Multi-course Problem-based Learning Module Spanning Across the Junior and Senior Mechanical Engineering Curriculum: Mechatronics, Fluid Mechanic, and Heat Transfer

Abstract

A previous teaching grant from the National Fluid Power Association provided senior mechanical engineering students a project to design and fabricate a fluid-powered gantry crane. During fabrication, assembly, and testing of the fluid-powered gantry crane, a number of areas for improvement of the student design were identified. Among these were the inclusion of a control system to limit load swing, redesign of the fluid distribution system, redesign to reduce binding between the trolley and crossbar, and heat sink design for cooling of the electrical system. Rather than fixing the deficiencies with a second senior design project, problem-based learning (PBL) exercises were developed to introduce more students to fluid power using the existing gantry crane. The PBL modules were implemented in junior and senior Mechanical Engineering courses including Mechatronics, Fluid Mechanics, and Heat Transfer. After the PBL activities, direct assessment with a common rubric was used to evaluate the quality of problem solutions and student surveys were used to qualitatively assess the effectiveness of the PBL experience. The assessment results indicate that the PBL activities contributed to student learning both on concepts introduced in class and on problem solving skills which required synthesis of material from class.

Entrepreneurially Minded Learning: Incorporating Stakeholders, Discovery, Opportunity Identification, and Value Creation into Problem-Based Learning Modules with Examples and Assessment Specific to Fluid Mechanics

“…14,17 The incorporation of EML into the classroom is not limited to fluid mechanics. Any engineering course (and in fact any prerequisite math or science course) has opportunities for real world EML assignments.…”

“…Any engineering course (and in fact any prerequisite math or science course) has opportunities for real world EML assignments. While a thorough description of some of those already employed is beyond the scope of this paper, many can be found in the references (14,17,18,22) and include heat transfer, mechatronics, wireless communications,, structures, and robotics.…”

“…[7][8][9][10][11][12][13] Over the subsequent years, challenge-based learning and active/collaborative learning (ACL) have demonstrated effectiveness in emphasizing student practice of the skills associated with the entrepreneurial mindset. 5,6,[14][15][16][17][18][19][20][21] Which skills associated with the entrepreneurial mindset are most often lacking when employing student-centered learning? It is instructive to turn to the Kern Entrepreneurial Engineering Network (KEEN) to further investigate the answer.…”

Incorporating Entrepreneurially Minded Learning into a Junior/Senior Level Mechatronics Course Project Covering Dynamic Systems, Modeling, and Control

“…Approximately 75% of the engineering curriculum, including mathematics and general education, is being modified to include ACL and PBL. These courses span the curriculum and range from multidisciplinary Introduction to Engineering [7,8] to junior level technical courses [9,10] to graduate level mechatronic design [11,12].…”

“…The junior/senior-level mechatronics course under consideration in this work serves undergraduate mechanical engineering students and introduces modeling and analysis of dynamic systems, integration of mechatronic systems, and feedback control of dynamic systems. Previous work on this course focused on the creation of real-world PBL modules based on known issues in a previous student capstone design project [9,10]. Following semesters continued the use of PBL modules, but without specific stakeholders or focus on the costs associated with student designs.…”