Untitled e ISSN 2582 5208 International Research Journal of Modernization in Engineering Technology and Science Volume 03/Issue 05/May 2021 Impact Factor 5 354 www irjmets com www irjmets com @Interna[.]
Trang 1systems Work on the project is carried out in groups of 8 to 10 students and will support the general theory
taught in the courses, and will provide students with skills in teamwork, working on project and build system
Research results demonstrate that students can learn well through active work and experimentation And
students can analyze and make recommendations on the results obtained
KEYWORDS: Automotive engineering technology, project-based learning, thermodynamics, control and
simulation of dynamic and fuel-saving systems
The following is a description of some of the key elements in implementing a practical project during the 4th
year of study at the Faculty of Technology at Dong Nai Technology University [1] The theme is Energy and
Systems Design The content is organized based on the skills an engineer must possess in the automotive
technology field
The key elements implemented in the project are:
Achievements:
Individual Learning Outcomes: The project has a special focus on problem solving, experimentation and
knowledge discovery, systems thinking, and creative thinking based on real-life problems Interpersonal
learning outcomes: The project focuses on individual and group interactions, the work is done in groups of 4-6
students [2] Skills in building products and systems: Most projects are done in cooperation with companies
and businesses [3]
Integrated program: The program includes experiential learning to gain personal, interpersonal skills and
building products and systems that are integrated with relevant theoretical learning [1]
Active learning: Teaching and learning activities are based on active experiential learning methods During the
course of the project course design, we were aware that students may to a maximum extent have to work in the
same way on project work as they will when they graduate with a bachelor's degree in engineering art
In order for students to participate in competitions, students must first understand the competition rules of the
organizers The Honda Eco-Drive - Fuel Saving Contest aims to raise the awareness of fuel saving and
environmental protection, especially among the young generation With creative fun and teamwork, the
competition provides a rewarding and dynamic playground for future engineers to unleash their creativity
Trang 2Figure 1 Automotive students prepare for the competition
Competition rules: Honda Eco Driving Contest - Fuel economy is a competition in which participants will apply
unique ideas and technologies to build vehicles using Honda's 4-stroke engine Longest distance with only 1
liter of petrol
Running speed: minimum average speed 25 km/h
Distance and Running Time
Category: Homemade vehicles
Number of rounds 8 rounds
Number of kilometers ~ 9.5 km
Time ~ 22 minutes 24 seconds
The amount of fuel consumed is calculated by the formula:
Fuel consumption = Initial mass – Finished mass
Formula to calculate fuel consumption:
Fuel consumption (km/l) = Distance traveled (Fuel consumption billion fuel weight)
Based on the rules of the game, students will have to have a plan to equip the necessary knowledge to
implement the project After that, students will be equipped with the knowledge by the lecturer according to
the registered student plan Students create their own, put their ideas into the design and simulation And the
next stage is model making and acceptance, testing, and competition [4] This is also the core value of CDIO's
project-based learning approach
Figure 2: Students design and manufacture the car's frame
Trang 3Figure 3 Student machining steering system and transmission system
Figure 4 Students participating in the competition
After designing a complete structure, a system on the model Lecturers will have questions and answers,
focusing on students' knowledge and students must present why it is designed like that Thereby, helping
teachers assess students' abilities in a subjective and objective way The assessment results show that most of
the students with this method and students demonstrate the ability to handle situations and solve problems
The study used a project that had a number of real-world responses for students to do After completing,
students are evaluated their design and creativity ability by participating in the competition Thereby students
can identify the advantages and disadvantages of the product they create The results show that students are
very excited about the CDIO-based project-based teaching method The project was successfully implemented,
students met the requirements of knowledge and skills
[1] Nhut Ho Tan, Trinh Doan Thi Minh (Translator), 2009, “Reform and build technical training programs
according to CDIO approach”, National University Ho Chi Minh Publishing House
[2] Hai Nguyen Thanh, Phuong Phung Thuy, Thuy Dong Thi Bich, 2010 “Introduction of some innovative
teaching methods to help students learn actively and experience, achieve output standards according
to CDIO", CDIO Conference 2010_Dai National School Ho Chi Minh City
[3] Hai Nguyen Thanh, 2010, “Active learning methods at university level”, Research Center for improving
teaching and learning methods in universities, University of Natural Sciences - Vietnam National
University, Ho Chi Minh City HCM
[4] Huong Tran Kim, "Mind Map_Effective Methods of Teaching and Learning", Faculty of
Mathematics_Information Pedagogy, Dong Thap University