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Michael Carr1, Eabhnat Ni Fhloinn2 1Dublin Institute of Technology, Ireland 2Dublin City University, Ireland
In an attempt to increase the engagement in third year mechanical engineering class a short group work session (6 hrs) was introduced.
Students were asked to use the solution of a second order differential equation introduced in lectures (https://sites.google.com/site/ditmech3/applications-of- differential-equations) to solve one of the following problems.
Design of a simple spring- damper system for one of the following
1. Lorry
2. Digger
3. Truck
4. Tractor
5. Car (large, small)
6. Motorbike (scrambler, moped, road bike)
7. Pogo stick
This project is worth 10% of the module and is done in groups of 4. The groups then give an oral presentation of their results and a written report (4-10 pages) is handed up.
A qualitative analysis of the students subsequent performance in the exam question is presented. In addition a qualitative survey of the students, together with focus groups was carried out. Results of this are presented and we discuss how the process can be improved
Dr. Michael Carr is a lecturer in Mathematics and Statistics in the College of Engineering and Built Environment in the Dublin Institute of Technology. His research interests include the first year experience of students, development of core mathematical skills in university students, and mathematics education for engineers. In addition he has set up a voluntary maths tuition scheme where third level engineering students voluntary provide maths tuition to students in local secondary schools.
Dr. Eabhnat Ní Fhloinn is a lecturer in the School of Mathematical Sciences in Dublin City University and the Director of the Maths Learning Centre in the same university. Her research interests include effective mathematics support, development of core mathematical skills in university students, and mathematics education for engineers