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Introduction to Mechatronic Systems
Published in Bogdan M. Wilamowski, J. David Irwin, Control and Mechatronics, 2018
Mechanical engineering is one of the most important fields discovered by human beings. An old adage says “machinery is the mother of industry,” and it implies that mechanical engineering is one of the oldest and broadest engineering disciplines. Mechanical engineering involves the analysis, design, manufacturing, and maintenance of various mechanisms and was developed for the application of principles from the core concepts of mechanics, kinematics, thermodynamics, fluid mechanics, materials science, energy, and so on. For instance, the applications of mechanical engineering are in automobiles, refrigerators, air conditioners, and many other appliances, and various types of machines like milling, drilling, and lathe are used. At the core of all the applications of mechanical engineering is mechanical engineering design. During the design process of a mechanism, some fundamental physical subjects of mechanical engineering are considered, and they are described individually in Sections 34.2.1.1 through 34.2.1.3.
Problem solving and basics
Published in Anthony Johnson, Keith Sherwin, Foundations of Mechanical Engineering, 2017
Anthony Johnson, Keith Sherwin
As a starting point, mechanical engineering can be defined as that branch of engineering concerned with the design, manufacture, installation and operation of engines and machines. One of the key functions of mechanical engineering is to design new products. To do so, the engineer must be able to analyse the product in order to assess its performance and to ensure that it is strong enough to perform its duty. As such, the analysis of mechanical engineering systems and components involves an understanding of the principles of the following topics in mechanical science:
Applications of Green Chemistry Principles in Engineering Introduction to Sustainability
Published in Vera M. Kolb, Green Organic Chemistry and Its Interdisciplinary Applications, 2017
Chemical engineering is most relevant for the objectives of this textbook. It covers chemical processes on a commercial scale. Civil engineering is concerned with design and construction of roads, railways, bridges, dams, and buildings, for example. Electrical engineering is focused on electrical and electronic systems, telecommunication, generators and motors, and similar. Mechanical engineering deals with mechanical systems, such as power, energy, aerospace, and transportation, as some examples.
Student understanding of kinematics: a qualitative assessment
Published in European Journal of Engineering Education, 2022
Mechanical engineering is widely regarded as one of the broadest engineering disciplines as it combines some of the core areas of physics and mathematics in the study of objects and systems in motion (Columbia University 2020). Within a typical mechanical engineering curriculum, fundamental learning strands are easily identified, one of which is kinematics, the study of motion. This stream forms a key part of the curriculum as it is often a concept that needs to be applied in other areas of engineering and physics, for example in kinetics, the study of forces, where analysis of the interaction between forces and motion may be required. Developing an understanding of kinematics will likely help students to deal with more complex physical problems later in the degree programme and thus, it is vital that they develop this understanding of the basic concepts early on. Rosenquist and McDermott (1987) outline this importance by stating kinematical concepts are of sufficient importance to warrant special attention. In addition to providing a basis for the study of dynamics, the concepts of velocity and acceleration are often used to introduce various instantaneous rates, not only in Physics but in other disciplines. (Rosenquist and McDermott 1987, 415)
In search of the new engineer: gender, age, and social class in information about engineering education
Published in European Journal of Engineering Education, 2019
Maria Berge, Eva Silfver, Anna Danielsson
In the intersection between the discourse of technological progression and the sustainability discourse, we have identified an identity position that can be described as the engineer as the key to solving the world’s environmental problems. This is made in two ways: either technological progression is portrayed as unproblematic or as problematic. When technological progression is described as trouble-free the engineer is crucial to provide solutions: Society is making increasing demands for sustainable solutions in areas such as transport and energy. The masters in mechanical engineering will create a profession that contribute to the solutions. (CTH, master)This identity position, thus, makes the engineer a powerful player in how humanity is to come to terms with contemporary environmental challenges, but without acknowledging how the discourse of technological progression in itself may be problematic from a sustainability point of view. When awareness of sustainability is constructed as integral to engineering practice, the engineer, unless they are able to take such aspects into account, becomes part of the problem: To develop future products, processes and services, you need skills in areas such as science, engineering and project methodology and understanding of the ethical, economic and sustainability dimensions. (KTH, bachelor)In this construction of the ‘the responsible engineer’ a more nuanced conceptualisation of sustainability is made possible, one that not only includes environmental aspects but also economic and social ones. This kind of engineer is also foregrounded as an engineer needed by society, thus making the engineer attractive on the job market: The aim of the Mechanical Engineering programme is to meet society’s need for engineers who take on a sustainability perspective while developing technologies for safe and environmentally friendly energy and energy conversion. (LTH, master)In the interview talk, this identity position was more difficult to find. It was only reproduced in two female students’ interviews. In Nadja’s (KTH bachelor) ‘interview’, there was talk about how she wanted to contribute to a sustainable society: ‘But I do feel that I should be beneficial and contribute to a more sustainable society’. Likewise, Isabella’s (KTH, master) interview talk activates the sustainability discourse when she says that she wants to ‘combine working with people, problem solving and making the world better’.