  The launch of ChatGPT at the end of 2022 generated large interest into
possible applications of artificial intelligence in STEM education and among
STEM professions. As a result many questions surrounding the capabilities of
generative AI tools inside and outside of the classroom have been raised and
are starting to be explored. This study examines the capabilities of ChatGPT
within the discipline of mechanical engineering. It aims to examine use cases
and pitfalls of such a technology in the classroom and professional settings.
ChatGPT was presented with a set of questions from junior and senior level
mechanical engineering exams provided at a large private university, as well as
a set of practice questions for the Fundamentals of Engineering Exam (FE) in
Mechanical Engineering. The responses of two ChatGPT models, one free to use
and one paid subscription, were analyzed. The paper found that the subscription
model (GPT-4) greatly outperformed the free version (GPT-3.5), achieving 76%
correct vs 51% correct, but the limitation of text only input on both models
makes neither likely to pass the FE exam. The results confirm findings in the
literature with regards to types of errors and pitfalls made by ChatGPT. It was
found that due to its inconsistency and a tendency to confidently produce
incorrect answers the tool is best suited for users with expert knowledge.
