Abstract
A semester-long team design project was implemented in an advanced mechanics of materials course for both undergraduate and graduate students. The project involved the mechanics of a bicycle crank arm and built on earlier coursework. Student teams developed specifications and design criteria, performed analysis and design, developed validation experiments, compared experimental results with predictions, and reviewed finite element model predictions from students in a different course. Students completed an anonymous survey at the end of the project, which indicated that learning experiences obtained from the project were valued as much as listening to lectures and working homework problems. The survey results also indicate that undergraduate and graduate students have different attitudes about learning methods; with graduate students valuing a much wider range of learning methods.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 103-112 |
| Number of pages | 10 |
| Journal | International Journal of Engineering Education |
| Volume | 20 |
| Issue number | 1 |
| State | Published - Feb 17 2004 |
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All Science Journal Classification (ASJC) codes
- Education
- Engineering(all)
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Design Project for Advanced Mechanics of Materials. / Lissenden, III, Clifford Jesse; Salamon, N. J.
In: International Journal of Engineering Education, Vol. 20, No. 1, 17.02.2004, p. 103-112.Research output: Contribution to journal › Article
TY - JOUR
T1 - Design Project for Advanced Mechanics of Materials
AU - Lissenden, III, Clifford Jesse
AU - Salamon, N. J.
PY - 2004/2/17
Y1 - 2004/2/17
N2 - A semester-long team design project was implemented in an advanced mechanics of materials course for both undergraduate and graduate students. The project involved the mechanics of a bicycle crank arm and built on earlier coursework. Student teams developed specifications and design criteria, performed analysis and design, developed validation experiments, compared experimental results with predictions, and reviewed finite element model predictions from students in a different course. Students completed an anonymous survey at the end of the project, which indicated that learning experiences obtained from the project were valued as much as listening to lectures and working homework problems. The survey results also indicate that undergraduate and graduate students have different attitudes about learning methods; with graduate students valuing a much wider range of learning methods.
AB - A semester-long team design project was implemented in an advanced mechanics of materials course for both undergraduate and graduate students. The project involved the mechanics of a bicycle crank arm and built on earlier coursework. Student teams developed specifications and design criteria, performed analysis and design, developed validation experiments, compared experimental results with predictions, and reviewed finite element model predictions from students in a different course. Students completed an anonymous survey at the end of the project, which indicated that learning experiences obtained from the project were valued as much as listening to lectures and working homework problems. The survey results also indicate that undergraduate and graduate students have different attitudes about learning methods; with graduate students valuing a much wider range of learning methods.
UR - http://www.scopus.com/inward/record.url?scp=0842311297&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=0842311297&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:0842311297
VL - 20
SP - 103
EP - 112
JO - International Journal of Engineering Education
JF - International Journal of Engineering Education
SN - 0949-149X
IS - 1
ER -