Conference Session

Innovations in Teaching: Mechanics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jeffery S. Thomas, Missouri University of Science & Technology; Richard H. Hall, Missouri University of Science & Technology; Timothy A. Philpot, Missouri University of Science & Technology; Douglas R. Carroll, Missouri University of Science & Technology

Tagged Divisions

Mechanics

possible inthe traditional lecture-and-textbook class format. The study described in this paper examines theeffectiveness of asynchronous online video that has been used in various ways in a Mechanics ofMaterials course over the past four years. The content delivered via the Internet includedconcept videos, problem-solving videos, and videos of demonstrations and laboratory activities. In this study, four differing approaches to present the Mechanics of Materials course toapproximately 1000 students in 17 course sections over a four-year period were compared. Thefirst approach involved traditional, face-to-face lectures. The second approach completelyreplaced the face-to-face lectures with videos recorded by the instructor outside of the

Conference Session

Teaching Dynamics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kristi J. Shryock, Texas A&M University; Arun R. Srinivasa, Texas A&M University, Department of Mechanical Engineering; Jefferey E. Froyd, Texas A&M University

Tagged Divisions

Mechanics

. (Ed.) (2000). Calculus Renewal: Issues for undergraduate mathematics education in the next decade. New York: Kluwer Academic/Plenum Publishers., 200117. Manseur, Z., Ieta, A., and Manseur, R. (2010). Modern Mathematics Requirements in a Developing Engineering Program. Proceedings, ASEE Annual Conference and Exposition.18. Ganter 2004 Page 22.153.919. Hestenes, D., Wells, M., & Swackhamer, G. (1992). Force concept inventory. The Physics Teacher, 30(3): 141- 151.20. Thornton, R., & Sokoloff, D. (1990). Learning motion concepts using real-time, microcomputer-based laboratory tools. American Journal of Physics

Conference Session

Teaching Dynamics

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Mechanics

ofimpacts and collisions [6].The impact process between a ball and a hard surface involves a change, albeit temporary, in theshape of the ball [1]. A frame-by-frame study of the pictures of bouncing tennis balls obtainedusing high-speed cameras (2000 frames per second) in our laboratory demonstrated that thisprocess consists of four separate and distinct phases: initial contact, deformation of the originalshape, restitution and recovery of the shape of the ball, and separation and takeoff [6]. Page 22.218.2In general, impulses that act on the ball during the deformation phase are different in magnitudeand direction from those that arise during

Conference Session

Innovations in Teaching: Mechanics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jim M. Papadopoulos, University of Wisconsin - Stout; Christopher Papadopoulos, University of Puerto Rico, Mayaguez Campus; Vincent C. Prantil, Milwaukee School of Engineering

Tagged Divisions

Mechanics

received his BS, MS, and PhD in Mechanical Engineering from Cornell University. His research interests lie in micro-structural material modeling, finite element and numerical analysis. He was a senior staff member at Sandia National Laboratories California in the Applied Mechanics and Materials Modeling departments for eleven years. He joined the mechanical engineering faculty at MSOE in September 2000. Page 22.83.1 c American Society for Engineering Education, 2011 A Philosophy of Integrating FEA Practice throughout the Undergraduate CE/ME

Conference Session

Innovations in Teaching: Statics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sheryl A. Sorby, Michigan Technological University; Carl R. Vilmann P.E., Michigan Technological University

Tagged Divisions

Mechanics

Melinda Gates Foundation, The LuminaFoundation, and The Kresge Foundation). The stated goal of the OLI initiative is(http://oli.web.cmu.edu/openlearning/initiative, viewed January 17, 2011.): “Using intelligent tutoring systems, virtual laboratories, simulations, and frequent opportunities for assessment and feedback, the Open Learning Initiative (OLI) builds courses that are intended to enact instruction - or, more precisely, to enact the kind of dynamic, flexible, Page 22.752.2 and responsive instruction that fosters learning.”The OLI suite of courses consists of many from the STEM disciplines, includingStatics, Statistics

Conference Session

Teaching Dynamics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brianno Coller, Northern Illinois University

Tagged Divisions

Mechanics

game called EduTorcs for teaching Numerical Methods and for teaching DynamicSystems & Control. In the former case, we found that students learning numerical methods witha video game learned the material more deeply, as measured by a concept map assessment9. Inthe dynamic systems & control class, we found that students who learned with video game-basedhomework and laboratory exercises scored significantly better on concept tests10. Furthermore,using a technique known as the experience sampling method, we found students learningdynamic systems & control with a video game are significantly more engaged11. Furthermore,these students were much more likely to take the more advanced dynamical systems & controlcourse as a technical

Conference Session

Teaching Dynamics

Collection

2011 ASEE Annual Conference & Exposition

Authors

David R. Mikesell, Ohio Northern University; John-David S. Yoder, Ohio Northern University

Tagged Divisions

Mechanics

, and Ph.D.) in mechanical engineering from the University of Notre Dame. He is Associate Professor and Chair of the mechanical engineering department at Ohio Northern University, Ada, OH. He has previously served as Proposal Engineer and Proposal En- gineering Supervisor at Grob System, Inc. and Software Engineer at Shaum Manufacturing, Inc. He has held a number of leadership and advisory positions in various entrepreneurial ventures. He is currently a KEEN (Kern Entrepreneurial Education Network) Fellow, and has served as a Faculty Fellow at the Jet Propulsion Laboratory, Pasadena, CA and an Invited Professor at INRIA Rhone-Alpes, Monbonnot, France. Research interests include computer vision, mobile robotics

Conference Session

Teaching Mechanics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Shawn P Gross, Villanova University; David W Dinehart, Villanova University; Joseph Robert Yost, Villanova University; Aleksandra Radlinska, Villanova University

Tagged Divisions

Mechanics

drag; turbomachines.The three courses are taken sequentially beginning with the first semester (Fall) of thesophomore year. Average section size is about 25 students, with a maximum of 35. All threecourses are team-taught by a pair of faculty members and utilize a four meeting per week format,in which there are three 50-minute periods (Monday, Wednesday, and Friday) used primarily forlectures. The fourth period is a 165-minute “flex” period that meets on Thursdays, and can beused for lectures, laboratory exercises, exams, or for overarching problem solution periods.Aside from the integration of concepts described previously and the use of overarching problemsas described herein, Mechanics I and II are taught in a fairly traditional manner