MS&D Proceed

MS&D PROCEED - DISCUSSION NOTES

Nov 29, 2000

These are very rough notes from discussion during this meeting. Not verbatim comments.

Please let me know if you see any changes that should be made. Send comments to: r.longoria@mail.utexas.edu

Person	Comment
Hamilton	Fall 2000 Syllabus (pdf file)
Hamilton	The EM 306 course no longer covers particle kinematics and dynamics; decision made to cover more materials and focus on statics. This means it is critical 324 introduce this core material fully. The material in 324 as covered in classic texts (e.g., Meriam and Kraige, etc.) is very methodical. You might say it is dry or sterile (even though the problems looks like practical applications). Bedford and Fowler (from UT ASE/EM) book seems like good alternative. You cannot just jump around. Basic subjects include: free-body diagrams, abstract usage of vectors and vector algebra, problem solving. This course requires intense problem solving. Agreement with discussion from the last meeting (need for motivational examples). Concerns with what to delete? For example, do the students need to use inertia tensors later? (yes, according to some discussion). How about complex, relative coordinate systems, etc.?
All	Discussion on some topics; discussion on students analysis in 466K (indicates need to improve ability of students to apply this material).
Mike Bryant	I use extensive project work in courses like 338, 344, 348 (mechatronics). (Mike discussed very positive response by students; enthusiastic involvement). Good example: carnival ride accident. (use current events, etc.)
Cox	In the robotics course (elective, ME 372R), we use projects and they are well received by the students.
Masada	These look like good applications (referring to problems in Meriam and Kraige).
Hamilton	How do you make sure you get all of the core material with the applications? There is a time constraint.
Crawford	Keep this course analytical - don't worry about the design.
Moon	There is no new physics here; basic mechanics. Introduce the methods with "archetypes". For each section in your syllabus or book, can you come up with archetypes?
?	We need to be able to assess/measure how the students are utilizing basic tools (FBDs, vector algebra, etc.).
Moon	Students can oversimplify a problem, and make assumptions that makes the problem trivial.
Bryant	It is important for the instructor to 'spec' out the problem carefully, give them specific things to calculate, etc.
Hamilton	With 324, it is critical to give tests early and frequently so students get feedback on how they are doing.
	(indeed, need to keep this aspect of the curriculum)
Barr	In 'proceed', the concept of a 'project' should be widely interpreted (to meet goals/objectives of the course).
Ling	In ME 338, we have done a good job of tightly coupling the objectives of the course (basic stress-strain, Mohr's circle, etc.) with the application (here R/C cars). (if you don't carefully monitor the students, they may misinterpret what will get them a 'good grade' - like good paint job).

Summary Points	We need to outline the outcomes of the course, and associate with 'archetype' problems. We need to define what is meant by a 'project'. What are the types?

Other comments	With ME 324 going back to basic sequence, class size can get very large. Most agreed that 100 to 120 is ok in well organized course, but if it gets up to 150 to 180 that is too much. Are these course going to go back to being 'gateway'? What is Ford's role in these activities?
	Updated 11/29/2000 (7:00 pm)
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