PROGRAM SELF STUDY REPORT MECHANICAL ENGINEERING MIDDLE EAST TECHNICAL UNIVERSITY. Engineering Accreditation Commission

PROGRAM SELF STUDY REPORT and APPENDIX I MECHANICAL ENGINEERING Submitted By MIDDLE EAST TECHNICAL UNIVERSITY to the Engineering Accreditation Commission November 2003 Ankara, Turkey

Table of Contents Page Table of Contents List of Figures. List of Tables.. i iii iv A. Background Information 1. Degree Titles.. 1 2. Program Modes.. 2 3. Actions to Correct Previous Shortcomings 2 4. Contact Information... 3 B. Accreditation Summary 1. Students.. 4 2. Program Educational Objectives... 20 3. Professional Component... 30 4. Faculty 42 5. Facilities. 49 6. Institutional Support and Financial Resources... 68 7. Program Criteria. 72 Appendix I Additional Program Information A. Tabular Data for Program Table I-1 Basic Level Curriculum. I-A-1 Table I-2 Course and Section Size Summary... I-A-5 Table I-3 Faculty Workload Summary. I-A-9 Table I-4 Faculty Analysis I-A-12 Table I-5 Support Expenditures I-A-15 i

Page B. Course Syllabi Departmental Course Syllabi Non-Departmental Course Syllabi I-B-1 I-B-134 C. Faculty Resumes.. I-C-1 D. Supplementary Material Supplement I-1 Development of the METU ME Mission Statement and the Program Objectives... I-D-1 Supplement I-2 A History of ABET 2000 Preparation Process... I-D-9 Supplement I-3 Course Worksheet Form... I-D-14 Supplement I-4a ME 210 Course Worksheet I-D-15 Supplement I-4b ME 302 Course Worksheet I-D-19 Supplement I-5 Relations Between ME Courses and PEOs I-D-22 Supplement I-6 Relations Between ME Courses and POs.. I-D-24 Supplement I-7 Relations Between ME Courses and ABET Criteria 3 and 8 (ME Program Requirements)... I-D-27 Supplement I-8a Assessment of ME 210.. I-D-31 Supplement I-8b Assessment of ME 302.. I-D-37 Supplement I-9 Employer Survey Form.. I-D-39 Supplement I-10 Exit Survey Form... I-D-40 Supplement I-11a ME 210 Course Student Exit Survey Form... I-D-41 Supplement I-11b ME 302 Course Student Exit Survey Form... I-D-43 Supplement I-12 Instruction Evaluation System... I-D-44 Supplement I-13 Course Equivalency Form. I-D-46 ii

List of Figures Figure 2.1 Continuous Improvement of METU ME Educational Program. 17 Page Figure 2.2 Average Percentages of the References to each PEO in the ME Curriculum. 18 Figure 2.3 Average Scores of the Employer Survey.. 19 Figure 3.1 Average Percentages of the References to each PO in the ME Curriculum 23 Figure 3.2 Average Percentages of the References to Each Requirement of ABET Criteria 3 (a-k) and 8 (ME program requirements, l-o) in the ME Curriculum.. 24 Figure 3.3 Average Scores of the Exit Survey... 27 iii

List of Tables Page Table 1.1 Number of Admitted Students and the Ranking of the Student with the Lowest ÖSS Score... 6 Table 1.2 Some Statistical Facts About METU ME Class of 2003. 6 Table 1.3 Transfer and Double Major Students... 9 Table 2.1 Relations Between POs and PEOs... 14 Table 3.1 Relations Between POs and ABET Criteria 3 and 8... 21 Table 5.1 Faculty Teaching Breakdown 44 Table 5.2 Faculty Research Breakdown... 45 Table 6.1 Classrooms of the Department. 49 iv

A. Background Information 1. Degree Titles The Mechanical Engineering (ME) Department of the Middle East Technical University (METU) awards the degree of Bachelor of Science (B.S.) in Mechanical Engineering. The curriculum is designed to prepare students for professional career by developing a sound base in fundamental engineering sciences. The program is intended to develop individual initiative, creativity, talent, leadership and the capability to develop, follow and adopt new technologies in the field of Mechanical Engineering. A variety of courses covering basic and specialized subjects in Thermal and Fluid Sciences, Energy Systems, Applied Mechanics, Design and Production, Theory of Machines and Control Systems are offered. The lectures are supplemented by tutorials, use of computers, and experimental work in various laboratories. The ME Department also offers Double Major Program for the undergraduate students of other department in the university. The double major program consists of all courses in the undergraduate curriculum and the equivalencies of the courses are determined by the department. There are several Minor Programs offered in the Faculty of Engineering. The Minor Program on Mechatronics is offered by the Faculty of Engineering for the engineering undergraduate students. Mostly mechanical engineering students and electrical and electronics engineering students are enrolled in this program. The main purpose of this program is to provide successful and motivated students with a broad knowledge of mechatronics that will enable them to practice their profession in an interdisciplinary manner. The Minor Program on Production is offered by the ME Department for the undergraduate students of other departments. The purpose of this minor program is to give the interested and successful students a general view of production technology, with the belief that they will perform better in their own discipline, having acquired a wider scope of knowledge and a different perspective. There are nineteen other Minor Programs in the Faculty of Engineering that the mechanical engineering students can join. These are listed in Appendix II. Currently 1

preparations for Bioengineering Minor Program having Biomechanics, Bioelectrical Engineering, Bioprocess Engineering and Tissue Engineering tracks are being made. The undergraduate program in ME was evaluated by ABET in 1996 and judged to be substantially equivalent to similarly named accredited programs in the U.S.A. In addition to the undergraduate programs, the Department offers graduate programs to qualified students for further education and research at advanced level, leading to the degree of Master of Science (M.S.) and Doctor of Philosophy (Ph.D.) in Mechanical Engineering. 2. Program Modes The ME program is offered through daytime classes during fall and spring semesters. Some courses are also offered during summer semesters but not on regular bases. 3. Actions to Correct Previous Deficiencies a) Related to the general education area of the curriculum, a new course ENG 311 Advanced Communication Skills, was added to the curriculum. This course has 3 credits and aims at developing communication skills in a business context. b) The interaction between the several engineering departments have been enhanced in different ways. A minor program in the cross disciplinary field of mechatronics was added and about 10 ME students enroll in this program each year. At the same time ME 461 Mechatronic Components and Instrumentation and ME 461 Mechatronic Design are included to the technical elective course list of the ME curriculum. Also a minor program in bioengineering has been developed by the Faculty of Engineering which is presently at the University Senate approval stage. ME Department will be involved in supporting the Biomechanics track of this program. In addition, ME Department participated in a pilot program in the present semester, where senior year design projects are offered jointly with different departments in interdisciplinary areas. Furthermore, as a result of a recent strategic planning study, the Faculty Academic Board has decreed that every department must allocate one of its technical electives in 2

its curriculum to a technical elective course offered by other departments. ME Department will implement this rule starting from 2004-2005 academic year. c) In general, the laboratories, classrooms and offices of the department are sufficiently equipped. The maintenance, repair, upgrading and replacement of the laboratory, classroom and office equipment are made using the annual funds allocated for these purposes by the faculty to the department and using the University Research Funds. The University Research Funds are utilized both for supporting new research activities of the faculty members and for the maintenance and replacement of the laboratory equipment used in the undergraduate programs. These activities are also supported by the funds from tuition and fees of regular semesters and summer schools as well as funds from the Faculty Development Program (ÖYP). d) Regarding laboratory safety, the students are introduced with the general laboratory safety rules in ME 200 Mechanical Engineering Orientation and ME 202 Manufacturing Technologies courses. The regulations about individual laboratories are distributed to the students in the related courses, and rules which are specific to individual set-ups are posted in the laboratories. Regular maintenance of the electrical system and the machinery is done during the semester breaks. 4. Contact Information Professor S. Kemal Bder Chairman Mechanical Engineering Department Middle East Technical University 06531 Ankara, Turkey 0 90 312 210 2539 kider@metu.edu.tr 3

B. Accreditation Summary 1. Students 1.1. Introduction Recognizing the fact that the quality and performance of the students and graduates are important considerations in the evaluation of an engineering program, Criterion 1 of ABET requires that the institution must evaluate, advise and monitor students to determine its success in meeting program educational objectives (PEOs). PEOs of METU ME Department are discussed in section 2 of this self study report. The primary tool for achieving PEOs is the curriculum. The extra-curricular activities and the general academic and social environment in the university and in the department also help in attaining the PEOs. Each course in the curriculum contributes to a certain extent in attaining the PEOs as demonstrated in section 2. (Sample course worksheets are given in Supplement I-3, the relations between the ME courses and the PEOs as obtained from course worksheets are displayed in Supplement I-5 and average percentages of references in the course worksheets of the ME curriculum to the PEOs are shown in Figure 2.2) Hence the primary means of evaluation of the success in meeting program objectives are the grades obtained in the courses. It is then natural that most advising and monitoring activity is also based on the success of the students in individual courses and on the whole program. Detailed explanations regarding evaluation, advising and monitoring students are given in section 1.2 of this report. Recognizing the importance of the quality of incoming students, admission to ME Program is also addressed. METU ME Program Outcomes (PO) which are discussed in section 3 are also linked to the METU ME PEOs as the indicators to show how METU ME graduates gain the background knowledge, skills and attitudes necessary for reaching these PEOs (The relations between POs and PEOs are depicted in Table 2.1). Success in achieving POs is also primarily reflected in 4

the grades of the graduating class, however, upon graduation, students are also given an exit survey (Supplement I-10) through which they evaluate their success in achieving the POs. This survey is actually based on ABET Criterion 3 (a-k) to which ME program outcomes are closely related as discussed in section 3. These survey results can also be regarded as an indirect indicator of a possible success in meeting PEOs. A favorable rating in achieving POs would indicate a high potential for graduates successfully meeting PEOs. Criterion 1 further requires that the institution must have and enforce policies for the acceptance of transfer students and validation of courses taken for credit elsewhere. These are discussed in section 1.3. Section 1.4 addresses the procedures that the ME Department uses, to assure that all the students meet all program requirements. 1.2. Student Admission, Evaluation, Advising and Monitoring Admission: Key to the quality and performance of students in any educational program is the admission or selection process through which they enter the program. METU ME Department admits top quality students through the Student Selection Examination (ÖSS), a very competitive nationwide examination, scores of which are used for the selection and placement of students to individual programs of all universities by the Student Selection and Placement Center (ÖSYM), a nationwide institution. About a million and half students take this examination each year and only those within approximately first 3000 become eligible to enroll in METU ME Program. A vast majority of students in the department are admitted through this process. A very limited number of students, each being the top ranked in their high schools are also admitted with a somewhat lower score through a 2% enrollment quota reserved for them. Number of students admitted through this process in recent years and the ranking of the students among those admitted to the department with the lowest score in ÖSS, are given in Table 1.1. 5

Table 1.1 Number of Admitted Students and the Ranking of the Student with the Lowest ÖSS Score Year Number of Students Lowest Ranking 2000 210 2855 2001 200 2854 2002 200 2884 2003 200 2913 Other students are admitted to the program through; Foreign Student Examination (YÖS), (About 8 students with non-turkish nationality every year) Transfers from other departments / universities Double Major Program Nationwide placement of top ranked graduates of 2 year Technical Vocational Schools through an examination administered by (ÖSYM) Transfer and double major student numbers of the last three years are given in Table 1.3. As revealed by a recent SWOT analysis, the high quality of the student body is regarded as one of the most important strengths of the department. Some statistical facts about the class of 2003 are given in Table 1.2. Table 1.2 Some Statistical Facts about METU ME Class of 2003 Number of graduates (Boys / Girls) 190 (172/18) Average CGPA 2.78 Highest CGPA 3.96 Average time of study 9.0 semesters Evaluation, Advising and Monitoring: As already stated in the introduction, student evaluation is done on the basis of their success in the courses they take. Instructors keep records of students grades and let the students know their achievements and grades as the semester progresses. (At the end of the semesters, course 6

and instructor evaluation questionnaires shown in Supplement I-12 are filled by the students where this point is also rated.) At the end of a semester, grade distribution statistics for all the courses are sent to department chairs by the Registrar s Office, so that the department chairman can monitor how the students are performing in individual courses and evaluate the general performance of the department. While the instructors evaluate students performances in individual courses, academic advisors are in a position to monitor the overall progress of individual students. Each student admitted to the department is assigned an academic advisor and usually this advisor does not change until graduation. METU ME Department has a Student Affairs Office with two support personnel, in which a separate file is kept for each student (both on paper and electronically). These files contain all the educational records of the students. They are updated every semester and an up-to-date follow-up form is distributed to the advisors prior to registration periods. Each advisor has about 25 students and because of the large number of students in the department some senior teaching assistants are also assigned as advisors in addition to full time faculty members. Students must obtain their advisors approval for the courses they take each semester. Without the advisor approval, the registration process which is done interactively through student affairs information system on the internet can not be completed. Hence the advisors can see whether or not a student is making progress towards completing program requirements on a timely basis and they can warn the student when necessary. The online registration system with many built-in checks regarding program requirements also assists the students and advisors in registrations. In fact students transcripts and follow-up records are accessible by the whole faculty through the online Student Affairs Information System (maintained by the Registrar), and that facilitates monitoring students. Advising of double major students and ME students who are double majoring in other departments is given great care since their course load is significantly heavier than the other students. All such students in the department are advised by a single faculty member, currently by Prof. Bülent E. Platin. Similarly all transfer students are advised by another faculty member, currently Prof. Rüknettin Oskay. 7

The students can also seek advice from the Students Affair Office of the Department where two full time staff (Bedrettin Aydemir and Latif Karaçar), are employed. Traditionally a vicechairman of the department, (currently Prof. Suha Oral) deals with student affairs. He advises students on matters where student s own advisor could not provide adequate counsel and supervises the work of the Student Affairs Office of the Department. For special requests such as taking leave-of-absence etc., students can petition to the Department Chair. These petitions are evaluated and the necessary action is taken. If the request is beyond the jurisdiction of the Department, the petition is forwarded to the Faculty of Engineering, with a suggested course of action. All the correspondence is kept in students files. Students can also apply to the Registrar s Office to obtain information regarding academic rules and regulations. 1.3. Transfer Students Acceptance of Transfer Students: The following procedure is applied for the acceptance of transfer and double major students. All necessary dates are indicated on the academic calendar of the university. The Faculty of Engineering asks the departments, the number of transfer students they are willing to admit for the coming semester. The Executive Board of the Faculty of Engineering finalizes the quotas and announces them along with the necessary conditions and credentials for application. Applications are made to the Registrar s Office, where the credentials are checked. Then the applications are sent to the Faculty of Engineering. A weighted score is calculated for each applicant by considering his/her CGPA and ÖSS score. The applicants for each department are sorted according to these scores. The sorted list of applicants along with their application documents are sent to the Department Chairs for their review. Departments review these documents and send the 8

list of students they are willing to admit back to the Faculty of Engineering. They also prepare Course Equivalency Forms for the transfer of credits. Executive Board of the Faculty of Engineering makes a final review of the lists sent by the departments and announces the results. Transfer students who are graduates of 2-year vocational technical schools are admitted through a national examination which is organized by ÖSYM. Students who are placed in our department give a petition for the transfer of credits. The numbers of students admitted according to these procedures within the last few academic years are given in Table 1.3. Table 1.3 Transfer and Double Major Students Year Transfers Transfers from Double Majors Total Vocational Schools 2000-2001 18 7 2 27 2001-2002 12 3 2 17 2002-2003 12 2 4 18 Validation of credits for courses taken elsewhere: As indicated in the previous section, the Department Chairman reviews the transcripts of transfer students and prepares course equivalency forms for the transfer of credits. On these forms, the courses taken elsewhere and their equivalents in ME program are indicated. These forms are subject to the approval of the Executive Board of the Faculty of Engineering and are finalized there. Afterwards, the necessary information is forwarded to the Registrar and the student s records are updated. Copies of the course equivalency forms are kept in the students file in the department and also by the student advisor. Most students admitted through transfer come from other departments within the Faculty of Engineering at the end of the freshman year. Since many of the courses (such as freshman 9

Mathematics, Physics, Chemistry, English etc.) that they take are the same as those of ME majors the credits are directly transferred. For courses taken at other institutions, there are many precedents establishing course equivalencies, hence department chairs can easily prepare the course equivalency forms. For courses taken in other departments of METU and approved to fulfill ME program requirements, credits and grades are transferred to student s ME program and they appear on the transcripts of the students as if taken in the ME program. These grades and credits are used in calculating CGPA of the student. For courses taken in another institution, if an equivalency is set, an exemption is granted for the course that is supposed to be taken in ME program. For such courses grades and credits are not taken into account in the calculation of CGPA. For exchange students, who earned credits at an institution with which METU has an Exchange Student Agreement, transfer of credits and grades is done like transfer of credits within METU. Occasionally, some students apply for other course replacements (i.e. replacement of a course required in ME program with a course taken elsewhere) by writing a petition to Department Chair (such situations arise, for example, when an ME major takes a course in his/her minor program and wants it to be considered as an elective course to meet an ME program requirement or when an ME major takes a course in some other institution as a special student etc.). Such requests are processed by considering the precedents in the department and they are subjected to the general terms and conditions issued by the Registrar, regarding course replacement. The final authority in approving course replacements belongs to the Faculty of Engineering. In preparing the course equivalency forms the Department Chair may consult with undergraduate education committee (UEC), a board consisting of (currently) ten faculty members. A sample course equivalency form is given in Supplement I-13. 10

1.4. Procedures to Check Satisfaction of Program Requirements METU ME program is given in Table I-1. In order to graduate, all the students must complete this program (a total of 145 credits) with a CGPA of at least 2.00. Transfer students might have course replacements or exemptions as discussed above. Checking the satisfaction of program requirements is a two tier process, run by the Registrar and ME Student Affairs Office. Towards the end of each semester, the Registrar issues the list of the students who are in graduation status. This list is sent to departments Student Affairs Offices for their confirmation. Upon receiving this list, Student Affairs Office reviews the files of the students and makes sure that these students fulfill all the program requirements by the end of that semester. After the final examinations and submission of grades (electronically) the list is finalized, and graduated students are given B.S. degree. Records of double major students are kept by their advisor, hence his confirmation is asked by ME Student Affairs Office, regarding the graduation of these students. 11

2. Program Educational Objectives 2.1. Mission Statement and Program Educational Objectives The mission of METU ME Department is to educate individuals to become creative, inquisitive and productive in both national and international arenas, instilled with global knowledge and abilities, and able to be leaders and pioneers in their field, to perform research and development activities that will contribute to science and national technologies, to lead and to pioneer in related fields. In order to accomplish this mission, the following program educational objectives (PEOs) for the undergraduate program have been established: The graduates of the B.S. program of the METU Mechanical Engineering Department are engineering professionals who PEO-I. are sought in areas of new technology and/or product development, being innovative and entrepreneurial individuals with leadership and pioneering abilities in professional areas, PEO-II. identify and solve engineering problems using a scientific approach with their sound engineering base, life-long learning habits, command of advanced technology, and research abilities, PEO-III. seek rational solutions in their professional practice while considering their social, environmental, economical, and ethical dimensions. PEOs are consistent with the mission of METU: Deleted: The Middle East Technical University is devoted to the pursuit and application of knowledge for the social, cultural, economic, scientific and technological development of 12

our society and mankind through achievements in teaching, research and community service that are of highest international standards. PEOs are also consistent with the mission of METU Faculty of Engineering: Deleted: The Faculty of Engineering of METU educates engineers and researchers with universal qualifications, who can fulfill the needs and expectations of, and play a leadership role in the advancement of industry and society. The Faculty of Engineering advances engineering science and technology through research, and contributes to the application of the created knowledge and technology to benefit mankind. PEOs are the statements that describe the expected accomplishments of ME graduates in their professional lives during the first several years following graduation. The success of the program requires the contribution and continuous improvement of various components which are students, faculty members, undergraduate curriculum, facilities, institutional support and financial resources. The ABET EC 2000 encompass these components. An indirect relation exists between PEOs and Criteria 3 and 8 of ABET EC 2000 through the ME program outcomes (POs). POs are the qualities (knowledge, skill and behavior) that the students are expected to possess at the time of their graduation. POs are developed such that each of them serves towards the achievement of one or more PEOs. As explained in section 3, fourteen POs have been developed in ME. Table 2.1 presents the relations between PEOs and POs. Although POs have been developed independently from the ABET EC 2000, they are consistent with the requirements of Criteria 3 and 8. Table 3.1 presents the relations between POs and the ABET Criteria 3 and 8. 2.2. Constituents of the METU Mechanical Engineering Program The most significant constituents of ME undergraduate program are the students, faculty, alumni and employers. ME faculty are responsible for developing, implementing, assessing and revising the curriculum, which is the primary tool towards reaching PEOs. The alumni and employers of ME graduates are the main external constituents that are necessary for the assessment of ME program. Deleted: objective ( outside da olabilir) 13

Table 2.1 Relations Between POs and PEOs PO PEO I II III 1 2 3 4 5 6 7 8 9 10 11 12 13 14 In 1999, a comprehensive self-assessment study has been initiated towards the implementation of a continuous improvement system in ME Department. As explained in section 2.3, the current department mission as well as PEOs have arisen as a result of these efforts. The process involved the participation and input from the program constituents, who, in addition to the four major constituents, are Deleted: Since Deleted: arised faculty members from other departments within and outside METU representatives from the Higher Education Council of Turkey (YÖK) as well as national research institutions such as Scientific and Technical Research Council of Turkey (TÜBBTAK) and Technology Development Foundation of Turkey (TTGV) representatives from relevant major industrial companies Formatted: Bullets and Numbering Deleted: industry 14

ME graduate students Parents of ME students 2.3. Processes Used to Establish and Review Program Educational Objectives The mission of the department has been established during the course of self-assessment studies that started in 1999. The process involved the organization of a search conference with the participation of various ME constituents. Prior to the search conference, departmental study groups were formed to perform a preliminary study on the strong and weak aspects of the department, proposals for improvement and the department mission statement. The results of these studies were then discussed in the search conference. The mission statement was formulated and approved within the department following the search conference. Four departmental working groups were formed in the areas of education, research and development, human resources, and administration and communication. These groups worked towards developing departmental objectives and goals in the assigned areas based on the mission statement. The final form of departmental objectives and goals were established and adopted at an ME faculty meeting on June 22, 2002. A comprehensive history of this process is given in Supplement I-1. PEOs were developed by the ABET Working Group (AWG) as statements derived from the mission statement, through the use of the departmental objectives and goals for the undergraduate education. An account of this process is given in Supplement I-2. For continuous improvement of ME program, PEOs need to be evaluated periodically. The evaluation process involves inputs from and participation of the program constituents in two periodic cycles. The short-term cycle involves the assessment of POs through the constituents. The results of this assessment are used for the revision of the program and/or POs as necessary. The results of the PO assessment are used as an input for the review of PEOs along with data from the constituents. Since the PEOs address the accomplishments of the ME graduates in their professional lives, the input of the external constituents, e.g. the employer / alumni surveys, plays the major role in the evaluation of PEOs. The achievement of POs is a necessary condition for achieving PEOs. Hence the results of PO assessments can be considered as one of the tools for the assessment of PEOs. Although the data collection for Deleted: if 15

assessment of PEOs is a continuous process, the formal review, assessment and revision (if necessary) of PEOs will be undertaken every few years (4-6 years). The review process is depicted in Figure 2.1. 2.4. Ensuring Achievement of Program Educational Objectives through Program Curriculum and Departmental Processes ME undergraduate program curriculum is the main tool to achieve PEOs. For a continuous improvement process, the relevance of the courses to PEOs must be quantified. For this purpose, a course-by-course assessment system is used. This approach is based on measuring the level at which individual course objectives are satisfied. In Spring 2003, a process has been initiated in which the level of success in each course is related to the level at which the course serves towards the achievement of PEOs. In this process, the faculty members are asked to report the objectives of the courses they teach along with the corresponding course student learning outcomes (SLOs). A particular course objective is considered to be achieved if the corresponding SLOs are achieved. These SLOs are course specific and the faculty are asked to relate each SLO to PEOs, POs and ABET Criteria 3 and 8. The faculty are also asked to indicate whether the relations are strong (S) or weak (W). The results of this analysis for PEOs are presented in Supplement I-5 and Figure 2.2. In Figure 2.2, the weighted averages of references by SLOs per PEO are indicated. An immediate outcome of this analysis is that PEO-II is emphasized more than PEO-I and III in the ME undergraduate curriculum. Apart from the assessment results for POs based on course evaluations and student and faculty surveys, the major consideration in the evaluation of PEOs is the inputs of the external constituents which are alumni / employer surveys and meetings and discussions with alumni, employers and representatives from industry. In 1999, an employer survey was conducted as part of a long term assessment process. The survey addressed ABET Criterion 3 requirements. The survey form is given in Supplement I-9. The results of this survey can be considered as 16

institution mission statement of departmental mission and PEOs LONG- TERM REVIEW CYCLE statement of POs towards the achievement of PEOs development of strategies towards reaching POs evaluation and assessment of PEOs evaluation and assessment of program outcomes SHORT- TERM REVIEW CYCLE determination of assessment processes for POs input from constituents for the assessment of PEOs input from internal constituents for the assessment of POs determination of metrics for evaluating the level of success in reaching POs Figure 2.1. Continuous Improvement of METU Mechanical Engineering Educational Program 17

an assessment of PEOs since the employers naturally take into account the performance of the ME graduates in their professional lives and since PEOs are consistent with ABET Criterion 3 requirements as demonstrated in Tables 2.1 and 3.1. The number of participants in this survey was 28. The results shown in Figure 2.3 indicate that the employers are quite satisfied with the capabilities of ME graduates in all aspects. ME Department has formed an Evaluation and Assessment Committee (EAC) whose job is to gather data from the constituents, develop alternative assessment techniques and propose recommendations to improve the program. In this context, one of the tasks of the committee will be to prepare a new employer and alumni surveys based on PEOs. 13% 15% PEO I PEO II PEO III 72% Figure 2.2 Average percentages of the references to each PEO in the ME curriculum 18

4 3,5 3 2,5 2 1,5 Strongly agree : 4 Agree : 3 Disagree : 2 Strongly disagree : 1 No opinion : 0 1 Questions 1-11: Criterion 3 requirements (a-k) 0,5 0 1 2 3 4 5 6 7 8 9 10 11 Figure 2.3 Average scores of the employer survey 19

3. Program Outcomes and Assessment 3.1. Program Outcomes METU ME Department has set forth the following POs in order to achieve PEOs: A graduating METU ME student will have the following qualities: PO 1. Ability to establish the relationship between mathematics, basic sciences and engineering sciences with engineering applications PO 2. Ability to find and interpret information PO 3. Ability to follow the literature and technology related to his/her topic of interest PO 4. Recognition of the need to keep oneself up to date in his/her profession PO 5. Possession of written and oral communication skills PO 6. Ability to conduct team work (within the discipline, inter-disciplinary, multidisciplinary) PO 7. Ability to produce original solutions PO 8. Use of scientific methodology in approaching and producing solutions to engineering problems and needs PO 9. Openness to all that is new PO 10. Ability to conduct experiments PO 11. Ability to do engineering design PO 12. Awareness of engineering ethics, knowledge and adoption of its fundamental elements PO 13. Ability to take societal, environmental and economical considerations into account in professional activities PO 14. Possession of pioneering and leadership characteristics in areas related to the profession. POs represent necessary conditions for the achievement of PEOs. Each PO serves to establish the necessary background in the graduates to reach one or more PEO. Although POs were developed independently from the ABET Criterion 3, they encompass these criteria fully. The 20

relations between POs and PEOs were previously presented in Table 2.1. The relations between POs and ABET Criteria 3 and 8 can be seen in Table 3.1. 3.2. Processes to Produce and Assess Program Outcomes Like PEOs, POs also arose as a result of self-assessment studies in the department that was initiated in 1999. A history of this process is presented in Section 2.3 and Supplement I-1. The Education Study Group, which was formed in the department during this process defined the educational goals of ME program. POs have been adopted based on these goals. Details of the development process of POs can be found in Supplement I-2. Table 3.1 Relations Between POs and ABET Criteria 3 and 8 ABET Criterion 8 ABET Criterion 3 (ME Program PO Criterion) (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l) (m) (n) (o) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 21

The POs list certain qualities (knowledge, skill and behavior) that the students are expected to attain by the time of their graduation. The main tool to achieve POs is the ME curriculum. Therefore, the department has undertaken the assessment of the curriculum on a course-bycourse basis by the participation of every faculty member. The faculty members are asked to prepare course worksheets in which specific course objectives are stated along with strategies, expected student learning outcomes (SLOs) and assesment methods for the SLOs of each course objective. At the same time, each student outcome is to be related to PEOs, POs and ABET Criteria 3 and 8. Based on these course worksheets, the relevance of each course to the PEOs has already been given in Supplement I-5 and Figure 2.2 in section 2. The relation of each course to the POs is presented in Supplement I-6 and Figure 3.1 based on the number of referrals by each SLO. Similarly, the relation of each course to the ABET Criteria 3 and 8 are presented in Supplement I-7 and Figure 3.2. A copy of the course worksheets is given in Supplement I-3. Examples of completed course worksheets are presented in Supplement I-4a,b for ME 210 Applied Mathematics for Mechanical Engineers and ME 302 Theory of Machines II, respectively. AWG prepared the format of the course worksheets based on the faculty workbook by the Gateway Coalition [1]. The faculty members were briefed about how to complete the course worksheets in accordance with Reference [2] during several ME faculty meetings and through an informative note distributed to the faculty members. The assessment of POs through a course-by-course assessment of the curriculum is an indirect process. In this enterprise, the assessed entities are the SLOs. That is, a specific course objective is considered to be reached if the relevant expected SLOs have been achieved by implementing the corresponding strategies. Here, the level of achievement is set by the instructor. Thus, on a course-by-course basis, the level at which each PO has been achieved is measured by the level at which the relevant SLOs have been achieved. This process has begun recently and pilot studies were carried out in Spring 2003. Examples of assessment results are given in Supplement I-8a,b for ME 210 Applied Mathematics for Mechanical Engineers and ME 302 Theory of Machines II, respectively. 22

30 25 20 % Reference 15 10 5 0 PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PO13 PO14 Figure 3.1 Average percentages of the references to each PO in the ME curriculum 23

25 ABET Criterion 3 (a-k) ABET Criterion 8 (ME Program Requirements l-o) 20 15 %Reference 10 5 0 a b c d e f g h i j k l m n o Figure 3.2 Average percentages of the references to each requirement of ABET Criteria 3 (a-k) and 8 (ME program requirements, l-o) in the ME curriculum. 24

In addition, exit surveys are conducted on the graduating students for the assessment of the quality of the program. They include specific references to ABET Criterion 3. A copy of the survey questions can be seen in Supplement I-10. The results of this survey are regarded as another indicator of the level of success in meeting POs which are related to the ABET Criteria through Table 3.1. Student surveys will also be conducted at the end of each course for the specific SLOs of the course in consideration. Examples of the course student exit survey forms are given in Supplement I-11a,b for ME 210 Applied Mathematics for Mechanical Engineers and ME 302 Theory of Machines-II, respectively. In addition, there is a student survey for course and instructor evaluation, conducted by the university for each course. The survey form is given in Supplement I-12. The results of this evaluation are declared to the course instructor as well as to the department chair. This survey emphasizes instructor performance and the general aspects of the course rather than the topic based specific questions in the former. It is believed that high teaching effectiveness and high student satisfaction would indicate a good level of achievement of POs. Employer surveys can also be used as an assessment tool for POs when the engineers evaluated by the employers are at the start of their professional lives. The employer survey form used in 1999 is shown in Supplement I-9. In the future employer surveys, a distinction will be made among different experience levels. 3.3. Data Collection and Evaluation The most important quantitative data for course-by-course outcome assessment are the grades of the students. The measurement tools consisting of examination and homework questions, projects reports and all the material which are graded during the semester are to be reviewed by the instructors with the purpose of associating the measurement tools with the SLO they are intending to assess. Then a weighted average of the grades collected for the measurement tools reflect the level of achievement of the SLO. Success in achieving SLOs correlates to success in achieving POs since they are related. In this process, instructors are developing their own metrics to assess their achievement of SLOs. These learning outcomes are related to 25

POs as shown in Supplement I-6 and I-7. Hence the achievement of POs are based on SLO achievement metrics. Pilot studies were performed in Spring 2002. Sample results of course SLO assessments are presented in Supplement I-8a,b. The course student exit surveys are to be given at the end of each semester, beginning with Fall 2003 semester. These surveys will be used to measure SLOs directly for each course. Another source of quantitative data is the student exit survey. This survey is run by the Faculty of Engineering in all engineering departments. Students opinions regarding how successfully they have achieved ABET Criterion 3 (a-k) are asked. These surveys have been made in 1998, 1999, 2002 and 2003. The survey form is given in Supplement I-10 and the results of the survey can be seen in Figure 3.3. A high level of achievement is observed in all outcome requirements. The employer/alumni surveys are undertaken every few years. The employer survey conducted in 1999 addresses ABET Criterion 3 requirements and considers METU mechanical engineers from different experience levels. Hence the results of this survey can also be considered in assessing POs to a certain extent. The survey form and the survey results are given in Supplement I-9 and Figure 2.3, respectively. The results reveal that the levels of achievement of all outcome requirements are quite high. However, comparatively, the strongest points of the graduates were the ability to apply knowledge of mathematics, science and engineering and the ability to use the techniques, skills and modern engineering tools necessary for engineering practice. The weakest point was the ability to communicate effectively. New employer surveys will be conducted by EAC. The last source of quantitative data gathered on a regular basis is course and instructor evaluation surveys given in Supplement I-12. These surveys are filled out by students for each course they take, at the end of each semester. The process is university wide. The results of these surveys reflect the teaching effectiveness of the instructors and students satisfaction with the courses. 26

4 3,5 3 2,5 2 1,5 Strongly agree : 4 Agree : 3 Disagree : 2 Strongly Disagree : 1 No opinion : 0 1998 1999 2002 2003 1 Questions 1-11: Criterion 3 requirements (a-k) 0,5 0 Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15 Q16 Figure 3.3 Average scores of the exit survey 27

3.4. Process for Program Development and Improvement ABET Criterion 3 requires that there should be ongoing processes by which the assessment results are applied to further develop and improve the program. The tools for program development and improvement in ME Department are: Employer / Alumni surveys and meetings Analysis of course worksheets Course assessments The search conference conducted in 1999 revealed that ME graduates need to improve written and oral communication skills in English and to have more experience in using commercial software packages. Similar results have also been obtained in the 1999 employer survey as mentioned above. As a result of these feedback, Eng 311 Advanced Communication Skills and IS 100 Introduction to Information Technologies and Applications courses have been included in the ME curriculum. Furthermore, considering the requests from both ME students and faculty, and the feedback from the external constituents, new elective courses have been added to the ME curriculum. Most recently added courses are ME 461 Mechatronic Components and Instrumentation, ME 462 Mechatronic Design and ME 448 Fundamentals of Micro Electromechanical Systems. The analyses of course worksheets and course assessments are particularly useful in updating the current contents of the courses. The analyses of the course worksheets show that the present contents of ME courses address all of the POs, PEOs and ABET Criteria 3 and 8. In addition, the course assessments are expected to show the unforeseen difficulties of students in learning the course materials. It should also be mentioned that there are periodic reviews of the curriculum in the tradition of ME Department. In this process, the proposals developed by undergraduate education committee (UEC) are discussed and finalized in the ME Faculty meetings. This process resulted in minor or major changes in the past. The last review that resulted in a major change was in 1994. In the current semester, UEC has decided to initiate another review of the 28

undergraduate program and will propose minor or major changes as necessary by taking into account the findings of EAC. 3.5. Materials That Will Be Available For Review During The Visit The materials, that will be available for review during the visit to demonstrate achievement of the Program Outcomes and Assessment are given below. Course files which include all midterm and final exam questions as well as homework assignments, quizzes, projects and all supplementary material that is disseminated to the students Sample graded exam papers, project reports, summer practice reports, lab reports, ME 407 (Capstone design project) reports, homework assignments, quizzes Prototypes manufactured in ME 407 Course worksheets detailing course objectives, strategies, SLOs and assessment methods Course assessment results prepared by the instructors of the courses for Fall 2003 Course exit student surveys for Fall 2003 Exit student surveys Grade statistics for each course Instructor and course evaluation survey results 3.6. References 1. Gateway Coalition, Faculty Workbook: Preparing For ABET 2000 Defining Course Objectives, Strategies, Outcomes and Assessment Methods, 1998 2. Designing and Teaching Courses to Satisfy the ABET Engineering Criteria, R. M. Felder and R. Brent, Journal of Engineering Education, January 2003, Vol. 92, No. 1, pp. 7-24 29

4. Professional Component The curriculum of the ME Undergraduate Program meets the requirements of the program s educational objectives and ABET. The undergraduate program aims to give the student mathematics and basic science courses in the first year, mainly engineering science courses in the second year, courses that basically are related to mechanical engineering areas in the third year, and mechanical engineering specific application courses as technical electives in the fourth year together with a capstone design course and a capstone laboratory course. The ME Department undergraduate program leading to the B.S. degree in ME is given in Table I-1 of Appendix I.A, which categorizes the course credit hours into mathematics & basic sciences, engineering topics including both engineering science and engineering design, general education, and other. The program contains 46 courses with credit, six of which are technical electives, two are non-technical electives and one is a free elective. Course Syllabi of the courses offered in the undergraduate curriculum can be found in Appendix I.B. The program also includes two non-credit Turkish language courses, two non-credit history courses, one non-credit information technology introduction course, one non-credit orientation course and two non-credit summer practices. A minimum of 145 credit-hours is required for the degree of Bachelor of Science in Mechanical Engineering. 4.1. Mathematics and Basic Science The ME curriculum includes 33.5 credit hours (23%) of mathematics and basic sciences. In the first year, students complete most of the mathematics, physics, and chemistry courses that provide the fundamental knowledge applied in engineering: MATH 157 Calculus I (4 credits) MATH 158 Calculus II (4 credits) PHYS 105 General Physics I (4 credits) PHYS 106 General Physics II (4 credits) 30

CHEM 107 General Chemistry I (4 credits) The remaining mathematics courses are given in the second and third year: MATH 253 Ordinary Differential Equations (3 credits) ME 210 Applied Mathematics for Mechanical Engineers (3 credits) ME 310 Numerical Methods (3 credits) At the beginning of the ME 410 Mechanical Engineering Systems Laboratory course (3 credits of which 1 credit is Mathematics & Basic Science), students are lectured on presentation of experimental results, data plotting, curve fitting, error treatment, uncertainty, probability distributions, significance tests, combination of uncertainties for a duration of 20 hours in the first two weeks of the semester. 4.2. Engineering Topics The ME curriculum includes 81.5 credit hours (56%) of engineering topics. Therefore, the majority of the compulsory courses in the ME curriculum are under the engineering topics category. Students start taking the engineering fundamental courses and ME core courses in the second year: ME 202 Manufacturing Technologies ME 203 Thermodynamics I ME 204 Thermodynamics II ME 205 Statics ME 206 Strength of Materials ME 208 Dynamics 31

Besides these ME courses, students are required to take supporting courses from other engineering departments, including Metallurgical and Materials Engineering and Electrical and Electronics Engineering. These courses are: METE 227 Basic Concepts in Material Science EE 209 Fundamentals of Electrical and Electronics Engineering METE 228 Engineering Materials In the third year, students take additional mechanical engineering core courses. These courses are: ME 301 Theory of Machines I ME 302 Theory of Machines II ME 303 Manufacturing Engineering ME 304 Control Systems ME 305 Fluid Mechanics I ME 306 Fluid Mechanics II ME 307 Machine Elements I ME 308 Machine Elements II ME 311 Heat Transfer ME 312 Thermal Engineering These required engineering courses prepare students to work in both the mechanical systems and thermal systems stems and also provide students with all the fundamental topics required for a mechanical engineer. Technical Electives: Students are required to select 6 technical elective courses (18 credits in total) during their senior year. Table I-1 lists all the technical electives offered in the ME undergraduate curriculum. Course Syllabi of the technical electives courses, which are given in Appendix I.B, provide a description of each course. 32

Engineering Design: Engineering design is a decision-making process that requires fundamental knowledge of all aspects of the curriculum, including mathematics and basic science, engineering science, as well as non-engineering aspects. It is therefore appropriate to include the capstone design course in the later stage of the students education. ME 407 Mechanical Engineering Design course is the compulsory capstone design course for senior level students in the fourth-year of the program. This is a one-semester course and half of the fourth year students take the course in the fall semester, the other half in the spring semester. Students who do not take ME 407 register for ME 410 Mechanical Engineering Systems Laboratory course. The main objective of the ME 407 course is to provide the senior engineering student with a realistic understanding of the engineering design process and to develop engineering design synthesis ability. Students are encouraged to develop a creative and/or innovative design project on preferably a real design problem, manufacturing a prototype. Groups of three students tackle with design problems, which require analytical ability, judgment, technical skills, creativity and innovation and produce a working prototype of their design. These prototypes are tested and evaluated on the basis of some pre-established merit. ME 407 lectures include discussions on the design process and morphology, problem solving and decision making, modeling and simulation, project engineering, planning and management, design optimization, economic decision making and cost evaluation, aspects of quality and human and ecological factors in design. These subjects are built on and are meant to supplement fundamental concepts. Every semester 3 different design project topics are announced in ME 407 course. Students in groups of three are assigned to one of these projects. They have to design the prototype, produce engineering drawings, construct the design in the machine shop and test it in a competitive examination at the end of the semester. The prototype should perform the assigned task for the students to get passing grades. Throughout the semester, course assistants follow the progress of each group and contribute to the grading of the project, assessing the effort of each student in the group. 33

Two third-year courses, ME 307 Machine Elements I and ME 308 Machine Elements II, are other courses with design emphasis, aiming to develop student skill in analysis and design of machine parts that may be used in a mechanical device. In each course, two monthly design projects are assigned. Each student is required to submit separate reports and drawings. The first design elements of the program are introduced in ME 113 and ME 114 Computer Aided Engineering Drawing courses. Theory of Machines courses, ME 301 and ME 302, include design concepts: design of a flywheel for a slider-crank mechanism, and design of machinery foundations that achieve vibration isolation are examples. ME 304 Control Systems, ME 305 and ME 306 Fluid Mechanics I-II, ME 311 Heat Transfer and ME 312 Thermal Engineering courses each have some design elements in the problems, assigned to the students as homework. Among the technical elective courses offered in the fourth year, students apply fluid dynamics principles to the preliminary design of fluid machinery in their homework assignments in ME 402 Fluid Machinery course. Design of dry and wet coils and design of warm water heating systems are among the subjects of ME 403 HVACR course. In ME 415 Utilization of Geothermal Energy course, analysis of system components leads to a geothermal system design. Students are given two design projects, namely a jig or fixture design project and a sheet metal die design project in ME 416 Tool Design course. Students are assigned a term project in ME 418 Dynamics of Machinery course that involves a practical machine design problem. Projects on technical and economical optimization calculations of heat exchangers and on design calculations of steam generators are given in ME 421 Steam Generator and Heat Exchanger Design course. In ME 422 HVACR Design course, students prepare one project on the design of warm or pressurized hot water heating system and another on the design of a summer air conditioning system. Open-ended problems are given to students on gas turbines and its components in ME 423 Gas Turbines and Jet Propulsion course. An interactive computer aided internal combustion engine design is made in ME 426 Internal Combustion Engine Design course. In ME 431 Kinematic Synthesis of Mechanisms course, graphical and analytical kinematic synthesis methods are taught and several synthesis problems are solved in the computer laboratory. Pipeline design methods are studied and 34

design projects are made in ME 437 Pipeline Engineering course. ME 442 Design of Control Systems course provides the students with design techniques for classical control systems, backed by some voluntary laboratory work performed by teams of 2-3 students each. ME 444 Reliability in Engineering Design course emphasizes reliability as reflected to the design of mechanical components. Students are required to submit a case study, analyzing a design, which involves considerable risk in groups of maximum four students. ME 451 Introduction to Composite Structures course has a project for the design of a fiber reinforced composite laminate under a specified load. In ME 461 Mechatronic Components and Instrumentation and ME 462 Mechatronic Design courses, teams of two or three students work on design projects which involve a group-up design process with an operational end product. Each student is required to submit a complete plant design project in ME 471 Production Plant Design course. Synthesis methods of fluid power circuits are taught in ME 481 Industrial Fluid Power course. Students are asked to design, construct and then do experiments on an experimental setup in ME 483 Experimental Techniques in Fluid Mechanics course. Table I-1 shows all the courses that satisfy the ABET definition of engineering design. Besides the above-mentioned courses, engineering design is also addressed in the lectures, projects, and homework assignments in almost all courses in the curriculum. Laboratory Experience: ME students have their first laboratory practice in the first year in the PHYS 105, PHYS 106, and CHEM 107 courses. Just before the registration period for the fall semester, second year students attend an eightday program, ME 200 Mechanical Engineering Orientation, five days of which are spent to introduce the students to the laboratories and the machine shop of the department. No formal experiments are performed, however, students get used to the physical setting and facilities present. Also some demonstrations are given. Students spend about 30 hours in the machine shop for the ME 202 Manufacturing Engineering course. They do bench work, lathe work, milling machine, sheet metal forming 35

and welding practice. They are asked to produce small parts, such as nutcrackers, screwdrivers etc., during the practice. In the machine shop, students are instructed on safety procedures, attire and behavior requirements by the supervising assistants and the machine shop personnel. They wear white shop coats and use glasses when necessary. At all times, students are under the supervision of the machine shop staff. Students perform formal laboratory experiments in ME 305 Fluid Mechanics I, ME 306 Fluid Mechanics II, ME 311 Heat Transfer, and ME 312 Thermal Engineering courses. In each course, 2 to 3 experiments are performed in groups of 5 to 10 students. A report is required for each experiment performed. Also two experiments are performed in ME 304 Control Systems course and one experiment in ME 302 Theory of Machines II course. Laboratory demonstrations are held once every semester in ME 307 Machine Elements I and ME 308 Machine Elements II courses. ME 410 Mechanical Engineering Systems Laboratory is a compulsory course in the fourth year of the curriculum. After being instructed on statistical uncertainty analysis, students perform 6 experiments in groups of 2 or 3. Every student submits a report for each experiment. Each group conducts experiments on topics such as straightness and flatness measurements on a surface table, closed loop on-off control, mass and energy balances in psychrometric processes, performance characteristics of an internal combustion engine, stress analysis by using strain gages, and characteristics of an airfoil, etc., which might not have been fully covered in the compulsory courses of the curriculum. This course is an overview of the basic courses of the first three years of the undergraduate curriculum. The students have the opportunity to apply the knowledge acquired in basic mechanical engineering subjects on practical engineering systems. A total of six experiments are selected to cover most of the basic branches of mechanical engineering. The experiments are aimed at either providing an immediate numerical answer to a specific problem or the verification of an existing theory. In either case the collected data are statistically analyzed and filtered. The necessary calculations for presenting the results require a certain amount of research on the specific subject of the experiment. This serves to acquaint the student with a subject that he or she might not have 36

selected as a technical elective. Assignments are also given for the same purpose. The presentation of the data and results are according to technical reporting format. As a result of these combined efforts, the student is expected to learn how to conduct an experiment in a group of at most three students and analyze and then synthesize the data and hypothesis or assignment in an internationally understandable format. ME 401 Internal Combustion Engine course has two experiments for which reports are required. ME 402 Fluid Machinery course has also two experiments. Demonstrations are made in ME 403 Heating, Ventilating, Air Conditioning and Refrigeration (HVACR) course. ME 411 Gas Dynamics course has one experiment for which a report is required and two demonstrations. ME 414 System Dynamics course has five experiments. ME 425 Automotive Engineering I and ME 436 Automotive Engineering II courses each have two, and ME 433 Engineering Metrology and Quality Control and ME 481 Industrial Fluid Power courses each have three one-hour sessions in the laboratory mainly for demonstrative purposes. There are two experiments requiring reports in ME 422 HVACR Design course. Three experiments are performed in ME 423 Gas Turbines and Jet Propulsion course. ME 437 Pipeline Engineering course has two one hour laboratory sessions. ME 442 Design of Control Systems course has an option in which students work on a semester-long laboratory project in teams of 2-3, spending at least two hours in a week, producing weekly progress reports, and at the end of the semester a formal written report and its presentation are required. In ME 445 Integrated Manufacturing Systems, ME 448 Fundamentals of Micro Electromechanical Systems, and ME 481 Industrial Fluid Power courses there are laboratory demonstrations. ME 450 Nondestructive Testing Methods course has 5 experiments. Several experiments in mechatronics topics are conducted in ME 461 Mechatronics Components and Instrumentation course. Students taking ME 483 Experimental Techniques in Fluid Mechanics course perform 10 experiments, 5 of them on instrument calibration, and there are three demonstrations. Students also design, construct and perform experiments on an experimental setup or a prototype in groups of 2 in this course. 4.3. General Education The ME curriculum includes 26 credit hours (18%) of general education. 37

English is a second language for almost all students of METU. After the initial registration procedure, students take a multiple-choice English Proficiency Examination prepared by the School of Foreign Languages. Based on the results of this examination, students either start their first year programs or they attend the Department of Basic English (English Preparatory School) for one year. All ME students are required to take ENG 101 Development of Reading and Writing Skills I and ENG 102 Development of Reading and Writing Skills II courses in the first year, ENG 211 Advanced Reading and Oral Communication courses in the second year, and ENG 311 Advanced Communication Skills course in the fourth year. ENG 101 aims to reinforce reading and writing skills through reading selections with review of structural patterns and paragraph and summary writing. ENG 102 is a continuation of ENG 101 with emphasis on essay writing. ENG 211 aims at further reading improvement and vocabulary expansion through readings, while attention is paid to the development of oral skills. ENG 311 is a course designed to develop job-seeking skills (CV and application letter writing, interview skills, etc.) and on-the-job skills with the emphasis on the accuracy, fluency and effectiveness of students in certain business tasks such as socializing, telephoning, presenting information, holding meetings, etc. All Turkish students are required to take TURK 303 Turkish I and TURK 304 Turkish II language courses in their third year, which aim at improving oral and written communication and expression skills. All non-turkish speaking foreign students must take TURK 201 Elementary Turkish and TURK 202 Intermediate Turkish courses. Students may also take ENG 201 and ENG 202 English-Turkish Translation courses, ENG 203 Readings in Drama course, ENG 204 Communication and Culture course, Arabic, French, German, Japanese, Italian, Russian, Spanish, Hebrew, and Advanced Turkish (foreign students only) language courses to satisfy their non-technical elective or free elective requirements. 38

In addition to four English language courses (ENG 101, ENG 102, ENG 211, and ENG 311), each student has to take ECON 210 Principles of Economics in the third year, HIST 2201 Principle of K. Atatürk I and HIST 2202 Principle of K. Atatürk II courses in the second year, two non-technical elective courses (NTE) and one free elective (FE) course. Although NTE and FE courses are in the last year of the program, most students start taking them earlier, especially when unable to follow the regular program due to unsatisfied prerequisites. It is required that NTE courses must at least be 3 credit courses in the fields of linguistics, foreign language studies, history, psychology, sociology, philosophy, literature, music and fine arts, political science, international relations, architecture, educational sciences, and economics. The faculty of Engineering maintains an active list of courses offered by other faculties of METU that engineering students can take as NTEs. The Department of Modern Languages requires that students taking more than one language courses should take different level courses of the same language, rather than courses of two different languages, thereby providing some depth in the field. Students may take NTE courses in excess of the number in program requirements, subject to the approval of the academic advisor. 4.4. Computer Experience The ME program contains three computer related courses in the first semester. One of them is CENG 230 Introduction to C Programming, a computer language and programming course offered by the Computer Engineering Department. IS 100 Introduction to Information Technologies and Applications course introduces students to the basic information technology concepts and applications (i.e., introduction to computers, computer hardware and software, word processors, spreadsheets, computer networks and internet browsers) in their freshman year preparing them to use these skills during their undergraduate studies in their respective disciplines, as well as professional lives. In ME 113 Computer Aided Engineering Drawing I course, a commercial CAD package is used as a tool for all assignments in the Computer Graphics Laboratory. The continuation of the course, ME 114 Computer Aided Engineering Drawing II, is in the second semester of the program. 39

At the beginning of the first semester of the third year, all students are given four hours of instruction on the use of MathCad program as a mathematical tool. Afterwards, students spend four times two hours in the computer laboratory for ME 301 Theory of Machines I course and two times two hours for ME 311 Heat Transfer course, under the supervision of assistants, where they are required to work on assigned problems. The practice continues in the next semester in ME 302 Theory of Machines II course (with 3 or 4 two hours sessions) and ME 312 Thermal Engineering course (with 2 two hours sessions). Students are encouraged to use Matlab software for homework problems of ME 304 Control Systems course and to use MathCad or similar software in the preparation of design projects of ME 307 Machine Elements I and ME 308 Machine Elements II courses. The biweekly homework assignments in ME 310 Numerical Methods course require the application of numerical solution techniques using a high-level computer language of student s choice. ME 407 Mechanical Engineering Design course requires students to make design calculations and engineering drawings using available software packages. Use of computers in fourth year technical elective courses is widespread. ME 401 Internal Combustion Engines course requires students to use Borland Delphi 4.0 language in data evaluation. Homework problems are solved using a computer code in ME 413 Introduction to Finite Element analysis course. Students are required to use commercial packages to solve problems using in ME 414 System Dynamics course and to make drawings in ME 416 Tool Design course. Computer tools are also necessary to solve practical machine design problems in ME 418 Dynamics of Machinery course. ME 426 Internal Combustion Engine Design course requires writing a program in Delphi 4.0 language for thermodynamic analysis and component design, and preparing a fully computer aided design of an internal combustion engine. In ME 422 HVACR Design course, students are recommended to make computerized design calculations. In ME 431 Kinematic Synthesis of Mechanisms course, students are required to solve several synthesis problems using MathCad or Excel. ME 433 Engineering Metrology and Quality Control course requires students to use computers for statistical process control. In ME 437 Pipeline Engineering course students work in the computer laboratory on pipeline design analysis. ME 438 Theory of Combustion 40

course uses available programs for the solution of complex chemical equilibrium problems. In ME 440 Numerically Controlled Machine Tools course students use computers for simulation of CNC machines and also for term papers. For the homework solutions of ME 442 Design of Control Systems course, Matlab software is utilized. In ME 445 Integrated Manufacturing Systems course, computers are used for PLC programming. ME 448 Fundamentals of Micro Electromechanical Systems course requires the projccts to be prepared using related softwares. In ME 451 Introduction to Composite Structures course students prepare a computational design project for which they must use computers. Microcontrollers are programmed and debugged in ME 461 Mechatronic Components and Instrumentation and ME 462 Mechatronic Design courses. Students use commercial packages in their projects in ME 481 Industrial Fluid Power course. ME 485 Computational Fluid Dynamics course has five computer assignements to be solved by using commercial CFD softwares. In addition, students are encouraged to use computers for homework exercises in ME 402 Fluid Machinery, for homework problems in ME 403 HVACR, for design calculations in ME 421 Steam Generator and Heat Exchanger Design, for homework assignments and projects in ME 429 Mechanical Vibrations, for homework problems and voluntary projects in ME 425 Automotive Engineering I and ME 436 Automotive Engineering II, for term project in ME 443 Engineering Economy and Production Management, for case study topics in ME 444 Reliability in Engineering Design, and for homework solutions in ME 476 Second Law Analysis of Thermal Systems courses. As a result of these experiences, it is believed that students develop the necessary competence in engineering applications of computers until graduation. 4.5. Course/Section Size See Table I-2. 41

5. Faculty The faculty analysis summarizing information about each faculty member is given in Table I-4. Current summary curriculum vitae for all faculty members with the rank of instructor and above who have primary responsibilities for course work associated with the program are provided in Appendix I.C. The size of the faculty of METU ME is the second largest among mechanical engineering departments in Turkey, with a total of 49 full-time faculty members composed of 35 professors, 2 associate professors, 9 assistant professors, 3 instructors in the 2002-2003 academic year. There are also 7 part-time adjunct faculty members contributing to the teaching load, most of whom are retired, former METU ME faculty members. The number of teaching assistants involved mostly in undergraduate teaching was 49 in the 2002-2003 academic year. In the report dated February 2002 prepared by the departmental ad-hoc working group on human resources, the undergraduate curriculum is sub-divided into five mechanical engineering categories; namely, machine theory and dynamics, design and production, solid mechanics, fluid mechanics, thermodynamics and energy. Table 5.1 shows these curricular areas and faculty members who teach in those areas. A sub-discipline breakdown based on research areas of the faculty given in Table 5.2 shows a similar trend with a little bit more dispersed cross-over character, which is a pretty good sign of the existence of multidisciplinary nature of research activities, at least within the department. Therefore, all five curricular areas are well covered by the existing faculty members. The average age of the faculty is 48, implying an experienced and matured group of academicians. But this figure also indicates that there should be a carefully administrated recruitment plan for the coming years since there exists a mandatory retirement age of 67 in Turkey. The study by our human resources working group suggested a minimum hiring rate of two new faculty members every year between 2002 and 2010, with a special emphasis given on the thermodynamics and energy group. But the unexpected early retirements from the design and production group since then have given this group the top priority in the urgency list of faculty recruitments. This year three new faculty members, namely Dr. Derek Baker, Dr. BuVra Koku and Dr. Cüneyt Sert joined the department. (Dr. Baker joined after Fall 2002 semester and Dr. Koku and Dr. Sert joined after Spring 2003 semester.) Their curriculur areas are Thermodynamics 42

and Energy, Design and Production, and Fluid Mechanics, respectively. Their curriculum vitae are also given in Appendix I.C. The faculty members are highly competent in their respective areas of expertise. About only one quarter of the faculty hold doctoral degrees from our department, and the rest from various prominent institutions abroad, mostly from the U.S., and from the U.K. Starting early 1990 s, a minimum of one academic year of experience abroad has been used as one of the university-wide requirements in all initial faculty appointments for those who have doctoral degrees from METU, as a measure against possible in-breeding. On the other hand, most newly appointed faculty members with non-metu doctoral degrees have already had some teaching experience abroad. As a university policy, the faculty may be given one year leaveof-absence with pay and if requested a second year of leave-of-absence without pay to follow once every seven years. This leave is almost invariably spent in educational institutions abroad. Therefore, with the exception of a small number of faculty, it can be stated that faculty body of the department have involved in some teaching and research activities at institutions abroad, at various levels. We consider this diverse faculty background on teaching and research as a richness of our department in handling matters regarding teaching and research. The university provides travel support to every faculty member to attend professional meetings in Turkey almost without any restrictions and one international meeting a year provided that he/she has a paper to present. In the 2002-2003 academic year, 16 faculty members used this support to attend international meetings. The faculty are highly encouraged to publish their research findings in internationally recognized scientific journals. In 2002 calender year, ME faculty published 18 international journal papers. The faculty workload data are given in Table I-3. The regular teaching load of full-time faculty members in the department is two course sections per semester for professors and three course sections per semester for instructors, regardless of being undergraduate or graduate. The course load in the summer school is voluntary and carries extra compensation. 43

Table 5.1 Faculty Teaching Breakdown Curricular Area Must Courses Technical Electives ME414, ME418, Faculty Balkan, ÇalXYkan, Bder, Cross-Over Adjunct Faculty Machine Theory and Dynamics ME301 ME302 ME304 ME425, ME429, ME431, ME432, ME436, ME442, Özgören, Özgüven, Platin, Soylu, Söylemez, Tönük, Dölen - ME481 Tümer, Ünlüsoy Design and Production ME113 ME114 ME202 ME303 ME307 ME308 ME407 ME220, ME416, ME433, ME443, ME444, ME461, ME462, ME471, ME445, ME448 Akkök, ArXkan, BaYXbüyük, Civci, Dölen, Erden 1, Gökler, KaftanoVlu, KXlXç, KXrXmlXoVlu, Konukseven, YXldXrXm Darendeliler, KadXoVlu, Eralp, Tekkaya AnlaVan, AtaoVlu, Erden 1, Esin, Karabay, Özdemir Solid Mechanics ME205 ME206 ME208 ME413, ME434, ME450, ME451 Bilir, DaV, Darendeliler, Doyum, KadXoVlu, Oral, Parnas, Tekkaya Bder, Çetinkaya, Tümer, Tönük - Fluid Mechanics ME305 ME306 ME402, ME411, ME423, ME437, ME483 Aksel, Albayrak, Çetinkaya, Dursunkaya, Erdal, Eralp, Üçer 2 - - ME401, ME403, Thermodynamics and Energy ME203 ME204 ME311 ME312 ME405, ME415, ME420, ME421, ME422, ME424, ME426, ME427, ME428, ME438, ArXnç, Baker 3, Bayka, Paykoç, Oskay, TarX, UlaY, Vural, YamalX, YeYin O., YeYin T., Yüncü Dursunkaya Heper ME476, ME478 1. Retired at the end of Fall 2002 semester. 2. Retired at the end of Spring 2003 semester. 3. Joined the department at the end of Fall 2002 semester. 44

Table 5.2 Faculty Research Breakdown Curricular Area Faculty Cross-Over Machine Theory and Dynamics Balkan, ÇalXYkan, Bder, Özgören, Özgüven, Platin, Soylu, Söylemez, Tönük, Tümer, Ünlüsoy Dölen, Dursunkaya, Erden, Konukseven Design and Production Akkök, ArXkan, BaYXbüyük, Civci, Dölen, Erden, Gökler, KaftanoVlu, KXlXç, KXrXmlXoVlu, Konukseven, YXldXrXm Balkan, Bayka, Darendeliler, Erdal, Bder, Söylemez, Tekkaya, Tönük, YeYin T. Solid Mechanics Bilir, DaV, Darendeliler, Doyum, KadXoVlu, Oral, Parnas, Tekkaya Bder, Tönük, YeYin T., YXldXrXm Fluid Mechanics Aksel, Albayrak, Çetinkaya, Dursunkaya, Erdal, Eralp, Üçer Oskay, TarX, UlaY, Vural, YeYin O., YeYin T. Thermodynamics and Energy ArXnç, Baker, Bayka, Paykoç, Oskay, TarX, UlaY, Vural, YamalX, YeYin O., YeYin T., Yüncü Aksel, Albayrak, Civci, Çetinkaya, Dursunkaya, Eralp, Üçer The regular faculty load is reduced by one course for faculty members in full-time administrative posts within or outside the university, starting from department chair position and up. The department also offers a total of 10 course sections in one academic year to other departments in the university. These courses are ME 101 Engineering Graphics (4 sections), ME 212 Principles of Production Engineering (3 sections) and ME 351 Thermodynamics of Heat Power (3 sections). There are no separate graduate professorship assignments in the department. Faculty members are expected to carry out their teaching and research activities concurrently. Each faculty member may supervise at most 12 graduate students at any time. The average of this figure was 6.7 in the department in the 2002-2003 academic year. Those faculty members with a 45

large amount of research support and/or supervising a high number of graduate students are not provided with any release time from teaching. Based upon the data given in Table I-2, the average class size in program courses offered by the department in the 2002-2003 academic year turns out to be 44, barely allowing a desired level of faculty-student interaction in undergraduate courses. This figure was used to be below 40 before 1997. But, since then, the yearly new enrollment to the program has been steadily increased from 180 to 210 by the Higher Education Council of Turkey while the size of the faculty remained virtually the same, resulting in higher section sizes in undergraduate courses. The department administration has been constantly bringing this problem to the attention of upper administration of the university in recent years, without any success so far. Each full-time faculty member of the department without any administrative duty serves as the faculty advisor for about 25 undergraduate students, which used to be below 20 before 1997. Every freshman is assigned a faculty advisor during his/her enrollment to the department, who will monitor the student s academic performance for supplying appropriate guidance and mentoring as well as counsel him/her in his/her personal problems throughout his/her residence in the university as an undergraduate. The role of academic advisors is not limited to the advisor-student interaction during registration, add-drop and withdrawal periods, but continues throughout the year. Therefore, faculty members not only give the final approval to the courses that their advisees would take every semester, but also are asked to provide their opinion on topics like whether their advisees should take a certain technical elective course or not, should increase or decrease their course load or not, should be granted a leave of absence or not, etc. Advisors welcome student questions on academic, professional, and social matters. A special emphasis is given to particular group of students who happen to follow some specific programs like double majors and minors because of the special nature of their academic problems. Therefore, those mechanical engineering undergraduates double majoring in another program or those undergraduates of other programs double majoring in mechanical engineering, undergraduates of other programs following production minor program, and undergraduates following mechatronics minor program are all advised by three faculty members each specialized in one of these programs. 46

Most faculty do not post office hours because, in general, faculty doors are always open to students unless the faculty member is not extremely busy. Therefore, the accessibility to faculty by our students can be considered as one of our defining characteristics. In spite of a large student body, students are encouraged to contact their instructors and teaching assistants during off-hours of regularly scheduled class, laboratory, recitation meetings for clarification of course material, hints on the solutions of homework problems, or guidance on their term projects. Another mode of student-faculty interaction is the informal student-faculty get-togethers arranged by the department administration with free agendas every semester. These meetings serve as platforms to discuss all matters collectively related to the student life in the department, in academic, social or administrative sense. Faculty members serve in standing committees of the department, at least in one. Some of the most active committees are on undergraduate education, masters education, doctoral education, and departmental facilities. These committees not only serve to resolve specific problems involving individual students but also act as bodies to review cases and/or to develop proposals on matters of general interest to the department when asked by the department administration. Several faculty members of the department serve at posts, on boards or in committees at various levels in the upper administration of the university. Faculty members serve also in various ad-hoc committees formed at departmental level and up. Examples are self evaluation working group (SEWG), curriculum assessment committees (CURAS), working group on human resources, ABET working group (AWG) and new course evaluation committees. Many faculty members are very active as holding administrative positions in professional societies, members of editorial boards of professional journals, refereeing for scientific journals, or serving on organization and/or scientific committees of conferences at national/international level. Faculty members interact with industry in the forms of consulting, carrying out contract research projects, or conducting courses at the Continuing Education Center of the university. 47

Other major sources of research support are the Scientific and Technical Research Council of Turkey (TÜBBTAK), State Planning Organization (DPT), and University Research Fund. They also serve as experts in peer evaluations of project proposals to institutions like TÜBBTAK, in patent investigations and in cases requiring technical views in courts. 48

6. Facilities 6.1. General The department has about 25000 m 2 of floor space used as classrooms, laboratories, computer facilities, offices and closed space. The classrooms of the department are in sufficient number and capacities. These are given in Table 6.1. Table 6.1 Classrooms of the Department Room Capacity Room Capacity Room Capacity Room Capacity B 101 70 B 203 35 G 102 90 G 203 90 B 102 70 B 204 35 G 103 90 G 108 50 B 103 70 B 205 25 G 201 90 D 109 120 B 202 35 G 101 90 G 202 90 D 101 96 All classrooms contain slide projectors. In addition, about half of the classrooms are equipped with a built-in computer and overhead data show equipment. There are also two auditoriums (E 200, E 108) with capacities of 150 and 60, respectively. The department has a local area network (LAN) connected to the university network through which Internet is reached. All faculty members have a computer in their offices. All computers in classrooms, computational facilities, laboratories and offices are connected to the department LAN. Three assistants are employed to service this department network. Photocopy service is available in 3 different locations in the department. One of these serves students and the other two serve faculty members. A room seating about 60 students is available for use as a study room. There are also two cafes in the department. 49

Mechanical Engineering computational facilities and laboratories serve successfully for supporting the program objectives. The computing facilities and the laboratories are described below. 6.2. Computational Facilities The computational facilities can be grouped as follows: Computer Graphics Laboratory General Purpose Computer Room Computational Fluid Dynamics Laboratory Virtual Metal Forming Laboratory The computers in these facilities are upgraded and replaced continually as the need arises. Computer Graphics Laboratory (http://www.me.metu.edu.tr/laboratories/cad/index.htm): This laboratory is mainly used for ME 113 Computer Aided Engineering Drawing I, ME 114 Computer Aided Engineering Drawing II and ME 101 Engineering Graphics (offered to non- ME students only) courses. The laboratory contains four computer rooms (B 206, B 207, D 111, D 113) equipped with a total of 150 computers. CAD-KEY version 21.5 is used in these courses. General Purpose Computer Room: This computer room contains 50 computers and 1 laser printer. The scheduled computer sessions for ME 210 Applied Mathematics for Mechanical Engineers, ME 301 Theory of Machines I, ME 302 Theory of Machines II, ME 311 Heat Transfer, and ME 312 Thermal Engineering courses are held in this computer room. The room also serves the students for their computational needs in the homework and project assignments of all undergraduate courses. The available softwares are MathCad, Matlab, Mathematica, AutoCAD, 50

MSC/MARC, MSC/Superform, MSC/Superforge, MSC/Patran and ANSYS. The university has site licences for these softwares and they are upgraded regularly. Computational Fluid Dynamics (CFD) (http://www.me.metu.edu.tr/laboratories/cfd/ index.htm): Computational Fluid Dynamics Laboratory is established and developed in the last five years to serve undergraduate and graduate students in the Mechanical Engineering Department. In ME 485 Computational Fluid Dynamics course, students are encouraged to work on the industrial applications by using the commercially available CFD softwares. This provides the necessary link between the fundamentals of the fluid dynamics behind complex engineering flows and the numerical solution algorithms on which the CFD codes are based. CFD laboratory also forms an environment for advanced level research and a platform for high performance computing in the area of Computational Fluid Dynamics. Graduate students are encouraged to use the facilities in the CFD laboratory during their graduate work. A parallel computing facility composed of 20 discrete nodes is available for the solution of complex thermo-fluid problems. There are 20 computers with different configurations, 3 printers, 2 switches, 1 scanner and all are supported with UPS. Virtual Metal Forming: This laboratory is mostly devoted to graduate research related to modeling metal forming processes. It contains various computers and testing machines. The available softwares include Qform, DEFORM, Larstran/Shape, PAM/Stamp and Eesy-2-Form. The research conducted includes material characterization (MISAG-DFG-1 Project in cooperation with Univ. of Stuttgart and Univ. of Chemnitz), remeshing by hexahedral meshes, modeling of machining operations, and modeling of sheet metal forming processes. 6.3. Laboratories There are various laboratories in the department having a total area of about 4000 m 2. These laboratories are used for the experiments and demonstrations related to the undergraduate courses, and also for graduate courses and research activities. The laboratories are organized in four groups. The groups and the individual laboratories are given below. 51

1. Materials Testing, Production and Dimensional Metrology Material testing laboratory High speed impact laboratory Computer integrated manufacturing (CIM) laboratory Machine shop Machine tool and automation laboratory Plasticity and metal forming laboratory Dimensional metrology laboratory 2. Heat Transfer and Energy Heat transfer laboratory Thermal environmental engineering laboratory Internal combustion engines laboratory Nuclear engineering and radioisotope applications laboratory 3. Fluid Mechanics and Fluid Machinery Laboratory 4. Machine Design, Dynamic Systems, Control and Mechatronics Mechanical engineering design laboratory Dynamic systems laboratory Control systems and mechatronics laboratory Automotive engineering laboratory Biomechanics laboratory Machine elements laboratory Instrumentation center In addition to these laboratory groups there are centers and laboratories affiliated with or associated to the department and the department utilizes their facilities. These are 52

CAD/CAM/Robotics Application and Research Center (BBLTBR) Welding Technology and Nondestructive Testing Center Some of the general-purpose equipments are stored in the department s Instrumentation Center, which provides equipment support for all the laboratories as the need arises. The students are introduced with the general laboratory safety rules in ME 200 Mechanical Engineering Orientation and ME 202 Manufacturing Technologies courses. The regulations about individual laboratories are distributed to the students in the related courses, and rules which are specific to individual set-ups are posted at the laboratories. Regular maintenance of the electrical system and the machinery is done during the semester breaks. The fire extinguishers are controlled and replaced by the Civilian Defence unit on regular basis. The Atomic Energy Commission regularly checks the radioactivity level at the Nuclear Engineering and Radioisotope Applications Laboratory. 6.3.1. Materials Testing, Production and Dimensional Metrology Material Testing Laboratory: Material Testing Laboratory offers facilities for experimentation and demonstration to undergraduate students. Experiments (for demonstration only) are carried out on a 40 ton tension-compression machine, universal hardness tester and impact machine for ME 200 Mechanical Engineering Orientation, ME 206 Strength of Materials and ME 307 Machine Elements I courses. The laboratory is also equipped with electrical resistance strain gages, strain indicators, strain bridge data logger, switching and balancing units, thin cylinder apparatus, beam apparatus, universal frame and truss system. Several experiments are carried out on pressure vessel, beam apparatus and truss system by using strain gages for ME 410 Mechanical Engineering Systems Laboratory course. 53

High Speed Impact Laboratory: Behavior of structures under high speed impact is investigated in this laboratory. Metals, ceramics, fiber composites and other materials are considered in the investigation. A drop hammer has been designed and constructed for testing at lower velocities. The laboratory serves about 15 graduate students working in this field. Two experimental set-ups are under construction; namely stress wave propagation in thin rods and ballistic pendulum. Tools and equipments currently available in the laboratory are Digital Storing Oscilloscope (Hitachi Type VC6045A), Universal Counter (Hewlett Packard Type 5314 A), Oscilloscope 100 Mhz (Hewlett Packard Type 54601A), Time Marker Generator (Tektronix Type 181), Counter (General Radio Type 1192-B), Strain Gage Amplifier and Velocity Measuring Device. Computer Integrated Manufacturing (CIM) Laboratory (http://www.imtrg.me.metu.edu.tr): The Mechanical Engineering Department has a Computer Integrated Manufacturing Laboratory for educational purposes, especially for ME 445 Integrated Manufacturing Systems course, and for research. The laboratory provides students and researchers with facilities to study and develop manufacturing systems. The laboratory is also equipped with state-of-the-art design and analysis tools, including programming languages, modeling languages, and simulation and animation packages. The flexible manufacturing system (FMS) in the laboratory basically consists of a single manufacturing cell. The main material handling system is the closed loop buffer and the 6- axis robot. Also there is a static buffer for loading and unloading parts to the system. The Pneumatic Linear Robot Drive (PLRD) accomplishes the movement of the robot between the CNC Turning- and CNC Milling Machine. A 3-axes Coordinate Measuring Machine (CMM) is the quality control component of the cell. Computers are essential parts of the METU-CIM. Agent PC, robot host PC, CMM host PC, CMM client PC, backup controller PC and primary controller PC are used in the FMS. Recently a computer controlled vision system set is purchased to enhance the monitoring and quality control capabilities of the manufacturing system. 54

The outcomes of M.S. and Ph.D. work and of the research projects are all implemented in the CIM lab for undergraduate education. The accomplishments in the last five years include The current control software used in the flexible manufacturing system Integration of a Pneumatic Linear Positioning Device into the FMS to carry a 6-axes Mitsubishi Movemaster robot between two stations A PLC (Programmable Logic Controller) controlled drilling and pressing station integrated with a Mitsubishi Movemaster EX robot for educational purposes A PLC hydraulic press station set constructed in the CIM laboratory for educational purposes together with a 5 axis robot for load/unload functions Machine Shop (http://www.me.metu.edu.tr/laboratories/machine_ shop/index.htm): The department has a Machine Shop for educational purpose and research maintenance. Students and researchers use the facilities of machine shop to practice several manufacturing applications. Also some research activities are carried by a number of M.Sc. and Ph.D. students in the machine shop. The machine shop is equipped with conventional turning, milling, grinding and drilling machine tools. In the machine shop, also a number of welding techniques are utilized. Machine Shop is utilized for the laboratory practice and term project work of some undergraduate courses. These undergraduate courses are ME 200 Mechanical Engineering Orientation, ME 202 Manufacturing Technologies, ME 433 Engineering Metrology and Quality Control, and ME 407 Mechanical Engineering Design. The content of the laboratory practice consists of three main subjects, namely machining, welding and sheet metal working. The list and number of equipments available in machine shop are given below. Metal Cutting: 18 Lathes, 7 Drilling Machines, 3 Milling Machines, 2 Sawing Machines, 1 Universal Milling Machine, 1 Tool Grinding Machine, 1 Surface Grinding Machine, 1 Universal Grinding Machine, 1 Radial Drilling Machine, 1 Punch Press, 3 Hand Drills, 3 Shapers, 1 Hand Grinder. Bending Equipment: 1 Guillotine, 1 Sheet Bending Machine. 55

Welding Equipment: 1 Spot Welding Machine, 1 Welding Transformer. Measuring Equipment: 37 Vernier Calipers with a precision of 0.05-0.1 mm, 2 Digital Calipers with a precision of 0.01 mm, 18 Micrometers with a precision of 0.01 mm, 4 Height gages with a precision of 0.02-0.05 mm. Machine Tool and Automation Laboratory (http://www.me.metu.edu.tr/laboratories/ Machine_ tool/index.htm): The primary goal of the Machine Tool and Automation Laboratory is to actively promote the advancement and the development of the state-of-the-art tools with regard to the field of CNC machine tools and advanced automation through research, course programs, and collaboration with students, faculty, industry, and the academic community. The laboratory gives service to ME 440 Numerically Controlled Machine Tools students. The Machine Tool and Automation Laboratory has a number of CNC machine tools that are mostly suitable for desktop manufacturing and training. These include EMCO F-1 3-Axis CNC Milling Center, DENFORD StarMill CNC 3-Axis Vertical Machining Center, BOXFORD 160 CNC Lathe (2 machines), SpectraLight CNC 3-Axis Milling Center, SpectraLight CNC Turning Center, Coordinate Measurement Machine, Industrial PLC Training Setup and Digital Circuitry (Test) Kits (2 kits). Plasticity and Metal Forming Laboratory: This laboratory is used for ME 200 Mechanical Engineering Orientation, ME 206 Strength of Materials, and ME 307 Machine Elements I courses and is also used by graduate students. Experiments for industry are also carried out. The experimental facilities are given below. The machinery that were added to the laboratory during the last five years are indicated by *: Testing machine (40 ton capacity) for tension, compression and bending tests 56

Closed-loop control testing machine* (50 ton capacity) for tension, compression, fatigue, creep, bending tests Torsion tester* with 120 kg.m capacity for torsion tests Double acting press* (200 ton capacity) for deep-drawing experiments Double-acting press (40 ton capacity) for deep-drawing experiments Mechanical Press for deep-drawing and sheet-metal forming work Brinell hardness testing machine Universal hardness testing machine for Brinell, Rockwell and other hardness tests Erichson tester for sheet-metal Bending tester for strip metal Impact tester for Charpy and Izod specimens The facilities for specimen preparation are a bench lathe, a milling machine and a drill press. The set-ups designed and manufactured in this laboratory are: Wire and tube drawing bench Hydraulic bulge tester Hydraulic tube tester Resistance heating set-up Dimensional Metrology Laboratory: This laboratory has the facilities and equipment for experimental and practical work and demonstrations for undergraduate students in accordance with the aims of ME 200 Mechanical Engineering Orientation, ME 410 Mechanical Engineering Systems Laboratory and ME 433 Engineering Metrology and Quality Control courses. The laboratory is equipped with sets of gage blocks, mechanical, optical and electrical comparators, coordinate measuring machine, autocollimator, surface roughness and roundness measuring machines, etc. 57

6.3.2. Heat Transfer and Energy Laboratories Heat Transfer Laboratory (http://www.me.metu.edu.tr/laboratories/heat/index.htm): The laboratory is equipped with the necessary experimental facilities to teach students the basic principles of heat transfer and to make them familiar with the measurement techniques and methods used in heat transfer experimentation in ME 311 Heat Transfer and ME 312 Thermal Engineering courses. The following experimental and/or demonstration set-ups are available in the laboratory: Heat conduction unit Thermal conductivity of liquids and solids Lumped heat capacitance and forced convection test unit Fin performance demonstration unit Free and forced convection demonstration unit Laminar and/or viscous heat transfer test unit Pool boiling heat transfer test unit Flow boiling heat transfer demonstration unit Film and dropwise condensation heat transfer unit Thermal radiation unit Cross flow heat exchanger unit Shell-and-tube heat exchanger unit The laboratory also contains basic measuring instruments like thermometers, thermocouples, potentiometers, flow meters, various kinds of temperature probes, and tools and materials for the maintenance and repair of the above mentioned set-ups as well as for the construction of new set-ups. Thermal Environmental Engineering Laboratory: The objective of this laboratory is to enable the students to perform experimental work in ME 403 HVACR and ME 422 HVACR Design courses. The laboratory contains set-ups for testing of various heating appliances in accordance with current national and international 58

standards, a calibrated room for window type AC unit testing and a year-round AC unit equipped with necessary measuring means, a bench top cooling tower and refrigeration test units. At the moment a new set-up is being constructed for a year round A/C system. Once it is completed, this facility will also be utilized in supporting the materials of the undergraduate courses. The laboratory also offers some experimental services to the ME 410 Mechanical Engineering Systems Laboratory course like solar collector performance measurement, warm water heating system performance, elementary psychrometric processes in AC applications and performance evaluation of compact heat exchangers. Internal Combustion Engines Laboratory: The laboratory is primarily used for complementing undergraduate courses such as ME 401 Internal Combustion Engines and ME 410 Mechanical Engineering Systems Laboratory. Research on alternative fuels such as alcohols, LPG and CNG, dual fuel applications, induction systems, combustion chamber design, magnetic combustion enhancers, fuel additives, combustion chamber heat transfer by evaporated surface thermocouples and thin wire thermal boundary measurements, particulate trap designs and patented superheated gasoline and diesel fuel systems are currently undertaken. It is possible to run tests on various types of internal combustion engines ranging from 1 to 350 HP on hydraulic dynamometers. Spark and compression ignition engines can be tested at various engine speeds ranging from idling to 5000 rpm. There is also a hydraulic chassis dynamometer with an inertia system on which various types of vehicles up to 400 HP can be tested under varying road conditions. The engine tests are controlled by a computer with a general purpose data acquisition card. Custom software is used for both data acquisition and engine control. The tests include performance, energy balance and exhaust emissions. The performance tests can be run at constant engine speed and variable load or at constant throttle position, variable speed and load. The energy balance tests are run by using a special heat exchanger. The exhaust emission tests are run by using HORIBA MEXA 8420 and AVL DiGas 465 exhaust 59

gas analyzers. Exhaust gases are sent through a mini-dilution tunnel to constant volume sampling bags. The HORIBA MEXA 8420 can accurately measure CO 2, CO, HC, NO x and O 2 using zero and span calibration gases prior to each measurement. The exhaust gases are collected in constant volume sampling bags and measured in accordance with European standards. AVL DiGas 465 is a portable analyzer which can measure CO 2, CO, HC and O 2 as well as the opacity of diesel exhaust gas. There are also special fuel testing engines for measuring the octane number of gasoline and cetane number of diesel fuels. Nuclear Engineering and Radioisotope Applications Laboratory (http://www.me.metu.edu. tr/laboratories/nuclear/index.htm): The laboratory is equipped with various types of detectors, scintillation counter, semiconductor detector, single and multi-channel analyzer and other necessary measuring systems for radiation detection. These equipments and instruments are satisfactory for instructional purposes. The following research facilities have been developed in the last five years: 1. A Joint Research Project Agreement was made between Middle East Technical University, Atomic Energy of Canada Limited and Turkish Atomic Energy Authority to investigate experimentally the two-phase behavior of CANDU-6 Nuclear Reactor Header. A Two-Phase Flow Test Facility was constructed in the department to investigate the two-phase behavior of a scaled CANDU-6 Nuclear Reactor Header under natural circulation conditions. 2. Experimental research on the condensation of steam-air mixtures in a vertical tube is carried out at the Condensation Test Facility which is installed at the department. The condensation heat transfer in the presence of a noncondensable gas, such as air, is an important issue for the safety of advanced nuclear power plants. 60

6.3.3. Fluid Mechanics and Fluid Machinery Laboratory (http://www.me.metu.edu.tr/ Laboratories/fluid/index.htm): Fluid Mechanics Laboratory has experimental facilities which are used in various undergraduate courses. An airfoil performance experiment conducted in the 300x300 mm test section computer controlled wind tunnel is one of the experiments of ME 410 Mechanical Engineering Systems Laboratory course. The experiments of ME 305 Fluid Mechanics I, ME 306 Fluid Mechanics II, ME 402 Fluid Machinery, ME 423 Gas Turbines and Jet Propulsion and ME 483 Experimental Techniques in Fluid Mechanics course are also conducted in this laboratory. The experimental facilities in the laboratory are given below: Low subsonic wind tunnel, test section size 5000x7500mmx2000mm Low subsonic wind tunnel, test section size 300x300mmx600mm Supersonic wind tunnel, 1.8Mach for 80 seconds Water tunnel (flume) Axial compressor test rig Pump and turbine test rig Pump and turbine test rig Gas turbine test rig Piston compressor-pulsative flow test rig Regulating and metering station model Axial and mixed flow and centrifugal fan test rigs Hydraulic pump and turbine test rig Positive displacement pump test rig Screw compressor air supply and screw compressor test rig Small pump performance test rig Appliance laboratory Various educational test rigs Measurement and data acquisition systems 61

6.3.4. Machine Design, Dynamic Systems, Control and Mechatronics Laboratories Mechanical Engineering Design Laboratory (http://www.me.metu.edu.tr/me407): This laboratory is developed to help the students to manufacture and assemble their capstone design projects as a part of the ME 407 Mechanical Engineering Design course. Facilities available in the laboratory are as follows: Work benches for each project group Tool boxes containing hand tools for each group (up to 35) Past project reports and CD s Best samples selected from past projects Parts such as electric motors, gears, pulleys, shafts and bearings Drill press A CNC drill designed and developed as a past project Power supplies to be used with current projects Measuring instruments such as vernier and micrometer Control Systems such as Handy Board, Basic Stamp Manufacturing facilities of the Machine Shop are available to the course students. Dynamic Systems Laboratory (http://www.me.metu.edu.tr/laboratories/dynamic/index.htm): The purpose of this laboratory is to provide experimental means to courses like ME 302 Theory of Machines II, ME 429 Mechanical Vibrations, and ME 432 Acoustics and Noise Control Engineering. The available instruments and equipment are satisfactory for basic experimental work. These are given below. Dual channel dynamic signal analyzer (Hewlett Packard 35665 A) Impedance tube/acoustic insulation test apparatus (Hilton) Real time frequency analyzer (Brüel&Kjaer 2143) Sound source (Brüel&Kjaer 4224) Sound level meters (Brüel&Kjaer 2230 and 2239, Castle GA121 and GA122) 62

Noise generator (Brüel&Kjaer 1405) Transducers (Microphones, accelerometers) and signal conditioning units Sound and vibration calibrators (Brüel&Kjaer 4230 and 4294) Portable balancing equipment Vibration apparatus Electromagnetic shaker and power amplifier Vibration meter Instrumentation tape recorder (Racal store 4DS, 4 FM channels) Control Systems and Mechatronics Laboratory (http://www.me.metu.edu.tr/laboratories/ control/index.htm): The purpose of this laboratory is to enhance the students' perception and understanding of basic control principles, through experimentation and analysis of results in various control courses. Control Systems and Mechatronics Laboratory is used for ME 304 Control Systems, ME 410 Mechanical Engineering Systems Laboratory, ME 414 System Dynamics, ME 442 Design of Control Systems, ME 461 Mechatronic Components and Instrumentation, and ME 462 Mechatronic Design courses. There are the following set-ups in the laboratoty: Analog closed-loop position/velocity control of DC motor and load Analog and digital closed-loop control of an inverted pendulum Ball and beam control Analog temperature control PLC control system Microprocessor training Real-time control by using Matlab Hydraulic position/velocity control Pneumatic logic control Sensors training Image processing PIC training 63

The instruments in the laboratory are: Digital storage and analog oscilloscopes Function generators Desktop multimeters Logic analyzers Analog transfer function simulators and PID controllers Data acquisition and control hardware Analog computers Proto boards Position, velocity, force, pressure, volumetric flow rate sensors, gyros and accelerometers PLC Automotive Engineering Laboratory (http://www.me.metu.edu.tr/laboratories/automotive/ index.htm): The use of this laboratory in undergraduate courses is limited to the demonstration of vehicle components such as chassis and body structures, suspension systems, axles, steering units and transmission boxes. The laboratory adequately meets the demonstration purposes in ME 425 Automotive Engineering I and ME 436 Automotive Engineering II courses, but is not suitable for the conduct of physical experiments by undergraduate students. The test rigs and set-ups available in the laboratory are given below. Tire Test Rig: Drum type. All tire forces and moments can be measured with computerized data acquisition system. Vibration Excitation and Measurement System: Electromagnetic shaker, vibration hammer, amplifier, sine controller together with accelerometers, charge amplifiers, data acquisition cards, and a two channel spectrum analyzer. 64

Demonstration Setups and Panels: Automotive differential, hydraulic steering system, automobile bodies in white, chassis structures and suspensions, gearboxes, brake systems, scale models of various automotive systems. Biomechanics Laboratory (http://www.me.metu.edu.tr/biomechanics): Biomechanics Laboratory is mainly used for research activities (M.S. and Ph.D. studies as well as joint research with medical institutions). Gait and Motion Analysis System: System hardware consists of six Ikegami CCD cameras, two Bertec force plates, and one Bertec octopus 8-channel EMG unit. These off-the-shelf equipment can collect kinematic and kinetic gait or motion data using locally developed software packages. Muscle activation is detected using EMG. Soft Tissue Testing System: Used to determine the properties of bulk soft tissue. Forcedisplacement-time characteristics of soft tissue can be obtained on computer using locally developed software. Currently the equipment is used in a joint research project with Gülhane Military Medical Academy on transtibial amputee patients. Instrumentation Center: Instrumentation center stores and maintains all the measuring instruments available in the department for undergraduate educational activities, graduate research activities as well as applied research projects. The center is equipped with electronic balances, digital vane anemometer, thermometers, pyrometers, oscilloscopes, multi-meters, power supplies, power analyzer, air velocity meters, viscometers, rotameters, tachometers, data acquisition cards, exhaust gas analyzer, bomb calorimeters, gas calorimeters, temperature measuring units, anemometers, hygrometers, light meters, dynamics cart track set, sound level meters, watt meters and joule meters. 65

Machine Elements Laboratory (http://www.me.metu.edu.tr/laboratories/mach_ elements/ index.htm): The Machine Elements Laboratory is specifically designed to demonstrate the concepts covered in ME 307 Machine Elements I and ME 308 Machine Elements II courses. This laboratory is equipped with several test apparatus on machine elements: Electrical resistance strain gauge Deflection of curved beam apparatus Critical load on struts Critical condition of struts Photo-elastic stress distribution demonstration apparatus Rotating beam fatigue test machine Rubber block shear apparatus Journal bearing friction test apparatus Pivot bearing friction test apparatus Brake drum friction apparatus Plate clutch friction apparatus Flat and V-belt friction apparatus Rope belt friction apparatus Multi purpose friction and wear test apparatus 6.3.5. Centers and Laboratories affiliated or associated with the department CAD/CAM/Robotics Application and Research Center (B/LT/R) (http://www.biltir.metu.edu.tr): BBLTBR was established in 1992, with the purpose of making design, manufacturing and robotics related research. In 1999, BBLTBR was restructured and it has become an interdisciplinary research and application center of the University. BBLTBR possesses latest technological infrastructure. In the center, various CAD/CAM/CAE and industrial designsoftware on CAD workstations are being used. Various high-tech 66

equipment: EOSINT P380 Laser Sintering Rapid Prototyping Machine, DIMENSION 3-D Printer Rapid Prototyping Machine, MAZAK Variaxis 630 5-Axis 25000 rpm High Speed CNC Machining Center, 5-Axis DECKEL CNC Milling Machine, 4-Axis HITACHI SEIKI CNC Turning Center, 5-Axis SODICK CNC Wire-EDM, 3-Axis SODICK CNC EDM, DEA Coordinate Measuring Machine (CMM), 6-Axis FANUC and ABB Industrial Robots are in service. Welding Technology and Nondestructive Testing Center (http://www.wtndt.metu.edu.tr/ ndt/ndthome.htm): Students taking the elective course ME 450 Nondestructive Testing Methods go to the laboratories of the Welding and Nondestructive Testing Center of the university to conduct their experiments, which is in excellent condition and fully adequate for the course. The Welding Technology and Nondestructive Testing Center of METU has been founded in 1988 within the framework of a technical co-operation project between the Turkish and the German governments. By the help of its qualified personnel and modern laboratory facilities, the Center performs activities in the following fields: 1- Training and qualification 2- Applied research projects and testing 3- Technical consulting 4- Basic research projects supporting graduate studies In order to perform the above mentioned activities, different laboratories are established: Ultrasonic Testing Laboratory Radiographic Testing Laboratory Penetrant Testing Laboratory Magnetic Particle Testing Laboratory Eddy Current Testing Laboratory The NDT laboratory has accreditation from DAP German Accreditation System. 67

7. Institutional Support and Financial Resources The major part of the annual budget of METU is allocated by the state. The primary source of the remaining income is the tuition and fees paid by the students. The University Executive Board decides on the budget of all the faculties and schools of the university. The budget allocated to faculties and schools do not include utilities such as heating, electricity, water and minor maintenance, which are paid by the University. The Dean s Office further apportions the budget allocated to the Faculty of Engineering to the 14 departments. In the process of budgeting for equipment, the following data regarding the departments are used: number of graduates the previous year number of faculty in the department number of students in the department number of grades given by the department The last item is used in order to account for the activity regarding service courses offered to other departments by the department in question. The budgeting for operations is done in a similar way, with consideration given to the following: number of faculty in the department number of students in the department equipment in the department number of courses with laboratory sessions in the department Foreign travel expenses are budgeted regarding the number of travels the previous year. It is normally assumed that each faculty member of the Faculty of Engineering will travel once out of the country per year. The budget allocated to the university by the state has limited funds for travel related expenses. Therefore, most of the travel is funded through the share the Faculty of Engineering receives from the tuition and fees, and the university revolving fund. Overall the state supplies approximately 65% of the university s overall expenses, and this is insufficient. Due to an aggressive plan of increasing the number of higher education 68

establishments in the country, the increased personnel and infrastructure costs limit the support given by the state to the universities. Nevertheless, METU can accommodate the maintenance costs and investment on equipment through the remaining funds. The amount of tuition and fees to be paid by the students is decided on by the state, but in case of the universities where the language of education is English, the tuition and fees paid by the students is double the designated amount. This brings in additional revenue to METU. METU being a state university has no flexibility as far as the salaries of the faculty members are concerned. The number of years in the service and the rank of the faculty member determine the salary, and the university officers have no say in the salary of the personnel. This restricts actions that can be taken by the department chairs and the dean to motivate the faculty members. Nevertheless, the academic performance of the faculty members are monitored through Academic Performance Reports, which every faculty member must submit at the end of the year that summarizes his/her activities during the year. These reports, as well as the results of surveys filled by the students at the end of each course are used during tenure and promotion evaluations. The department chairs and the dean use these data when deciding the promotion or tenure of a faculty member. The Faculty of Engineering encourages faculty members to participate in meetings of technical nature, such as conferences, symposia and workshops. Financial support given by the Faculty of Engineering can be used to cover transportation costs, registration fees and per diem allowance. In order to qualify for financial support, approvals of the chairman of the department and the Faculty of Engineering Executive Board are required. The faculty members participating in professional activities in Turkey receive a full support for an unlimited number of travels per year. In case of international travel a partial support of $400- $1300 is given, the amount depending on the country of travel. This support is extended to all faculty members who attend an international meeting in the capacity of author or who give an oral presentation in the meeting. In addition, faculty may receive a prize of $1000 for publishing papers in a selected list of international journals. This prize can be used for travel expenses in addition to the above mentioned travel support. In addition there is a $1000 support for newly hired tenure track faculty members. New members of the faculty get an additional $1000 to attend an international conference of their choice in the first three years of 69

employment at METU. Due to the financial crisis of year 2000, these support amounts have been temporarily reduced by 30%. By the end of September 2003, the Faculty of Engineering in this fiscal year supported a total of 153 foreign travels. Therefore, a projection for the end of year shows that approximately half of the faculty members will have traveled to participate in professional activities outside Turkey through funding from the Faculty of Engineering. This number excludes the travels funded by other sources, such as externally funded research contract funds and grants. Every faculty member may be given a paid leave of absence up to 3 months per year to spend time in an organization, preferably outside the country. Faculty members usually use this opportunity to spend the summer months in research institutions or universities outside the country. To qualify for this leave of absence the approvals of the department chairman and the Faculty of Engineering Executive Board are required. Each faculty member may be allowed the equivalent of one day per week for professional development. This includes activities such as; consulting, applied research and teaching continuing education courses. Activities, for which compensation is received, must be approved by the department chair, the dean of the Faculty of Engineering and the president according to the revolving funds regulations of the university. There exists a University Research Fund (that corresponds to Institutional Funds in Table I-5), which is mostly used to support projects aimed at graduate studies. Part of this fund is allocated for the projects originating from young faculty members as seed money. This fund is distributed to various faculties according to the number of staff, and the number of M.S. and Ph.D. theses completed in the previous year as well as the number of publications originating from the faculty. Proposals for research projects are submitted to the Dean s Office in January of each year, which are then screened by a committee through a peer review process. Some of these funds may also be used to meet equipment needs of undergraduate laboratories. ME Department was granted a total of about $50000 University Research Fund over a three year period (2001-2003) just for the improvement of undergraduate lab infrastructure of the department. 70

In general the laboratories, classrooms and offices of METU are sufficiently equipped and it can be said that the equipment required to achieve program objectives is sufficient. Every year, the Dean s Office asks the departments to quantify the equipment and major maintenance requests for the coming fiscal years. These requests are evaluated by the Dean s Office, and realized during a 2 to 3 year plan. On the other hand, equipment purchased for research projects may also be used in undergraduate programs. Currently, the renewal of personal computers due to the rapid changes in technology and the increased use of computers in the curricula form the largest, steady cost of equipment renewal. There is sufficient funding for computer purchases, maintenance, supplies and operations through the state funds and tuition and fees. There are also special programs in the university where the department is provided funds. The Faculty Development Program (ÖYP) is one of these programs in which graduate students of some developing national universities are given a Ph.D. education to become faculty members in these universities in the future. These funds are not included in Table I-5. They are allocated to the graduate students, but are predominantly used in the development of the laboratories. Through this program supported by the State Planning Organization (DPT) the university provided an extra $60000 to the department to be used especially in the Mechatronics Laboratory in years 2002 and 2003. 71

8. Program Criteria 8.1. Curriculum We have restated the curriculum requirements of the ME program criterion as the four outcomes, l-o, that we expect our students to have at the time of their graduation: l. Knowledge of chemistry and calculus-based physics with depth in at least one. m. Ability to apply advanced mathematics through multivariate calculus and differential equations. n. Familiarity with statistics and linear algebra. o. Ability to work professionally in both thermal and mechanical systems areas including the design and realization of such systems. We consider the above as additional outcomes to those stated by ABET Criterion 3. The following courses in METU ME undergraduate curriculum are related directly to Criterion 8 requirements: The freshman year includes two physics courses PHYS 105 General Physics I and PHYS 106 General Physics II and one chemistry course, CHEM 107 General Chemistry. Calculus is given in two consecutive courses, MATH 157 Basic Calculus I and MATH 158 Basic Calculus II in the freshman year. A differential equations course, MATH 253 Ordinary Differential Equations, in the sophomore year follows the MATH 157-158 series. Two departmental mathematics courses, ME 210 Applied Mathematics for Mechanical Engineers and ME 310 Numerical Methods, are compulsory in sophomore and junior years, respectively. Of these, a considerable portion of ME 210 involves linear algebra. The senior year course ME 410 Mechanical Engineering Systems Laboratory is a laboratory course that deals with statistics. The capstone design course, ME 407 Mechanical Engineering Design, can involve thermal design projects as well as mechanical design projects. Engineering design is emphasized in the METU ME curriculum. The compulsory and elective courses that involve engineering design are explained in section 4.2 and are indicated in Table I-1. In addition to these courses, many ME courses relate to one or more of the requirements of ABET Criterion 8 (l-o), through content and course activities. Previously, the relations 72

between our courses and ABET Criteria 3 (a-k) and 8 (program requirements, l-o above) were presented in Supplement I-7 and Figure 3.2, through the course worksheet studies performed in our department (section 3.2). We have also related the POs to the above criteria in Table 3.1, along with Criterion 3 (a-k). Thus, in order to assess the ME program criteria, the process outlined in section 3.2 is followed, in which the curriculum requirements of program criteria are to be assessed along with ABET Criterion 3, through the assessment of the POs. 8.2. Faculty A prerequisite for the success of any engineering program is presence of a high-quality faculty, not only from a standpoint of teaching abilities but also in maintaining currency in their specialty areas. This requires conducting up-to-date research at international standards and taking part in applied projects with the industry. ME faculty are active in conducting research, making conference presentations, and publishing research papers. In 2002 calender year, the faculty published 18 international and 17 national journal papers, and presented 42 international and 13 national conference papers. Some faculty work in editorial boards of journals, many take part in conference organizations, and many are involved in refereeing both national and international journal articles and research projects for various organizations. Faculty are also actively involved in applied projects conducted for the industry and research organizations. Among these, projects funded by the Scientific and Technical Research Council of Turkey (TÜBBTAK), and joint projects with Defense Research Institute (SAGE), major automotive companies, houseware manufacturing companies, defense industries, and many other manufacturing establishments can be mentioned. In 2002, METU ME faculty took part in 19 industrial projects, 8 TÜBBTAK projects and 5 university research fund projects. 73

Appendix I. Additional Program Information

Appendix I.A. Tabular Data for Program

Table I-1 Basic-Level Curriculum (MECHANICAL ENGINEERING) Semester First Semester Second Semester Third Semester Fourth Semester Fifth Semester Course (Department, Number, Title) Math.&Basic Sciences Category (Credit Hours) Engineering Topics Check if Contains Significant Design (E) General Education Other ME 113 Computer Aided Engineering Drawing I 2 1 MATH 157 Basic Calculus I 4 PHSY 105 General Physics I 4 CENG 230 Introduction to C Programming 3 ENG 101 Development of Reading and Writing Skills I 4 IS 100 Introduction to Information Tech. and App. NC ME 114 Computer Aided Engineering Drawing II 3 MATH 158 Basic Calculus II 4 PHYS 106 General Physics II 4 CHEM 107 General Chemistry 4 ENG 102 Development of Reading and Writing Skills II 4 ME 200 Mechanical Engineering Orientation NC ME 203 Thermodynamics I 1 2 ME 205 Statics 3 METE 227 Basic Concepts in Materials Science 1 2 MATH 253 Ordinary Differential Equations 3 EE 209 Fundamentals of Electrical and Electronic Eng. 3 ENG 211 Advanced Reading and Oral Communication 3 HIST 2201 Principles of K. Atatürk I NC ME 202 Manufacturing Technologies 3 ME 204 Thermodynamics II 0.5 2.5 ME 206 Strength of Materials 3 ME 208 Dynamics 3 ME 210 Applied Mathematics for Mechanical Engineers 3 METE 228 Engineering Materials 3 HIST 2202 Principles of K. Atatürk II NC ME 300 Summer Practice I NC ME 301 Theory of Machines I 3 ME 303 Manufacturing Engineering 3 ME 305 Fluid Mechanics I 0.5 2.5 ME 307 Machine Elements I 3 (`) ME 311 Heat Transfer 0.5 2.5 ECON 210 Principles of Economics 3 TURK 303 Turkish I NC I-A-1

Table I-1 Basic-Level Curriculum (continued) (MECHANICAL ENGINEERING) Semester Sixth Semester Seventh Semester Eighth Semester Course (Department, Number, Title) Math.&Basic Sciences Category (Credit Hours) Engineering Topics Check if Contains Significant Design (E) ME 302 Theory of Machines II 3 ME 304 Control Systems 3 ME 306 Fluid Mechanics II 3 ME 308 Machine Elements II 3 (`) ME 310 Numerical Methods 3 ME 312 Thermal Engineering 3 TURK 304 Turkish II NC ME 400 Summer Practice II NC ME 407 Mechanical Engineering Design 3 (`) DE.EL. Departmental Elective* 3 DE.EL. Departmental Elective* 3 DE.EL. Departmental Elective* 3 NT.EL. Non-Technical Elective 3 FE.EL. Free Elective 3 ME 410 Mechanical Engineering Systems Laboratory 1 2 DE.EL. Departmental Elective* 3 DE.EL. Departmental Elective* 3 DE.EL. Departmental Elective* 3 NT.EL. Non-Technical Elective 3 ENG 311 Advanced Cummunication Skills 3 TOTALS-ABET BASIC LEVEL REQUIREMENTS OVERALL TOTAL FOR DEGREE General Education Other 33.5 81.5 26 4 PERCENT OF TOTAL 23 56 18 3 Totals must satisfy one set Minimum semester credit hours 32 hrs 48 hrs Minimum percentage 25% 37.5 % ( Indicates courses with significant design content. * See next page for list of departmental electives. I-A-2

Table I-1 Basic-Level Curriculum (continued) (MECHANICAL ENGINEERING) Semester Course (Department, Number, Title) Math.&Basic Sciences ME 401 Internal Combustion Engines 3 ME 402 Fluid Machinery 3 ME 403 Heating,Ventilating, Air Conditioning and Refr. 3 (`) ME 411 Gas Dynamics 3 ME 413 Introduction to Finite Element Analysis 3 ME 414 System Dynamics 3 ME 415 Utilization of Geothermal Energy 3 ME 416 Tool Design 3 (`) ME 418 Dynamics of Machinery 3 ME 421 Steam Generator and Heat Exchanger Design 3 (`) ME 422 Heat. Vent. Air Cond. and Ref. System Design 3 (`) ME 423 Gas Turbines and Jet Propulsion 3 ME 424 Steam Power Plant Engineering 3 ME 425 Automotive Engineering I 3 ME 426 Internal Combustion Engine Design 3 (`) ME 427 Introduction to Nuclear Engineering 1 2 ME 428 Nuclear Reactor Engineering 3 ME 429 Mechanical Vibrations 3 ME 431 Kinematic Synthesis of Mechanisms 3 (`) ME 432 Acoustics and Noise Control Engineering 3 ME 433 Engineering Metrology and Quality Control 3 ME 434 Advanced Strength of Materials 3 ME 436 Automotive Engineering II 3 ME 437 Pipeline Engineering 3 (`) ME 438 Theory of Combustion 3 ME 440 Numerically Controlled Machine Tools 3 ME 442 Design of Control Systems 3 (`) ME 443 Engineering Economy and Production Management 3 ME 444 Reliability in Engineering Design 3 (`) ME 445 Integrated Manufacturing Systems 3 ME 448 Fundamentals of Micro Electromechanical Systems 3 (`) ME 450 Nondestructive Testing Methods 3 ME 451 Introduction to Composite Structures 3 ME 453 Metal Forming Technology 3 Category (Credit Hours) Engineering Topics Check if Contains Significant Design (E) General Education Other I-A-3

Table I-1 Basic-Level Curriculum (continued) (MECHANICAL ENGINEERING) Semester Course (Department, Number, Title) Math.&Basic Sciences Category (Credit Hours) Engineering Topics Check if Contains Significant Design (E) ME 461 Mechatronic Components and Instrumentation 3 (`) ME 462 Mechatronic Design 3 (`) ME 471 Production Plant Design 3 (`) ME 476 Second Law Analysis of Engineering Systems 3 ME 478 Introduction to Solar Energy Utilization 3 ME 481 Industrial Fluid Power 3 (`) ME 483 Experimental Techniques in Fluid Mechanics 3 ME 485 Computational Fluid Dynamics 3 ME 220 Introduction to Mechatronics 1 General Education Other ( Indicates courses with significant design content. I-A-4

Course No. Title Table I-2 Course and Section Size Summary (MECHANICAL ENGINEERING) No.of Sections offered in Year 2002-2003 Avg. Type of Class Section Enrollment Lecture Lab. Recit. Other ME 113 Computer Aided Engineering Drawing I 10 27 50% 50% ME 114 Computer Aided Engineering Drawing II 11 24 50% 50% ME 202 Manufacturing Technologies 4 64 60% 40% ME 203 Thermodynamics I 8 46 100% ME 204 Thermodynamics II 5 58 100% ME 205 Statics 7 53 100% ME 206 Strength of Materials 7 42 100% ME 208 Dynamics 7 41 100% ME 210 Applied Mathematics for Mechanical Engineers 5 56 100% ME 220 Introduction to Mechatronics 1 11 60% 25% 15% (Pr.) ME 301 Theory of Machines I 5 48 75% 25% ME 302 Theory of Machines II 4 70 75% 25% ME 303 Manufacturing Engineering 5 44 85% 5% 10% ME 304 Control Systems 4 62 90% 10% ME 305 Fluid Mechanics I 4 60 90% 10% ME 306 Fluid Mechanics II 4 60 90% 10% ME 307 Machine Elements I 5 55 80% 5% 15% (Pr.) ME 308 Machine Elements II 4 60 100% ME 310 Numerical Methods 6 50 85% 15% I-A-5

Course No. Table I-2 Course and Section Size Summary (continued) (MECHANICAL ENGINEERING) Title No.of Sections offered in Year 2002-2003 Avg. Type of Class Section Enrollment Lecture Lab. Recit. Other ME 311 Heat Transfer 4 67 85% 15% ME 312 Thermal Engineering 4 59 85% 15% ME 401 Internal Combustion Engines 1 52 90% 10% ME 402 Fluid Machinery 1 35 75% 15% 10% ME 403 Heating,Ventilating, Air Conditioning and Refrigeration 1 32 90% 10% ME 407 Mechanical Engineering Design 4 48 50% 50% (Pr.) ME 410 Mechanical Engineering Systems Laboratory 4 50 75% 25% ME 411 Gas Dynamics 1 36 100% ME 413 Introduction to Finite Element Analysis 1 32 100% ME 414 System Dynamics 1 15 100% ME 415 Utilization of Geothermal Energy 1 33 90% 10% (Tr.) ME 416 Tool Design 1 15 70% 30%(Pr.Tr.) ME 418 Dynamics of Machinery 1 18 100% ME 421 Steam Generator and Heat Exchanger Design 1 24 85% 15% (Pr.) ME 422 Heat. Vent. Air Cond. and Ref. System Design 1 10 80% 10% 10% (Pr.) ME 423 Gas Turbines and Jet Propulsion 1 13 85% 5% 10% ME 424 Steam Power Plant Engineering 2 37 100% ME 425 Automotive Engineering I 1 53 100% I-A-6

Course No. Table I-2 Course and Section Size Summary (continued) (MECHANICAL ENGINEERING) Title No.of Sections offered in Year 2002-2003 Avg. Type of Class Section Enrollment Lecture Lab. Recit. Other ME 426 Internal Combustion Engine Design 1 9 50% 50% (Pr.) ME 427 Introduction to Nuclear Engineering 1 64 100% ME 428 Nuclear Reactor Engineering 1 18 90% 10% (Tr.) ME 429 Mechanical Vibrations 1 21 90% 10% ME 431 Kinematic Synthesis of Mechanisms 1 30 70% 30% (Pr.) ME 432 Acoustics and Noise Control Engineering 1 43 90% 10% ME 433 Engineering Metrology and Quality Control 1 31 80% 20% (Pr.) ME 434 Advanced Strength of Materials 1 9 100% ME 436 Automotive Engineering II 1 37 100% ME 437 Pipeline Engineering 1 45 65% 5% 5% 25% (Pr.) ME 438 Theory of Combustion 1 14 100% ME 440 Numerically Controlled Machine Tools 1 37 75% 25% ME 442 Design of Control Systems 1 19 60% 40% ME 443 Engineering Economy and Production Management 2 52 100% ME 444 Reliability in Engineering Design 1 51 100% ME 445 Integrated Manufacturing Systems 1 43 65% 35% ME 450 Nondestructive Testing Methods 1 32 75% 25% ME 451 Introduction to Composite Structures 1 24 100% ME 453 Metal Forming Technology 1 38 85% 5% 5% 5% (Tr.) I-A-7

Course No. Table I-2 Course and Section Size Summary (continued) (MECHANICAL ENGINEERING) Title No.of Sections offered in Year 2002-2003 Avg. Type of Class Section Enrollment Lecture Lab. Recit. Other ME 461 Mechatronic Components and Instrumentation 1 10 50% 25% 25% (Pr.) ME 462 Mechatronic Design 1 10 60% 40% (Pr.) ME 471 Production Plant Design 1 36 75% 25% (Pr.) ME 476 Second Law Analysis of Engineering Systems 1 49 100% ME 478 Introduction to Solar Energy Utilization 1 53 100% ME 481 Industrial Fluid Power 1 46 100% ME 483 Experimental Techniques in Fluid Mechanics 1 27 25% 25% 10% 40% (Pr.) ME 485 Computational Fluid Dynamics 1 51 100% Pr: Project Tr: Trips I-A-8

Faculty Member (Name) FT or PT Table I-3 Faculty Workload Summary (MECHANICAL ENGINEERING) Classes Taught (Course No./Credit Hrs.) Total Activity Distribution 1 Fall 2002 Semester Spring 2002 Semester Summer 2003 Teaching Research Other 2 AKKÖK, Metin FT ME 307 / 3, two groups ME 308 / 3, ME 560 / 3 50 30 20 (A,C) AKSEL, M. Haluk FT ME 305 / 3, ME 411 / 3, ME 567 / 3 ME 306 / 3, ME 485 / 3 50 50 - ALBAYRAK, Kahraman FT ME 305 / 3, ME 410 / 3, ME 518 / 3 ME 410 / 3, ME 306 / 3, two groups 40 40 20 (C) ANLAaAN, Ömer PT ME 445 / 3 ME 535 / 3 100 - - ARIKAN, Sahir FT ME 202 / 3, two groups ME 202 / 3, two groups 30 30 40 (A,I) ARINÇ, Faruk FT ME 310 / 3, ME 510 / 3 ME 310 / 3, ME 510 / 3 50 20 30 (I) ATAOaLU, Ayfer PT ME 113 / 3 ME114 / 3 100 - - BALKAN, Tuna FT ME 410 / 3, ME 516 / 3 ME 304 / 3, two groups 50 40 10 (C) BAKER, Derek FT - ME 204 / 3, two groups 40 55 5 (C) BAbIBÜYÜK, Yusuf FT ME 101 / 3, two group ME 101 / 3, two group, ME 114 / 3 50 50 - BAYKA, A.Demir FT ME 401 / 3, ME 410 / 3 ME 410 / 3, ME 426 / 3 45 50 5 (C) BBLBR, Ömer G. FT ME 205 / 3, ME 549 / 3 ME 206 / 3, two groups 40 30 30 (A) CBVCB, Kerep FT ME 113 / 3, three groups ME 114 / 3, three groups 80 20 - ÇALIbKAN, Mehmet FT ME 414 / 3, ME 520 / 3 ME 302 / 3, ME 432 / 3 40 35 25 (U) ÇETBNKAYA, Tahsin FT ME 305 / 3, ME 517 / 3 ME 208 / 3, ME 310 / 3 50 40 10 (C) DAa, Serkan FT ME 205 / 3, ME 307 / 3 ME 210 / 3, ME 583 / 3 60 40 - DARENDELBLER, Haluk FT ME 586 / 3 ME 205 / 3 11 5 84 (U) DOYUM, Bülent FT ME 206 / 3, two groups ME 205 / 3, ME 450 / 3 55 30 15 (U) DÖLEN, Melik FT ME 303 / 3, ME 534 / 3 ME 440 / 3, ME 407 / 3 50 40 10 (C) I-A-9

Faculty Member (Name) FT or PT Table I-3 Faculty Workload Summary (continued) (MECHANICAL ENGINEERING) Classes Taught (Course No./Credit Hrs.) Total Activity Distribution 1 Fall 2002 Semester Spring 2002 Semester Summer 2003 Teaching Research Other 2 DURSUNKAYA, Zafer FT ME 310 / 3 ME 310 / 3 ME 210 / 3 15 35 50 (U) ERALP, O.Cahit FT ME 437 / 3, ME 483 / 3 ME 410 / 3, ME 423 / 3 50 40 10 (C) ERDAL, Merve FT ME 210 / 3, ME 306 / 3 35 30 35 (A) ERDEN, Abdülkadir PT ME 220 / 1, ME 461 / 3, ME 407 / 3 ME 462 / 3 75 25 - ESBN, Alp PT ME 444 / 3 100 - - GÖKLER, Mustafa B. FT ME 212 / 3, two groups ME 212 / 3, ME 443 / 3 25 25 50 (U,C) HEPER, Yaver PT ME 424 / 3 ME 424 / 3 100 - - ME 302 / 3, ME 528 / 3, ME 590 / ME 302 / 3, two groups, ME 590 / BDER, S.Kemal FT NC NC ME 208 / 3 50 50 - KADIOGLU, Suat FT ME 205 / 3, two groups ME 308 / 3, two groups 30 20 50 (A) KAFTANOGLU, Bilgin FT ME 471 / 3, ME 533 / 3 ME 407 / 3, ME 541 / 3 30 35 35 (C) KARABAY, Macit PT ME 433 / 3 ME 416 / 3 100 - - KILIÇ, S.Engin FT ME 303 / 3, two groups, ME 410 / 3 ME 303 / 3, two groups, ME 410 / 3 ME 443 / 3 50 40 10 (C) KIRIMLIOaLU, S. SavaY FT ME 101 / 3, three groups ME 101 / 3, three groups 70 30 - KONUKSEVEN, Blhan FT ME 101 / 3, two groups, ME 113 / 3 ME 101 / 3, two groups, ME 114 / 3 60 35 5 (C) ORAL, Süha FT ME 205 / 3, ME 434 / 3 ME 206 / 3, ME 413 / 3 50 30 20 (C) OSKAY, Rüknettin FT ME 311 / 3, ME 403 / 3 ME 312 / 3, ME 422 / 3 25 25 50 (U) ÖZDEMBR, Ayla PT ME 113 / 3 ME114 / 3 100 - - ÖZGÖREN, M.Kemal FT ME 301 / 3, ME 502 / 3 ME 304 / 3, ME 522 / 3 36 48 16 (C) ÖZGÜVEN, H.Nevzat FT ME 429 / 3 ME 302 / 3 10 10 80 (I) I-A-10

Faculty Member (Name) FT or PT Table I-3 Faculty Workload Summary (continued) (MECHANICAL ENGINEERING) Classes Taught (Course No./Credit Hrs.) Total Activity Distribution 1 Fall 2002 Semester Spring 2002 Semester Summer 2003 Teaching Research Other 2 PARNAS, K.Levend FT ME 208 / 3, ME 543 / 3 ME 208 / 3, ME 451 / 3 30 30 40 (A,C) PAYKOÇ, Ediz FT ME 204 / 3, ME 311 / 3 ME 312 / 3, two groups 50-50 (U) PLATBN, Bülent E. FT ME 442 / 3, ME 511 / 3 ME 210 / 3, two groups 30 30 40 (U) SOYLU, ReYit FT ME 301 / 3, two groups ME 304 / 3, ME 507 / 3 80 20 - SÖYLEMEZ, Eres FT ME 310 / 3, ME 431 / 3 ME 519 / 3 30 20 50 (A) TARI Blker FT ME 311 / 3, ME 508 / 3 ME 312 / 3, ME 421 / 3 50 50 - TEKKAYA, A.Erman FT ME 206 / 3, ME 453 / 3 ME 206 / 3, ME 581 / 3 40 40 20 (C) TÖNÜK, Ergin FT ME 301 / 3, ME 307 / 3 ME 208 / 3, two groups 15 45 15 (C) TÜMER, S.Turgut FT ME 208 / 3 ME 418 / 3 10 10 80 (I) ULAb, Abdullah FT ME 203 / 3, ME 438 / 3 ME 203 / 3, ME 204 / 3 50 40 10 (C) ÜÇER, Ahmet b. FT ME 305 / 3, ME 402 / 3 ME 503 / 3 20 29 60 (U,I) ÜNLÜSOY, Y.Samim FT ME 425 / 3, ME 481 / 3 ME 436 / 3, ME 513 / 3 50 40 10 (C) VURAL, Hüseyin FT ME 203 / 3, two groups ME 204 / 3, ME 530 / 3 20 20 60 (U) YAMALI, Cemil FT ME 203 / 3, two groups ME 203 / 3, ME 478 / 3 ME 203 / 3 35 35 60 (C) YEbBN, A.Orhan FT ME 311 / 3, ME 427 / 3 ME 415 / 3, ME 428 / 3 30 30 40 (I) YEbBN, Tülay FT ME 351 / 3, ME 476 / 3, ME 590 / NC ME 351 / 3, two groups, ME 590 / NC 50 25 25 (I) YILDIRIM, R.Orhan FT ME 307 / 3, ME 523 / 3 ME 308 / 3, ME 588 / 3 40 45 15 (C) YÜNCÜ, Hafit FT ME 504 / 3, ME 537 / 3 ME 505 / 3, ME 538 / 3 50 50-1. Faculty member's activities total 100% 2. Other Activities (D : administration in department; U : administration in university; I : administration in other institutions; C : consultancy) I-A-11

Table I-4 Faculty Analysis (MECHANICAL ENGINEERING) Name Rank FT or PT Highest Degree Institution from which Highest Degree Earned & Year Years of Experience Govt./ Industry Practice Total Faculty This Institution State in which Society (Indicate Society) Professional Society (Indicate Society) Level of Activity (high,med,low,none) Research Consulting/ Summer Work in Industry AKKÖK, Metin Prof. FT Ph.D. Imperial College, 1980-23 21 - Low High Medium AKSEL, M. Haluk Prof. FT Ph.D. Lehigh Univ., 1981-24 22 - None High None ALBAYRAK, Kahraman Prof. FT Ph.D. METU, 1984 1 19 19 - Medium High Medium ANLAaAN, Ömer Prof. PT Ph.D. Univ. of Manchester, 1975 8 25 25 - None High Medium ARIKAN, Sahir Prof. FT Ph.D. METU, 1987-18 18 - High High Low ARINÇ, Faruk Prof. FT Ph.D. North Carolina State Univ., 1976 4 23 18 - High Low Low ATAOaLU, Ayfer Instr. PT M.Sc. METU, 1974 3 29 29 - Low None None BALKAN, Tuna Prof. FT Ph.D. METU, 1988-18 18 - High Medium Medium BAKER, Derek Asst.Prof. FT Ph.D. The Univ. of Texas-Austin, 2000-3 1 Medium High None BAbIBÜYÜK, Yusuf Instr. FT M.Sc. METU, 1999-1 1 - Low High None BAYKA, A.Demir Prof. FT Ph.D. Univ.of Manchester, 1980-25 25 - None High High BBLBR, Ömer G. Prof. FT Ph.D. Pennsylvania State Univ.,1975 3 27 27 - None Low None CBVCB, Kerep Instr. FT M.Sc. METU, 1974-30 30 - None Medium None ÇALIbKAN, Mehmet Prof. FT Ph.D. NCSU at Raleigh, 1983-20 20 - None Medium High ÇETBNKAYA, Tahsin Asst.Prof. FT Ph.D. METU, 1990 1 18 18 - None Medium None DAa, Serkan Asst.Prof. FT Ph.D. Lehigh Univ., 2002 1 1,5 1,5 - Medium High Low DARENDELBLER, Haluk Prof. FT Ph.D. METU, 1991-12 12 - None High None DOYUM, Bülent Prof. FT Ph.D. Lehigh Univ., 1986-16 16 - Medium Medium Medium DÖLEN, Melik Asst.Prof. FT Ph.D. Univ. of Wisconsin, 2000-5 3 - Low High Medium I-A-12

Table I-4 Faculty Analysis (continued) (MECHANICAL ENGINEERING) Name Rank FT or PT Highest Degree Institution from which Highest Degree Earned & Year Years of Experience Govt./ Industry Practice Total Faculty This Institution State in which Society (Indicate Society) Professional Society (Indicate Society) Level of Activity (high,med,low,none) Research Consulting/ Summer Work in Industry DURSUNKAYA, Zafer Prof. FT Ph.D. IIT, 1988 5 10 10 - None High None ERALP, O.Cahit Prof. FT Ph.D. Univ. of Birmingham, 1979-24 24 - Low Medium Low ERDAL, Merve Asst.Prof. FT Ph.D. Univ. Illinois, 1998-5,5 3 - None Medium None ERDEN, Abdülkadir Prof. PT Ph.D. METU, 1977-26 26 - Medium None Medium ESBN, Alp Prof. PT Ph.D. Univ. of London, 1966-35 18 - Medium Medium Medium GÖKLER, Mustafa B. Prof. FT Ph.D. Univ. of Birmingham, 1983-20 20 - Medium High High HEPER, Yaver Instr. PT M.Sc. METU, 1972 22 5 5 - Low Low Low BDER, S.Kemal Prof. FT Ph.D. Univ. of Illinois, 1988 6 14 13 - Low High Medium KADIOaLU, Suat Assoc.Prof. FT Ph.D. Lehigh Univ., 1993 1 7 7 - Low low None KAFTANOaLU, Bilgin Prof. FT Ph.D. Imperial College, 1966 6 34 28 - High High High KARABAY, Macit Asst.Prof. PT Ph.D. Univ. of Wisconsin, 1959 2 38 37 - Medium Low Low KILIÇ, S.Engin Prof. FT Ph.D. Univ. of Manchester, 1977 1 26 19 - Low Medium Low KIRIMLIOaLU, SavaY Instr. FT Ph.D. METU, 2002-3 3 - High High None KONUKSEVEN, Blhan Asst.Prof. FT Ph.D. METU, 1996-8 8 - None High None ORAL, Süha Prof. FT Ph.D. METU, 1987 3 18 18 - Low Medium Medium OSKAY, Rüknettin Prof. FT Ph.D. METU, 1976-33 33 - Medium High None ÖZDEMBR, Ayla Instr. PT M.Sc. METU, 1972 3 30 30 - None None None ÖZGÖREN, M.Kemal Prof. FT D.E.Sc. Columbia Univ., 1976-27 27 - None High None ÖZGÜVEN, H.Nevzat Prof. FT Ph.D. Univ. of Manchester, 1978 8 17 15 - None Low High I-A-13

Table I-4 Faculty Analysis (continued) (MECHANICAL ENGINEERING) Name Rank FT or PT Highest Degree Institution from which Highest Degree Earned & Year Years of Experience Govt./ Industry Practice Total Faculty This Institution State in which Society (Indicate Society) Professional Society (Indicate Society) Level of Activity (high,med,low,none) Research Consulting/ Summer Work in Industry PARNAS, K.Levend Prof. FT Ph.D. Georgia Inst. of Tech., 1991-11 10 - Low High High PAYKOÇ, Ediz Prof. FT Ph.D. METU, 1981-32 32 - None None Low PLATBN, Bülent E. Prof. FT Sc.D. MIT, 1978 1 25 25 - High Medium Low SOYLU, ReYit Prof. FT Ph.D. Univ. of Florida, 1987-16 16 - None Medium None SÖYLEMEZ, Eres Prof. FT D.E.Sc. Columbia Univ., 1974 6 26 23 - None Medium High TARI, Blker Asst.Prof. FT Ph.D. Northeastern Univ., 1998 1,5 6 5 - None Medium None TEKKAYA, A.Erman Prof. FT Dr.-Ing. Univ. Stuttgart, 1985-20 18 - Low High Medium TÖNÜK, Ergin Asst.Prof. FT Ph.D. METU, 1998-5 3 - Low High Low TÜMER, S.Turgut Prof. FT Ph.D. Univ. of Manchester, 1980 3 20 15 - None Low High ULAb, Abdullah Asst.Prof. FT Ph.D. Pennsilyvania State Univ.2000 9 3 3 - High High High ÜÇER, Ahmet b. Prof. FT Ph.D. UMIST, 1970 5 37 36 - High High Low ÜNLÜSOY, Y.Samim Prof. FT Ph.D. Univ. of Birmingham, 1979-24 22 - None Medium Low VURAL, Hüseyin Prof. FT Ph.D. Rutgers Univ., 1982 5 15 15 - Low Medium Medium YAMALI, Cemil Assoc.Prof. FT Ph.D. Univ. of Michigan, 1983-22 22 - None Medium Medium YEbBN, A.Orhan Prof. FT Ph.D. Univ. of Manchester, 1969 2 35 37 - High Medium None YEbBN, Tülay Prof. FT Ph.D. METU, 1980-34 34 - High Medium None YILDIRIM, R.Orhan Prof. FT Ph.D. Univ. of Birmingham, 1981-25 23 - None High Low YÜNCÜ, Hafit Prof. FT Ph.D. METU, 1975-30 30 - Medium High None I-A-14

Table I-5 Support Expenditures ($) (MECHANICAL ENGINEERING) Fiscal Year Expenditure Category Operations (not including staff) Travel Equipment Institutional Funds 1 2 3 4 2000 2001 2002 2003 25555 5529 29942 34823 22867 14756 11359 7910 42221 3331 35810 67100 83117 19682 175976 27000 Grants and Gifts - - - - Graduate Teaching Assistants Part-time Assistance (other than teaching) NA NA NA NA NA NA NA NA I-A-15

Appendix I.B. Course Syllabi

Departmental Course Syllabi

Mechanical Engineering Department ME 113 COMPUTER AIDED ENGINEERING DRAWING I Course Description : ME 113 Computer Aided Engineering Drawing I (2-2)3 Introduction to computer aided drawing. Geometrical constructions. Orthographic drawing and sketching. Three dimensional drawing. Dimensioning principles. Sectioning and conventions. Prerequisites Textbook References : None : T.E. French, C.J. Vierck and R.J. Foster, Engineering Drawing and Graphics Technology, McGraw-Hill Inc., 1993 : F.E. Giesecke, A. Mitchell, H.C. Spencer, I.L. Hill and J.T. Dygdon, Technical Drawing, MacMillan Publishing Co., 1986. W.J. Luzadder, J. Warren and J.M. Duff, Fundamentals of Engineering Drawing, Prentice Hall International Editions, 1989. Course Objectives : At the end of this course, the student will be able to use and understand basic principles of engineering drawing using Computer Aided Design and Projections, make Geometric Constructions, make Orthographic Projections, sketch and generate two and three dimensional drawings, and Solid CAD Models based on the conventions of engineering graphical communication, prepare Multiview Drawings, understand theory of projections for Isometric and Oblique Views, prepare Auxiliary Views, prepare Sectional Views. Topics: week 1. Introduction to computer aided drawing 1 2. Geometrical constructions 2 3. Principles of orthographic projection; projection of principal views from three 1 dimensional models 4. Drawing techniques for basic manufacturing processes and standard features 1 5. Projection of third principal view from two given principal views, freehand 1 drawing techniques 6. Three dimensional drawing techniques (simple shapes) 1 7. Three dimensional drawing techniques (inclined surfaces) 1 I-B-1

8. Three dimensional drawing techniques (skew surfaces) 1 9. Principles of dimensioning 1 10. Principles of sectioning (full and half sections) 1 11. Further principles of sectioning; conventional practices 3 Class Schedule: Classes are held in two sessions per week; 2 class hours in each session. Computer Usage: Students are required to draw all assignments using a CAD package as a tool in computer graphics laboratory. In addition to two hours of formal lectures and two hours of course work studies; students are to spend two hours per week in computer graphics laboratory to complete weekly assignments. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 2 credits Other: 1 credit Relationship of Course to Program Outcomes: This course supports the following outcomes: 2, 4, 5, 8. Prepared by : Kerep CBVCB Date : Fall 2003 I-B-2

Mechanical Engineering Department ME 114 COMPUTER AIDED ENGINEERING DRAWING II Course Description : ME 114 Computer Aided Engineering Drawing II (2-2)3 Working drawings, assembly drawings. Screw threads, threaded fasteners. Keys, springs, locking devices, rivets, welds, piping layouts. Gears and cams. Dimensioning and tolerances. Introduction to descriptive geometry; points, lines, planes. Piercing points, dihedral angle. Angle between line and plane. Parallelism, perpendicularity. Intersections. Developments. Prerequisites Textbook References : ME 113 Computer Aided Engineering Drawing I : T.E. French, C.J. Vierck and R.J. Foster, Engineering Drawing and Graphics Technology, McGraw-Hill Inc., 1993 : E.G. Pare, R.O. Loving, I.L. Hill, R.C. Pare, Descriptive Geometry, MacMillan Publishing Co. Inc., 1977. Course Objectives : At the end of this course, the student will be able to use and understand basic principles of engineering drawing for working drawings for production and descriptive geometry using Computer Aided Design, prepare Assembly Drawings, use and understand Dimensional Principles, tolerancing systems, standard tolerances, surface quality marks, understand technical drawings of assembly and machine elements, understand descriptive geometry. Topics: week 1. Working drawings and assembly drawings 1 2. Screw threads 1 3. Threaded fasteners 1 4. Keys, springs, locking devices, rivets, welds 1 5. Piping layouts, gears and cams 1 6. Further work on dimensioning and tolerances 1 7. Surface quality marks and form tolerances 1 8. Introduction to descriptive geometry, auxiliary views and visibility 1 I-B-3

9. Piercing points, line of intersection and angle between planes 1 10. Parallelism, perpendicularity, angle between line and plane 1 11. Intersection of solids with planes 1 12. Intersection of solids with solids 1 13. Developments 2 Class Schedule: Classes are held in two sessions per week; 2 class hours in each session. Computer Usage: Students are required to draw all assignments using a CAD package as a tool in computer graphic laboratory. In addition to two hours of formal lectures and two hours of course work studies, students are to spend two hours per week in computer graphics laboratory to complete weekly assignments. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 2, 4, 5, 8. Prepared by : Kerep CBVCB Date : Fall 2003 I-B-4

Mechanical Engineering Department ME 200 MECHANICAL ENGINEERING ORIENTATION Course Description : ME 200 Mechanical Engineering Orientation (0-4) Non-credit Introduction to mechanical engineering. Demonstrations in Mechanical Engineering Department laboratories. Practical work in the machine shop. Technical trips to various industrial sites. Prerequisites Textbook References : None : None : None Course Objectives : At the end of this course, the student will be introduced to mechanical engineering department and its laboratories, have a good idea about the capabilities of the machine shop of mechanical engineering department, learn about mechanical engineering applications in different industrial sectors. Topics: day 1. General lectures 1 2. Machine shop practice 2 3. Departmental laboratories 1 4. Trips to industrial sites 1 Computer Usage: Computers are used in some of the demonstrations given to students in the laboratories. Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 4, 5, 6, 8, 10, 11. Prepared by : Prof. Dr. S. Engin KILIÇ Date : Fall 2003 I-B-5

Mechanical Engineering Department ME 202 MANUFACTURING TECHNOLOGIES Course Description : ME 202 Manufacturing Technologies (3-0) 3 The objective of the course is to teach students the descriptions of manufacturing processes. Students are to learn to identify the processes and to perform simple calculations like machining time in metal removal processes, etc. Students are required to have hands on experience by doing benchwork and by operating the machine tools in the machine shop. The topics covered are: casting; powder metallurgy; metal working - hot working and cold working processes; chip removal processes; non-traditional machining processes; welding; manufacturing systems and automation; machine shop practices. Prerequisites Textbook References : None : E. P. DeGarmo, J. T. Black and R. A. Kohser, Materials and Processes in Manufacturing, Eighth Edition, Wiley. : G. Tlusty, Manufacturing Process and Equipment, Prentice Hall. Course Objectives : At the end of this course, the student will know manufacturing processes, know manufacturing equipment, know manufacturing systems, be able to manufacture parts by using basic manufacturing processes, be able to use basic manufacturing equipment and machine tools. Topics: week 1. Introduction; casting 2 2. Powder metallurgy 0.5 3. Metal working - general description, hot working processes, cold working 3 processes (squeezing, bending, drawing, shearing) 4. Chip removal; general description, shaping and planning, drilling and reaming, 5 turning and related operations, milling and reaming, broaching, gear cutting, abrasive machining processes 5. Non-traditional machining processes 1.5 6. Welding 1 7. Manufacturing systems and automation 1 I-B-6

Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 class hour in the other session. Laboratory work: 1. Bench work 2. Sheet metal forming work 3. Lathe work 4. Milling machine practice 5. Arc and gas welding practices Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 2, 3, 4, 6, 8, 9, 10, 12. Prepared by : Prof. Dr. Sahir ARIKAN Date : Fall 2003 I-B-7

Mechanical Engineering Department ME 203 THERMODYNAMICS I Course Description : ME 203 Thermodynamics I (3-0) 3 Basic concepts and definitions. Properties of a pure substance. Equations of state. Work and heat. First law of thermodynamics. Internal energy and enthalpy. Second law of thermodynamics. Carnot cycle. Entropy. Prerequisites Textbook References : None : R.E. Sonntag, C. Borgnakke and G.J. Van Wylen, Fundamentals of Classical Thermodynamics, Fifth Edition, John Wiley, 1998. : Y.A. Çengel and M.A. Boles, Thermodynamics: An Engineering Approach, McGraw-Hill. M.J. Moran and H.N. Shapiro, Fundamentals of Engineering Thermodynamics, John Wiley. Course Objectives : At the end of this course, the student will learn basic concepts of the thermodynamics, how to evaluate thermo physical properties of the substances, several forms of work and heat, conservation of energy for the control mass and control volume processes, qualitatively the limits of the performance of thermal engines, to predict the direction of the processes and understand impossibility of the some processes. Topics: week 1. Introduction, some concepts and definitions 2 2. Properties of a pure substance 2 3. Work and heat 1.5 4. The first law of thermodynamics 2 5. First law analysis for a control volume 2 6. The second law of thermodynamics 1.5 7. Entropy 1.5 8. Second law analysis for a control volume 1.5 I-B-8

Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 class hour in other session. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Mathematics and basic science: 1 credit Engineering Topics: 2 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 8. Prepared by : Prof. Dr. Ediz PAYKOÇ Date : Fall 2003 I-B-9

Mechanical Engineering Department ME 204 THERMODYNAMICS II Course Description : ME 204 Thermodynamics II (3-0) 3 Irreversibility and availability. Vapor power and refrigeration cycles. Air standard power and refrigeration cycles. Thermodynamic relations. Ideal gas mixtures. Gas and vapor mixtures. Chemical reactions. Chemical equilibrium. Prerequisites Textbook References : ME 203 Thermodynamics I : R.E. Sonntag, C. Borgnakke and G.J. Van Wylen, Fundamentals of Classical Thermodynamics, Fifth Edition, John Wiley, 1998. : Y.A. Çengel and M.A. Boles, Thermodynamics: An Engineering Approach, McGraw-Hill. M.J. Moran and H.N. Shapiro, Fundamentals of Engineering Thermodynamics, John Wiley. Course Objectives : After completing the course, students will be able to apply the concept of exergy to qualitatively compare the quality of energy in various forms and perform an exergy analysis on common energy conversion devices using appropriate assumptions, understand how thermodynamic cycles are used in our society and be able to perform a quantitative cycle analysis, be able to develop and solve simple mathematical models of ideal gas mixtures undergoing a thermodynamic process and understand why these processes are important to our society, be able to use a limited set of thermodynamic property data and fundamental relations to calculate other thermodynamic properties, be able to develop and quantitatively analyze simple thermodynamic models of chemical reactions and understand the societal and environmental implications of combustion reactions, be able to develop and quantitatively analyze simple thermodynamic models for chemical equilibrium, be able to develop simpler computer models to perform and document thermodynamic analyses, be able to perform a thermodynamic analysis in a systematic manner and clearly document their work. Topics: week 1. Availability and irreversibility 2 2. Power and refrigeration systems 4.5 3. Gas mixtures 2.5 I-B-10

4. Thermodynamic relations 2 5. Chemical reactions 2 6. Introduction to phase and chemical equilibrium 1 Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 hour in the other session. Computer Usage: Computer usage is limited to the term project. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Mathematics and basic science: 0.5 credits Engineering Topics: 2.5 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 4, 5, 7, 8, 9, 11, 13. Prepared by : Prof. Dr. Ediz PAYKOÇ Date : Fall 2003 I-B-11

Mechanical Engineering Department ME 205 STATICS Course Description : ME 205 Statics (3-0)3 Idealizations and principles of mechanics. Important vector quantities. Classification and equivalence of force systems. State of equilibrium. Elements of structures, trusses, beams, cables and chains. Friction. Statics of fluids. Variational methods, principles of virtual work and minimum potential energy. Prerequisites Textbook References : PHYS 105 General Physics I MATH 158 Basic Calculus II : Shames, I.H., Engineering Mechanics, Statics, 1997, International Edition, Prentice Hall, Inc., New Jersey, USA. : Meriam, J.L. and Kraige, L.G., Engineering Mechanics, Statics, 2003, 5 th Edition, John Wiley & Sons, Inc., USA. Beer, F.P. and Johnston, E.R., Vector Mechanics for Engineers, Statics, 1996, International Edition, The McGraw- Hill Companies, Inc., USA. Course Objectives : At the end of this course, the students will be able to calculate the moment of a force and couple vector in 3D-space using vector algebra. determine the resultants of force systems acting on rigid bodies. identify the types of contact between rigid bodies and draw the free body diagrams for a rigid body or for a group of rigid bodies. establish the equations of equilibrium for a rigid body or a group of rigid bodies. calculate the internal forces in engineering structures composed of simple trusses or beams. analyze the static problems involving Coulomb friction, complex surface contact friction and belt friction determine the geometric properties of surfaces and volumes. Topics: week 1. Fundamentals of mechanics 0.5 2. Important vector quantities 2 3. Equivalent force systems 2 4. Equations of equilibrium 3 5. Structural mechanics 2.5 I-B-12

6. Frictional forces 2 7. Properties of Surfaces 2 Class Schedule: Classes are held in two sessions per week; 2 class hours in one session, 1 hour in the other session. Homework, Quizzes, Projects: There are weekly held quizzes during the semester. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 7, 8, 11. Prepared by : Asst. Prof. Dr. Serkan DAa Date : Fall 2003 I-B-13

Mechanical Engineering Department ME 206 STRENGTH OF MATERIALS Course Description : ME 206 Strength of Materials (3-0)3 Concepts: normal and shear stress, strain. Materials, factor of safety, stress concentration. Pressurized thin walled cylinders. Simple loading tension, torsion and bending. Deflections with simple loadings, superposition techniques. Statically indeterminate members, thermal stresses. Combined stresses, Mohr's circle, combined loadings. Buckling. Energy methods. Prerequisities : ME 205 Statics Textbook : E.P. Popov, Mechanics of Materials, Prentice Hall Inc., 1978. References : S. Timoshenko, Elements of Strength of Materials, D.Van Nostrand Comp. Inc. F.P. Beer and E.R. Johnston, Mechanics of Materials, McGraw-Hill International Book Company, 1992. Course Objectives : At the end of this course, students will be able to analyze the stresses and strains in load carrying members due to direct axial tensile and compressive forces, determine the torsional shear stress and deformation, compute the stresses due to bending in beams, calculate the deflection of beams due to a variety of loading and support conditions using double integration, moment area and superposition method, analyze stresses in beams under combined axial and flexure loads, eccentric loads and unsymmetrical bending, analyze stresses in two dimensions and understand the concepts of principal stresses and the use of Mohr circles to solve dimensional stress problems, understand the differences between statically determine and indeterminate problems, compute thermal stresses and deformation, compute the stress in thin-walled pressure vessels due to internal pressure. Topics: week 1. Introduction-concept of stress 1 2. Stress and strain-axial loading 1 3. Torsion 1 4. Pure bending 2 5. Transverse loading 1 I-B-14

6. Combined stresses 1 7. State of stress and Mohr's circle 1 8. Deflection of beams 1.5 9. Statically indeterminate members 1 10. Thermal stresses 0.5 11. Pressure vessels 0.5 12. Energy methods 1.5 13. Columns 1 Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 hour in the other session. Homeworks, Quizzes, Projects: Every week there is a quiz on the related subjects. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 8, 11. Prepared by : Prof. Dr. Ömer G. BBLBR Date : Fall 2003 I-B-15

Mechanical Engineering Department ME 208 DYNAMICS Course Description : ME 208 Dynamics (3-0) 3 Kinematics and kinetics of particles and system of particles. Plane kinematics and kinetics of rigid bodies. Newton's second law of motion. Methods of work energy and impulse-momentum. Prerequisites Textbook References : ME 205 Statics : J.L. Meriam and L.G. Kraige, Engineering Mechanics, Dynamics, John Wiley, Fourth Edition, SI Version, 1998. : Shames, I. H., Engineering Mechanics, Statics and Dynamics, Prentice-Hall Inc., 1996. Beer, F. P. and Johnston, E. R., Vector Mechanics for Engineers, Dynamics, McGraw-Hill, 1996. Hibbeler, R. C., Engineering Mechanics, Dynamics, Macmillan Publishing Co. Inc, 1992. Course Objectives : At the end of this course, the student will be able to conduct the kinematical analysis for the plane motion of particles, comprehend the basic principles underlying the kinetics of particles, be able to apply the concepts of work-energy and impulse-momentum to particle motion problems, be able to conduct a kinematical analysis for the plane motion of rigid bodies, identify, formulate and solve engineering problems in rigid body dynamics, be able to apply the concepts of work-energy and impulse-momentum to rigid body systems. Topics: week 1. Introduction to dynamics and kinematics of particles 2.5 2. Kinetics of particles 3 3. Kinetics of systems of particles 0.5 4. Plane kinematics of rigid bodies 3.5 5. Plane kinetics of rigid bodies 3 Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 class hour in the other session. I-B-16

Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 8. Prepared by : Asst. Prof. Dr. Ergin TÖNÜK Date : Fall 2003 I-B-17

Mechanical Engineering Department ME 210 APPLIED MATHEMATICS FOR MECHANICAL ENGINEERS Course Description : ME 210 Applied Mathematics for Mechanical Engineers (3-0)3 Fundamentals of vector analysis. Vector algebra. Line, surface and volume integrals. Green's theorem in the plane, Stokes and Gauss theorems. Matrices. Determinants. Systems of linear equations. Characteristic values and characteristic vectors of matrices. Complex numbers. Complex analytic functions, applications. Prerequisites Textbook References : MATH 158 Basic Calculus II : None : Greenberg, M.D., Advanced Engineering Mathematics, 2 nd Ed., Prentice Hall, 1998. Kreyszig, E., Advanced Engineering Mathematics, 8 th Ed., John Wiley & Sons, 1999. Lopez, R.L., Advanced Engineering Mathematics, Addison- Wesley, 2001. O'Neil, P.V., Advanced Engineering Mathematics, 5 th Ed., Brooks/Cole-Thomson Learning, 2003. Thomas, G.B. and Finney, R.L., Calculus and Analytic Geometry, Addison-Wesley, 1996. Wylie, C.R. and Barrett, L.C., Advanced Engineering Mathematics, McGraw-Hill, Inc., 1995. Course Objectives : At the end of this course, the student will learn the basic concepts used in advanced vector analysis, learn the evaluation of line, surface and volume integrals, learn basic concepts in linear algebra and their applications, learn complex function analysis and their applications, enhance his/her analytical thinking and problem analysis skills, become aware of the relevance of mathematical tools to engineering applications, appreciate the use of some modern computational tools for the solution of complex engineering/mathematical problems, enhance their technical written presentation skills. Topics: 1. Introduction. Scalar functions, scalar fields, vector functions, vector fields. Derivative of a vector function. Representation of curves and surfaces. Position vector as a vector function. Arc length. Position vector in terms of arc length. 2. Physical significance of derivative of position vector. Curvature and torsion of a curve, binormal vectors, TNB frame, Frenet-Serret formulas. Directional derivative, gradient of a scalar function. Geometrical significance of gradient. 3. Physical significance of gradient and directional derivative. Divergence of a vector function. Physical significance of divergence (continuity equation). week 1 1 1 I-B-18

4. Curl of a vector function. Physical significance of curl (rotation). Line integrals. 1 Geometrical significance of line integrals. Line integrals of vector functions. 5. Physical significance of line integrals. Work integral. Path independent line 1 integrals. Surface and volume integrals. Conversion of surface integrals. 6. Examples on surface integrals. Evaluation of volume integrals. Examples on 1 volume integrals. 7. Integral theorems of vector calculus. Green's theorem in plane. Stokes' theorem. 1 Divergence theorem of Gauss. 8. Examples on integral theorems. Matrices and properties of matrices. Matrix 1 operations. Special square matrices 9. Determinant, minors, cofactors. Properties of determinants. Submatrices and the 1 rank of a matrix. Linear systems of algebraic equations. Fundamental theorem of linear systems. Geometrical interpretation of these cases in plane geometry. 10. Cramer's rule. Gauss elimination. Examples on Gauss elimination. 1 11. Matrix inversion. Solution of a set of linear algebraic equations by matrix inversion. Eigenvalues and eigenvectors of a matrix. 12. Examples on eigenvalue problems. Similar matrices, similarity transformations. Diagonalization. Examples on Diagonalization and Cayley Hamilton Theorem. 13. Complex numbers, definition, geometric representation, complex conjugate. Multiplication, division. Powers and roots. De Moivre's theorem. Complex functions. Complex mapping. Complex valued functions of a real variable. 14. Complex valued functions of a complex variable. Limits, continuity and derivatives. Analytic functions of a complex variable. Cauchy-Riemann equations. Harmonic functions and Laplace's equation. 1 1 1 1 Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 class hour in other session. Also recitations are held 1 hour in every 2 weeks. Homeworks, Quizzes, Projects: Weekly homework problems will be assigned as regularly as possible. Computer Usage: In homeworks, assignments require use of readily available software packages like MathCad and Matlab in derivation, computation, verification, and graphical presentation of results. Computer Laboratory: 2 hours in weeks when computer solutions are required in homework assignments. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Mathematics and basic science: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 4, 5, 7, 8, 9. Prepared by : Prof. Dr. B. E. PLATBN, Asst. Prof. Dr. M. ERDAL, Assoc. Prof. Dr. S. KADIOaLU, Prof. Dr. Z. DURSUNKAYA Date : Fall 2003 I-B-19

Mechanical Engineering Department ME 220 INTRODUCTION TO MECHATRONICS Course Description : ME 220 Introduction to Mechatronics (3-0) 3 Introduction to mechatronic systems, components and machines, engineering and non-engineering features of mechatronic products, role of synergy in developing mechatronic products, trends in technological developments. Prerequisites Textbook : None : Lecture notes Course Objectives : At the end of this course, the student will become familiar with various software tools that can be used in the integration of electro/mechanical systems, have a deeper understanding of the factors involved in a mechatronic design, and conceptually become aware of the (functionality of) components involved in such a design, be able to make a small-scale mechatronic design and implement this within laboratory environment. Topics: week 1. What is mechatronics? 1 2. Introduction to lab environment and electrical components 1.5 3. Programming Overview: Basic Stamp 1.5 4. Case study: Robots 1 5. Lab: Basic stamp: the first step 1 6. Lab: Actuation systems 1 7. Lab: Interfacing sensors 1 8. Lab: Closing the loop 1 9. Engineering design 1 10. Mechatronics design 1 11. Mechatronics from a wider perspective 1 I-B-20

12. New trends in mechatronics 1 13. Team project group presentations 1 Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 hour in the other session. Laboratory Exercises: 5 labs are conducted throughout the semester. These labs are designed to provide the students hands on experience in building circuits, interfacing them to microcontrollers and programming these microcontrollers. First lab focuses on basics of circuits, common circuit elements and building circuits on breadboards. Second lab introduces the microcontroller that will be used throughout the rest of the semester and simple digital circuits are built in this lab which uses the microcontroller as simple decision making medium. Third lab introduces actuators and control of RC servomotors is practiced. Fourth lab focuses on sensors, and different sensors are interfaced to the microcontroller during this lab. Fifth and the last lab introduce the concept of feedback control and a simple feedback application is designed during this lab by the students. Homework, Quizzes and Projects: Homework is assigned on weekly basis. These assignments either let the student perform a literature survey on a given topic or involve reading an academic paper in order to summarize it. Quizzes are given based on reading assignments on regular basis. Teams of three to four students work on mechatronic design projects. The projects will involve a small-scale design process in which a simple feedback control system is designed. Computer Usage: Computers are used in this course in order to program and debug microcontrollers. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 3, 4, 7, 8, 9. Prepared by : Dr. Bugra KOKU Date : Fall 2003 I-B-21

Mechanical Engineering Department ME 300 SUMMER PRACTICE I Course Description : ME 300 Summer Practice I (0-4) Non-credit Students are required to do a minimum of four weeks (twenty working days) summer practice at the shop floor of a suitable factory. The students are expected to practice on manufacturing processes such as machining, foundry work, metal forming, welding, non-traditional machining, heat treatment, finishing, etc. A report is to be submitted to reflect the work carried out personally by the student. Prerequisites : ME 202 Manufacturing Technologies Textbook : None Course Objectives : At the end of this course, the students will have some experience with different discrete manufacturing processes used in industry, learn the importance of engineering drawing in manufacturing, be able to learn how to do coast analysis for simple parts, get acquainted with a typical organizational structure for a discrete manufacturing company. Class Schedule: Twenty working days of practical training, no class hours Contribution of Course to Meeting Professional Component: Contributes to the requirement of practical training to develop mechanical engineering practice. Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 3, 4, 5, 6, 7, 8, 9, 11, 12, 13, 14. Prepared by : Prof. Dr. Kemal BDER Date : Fall 2003 I-B-22

Mechanical Engineering Department ME 301 THEORY OF MACHINES I Course Description : ME 301 Theory of Machines I (3-0)3 Introduction to mechanisms: basic concepts, mobility, basic types of mechanisms. Position, velocity and acceleration analysis of linkages. Simple and planetary gear trains. Static and dynamic force analysis of mechanisms. Prerequisites Textbook References : ME 208 Dynamics : E. Söylemez, Mechanisms, METU Publication No.64, 3 rd Edition, 1999. : J.E. Shigley and J.J. Uicker, Theory of Machines and Mechanisms, 2 nd Edition, McGraw-Hill, 1995. A.G. Erdman, G.N. Sandor, Mechanism Design: Analysis and Synthesis, Prentice-Hall, 1991. B. Paul, Kinematics and Dynamics of Planar Machinery, Prentice- Hall. Course Objectives : At the end of this course, the student will be able to recognize the types and functions of mechanisms, acquire a clear understanding of mobility of mechanisms in relation to their topological characteristics and perform kinematic enumeration, perform kinematic analysis of planar mechanisms, analyze a gear train, perform force analysis of planar mechanisms. Topics: week 1. Introduction to mechanisms, basic concepts 1 2. Joint and link types, degree-of-freedom of a mechanism 1 3. Kinematic inversion, kinematic enumeration 1 4. Loop closure equations of a mechanism 1 5. Solution methods for the loop closure equations ( Position analysis of mechanisms ) 1 6. Position analysis of mechanisms ( continued ) 1 7. Velocity analysis of mechanisms 1 8. Acceleration analysis of mechanisms 1 I-B-23

9. Simple and compound gear trains 1 10. Planetary gear trains 1 11. Forces in machine systems, static equlibrium equations 1 12. Static force analysis of mechanisms 1 13. Dynamic force analysis of mechanisms 1 14. Four-bar mechanism, Grashof s theorem, transmission angle 1 Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 class hour in other session. Homework, Quizzes, Projects: Homeworks are assigned bi-weekly. Computer Usage: Students are required to solve several mechanism problems in the computer laboratory using MathCAD program as a mathematical tool. After an initial instruction on the operating system and MathCAD, students spend approximately one hour per week in the laboratory for the solution of problems on the kinematic and force analysis of mechanisms. There are also free working hours in the computer laboratory. Laboratory Work: None. However, models and computer animations of various mechanisms are presented to the students in the classroom. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 7, 8, 11. Prepared by : Prof. Dr. ReYit SOYLU Date : Fall 2003 I-B-24

Mechanical Engineering Department ME 302 THEORY OF MACHINES II Course Description : ME 302 Theory of Machines II (3-0)3 Virtual work method for static and dynamic force analyses. Driving torque characteristics and machine-prime mover interactions. Modeling and elements of vibratory systems. Free and forced vibrations of single degree-of-freedom systems. Vibration isolation. Introduction to multi degree-of-freedom systems. Prerequisites Textbook References : ME 301 Theory of Machines I : S.G. Kelly, Fundamentals of Mechanical Vibrations, 2 nd Edition, McGraw-Hill, 2000, International Editions. : J.E. Shigley and J.J. Uicker, Theory of Machines and Mechanisms, International Edition, McGraw-Hill, 1995. E. Söylemez, Mechanisms, METU, 3 rd Edition, 1999. Course Objectives : At the end of this course, the student will be able to carry out force analysis of machinery through application of the principle of virtual work, model elements of single degree of freedom systems and perform free vibration analysis of such systems, obtain forced response of single degree of freedom systems due to harmonic forcing, carry out free vibration analysis of multi degree of freedom systems with no damping, design a flywheel to suit to a given speed fluctuation limit and to a specified set of supply torque-load combination in machinery. Topics: 1. Virtual work method - Static force analysis - Dynamic force analysis 2. Machine-prime mover interactions 2 week 3 3. Modeling and elements of vibratory systems - Stable and unstable equilibrium positions - Equivalent system approach for single degree of freedom systems 4. Free vibrations of single degree of freedom systems - Underdamped vibrations - Critially damped and overdamped vibrations 5. Forced vibrations of single degree of freedom systems (2 weeks) - Response to harmonic forcing - Response to rotating unbalance - Response to harmonic excitation of support - Multifrequency excitations 2 1.5 2 I-B-25

6. Vibration isolation - Force isolation - Motion isolation 7. Introduction to multi degree-of-freedom systems - Natural frequencies and mode shapes - Free vibration response of undamped systems. 1.5 2 Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 class hour in other session. Homeworks, Quizzes, Projects: Bi-weekly homework assignments are collected and graded. Computer Usage: Students are required to solve several problems in the computer laboratory using MathCAD program as a mathematical tool. Students spend approximately one hour per week in the computer laboratory to solve problems on force analysis of machinery, design of a flywheel for a mechanism to regulate the speed fluctuations, analysis of the free vibrations of an underdamped single degree of freedom system and analysis of forced vibrations of a single degree of freedom system subject to periodic forcing. Laboratory Work: Demonstrations are performed to measure the free vibrations of a single degree of freedom system. The stiffness and damping properties are varied. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 8, 10, 11. Prepared by : Prof. Dr. Kemal BDER Date : Fall 2003 I-B-26

Mechanical Engineering Department ME 303 MANUFACTURING ENGINEERING Course Description : ME 303 Manufacturing Engineering (3-0)3 Introduction. Strain hardening properties of metals. Theory of metal forming; workability, formability, bulk deformation processes, sheet metal forming processes. Theory of metal cutting; cutting forces and energy requirement, tool life, machinability, tool materials, cutting fluids, surface quality, machining economics. Metrology and quality assurance. Cost analysis in manufacturing. Prerequisites Textbook References : ME 202 Manufacturing Technologies : J.A. Schey, Introduction to Manufacturing Processes, 2 nd Ed., McGraw-Hill, 1987. : S. Kalpakjiyan, Manufacturing Processes for Engineering Materials, Addison Wesley, 1984. Course Objectives : At the end of this course, the students will gain insight into the behavior of metals under loading and heating conditions, be able to use elementary theory of plasticity to formulate bulk forming processes, be able to master the basic formulations and their applications to sheet forming processes, be able to master and apply the basic theory of metal cutting, have the basic knowledge about the cutting tools, cutting fluids and the cutting parameters and how they affect the cutting performance, be able to optimize metal cutting operations for the selected criteria. Topics: week 1. Introduction 0.5 2. Material properties 2. 3. Bulk deformation processes; deformation forces and energy requirement, 3.5 forging, extrusion, drawing, rolling 4. Sheet-metalworking processes; formability, shearing, bending, deep drawing 1.5 5. Machining; cutting forces and energy requirement, tool wear and tool life, 3 cutting tool materials, cutting fluids, surface quality, machining economy 6. Quality control, measurement and inspection 2 7. Cost analysis in manufacturing 1 I-B-27

Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 class hour in the other session. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 8, 10, 13. Prepared by : Prof. Dr. S. Engin KILIÇ Date : Fall 2003 I-B-28

Mechanical Engineering Department ME 304 CONTROL SYSTEMS Course Description : ME 304 Control Systems (3-0)3 Introduction and basic concepts. Modeling physical systems. Control system components. Transient response. Stability. Steady state response and error. Sensitivity. Basic control actions and controllers. Root-locus method. Frequency response. Prerequisites Textbook References : MATH 253 Ordinary Differential Equations ME 208 Dynamics : K. Ogata, Modern Control Engineering, 4 th Ed., Prentice Hall, 2002. : B. C. Kuo and F. Golnaraghi, Automatic Control Systems, 8 th Ed., Prentice Hall, 2003. C.H. Phillips and R.D. Harbor, Feedback Control Systems, 3 rd Ed., Prentice Hall, 1996. G.F. Franklin, J.D. Powell, and A.E. Naeini, Feedback Control of Dynamic Systems, 4 th Ed., Prentice Hall, 2002. Course Objectives : At the end of this course, the student will be able to model a physical system and express its internal dynamics and input-output relationships by means of block diagrams and transfer functions, know the basic control architectures (OL, FB, FB+FF) and also know how to generate and why to use the basic FB control actions (P,PD,PI,PID), know the relationships between the parameters of a control system and its stability, accuracy, transient behavior, tracking ability, disturbance rejection ability, and parameter sensitivity, know how to determine the control parameters for low-order systems in a compromising way under the time response requirements of accuracy, relative stability, and speed of response, be able to determine the frequency response of a control system and use it to evaluate or adjust the relative stability, speed of response, tracking accuracy, and noise rejection ability of the system by means of the Bode plots of amplitude ratio and phase angle variations. Topics: week 1. Introduction and basic concepts 0.5 2. Transfer functions and block diagrams 1 3. Modeling physical systems 2 I-B-29

4. Basic features of control systems 1 5. Sensitivity 0.5 6. Basic control actions and electronic controllers 1 7. Time response 1 8. Stability 2 9. Steady state response and error 1 10. Transient response 2 11. Frequency response 2 Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 class hour in the other session. Homeworks, Quizzes, Projects: Weekly homeworks are assigned regularly. Computer Usage: Students are encouraged to use Matlab software package in their homeworks. Laboratory Work: 1. Familiarization with a PID controller 2. Closed-loop position control of a DC motor In laboratory experiments, students are expected to gain basics of oscilloscopes, function generators, analog PID controllers, position/velocity sensors, operational amplifiers, data acquisition, and real-time control with Matlab. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 8, 10, 11. Prepared by : Prof. Dr. Tuna BALKAN Date : Fall 2003 I-B-30

Mechanical Engineering Department ME 305 FLUID MECHANICS I Course Description : ME 305 Fluid Mechanics I (3-0)3 Introduction. Fluid statics. Kinematics of fluid flow. Integral formulation of basic equations. Bernoulli equation. Differential formulation of basic equations. Similarity. Flow in closed conduits. Prerequisites : ME 208 Dynamics ME 210 Applied Mathematics for Mechanical Engineers Textbook : M.H. Aksel, Fluid Mechanics, Lecture Notes, METU, 2003. References : B.R. Munson, D. F. Young, T. H. Okiishi, Fundamentals of Fluid Mechanics, 2 nd Ed., John Wiley, 1994. F.M. White, Fluid Mechanics, 3 rd Ed., McGraw-Hill, 1993. Course Objectives : This course is designed to introduce the continuum concept and the properties of cotinuum with a short review of fluid statics, for the students to be able to understand methods to describe the fluid motion, the relations in between them, and the mathematical formulation of the fluid flow, and the kinematics of the fluid flow, for the students to be able to understand and solve the problems on the basic laws of integral form, for the students to be able to understand the mechanical energy equation and its limits, and apply to flow measurements, for the students to be able to understand and solve the problems on the basic laws in differential form, for the students to be able to understand the importance of similitude in experimentation and solve problems using laws of similitude and dimensional analysis, for the students to be able to understand and solve the engineering problems on the viscous flow in closed conduits. Topics: week 1. Introduction 1.5 2. Fluid statics (reading assignment) 3. Introduction to kinematics of fluid flow 2 4. Basic equations in integral form 2.5 5. The Bernoulli equation 2 I-B-31

6. Differential formulation of fluid flow 2 7. Similitude and dimensional analysis 2 8. Viscous flow in closed conduits 2 Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 class hour in other session. Homeworks, Quizzes, Projects: Every week there is a quiz on the related subjects, and before the quiz students solve the given homework problems. Laboratory Work: 1. Measurement of fluid properties: a. Density measurement by means of hydrometer b. Viscosity measurement by means of - Saybolt viscometer - Falling ball viscometer 2. Calibration of a Bourdon Gage by using - U-tube manometer - Dead weight tester 3. Measurement of volume and mass flow rates by means of rotameter, orifice meter and venturi meter 4. Measurement of flow velocities by means of Pitot tubes and the application of continuity and Bernoulli equations 5. Application of the conservation of linear momentum equations a) Vertical jet flow on a horizontal flat pate b) Drag force measurement on a model bus NOTE: Due to the decrease in contact hours with students (previous ABET requirements) 2 experiments are performed in the course. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Mathematics and basic science: 0.5 credits Engineering Topics: 2.5 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 8. Prepared by : Prof. Dr. Kahraman ALBAYRAK Date : Fall 2003 I-B-32

Mechanical Engineering Department ME 306 FLUID MECHANICS II Course Description : ME 306 Fluid Mechanics II (3-0)3 Potential flow theory. Boundary layer theory. Turbomachinery. Introduction to compressible fluid flow. Prerequisites Textbook References : ME 305 Fluid Mechanics I : M.H. Aksel and O.C. Eralp, Gas Dynamics, Lecture notes, METU, 1993. M.H. Aksel, Fluid Mechanics, Lecture notes, METU, 1992. A.S. Ucer, Turbomachinary, Lecture notes, METU, 1982. : B.R. Munson, D. F. Young and T. H. Okiishi, Fundamentals of Fluid Mechanics, 2 nd Ed., John Wiley, 1994. F.M. White, Fluid Mechanics, 3 rd Ed., McGraw-Hill, 1993. Course Objectives : This course, as a second fluid mechanics course, is designed for the students to be able to understand and solve the problems on turbomachinery, inviscid flow over immersed bodies, viscous flow over immersed bodies, compressible flow. Topics: week 1. Potential flow theory 2 2. Boundary layer theory 1 3. Turbomachinery 4.5 4. Introduction to compressible fluid flow 6.5 Class Schedule: Classes are held in two sessions per week; 2 class hours in one session, 1 hour in the other session. Homeworks, Quizzes, Projects: Every week there is a quiz on the related subjects, and before the quiz students solve the given homework problems. Laboratory Work: 1. Friction factor determination in a steady incompressible pipe flow and loss factor determination of different type of fittings I-B-33

2. Boundary layer flow measurement over a flat plate and the experimental determination of the integral quantities of the boundary layer flow 3. Demonstration of the potential flow analogy on a Hele-Shaw apparatus 4. Experiment to determine the characteristics of a centrifugal pump and the application of similitude to generalise the performance NOTE: Due to the decrease in contact hours with students ( previous ABET requirements) 2 experiments are performed in the course. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 3, 6, 8. Prepared by : Prof. Dr. Kahraman ALBAYRAK Date : Fall 2003 I-B-34

Mechanical Engineering Department ME 307 MACHINE ELEMENTS I Course Description : ME 307 Machine Elements I (3-0)3 Tolerances and fits. Stress analysis in 3-D. Static design criteria; factor of safety, stress concentration, theories of failure for ductile and brittle materials. Fatigue design criteria under mean and combined stresses. Design of shafts. Design of permanent joints; riveted and welded joints. Design of detachable joints; bolted joints, power screws, keys, splines, pins, rings. Design of springs. Prerequisites Textbook References : ME 206 Strength of Materials : J.E. Shigley and C.R. Mischke, Mechanical Engineering Design, 6 th Edition, McGraw-Hill. J.E. Shigley, Mechanical Engineering Design, Metric Edition, McGraw-Hill. : A.D. Deutschman, W.J. Michels and C.E. Wilson, Machine Design, Collier MacMillan. Course Objectives : At the end of this course, the student will be able to formulate and analyze stresses and strains in machine elements and structures in 3-D subjected to various loads, able to do tolerance analysis and specify tolerances for machine design applications, able to apply multidimensional static failure criteria in the analysis and design of mechanical components, able to apply multidimensional fatigue criteria in the analysis and design of mechanical components, able to analyze and design structural joints, able to analyze and design power transmission shafts carrying various elements with geometrical features, able to analyze and design mechanical springs, acquainted with standards, safety, reliability, importance of dimensional parameters and manufacturing aspects of mechanical design, able to improve their technical report writing skills. Topics: week 1. Tolerances and fits 0.5 2. 3-D Stress analysis 1 3. Thick walled cylinders and interference fits 0.5 I-B-35

4. Bending of curved beams 0.5 5. Contact stresses 0.5 6. Columns 0.5 7. Strain energy and Castigliano s theorem 0.5 8. Factor of safety and stress concentration 0.5 9. Static design criteria 2 10. Fatigue design criteria 2 11. Design of shafts 0.5 12. Design of permanent joints: riveted and welded joints 1.5 13. Design of detachable joints: bolted joints, power screws, keys, pins, retainer 2 rings 14. Design of mechanical springs: helical springs, miscellaneous springs 1.5 Class Schedule: Classes are held in two sessions; 2 class hours in one session and 1 class hour in other session. Homeworks, Quizzes, Projects: This course aims to develop students skill in design and analysis through two projects. Students are required to work on monthly projects and submit reports and drawings prepared individually. The first design project covers design and analysis of machine structures and the second project covers design of a power transmission shaft and structural joints. Computer Usage: Students are encouraged to use MathCad or similar software packages in the design projects. Laboratory Work: A laboratory demonstration is held at Machine Elements Laboratory once every semester to introduce various concepts and machine elements to the students. The laboratory is equipped with several test apparatus on machine elements. These are electrical resistance strain gauge, deflection of curved beams apparatus, critical load on struts, critical condition of struts, photoelastic stress distribution demonstration apparatus, rotating beam fatigue test machine, extension and compression of spring apparatus, and rubber block in shear apparatus. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: I-B-36

This course supports the following outcomes: 1, 5, 7, 8, 11, 13. Prepared by : Prof. Dr. Metin AKKÖK Date : Fall 2003 I-B-37

Mechanical Engineering Department ME 308 MACHINE ELEMENTS II Course Description : ME 308 Machine Elements II (3-0)3 Friction, wear and lubrication; their types, systems of lubrication. Criteria for the selection of bearing type. Design of sliding bearings; Journal and thrust bearings. Antifriction bearings; their types, selection criteria and calculation procedure. Power transmission; Prime mover characteristics and types. Design of gear drives; spur gears, helical gears, bevel gears, worm gears and special gears. Design of couplings, clutches and brakes. Design of belt drives; flat belts, V-belts. Design of chain drives and rope drives. Prerequisites Textbook References : ME 307 Machine Elements I : J.E. Shigley and C.R. Mischke, Mechanical Engineering Design, 6 th Edition, McGraw-Hill. J.E. Shigley, Mechanical Engineering Design, Metric Edition, McGraw-Hill. : A.D. Deutschman, W.J. Michels and C.E. Wilson, Machine Design, Collier MacMillan, 1975. Course Objectives : At the end of this course, the student will be be able to Analyze and design sliding bearings, be able to Select rolling element bearings for a given application, be acquainted with the basic features of prime movers and the means of power transmission commonly used in mechanical engineering, be acquainted with the terminology, geometry and basic kinematics concepts associated with gearing, be able to analyze and design main types of gears, be able to analyze and design couplings, brakes and clutches, be able to analyze and design flexible power transmission systems, be able to improve their technical report writing skills, acquire experience in using and obtaining information from engineering documents. Topics: week 1. Friction and wear 0.5 2. Lubricants and systems of lubrication 0.5 3. Design of sliding bearings; journal and thrust bearings 2 4. Antifriction bearings 2 I-B-38

5. Power transmission; prime mover types and characteristics 0.5 6. Design of gears drives; types, kinematics, spur gears, helical gears, bevel gears, 4.5 worm gears 7. Design of brakes 1 8. Couplings 0.5 9. Design of clutches 0.5 10. Design of belt drives 1 11. Design of chain drives 0.5 12. Design of rope drives 0.5 Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 class hour in other session. Homeworks, Quizzes, Projects: This course aims to develop students skill in design and analysis through two projects and two homeworks. Students are required to work on monthly projects and submit reports and drawings prepared individually. The first design project covers design of journal bearings and selection of rolling bearings and the second project covers design of a 3-stage gear drive. Two homeworks are assigned to cover design of brakes, clutches and belt drives. Computer Usage: Students are encouraged to use MathCAD or similar software packages in the preparation of design projects and homeworks. Laboratory work: A laboratory demonstration is held at Machine Elements Laboratory once every semester to introduce various concepts and machine elements to the students. Students may use the computing facilities of the Department in their design projects and homeworks. The laboratory is equipped with several test apparatus on machine elements. These are journal bearing friction test apparatus, pivot bearing friction test apparatus, brake drum friction apparatus, plate clutch friction apparatus, flat and V-belt friction apparatus, rope belt friction apparatus, and multi-purpose friction and wear test apparatus. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 5, 7, 8, 11, 13. Prepared by : Prof. Dr. Metin AKKÖK Date : Fall 2003 I-B-39

Mechanical Engineering Department ME 310 NUMERICAL METHODS Course Description : ME 310 Numerical Methods (3-0) 3 Approximations and errors. Roots of equations. System of algebraic equations, eigenvalues and eigenvectors. Curve fitting, interpolation, least squares. Numerical differentiation and integration. Ordinary differential equations. Prerequisites Textbook References : ME 210 Applied Mathematics for Mechanical Engineers : S.C. Chapra and R.P. Canale, Numerical Methods for Engineers, 2 nd Edition, McGraw-Hill, 1990. : Multitude of books on introductory numerical methods available in the library. Course Objectives : At the end of this course, the students will learn numerical methods that are used for solving engineering and mathematical problems, learn and appreciate error analysis as a major criterion in numerical solutions, become fluent in algorithmic applications of a high-level computer language, learn about the analytical basis behind numerical methods, understand the limitations of analytical methods and the need for numerical methods, enhance their report-writing skills. Topics: week 1. Approximations and errors 1 2. Roots of equations: Bisection, false position, and iteration methods 1 3. Newton-Raphson and secant methods, case studies 1 4. Systems of equations: Gauss elimination, matrix inversion, Gauss-Seidel 1 iteration methods 5. Eigenvalue and eigenvectors; power method 1 6. Midterm test; difference tables 1 7. Interpolation by polynomials 1 8. Curve fitting, least squares regression 1 9. Numerical differentiation 1 I-B-40

10. Numerical integration, Newton-Cotes formulae 1 11. Gauss-quadrature integration 1 12. Midterm; solution of ODE's 1 13. Euler, Runge-Kutta, multi-step methods 1 14. Boundary-value problems 1 Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 hour in the other session. Computer Usage: Students are assigned biweekly homeworks, requiring the application of numerical solution techniques using a high level computer language of the student's choice. Students are expected to write their own main programs which may call ready subroutines. Homeworks are collected and graded on magnetic medium. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Mathematics and basic science: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 5, 12, 13. Prepared by : Prof. Dr. Faruk ARINÇ Date : Fall 2003 I-B-41

Mechanical Engineering Department ME 311 HEAT TRANSFER Course Description : ME 311 Heat Transfer (3-0) 3 1-D steady heat conduction, thermal resistances, extended surfaces. 2-D steady heat conduction, shape factor, finite difference methods. Transient conduction, lumped capacitance method, 1-D transient conduction, product solutions. Boundary layers, laminar and turbulent flow, convective transfer boundary layer equations, dimensionless parameters, Reynolds analogy. External flow, empirical correlations. Internal flow correlations. Free convection. Prerequisites Textbook : ME 203 Thermodynamics I or consent of the department. : F.P. Incropera and D.P. DeWitt, Fundamentals of Heat and Mass Transfer, Fifth Edition, John Wiley, 2002. Course Objectives : At the end of this course, students will learn modes of heat transfer and perform energy balances on systems that involve conduction, convection and radiation heat transfer, apply the conduction equation to a given problem to determine the temperature distribution and heat fluxes in objects, understand the convective transfer equations and apply them to a heat transfer problem, identify, formulate and solve problems involving external and internal convection heat transfer for various surface geometries, gain hands-on experience in heat transfer experimentation through a number of laboratory tests. Topics: week 1. Introduction, conduction equation 1 2. 1-D steady conduction, thermal resistances 1 3. Extended surfaces 1 4. Steady multi-dimensional conduction 0.5 5. Numerical methods in steady conduction 1 6. Transient, lumped capacitance conduction 1 7. 1-D transient conduction 1 8. Product solutions for transient multi-dimensional conduction 0.5 I-B-42

9. Numerical methods in transient conduction 1 10. Introduction to convection 0.5 11. Conservation equations of convection 1 12. Dimensionless parameters, Reynolds analogy 0.5 13. External flow forced convection 2 14. Internal flow forced convection 2 Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 hour in the other session. Laboratory Work: Experiment laboratory is one class hour per week, three weeks per semester. Computer laboratory is two class hours per week and twice during the semester. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Mathematics and basic science: 0.5 credits Engineering Topics: 2.5 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 5, 6, 7, 8, 9, 10. Prepared by : Prof. Dr. Ediz PAYKOÇ Date : Fall 2003 I-B-43

Mechanical Engineering Department ME 312 THERMAL ENGINEERING Course Description : ME 312 Thermal Engineering (3-0) 3 Boiling correlations, laminar and turbulent film condensation. Heat exchangers, LMTD and -NTU methods. Physics of radiation, Kirchhoff's law, spectral radiative properties. Solar radiation. View factors, blackbody radiation exchange, radiation circuits. Diffusion mass transfer, mass diffusion without chemical reaction, convective heat-mass transfer analogy. Prerequisites Textbook Reference : ME 311 Heat Transfer : F.P. Incropera and D.P. DeWitt, Fundamentals of Heat and Mass Transfer, Fifth Edition, John Wiley, 2002. : J.P. Holman, Heat Transfer, McGraw-Hill. Course Objectives : At the end of this course, students will solve convection heat transfer problems with phase change, perform thermal design and performance analysis of common types of heat exchangers, understand the physical nature of thermal radiation and its interaction with matter, be able to calculate radiation heat exchange between two or more surfaces, identify, formulate and solve problems involving mass transfer through analogy to corresponding modes of heat transfer, gain further hands-on experience in heat transfer experimentation through a number of laboratory tests. Topics: week 1. Free convection 2 2. Boiling heat transfer 1 3. Condensation heat transfer 1 4. Classification of heat exchangers 0.5 5. Heat exchanger analysis methods 2.5 6. Design of heat exchangers 1 7. Physics of thermal radiation 2 8. Blackbody heat exchange 1 I-B-44

9. Radiation circuits 1 10. Diffusive mass transfer 0.5 11. Convective mass transfer 1.5 Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 class hour in the other session. Laboratory Work: Experiment laboratory is one class hour per week, three weeks per semester. Computer laboratory is two class hours per week and twice during the semester. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 3, 5, 6, 8, 9, 10, 11, 13. Prepared by : Prof. Dr. Ediz PAYKOÇ Date : Fall 2003 I-B-45

Mechanical Engineering Department ME 400 SUMMER PRACTICE II Course Description : ME 400 Summer Practice II (0-4) Non-credit Students are required to do a minimum of four weeks (twenty working days) summer practice in a suitable factory, a power station, or an engineering design and consultancy office. They are expected to get acquainted with a real business environment by studying various managerial and engineering practices through active participation. A report is to be submitted to reflect the students' contributions. Prerequisites Textbook : ME 300 Summer Practice I or consent of the Department. : None Course Objectives : At the end of this course, the students will be familiar with various types of organizations in which they are likely to work after graduation, get acquainted with practical and applied aspects of their theoretical mechanical engineering background, be able to have studied non-engineering departments and their relations with technical departments. Class Schedule: Twenty working days of practical training, no class hours Contribution of Course to Meeting Professional Component: Contributes to the requirement of practical training to develop mechanical engineering practice. Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 3, 4, 5, 6, 7, 8, 9, 11, 12, 13, 14. Prepared by : Prof. Dr. Kemal BDER Date : Fall 2003 I-B-46

Mechanical Engineering Department ME 401 INTERNAL COMBUSTION ENGINES (Elective Course) Credit Structure : ME 401 Internal Combustion Engines (3-0)3 Thermodynamic cycle analysis of the gas exchange, compression, expansion and combustion processes with dissociation. Mechanism of combustion. Fuel and additive characteristics. Real cycles. Performance characteristics. Brief analysis of the fuel metering and ignition systems, exhaust emissions and control systems, heat transfer, friction and lubrication systems. Prerequisites Textbook : ME 204 Thermodynamics II : John B. Heywood, Internal Combustion Engine Fundamentals, McGraw-Hill Book Company, 1988. References : Ed. Khovakhs, Motor Vehicle Engines, Mir Publishers, 1975. R.S. Benson, N.D. Whitehouse, Internal Combustion Engines, Vol. 1 & 2, Pergamon Press, 1979. C.F. Taylor, The Internal Combustion Engine in Theory and Practice, the M.I.T. Press, 1968. Course Objectives : At the end of this program students will be able to accomplish a thermodynamic cycle analysis of an internal combustion engine, able to apply such an analysis for calculating the cyclic gas forces to be used in a preliminary design, understand the physics of engine cyclic processes such as induction, compression, combustion, expansion and exhaust both descriptively and analytically, learn the operation and description of various engine auxiliary systems such as induction, ignition, fuel injection, cooling and lubrication systems, have acquired a comprehensive insight of an internal combustion engine and how it is applied. Topics: week 1. Introduction to and the history of the internal combustion engine 1 2. Cycles, mixtures, general combustion equations, air/fuel ratio 1.5 3. Otto and dual cycle combustion analyses and mechanism in SI/CI engines & 3 fuels parameters 4. Gas exchange processes 1.5 5. Real cycles and engine characteristics 1.5 I-B-47

6. Carburetion, Injection and Ignition systems 3 7. Engine heat transfer 1 8. Exhaust emissions 1 9. Engine friction & lubrication 0.5 Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 hour in the other session. Computer Usage: This course requires students to use Borland Delphi 4.0 language in data evaluation, P-v and the p-t diagrams, through an onboard data acquisition card of a PC. Laboratory Work: ME 401 Internal Combustion Engine course has two experiments for which reports are required: 1. Variable speed and load test of a spark ignition engine with exhaust gas emission measurements. Hydraulic dynamometer, quartz crystal pressure transducer, digital optic counter, thermocouples, exhaust gas analyzers, calibrated air flow-metering nozzle are used. Data logger and a data acquisition system plus oscilloscope. 2. Constant speed and variable load test of a diesel engine with gas emission measurements, including an opacimeter for measuring the particulate emissions. An electric dynamometer is used for loading the engine. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 13, 14. Prepared by : Prof. Dr. A. Demir BAYKA Date : Fall 2003 I-B-48

Mechanical Engineering Department ME 402 FLUID MACHINERY (Elective Course) Course Description : ME 402 Fluid Machinery (3-0)3 Fundamentals of fluid flow in inertial and rotating coordinate systems. Energy and momentum relations through an arbitrary turbomachines, loss mechanisms. 3D, 2D and 1D representation of flow in turbomachinery.. Theoretical operational characteristics of fluid machinery. Internal aerodynamics of blades and axial flow cascades. Preliminary design principles for fluid machinery. Loss and deviation correlations. Prerequisites Textbook : ME 306 Fluid Mechanics II : None References : G.T. Csanady, Theory of Turbomachines, McGraw-Hill, 1964. W.R. Hawthorne, ed., Aerodynamics of Turbines and Compressors, Oxford, 1964. J.H. Horlock, Axial Flow Turbines, Butterworth, 1966. H. Cohen, G.F.C. Rogers, and H.I.H. Saravanamuttoo, Gas Turbine Theory, Longman 1972. S.L. Dixon, Thermodynamics of Turbomachinery, Pergamon Press, 1975. The Design of Gas Turbine Engines, IGTI, American Society of Mechanical Engineers, 1985. R.K. Turton, Principles of Turbomachinery, E & FN Spon Ltd., 1984. A.S. Ucer, P. Stow, and C.H., Hirsch, Ed., Thermodynamics and Fluid Mechanics of Turbomachinery, Nijhof, 1985. N. Cumpsty, Compressor Aerodynamics, Longman, 1989. Turbomachinery Design Using CFD, AGARD LS195, 1994. Course Objectives : At the end of this course, the student will apply basic thermo fluid concepts used for modeling compressible and incompressible fluid flow through turbomachines, appreciate the methodology used to approximate complex physical phenomena for modeling and design purposes, be able to appreciate the importance of empirical approaches at the preliminary design phase, appreciate the importance of analytical thinking in the design process, understand the relationship between the measured performance parameters in the laboratory and the internal flow model of a turbomachine, appreciate that the one of the most important tasks of a design engineer is to improve the efficiency of machinery, understand the importance of using references in the solution of problems. I-B-49

Topics: week 1. Introduction, types and working principles of fluid machinery 1 2. Fundamentals of fluid flow 1 3. Momentum relations through an arbitrary turbomachine 1 4. Energy relations through an arbitrary turbomachine 1 5. Theoretical operational characteristics of turbomachinery 1 6. Dimensional analysis and similitude 2 7. Limitations in design 1 8. Some design aspects of axial flow turbomachines 2 9. Some design aspects of radial and mixed flow turbomachines 2 10. Actual operational characteristics of fluid machinery 2 11. Positive displacement type fluid machinery 1 Class Schedule: Classes are held in two sessions; 2 class hours in one session and 1 class hour in other session. Computer Usage: Students are encouraged to use computer in their design exercises given as term projects. Laboratory Work: Two experiments are performed in the laboratory: The first experiment is performed on an axial hydraulic turbine to investigate the effect of inlet angle on the performance of the machine. The analysis of flow inside the machine is of interest. Report required. The second experiment is on a two stage vertical mix type water pump. The system performance and net positive suction head requirement of the pump are determined. Standard testing techniques of pumps are of interest. Report required. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 3, 7, 8, 10, 11, 13. Prepared by : Prof. Dr. Kahraman ALBAYRAK Date : Fall 2003 I-B-50

Mechanical Engineering Department ME 403 HEATING, VENTILATING, AIR CONDITIONING AND REFRIGERATION (Elective Course) Course Description : ME 403 Heating, Ventilating, Air Conditioning and Refrigeration (3-0)3 Psychrometrics and elementary psychrometric processes. Simultaneous heat and mass transfer in external flows. Direct contact transfer devices. Heating and cooling coils-compact heat exchangers. Thermal comfort. Warm water heating systems Prerequisites References : ME 312 Thermal Engineering : B.H. Jennings, Environmental Engineering-Analysis and Practice, Happer and Row, 1984 B.H. Jennings, The Thermal Environmental-Conditioning and Control, Happer and Row, 1988 J.L. Threlkeld, Thermal Environmental Engineering, Prentice-Hall, 1976-1998 W.F. Jones, Edward Arnold, Air Conditioning Engineering, 1984 W.F. Stocker and J.W. Jones, Refrigeration and Air Conditioning, McGraw-Hill, 1988 N.C. Harris, Modern Air Conditioning Pract., McGraw-Hill, 1989 Deutsche Normen (English Translation) DIN 4701, 4704 and 4720. Chamber of Mech. Eng. Pub. No. 84, Design Guide for Warm Water Heating Systems, 1996 ASHRAE Handbooks-Fundamentals, Systems, Equipment and Applications Volumes 1996-1998 Course Objectives : At the end of this course, the student will learn the analysis of psychrometric processes which involve in HVAC systems, learn the thermal design of direct contact transfer devices, know thermal design and performance analysis of extended surface coils (compact heat exchangers) for heating, cooling, dehumidification of moist air, learn the principles of thermal comfort and indoor design conditions for summer/winter A-C. applications, know the design of warm water heating systems with various types of heating appliances. Topics: 1. Phychrometrics and Elementary Psychrometric Processes a) Atmospheric air as an ideal gas mixture of dry air and water vapor. b) Properties of atmospheric air and definition of basic parameters. c) Thermodynamic analysis of moist air system, i.e., conservation of mass and energy principles. d) Adiabatic saturation process. e) Psychrometric chart, Elementary psychrometric processes. week 3 I-B-51

f) Simultaneous heat and mass transfer in spray chambers g) Psychrometer and humidity measurements. 2. Direct Contact Transfer Processes between Moist Air and Water a) Design of air washer. b) Design of cooling tower. c) Design of spray dehumidifier. 3. Heating, Cooling and Dehumidification of Moist Air around the Extended Surface Coils a) Design of Sensible heating or cooling coils (dry coils) b) Design of wet cooling coils 4. Physiological Reactions to Heating and Cooling a) Properties of Moist air effecting thermal comfort b) Effective temperature, comfort charts c) Heat loss from human body. d) Requirements for quantity and quality of moist air, ventilation standards (TSE, ASHRAE, IHVE) 5. Warm Water Heating System Design (3.5 weeks) a) Overall heat transfer coefficients of composite structural elements b) Insulation Standards- (TSE, DIN, ISO Standards) c) Heating load calculations according to Turkish and German Standards d) Types, selection and installation of heating appliances. e) Types and design of circulation (piping) system. f) Auxiliary parts and equipments in warm heating systems; boilers, pumps, expansion tank, valves, fittings etc. 2.5 3 2 3.5 Class Schedule: Classes are held in two sessions; 2 class hours in one session and 1 class hour in other session. Homeworks, Quizzes, Projects: Weekly homework assignments from problem sets and references are graded. There are six problem sets prepared to enhance the application of fundamental knowledge in HVAC&R. Computer Usage: Usage of MathCAD or equivalent software is recommended and encouraged to solve homework problems as a continuation of ME 311 and 312 MathCAD computation tutorials. Laboratory Work: Demonstrations are performed in the Thermal Environmental Engineering Laboratory to explain the psychrometric measurements, operation of the direct contact transfer devices, the heating appliances and the complete air conditioning unit. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 3, 4, 7, 8, 10, 11, 13. Prepared by : Prof. Dr. Rüknettin OSKAY Date : Fall, 2003 I-B-52

Mechanical Engineering Department ME 407 MECHANICAL ENGINEERING DESIGN Course Description : ME 407 Mechanical Engineering Design (2-2)3 The design process and morphology. Problem solving and decision making. Modelling and simulation. Use of computers in engineering design and CAD. Project engineering, planning and management. Design optimization. Economic decision making and cost evaluation. Aspects of quality. Failure analysis and reliability. Human and ecological factors in design. Case studies. A term project is assigned. Prerequisites : ME 307 Machine Elements II Consent of the Department. Textbook : G. Dieter, Engineering Design, McGraw-Hill, 1991. References : R. C. Juvinall and K. M. Marshek, Fundamentals of Machine Component Design, 3 rd Edition, John Wiley & Sons Inc., 1991. V.G. Hajek, Management of Eng. Projects, McGraw-Hill, 1977. G. Voland, Engineering by Design, Addison Wesley, 1999. K. Otto and K. Wood, Product Design: Techniques in Reverse Engineering and New Product Development, Prentice Hall, 1999. A. ErtaY and J. C. Jones, The Engineering Design Process, John Wiley & Sons,1993. M. F. Spotts, Design of Machine Elements, Prentice Hall, 1953. R. H. Creamer, Machine Design, Addison Wesley, 1984. A. D. Deutscman, W. J. Michels and C. E. Wilson, Machine Design: Theory and Practice, Macmillan Publishing Co. Inc., 1975. A. Esposito, Machine Design, Charles E. Merrill Co. Inc., 1991. C. E. Wilson, Computer Integrated Machine Design, Prentice Hall, 1997. J. E. Shigley and C. R. Mischke, Mechanical Engineering Design 5 th Edition, McGraw Hill Inc., 1989. Course Objectives : At the end of this course, the student will be competent in designing a mechanical engineering system in a team environment, know how to manufacture a working model of their design collectively, know how to document and present their work on their design project efficiently, integrate their knowledge and skills on electrical engineering that are acquired throughout their ME education, understand the principles of project management and will work in a team environment efficiently. Topics: week 1. Explanations of term projects, 1 I-B-53

2. Introduction to the course 1 3. The design process and morphology 1 4. Problem solving and decision making 0.5 5. Modelling and simulation 1 6. Use of computers in engineering design and CAD 1.5 7. Project engineering, planning and management 1 8. Design optimization 1.5 9. Economic decision making and cost evaluation 1 10. Aspects of quality, failure analysis and reliability 1.5 11. Human and ecological factors in design 0.5 12. Case studies in mechanical engineering design 2 13. Special topics in mechanical engineering design 0.5 Class Schedule: Classes are held in two sessions per week; 2 class hours in each session. Computer Usage: Students are required to make design calculations and engineering drawings by using available software packages. MathCad, various FEM software, drafting software are used for term projects. Project Topics: Every semester 3 different design project topics are announced in this course. Students in groups of three are assigned to one of these projects. They have to design the prototype, produce engineering drawings, construct the design in the machine shop and test it in a competitive examination at the end of the semester. The prototype should perform the assigned task for the students to get passing grades. Throughout the semester, course assistants follow the progress of each group and contribute to the grading of the project, assessing the effort of each student in the group. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 3, 4, 5, 6, 7, 8, 9, 11, 12, 13, 14. Prepared by : Prof. Dr. Bilgin KAFTANOaLU, Prof. Dr. Abdülkadir ERDEN Date : Fall 2003 I-B-54

Mechanical Engineering Department ME 410 MECHANICAL ENGINEERING SYSTEMS LABORATORY Course Description : ME 410 Mechanical Engineering Systems Laboratory (2-2)3 The need for experiments. Experimental procedure. Generalized measurement system. Report writing. Error treatment. Uncertainty. Frequency Distribution. Expected value, standard deviation. Presentation of experimental results. Plotting data. Curve fitting, linear regression. Non-linear relationships. Dimensional analysis. Laboratory experiments. Prerequisites Textbook References : Consent of the Department. (This course does not have a definite prerequisite. However, it is recommended that regular 4th year students should take this course. By regular it should be understood that the student's status is 4th year.) : None : Orhan Kural, ME 410 Lecture Notes Course Objectives : At the end of this course, the student will gain laboratory practice in the area of experimental mechanical engineering, gain theoretical knowledge on experimentation fundamentals, gain ability and practice on team work and report writing, gain information from seminars from the professional engineers, gain practice in data acquisition and analysis, learn about instrumentation and measurement fundamentals. Topics: week 1. General approach to experimentation, generalized measurement system, 1 presentation of experimental results 2. Plotting data; curve fitting, linear regression; non-linear relationships; error 1 treatment.; uncertainty; frequency distribution; expected value-standard deviation; chi-square test; Chauvenet's criteria; combination of uncertainties; dimensional analysis 3. Dynamic response of measurement systems 2 4. Impedance matching, types of filters and amplifiers 2 5. Digital measurement systems and null methods 2 6. Displacement, force, pressure and temperature measurement sensors and 2 systems 7. Noise control in low level data systems 2 I-B-55

8. Computer controlled data acquisition system 2 Class Schedule: During the first two weeks all students will be collectively lectured on the listed topics. During weeks 3 to 14 each student will attend particular lectures on one of the six experiments and general topics for 5 hours and conduct an experiment for 2 hours for every 2 weekly periods. This will result in 2.5 theoretical lecture hours and 1 laboratory hour for each week. Laboratory Work: The laboratory work consists of the substantial portion of this course. The students are expected to follow all laboratory rules in a professional manner, which obviously includes attending laboratory sessions on time, following all safety regulations, conducting experiments at your best in cooperation with your laboratory partners, logging and reporting the results of experiments formally. Throughout the semester, all students are to attend a total of six pre-designed experiments: 1. Measurement of Geometrical Errors in Manufacturing-Flatness Measurement 2. Closed Loop On-Off Control 3. Mass and Energy Balances in Psychrometric Processes 4. Performance Characteristics of an Internal Combustion Engine 5. Stress Analysis by using Strain Gages 6. Characteristics of an Airfoil Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Mathematics and basic science: 1 credit Engineering Topics: 2 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 3, 4, 5, 6, 8, 9, 10, 12. Prepared by : Prof. Dr. A. Demir BAYKA Date : Fall 2003 I-B-56

Mechanical Engineering Department ME 411 GAS DYNAMICS (Elective Course) Course Description : ME 411 Gas Dynamics (3-0)3 Fundamentals of fluid mechanics. Fundamentals of thermodynamics. Introduction to compressible flow. Isentropic flow. Normal shock waves. Frictional flow in constant area ducts. Flow in constant area ducts with heat transfer. Steady and twodimensional supersonic flows. Prerequisites : ME 306 Fluid Mechanics II Textbook : M. H. AKSEL, and O. C. ERALP, Gas Dynamics, Prentice Hall, Inc., Englewood Cliffs, New Jersey, 1994. References : J. D. Jr. ANDERSON, Modern Compressible Flow: With Historical Perspective, 2 nd ed. McGraw Hill Book Co., Inc., New York, 1990. DANESHYAR, One-Dimensional Compressible Flow, Pergamon Press, Oxford, 1976. J. E. JOHN, Gas Dynamics, 2 nd ed., Allyn and Bacon Inc., Boston, Massachusetts, 1984. P. H. OOSTHUIZEN, and W. E. CARSCALLEN, Compressible Fluid Flow, McGraw Hill Book Co., Inc., New York, 1997. J. A. OWCZAREK, Fundamentals of Gas Dynamics, International Textbook Co., Scranton, Pennsylvania, 1964. A. H. SHAPIRO, The Dynamics and Thermodynamics of Compressible Fluid Flow, Vol. 1, Ronald Press, New York, 1953. M. J. ZUCROW, and J. D. HOFFMAN, Gas Dynamics, Vol. 1, John Wiley and Sons, Inc., New York, 1976. Course Objectives : At the end of this course, students will understand the physical behavior of compressible fluid flow, appreciate the principles behind modern applications of compressible flows, acquire a foundation for more advanced courses such as high speed aerodynamics, multi-dimensional compressible flows and flows with chemical reaction, appreciate the methodology used to approxiamate complex physical phenomena related to compressible flows, appreciate the importance of 1D approach for the preliminary design of compressible flow applications. Topics: week 1. Fundamentals of fluid mechanics 0.5 2. Fundamentals of thermodynamics 0.5 I-B-57

3. Introduction to compressible fluid flow 0.5 4. Isentropic flow 1 5. Normal shock waves 3.5 6. Frictional flow in constant area ducts 3.5 7. Flow in constant area ducts with heat transfer 2 8. Steady and two-dimensional supersonic flows 2.5 Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 class hour in the other session. Homeworks, Quizzes, Projects: There are 14 homework sets, which are assigned on weekly basis. Also, there are 8 quizzes which are based on homework sets. Laboratory Work: Course has one experiment for which a report is required and two demonstrations: Analysis of flow in a converging-diverging nozzle (report required) Demonstration of a shock tube (report is not required) Demonstration of a supersonic wind tunnel (report is not required) Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 8, 11. Prepared by : Prof. Dr. Haluk AKSEL Date : July, 2003 I-B-58

Mechanical Engineering Department ME 413 INTRODUCTION TO FINITE ELEMENT ANALYSIS (Elective Course) Course Description : ME 413 Introduction to Finite Element Analysis (3-0)3 Review of basic laws of continuum. Variational and weighted residual methods. Element type. Interpolation function. Boundary conditions. Transformation and assembly of element matrices. Solution methods and accuracy. Examples from solid mechanics, heat transfer and fluid mechanics. Prerequisites Textbook References : ME 310 Numerical Methods : None : K.J., Bathe, Finite Element Procedures in Engineering Analysis, Prentice Hall Inc., Englewood Cliffs, 1982. K.H. Huebner, and E.A. Thornton, The Finite Element Method for Engineers, John Wiley and Sons Inc., 1982. O.C. Zienkiewicz, The Finite Element Method, McGraw-Hill Book Company, 1983. J.N. Reddy, An Introduction to the Finite Element Method, McGraw-Hill Book Company, 1984. R. Cook, D.S. Malkus, and M.E. Plesha, Concepts and Applications of Finite Element Analysis, John Wiley and Sons Inc., 1989 Course Objectives : At the end of this part, the students will make a review of basic relations in elasticity, learn energy principles, learn the basics of finite element formulation, be able to formulate one-dimensional elements and make static analysis of trusses and frames, be able to formulate a two-dimensional element and analyze plane elasticity problems, learn to analyze torsion of thin-walled beams, learn to apply FEM to dynamic problems, learn to apply FEM to initial stress and stability problems, learn to apply multipoint constraints. Topics: week 1. Introduction 0.5 2. Review of basic laws of thermofluids and thermoelasticity 1.5 3. Variational and weighted residual methods 2 I-B-59

4. Element types and interpolation functions 2 5. Boundary conditions 1 6. Transformation and assembly of element matrices 2 7. Solution methods and accuracy 3 8. Case studies involving linear and non-linear examples from solid mechanics, heat transfer, and fluid mechanics 2 Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 class hour in the other session. Computer Usage: Homework problems are solved using a computer code in ME 413 Introduction to Finite Element analysis course. Students are required to solve one and two-dimensional fluid mechanics, heat transfer and solid mechanics problems by using a self prepared computer code. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 8. Prepared by : Prof. Dr. M. Haluk AKSEL, Prof. Dr. Süha ORAL Date : Fall, 2003 I-B-60

Mechanical Engineering Department ME 414 SYSTEM DYNAMICS (Elective Course) Course Description : ME 414 System Dynamics (3-0)3 Introduction and basic Definitions. Modeling of physical system components. Modeling of physical systems. Linear graphs of oneport and two-port elements. State models of dynamics systems. Selection of state variables via system graph. Transfer functions and system response. Time response of first and second order systems. Higher order systems. System identification in time and frequency domain. Model reduction. Prerequisites Textbook References : ME 304 Control Systems : D. Rowell and D. Wormley, System Dynamics: An Introduction, 1 st Ed. Prentice Hall, 1997. : B.E. Platin, M. ÇalXYkan, and H.N. Özgüven, Dynamics of Engineering Systems, Lecture Notes, 1991. K. Ogata, System Dynamics, 3 rd Ed. Prentice Hall, 1998. J.L. Shearer, A.T. Murphy, and H.H. Richardson, Introduction to System Dynamics, Addison-Wesley, 1967. D. Karnopp, and R.C. Rosenberg, Analysis and Simulation of Multiport Systems, The MIT Press, 1968. D. Karnopp, and R.C. Rosenberg, System Dynamics: A Unified Approach, John Wiley and Sons, 1975. H.E. Koenig, Y. Tokad, H.K. Kesevan, and H.G. Hedges, Analysis of Discrete Physical Systems, McGraw-Hill Book Company, 1967. A.G.J. MacFarlane, Dynamical System Models, George G. Harrap and Company Ltd., 1970. Course Objectives : At the end of this course, students will be able to identify components of physical systems in terms of their energetic behavior, gain the ability to model physical systems and to express mathematical model in the form of system equations be able to obtain and interpret time responses of physical systems. Topics: week 1. Introduction and basic definitions, across and through variables, power and 2 energy ports, one-port pure elements 2. Modeling of physical system components 2.5 3. Modeling of physical systems, linear graphs of one-port and two-port elements 2.5 I-B-61

4. State models of dynamics systems, selection of state, variables via system graph 2 5. Transfer functions and time response 2 6. System identification: time and frequency domain, techniques, model reduction 3 Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 class hour in the other session. Homeworks, Quizzes, Projects: Weekly homeworks are assigned regularly. Computer Usage: Students are required to solve some problems by using COFADS and Matlab package as a verification of their solutions in their homeworks. Laboratory Work: Five experiments are performed in the laboratory: Time response Frequency response System identification by using time domain techniques System identification by using frequency domain techniques Model reduction Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 8, 11. Prepared by : Prof. Dr. Tuna BALKAN, Prof. Dr. Mehmet ÇALIbKAN, Prof. Dr. Bülent E. PLATIN Date : July, 2003 I-B-62

Mechanical Engineering Department ME 415 UTILIZATION OF GEOTHERMAL ENERGY (Elective Course) Course Description : ME 415 Utilization of Geothermal Energy (3-0) 3 Thermodynamic aspects of geothermal fluids. Geothermal fluid collection and distribution. Well head equipment and piping. Geothermal electric power plants. Geothermal district heating systems. Scaling, corrosion and environmental pollution problems. Economics of geothermal energy utilization. Prerequisites : ME 204 Thermodynamics II ME312 Thermal Engineering Textbook : M. Dickson and M. Fanelli, Geothermal Energy, John Wiley, 1995. References : E.F. Wahl, Geothermal Energy Utilization, John Wiley, 1977. P. Kruger and C. Otte, Geothermal Energy, Stanford University Press, 1973. S.L. Milora and J.W. Tester, Geothermal Energy as a Source of Electric Power, MIT Press, 1976. Course Objectives : At the end of this course, the students will learn the nature of the Earth s heat source, methods of geothermal energy utilization and its environmental impacts, acquire knowledge on Plate Type Heat Exchangers ( PTHX ), gain knowledge on Geothermal District Heating Systems, acquire knowledge on Geothermal Power Plants ( GPP ), appreciate the importance of Geothermal Energy applications in the World and in Turkey. Topics: week 1. Thermodynamic state and properties of geothermal fields and geothermal fluid 2 2. Geothermal well head equipment: valves, separator, silencer, safety devices, pumps, piping 3. Power potential of geothermal fluids, power cycles, geothermal power plant components 4. Direct use of geothermal energy: hot water supply, residential heating and cooling, district heating, industrial process heat supply, surface mounted and downhole type heat exchangers for geothermal applications 5. Scaling, corrosion, environmental pollution problems of geothermal systems and their remedies, reinjection 6. By-products of geothermal resources: carbon dioxide, boric acid economics of geothermal energy utilization 2 3 3 2 2 I-B-63

Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 hour in the other session. Homeworks, Quizzes, Projects: Each student prepares a term-paper to study one of the geothermal energy utilization topics in more details. Laboratory Work: Some technical field trips are arranged for students to observe the practical applications of geothermal energy, such as geothermal power plant in Denizli and geothermal district heating system in Kizilcahamam. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 2, 3, 4, 5, 11, 13. Prepared by : Prof. Dr. Orhan YEbBN Date : Fall 2003 I-B-64

Mechanical Engineering Department ME 416 TOOL DESIGN (Elective Course) Course Description : ME 416 Tool Design (3-0)3 Introduction. Tools used in manufacturing. Jig and fixture design. Die design for sheet metal work. Die design for forming and extrusion. Die design for injection molding. Computer aided die design applications. Techniques used in tool manufacturing. Tool economy. Prerequisites Textbook References : ME 303 Manufacturing Engineering ME 307 Machine Elements I : Class notes prepared by the instructor. : Handbook of Fixture Design (SME), Society of Manufacturing Engineers, McGraw-Hill. D.F. Eary and E.A. Red, Techniques of Pressworking Sheet Metal, Prentice Hall. Tool Engineers Handbook, ASTME, McGraw-Hill. Course Objectives : At the end of this course, the student will know to design jigs and fixtures, to design dies for sheet metal works, design rules for forging, extrusion dies and injection molds, how to make economical analysis for tool design, tool materials and manufacturing methods of dies. Topics: week 1. Introduction and basic tool design principles 0.5 2. Jig and fixture design principles 1 3. Location, clamping, guiding systems and factory visit 2 4. Sheet metal dies 1.5 5. Press capacity calculations 1 6. Progressive, compound, inverted, bending and drawing die designs 1 7. Die design for metal forming; forging and extrusion dies 3 8. Die design for injection molding 2 I-B-65

9. Tool manufacturing 1 10. Computer aided die design applications 1 Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 class hour in the other session. Homeworks, Quizzes, Projects: Two term projects involve jig or fixture design and die design. Computer Usage: Students are required to be able to make the drawings using either AUTOCAD or CADKEY programs. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 3, 4, 5, 6, 7, 8, 9, 11, 12, 13. Prepared by : Dr. Macit KARABAY Date : Fall 2003 I-B-66

Mechanical Engineering Department ME 418 DYNAMICS OF MACHINERY (Elective Course) Course Description : ME 418 Dynamics of Machinery (3-0) 3 Kinematic influence coefficients. Equation of motion and dynamic response of single degree-of-freedom machines: analytical and numerical solution methods. Shaking forces and moments. Balancing of four-bar linkage. Dynamically equivalent mass systems. Analysis of unbalance in multi-cylinder engines. Kinetostatics: effects of dry friction, power flow in simple and planetary gear trains. Prerequisites Textbook References : ME 302 Theory of Machines II : None : B. Paul, Kinematics and Dynamics of Planar Machinery, Prentice Hall, 1979. G.N. Sandor and A.G. Erdman, Advanced Mechanism Design: Analysis and Synthesis, Volumes 1 and 2, Prentice Hall, 1984. Course Objectives : At the end of the course, the students will have acquired a through understanding of the application potential and limitations of the forward dynamic simulation in the process of machine design, and will be able to judge how it will complement the inverse dynamic analysis approach of compulsory courses ME 301 and ME 302 in the curriculum understand the dynamic interaction between the machine and the prime mover, particularly the AC electric motor have learned some additional considerations needed in order to proceed with the strength and rigidity calculations, upon rigid body dynamic force analysis of a machine appreciate the role of balancing in eliminating or reducing vibrations, and will acquire knowledge on the balancing of both rotating and inertia-variant machines, as well as multi-cylinder engines Topics: week 1. Introduction 0.5 2. Kinematic influence coefficients 2.5 3. Equation of motion for single DOF machines 0.5 4. Numerical solution methods 1 I-B-67

5. Dynamics of single DOF machines; Energy-integral method for conservative 2.5 systems, steady-state response and flywheel calculations for conservative systems, approximate solution for autonomous systems 6. Shaking forces and moments 1 7. Balancing of four-bar linkage 1 8. Reciprocating engine dynamics 1 9. Balancing of multi-cylinder engines 1 10. Force analysis for systems with Coulomb friction 2 11. Force analysis and power flow in planetary gear trains 1 Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 hour in the other session. Homework, Quizzes, Projects: - Four-five homework assignments. - One project involving computer simulation of dynamics of a machine application and choice of a suitable AC-motor drive. - One open-ended design problem involving latch or clamp relying on dry friction. Computer Usage: Students are assigned a term project, which involves formulation and numerical integration of equation of motion for the solution of a practical machine design problem. Therefore, students are expected to have sufficient background on the use of computers, and be competent in at least one programming language. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 4, 8, 11, 13. Prepared by : Prof. Dr. S. Turgut TÜMER, Prof. Dr. M. Kemal ÖZGÖREN, Prof. Dr. Eres SÖYLEMEZ Date : Fall 2003 I-B-68

Mechanical Engineering Department ME 421 STEAM GENERATOR AND HEAT EXCHANGER DESIGN (Elective Course) Course Description : ME 421 Steam Generator and Heat Exchanger Design (3-0)3 Classification of heat exchangers and steam generators. Tubular and plate type heat exchanger design procedures. Comparison and selection of different types for various applications. Discussions related to limitations and advantages of different designs. Fouling of heat exchangers: how to design for fouling and how to control it. Prerequisites : ME 312 Thermal Engineering Textbook : S. Kakaç and H. Liu, Heat Exchangers: Selection, Rating and Thermal Design, Second Edition, CRC Press. References : Steam, Babcock and Wilcox Co. Course Objectives : After taking this course, the students will know common heat exchanger types, their advantages and limitations, be aware of and will appreciate single and multiphase heat transfer and friction coefficient correlations, and they will know how to select the appropriate ones for the case in hand, know how to handle rating and sizing problems in heat exchanger design, know how to consider fouling of surfaces, how to incorporate fouling in designs, and how to handle fouling during heat exchanger operation, learn how to design common types of heat exchangers namely hair-pin, shell-andtube, gasketed plate and compact heat exchangers and will understand their uses in some new engineering areas or in innovative applications. Topics: lecture 1. Introduction 2 2. Basic Design Methods 3 3. Design Correlations 2 4. Pressure Drop in Heat Exchangers 3 5. Fouling of Heat Exchangers 3 6. Double-Pipe Heat Exchangers 3 7. Correlations for two-phase flow 3 I-B-69

8. Shell-and-Tube Heat Exchangers 4 9. Compact Heat Exchangers 3 10. Gasketed-Plate Heat Exchangers 4 11. Condensers and Evaporators 4 12. Design Problems and Presentations by Students 3 Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 class hour in the other session. Homeworks, Quizzes, Projects: Weekly homework assignments and a group term project with a written and oral report. Computer Usage: Term project involves calculations done on a computer. For computations any programming language or a computing environment like MathCAD or Matlab can be used. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 3, 4, 5, 6, 7, 8, 9, 11, 12, 13, 14. Prepared by : Dr. Blker TARI Date : July, 2003 I-B-70

Mechanical Engineering Department ME 422 HEATING, VENTILATING, AIR CONDITIONING AND REFRIGERATION SYSTEM DESIGN (Elective Course) Course Description: ME 422 Heating, Ventilating, Air Conditioning and Refrigeration System Design (3-0)3 District heating systems-steam and warm water. Psychrometric analysis of summer air conditioning systems. Air cleaning and filtering. Analysis and design of a year-round air conditioning unit. Ducting and air distribution. Refrigeration cycles and equipment in HVAC & R systems. Control equipment and systems in HVAC & R applications. Prerequisites References : ME 403 Heating, Ventilating, Air Conditioning and Refrigeration : B.H. Jennings, Environmental Engineering-Analysis and Practice, Harper and Row, 1984 B.H. Jennings, The Thermal Environmental-Conditioning and Control, Harper and Row, 1988 W.F. Jones, Edward Arnold, Air Conditioning Engineering, 1984 W.F. Stocker and J.W. Jones, Refrigeration and Air Conditioning, McGraw-Hill, 1988 N.C. Harris, Modern Air Cond. Practice, McGraw-Hill, 1989 Deutsche Normen (English Translation) DIN 4701, 4704 and 4720. Chamber of Mech. Eng. Pub. No. 84, Design Guide for Warm Water Heating Systems, 1996 Course Objectives : At the end of this course, students will learn the design of summer AC systems with air in duct and chilled water-fan coil arrangements, know the thermodynamic analysis of vapor compression refrigeration cycles, learn fundamentals of fluid flow and heat transfer on the basis of balanced cycle thermodynamic analysis to design evaporators and condenser, learn constructional and operational features of reciprocating, rotary, screw and centrifugal refrigeration compressors and thermal analysis and preliminary design principles of compressors, learn constructional and operational features of various expansion devices used in vapor compression refrigeration cycle and the integration of proper expansion device into a vapor compression refrigeration cycle, gain experience in HVAC & R experimentation and application through a number of laboratory test and demonstrations and in team work through two design project assignments. Topics: week 1. Design of Warm Water Heating System (A brief review) 0.5 I-B-71

2. Summer Air Conditioning System Design 2.5 Cooling Load Calculation Psychrometric Analysis and System Arrangement 3. Analysis and Design of Year-round A.C. Unit 1 4. Duct and Air Distribution System Design 3 5. Air Cleaning and Filtering (1 week) 1 6. Vapor Compression Refrigeration 4 Thermodynamic Analysis of Vapor Compression Refrigeration Cycles Thermal Design of Compressors, Evaporators, Condensers and Expansion Devices 7. Heat Pumps 1 8. Control Systems and equipment in HVAC&R Applications 1 Class Schedule: Classes are held in two sessions; 2 class hours in one session and 1 class hour in other session. Homeworks, Quizzes, Projects: Weekly homework assignments from problem sets and references are graded. There are problem sets prepared to enhance the application of fundamental knowledge in HVAC&R. Two design projects are assigned. The first project is the design of warm water heating system complying with Turkish standards (TS 825 and TS 2164) and the second is the design of summer air conditioning system for various comfort applications. Computer Usage: Usage of MathCAD or equivalent software is recommended and encouraged to solve homework problems as a continuation of ME 311 and 312 MathCAD computation tutorials. Laboratory Work: Two experiments are performed in the laboratory: Performance evaluation of a water-cooled refrigeration unit with variable load to investigate evaporator and condenser loads. Report required. Performance evaluation of a cooling tower with various filling-packing material and determination of transfer coefficient. Report required. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 3, 4, 5, 6, 7, 8, 10, 11, 13, 14. Prepared by : Prof. Dr. Rüknettin OSKAY Date : July, 2003 I-B-72

Mechanical Engineering Department ME 423 GAS TURBINES AND JET PROPULSION (Elective Course) Course Description : ME 423 Gas Turbines and Jet Propulsion (3-0)3 Introduction to gas turbines. Gas turbine cycles for shaft power and propulsion. Centrifugal and axial compressors and turbines; blade design. Combustion systems. Prediction of gas turbine performance. Laboratory experiments. Prerequisite:ME 204 and Prerequisites Textbook References : ME306 Fluid Mechanics II : H. Cohen, G.F.C Rogers, and H.I.H. Saravanamuttoo, Gas Turbine Theory, 5th ed., Longman, 1987. : S.L. Dixon, Fluid Mechanics, Thermodynamics of Turbomachinery, Pergamon Press, 1975. P.G. Hill, Mechanics and Thermodynamics of Propulsion, Addison Wesley, 1970. R.T.C. Harman, Gas Turbine Engineering, The MacMillan Press Ltd., 1983. Sir F. Whittle, Gas Turbine Aero-thermodynamics, Pergamon Press, 1981. W.W. Bathie, Fundamentals of Gas Turbines, John Wiley & Sons, 1984. N.A. Cumpsty, Compressor Aerodynamics, Longman Scientific & Technical, 1989. Course Objectives : At the end of this course, the student will learn about gas turbine units and power cycles, the design and analysis of gas turbine components, the performance of gas turbines during operation. Topics: week 1. Introduction 0.5 2. Shaft power cycles 1.5 3. Gas turbine cycles for aircraft propulsion 2 4. Centrifugal compressors 2 5. Axial flow compressors 2 6. Combustion systems 2 I-B-73

7. Axial flow turbines 2 8. Prediction of performance of simple gas turbine systems 2 Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 class hour in the other session. Laboratory Work: There are 3-one hour laboratory sessions during the semester. The laboratory experiments may change from term to term, but as an example the following are given: Centrifugal compressor performance Multi-stage axial compressor performance Two dimensional cascade Gas turbine combustor Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 3, 5, 8, 9, 10, 11, 13. Prepared by : Prof. Dr. O. Cahit ERALP Date : Fall 2003 I-B-74

Mechanical Engineering Department ME 424 STEAM POWER PLANT ENGINEERING (Elective Course) Course Description : ME 424 Steam Power Plant Engineering (3-0)3 Fossil fuels, boilers and boiler components, boiler maintenance. Steam turbines and turbine components. Steam cycles. Modern steam and gas turbine combination cycles.co-generation cycles. Economics and optimization problems and control of power equipment. Prerequisites Textbook References : ME 204 Thermodynamics II : M.M.El Wakil, Powerplant Technology, McGraw-Hill Book Company, 1985. : B.G.A. Skrotzki, W.A. Vopat, Power Station Engineering and Economy, McGraw-Hill Book Company. A.W.Culp Jr., Principles of Energy Conversion, McGraw-Hill Book Company. Course Objectives : At the end of this course, the student will be accomplished with the basic knowledge of conventional steam power plant configuration and design, be equipped with the basic knowledge of efficiency and economy calculations of conventional steam power plants, have the basic knowledge regarding the environmental precautions to be taken, related to fossil fuel power plants, like; de-sulphurisation, de-nitrification, filtration, etc., be equipped with the basic knowledge on combined cycle and co-generation power plants, have the basic knowledge of fuel analysis and combustion calculations. Topics: week 1. Introduction, general outline and types of fossil fuel power plants 1 2. Rankine cycle, internal - external irreversibility, thermal efficiency, 2 improvement of cycle efficiency, superheat, reheat, regenerative feed water heating, amount of steam to be bled 3. Fossil fuel steam generators with main emphasis on drum type, once thru type 2.5 and fluidized bed type boilers, fuels and combustion, heat balance 4. Steam turbines, Curtis stage, impulse and reaction stages, general layout, 2.5 expansion applied on a Mollier diagram, reheat factor, mean diameter, nozzle and blade passages, velocity triangles, blade height, selection of steam bleeding stages 5. Steam condensers and cooling water circuits, types of cooling, cooling towers 1 I-B-75

6. Gas turbines as peak-power suppliers and combined cycles 1 7. Co-generation applications 1 8. Environmental aspects of power generation; desulphurisation of stack gas 2 9. Electricity production cost analysis, high tension network systems and tendencies in power plant development (1 week) 1 Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 class hour in the other session. Laboratory Work: In the Department's laboratories, for demonstration purposes, two steam turbines and two gas turbines are available. Every year, a whole day excursion trip to ÇayXrhan or any other thermal power plant with modern desulphurisation system is organized. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 3, 4, 7, 8, 11, 13. Prepared by : Yaver HEPER Date : Fall 2003 I-B-76

Mechanical Engineering Department ME 425 AUTOMOTIVE ENGINEERING I (Elective Course) Catalog Data : ME 425 Automotive Engineering I (3-0) 3 Vehicle performance: engine characteristics, resistances to motion, maximum speed, acceleration performance. Brakes: basic requirements, directional stability, weight transfer, brake force distribution. Gradability. Calculation of fuel consumption. Power train: clutch, gearbox, gear ratios, propeller shaft, universal and constant velocity joints, differential, differential ratio, drive shafts. Prerequisites Textbook References : ME 208 Dynamics ME 304 Control Systems : None : T.D. Gillespie, Fundamentals of Vehicle Dynamics, Society of Automotive Engineers, Inc, Warrendale, 1992. J. Y. Wong, Theory of Ground Vehicles, John Wiley and Sons, New York, 1993. R. Limpert, Brake Design and Safety, Society of Automotive Engineers, Inc, Warrendale, 1992. Course Objectives : At the end of this course, the student will have a basic understanding of the performance of ICE engine treated as a blackbox and the use of analytical functions in approximating experimentally obtained engine characteristics using short engine specifications, be able to express resistances to the motion of a land vehicle, analytically, and will have a sound idea of the data required as well as how these data can be obtained, be able to relate, analytically, the engine characteristics, power train specifications, and the interaction between the tires and road surface to the generation of tractive effort, be able to predict the performance of a specified road vehicle analytically using the maximum speed, acceleration, gradeability, and fuel consumption as the performance measures, be able to predict the stopping distance of a road vehicle and select an appropriate brake force distribution factor to satisfy the requirements of international standards, have an insight into the process of the determination of preliminary reduction ratios for the gearbox and differential of a road vehicle. Topics: week 1. Introduction 0.5 2. Maximum Velocity and Acceleration Performance 5 I-B-77

3. Braking Dynamics and Performance 2 4. Gradeability 1 5. Calculation of Fuel Consumption 2 6. Determination of gearbox and differential ratios 2.5 7. Propeller shafts, Universal and Constant Velocity joints, drive shafts 1 Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 class hour in the other session. Homeworks, Quizzes, Projects: Weekly homeworks are assigned. A course project may be assigned on a voluntary basis to individuals or groups of students. Computer Usage: Students use computers for the solution of some of the homework problems and in their voluntary projects. They use either a compiler of their own choice or a spreadsheet or special programs such as MathCAD and/or Matlab. Laboratory Work: 2 one-hour laboratory sessions - mainly demonstration- are performed during the semester. Simple models of an automatic motor vehicle gearbox and brake systems, and various vehicle chassis, suspension, and driveline components are available. No reports are required. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 3, 7, 8, 9, 10, 13. Prepared by : Prof. Dr. Y. Samim ÜNLÜSOY Date : Fall 2003 I-B-78

Mechanical Engineering Department ME 426 INTERNAL COMBUSTION ENGINE DESIGN (Elective Course) Course Description : ME 426 Internal Combustion Engine Design (3-0)3 Design of various types of internal combustion engines as individual projects. Thermodynamic cycle analysis, followed by the design of engine components. All design calculations done on a computer environment. Preparation of an independent written project and a stand alone computer program covering the thermodynamic and component design sections of the project by each student. Prerequisites Textbook References : ME 401 Internal Combustion Engines : H.Sezgen, Internal Combustion Engine Design, METU Publications. : J.B.Heywood, Internal Combustion Engine Fundamentals, McGraw-Hill Book Company, 1988. Ed. Khovakhs, Motor Vehicle Engines, Mir Publishers, 1975. R.S. Benson and N.D. Whitehouse, Internal Combustion Engines, Vol 1 & 2, Pergamon Press, 1979. C.F. Taylor, The Internal Combustion Engine in Theory and Practice, the M.I.T. Press, 1968. Course Objectives : At the end of this program students will be able to apply a thermodynamic cycle analysis of an internal combustion engine to a specific engine and obtain the performance parameters of the engine as well as the gas and inertia forces, apply this to the preliminary computer aided design of an internal combustion engine, learn how to design all of the engine components. Each student will design a different engine using a visual programming platform such as DELPHI and interactively use a graphics program such as AUTOCAD parametrically. The course will be carried on a LAN with conferencing. Teamwork will be encouraged. Topics: week 1. Introduction 1 2. Overview of Turbo Pascal programming 2.5 3. Thermodynamic cycle analysis 2 4. Engine block and cylinder liner design 1.5 5. Cylinder head and combustion chamber design 1.5 I-B-79

6. Piston and piston pin design 1 7. Connecting rod design 1 8. Crankshaft design 1 9. Valve design 1.5 10. Flywheel design 1 Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 hour in the other session. Computer Usage: 1. ME 426 Internal Combustion Engine Design course requires writing a program in Delphi 4.0 language for thermodynamic analysis and the design of the engine components. At the end of the course each student has to demonstrate a fully computer aided design of an internal combustion engine through a graphically oriented program. 2. The course material is presented by a datashow using the Microsoft Powerpoint program. This course has become a fully computer aided design course and is supported with a computer laboratory and a computer data display presentation system. Laboratory Work: The engine components in the internal combustion engine laboratory serve as guidelines to students. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 3, 4, 5, 6, 7, 8, 9, 11, 13, 14. Prepared by : Prof. Dr. Demir BAYKA Date : Fall 2003 I-B-80

Mechanical Engineering Department ME 427 INTRODUCTION TO NUCLEAR ENGINEERING (Elective Course) Course Description : ME 427 Introduction to Nuclear Engineering (3-0)3 Radioactive decay, nuclear reactions, binding energy. Neutron interactions, cross sections, fission. Nuclear Reactors, fuels, breeding. Neutron diffusion and moderation, Fick's law, diffusion equation and solutions. Nuclear reactor theory, one-group reactor equation. One-group critical equation. Thermal reactors, four-factor formula, criticality calculations. Reflected reactors. Heterogeneous reactors. Prerequisites Textbook References : ME 210 Applied Mathematics for Mechanical Engineers : None : J.R. Lamarsh, Introduction to Nuclear Engineering, Addison- Wesley, 1975. A.R. Foster and R.L. Wright Jr., Basic Nuclear Engineering, Allyn and Bacon, 1977. M.M. El-Wakil, Nuclear Power Engineering, McGraw-Hill, 1962. Course Objectives : At the end of this course, the student will learn the basic principles and safety features of Nuclear Energy, gain knowledge about radioactivity, acquire knowledge on nuclear reactions, learn the neutron behavior, learn the steady state neutron flux distribution in a nuclear reactor core. Topics: week 1. Atomic and nuclear physics 2 2. Neutron interactions with matter 3 3. General features of nuclear reactors and their types 2 4. Neutron diffusion and moderation 3 5. Nuclear reactor theory 4 Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 class hour in the other session. I-B-81

Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Mathematics and Basic Sciences: 1 credit Engineering Topics: 2 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 3, 4. Prepared by : Prof. Dr. Tülay YEbBN Date : Fall 2003 I-B-82

Mechanical Engineering Department ME 428 NUCLEAR REACTOR ENGINEERING (Elective Course) Course Description : ME 428 Nuclear Reactor Engineering (3-0)3 Fundamentals of nuclear reactors and nuclear power plants. Transient behaviour of nuclear reactors. Reactivity. Reactor poisoning. Fission to thermal power conversion. Temperature distribution in the reactor core, hot-spot factors; coolant-channel orificing, radiation and thermal shielding. Technological aspects of reactors. Prerequisites : ME 312 Thermal Engineering ME 427 Introduction to Nuclear Engineering Textbook : R.L.Murray, Nuclear Energy, Pergamon Press, 1993. References : J.R. Lamarsh, Introduction to Nuclear Engineering, Addison Wesley, 1983. A.R. Foster and R.L. Wright Jr., Basic Nuclear Engineering, Allyn and Bacon, 1983. M.M.El-Wakil, Nuclear Power Engineering, Mc Graw-Hill, 1962. Course Objectives : At the end of this course, the student will acquire knowledge about fundamentals and technological aspects of nuclear reactors and nuclear power plants, understand the time-dependent behavior of nuclear reactors, understand the fission product poisoning of nuclear reactors, gain knowledge on thermohydraulic analysis of nuclear reactors, know about the radiation shielding of nuclear reactors. Topics: week 1. Fundamentals of nuclear reactors and nuclear power plants 2 2. Transient behavior of nuclear reactors, effect of delayed neutrons on reactor 1 period 3. Reactivity, temperature-void-and pressure-coefficient of reactivity, turbine 3 demand following characteristics of nuclear reactors in nuclear power plants 4. Reactor poisoning and restart of nuclear reactors 2 5. Fundamentals of thermal-hydraulic design of nuclear reactor core, hot-spot 3 factors and coolant-channel orificing 6. Radiation and thermal shielding 1 7. Technological aspects of pressurized and boiling light water reactors and heavy water reactors 2 I-B-83

Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 class hour in the other session. Homeworks, Quizzes, Projects: Students prepare a term paper on a subject related to nuclear reactors. Laboratory Work: A technical trip is arranged for students to the research reactors in Istanbul Technical University Nuclear Energy Institute and in Çekmece Nuclear Research Center where students gain some practical experience about nuclear reactors. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 3, 4, 5, 11. Prepared by : Prof. Dr. Orhan YEbBN Date : Fall 2003 I-B-84

Mechanical Engineering Department ME 429 MECHANICAL VIBRATIONS (Elective Course) Course Description : ME 429 Mechanical Vibrations (3-0)3 Review of harmonic vibration of single degree of freedom systems by using complex vector representation. Coulomb and structural damping. Frequency response functions and system identification. Response of single degree-of-freedom systems to periodic and nonperiodic excitation. Vibration measuring devices. Vibration criteria. Diagnostics. Natural frequencies and mode shapes of multi degree of freedom systems. Eigenvalue problem and orthogonality. Free and forced vibration response of multi degree of freedom systems by modal analysis. Introduction to vibration of continuous systems. Prerequisites Textbook References : ME 302 Theory of Machines II : S.G. Kelly, Fundamentals of Mechanical Vibrations, McGraw-Hill, 1993. : F.S. Tse, J.E. Morse, and R.T. Hinkle, Mechanical Vibrations: Theory and Applications, Allyn and Bacon, 1978. L. Meirowitch, Elements of Vibration Analysis, McGraw-Hill, 1986. W.T. Thomson, Theory of Vibration with Applications, 3rd Ed., Unwin Hyman, 1988. M. Lalanne, P. Berthier, J.D. Hagopian, Mechanical Vibrations for Engineers, John Wiley & Sons, 1983 Course Objectives : At the end of this course, the student will fully understand and appreciate the importance of vibrations in mechanical design of machine parts that operate in vibratory conditions, be able to obtain linear vibratory models of dynamic systems with changing complexities (SDOF, MDOF), be able to write the differential equation of motion of vibratory systems, be able to make free and forced (harmonic, periodic, non-periodic) vibration analysis of single and multi degree of freedom linear systems. Topics: week 1. Review of harmonic vibration of single degree of freedom systems by using 2 complex vector representation 2. Coulomb and structural damping 1.5 3. Frequency response functions and system identification 1 I-B-85

4. Response to periodic excitation 1.5 5. Response to non-periodic excitation 1.5 6. Vibration measurements and vibration limits (1 week) 2 7. Diagnostics 0.5 8. Lagrange equations and derivation of equations of motion for multi degree of 0.5 freedom systems 9. Natural frequencies and mode shapes of multi degree of freedom systems 1.5 10. Free and forced vibration response of multi degree of freedom systems by 2 modal analysis 11. Introduction to vibration of continuous systems 1 Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 class hour in the other session. Homeworks, Quizzes, Projects: Almost each week a homework set is assigned during the semester. A project dealing with topics covered in the course is also assigned. Students are expected to undertake a through analysis/synthesis of problems described in the project. Computer Usage: Students are encouraged to prepare homework assignments and projects on computer using commercial software. Laboratory Work: Laboratory experiment and demonstrations are scheduled for active student involvement. These activities are designed to provide students better insight into subjects taught and emphasize certain topics such as system identification. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 7, 8, 11. Prepared by : Prof. Dr. H. Nevzat ÖZGÜVEN Date : Fall 2003 I-B-86

Mechanical Engineering Department ME 431 KINEMATIC SYNTHESIS OF MECHANISMS (Elective Course) Course Description : ME 431 Kinematic Synthesis of Mechanisms (3-0) 3 Introduction to synthesis, graphical and analytical methods in dimensional synthesis. Two, three and four positions of a plane. Correlation of crank angles. Classical Transmission angle problem. Optimization for the transmission angle. Current topics in mechanisms. Prerequisites Textbook References : ME 301 Theory of Machines I : A.G. Erdman, G.N. Sandor, Mechanisms Design: Analysis and Synthesis, Prentice-Hall 1984. : E.Soylemez, Mechanisms, 2nd Ed., METU Publication No:64, 1985. Course Objectives : At the end of this course, the student will be able to design a planar four-link mechanism using two and three position synthesis, design a planar four-link mechanism for the correlation of crank angles and function generation, design a six-link mechanism using two and three position synthesis, design a planar four-link mechanism for four-positions, differentiate the errors involved in mechanisms. Topics: week 1. Introduction to kinematic synthesis synthesis tasks 1 2. Graphical synthesis; two positions of a moving plane; concept of pole 1 3. Two positions of a plane relative to another moving plane. Relative pole, 1 Correlation of crank angles, six link mechanism synthesis for two positions 4. Design for dead centers. Classical transmission angle problem 1 5. Analytical synthesis for function generation. Use of Freudenstein s equation in 1 synthesis 6. Graphical synthesis; three positions of a moving plane; concept of pole triangle 1 7. Complex number modelling in kinematic synthesis, Dyad formulation 1 8. Three position synthesis using dyad formulation 1 9. Generalization of dyad formulation to path and function generation 2 I-B-87

10. Four position synthesis; generation of Burmester curves; selection criterial 2 11. Optimization of transmission angle 1 Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 hour in the other session. Homeworks, Quizzes, Projects: Homeworks are given regularly. A term project is given in the second half of the semester. Computer Usage: Students are required to solve several synthesis problems in the computer laboratory using MathCAD, Excel as a mathematical tool or to use any programming language. During the lecture hours some practical examples are solved using MathCAD and Excel program. Laboratory Work: Students are encouraged to make models of the mechanisms they synthesized. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 5, 7, 8, 11, 12. Prepared by : Prof. Dr. Eres SÖYLEMEZ Date : Fall 2003 I-B-88

Mechanical Engineering Department ME 432 ACOUSTICS AND NOISE CONTROL ENGINEERING (Elective Course) Course Description : ME 432 Acoustics and Noise Control Engineering (3-0)3 Wave motion, wave equation and solutions. Acoustic plane waves, spherical waves, energy relations. Sound transmission and transmission loss. Mechanisms of hearing, sound perception. Noise limits and legislation. Room acoustics. Reverberation. Sabine's equation. Wave theory. Noise control at the source, in the path and at the receiver. Design principles to limit noise. Prerequisites Textbook References : ME 302 Theory of Machines II ME 305 Fluid Mechanics I : D.A. Bies, and C.H. Hansen, Engineering Noise Control, Unwin Hyman, 1988. : L.E. Kinsler, and A.R. Frey, Fundamentals of Acoustics, 3rd Edition, John Wiley and Sons, 1982. C.M. Harris, Handbook of Noise Control, 2 nd Edition, McGraw- Hill, 1979. L.L. Beranek, Noise and Vibration Control, McGraw-Hill, 1971. V.V. Knudsen, and C.M. Harris, Acoustical Designing in Architecture, Acoustical Society of America, 1982. D.D. Reynolds, Engineering Principles of Acoustics (noise and vibration control), Allyn and Bacon, 1981. Course Objectives : At the end of this course, students will be equipped with basic knowledge on sound radiation and sound propagation in an elastic medium, able to measure noise in proper terms and to make an assessment based on international standards, common practices and legislative measures, able to understand and interpret noise transmission through multi media of differing properties, able to estimate noise levels in an enclosed space as well as in open air and cavity resonances, able to devise proper noise control measure(s) to reduce noise below limits set by legislation, standards and common engineering practices. Topics: week 1. Plane wave radiation 1.5 2. Levels, and operations with levels 0.5 3. Spherical wave radiation 1.5 I-B-89

4. Sound transmission through media 1.5 5. Sound reception and measurement 1.5 6. Noise assessment and noise legislation 2 7. Room acoustics 2 8. Design for noise control 1.5 9. Noise control in the path and at the receiver (2 weeks) 2 Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 hour in the other session. Homeworks, Quizzes, Projects: A minimum of 8 homeworks are assigned accounting for the 5% of the total grade. Two midterm examinations are held. The first midterm covers the first three chapters in the syllabus while the second midterm is on the succeeding 4 chapters. Each student is assigned to prepare a project of his/her choice on either traffic noise survey in the City of Ankara or development of a computer code for applications in acoustics or survey of literature for a specified topic. Computer Usage: Students are expected to experiment with the existing software to run several case studies. Some students are assigned on voluntary basis to prepare projects on software development for specified acoustical applications. Laboratory Work: Standing wave tube, sound level meters, spectrum analyzers, reference sound sources and loudspeakers are available to perform a minimum two experiments within the semester. Students are expected to prepare a lab report for each experiment. Hands-on experience of sound measurement with sound level meters are also provided. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Mathematics and basic science: 1 credits Engineering Topics: 2 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 3, 5, 6, 8, 10, 13. Prepared by : Prof. Dr. Mehmet ÇALIbKAN Date : Fall 2003 I-B-90

Mechanical Engineering Department ME 433 ENGINEERING METROLOGY AND QUALITY CONTROL (Elective Course) Course Description : ME 433 Engineering Metrology And Quality Control (3-0)3 Analysis of uncertainties, ISO 17025. Calibrations ISO 10012. Linear and angular measurement. Geometric tolerances and their measurement (straightness, roundness, flatness). Measurement of surface roughness. Measurement of threads and gears. Testing of machine tools. Gage design. Quality assurance systems: ISO 9000 series of standards. Acceptance sampling. Design of sampling plans and control charts. Process capability analysis. Prerequisites Textbook References : ME 303 Manufacturing Engineering ME 307 Machine Elements I : Class notes : J.F.W.Galyer, C.R.Shotbolt, Metrology for Engineers, Cassell- London. A.I.Lissaman and S.J.Martin, Principles of Engineering Production, Hodder and Stoughton, 1977. Ray Wild, Production Management, Holt, Rinehart, Winston, London. Course Objectives : At the end of this course, the student will know to calculate-estimate errors, uncertainties in measuring, read production drawing, analyzing tolerances, especially geometric ones, use measuring devices, calibrate measuring tools, design sample plans and control charts, design gages to be used in quantity manufacture. Topics: week 1. Analysis of uncertainties 1 2. Calibration 1 3. Linear and angular measurement 2 4. Geometric dimensioning and tolerancing and their measurements 3 5. Measurement of surface finish (Ra, Rz, Rmax, Rt) 0.5 6. Measurement of threads and gears 1 I-B-91

7. Testing of machine tools 0.5 8. Design of gages 1 9. Quality and quality assurance systems 2 10. Design of sampling plans and control charts, process capability 2 11. Factory visit Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 hour in the other session. Homeworks, Quizzes, Projects: Two quizzes, one term paper, two homeworks Computer Usage: Students are required to use PC for statistical process control. Laboratory Work: Three, one hour sessions for two different groups in Engineering Metrology Laboratory. Demonstrations and practices in the use of different types of comparators, gages, surface finish and roundness measuring machines, tool makers microscope, autocollimator etc. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 3, 4, 5, 6, 7, 8, 9, 11, 12, 13. Prepared by : Asst. Prof. Dr. Macit KARABAY Date : Fall 2003 I-B-92

Mechanical Engineering Department ME 434 ADVANCED STRENGTH OF MATERIALS (Elective Course) Course Description : ME 434 Advanced Strength of Materials (3-0)3 State of stress and strain. Nonsymmetrical bending of beams. Shear center for thin- walled beams. Curved beams. Bending of members made of several materials. Beams on elastic foundations. Membrane stresses in thin shells. Elastic stability of columns. Analysis of torsion: noncircular long prisms, membrane analogy, hollow sections. Plastic deformations and residual stresses in axial loading and bending. Prerequisites Textbook : ME 206 Strength of Materials : A.P. Boresi, R.J. Schmidt and I. M. Sidebottom, Advanced Mechanics of Materials, John Wiley Sons Inc., 1985. Course Objectives : At the end of this course, the student will make a review of basic relations in elasticity, learn coupled stretching and bending of straight nonuniform beams of arbitrary sections and loads, learn to analyze planar curved beams, have a geometric nonlinearity concept and be able to analyze beam-columns, learn the behavior of noncircular section bars under torsion, learn to analyze torsion of thin-walled beams, learn to analyze thin-walled beams under shear forces, learn to apply energy methods to determine deflections and stresses in load carrying members. Topics: week 1. State of stress 2 2. State of strain 1 3. Nonsymmetrical bending of straight beams 0.5 4. Shear center for thin-wall beam cross sections 0.5 5. Curved beams 0.5 6. Bending of members made of several materials 0.5 7. Beams on elastic foundation 1.5 I-B-93

8. Membrane stresses in shells 2 9. Elastic stability 2 10. Torsion 2 11. Plastic deformation and residual stress 1.5 Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 hour in the other session. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 8. Prepared by : Prof. Dr. O. Suha ORAL Date : Fall 2003 I-B-94

Mechanical Engineering Department ME 436 AUTOMOTIVE ENGINEERING II (Elective Course) Course Description : ME 436 Automotive Engineering II (3-0) 3 Tires: construction, tread patterns, designation. Wheels: designation, rim flange shapes, bead seat contours, rim profiles. Steering System: basic types, pure rolling, Ackerman linkage, steering error, turning radius. Vehicle handling:.tire cornering force characteristics, plane motion and stability of vehicles. Suspension system: basic functions, components, geometry, front and rear wheel suspension types, roll centers. Vehicle ride. Chassis and body design. Prerequisites Textbook References : ME 425 Automotive Engineering I : None : J. Reimpell & H. Stoll, The Automotive Chassis:Engineering Principles, Arnold, 1998. Newton, Steeds, and Garrett, The Motor Vehicle, 13 th Edition, Butterworths-Heinemann, London, 2000. D. Bastow, Car Suspensions and Handling, Pentech Press, London, 1988. T. Gillespie, Fundamentals of Vehicle Dynamics, SAE, Warrendale, 1992. Course Objectives : At the end of this course, students will have the basic background on pneumatic tire nomenclature, designation, construction, materials, tread pattern design, aspect ratio, and manufacture and be able to relate the requirements with the design parameters, have acquired the basic nomenclature and an appreciation of the design aspects of wheels for passenger cars and commercial vehicles, become familiar with the basic types and elements of steering systems used on road vehicles; understand the requirements from a steering system and be able to evaluate the suitability of a specified steering linkage for a specified vehicle, have a clear understanding of the components affecting vehicle handling and the basic definitions of vehicle handling quality and be able to assess the low lateral acceleration steady state handling behavior of a road vehicle, have acquired a detailed knowledge of suspension geometry, characteristics of basic types of suspension systems and the means to evaluate suspension kinematics, have an understanding of the vibrational modes of road vehicles, vehicle models of varying complexity to analyze vibrational behavior, and the ways and means to evaluate ride comfort. I-B-95

Topics: week 1. Tires and Wheels 3 2. Steering System 2 3. Vehicle Handling 2.5 4. Suspension Systems 3.5 5. Vehicle Ride 2 6. Vehicle Body Construction 1 Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 class hour in the other session. Homeworks, Quizzes, Projects: Regular homework assignments. A course project may be assigned on a voluntary basis to individuals or groups of students. Computer Usage: Students use computers for the solution of some of the homework problems and in their voluntary projects. They use either a compiler of their own choice or a spreadsheet or special programs such as MathCad, Matlab, Flash, etc.. Laboratory Work: 2 one-hour laboratory sessions - mainly demonstration. Simple models of an automatic and manual gearboxes and brake systems, and various vehicle chassis, suspension, and driveline components are available. No reports are required. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 3, 4, 5, 7, 8, 9, 11. Prepared by : Prof. Dr. Y. Samim ÜNLÜSOY Date : Fall 2003 I-B-96

Mechanical Engineering Department ME 437 PIPELINE ENGINEERING (Elective Course) Course Description : ME 437 Pipeline Engineering (3-0)3 Flow in pipelines. Liquid and gas pipelines. Pipeline components: linepipe, pumps & compressors, valves, regulators. Pumping station hydraulics. Design of transmission and distribution pipelines. Economic, strategic, constructive and operational aspects of design. Constructional practices for pipelines. Operation and control of pipelines. Pipeline transients. Energy transportation, solid transportation and two phase flow pipelines. Prerequisites Textbook References : ME 306 Fluid Mechanics II : Pipeline Engineering Class Notes, 2003, Mech. Eng Dept.. : J.L. Kennedy, Oil & Gas Pipeline Fundamentals, Pennwell Books, 1992. B.H. Basavaraj, Pipeline Engineering, Vol.64, ASME, 1992. J.V. Gennod, Fundamentals of Pipeline Engineering, Institute Francais du Petrole Publications, 1984. J.P. Tullis, Hydraulics of Pipelines: Pumps, Valves, Cavitation, Transients, Wiley, 1989. A.J. Osiadacs, Simulation and Analysis of Gas Networks, 1987. A.E. Uhl, Steady Flow in Gas Pipelines (Testing, Measurement, Behaviour, Computation), Institute of Gas Technology Report No.10, American Gas Association. Task Committee on Engineering Practice in the Design of Pipelines, Pipeline Design for Hydrocarbon Gases and Liquids, American Society of Civil Engineers, 1975. Pipeline Design and Operations, Vol. 1-2-3, Pipeline & Gas Journal, Work Book Series, 1983. Gas Transmission and Distribution Piping Systems, ASME Code for Pressure Piping, ANSI/ASME B31.8,1986. Course Objectives : At the end of this course, the student will get acquinted with the Pipeline Industry in the World and in Turkey, learn about the fundamentals for the design and analysis gas liquid and solid transportation pipelines, learn the methodology and apply the fundamental knowledge for a real pipeline design project, see and learn the methodology and industrial applications related to the construction of a pipeline. I-B-97

Topics: week 1. Introduction and pipeline industry overview 0.5 2. Pipeline fundamentals: types, fluid flow in pipelines, liquid and gas pipelines 1 3. Pipeline components: linepipe, pumps and compressors, valves, regulators, 1.5 tankfarms, etc. 4. Transmission pipelines: analysis, design, economics 2 5. Constructional practices for pipelines 1 6. Operation and control of pipelines 1 7. Distribution pipeline systems: liquid and natural gas network 1.5 8. Pipeline transients 1.5 9. Other types of pipelines: energy transportation pipelines, solid transportation 1 pipelines, two phase pipelines 10. Piping analysis and design 3 Class Schedule: Classes are held in two sessions; 2 class hours in one session and 1 class hour in other session. Homeworks, Quizzes, Projects: Basic design of a liquid and/or gas pipeline, with economical analysis. Special projects for each student. Computer Usage: Computer usage in the projects Laboratory Work: 2-one hour laboratory sessions and four optional flexible hour sessions in computers laboratory working on pipeline design analysis and operations using package programs. The laboratory experiments may change from term to term, but as an example the following are water-hammer & unsteady flows, and.natural gas pipelines components and performance experiments Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 3, 4, 8, 9, 11, 12, 13. Prepared by : Prof. Dr. O. Cahit ERALP Date : Fall 2003 I-B-98

Mechanical Engineering Department ME 438 THEORY OF COMBUSTION (Elective Course) Course Description : ME 438 Theory of Combustion (3-0) 3 Scope of combustion. Combustion thermodynamics. Basic transport phenomena. Chemical kinetics; reaction rate. Explosions in gases. Laminar and turbulent flames in premixed combustible gases. Structure of detonation. Diffusion flames; liquid droplet combustion. Theory of thermal ignition. Combustion of coal; burning rate of ash forming coal, fluidized bed combustion. Pollutant formation. Propellants and rocket propulsion. Prerequisites Textbook : ME 204 Thermodynamics II : Stephen R. Turns, An Introduction to Combustion: Concepts and Applications, (1996). References : Glassman, Combustion, (1996) K. K. Kuo, Principle of Combustion, (1986) G. L. Borman and K. W. Ragland, Combustion Engineering, Lewis and von Elbe, Combustion, Flames, and Explosion of Gases, (1987) Course Objectives : At the end of this course, students will appreciate the importance of combustion in our daily life, learn basic physical, chemical, and thermodynamic concepts that are important in the study of combustion, learn how to apply Fick s Law of mass diffusion to calculate the rate of evaporation and lifetime of a liquid fuel droplet, understand the fundamentals of chemical processes and the importance of chemical kinetics in the study of combustion, learn the underlying physics and chemistry of laminar premixed flames, learn the general characteristics of laminar jet diffusion flames, understand how fluidized bed combustion can increase the efficiency and reduce the pollutant emissions from combustors, understand the basics of rocket propulsion, appreciate not only the improvement of their written and oral presentation skills but also the development of ability to follow the literature and technology related to his/her topic of interest. Topics: week 1. Introduction + Fuels 0.5 2. Review of Thermochemistry 1.5 I-B-99

3. Introduction to Mass Transfer 1 4. Chemical Kinetics 1.5 5. Some Important Chemical Mechanisms 0.5 6. Simplified Conservation Equations for Reacting Flows 1 7. Laminar Premixed Flames 2 8. Laminar Diffusion Flames 2 9. Detonations 1 10. Burning of Solids, Solid Propellant Combustion in Rocket Motors 1 11. Liquid-Fuel Droplet Combustion 0.5 12. Presentations of Term Paper 1.5 Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 class hour in the other session. Homeworks/Quizzes/Projects: There are homework assignments after each chapter. The homework solutions are due in one week after they are assigned. Two projects will be assigned during the semester. The projects involve the solution of combustion problems using the NASA-CEA computer code. Computer Usage: Two projects that will be assigned during the semester involve the use of NASA-CEA computer code. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 3, 4, 5, 8, 9, 11, 12, 13 Prepared by : Asst. Prof. Dr. Abdullah ULAb Date : Fall 2003 I-B-100

Mechanical Engineering Department ME 440 NUMERICALLY CONTROLLED MACHINE TOOLS (Elective Course) Course Description : ME 440 Numerically Controlled Machine Tools (3-0)3 Introduction to digital systems. Axis and motion nomenclature. Tooling and general considerations for programming. Part programming. Numerical Control structure: control unit, machine interface, position and motion control. Interpolators. Computer Numerical Control. Measurement techniques. Drive systems and control loops. Adaptive control of CNC machine tools. Prerequisites Textbook : ME 202 Manufacturing Technologies : Lecture notes References : M. Weck, Werkzeugmaschinen, Band 1-3, VDI-Verlag, 1984. H. Gross, Elektrische Vorschubantriebe für Werkzeugmaschinen, Siemens AG, München, 1981. G. Tlusty, Manufacturing Processes and Equipment, Prentice Hall, NJ, 2000. Y. Altintas, Manufacturing Automation, Cambridge University Press, Cambridge, 2000. Y. Koren, Computer Control of Manufacturing Systems, McGraw Hill, NY, 1983. C. H. Chang, and M. A. Melkanoff, NC Machine Programming and Software Design, Prentice Hall, NJ, 1987. N. A. Duffie and J. G.Bollinger, Computer Control of Machines and Processes, Addison-Wesley, MA, 1988. F. D. Petruzella, Programmable Logic Controllers, 2/e, McGraw Hill, NY, 1998. N. Mohan, T. M. Undeland, and W. P. Robbins, Power Electronics: Converters, Applications, and Design, 2/e, John Wiley & Sons, NY, 1995. Course Objectives : At the end of this course, the students will know the basic concepts in numerical control and CNC machine tools, be able program NC machine tools, know computer assisted programming of NC / CNC machine tools, understand the electrical motor drives used in NC / CNC machine tool technology, develop a working knowledge in computer control (hardware and software) and digital sensors employed in NC / CNC machine tool technology. Topics: week 1. History of machine tools 1 I-B-101

2. NC/CNC machine tool architecture 1.5 3. Axis and motion nomenclature and types of numerical control 0.5 4. Tooling and general considerations for part programming 0.5 5. Part programming 2 6. Computer-aided part programming 2 7. General structure of computer numerical control 1 8. Interpolators for CNC machines 1 9. Measurement techniques for NC/CNC machine tools 1 10. Fundamentals of electrical drive systems 2 11. Sequential logic 1.5 Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 class hour in the other session. Homeworks, Quizzes, Projects: Four homeworks, two midterm Exams, final exam Computer Usage: The students are required to simulate part programs before actual running on CNC machines and work on term papers using departmental PC facilities. Laboratory Work: The students are to work on two part programming projects using CNC lathes and milling machines. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 3, 7, 8, 9, 10. Prepared by : Asst. Prof. Dr. Melik DÖLEN Date : Fall 2003 I-B-102

Mechanical Engineering Department ME 442 DESIGN OF CONTROL SYSTEMS (Elective Course) Course Description : ME 442 Design of Control Systems (3-0)3 Introduction and review of basic concepts in frequency response and root locus. Static error coefficients as regard to log-magnitude diagrams. Polar plots and Nyquist diagram. Nyquist stability criterion. Relative stability analysis. Closed-loop frequency response specifications. Constant M and N circles and Nichols charts. Design and compensation techniques. Prerequisites Textbook References : ME 304 Control Systems : K. Ogata, Modern Control Engineering, 4 th Ed., Prentice Hall, 2002. : B. C. Kuo and F. Golnaraghi, Automatic Control Systems, 8 th Ed., Prentice Hall, 2003. C.H. Phillips and R.D. Harbor, Feedback Control Systems, 3 rd Ed., Prentice Hall, 1996. G.F. Franklin, J.D. Powell, and A.E. Naeini, Feedback Control of Dynamic Systems, 4 th Ed., Prentice Hall, 2002. Course Objectives : At the end of this course, the students will learn the basic concepts of root locus (RL) and its interpretation, gain the basic principles in designing controllers of a feedback system by root locus (RL) techniques, learn the basic concepts of polar plots and their interpretation, gain the basic principles in designing controllers of a feedback system by frequancy response (FR) techniques, gain a hands-on experience of working on the control of a real system, and learn how to keep records and to share them with others both orally and in written form, while working with their peers as a team. Topics: week 1. Introduction and review of basic concepts in frequency response and root locus, 0.5 minimum, non-minimum phase and all pass systems, transportation lag 2. Static error coefficients as regard to log-magnitude diagrams 1.5 3. Polar plots and Nyquist diagram 1.5 4. Enclosure, contour mapping and Cauchy's principle of the argument, Nyquist 2 stability criterion 5. Relative stability analysis 1.5 I-B-103

6. Closed-loop frequency response specifications, constant M and N circles, 2 Nichols charts 7. Design and compensation techniques by root locus and frequency response 3 8. Case studies 2 Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 class hour in the other session. Homeworks, Quizzes, Projects: Weekly homeworks are assigned regularly. Computer Usage: Students are encouraged to use Matlab software package in their homeworks. Laboratory Work: ME 442 Design of Control Systems course provides the students with design techniques for classical control systems, backed by some voluntary laboratory work performed by teams of 2-3 students each spending at least two hours in a week, producing weekly progress reports, and at the end of the semester a formal written report and its presentation are required: Determination of frequency response, Bode diagrams, polar plots. Analog transfer function simulator, transfer function analyzer, function generator and digital storage oscilloscope are used. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 3, 5, 6, 7, 8, 10, 11, 14. Prepared by : Prof. Dr. Tuna BALKAN, Prof. Dr. Bülent E. PLATBN Date : Fall 2003 I-B-104

Mechanical Engineering Department ME 443 ENGINEERING ECONOMY AND PRODUCTION MANAGEMENT (Elective Course) Course Description : ME 443 Engineering Economy And Production Management (3-0)3 Introduction and present economy studies. Cost concepts. Time value of money. Equivalence. Consideration of inflation. Bond problems. Comparison of investment alternatives. Replacement analysis. Depreciation. Break-even analysis. Evaluation of public projects. Linear programming. Large scale project planning. Prerequisities Textbook References : ECON 210 Principles of Economics : J.A. White, M.H. Ages and K.E. Case, Principles of Engineering Economy, John Wiley&Sons. : Chan S. Park, Contemporary Engineering Economics, Prentice Hall. William G. Sullivan, J.A. Bontadelli, E.L. Wicks, Engineering Economics, Prentice Hall. L.T. Blank and A.J. Tarquin, Engineering Economy, Mc Graw- Hill. E.Paul Degarmo, John R. Canada, William G. Sullivan, Engineering Economy, collier MacMillian. Raymond R. Mayer, Production Management, Mc Graw -Hill. Ray Wild, The Techniques of Production Management, Holt Rinekort Winston. A.H. Taha, Operations Research: An Introduction, MacMillan Course Objectives : At the end of this course, the student will learn how to evaluate the economic performance of engineering projects using the time value of money, learn basic cost temrinology and concepts and the way they are used in engineering economic analysis and decision making, be able to generate and evaluate mutually exclusive alternatives for investment decision from a list of feasible project proposals, be able to learn the effect of depreciation and income tax considerations in investment decisions, learn how to evaluate public projects, learn break-even and sensitivity analysis methods and how to apply them in decisionmaking process, learn how to make decision for replacing an existing asset with a new one among the available ones, learn how inflation will effect the economic evaluation of investment projects. I-B-105

Topics: week 1. Introduction; decision making process, present economy studies 1 2. Cost concepts; life cycle; past and sunk, opportunity, direct, indirect and 1 overhead, fixed, variable, average and marginal costs 3. Time value of money; compounding and discounting formulas; cash flow 2.5 diagrams, annuity, gradient and geometric series of cash flows; nominal, effective and varying rates of return; equivalency 4. Measures of worth; cost of capital and the minimum attractive rate of return; 2.5 present, future and equivalent uniform annual worth, rate of return, savings to investment ratio methods to measure worth of investment projects; capital recovery; inflation considerations; bond problems 5. Comparison of alternatives; mutual exclusiveness; planning horizons; cash flow 2 development; comparing the investment alternatives; replacement analysis 6. Depreciation 0.5 7. Break-even analysis 0.5 8. Public projects; characteristics: time value of money; benefit to cost ratio 1 method 9. Linear programming; formulation; simplex tabulation method 2 10. Large scale project planning; CPM, PERT 1 Class Schedule: Classes are held in two sessions per week; 2 class hours in each session. Term Projects: Each student individually prepares a term project related to the course subjects and their daily life applications. Computer Usage: Some of the students use PC s for their term projects. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 4, 8, 13. Prepared by : Prof. Dr. Mustafa Blhan GÖKLER Date : Fall 2000 I-B-106

Mechanical Engineering Department ME 444 RELIABILITY IN ENGINEERING DESIGN (Elective Course) Course Description : ME 444 Reliability In Engineering Design (3-0)3 Failure, durability, safety, reliability. Failure of components. Systems and system failures. Mathematical background related to engineering reliability. Reliability of components and assemblies. Design considerations: cost-redundancy-complexity and hazard. Maintenance. The role of testing and testing techniques. Rules, standards, codes and regulations on reliability. Case studies. Prerequisites : ME 308 Machine Elements II Textbook : P.O'Connor, Practical Reliability Engineering, Wiley, 1990. References : MIL-STD-7853, Reliability Program for Systems and Equipment. MIL-STD-7565, Reliability Modelling and Prediction, ISO 9000 Family of International Standards Course Objectives : At the end of this course, the student will acquire the fundamental knowledge as regards the fundamental probability concepts and be able to comprehend the definitions and terms pertinent to failure and reliability, and how these are physically realized, be able to carry our reliability modeling and analysis of simple systems. Topics: week 1. Failure, durability, safety reliability and material failures 1 2. Failures of components 1 3. Introduction to systems and system characteristics 1 4. System failures, FMEA 1 5. Mathematical background 3 6. Redundancy, reliability of components 1 7. Reliability of assemblies, fault tree analysis, FMECA 1 8. Design considerations; fail-safe, worst-case, damage tolerance, complexity and 2 redundancy, hazards 9. Improving reliability, testing and maintenance, TPM concept 2 10. Rules, standards and codes on reliability and advanced concepts 1 I-B-107

Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 class hour in other session. Homeworks, Quizzes, Projects: Students are required to submit a case study, analyzing a design, which involves considerable risk in groups of maximum four students. Computer Usage: Depends on the students' choice of the case study topic. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 7, 8, 11. Prepared by : Prof. Dr. Alp ESBN Date : Fall 2003 I-B-108

Mechanical Engineering Department ME 445 INTEGRATED MANUFACTURING SYSTEMS (Elective Course) Course Description : ME 445 Integrated Manufacturing Systems (3-0)3 Introduction to new concepts in manufacturing engineering. Group technology. Process planning, Integrative manufacturing. Computer integrated manufacturing (CIM) systems. Prerequisites Textbook References : ME 202 Manufacturing Technologies ME 206 Strength of Materials : Nanua Singh, Systems Approach to Computer-Integrated Design and Manufacturing, Wiley, 1996. : Bedworth, David, Henderson, Nerk Wolfe, Philip M., Computer- Integrated Design and Manufacturing, Mc Graw-Hill International Editions, Mechanical Engineering Series, 1991. Groover, Mikell, Automation, Production Systems, and Computer Integrated Manufacturing, Prentice Hall International Editions, 1987. Zeid, Ibrahim, CAD/CAM Theory and Practice, Mc Graw-Hill International Editions, Computer Science Series, 1991. Warnock, Ian, Programmable Controllers Operation and Application, Prentice Hall, 1988 Course Objectives : The aim of this course is to teach basic elements of flexible automation, to teach basics of CNC machines and programming, and robotics, To introduce the concepts of modern technologies used in today s manufacturing enterprises, like, group technologies, integrative manufacturing planning and control, etc., To give students a broad view of CIM and its basic features. Topics: 1. Introduction -Need for Automation in Manufacturing -The Scope of Computer Integrated Manufacturing -Operations Flow in a Manufacturing System 2. Group Technology -Methods for Developing Part Families -Classification & Coding -Facility Design Using G.T. -Economic Modelling in G.T. Environment 3. Process Planning -Approaches to Process Planning -Computer Aided Process Planning (CAPP) Systems week 1 2 2 I-B-109

-Tolerance Charts -Advances in CAPP 4. Integrative Manufacturing Planning & Control -Overview of Manufacturing Engineering -Overview of Production Control -Cellular Manufacturing -Just in Time Manufacturing 5. Numerical Control in Manufacturing -Overview of NC Operation & Equipment & NC Programming -Computer Numerical Control (CNC) and Distributed Numerical Control (DNC) -Controls in NC 6. Robotics -Fundamentals -Robot Programming 7. Measurement, Analysis & Actuation -Sensing & Measuring -Programmable Controllers -Actuation 8. CIM -Technological Issues -Networking -CIM strategy 2 2 1 2 2 Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 class hour in the other session. Homeworks, Quizzes, Projects: 1 Homework, 4 Laboratory Projects, 4 Laboratory Quizzes Computer Usage: PLC programming Laboratory Work: The course has laboratory demonstrations on sensors, PLC programming, CNC programming, and CMM application. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 3, 4, 7. Prepared by : Prof. Dr. Ömer ANLAaAN, Prof. Dr. Engin KILIÇ Date : Fall 2003 I-B-110

Mechanical Engineering Department ME 448 FUNDAMENTALS OF MICRO ELECTROMECHANICAL SYSTEMS (MEMS) (Elective Course) Course Description : ME 448 Fundamentals of Micro Electromechanical Systems (MEMS) (3-0)3 Fundamental knowledge (design, manufacture and packaging) of MEMS and Microsystems. Overview of MEMS and Microsystems. Working principles of Microsystems. Engineering science topics for microsystem design and fabrication. Application of thermofluid engineering principles in microsystems design. Scaling laws and miniaturization. Materials for MEMS. Microsystem manufacturing processes. Microsystem design and packaging. Prerequisites Textbook References : ME 202 Manufacturing Technologies, EE 209 Fundamentals of Electrical and Electronics Engineering, METE 228 Engineering Materials, ME 307 Machine Elements I, ME 308 Machine Elements II. Consent of the Department for non-me Students. : Tai-Ran Hsu,MEMS & Microsystems, Design and Manufacture, McGraw-Hill, 2002. : J. W. Gardner, V. K. Varadan, O. O. Awadelkarim, Microsensors, MEMS and Smart Devices, John Wiley and Sons, 2001 Nadim Maluf, An Introduction to Microelectromechanical Systems Engineering, Artech House, Inc., 1999, ISBN: 0890065810 The MEMS Handbook, M. Gad-El-Hak (Editor), CRC Press, 2001 M. Elwenspoek, R. Wiegerink, Mechanical Microsensors, Springer-Verlag, 2001 G. T. A. Kovacs, Micromachined Transducers Sourcebook, McGraw-Hill, 1998 Course Objectives : At the end of this course, the student will be able to understand working principles of MEMS and microsystems able to use their engineering science knowledge for design and fabrication of MEMS and microsystems able to use their engineering mechanics knowledge for design of MEMS and microsystems able to use the scaling laws for conceptual design of MEMS and microsystems acquainted with the basic information on materials used for making of microcomponents and devices acquainted with the information on microfabrication processes and micromanufacturing techniques able to improve their skills on design and manufacturing of MEMS and microsystems Topics: week I-B-111

1. Overview of microsystems and the evolution of microfabrication. 1 Preview of the current and potential markets for various types of microsystems. 2. Working principles of currently available microsensors, actuators and motors, 1 valves, pumps, and fluidics used in microsystems. 3. Engineering science topics applicable to microsystems design and fabrication. 1 4. Engineering mechanics topics relevant to microsystem design and packaging. 2 Mechanics of deformable solids and mechanical vibration theories. Basic formulations of thermomechanics and fracture mechanics of interfaces of thin films that are common in microstructures. Outline of the finite element method for stress analysis. 5. Application of thermofluid engineering principles in microsystems design 1 6. Scaling laws that are used in the conceptual design of microdevices and systems 1 7. Materials used for common microcomponents and devices. 2 Active and passive substrates, packaging materials. Materials ( piezoresistives, piezoelectrics, and polymers) for microsystems 8. Microfabrication processes for micromanufacturing 2 9. Common micromanufacturing techniques: bulk manufacturing, surface micromachining, and the LIGA process 10. Essential elements involved in the design and packaging of microsystems. The use of CAD and the finite element method. Case studies and examples in the design and packaging of micro pressure sensors and fluidics. 1 2 Class Schedule: Classes are held in two sessions; 2 class hours in one session and 1 class hour in other session. Homeworks, Quizzes, Projects: There is one term project (20%). Computer Usage: Computer usage is required in preparation of term projects. Projects are prepared by using the related software for MEMS (Cadence, CoventorWare (MEMCAD ), MEMSCAP, ANSYS,..). Studies can be made by making use of conventional CAD software. Laboratory Work: Laboratory demonstrations related to the manufacturing and testing of MEMS products. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 5, 8, 9, 11, 13. Prepared by : Prof. Dr. M. A. Sahir ARIKAN Date : Fall 2003 I-B-112

Mechanical Engineering Department ME 450 NONDESTRUCTIVE TESTING METHODS (Elective Course) Course Description : ME 450 Nondestructive Testing Methods (3-0)3 The role of NDT in quality assurance. Mechanical Engineering applications of the most commonly used NDT methods such as ultrasonic, radiographic, liquid penetrant, magnetic particle, and eddy current. Concept of NDT suitable design. Testing of products according to NDT standards. Special purpose testing techniques and their working principles. Prerequisites Textbook References : None : R. Halmshaw, Non-destructive Testing, 2nd Edition, Edward Arnold, 1991. : P.E. Mix, Introduction to Non-destructive Testing: A Training Guide, John Wiley & Sons, 1987. Course Objectives : At the end of this course, the students will be familiar with the most commonly used NDT methods such as visual, radiography, ultrasonic, penetrant, magnetic particle, eddy current, etc., be familiar with the applications of most commonly used NDT methods on different test objects, be familiar with the operating principles and the use of various nondestructive testing equipment, recognize the importance of nondestructive testing during the design of objects or structures. Topics: week 1. Importance of NDT in quality assurance 1.5 2. Introduction to radiographic testing 3 3. Introduction to ultrasonic testing 3 4. Introduction to penetrant testing 1 5. Introduction to magnetic particle testing 1.5 6. Special NDT methods 4 Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 hour in the other session. I-B-113

Laboratory Work: 1. Making a radiographic test of a component. Laboratory program covers: familiarizing with the test equipment, radiation protection, selection of exposure arrangement, exposure calculations, film packaging, film marking, processing and evaluation according to a standard (report required) 2. Ultrasonic examination of a test object. Laboratory program covers: familiarizing with the test equipment, distance calibration for straight, angle beam, and TR-probes, sensitivity calibration, scanning directions, documentation (report required) 3. Penetrant testing of an object. Laboratory program covers: type of test systems, control blocks, control of illumination, application of a complete test procedure (report required) 4. Magnetic particle examination of a test piece. Laboratory program covers: various magnetization equipment, control of magnetization, control of test medium, application of a complete test procedure, demagnetization (report required) 5. Eddy current testing. Laboratory program covers: different eddy current equipment, ferrite content measurement, conductivity measurement, calibration blocks, phase plane display of various defects and geometrical variations (report required) Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 8, 10, 11. Prepared by : Prof. Dr. Bülent DOYUM Date : Fall 2003 I-B-114

Mechanical Engineering Department ME 451 INTRODUCTION TO COMPOSITE STRUCTURES (Elective Course) Course Description : ME 451 Introduction To Composite Structures (3-0)3 Composite materials and their structural properties. Composite systems. Principles of manufacturing. Structural mechanics of laminated composites. Generalized Hooke s law. Classical lamination theory. Plane stress problems. Engineering applications. Design principles. Failure criteria and damage tolerance. Prerequisites Textbook References : ME 206 Strenght of Materials : P.K. Mallick, Fiber-Reinforced Composites: Materials, Manufacturing and Design, Marcel Decker, Inc. : S.W. Tsai, Composites Design, Think Composites. R.M. Jones, Mechanics of Composite Materials, McGraw-Hill. B.D. Agarwal and L.J. Broutman, Analysis and Performance of Fiber Composites, John Wiley and Sons. K.G.H. Ashbee, Fundamental Principles of Fiber Reinforced Composites, Technomic Publishing AG. L.A. Carlsson and J. W. Gillespie, (Ed.) Delaware Composites Design Encyclopedia, Volumes 1-6, Technomic Publishing AG. L.N. Phillips, Design with Advanced Composite Materials, The Design Council. Course Objectives : At the end of this course, the students will acquire the information about properties and structure of commonly used fibers and matrix materials for polymer based composites, comprehend the basic principles of advanced composites manufacturing, be able to analyze mechanics of fiber reinforced composite laminates, acquire the information about various test methods for fiber reinforced composites, be able to design a FRC laminated structure under various in-plane loading conditions. Topics: week 1. Introduction: use of composite materials, metal/composite trade-off study 1 2. Composite systems: basic principles, fiber reinforced materials, matrix materials 3. Principles of manufacturing: laminating procedures and autoclave techniques, filament winding, pultrusion, resin transfer molding, machining 4. Mechanics of laminated composites: review of stress-strain concept, generalized Hooke's law, plane stress problems, classical lamination theory, thermal and moisture effects, failure criteria 5. Design principles and damage tolerance: typical composite constructions, applications, damage-tolerant design 3 3 4.5 2.5 I-B-115

Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 hour in the other session. Computer Usage: Students are required to prepare a computational project to design a fiber reinforced composite laminate under a specified load. Students are also supposed to write routines to calculate stiffness and laminate stresses. Laboratory Work: Students are supposed to attend the field trips to see the composite production facilities around the town. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 3, 4, 5, 6, 7, 8, 9, 11, 13, 14. Prepared by : Assoc. Prof. Dr. Levend PARNAS Date : Fall 2003 I-B-116

Mechanical Engineering Department ME 453 METAL FORMING TECHNOLOGY (Elective Course) Course Description : ME 453 Metal Forming Technology (3-0)3 Classification of forming processes. Bulk and sheet metal forming processes. Working spaces of various processes. Product spectrum and properties, materials suitable for forming processes. Forming force and forming work computations. Design of forming tools: punches and dies, tool materials. forming sequences. Process procedures: heat treatments, raw material preparation, lubrication, environmental issues. Principles of forming machines: hammers, mechanical presses and hydraulic presses, selection of forming machines. Economical aspects. Prerequisites Textbook : ME 303 Manufacturing Engineering : K. Lange (Editor), Handbook of Metal Forming, McGraw-Hill, 1985. References : W. F. Hosford, R. M., Cadell, Metal Forming, Prentice-Hall, 1983. Z. Marcinial, J. Duncan, Mechanics of Sheet Metal Forming, Edward Arnold, 1992. Course Objectives : At the end of this course, the student will understand the theoretical fundamentals of plastic deformation of metals, learn and apply analysis methods in plasticity, learn technical characterization of metal forming processes, gain ability to act in an engineering environment. Topics: week 1. Introduction 1 2. Review of Fundamentals 3 3. Processes Design-I: Bulk Forming Processes 3.5 4. Processes Design-II: Sheet Metal Forming Processes 3.5 5. Forming Machines 1 6. Economics of Forming Processes 1 Class Schedule: Classes are held in two sessions per week; 2 class hours in each session. I-B-117

Homeworks, Quizzes, Projects: Homeworks and Projects Computer Usage: Analytical and numerical modelling done on computer. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 3, 5, 7, 8, 11. Prepared by : Prof. Dr. A. Erman TEKKAYA Date : Fall 2003 I-B-118

Mechanical Engineering Department ME 461 MECHATRONIC COMPONENTS AND INSTRUMENTATION (Elective Course) Course Description : ME 461 Mechatronic Components and Instrumentation Basic applied concepts in mechatronic components and instruments. Laboratory experiments on: identification and classification of mechatronic components, sensors and transducers, machine vision, actuating systems, information and cognitive systems, mechatronic instrumentation, evaluation of mechatronic systems. Prerequisite Textbook : None : Rzevski G., Mechatronics: Designing Intelligent Machines Volume 1: Perception, Cognition and Execution, Butterworth-Heinemann, 1999. Course Objectives : At the end of this course, the students will become familiar with various sensors and transducers commonly used in mechatronic designs, and use many of them in the lab for better comprehension of their use in practice, become familiar with different (micro)controllers that can be used to integrate various sensors and actuators into a single mechatronic solution, become familiar with different actuators commonly used in mechatronic designs, and use some of them in the lab, learn about different ways of interpreting sensory information such as image and speech processing, become familiar with traditional and contemporary decision making and improve their programming skills. Topics: week 1. What is mechatronics? 1 2. Programming Overview: PC and Microprocessor 2 3. Electric circuit components 1 4. Actuators and energy sources 2 5. Sensors 2 6. Computer Interfacing 2 7. Introduction to computer vision 1 I-B-119

8. Introduction to decision making 2 9. Contemporary issues 1 10. Team project group presentations 1 Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 hour in the other session. Homework, Quizzes and Projects: Homework is assigned on weekly basis. Assignments are given for several purposes. Letting the student perform a literature survey on a given topic, reading an academic papers and sketching small-scale designs are of major one to be listed. Quizzes are given based on reading assignments and programming techniques taught on regular basis. Teams of two to three students work on a design projects. The projects will involve a groupup design process with an operational end product. Computer Usage: Computers are used in this course in order to program and debug both microcontrollers and the PC. Preferred languages as of date are Visual Basic and C++ on the PC platform, and Assembler, Basic and C on the microcontroller platforms. Laboratory Work: Several labs are conducted throughout the semester. The major topics covered can be summarized as follows: Introduction to basic circuit elements and circuit building Introduction to microcontroller environment and programming Design of DC motor drive circuits Microcontroller based DC motor actuation Sensors and microcontroller interfacing Feedback control system design (these are not demo lab, indeed students is given a problem to be solved by implementing a feedback control system) Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 3, 4, 7, 8, 9, 10. Prepared by : Dr. Bugra KOKU Date : Fall 2003 I-B-120

Mechanical Engineering Department ME 462 MECHATRONIC DESIGN (Elective Course) Course Description : ME 462 Mechatronic Design Introduction to mechatronic concepts, mechatronic systems and components, theory of engineering design, synergistic design, design models, systematic design, mechatronic design project, manufacturing mechatronic products and their performance tests in design contest. Prerequisite Textbook References : Consent of the department : Lecture notes : Various articles provided throughout the semester Course Objectives : At the end of this course, the student will be introduced with systematic approaches to engineering design, by studying unsuccessful design processes as case studies, learn about common mistakes that can take place throughout a design process, complete a design project, which yields an end-product, broaden their perspective of design from mechatronics point of view and improve their ability to work on interdisciplinary projects within a group. Topics: week 1. What mechatronics is and mechatronic design approach 2.5 2. Role of modeling in mechatronic design 2 3. Sensor and actuator characteristics 1.5 4. Synchronous and asynchronous sequential systems 1 5. Fault analysis in mechatronic systems 1 6. Design optimization of mechatronic systems 1 7. Design for Environment 2 8. New trends in mechatronics 2 9. Intellectual Property Patenting, Ethical Considerations 1 10. Team project group presentations 1 I-B-121

Homework, Quizzes and Projects: Teams of three to four students work on mechatronic design projects. The projects will involve a group-up design process with an operational end product. Computer Usage: Computers are used in this course in order to program and debug both microcontrollers and the PC. Preferred languages as of date are Visual Basic and C++ on the PC platform, and Assembler, Basic and C on the microcontroller platforms. Laboratory Work: Laboratory work in this course focuses on research and implementation of group projects and other small scale assignments throughout the semester. Contribution of the course to meeting the professional component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 3, 4, 5, 6, 7, 8, 9, 11, 12, 13. Prepared by : A. Bugra KOKU Date : Fall 2003 I-B-122

Mechanical Engineering Department ME 471 PRODUCTION PLANT DESIGN (Elective Course) Course Description : ME 471 Production Plant Design (3-0)3 Fundamentals and design of production systems. Group technology, FMS and CIM. Market survey and plant location analysis. Types of plant layout. Process analysis. Quantity and quality planning and controlling for production. Machine selection. Materials handling. Storages. Safety rules and regulations. Computer applications. Evaluation of design alternatives. A complete design of a production plant as a guided term paper. Prerequisites : ME 303 Manufacturing Egineering Textbook : James M. Moore, Plant Layout and Design, MacMillan, 1962. References : Ray Wild, The Techniques of Production Management,Holt Rinehort and Winston Ltd., 1978 Edwood S. Buffa, Production Management, Wiley, 1980 Course Objectives : At the end of the semester, the students will be competent in designing a production plant, have hands on experience in completing a Production Plant Design Project, know how to document and present their work on their design project, understand the principles of project management and will work in a team environment efficiently. Topics: week 1. Fundamentals and design of production systems, FMS, CIM and GT 1 2. Market survey, plant location selection 1 3. Types of plant layout 1 4. Process analysis, charts and sheets used; assignment of the guided project 1 5. Quantity and quality planning and controlling for batch and mass production 3 6. Machine selection 1 7. Materials handling 1 8. Safety rules and regulations; factory visit 1 9. Evaluation of the design alternatives 2 I-B-123

10. Continuation and evaluation of the guided project work; group discussions 2 Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 hour in the other session. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 3, 5, 6, 7, 8, 9, 11. Prepared by : Dr. Macit KARABAY Date : Fall 2003 I-B-124

Mechanical Engineering Department ME 476 SECOND LAW ANALYSIS OF THERMAL SYSTEMS (Elective Course) Course Description : ME 476 Second Law Analysis of Thermal Systems (3-0)3 Introduction. Basic exergy concepts. Elements of plant analysis. Exergy analysis of simple processes. Examples of thermal and chemical plant analysis. Thermoeconomic application of exergy. Prerequisites Textbook References : ME 204 Thermodynamics II : T.J. Kotas, The Exergy Method of Thermal Plant Analysis, Butterworths, 1985. : M. Planck, Treatise on Thermodynamics, Dower Publications Inc, New York 1945. A. Bejan, Entropy Generation Through Heat and Fluid Flow, A Wiley Interscience Publication New York, 1982. G.N. Hatsopoulos and J.H. Keenan, Principles of General Thermodynamic, John Wiley & Sons, New York, 1965, 1981. J.R. Howell and R. O. Buckius, Fundamentals of Engineering Thermodynamics, Second Edition, McGraw-Hill Book Co., New York, 1992. J.H. Keenan, Thermodynamics, M.I.T. Press, Cambridge, MA, 1970. J. Kestin, A Course in Thermodynamics, Hemisphere Publishing Corp., Washingto, D.C., 1966, 1979. M.J. Moran and H.N. Shapiro, Fundamentals of Engineering Thermodynamics, Second Edition, John Wiley & Sons, New York, 1992. H. Reiss, Methods of Thermodynamics, Blaisdell Publishing Co., Waltham, MA, 1965. W.C. Reynolds and H.C. Perkings, Engineering Thermodynamics, Second Edition, McGraw-Hill Book Co., New York, 1977. A.H. Shapiro, The Dynamics and Thermodynamics of Compressible Fluid Flow, The Ronald Press Co., New York, 1953. W.F. Stoecker, Design of Thermal Systems, Third Edition, McGraw-Hill Book Co., New York, 1989. K. Wark, Thermodynamics, Fourth Edition, McGraw-Hill Book Co., New York 1983. L.C. Woods, The Thermodynamics of Fluid Systems, Oxford University Press, London, 1975. E. P. Gyftopoulos and G.P. Beretta, Thermodynamics-Foundation and Applications, Macmillan Publishing Company, New Pork 1991. A. Bejan, G. Tsatsaronis and M. Moran, Thermal Design and Optimization, A Wiley-Interscience Publication, New York 1996. I-B-125

A Bejan, Advance Engineering Thermodynamics, A Wiley Interscience Publication New York 1988. H.Yüncü, Klasik Termodinamik Prensipleri, TXp & Teknik yayxnlarx., Ankara, 2000 J. Szargut, R.M. Morris, F.R. Steward, Exergy Analysis of Thermal, Chemical and Metallurgical Processes, Hemisphere Publishing Corporation, 1988. Course Objectives : At the end of this course the student will gain familiarity with the concepts of exergy(availability),irreversibility,thermodynamic environment and dead state, be able to understand the scope,limits and implications of exergy equation, be able to become familiar with the concepts and implications of Second Law Efficiency, be able to acquire sufficient knowledge to make first and second law analyses of engineering systems including power cycles, combustion systems,refrigeration systems through the use of exergy equation, be able to search,analyse and organize scientific information in the field of exergy. Topics: week 1. Introduction 2 2. Basic exergy concepts 2 3. Elements of plant analysis 3 4. Exergy analysis of simple processes 2 5. Examples of thermal and chemical plant analysis 2 6. Thermoeconomic applications of exergy 3 Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 class hour in the other session. Computer Usage: Students are encouraged to solve the homework problems in computer environment. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 3, 4, 7, 8, 9, 13. Prepared by : Prof. Dr. Hafit YÜNCÜ Date : Fall 2003 I-B-126

Mechanical Engineering Department ME 478 INTRODUCTION TO SOLAR ENERGY UTILIZATION (Elective Course) Course Description : ME 478 Introduction To Solar Energy Utilization (3-0)3 Nature of solar radiation. Calculation and measurement of insolation on horizontal and tilted planes. Transmission of solar radiation through glass and plastics. Flat-plate collector theory and performance of concentrating type collectors. Heat Storage, use of solar energy for power production. Miscellaneous uses such as distillation, cooking, cooling. Laboratory practice on solar radiation. Prerequisites Textbook References : ME 312 Thermal Engineering : E. Tasdemiroglu, Solar Energy Utilization: Technical and Economical Aspects, METU, 1988. : J.A. Duffie, W.A. Beckman, Solar Engineering of Thermal Processes, John Wiley & Sons, 1980. Ed: W.C. Dickinson, P.N. Cheremisinoff, Solar Energy Technology Handbook - Parts A & B, M. Dekker, 1980. Course Objectives : At the end of this course, the student will gain familiarity with the nature, the quantity and the geometric considerations of the radiation emitted by the sun and incident on the earth s atmosphere, be familiar with the effects of the atmosphere on the solar radiation and understand how the available radiation data can be processed to obtain the radiation incident on surfaces of various orientations, be able to acquire sufficient knowledge to analyze and design solar collectors, acquire a capacity to analyze and design active solar heating systems, be able to understand the basic relationships among solar radiation characteristics of materials. Topics: week 1. Energy situation in the world and in Turkey 1 2. Solar astronomy 1 3. Solar radiation 2 4. Flat-plate solar collectors 2 5. Concentrating collectors 2 6. Solar heating systems 2 I-B-127

7. Other solar thermal applications 1 8. Solar electric power generation 1 9. Economic evaluation of solar systems 2 Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 class hour in other session. Laboratory Work: Laboratory work is not required. Solar house and solar collectors are used for demonstration purposes. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 3, 7. Prepared by : Prof. Dr. Faruk ARINÇ Date : Fall 2003 I-B-128

Mechanical Engineering Department ME 481 INDUSTRIAL FLUID POWER (Elective Course) Course Description : ME 481 Industrial Fluid Power (3-0) 3. Basic principles. Basic hydraulic and pneumatic systems. Hydraulic power systems : Hydraulic oils; distribution system; energy input and transfer devices; energy modulation devices; energy output and transfer devices; other components such as filters and strainers, and accumulators; system design and circuit analysis. Pneumatic power systems. Case studies. Prerequisites Textbook References : ME 306 Fluid Mechanics II ME 308 Machine Elements : None : Pinches and Ashby, Power Hydraulics, Prentice Hall, London, 1989. A. Esposito, Fluid Power with Applications, Prentice Hall, London,1994. J.W. Wolansky et al., Fundamentals of Fluid Power, Houghton Mifflin, Company, Boston, 1977. J.A. Sullivan, Fluid Power : Theory and Applications, Reston Publishing Company, Reston, Virginia,1982. Course Objectives : At the end of this course, students will be thoroughly familiar with the basic components of hydraulic power systems, learn how to produce a conceptual design in the form of a symbolic diagram of a hydraulic power circuit to satisfy the requirements of a specified task, learn how to make calculations directed to the selection of components relevant to the specified task using symbolic diagrams of fluid power circuits and finalize the design using data for the components selected, know how to decide if an accumulator is to be used as the primary or secondary source of energy and to choose a suitable accumulator size when required, have a sound understanding of the differences between the hydraulic and pneumatic power systems and be able to extend their acquired knowledge and abilities for the hydraulic systems to pneumatic power systems. Topics: week 1. Introduction 0.5 2. Basic Hydraulic and Pneumatic Systems 0.5 3. Power Transmitting Fluids 1 I-B-129

4. The Distribution System 1 5. Energy Input and Transfer Devices 2 6. Energy Modulation Devices 1.5 7. Energy Output and Transfer Devices 1.5 8. Filters and Accumulators 1 9. System Design and Circuit Analysis 3 10. Pneumatic Systems 1 11. Case Studies 1 Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 class hour in the other session. Homeworks, Quizzes, Projects: Weekly homework assignments. A course project involving animation of a fluid power circuit operation may be assigned on a voluntary basis to individuals or groups of students. Computer Usage: Students use computers in the solution of some homework problems and in their voluntary projects which involve the animation of specified fluid power circuits. Laboratory Work: Course has three one-hour sessions in the laboratory mainly for demonstrative purposes. These sessions are planned with the available setups in the Control Laboratory. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 2 credits Other: 1 credit Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 3, 4, 5, 7, 8, 9, 11. Prepared by : Prof. Dr. Y. Samim ÜNLÜSOY Date : Fall 2003 I-B-130

Mechanical Engineering Department ME 483 EXPERIMENTAL TECHNIQUES IN FLUID MECHANICS (Elective Course) Course Description : ME 483 Experimental Techniques In Fluid Mechanics (3-0)3 Instrumentation and measurement techniques in fluid mechanics. Pressure measurements and probe techniques. Fluid velocity and flow measurements. Hot-wire and laser-doppler anemometry and flow visualisation. Scale modelling. Design of experiments. Statistical data analysis. Data acquisition. Designing, constructing and performing fluid mechanics experiments. Term project. Prerequisites : ME 306 Fluid Mehanics II Textbook : Experimental Techniques in Fluid Mechanics, Class Notes, 2003, Mech. Eng Dept. References : Measurement Techniques in Fluid Mechanics, VKI Lecture Notes. F.A.E. Brugelmans, and G. Junkhan, Probes for Pressure Measurement, VKI, CN82, 1973. H. Schenk, Jr., Theories of Engineering Experimentation, 2nd Ed., McGraw-Hill Book Co., 1968. C. Lipson, and N.J Sheth, Statistical Design and Analysis of Engineering Experiments, McGraw-Hill Book Co., 1973. G.J. Hahn, and S.S. Shapiro, Statistical Models in Engineering, J. Wiley and Sons Inc., 1968. J.G. Goldstein, Fluid Mechanics Measurements, Hemisphere Pub. Co., 1983. R.W. Miller, Flow Measurement Engineering Handbook, McGraw- Hill, 1983. Course Objectives : At the end of this course, the student will gain laboratory practice especially in the area of experimental fluids engineering, gain theoretical knowledge on experimentation fundamentals, gain practical knowledge on experimentation fundamentals, gain practice on the design of experiments and learn group work approach to real industrial and practical problems, gain ability and practice on team work, project management, presentation and reporting, gain practice working in collaboration with the industry and professional researchers, gain practice in data acquisition and analysis, learn about modeling and similitude. Topics: week 1. Introduction to fluid mechanics experimentation 0.5 I-B-131

2. Measurement chains and instrumentation 2 3. Pressure measurements and probes 1 4. Flow and velocity measurements 2 5. CTA & LDA 0.5 6. Data acquisition and analysis 1 7. Modelling techniques and similitude 2 8. Experimentation basics 1 9. Project management and followup 4 Class Schedule: Classes are held in two sessions; 2 class hours in one session and 1 class hour in other session. Homeworks, Quizzes, Projects: Group projects (for 2-3 student teams), on an industrial problem, supported by the industry. Computer Usage: Data acquisition and data analysis. Laboratory Work: A set of (ten) experiments and three demonstrations for the conceptional understanding of the discipline are performed. These are on the following topics: 1. Calibration of instruments (five experiments) 6. Error analysis 7. Fitting a correlation to a phenomena 8. Transient phenomena & dynamic response 9. Similitude & non-dimensional parameters 10. Data acquisition and data analysis 11. Demonstration on electronic instrumentation 12. Demonstration on hot-wire anemometry 13. Demonstration on laser doppler anemometry In addition to these, the student is given a term project where groups of two are asked to design, construct, then do experiments on an experimental set-up or prototype. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 14. I-B-132

Prepared by : Prof. Dr. O. Cahit ERALP Date : Fall 2003 I-B-133

Mechanical Engineering Department ME 485 COMPUTATIONAL FLUID DYNAMICS USING FINITE VOLUME METHOD (Elective Course) Course Description : ME 485 Computational Fluid Dynamics using Finite Volume Method (3-0)3 Conservation laws and boundary conditions, finite volume method for diffusion problems, finite volume method for convectiondiffusion problems, solution algorithms for pressure-velocity coupling in steady flows, solution of discretization equations, finite volume method for unsteady flows, implementation of boundary conditions. Prerequisites Textbook References : ME 305 Fluid Mechanics ME 310 Numerical Methods ME 311 Heat Transfer : H. K. Versteeg and W. Malalasekera, An Introduction to Computational Fluid Dynamics: The Finite Volume Method, Addison Wesley Longman Limited, Great Britain, 1995. : J. D. A. Anderson, Computational Fluid Dynamics, McGraw Hill Book Company, New York, 1995. S. V. Patankar, Numerical Heat Transfer and Fluid Flow, McGraw Hill Book Company, New York, 1980. C. Pozrikidis, Introduction to Theoretical and Computational Fluid Dynamics Computing, Oxford University Press, Inc., New York, 1996. Course Objectives : At the end of this course, the student will understand the fundamentals of the fluid dynamics behind complex engineering problems, learn basic concepts used for the discretization of the solution domain, learn the finite volume algorithms on which the CFD codes are based, acquire a theoretical background for the effective use of commercial CFD codes, learn that CFD cannot be professed adequately without continued reference to experimental validation, learn how to model the simple thermofluid problems. Topics: week 1. Introduction 1 2. Conservation Laws and Boundary Conditions 2 3. The Finite Volume Method for Diffusion Problems 1 I-B-134

4. The Finite Volume Method for Convection-Diffusion Problems 3 5. Solution Algorithms for Pressure-Velocity Coupling In Steady Flows 2 6. Solution of Discretisation Equations 1 7. The Finite Volume Method for Unsteady Flows 2 8. Implementation of Boundary Conditions 2 Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 class hour in the other session. Homeworks, Quizzes, Projects: There are 5 computer assignments during the course. The term project involves the flow and thermal analysis of an engineering problem by using a commercial software such as FLUENT. Computer Usage: Students are expected to use computers during the preparation of computer assignments. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 2 credits Other: 1 credit Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 3, 4, 6, 8. Prepared by : Prof. Dr. M. Haluk AKSEL Date : Fall 2003 I-B-135

Non-Departmental Course Syllabi

Department of Computer Engineering CENG 230-INTRODUCTION TO COMPUTERS AND C PROGRAMMING Course Description : CENG 230 Introduction to Computers and C Programming (2-2)3 Introduction.Constants, variables, expressions, statements. Selective structures. Pepetitive structures and arrays. Functions.Multi-dimensional arrays. (Offered to non-ceng students only). Prerequisites : None Textbook : Hanly-Koffman, Problem Solving and Program Design in C, Addison Wesley, 3 rd edition, 1999. H.M.Deitel-D.J.Deitel, C:How to Program, Prentice-Hall, 2 nd edition. R.Kumar, R.Agrawal, Programming in ANSI C, West Pub.,1992. Course Objectives : At the end of this course the student will be introduced the concepts of computers, algorithms, programming and C language to nonmajors. Topics: week 1. Overview of Computers and Programming 1 2. Overview of C 2 3. Selections Structures: IF and SWITCH statements 2 4. Repetition and Loop Statements 3 5. Modular Programming 3 6. Arrays 3 Class Schedule: Classes are held in one session (2 hours) per week. Laboratory Work: Computer laboratory is two class hours per session, two sessions per week. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Other: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 8. I-B-134

Prepared by : Fügen SELBES Date : Fall 1999 I-B-135

Department of Chemistry CHEM 107 GENERAL CHEMISTRY Catalog Data : CHEM 107 General Chemistry (3-2)4 One term course for students for students of EE, CE, IE, FDE, ENVE, CENG, AEE, ME. Introduction to atomic and electronic structure, chemical bonding, molecular structures and bonding theories, properties of liquids, solids and solutions, chemical equilibrium, kinetics, thermodynamics, metal complexes, organic compounds and nuclear chemistry. Prerequisites Textbook References Course Objectives : None : Theodore L.Brown, H. Eugene le May, Jr. Brue E.Bursten. James E.Brady and John R.Holum, Chemistry: the Central Science : None : At the end of this course, the first year engineering student will be provided a condense description about the basic concepts of chemistry. Topics: hours 1. Atomic and Electronic StructureThermodynamics 3 2. Chemical Bonding 7 3. Intermolecular Attractions and Properties of Liquids and Solids 3 4. Solutions 3 5. Thermodynamics 4 6. Chemical, and Acid-Base Equilibria, Solubility and Simultaneous Equilibria 6 7. Metal Complexes and Their Role in Chemistry 3 8. Organic Compounds, Polymers and Biochemicals 6 9. Nuclear Reactions and Their Role in Chemistry 3 10. Kinetics 3 I-B-136

Class Schedule: Classes are generally held in two sessions; 2 class hours in one session and 1 class hour in the other session. Laboratory Work: Laboratories are once in two weeks, 3 hours/lab.period, 6 lab. periods in a semester, report required for each experiment. Experiments performed are: Introductory laboratory techniques The law of definite proportions Molecular Structure Kinetic study of the reaction between ferric and iodide ions Acid-Base Titration Preparation of Trisoxaloferrate (III) trihydrate, K 3 [Fe(C 2 O 4 ) 3 ]3H2O Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Mathematics and basic science: 4 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 8, 10. Prepared by : Dr. Ali USANMAZ, Department of Chemistry Date : Fall 1999 I-B-137

Department of Economics ECON 210 PRINCIPLES OF ECONOMICS Course Description : ECON 210 Principles of Economics (3-0)3 A non-departmental course designed for engineering students to give a basic understanding of: The nature of economics, general view of price system, the determination of national income, principles of money and banking, open economy macroeconomics. Prerequisites Textbook Course Objectives : None : E. NazXm, Basic Economics (draft) : To give a basic understanding of the market mechanism and income determination in an open economy context taking into account financing constraints. Topics: 1. What is economics? 2. Demand and supply 3. The market mechanism 4. National income accounting 5. Income determination 6. Applications of demand and supply 7. The open economy 8. Money and asset prices 9. Inflation and stabilization Class Schedule: The course has three lecture hours. Each lecture is 50 minutes. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: General Education: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 13. I-B-138

Prepared by : NazXm EKBNCB Date : Fall 1999 I-B-139

Electrical and Electronics Engineering Department EE 209 FUNDAMENTALS OF ELECTRICAL AND ELECTRONICS ENGINEERING Course Description : EE 209 Fundamentals of Electrical and Electronics Engineering (3-0) 3 Fundamental circuit laws. Resistive circuit analysis. Sinusoidal steady-state response of circuits. Three-phase circuits. Magnetic circuits and transformers. Electromechanical energy conversion (DC and AC machines). Semiconductor elements (diodes and transistors), transistor biasing and amplifiers. Operational amplifiers and integrated circuits. Prerequisites Textbooks : PHYS 106 General Physics II : D.E. Johnson, J.R. Johnson and J.L. Hilburn, Electrical Circuit Analysis, Prentice Hall, 1992. A.E. Fitzgerald, D.E. Higginbotham and A. Grabel, Basic Electrical Engineering, McGraw Hill, 1981. References : J.W. Nilsson, Electrical Circuits, Addison-Wesley, 1983 Course Objectives : The objective of this course is twofold: i) to familiarize non-e.e. students with basic concepts and elements of electrical engineering ii) to establish a working knowledge on sinusoidal steady-state and three-phase circuit analysis. Topics: hour 1. Electrical quantities, passive sign convention. 2 2. Resistive circuits, Kirchhoff's laws. 3 3. Dependent and independent sources, operational amplifiers. 3 4. Nodal and mesh analysis. 5 5. Linearity, superposition, Thevenin and Norton equivalents. 2 6. Capacitors and inductors. 2 7. Sinusoidal steady-state circuit analysis. 5 8. Active and reactive power, power factor. 3 9. Three-phase circuits. 4 10. Magnetic circuits, transformers. 2 I-B-140

11. Electromechanical energy conversion. 5 12. Isolating and load break switches, circuit breakers. 2 13. Selection of cables. 1 14. Brief introduction of diodes and transistors. 2 15. Electrical safety, and grounding. 1 Class Schedule: Classes are generally held in two sessions per week; 2 class hours in one session and 1 hour in the other session. Each lecture hour is 50 minutes. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 8. Prepared by : Nevzat ÖZAY Date : Fall 1999 I-B-141

Department of Modern Languages ENG 101 DEVELOPMENT OF READING AND WRITING SKILLS I Course Description : ENG 101 Development of Reading and Writing Skills I (4-0)4 The reinforcement of Reading and Writing Skills through reading selections with review of structural patterns and paragraph, summary and essay writing. Prerequisite Textbook Course Objectives : None : Saime Ünlüsoy, ItXr SaVcX, YeYim SomuncuoVlu, The Realm of Reading : At the end of the term, the students will have developed their reading skills up to a level where they can understand an authentic academic text with relative ease, have learned the meaning and use of academic words selected from the reading texts they read, be able to rewrite a specific text using their own words, be able to summarize a text in one sentence or in a paragraph using their own words, have developed a strategy to deal with unfamiliar words, be able to write a unified and coherent essay or essays based on the ideas from their first hand or second hand experience, be able to use a variety of grammatical structures in their writing and speech, have learned the basic conventions (mechanics) of academic writing (punctuation, capitalization, use of margins, paragraphing etc.), have learned how to use an all English dictionary, be able to recognize different types of this course and have developed aural/oral skills to a certain degree. Topics: Reading (Intensive) Reading skills Scanning - Finding specific information in a text Skimming - Getting a general idea about a text Identifying the main idea Identifying reference signals Making inferences and/or understanding implications Predicting content, using appropriate clues Organizational skills Identifying the course type/rhetorical focus in a text Recognizing generalizations Identifying major and minor supporting ideas Understanding the relationships between ideas Vocabulary Skills Using a dictionary Learning major collocations, usage and word meanings I-B-142

Guessing the meaning of unfamiliar words by means of affixes as well as contextual clues Writing Skills Paraphrasing Summarizing A brief introduction to essay organization Limiting the topic Outlining The thesis statement The introductory paragraph, body paragraphs and the concluding paragraphs Unity and coherence Writing a complete expository essay related to the reading text Personal writing (writing down personal thoughts and/or experiences about a topic related to the reading text) Speaking Discussion ideas found in the reading text Discussion personal experiences Course Schedule: 2 sessions each week; 2 class hours in each session Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: General Education: 4 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 5. Prepared by : Faculty of the Department of Modern Languages Date : 11.11.1999 I-B-143

Department of Modern Languages ENG 102 DEVELOPMENT OF READING AND WRITING SKILLS II Course Description : ENG 102 Development Of Reading And Writing Skills II(4-0)4 A continuation of ENG 101 with emphasis on essay writing. Prerequisite Textbook Course Objectives : None : Nuray Lük YXlmaz, Aylin Atakent, Nihal Cihan and Elif Özgüvenç, Eng 102 Development of Reading and Writing Skills II : At the end of the term, the students will have developed their reading skills up to a level where they can understand an authentic academic text with grater ease, have learned the meaning and use of academic words selected from the reading texts they read, have further improved their ability to rewrite a specific text using their own words, be able to summarize a text in a few sentences or in a paragraph without much guidance, have developed the necessary skills and strategies to cope with unfamiliar words, be able to write a unified and coherent expository and argumentative essays based on reading material, be able to use a variety of sentence structures in their writing and speech, have improved the use of the basic conventions (mechanics) of academic writing (punctuation, capitalization, use of margins, paragraphing etc.), have learned how to argue for or against a proposition, have learned the basic principles involved in writing a short academic paper and have further improved their aural/oral skills. Topics: Language skills Vocabulary study Stems and affixes: Guessing the meanings of unfamiliar vocabulary items using knowledge of the meanings of word parts. Vocabulary from context: Guessing the meaning of unfamiliar words using context clues. Vocabulary development Reading skills Skimming for general ideas Scanning for specific information Making predictions Reading for through comprehension Determining the main idea Distinguishing the main idea from supporting ideas Making inferences Reference skills Recognizing methods of text organization: Comparison-contrast, cause-effect, general statements and illustrative support, etc. I-B-144

Writing skills Paraphrasing Structural paraphrasing Lexical paraphrasing Summary writing Summarizing a paragraph in one or two sentences Summarizing a longer passage in one paragraph Essay writing The thesis statement The introduction The development paragraphs The conclusion The outline Writing essays of different rhetorical organizations Writing documented essays Class Schedule: Two sessions each week, two class hours in each session Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: General Education: 4 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 5. Prepared by : Faculty of the Department of Modern Languages Date : 11.11.1999 I-B-145

Department of Modern Languages ENG 211 ADVANCED READING AND ORAL COMMUNICATION Course Description : ENG 211 Advanced Reading and Oral Communication (3-0)3 The course will aim at further reading improvement and vocabulary expansion through readings reflecting a variety of topics and discourse formats. Attention will also be paid to the development of oral skills. Prerequisites Textbook Course Objectives: : ENG 101 Development of Reading and Writing Skills I ENG 102 Development of Reading and Writing Skills II : AyYem KaradaV, Necla ÇXkXgil, Dilek YaVcXoVlu, Serdar YXldXrXm, The Realm of Speaking At the end of the term the students will have improved their reading skills to be able to read and understand authentic texts of different genres; have learned the meaning and use of new vocabulary items selected from the reading texts they read; have gained greater flexibility in restating ideas taken from a text; be able to summarize a text in a paragraph without much guidance; have developed all the necessary skills to guess the meanings of unfamiliar words; be able to present topics orally after some preliminary preparation; be able to speak more fluently and maturely in terms of ideas as well as vocabulary and sentence structures used; have developed their aural/oral skills to be able to communicate their ideas freely as well as commenting on what they hear; have learned how to defend their point of view and how to refute a counter argument; be aware of the levels of formality; be able to carry out a dialogue within a certain context; be able to take part in discussions on various topics presented in class. Topics: Reading Skills Scanning-Finding specific information in a text Skimming-Getting a general idea about a text Identifying the main idea Identifying reference signals Predicting content, using appropriate clues Making inferences and/or understanding implications Understanding the relationship between ideas Critical Appreciation/Critical Reading Understanding the writer s attitude and purpose Evaluating the ideas suggested in the text Understanding the tone of the text I-B-146

Vocabulary Skills Learning major collocations, usage and word meanings (5-10) words for each text Learning synonyms and antonyms (if applicable) Guessing the meanings of unfamiliar words my means of prefixes and suffixes as well as contextual clues Writing Skills A written version of an informative speech Writing dialogues based on audio-visual material prepared by a committee Organization of an argumentative essay based on persuasive speech and/or debate Summarizing Paraphrasing Unity and coherence Learning the correct use of punctuation marks Speaking Preparing for different kinds of presentations Discussing ideas found in the reading text Presenting selected topics orally Exchanging information with others Interrupting a speaker (language used for this purpose) Making relevant comments involving various notions and functions, such as agreeing, disagreeing, making additional points, making suggestions, clarifying a point, etc. Practicing asking clarification questions about a text or a presentation made by someone Pronunciation, stress and intonation Arguing for and against a proposition Listening (Audio-visual material to be used for a variety of purposes, such as note-taking, answering questions, discussing ideas etc.) Developing oral/aural skills Course Schedule: 2 sessions each week; 2 class hours in one session and one class hour in the second session. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: General Education: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 5. Prepared by : YeYim Çöteli (Chairperson), Deniz Arman (Assistant Chairperson), Dilek HancXoVlu (Assistant Chairperson) Date : 11.11.1999 I-B-147

Department of Modern Languages ENG 311 ADVANCED COMMUNICATION SKILLS Course Description : ENG 311 Advanced Communication Skills (3-0)3 A course designed to develop communication skills in a business context. Emphasis will be given to accuracy, fluency, and effectiveness of students in certain business tasks such as socializing, negotiating, telephoning, holding meetings, reporting, etc. Prerquisite Textbook References Course Objectives : None : Simon Sweeney. English for Business Communication. Cambridge University Press : Leo Jones and Richard Alexander, New International Business English, Cambridge University Press. Andrew Littlejohn, Company to Company, Cambridge University Press. David Evans, Decisionmaker, Cambridge University Press. John Crowther-Alwyn. Business Roles, Cambridge University Press. Jeremy Comfort, Video Series: Effective Socializing, Effective Telephoning, Effective Meetings, Effective Negotiations, Oxford University Press Malcolm Goodale, Professional Presentations ( a video-based course ), Cambridge University Press. : To equip students with effective language and communicative skills in English for work life. To help students improve their language skills with an emphasis on speaking and listening within a business context; become more competent in language areas (grammar and vocabulary) within a business context; improve their marketability as a candidate for future jobs/recruitment; function effectively in a variety of business tasks in English such as making presentations, telephoning, meeting, socializing, and carrying out business correspondence. To familiarize students with the topics and themes used in business life. To sensitize students to cultural differences in the world of business. Topics: 1. Pre-Professional Skills: Writing CV, letters and job applications Preparation for job interviews 2. On-The Job Skills Socializing and building cultural awareness Telephoning I-B-148

Correspondence Making presentations Meetings Negotiations Course Schedule: 3 hours classes per week Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: General Education: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 5. Prepared by : Faculty of the Department of Modern Languages Date : 15.7.2000 I-B-149

Institute of Informatics IS 100 INTRODUCTION TO INFORMATION TECHNOLOGIES AND APPLICATIONS Course Description : IS 100 Introduction to Information Technologies and Applications (0-2)0 Introduction to computers, computer hardware and software, word processors, spreadsheets, computer networks and Internet browsers. The material is taught totally in the laboratory. Prerequisites Textbook References Course Objectives : None : There is no required textbook for the course. The material is provided on the course Web site and through material software. : L. Long and N. Long, Introduction to Computers and Information Systems, (Fifth Edition), Prentice-Hall International, London, 1998. H. L. Capron, Computers: Tools For an Information Age, (Fifth Edition), Addison-Wesley, New York, 1997. Microsoft Office97 Professional 6-in-1 Step by Step, arkadas/microsoft Press Low Cost School Edition,1997. : To introduce all METU students to the basic information technology concepts and applications in their preparatory school / freshman year, preparing them to use these skills during their undergraduate studies in their respective disciplines, as well as professional lives. Topics: 1. Introduction to PC s and Application Software Introduction to personal computing. Hardware basics. Software: operating systems. Applications. Multimedia features. 2. Using an Operating System (e.g. Windows 95) Basics. Desktop enviroments. File systems. Other applications. 3. Introduction to the Internet and World Wide Web Internet and world wide web. Internet connectivity. Basic internet services. Navigating the world wide web. 4. Wordprocessing Getting started. Editing documents. Techniques. Columns and tables. 5. Spreadsheets Working with workbooks. Entering and editing data. Formatting worksheets. week 2 2 2 3 3 I-B-150

Class/Laboratory Schedule: 2 hours laboratory per week Relationship of Course to Program Outcomes: This course supports the following outcomes: 5. Prepared by : Asst. Prof. Dr. Nazife BAYKAL Date : Fall 2003 I-B-151

Department of Mathematics MATH 157 BASIC CALCULUS I Course Description : MATH 157 Basic Calculus I (3-2)4 Functions, Limits, continuity and derivatives. Applications. Extreme values, the Mean Value Theorem and its applications. Sketching graphs. The definite integral. Area and volume as integrals. The indefinite integral. Integration by substitution. Logarithm, exponential, inverse trigonometric functions and their derivatives L Hopital s rule. Prerequisites Textbook Course Objectives : None : Robert A.Adams; Calculus: A Complete Course, 3rd Edition, Addison-Wesley, 1995. : This course aims to teach freshmen the basic tools of one-variable calculus. Topics: 1. Functions, Limits, continuity and derivatives. Applications. 2. Extreme values, The Mean Value Theorem and its applications. 3. Sketching graphs. 4. The definite integral. 5. Area and volume as integrals. 6. The indefinite integral. 7. Integration by substitution. 8. Logarithm, exponential, inverse trigonometric functions and their derivatives. 9. L Hopital s rule. Class Schedule: Lectures are held in two sessions per week; 2 class hours in one session and 1 hour in the other session. Recitations are held one session (2 class hours) per week. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Mathematics and basic science: 4 credits I-B-152

Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 8. Prepared by : Asst. Prof. Dr. Belgin KORKMAZ Date : Fall 1999 I-B-153

Department of Mathematics MATH 158 BASIC CALCULUS II Course Description : MATH 158 Basic Calculus II (3-2)4 Integration techniques. Improper integrals. Infinite series, power series, Taylor series. Vectors, lines and planes in space. Functions of several variables: Limit, continuity, partial derivatives, the chain rule, directional derivatives, tangent plane approximation and differentials, extreme values, Lagrange multipliers. A brief introduction to double integral. Prerequisites Textbook Course Objectives : MATH 157 Basic Calculus I : G.B. Thomas and R.Finney; Calculus and Analytic Geometry, Addison-Wesley Publishing Com. 1996. R.Ellis and D. Gulick; Calculus with Analytic Geometry, 5 th Edition, SCP, 1994 M.Spivak; Calculus, 3 rd Edition, Publish of Perish, Inc. : This course aims to teach freshmen further tools in one-variable calculus, infinite series, linear Euclidean geometry, and differential properties of functions of several variables with some double integrals. Topics: 1. Sequences and Convergence of Infinite Series. 2. Convergence Tests. 3. Alternating Series. Power Series. Taylor and Binomial Series. 4. Coordinates and Vectors in Space.Vector Products. Lines and Planes. 5. Tangents and Normals. Functions of Several Variables. Limits and Continuity. 6. Partial Derivatives.The Chain Rule. 7. The Directional Derivative. Extreme Values. 8. Lagrange Multipliers. 9. Double Integrals. 10. Triple Integral in Cartesian, Cylindrical and Spherical Coordinates. 11. Review. I-B-154

Class Schedule: Lectures are held in two sessions per week; 2 class hours in one session and 1 hour in the other session. Recitations are held in one session (2 class hours) per week. Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Mathematics and basic science: 4 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 8. Prepared by : Asst. Prof. Dr. Belgin KORKMAZ Date : Fall 1999 I-B-155

Department of Mathematics MATH 253 ORDINARY DIFFERENTIAL EQUATIONS Course Description : MATH 253 Ordinary Differential Equations (3-0)3 First order equations and applications. Higher order linear differential equations: Constant coefficient equations, method of undetermined coefficients, variation of parameters. Power series solutions. The Laplace Transform. Solution of initial value problems, convolution integral. Solution of systems of linear differential equations by Laplace Transform. Prerequisites Textbook Course Objectives : MATH 158 Basic Calculus II : bafak Alpay, Ersan AkyXldXz, Albert Erkip; Lectures on Differential Equations, Matematik VakfX YayXnX, 1995. : This course is designed to give some basic methods for solving ordinary differential equations. Topics: 1. Preliminaries. Solutions. 2. Existence-Uniqueness Theorem. 3. Separable Equations. Linear Equations. Homogeneous Equations. 4. Exact Equations and Integrating Factors. Applications 5. Basic Theory of Higher Order Linear Equations.Reduction of Order 6. Homogeneous Constant Coefficient Equations. Undetermined Coefficients. 7. Variation of Parameters. The Cauchy-Euler Equations. 8. Power Series Solutions (ordinary points). Power Series Solutions (regular singular points).power Series Solutions (regular singular points). 9. The Laplace Transform (basic properties.) Basic Properties (continued). 10. Convolution. Solutions of Differential Equations by the Laplace Transform. Solutions of Systems of Linear Differential Equations by the Laplace Transform. Solutions of Systems of Linear Differential Equations by Elimination: simple elimination. Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 hour in the other session. I-B-156

Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Mathematics and basic science: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 8. Prepared by : Prof. Dr. Hasan TAbELB Date : Fall 1999 I-B-157

Metallurgical and Materials Engineering Department METE 227 BASIC CONCEPTS IN MATERIALS SCIENCES Course Description : METE 227 Basic Concepts in Materials Sciences (3-0)3 Atomic Bonding in Solids; The Structure of Cyristalline Solids; diffusion and Rate Equation; Mechanical Properties of Metals; Failure; Physical Properties of Materials; Electrical, Thermal and Magnetic Properties; Corrosion and degradation of Materials. Prerequisites Textbook References Course objectives : Basic Physics and Basic Chemistry : W.D. Callister Jr., Materials Science and Engineering: An Introduction, John Wiley and Sons Inc., 1998 (5 th Ed.) : None : At the end of this course, the student will familiarize with the structure, property, performance relations and failure. To establish the necessary background for METE 352. Topics: week 1. Introduction 1 2. Atomic Structure and interatomic bonding 1 3. Structure of cyristalline solids 1 4. Imperfections in solids 1 5. Diffusion 1 6. Mechanical properties of materials 2 7. Dislocations and Strengthening mechanisms 3 8. Failure (Fracture, Fatique, Creep) 1 9. Corrosion and drgradation of materials 1 10. Electrical and thermal properties 2 Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 hour in the other session. I-B-158

Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Mathematics and basic science: 1 credits Engineering Topics: 2 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 13. Prepared by : Bilgehan ÖGEL Date : Fall 1999 I-B-159

Metallurgical and Materials Engineering Department METE 228 ENGINEERING MATERIALS Course Description : METE 228 Engineering Materials (3-0)3 Designation of materials; phase and phase diagrams; iron-carbon system; phase transformations; thermal processing of metallic materials; metal alloys; structure and properties of ceramic, polymeric and composite materials; material selection. Prerequisites Textbook Course objectives : METE 227 Basic Concepts in Materials Sciences : W.D. Callister Jr., Materials Science and Engineering: An Introduction, John Wiley and Sons Inc., 1998 (5 th Ed.) : At the end of this course, the student will..to familiarize the students with phase diagrams and microstructures of materials. To establish knowledge in phase transformations, thermal processing of materials and its relation to microstructure and mechanical properties achieve certain level of information related to properties and processing of metallic, ceramic, polymeric and composite materials. Topics: 1. Phase Diagrams Basic concepts, equilibrium phase diagrams, iron-carbon system 2. Thermal Processing of Metal Alloys Annealing processes, heat treatment of steels, precipitation hardening 3. Metal Alloys Fabrication of metals, ferrous alloys, nonferrous alloys 4. Structure and Properties of Ceramics Ceramic structures, mechanical properties 5. Applications and Processing of Ceramics Glasses, clay products, refractories 6. Composites Particle and fiber reinforced composites, structural composites 7. Polymer Structures The chemistry of polymer molecules, molecular structure, polymer crystals 8. Properties, Applications and Processing of Polymers Mechanical and thermomechanical characteristics, applications and processing 9. Materials Selection and Design Materials selection and design principles week 2 2 1 2 2 2 1 1 1 Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 hour in the other session. I-B-160

Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Engineering Topics: 3 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 13. Prepared by : Bilgehan ÖGEL Date : Fall 1999 I-B-161

Department of Physics PHYS 105 GENERAL PHYSICS I Course Description : PHYS 105 General Physics I (3-2) 4 Vectors; kinematics; particle dynamics work and energy; conservation of energy; system of particles; collisions; rotational motion; oscillations. Prerequisites Textbook References Course Objectives : None : David Halliday, Robert Resnick, Jearl Walker, Fundamentals of Physics Extended, 5 th. Edition, John Wiley and Sons Inc. : R.A. Serway, Physics for Scientists and Engineers with Modern Physics, Updated Version, Fourth Edition, Saunders Sunburst Series. : The goal of this course is to provide a calculus based physics course to help students develop conceptual understanding of physical principles, the ability to reason, gain skills for problem solving. Topics: 1. Measurement: Physical quantity. SI units and their symbols. Length, time, and mass 2. Motion in One Dimension: Position and displacement. Average velocity and speed. Instantaneous velocity and speed. Acceleration. Motion along a straight line with constant acceleration. Equations of motion with constant acceleration. Free-fall 3. Vectors: Vector addition by graphical method. Vectors and their components. Righthanded coordinate system and unit vectors. Vector addition by component method. Vector multiplication 4. Motion in Two and Three Dimensions: Position and displacement. Average and instantaneous velocity. Average and instantaneous acceleration. Projectile motion. Kinematics of uniform circular motion. Relative motion in one and two dimensions 5. Force and Motion: The causes of acceleration. Newton s first law. Force, inertia and mass. Newton s second law. Some particular forces. Newton s third law. Friction. The drag force and terminal speed. Dynamics of uniform circular motion. The forces of nature 6. Work and energy: Work. Work and kinetic energy. Work done by a constant force. Work done by a variable force. Power. Relativistic kinetic energy. Reference frames 7. Conservation of Energy: Potential energy. Conservative and nonconservative forces. Conservation of hour 3 3 3 4 6 4 6 I-B-162

mechanical energy. The potential energy curve. Work done by nonconservative forces. Conservation of energy. Mass, energy and quantization of energy 8. System of particles: The center of mass. Motion of the center of mass. Linear momentum. Conservation of linear momentum. Systems with varying mass and rocket motion. Internal energy changes 9. Collisions: Collisions. Impulse and linear momentum. Elastic and inelastic collision in one dimension. Collisions in two dimensions 10. Rotational motion: Translation and rotation. The rotational variables. Rotation with constant angular acceleration. The relation between linear and angular quantities. Kinetic energy of rotation. Rotational inertia. Torque and Newton s second law for rotation. Work and rotational kinetic energy. Rolling motion. Angular momentum. Conservation of angular momentum. Quantization of angular momentum. 11. Equilibrium and elasticity: Static equilibrium. The conditions of equilibrium. The center of gravity. Some examples of static equilibrium. 12. Oscillations: Simple harmonic motion. Energy in a simple harmonic motion. Pendulums. Simple harmonic motion and uniform circular motion. Damped simple harmonic motion. Forced oscillations and resonance. 4 4 6 3 6 Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 hour in the other session. Laboratory Work: Experiment laboratory is one experiment session (3 class hours)/two weeks (total of 5 experiments/semester). Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Mathematics and basic science: 4 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 8, 10. Prepared by : Dr. Mustafa ÖZBAKAN Date : Fall 1999 I-B-163

Department of Physics PHYS 106 GENERAL PHYSICS II Course Description : PHYS 106 General Physics II (3-2)4 Electric charge; electric field; Gauss law, electric potential; capacitance; current and resistance; circuits; magnetic fields; Ampere s law; Faraday s law of induction; electromagnetic oscillations; alternating currents. Prerequisites Textbook References Course objectives : None : D. Halliday, R. Resnick, J. Walker, Fundamentals of Physics Extended, 5 th edition, John Wiley and Sons Inc. : R. A. Serway, Physics for Scientists and Engineers with Modern physics, updated version, 4 th edition, Saunders Sunburst Series. : The goal of this course is to provide a calculus based physics course to help students develop conceptual understanding of physical principles, the ability to reason and gain skills for problem solving. Topics: 1. Electric Charge: Electric charge, Coulomb s law, Charge is quantized, Charge is conserved 2. Electric Field: Electric field lines, Fields due to various distributions, A point charge in an electric field. 3. Gauss s Law: Electric flux, Gauss s law, Gauss s law and Coulomb s law, A charged isolated conductor, Gauss s law some applications 4. Electric Potential: Electric potential, Some potential calculations, Calculating the fields from the potential, Electric potential energy. 5. Capacitance: Capacitance, Calculating the capacitance, Energy storage in an electric field, Capacitor with a dielectric field, Dielectrics: an atomic view, Dielectrics and Gauss law 6. Current and Resistance: Current and Current density, Resistance, resistivity and conductivity, Ohm s law: microscopic view, Power in electric circuits, Semiconductors, Superconductors 7. Circuits: Electromotive force, Single loop and multi-loop circuits, The ammeter and voltmeter, RC circuits. 8. Magnetic Fields: The magnetic field, Crossed field, A circulating charged particle, Magnetic force on a current carrying wire, Torque on a current wire, The magnetic dipole 9. Magnetic Fields due to Currents: Biot-Savart law, Parallel currents, Ampere s law, Solenoids and toroids, A current carrying coil as a magnetic dipole. hour 3 6 6 5 5 4 4 4 4 I-B-164

10. Induction and Inductance: Faraday s law of induction, Motional emf, Lenz s law, Induced electric fields, Inductors and Inductance, RL circuits, Energy stored in a magnetic field, Mutual induction 11. Electromagnetic Oscillations and AC current: LC oscillations, RLC oscillations, Alternating current, Simple AC currents, The series RLC circuit, Power in AC circuits, Transformers. 5 6 Class Schedule: Classes are held in two sessions per week; 2 class hours in one session and 1 hour in the other session. Laboratory Work: Experiment laboratory is one experiment session (3 class hours)/two weeks (total of 5 experiments/semester). Contribution of Course to Meeting the Professional Component: Allocation of the total credit hours of the course to the categories is: Mathematics and basic science: 4 credits Relationship of Course to Program Outcomes: This course supports the following outcomes: 1, 8, 10. Prepared by : Dr. Mustafa ÖZBAKAN Date : Fall 1999 I-B-165

Appendix I.D. Supplementary Material

Supplement I-1 Development of the METU ME Mission Statement and the Departmental Objectives and Goals Search Conference At the beginning of 1999, the department Chair formed a group of 8 faculty members to work on departmental self-evaluation and ABET 2000 accreditation. The group, with the Turkish acronym ÖDA2k, decided on implementing a continuous improvement process that will contribute to the dynamism of the department. To this end, a series of seminars were conducted to increase the level of awareness, knowledge and sensitivity of the faculty members towards total quality concepts. ÖDA2k believed the mission of the department should be determined through a procedure involving wide participation. Prof. Ger of the Civil Engineering Department, with previous experience in conducting search conferences, was contacted and preliminary discussions led to a search conference to determine the departmental mission under the guidance of the Prof. Ger. ÖDA2k formed an executive group (EG) of three members and an enlarged executive group (EEG) of eight members to plan and implement the search conference in coordination with Prof. Ger. The plan called for a twostep procedure: Step 1 - Small group (SG) work by groups of 7-8 departmental faculty members put together by EEG. Step 2 - Discussion platform (DP) to take place during a period of two days where SG results will be used. ÖDA2k and EEG meeting records were regularly placed on the ÖDA2k web page. Preparations were twice placed on the agenda of the department staff meeting. It was finally decided that the DP would take place on May 29-30, 1999 in the METU Congress and Cultural Center. SG formation took some time because each group was to represent the department on a small scale without any apparent identity. Factors such as academic rank, years of service, field of study, administrative work experience, university graduated, gender, emphasis on education/research/industry were considered. With 53 faculty members and 8 senior I-D-1

research/teaching assistants, 8 SGs were finally formed, five of 8 members and three of 7 members. Each SG was given a questionnaire and they were asked to respond within a period of three weeks to the following four issues: 1. Three strong aspects of the department with reasons, 2. Three prominent problems of the department with reasons, 3. Proposals to solve these problems, 4. Proposal for a mission statement of the department. SGs, meeting between 3-6 times during the allowed time period, submitted results of their work to the Chair. EEG, establishing a procedure to analyze SG proposals, came up with the following results: Seven strong (S) aspects of the department: S1. Faculty members S2. Students S3. Infrastructure S4. Undergraduate education S5. Education tradition S6. Administration tradition S7. Instruction in English Seven predominant problems (P) of the department: P1. Faculty member related problems P2. Educational activity problems P3. Communication problems P4. Administrative problems P5. University/industry cooperation problems P6. Research/development and publication problems P7. Graduate education problems I-D-2

Problem solution proposals: Solution proposals of SGs were all listed without classification. Most stressed seven mission (M) elements: M1. Being contemporary (up to date on current practices) M2. Sensitivity to community needs M3. Environmental sensitivity M4. Productivity at national level M5. Productivity at international level M6. Leading and pioneering M7. Creativity and inquisitiveness EEG decided that in addition to all SG members, a number of other constituents from university administration, students, public and private sector representatives, faculty from other universities, alumni and parents also take part in the discussion platform. EG contacted prospective participants and sent out invitation letters to those who consented. When the DP was held, there were 75 participants (45 staff, 8 assistants, 4 students, 18 external constituents). Prof. Ger acted as the moderator during the DP. Participants were divided into three categories, namely education (E), research/development (R) and community relations (C) with two groups in each category so that six groups were formed (E1, E2, R1, R2, C1, C2). Group members were asked to approach issues from their own identity perspective. Pairs sometimes held joint meetings, sometimes met separately. In the first session of DP, six E, R, C groups were asked to cross-match the 7 problems (P1,, P7) of the department in a 7x7 matrix form to determine which other problems need to be solved in order to solve a specific problem. Computer analysis of the results yielded listing of the problems with respect to relative necessity and relative dependency. This analysis was done for each group identity and also for the whole groups. I-D-3

The second session dealt with the solution proposals for problems P1 to P7. Solution proposals of SGs were first ranked by groups E, R, C and a new list was formed. This list was then presented to the whole DP in the form of a questionnaire so that each participant would select not more than 5 solution proposals for each problem. Analysis of the results led to the formation of 7 solution packages for 7 problems. 4 packages with 5 proposals, 2 packages with 4 proposals and 1 package with 3 proposals. During the third session of DP, strong aspects of the department (S1,, S7) were crossmatched versus the problems (P1,, P7) in a 7x7 matrix from by the identity groups according to whether a strong aspect is necessary for the solution of a specific problem. Through this procedure, relative importance of strong aspects of the department could be determined from identity group points of view and also for the groups as a whole. In the fourth and final session, 7 mission elements (M1,, M7) were ranked according to the analysis of the necessity of strong aspects of the department (S1,, S7) in order to fulfill a specific mission element. The strong aspects were cross-matched versus mission elements in a 7x7 matrix. The same procedure was repeated with a 7x7 matrix matching solution packages to mission elements. The issue was whether a solution package had to be implemented in order to satisfy a specific mission element. On-site computer analysis yielded relative importance of mission elements with and without E, R, C identity. For all groups, mission elements were listed according to relative importance: 1. M5. Productivity at international level 2. M7. Creativity and inquisitiveness 3. M4. Productivity at national level 4. M1. Being contemporary (up to date on current practices) 5. M6. Leading and pioneering 6. M2. Sensitivity to community needs 7. M3. Environmental sensitivity I-D-4

ÖDA2k documented the department mission statement determination activities during the spring of 1999 as a 110 page report in Turkish, giving a detailed account of small group (SG) and discussion platform (DP) processes. Mission Statement and Objectives After the discussion platform, ÖDA2k set out to formulate the mission statement. In addition, the departmental objectives, goals, strategies and indicators for assessment were to be determined, based on the mission statement. This procedure took more time than initially estimated. Through a series of more than 40 meetings during June 1999 February 2000, the mission statement, objectives related to each mission element and goals to reach the objectives were formulated, faculty responses were obtained and revisions were made. The department mission, objectives and goals were on the agenda of a series of department staff meetings during February-March 2000. During these meetings, the mission statement was approved, but it was decided that more work needed to be done on objectives and goals. Four working groups of 7-8 faculty members each were formed for the following specific areas: 1. Education 2. Research /development 3. Human resources 4. Administration and communication Based on the mission statement, each working group was to reconsider the objectives and goals in the assigned area and also to devise related strategies. The four working groups submitted their reports to the Chair during April-May 2000. Several ME faculty meetings were held during May-June 2000 to discuss the reports of education and research/development working groups, reports of the other two working groups could not be taken up before summer. Mission statement and the departmental objectives for the four specific areas are given below: Mission of the ME Department is: I-D-5

to educate individuals to become creative, inquisitive, industrious in both national and international arenas, donated with global knowledge and abilities and able to be leaders and pioneers in their field, to perform research and development activities that with contribute science and national technology, to lead and to pioneer in related fields. Objectives of the ME Department on education for graduates: Ability to establish the relationship between mathematics, basic sciences and engineering sciences with engineering applications, Ability to find and interpret information, Ability to follow the literature and technology related to his/her topic of interest, Ability to implement life-long leaning, Possession of written and oral communication skills, Ability to conduct team work (within the discipline, inter-disciplinary, multidisciplinary), Ability to produce original solutions, Use of scientific methodology in approaching and producing solutions to engineering problems and needs, Openness to all that is new, Ability to conduct experiments, Ability to do engineering design, Possession of engineering ethics, Ability to take societal, environmental and economical considerations into account in professional activities. Research/development objectives for the department: Conduct original research activities to benefit science, Contribute to technology accumulation primarily at national level, Cooperate with industry and produce solutions to problems, Contribute to economical and societal use of scientific and technological studies, I-D-6

Lead and pioneer for research and development. Departmental objectives for human resources: Increasing the motivation of the faculty, Having a younger human resource on the average, Renewal of human resources, Providing attractive economical conditions, Establishing and operating a human resources search mechanism, Establishing relations with industry, Aiming at an ideal student/faculty ratio, Having up-to-date infrastructure for the use of human resources, Improving alumni relations. Departmental objectives for administration and communication: Improving communication among faculty members, Providing effective relations between the department and alumni, Improving relations between faculty and students, Improving communication between faculty and administration, contribution of faculty members in determination of departmental administrative policies, Improving the motivation of faculty members, Abandonment of unpopular administrative policies for faculty members, As necessitated by contemporary, societal, scientific and technological conditions, division of the department and/or its organization as a faculty. During ÖDA2k meetings, ABET documents for ABET 2000 accreditation and Gateway Coalition worksheets were also examined in view of a prospective evaluation team visit. ÖDA2k group met from time to time but the working group reports were not on the department faculty meeting agendas for the rest of 2000 and 2001. In April 2001, Prof. E.Paykoç who had served as department chairman since August 1996, resigned and Prof. E.Söylemez was appointed as the new chairman. On May 7-9, 2001, an ABET team visited the Faculty of Engineering to evaluate seven programs; namely, I-D-7

Computer, Environmental, Industrial, Food, Aeronautical and Astronautical, Geological and Petroleum and Natural Gas Engineering. These were the programs not evaluated by ABET during previous visits in 1994 and 1996. July 2000 February 2002 was a period of little progress. ÖDA2k group gained familiarly with ABET 2000 terminology and processes. The Chair formed a working group of three faculty members to analyze ME faculty requirement in the coming 10 years in different areas of the department. The group, performing a demographic analysis, considering present faculty/course relations and faculty/research activities, noted that faculty member erosion will reach a critical level by the year 2010. It was recommended that at least two new faculty members should join the department in order to preserve the quantity, quality and diversity of educational and research activities of the department. In March 2002, the Chair asked the four working groups to reconsider the objectives, goals and strategies of their previous reports in view of possible changes of the last 1.5 years. This resulted in very minor changes in the previous reports. The Chair formed an ad-hoc enlarged self assessment group (EAG) of 17 members to finalize the reports. Through a series of EAG meetings, the reports were put into their final forms and they were sent to the faculty for a final check. The objectives and goals were unanimously approved and adopted at a departmental faculty meeting on June 22, 2002. I-D-8

Supplement I-2 A History of ABET 2000 Preparation Process On October 21, 2002, the Dean s Office organized an ABET coordination meeting for those departments expecting ABET team visit in fall 2003 (at the time, fall 2003 was the estimated visit date). One representative from each department (Departments of Chemical Engineering, Civil Engineering, Electrical and Electronics Engineering, Mechanical Engineering, Metallurgical and Materials Engineering, and Mining Engineering) was present and the degree of preparedness of each department for the visit was discussed. The same week, another meeting was held to hear experiences of the 7 departments whose programs had been evaluated by ABET back in 2001. These ABET coordination meetings continued on an irregular schedule until the summer of 2003. Total quality, self-evaluation and assessment studies had been going on in the department since 1999. Mission statement and objectives/goals were endorsed by the academic staff. These documents naturally formed the basis for ABET studies. It was nevertheless obvious that departmental assessment and improvement mechanisms had to be established for ABET 2000 accreditation. The ABET working group (AWG) was formed in the department, consisting of 8 staff members and 2 assistants, to work on the ABET agenda. A web site was created to inform the staff on the developments. One of AWG members attended the ASME/ABET-EC2000 Preparedness Workshop in New Orleans in November 2002. The group developed a work plan for the preparation of ABET process. Several meetings were organized in the department to acquaint the academic staff to ABET procedures and criteria, information notes were also distributed. An understanding of two ABET EC2000 concepts, namely program educational objectives (PEO) and program outcomes (PO), in view of the revised departmental document on educational objectives and goals, was an important task of AWG. Educational objectives of the document were individually considered to determine if they fit the concept of PO or PEO. It was decided that a slightly modified list of 14 educational objectives of the document represented program outcomes of EC 2000. I-D-9

The three program educational objectives (PEO) were developed by AWG as statements derived from the mission statement through the use of the departmental document on objectives and goals. The PEO s address what our graduates could do best, how our graduates would approach solving problems using what skills and finally what values our graduates should have. An assessment of how well these PEO s are met would need to be carried out periodically every 3-6 years, involving mostly external constituents. AWG investigated how the departmental PO s would embrace ABET s Criterion 3, the program outcomes (a) to (k), and Criterion 8, the four specific ME program requirements (l) to (o) through a matrix, mapping PO s (14 items) versus (a)-(o) (15 items). Another matrix mapping related departmental PO s (14 items) to PEO s (3 items) was prepared to show which PO s supported meeting PEO s. An assessment system was needed in the department involving mostly internal constituents, to demonstrate how well our engineering curriculum supported the PO s on a course-by-course basis. In addition, a measurement system needed to be developed to collect periodic data to determine how well our PO s were met by our students in each course. To perform these tasks, it was decided to use course worksheets adapted from the originals developed by Gateway Coalition in 2000. AWG proposed that the Chair form six ad hoc curriculum assessment committees (CURAS) to prepare the course worksheets. Departmental courses would be assigned to the appropriate CURAS and each academic staff would be a member of a CURAS. The CURAS areas were determined as: CURAS 1 CURAS 2 CURAS 3 CURAS 4 Theory of machinery (12 staff members, 16 courses) Design and production (11 staff members, 21 courses) Solid mechanics (7 staff members, 8 courses) Fluid mechanics (7 staff members, 12 courses) I-D-10

CURAS 5 CURAS 6 Thermodynamics and energy (12 staff members, 17 courses) Service courses (related staff, 14 courses) On March 17, 2003, the Chair sent a document of 11 pages in English, prepared by AWG and titled Program Assessment Process and ABET 2000 to the academic staff with the content of: Program educational objectives Program outcomes Course worksheets Assessment methods The document provided a detailed explanation of PEO and PO concepts, listing departmental PEO s and PO s. PO versus (a)-(o) criteria mapping matrix and PO versus PEO mapping matrix were included. The document also gave the course worksheet to be used, with details of each item on the sheet. To guide the persons to fill out the sheets, two example worksheets prepared by AWG for a specific course were also provided. CURAS information was added to the document. Each CURAS would be responsible in filling up worksheets for the courses assigned to them in such a way that they would reflect only the present status of the courses. Staff members were asked to provide at least 5 objectives for each course and to fill a separate worksheet for each course objective. They were asked to: Review and refer to the mission statement, PEO s, PO s and ABET criteria, Identify and define key course objectives, List specific strategies/actions that support course objectives, List all student learning outcomes (SLO) expected when strategies are implemented, Compare SLO s with departmental PO s, indicating relation as strong (S) or weak (W) Compare SLO s with (a)-(o), indicating relation as (S) or (W). Compare SLO s with departmental PEO s, indicating relation as (S) or (W). List assessment methods that can be used to measure SLO s. I-D-11

The initial deadline for the preparation of course worksheets was April 4, 2003. AWG members attended CURAS meetings to brief their members and to answer their questions. The dead-line was extended to April 18, 2003. Based on the course worksheets submitted, AWG decided it would be helpful to see the frequency and degree (S or W) each course supported the PO s (14 items), PEO s (3 items) and ABET 2000 criteria, (a)-(o) (15 items). In May, a matrix was prepared by AWG, listing all courses versus the 32 items of PO, PEO and (a)-(o). Noting that assessment should be the key factor in determining if and to what degree departmental courses support PO s, PEO s and (a)-(o), AWG decided to ask individual staff members to qualitatively or quantitatively suggest if the course as a whole supported PO s, based on the assessment methods used as indicated in the course worksheets. In May 2002, AWG members explained course assessment methodology in a ME faculty meeting and distributed a short document on course assessment, data collection and data interpretation. The chair asked staff members to prepare their assessments. In 1998, 1999, 2002 and 2003, new graduates of the department were given an exit survey prepared by the Dean s Office. The survey asked the graduates to rate themselves on the ABET Criterion 3, (a)-(k) using a 5-point scale. 120-150 responses were obtained in all surveys. In 1999, the Dean s Office also conducted an employer survey on whether they thought ME Department graduates had the abilities of ABET criterion 3(a)-(k). The scoring again used a 5-point scale. AWG advised the Chair that these survey results should be used in the self-study questionnaire. In May, the Chair asked faculty members to submit in their CV s and course syllabi according to the format in the self-study questionnaire document. Faculty members were also asked to fill the faculty workload summary and faculty analysis tables. I-D-12

Meanwhile, AWG translated relevant documents in Turkish to English. It was proposed to the Chair that a standing assessment committee be formed in the department to implement the assessment and improvement mechanism in a continuous manner. On August 1, 2003, Prof.Dr. E.Söylemez resigned from his post and he was replaced by Prof. K.Bder as the new chairman of the department. The Dean s Office informed the department that the self-study questionnaire should be ready by November 2003 for the proposed ABET team visit in the first half of 2004. In September 2003, the Chairman s Office started preparing the self-study questionnaire with the support of AWG members. I-D-13

Supplement I-3 Course Worksheet Form COURSE OBJECTIVE : Strategies and Actions Student Learning Outcomes METU-ME Program Outcomes (1-14) ABET EC2000 Cr. 3 + ME Cr. (a-o) METU-ME Program Educational Objectives (I,II,III) Assessment Methods I-D-14

Supplement I-4a ME 210 Course Worksheet COURSE OBJECTIVE 1: At the end of this course, the students will learn the basic concepts used in advanced vector analysis Strategies and Actions 1. Lecturing and inclass examples 2. HW assignments 3. Tutorial hours for assisting students in HW assignments Student Learning Outcomes a. Ability to formulate and use parametric and closed form representations of curves and surfaces in engineering/ mathematical problems (1-3) b. Ability to identify, formulate and use gradient, divergence and curl operations in solving engineering/mathematical problems (1-3) METU-ME Program Outcomes (1-14) 1(S), 8(S) 1(S), 8(S) ABET EC2000 Cr. 3 + ME Cr. (a-o) a(s), e(s), l(s), m(s) a(s), e(s), l(s), m(s) METU-ME Program Educational Objectives (I,II,III) II(S) II(S) Assessment Methods Exams HW assignments Exams HW assignments Indicator surveys COURSE OBJECTIVE 2: At the end of this course, the students will learn the evaluation of line, surface and volume integrals Strategies and Actions 1. Lecturing and inclass examples 2. HW assignments 3. Tutorial hours for assisting students in HW assignments Student Learning Outcomes a. Ability to identify, formulate and solve engineering/mathematical problems involving line, surface, double, and triple integrals b. Ability to identify, formulate and use integral theorems in solving engineering/mathematical problems (1-3) METU-ME Program Outcomes (1-14)) 1(S), 8(S) 1(S), 8(S) ABET EC2000 Cr. 3 + ME Cr. (a-o) a(s), e(s), l(s), m(s) a(s), e(s), l(s), m(s) METU-ME Program Educational Objectives (I,II,III) II(S) II(S) Assessment Methods Exams HW assignments Exams HW assignments I-D-15

COURSE OBJECTIVE 3: At the end of this course, the students will learn basic concepts in linear algebra and their applications for analysis and solution of engineering/mathematical problems Strategies and Actions 1. Lecturing and inclass examples 2. HW assignments 3. Tutorial hours for assisting students in HW assignments Student Learning Outcomes a. Ability to use basic matrix properties and operations for identifying solution characteristics of systems of linear algebraic equations (1-3) b. Ability to solve systems of linear algebraic equations analytically (1-3) c. Ability to identify, formulate and solve eigenvalue-eigenvector problems analytically (1-3) d. Ability to identify similarity of matrices and use it towards diagonalization of matrices (1-3) METU-ME Program Outcomes (1-14) 1(S), 8(S) 1(S), 8(S) 1(S),8(S) 1(S), 8(S) ABET EC2000 Cr. 3 + ME Cr. (a-o) a(s), e(s), l(s), m(s), n(s) a(s), e(s), l(s), m(s), n(s) a(s), e(s), l(s), m(s), n(s) a(s), e(s), l(s), m(s), n(s) METU-ME Program Educational Objectives (I,II,III) II(S) II(S) II(S) II(S) Assessment Methods Exams HW assignments Exams HW assignments Exams HW assignments Exams HW assignments COURSE OBJECTIVE 4: At the end of this course, the students will learn complex function analysis and their applications towards analysis and solution of engineering/mathematical problems Strategies and Actions 1. Lecturing and inclass examples 2. HW assignments 3. Tutorial hours for assisting students in HW assignments Student Learning Outcomes a. Ability to perform basic operations with complex numbers in both rectangular and polar forms (1-3) b. Ability to identify some basic complex functions and to use their properties (1-3) c. Ability to identify and formulate analyticity concept in mathematical/ engineering functions (1-3) METU-ME Program Outcomes (1-14) 1(S), 8(S) 1(S), 8(S) 1(S), 8(S) ABET EC2000 Cr. 3 + ME Cr. (a-o) a(s), e(s), l(s), m(s) a(s), e(s), l(s), m(s) a(s), e(s), l(s), m(s) METU-ME Program Educational Objectives (I,II,III) II(S) II(S) II(S) Assessment Methods Exams HW assignments Exams HW assignments Exams HW assignments I-D-16

COURSE OBJECTIVE 5: At the end of this course, the students will enhance their analytical thinking and problem analysis skills Strategies and Actions 1. Showing derivations of various mathematical tools in class 2. In-class examples Student Learning Outcomes a. Ability to identify the appropriate mathematical tool to be used for the solution of a given problem and formulate accordingly (1-4) METU-ME Program Outcomes (1-14) 1(S), 7(W), 8(S) ABET EC2000 Cr. 3 + ME Cr. (a-o) a(s), e(s), l(s), m(s), n(s) METU-ME Program Educational Objectives (I,II,III) II(S) Assessment Methods Exams HW assignments 3. HW assignments 4. Tutorial hours for assisting students in HW assignments b. Ability to follow a logical sequence of progression in solution, upon formulation of the problem (1-3) 8(S) a(s), e(s), l(s), m(s), n(s) II(S) Exams HW assignments COURSE OBJECTIVE 6: At the end of this course, the students will become aware of the relevance of the learnt mathematical tools to engineering applications Strategies and Actions 1. In-class examples 2. HW assignments 3. Tutorial hours for assisting students in HW assignments Student Learning Outcomes Ability to identify the relevance of learnt mathematical tools to the solution of a given engineering problem METU-ME Program Outcomes (1-14) 1(S), 2(S), 8(S) ABET EC2000 Cr. 3 + ME Cr. (a-o) a(s), e(s), l(s), m(s), n(s) METU-ME Program Educational Objectives (I,II,III) II(S) Assessment Methods HW assignments Exams I-D-17

COURSE OBJECTIVE 7: At the end of this course, the students will appreciate the use of some modern computational tools for the solution of complex engineering/mathematical problems Strategies and Actions 1. HW assignments involving the use of software packages such as MatCad, Matlab 2. Computer labs for assisting students in HW assignments Student Learning Outcomes Ability to use at least one computational tool in solving engineering/ mathematical problems that involve vector analysis, line/surface/volume integration, linear algebra and complex numbers METU-ME Program Outcomes (1-14) 1(S), 4(W), 9(S) ABET EC2000 Cr. 3 + ME Cr. (a-o) a(s), i(w), j(w), k(s) METU-ME Program Educational Objectives (I,II,III) II(S) Assessment Methods HW assignments COURSE OBJECTIVE 8: At the end of this course, the students will enhance their technical written presentation skills Strategies and Actions 1. HW assignments Student Learning Outcomes Ability to report analysis, solution and results in a logical sequence within a standard engineering format METU-ME Program Outcomes (1-14) ABET EC2000 Cr. 3 + ME Cr. (a-o) METU-ME Program Educational Objectives (I,II,III) 5(S) g(s) II(S) Assessment Methods HW assignments Exams I-D-18

Supplement I-4b ME 302 Course Worksheet COURSE OBJECTIVE 1: At the end of this course, students will be able to carry out force analysis of machinery through application of the principle of virtual work Strategies and Actions 1.Lecturing on the theoretical background of the principle of virtual work 2.In-class examples on the application of the principle of virtual work to static and dynamic force analysis of machinery with no friction 3.Homework assignments involving applications of the principle and assignments involving real-life problems for solutions using MATHCAD in computer lab with help access Student Learning Outcomes Ability to conduct force analysis of machinery through application of the principle of virtual work Capability to analyze dynamic equilibrium conditions in machinery METU-ME Program Outcomes (1-14) 1(S), 8(S), 11(W) 1(S),8(S), 11(W) ABET EC2000 Cr. 3 + ME Cr. (a-o) a(s), c(w), e(s), k(w) a(s), c(w), e(s), k(w) METU-ME Program Educational Objectives (I,II,III) II(S) II(S) Assessment Methods HW evaluation; exams; evaluation of computer lab reports HW evaluation, exams; evaluation of computer lab reports COURSE OBJECTIVE 2: Students will be able to perform free vibration analysis of single degree of freedom systems at the end of this course Strategies and Actions 1. Lecturing on the development of equivalent system parameters for single degree of freedom systems, on the derivation of equation of motion and on the free vibration response of single degree of freedom systems to a specified set of initial conditions 2.In-class examples to demonstrate techniques associated with such topics 3.Lab experiment to emphasize identification of free vibration response characteristics 4.HW assignments to emphasize the techniques Student Learning Outcomes Ability to obtain equivalent inertial, elastic and damping properties in a single dof systems Ability to obtain free vibration response of single dof systems due to a specified set of initial conditions Ability to identify damping and natural frequency in the free vibration response of single dof systems METU-ME Program Outcomes (1-14) 1(S), 8(S) 1(S), 8(S) 1(S), 8(S), 10(S) ABET EC2000 Cr. 3 + ME Cr. (a-o) a(s), b(w) e(s) a(s), b(w), e(s) a(w), b(w), e(w) METU-ME Program Educational Objectives (I,II,III) II(S) II(S) II(S) Assessment Methods HW and Lab report evaluation; Exams HW and Lab report evaluation; Exams HW and Lab report evaluation; Exams I-D-19

COURSE OBJECTIVE 3: At the end of this course students will be able to obtain forced response of single degree of freedom systems due to harmonic forcing Strategies and Actions 1. Lecturing on harmonic response of single degree of freedom systems with constant and frequency dependent amplitude forcing 2.In-class examples involving applications of vibration isolation 3.HW and Computer Lab assignments using MATHCAD; Laboratory demonstrations Student Learning Outcomes Ability to obtain amplitude and phase characteristics associated with the forced response of single dof systems Ability to solve force isolation and motion isolation of single dof systems METU-ME Program Outcomes (1-14) 1(S), 8(S), 10(W) 1(S), 8(S), 11(W) ABET EC2000 Cr. 3 + ME Cr. (a-o) a(s), e(s), k(w) a(s), e(s), k(w) METU-ME Program Educational Objectives (I,II,III) II(S) II(S) Assessment Methods HW and Computer lab report evaluation; Exams HW and Computer lab report evaluation; Exams COURSE OBJECTIVE 4: At the end of this course students will be able to carry out free vibration analysis of multi degree of freedom systems with no damping Strategies and Actions 1. Lecturing on formulation of equations of motion for multi degree of freedom systems with no damping and their solutions for natural frequencies and mode shapes as well as free vibration response to a specified set of initial conditions 2.In-class examples on these topics 3.HW assignments; Computer Lab assignments using MATHCAD; Laboratory demonstrations on mode shapes Student Learning Outcomes Ability to formulate linearized equations of motion for a multi degree of freedom system Ability to solve equations of motion for undamped natural frequencies and associated mode shapes. Ability to obtain free vibration response due to a specified set of initial conditions METU-ME Program Outcomes (1-14) 1(S), 8(S), 11(W) 1(S), 8(S), 11(W) 1(S), 8(S), 11(W) ABET EC2000 Cr. 3 + ME Cr. (a-o) a(s), e(s), k(w), m(s) a(s), e(s), k(w), m(s) a(s), e(s), k(w), m(s) METU-ME Program Educational Objectives (I,II,III) II(S) II(S) II(S) Assessment Methods HW and Computer lab report evaluation; Exams HW and Computer lab report evaluation; Exams I-D-20

COURSE OBJECTIVE 5: At the end of this course students will be able to design a flywheel to suit to a given speed fluctuation limit and to a specified set of supply torque-load torque combination in machinery Strategies and Actions 1.Lecturing on machineprime mover interaction issues and on the conceptual design of flywheels 2.In-class examples involving flywheel design 3. HW assignments and computer lab assignments using MATHCAD Student Learning Outcomes Ability to specify flywheel characteristics for a specified limit of speed fluctuation in reference to a machine load torque and prime mover supply torque configuration over a working cycle METU-ME Program Outcomes (1-14) 1(S), 8(S), 1(W) ABET EC2000 Cr. 3 + ME Cr. (a-o) a(s), c(s), e(s), k(w) METU-ME Program Educational Objectives (I,II,III) II(S) Assessment Methods HW and Computer lab report evaluation; Exams I-D-21

Supplement I-5 Relations between ME courses and the PEOs PEO PEO PEO Courses I II III Courses I II III Courses I II III ME 113 0* 74 26 ME 400 33 33 33 ME 433 25 38 38 ME 114 0 76 24 ME 401 33 44 22 ME 434 0 100 0 ME 200 50 50 0 ME 402 19 78 4 ME 436 0 100 0 ME 202 0 85 15 ME 403 15 52 33 ME 437 25 35 40 ME 203 0 72 28 ME 407 51 44 4 ME 438 30 57 13 ME 204 0 53 47 ME 410 38 62 0 ME 440 0 100 0 ME 205 0 100 0 ME 411 50 50 0 ME 442 5 95 0 ME 206 0 100 0 ME 413 24 76 0 ME 443 0 50 50 ME 208 0 100 0 ME 414 0 100 0 ME 444 0 100 0 ME 210 0 100 0 ME 415 61 0 39 ME 445 0 100 0 ME 220 0 83 17 ME 416 23 38 38 ME 448 46 54 0 ME 300 33 33 33 ME 418 0 90 10 ME 450 69 31 0 ME 301 0 100 0 ME 421 10 61 29 ME 451 37 49 14 ME 302 0 100 0 ME 422 15 56 29 ME 453 36 61 3 ME 303 0 68 32 ME 423 30 60 10 ME 461 0 100 0 ME 304 0 100 0 ME 424 0 100 0 ME 462 3 90 6 ME 305 0 100 0 ME 425 0 100 0 ME 471 55 45 0 ME 306 0 89 11 ME 426 42 17 42 ME 476 0 56 44 ME 307 21 79 0 ME 427 0 100 0 ME 478 0 71 29 ME 308 22 78 0 ME 428 0 100 0 ME 481 0 100 0 ME 310 0 100 0 ME 429 0 100 0 ME 483 34 55 10 ME 311 35 65 0 ME 431 0 100 0 ME 485 50 50 0 ME 312 40 57 3 ME 432 0 59 41 Average 15 72 13 * The numbers indicate the percentage of the number of times the student learning outcomes refer to each PEO in the course worksheet (Supplement I-3). The sum of each row is 100%. I-D-22

Supplement I-5 Relations between ME courses and the PEOs (continued) Sample Calculation (Sample Course is ME 312) PEO I II III S W S W S W # of strong and weak references of PEO 1 8 10 18 1 1 % of strong and weak references of PEO 2 25 15 55 2 3 0 % of PEO 3 40 57 3 1. The first row shows how many times a PEO is referred by the student learning outcomes of the course in the course worksheet (Supplement I-3). Whether these references are of strong or weak type is also considered. 2. The second row shows the percentages of the references to each PEO where the strong entries are weighted by 1 and weak entries by 0.5. 3. The third row gives the total percentages of the strong and weak references of each PEO. I-D-23

Supplement I-6 Relations between ME courses and POs PROGRAM OUTCOMES Courses 1 2 3 4 5 6 7 8 9 10 11 12 13 14 ME 113 0* 33 0 17 17 0 0 33 0 0 0 0 0 0 ME 114 0 35 0 15 15 0 0 35 0 0 0 0 0 0 ME 200 22 4 0 10 2 10 0 22 0 20 10 0 0 0 ME 202 0 23 23 29 0 3 0 3 12 3 0 5 0 0 ME 203 28 16 0 0 0 0 0 56 0 0 0 0 0 0 ME 204 40 14 0 3 4 0 2 30 2 0 2 0 4 0 ME 205 44 0 0 0 0 0 2 44 0 0 9 0 0 0 ME 206 40 0 0 0 0 0 0 40 0 0 21 0 0 0 ME 208 60 0 0 0 0 0 0 40 0 0 0 0 0 0 ME 210 41 3 3 6 3 0 1 41 3 0 0 0 0 0 ME 220 16 5 22 5 0 0 14 16 22 0 0 0 0 0 ME 300 8 8 8 8 8 8 8 8 8 0 8 8 8 8 ME 301 22 3 0 0 0 0 8 50 0 0 17 0 0 0 ME 302 41 0 0 0 0 0 0 41 0 6 13 0 0 0 ME 303 36 15 0 0 0 0 0 40 0 5 0 0 4 0 ME 304 36 2 0 0 0 0 0 36 0 4 22 0 0 0 ME 305 57 10 0 0 0 0 0 33 0 0 0 0 0 0 ME 306 41 27 14 0 0 5 0 14 0 0 0 0 0 0 ME 307 17 0 0 0 14 0 2 27 0 0 35 0 5 0 ME 308 16 7 0 0 5 0 0 27 0 0 43 0 2 0 ME 310 31 15 0 0 8 0 0 0 0 0 0 38 8 0 ME 311 47 15 2 0 4 5 2 15 4 7 0 0 0 0 ME 312 52 8 6 0 3 5 0 6 3 6 8 0 2 0 ME 400 8 8 8 8 8 8 8 8 8 0 8 8 8 8 ME 401 6 16 13 10 16 10 3 6 10 3 0 0 3 3 ME 402 34 22 0 0 0 0 5 22 0 5 7 0 5 0 ME 403 32 21 9 3 0 0 1 10 0 2 12 0 11 0 ME 407 6 8 11 1 15 28 9 5 4 0 6 2 2 1 ME 410 8 6 10 4 12 10 0 16 8 20 0 6 0 0 I-D-24

Supplement I-6 Relations between ME courses and POs (continued) PROGRAM OUTCOMES Courses 1 2 3 4 5 6 7 8 9 10 11 12 13 14 ME 411 44 0 0 0 0 0 0 44 0 0 11 0 0 0 ME 413 45 11 3 3 2 1 0 32 0 0 3 0 0 0 ME 414 43 0 0 0 0 0 0 43 0 0 14 0 0 0 ME 415 0 26 26 19 17 0 0 0 0 0 6 0 6 0 ME 416 10 10 10 10 8 8 8 8 4 0 8 10 10 0 ME 418 22 29 0 2 0 0 0 27 0 0 14 0 6 0 ME 421 10 9 5 2 3 7 2 30 4 0 22 1 6 1 ME 422 22 25 7 1 3 5 3 10 0 3 14 0 7 1 ME 423 19 8 12 0 8 0 0 23 15 4 8 0 4 0 ME 424 23 16 5 7 0 0 7 23 0 0 11 0 7 0 ME 425 30 24 12 0 0 0 2 28 2 2 0 0 1 0 ME 426 2 11 9 9 15 13 11 2 11 0 15 0 2 2 ME 427 31 8 31 31 0 0 0 0 0 0 0 0 0 0 ME 428 15 35 12 29 9 0 0 0 0 0 0 0 0 0 ME 429 35 21 0 0 0 0 6 35 0 0 3 0 0 0 ME 431 29 4 0 0 1 0 11 22 0 0 33 0 0 0 ME 432 28 5 2 0 7 2 0 28 0 11 4 0 14 0 ME 433 10 10 10 10 7 7 7 10 5 0 7 10 10 0 ME 434 51 0 0 0 0 0 0 49 0 0 0 0 0 0 ME 436 22 22 18 3 9 0 0 21 4 0 1 0 0 0 ME 437 14 14 14 10 0 0 0 14 6 2 6 4 16 0 ME 438 33 2 4 1 3 0 0 38 6 1 2 1 9 0 ME 440 17 18 12 0 0 0 7 25 18 4 0 0 0 0 ME 442 13 19 6 0 10 3 6 13 0 3 25 0 0 2 ME 443 14 14 0 1 7 7 3 21 0 0 0 7 21 7 ME 444 25 25 0 0 0 0 25 13 0 0 13 0 0 0 ME 445 12 37 21 14 0 0 16 0 0 0 0 0 0 0 ME 448 23 9 0 0 11 0 0 25 2 0 28 0 2 0 ME 450 26 0 0 0 0 0 0 33 0 21 21 0 0 0 I-D-25

Supplement I-6 Relations between ME courses and POs (continued) PROGRAM OUTCOMES Courses 1 2 3 4 5 6 7 8 9 10 11 12 13 14 ME 451 25 14 13 7 4 4 1 13 7 0 3 0 5 3 ME 453 29 21 4 0 6 0 4 25 0 0 10 0 0 0 ME 461 26 6 17 12 0 0 11 22 4 2 0 0 0 0 ME 462 12 16 4 4 3 6 13 9 13 0 12 6 3 0 ME 471 9 10 9 0 17 26 13 9 3 0 6 0 0 0 ME 476 16 18 16 14 0 0 10 4 16 0 0 0 8 0 ME 478 59 24 12 0 0 0 6 0 0 0 0 0 0 0 ME 481 18 20 13 4 7 0 7 11 5 0 13 0 0 0 ME 483 16 7 9 2 12 10 4 10 4 11 6 4 0 3 ME 485 46 0 3 3 0 3 0 46 0 0 0 0 0 0 Average 25 13 6 5 4 3 3 22 3 2 7 2 3 1 * The numbers indicate the percentage of the number of times the student learning outcomes of a course refer to each PO. The sum of each row is 100%. Sample Calculation (Sample course is ME 312) PROGRAM OUTCOMES 1 2 3 4 5 6 7 8 9 10 11 12 13 14 S W S W S W S W S W S W S W S W S W S W S W S W S W S W # of strong and weak references of PO 1 15 2 2 1 1 2 1 1 1 2 2 2 2 1 1 % of strong and weak references of PO 2 48 3 6 2 3 3 0 0 3 0 3 2 0 0 6 0 0 3 6 0 6 2 0 0 0 2 0 0 % of PO 3 52 8 6 0 3 5 0 6 3 6 8 0 2 0 1. The first row shows how many times a PO is referred by the student learning outcomes of the course in the course worksheet (Supplement I-3). Whether these references are of strong or weak type is also considered. 2. The second row shows the percentages of the references to each PO where the strong entries are weighted by 1 and weak entries by 0.5. 3. The third row gives the total percentages of the strong and weak references to each PO. I-D-26

Supplement I-7 Relation between ME courses and ABET Criteria 3 (a-k) and 8 (ME Program Requirements, l-o) CRITERION 3 (a-k) ME Program Criterion (l-o) Courses a b c d e f g h i j k l m n o ME 113 0* 11 0 0 25 0 13 0 25 13 13 0 0 0 0 ME 114 0 14 0 0 26 0 11 0 26 11 11 0 0 0 0 ME 200 21 21 14 0 13 0 0 0 0 0 21 0 0 0 9 ME 202 0 6 0 0 3 6 6 0 31 31 18 0 0 0 0 ME 203 31 0 0 0 31 0 31 3 0 3 0 0 0 0 0 ME 204 29 0 1 0 29 0 4 4 0 4 30 0 0 0 0 ME 205 45 0 10 0 44 0 0 0 0 0 0 0 1 0 0 ME 206 39 0 20 0 39 0 0 0 0 0 0 0 2 0 1 ME 208 40 0 0 0 22 0 0 0 0 0 0 37 1 0 0 ME 210 22 0 0 0 21 0 1 0 1 1 1 21 21 10 0 ME 220 23 0 13 0 19 0 0 0 6 6 32 0 0 0 0 ME 300 8 8 8 0 8 8 8 8 8 8 8 0 0 8 8 ME 301 20 0 13 0 45 0 0 0 0 0 10 0 0 13 0 ME 302 33 5 6 0 33 0 0 0 0 0 13 0 10 0 0 ME 303 30 4 0 0 31 0 0 0 0 0 8 9 9 9 0 ME 304 43 10 19 26 0 0 0 0 0 0 1 0 0 0 0 ME 305 68 0 0 0 32 0 0 0 0 0 0 0 0 0 0 ME 306 60 0 5 0 35 0 0 0 0 0 0 0 0 0 0 ME 307 25 0 35 0 27 0 5 0 0 0 8 0 0 1 0 ME 308 15 0 37 0 36 0 5 0 0 0 6 0 0 0 2 ME 310 21 4 0 0 14 0 4 0 2 2 7 14 14 18 0 ME 311 45 6 2 3 24 0 3 0 0 0 3 0 11 3 0 ME 312 44 5 5 3 26 0 3 4 0 0 4 0 0 3 5 ME 400 8 8 8 0 8 8 8 8 8 8 8 0 0 8 8 ME 401 10 3 0 0 17 3 14 10 10 10 10 7 3 0 0 ME 402 20 4 11 0 24 3 2 8 9 1 18 0 0 0 0 ME 403 27 12 12 0 19 6 0 14 5 0 3 0 0 0 3 ME 407 9 3 13 24 6 2 18 0 1 6 15 0 0 2 0 I-D-27

Supplement I-7 Relation between ME courses and ABET Criteria 3 (a-k) and 8 (ME Program Requirements, l-o) (continued) CRITERION 3 (a-k) ME Program Criterion (l-o) Courses a b c d e f g h i j k l m n o ME 410 11 15 15 5 11 3 5 0 13 2 10 4 4 4 0 ME 411 14 14 14 0 14 0 0 0 0 0 0 14 14 14 3 ME 413 29 14 8 3 29 0 0 0 0 0 0 5 6 5 0 ME 414 29 0 10 0 29 0 0 0 0 0 0 0 19 0 14 ME 415 0 0 22 0 18 0 0 6 0 29 0 4 0 0 22 ME 416 14 0 8 0 14 14 8 0 14 14 14 0 0 0 0 ME 418 13 20 22 0 13 0 0 0 15 0 0 7 7 2 2 ME 421 24 0 16 0 22 0 2 1 4 3 11 0 0 0 16 ME 422 25 26 19 4 10 0 3 3 5 0 4 0 0 0 2 ME 423 14 10 13 0 14 1 3 1 12 0 9 6 6 6 3 ME 424 32 0 24 2 20 4 0 0 0 2 2 6 0 0 8 ME 425 24 23 0 0 25 0 1 0 0 2 25 0 0 0 0 ME 426 10 0 10 6 13 2 15 2 8 10 13 2 2 0 6 ME 427 32 0 0 0 0 0 0 0 0 32 11 26 0 0 0 ME 428 13 0 13 0 18 0 0 8 0 25 0 13 0 0 13 ME 429 27 2 8 0 27 0 0 0 2 0 27 2 4 2 0 ME 431 26 0 28 0 30 0 1 0 0 0 14 0 0 2 0 ME 432 22 13 4 0 13 0 0 11 0 9 7 9 11 0 0 ME 433 16 0 11 0 16 0 11 0 16 16 16 0 0 0 0 ME 434 48 0 0 0 48 0 0 0 0 0 0 0 4 0 0 ME 436 24 17 4 0 25 0 12 0 0 4 15 0 0 0 0 ME 437 10 10 12 0 10 7 0 6 15 3 10 5 5 5 2 ME 438 17 0 1 0 16 2 1 4 3 2 14 17 9 11 1 ME 440 23 12 10 0 10 0 0 0 0 17 28 0 0 0 0 ME 442 32 7 28 2 7 0 11 0 0 0 14 0 0 0 0 ME 443 17 0 0 6 17 6 6 11 7 6 11 0 0 11 0 ME 444 33 33 0 0 33 0 0 0 0 0 0 0 0 0 0 ME 445 10 3 13 3 10 0 0 0 0 36 26 0 0 0 0 ME 448 20 0 26 0 23 0 10 0 0 10 10 0 0 0 2 I-D-28

Supplement I-7 Relation between ME courses and ABET Criteria 3 (a-k) and 8 (ME Program Requirements, l-o) (continued) CRITERION 3 (a-k) ME Program Criterion (l-o) Courses a b c d e f g h i j k l m n o ME 450 0 0 10 0 5 0 0 0 0 0 43 0 0 0 43 ME 451 28 3 2 5 10 2 5 4 1 20 2 17 2 2 0 ME 453 24 24 24 0 24 4 0 0 0 0 0 0 0 0 0 ME 461 16 11 7 0 23 0 0 0 3 16 24 0 0 0 0 ME 462 12 8 20 8 22 6 4 0 4 0 16 0 0 0 0 ME 471 11 2 11 34 4 0 25 0 0 0 14 0 0 0 0 ME 476 14 11 21 0 18 0 0 7 5 11 11 0 0 0 4 ME 478 49 0 20 0 5 0 0 0 0 0 0 27 0 0 0 ME 481 25 13 10 0 18 0 8 0 2 7 17 0 0 0 0 ME 483 10 13 17 4 12 1 5 0 9 1 6 6 6 6 2 ME 485 14 14 14 0 14 0 1 0 1 1 1 14 14 14 0 Average 22 7 10 2 20 1 4 2 5 6 10 4 3 3 2 * The numbers indicate the percentage of the number of times the student learning outcomes of a course refer to each ABET Criteria 3 and 8 (ME Program Criterion) requirement. The sum of each row is 100%. I-D-29

Supplement I-7 Relation between ME courses and ABET Criteria 3 (a-k) and 8 (ME Program Requirements, l-o) (continued) Sample Calculation (Sample course is ME 312) CRITERION 3 (a-k) ME Program Criteria (l-o) a b c d e f g h i j k l m n o S W S W S W S W S W S W S W S W S W S W S W S W S W S W S W # of strong and weak references of ABET Criterion 3 1 17 2 2 1 7 6 1 1 1 1 1 1 2 % of strong and weak references of ABET Criterion 3 2 44 0 5 0 5 0 3 0 18 8 0 0 3 0 3 1 0 0 0 0 3 1 0 0 0 0 3 0 5 0 % of ABET Criterion 3 3 44 5 5 3 26 0 3 4 0 0 4 0 0 3 5 1. The first row shows how many times a criteria is referred by the student learning outcomes of the course in the course worksheet (Supplement I-3). Whether these references are of strong or weak type is also considered. 2. The second row shows the percentages of the references to each criteria where the strong entries are weighted by 1 and weak entries by 0.5. 3. The third row gives the total percentages of the strong and weak references of each criteria. I-D-30

Supplement I-8a ME 210 Course Assessment Spring 2003 by Dr. Bülent E. Platin, Dr. Merve Erdal, Dr. Serkan DaV & Course Assistants (Deniz Yücel, Kerem Altun, Oya Okman) Student Learning Outcome Measurement Method Expected Score Actual Score % Score Assessment Score Assessment Actions To Be Taken 1a HW2-1 50 29 58,0 Excellent 80 100 1. More homework problems may be assigned Very HW2-2 50 30 60,0 on the use of parametric and closed form 70 79 Good representations of curves and surfaces. HW3-1 50 25 50,0 2. Graphical representations describing Good 60 69 HW4-1 50 40 80,0 geometries related to level surfaces, tangent plane to a surface, normal to a surface, TNB Fair 50 59 frame and unit vectors, osculating plane, etc. can HW4-2 15 14 93,3 be shown in class. These representations could Bad 0 49 71 Very Good be achieved through the use of a generic MT1-1 15 14,3 95,3 computer program that could also be made MT1-5 15 14,2 94,7 available to students. 3. For a better assessment of shortcomings in the MT2-1 15 10,1 67,3 future, more effort can be put in identifying whether there exists a distinct difference or not F-1 20 9,1 45,5 in the levels of student understanding between representation of curves and surfaces. F-3 15 8,5 56,7 I-D-31

1b HW3-2 50 41,0 82,0 MT1-2 20 13,3 66,5 MT1-4 12 8,2 68,3 MT1-5 15 14,2 94,7 F-3 15 8,5 56,7 Survey 10 8,0 80,3 74 Very Good 1. More HW problems need to be assigned on this topic. 2. Examples involving basic vector operations, proofs, derivations may be included in lectures and in homework assignments HW4-2 35 34 97,1 2a 2b HW5-1 50 40 80,0 HW5-2 50 25 50,0 HW6-1 25 20 80,0 HW6-2 10 8 80,0 MT1-3 15 3,7 24,7 MT1-5 15 14,2 94,7 MT2-1 15 10,1 67,3 MT2-2b 12 1,87 15,6 F-2 15 10,2 68,0 F-3 15 8,5 56,7 HW6-1 25 13 52,0 HW6-2 40 21 52,5 MT2-2 8 2,5 31,0 60 Good 46 Bad 1. A clear distinction on the assessment of student learning levels must be made between line, surface and triple integrals. 2.Topics can be explained in class at first with simplistic examples. In these examples, the mechanics of how each works out in application (especially for integral theorems), can be shown clearly. 3. By increasing the time allocated to these topics, more examples can be solved in class with a wider spectrum of applications. 4. Some exam problems may be made very similar to those in HW assignments that have not been turned in. 5. A separate exam may be given for these topics (line, surface, volume integrals + integral theorems) so as to urge the students not to skip course content that may seem more demanding (i.e., integral theorems) than others. 6. In line integrals, more emphasis can be placed on integrals involving ds and dx, dy, dz in combination via examples in class and in HW assignments F-3 15 8,5 56,7 I-D-32

HW8-1 15 12 80,0 3a HW8-2 50 40 80,0 HW9-2 25 20 80,0 HW9-3 25 19 76,0 MT2-3 16 12,9 80,6 75 Very Good 1. More homework problems may be assigned. 2. During lectures, a special emphasis and warnings may be required to avoid recurrence of mistakes in the following: Division of two matrices; inverse of a vector; order of an inverted matrix; multiplication of matrices; determinant of a non-square matrix. 3. More examples on rank determination can be given in class and in HW assignments. 4. More emphasis on existence/uniqueness of solution can be put, specifically, on concluding about the solution characteristics based on rank information. A recurring mistake was observed to be basing conclusions on the rank of a single matrix (rather than two matrices). F-4 15 10,1 67,3 3b HW8-1 15 12 80,0 HW9-2 25 20 80,0 HW9-3 25 19 76,0 MT2-4 20 11,5 57,5 F-4 15 10,1 67,3 66 Good 1. During Gauss elimination, column operations (instead of row operations) were observed in a number of student solutions. 2. More emphasis on existence/uniqueness of solution can be put, specifically, on concluding about the solution characteristics based on rowechelon forms of systems. 3. Algebraic mistakes were very frequently observed during solution. Students seem to have a problem in performing a large number of successive computations successfully, leading to erroneous results often with different type of solutions. More emphasis should be spent to reduce these mistakes. I-D-33

3c HW10-1 50 50 100,0 HW10-2 50 31 62,0 HW11-1 10 8 80,0 MT2-5 15 13,9 92,7 90 Excellent Eigenvalue/eigenvector topic seems to be O.K. The success rate in the exam is believed to be due to the straightforwardness (relative simplicity) of the problem asked. 3d HW11-1 40 32 80,0 F-5 20 15,3 76,5 77 Very Good 1.More homework problems may be assigned. 2. Students need to be warned about wrongly taking the diagonal elements on the matrix reduced to a triangular form by performing row/column operations, as the eigenvalues of the original matrix. 4a HW11-2 50 41 82,0 F-6 20 13,9 69,5 73 Very Good More homework problems may be assigned. 4b none none 4c none none 5a O 10 8 80,0 MT1-4 10 3 30,0 MT1-5 15 14,2 94,7 MT2-1 15 10,1 67,3 MT2-2a 8 3 35,5 F-1 20 9,1 45,5 F-3 15 8,5 56,7 O 5 4 80,0 67 Good It seems that the students have a problem in identifying the appropriate mathematical tool to be used for the solution of a given problem and formulate accordingly. To enhance this skill, 1. examples in class can be given in such a manner as to force the students to participate in working out the problem step by step, rather than writing the solution on the board, 2. tutoring sessions conducted by the teaching assistants can be held regularly, in which the structure of a solution is emphasized. These sessions can involve the solution of previous years' exam problems whose solutions are available on the web. In that case, the students can be asked to bring the solutions and the session can concentrate how a problem is formulated, how the relevant mathematical tools are selected, etc. I-D-34

5b O 10 7 70,0 O 5 3 60,0 O 5 3 60,0 63 Good This is a skill, one normally expects from students to have gained before coming to the university, at least before taking this course. Again, tutoring seems a viable method to enhance this skill. O 15 12 80,0 6a O 10 7 70,0 70 Good Again, requires some brain-work! O 5 3 60,0 7 O 10 10 100,0 100 Excellent None 8 O 10 6 60,0 O 10 5 50,0 O 5 3 60,0 57 Fair 1. The report writing procedures in homework solutions need to be enforced more strictly. 2. Demonstrative examples of good. vs. bad written presentations can be given. Overall Recommendations The complex analysis chapter can be taken out of the course context, thus enabling more time to be spent on vector analyis 1 and especially, outcomes 2a and 2b. Some exam problems may be made similar to homework problems, thus giving a chance to the students to work out a 2 problem that should have been worked on previously - asking exactly what was to be learnt. 3 The number of midterm exams throughout the semested can be increased from 2 to 5. This way, the overall student stress during exams may be reduced. In addition, the amount of material that the students would be responsible for each exam will be reduced, forcing the students to concentrate, rather than having them selectively study. Dr. Erdal's Further Comments More emphasis can be placed on explaining why the students are learning what they are learning, especially at the beginning 1 of a new topic. To keep students up to date in course material, regular announced quizzes to be held outside lecture times (logistics 2 permitting) can be given throughout the semester, based on HW assignments I-D-35

3 Attendance requirement can be lifted. This way, it is believed that the coming students will put effort in participating and concentrate more in learning the course material. Any disruptions that can be caused by those students who come to class only due to the attendance requirement can be minimized. Dr. Platin's Further Comments 1 As opposed to Merve's 3rd comment, I believe that it is the educators' responsibility to reach every individual student, promote his/her interest in the course and have him/her involved with in-class learning environment, rather than keeping seemingly uninterested students away from the learning atmosphere of the class. It is an unfortunate fact that, when we deal with the students of the educational system of our country, we need to enforce class attendance at freshmen and sophomore levels, by either taking a class roll or giving pop quizzes or performing in-class assignments, etc. Dr. DaM's Further Comments 1 I also think that attendance requirement should be lifted in order to have classes with students who are willing to participate and learn in the class. But, I am opposed to giving quizzes during class time. From my experience in other courses, I know that at the end of the day, giving quizzes works out as another way of checking out the attendance. There is always a group of students who come to class only to attend the regularly held quizzes, because of their percentage effect on the overall grade. These students even study for the quiz during class time. I think that increasing the number of exams during the semester (I suggest two exams for the vector calculus and two exams for the linear algebra chapters, if the chapter on complex numbers is excluded) will do more than enough to keep the students up to date with the course material. I-D-36

Supplement I-8b ME 302 Course Assessment Instructors: ÇalXYkan, Bder, Özgören Semester: Spring 2003 Student Learning Outcome 1a 1b 2a 2b 2c 3a 3b Measurement Method 1 Expected Score Average Actual Score % Score Relative Weights MT 1-1 100 87 87.0 5 HW 1 3 80 77 96.3 1 MT 1-2 80 55 68.8 5 HW 2 90 78 86.7 1 CL 2 90 85 94.4 1 MT 1-3 100 75 75.0 5 F-3 80 44 55.0 5 HW 3 100 92 92.0 1 Exp 1 100 88 88.0 1 MT 2-1 80 47 58.8 5 F-1 80 69 86.3 5 HW 4 90 49 54.4 1 Exp 1 100 88 88.0 1 MT 2-1 80 47 58.8 5 F-1 80 69 86.3 5 Exp 1 100 88 88.0 1 MT 2-2 80 64 80.0 5 MT 2-3 100 71 71.0 5 F-2 100 78 78.0 5 HW 4 90 49 54.4 1 HW 5 80 68 85.0 1 CL 3 90 76 84.4 1 MT 2-2 80 64 80.0 5 MT 2-3 100 71 71.0 5 F-2 100 78 78.0 5 Weighted % Score Assessment 2 89 Excellent. 75 Very Good 69 Good 72 Good 74 Good 76 Very Good 77 Very Goog HW 5 80 68 85.0 1 4a F-4 80 69 86.3 5 HW 6 90 38 42.2 1 79 Very Good 4b F-4 80 69 86.3 5 HW 6 90 38 42.2 1 79 Very Good 4c HW 6 90 38 42.2 1 42 Bad 5 F-5 80 45 56.3 5 56 Fair 1. MT i - j = i th midterm exam. - j th question, F = final exam., HW = homework, CL = computer laboratory, Exp = experiment 2. Excellent: 85-100, Very Good: 75-84, Good: 65-74, Fair: 55-64, Bad: 0-54 3. Because individual HW questions were not graded, some HW questions also influence unrelated outcomes I-D-37

Supplement I-8b ME 302 Course Assessment (continued) Instructors: ÇalXYkan, Bder, Özgören Semester: Spring 2003 Student Learning Outcome 1a 1b 2a 2b, 2c 3a, 3b 4a, 4b 4c 5 Actions to be Taken Objective is achieved The examples related to dynamic force analysis should be more instructive. Modeling of single dof systems containing elastic members with inertia is not well understood. This concept should be made more clear. The examples related to free vibration of undamped systems should be more instructive. Examples and homework problems related to forced vibrations and vibration isolation should be more instructive. The students do not spend sufficient time for the homework assignments towards the end of the semester because of studying for their exams. The students should be encouraged to study their courses in an organized manner. An assessment based on only HW assignment is not reliable especially at the end of the semester. At least one exam question should be asked about this outcome. The examples and homework problems related to flywheels should be more instructive. I-D-38

Supplement I-9 Employer Survey Form Your name : Your position : Company name : METU DEPARTMENT OF MECHANICAL ENGINEERING EMPLOYER SURVEY Area of activity Health Education and culture Justice Agriculture Mining Power Manufacturing Construction/ public works Transportation communication Financial / insurance Foreign trade Other Tourism Domestic trade/service Number of engineers in the company: Less than 5 5-10 11-20 More than 20 Answers reflect experience based on Engineers from METU Answers reflect experience based on Mechanical Engineers from METU Less than 5 5-10 11-20 More than 20 Less than 5 5-10 11-20 More than 20 Our graduates have: an ability to apply knowledge of mathematics, science, and engineering an ability to design and conduct experiments as well as to analyze and interpret data an ability to design a system, component, or process to meet desired needs Strongly agree Agree Disagree Strongly disagree an ability to function on multidisciplinary teams an ability to identify, formulate, and solve engineering problems an understanding of professional and ethical responsibility No opinion/ experience an ability to communicate effectively an ability to understand the impact of engineering solutions in global and societal context a recognition of the need for, and an ability to engage in life-long learning a knowledge of contemporary issues and their impact on engineering an ability to use the techniques, skills and modern engineering tools necessary for engineering practice Please mail or fax to: METU Faculty of Engineering, Dean s Office 06531 Ankara Turkey Faks: (90) 312 210 1266 I-D-39

Supplement I-10 Exit Survey Form QUESTIONAIRRE In assessing the quality of engineering programs, it is expected that the engineering programs must demonstrate that their graduates have acquired a number of skills and abilities. Please indicate your views, as to how well the program you have undertaken has been able to develop in you the skills and abilities listed in the table below, by marking the phrase nearest to your views. 1 I have developed an ability to apply knowledge of mathematics, science and engineering 2 I have developed an ability to design and conduct experiments, as well as to analyze and interpret data 3 I have developed an ability to design a system, component or process to meet desired needs 4 I have developed an ability to function on multidisciplinary terms 5 I have developed an ability to identify, formulate and solve engineering problems 6 I have developed an understanding of professional and ethical responsibility 7 I have developed an ability to communicate effectively 8 I have developed an ability to understand the impact of engineering solutions in a global and societal context 9 I have developed a recognition of the need for, and a ability to engage in life-long learning 10 I have developed a knowledge of contemporary professional issues 11 I have developed an ability to use the techniques, skills and modern engineering tools necessary for engineering practice 12 I was happy with the quality of instruction Strongly Agree Agree Disagree Strongly Disagree No Opinion 13 I was happy with the physical environment of education 14 I was happy with the computer resources that was available to me 15 I was happy with the lab. Facilities 16 I was happy with the social, athletic and cultural facilities and events I-D-40

Supplement I-11a ME 210 Course Student Exit Survey Form Course Instructors : Date : Expected Grade : 1 I have gained the ability to formulate and use parametric and closed form representations of curves and surfaces in engineering/ mathematical problems 2 I have gained the ability to identify, formulate and use gradient, divergence and curl operations in solving engineering/mathematical problems 3 I have gained the ability to identify, formulate and solve engineering/mathematical problems involving line, surface, double, and triple integrals 4 I have gained the ability to identify, formulate and use integral theorems in solving engineering/mathematical problems 5 I have gained the ability to use basic matrix properties and operations for identifying solution characteristics of systems of linear algebraic equations 6 I have gained the ability to solve systems of linear algebraic equations analytically 7 I have gained the ability to identify, formulate and solve eigenvalueeigenvector problems analytically 8 I have gained the ability to identify similarity of matrices and use it towards diagonalization of matrices 9 I have gained the ability to perform basic operations with complex numbers in both rectangular and polar forms 10 I have gained the ability to identify some basic complex functions and to use their properties 11 I have gained the ability to identify and formulate analyticity concept in mathematical/ engineering functions Strongly Agree Agree Disagree Strongly Disagree No Opinion I-D-41

Supplement I-11a ME 210 Course Student Exit Survey Form (continued) 12 I have gained the ability to identify the appropriate mathematical tool to be used for the solution of a given problem and formulate accordingly 13 I have gained the ability to follow a logical sequence of progression in solution, upon formulation of the problem 14 I have gained the ability to identify the relevance of learnt mathematical tools to the solution of a given engineering problem 15 I have gained the ability to use at least one computational tool in solving engineering/ mathematical problems that involve vector analysis, line/surface/volume integration, linear algebra and complex numbers 16 I have gained the ability to report analysis, solution and results in a logical sequence within a standard engineering format Strongly Agree Agree Disagree Strongly Disagree No Opinion I-D-42

Supplement I-11b ME 302 Course Student Exit Survey Form Course Instructors : Date : Expected Grade : 1 I have gained the ability to conduct force analysis of machinery through application of the principle of virtual work 2 I have gained the capability to analyze dynamic equilibrium conditions in machinery 3 I have gained the ability to obtain equivalent inertial, elastic and damping properties in a single dof systems 4 I have gained the ability to obtain free vibration response of single dof systems due to a specified set of initial conditions 5 I have gained the ability to identify damping and natural frequency in the free vibration response of single dof systems 6 I have gained the ability to obtain amplitude and phase characteristics associated with the forced response of single dof systems 7 I have gained the ability to solve force isolation and motion isolation of single dof systems 8 I have gained the ability to formulate linearized equations of motion for a multi degree of freedom system 9 I have gained the ability to solve equations of motion for undamped natural frequencies and associated mode shapes. 10 I have gained the ability to obtain free vibration response due to a specified set of initial conditions 11 I have gained the ability to specify flywheel characteristics for a specified limit of speed fluctuation in reference to a machine load torque and prime mover supply torque configuration over a working cycle Strongly Agree Agree Disagree Strongly Disagree No Opinion I-D-43

Supplement I-12 Instruction Evaluation System I-D-44

I-D-45

Supplement I-13 Course Equivalency Form METU ENGINEERING FACULTY MECHANICAL ENGINEERING DEPARTMENT TRANSFER STUDENT COURSE EQUIVALENCY FORM Department s Ranking of the Candidate: Academic Year: Semester: Transfer Category: Type: A B Candidate s Name-Surname:.. Candidate s Ranking of the Department: Previous University and Faculty/Department:. Cumulative GPA: ÖSS Year/Score:. Department lowest ÖSS score:.. EXEMPT (Taken outside METU) or EQUIVALENT (Taken in METU with a different name) courses Courses Taken in Previous Program Equivalent Course Course No Name Grade Course No Name ADDITIONAL Courses (Courses that must be taken for the transferred and previous years) Course No Name Course No Name OFF-PROGRAM Courses (Courses taken in METU which will not be included to Cum. GPA) Course No Name Course No Name I-D-46