Conference Session

Teaching & Learning Statics and Mechanics of Materials

Collection

2016 ASEE Annual Conference & Exposition

Authors

Barry T. Rosson P.E., Florida Atlantic University

Tagged Divisions

Mechanics

except Q can be determined directly fromthe derived expression, and as a result, Q does not actually need to be one of the loads from theactual loading condition of the structure ─ it can exist solely as a convenience to find the desireddisplacement. Since the load Q has this property, there is no requirement for it to actually be a“unit load”, and it can be placed anywhere on the structure and at any orientation where adisplacement is desired.Displacement at Joint 4 Due to Load PFor the truss with linear-elastic material properties in Figure 1, and with the load applied at joint4 according to the loading sequence in Figure 2, the external work that is done from t0 to t1 isgiven as 1 𝑊

Conference Session

Mechanics Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Hirohito Kobayashi, University of Wisconsin - Platteville

Tagged Divisions

Mechanics

. Finally,students will be tasked to check the “measured” values with the theoretical values calculated byequations that they have learned in the mechanics of material course. This software wascompleted in December 2015 and is currently tested through a course project in one of the twomechanics of material sections. The efficacy of the “virtual” hands-on learning experience inmechanics of material course via VML will be assessed by 1) in-class survey, 2) comparison ofquiz scores conducted pre- and post-project with VML, and 3) statistical analysis (T-test) on thefinal exam scores.2 IntroductionMany studies have indicated the importance of hands-on experience in engineering or physicseducation1,2. However, in most colleges, the majority of the class

Conference Session

Measuring Learning in Statics & Dynamics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Christopher Papadopoulos, University of Puerto Rico, Mayaguez Campus; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Manuel Jose Perez-Vargas, University of Puerto Rico, Mayaguez Campus; Genock Portela-Gauthier, University of Puerto Rico, Mayaguez Campus; Wadson C Phanord, University of Puerto Rico, Mayaguez.

Tagged Divisions

Mechanics

exams. The first CI that became widely deployed was the Force Concept Inventory (FCI)1,developed to study the conceptual knowledge in basic mechanics among physics students. Sincethen, dozens of CI’s have been deployed in various branches of engineering and science,including by organized efforts with sponsorship from the National Science Foundation2.However, efforts to perpetually deploy and collect data from CI’s have proven difficult tosustain3. In Engineering Mechanics, the two most widely deployed CI’s are the ConceptAssessment Tool for Statics (CATS), originally named the Statics Concept Inventory (SCI)4, andthe Dynamics Concept Inventory (DCI)5,6. At least two independent efforts to create a conceptinventory for Mechanics of

Conference Session

Teaching & Learning Dynamics, Vibration, and Mechanics More Broadly

Collection

2016 ASEE Annual Conference & Exposition

Authors

Geoff Rideout, Memorial University of Newfoundland

Tagged Topics

Diversity

Tagged Divisions

Mechanics

and a tablet PC. A qualitativecomprehension quiz was administered using the online course shell through which the studentsaccessed the videos. The homework assignment was posted at the same time as the videos, andwas due one week later. During the first of two 75-minute lecture slots, the instructor completedexamples related to the video topics. The second lecture slot was for student-directed homeworkproblem solving. As a partial control, the final course module was delivered in the traditionalmanner. Students reported a strong preference for moving the theory and derivations out oflectures, and an overall preference for the flipped course format.The biggest challenges were 1) instructor’s perception of diminished connection to the

Conference Session

Active Learning & Laboratories in Statics, Dynamics, and Mechanics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Xiaobin Le P.E., Wentworth Institute of Technology; Masoud Olia P.E., Wentworth Institute of Technology; Ali Moazed, Wentworth Institute of Technology; Richard L Roberts, Wentworth Institute of Technology

Tagged Divisions

Mechanics

list of laboratory experiments and focus on the detailed description of virtual labswith their objectives and main activities. Feedback on the lab reports, conversations withstudents and students’ survey data will be analyzed and presented. Based on the data collecteddirectly and indirectly, it was shown that the new set of experiments had a positive impact on thestudent learning of the stress/strain theories. The implementation of the new set of labssuggested that the combination of the physical labs and the virtual labs was one of the best waysto help students have a better understanding of stress/strain theories in the “mechanics ofmaterials” course.1. IntroductionThe course “mechanics of materials” is one of the core technical courses for

Conference Session

Teaching & Learning Statics and Mechanics of Materials

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anne Raich, Lafayette College

Tagged Divisions

Mechanics

was defined toensure that students would be able to model and analyze elements subjected to axial, shear,bending, and combined loads. Each week the students were required to:1) Prepare for each ANSYS recitation session by completing an assigned ANSYS tutorial before attending the corresponding ANSYS recitation session. No grade was assigned for completing the assigned ANSYS tutorials.2) Work during the recitation session either on completing the assigned ANSYS tutorial due to errors or other issues occurring during their outside-of-class prep work or on completing the assigned ANSYS homework problems.3) Complete the assigned ANSYS homework before the start of the next recitation session.Each self-paced ANSYS tutorial focused on a

Conference Session

Active Learning & Laboratories in Statics, Dynamics, and Mechanics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Randy Dean Kelley P.E., University of Pittsburgh, Johnstown; Brian E Moyer, University of Pittsburgh, Johnstown; Roelof Harm deVries P.E.

Tagged Divisions

Mechanics

, design, measurements, and dynamics.Prof. Roelof Harm deVries P.E., Prof. deVries has been the Assistant Professor of Mechanical Engineering Technology at the University of Pittsburgh at Johnstown since 2008, with 25 years of experience in design and engineering management. c American Society for Engineering Education, 2016 End Fixture Design to Enhance Column Buckling Laboratory ExperimentAbstract Column buckling is an important topic in strength of materials courses. This topic hasbeen emphasized with a compression/buckling experiment using a Satec uni-axial testingmachine to compressively load 1/2 inch diameter Polyvinyl Chloride (PVC) pipe columns

Conference Session

Homework, Learning, and Problem Solving in Mechanics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kai Jun Chew, Stanford University; Helen L. Chen, Stanford University; Beth Rieken, Stanford University; Autumn Turpin, Stanford University; Sheri Sheppard, Stanford University

Tagged Divisions

Mechanics

research interests include: 1) engineering and entrepreneurship education; 2) the pedagogy of ePortfolios and reflective practice in higher education; and 3) reimagining the traditional academic transcript.Beth Rieken, Stanford University Beth Rieken is a sixth year graduate student at Stanford University. She is currently working on her PhD in Mechanical Engineering with a focus on the relevance of mindfulness to engineers. Beth completed a BS in Aerospace Engineering from the University of Virginia in 2010 and a MS in Mechanical Engineering from Stanford in 2012.Autumn Turpin, Stanford University Autumn Turpin is a junior undergraduate studying Engineering, Product Design at Stanford University. She was born and

Conference Session

Active Learning & Laboratories in Statics, Dynamics, and Mechanics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Benjamin David McPheron, Roger Williams University; Joseph D Legris, Roger Williams University School of Engineering, Computing and Construction Management; Charles Flynn; Aidan James Bradley, Roger Williams University; Ethan Thomas Daniels, Roger Williams University

Tagged Divisions

Mechanics

these available systems, theVernier Dynamics Cart and Track Encoder System, shown in Figure 1, was determined to be thepreferable solution because of its cost and the corresponding data acquisition software, LoggerPro. This is a low-cost system that is marketed towards high school and collegiate work, andproved to be easy to modify for the desired experiments. Figure 1: Photo of the experimental apparatus. Source: http://www.vernier.com/images/magnify/product.vds._hero.001.jpgThe resulting device required only a few alterations to the original system to adapt it to thepurpose of teaching dynamic modeling. In order for

Conference Session

Mechanics Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Casey Allen Halbmaier, University of St. Thomas; Sarah Baxter, University of St. Thomas; Dalton Irving Humphrey, University of St. Thomas; Bethany Fralick, University of South Carolina - Aiken

Tagged Divisions

Mechanics

constructions to visualize thesolution of two-dimensional Statics problems; fundamental concepts include force and funicularpolygons. The hypothesis posed was that Graphical Statics components could strengthenvisualization skills and would encourage drawing as a conceptual aid.1 The response to the talkgiven on this work was very positive; however, while admitting the potential for these outcomes,the audience was more interested in specific problems that could be directly inserted into theclass as active learning exercises. In a companion paper, 2 this discussion is continued andGraphical Statics is examined, in more detail, within the framework of its role as an element ofactive learning and its relevance in the curriculum.In this poster presentation

Conference Session

Active Learning & Laboratories in Statics, Dynamics, and Mechanics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Daniel J. Magda, Weber State University

Tagged Divisions

Mechanics

educators about the process of teachingand the benefits of learning. One effective method comes from the simple Latin Proverb “Welearn by teaching”. This process of learning from teaching is also associated with Kolb’sexperiential learning cycle.1 Kolb’s methods of learning were implemented in a senior capstonedesign class where student learning is assessed. The capstone students are required to identify aneducational need within the mechanical engineering technology program. This need is discussedwith the faculty for the development of a hands-on laboratory instrument that will facilitatelearning in the program. The results from these discussions determine the design requirementsfor the capstone project. These capstone students must also learn the

Conference Session

Homework, Learning, and Problem Solving in Mechanics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Julian Ly Davis, University of Southern Indiana; Thomas McDonald, University of Southern Indiana

Tagged Divisions

Mechanics

, students must first be able (or know how) to communicatethis technical information. Efforts are being made to help students improve communication skills early in theirundergraduate career.[1] One of the ways to enhance technical communication skills is to teachstudents what a proper solution looks like early in their academic career. This work does notsuggest a specific format for a clearly communicating a technical solution; engineers often fallback onto a “Given, Find, Solution” format. We do suggest that with increase in class sizes andtherefore a demand for easier ways to assign and grade homework, one skill in particular isquickly diminishing; technical communication. Students who only work with online homework systems, or those

Conference Session

Teaching & Learning Dynamics, Vibration, and Mechanics More Broadly

Collection

2016 ASEE Annual Conference & Exposition

Authors

Yan Tang, Embry-Riddle Aeronautical Univ., Daytona Beach

Tagged Divisions

Mechanics

engineeringeducators of the fruitful results from cognitive sciences. We can further evaluate the theories inengineering education setting as many of them were developed for other disciplines in a laboratorysetting. Those results could serve as stepping stones for us to tackle challenges in engineeringeducation.BackgroundEinstellung means “set” in German and the Einstellung effect is referred to the brain’s tendency toadopt the most familiar solution (set) to a problem and ignore alternatives. Such mechanization inproblem solving was first investigated through the well-known water jar experiment conducted in1940 [1] . Several problems solvable by a complex procedure (a set) were presented to participants.Then an easy problem which can be solved by a

Conference Session

Homework, Learning, and Problem Solving in Mechanics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gina C Adam, National Institute of Microtechnologies, Romania; Brian P. Self, California Polytechnic State University, San Luis Obispo; James M Widmann, California Polytechnic State University, San Luis Obispo; Michael George, Student- California Polytechnic State University; Benjamin Kevin Kraw, California Polytechnic State University: San Luis Obispo, Undergraduate Mechanical Engineering Student; Lindsey Chase, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Mechanics

used in undergraduate dynamics byfocusing on basic concepts in rolling kinetics. An exploratory study was pursued on a smallsample of undergraduate students taking a course in dynamics. Each student participatedindividually in an IBLA that examined the relationship between forces and the direction ofmotion of a rolling object. The students drew diagrams and provided qualitative explanations oftheir reasoning. The responses were coded to highlight important dynamics concepts. Thelearning objectives of the IBLA were to help students understand that 1) the direction ofacceleration of the mass center is in the same direction as the sum of the forces; 2) the directionof angular acceleration is the same as the direction of the sum of the moments

Conference Session

Active Learning & Laboratories in Statics, Dynamics, and Mechanics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anu Osta, Rowan University; Jennifer Kadlowec, Rowan University

Tagged Divisions

Mechanics

the ABET learning objectives as well as its effectiveness on peer collaborationand team work. The survey results when compared with the final course grades shed somevaluable light on the relationship between a student’s perception of the effectiveness of thisactivity on learning, and the actual student performance on the exams. This paper will present thedescription and outcomes of this project in detail.1. IntroductionDynamics is universally regarded as one of the fundamental courses for undergraduate studentsmajoring in mechanical and civil engineering among others. It is often a basic prerequisite forsubsequent courses and one upon which advanced curriculum concepts are based. Since the early1970s substantial work has gone into developing

Conference Session

Teaching & Learning Dynamics, Vibration, and Mechanics More Broadly

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jacob R Grohs, Virginia Tech; Michelle M Soledad, Virginia Tech, Ateneo de Davao University; David B Knight, Virginia Tech Department of Engineering Education; Scott W Case, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Mechanics

department head of Engineering Science and Mechanics and as Interim Associate Dean for Academic Affairs within the College of Engineering. c American Society for Engineering Education, 2016 Understanding the Effects of Transferring In Statics Credit on Performance in Future Mechanics CoursesIntroductionThe demand for graduating additional engineers who come from diverse backgrounds hasincreased over the past several years. These calls have been accompanied by the emergence of aglobal society beset with complex, interdisciplinary problems that are best addressed byinnovative technology-based solutions.1 Thus, it has become imperative for engineeringinstitutions to formulate strategies towards

Conference Session

Teaching & Learning Statics and Mechanics of Materials

Collection

2016 ASEE Annual Conference & Exposition

Authors

Andrew Lee, Arizona State University; Haolin Zhu, Arizona State University; James A Middleton, Arizona State University

Tagged Divisions

Mechanics

using Livescribe PencastTM PDF.This lecture video was supplemented with PDF lecture notes. Over the course of the semester, 23sets of Livescribe PencastTM PDF and PDF lecture notes were created.In class, students were sorted into groups of four at the beginning of the year. Groups wouldcomplete a pre-lecture quiz and group worksheet together. Each worksheet included an averageof 4 problems with an extra challenge problem. Quizzes had only 1-2 questions. In order toproperly address the questions of the large class size, four teaching aides were present duringlecture in addition to the instructor. Over the course of the semester, 24 worksheets and quizzeswere assigned.Last, three extra things were done. Five short homework assignments were

Conference Session

Active Learning & Laboratories in Statics, Dynamics, and Mechanics

Collection

2016 ASEE Annual Conference & Exposition

Authors

John W. Sanders, University of Illinois, Urbana-Champaign; Matthew West, University of Illinois, Urbana-Champaign; Geoffrey L Herman, University of Illinois, Urbana-Champaign

Tagged Divisions

Mechanics

strategies: (1) use of students’ own mobile phones asthe primary data capture devices, and (2) computer-mediated peer feedback for the majority offormative assessment. We present project results and student survey data that demonstrate thefeasibility of large-scale PBL that achieves student learning outcomes without undue instructorburden.1 IntroductionIn project-based learning, projects are focused on questions that drive students to encounterconcepts and principles which will result in transferable skills. 1,2 This transferable learningresults in metacognitive improvements in how students acquire, process and synthesizeinformation 3 as well as concrete skills such as teamwork, conflict resolution, and communicationskills. Over the last quarter

Conference Session

Measuring Learning in Statics & Dynamics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Roger G. Hadgraft, University of Technology Sydney; David Lowe, The University of Sydney; Justine Lawson

Tagged Divisions

Mechanics

a resource, how resources are modified by academics and where ina program they might be used 1. For the purposes of this paper, we are looking at resourcesdesigned to assist in the learning and teaching of engineering mechanics.This paper presents the results of a workshop held as part of a project, funded by the AustralianCouncil of Engineering Deans (ACED), to promote curriculum sharing across the 35 universitiesin Australia that teach engineering. It includes a description and analysis of the activities, ananalysis of the workshop evaluation as well as one participant’s reflection on the process.Investigating resource useThe preliminary project investigations mapped the local known in terms of the national andinternational literature and

Conference Session

Teaching & Learning Statics and Mechanics of Materials

Collection

2016 ASEE Annual Conference & Exposition

Authors

Shane M Palmquist, Western Kentucky University

Tagged Divisions

Mechanics

only vertical loads as show in Figure 1, the ENAcorresponds to the y component of the centroid of the beam’s cross sectional area. Along theENA, there is zero axial strain. Therefore, no bending stresses are present along this axis.Above the ENA, the beam compresses reaching a maximum compression flexural stress alongthe top of the beam. Similarly below the ENA, the beam stretches in tension reaching amaximum tensile flexural stress along the bottom of the beam.Using calculus, the location, y , from the bottom of the cross section to the ENA for a prismaticbeam may be found from the following equation.  y A y

Conference Session

Teaching & Learning Statics and Mechanics of Materials

Collection

2016 ASEE Annual Conference & Exposition

Authors

Somnath Chattopadhyay, University at Buffalo, SUNY

Tagged Divisions

Mechanics

this would be the shear stress vs. shear strain curve as shown in Figure 1. The shearstress varies linearly with shear strain in the elastic region, and reaches a constant value and staysconstant in the plastic region. Sometimes this representation is termed as one of “zerohardening.” However, most ductile materials exhibit strain hardening where in the plasticregion the shear stress monotonically increases with shear strain. Figure 1The focus of this work is on analogy methods to study elastic and elastic-plastic torsion. The twoanalogies associated with torsion are described below.The Membrane Analogy for Elastic TorsionAn analogy between the elastic torsion of a bar and the small deflection of a laterally loadedmembrane

Conference Session

Mechanics Classroom Demonstrations

Collection

2016 ASEE Annual Conference & Exposition

Authors

Aldo A. Ferri, Georgia Institute of Technology; Bonnie H. Ferri, Georgia Institute of Technology

Tagged Divisions

Mechanics

sections ofdynamics are presented and discussed. It was found that the students reacted very favorably to theexperiments, as seen by a comparison of pre-, post-, and longitudinal surveys. It was also seen thatexperiments where students actually touched and performed the experiments were perceived asmore valuable to the students compared with experiments performed by the instructor.1. IntroductionBlended or hybrid learning environments have been used in several fields as a way of improvingstudent learning. Blended learning is an extension of flipped classrooms, where students watchlecture videos prior to class and come to the class period to work extra problems and homework[1-2]. Like flipped classrooms, blended learning makes use of the lecture

Conference Session

Measuring Learning in Statics & Dynamics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nick Stites, Purdue University, West Lafayette; David A Evenhouse, Purdue University; Mariana Tafur-Arciniegas P.E., Purdue University, West Lafayette; Charles Morton Krousgrill, Purdue University, West Lafayette; Craig Zywicki, Purdue University; Angelika N Zissimopoulos, University of Chicago; David B Nelson, Purdue University, West Lafayette; Jennifer Deboer, Purdue University, West Lafayette; Jeffrey F Rhoads, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette

Tagged Divisions

Mechanics

%, and88% for sections 1, 2, and 3, respectively) were Mechanical Engineering students. The threeinstructors of the different sections all had prior experience teaching dynamics within theFreeform framework. Each of the sections had common homework assignments, midterm exams,final exams, and course policies defined in the course syllabus. The three sections also shared acommon blog space for online collaboration and communication. However, each instructor hadthe freedom to use their own pedagogical discretion in planning class activities and assigningquizzes. During the second week of classes, the pre-test of the 11-item aDCI was administered ina pencil-and-paper format during class. The identical aDCI post-test was incorporated into thefinal exam

Conference Session

Teaching & Learning Dynamics, Vibration, and Mechanics More Broadly

Collection

2016 ASEE Annual Conference & Exposition

Authors

Blake Everett Johnson, University of Illinois at Urbana-Champaign; Jason W Morphew, University of Illinois at Urbana-Champaign

Tagged Divisions

Mechanics

lab exercises. In this study, wedescribe a shift in laboratory procedures from following of rote procedures, a so-called “recipe”-based approach, to one where students are given freedom to design and implement their ownprocedures, an inquiry-based approach. This study is timely in that it occurred at a time whenthere is a push in engineering education toward inquiry‐based learning, as described by Froyd, etal.1, who explain that inquiry‐based learning exercises comprise part of a major shift in currentengineering education trends, whereby the results of education research are being used to modifyengineering curricula. A study by Self and Widmann2 demonstrated how inquiry-based learningactivities show promise for teaching non‐intuitive

Conference Session

Homework, Learning, and Problem Solving in Mechanics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Edward J. Berger, Purdue University, West Lafayette; Michael Wilson, Purdue University, West Lafayette

Tagged Divisions

Mechanics

regardless ofarchetype. These results will continue to inform academic coaching of students in our classesabout optimal use of video resources.IntroductionAssessments in sophomore-level mechanical engineering courses such as statics, dynamics, andthermodynamics, often emphasize problem solving, and indeed instruction is usually orientedaround problem solving approaches and examples. In the last 10 years, instructional supports inthe form of worked-example videos have become quite common, for two reasons. First,authoring tools for video creation continue to increase in power and ease of use, whilesimultaneously dropping in price. Second, the research on the worked-example effect[1]–[3]continues to support the notion that video-based worked examples

Conference Session

Measuring Learning in Statics & Dynamics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Meera NK Singh P.Eng, University of Calgary; Leszek Sudak P.Eng., University of Calgary; Philip Egberts P.Eng., University of Calgary

Tagged Topics

Diversity

Tagged Divisions

Mechanics

styles using the Felder-Soloman index of learning styles (ILS) survey.The analysis shows that there are program-specific systemic barriers hindering student success.Furthermore, the learning style survey results indicate that student learning could improved byadopting a more balanced approach to teaching. Associated learning tools, specific to thedynamics curriculum, designed to address the learning outliers are suggested.1 IntroductionThe Schulich School of Engineering (SSE) at the University of Calgary consists of fivedepartments (Chemical, Civil, Electrical, Geomatics, and Mechanical Engineering) and offersspecialized majors programs such as Oil and Gas. All students in the SSE take commonengineering courses in the first year of their

Conference Session

Homework, Learning, and Problem Solving in Mechanics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Robert O'Neill, Florida Gulf Coast University; Ashraf Badir P.E., Florida Gulf Coast University; Long Duy Nguyen P.E., Florida Gulf Coast University; Derek James Lura PhD, Florida Gulf Coast University

Tagged Divisions

Mechanics

Mines showed that students who used ME outperformed those students who used paper/pencilassignments8. A study in an operations management course indicated that randomized homeworkvalues can offer such benefits as (1) a significant practical and statistical impact on improvingexam scores, (2) reducing the rate of cheating, and (3) making homework a more accuratemeasure of student ability7. The goal of this paper is to provide a comparative assessment ofstudent performance on exams, summary students’ perceptions concerning ME and a summaryof lessons learned using ME in an engineering mechanics course.MethodsTwo sections of engineering mechanics in fall 2015 that used ME were the focus of this study(M1 and M2 in Table 1). When necessary

Conference Session

Teaching & Learning Dynamics, Vibration, and Mechanics More Broadly

Collection

2016 ASEE Annual Conference & Exposition

Authors

Roes Arief Budiman P.Eng., University of Calgary; Vishash Kumar Sharma

Tagged Divisions

Mechanics

Paper ID #17345Combining Ordinary Differential Equations with Rigid Body Dynamics: Teach-ing a Second-year Engineering Dynamics Course to Two-year College Grad-uatesDr. Roes Arief Budiman P.Eng., University of Calgary Received PhD in Materials Science and Engineering at University of Toronto in 2001. Currently a Senior Instructor at University of Calgary and have been teaching Probability & Statistics for Engineers course in the past three years. Maintain a small research group (1 PhD, 1 MEng) on pipeline failure and reliability.Vishash Kumar Sharma c American Society for Engineering Education

Conference Session

Measuring Learning in Statics & Dynamics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ning Fang, Utah State University

Tagged Divisions

Mechanics

representative set of student comments are also presented, which demonstrate howthe concept mapping approach helped students develop better conceptual understanding.IntroductionConcept mapping is a graphical tool for knowledge organization, representation, and elicitation.It has received growing attention and application in STEM (science, technology, engineering,and mathematics) disciplines as an effective instructional strategy to improve student conceptualunderstanding. 1, 2 In concept mapping, concepts are often arranged based on their hierarchicalrelationships to form a map, so students can visualize relationships among different concepts andunderstand the “big picture” of relevant topics. As such, concept maps have long been employedas an

Conference Session

Mechanics Classroom Demonstrations

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, Angelo State University; Wade H Goodridge, Utah State University; Benjamin James Call, Utah State University - Engineering Education; Steven David Wood, Utah State University

Tagged Topics

Diversity

Tagged Divisions

Mechanics

Newtonian mechanics that students utilize to analyze and design in future courses.However, studies have shown that students tend to have different misconceptions in statics. 1-5Statics remains one of the courses where achievement levels are sometimes not satisfactory,6even though it is one of the basic courses in engineering that forms the foundation for theengineering curriculum. One particularly challenging area for instructors is to show “intangible”mechanics principles that may seem too abstract for students. For instance, analysis of internalforces of members in a truss system may be easily procedurally calculated leading to a solutionthat may not have a true intuitive meaning for the student. Thus, visualization is necessary tohelp the