General Objective:
To know from the engineering perspective the function and place that has the professional work of a Mechanical an Electrical Engineer in the contemporary society.
Didactic Sequences:
*Click in the didactic sequence to download
I. Conceptual framework of this Engineering
II. Engineering and its methodology
III. The project in Engineering
IV. Engineering work and its environmental impact. Environmental Engineering
V. Career options of a Mechanical and Electrical Engineer
5.1 JEOPARDY
Students will play Jeopardy, practicing Question’s formation and combining their general knowledge about their engineering and vocabulary in English.
Working in: Individual and teams
Time: 90 minutes
November 16, 2010
October 25, 2010
Thermodynamics
General objective:
Students will be able to develop and apply their cognitive skills that allow them to manage information in a significant way, to produce innovative proposals and take decisions related to contextual problems, as a way to reinforce their integral education.
Didactic Sequences:
*Click in the didactic sequence to download
I. Principios termodinámicos de las propiedades del Vapor de Agua
II. Conducción unidimensional en estado estable
III. Conducción bidimensional en estado estable
IV. Conducción de estado transitorio
V. Convección forzada
VI. Convección libre
VII. Transferencia de calor
7.1. Intrusive Words
Students will look for words within the text that are not related with the topic. And they will insert the right words in the right place in order to have a coherent text. In order to expand their vocabulary they will translate the intrusive and the right words.
Working in: Individual and teams
Time: 90 minutes
VIII. Intercambiadores de calor
Students will be able to develop and apply their cognitive skills that allow them to manage information in a significant way, to produce innovative proposals and take decisions related to contextual problems, as a way to reinforce their integral education.
Didactic Sequences:
*Click in the didactic sequence to download
I. Principios termodinámicos de las propiedades del Vapor de Agua
II. Conducción unidimensional en estado estable
III. Conducción bidimensional en estado estable
IV. Conducción de estado transitorio
V. Convección forzada
VI. Convección libre
VII. Transferencia de calor
7.1. Intrusive Words
Students will look for words within the text that are not related with the topic. And they will insert the right words in the right place in order to have a coherent text. In order to expand their vocabulary they will translate the intrusive and the right words.
Working in: Individual and teams
Time: 90 minutes
VIII. Intercambiadores de calor
September 29, 2010
Dynamics
General Objective:
To develop student’s capability to solve problems and limitations of functionality (in machines and electro mechanic and mechatronic assembly) caused by mechanic design restrictions, through the use of the best analysis, dynamic, kinetic and kinematics techniques.
Didactic Sequences:
*Click in the didactic sequence to download
I. Kinematics of the particle
II. Translation and rotational movement of a rigid body on a fixed axe.
III. Plane motion of the rigid body
3.1. Memory Game
In teams, students will play ‘memory game’ related to Dynamics. Afterwards, students will prepare a presentation explaining the concepts and images which worked in the memory game.
Working in: Teams
Time: 115 minutes
IV. Dynamic of the particle
V. General theorem of dynamic of the particle and rigid body
VI. D’Alembert’s theorem
To develop student’s capability to solve problems and limitations of functionality (in machines and electro mechanic and mechatronic assembly) caused by mechanic design restrictions, through the use of the best analysis, dynamic, kinetic and kinematics techniques.
Didactic Sequences:
*Click in the didactic sequence to download
I. Kinematics of the particle
II. Translation and rotational movement of a rigid body on a fixed axe.
III. Plane motion of the rigid body
3.1. Memory Game
In teams, students will play ‘memory game’ related to Dynamics. Afterwards, students will prepare a presentation explaining the concepts and images which worked in the memory game.
Working in: Teams
Time: 115 minutes
IV. Dynamic of the particle
V. General theorem of dynamic of the particle and rigid body
VI. D’Alembert’s theorem
Solid Mechanics I
General Objective
To acquire theoretical knowledge about the behavior of materials under action of applied loads, their geometric features and their reactions under axial force, shear strength and bending moment.
Didactic Sequences:
*Click in the didactic sequence you want to download
I. Introduction
II. Geometric characteristics of flat sections.
III. Mechanical properties of materials
3.1. Memory Game
In teams, students will play ‘memory game’ related to Solid Mechanics. Afterwards, students will prepare a presentation explaining the concepts and images which worked in the memory game.
Working in: Teams
Time: 115 minutes
IV. Axial force, shear strength and bending moment in bars
4.1 Marathon
V. Normal stresses by axial force an
d bending moment
To acquire theoretical knowledge about the behavior of materials under action of applied loads, their geometric features and their reactions under axial force, shear strength and bending moment.
Didactic Sequences:
*Click in the didactic sequence you want to download
I. Introduction
II. Geometric characteristics of flat sections.
III. Mechanical properties of materials
3.1. Memory Game
In teams, students will play ‘memory game’ related to Solid Mechanics. Afterwards, students will prepare a presentation explaining the concepts and images which worked in the memory game.
Working in: Teams
Time: 115 minutes
IV. Axial force, shear strength and bending moment in bars
4.1 Marathon
Students will play a board game with concepts related to Unit IV of Solid mechanics I. After that they will joint the information in a concept map and will translate the questions found in the marathon.
Working in: Teams
Time: 100 minutes
V. Normal stresses by axial force an
d bending moment
September 9, 2010
Innovation and Entrepreneurial Talent
General Objective
To develop attitudes, values and skills related with talent and entrepreneurial leadership, creativity, innovation with value and team work, inserted in the processes of change that organizations and social groups required.
Didactic Sequences:
*Click in the didactic sequence you want to download
I. Use of Strengths in Talents
II. Teamwork
III. Systematic Creativity and Innovation (TRIZ)
IV. Entrepreneurial Talent
3.1. Creating a slogan
In teams, students will create a slogan for a product related to their study area, so they can develop their creative capability by making up a witty and significant phrase that also will be drown and presented to the group.
Working in: Teams
Time: Two sessions
To develop attitudes, values and skills related with talent and entrepreneurial leadership, creativity, innovation with value and team work, inserted in the processes of change that organizations and social groups required.
Didactic Sequences:
*Click in the didactic sequence you want to download
I. Use of Strengths in Talents
II. Teamwork
III. Systematic Creativity and Innovation (TRIZ)
IV. Entrepreneurial Talent
3.1. Creating a slogan
In teams, students will create a slogan for a product related to their study area, so they can develop their creative capability by making up a witty and significant phrase that also will be drown and presented to the group.
Working in: Teams
Time: Two sessions
September 5, 2010
IME PROFILE
Bachelor’s degree in Mechanical and Electrical Engineering*
Career Profile
The Mechanical and Electrical Engineer has the professional profile to be inserted into the production, generation and transformation industry, and also in the service sector, of both public and private organizations. Where he/she will apply the knowledge, skills, abilities and attitudes that the electric (use and application of energy) and mechanical (mechanical design) technology requests.
Work Area:
In the sectors of: auto parts, metalworking, automotive, aerospace, shipbuilding, transportation, of food industry; oil, agricultural, construction industry; generation, transmission, distribution and marketing of electric power; hospitals, hotels, recreation centers, shopping malls and convention centers.
Professional competence areas:
A degree holder paid by salary or wages, employer and self-employed in research centers and institutes, teaching, consulting firms and engineering projects.
Services to society:
Formulation of sustainable development projects, where predominates respect to the environment and the rescue of national heritage, by means of the best use and management of public and private resources.
*Accredited Degree in the CACEI since 2005
Mission
To train Bachelors of Mechanical and Electrical Engineering in an integral way with theoretical and practical knowledge in the areas of mechanical design (machines and its parts), industrial and power electricity, as well as electronics, industrial automation, fluid mechanics, thermal machines and administrative management - supported in the Modelo Universitario Minerva, with the capability of participating in an interdisciplinary way with innovative and sustainable proposals, taking the human development as the cornerstone-, that provide solutions to the new challenges in terms of efficient use of energy, application of new materials and alternative energy; through the technological development, research, material and experiment designs, with the appropriate application of information and communication technologies to create strong links with all the sectors of society in its benefit and care for the environment.
Vision for 2014
The Education Program of the Bachelor’s Degree in Mechanical and Electrical Engineering is one of the best five of the national university system that offer the same degree, being recognized internationally for the pertinence of its curriculum contents with the social, technological and economical necessities; contents that are upheld in the acquisition and development of its professional competences, which together with an entrepreneurial and integral attitude, benefits with its internationalization to its students and academics, to get them jobs in a global context and for having received accreditation and certification of the respective bodies.
Contact us:
E-MAIL: ime.buap@hotmail.com
FACEBOOK: http://www.facebook.com/profile.php?id=100000928803509&ref=search
TWITTER: @IME.BUAP
September 1, 2010
Statics
General Objective:
To understand and to apply the concepts of static as a basic tool to solve previous problems to the design of structural elements of mechanisms and machines as well as its application in other areas of the engeenering.
Didactic Sequences:
*Click on the didactic sequence to download.
I. Introduction
1.1 Concept Map
In teams, students will create ‘Concept Maps’ about mass, weight, force and the three Newton’s Laws, relating them, at the same time, with Statics and, lastly, Physics. Afterwards, a translation will be done with the purpose of reinforce the concepts previously seen.
Working in: Teams
Time: 110 minutes.
1.2 Ticktacktoe
In teams, students will revised the concepts about mass, weight, force and the three Newton’s Laws, answering the questions with “true or false”. They will create a presentation using the concepts of the ticktacktoe game. Whereas, the other members of the team will translate immediately the presentation.
Working in: Trios
Time: 115 minutes.
II. Force system in two and three dimensions
2.1 Ticktacktoe
In teams, students will revised concepts about free body diagrams, unit vector, vector position, dot product, among others. Answering the presented questions with “true or false”. They will create a presentation using the concepts of the ticktacktoe game. Whereas, the other members of the team will translate immediately the presentation.
Working in: Trios
Time: 115 minutes.
Didactic Sequences:
*Click on the didactic sequence to download.
I. Introduction
1.1 Concept Map
In teams, students will create ‘Concept Maps’ about mass, weight, force and the three Newton’s Laws, relating them, at the same time, with Statics and, lastly, Physics. Afterwards, a translation will be done with the purpose of reinforce the concepts previously seen.
Working in: Teams
Time: 110 minutes.
1.2 Ticktacktoe
In teams, students will revised the concepts about mass, weight, force and the three Newton’s Laws, answering the questions with “true or false”. They will create a presentation using the concepts of the ticktacktoe game. Whereas, the other members of the team will translate immediately the presentation.
Working in: Trios
Time: 115 minutes.
II. Force system in two and three dimensions
2.1 Ticktacktoe
In teams, students will revised concepts about free body diagrams, unit vector, vector position, dot product, among others. Answering the presented questions with “true or false”. They will create a presentation using the concepts of the ticktacktoe game. Whereas, the other members of the team will translate immediately the presentation.
Working in: Trios
Time: 115 minutes.
III. System of equilibrium forces in two and three dimensions
IV. Moment of a system of forces
V. Rigid body and structural analysis
VI. Friction
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