Abstract
The author reports on an innovative approach, based on open-ended design questions related to bicycles, for the teaching of dynamic systems concepts in an undergraduate mechanical engineering environment. He outlines needs for improved classroom learning, pedagogical methods and underlying philosophy, how the bicycle was introduced as a main portion of the instruction, how the class was managed, supporting materials used, and a summary of major benefits achieved. The results to date show that: (1) the notion of using the bicycle in the classroom as a teaching tool and research topic is feasible; (2) the associated economics are attractive; (3) students are able to apply the abstract notions of systems theory to a concrete problem; (4) the professor can improve his or her expertise in a designated area (such as two-wheeled vehicle dynamics); (5) the percentage and quality of students electing follow-up courses in the systems area increase; and (6) students improve their professional confidence.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">></ETX>
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