Conference Session

Teaching Statics: What and How?

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Phillip Cornwell, Rose-Hulman Institute of Technology; Amir H. Danesh-Yazdi, Rose-Hulman Institute of Technology; Aimee Monique Cloutier, Rose-Hulman Institute of Technology

Tagged Divisions

Mechanics

AC,they could use the system shown in Figure 3, or if they areasked to determine the force in member BE, they could usethe system shown in Figure 4. The free-body diagrams(FBD) associated with these systems are also shown in these Figure 2 – Truss example used to showfigures. There is no need to call these the method of joints or how to define systemsthe method of sections. All students need to know how to do is to clearly define a system. Oncea system has been chosen, the next step is to have students draw a FBD using the mnemonicBREAD. System

Conference Session

Hybrid and Online Teaching of Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Serge Raymond Maalouf, University of Maine; Olivier Putzeys P.E., University of Maine

Tagged Divisions

Mechanics

. [Online]. Available: https://peer.asee.org/7976.[30] R. Freeman et al., "Development And Implementation Of Challenge Based Instruction In Statics And Dynamics," presented at the 2010 ASEE Annual Conference & Exposition, Louisville, Kentucky, June 20-23, 2010. [Online]. Available: https://peer.asee.org/16904.[31] Y. Kim, "Learning statics through in-class demonstration, assignment and evaluation," International Journal of Mechanical Engineering Education, vol. 43, no. 1, pp. 23-37, 2015, doi: 10.1177/0306419015574643.[32] R. Echempati and A.L. Sala, "Experiences of Implementing Blended Teaching and Learning Technique in Mechanics and Design Courses," presented at the 2013 ASEE Annual Conference & Exposition

Conference Session

Making Mechanics Courses Fun and More Effective

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eric Davishahl, Whatcom Community College; Todd Haskell, Western Washington University; Lee W. Singleton, Whatcom Community College

Tagged Divisions

Mechanics

Members.Activity 3: Two and Three Force MembersFigure 5 shows the last activity in this module on rigid body equilibrium analysis. This activityusually takes about an hour. Students construct a free-body diagram of member BC. They have asecond copy of this model. The model has spherical ends at B and C. We instruct students tohold the piece with one finger on either end so they can feel how the forces at B and C must becollinear to maintain stable equilibrium.They draw a free-body diagram and perform a quantitative analysis to solve for the forces onmember AC. Then we ask them to perform some conceptual analysis of the problem andconsider how they can use the fact that AC is a three-force member to reason through thefollowing prompt: Suppose the