Trends in Educational Activity in the Field of Mechanism and Machine Theory (2018–2022): Selected Papers from ISEMMS 2022

Preface
Contents
Part I Mechanism and Machine Science in the Engineering Program: Methodology
1 Teaching Concept for the Practical Application of Product Development and Project Management Methods
1.1 Concept
1.2 Structure of the Course Based on an Example
1.3 Summary
References
2 Implementation of Projects Oriented Learning in Mechanical Engineering Universities and Vocational Colleges
2.1 Introduction
2.2 Objectives
2.3 Methodology
2.4 Results and Analysis
2.5 Conclusions
References
3 Developing Students’ Cognitive Skills in MMS Study Course
References
4 Kinematical Analysis and Dimensional Synthesis of RRPR-Type Four-Bar Mechanism in MMS Study Course
References
5 Flipped Classroom and Technology Enhanced Learning in Mechanical Engineering
5.1 Introduction
5.2 Context of the Two Pilot Experiences
5.3 Pilot Experience 1: Modeling and Computational Simulation in Machine Design
5.4 Pilot Experience 2: Dynamics of Machines
5.5 Conclusions
References
6 Flipped Learning Applied to Machine Design
6.1 Introduction
6.1.1 Connectivism and the Flipped Classroom Method
6.1.2 The Flipped Classroom Method
6.2 Application to Machine Design Class
6.3 Conclusions
References
7 Dimensional Synthesis Approach of A Compliant Clutch Mechanism for a Formula Student Car (I)
7.1 Introduction
7.1.1 Literature: Brief Review
7.1.2 Design Philosophy
7.2 Optimal Design Formulation
7.2.1 The Torque Gain Constraint
7.2.2 The Auxiliary Requirements or Constraints Such as Smooth Motion of the Connecting Rod for the Desirable Positions Array
7.3 Conclusion
References
8 Dimensional Synthesis Solution of a Compliant Clutch Mechanism for a Formula Student Car (II)
8.1 Introduction
8.2 Synthesis of the Four-Bar Linkage
8.2.1 Performance Indices
8.3 Experimental Results
8.4 Conclusion
References
Part II Mechanism and Machine Science in the Engineering Program: Experiences and New Trends
9 Methodological Approach for Interdisciplinary Teaching of Machines and Mechanism in Real Contexts
9.1 Introduction
9.2 Methodology
9.3 Results
9.4 Discussion
9.5 Future Works
9.6 Conclusion
References
10 Influence of Continuous Assessment Test Methodology on the Learning of Basic Mechanical Physics Knowledge
10.1 Introduction
10.2 Methodology
10.2.1 Pedagogical Context
10.2.2 Description of the Methodologies Used to Carry Out the Continuous Assessment Tests
10.2.3 Analysed Parameters
10.3 Results
10.3.1 Student Performance Considering the Two Continuous Assessment Test (CAT) Methodologies
10.3.2 Student and Mentor Professors (MP)’ Opinions on the Continuous Assessment Tests (CAT)
10.4 Conclusions
References
11 Evaluation of Audiovisual Guides for Laboratory Classes in Hydraulic Machinery Courses of Distance Learning Engineering Programs
11.1 Introduction
11.2 Development of the Audiovisual Guides
11.2.1 Guides General Description
11.2.2 Guides Elaboration Procedure
11.3 Evaluation of the Preliminary Guide on the Pump Test
11.3.1 Results of the Questionnaire on the Preliminary Guide
11.4 Pelton Turbine Guide and Survey
11.4.1 Results Obtained with the Pelton Turbine Guide
11.5 Conclusions
References
12 Learning How to Design and Manufacture by Applying Hot Wire Cutting to the Fabrication of a Car Spoiler
12.1 Introduction
12.2 Theoretical Concepts: Fundamental Parameters
12.2.1 Geometries Selected for Airfoil Fabrication
12.3 Cutting Arch Fabrication
12.4 Job Description
12.5 Procedure for the Realization of the Practice
12.6 Conclusions
References
13 Plans for a Course on the History of Mechanisms and Machine Science
13.1 Introduction
13.2 Motivations and Previous Experiences
13.3 Outlines for the Course
13.4 Conclusions
References
14 A European Researchers' Night Project on Mechanical Vibrations for High School Students
14.1 Introduction
14.2 Vertical Beams with Point Masses
14.3 Vibrating Building with Tuned Mass Damper
14.4 Plate with Center Point Clamped
14.4.1 Setup
14.4.2 Measurements
14.4.3 Results
14.5 Conclusions
References
15 Guizzo Xp: A Robotic Toolkit for STEM Education and Raising Awareness of Aquatic Environment Protection
15.1 Introduction
15.2 Robot Design and Manufacturing
15.3 Workshop Activities
15.3.1 Basic Course Activities
15.3.2 Advanced Course Activities
15.4 Conclusions
References
16 Robotic Systems as a Part of AI Fundamentals Course at ITS Academy Foundation for New Life Technologies n.a. Alessandro Volta in Trieste, Italy
16.1 Introduction
16.1.1 The Course
16.1.2 ``Fundamentals of Artificial Intelligence'': The Learning Module
16.1.3 Relations Between the Course and Innovative Robotic Solutions Used in ITS
16.2 Artificial Intelligence Applications
16.2.1 Computer Vision Submodule
16.2.2 Conversational AI Submodule
16.3 Autonomously Navigating Robotic Systems
16.4 Conclusion
References
17 The Potential of Education and Training in Additive Manufacturing
17.1 Introduction
17.2 Training Programmes
17.2.1 Upper Level Training Cycles
17.2.2 Bachelor and Master
17.2.3 Longlife Training
17.3 Methodological Aspects
17.4 Examples of Application in Industrial Engineering
17.4.1 Manufacturing of Components as an Alternative to Non-additive Processes
17.4.2 Manufacturing of Components with Complex Geometries
17.4.3 Manufacturing of Lightweight Structures
17.4.4 Reparation of Parts of Widespread Use
17.4.5 Maintenance Through Reverse Engineering
17.4.6 Maintenance Tasks Through DED Techniques
17.4.7 Resource for Teaching and Learning
17.4.8 Design and Manufacturing of Prototypes
17.4.9 Potential Against Depopulation
17.5 Conclusions
References
Part III Mechanism and Machine Science in the Engineering Program: Virtual Labs
18 Matlab App for Teaching Planar Mechanism Kinematics
18.1 Introduction
18.2 Raven’s Method
18.3 Mechanism Description
18.4 App Description
18.4.1 Structure and Implementation
18.5 Conclusions
References
19 General-Purpose Software Tools in Teaching MMS
19.1 Introduction
19.2 The Selected Tools and Their Applications
19.2.1 GeoGebra
19.2.2 MATLAB/Simulink
19.2.3 Autodesk Inventor
19.3 Proposed Activities
19.3.1 Kinematic Analysis of a 6-Bar Mechanism
19.3.2 Dynamic Analysis of a Mechanism
19.3.3 Dynamic Analysis of a Manipulator Robot
19.3.4 Cam-Follower System Design
19.4 Conclusions
References
20 A Distance Teaching Experience in Gear Design with Autodesk Inventor
20.1 Introduction
20.2 Methodology
20.3 Results
20.3.1 Training Problem
20.3.2 Verification Problem
20.4 Conclusions
References
21 Application of Reverse Engineering to Implement 3D Designs of Ancient Mechanisms
21.1 Introduction
21.2 Metholody
21.3 Results
21.4 Conclusions
References
Part IV Mechanism and Machine Science Experiences in Pandemic Times
22 Has the Teaching Innovation Carried Out During the Pandemic Been Consolidated? DEM-UPC Subjects
22.1 Introduction
22.2 Teaching During the Pandemic
22.2.1 Mechanics (3rd Semester GETI)
22.2.2 Machine and Mechanism Theory (4th Semester GETI)
22.3 Teaching After the Pandemic
22.3.1 Year 2020–2021
22.3.2 Year 2021–2022
22.4 Teaching Improvement
22.4.1 Survey on Teaching Experiences in the Pandemic
22.4.2 Survey on Teaching Tools Applied to Mechanical Engineering
22.5 Teaching Day of the DEM
22.6 Conclusions
References
23 Implementation of Audiovisual Material in Lab Sessions During COVID Time: Effects and Results
23.1 Introduction
23.2 Pre-pandemic Approach
23.3 Post-pandemic Approach
23.4 Impact of the Approach Change on the Academic Results
23.5 Concluding Remarks
References
24 New Formative Evaluation Methodology on Rotating Machinery Diagnostics
24.1 Introduction
24.2 Methodology
24.3 Results
24.4 Conclusions
References
Index