Conference Session

Simple Classroom Demonstrations for Mechanics

Collection

2010 Annual Conference & Exposition

Authors

Tanya Kunberger; Kristine Csavina; Robert O'Neill

Tagged Divisions

Mechanics

with models used in class.Endeavoring to improve student visualization, and building off of the idea that teaching aconcept will further strengthen ones understanding of the material, the engineering mechanicsfaculty incorporated a student project to create a K’NEX model which demonstrates kinematicprinciples presented in class. Students not only had to design a physical model, but also had toinclude a worksheet with a problem statement, an associated diagram of the model, and acomplete solution page.The original intent of the project was to deepen the students understanding and to reinforce theconcepts of kinematic motions – Translation, Rotation, Rotation About a Fixed Axis, andGeneral Plane Motion. After two semesters of refining the

Conference Session

Teaching Mechanics of Materials & General Mechanics

Collection

2010 Annual Conference & Exposition

Authors

Luciana Barroso, Texas A&M University

Tagged Divisions

Mechanics

as a full class and in small groups, andproblem- and project-based learning experiences (PBL). When the full class cooperates insolving a problem, all students get exposed to the different possible solution strategies fortackling a problem. Small groups allow students who may be hesitant to ask questions in front ofthe entire class an opportunity to ask questions of their peers or even of the instructor in a moreprivate setting. The use of PBL reinforces the concept that multiple strategies for approaching aproblem are possible. Students are asked to produce a specific outcome, such as the developmentof a reduced order model, but they are not told what method or approach to use for this process.At the end, the students must evaluate the

Conference Session

Teaching Dynamics

Collection

2010 Annual Conference & Exposition

Authors

Brian Self, California Polytechnic State University; James Widmann, California Polytechnic State University

Tagged Divisions

Mechanics

principlesby analyzing a catapult for a medieval exhibit at a British Museum. These projects areintroduced before the material is covered, serving as a form of inductive learning and hopefullymotivating the material. Finally, we have included conceptual questions during each class periodto help the students think more deeply about the material (rather than just plugging numbers intoequations). Assessment will be presented using three metrics: final exam averages, scores on theDynamics Concept Inventory, and student attitudinal surveys.IntroductionLandmark publications such as How People Learn and Educating the Engineer of 2020 (alongwith numerous other publications) have suggested that we need to change the traditional way ofeducating engineering

Conference Session

Teaching Dynamics

Collection

2010 Annual Conference & Exposition

Authors

Benson Tongue, University of California, Berkeley; Daniel Kawano, University of California, Berkeley

Tagged Divisions

Mechanics

analysis part of the projects. For several years the authors’ department has tried tointroduce computation into its courses and has grappled with the question of how more physicallyinsightful experiences could be created that wouldn’t require the type of resources that dedicatedlabs call for. The MoveIt modules have proven to be an effective way of addressing these needs.Without computation there can be no animation, and in order to produce the computationalresults the student must perforce derive the appropriate analytical equations.Instructors should note that the included modules are presented as baseline examples that caneasily be scaled back (making them more akin to short term homework) or expanded so as toallow a multi-week project

Conference Session

Simple Classroom Demonstrations for Mechanics

Collection

2010 Annual Conference & Exposition

Authors

Scott Kiefer, Michigan State University

Tagged Divisions

Mechanics

examples adopted in this coursewere first created by Eann Patterson as part of a National Science Foundation sponsored projectto change the undergraduate mechanical engineering curriculum and make it more attractive to adiverse group of students. Specifically, this paper critiques the adaptation of five real lifeexamples taken from the original project. Student response to the lecture material was measuredby specific survey questions about the real life examples, survey questions about the course as awhole, interviews, and standard student course evaluation forms.1. Introduction A considerable amount of attention has been given to the retention of engineeringstudents in recent years. In fact, most universities with engineering programs are

Conference Session

Teaching Mechanics of Materials & General Mechanics

Collection

2010 Annual Conference & Exposition

Authors

Edward Anderson, Texas Tech University; Roman Taraban, Texas Tech University

Tagged Divisions

Mechanics

students to think throughthe solution, plan their approach, and develop in-depth problem solving skills rather thancharging directly and often blindly into and through the problem solution. Andes utilizes fourmental models, problem statement, graphic representation, variables lists, and mathematicalmodel, and requires users to develop each of these mental models (graphical representation isoptional). Andes includes an equation solving tool although users can also solve the equationsoff-line. A research project conducted on some 330 students approximately one-half of whom Page 15.848.3were in a control group, resulted in a 3% (1/3 letter grade

Conference Session

Teaching Statics

Collection

2010 Annual Conference & Exposition

Authors

Christine Valle, Georgia Institute of Technology; Sue Rosser, Georgia Institute of Technology; Janet Murray, Georgia Institute of Technology; Wendy Newstetter, Georgia Institute of Technology; Laurence Jacobs, Georgia Institute of Technology

Tagged Divisions

Mechanics

particularly problematic when amplified bygender and under-represented minorities (URM) issues. And such faltering so early in the majorcan cause a student to leave engineering.While difficulties in the course arise for several reasons, our project seeks to address the problemof context. Our hypothesis is that women and minorities particularly, and students generally, aremore likely to do well in statics when the problems are placed in the context of real worldusefulness. An approach to teaching that effectively scaffolds students' efforts at model buildingand connects abstract principles/concepts to real world, every day applications will benefit allstudents while promoting diversity in engineering. Towards that end, we have been developingInTEL

Conference Session

Teaching Dynamics

Collection

2010 Annual Conference & Exposition

Authors

Sherrill Biggers, Clemson University; Marisa Orr, Clemson University

Tagged Divisions

Mechanics

classroom designed for 72 students sitting at eight largeround tables. Dual computer projection screens and multiple white boards are available. Thearchitecture enables and encourages peer instruction and collaboration. Students are assigned tocertain tables and reassignments occur after each major test. We try to have more than onestudent within any underrepresented group assigned to any given table. We make assignmentsso as to include a range of GPRs and class performance levels at each table. We have at leastone or two undergraduate learning assistants who move through the room along with theinstructor providing assistance and guidance during the in-class learning activities. The roomcan become wonderfully noisy during their in-class work and it

Conference Session

Teaching Mechanics of Materials & General Mechanics

Collection

2010 Annual Conference & Exposition

Authors

Robert Freeman, University of Texas, Pan American; Horacio Vasquez, University of Texas, Pan American; Martin Knecht, South Texas College; Taylor Martin, Univ of Texas at Austin; Arturo Fuentes, University of Texas, Pan American; Joan Walker, Long Island University; Araceli Ortiz, Tufts University

Tagged Divisions

Mechanics

Department of Information Resources (DIR) has launched a project that includes the design of a new portable communication tower to replace the main one while it is repaired. The emergency tower consists of a fixed pole of height 6 m supported by three cables having maximum cable force allowed of 30 kN. As an engineer, your challenge is to design a cable support system for this portable communication tower. Page 15.397.7 Figure 2. Challenge for Statics: Vectors and ForcesFigure 3 shows a sketch of the general situation for the portable communication tower and thecable support system. Fwind

Conference Session

Teaching Dynamics

Collection

2010 Annual Conference & Exposition

Authors

Josue Njock-Libii, Indiana University-Purdue University, Fort Wayne

Tagged Divisions

Mechanics

consultant for the Food and Agriculture Organization (FAO) of the United Nations and been awarded two UNESCO Fellowships. He has taught mechanics and related subjects at many institutions of higher learning: The University of Michigan-Ann Arbor, Eastern Michigan University, Western Wyoming College, Ecole Nationale Supérieure Polytechnique, Yaoundé, Cameroon, and Rochester Institute of Technology (RIT). He has been investigating the strategies that engineering students use to learn engineering subjects for many years. He is an active member of two research groups in his current department: The Undergraduate Projects Lab and the Energy Systems Lab. This paper came out of work done with his

Conference Session

Teaching Dynamics

Collection

2010 Annual Conference & Exposition

Authors

Richard Ruhala, Southern Polytechnic State University

Tagged Divisions

Mechanics

and skills. Likewise, instead ofpurchasing the computer board and software that accompanies the lumped mass apparatuses(which in this case was primarily developed for controls laboratory experiments), a world-classanalyzer (that includes computer software for control) was purchased so that the sensors andanalyzer can be used by students and faculty for research projects. This analyzer can also beused for acoustic measurements. A disadvantage is that the software that controls the analyzer isnot user friendly, and requires substantial setup time by the instructor. The laboratoryexperiments that were developed include the study of free vibration, forced vibration, 1 DOF,2DOF, and 3 DOF systems, dynamic absorber, modes of vibration, and the

Conference Session

Mechanics Division Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Somnath Chattopadhyay; Rajesh Kitey

Tagged Divisions

Mechanics

discontinuity. The finite elementmethod is introduced in the lab session only as a hands-on approach to solve a structuralproblem. No theoretical or numerical treatments associated with the finite element method arediscussed. Instead, some of the modeling concepts involving symmetry features and boundaryconditions are highlighted. As evidenced by the end of semester student evaluations, thestudents felt it was a good opportunity to get exposed to a general purpose finite element codesuch as ANSYS and its ability to solve problems involving stress concentrations associated withtension and bending situations.BIBLIOGRAPHYANSYS 12 (2009), ANSYS, Inc, www.ansys.comCrone, W. C. (2002), “Using an Advanced Mechanics of Materials Design Project to Enhance

Conference Session

Teaching Statics

Collection

2010 Annual Conference & Exposition

Authors

Lucas Passmore, Pennsylvania State University-Altoona College; Thomas Litzinger, Pennsylvania State University; Christine B. Masters, Pennsylvania State University; Stephen Turns, Pennsylvania State University; Peggy Van Meter, Pennsylvania State University; Carla Firetto, Pennsylvania State University; Sarah Zappe, Pennsylvania State University

Tagged Divisions

Mechanics

from a statics class late in thesemester so they had completed nearly 13 weeks of the course by they time theyparticipated in the think-aloud sessions. To encourage participation, students wereoffered a credit of 1% towards their final grade. We do not believe that this skewedparticipation in the project because the instructor placed a cap on the total extra crediteach student could earn and this was a small extra credit opportunity amongst manyothers that were available throughout the semester for the students.Individually each student was asked to solve problems involving moments and couples.Students were also asked questions about moments and couples and about their problemsolving process. Because one of the goals of this study was to

Conference Session

Teaching Dynamics

Collection

2010 Annual Conference & Exposition

Authors

J. Shelley, United States Air Force

Tagged Divisions

Mechanics

gather data. The firstproblem identified through the CPI introspection and iteration process was the paucity ofdata that accurately and objectively reflected the state of the Dynamics instructionalprocess. A second CPI cycle ended with the Fall 07 semester. The focus during these threesemesters was on improving the quality of broadcast signal and homework handlingprocedures. Broadcast signal was improved by the support technician by splitting thebroadcast signal into low and high resolution components and having the high resolutionimage of the content screen projected to the large screen at the front of the room. Asecond smaller monitor was added to the front of the classroom that continuouslybroadcast the instructor camera view. During

Conference Session

Teaching Statics

Collection

2010 Annual Conference & Exposition

Authors

Masoud Rais-Rohani, Mississippi State University; Andrew Walters, Mississippi State University; Anthony Vizzini, Western Michigan University

Tagged Divisions

Mechanics

Conference Session

Teaching Statics

Collection

2010 Annual Conference & Exposition

Authors

Christopher Papadopoulos, University of Puerto Rico, Mayagüez; Aidsa Santiago Roman, University of Puerto Rico, Mayagüez

Tagged Divisions

Mechanics

. Figure 2. Online Exercise corresponding to Module on Two Force Bodies (edited and reformatted forprinting here). Multiple attempts with hints are permitted, though with modest penalties for each attempt.3.2 Lectures. In general, the Instructor begins each Lecture by projecting thecorresponding Module (PowerPoint slides and/or Moodle pages) onto the screen at thefront of the room. During the first two weeks of the semester, the Modules are reviewednearly in traditional lecture style to ensure that students are exposed to all of the material.However, once the students have become accustomed to downloading and completing the Page