A Project-Based-Learning Approach to Teaching Second-Order Differential Equations to Engineers

In an attempt to increase engagement in a third-year mechanical-engineering mathematics module, a series of group-work sessions were introduced on a single topic. Students were asked to use the solution of a second-order differential equation (previously introduced in lectures) to solve a problem in which they must design a simple spring-damper system for one of a lorry, digger, truck, tractor, car, motorbike or pogo stick. This project was worth 10% of the module and done in groups of four. The groups gave an oral presentation of their results and a written report was handed up for grading. A detailed description of the implementation of this assessment is given along with an analysis of how student performance in questions on similar topics in the terminal examination for this module.