June 15, 2019
June 15, 2019
June 19, 2019
This work presents the introduction of an of activity designed to help students enrolled in a basic fluid power course for the second year of the Mechanical Engineering Technology at our University. The students reflect on their own learning experience of energy in the context of a fluid power class (hydraulics and pneumatics). This educational research project started with the initial goal of highlighting students’ energy literacy, and the relevance of this topic with respect to the course materials. Initially, one course learning objective was selected, and the specific course topics related to that objective were identified. A specific in-class assignment was developed for the purpose of highlighting the connections between the class material and general energy concepts. The activity during class required the students to use the Bernoulli equation in a guided step by step process to estimate at the energy requirements in a hydraulic system. After this activity, the students were given a survey to provide their own perspective about their perceived knowledge about energy and how these activities were of importance to them in their career. A total of 86 students responded to the survey. Approximately 45% agreed this activity will be useful in their future career and 30% responded that this activity helped them increase their interest in the topic. This project is investigating how creating active learning tasks in fluid power classes allowed students to direct their learning and apply energy concept and theory based on actual experience working on focused problems. This work in progress article documents preliminary results from the first implementation of the activity and survey in a class.
Garcia, J. M., & Newell, B., & Bonnett, E. D., & Leon-Quiroga, J. A. (2019, June), Making Connections Between Applications and Theory Through Energy in Fluid Power Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33077
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