Abstract:

There is a traditional way of conducting project classes that was used ever since I was a student. First, the task is explained in details. Next, all necessary equations or models are delivered to project participants. Thus main task is limited to performing mathematical calculations. Results of such project are presented in a report. Of course, the students learn how to solve a problem, but not why such approach was used and how the data for problem solving was found. Thus, a different approach was proposed. Here, the teacher fills role of a customer that comes to the engineering company with a problem to be solved. Of course the level of difficulty of the task has to be carefully selected so the students can meet its requirements. At first, a customer presents brief description of the problem to be solved and a desired results he wants to obtain. As at this moment more problems are presented in front of whole group, so the students can rival between each other to work with the subject they desire the most. When a problem is assigned to student there is a discussion where more information is given to the students. The second phase is a negotiation one where students ask questions about the problem to obtain all the necessary information. There, the customer often asks back how a desired parameter may be obtained. Simultaneously to negotiations students build a mathematical/physical model and solve the task. As the solution proceeds new sub-problems are revealed. When the problem is solved students prepare a short summary and delivers a presentation in front of whole group. The main advantage of the proposed approach is that it mimic the real situation on the market where there is an obligation of the contractor to obtain all the data from a customer who may not realise what is necessary to fulfil project demands. This approach is more demanding and forces students to learn how to talk to a customer who is not an engineer but a businessman. It also requires that students search actively on how such problems can be solved, which equations can be employed and which simplifications can be made. Presenting the outcome of the project in front of everyone has several benefits. First it raises the presentation skills and stress resistance as during the presentation customer and other students may ask questions regarding performed work. Second advantage is that all students see how other problems were solves and what difficulties needed to be overcome.

This paper has been developed as a part of Innoenergy activity in Energy Transition Msc program.

Keywords:

Problem based learning, technical studies, practical approach.