Form 5a_Course Specifications _SSRP_1 JULY 2013 Page 1
Kingdom of Saudi Arabia
National Commission for
Academic Accreditation & Assessment
Kingdom of Saudi Arabia
Ministry of Higher Education
University of Tabuk
Vice Presidency for Academic Affairs
Management of Programs & Study Plans
ATTACHMENT 2 (e)
Course Specifications
Kingdom of Saudi Arabia
The National Commission for Academic Accreditation & Assessment
Course Specifications
(CS)
ME 315: Mechanical Design - I
Fall, 2014
Form 5a_Course Specifications _SSRP_1 JULY 2013 Page 2
Kingdom of Saudi Arabia
National Commission for
Academic Accreditation & Assessment
Kingdom of Saudi Arabia
Ministry of Higher Education
University of Tabuk
Vice Presidency for Academic Affairs
Management of Programs & Study Plans
Course Specifications
Institution Date of Report
University of Tabuk 5/11/1435 H.
College/Department : Faculty of Engineering/ Mechanical Engineering Department
A. Course Identification and General Information
1. Course title and code:
ME 315: Mechanical Design - I
2. Credit hours: 3 credit hours (2,2,1)
3. Program(s) in which the course is offered.
(If general elective available in many programs indicate this rather than list programs)
Mechanical Engineering Program
4. Name of faculty member responsible for the course
Dr. Saleh Saad Alhayek
5. Year/ Level at which this course is offered: 4th/ 1
st
6. Pre-requisites for this course (if any)
ME 212 & ME 213
7. Co-requisites for this course (if any)
None
8. Location if not on main campus:
N/A
9. Mode of Instruction (mark all that apply)
a. Traditional classroom What percentage?
b. Blended (traditional and online) What percentage?
c. e-learning What percentage?
d. Correspondence What percentage?
f. Other What percentage?
Comments: All lectures shall be delivered using PPT slides. Lab. sessions shall be conducted using
available resources, if any!
√
×
×
×
×
0
0
0
0
100%
Form 5a_Course Specifications _SSRP_1 JULY 2013 Page 3
Kingdom of Saudi Arabia
National Commission for
Academic Accreditation & Assessment
Kingdom of Saudi Arabia
Ministry of Higher Education
University of Tabuk
Vice Presidency for Academic Affairs
Management of Programs & Study Plans
B Objectives
1. What is the main purpose for this course?
Summary of the main learning outcomes for students enrolled in the course.
Course Outcomes:
(letters in parentheses indicate correlation of the outcome with the appropriate ABET program
outcomes a-k)
After completing the course successfully, the student will be able to:
1. Learn the fundamentals of mechanical design, codes and standards, materials selection and factor
of safety (a, e)
2. Use the knowledge in Statics and Strength of Materials for design of machine elements. (a,c,e,k)
3. Learn the concepts of static and fatigue failure theories, and apply them in machine design.
(a,c,e,k)
4. Design shafts and axels for rotating machinery. (a,c,e,k)
5. Select appropriate springs, welds, bolts, rivets, clutches, brakes, belts, ropes, chains, couplings,
and screws for machine design. (a,c,e,k)
6. Communicate effectively through written and oral skills. (g)
7. Understand the professional and ethical responsibility of a design engineer. (f)
8. Identify that characteristics of his designs have safety, societal, or environmental impact. (h)
9. Design a project for a specific purpose utilizing knowledge acquired throughout the course.
(a,c,e,k)
Course Policies Assessment: Assignments, examinations, student surveys.
2. Briefly describe any plans for developing and improving the course that are being implemented. (e.g.
increased use of IT or web based reference material, changes in content as a result of new research in
the field)
The main reference book is already available for purchase from the internet, and power point
presentation slides of the whole course is being used for the interpretation in the class. They are
downloaded on a regular basis on the faculty webpage for students conveneience.
C. Course Description (Note: General description in the form to be used for the Bulletin or
handbook should be attached)
1. Topics to be Covered
List of Topics No. of
Weeks
Contact Hours
Form 5a_Course Specifications _SSRP_1 JULY 2013 Page 4
Kingdom of Saudi Arabia
National Commission for
Academic Accreditation & Assessment
Kingdom of Saudi Arabia
Ministry of Higher Education
University of Tabuk
Vice Presidency for Academic Affairs
Management of Programs & Study Plans
Ch. 1: Intro. To ME Design: Design, Mechanical Engineering, Standard Design
Process: Phases, Considerations, Design Engineer’s Responsibilities, Standards &
Codes, Economics, Stress & Strength, Uncertainty, Reliability, Dimensions &
Tolerances, Units, Significant Figures.
1 3
Ch. 2: Materials: Statistical Significance of Material Properties, Numbering
Systems, Material Selection Proces
1 3
Instructor's Handout: Review of stress analysis (combined stress, Bending) and Buckling.
1 3
Ch. 5: Failures Resulting from Static Loading: Strain Failures, Static Strength,
Stress Concentration, Failure Theories, Maximum- Shear-Stress Theory for
Ductile Materials, Distortion-Energy Theory for Ductile Materials, Coulomb-
Mohr Theory for Ductile Materials, Maximum-Normal-Stress Theory for Brittle
Materials, Modifications of the Mohr Theory for Brittle Materials, Fracture
Mechanics: Stress Intensity Factor, Fracture Toughness.
2 6
*NO CLASS-National Day
Ch. 6: Fatigue Failure Resulting from Variable Loading: Fatigue Failure in
Metals, Fatigue Life Methods: Stress-Life Method : R. R. Moore, S-N Curve, The
Strain-Life Method, Manson-Coffin Relationship, Linear-Elastic Fracture
Mechanics Method, Paris Law for Crack Growth, Endurance Limit for Steels,
Fatigue Strength, Endurance Limit Modifying Factors, Marin Modification
Factors on Endurance Limit, Characterizing Fluctuating Stresses, Fatigue Failure
Criteria for Fluctuating Stresses, Combination of Load Modes, Cumulative
Fatigue Damage.
2 6
Ch. 7: Shafts and Shaft Components: Shafts: Materials, Layout, Shaft Design
for Stress : Critical Locations, Stress Analysis, Stress Concentration, Deflection
Considerations, Critical Speeds for Shafts, Miscellaneous Shaft Components,
Limits and Fits, Stress and Torque Capacity in Interference Fits.
2 6
Ch. 8: Screws, Fasteners, and the Design of Nonpermanent Joints: Thread
Terminology, Profile, Types, Power Screw, Mechanics of Power Screws, Self-
Locking, Efficiency, Friction Coefficients, Stress Analysis, Threaded Fasteners,
Joint-Fasteners Stiffness, Joint-Member Stiffness, Bolt Strength, Tensile Joints -
The External Load, Relating Bolt Torque to Bolt Tension, Statically Loaded
Tension Joint with Preload, Casketed Joint, Fatigue Loading of Tension Joints,
Bolted and Riveted Joint Loaded in Shear, Shear Joint with Eccentric Loading.
2 6
Ch. 9: Welding, Bonding, and the Design of Permanent Joints: Welding Symbol, Butt and Fillet Welds, Stress in Fillet Welds, Torsional Stress in
Welded Joints, Torsional Properties of Fillet Welds, Bending Stresses in Welded
Joints, Bending Properties of Fillet Welds, The Strength of Welded Joints,
Resistance Welding, Adhesive Bonding, Guidelines in Joint Design.
2 6
Form 5a_Course Specifications _SSRP_1 JULY 2013 Page 5
Kingdom of Saudi Arabia
National Commission for
Academic Accreditation & Assessment
Kingdom of Saudi Arabia
Ministry of Higher Education
University of Tabuk
Vice Presidency for Academic Affairs
Management of Programs & Study Plans
Ch. 10: Mechanical Springs: Stresses in Helical Springs, Curvature Effect,
Deflection of Helical Spring, Compression Spring, Stability, Spring Materials,
Mechanical Properties of Spring Wire, Helical Compression Spring Design for
Static Service, Critical Frequency of Helical Springs, Fatigue Loading of Helical
Compression Springs, Helical Compression Spring Design for Fatigue Loading,
Extension Spring, Analysis of Extension Spring, Helical Coil Torsion Spring,
Miscellaneous Springs, Stresses in a Flat Triangular Spring.
1 3
Ch. 16: Clutches, Brakes, Couplings, and Flywheels: Static Analysis, Internal
Expanding Rim, External Contracting Rim, Band- Type Clutches and Brakes,
Frictional-Contact Axial Clutches : Uniform Wear, Uniform Pressure, Disc
Brakes, Cone Clutches and Brakes, Energy Considerations, Temperature Rise,
Friction Materials, Miscellaneous Clutches and Couplings, Flywheels.
1 3
Ch. 17: Flexible Mechanical Elements: Belts, Flat-Belt Drivers, Mechanics of
Flat-Belt Drives, Analysis of Flat-Belt Drives, Flat-Metal Belts, V Belts, Analysis
of V Belts, Timing Belts, Roller Chain, Analysis of Roller Chains, Wire Rope.
1 3
2. Course components (total contact hours and credits per semester):
Lecture Tutorial Laboratory Practical Other: Total
Contact
Hours
26 14 12 0 0 52
Credit 2 1 2 0 0 3
3. Additional private study/learning hours expected for students per week.
4. Course Learning Outcomes in NQF Domains of Learning and Alignment with Assessment Methods
and Teaching Strategy
Course Learning Outcomes, Assessment Methods, and Teaching Strategy work together and are aligned.
They are joined together as one, coherent, unity that collectively articulate a consistent agreement
between student learning, assessment, and teaching.
The National Qualification Framework provides five learning domains. Course learning outcomes are
required. Normally a course has should not exceed eight learning outcomes which align with one or more
of the five learning domains. Some courses have one or more program learning outcomes integrated into
the course learning outcomes to demonstrate program learning outcome alignment. The program learning
outcome matrix map identifies which program learning outcomes are incorporated into specific courses.
On the table below are the five NQF Learning Domains, numbered in the left column.
3
Form 5a_Course Specifications _SSRP_1 JULY 2013 Page 6
Kingdom of Saudi Arabia
National Commission for
Academic Accreditation & Assessment
Kingdom of Saudi Arabia
Ministry of Higher Education
University of Tabuk
Vice Presidency for Academic Affairs
Management of Programs & Study Plans
First, insert the suitable and measurable course learning outcomes required in the appropriate learning
domains (see suggestions below the table). Second, insert supporting teaching strategies that fit and align
with the assessment methods and intended learning outcomes. Third, insert appropriate assessment
methods that accurately measure and evaluate the learning outcome. Each course learning outcomes,
assessment method, and teaching strategy ought to reasonably fit and flow together as an integrated
learning and teaching process. Fourth, if any program learning outcomes are included in the course
learning outcomes, place the @ symbol next to it.
Every course is not required to include learning outcomes from each domain.
Form 5a_Course Specifications _SSRP_1 JULY 2013 Page 7
Kingdom of Saudi Arabia
National Commission for
Academic Accreditation & Assessment
Kingdom of Saudi Arabia
Ministry of Higher Education
University of Tabuk
Vice Presidency for Academic Affairs
Management of Programs & Study Plans
NQF Learning Domains
And Course Learning Outcomes
Course Teaching
Strategies
Course Assessment
Methods
1.0 Knowledge
1.1 Demonstrate Knowledge of the math. and science
of mechanical design and its applications. Attending:
Lectures, tutorials
Investigating: Self
Learning from text
books
Discussing:
tutorial problem
solving
Practicing: Solve
additional
problems from
text book
Quizzes: short
evaluation in
selected weeks to
assess the
understanding and
how much gained
of dynamics
fundamentals.
Homework and
assignments: to
assess
understanding of
statics
fundamentals and
problem Solving.
Midterm Exams: to assess
understanding of
dynamics
fundamentals,
problem solving
and analytical and
design capabilities.
Final Exam: to
assess
understanding of
different aspects in
the CLO’s,
analytical skills and
ability to solve
logic problems at
the end of teaching
weeks.
1.2 Distinguish between design, design elements, and
Concurrent Engineering of a design. 1.3 Analyze the design and applications of mechanical
elements, its practices and principles. 1.4 Understand the benefits of mechanical design and
the significance of reverse engineering
1.5 Understand how the design process operates and
how modelling is used to simulate the
manufacturing process.
1.6 Be able to design a simple component and generate
designs using mechanical design principles.
1.7 Be able to recall, understand, and present
information, including: knowledge of specific
facts of Design failure theories and uses of design
elements.
1.8 Knowledge of concepts, principles and theories of
mechanical elements in design and knowledge of
designing procedures.
2.0 Cognitive Skills
2.1 Apply conceptual understanding of mechanical
design; mathematical concepts, principles, and
failure theories.
Attending:
Lectures, tutorials
Investigating:
Self Learning
Quizzes: short
evaluation in
selected weeks to
assess the 2.2 Apply procedures involved in mechanical design
critical thinking and creative problem solving,
Form 5a_Course Specifications _SSRP_1 JULY 2013 Page 8
Kingdom of Saudi Arabia
National Commission for
Academic Accreditation & Assessment
Kingdom of Saudi Arabia
Ministry of Higher Education
University of Tabuk
Vice Presidency for Academic Affairs
Management of Programs & Study Plans
both when asked to do so, and when faced
with unanticipated new situations.
from text books
Discussing:
tutorial problem
solving
Practicing: Solve
additional
problems from
text book.
understanding and
how much gained
of dynamics
fundamentals.
Homework and
assignments: to
assess
understanding of
statics
fundamentals and
problem Solving.
Discussion
Groups: to assess
interactive and
communication
abilities in both
inside and outside
the class room.
Midterm Exams: to assess
understanding of
dynamics
fundamentals,
problem solving
and analytical and
design capabilities.
Final Exam: to
assess
understanding of
different aspects in
the CLO’s,
analytical skills and
ability to solve
logic problems at
the end of teaching
weeks.
2.3 Investigate issues and problems in mechanical
design using a range of sources, codes and
standards, and draw valid conclusions.
3.0 Interpersonal Skills & Responsibility
3.1 Team work (interpersonal skills) Class
discussions: enable students to
learn how to share
ideas
Assigning
homework with
Homework and
assignments: to assess
technical report writing
simulation abilities.
Discussion Groups: to
assess interactive and
3.2 Sharing of ideas with colleagues (interpersonal
skills) 3.3 Time management (Responsibility) 3.4 Keeping of deadlines (Responsibility)
Form 5a_Course Specifications _SSRP_1 JULY 2013 Page 9
Kingdom of Saudi Arabia
National Commission for
Academic Accreditation & Assessment
Kingdom of Saudi Arabia
Ministry of Higher Education
University of Tabuk
Vice Presidency for Academic Affairs
Management of Programs & Study Plans
deadlines: Encourage
students to
manage their free
time (to complete
assignments) and
learn the
importance of
respecting
deadlines.
communication abilities in
both inside and outside the
class room.
4.0 Communication, Information Technology, Numerical
4.1 Use word processors, Excel in the calculations
skills and advanced application in the Lab.
sessions.
Class
discussions:
allow students to
develop
communication
skills.
Homework and
Assignments:
Encourage use
of internet in
finding
alternative
solutions to
assigned
problems.
Midterm and final
exams: (include
questions regarding
certain topics discussed
in class)
4.2 Conveying ideas in a clear manner (communication
spoken) 4.3 Report writing (also conveying ideas and results in
a manner that can enable others to reproduce the
same results.) 4.4 Preserving information through selective note
taking. 4.5 Use of internet and design codes and standards.
5.0 Psychomotor
5.1 N/A N/A N/A
5.2 N/A N/A N/A
Suggested Guidelines for Learning Outcome Verb, Assessment, and Teaching
NQF Learning Domains Suggested Verbs
Knowledge
list, name, record, define, label, outline, state, describe, recall, memorize,
reproduce, recognize, record, tell, write
Cognitive Skills
estimate, explain, summarize, write, compare, contrast, diagram,
subdivide, differentiate, criticize, calculate, analyze, compose, develop,
create, prepare, reconstruct, reorganize, summarize, explain, predict,
justify, rate, evaluate, plan, design, measure, judge, justify, interpret,
appraise
Interpersonal Skills & Responsibility demonstrate, judge, choose, illustrate, modify, show, use, appraise,
Form 5a_Course Specifications _SSRP_1 JULY 2013 Page 10
Kingdom of Saudi Arabia
National Commission for
Academic Accreditation & Assessment
Kingdom of Saudi Arabia
Ministry of Higher Education
University of Tabuk
Vice Presidency for Academic Affairs
Management of Programs & Study Plans
evaluate, justify, analyze, question, and write
Communication, Information
Technology, Numerical
demonstrate, calculate, illustrate, interpret, research, question, operate,
appraise, evaluate, assess, and criticize
Psychomotor
demonstrate, show, illustrate, perform, dramatize, employ, manipulate,
operate, prepare, produce, draw, diagram, examine, construct, assemble,
experiment, and reconstruct
Form 5a_Course Specifications _SSRP_1 JULY 2013 Page 11
Kingdom of Saudi Arabia
National Commission for
Academic Accreditation & Assessment
Kingdom of Saudi Arabia
Ministry of Higher Education
University of Tabuk
Vice Presidency for Academic Affairs
Management of Programs & Study Plans
5. Schedule of Assessment Tasks for Students During the Semester
Assessment task (e.g. essay, test, group project, examination,
speech, oral presentation, etc.)
Week Due Proportion of Total
Assessment
1 Homework Biweekly 10%
2 Project End of term 10%
3 Quizzes Frequent 10%
4 Mid-term exam-1 On the 7th week 20%
5 Mid-term exam-2 On the 12th week 20%
6 Final exam On the 16th week 30%
D. Student Academic Counseling and Support
1. Arrangements for availability of faculty and teaching staff for individual student consultations and
academic advice. (include amount of time teaching staff are expected to be available each week)
Three contact hours per week.
Meeting with the students during the office hours (8-10 hrs. each week).
Suggested verbs not to use when writing measurable and assessable learning outcomes are as follows: Consider Maximize Continue Review Ensure Enlarge Understand Maintain Reflect Examine Strengthen Explore Encourage Deepen
Some of these verbs can be used if tied to specific actions or quantification.
Suggested assessment methods and teaching strategies are: According to research and best practices, multiple and continuous assessment methods are required to verify student
learning. Current trends incorporate a wide range of rubric assessment tools; including web-based student
performance systems that apply rubrics, benchmarks, KPIs, and analysis. Rubrics are especially helpful for
qualitative evaluation. Differentiated assessment strategies include: exams, portfolios, long and short essays, log
books, analytical reports, individual and group presentations, posters, journals, case studies, lab manuals, video
analysis, group reports, lab reports, debates, speeches, learning logs, peer evaluations, self-evaluations, videos,
graphs, dramatic performances, tables, demonstrations, graphic organizers, discussion forums, interviews, learning
contracts, antidotal notes, artwork, KWL charts, and concept mapping.
Differentiated teaching strategies should be selected to align with the curriculum taught, the needs of students, and
the intended learning outcomes. Teaching methods include: lecture, debate, small group work, whole group and
small group discussion, research activities, lab demonstrations, projects, debates, role playing, case studies, guest
speakers, memorization, humor, individual presentation, brainstorming, and a wide variety of hands-on student
learning activities.
Form 5a_Course Specifications _SSRP_1 JULY 2013 Page 12
Kingdom of Saudi Arabia
National Commission for
Academic Accreditation & Assessment
Kingdom of Saudi Arabia
Ministry of Higher Education
University of Tabuk
Vice Presidency for Academic Affairs
Management of Programs & Study Plans
E. Learning Resources
1. List Required Textbooks
Shigley’s Mechanical Engineering Design (Ninth Edition) Richard. G. Budynas, and J. Keith Nisbett
McGraw-Hill Book Company, New York, 2011
2. List Essential References Materials (Journals, Reports, etc.)
ASME (Codes & Standards)
3. List Recommended Textbooks and Reference Material (Journals, Reports, etc)
(1). The Mechanical Design Process, 3rd Edition (Good reference for the design process) David G.
Ullman , McGraw Hill Book Company, New York, 2003.
(2). Design of Machine Elements, 7th Edition (Good reference for fatigue and machine
M.F. Spotts and T. E. Shoup component design) Prentice-Hall, Inc., Upper Saddler River, New Jersey,
1998.
(3). Machine Design, An integrated Approach, 2nd Edition (Good reference for fatigue and Robert L.
Norton machine component design) Prentice Hall, Upper Saddler River, New Jersey, 2000.
(4). Design of Machine and Structural Parts (Good reference for shape-design Kurt M. Marshek of parts and joints between parts) John Wiley and Sons, New York, 1987.
4. List Electronic Materials (eg. Web Sites, Social Media, Blackboard, etc.)
ASME.org
5. Other learning material such as computer-based programs/CD, professional standards or regulations and
software.
ASME mechanical engineering design standards and online catalogs.
F. Facilities Required
Indicate requirements for the course including size of classrooms and laboratories (i.e. number of seats in
classrooms and laboratories, extent of computer access etc.)
1. Accommodation (Classrooms, laboratories, demonstration rooms/labs, etc.)
White Board and Data Show Projector for PPT slides and internet for design movie clips.
2. Computing resources (AV, data show, Smart Board, software, etc.)
Data show.
3. Other resources (specify, e.g. if specific laboratory equipment is required, list requirements or attach
list)
ME Workshop.
Form 5a_Course Specifications _SSRP_1 JULY 2013 Page 13
Kingdom of Saudi Arabia
National Commission for
Academic Accreditation & Assessment
Kingdom of Saudi Arabia
Ministry of Higher Education
University of Tabuk
Vice Presidency for Academic Affairs
Management of Programs & Study Plans
G Course Evaluation and Improvement Processes
1 Strategies for Obtaining Student Feedback on Effectiveness of Teaching
Students survey-Course evaluation
Students survey- Instructor evaluation
2 Other Strategies for Evaluation of Teaching by the Program/Department Instructor
Course Report
Evaluation through Quizzes results
Evaluation through Mid-term exams results
Evaluation through homework assignments.
Use of questioners at the end of the semester to assess the instructor.
3 Processes for Improvement of Teaching
Preparing the course file.
Preparing course report by the end of each semester.
Acting on the results of the surveys and questioners.
Improving the selection criteria for the faculty staff.
4. Processes for Verifying Standards of Student Achievement (e.g. check marking by an independent
member teaching staff of a sample of student work, periodic exchange and remarking of tests or a sample
of assignments with staff at another institution)
Comparison of student performance with those of previous years.
Check marking by an independent faculty member of a sample of student work,
Providing samples of all assessment material in course portfolio.
5 Describe the planning arrangements for periodically reviewing course effectiveness and planning for
improvement.
Assessment and evaluation of the level of achieving the course outcomes through a
continuous improvement process (part of a quality assurance system established by the
university).
Consequently, actions are to be taken to improve the course delivery when necessary.
Review of the course objectives, outcomes and curriculum periodically.
Faculty or Teaching Staff: _____________________________________________________________
Signature: _______________________________ Date Report Completed: ____________________
Form 5a_Course Specifications _SSRP_1 JULY 2013 Page 14
Kingdom of Saudi Arabia
National Commission for
Academic Accreditation & Assessment
Kingdom of Saudi Arabia
Ministry of Higher Education
University of Tabuk
Vice Presidency for Academic Affairs
Management of Programs & Study Plans
Received by: _____________________________ Dean/Department Head
Signature: _______________________________ Date: _______________
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