Engineering Science-Led Computer-Aided Design: A Project-Based Approach

Abstract

A project-based learning approach has been developed in which a commercial CAD package is employed to analyse and redesign a shaft and bearing system which is known to fail in service after short term use. The principal aim of the project is to emphasize the importance of the appraisal of design software packages. The students are required to apply their knowledge and understanding of the relevant engineering science to check and validate the results predicted by the software package. The project is therefore used to emphasize the importance of questioning the output obtained from software packages, and the need for validation. In addition, the project aims to introduce students to the power of the microcomputer in quickly carrying out the many iterative analyses that are often required at the detailed stages of design.

The importance of project-based design work in enabling the acquisition of skills, and the development of understanding of fundamental engineering concepts is discussed and an approach is proposed for enabling integration of design teaching with first- and second-year engineering science courses within an engineering degree course. The approach presented seeks to exploit student interest and enthusiasm for engineering project work in order to aid, and enhance the development of understanding for a particular domain of engineering science. The design project considers a ‘real’ design problem, and the hardware is made available to the students for viewing and handling. It is argued that reality plays an important role in maintaining student interest and commitment, which is essential for effective learning in design.

The paper gives an overview of the design project, and hence demonstrates how design teaching can provide an integrating theme within engineering science courses. The emphasis of the current approach on student-centred, active learning, rather than the traditional passive learning methods, is also discussed. Finally, an assessment is made of the project-based approach to design teaching and of its ability to develop understanding of engineering principles, to develop skills in CAD, and to maintain student enthusiasm using active learning techniques.

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