Conference Session

Mechanics Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Anna K.T. Howard, North Carolina State University

Tagged Divisions

Mechanics

with. A group of faculty in biochemistry at NC State has been working on aWordpress platform where lesson plans can be paired with 3D-printable designs for students toaccess. We propose to build a comparable site for Engineering Mechanics. Each lesson willinclude: • written explanations of the topic • a 3D CAD file using Fusion 360 where students can access the file, see how it's built, and edit it as needed • a brief video from Fusion 360 where the part spins or deforms • a 3D printer file so that faculty or students with access to a 3D printer can print their own demonstrations • a lesson plan describing a simple experiment to demonstrate the topic being discussed • reflection questions built around the

Conference Session

Improving Mechanics Courses

Collection

2007 Annual Conference & Exposition

Authors

Amir Rezaei, California State Polytechnic University-Pomona; Mariappan Jawaharlal, California State Polytechnic University-Pomona; Kyu-Jung Kim, California State Polytechnic University-Pomona; Angela Shih, California State Polytechnic University-Pomona

Tagged Divisions

Mechanics

must usuallyearn a C- grade (or better) in order to take the subsequent courses. However, having a C- in thiscourse means that students are leaving this prerequisite course with ability to solve the givenexercises, but often they do not have the ability to answer a simple quantitatively question aboutthe fundamental concept in this course. We believe that by implementing an effective assessmenttool we will measure the effectiveness of the newly developed hybrid course. We plan to measurethe effectiveness of the hybrid course by:1. Integrating previously developed and tested Concept Inventory test specifically for Staticsthroughout the course into its weekly modules.2. Multiple choice questions drawn from Fundamentals of Engineering Exam and

Conference Session

Learning Mechanics Through Experimentation

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

William E. Howard, East Carolina University; Colleen Janeiro, East Carolina University

Tagged Divisions

Mechanics

sources, low-cost tools, and cutting plans that minimize waste in thecreation of the specimens.For a composite material course, laboratory exercises include tensile tests for a variety of fiberorientations. Among the concepts reinforced with these exercises include strength and stiffnessvariations with orientation angle, progressive failure (resin cracking prior to fiber breaks), freeedge stresses, and thermal property mismatches leading to residual stresses and/or specimenwarping.Composites Course OverviewAt East Carolina University, MENG 4343 Composite Materials is an elective course takenmostly by senior-level students pursuing a mechanical engineering concentration. Most ofcourse content is devoted to the mechanics of composites, based on

Conference Session

Mechanics Division Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Thomas Rockaway, University of Louisville; D. Joseph Hagerty, University of Louisville

Tagged Divisions

Mechanics

AC 2010-480: QUALITY ENHANCEMENT IN STATICSThomas Rockaway, University of LouisvilleD. Joseph Hagerty, University of Louisville Page 15.1007.1© American Society for Engineering Education, 2010 Quality Enhancement in StaticsAbstractTo satisfy accreditation requirements the University of Louisville recently developed a QualityEnhancement Plan (QEP) to improve undergraduate instruction across all disciplines. Centralelements of the plan are: emphasis on critical thinking; integration of critical thinking throughoutthe curriculum; service learning for undergraduates; and a culminating experience. With theadoption of the QEP, instructors were asked to incorporate

Conference Session

Teaching Dynamics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Matthew West, University of Illinois at Urbana-Champaign; Geoffrey L. Herman, University of Illinois, Urbana-Champaign

Tagged Divisions

Mechanics

isolationistculture also inhibits the ability of faculty to compare and evaluate the advantages of different Intro. Dynamics Intro. Solid Mechanics Intro. Statics Fall 2012 Planning and initial development Spring 2013 Initial deployment Planning and initial development Fall 2013 Induction of a new Initial deployment instructor Spring 2014 Induction of another Continuation of new Planning and initial new instructor model development Fall 2014 Continuation of new Induction of a new Initial deployment

Conference Session

Innovative Teaching Techniques in Mechanics

Collection

2007 Annual Conference & Exposition

Authors

Rungun Nathan, Villanova University

Tagged Divisions

Mechanics

. Page 12.542.1© American Society for Engineering Education, 2007 Differentiated Instructions (DI) in teaching undergraduate staticsAbstractThis paper presents the first time implementation of DI in an engineering sophomoreStatics class, along with qualitative feedback obtained from informal student survey andanecdotal observations. Several academically advanced students have really liked theapproach and find that it meets their individual needs, while addressing the instructionalneeds of their fellow classmates whose wants in a classroom are slightly different. Thepaper discusses the planning and implementation process involved using examples,which the author hopes will assist other instructors in DI adoption as a means ofaddressing the

Conference Session

Enhancing the Statics Classroom

Collection

2018 ASEE Annual Conference & Exposition

Authors

Anna K.T. Howard, North Carolina State University

Tagged Divisions

Mechanics

material.The computer science realm has led the charge for agile methods based on iterative stages ofdeveloping software [10]. The most basic idea of a Gantt chart from 1917 of what is required andin what order developments should occur is crucial, but these charts can be improved on byallowing users to adjust timelines on the fly [11]. Many so-called DevOp tools have beendeveloped over the last decade to facilitate tracking of software development, bug tracking, andentire life-cycles for software [12]. The idea is to adapt, iterate, and prioritize working quicklyand deftly rather than following a plan [13]. Gradually the success of these tools has encouragedother product development realms to adopt similar strategies. Educators are also beginning

Conference Session

Mechanics Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Diana A. Chen, University of San Diego; Sarah Wodin-Schwartz, Worcester Polytechnic Institute

Tagged Divisions

Mechanics

rarely ever one “right” answer. Author SWS has implemented this project 3 times over the course of 3 years and is stillmaking minor improvements to the assignment. Author DAC implemented a scaled-downversion of this project for the first time in Fall 2018 with approximately 70 students and plans tocontinue iterating on a scaled-down version of the assignment. For the interested reader, detailsof assigning this project (including lesson plans, handouts, and instructors notes) can be found atwww.engineeringunleashed.com with the creation of a free account.Level 4: Make-Your-Own Context While simply creating one homework problem may seem simple, asking students to maketheir own context problems is the most challenging task for them

Conference Session

Mechanics Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rania Al-Hammoud P.Eng., University of Waterloo; Chloe Gibson

Tagged Divisions

Mechanics

] describes the process of creating effective instructional videos as four steps: planning,development, delivery, and reflection. They stress the importance of reflection through gettingfeedback from students for effective evaluation, where success can be measured by anonymousstudent surveys that ask questions about the course and videos. This ties in with their view on theimportance for constant improvement and continually working to provide better resources forstudent learning. This emphasizes the importance of recognizing that the process of creatingvideos does not end once they are made available for use, but continues into the vital stage ofreceiving feedback and measuring their success by different metrics. Depending on the primarygoal one has

Conference Session

Teaching Mechanics of Materials

Collection

2014 ASEE Annual Conference & Exposition

Authors

William E. Howard, East Carolina University; Odis Hayden Griffin Jr. P.E., East Carolina University; Ihab Ragai, East Carolina University

Tagged Divisions

Mechanics

and II, Fluid Mechanics, and Heat and Mass Transfer,  six credits of solid mechanics classes: Solid Mechanics and Machine Design, and  seven credits of technical electives.While the credits seem to be heavily weighted toward the thermal-fluid sciences, it should benoted that all ME-concentration students are required to take mechanics of materials as a coreengineering course, but do not take the combined thermal-fluid class that is required for studentsin the other concentrations.In the early planning stages for the ME concentration, a course in kinematics was included. Indiscussions among the faculty, however, we concluded that this was one area where the use of

Conference Session

Teaching Statics: What and How?

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

David Allen Evenhouse, Purdue University at West Lafayette; Charles Morton Krousgrill, Purdue University, West Lafayette; Jeffrey F. Rhoads, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette; Jennifer Deboer, Purdue University, West Lafayette

Tagged Divisions

Mechanics

. Many ME students on the PUWL campus have reportedthat their housemates and dormmates can be a valuable resource while studying [14], and thesestudents arrived abroad to find their classmates near at hand.Adapting to Statics abroad Before traveling, the instructional team had to make a few key choices regarding how torun the course abroad. They also had a limited window of time to make these choices: only a monthlay between finalizing their schedule and their anticipated departure date. While they did not referto literature on accelerated learning or studying abroad during this initial planning process, theydid leverage a variety of other research and teaching experience from their work at PUWL. During reflection, the primary

Conference Session

What's New in Statics?

Collection

2006 Annual Conference & Exposition

Authors

Kevin Dong, Cal Poly-San Luis Obispo

Tagged Divisions

Mechanics

,bending stress, horizontal shear stress plus combined axial and bending elements. The plan wasto group similar topics together so students could make a connection between the statics topicand a related strength of materials topic: or more simply put, relate what happens externally towhat happens internally.As an example, in the new sequence students analyze beams using shear and moment diagramsand then evaluate the stresses by calculating moments of inertia using the parallel axis theoremand bending theory in the same class. The intent is for students to draw a direct correlationbetween why we develop shear and moment diagrams and what it’s used for, rather than learninghow to draw the diagrams in statics and then in the next term learn how to

Conference Session

Mechanics Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Bidhan C. Roy, University of Wisconsin, Platteville

Tagged Divisions

Mechanics

work mathematically and assume the slender rod rotates about Owith a rotational speed of 0.5 rad/s.Constructing an assessment rubric for student performancesBased on Wood’s problem-solving methodology ([2], [9]), data is collected from the student’sresponses to the open-ended homework problems on six of the seven steps – engage, define,explore, plan, implement, check, and reflect. Data on student engagement is collected from theresponse the students gave to a questionnaire. For brevity, the rubric for step 1 (studentengagement) and step 4 (planning) is indicated in Table 1 and 2 in Appendix 1. The data wascollected for each of the twelve open-ended homework questions and averaged at the end of thesemester.Besides, a second questionnaire is

Conference Session

Mechanics and the Internet

Collection

2008 Annual Conference & Exposition

Authors

Mark Holdhusen, University of Wisconsin - Marathon County; Christa James-Byrnes, University of Wisconsin - Barboo/Sauk County; Luis Rodriguez, University of Wisconsin - Waukesha

Tagged Divisions

Mechanics

manageable component in which to concentrate their teaching. In planning the lesson,teachers start by determining the learning goals they want students to achieve. From these goals,learning objectives are formed and then the student exercises or activities are developed to attainthe objectives. The lesson plan consists of the instructor methodology and techniques forinstruction as well as the expected reaction of the students. The lesson is developed with studentlearning as the focal point, including how students will interpret the information and thedifficulties they may have in reaching the learning goals.The overarching goal of a lesson study is to improve teaching. This goal is achieved by threespecific objectives. The first objective of a

Conference Session

Potpouri - A Mix

Collection

2013 ASEE Annual Conference & Exposition

Authors

Scott F. Kiefer, York College of Pennsylvania; Stephen N Kuchnicki, York College of Pennsylvania

Tagged Divisions

Mechanics

Points (Weight) (0) (7) (10) Points Not completed, but Analysis correct and useful Everything None completed or completed and Weight: 10% Complete with minor correct errors Not thorough Thorough and Future Plan and/or reasonable None Provided Not reasonable

Conference Session

Evaluation of Teaching Methods for Mechanics Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jacob Preston Moore, Virginia Tech; Robert Scott Pierce, Sweet Briar College; Christopher B. Williams, Virginia Tech

Tagged Divisions

Mechanics

viewers, they are notdirectly useful as advance organizers. Though expert-generated course-wide concept maps aretoo large and unwieldy to be useful advance organizers, they do have potential uses aspedagogical tools.The first potential use of course-wide concept maps is to use the concept map as a lesson orcurriculum planning tool. By mapping all course concepts and their interrelationships, theinstructor gains insights into the order in which information should be presented and can quicklyidentify any conceptual gaps that may be present in their instructional plan. Research has shownthat instructors who were introduced to concept mapping as part of the lesson planning processhave found the strategy helpful and have continued to use the strategy

Conference Session

Back to Basics in Mechanics

Collection

2006 Annual Conference & Exposition

Authors

Robert Martinazzi, University of Pittsburgh-Johnstown; Brian Houston, University of Pittsburgh-Johnstown

Tagged Divisions

Mechanics

option - Easy [15 points], Medium [20 points], Hard [25points]. Who Wants to be an Engine-aire Students work problem at board. They can poll the audience, get a hint from the instructor, or “phone” a friend. A 5 point deduction is given for each lifeline used. Page 11.646.4Implementation The implementation plan involved incorporating the results of the efforts from the Spring2004/05 term into the Spring 2005/06 semester. There was a one semester lag since the course isnot taught in the Fall term. This set the stage for the “Five Surprises” prototype testing

Conference Session

Statics - They can move at constant velocity!

Collection

2013 ASEE Annual Conference & Exposition

Authors

Janet Y Tsai, University of Colorado at Boulder; Daria A Kotys-Schwartz, University of Colorado Boulder; Michael Patrick Hannigan, University of Colorado - Boulder

Tagged Divisions

Mechanics

. Sponsored by the NationalScience Foundation (NSF), the Engage Engineering project has partnerships with over 30universities and engineering colleges nationwide to implement E3 lesson plans and develop neweveryday examples that can be used to teach engineering concepts at the undergraduate level1.E3 lesson plans have been mostly formulated based on the 5 E’s format: Engage, Explore,Explain, Elaborate, and Evaluate 8-9. This format, introduced by Atkin in 1962, is based on aconstructivist view of knowledge creation that encourages students to build their ownunderstanding of new ideas 8. Beginning with engage, students first encounter the topic at handas the lesson is designed to get their attention and interest from the start. The explore

Conference Session

Technology in Mechanics Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sean Moseley, Rose-Hulman Institute of Technology; Shannon M. Sexton, Rose-Hulman Institute of Technology

Tagged Divisions

Mechanics

investigationsare planned to determine if the audio commentary (as compared to written parentheticalcomments) adds significantly to the student benefit. Finally, detailed studies of the extra timerequired to develop annotated video solutions are planned to help understand the cost/benefitratio of developing this resource for students. Page 25.1491.7References[1] Steif, P. S., and Dantzler, J. A. (2005). “A Statics Concept Inventory: Development and Psychometric Analysis.” Journal of Engineering Education 94 (4): 363-71.[2] Steif, P. S., and Hansen, M. (2006). “Comparisons Between Performances in a Statics Concept Inventory and Course

Conference Session

Curriculum and Instruction in Engineering Mechanics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Scott R. Hamilton P.E., York College of Pennsylvania; Jakob C. Bruhl, U.S. Military Academy; Joshua Richard Wyrick, York College of Pennsylvania

Tagged Divisions

Mechanics

decision was made to implementthe changes proposed by the USMA faculty at the 2017 ASEE conference, with assistance fromWest Point. The question this paper strives to answer is: can a similar course redesign producesimilar results at another institution, that in many respects is very different from the US MilitaryAcademy? Essentially, is the West Point redesign reproducible and the results replicable and ifso, under what conditions? It is also an aim of this paper to present the challenges, issues, andsuccesses of implementing this plan with the objective of aiding other programs who might wantto incorporate the ideas originally detailed by faculty from the US Military Academy in theirengineering mechanics sequence redesign.The motivation

Conference Session

Mechanics Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Hamed Samandari, Miami University; Banafsheh Seyed-Aghazadeh, Miami University

Tagged Divisions

Mechanics

by thinking critically. Our initial experience with PBL has shown usthat it is very challenging to satisfy criteria 3-6 of high quality PBL in typical classroom settings.This becomes even more challenging working with sophomore students who lack the essentialskills such as teamwork. Hence, we embedded the Agile Project Management (APM) into PBLto respond to students’ struggles with criteria 3-6 of PBL.Agile Project Management is an iterative approach to planning and guiding project processeswith ability to respond to issues as they arise [12-13]. APM methodology has received muchattention in the 21st century, particularly from software development companies. However, inthe recent years, owing to its numerous benefits, it has been modified to

Conference Session

Flipped Classrooms in Mechanics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Yufeng Hu P.E., Western Michigan University; Javier Martin Montefort P.E., Western Michigan University; Edmund Tsang, Western Michigan University

Tagged Topics

Diversity

Tagged Divisions

Mechanics

student performance and theirperceptions about the course redesign will be presented. A list of lessons learned was identified.The preliminary results are promising and we are planning to implement the redesignedmethodology to other engineering fundamental mechanics courses.IntroductionStatics is a sophomore-level course covering topics including equilibrium of force systems;analysis of trusses, frames and machines; centroid; and moment of inertia of areas. Statics servesas a prerequisite for many subsequent courses including dynamics, mechanics of materials, etc.Statics poses special challenge to engineering students because it is often the first engineeringscience course they take. Moreover, students who have trouble with Statics often perform

Conference Session

Teaching Dynamics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Matthew D. Lovell P.E., Rose-Hulman Institute of Technology; Sean P. Brophy, Purdue University, West Lafayette

Tagged Divisions

Mechanics

determine which is heavier: the bridge deck or thecounterweight.The second challenge level exam question was given at the end of the term and provided studentswith a vehicle collision report shown as a schematic of the scene. Students were giveninformation about the final resting place of two vehicles and skid marks left on the pavement.Students were again asked to develop models to help analyze the problem. Additionally,students were asked to describe how they would determine the initial velocities of each of thevehicles.Research questions and instrumentsMultiple studies are planned to investigate these questions. The primary research question buildsoff the initial study’s conjecture that the implementation of challenge-based instruction

Conference Session

Learning Mechanics Through Experimentation

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ethan Hilton, Louisiana Tech University

Tagged Divisions

Mechanics

has been taught in two iterations of the Statics and Mechanics ofMaterials course and two iterations of the Applied Engineering Mechanics course. No formalevaluations of the project or the impact it has on the students has been conducted, but studentfeedback on the project has been generally positive outside of some complaints about the amountof work as the project continues refinement. This complaint has been addressed by reducing thenumber of scaffolded assignments for the project to allow the students more flexibility. In future work, a research team investigating the development and impacts of project-basedlearning courses plans to evaluate this project through a mixed-methods study. The impact of theproject, as perceived by the

Conference Session

Teaching Statics

Collection

2009 Annual Conference & Exposition

Authors

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

Tagged Divisions

Mechanics

andform local small triangular trusses. So this is a frame problem, with most members forming asimple truss. The forces in those two-force members are solved using the method of joints. Figures 3 a&b – Woman Riding a Bike (Constant Speed)In the future, we plan to develop a truss-only exercise based on the the Minneapolis Bridge (seeFigure 4 below), which will illustrate both the method of joints and the method of sections. Wealso hope to show that this was a so-called simple truss, with no redundancy, so that the failureof one structural element meant the failure of the entire structure. Page 14.779.7

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

logicalsince the students focus on acquiring hands-on skills and therefore use mathematics as acalculation tool. Geometrical and analytical skills normally derived from vector calculusand differential equations will have to be acquired from intuition developed by practiceand experience.2. ENER 340 Course Planning and SyllabusThe course ENER 340 Dynamics for Energy Engineering I is first offered in Summer2015 term (July-August), as a course in Energy Engineering program at University ofCalgary's Schulich School of Engineering. Students graduating from two-yearengineering technology diploma programs start taking their Energy Engineering coursesin Spring term (May-June), one of them being ENER 240 Introductory Mechanics forEnergy Engineering, which is a

Conference Session

Flipped Classrooms in Mechanics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Xiaobin Le P.E., Wentworth Institute of Technology; Gloria Guohua Ma, Wentworth Institute of Technology; Anthony William Duva, Wentworth Institute of Technology

Tagged Divisions

Mechanics

she had any questions. The instructor could also solve some common problems through mini lectures for the whole class when the common issues had been identified.Following steps were used to implement the flipped classroom approach. Faculty involved in the trial had several meetings to discuss how to prepare and plan for implementing the flipped classroom approach. The classes were planned to be flipped during week #10 for the topics of impulse and momentum. We collaborated and worked together to prepare lectures and online quizzes along with the associated hands-on activities. In week #7, the definition of a flipped classroom was presented to the students. The purpose of this was to help them prepare for this new teaching

Conference Session

Teaching Mechanics of Materials

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christopher Papadopoulos, University of Puerto Rico, Mayagüez ; Aidsa I. Santiago-Román, University of Puerto Rico, Mayagüez ; Genock Portela-Gauthier, University of Puerto Rico, Mayagüez

Tagged Divisions

Mechanics

necessarily based on their (uncritical) intuition.Project 2: This project builds off of Project 1 and assimilates concepts from early in the MoMcourse, such as tension, lateral shear, and bearing stress. Students are asked to design structuralelements using the reactions previously obtained at the pole base (by the time this project isassigned, the results from Project 1 have already been discussed in class). In particular, the polebase (z = 0) is assumed to be attached to a steel plate that is connected to a concrete pedestal bysteel anchors (Figure 2a). Page 24.753.5 Figure 2a. Elevation (top) and Plan (bottom) views of Pole Base Connection

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

done in a cost effective manner since this style of instructiontypically has a high overhead in terms of both time and effort20.2.3 Curriculum Development Process In general, the LC CBI modules developed at UTPA are designed according to a five-task“backwards design” process fostered by VaNTH and based on Wiggins and McTighe’sUnderstanding by Design21. The planning phase is composed of the first three tasks of DefiningObjectives / Outcomes, Creating a Model of Knowledge, and Determining Evidence. Theimplementation phase is composed of tasks four and five, Selecting / Developing Materials, andSelecting / Providing Delivery. As stated in the VaNTH “Workshop on Designing EffectiveInstruction” (2009) manual these tasks involve the following

Conference Session

Enhancing the Statics Classroom

Collection

2018 ASEE Annual Conference & Exposition

Authors

Eric Davishahl, Whatcom Community College; Russell Pearce, Whatcom Community College; Todd R. Haskell, Western Washington University; Kordel J. Clarks, Student Representative - Whatcom Community College

Tagged Divisions

Mechanics

novices and experts navi- gate between macroscopic, symbolic, and small particle representations, and how pre-service elementary teachers translate an understanding of energy concepts from physics to other disciplines.Mr. Kordel J. Clarks, Student Representative - Whatcom Community College Kordel Clarks is an Engineering Student who plans to graduate from Whatcom Community College in June of 2018 and plans to transfer to the University of Washington. He is pursuing a degree in aeronau- tical engineering. He is also a recipient of WCC’s SEECRS (STEM Excellence through Engagement in Collaboration, Research and Scholarship) program and a member of Washington’s All-Academic Team. c American