2026 ASEE Annual Conference & Exposition

In the second semester of our undergraduate engineering program, students participate in interdisciplinary projects designed to connect the core concepts of physics, mathematics, and computer programming. These projects serve as an integrative platform where students apply theoretical knowledge—such as physical modeling, kinetics, linear algebra, and ordinary differential equations—using computational implementation in C#. The overarching objective is to foster deeper conceptual understanding and enthusiasm for these foundational subjects through hands-on, application-oriented learning experiences.

One exemplary project, “Earthquake Simulation of a Storey House,” challenges students to model the dynamic behavior of multi-storey buildings subjected to seismic excitation. The task involves developing a simplified physical model of a building represented as a system of coupled oscillators, where each floor is treated as a mass connected by springs and dampers. Students calculate the natural frequencies of the system to identify potential resonance conditions, then extend the model to include a tuned mass damper—a vibration absorber similar to that employed in structures like Taipei 101—to visualize its impact on system response.

The project culminates in an interactive simulation that allows independent variation of structural, absorber, and excitation parameters, enabling exploration of a wide range of dynamic behaviors. Through this project, students not only reinforce their understanding of mechanical vibrations and system dynamics but also gain experience in numerical computation, collaborative problem-solving, and scientific communication.

This paper presents the project framework, the underlying modeling and computational methods, and the collaborative learning dynamics observed during implementation. The results highlight the effectiveness of interdisciplinary, project-based approaches in enhancing engagement and conceptual integration in early-stage engineering education. Furthermore, the described methodology offers a replicable model for other institutions seeking to combine theoretical instruction with applied simulation-based learning in physics and engineering curricula.