications B. Pressure Intenslflers C. Fluid conductors and connectors 1 . rigid pipes 2. semirigid tubing 3. flexible hoses 4. plastic tubing D. Fluid control devices 1. directional control valves 2. servo valves 3. pressure control valves 4. flow control valves 117 114 StyjdSnt Contart Hours Class Laboratory 5. other control valves E . Summary VIU Fluid Circuits 6 6 A. Fluid power symbols B. Basic hydraulic circuits 1 . cylinder circuits 2. motor circuits 3. speed control C. Basic pneumatic circuits 1. cylinder circuits 2. motor circuits 3. speed control 4. multi-pressure circuits D. Synchronous motion 1. hydraulic cylinders In ser 1 es 2. fluid motors as synchronizers 3 . al r cyl Inders 4. hydraul 1c motors E. Acutator speed 1. pneumatic circuits 2. hydraulic circuits STUDENT LABORTORIES . Construct and operate fluid circuits for single-acting hydraulic, and double-acting cylinders. Compare characteristics and operation of the cylinders. . Measure volumetric efficiency of a hydraulic pump, overall efficiency of a hydraulic power system, and delivery rate of an air compressor. . Construct and operate fluid power circuits for operation of single-acting, hydraulic and double-acting cylinders, and for operation of hydraulic and pneumatic motors. Construct and operate a circuit .using an accumulator to power a pressure Intenslfler and a circuit to sequence the operation of hydraulic cylinders. STUDENT COMPETENCIES At the conclusion of this course, the student will be able Identify components and describe the function of basic hydraulic and pneumatic power systems; show all connections for operating a single-acting cylinder. . Calcuate quantities for a fluid power system. . Construct and operate fluid circuits for single-acting cyl 1 nder . . Describe principles of fluid behavior and explain how they 118 1 1 5 relate to fluid power systems. . Explain hydraulic system problems (rust, corrosion, oil viscosity too high or low, oil oxidation). Describe and list characteristics of hydraulic fluids. Construct fluid power circuits, comparing characteristics and operation of each. . List characteristics and function of each major part of a hudrau 1 1 c reser v 1 or . . Explain the role of a compressed-air taryk In fluid conditioning In a pneumatic system. Explain Importance and "methods of controlling temperature of fluid In hydraulic and pneumatic systems. Explain operation, advantages, and disadvantages of various hydraulic filters, and filter locations. Explain operation of each element In a pneumatic f 1 1 ter-r egu 1 ator- 1 ubr 1 cator unit. Draw diagrams of and list applications, and approximate operating temperature ranges of various seal materials. . List characteristics, applications, and approximate operating temperature ranges of various types of pumps. Calculate delivery rate of a compressor. Explain Importance of cooling and how cooling Is accomplished with air and water In a multistage piston compressor. Explain operation of reciprocating compressors and of positive -displacement and nonpoa 1 t 1 ve-d 1 sp I acement rotary air comporessors. Explain types of damage and maintenance to prevent these damages to pump and hydraulic compressors. Measure volumetric efficiency of hydraulic pump, overall efficiency of a hydraulic power system, and a delivery rate of an air compressor. Contrast differences In the construction components and functioning capabilities of hydraulic versus pneumatic cy 1 Inders. Sketch dlsgrams and explain operation of common types of actuators. . Describe common causes for actuator failure and malfunction. List procedures for troubleshooting damaged cylinders. . Compare operating characteristics of basic hydraulic motors(gear, vane, axial piston, radial piston). Construct fluid circuits for operation of hydraulic and pneumatic motors and compare operating characteristics. List and describe the functioning of basic types of accumulators. Explain the Importance of common types of conductors and the 1 r app 1 1 cat 1 ons . List common types of control valves, their Importance, and their operating characteristics. Construct and operate a circuit using an accumulator to power a pressure Intenslfler and a circuit for sequencing the operating of hydraulic cylinders. 19 116 i . Explain design demands and control characteristics Important In construction of fluid circuits. Including actuator speed limits, slow control characteristics, synchronous motion, cylinder t>peed. RECOMMENDED TEXTS Fluid Power Systems . Waco.TX: Center for Occupational Research a. id Development, 1980. Sullivan, James A. Fluid Powe r Th~2Q and Application. Reston Publishing Company, Inc. 1982. Vlckers. Mobil Hydraulic Manual. Henke . Introduction to Fluid Mechanics. Add 1 son-Wes 1 ey . A 1 9 ERIC 1 1 7 120 MACHINE DESIGN COURSE DESCRIPTION The purpose of the course Is to provide the baste theories and techniques In analysis of machine parts such as gears, belts, shafting, clutches, and other machine elements. Solutions to the design process Includes the sue of applied engineering mechanics and strength of materials. Some of the designs will be based on the methods of failures due to static loads, fatigue loads, and rigidity. Soma problems are based on actua 1 1 nsta 11 at 1 ons w 1 th emphas 1 s on both des 1 gn and analysis. The designer gets experience In making assumptions and decisions, which give an opportunity to exercise his Ingenuity and creative ability. PREREQUISITES} Strength of Materials. Systems • Mechanical Devices and CREDIT HOUTS: COURSE OUTLINE I. 4-3-7 Introduction A. Computation and precision B. .Stress * C . Def ormaton Student C ontact Hours Class Laboratory 2 1 1 . Shaft 1 ng A. Stress concentration B. Keyways III. Gears A. Types B. Strength C. Use of catalogues 6 IV. Mechanical Fabrication A. Rivets B Welds C. Bolts and screws D. Knuckle and cotter Joints 6 V. Belts and Chains A. Flat belts B. V belts C. Rol ler chains VI. Clutches and Brakes A. Plate type B. Cone type C. Block type 8 a ERIC 121 118 t VII. Springs A. Helical B. Torsion C. Disk STUDENT LABORATORIES Determine size of a shaft based on strength. Determine size of a shaft based on deflection. Calculate strength of gear teeth. . List types of gear failures. . Determine tha stresses In a knuckle and cotter Joint. Size a knuckle and cotter Joint. Determine loads on the rivets of an eccentrically loaded connect 1 on . Calculate the length and contact angle of a belt or chain. Find the allowable horsepower for a flat belt. . Computer the number of V belts required In a drive. Design a plate or block type brake. Find the torque transmitted by a cone clutch. Compute the spring rate of a coll spring. Analyze a spring for torsional stresses. Compute the deflection of a spring. Design a simple mechanical device. STUDENT COMPETENCIES Design a shaft* taking Into consideration stress concentrat 1 on . Calculate the required dimension of a shaft key. Describe the terminology used In gear design. . Classify the types of gears. Use catalogues to select gears. Design a rivet or bolt connection. Determine the strength of a weld Joint. . Describe the different types of chains. Classify the categories of clutches and brakes. Analyze torque or force requirements for a clutch or brake. . Know the purpose of different types of springs. Select a coll spring for a given deflection and load. Calculate wire size of a coll spring. RECOMMENDED TEXTS Machine Design: Black; McGraw-Hill Machine Designs Myatt; McGraw-Hill Machine Design; Levlslon; Reston Design of Machine Elements; Spotts; Prentice-Hall 113 Student Contact Hours Class Laboratory 8 6 MANUFACTURING PROCESSES 1 COURSE DESCRIPTION This course Is designed to provide a background of knowledge covering various manufacturing materials and fundamental types of manufacturing methods as employed In cold workfng processes. Through lecture* demonstration* familiar with the various types of machine tools,, tooling, measuring, and Inspection procedures. Automation Is Introduced and Information Is presented to aqualnt the student with the practices of numerical control for machine tools and the uses of special machines* PREREQUISITE* Engineering Graphics CREDIT HOURS: 1-6-7 COURSE OUTLINE I. Introduction to Production Processes A. Course objectives B. Production design and process selection 1. product specifications 2. production design 3. production process 4. Inspection 5. marketing Student Contact Hours Class Laboratory 2 II. Principles of Metal Cutting A. Mechanics of metal cutting B. Metal cutting tools III. Metal Cutting Tools A. Turning lathes 1 . types 2. construction and design 3 . operat 1 on B. Turret and automatic tathes 1 . types 2. construction and design 3. operations 4. multiple toolings C. Screw machines 1 . types 2. construction and design 3. operations D. Drilling machines 1 . types 2. construction and design 3. operations E. Boring machines 1 . types 2. construction and design 3 . operat 1 on 30 123 120 Student Contact Hours Class Laboratory F. Planers and shapers 1 . types 2. construction and design 3 . ope rat 1 on G. Ml 1 1 Ing Machines 1 . types 2. construction and design 3. operation H. Broaching machines 1 . types 2. construction and design 3. operation I. Sawing machines 1 . types 2. construction and design 3 . operat 1 on J. Grinding machines 1 . types 2. construction and design 3. operation K. Gear cutter machines 1 . types 2. construction and design 3 . operat 1 on IV. Special Cutting Tools I 18 A. Chemical ml 1 1 1ng machines 1 . processes 2. appl 1 cat Ions 3. operation B. Electrical discharge machines 1 . processes 2. appl 1 cat Ions 3. operation C. Electrochemical machines 1 . processes 2 . appl 1 cat Ions 3 . operat 1 on D. Laser bean machines 1 . processes 2. applications 3. operation E. Ultrasonic machines 1 . processes 2. appl 1 cat ions 3. operation F. Electron beam machines 1 . processes 2. appl 1 cat Ions 3. operation 121 124 ERIC Student Contact Hours Class Laboratory G. Automatic machines 1. definition 2. application H. Numerical control machines 1. definition 2. computers 3. control concepts 4. application 5 . operat 1 on V. Metal Forming Machines 2 A. Processes B. Operations 1 . stamp 1 ng 2. piercing 3 . bend 1 ng 4. drawing .-5. rolling 6. squeezing VI. Measuring, Gaging, and 1 6 Inspection Techniques A. Visual Inspection JJ. Direct measurement C. Comparative measurement D. Precision measurement E. Measuring standards F . To 1 erances G. Optical measuring VII . Finishing ,2 6 A. Surface finishing 1 . types ' 2. processes B. Cleaning and coating 1 . mechan 1 ca 1 c 1 ean 1 ng 2. chemical cleaning 3. organic coating 4. Inorganic coating 5. metallic coating 6. conversion coating STUDENT LABORATORIES Conduct a tour of the school facilities to Include machine shop, tool and die shop and welding shop. Conduct tour of local manufacturing Industry which would Include machine ships, foundries, fabrication shops, etc. Observe machine operations In local Industries. Show film of different forms of metal cutting procedures. 125 122 1* • ♦ < Give a hypothetical piece part, have the student design and describe a manufacturing process to produce It, to Include the overall system, the necessary equipment, and processses performed. Have student assist 1n per form 1hg proper metal cutting procedures on selected piece parts on the following metal cutting tools: - Lathe M1 1 1 1ng machine Dr 1 1 1 press ^ Saw Gr 1 nder Show a film on as many processes as possible. Instructor Hll demonstrate common' measuring devices to class. Student will then practice measurements with each of the devices, and will report results. selected machine parts, student will select the measuring device., perform and report measurements Given proper for each . STUDENT COMPETENCIES At the to : conclusion of this course, the student will be able Discuss elements used 1n selection and design of the processes used 1n 'manufacturing. Describe what takes place when metal 1s cut. Name and describe principal cutting tools. Explain the purpose of cutting fluids. Define the terms "speed" and "fe*ed" and explain how they are related to lathe work. Define the following lathe terms: Plane or straight turning Facing Parting Chamfer 1 ng Knur 1 1 ng Swing Headstock Ta1 1 stock Co 1 nage Bed Explain operation of an engine lathe. Describe the most common lathe accessories and attachments . List ways to cut tapers on a lathe. Constrast major differences among a bench lathe, a tool lathe, and a speed lathe. Discuss Important features of a horizontal turret lathe and describe the nature of work performed. Define the following terms: Dr1 1 1 1ng Core dr 11 1 1 ng 9 ERIC 126 123 Counterdr fill ng St«p drilling Bor I ng Counterbor 1 ng Spot-f ac 1 ng Countersinking Reaming Name the two types of boring machines. Contrast Important similarities and differences between shaping and planing. * Describe the difference between peripheral milling and face ml 1 1 1ng. ~) Describe a hole broach and name Its principal operations. List Important advantages. Give a practical tolerance for production grinding ope rat 1 ons . Name th« three classes of gear cutting methods. Prepare a brief outline showing the sequence of operations Involved 1n» Chemical blanking Contour machining Explain why EDM Is not classified as a high-volume production proces. Compare similarities and differences of £CM and EDM. Discuss reasons that a C02 laser Is particularly effective for machining non*eta1s. List Important factors that control the quality of surface finish obtained by ultrasonic machines. Define an electron beam. Given,' certain production criteria* make an analysis to determine whether^ to auotmate an operation. Prepare a sketch lllusratlng how five axes of machine mot 1 on ml ght be app 1 1 ed to manuf actur 1 ng operat 1 ons on machine part. Define the following forming operat 1 ons t Stamp 1 ng Piercing Bend 1 ng Drawing Rol 1 Ing Squeezing Give an example of the machines and tools used for those operations listed above. Explain differences between Inspection, quality control, and stat 1 st 1 ca 1 qua 1 1 ty contr o 1 . Define the following measurement terms i Tolerance A 1 1 owance CI earance Basic size Standard size Nominal size 127 124 r Given a number of direct measurement , comparative measurement* and precision measurement Instruments* perform and record results of an Inspection of various parts to determine If the parts conform to appropriate measuring standards. Using a table of typical surface finish values* compare the ranges of surface-roughness-height values of drilling* grinding* and pol 1 shlng. Explain why honing cannot be used as a method to Improve errors of hole location or alignment on a workplece. List some limitations of abrasive blasting. Discuss the major advantages of ultrasonic cleaning. Explain why alkaline cleaning of aluminum, zinc, brass, or tin workpleces Is not recommended. Explain the function of organic coating and Inorganic coat 1 ng . Compare metallic coating with conversion coating. List advantages of vibratory finishing. RECOMMENDED TEXTS Doyle, L.E., Manufacturing Processes and Materials for Engineers. 2nd Edition. Englewood Cliffs, NJi Pr ent 1 ce-Ha 11 Inc. , 1 969 . Yankee, H.W., Manufacturing Processes. Englewood Cliffs, NJ» Prent 1 ce-Ha 11 I nc . , 1 979 . 95 1?8 a ERIC MANUFACTURING PROCESSES II COURSE DESCRIPTION This course Is designed to provide a background of knowledge primarily covering the various hot working processes. ' Through lecture , (demonstration, and discussion the student becomes familiar with the various methods of welding and their applications, casting machinery and methods, and special machining operations such as ultrasonic, electrolytic grinding and chemical milling. PREREQUISITE* Manufacturing Processes I CREDIT HOURS t 1-6-3 COURSE OUTLINE Student Contact Hours C 1 ass Laboratory I. Introduction to Hot Working 1 Processes A. Course objectives B. Class procedures C. History of welding processes D. Welding processes 4 nomenclature 1. arc 2. gas 3. Inert gas 4. braz 1 ng 5. forge 6. carbon arc 7. submerged arc 8. laser beam 9. various automated processes II. Welding Procedures- Arc 12 A . Safety B. Machines & accessor 1 us 1 . el ectrodes 2. base materials C. Types of welds D. Applications III. Welding Procr.du es- Oxyacetylene 12 A . Saf tey B. Equipment & materials 1 . rods 2. base materials C. Types of welds 4 brazing D. Appl 1 cat Ions 129 128 9 ERIC Student Contact Hours Class Laboratory IV. Welding Procedures - Inert G*-s 12 A . Saf tey B. Equipment & materials 1 . gases 2 . rods 3. base materials C. Types of welds D. Applications V. Welding Design Considerations 1 A. Appropriate types of Joints B . Symbo 1 s C. Casting vs. weld fabrication D. Weld testing E. Economy considerations F . Other VI. Introduction to Metal Casting 1 A. Ferrous metals 1. historical development 2. modern processing (production of metals) B. Nonferrous metals 1. historical development 2. modern processing (production of metals) VII. Foundry Practice^ 2 A. Patterns - construction B. Molding considerations 1 . sand cast 1 ng 2. sandless casting C. Coring considerations D. Gating and rlserlng VIII. Foundry Equipment & materials 4 A. Melting equipment B. Molding equipment C. Casting equipment D. Foundry accessories E. Foundry materials IX. Types of molds 1 2 A. Classification B. Application and use X. Types of cores 1 2 A. Classification B. Mixtures and binders C. Core finishing 130 127 Student Contact Hours Class laboratory XI. Foundry Sands 1 2 A. Natural types and uses B. Synthetic sands and uses C. Foundry sand preparation XII. Sand Testing 6 A . Types B. Purposes of sand control tests C. Sand preparation D. Equipment used XIII. Molding Machines 1 A . Types B. Applications XIV. Permanent Molding 1 A. Design B . Types C. Uses XV. Die Casting and Investment 6 Cast 1 ng A. Types of equipment B . App 1 1 cat 1 ons C. Advantages and limitations XV I . Cast 1 ng Des 1 gn and Economy 1 A . Shapes B. Types of metals used C. Economy of foundry pract 1 ces XVII. Special Processes 1 A . El ectrof orm 1 ng B. Electrolytic grinding C. Chemical milling D. Ultrasonic machining E. Electric-discharge machining F. Electron beam welding G. Electron beam machining STUDENT LABORATORIES Set up range compatible with rod & material to be welded. Select correct rod for material and weld position. Correctly prepare material for welding. Perform satisfactory down-hand butt weld. Perform In other positions as time permits. 131 128 Safely set up torch to cut. . Cut or level specimens. . Safely and properly set up torch for brazing. Perform satisfactory brazing on light metal. . Safely and properly set up torch for welding. . Satisfactorily weld light metal. . Safely and correctly set up equipment for light metal. . Choose correct heat and rod for material to be welded and satisfactorily weld light metal. STUDENT COMPETENCIES At the conclusion to this course. the student will be able tot Briefly trace the history of welding. . Describe all major welding processes. . Demonstrate basic welding vocabulary. . Demonstrate correct set up of machine vs. material & rod to be used. . Produce acceptable butt weld In down-hand position. . Perform safe, proper set up and cut light plate. . Perform safe, proper set up and produce acceptable brazed Joint. . Perform safe, proper set up and produce an acceptable butt we 1 d on 11 ght meta 1 . . Demonstrate safe, proper set up vs. metal and rod to be used. . Describe some considerations favorable to welded assemblies vs. cast assemblies. Briefly trace the history of ferrous metals. . Briefly trace the history of non-ferrous metals. . Describe basic casting from pattern to par£. Describe current equipment and materials. Describe types of molds and applications. Define a core and describe types and applications. Deer 1 be types and preparation of foundry sands. . Explain reasons for testing & types of tests on sand. . Describe the major types of molding machines. . Define the concept, types, and uses of permanent molding. . Define the concept of die casting. Describe types of equipment used In casting. . Explain advantages and disadvantages of casting. Explain what shapes are feasible to cast. Explain what shapes are economical to cast. Explain some factors affecting the casting economy. Describe the following processes: a . Elect r of orm 1 ng b. Electrolytic grinding c. Chemical ml 1 1 Ing d. Ultrasonic machining e. Electric-discharge machl nl ng(EDM) f. Electron beam welding g. Electron beam machining 132 ±/ ^ J RECOMMENDED TEXTS Doyle, L.E., Manufacturing Processes and Materials for Engtneerst 2nd ed. , Englewood Cliffs, NJ, Prentice-Hall, Inc., 1969. Yankee, H.W., Manufacturing Processes. Englewood Cliffs, N J, Prent Ice-Hal 1 , Inc., 1979. 133 130 MECHANICAL DEVICES AND SYSTEMS COURSE DESCRIPTION Mechan 1 ca 1 Dev I ces I s an I ntroductory treatment of modern mechanical dr1ves f combining the elements of mechanical theory with those of practicality. The topics treated Includes i various gear drive con/ fgurat Ions employing spurt bevel and helical gears, friction dr1ves v and some selected special topics such as cams and universal Joints. An attempt has been made to expose the student to a practical skill of mechanical assembly. PREREQU ISITESs Dynam 1 cs CREDIT HOURS t 4-3-7 COURSE OUTLINE Student Contact Hour s Class Laboratory I . Spur Gear 7 2 1 A. Velocity ratio B. Torque ratio C. Simple trains D. Compound trains E. Reverted gears F. Internal gears 1 1 . Spec 1 a 1 Gears 4 1 2 A . He 1 1 ca 1 gears B. Bevel gears C. Worm gears D. Cross-helical III. Specie 1 Applications 3 9 A. Rack and pinion B. Counter rotaters C . Comb 1 ned mechan 1 sms D. Differentials IV. Linkages 2 6 A. Terms and definitions B. Types of linkages C. Linkage analysis V. Miscellaneous Drives 4 12 A. Disk drive B. Cams C. Universal Joints STUDENT LABORATORIES Assemble a gear and pinion. Compute the velocity and torque ratio. 135 131 . Construct a simple and compound gear train. Measure the velocity ratio of bevel and worm gear. Solve for the displacement In a rack and pinion set up. . Make a counter rotater drive. Set up a mechanical differential and measure Its speed ratio. . Measure and calculate the mechanical properties of dluk drives and rotary cams. . Upon examination of two or more of various list of machines* Identify type of linkages used. Sketch and describe each mechanism movement using arrows to show force Input and output. STUDENT COMPETENCIES Computer gear speed ratios. Calculate torque and displacement. Identify types of gears. Explain the advantages of a worm gear. . Discuss the purpose of bevel and helical gears. . Sketch a simple and compund gear train. Analyze the angular displacement of a differential. Describe the operation of disk drives. Interpret the effects of the angle of a unf vernal Joint on Its velocity output. Name and explain the operational characteristics and major components of common mechancal linkages. . List and describe the used and operational characteristics of common cams and cam sytems. RECOMMENDED TEXT Drives: Center for Occupational Research and Development! Waco* Texas Mechanical Devices and Systems « Center for Occupational Research and Development! Waco* Texas. Millwright and Hechanlcs Guldet Audel Machinery Handbook 132 13b MET PROBLEMS COURSE DESCRIPTION The problems course In mechanical engineering techno logy, as outlined here, puts the design and production students together In a simulated engineering/manufacturing situation. Additionally, It Is recommended that the electromechanical technology students Join with the mechanical technology classes to combine all the resources needed to address a complex project such as designing and building equipment needed In a robotic cell. The production student can gain from Involvement In the design, the design student can gain from the manufacturing aspect and the electromechanical student can benefit from both, which adding the expertise needed to connect and checkout the system. It Is recommended that the project (s) present as complete a CAD/CAM path as possible; I.e., design, drawing, tooling and machining. Additionally, It would be desirable to Incorporate an adequate electric/electronic component to assure a challenge to the electromechanical student. PREREQUISITE* Consent of Instructor CO-REQUISITE i None CREDIT HOURS: 0-9-3 COURSE OUTLINE Student Contact Hours Class Laboratory I. Assignment and Clarification of 2 Projects A. Instructor suggests one or mors of the following ( or slml lar) : 1 . end effector ( s ) for robot ( s ) 2. pick and place statlon(s) for robot (s) 3. Interface devices for robot eel 1(s) In conjunction with electromechanical students a. conveyor(s) b. holding devices for dr 1 11 1 ng c. turning & "flipping" devices d. feed devices (move roll of sheet metal • advance "7 133 Student Contact Hours Class Laboratory for stock t etc . ) e. brackets for robot arms (to hold sight devices, etc. ) 4. duplicate, machine and assemble structural parts of robots In conjunction with electromechanical tech 5. design, machine and assemble simple robots (pick & place) In conjunction with electromechanical tech 6. design tools for the CNC ml 1 1 7. design tools for the CNC lathe 8. others II. Produce Preliminary Sketches III. Generate Total Design and Make Database A. B. c. D. E. F. 7 47 Overall drawing and detail database All to 1 eranc 1 ng and product 1 on notes All tooling data needed for fixtures Generate part programs & machine Measure on 3-axls validator Assemble projects -IV. Test and Evaluate Product A. Run as cwnplete engineering test bs practical • B. Write test report and/or failure ana 1 ys 1 s C. Prepare and publish corrections (may be used for the next problem class) STUDENT LABORATORIES . Students will develop preliminary design sketches on CAD. . Students will create a total CAD/CAM project, from design to machining. . Students will develop and conduct engineering test(s) on product. STUDENT COMPETENCIES . Demonstrate ability to convert engineering parameters to mechanical design. 134 138 Create a total CAD/CAM design/manufacture program and produce a product. Design and conduct an engineering test for the product created. ' Prepare and 'publish results of the engineering test. r 135 139 STATICS COURSE DESCRIPTION Statics, a branch of mechanics. Is the study of force and their effects on bodies at rest. . This study provides a fundamental background for the mephanlcal engineering technician to be able to analyze problems In a logical manner. Students will apply these principles In understanding structural systems. PREREQUISITES* Physics II, Analytical Geometry, anc Calculus CRLDIT HOURS t 4-3-7 COURSE OUTLINE 1 1 III. IV. V. Introoductlon to Statics A. Definitions B. . fundamentals concepts and principles C. Urilts Bes1c*^r1nc1p1es A. Scalers and vectors B. Newtons's laws C. Description of statics problems D. Free body diagram Forces and Equilibrium A. Introduction B. Forces C. Moments and couples D. Resultant of force systems E. Equilibrium Center of Gravity and Moment of Inertia A. Center of Gravity 1. parallel force systems 2. Irregular areas 3. composite areas B. Moment of Inertia 1. parallel axis theorems 2. composite areas 3. radius of gyration Truss Analyts A. Concurrent force systems B. Non-concurrent force systems Student Contact Hours C 1 ass Laboratory 4 3 8 12 9 8 8 141 136 Student Laboratories Students will solve a series of force problems with multiple forces. Students will measure the forces at different points within a truss. Students will extend their experience with force problems through an Investigation of moments. Student Competencies By the conclusion of this course, the student will be able to i . Define scalar and vector, and position vector. Add and subtract vectors. . Multiply vectors by scalers. . Find the dot product and cross product of 2 vectors. . Draw a free body diagram for a problem showing all of the forces acting on the body. . Determine the resultant of 2 forces graphically and by tr Igonmetry. . Find the resultant of 2 forces <by adding x and y components. Resolve a force Into tW& components. Find the moment of a force about a point. . Find the addition of 2 couples. Reduce a system of forces to one force and a couple. Define center of gravity, and moment of inertia. . Calculate the center of gravity of discrete weights. Irregular areas and composite areas. . Explain the parallel axis theorem. . Calculate the moment of Inertia of composite area. Calculate the radius of gyration. . Find the addition of 2 couples. Recommended Texts Brannernan, Mechanics. McGraw-Hill Book Company Jensen & Chenoweth, Applied Engineering M echanics. McGraw-Hill Book Company. Define statics. 1 3 7 142 STRENGTH OF MATERIALS COURSE DESCRIPTION Strength of materials Is designed to give the student an overview of how materials behave when subjected to different loadings and restraints and for the student to predict this behavior In a given situation. Topics presented will Include concepts of stress » strain* torsion* center of gravity and moments of Inertia. The course Is Intended for students who have successfully completed courses In Statics and Dynamics. PREREQUS I TES » Statics and Dynamics* Calculus CREDIT HOURS » 4-3-7 COURSE OUTLINE: Student Contact Hours Class Laboratory I. Simple Stress and Strain 8 6 A. Normal stresses B. Shearing stresses C. Ultimate stresses D. Allowable stress E. Factor of safety F. The direct-stress formula G. Axial deformation (strain) H. Elasticity-elastic limit I . Hook ' s Law J. Shearing deformation and Polsson's Ratio K. The stress-strain diagram L. Stress concentration M. Axial stresses In members of two mater 1 a 1 l* 11^; Torsion A. The torsion formula 4 3 B. Analysis and design of circular shafts C. Shaft couplings D. Angle of twist E. Power transmission of shafts III. Beams 1 2 A. Beam loading conditions B. Shear and shear diagrams C. Bending moments and moment diagrams D. Bending stress* the flexure formula and section modulus E. Shearing stresses In standard sections F. Designing beams of standard sect ions i*l3S i Student Conta ct Hours Class Laboratory G. Calculating the Deflection of Beams H . Stat 1 ca 11 y I ndeterm 1 nate Beams IV. Bending Combined With Tension 4 3 or Compression A. Combined axial and bending stresses B. Combined stresses caused by eccentric axial loading V. Compression Members 4 3 A. Types of compression members and 1 oad 1 ng B* Radius of gyration and sjenderness ratio C. Euler's formula for column des 1 gn D. Gordon-Rankin formula for column design VI. Bolted, Riveted and Welded 8 Connections A. Types of failures In riveted and bolted connections B. Calculating shearing stresses In rivets and bolts C. Calculating bearing stresses In rlvetsand bolts D. Designing simple riveted and bolted Joints E. Designing simple welded connections STUDENT LABORATORIES Research the availability of steel structural shapes according to ASTM standards from the A ISC handbook. . . Identify structural shapes (W, M, S, HP, C, L, BAK,) (A ISC handbook) Research dimensions for detailing from the A ISC handbook. Research data of allowable stress for structural cross sections. Explore applications of composite materials In Industry (graphite, fiberglass, etc.) Identify beam types and loading conditions. Identify failures In riveted, bolted and welded connections. Prepare a stress-strain diagram. Construct free body diagrams. Construct shear and moment diagrams. Perform a tensile test. Perform a hardness test. Explore applications of aluminum, copper, titanium, cobalt, brass, tin, lead, nickel 1n Industry. 144 o 139 ERIC 6 4 STUDENT COMPETENCIES . Define terms as; normal shearing, ultimate and allowable stress, factor of safety, axial deformation, elasticity, Polsson's Ratio, modulus of elasticity. Solve problems In stress and strain. • Identify points on the stress-strain diagram. Solve axtal stresses In members of two materials. • Solve problems Involving Polsson's Ratio. • Solve problems In temperature stresses. Solve problems In shearing deformation. • Solve problems In torsion. Solve problems In power transmission on shafts. Calculate shear In beams and draw shear diagrams. Calculate bending moments and draw moment diagrams. Design beams If standard section. Calculate deflections In b'»ams. Design simple statically Indeterminate beams (beams over 3 or 4 spans ) • Define radius of gyration and s tenderness ratio. Identify types of compression members and loading conditions. • Design compression members using Euler's Formula and the Gordon-Rankin Formula. Calculate problems Involved with bending combined with tension. • Design simple riveted, bolted and welded connections. RECOMMENDED TEXTS Granet, Irving, Strength of Materials fox Engineering Technology. Reston, VA Prentice-Hall Co., 1980. Material a. Waco, TX Center for Occupational Research and Deve 1 opment • 1 980 . 140 145 PILOT LEVEL TEACHING EQUIPMENT INFORMATION FOR MECHANICAL TECHNOLOGY Note: This (s a suggested equipment list which Is considered to be a minimum requirement for carrying out pilot level programs. 147 141 ERIC MECHANICAL ENGINEERING TECHNOLOGY PROGRAMS - SUGGESTED EQUIPMENT INFORMATION Basic Courses Equipment/ Instrumentation Training Devices/ Systems Qty. Per School Approximate Unit Cost .tx tension Draftina Tables 20 500 10,000 iraCK uraTiera 20 350 7,000 niarn Printer 1 1,500 1,500 naruemny rur nave I * 10,000 10,000 These items may be Tempering Furnace 1 9,000 9,000 used jointly with Polishing Table 2 2,000 4,000 mechanical and Grinding Table 2 2,000 4,000 electromechanical Cut-off Machine 1 6,000 6,000 technology Mold Press 3 1,500 4,500 Belt Surfacer 2 3,000 6,000 Metallurgical Microscope 4 3,000 12,000 Metal lograph 1 30,000 30,000 143 142 MECHANICAL ENGINEERING TECHNOLOGY PROGRAMS - SUGGESTED EQUIPMENT INFORMATION Basic Courses Equipment/ Instrumentation I raining Devices/ Systems C\M\» Dam yty. Per School Approximate Unit Cost Extension CNC Milling Machine 1 Drill Press Sharing 3 10,000 30,000 Surface Grinder Possible with 3 20,000 60,000 Lathes, 145" Vertical Mill Electro- Mechanical Program 3 3 8,000 30,000 24,000 90,000 Horizontal Mill 12 500 6,000 Tool Sets and Gauges * Shared with Other Programs Mechanical Drives Trainers Belt Drives Chain Drives Mechanical Linkages Trainers Levers Followers Rocker Arms Geneva Mechanism Cranks Sliding Links Drag links Ratchets Cams Toggles 145 144 MECHANICAL ENGINEERING TECHNOLOGY PROGRAMS - SUGGESTED EQUIPMENT INFORMATION Basic Courses Equipment/ Instrumentation Training Devices/ Systems Qty. Per bcnooi Approximate unit 105 1 LA LCI la 1 UN CNC Coordinate Measuring Machine 1 7c nflfl /o >uuu 75 000 CNC Machine Tuning Center i no nnn 100 000 CNC Wire Feed EDM 75,000 x 75,000 CNC Floppy Disk Programming Center 20.000 20,000 Atmospheric Controlled Heat Treatment Center 25,000 25,000 Hardness Tester 10,000 10,000 Tensile Testing Machine 15,000 15,000 Digital Optical Comparator 30,000 30,000 Electronic Microscope 20,000 20,000 Computer Assisted Drafting System 1 97,000 97,000 $467.000 147 146 APPENDIX A SUGGESTIONS FOR IMPLEMENTING A PROBLEMS COURSE V 148 * r SUGGESTIONS FOR IMPLEMENTING A PROBLEMS COURSE I. INTRODUCTION The problems course Is intended to be the capstone of the two years a student spends tn the technical school. It should be problem/project centered and attempt to synthesize everything that has occurred throughout the curriculum. It Is also possible to broaden the student's areas of understanding during this time and to cover topics not covered because of time or other constraints. An excellent strategy is to .pair students from different disciplines,. ,EMT/EET, Robotlcs/CAD et... Just as might happen In Industry. A great deal of/ learning and sharing can take place through this arrangement end the experiences should as closely as possible approximate the conditions of the "real" high tech world. II. POSSIBLE PROBLEMS TO BE ENCOUNTERED * Too often, curriculum designers suggest problems courses which sound Ideal on paper, but are Impossible to Implement. This Is due. In the final analysis, to widely uppredlctable factors discovered at the time the problems course Is to come togeher. such as: V A. Student numbers and distribution - The M.E./E.M.T. combination, for example, could arrive at the proper quarter for "problems" \ without a design student or a production student. What then? Obviously, adjustments would need to be made., If a mechanical design student were 1ack1ng.-^then a on-deslgn project should be picked - - such as replication an electromechanical device ( which would Increase the number of devices available for future learning labs.). Invaluable experience would be gained In measuring the pasts to be replicated, then describing them accurately on CAD. If a production student were then available, he/she could translate the CAD data Into CAM operations to make the parts. In the absence of a production student, a machine student could complete the CAM cycle. * • » Finally, the electromechanical technology students ' could assemble and check out the product. If no electromechanical technology students were available. It Is conceivable that the mechanical 156 149 technology students could complete the project In cooperation with the electronic/electric technology students. Chances are good that* In combining classes* numbers will seem too large and unmanageable for a single* coordinated project. In this case there are reasonable options* 1. Assign small Individual projects concurrently with a coordinated* or group project. 2. Assign a group project large enough so that all students can work on a sub-assembly or detail part of the whole. (Beware of a "log Jam" at test and checkout ! ) * 3. Assign two or more group projects. The above examples of "what-lfs" are Intented to serve as a model to stimulate thinking of ways to solve number and distribution problems. B. Student pr ogress and distribution Occasionally students arrive at the "problems" area somewhat weak In an area of knowledge. Seldom Is distribution of this weakness such that all students have the subject deficiency. In the case of a . reasonable number having a well-rounded grasp of the technology, "pairing" of the lesser skilled students with the stronger students can be beneficial. In a case where the distribution runs to a majority weakness In an area of knowledge, the curriculum should be examined. However, to proceed with the subject group, the staff should steer the projects In such a way that they tend to remediate the lack. C. Student creativity It Is desirable to draw first from the Ideas of the student body In putting together "problems'* projects. Often It Is possible /to assign small projects that were originated Individually by the students themselves. Or, students may suggest a coordinated, or group, project that Is very worthy. It Is an excellent Idea to work closely with local firms having tool design needs. Simple tools and equipment can be designed and built for these companies (to -the great benefit of both parties). Occasionally, however, solicitation of proposals for projects produces a low number of useable Ideas. It Is wise to have on hand a number of both Individual and group projects from which the students may choose to their liking. ERIC 156 159 PLANNING A PROBLEMS COURSE A "problems" cou.se can linger In a student's mind ss the high-water mark of technical education, or be remembered as waste of time. The difference usually Is In the planning done by the school staff. A. Interdlsctpl Ine staff coordination If "probU-ns" are to be attempted which simulate an engineering / manufacturing environment! an interdlsclpl Ine approach should be taken (such as a problem Involving H.E. and E.M.T.). The first step Is for the staff In these disciplines to meet and address the following minimum Issues. 1. What roles each staff member would assume. 2. What laboratories will be needed. 3. What scope of project (s) Is reasonable. 4. Maximum material costs affordable. 5. General learning objectives desired. 6. Estimated number of students per group project. B. Formulating student entry Many approaches are possible to enlist and assign students to projects, but the staff should have planned In detail how the student be assigned to a "problems" project. A suggested method fol lows: 1. Staff and students need to discuss thoroughly the rules regarding time. cost, scope, and grading. Give handouts. 2. Students receive a form for proposal and deadl Ine. 3. Students submit proposals. 4. Instructors evaluate proposals, suggest changes and deadline. 5. Instructors assign Individual projects and group projects. C. Formulate engineering coordination methods Students sharing a group design/make project across 2 or 3 disciplines will need an organized way to coordinate their design and build efforts . They need to learn the methods employed by Industry I. Suggest that the groups elect a "project" engineer who will be responsible for total coordination of the project. Elect assistant for backup. I A ERIC 2. Suggest that each discipline elect a "group" engineer; 1 .e. v a single point of contact for that group. 3. Suggest that each "group" engineer assign tasks within his/her group. 4. Establish regular coordination meetings (usually with basically a fixed format to prevent digression). 5. Empower "project" engineer to call special meetings as required. 6. Suggest weekly progress reports by "group" engineer to the "project" and a composite weekly report from the "project" engineer. 7. Suggest that "project". In conjunction with "group"* prepare a master schedule and keep It current. Off-schedule reports must be accompanied by "make-up" plans and newly scheduled target dates. 8. Suggest that "group" prepare al 1 the Input data as they go to a 1 1 ow rev 1 s 1 on and prompt compilation of the final engineering and cost report. 9. Suggest that "project" demand as we go data to a 1 1 ow comp 1 1 at 1 on of the f 1 na 1 engineering and cost reports In a timely manner ( project status* man hours* span time and cost* etc.) 10. Suggest that a file be set up for drawings and that It be handled professionally. Changes should be documented and routed to "group" and "project" leaders. D. Plan the physical details Often all the people and procedural plans are In order* but the physical and logistical plans are sketchy. They staff should give considerable thought to the followlngx 1. Materials. Are there adequate materials for student projects? Have plans been laid for timely puchases of special needs? 2. Special processes. Some special needs* such as heat-treating, may be generated In the projects. Have plans been laid to handle these needs? 3. Equipment availabllty. If the project Is large, or If there are multiple projects, access to machines and equipment can become a problem. Considerable thought must be given to availability and scheduling of CAD and CAM I equipment, as well as utilizing non-CAM machines. 4. Space. It Is desirable to set up a simulated eng 1 neer 1 ng/produc 1 ton setting. Is space available? Can "group" and "project" leaders set up a slmulateed office (or work stations with pigeonholes and baskets for report and change notices)? E. Formulate progress reviews Obviously the coordinated, or group, project described In c above, will be supplying weekly reports at both group and project levels. They will also maintain a master schedule as well, so progress wl 1 1 be we 11 documented. It Is possible, however, to have a group project going concurrently with small Individual projects. The Individual should learn the same discipline of reporting that Is legislated for the group. Following Is a suggested method: 1. Prepare a "contract" with the student relative to completion of design, build, test and final engineering reports. 2. Discuss the progress reports and format to preclude any misunderstanding. Explain weight of progress reviews In final grade. 3. Fo 1 1 ow up 1 The Instructor must call for progress reviews, look at them and return them as quickly as possible. F. Formulate a grade system Since student projects have dlslnct phases It Is suggested that some method be designed to grade accorldngly. Additionally, It Is sometimes case that a project cannot be completed In the allotted time. If grading Is done by phases <n these cases, a base exists for formulating a final score. Phases of a project and grading could be as follows: 1. Organization of the eng 1 neer 1 ng/produc Ion groups. 2. Design of engineering checkolnts and controls. Including forms and paperwork. 3 . Hov effect 1 ve group coord 1 naton actua 11 y Is. 4. Aptness of the design vs. the oparameters. 5. Producab 1 1 1 ty of the product. 159 153 6. How well the design fulfills the original parameters. 7. How well schedules are met 8. The test procedures i 154 160 APPENDIX B TECHNICAL SOCIETIES TECHNICAL PUBLICATIONS OF INTEREST i6i 155 TECHNICAL SOCIETIES AND ORGAN I AT IONS American Automatic Control Council (AACC) P.O. Box 12277, Research Triangle Park, NC 27709 919/549-0600 Numerical Control Society (Automatic Control) (NCS) 519 Zenith Drive, Glanvlew, IL 60025 312/297-5010 Responsibility for the application of numerical control techniques. Institute of Electrical and Electronics Engineers (IEEE) 345 East 47th Street, New York City, NY 10017 212/644-7910 International Society for Hybrid Microelectronics (ISHM) P.O. Box 3255, Montgomery, AL 36109 205/272-3191 Ceramics, thick/thin films, semiconductor packaging, discrete semiconductor devices, and monolithic circuits. Bimonthly newsletter. National Engineering Consortium (NEC0 (Not an association) 1211 West 22nd fcvreet. Oak Brook, IL 60521 312/325-5700 Provides fellowships, scholarships, grants, and endowments to engineering students for furthering electronic training. Accreditation Board for Engineering and Technology (ABET) 345 East 47th Street, New York City, NY 10017 312/644-7685 Accredits college engineering curricula and engineering technology programs. American Association of Engineering Societies (AAES) 345 East 47th Street, New York City, NY 10017 212/686-5676 Advance the science and practice of engineering In the public Interest. American Institute of Industrial Engineers (AIIE) 25 Technology Park, Norcross, GA 30092 404/449-0460 Design, Improvement, and Installation of Integrated systems of people, materials, equipment, and energy. American Instltue of Plant Engineers (AIPE) 3975 Erie Avenue, Cincinnati, OH 45208 Newsletter 8 times/year; Journal quarterly. American Society for Certified Engineering Technicians (ASCET) 4450 West 109th Street, Overland Park, KS 66211 913/341-5669 Skilled technicians whose training and experience qualify them to provide technical support and assistance to registered professional engineers. Cert 1 f 1 ed_EngJ neer 1 no. Technl clan , bimonthly. Automated Procedures and Engineering Consultants (APEC) Miami Valley Tower, Suite 2100, Dayton, OH 45402 513/228-2602 Application of up-to-date computer technology to building design. Journal, bimonthly. Engineering Technologist Certification Institute (ETC I) 2029 K Street, NW< Washington, DC 20006 202/659-5773 Not a membership organization. Issues certificates for Associate Technologists and Engineers. American Institute for Design and Drafting (AIDD) 3119 Prince Road, Bartlesvi 1 1e, OK 74003 918/333-1053 Design and Drafting News , monthly. Design and Drafting Management Council (DDMC) P.O. Box 11811, Santa Ana, Ca 92711 714/838-5800 Computer-assisted drafting. Library. Commentary, monthly. +> Engineering Reprographic Society (ERS) P.O. Box 5805, St. Louis, MO 63134 314/232-7386 American Federation of Information Processing Societies (AFIPS) 1825 North Lynn Street, Suite 800, Arl Ington.VA 22209 703/558-3600 Serves as national voice for the computing field, advanced knowledge of the Information processing sciences. Association for Computing Machinery (ACM) 1133 Avenue of Americas, New York City, NY 10036 212/265-6300 Computer and Automated Systems Association of the Society of Manufacturing Engineers (CASA/SME) Box 930, One SME Drive, Dearborn, MI 48128 313/271-1500 Instrument Society of America (ESA) P.O. Box 1227, Research Triangle Park, NC 27709 919/549-841 1 Instruments and controls In science and industry. Instrumentation Technology , monthly. Society of Manufacturing Engineers (SME) P.O. Box 930, Dearbor, MI 48128 313/271-1500 Library. Manuf actur I no Eno I neer I ng . monthly. American Society for Mechanical Engineers (ASME) 345 East 47th Street, New York City, NY 10017 212/644-7722 Sponsor for ANSI. Library. Applied Mechani cs Review, monthly. Mechanical Engineering , monthly. American Institute of Physics (AIP) 335 East 45th Street, New York City, NY 10017 212/661-9404 ERIC 164 157 \ American Physical Society 335 East 45th Street, New York City, NY 10017 212/682-7341 American Society for Quality Control (ASQC) 161 West Wisconsin Avenue, Milwaukee, WI 53227 414/272-8575 Qua] Itv Progress , mpnthly. International Institute for Robotics (IIR) .Box 21078, Dallas, TX 75211 Smell library. Robotics Newsletter , monthly. Robot Institute of America (RIA) P.O. Box 930, Dearborn, MI 48128 313/271-1500 Robotics Today , quarterly. Robotics International (RI/SME) P.O. Box 930, Dearborn, MI 48128 313/271-1500 Library. Robotics Today, bimonthly. American National Standards Institute 1430 Broadway, New York City, NY 10018 212/354-3300 m 158 JOURNALS AND OTHER PUBLICATIONS OF INTEREST TO THE ENGINEERING TECHNICIAN American Journal of Physics , monthly $25 335 East 45th Street, New York City, NY 10017 American Machinist, biweekly, $25 1221 Avenue of the Americas, New York City, NY 10020 Canadian Controls and Instr umentation, monthly, $10/12 481 University Avenue, Toronto, Ontario, Canada H52 1A7 Canadian Datasvstems. monthly $10/12 481 University Avenue, Toronto, Ontario, Canada M52 1A7 Canadian Electronics Engineering , monthly, $10/12 481 University Avenue, Toronto, Ontario, Canada M52 1A7 ♦ Computer . monthly, $30 5855 Naples h>/1ne Plaza, Suite 301, Long Beach, CA 90803 Computer Decisions , monthly, $15 50 Essex Street, Rochelle Park, NJ 07662 Computers and Automation . 13 times/year, $18.50 815 Washington Street, Newtonvllle, MA 12160 Computer wor Id . weekly, $12 797 Washington Street, Newtonvllle, MA 02160 Data Management , monthly, $8 505 Busse Highway, Park Ridge, IL 60068 Datamation , monthly, $18 35 Mason Street, Greenwich, CT 06830 Design Engineering , monthly, $12/15 481 University Avenue, Toronto, Ontario, Canada M52 1A7 Design News , biweekly, $20 221 Columbus Avenue., Boston, MA 02116 EE - Electrical Equipment , monthly, no price listed 172 South Broadway, White Plains, NY 10605 (Instrument Society of America) Electromechanical Design , monthly, $20 167 Corey Road, Brook 1 Ine, MA 02146 Electronic Design , biweekly, $25 50 Essex Street, Rockelle Park, NJ 07662 Electronic Engineering Times . 26 times/year, $8 280 Community Drive, Great Neck, NY 11030 \ Electronic Newsl weekly, $9.50 7 East 12th Street, New York City, NY 10003 Electronic Technic Ian /Dealer , monthly, $6 757 Third Avenue, New York City, NY 10017 Electronics , biweekly, $12 1221 Avenue of the Americas, New York City, NY 10020 Engineering Education . 8 times/year, $20 One duPont Circle, Suite 400, Washington, DC 20036 (American Society for Engineering Education) I^EE Spectrum , monthly, $3 345 East 47th Street, New York City, NY 10017 (Institute of Electrical and Electronics Engineers) Instrumentation Technology , monthly, $7 400 Stanwlx Street, Plttsburge, PA 15222 I nstruments and Control Systems , monthly, $25 P.O. Box 2025, Radnor, PA 19089 Journal of the Association for Computing Machinery , quarterly, $30 ,1133- Avenue of the Americas, New York City, NY 10036 Machine and Tool Blue Book , monthly, no price listed Hitchcock Bui idlng, Wheaton, IL 60187 Machine Design . 31 times/year, $20 Penton Plaza, 1111 Chester Avenue, Cleveland, Oh 44114 Manufacturing Engineering and Management , monthly, $8.50 20501 Ford Road, Dearborn, Ml 48128 Mechanical Engineering , monthly, $10 345 East 47th Street, New York City, NY 10017 Phvslcs Today , monthly, $12 335 East 45th Street, New York City, NY 10017 Process Design , monthly, no price listed 221 Columbus Avenue, Boston, MA 02116 Production , monthly, no price listed P.O. Box 101, Bloomf leld H11 1 s. Ml 48013 Tooling and Production , monthly, $10 5821 Harper Road, Solon, OH 44139 Hewlett-Packard Journal 3000 Hanover Street, Palo Alto, CA 94303 ERIC 168 I S() Technology , bimonthly, $24 Technology Information Corporation, 2200 Central Avenue, Suite F, Boulder, CO 80301 Tekscope - Tektronix. Inc. (customer Information) P.O. Box 500, Beaverton, OR 97077 161 169 \ ERIC Federal law prohibits discrimination on the basis of race, color or national origin (Title VI of the Civil Rights Act of 1964); sex (Title IX of the Educational Amendments of 1972 and Title II of the Vocational Education Amendments of 1976); or handicap (Section 504 of the Rehabilitation Act of 1973) in educational programs or activities receiving federal financial assistance. Employees, students and the general public are hereby notified that the Georgia Department of Education does not discriminate in any educational programs or activities or in employment policies. The following individuals have been designated as the employees responsible for coordinating the department's effort to implement this nondiscriminatory policy. Title II - Ann Lary, Vocational Equity Coordinator Title VI - Peyton Williams Jr., Associate Superintendent of State Schools and Special Services Title IX - Myra Tolbert, Coordinator Section 504 - Jane Lee, Coordinator of Special Education Inquiries concerning the application of Title II, Title VI, Title IX or Section 504 to the policies and practices of the department may be addressed to the persons listed above at the Georgia Department of Education, Twin Towers East, Atlanta 30334; to the Regional Office for Civil Rights, Atlanta 30323; or to the Director, Office for Civil Rights, Education Department, Washington, D.C. 20201. ERIC 162 Program Improvement and Evaluation Office of Vocational Education Georgia Department of Education Atlanta. Georgia 30334 Charles McDaniel, State Superintendent of Schools 1984