The objectives of this research were to study the stress intensity in run-flat metal wheels and to design a new type of run-flat wheels that can be used in a small armored regular truck. Experimental methods and finite element methodologies were applied in the research process. The results obtained by comparing the strain values from the two methods demonstrated the consistency of both methods. The differences in stress values were in 10 -16 percentages which could confirm the capability to analyze the stress distribution and deformation of run-flat by a finite element method. Proven processes and procedures in Pre-processing with SolidWorks Simulation were utilized to design run-flat wheels and a reverse engineering process was next used to create wheel rims and design the cross-sectional shape of new run-flat wheels made of composite materials which have an important reactant; a polymer group and aluminum oxide powder added to enhance the strength. The designed parameters consisted of 1) the width of the run-flat wheels 2) the internal and external radius in which the internal radius depending on the size of the wheel rim and the outer radius which is a variable that determines the height of the run-flat wheels 3) the design of a lockset for tightening the run flat wheels to the wheel rims 4) materials used in the structure of the run-flat wheels and 5) tire pressure. The run-flat wheels designed and built into three-piece parts were designed for ease of wheel assembly or disassembly out of the wheel rims. By analyzing the intensity of stress accumulated in a conventional run-flat wheel (run-flat metal wheel) the stress generated in a run-flat wheel did not exceed the limit of the Yield stress and had a safety value between 3-5 times for new run flat wheels with a maximum stress of 26 MPa. Sizing and cross-sectional dimensions of run flat wheels thus resulted in stress which was in the range that could be withstood and acceptably employed. It was also possible to reduce the height of the flat wheels to make the rear flats lower and increase the width of the run flat wheels which would help distribute more weight to the wheel rims.

The objective of this research was to design run flat wheels made of aluminum for passenger cars and investigate the stress strain and deformation of run flat wheels and their components. The original 17 inch run flat wheels were made of AISI 1020 steel with a weight of 11.3 kg per wheel. The main problems were from the high-level weight as well as the untighten connection together with noticed gaps taking place between the run flat wheel and the wheel. Therefore in this study the AISI 1020 material was changed to the Aluminum 6063 T6 material. The Numerical methodology using the finite element program was also chosen to indicate the comparative differences in the strain values engaged at various locations of both run flat wheels and pan wheels. The results obtained from both approaches using SolidWorks Simulation Program uncovered the consistent results of the experiments with a 10-16% difference in strain values. The complicated 17 inch wheel pan model was next built using reverse engineering and employed as a key reference to design the cross-sectional area of the new run flat wheels made of Aluminum 6063 T6. All these two parts could be connected tightly. The SolidWorks Simulation program was employed to design and examine the strength of both designed aluminum run flat wheels made of aluminum and the wheel pan made of 17 inch aluminum alloy to build passenger cars. The finite element model was furthermore applied for the run flat wheels made of aluminum 6063 T6 and it provided run flat wheels composed of 2 light weighted pieces. The stress strain and deformation measured were proven and suggested in the test. The output Von Mises stress did not exceed the Yield stress within the linear elastic limit and 3 times safety integrity value. The results from the study were that the obtained run flat wheels allowed the driver to continuously drive for a further 50 kilometers at a speed of 50 kilometers per hour without losing control. They allowed possible tire repairing or replacing when situated in a safe and convenient location.

The objective of this research was to develop the engineering students in accordance with the Bachelor of Engineering (B.Eng.) curriculum (industrial engineering) through the work-integrated learning program under which the students worked in the production line from Monday to Friday and studied the theories on Saturday. The learning program continued throughout the semester under the collaboration with Thai Cutting Tools Manufacturers (TCTM) of which 26 companies participated in the program. The program determined the development plan for the students of IE.102 course: Basic Production Process for Engineers through the project-based learning (PBL) program in accordance with the CDIO standard (Standards No.1-4). Twenty-seven (27) students of the work-integrated learning (WiL) program worked in 7 companies which were manufacturers and developers of cutting tools machine tools high precision parts and machines. All participating companies were designer and developers of new products and innovations and their products were distributed in and outside the country. Hence the students learnt from working in the production line to create new products according to the production plan. The products newly created through the integrated production method consisted of machine tools automated machines lathe milling drilling fitting grinding welding and metal sheets. The students learnt to use the tools to assemble and create the machines and developed the technology operation skill for production of high precision products. The learning and working were combined and applied to create those products. The students’ skills were developed in compliance with the CDIO standard (Standards No. 5) as the program required them to work in the workspaces to create the products in compliance with the CDIO standard (Standards No.6). The students created the cutting tools in compliance with the CDIO standard (Standard No.7) such as drills center drills end mills reamers insert tools and cutter tools. The students also created shafts gears bushes bolts and wedge assembled the parts in the power transmission of the machines the electric and electronic circuits of the machines and the electric motors and created the machines and molds for production. The teaching arrangement learning assessment and examination of the students’ competency were assessed from the integrated learning skills. Each student undertook the practices to develop the personal and interpersonal skills. The program development was based on self-learning under the supervision monitoring and recommendation of the lecturers specialized in the product design product creation and production management to develop the students in compliance with the CDIO standard (Standard No.7).The students practiced different skills such as conceiving designing implementing and operating respectively. In addition the students reported the progress under the project-based learning program and assessed the learning results before and after the learning session. Based on the study development under the “work college” project it was found that the students could develop the basic engineering skills throughout the semester. The basic engineering skills comprised the followings; 1) Integrated skill on the machine and tool operation in the basic engineering production process 2) Drawing and production drawing analysis skills 3) Material feature analysis skill for production 4) Machine-operating skill for production 5) Measuring tool-operation skill for product quality inspection 6) Machine tool and equipment operation skill for production of finish products 7) Part and component replacement skill for machine maintenance 8) Problem-solving skill in part and component production in case of incompliance with production drawing 9) Analysis skill of production process and conditions for operation at the workplace 10) Interpersonal skill obtained through the duty performance correction of defect parts in accordance with the advices of supervisors problem-solving with colleagues and project development. The 27 students gained the experiences through the work performance in the workplace according to the learning by doing approach. They performed duties developed the project solved problems and obtained the technology operation skill for production in accordance with the assigned tasks. They were trained to systematically solve the work problems. All of them produced cutting tools high precision tools and other tools from drawings and innovative development. They were equipped with basic engineering skills in compliance with the course curriculum standard and CDIO (Standards No. 8). The research findings affirmed that the students’ competency was increased with statistical significance of 0.5. Each of them developed a project under the project-based learning program. The developed projects were highly important. The students’ competency was developed through work performance covering product creation problem-solving. They learnt about the created products and their lifecycle in accordance with the science and engineering study approach. They were trained to identify the problems analyze the causes design the solutions implement the drawing designs and create the new products from the experimental results. The students were developed under the work-integrated learning program in accordance with the CDIO standard. The engineering skills were equipped through the creation of high precision tools and hard metal tools. Through the integrated learning the students obtained the basic engineering knowledge on the mathematic and physic calculations creation of the engineering drawings material analysis for engineering production project management and technology and innovation creation. The students communicated in English during working at the workplace. They understood the material features designed products for production and used these products to further create other products. They understood the connection of the supply chain in the industry with regard to production of 4 product categories which helped the students on creativity knowledge integration for engineering product creation product integration for further production and utilization of the industrial supply chain. The research contributed to the engineer development with regard to science research and innovation for the sustainable development.

Continuing Professional Development for Engineers is any structured process or activity that enhances the competence and quality of a person necessary to perform a professional job. The continuing engineering profession is a useful tool for professionals. The objectives of the research is to find a short course approach for the continuous development of the engineering profession to meet the needs of industrial engineers in the current era to have knowledge and ability in technology continuously it is important that all engineers have to attend training to enhance their knowledge. Which the development of the knowledge of the engineer As part of the promotion of license for professional practice at the ordinary level and degree engineer Including the registration as an ASEAN Engineer and APEC Engineer.

This thesis offers the design of the impulse generator 1.2 / 50 μs which applies for studying and generating the lightning impulse to test the endurance of the electricity transmission line. Moreover this study analyses the factors which affects the impulse waveform by using Orcad program. The parts of prototype device can find in the general market. After the efficiency test of the electricity transmission line the result shown that the device should have the high capability to endure the temporarily high impulse. This minimizes the dangerous from the electricity system.