A hands-on, design-driven approach to mechanics education

Historically, a sophomore studying mechanical engineering reported to a lecture on thermodynamics, before heading to a lecture on fluid mechanics, after sitting through a lecture on stress analysis. With little to no chance to explore, hands-on, what they learned, students were feeling bored and burnt out. 

Recognizing that students were unhappy with the lecture-heavy curriculum, faculty in the Department of Mechanical Engineering came together to revamp the way traditional mechanics is taught at Carnegie Mellon.

“We introduced a new three course series that students take over three-semesters starting in the fall of their sophomore year,” said Mark Bedillion, teaching professor and director of academic operations for the department of mechanical engineering. “In these courses we integrate the principles of mechanics with hands-on design projects, so students can directly apply what they’ve learned through engineering design.”  

In the first semester, students dive into 2D static analysis and basic stress analysis to evaluate how structures will deform and fail under load. Instructed by Rebecca Taylor, professor, students spend five weeks studying the principles of single body and multibody systems  before taking a crack at their first 2D design project - building linkage such as a leg for a multi-legged delivery robot. Five weeks later, after mastering stress analysis and failure prediction, student groups design, build and test their own load-bearing brackets.

I find that students are more eager to understand the principles of statics and stress analysis, because they can immediately use those principles for the design-build-test project challenges

Rebecca Taylor, Professor, Mechanical Engineering

“Both 2D design projects allow students to apply new analytical frameworks while also building skills for design and teamwork. The opportunity to tackle design challenges is a powerful driver for learning, and a highlight of the course,” said Taylor.  “I find that students are more eager to understand the principles of statics and stress analysis, because they can immediately use those principles for the design-build-test project challenges.”

In the spring, students are challenged to extend what they learned in 2D statics and learn how to apply it to 3D engineering systems. Small groups engage in three projects over the semester, with their final project requiring them to design and prototype a camping chair that can withstand an adventure through a national park. Though students aren’t sent into the wild, they do spend time researching a specific park and a specific user group to design their chair around. 

“These courses are mechanics plus human centered design. Students have to resist forces and calculate stresses while actively considering the human element of design,” explained Chris McComb, associate professor of mechanical engineering. “As designers we have to place people at the center of the process and consider their needs whether they’re hiking in Acadia or fishing in Grand Teton.”

By altering the way statics, stress analysis, and design are taught sophomore year, faculty were able to introduce a highly-requested Engineering Design course in junior year. 

In this third and final course of the mechanics series students apply loading conditions and resulting stressors to common machine elements including shafts, gears, power screws, fasteners, brakes, and flywheels. 

The course project requires them to modify an existing product for a particular population, be that tendonitis, hearing-loss, or cerebral palsy. The students’ new products must have new functionality to meet the needs of the intended user. Students must balance functionality with cost by selecting custom parts, materials, and manufacturing methods to bring the product to life.

 

By going through the complete design cycle that consists of user survey, brainstorming/ideation, analysis, and prototype fabrication, our students get the feel of how real design is done in industry

Rahul Panat, Professor, Mechanical Engineering

Beyond the classroom, Rahul Panat, professor of mechanical engineering, guides students through the commercialization process for their designs with support from the Schwartz Center for Entrepreneurship. Since the inception of his design class, there have been 31 invention disclosures based on the projects in this course. Wabtec, the rail technology company, has even acquired one student-developed design IP for real-world impact.

“By going through the complete design cycle that consists of user survey, brainstorming/ideation, analysis, and prototype fabrication, our students get the feel of how real design is done in industry,” said Panat. “Further, by teaching the students how to IP-protect their ideas, we are also facilitating the development of future leadership in innovative product design.”