PREFACE ‘The Instructor's Manual to accompany the textbook Fundamentals of Machine Component Design, Third Edition, by Robert C. Juvinall and Kurt M. Marshek supplements the study of machine component design developed in the textbook. The objective of the manual is to provide efficient procedures for machine element design through numerous solved examples. This manual can also serve to guide the instructor in determining the length and difficulty of a problem, in assigning problems, in checking and grading assigned problems, in preparing lecture materials, and in developing examination questions. This manual is designed to assist instructors in effectively planning an upper evel course in machine component design: © The authors have written notes to the instructor for each chapter of the text. In these notes, an overview of the chapter is provided and information is given on how the authors implement the respective chapters, sections, and homework problems into their own undergraduate design courses. * As an additional convenience for instructors, suggested priorities for a 3 credit hour course are included, Each chapter and major topic are ranked and brief comments are included, * Expanding on these priorities, a sample assignment schedule is provided for a3 credit hour course which has 39 one-hour class meetings. * The problem solutions are grouped according to the respective chapters of the text. The problems in the text has been solved according to a prescribed format. The problem format includes a restatement, solution, and comments for the problem under the headings: known, find, schematic and given data, decisions, assumptions, analysis, and comments. While every effort has been made to insure the accuracy and the conformity with good engineering practice of the material in this book, there is no guarantee, stated or implied, that machine components designed based on the information provided in this text will be in all cases proper and safe. Design is sufficiently complex that its actual practice should always take advantage of the literature in a specific area involved, the background of experience, and most important, appropriate experiments to verify proper and safe performance. Comments and suggestions to improve this manual and the textbook are welcome. These may be addressed to Professor Kurt M. Marshek, Department of Mechanical Engineering, University of Texas, Austin, Texas 78712-1063; email kmarshek @ mail.utexas.edu.Notes to the instructor. NOTES TO THE INSTRUCTOR Teaching a course in Fundamentals of Machine Component Design offers the instructor a unique combination of challenges and opportunities. This is due in part to two reasons: (1) This is one of the students’ first courses in professional engineering, as distinguished from basic science and mathematics. As such, the student must identify and properly apply the relevant fundamentals, recognize factors for which empirical information is required, and use good judgement in selecting and applying this information. Finally, the student should understand the limitations of the solution, and know that, in professional practice good judgement must be exercised concerning the expenditure of time and money to refine the solution. (2) There is never enough time to cover all of the material desired. A careful selection must be made in order to obtain a good balance between breadth and depth. It is important first to establish a solid fundamental understanding of analyzing loads, determining resulting stresses and deflections, and relating these to material properties. This must include appropriate consideration of fatigue (as well as static) loading, surface (as well as body) stresses. Next, the student must learn the general philosophy and procedure of applying these fundamentals (together with empirical information and engineering judgement) to machine components. Time restrictions generally preclude a meaningful treatment of all components covered in the text. Each instructor will, of course, draw upon his or her own background in arriving at the best schedule for a particular class. Some of our own thoughts related to using the book in a typical class are summarized on pages 8 and 9. The major topics treated in the text are given suggested "priorities", designated as (1) important “main stream" topics which should be covered in some depth, (2) secondary topics which, because of time limitations and/or treatment in other courses, are suggested for brief coverage, (3) topics for which treatment is left entirely to other courses, and (4) topics not treated in other courses, but which are omitted due to time limitations. ‘A sample assignment schedule, reflecting the above priorities and fitted into a 39 class period semester, is given on pages 10 and 11. This represents about as brief a treatment of the subject as could be considered "adequate". Many schools have a few more class periods in the term, and this provides a welcome opportunity for a little greater depth of coverage. This is also true of schools devoting two quarters to this subject. It is recognized, of course, that many instructors will find it appropriate to deviate substantially from this sample schedule when tailoring their presentation to a particular class. Below are a few comments and observations applying to each of the chapters. We share these with our fellow instructors with the hope that some of them may prove helpful, particularly to those teaching the course for the first time.