Newcomer, J. L. (2013, June), Correlation of Students’ Basic Understanding of Rigid Body Dynamics and Performance in Statics  Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--19358

\bibitem{asee_peer_19358}
  Newcomer, J. L. (2013, June), \emph{Correlation of Students’ Basic Understanding of Rigid Body Dynamics and Performance in Statics}
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--19358

Jeffrey L. Newcomer.  "Correlation of Students’ Basic Understanding of Rigid Body Dynamics and Performance in Statics".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://peer.asee.org/19358 Internet.  23 Apr, 2024

\bibitem{asee_peer_19358}
  Jeffrey L. Newcomer.
  "Correlation of Students’ Basic Understanding of Rigid Body Dynamics and Performance in Statics".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://peer.asee.org/19358 Internet.  23 Apr, 2024

@INPROCEEDINGS{asee_peer_19358
author = "Jeffrey L. Newcomer"
title = "Correlation of Students’ Basic Understanding of Rigid Body Dynamics and Performance in Statics"
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/19358}
number = {10.18260/1-2--19358}
}

TY  - CPAPER
AB  - Correlation of Students’ Basic Understanding of Rigid Body Dynamics and Performance in StaticsOne of the most common specific difficulties that students display at the completion of a statics class isthe inability or unwillingness to consistently consider both force and moment equilibrium. This outcomehas been clearly demonstrated by student performance on conceptual questions. Too often students eitherbecome specialists and apply only one equilibrium condition, become reactionary and apply the conditionthat context invokes, or conflate force and moment equilibrium into a single condition. It would seem tostand to reason that a student who understands what would happen to a rigid body under load were it notconstrained to be static would have a better foundation upon which to build an understanding of rigidbodies under load that are constrained to be static, and therefore would show improved performance ontraditional and conceptual statics problems. To test this notion, a pair of simple questions with anunconstrained rigid body were devised and given to students on the first day of their Statics class beforeany material had been covered. One question was designed to be more likely to invoke only translation,and the other question was designed to be more likely to invoke rotation, but they are actuallyconceptually identical in effect. Student answers were then analyzed to see whether students understoodthat the body would both translate and rotate in both cases, and coded accordingly. Performance on therigid body motion questions were then correlated to student performance on the Conceptual AssessmentTool for Statics (CATS) pre-test and post-test results (both overall and on the specific equilibriumquestions) and on performance on the final exam. This paper will build off of prior work on studentperformance in Statics, explain the questions and analysis methods used, discuss the results of the study,and outline the future of this project.
AU  - Jeffrey L. Newcomer
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Correlation of Students’ Basic Understanding of Rigid Body Dynamics and Performance in Statics
UR  - https://peer.asee.org/19358
DO  - 10.18260/1-2--19358
ER  -