Program Distribution Requirements for the Mechanical Engineering Major
The normal period of residency at WPI is 16 terms. In addition to WPI requirements applicable to all students (see page 7), students wishing to receive the ABET-accredited degree designated “Mechanical Engineering” must satisfy certain additional distribution requirements. These requirements apply to 10 units of study in the areas of mathematics, basic science, and engineering science and design as follows:
Program Educational Objectives
The Mechanical Engineering Program seeks to have alumni who:
- are successful professionals because of their mastery of the fundamental engineering sciences, and mechanical engineering and their understanding of design processes.
- are leaders in business and society due to a broad preparation in technology, communication, teamwork, globalization, ethics, business acumen and entrepreneurship.
- will use their understanding of the impact of technology on the safety, health and welfare of the public for the betterment of humankind.
Student Outcomes
Graduating students should demonstrate that they attained the following:
- an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics
- an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors
- an ability to communicate effectively with a range of audiences
- an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts
- an ability to function effectively on a team whose members together provide leadership, create a collaborative environment, establish goals, plan tasks, and meet objectives
- an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions
- an ability to acquire and apply new knowledge as needed, using appropriate learning strategies.
Mathematics and Basic Science (Minimum 11/3 Units)
Mathematics (Minimum 6/3 Units)
This course provides an introduction to integration and its applications. Topics covered include: inverse trigonometric functions, Riemann sums, fundamental theorem of calculus, basic techniques of integration, volumes of revolution, arc length, exponential and logarithmic functions, and applications of integration to engineering.
1/3Chemistry (Minimum 1/3 Units) and Physics (Minimum 2/3 Units) *OR* Physics (Minimum 1/3 Units) and Chemistry (Minimum 2/3 Units)
Additional Mathematics and/or Basic Science (Minimum 2/3 Units)
Mechanical Engineering Science and Design (Minimum 19/3 Units)
Programming (Minimum 1/3 Unit)
Must include 1/3 unit in programming.
Electrical Engineering (Minimum 1/3 Unit)
Must include 1/3 unit in electrical engineering (ECE 2010 or any ECE course other than ECE 1799).
Concepts integral to the generation, transmission, storage, and use of electrical power are introduced with particular emphasis on economic, environmental, and regulatory influences that have shaped the structure of our power grid for over 100 years. Power generators, including those powered by traditional fossil fuels and renewable sources, are covered, providing a background of technology evolution that leads to distributed energy resources (DERs), energy storage systems, and smart grid solutions. Three-phase lines, loads, and generators are discussed together with the need for power factor calculation and correction. Construction and performance of high voltage transmission lines is introduced. Power flow analysis across a power network from generation to transmission to consumption is provided and modeled, including consideration of basic faults at various points in the network. Methods of energy storage are considered together with basic power grid protection techniques. These technologies converge toward the construction of robust smart grids that employ advanced data analytics and communications for real-time fault identification, load balancing, and correction.
1/3Materials Science (Minimum 1/3 Unit)
Must include 1/3 unit in materials science.
Mechanical Engineering Experimentation (Minimum 1/3 Unit)
Must include 1/3 unit in mechanical engineering experimentation.
Mechanical Engineering Electives (Minimum 4/3 Unit)
Elective courses from engineering disciplines may be selected at the 2000 or higher level. They may also include ES and ME courses at the 1000 level. 2/3 Unit of elective credits must be selected from ME 2000 or ME 3000 level courses or ES 3011 Control Engineering 1 or ES 3323 Advanced Computer Aided Design.
Two Stems of Coherent Course and/or Project Offerings:
Mechanical Systems (Minimum 4/3 Units)
A minimum of 4/3 unit of work in mechanical systems that includes the topics of statics, stress analysis, and dynamics, plus 1/3 unit at or above the 4000 level that integrates mechanical design.
Thermofluid Systems (Minimum 4/3 Units)
Must include a minimum of 4/3 unit of work in thermofluid systems that includes the topics of thermodynamics, fluid mechanics and heat transfer, plus 1/3 unit at or above the 4000 level that integrates thermofluid design. ES 3001 may be replaced by CH 3510 or PH Thermodynamics. If CH or PH is used to cover thermodynamics, this course counts as a science; another engineering elective is then required.
Major Qualifying Project (Minimum 3/3 Unit)
Each Mechanical Engineering student must complete a Major Qualifying Project.
Enhanced Programs
Bachelor/Master’s Program in Mechanical Engineering
Outstanding students are encouraged to combine a master’s degree with their undergraduate WPI studies. Details are found in the WPI Graduate Program section of this catalog, and interested students should initiate discussions with their advisor early in their junior year.
Cooperative Education Program
The WPI Cooperative Education Program provides an opportunity to integrate “real-world” experience into an educational program.
