A Design-Oriented Approach to the Integration of Thermodynamics, Fluid Mechanics, and Heat Transfer in the Undergraduate Mechanical Engineering Curriculum.
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| Title: | A Design-Oriented Approach to the Integration of Thermodynamics, Fluid Mechanics, and Heat Transfer in the Undergraduate Mechanical Engineering Curriculum. |
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| Language: | English |
| Authors: | Whale, MacMurray D., Cravalho, Ernest G. |
| Availability: | For full text: http://www.ineer.org/Events/ICEE1999/Proceedings/papers/ 292/292.htm. |
| Peer Reviewed: | N |
| Page Count: | 13 |
| Publication Date: | 1999 |
| Document Type: | Reports - Descriptive Speeches/Meeting Papers |
| Descriptors: | Design Build Approach, Engineering Education, Fluid Mechanics, Heat, Higher Education, Integrated Activities, Teaching Methods, Thermodynamics, Undergraduate Study |
| Abstract: | This paper describes two parallel efforts that attempt to implement a new approach to the teaching of thermal fluids engineering. In one setting, at the Massachusetts Institute of Technology (MIT), the subject matter is integrated into a single year-long subject at the introductory level. In the second setting, at Victoria (British Columbia, Canada), the design-oriented approach is used in the traditional separated presentation at a more advanced level where the material is focused on heat transfer. In both cases, the subject concludes with a design project that synthesizes the subject matter in the context of a real application. It is concluded that the students are much more engaged, develop a greater sense of accomplishment, and are much more capable of analyzing complex problems. (SAH) |
| Entry Date: | 2001 |
| Accession Number: | ED452048 |
| Database: | ERIC |
| Abstract: | This paper describes two parallel efforts that attempt to implement a new approach to the teaching of thermal fluids engineering. In one setting, at the Massachusetts Institute of Technology (MIT), the subject matter is integrated into a single year-long subject at the introductory level. In the second setting, at Victoria (British Columbia, Canada), the design-oriented approach is used in the traditional separated presentation at a more advanced level where the material is focused on heat transfer. In both cases, the subject concludes with a design project that synthesizes the subject matter in the context of a real application. It is concluded that the students are much more engaged, develop a greater sense of accomplishment, and are much more capable of analyzing complex problems. (SAH) |
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