I was excited to run the project for the first time, but I didn’t convey that excitement well to the students. The project's deployment is described in the Timing and Logistics document provided.īelow are my general impressions (written very informally) for how the overall project as well as the individual activities went the first and second times I included the project in my course. See the KEEN'zine article about the project here: The exciting part of the project is the map which is used to provide a framework for both social and financial interactions. This version of the project is contextualized within a sub-Saharan rural community, but this context could easily be modified to other locations or other structures. It allows students the chance to see the potential effects that their decisions have on the people whom their design is serving. The basic underlying fundamental skill is 3D particle equilibrium, but the project is designed to give students the opportunity to solve a technical challenge that is directly linked to social and financial factors. In this project, students are calculating tensions in cables used to hold a floating wind turbine in a given location. There are high levels of complexity that require the integration of a broad range of skills. However, if you want your students to see an even bigger picture and connect with the course content, this EML is for you! By integrating an EML-based project into one of their first core engineering courses, students learn from the get-go that engineering is not an exact, straightforward process. You may have used this theoretical vector analysis to solve example problems such as suspending traffic lights or potted plants. In its most theoretical form, 3D particle equilibrium applies several known force vectors at a single point in space. 3D particle equilibrium is one of the first techniques that you will likely cover in your course.
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