In a regular-curriculum for freshmen in the Department of Mechanical Engineering at Toyo University, we have provided a subject to design and build rubber-band cars since 2013. In this subject, students make rubber-band cars out of paperboards, acrylic rods, and rubber bands, so that they experience the basic development process from the beginning. Furthermore, the accuracy of their making processes can be evaluated by running the rubber band cars. From the results of a questionnaire, this project-based learning for freshman seemed to provide the motivation to learn technical classes. In order to maintain and improve the students’ motivation, we also started an extracurricular activity for creating a rubber-band car on which people can ride. In this paper, we introduce the PBL in regular subjects and the extracurricular activity and compare the effects and problems of them.
