Introduction:

The Stirling Engine Project (SEP) is an engaging hands-on Problem-Based Learning (PBL) exercise designed to enrich junior students' understanding of thermodynamics principles by exploring Stirling engines. As part of this project, students are tasked with two components: 1) research the topic and draft a paper, and 2) create a functional, small-scale working prototype all within a budget of less than $20.

Tailored initially for a mechanical engineering technology course, this project can be seamlessly adapted and expanded to any engineering thermodynamics class when gas power cycles are first introduced.

One advantage of this exercise is that allows the students to undertake the SEP independently, outside the regular class schedule, either working individually or collaboratively in teams, depending on class size.

SEP aligns with the principles of the 3Cs, creating a comprehensive learning experience for students:

a) Curiosity: Within SEP, students are encouraged to be curious by independently researching the topic of Stirling engines and finding reliable sources. This self-directed exploration fosters a deeper understanding of the subject matter.

b) Connections: SEP encourages students to establish connections between theory and practical applications by exploring past and current implementations of the Stirling Engine. Through tasks such as creating P-V diagrams and calculating thermal efficiencies, students gain insights into the engine's real-world relevance. Additionally, articulating their ideas to a diverse audience further strengthens their ability to communicate and connect with their peers.

c) Creating Value: Through SEP, students are challenged to envision future applications for the Stirling Engine. Applying their technical skills to developing a working prototype, all within a budget of less than $20, cultivates an entrepreneurial mindset.

Process:

Once all the papers are collected, a peer-review process is initiated, where students engage in a blind-peer review of their peers' papers, except their own. This exercise encourages students to provide constructive feedback on the content, structure, and the overall quality of the papers, while fostering a sense of responsibility.

A graded rubric is provided by the instructor as reference for this peer-to-peer review exercise and outlining the criteria for evaluation.

To determine the final grade for this SEP exercise employs three steps: 1) the instructor assesses each paper based on the same graded rubric and provides an individual score that holds a 50% weightage; 2) the peers evaluation scores for each paper are combined through averaging, and this averaged score holds a 50% weightage in determining the final score per paper, reflecting the collective feedback received; 3)  the final grade is then derived by averaging the instructor's score and the peers' average score, and such ensuring a fair and comprehensive evaluation of each student's work.

Time frame: 

1) Research and Report Drafting: Students are given one week to conduct a literature review and to draft their reports / papers. This phase encourages independent learning and critical analysis. 

2) Peer Review: After the reports are posted online (anonymously), students are provided with an additional week to perform a blind-peer review of their peers' papers. This allows for thoughtful evaluation and constructive feedback.

3) Prototype Development: Students are allowed an additional two to three weeks to create a working prototype. This hands-on phase encourages problem-solving and practical application of theoretical knowledge.

SEP offers a dynamic and engaging learning experience, integrating theory and practice, while inspiring students to embrace innovation and experiential learning. By the end of the project, students will not only have a deeper understanding of Stirling engines but also proudly showcase their prototype. 

By incorporating blind-peer review and collaborative assessment, this process emphasizes the importance of a constructive feedback, cultivates a supportive learning environment, and empowers students to take an active role in both their peers' academic development and their own's, through insightful critiques and continuous improvement.