WIP - Applying Project-Based Learning to Awaken New Talents: Experience with a Prototype Essential Oil Extractor

This work in progress (WIP) is about the application of project-based learning (PBL) methodology with a group of students from an electromechanics course (high school level) offered in Presidente Figueiredo (Amazonas, Brazil). This WIP aims to relate the concepts of mechanical engineering and chemistry in developing a prototype for extracting vegetable oils from the organic waste of a local food production chain. The theory used was based on Bender's definitions, which anchor the interdisciplinary nature of engineering with the basic sciences to produce a prototype in line with the Sustainable Development Goals (SDGs). During ongoing research, a prototype essential oil extractor was developed via the hydrodistillation technique, prioritizing easily obtainable materials with a simplified construction process. Students conducted research and technical visits to learn about the traditional method of obtaining oils. It was possible to design a prototype distiller on the basis of engineering knowledge in the student's curriculum, especially in materials science and engineering, using the material selection process and organic machine elements. The prototype used easily accessible materials such as PVC pipes, a pressure cooker, pressure hoses, and copper pipes. The first extraction indicated how promising the prototype was, showing a yield of 0.16%, compared with the 1% predicted in the literature. New tests to identify points for improving the prototype are needed. In the self-evaluations, the students highlighted their contribution to the written project, compliance with the timetable, and the connection between the project and their knowledge of electromechanics. They reported being pleased to learn in practice what they had seen in theory, highlighting the link to natural products. In the perception of the researchers, the students showed commitment to the planned activities, excellent initiative-taking collaborative work, and learning autonomy. In this way, the partial results are promising, indicating successful possibilities for innovative transdisciplinary engineering teaching with applications in the actual context of the students, consolidating future talent for engineering careers.