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A Real-World Experience using Linkages to Teach Design, Analysis, CAD and Technical Writing

Abstract

Most undergraduate students in mechanical engineering are comfortable using fundamental principles and closed-form equations to solve textbook problems that are well-defined and that have a unique answer, e.g. statics, dynamics and strength of materials. However, these same students are unsure how to apply these fundamental principles and closed-form equations the first time they are given the task of doing an engineering design of a system where the parameters are such that multiple solutions are possible. To give students a first exposure to a real-world product-development team-environment scenario, the design and analysis of linkages is used as the central topic to integrate engineering analysis, design, CAD, project management and technical writing into a semester-long design project. The students work in teams of four and take a loosely defined problem from conceptual design on paper to a virtual prototype and finally to a working prototype made in the machine shop. Each week’s lecture material is reinforced with an applied hands-on lab and each weekly lab builds upon the progress of the previous labs. Weekly technical memos are submitted to document the progress of the project. Students learn how to make rational decisions as to when enough time has been spent on one aspect of the overall project and to make the decision to move on to the next step. One of the course outcomes is a one-inch thick notebook documenting the entire project, and this notebook can be used part of the student’s portfolio to be shown to a prospective employer. This paper will present the structure of the course and student evaluations of how the organization of the course relates to the success in achieving the course outcomes.

Background

Engineering education has evolved from concentrating on teaching engineering science fundamentals to teaching students how to apply these fundamentals to design systems for real unstructured engineering problems. Teaching techniques should challenge, educate and promote innovative thinking from students. The lecture-based format of teaching which typically predominates in engineering education may not be the most effective manner to achieve these goals1,2. Constructivist learning theory asserts that knowledge is not simply transmitted from teacher to student, but must be actively constructed by the mind of the learner through real experiences3,4. It has been shown that students learn best with hands-on projects5, and it is imperative that students be forced to attempt design problems where no direct, exact solution exists. Students must be allowed to experience problems that require them to formulate solutions to problems with no specific straight-line structure to the solution – they must learn how to “think outside the box”6.

It is imperative that the students be actively involved in the entire learning process for full deeper appreciation of the material to be learned. “After two weeks, people generally remember 10% of what they read, 20% of what they hear, 30% of what they see, 50% of what they hear and see, 70% of what they say, and 90% of what they say and do.”7. Clearly, the students need to drive the learning process and be “active” participants in their educational process.

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Sherwood, J., & Avitabile, P. (2007, June), A Real World Experience Using Linkages To Teach Design, Analysis, Cad And Technical Writing Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. 10.18260/1-2--2954