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A project-based-learning approach to teaching second-order differential equations to engineers
Carr, Michael; Ní Fhloinn, Eabhnat
In an attempt to increase engagement in a third-year mechanical-engineering mathematics module, a series of group-work sessions were introduced on a single topic. Students were asked to use the solution of a second-order differential equation (previously introduced in lectures) to solve a problem in which they must design a simple spring-damper system for one of a lorry, digger, truck, tractor, car, motorbike or pogo stick. This project was worth 10% of the module and done in groups of four. The groups gave an oral presentation of their results and a written report was handed up for grading. A detailed description of the implementation of this assessment is given along with an analysis of how student performance in questions on similar topics in the terminal examination for this module.
Keyword(s): Mathematics; Engineering mathematics; Helping Engineers Learn Mathematics (HELM); “student engagement
Publication Date:
Type: Other
Peer-Reviewed: Unknown
Language(s): English
Institution: Dublin City University
Citation(s): Carr, Michael and Ní Fhloinn, Eabhnat ORCID: 0000-0002-3840-2115 <> (2016) A project-based-learning approach to teaching second-order differential equations to engineers. In: 18th SEFI-MWG European Seminar on Mathematics in Engineering Education, 27-29 June 2016, Gothenburg, Sweden. ISBN 978-2-87352-013-7
Publisher(s): European Society for Engineering Education (SEFI), Brussels
File Format(s): application/pdf
Related Link(s):,
First Indexed: 2017-01-27 05:43:52 Last Updated: 2019-02-09 06:11:59