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Mechanical Design for K12
This page is reserved for online publications of research data, articles, and other documents, peer-reviewed or not, as well as any constructive criticism, comments and advice, related to the determination of K-12 age-possible topics in mechanical design, as an instrument for the implementation of the ideas explored in the vision paper titled Proposed Model for a Streamlined, Cohesive, and Optimized K-12 STEM Curriculum with a Focus on Engineering.
Research Progress
The research on this subject has been planned and partially completed.
Possible Grade-Level to Introduce this Subject
To be determined.
Original Research Data Tables
Complete Report
edward_k12_mechdesign_report.pdf | |
File Size: | 329 kb |
File Type: |
Textbooks Used as Sources of Data
A Convenient Set of Textbooks Selected for the Present ...
Machine Design, 8th Edition, written by Timothy H. Wentzell, P.E., 518 pages long, is intended for a mechanical design course at the associate in science or bachelor in science degree in an engineering technology program. After a thorough and careful examination of all pages in this book, it has been determined that: (1) the mathematics concepts and skills required for reading the chapters in this book and for completing the home works are all at pre-calculus level; they include [four operations], [length], [area], [systems of unit], [power], [root], [inequality], [faction], [geometric shapes and solids] (circle, square, cylinder, cone, etc.), [measurement] (angle, length, width, diameter, etc.), and [trigonometric functions]; and all of them are either covered in middle and high schools or could be treated as special topics for instruction. (2) the physics and chemistry concepts and skills required for reading and home works include [weight], [mass], [gravity], [acceleration], [force], [distance], [power], [time], [torque], [pressure], [work], [impact], [energy] (kinetic and potential), [speed], [velocity], [inertia], and [temperature]. Most of these topics are covered in high school physics and chemistry courses; a lot of them are also reviewed or covered in this book. The author recommend statics, strength of materials, college algebra, and trigonometry as pre-requisite courses, as well as engineering material, and manufacturing process courses as helpful for taking a college level machine design course under an engineering technology program. The relevant topics, concepts, and skills reviewed and covered in this book include [rotational speed], [modulus of elasticity], [stress], [strain], [coefficient of thermal expansion], [deflection], [section modulus], [radius of gyration], [bending stress], [coplanar shear stress], [combined shear and torsional stress], [Mohr's Circle], [fatigue], [stress concentration factor], [stiffness], and [Young's Modulus]. This book is easy to read and convenient to use, written in "plain English" with little or no professional jargon. For the time being, this book is recommended for the Mechanical Design for K12 course under the futuristic K12 Engineering and Technology curriculum in the Mechanical Engineering Pathway, as described in the Vision Paper.
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An Introduction to Mechanical Engineering, written by Jonathan Wickert, and 306 pages long, is intended for students in the first or second years of a college or university program in mechanical engineering. However, due to lack of sufficient number of topics using both pre-calculus and calculus mathematics skills, this book is not considered here to be vigorous enough for a "primary" or even "secondary source of data." This book gives a general overview of some topics of science and mechanical engineering, such as machine components and tools, forces in structures and fluids, materials and stresses, thermal and energy systems, motion of machinery, and mechanical design. Some chapters are purely descriptive and informational in knowledge content, while others involve review of basic physics with scientific principles and computational formulas. The mathematics concepts skills needed for understanding the content of the book include pre-calculus ones such as [four operations], [length], [volume], [systems of units], summation], [square], [trigonometric functions], [right triangle], and [oblique triangles], as well as beginning calculus skills such as [first derivative], [first integral, and [chain rule]. The physics and chemistry concepts and principles involved in the topics of this book include [force], [mass], [gravity], [density], [time], [moment of force], [energy], [work], [pressure], [power], [heat], [luminous intensity], [viscosity], [temperature], [specific heat], [thermal conductivity], [angular velocity], and [torque]. The topics in the book include basic concepts and computational skills usually covered in typical strength of materials, fluid mechanics, heat transfer, and mechanical design courses, including [stress], [strain], and [elastic potential energy], and topics in gear train design. For all practical purposes, carefully selected chapters in this book could be used in the Mechanical Design for K12 course, as an auxiliary textbook for extra reading, in the futuristic K12 Engineering and Technology curriculum, as explored in the Vision Paper.
Engineering Technology versus Engineering ...For the present, Machine Design, 8th Edition, written by Timothy H. Wentzell, P.E., is a great book for high school level Mechanical Design course. However, this book is for an engineering technology program, NOT for an engineering program per se. There is a fundamental difference between the two. Engineering is more geared towards innovation and engineering technology is for most part application of existing technology developed by the engineering process, or technology used to assist the engineering design process.
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Planning for the Near Future ...
The textbooks below, used in mechanical engineering courses, could be used as research data for the determination of relevant mathematics, physics, and chemistry pre-requisites and the selection of high school age-possible mechanical design topics, for pedagogic experiments in high-school classrooms. The list of these topics could next be compared with those covered in the chapters of Machine Design, 8th Edition, written by Timothy H. Wentzell, P.E., to find out what are missing in this book; next, supplementary instructional materials could be developed and published online for additional pedagogic experiment.
Shigley's Mechanical Engineering Design, 8th Edition, written by Richard G. Budynas and J. Keith Nisbett, 1042 pages long, is one of the most popular textbook for mechanical design. It is used at california State University Los Angeles and many other places. It is selected as the principal reference book for the determination of high school age-possible topics.
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Mechanical Engineering Design, 7th Edition, written by Joseph E. Shigley, Charles R. Mischke, and Richard G. Budynas, 1017 pages long, is also one of the most popular textbook for mechanical design. It is selected as the first auxiliary reference book for the determination of high school age-possible topics.
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Fundamentals of Machine Elements, 2nd Edition, written by Bernard J. Hamrock, Steven R. Schmid, and Bo Jacobson, 967 pages long, is selected as a useful reference for the determination of high school age-possible mechanical design topics.
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Design of Machine Elements, 8th Edition, written by M. F. Spotts, T. E. Shoup, and L. E. Hornberger, 913 pages long, is selected as a useful reference for the determination of high school age-possible mechanical design topics.
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Mechanical Design An Integrated Approach, written by Ansel C. Ugural, 789 pages long, is selected as a useful reference for the determination of high school age-possible mechanical design topics.
Working for a comprehensive, Holistic and optimized High School Mechanical Design Course ...Mechanical design covers a variety of devices and a variety of textbooks deal with this subject with different emphasis. Therefore, the research on this subject will deal with more textbooks so as to come up with a more comprehensive list of K12 age-possible topics.
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Age-Possible Engineering Analytic Principles and Predictive Computational Skills for K-12 Students:
Presenting a List of High School 9th Grade Age-Possible Mechanical Design Topics to Engineering and Technology Educators and Curriculum Developers
This document presents a list of topics of strength of materials together with relevant formulas and mathematics, physics and chemistry pre-requisites, for the development of high school age-possible engineering instructional materials. In addition, it lists the page numbers of a college-level dynamics textbook, which could be used as references in the development of high school age-possible instructional materials.
Presenting a List of High School 9th Grade Age-Possible Mechanical Design Topics and Estimating the Time Slot Needed for Their Coverage in High School Schedule
This document lists the page numbers of a college-level engineering textbook (on the subject of mechanical design), which could be used as references in the development of high school age-possible engineering instructional materials. The document uses a practical conceptual framework for estimating the allocation of time needed for teaching the above high school age-possible strength of materials topics in high school classrooms, using standard high school mathematics, physics and chemistry textbook as references for comparison, in terms of the organization of topics, homework assignment, structure and other factors.
Presenting a List of High School 9th Grade Age-Possible Mechanical Design Topics to Engineering and Technology Educators and Curriculum Developers
This document presents a list of topics of strength of materials together with relevant formulas and mathematics, physics and chemistry pre-requisites, for the development of high school age-possible engineering instructional materials. In addition, it lists the page numbers of a college-level dynamics textbook, which could be used as references in the development of high school age-possible instructional materials.
Presenting a List of High School 9th Grade Age-Possible Mechanical Design Topics and Estimating the Time Slot Needed for Their Coverage in High School Schedule
This document lists the page numbers of a college-level engineering textbook (on the subject of mechanical design), which could be used as references in the development of high school age-possible engineering instructional materials. The document uses a practical conceptual framework for estimating the allocation of time needed for teaching the above high school age-possible strength of materials topics in high school classrooms, using standard high school mathematics, physics and chemistry textbook as references for comparison, in terms of the organization of topics, homework assignment, structure and other factors.
Original Research Data:
The table below constitutes the original research data, which lists the engineering knowledge content from every topics covered in two popular college-level engineering textbooks, with the knowledge and skills in mathematics, physics and chemistry needed as cognitive pre-requisites to effectively study these engineering topics, and then compare these lists with Georgia Performance Standards (available in 2009),which lists the topics of mathematics, physics and chemistry that K-12studentsare required to master at each grade level, to determine at what grade level a particular topics of engineering could possibly be studied effectively. Later on, after this website has been fully established, volunteer engineering professors will be recruited to review the data.
High School Age-possible Mechanical Design Table for High School Age-possible Engineering Content Knowledge in the Infusion of Engineering Design into K-12 Curriculum
The table below constitutes the original research data, which lists the engineering knowledge content from every topics covered in two popular college-level engineering textbooks, with the knowledge and skills in mathematics, physics and chemistry needed as cognitive pre-requisites to effectively study these engineering topics, and then compare these lists with Georgia Performance Standards (available in 2009),which lists the topics of mathematics, physics and chemistry that K-12studentsare required to master at each grade level, to determine at what grade level a particular topics of engineering could possibly be studied effectively. Later on, after this website has been fully established, volunteer engineering professors will be recruited to review the data.
High School Age-possible Mechanical Design Table for High School Age-possible Engineering Content Knowledge in the Infusion of Engineering Design into K-12 Curriculum
RESEARCH OUTCOMES Navigator:
(1) Engineering Foundation (Introduction to STEAM for K12, Statics for K12, Dynamics for K12, Strength of Materials for K12, Engineering Materials for K12, Statistics& Probabilities for K12, and Engineering Economics for K12);
(2) Mechanical Engineering (Mechanical Design for K12, Fluid Mechanics for K12, Aerodynamics for K12, Heat Transfer for K12, Thermodynamics for K12);
(3) Engineering Technology (CADD& Product Design for K12, Manufacturing Processes for K12, Engineering Programming for K12);
(4) Civil Engineering (Introduction to Computerized Civil Engineering Design for K12, Introduction to Global Positioning System & Land Surveying for K12, Introduction to Structural Design for K12);
(5) Electrical Engineering (Introduction to Electrical & Electronics Devices for K12, Introduction to Circuit Analysis & Simulation for K12, Introduction to Robotics & Programming for K12);
(6) Capstone Engineering Design and Research;
(7) Available K12 STEAM Learning Resources;
(8) Mathematics Pre-requisites for Undergraduate Engineering Programs;
(9) Recommended Artistic Skills for STEM Professionals.
(1) Engineering Foundation (Introduction to STEAM for K12, Statics for K12, Dynamics for K12, Strength of Materials for K12, Engineering Materials for K12, Statistics& Probabilities for K12, and Engineering Economics for K12);
(2) Mechanical Engineering (Mechanical Design for K12, Fluid Mechanics for K12, Aerodynamics for K12, Heat Transfer for K12, Thermodynamics for K12);
(3) Engineering Technology (CADD& Product Design for K12, Manufacturing Processes for K12, Engineering Programming for K12);
(4) Civil Engineering (Introduction to Computerized Civil Engineering Design for K12, Introduction to Global Positioning System & Land Surveying for K12, Introduction to Structural Design for K12);
(5) Electrical Engineering (Introduction to Electrical & Electronics Devices for K12, Introduction to Circuit Analysis & Simulation for K12, Introduction to Robotics & Programming for K12);
(6) Capstone Engineering Design and Research;
(7) Available K12 STEAM Learning Resources;
(8) Mathematics Pre-requisites for Undergraduate Engineering Programs;
(9) Recommended Artistic Skills for STEM Professionals.
Freedom and opportunities! You will have the right to a high quality K12 science, technology, engineering, arts and mathematics (STEAM) education!
¡Libertad y oportunitades! ¡Usted va a tener el derecho a una K12 educación de alta calidad en ciencia, tecnología, ingenería, artes y matematica (CTIAM)!
自由和机会!你们将拥有接受高质量的、贯穿幼儿园到中小学阶段的科学、技术、工程、艺术和数学教育的权利!
¡Libertad y oportunitades! ¡Usted va a tener el derecho a una K12 educación de alta calidad en ciencia, tecnología, ingenería, artes y matematica (CTIAM)!
自由和机会!你们将拥有接受高质量的、贯穿幼儿园到中小学阶段的科学、技术、工程、艺术和数学教育的权利!
Contact Information: Edward Locke ([email protected])