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A previous teaching grant from the National Fluid Power Association provided senior mechanical engineering students a project to design and fabricate a fluid-powered gantry crane. During fabrication, assembly, and testing of the fluid-powered gantry crane, a number of areas for improvement of the student design were identified. Among these were the inclusion of a control system to limit load swing, redesign of the fluid distribution system, redesign to reduce binding between the trolley and crossbar, and heat sink design for cooling of the electrical system. Rather than fixing the deficiencies with a second senior design project, problem-based learning (PBL) exercises were developed to introduce more students to fluid power using the existing gantry crane. The PBL modules were implemented in junior and senior Mechanical Engineering courses including Mechatronics, Fluid Mechanics, and Heat Transfer. After the PBL activities, direct assessment with a common rubric was used to evaluate the quality of problem solutions and student surveys were used to qualitatively assess the effectiveness of the PBL experience. The assessment results indicate that the PBL activities contributed to student learning both on concepts introduced in class and on problem solving skills which required synthesis of material from class.

Multi-course Problem-based Learning Module Spanning Across the Junior and Senior Mechanical Engineering Curriculum: Mechatronics, Fluid Mechanic, and Heat Transfer