Conference Session

Teaching Mechanics of Materials

Collection

2014 ASEE Annual Conference & Exposition

Authors

Carla Egelhoff, Montana Tech of the University of Montana; Edwin M. Odom, University of Idaho, Moscow

Tagged Divisions

Mechanics

at that particular time. The method presented here is offered in that vein.Figure 1. Machine Designer Walter Schroeder of the Cincinnati Milling Machine Co. was interested in the deflection of the stepped shaft loaded as shown.[1] To avoid binding at the bearing ends, their locations were of critical importance. Page 24.946.2BackgroundThe literature search is purposefully limited to methods that have been previously used forfinding deflections of stepped shafts. An article by Professor C.W. Bert in 1960 entitled“Deflection of Stepped Shafts” [2] used Castigliano’s theorem to find the deflection of a simplysupported grinding

Conference Session

New Teaching Methods in Mechanics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Brian P. Self, California Polytechnic State University; Edward J. Berger, University of Virginia

Tagged Divisions

Mechanics

were to help faculty (quote3): 1) engage in reflection and continuous improvement of learning, both their own and their students 2) facilitate conversations about teaching and learning in the process of building a learning community 3) create a collaborative learning environment with faculty and peers 4) build confidence in curriculum development including designing, guiding, and assessing learning 5) learn with and about technology in the process of improving curriculum, and 6) connect teaching and research and bridge the gap between theory and practice.Recognizing the potential for widespread engagement of engineering educators, an initiative onAdvancing Engineering Education through Virtual Communities of Practice

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

model was used to drive the reform of the course Introductory Dynamics. This course was redesigned to achieve three goals: (1) improve students’ low engagement and enthusiasm, (2) improve instructors’ experience and reduce their high workload, and (3) maintain and elevate the current standards for content. Introductory Dynamics is one of the core second-year mechanics courses in our engineering curriculum, serving approximately 800 students per year. Course revisions have led to the adoption of a spectrum of evidence-based practices such as context-rich, collaborative problem-solving sessions, and classroom response systems. These efforts have improved student satisfaction with the course and have

Conference Session

New Teaching Pedagogies: Methods and Assessments

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeffrey F. Rhoads, Purdue University, West Lafayette; Eric Nauman, Purdue University, West Lafayette; Beth M. Holloway, Purdue University, West Lafayette; Charles Morton Krousgrill, Purdue University, West Lafayette

Tagged Divisions

Mechanical Engineering, Mechanics

1 depicts two pages of the ME 27400 Lecturebook which are representative ofLecturebook sections designed for factual content delivery and to introduce an example problem,respectively. As evident, the style of factual information delivery largely mirrors a traditionaltext, while the example problems are cast in terms of a Given-Find format. The latter is designedto bring clarity to the thought processes of novice students who are still establishing theirbaseline problem-solving skills. To exercise higher levels of cognition, the aforementionedcontent is augmented on both an intra- and inter-topic basis with Challenge Questions andConceptual Problems. The Challenge Questions are specifically designed to have studentsexpand their depth of

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

to solvefundamental problems in kinetics and kinematics. The instructor noticed, however, that studentstended to struggle transferring their skills to solve dynamics problems significantly different ormore complex than the problems typically assigned on homework. In 2012, the course wasenhanced by introducing a model of challenge-based instruction.[1] Challenge-based instructionis a problem based approach in which units of a course are framed around a challenge or set ofchallenges. For the course enhancement, the challenges were introduced and implementedfollowing a proven learning cycle in which students are led through a meticulous problemsolving approach. All other course activities for each unit were framed with the initially

Conference Session

New Teaching Pedagogies: Methods and Assessments

Collection

2014 ASEE Annual Conference & Exposition

Authors

Susan B. Swithenbank, US Coast Guard Academy; Thomas William DeNucci, U.S. Coast Guard Academy

Tagged Divisions

Mechanical Engineering, Mechanics

shown toimprove student learning [1]. We decided to integrate this approach into our undergraduateNewtonian dynamics class to leverage technology, optimize active learning with instructorspresent, and reduce faculty tutoring loads. In this method of teaching, the in-class time isdedicated to active learning, while the lectures leverage technology to supplement in class timewith on-line videos.The lower levels of learning in Bloom’s taxonomy [2], such as remembering and understanding,are delivered to the students through on-line lectures. The higher levels of learning, such asapplying, analyzing, evaluating, and creating, take place in the classroom with the instructor as aguide. To achieve this, in class time is devoted to guided instruction

Conference Session

Potpouri - A Mix

Collection

2013 ASEE Annual Conference & Exposition

Authors

Franco Capaldi, Merrimack College; Devin R. Berg, University of Wisconsin - Stout

Tagged Divisions

Mechanics

manner in which education is delivered. Despite this, it has been found that engineeringprograms have adapted to online educational methods at a significantly lower rate than otherdiscipline areas2. This may be attributed to the deficiencies of existing online learning systemsincluding 1) constraining student responses to quantities the system explicitly asks for, 2)constraining the way in which students must enter their answers, and 3) an inability to discernthe incorrect components of a student’s answer.A next generation online learning system has been developed at Merrimack College with thegoal of revolutionizing online engineering education by “understanding a subject” rather thansimply delivering content. The software delivers content in an

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

describes the details of usingproject-based learning. It explains through examples how project-based learning can be aneffective way to better connect good students to mechanical engineering and produce highquality mechanical engineers ready to solve mechanical design problems. Second, it discussesthe issue of insuring that the project-based learning projects are achieving the desired outcome—good design engineers not tinkerers. Assessment is provided in the form of student feedback andindividual student project evaluation as judged by faculty and industry representatives. Ahistorical perspective of using project-based learning in two different mechanical design coursesis used to provide evidence as to some of the pitfalls that can arise.1

Conference Session

Statics - They can move at constant velocity!

Collection

2013 ASEE Annual Conference & Exposition

Authors

Abhijit Nagchaudhuri, University of Maryland, Eastern Shore; Rajnish Sharma, University of Maryland Eastern Shore

Tagged Divisions

Mechanics

) system and more recently (2007 fall) into an independent 4-year degree programoffering a bachelor of science degree with specialization options in aerospace, computerelectrical, and mechanical areas. Significant efforts were made to align the Statics course atUMES to integrate mechanics of material and design aspects following the reform efforts atUMCP [1] during the years that UMES offered a 4-year collaborative program with UMES.While the approach helps to frame Statics in the broader framework of engineering mechanicswith a design emphasis, with the development of the new independent engineering curriculum atUMES it was decided given the non-uniform preparation level of freshman and sophomoreengineering students at UMES to focus more on the

Conference Session

Dynamics - Wow! They accelerate

Collection

2013 ASEE Annual Conference & Exposition

Authors

Richard Brown Bankhead III, Highline Community College

Tagged Divisions

Mechanics

one ofthe most diverse in our state. Over 70% of the engineering students who enrolled in engineeringmechanics for fall quarter 2012 spoke more than one language fluently. Many from this groupare immigrants and first generation college students. As a collective group, they have had verylittle exposure to mechanical systems. This limited exposure allows for conceptual gaps in theirunderstanding of mechanical systems. To address these conceptual gaps, we implement twoInteractive Engagement strategies. These strategies “promote conceptual understanding throughinteractive engagement of students in heads-on (always) and hands-on (usually) activities whichyield immediate feedback through discussion.” 1 The positive impact of student engagement

Conference Session

Potpouri - A Mix

Collection

2013 ASEE Annual Conference & Exposition

Authors

Franco Capaldi, Merrimack College

Tagged Divisions

Mechanics

record of effort involved or of partialprogress made in the solution of the problem. Determining the exact format expected by the software isdifficult. An informal discussion with professors using the online software systems indicated that manyprofessors found that scores for online homework did not correlated with student exam scores.Software DescriptionThe SGS system focuses on 1) providing three dimensional explorable problems, 2) providing students theability to test an intermediate step, solution, or extraneous hypothesis related to a problem, 3) automaticallygrading and assessing solutions.First, the ability to explore problems interactively in three dimensions is extremely important in anintroductory course. Students who graduate will go

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

Statics Online

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jacob R. Grohs, Virginia Tech; Timothy Kinoshita, Virginia Tech; Brian J. Novoselich, Virginia Tech; David B. Knight, Virginia Tech

Tagged Divisions

Mechanics

enroll in specialized classes of a particularengineering discipline. Further, the mechanized nature of instructional and assessment methodsin large lecture courses can decrease both satisfaction and engagement for students and facultyalike. It is thus no surprise that these fundamental mechanics courses are a major barrier forstudent persistence and success in engineering 1.In considering means of improving teaching and learning in mechanics courses, delivery methodis a common target. Halpern and Hakel 2 claim that lecture-style approaches can be “one of theworst arrangements for in-depth understanding” since “understanding is an interpretive processin which students must be active participants” (p. 40). Interventions such as increased hands

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

Flipped Classrooms in Mechanics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Keri Ryan, University of Nevada, Reno; Adam Kirn, Univeristy of Nevada, Reno

Tagged Divisions

Mechanics

problem solving practice during these discussions, rather thanworking problems at board, which leads to a very passive mode of learning. However, a highlevel of quality control has not been implemented. In Fall 2013, the instructor experimented withteam-based learning as formally defined by Michaelsen8-10. About 1/3 of the content wasdelivered team-based learning style, which was concluded to be a sub-optimal approach for thespecific objectives of this course.In Fall 2014, the solid mechanics course was significantly re-designed using a flipped classroomapproach. The cornerstone of the approach was to use class time for student teams to solveproblems at whiteboards with instructor guidance. The objectives of this paper are to evaluatestudent

Conference Session

Mechanics of Materials

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Mechanics

Page 26.212.2closed-form reduced rigidity equation for solid circular shafts under elasto-plastic torsionalresponse is developed, and examples are used to illustrate the ease with which this relationshipcan be employed to analyze inelastic deformations due to torsion. Simple to use closed-formformulas are presented to obtain the angle of twist of shafts with yielding conditions of constantand linearly varying torque.Reduced Rigidity of Rectangular Elasto-Plastic BeamsA beam will experience a reduction in flexural rigidity when the normal strains due to beambending are greater than the yield strain, y. For a beam that has elastic, perfectly-plastic materialbehavior as shown in Figure 1, the stress distribution in Figure 2 will develop for

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

is critical to get students engaged in active learningthrough activities such as solving problems, working with each other, asking questions andgetting feedback.To enhance student learning in Statics, researchers at various institutions have explored othermethods for teaching Statics, such as developing concept map and quantifying students’conceptual understanding[1, 2], developing on-line homework or learning modules[3, 4], peer-led-team-learning[5], project-based learning[6], emporium-based course delivery[7]. Among them, theflipped classroom method[8, 9, 10] has gained popularity. In a flipped classroom, the class time isdevoted to guided instruction where students work through problems with the instructor presentto provide assistance and

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

and students could still test the approach and had much deeper understanding of theapproach.1. IntroductionEngineering education is a student-centered learning process in which students learn a specifiedset of knowledge, techniques and skills with the guidance and help of instructors. Even thoughnumerous pedagogical approaches have been and will be created and implemented in this nobleprocess, the ultimate goal of the engineering education was, is and will be always the same,which is to prepare them for practice in the field of their chosen careers.In the engineering education process, there are four key elements. The first key element is the setof knowledge, techniques and skills which is specified by higher levels of engineering

Conference Session

Explorations in Mechanics Pedagogy

Collection

2015 ASEE Annual Conference & Exposition

Authors

William Graves P.E., U.S. Military Academy; Young Hwan Chun, U.S. Military Academy; James Ledlie Klosky P.E., U.S. Military Academy; Brock E. Barry P.E., U.S. Military Academy

Tagged Divisions

Mechanics

Page 26.1741.2that carryover from one course to the next is unreliable at best. This is especially true over thesummer and is particularly challenging for most students transitioning from statics tointroductory mechanics. The work described in this paper was undertaken to quantify the extentof that deterioration of knowledge and to attempt to establish linkages between that deteriorationas it relates to both past and future performance.With that in mind, the authors have developed two basic research questions about the statics andmechanics sequence at the United States Military Academy, which is very similar to theprograms of instruction at other institutions: 1. Do students retain sufficient mastery of the basic material to enable effective

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

Statics Online

Collection

2015 ASEE Annual Conference & Exposition

Authors

Peggy C. Boylan-Ashraf, Stanford University; Sarah L. Billington, Stanford University; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Mechanics

coursecovered essential topics contained in most traditional statics courses, but also includedseveral topics covered in introductory mechanics courses. Table 1 describes weeklytopics, student hands-on activities, as well as learning outcomes.Table 1 – Topics, Student Activities, and Learning Outcomes in Introduction to Solid MechanicsWeek Topics Hands-On Activities Learning Outcomes1 Forces Lab: Card Towers Hands-on design & testing experience with constraints2 Moments Lab: Jenga Analysis Identify moments created by

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

Computer Tutors, Simulation, and Videos

Collection

2015 ASEE Annual Conference & Exposition

Authors

Edward J. Berger, Purdue University; Edward A. Pan, University of Virginia

Tagged Divisions

Mechanics

belongs to the class of foundationalcourses for mechanical, aerospace, and civil engineering students, and their mastery of these coreconcepts is crucial for future success in the curriculum as well as the workplace. Developingmastery often involves a combination of actually solving problems (live, on paper), as well aswatching experts solve problems (via pre-recorded videos). Solving problems is both an intuitiveand well-worn idea whose value is not disputed, and engineering students are constantlysharpening their problem solving skills by actually solving problems on homework assignmentsand exams.The other part of this dyad, watching experts solve problems, leverages the worked exampleeffect[1]–[3] (WE). In brief, WE contends that students can

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

Statics Online

Collection

2015 ASEE Annual Conference & Exposition

Authors

Devin R. Berg, University of Wisconsin, Stout

Tagged Divisions

Mechanics

Participation in the Engineering ClassroomIntroductionThe use of Twitter (http://www.twitter.com), a micro-blogging platform, in the higher educationclassroom has expanded in recent years as educators come to realize the benefits of social mediause as a tool for faculty-student communication or for inter-student communication 1 . While theliterature on the use of Twitter in the classroom is emerging, recent studies have found theplatform functional for promoting concise expression of ideas, critical reading and writing skills,stronger student-teacher relationships, self-learning in an informal environment, andaccountability among other benefits 2 . Further benefits have been found in relation to askingstudents to communicate the content of a given

Conference Session

Dynamics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Devin R. Berg, University of Wisconsin, Stout

Tagged Divisions

Mechanics

incorporated into an engineering dynamicsclass with a total student population of 47. Students were divided into small groups ranging from Page 26.1639.2three to five members, resulting in a total of 11 project groups. Each project group was assigned atopic from the course curriculum. These topics included: 1. Relative motion 2. Fixed-axis rotation 3. Potential energy 4. Kinetic energy 5. Newton’s 2nd law 6. Projectile motion 7. General planar motion 8. Impulsive motion 9. Instantaneous centers of rotation 10. Natural frequency of vibration 11. Damped vibrationThe structure of the project was such that students were given freedom

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