Document Type

Article

Publication Date

6-2010

Publication Source

ASEE Annual Conference Proceedings

Volume

2010

Inclusive pages

15.372.1 - 15.372.10

Publisher

American Society for Engineering Education

Place of Publication

United States

ISBN/ISSN

1524-4644

Peer Reviewed

yes

Abstract

Fluid power, the branch of mechanical engineering focused on compressed air and hydraulic systems, is an inherently image-intensive subject. Teaching fluid power involves cutaway diagrams of valves, cylinders, pumps, and motors, as well as performance curves and other technical graphs. Chalkboard instruction is inadequate: substantial image degradation occurs as pictures and graphs are transferred from original sources to the instructor’s notes, then to the chalkboard, and finally into the students’ notes. In addition, students often run out of time while copying images, and may miss critical details. One solution is to provide printed handouts with images used in the lecture. However, the standard handout formats available in Microsoft PowerPoint lack the flexibility required for notetaking. The number of slides per page is fixed at either 1, 2, 3, 4, 6, or 9; some combinations include horizontal lines for brief notes, but most formats severely restrict notetaking space. Within these formats, the instructor does not have the freedom to print slides on the same page at different magnifications, to change font sizes, to move images on the page, or to insert white spaces for notetaking. Instead, a new approach is needed, in which images are copied into a word processor, then manipulated to transform user- hostile handouts into user-friendly handouts. Assessment of this approach includes student- generated improvement recommendations. Students photocopy their notes, then mark them with red pen to indicate recommended changes. This approach is not limited to fluid power, or even to engineering; it lends itself to any image-intensive topic, technical or otherwise.

Keywords

Fluid power, class handout

Disciplines

Mechanical Engineering

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Link to Original Published Item

https://peer.asee.org/15863