Engineering:

Mechanical Engineering
CRAFTY Curriculum Foundations Project
Clemson University, May 4–7, 2000
David Bigio, Report Editor
Kenneth Roby and Susan Ganter, Workshop Organizers

Summary
We have endeavored to answer the questions as posed in order to satisfy the understood needs of the
Mathematical Association of America. However, the answers to just the posed questions do not address
the bigger picture that was the underlying theme of our discussions. We therefore present an overall con-
text of what we want the students to “be” and then a list of the details within each mathematics topic.
We want students who are able to:
• Learn in context
• Conceptualize
• Set up equations
• Apply problem solving techniques
• Translate mathematical results
• Understand the language of mathematics vs. language of engineering (in all dialects)
• Use modeling techniques
• Understand logic discipline
• Manipulate complex equations
We want students to understand the physics and how equations describe the physics. We want them to then
solve problems with whatever tools are appropriate and to understand the solutions.

Narrative
Introduction and Background
We have tried to address our answers to the MAA questions with respect to where we think the Mechanical
Engineering curriculum is now and where it is going to be in the near future. The different themes we think
are important included:
• “Slide rule engineering” and packaged knowledge is insufficient for modern problems
• Smaller scale systems
• Nanoscale-thin layers

79
80 The Curriculum Foundations Project

• Smarter systems—more intelligent (Mechatronics)

• Modularization
• Precision movement
• New materials—soft/wet, increasingly complex (using tensor notation)
• Biological and medical engineering
• Analytic complexity and interrelatedness of fields
• Three types of systems
• Static—large scale stresses
• Dynamic—phenomenon over time
• Non-deterministic—statistics and probability
• Increasing use of discrete techniques in addition to continuous
• Central roles of calculators and computers
• Massive codes used for problem solving
• Need to understand microprocessors and mechanical systems—Boolean logic

Regardless of what the new foci will be one thing is clear: the way students need to know the material is
different than before. Students need to be able to deal in a more complex interface with the different dis-
ciplines. They need to understand how to take the fundamentals and use them in different ways.
Calculators, computers, and packaged software give students a facility to see the physical reality in a variety
of ways.

Understanding and Content

We believe that the basic mathematical foundations have not changed a great deal. It is, however, the
implementation of this knowledge and the drive for pedagogical transformation that is of concern in the
future. The following are the group’s responses to the specific MAA questions, organized as requested by
considering different aspects of what is desired in the first two years of undergraduate instruction.

What conceptual mathematical principles must students master in the first two years?
The following table states the specific mathematical principles and where they are used in the mechanical
engineering curriculum.

Mathematical Concept Context for Mechanical Engineering

Algebra and trigonometry All areas of mechanical engineering
Coordinate systems
Geometry All areas of mechanical engineering
Transformation: rotation & translation Notation facility
Codes
Estimation Thermo fluids
Order of magnitude Engineering design
Distinguishing realistic from nonsense Physical design of experiment
Modeling
Statistics Experimental design and analysis
Mean and standard deviation Design
Quality Assurance
Manufacturing
Engineering: Mechanical Engineering 81

Mathematical Concept Context for Mechanical Engineering

Derivatives and integrals Statics and mechanics
Thermodynamics
Energy and work
Control theory
Taylor series and Fourier series Vibrations/Instrumentation
System Dynamics
Ordinary differential equations: Heat conduction
Linear first and second order Fully developed flow
Homogeneous and non-homogeneous Solid state diffusion
Dynamic systems
Multivariable calculus Fluids
Gradients Conduction
Surfaces and planes
Linear Algebra Dynamics and systems dynamics
Vectors and matrices Vibrations
Eigenvalues and eigenvectors Controls
Nonlinear finite element analysis
Optimization
Vector analysis Statics, dynamics, and kinematics
Mechanics of materials
Partial differential equations Thermal fluids
Soils mechanics
Numerical Methods Dynamics
Discretization Dynamical systems
Use of software such as Matlab Vibration
Solid and fluid mechanics
Complex variables Controls (bode plots)
Vibrations
Electronic Circuit Theory

What mathematical problem-solving skills must students master in the first two years?
In an engineering discipline problem solving essentially means mathematical modeling: the ability to
take a physical problem, express it in mathematical terms, solve the equations, and then interpret the result.
We feel that, especially in the first two years, the students are more comfortable and adept at being able
to understand concepts through tackling sample problems. Part of the problem solving must move through
Bloom’s Taxonomy from mechanics to conceptualization to integration. The final stage could be done by
moving some of the mathematics topics into the third year and coordinating the timing of the topics with
the engineering program.

What broad mathematical topics must students master in the first two years? What priorities exist
between these topics?
We provide a high level of specificity and detail in our presentation of the mathematics topics we consider
important to an undergraduate in mechanical engineering. Moreover, rather than limit ourselves to just the
first two years, we address all the mathematics skills we believe are necessary for our students, separating
them into the three major levels of their educational career:
82 The Curriculum Foundations Project

Secondary education—Major topics for prospective engineering students in high school include:
• algebra
• trigonometry
• geometry
A student should develop skills in these areas prior to entering an engineering program.
First two years of undergraduate education − Major topics to include are:
• geometry
• functions and graphs
• statistics
• integration and differentiation
• linear algebra
• ordinary differential equations
• partial differential equations
• numerical methods
• complex numbers and functions
Third Year—Advanced topics or topics focused on certain sub disciplines rather than across
the curriculum are placed in this category.

The Appendix lists specific topics for each of these three educational levels. Moreover, instead of sim-
ply listing together the first two undergraduate years we suggest what the students should learn during the
first year and what they should learn during the second.

What is the desired balance between theoretical understanding and computational skill? How is this
balance achieved?
Students need enough of a conceptual foundation—not based on formal derivations—so that they get a
basic understanding of the mathematical principles. They need to tie these with computational skills. Then
computing will allow an effective application of the mathematics, yielding an understanding of the physical
implications of the system under study. The emphasis is on physical understanding without the axiomatic
structure.

What are the mathematical needs of different student populations and how can they be fulfilled?
We differentiate between students who terminate with a bachelor’s degree and those who continue on for
advanced degrees. The more theoretical mathematics courses should be made available during the last two
years, when a student knows if they wish to go to graduate school.

Technology
How does technology affect what mathematics should be learned in the first two years?
Computers and appropriate software allow work on more complex problems earlier in a student’s educa-
tional career. They also allow for visualization of the effect of varying parameters.
The internet gives access to vast amounts of information, allowing solution of more interesting com-
plex problems.Many crank turning skills—like integration by parts, complicated integration substitutions,
and manual manipulative skills—can be handled by technology. Instructors can thus spend more time
teaching conceptual understanding of the important skills.
Engineering: Mechanical Engineering 83

What mathematical technology skills should students master in the first two years?
Students need to be familiar with software applications for numerical computation and symbolic compu-
tation. They also need to be introduced to spreadsheets.

Instructional Techniques
What are the effects of different instructional methods in mathematics on students in our discipline?
Mathematics is the entry point for engineering students. We get our students because they “were good in
math,” and often because some instructor told them so. An ineffective mathematics program will drive
our students away. The students can be turned off by poor instruction.

What instructional methods best develop the mathematical comprehension needed for your disci-
pline?
Instruction is not effective when material is presented in an overly theoretical way, divorced from application.
Topics should be presented in the context of physical concepts. Interdisciplinary team teaching/active
learning/collaborative learning should be utilized as effective instructional methods. The use of student
teams enhances instructional effectiveness.
Is it pedagogically more effective to teach mathematics to engineering students as a homogeneous
group or as part of heterogeneous groups with students in other disciplines? We recommend that the MAA
seriously consider which method of student grouping is the most conducive to student learning.

What guidance does educational research provide concerning the mathematical training in your discipline?
Several educational research insights are valuable in guiding mathematical training in our discipline.
Specific examples include teaming and Bloom’s taxonomy. Active learning has become an important
activity for our students, both as preparation for the job market and as an effective way to deal with
open-ended problems.
We propose that mathematics departments develop small projects that require teaming and active
learning. This would help students learn fundamental mathematical principles, avoiding the mere memoriza-
tion of algorithms that can arise from over-concentration on examples. There could be one or two projects during a
semester, handled by teams of two to four students. Examples of subjects could be differential equations whose
complexity increases from project to project. The applications could cut across different engineering disciplines so
that students could develop a sense of the nature of each discipline.

Instructional Interconnections
What impact does mathematics education reform have on instruction in your discipline?
Some workshop participants felt that students are being trained in symbolic manipulation and memorization
in ways that negatively impact their ability to attack more complicated problems. Our students seem to have a
decreased ability to conceptualize. They are too dependent on methodology and not on principles.

How should education reform in your discipline affect mathematics instruction?

Educational reform in engineering, being driven by ABET. EC2000 has added more active learning, prob-
lem-based, team learning experiences. This results in more open ended, complicated problems for students
to tackle. The paradigms for teaching in engineering are evolving from solely derivation and lectures to
more varied methods, addressing a diversity of student learning styles. If mathematics is still taught in
ways that do not address differing learning styles or teaching pedagogies, it will lose its effectiveness in
preparing engineering students.
84 The Curriculum Foundations Project

How can dialogue on educational issues between your discipline and mathematics best be maintained?
• Establish sites that implement change in the education paradigm.
• Organize workshops with mathematics and engineering faculty to advance this discussion.
• Establish joint meetings or sessions between MAA and FIE/ASEE.
• Recognize and encourage interdisciplinary cooperation via changes in the merit system.
• Encourage engineers to learn more about reforms under consideration by the MAA.
• Encourage books to be written jointly by mathematicians and engineers.
Funding needs to be found for such activities. The NSF is one appropriate funding source.
Engineering: Mechanical Engineering 85

WORKSHOP PARTICIPANTS
Andrew Alleyne, Mechanical & Industrial Engineering, University of Illinois
William Beston, Engineering Science, Broome Community College
David I. Bigio, Mechanical Engineering, University of Maryland
P. K. Imbrie, Freshman Engineering, Purdue University
Phillip L. Jones, Mechanical Engineering and Materials Science, Duke University
Deborah A. Kaminski, Mechanical Engineering, Rensselaer Polytechnic Institute
Raymond L. Laoulache, Mechanical Engineering, University of Massachusetts, Dartmouth
Jed Lyons, Mechanical Engineering, University of South Carolina
Kenneth Roby, Mechanical Engineering, Clemson University (Deceased)
Dhushy Sathianathan, Engineering Design, The Pennsylvania State University
Robert L. Spilker, Biomedical Engineering, Rensselaer Polytechnic Institute

Mathematics Participants

David Bressoud, Mathematics, Macalester College

Harvey Keynes, Mathematics, University of Minnesota
John Peterson, Mathematics, Chattanooga State Technical and Community College
86 The Curriculum Foundations Project

APPENDIX: Specific Mathematical Topics

Secondary School
• Algebra/Trigonometry
Manipulation skills
Logarithmic and exponential functions
Trigonometric functions:
In terms of right triangles and general triangles
Expressing periodic phenomena
Understanding variable names and use of symbols
• Geometry
Sketching process for visualization
Planar objects

First Two Years of Undergraduate Mathematics

• Geometry
3D visualization (1st yr)
Coordinate systems (1st yr)
Transformations (1st yr)
Translations
Rotations
• Functions and Graphs
Plotting—Cartesian, semi-log, log-log, (1st yr)
Special functions and their properties—exponentials, step functions (1st yr)
Parametric graphing (2nd)

• Statistics
Mean/Standard Deviation/Variance (2nd yr)
Regression Analysis (2nd yr)
Least Squares
Linear and Polynomial Regression Analysis
Multivariable Regression Analysis (nonlinear)
Probability—(2nd yr)
Distributions—Gaussian, Poisson, Exponential (2nd yr)
Examples:
• Linear regression is used to find the slope of a stress-strain curve (the elastic modulus of a material).
• Polynomial regression is used to model the rise and fall of hardness with aging time in precipitation
hardenable aluminum alloys and predict the peak hardness conditions.
• ANOVA and/or T-Tests are used to determine if there is a significant correlation between all kinds
of data, such as heat treatment conditions and hardness.
Engineering: Mechanical Engineering 87

• Basic statistics like average and standard deviation are used to describe the average grain size from
metallographic measurements.
• The Weibull distribution is used as a model for lifetime and durability phenomena.
• The Exponential distribution is used as a model for reliability data.
• The Binomial distribution is used to model the number of defective items in samples drawn from
large lots of items such as mechanical or electrical parts.
• Probability concepts are used in the stochastic design method for mechanical components (e.g.,
shafts, beams, plates and other solid objects under load). This is the design for reliability approach
that is sometimes preferred over the design factor of safety approach.

• Integration and Differentiation

Standard functions—polynomial, exponential, logarithmic (1st yr)
Special functions—hyperbolic (1st)
Product/quotient/chain rules (1st)
Extreme points, points of inflection, and similar analysis of functions (1st)
Setting up integrals (1st)
Definite integrals representing area, energy, work, etc (1st)
Moments of inertia & finding centroids (1st)
Know how to get to the “answers” (1st)
Multivariate calculus—derivatives/integrations—curl, divergence, gradient (2nd yr)
Exact differentials Mdx + Ndy = dz (2nd)

• Linear Algebra
Vectors
Properties—magnitude, direction, linear, angular (1st yr)
Vector algebra and manipulation (dot product, cross product, possibly gradient) (1st yr)
Vectors as coordinate system (1st yr)
Linear independence (2nd yr)
Matrices
How to cast equations into matrix form (1st yr)
Matrix manipulation (addition, multiplication, inversion, transposition) (1st yr)
Special matrices: symmetric, sparse, banded (2nd)
Basic dimensional analysis (2nd yr)
Singular matrices
Determinant
Rank
Solution of system of homogeneous equations (1st or 2nd yr)
Eigenvectors and eigenvalues
Vectors as a “special” matrix (2nd yr)
Understanding homogeneous vs. non-homogeneous (non-forced vs. forced) (2nd yr)
88 The Curriculum Foundations Project

• Ordinary Differential Equations

1st, 2nd and higher order
Constant coefficient (1st or 2nd order)
Linear (1st or 2nd order)
Boundary and initial value problems (1st or 2nd order)
dx/dt + ax = 0 implies time constant (1st or 2nd order)
d 2x /dt 2 interpreted as natural frequency and damping ratio (1st or 2nd order)
Laplace transform
• Partial Differential Equations
What are PDEs?
How to convert PDEs to ODEs (2nd yr)
• Numerical Methods (not necessarily as a separate course)
Symbolic manipulators (Matlab, etc.) (1st or 2nd yr)
Discretization concepts (2nd yr)
Finite differences (2nd yr)
Numerical integration (2nd yr)
Euler’s Method
Simpson’s Rule
Root finding (2nd yr)
Runge-Kutta methods for ODEs (2nd yr)
Regression and curve fitting (2nd yr)
• Complex Numbers, Variables, and Functions
Arithmetic and algebra of complex numbers (1st yr)
Representations of complex numbers: polar, Cartesian, exponential (1st yr)
Laplace functions (2nd yr)
Fourier series (2nd yr)

Third Year of Undergraduate Mathematics

• Functions and Graphs
Complex plane
Bode diagrams
• Matrix analysis
Advanced matrix operations: Gauss, LUD (2nd or 3rd yr)
• Ordinary differential equations
Nonlinear equations
Periodic forcing functions
• Partial differential equations
2nd order linear
Simple systems
Numerical methods
Engineering: Mechanical Engineering 89

• Statistics
Sampling (vs. total population) and estimation
Factorial design and design of experiments
Hypothesis testing (e.g., quality assurance)
Examples
• Statistical design of experiments (factorial design) is used to determine the main effects in experiments
involving multiple variables, like the effects of fuel octane level, rpm, and torque on internal com-
bustion engine efficiency. Multi-variable regression methods are also applied in experiments like
this.
• Control charts (e.g., X-bar and R-bar) are used extensively for continuous quality control decisions
about manufacturing processes.
• Numerical Methods
Boundary value problems—2nd order
Finite element analysis