Conference Session

Statics and Strength of Materials

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ing-Chang Jong, University of Arkansas

Tagged Divisions

Mechanics

problems of deflections of beams and statically indeterminate reactions at supports viaseveral head-to-head contrasting solutions of the same problems, and (c) ways to effectivelyintroduce and teach either of these methods to students.I. IntroductionBeams are longitudinal members subjected to transverse loads. Students usually first learn thedesign of beams for strength. Then they learn the determination of deflections of beams underloads. Methods used in determining statically indeterminate reactions and deflections of elasticbeams include: 1 - 1 3 method of integration (with or without use of singularity functions), moment-area theorems, Castigliano’s theorem, method of superposition, method of segments, method ofmodel formulas, and conjugate

Conference Session

Innovations in Solid Mechanics

Collection

2012 ASEE Annual Conference & Exposition

Authors

Peter Wolfsteiner, Munich University of Applied Sciences

Tagged Divisions

Mechanics

andeigenmodes. Based on a couple of small examples the paper gives a detailed introduction tothe proposed method including all necessary equations and also the related Matlab code.1 IntroductionThe author of this paper is convinced that an up-to-date teaching of Multibody Systems isnot sufficient without an application of the theoretical framework to real-life problems. Onlyby applying the theory by creating numerical models students are able to gain appreciationof the potentials and limitations of this theoretical concept. This paper describes a tightlyintegrated and easy-to-use combination of mathematical description and numerical solutionwithout using specialized Multibody simulation software. Based on the software Matlab,the derivation of

Conference Session

Innovations in Teaching: Mechanics

Collection

2011 ASEE Annual Conference & Exposition

Authors

C.J. Egelhoff, U.S. Coast Guard Academy; K.L. Burns, U.S. Coast Guard Academy

Tagged Divisions

Mechanics

learning and the use of concept maps for teaching. We provide our“common concept map,” we detail several ways in which we’ve used the heuristic, and finallydescribe preliminary results assessing its efficacy.Index Terms – Concept Map, Heuristic, Mechanics of Materials, Mind Map, Solid Mechanics,Strength of Materials, Undergraduate Mechanics.Introduction Mechanics of Materials is widely considered “difficult” by students. Many educators overthe past two decades have attempted to improve Mechanics of Materials learning throughendeavors such as the following: (a) development of physical demonstration models or video forclassroom use,1-2 (b) development of computer programs to assist, encourage and facilitateindependent learning by students,3-7 (c

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

potential of the available tools throughout all of the formative phases of thecurriculum. Based on evidence from experience, we advocate for a new, consistent approach ofearly and continued exposure to FEA, beginning with the freshmen year, and continuing withsubsequent mechanics courses, in which students can learn and interpret results of FEA, withoutrequiring deep instruction in the underlying FE theory. We further argue that this concurrentFEA usage will improve students‟ understanding of mechanics theory and practice. We hope thatthis paper may provide a foundation and justification for considering the use of professionalsoftware in engineering education.1. IntroductionProfessional quality software for Finite Element Analysis is now routinely

Conference Session

Innovations in Teaching: Mechanics

Collection

2011 ASEE Annual Conference & Exposition

Authors

David B. Lanning, Embry-Riddle Aeronautical University

Tagged Divisions

Mechanics

the sample Page 22.88.3skills are: a) Calculate the reactions at the supports of a simply-supported beam with arbitrary loading. b) Calculate the location of a centroid in a composite area. c) Calculate the area moment of inertia with respect to the centroid of a composite area. d) Predict the shape of shear force diagrams for a given loading on a beam. e) Predict the shape of a moment diagram for a given shear force diagram.Figure 1 shows a question from the practice test. This question corresponds to one of thespecific skills given in the list immediately above. Which of the following diagrams best shows 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

latter courses is directly correlated to success in statics.”1) Analysis of Exam and Homework Problems in Statics and Dynamics CourseTo answer the first two questions for a sophomore engineering course in statics and dynamics ata large public university, the authors asked engineering faculty members who teach the coursefor problems they felt illustrated the prerequisite mathematics and physics mechanics knowledgeand skills students should have mastered when they entered the course. The authors felt thiswould be more informative than asking for a long list of expectations as faculty could havemisconceptions regarding what skills they think students should be able to do and what isactually needed in their course. While the faculty members provided

Conference Session

Teaching Dynamics

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Mechanics

these two requirements arenecessary. It is shown that increasing the height from which a basketball is dropped decreases itsrebound height relative to the original drop height but that increasing the internal pressure of abasketball increases its rebound height and, hence, compensates for the effects of increasing thedrop height. Therefore, it is possible to achieve the same rebound height with a given ball byusing various combinations of the internal pressure and the drop height. Accordingly, specifyingthe height from which a basketball is dropped during a ball-drop test and its internal pressureduring the subsequent fall is essential in order to interpret the quality of the bounces of differentbasketballs accurately and without ambiguity.1

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

underrepresented populations. She also teaches introductory engineering courses such as Problem Solving and Computer Programming, Statics, and Mechanics. Page 15.679.1© American Society for Engineering Education, 2010 Implementing an Inverted Classroom Model in Engineering Statics: Initial Results1. IntroductionThe “Inverted Classroom” is described by Lage et al. as an environment in which “eventsthat have traditionally taken place inside the classroom now take place outside theclassroom and vice versa”1. Typically, Inverted instruction requires students to completepreparatory activities and

Conference Session

Teaching Statics

Collection

2010 Annual Conference & Exposition

Authors

Rungun Nathan, Pennsylvania State University, Berks

Tagged Divisions

Mechanics

, Wyomissing) itis evident that there is an increased use of handouts, workbooks and worksheets in gradeschool education, which could be categorized as “all-note”1 method OR a minor variationof “Teaching-Note” 1. These implements are used for both in class learning and forhomework assignments. As described by Pytel, in the “all-note” method, the instructordiscusses his lecture notes after providing them in their entirety to the students for theclass period and the “teaching note” lies somewhere between the no-note and all-noteapproach. From the previous conversation with grade school faculty, it is also apparentthat for in-class assigned problems and some of the homework assessment, the teachersread out the answers and generally the students verify

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

of inquirybased learning, can be simply thought of as teaching backwards. In this approach, a challenge ispresented first, and the supporting theory (required to solve the challenge) second. Ourimplementation of CBI is built around the How People Learn (HPL) framework for effectivelearning environments and is realized and anchored by the STAR Legacy Cycle, as developedand fostered by the VaNTH NSF ERC for Bioengineering Educational Technologies. Thedeveloped materials are a result of collaboration between faculty members at the University ofTexas-Pan American (UTPA) and South Texas College (STC), a two year Hispanic ServingInstitution (HSI). 1. Introduction1.1 Overview of Supporting GrantThis work

Conference Session

Mechanics Division Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Mysore Narayanan, Miami University

Tagged Divisions

Mechanics

to assess students’ knowledge in certain specific areas.Introduction Boussinesq approximation is named after the French physicist and mathematician JosephValentin Boussinesq for his invaluable contributions in the area of hydraulics and fluidmechanics. Boussinesq was the professor of mechanics at the Faculty of Sciences of Paris,before retiring in 1918. There are several mathematical models to describe Boussinesq approximation andBoussinesq equations. Boussinesq approximation is normally encountered in three generalareas. 1. Buoyancy: Assuming small differences in density of the fluid, one can utilize Boussinesq approximation for determining buoyancy-driven flow calculations. 2. Waves: Assuming gravitational actions

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

to their male peers 1; lower self-confidence than their male peers 2; poor quality of classroom experience that leaves womenfeeling isolated, unsupported and discouraged 3; not perceiving the practical applications ofengineering 2; not perceiving the creativity and inventiveness of engineering 2; not perceiving thesocial usefulness of engineering, particularly to help people 2. URMs experience similardeterrents, particularly concerning the request for practical applications and the need toovercome the experience gap 4. In short, research documents that women and URMs areattracted to engineering when they can see its “specific and tangible contributions tosociety and in bettering local communities, our nation, and the world” 5

Conference Session

Teaching Mechanics of Materials & General Mechanics

Collection

2010 Annual Conference & Exposition

Authors

Ganapathy Narayanan, The University of Toledo

Tagged Divisions

Mechanics

terms of reliable and safe. The engineers doing such deterministicanalysis rely on the standards for safety in terms of the allowable stresses.The sources of uncertainty may be classified into two broad types1: (1) Those thatare associated with natural randomness, also known as ‘aleatory’ type ofrandomness, and (2) those that are associated with inaccuracies in prediction and Page 15.922.2 1estimation of reality, also known as ‘epistemic’ type of randomness. The effectsof uncertainties on the design and planning of an engineering system areimportant, however quantification of such uncertainties and the evaluation of

Conference Session

Innovations in Teaching: Statics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Christine Valle, Georgia Institute of Technology; Sue Rosser, San Francisco State University; Janet H Murray, Georgia Tech; Wendy C. Newstetter, Georgia Institute of Technology; John D. Leonard II, Georgia Institute of Technology; Laurence J. Jacobs, Georgia Institute of Technology

Tagged Divisions

Mechanics

3D is an important part ofstatics, and many students struggle with it. We would like to present our software and discusssome of the issues we encountered while developing its 3D module.IntroductionIt has long been known that women and URMs (under-represented minorities) tend to avoidengineering as a major, resulting in a severe and detrimental lack of diversity in the populationsof both student and professional engineers. The main reasons for this are: a technical experiencegap relative to their white male peers 1; lower self-confidence than their white male peers 2; poorquality of classroom experience that leaves them feeling isolated, unsupported and discouraged 3;not perceiving the practical applications of engineering 2; not perceiving

Conference Session

Teaching Dynamics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brianno Coller, Northern Illinois University

Tagged Divisions

Mechanics

couldinvestigate effects of cooperative versus competitive play. The intent was to design the game totarget specific, limited, learning outcomes so that we can measure its effect.The Game EnvironmentOur game is called Spumone. We have built it from scratch. It is still in its early stages ofdevelopment, so elements of the game are changing all the time. The general premise is that thestudent/player controls a vehicle which we call the spuCraft as it explores a labrynthian,subterranean world. A screenshot is shown in Figure 1. Page 22.717.3   Figure 1. Screenshot of

Conference Session

Innovations in Teaching: Statics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Anna Dollar, Miami University; Ronald R. Ulseth, Itasca Community College; Paul S. Steif, Carnegie Mellon University

Tagged Divisions

Mechanics

interactive materials for on-line instruction. Page 22.291.1 c American Society for Engineering Education, 2011 BLENDING INTERACTIVE COURSEWARE INTO STATICS COURSES AND ASSESSING THE OUTCOME AT DIFFERENT INSTITUTIONS1. INTRODUCTIONIt is increasingly appreciated that instruction should be learner-centered [1]. Various approacheshave been pursued that include leveraging computer technology in effective ways andestablishing more interactive classrooms. In particular, new approaches can draw upon the well-established principle that assessment should be integrated into the learning process [2]. Forexample

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

advanced mechanicscourses including Dynamics, Fluid Mechanics, and Mechanics of Materials. Students who havetrouble with Statics often face great difficulty learning the more advanced concepts insubsequent courses.In an effort to enhance learning, many educators have successfully developed and integratedmultimedia and computer technology in Statics instruction.1-4 Some of these tools are used toenhance the traditional (face-to-face) lecture format whereas others provide a framework forfully Web-based (online) or blended delivery of the course content. Although these tools help todiversify the delivery of instructional materials, the pedagogical paradigm of lecture-basedinstruction (on campus or distance) remains the same.Despite students’ mixed

Conference Session

Teaching Statics

Collection

2010 Annual Conference & Exposition

Authors

Anna Dollar; Paul Steif

Tagged Divisions

Mechanics

USING A DIGITAL DASHBOARD FOR LEARNING TO BLEND INTERACTIVE, WEB-BASED COURSEWARE INTO AN INSTRUCTOR-LED STATICS COURSE1. BACKGROUND1.1 Need for Improving Assessment-Feedback LoopsIn response to an increasing appreciation that instruction should be learner-centered [1], variouslearner-centered instructional approaches have been pursued. These have included bothleveraging computer technology in effective ways and establishing more interactive classrooms.Still, many engineering subjects continue to be taught in a traditional, top-down fashion, withone-way communication from the lecturer, and textbook homework problems that are solvedoutside of class, on which delayed and minimal useful feedback, if any, is

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

Simple Classroom Demonstrations for Mechanics

Collection

2010 Annual Conference & Exposition

Authors

Tanya Kunberger; Kristine Csavina; Robert O'Neill

Tagged Divisions

Mechanics

they will construct inclass and then solve for the variables of kinematic motion.Most engineering students are visual, sensing, active, sequential and inductive learners 1 whilemost teaching is verbal, intuitive, sequential and deductive 2. In an effort to change the teachingstyle to address the students preferred learning styles, the K’NEX projects and subsequent in-class worksheets address visual, sensing, active and inductive learning styles. To assess studentlearning, comparisons will be made of students with no model usage, students who createdmodels but did not utilize the model/worksheet in-class activities, and those students who notonly created, but also were exposed to hands-on activities using models during the dynamiclessons

Conference Session

Teaching Dynamics

Collection

2010 Annual Conference & Exposition

Authors

J. Shelley, United States Air Force

Tagged Divisions

Mechanics

for developing the advanced skills in students that industryfinds valuable and that are necessary to differentiate ones own engineers from thosetrained elsewhere. Efficient educational processes can be created through the application of CPI by:1) reducing variability in learning outcomes by having a higher percentage of studentsdemonstrate the skills and learning outcomes required to pass the class; 2) eliminatingnon-value-added activities from the learning process for both students and faculty in andout of the classroom; and 3) improving the satisfaction both of the industry customer byproducing graduates with stronger skills who have more confidence in their basicengineering skills, and of the student products with their educational

Conference Session

Teaching Dynamics

Collection

2010 Annual Conference & Exposition

Authors

Sherrill Biggers, Clemson University; Marisa Orr, Clemson University

Tagged Divisions

Mechanics

innovative and challenging sophomore coursethat integrates Dynamics and Statics. Details regarding implementation of this course are thefocus of this paper. Challenges to achieving success in this new course have been many anddemanding. These include (1) development of a dedicated textbook, (2) development of learningexercises to foster student comprehension, (3) reorganization of topical content including topicdeletion and added emphasis on certain topics, (4) preparing faculty for change, (5)accommodating limited student maturity, and (6) dealing with widespread misgivings about theproject. Some previously presented data are shown to indicate that the new approach and newcourse have been effective in terms of improved student performance on a

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 Mechanics of Materials & General Mechanics

Collection

2010 Annual Conference & Exposition

Authors

Shaobo Huang, Utah State University; Ning Fang, Utah State University

Tagged Divisions

Mechanics

, and vibrations of a particle and of a rigid body 1-3.Prediction of student academic performance has long been regarded as an important researchtopic in many academic disciplines because it benefits both teaching and learning 4, 5. Instructorscan use the predicted results to identify the number of students who will perform well, averagely,or poorly in a class, so instructors can be proactive. For instance, if the predicted results showthat some students in the class would be “academically at risk,” instructors may consider takingcertain proactive measures to help those students achieve better in the course. Representativeexamples of proactive measures include adding recitation sessions, adding more office hours,using computer simulations and

Conference Session

Teaching Dynamics

Collection

2010 Annual Conference & Exposition

Authors

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

Tagged Divisions

Mechanics

that can be expected from bothnew and used tennis balls.1. IntroductionExperienced tennis players distinguish old tennis balls from new tennis balls by assessing theextent to which the balls dissipate energy during impact with the tennis court. Such bouncing testsrelate directly to the concept of the collision of particles, a unit that appears in many curricula thatare relevant to the education of physics and engineering maj ors [3,9, 101. In this article, we illustratehow we have used software commonly available in Microsoft Windows XP to demonstrate andanalyze energy dissipation that occurs when a tennis ball bounces off the court during a game.We collected data directly from bouncing tennis balls and used them to illustrate a

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 Dynamics

Collection

2010 Annual Conference & Exposition

Authors

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

Tagged Divisions

Mechanics

thechanging nature of our technological world. Cars that are computer controlled are not ones thatlend themselves to “tinkering.” Likewise, the microelectronics that runs through most all moderntechnological artifacts present our nascent engineers with little of the opportunity for hands-onlearning that so typified the pre-college experience of their counterparts in years past.On the other hand, students are very comfortable with videos and, hopefully, reasonably welloriented toward simulation/animation software. Their inclinations can be used [1], in a properlydesigned course, to enhance learning [2], [3], [4].What the authors have tried to do is add a new component to what have traditionally been pureanalysis courses as a way of addressing this

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

improvement in undergraduate instruction. SACS is the recognized regionalaccrediting body in Alabama, Florida, Georgia, Kentucky, Louisiana, Mississippi, NorthCarolina, South Carolina, Tennessee, Texas and Virginia for those institutions of highereducation that award associate, baccalaureate, master's or doctoral degrees. “An effective QEPshould be carefully designed and present a focused course of action that addresses a well-definedtopic or issue(s) related to enhancing student learning.”[1]In January 2005, a QEP Team of faculty, staff and students were charged with developing such aplan for the University of Louisville. A university-wide survey was conducted to identify areasof instruction that needed improvement, and solicit suggestions on ways

Conference Session

Teaching Mechanics of Materials

Collection

2014 ASEE Annual Conference & Exposition

Authors

Peter W Malak, Marquette University; Mark L. Nagurka, Marquette University

Tagged Divisions

Mechanics

: (1) Identifying spring types (tension, compression, torsion) and appropriate applications (automotive door latches, key fobs, pens). (2) Disassembling and re-assembling padlocks (with design and manufacturing questions related to the springs used in the locks, and measurement of the stiffness of the shackle compression spring). (3) Achieving desired stiffnesses through appropriate series and parallel combinations of springs (requiring stiffness measurements of the given springs, and comparing to manufacturer's supplied data). (4) Experimentally determining shear moduli and stiffnesses of wire and 3D printed springs. Investigating overextension limits of

Conference Session

Teaching Statics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Shraddha Sangelkar, Pennsylvania State University, Erie; Omar M. Ashour, Pennsylvania State University; Russell L. Warley, Pennsylvania State University, Erie; Oladipo Onipede Jr., Pennsylvania State University, Erie

Tagged Divisions

Mechanics

., Pennsylvania State University, Erie Page 24.887.1 c American Society for Engineering Education, 2014 Mastery Learning in Engineering: A Case Study in StaticsIntroductionMastery learning has been used for decades in education. Two approaches were developed:Bloom’s Learning for Mastery and Keller’s Personalized System of Instruction 1-3. The main ideain both approaches is that the course material is divided into basic modules and the students arerequired to demonstrate their mastery of each module before moving to the next module. Themastery level is assessed by using a set of tests where each