June 14, 2015
June 14, 2015
June 17, 2015
26.1174.1 - 26.1174.18
Application of a Student Designed Fluid-Powered Gantry Crane to Problem Based Learning in Mechatronics and Thermo-Fluids CoursesAs part of Lawrence Technological University’s six-year process to incorporate active andcollaborative learning (ACL) and problem-based learning (PBL) in the engineering curriculum,courses throughout the A. Leon Linton Department of Mechanical Engineering have beenmodified to better serve students with ACL and PBL activities. This work details the applicationof a fluid-powered gantry crane, previously designed and fabricated by senior mechanicalengineering students, to PBL experiences in courses including; Mechatronics, Fluid Mechanics,and Heat Transfer.All mechanical engineering students at Lawrence Tech must complete a capstone project, someof which are industry-sponsored projects (ISP). Funded by a teaching grant from the NationalFluid Power Association (NFPA), a new senior capstone project was offered during Fall 2013and Spring 2014 semesters. The student team involved in this NFPA-funded project were taskedto design, build, and test a gantry crane that used fluid power for material handling. Themotivation for this work was twofold: to facilitate deep learning about fluid power in a designsequence for the enrolled students and to develop a platform for future classroom and laboratorysessions on fluid power and associated topics.During fabrication, assembly, and testing of the fluid-powered gantry crane, a number of areasfor improvement of the student design were identified. Among these were the inclusion of acontrol system to limit load swing, redesign of the fluid distribution system, redesign to reducebinding between the trolley and crossbar, and heatsink design for cooling of the electricalsystem. Rather than fixing the deficiencies with a second ISP, PBL exercises were developed tointroduce more students to fluid power using the existing gantry crane.Following PBL implementation in Mechatronics, Fluid Mechanics, and Heat Transfer courses,student surveys were used to qualitatively assess the effectiveness of the PBL experience.Rubrics were used to directly assess student performance. Assessment results are discussed in thepaper.
Mynderse, J. A., & Gerhart, A. L., & Liu, L., & Arslan, S. (2015, June), Multi-course Problem-based Learning Module Spanning Across the Junior and Senior Mechanical Engineering Curriculum: Mechatronics, Fluid Mechanic, and Heat Transfer Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24511
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