Project-Based Learning of Mechanical Design Utilizing CAE Structural Analyses

Abstract

A university course on mechanical design utilizing CAE structural analyses is reported. To develop students’ skills to solve practical open-ended engineering problems, a project-based learning (PBL) approach was adopted. The course taught not only technical skills to use CAE software but also fundamental knowledge that links theoretical and practical problems in engineering. Each segment of this course consisted of a lecture and workshop. The basic concepts of structural analysis and the background theory of finite element analysis were described in the lecture. Students conducted structural analyses in a CAE software through workshop problems and compared its results to the theory learned in the lecture. CAE structural analyses were conducted in the integrated environment of the 3D CAD software Autodesk Inventor. As the final project of the course, groups of students designed an original structure under restrictions based on functionality, strength and weight. Data of the students’ performance in related courses were collected to analyse the improvement of skills needed to solve engineering problems, and a short survey was conducted to summarize responses from the students after the course had finished. The results of the data analysis and short survey indicated that the combination of the theoretical lectures and the PBL workshop improved the students’ motivation and performance.

Student Response Systems in higher education: A comparative analysis using Wooclap platform in economic courses

“…Regardless of the typology of active methodologies used, they all show a positive impact on university students. For example, the literature has studied their positive effects on problembased learning (PBL), where students acquire greater personal competencies and teamwork skills (Rézio et al, 2022); in project-based learning (PjBL), highlighting improved motivation and performance (Kondo et al, 2023); in flipped classrooms, enhancing learning and problem-solving skills (McLaughlin et al, 2014); in Game-Based Learning in terms of improved final grades compared to a control group (Molina-Torres et al, 2021), or in collaborative learning, in aspects such as improved digital skills management (Micaletto-Belda & Martín-Herrera, 2023).…”