Design of Industry Inspired Mechanical Engineering Curriculum FINAL 1
Design of Industry Inspired Mechanical Engineering Curriculum FINAL 1
Design of Industry Inspired Mechanical Engineering Curriculum FINAL 1
Abstract…………………………………………………………………………………………..3
1.1 Introduction………………………………………………………………………………...5
1.3 Outcomes…………………………………………………………………………………17
2.7 Review…………………………………………………………………………………….35
3. Expected Outcomes……………………………………………………………………...37
4.1 Evaluation………………………………………………………………………………...39
4.2 Conclusions………………………………………………………………………………39
4.4 Recommendations………………………………………………………………………40
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Glossary of Terms……………………………………………………………………….......41
Bibliography…………………………………………………………………………………..60
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ABSTRACT
This paper explores the use of an industry-inspired learning methods that should
be integrated with the students’ curriculum. The curriculum is more responsible to industry
needs and provide the students with skills for employment and positive work values
needed to meet the demands of the changing industry and global environment. Current
engineering education institutions produce engineers who are excellent scientists with
integration, and synthesis. Most universities are more focused on training the student for
the licensure examination in return, the companies in the industry are obliged to provide
a year or two of training for the new graduates to cope and fully produce skills that are
the program level, allowing for early evaluation of professional competencies. This also
provides coherence across the curriculum, with lower testing burdens and higher quality.
Educators have been given the freedom to focus on broadening learners' understanding
and skills, which will enhance their long-term employability and adaptability. Moreover,
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the curriculum should be created in accordance with the needs of the industry, it should
development, and hands-on instruction in a variety of areas, and actual laboratory that
will help the students be prepared once they enter the field.
achieving the growth of every student's intended outcome, which will help students to be
successful in the industry and have a positive social influence. To improve the educational
system, a concerted effort will be required. When there are changes or improvements in
the globe, the curricula of schools and colleges are influenced. They must be modified to
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Chapter 1
1.1 Introduction
Over the years, technology has advanced and transformed how the world works,
there have been rapid and continuous innovations. Although, with these changes, the
globally, the need for change in engineering education is essential to cope with these
transformations and to maximize the skills and practices that the students are being
prepared for. Curriculum development is the process of adding new content and
introduce students to new learning opportunities and to keep up with enormous changes
in modern technology, major revisions or reconstructions to the existing course are vital.
The curriculum is more responsible to industry needs and provides the students
with skills for employment and positive work values needed to meet the demands of the
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Mechanical engineering is defined as one of the most diverse branches of
engineering. Mechanical engineers design and supervise the production of a wide variety
of items, from medical gadgets to new batteries. They create equipment that generate
energy, such as electric generators, internal combustion engines, and steam and gas
turbines, as well as machines that consume energy, such as refrigeration and air-
conditioning systems.
conversion fuel and combustion technologies, heat transfer, materials, noise control and
and reliability, solar energy, and technological impacts to society. Mechanical engineers
study the behavior of materials when forces are applied to them, such as the motion of
solids, liquids, gases, and heating and cooling of objects and machines. Utilizing these
basic building blocks, mechanical engineers design space vehicles, computers, power
plants, intelligence machines and robots, automobiles, trains, airplanes, furnaces, and air
conditioners. Engineers work on jet engine design, submarines, hot air balloons, textiles
and new materials, medical and hospital equipment, and refrigerators and other home
appliances. Anything that is mechanical or must interact with another machine or human
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Moreover, the ASME Vision of 2030 stated that various constituents of engineering
education have made numerous calls for curricular change. These constituents were
program, and the industry practitioners. Likewise, Educating the Engineer of 2020
proposes curriculum changes to broaden the context of engineering and strengthen the
status of the engineering industry and increase public understanding of engineering and
in their definition may be discussed and enveloped in the undergraduate curriculum. The
researchers then analyzed two sets of curricula provided by the CHED. One of which is
from CHED memorandum order (CMO) No. 09, series of 2008. Another CMO was
analyzed, it was the latest CMO that is being utilized by universities and institutions. CMO
The Philippines implemented the K-12 program last 2016 and due to that rapid
transformation, it was only then that the curriculum was adjusted. For the CMO series of
graduates and introduces them to new emerging areas in the discipline. This CMO’s
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Policies and Standards have been reviewed in light of industry demands, current trends,
On the other hand, the CMO series of 2017 shifted to an outcome-based education
regardless of the type of higher education institution (HEI) from which they graduate. It
was also mentioned that the HEI’s have substantial space to enhance the curriculum in
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C. Basic Engineering Sciences
Engineering Drawing 0 3 1
Computer – Aided Drafting 0 3 1
Computer Fundamentals & 0 3 1
Programming
Statics of Rigid Bodies 3 0 3
Dynamics of Rigid Bodies 2 0 2
Mechanics of Deformable Bodies 3 0 3
Engineering Economics 3 0 3
Engineering Management 3 0 3
Technopreneurship 101 2 0 2
Sub-Total 16 9 19
D. Allied Courses
Basic Electrical Engineering 2 3 3
Basic Electronics 2 3 3
DC and AC Machinery 2 3 3
Sub-Total 6 9 9
E. Fundamental Mechanical
Engineering Courses
Mechanical Engineering Orientation 1 0 0
Advanced Mathematics for ME 3 0 3
Fluid Mechanics 3 0 3
Machine Elements 2 3 3
Materials Science and Engineering 2 3 3
for ME
Thermodynamics 1 3 0 3
Thermodynamics 2 3 0 3
Combustion Engineering 2 0 2
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Heat Transfer 2 0 2
ME Laboratory 1 0 3 1
ME Laboratory 2 0 6 2
Manufacturing and Industrial 1 3 2
Processes with Plant Visits
Basic Occupational Safety and 3 0 3
Health
Workshop Theory and Practice 0 3 1
Machine Shop Theory 0 6 2
Control Engineering 2 3 3
Fluid Machineries 3 0 3
Refrigeration Systems 3 0 3
Air-conditioning and Ventilation 3 0 3
Systems
Vibration Engineering 2 0 2
Computer Applications for ME 0 3 1
Sub-Total 39 33 50
F. Professional Mechanical
Engineering Courses
Machine Design 1 3 0 3
Machine Design 2 2 3 3
ME Laboratory 3 0 6 2
Industrial Plant Engineering 3 3 4
Power Plant Design with Renewable 3 3 4
Energy
ME Laws, Ethics, Codes and 2 0 2
Standards
ME Project Study 1 0 3 1
ME Project Study 2 0 3 1
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Sub-Total 13 21 20
G. Elective Courses
ME Electives 4 0 4
Sub-Total 4 0 4
TOTAL TECHNICAL COURSES 96 78 122
II. NON-TECHNICAL COURSES
A. General Education Courses
Purposive Communication 3 0 3
Mathematics in the Modern World 3 0 3
Understand the Self 3 0 3
Art Appreciation 3 0 3
Ethics 3 0 3
Readings in Philippine History 3 0 3
The Contemporary World 3 0 3
Science, Technology and Society 3 0 3
Sub-Total 24 0 24
B. General Education Elective
and Mandated Courses
G.E. Elective 1 3 0 3
G.E. Elective 2 3 0 3
G.E. Elective 2 3 0 3
Life and Works of Rizal 3 0 3
Sub-Total 12 0 12
C. Physical Education
P.E. 1, 2, 3, 4 (2 units each) 8
Sub-Total 8
D. National Service Training
Program
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NSTP 1 & 2 6
Sub-Total 6
TOTAL NON-TECHNICAL 36 0 50
COURSES
GRAND TOTAL 172
*OJT may be substituted for Plant Visits
Table 1.1 above presented that the CMO No. 97, series 2017 BS Mechanical
Engineering has a total of 172 credit units. The curriculum included general education,
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Table 1.2: Curriculum Outline of CMO, series 2008
Minimum Hours/week
Minimum
Credit Units
Classification/Field/Course Lecture Laboratory
I.TECHNICAL COURSES
A. Mathematics
College Algebra 3 0 3
Advanced Algebra 2 0 2
Plane and Spherical Trigonometry 3 0 3
Analytic Geometry 2 0 2
Solid Mensuration 2 0 2
Differential Calculus 4 0 4
Integral Calculus 4 0 4
Differential Equations 3 0 3
Sub-Total 26 0 26
B. Natural/Physical Sciences
General Chemistry 3 3 4
Physics 1 3 3 4
Physics 2 3 3 4
Sub-Total 9 9 12
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C. Basic Engineering Sciences
Engineering Drawing 0 3 1
Computer Fundamentals and 0 6 2
Programming
Computer-Aided Drafting 0 3 1
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Thermodynamics 1 3 0 3
Thermodynamics 2 3 0 3
Combustion Engineering 2 0 2
Heat Transfer 2 0 2
ME Laboratory 1 0 6 2
ME Laboratory 2 0 6 2
Industrial Processes 2 0 2
Safety Engineering for ME 2 0 2
Workshop Theory and Practice 0 6 2
Machine Shop Theory 0 6 2
Instrumentation and Control Engineering 2 3 3
Fluid Machinery 3 0 3
Refrigeration Systems 3 0 3
Airconditioning and Ventilation Systems 2 3 3
Vibration Engineering 2 0 2
Sub-Total 41 39 54
F. Professional Mechanical Engineering
Courses
Machine Design 1 3 0 3
Machine Design 2 3 0 3
ME Laboratory 3 0 6 2
Industrial Plant Engineering 3 0 3
Power Plant Engineering 4 3 5
ME Laws, Ethics, Codes and Standards 3 0 3
Plant Visit/OJT 0 6 2
ME Project Study 1 0 3 1
ME Project Study 2 0 3 1
Sub-Total 16 21 23
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G. Elective Courses
ME Electives 12 0 12
Sub-Total 12 0 12
II.NON-TECHNICAL COURSES
A. Social Sciences
Social Sciences 1 3 0 3
Social Sciences 2 3 0 3
Social Sciences 3 3 0 3
Social Sciences 4 3 0 3
Sub-Total 12 0 12
B. Humanities
Humanities 1 3 0 3
Humanities 2 3 0 3
Humanities 3 3 0 3
Sub-Total 9 0 9
C. Languages
English 1 3 0 3
English 2 3 0 3
English 3(Technical Communication) 3 0 3
Pilipino 1 3 0 3
Pilipino 2 3 0 3
Sub-Total 15 0 15
D. Mandated Courses
Life and works of Rizal 3 0 3
Sub-Total 3 0 3
E. Physical Education
P.E. 1,2,3,4 (2 units each) 8
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Sub-Total 8
F. National Training Service Program
NSTP 1 3
NSTP 2 3
Sub-Total 6
GRAND TOTAL 167 90 211
Table 1.2 above presented that the CMO No. 09, series 2008 BS Mechanical
Engineering has a total of 172 credit units. The curriculum included general education,
technical, allied, fundamental, professional, and technical electives and plant visits or OJT.
1.3 Outcomes
To come up with a new curriculum structure which will be discussed in the following
chapter, the researchers briefly analyzed and integrated the program outcomes of two CMOs
for the program, BS in Mechanical Engineering that was already used in the discussion in the
previous content. Before proceeding with the program outcomes, it is essential to mention the
• HEIs’ department or unit shall be the one to articulate the program educational
graduates to achieve career and professional accomplishments within a few years after
graduation.
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By the time of graduation, the students of BSME program shall have the ability to:
g. Communicate effectively;
context.
Institutional outcomes were also expressed as part of the minimum standards for the BS
profession;
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• Graduates of State Universities and Colleges must, in addition, have the competencies
to support “National, Regional and Local development plans; as stated in Republic Act
7722.
• Graduates of higher educational institutions must preserve and promote the Filipino
performance(s) required to meet the outcome; they are confirmed through evidence. Sample
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Apply the laws of thermodynamics in
analyzing problems
3
mechanical systems
4
data given.
4
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Apply the foundations of designing the
situational leadership
2
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Communicate proficiently the technical
problems
Applying power plant engineering to
condition-monitoring devices.
mechanical systems.
3
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Applying chemical and physical principles
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Embody orientation to ME to understand
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1.5 Assessment and Evaluation
Assessment as one or more processes that identify, collect, and prepare data to evaluate the
attainment of Program outcomes and objectives. On the other hand, CHED refers to Program
Evaluation as one or more processes for interpreting the data and evidence accumulated
from the assessment. This determines the extent at which the Program outcomes and
Table 1.4: Sample Matrix Linking Performance Indicators with Key Courses and
Assessment Methods.
1 Apply concepts of
complex mechanical
engineering problems
solving problems
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involving energy and
mass balance
Evaluate efficiencies of
mechanical systems
5 Experiments' using
engineering and
mathematical skills.
Apply methods of
analyzing and
interpreting data.
components,
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Apply concepts of
mechanical device
machine can be
manufactured.
Apply concepts of
equipment and
10 developing innovative
approaches and
solutions to ME Project
Table 1.4 above presented a sample of matrix that relates the Performance Indicators
with Key Courses in Mechanical Engineering and an appropriate Assessment Method that
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Chapter 2
Engineering Curriculum
students for successful jobs in industry that have a good societal impact. The following
or on-the-job training and experience are all options for continuing their intellectual
development.
emerging activities.
engineering education.
application
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• To be autonomous and collaborative critical thinkers who identify problems and
way that is very different from the new curriculum that is detailed. Although the
new program maintains the strong emphasis on engineering science that was
characteristic of an earlier program (one that was offered by the Department), the
with other engineering programs in the college. With the use of a common core
and free electives, a variety of programs have been developed, including those in
The changing demands placed on students who are about to enter the
workforce as well as the more diverse backgrounds of students who are entering
engineering programs are the driving forces behind the changes that are being
for a career in a field other than engineering, such as a career in law or medicine.
This could be a result of the fact that the increased emphasis on non-science
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aspects of mechanical engineering prepares students better for engineering
careers.
This research paper serves as a proposal for the structure of the Mechanical
based curriculum. Industry-based curricula will not fully replace the existing
curriculum but it will serve as a new curriculum design, an approach that will be
applied to the current outlines of curriculum. It may add the laboratory units that
will determine the assessment from the lecture. The major courses that will be
having additional units for laboratories and assessment added are: Industrial Plant
new curriculum, inspired by industry approaches, focused on the second and third
years of the undergraduate program. These are the years when students will be
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taking key and major courses as well as introductory courses in allied engineering
disciplines. During the first year of the program, students have a good
In the second year, the student will be introduced to core technical allied courses
programming). They will also dive into deeper discussion of courses that is
essential to the program. These are the courses like Thermodynamics 1 and 2,
Statics and Dynamics of Rigid Bodies, Engineering Data Analysis, and so on.
In the third and fourth year, technical knowledge becomes deeper and
specific where the students will specialize in industry applications of core modules
reflection, time management, and individual skills training from the portfolio should
have helped students make the most of their individual research projects, optional
modules, and the increasing difficulty of group projects. Students should be able
to get the most out of their years on the course if professional practice is embedded
also important to take note that the goal of both the institution and the commission
boards is to provide the students quality education that will guarantee that the
developments.
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2.5 Skills Portfolio
The world outside the educational institution requires not only technical
skills such as mathematical, drawing skills etc., but also demands core skills
across engineering disciplines and soft skills. A student's ability to gain skills
should be defined by their career goals and aptitude. For example, some students
may want to enhance their drawing and design skills where other students may be
engineering elective like Mechatronics Engineering while others are aligned more
workshops they will take on a twice-weekly basis. Although the viability of pursuing
alternatives and choices are not arbitrary; they must be rationalized by the student,
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Table 2: Example of skills portfolio workshops offered through 2nd year and 3rd years
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The portfolio also contains core competencies that are valuable across fields. Even
more so for a mechanical engineering program whose scope is wide and broad enough
that makes it relevant in other disciplines. Workshops like the ones presented provide
excellent chances for industry to engage in the course. Having professors embedding
industry approaches, professional skills, and such, exposes the students to actual
engineering projects, activities, in the field. Thus, giving them a greater opportunity to
The portfolio, therefore, is where those professional abilities traits are honed. By
navigating the workshop options, students are beginning to develop the characteristics
that institutions value, and justify those in terms of personal reflection and development.
(Turnbull, 2019).
The taught modules will cover the key technical courses of the mechanical
questions that test multiple modules within each problem. The use of direct or
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The goal of integrating an evaluation or exam, as described in the preceding
better culture of practice throughout the year, preventing the students from
cramming. The advanced exam paper also challenges students with problem-
based questions that evaluate the high-level skills of navigating new and uncertain
2.7 Review
students for successful jobs in industry that have a good societal impact. Students
are expected to apply their technical knowledge, critical thinking, creativity, and
new curriculum, inspired by industry approaches, focused on the second and third
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years of the undergraduate program. Students will be taking key and major
applications of topics for the students to better understand the concept in the field.
machine design courses will be having laboratory exercises for the application of
particular lectures.
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Chapter 3
Expected Outcomes
requires system design, integration, and synthesis. Most universities are more focused
on training the student for the licensure examination in return, the companies in the
industry are obliged to provide a year or two of training for the new graduates to cope and
fully produce skills that are expected of them as a product of engineering education.
Furthermore, many of the methods and objectives of academia are often considered to
design that will shape the mechanical engineering students with core competencies both
academically and professionally that they need to achieve what the industry needs.
development, soft skill development, and hands-on instruction in a variety of areas, and
actual laboratory that will help the students be prepared once they enter the field.
Employers are increasingly looking for a wide range of abilities, including those that
For the new mechanical engineering curriculum, the students are expected of the
following outcomes:
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• To be able to identify, formulate, and solve complex engineering problems by
as well as the ability to make educated decisions that take into account the
societal contexts.
• The capacity to design and carry out relevant experiments, analyze and interpret
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Chapter 4
4.1 Evaluation
the issues they were meant to solve, consistency to ensure that the design works the
same way every time, and efficiency to ensure that the problem is solved in the simplest
them. Another reason to prioritize evaluation and decision making is that new solutions
are frequently overlooked in favor of old ones, because it is more difficult to analyze new
4.2 Conclusions
creativity, and practical experience. As a result, dual degrees with other engineering
programs at the college are now possible. This will provide students with the skills and
morality need to be good engineers working in a variety of current and emerging sectors.
The study's projected objectives lighten the curriculum, allowing students to be more
competent and ethical when it comes to industrial employment and other countries when
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In conclusion, Mechanical Engineering curriculum development is critical to
achieving the growth of every student's intended outcome, which will help students to be
successful in the industry and have a positive social influence. To improve the educational
system, a concerted effort will be required. When there are changes or improvements in
the globe, the curricula of schools and colleges are influenced. They must be modified to
4.4 Recommendations
Based on the conclusions drawn from the study, the following recommendations
were made:
1. The HEI’s or the Commission on Higher Education (CHED) may include faculty
development plan.
2. Include more laboratory and electives in the curriculum and lessen general courses
if possible.
5. Future researchers may consider gathering an assessment data from the students
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GLOSSARY OF TERMS
Analytical approach
ASME
CHED
CMO
Development Experiment
curriculum plan.
Engineering science
The branches of science that deal with the physical and mathematical
HEI
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Outcome-based learning
PEO
Problem-based learning
Program evaluation
outcomes.
Technical knowledge
The form of applied knowledge that usually incorporates physical and intellectual
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LIST OF TABLES AND FIGURES
Table 1.1: Curriculum Outline of CMO, series 2017
Minimum Hours/ week Minimum
Classification/ Field / Course Lecture Laboratory Credit Units
Engineering Drawing 0 3 1
Computer – Aided Drafting 0 3 1
Computer Fundamentals & 0 3 1
Programming
Statics of Rigid Bodies 3 0 3
Dynamics of Rigid Bodies 2 0 2
Mechanics of Deformable Bodies 3 0 3
Engineering Economics 3 0 3
Engineering Management 3 0 3
Technopreneurship 101 2 0 2
Sub-Total 16 9 19
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K. Allied Courses
Basic Electrical Engineering 2 3 3
Basic Electronics 2 3 3
DC and AC Machinery 2 3 3
Sub-Total 6 9 9
L. Fundamental Mechanical
Engineering Courses
Mechanical Engineering Orientation 1 0 0
Advanced Mathematics for ME 3 0 3
Fluid Mechanics 3 0 3
Machine Elements 2 3 3
Materials Science and Engineering 2 3 3
for ME
Thermodynamics 1 3 0 3
Thermodynamics 2 3 0 3
Combustion Engineering 2 0 2
Heat Transfer 2 0 2
ME Laboratory 1 0 3 1
ME Laboratory 2 0 6 2
Manufacturing and Industrial 1 3 2
Processes with Plant Visits
Basic Occupational Safety and 3 0 3
Health
Workshop Theory and Practice 0 3 1
Machine Shop Theory 0 6 2
Control Engineering 2 3 3
Fluid Machineries 3 0 3
Refrigeration Systems 3 0 3
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Air-conditioning and Ventilation 3 0 3
Systems
Vibration Engineering 2 0 2
Computer Applications for ME 0 3 1
Sub-Total 39 33 50
M. Professional Mechanical
Engineering Courses
Machine Design 1 3 0 3
Machine Design 2 2 3 3
ME Laboratory 3 0 6 2
Industrial Plant Engineering 3 3 4
Power Plant Design with Renewable 3 3 4
Energy
ME Laws, Ethics, Codes and 2 0 2
Standards
ME Project Study 1 0 3 1
ME Project Study 2 0 3 1
Sub-Total 13 21 20
N. Elective Courses
ME Electives 4 0 4
Sub-Total 4 0 4
TOTAL TECHNICAL COURSES 96 78 122
IV. NON-TECHNICAL COURSES
E. General Education Courses
Purposive Communication 3 0 3
Mathematics in the Modern World 3 0 3
Understand the Self 3 0 3
Art Appreciation 3 0 3
Ethics 3 0 3
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Readings in Philippine History 3 0 3
The Contemporary World 3 0 3
Science, Technology and Society 3 0 3
Sub-Total 24 0 24
F. General Education Elective
and Mandated Courses
G.E. Elective 1 3 0 3
G.E. Elective 2 3 0 3
G.E. Elective 2 3 0 3
Life and Works of Rizal 3 0 3
Sub-Total 12 0 12
G. Physical Education
P.E. 1, 2, 3, 4 (2 units each) 8
Sub-Total 8
H. National Service Training
Program
NSTP 1 & 2 6
Sub-Total 6
TOTAL NON-TECHNICAL 36 0 50
COURSES
GRAND TOTAL 172
*OJT may be substituted for Plant Visits
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Table 1.2: Curriculum Outline of CMO, series 2008
Minimum Hours/week
Minimum
Credit Units
Classification/Field/Course Lecture Laboratory
I.TECHNICAL COURSES
B. Mathematics
College Algebra 3 0 3
Advanced Algebra 2 0 2
Plane and Spherical Trigonometry 3 0 3
Analytic Geometry 2 0 2
Solid Mensuration 2 0 2
Differential Calculus 4 0 4
Integral Calculus 4 0 4
Differential Equations 3 0 3
Sub-Total 26 0 26
B. Natural/Physical Sciences
General Chemistry 3 3 4
Physics 1 3 3 4
Physics 2 3 3 4
Sub-Total 9 9 12
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C. Basic Engineering Sciences
Engineering Drawing 0 3 1
Computer Fundamentals and 0 6 2
Programming
Computer-Aided Drafting 0 3 1
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Thermodynamics 1 3 0 3
Thermodynamics 2 3 0 3
Combustion Engineering 2 0 2
Heat Transfer 2 0 2
ME Laboratory 1 0 6 2
ME Laboratory 2 0 6 2
Industrial Processes 2 0 2
Safety Engineering for ME 2 0 2
Workshop Theory and Practice 0 6 2
Machine Shop Theory 0 6 2
Instrumentation and Control Engineering 2 3 3
Fluid Machinery 3 0 3
Refrigeration Systems 3 0 3
Airconditioning and Ventilation Systems 2 3 3
Vibration Engineering 2 0 2
Sub-Total 41 39 54
F. Professional Mechanical Engineering
Courses
Machine Design 1 3 0 3
Machine Design 2 3 0 3
ME Laboratory 3 0 6 2
Industrial Plant Engineering 3 0 3
Power Plant Engineering 4 3 5
ME Laws, Ethics, Codes and Standards 3 0 3
Plant Visit/OJT 0 6 2
ME Project Study 1 0 3 1
ME Project Study 2 0 3 1
Sub-Total 16 21 23
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G. Elective Courses
ME Electives 12 0 12
Sub-Total 12 0 12
II.NON-TECHNICAL COURSES
G. Social Sciences
Social Sciences 1 3 0 3
Social Sciences 2 3 0 3
Social Sciences 3 3 0 3
Social Sciences 4 3 0 3
Sub-Total 12 0 12
H. Humanities
Humanities 1 3 0 3
Humanities 2 3 0 3
Humanities 3 3 0 3
Sub-Total 9 0 9
I. Languages
English 1 3 0 3
English 2 3 0 3
English 3(Technical Communication) 3 0 3
Pilipino 1 3 0 3
Pilipino 2 3 0 3
Sub-Total 15 0 15
J. Mandated Courses
Life and works of Rizal 3 0 3
Sub-Total 3 0 3
K. Physical Education
P.E. 1,2,3,4 (2 units each) 8
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Sub-Total 8
L. National Training Service Program
NSTP 1 3
NSTP 2 3
Sub-Total 6
GRAND TOTAL 167 90 211
analyzing problems
3
mechanical systems
4
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Design and conduct 'Development
data given.
4
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Apply concepts of equipment and
situational leadership
2
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Apply the entrepreneur subject the most
problems
Applying power plant engineering to
condition-monitoring devices.
mechanical systems.
3
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Apply the ME Laws, Ethics, Contracts,
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Apply ME Laws, Ethics, Codes, and
Table 1.4: Sample Matrix Linking Performance Indicators with Key Courses and
Assessment Methods.
1 Apply concepts of
complex mechanical
engineering problems
solving problems
mass balance
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Apply the laws of
Evaluate efficiencies of
mechanical systems
5 Experiments' using
engineering and
mathematical skills.
Apply methods of
analyzing and
interpreting data.
components,
Apply concepts of
mechanical device
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8 design, and the Instrumentation and
manufactured.
Apply concepts of
equipment and
10 developing innovative
approaches and
solutions to ME Project
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Table 2: Example of skills portfolio workshops offered through 2nd year and 3rd
years
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BIBLIOGRAPHY
10.29027/IJIRASE.v1.i4.2017.106-111.
https://doi.org/10.1680/jcien.19.00012.
• Kirkpatrick, A., Danielson, S., Warrington, R., Smith, R., Thole, K., Kulacki, A.,
Wepfer, W., & P.E., T. (2011). Vision 2030; creating the future of Mechanical
Proceedings. https://doi.org/10.18260/1-2--18870
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• Duston, A. J., Todd, R. H., Magleby, S. P., & Sorensen, C. D. (1997). A review of
https://www.eleapsoftware.com
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