Eco-car : a perfect vehicle for technical design teaching?

Lyndon Buck, Christian McLening, Jonathan Burgess

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

Design methods and tools are generally best learned and developed experientially [1]. Finding appropriate vehicles for delivering these to students is becoming increasingly challenging, especially when considering only those that will enthuse, intrigue and inspire. This paper traces the development of different eco-car design and build projects which competed in the Shell Eco-Marathon. The cars provided opportunities for experiential learning through a formal learning cycle of CDIO (Conceive, Design, Implement, Operate) or the more traditional understand, explore, create, validate, with both teams developing a functional finished prototype. Lessons learned were applied through the design of a third and fourth eco-car using experimental techniques with bio-composites, combining the knowledge of fibre reinforced composite materials and adhesives with the plywood construction techniques of the two teams. The paper discusses the importance of applying materials and techniques to a real world problem. It will also explore how eco-car and comparing traditional materials and construction techniques with high tech composite materials is an ideal teaching, learning and assessment vehicle for technical design techniques.

Original languageEnglish
Title of host publicationProceedings of the 16th International Conference on Engineering and Product Design Education
Subtitle of host publicationDesign Education and Human Technology Relations, E&PDE 2014
EditorsErik Bohemia, Arthur Eger, Wouter Eggink, et al
PublisherThe Design Society
Pages30-35
Number of pages6
ISBN (Print)978-1-904670-56-8
Publication statusPublished - 31 Dec 2014
Event16th International Conference on Engineering and Product Design Education - Enschede, Netherlands
Duration: 4 Sep 20145 Sep 2014

Conference

Conference16th International Conference on Engineering and Product Design Education
Abbreviated titleE&PDE 2014
CountryNetherlands
CityEnschede
Period4/09/145/09/14

Fingerprint

Teaching
Railroad cars
learning
Plywood
Composite materials
Fiber reinforced materials
Adhesives
Students
student

Keywords

  • CDIO
  • collaborative working
  • curriculum alignment
  • experiential learning

Cite this

Buck, L., McLening, C., & Burgess, J. (2014). Eco-car : a perfect vehicle for technical design teaching? In E. Bohemia, A. Eger, W. Eggink, & et al (Eds.), Proceedings of the 16th International Conference on Engineering and Product Design Education: Design Education and Human Technology Relations, E&PDE 2014 (pp. 30-35). The Design Society.
Buck, Lyndon ; McLening, Christian ; Burgess, Jonathan. / Eco-car : a perfect vehicle for technical design teaching?. Proceedings of the 16th International Conference on Engineering and Product Design Education: Design Education and Human Technology Relations, E&PDE 2014. editor / Erik Bohemia ; Arthur Eger ; Wouter Eggink ; et al. The Design Society, 2014. pp. 30-35
@inproceedings{812f7858b143433cb7ef7d131ade7e70,
title = "Eco-car : a perfect vehicle for technical design teaching?",
abstract = "Design methods and tools are generally best learned and developed experientially [1]. Finding appropriate vehicles for delivering these to students is becoming increasingly challenging, especially when considering only those that will enthuse, intrigue and inspire. This paper traces the development of different eco-car design and build projects which competed in the Shell Eco-Marathon. The cars provided opportunities for experiential learning through a formal learning cycle of CDIO (Conceive, Design, Implement, Operate) or the more traditional understand, explore, create, validate, with both teams developing a functional finished prototype. Lessons learned were applied through the design of a third and fourth eco-car using experimental techniques with bio-composites, combining the knowledge of fibre reinforced composite materials and adhesives with the plywood construction techniques of the two teams. The paper discusses the importance of applying materials and techniques to a real world problem. It will also explore how eco-car and comparing traditional materials and construction techniques with high tech composite materials is an ideal teaching, learning and assessment vehicle for technical design techniques.",
keywords = "CDIO, collaborative working, curriculum alignment, experiential learning",
author = "Lyndon Buck and Christian McLening and Jonathan Burgess",
year = "2014",
month = "12",
day = "31",
language = "English",
isbn = "978-1-904670-56-8",
pages = "30--35",
editor = "Erik Bohemia and Arthur Eger and Wouter Eggink and {et al}",
booktitle = "Proceedings of the 16th International Conference on Engineering and Product Design Education",
publisher = "The Design Society",

}

Buck, L, McLening, C & Burgess, J 2014, Eco-car : a perfect vehicle for technical design teaching? in E Bohemia, A Eger, W Eggink & et al (eds), Proceedings of the 16th International Conference on Engineering and Product Design Education: Design Education and Human Technology Relations, E&PDE 2014. The Design Society, pp. 30-35, 16th International Conference on Engineering and Product Design Education, Enschede, Netherlands, 4/09/14.

Eco-car : a perfect vehicle for technical design teaching? / Buck, Lyndon; McLening, Christian; Burgess, Jonathan.

Proceedings of the 16th International Conference on Engineering and Product Design Education: Design Education and Human Technology Relations, E&PDE 2014. ed. / Erik Bohemia; Arthur Eger; Wouter Eggink; et al. The Design Society, 2014. p. 30-35.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

TY - GEN

T1 - Eco-car : a perfect vehicle for technical design teaching?

AU - Buck, Lyndon

AU - McLening, Christian

AU - Burgess, Jonathan

PY - 2014/12/31

Y1 - 2014/12/31

N2 - Design methods and tools are generally best learned and developed experientially [1]. Finding appropriate vehicles for delivering these to students is becoming increasingly challenging, especially when considering only those that will enthuse, intrigue and inspire. This paper traces the development of different eco-car design and build projects which competed in the Shell Eco-Marathon. The cars provided opportunities for experiential learning through a formal learning cycle of CDIO (Conceive, Design, Implement, Operate) or the more traditional understand, explore, create, validate, with both teams developing a functional finished prototype. Lessons learned were applied through the design of a third and fourth eco-car using experimental techniques with bio-composites, combining the knowledge of fibre reinforced composite materials and adhesives with the plywood construction techniques of the two teams. The paper discusses the importance of applying materials and techniques to a real world problem. It will also explore how eco-car and comparing traditional materials and construction techniques with high tech composite materials is an ideal teaching, learning and assessment vehicle for technical design techniques.

AB - Design methods and tools are generally best learned and developed experientially [1]. Finding appropriate vehicles for delivering these to students is becoming increasingly challenging, especially when considering only those that will enthuse, intrigue and inspire. This paper traces the development of different eco-car design and build projects which competed in the Shell Eco-Marathon. The cars provided opportunities for experiential learning through a formal learning cycle of CDIO (Conceive, Design, Implement, Operate) or the more traditional understand, explore, create, validate, with both teams developing a functional finished prototype. Lessons learned were applied through the design of a third and fourth eco-car using experimental techniques with bio-composites, combining the knowledge of fibre reinforced composite materials and adhesives with the plywood construction techniques of the two teams. The paper discusses the importance of applying materials and techniques to a real world problem. It will also explore how eco-car and comparing traditional materials and construction techniques with high tech composite materials is an ideal teaching, learning and assessment vehicle for technical design techniques.

KW - CDIO

KW - collaborative working

KW - curriculum alignment

KW - experiential learning

UR - http://www.scopus.com/inward/record.url?scp=84963894100&partnerID=8YFLogxK

UR - https://www.designsociety.org/publication/35855/eco-car_a_perfect_vehicle_for_technical_design_teaching

M3 - Conference contribution

AN - SCOPUS:84963894100

SN - 978-1-904670-56-8

SP - 30

EP - 35

BT - Proceedings of the 16th International Conference on Engineering and Product Design Education

A2 - Bohemia, Erik

A2 - Eger, Arthur

A2 - Eggink, Wouter

A2 - et al,

PB - The Design Society

ER -

Buck L, McLening C, Burgess J. Eco-car : a perfect vehicle for technical design teaching? In Bohemia E, Eger A, Eggink W, et al, editors, Proceedings of the 16th International Conference on Engineering and Product Design Education: Design Education and Human Technology Relations, E&PDE 2014. The Design Society. 2014. p. 30-35