Nilsson, T. L., & Doyle, L. (2019, June), Pushing and Shoving: Improving Student Understanding of Support Reactions with Hands-on Demonstrations  Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33216

\bibitem{asee_peer_33216}
  Nilsson, T. L., \& Doyle, L. (2019, June), \emph{Pushing and Shoving: Improving Student Understanding of Support Reactions with Hands-on Demonstrations}
  Paper presented at 2019 ASEE Annual Conference \& Exposition , Tampa, Florida.
  10.18260/1-2--33216

Tonya Lynn Nilsson P.E. and Laura Doyle.  "Pushing and Shoving: Improving Student Understanding of Support Reactions with Hands-on Demonstrations".  2019 ASEE Annual Conference & Exposition , Tampa, Florida, 2019, June.  ASEE Conferences, 2019.  https://peer.asee.org/33216 Internet.  15 Jan, 2025

\bibitem{asee_peer_33216}
  Tonya Lynn Nilsson P.E. and Laura Doyle.
  "Pushing and Shoving: Improving Student Understanding of Support Reactions with Hands-on Demonstrations".
  \emph{2019 ASEE Annual Conference \& Exposition , Tampa, Florida, 2019, June}.
  ASEE Conferences, 2019.
  https://peer.asee.org/33216 Internet.  15 Jan, 2025

@INPROCEEDINGS{asee_peer_33216
author = "Tonya Lynn Nilsson P.E. and Laura Doyle"
title = "Pushing and Shoving: Improving Student Understanding of Support Reactions with Hands-on Demonstrations"
booktitle = "2019 ASEE Annual Conference \& Exposition "
year = "2019"
month = "June"
address = "Tampa, Florida"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/33216}
number = {10.18260/1-2--33216}
}

TY  - CPAPER
AB  - Understanding support reactions and developing an intuitive feel for what behavior each connection type (fixed, pinned, bearing, etc.) actually represents remains a continuing challenge for statics students.  To improve students’ grasp of this important concept, 3D connections are introduced via a highly active class session that requires students to move in pairs through five stations to physically interact with common supports.  Students are provided an activity sheet that guides them through the stations.  For each station, the activity sheet includes images of real-life applications of the connection type, the common schematics/drawings used to represent the connection type in statics problems, and the start of a free body diagram, FBD, where the student is directed to draw their perceived support reactions after interacting with and loading the demo.  To further reinforce their knowledge gain, students are required to reflect and indicate where they have seen this connection type outside of the classroom.  The demos are followed by four 3D examples where students work in their pairs to draw the FBD.  A survey conducted in five statics courses taught by the authors found that 75.3% of student respondents (n = 78) indicated this activity was helpful in their understanding of support reactions with only 9.1% saying it had no impact and 15.6% indicating it was only a little helpful.




AU  - Tonya Lynn Nilsson P.E.
AU  - Laura Doyle
CY  - Tampa, Florida
DA  - 2019/06/15
PB  - ASEE Conferences
TI  - Pushing and Shoving: Improving Student Understanding of Support Reactions with Hands-on Demonstrations
UR  - https://peer.asee.org/33216
DO  - 10.18260/1-2--33216
ER  -