Conference Session

Enhancing Instruction in Statics, Dynamics, Mechanics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rania Al-Hammoud P.Eng., University of Waterloo

Tagged Divisions

Mechanics

available with her during the in-class problem session.The results from the F16 survey showed that the above problems were solved. The additionalcomplaints student had were:  Having to take extra time to learn the concepts outside the classroom  Information taken down after module is over.  Waiting 40 minutes to get an answer on the discussion forum instead of having their questions answered right away in the classroom.  More/better video resources required.The instructor plans on solving these problems as follows:  Enforcing that since students are solving assigned problems in-class they are replacing that with studying the material outside the classroom time.  Make sure to keep all the videos

Conference Session

Assessment & Grading in Mechanics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mariana Silva, University of Illinois, Urbana-Champaign; Matthew West, University of Illinois, Urbana-Champaign

Tagged Divisions

Mechanics

, themajority of the students believed that if they knew what the correct answer should be, they coulddraw the diagrams using the drawing tool (Fig. 9-g). It is not clear to the authors if the “difficulty”in object manipulation was associated with the fact that when students didn’t know the solution ofthe problem, they would just try random attempts using the drawing tool, and felt as if thedrawing itself was the frustrating part of the problem solution. Based on observation of studentsduring office hours, we noticed that students were spending a lot of time trying to place theobjects precisely on the canvas, even tough it was announced that the tolerances were very large.To remediate this, we plan to include more messages about tolerances in the

Conference Session

Student Advancement in Mechanics of Materials

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nick A. Stites, Purdue University, West Lafayette (College of Engineering); Charles Morton Krousgrill, Purdue University-Main Campus, West Lafayette (College of Engineering); Jeffrey F. Rhoads, Purdue University-Main Campus, West Lafayette (College of Engineering); Edward J. Berger, Purdue University-Main Campus, West Lafayette (College of Engineering); Jennifer Deboer, Purdue University-Main Campus, West Lafayette (College of Engineering); Angela Goldenstein, Purdue University

Tagged Divisions

Mechanics

during which we were studying combined loading and drawing the stress state blocks was beneficial. Of this, the exercise during which we related the cross sectional [sic] depiction of each individual loading to its effect on the stress state block was incredibly helpful for me. I had been struggling to visualize this concept for a significant amount of time before we did that exercise.”This study did not incorporate a pre-/post-test design or compare exam scores across othersections that did not use the conceptual exercises because the focus was on the development ofthe activities. A more rigorous evaluation of student outcomes is planned for future semesters.Conclusion and Future WorkThis paper details six active learning

Conference Session

Teaching Dynamics

Collection

2014 ASEE Annual Conference & Exposition

Authors

James M. Widmann, California Polytechnic State University; Brian P. Self, California Polytechnic State University; Michael J. Prince, Bucknell University

Tagged Divisions

Mechanics

Did you trust the results of the pulley lab? pulley demo at the front • Yes - 75% of the room would be just • A bit skeptical - 18.75%, with responses: as effective as the group -“Due to masses hitting each other” activity: - “Race result seemed to close to call” 3.0 / 5.0 • Not there - 6.25%For future work, the authors plan to continue with more videotaping of individual studentsperforming the IBLA to gain better insight into common student misconceptions. Changes andimprovements to the IBLA will be informed by this information. Of particular interest is howstudent understanding changes over time and is transferable to new situations. Finally, Table 2indicates a widespread need

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

differentquestions or topics of interest to the group, and then monitor the resulting discussion. Severalparticipants also began discussions on their own.Principles Used in the VCPThe leaders of each disciplinary VCP met in a ten-week Leadership VCP (L-VCP) to assist inorganization, content, and planning. The L-VCP applied guidelines for engineering facultydevelopment established by Felder and his colleagues, and encouraged the leaders of eachdisciplinary VCP to do the same. Felder’s group has used these guidelines in their highlysuccessful National Effective Teaching Institute (NETI) workshops2, 4, 5: 1) use facilitators with expertise in both engineering and pedagogy 2) use engineering-related examples and demonstrations 3) target content to

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

videos. Since most professional academics are not savvy at improvisation, having a plan is important in terms of both cost and personal comfort. One successful approach involves scripting from a set of well-written notes. 3. Do not be a perfectionist when recording or editing the videos. When we lecture in class, there are always unexpected errors or goofs that occur. These things will undoubtedly happen in the videos, so do not worry. You can fix nearly anything with editing; and most everything else is probably just okay. 4. You need to find the right incentive for getting your students to watch the videos. There

Conference Session

Grading and Feedback Models in Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Petros Sideris, Texas A&M University; Maria Koliou, Texas A&M University

Tagged Divisions

Mechanics

-doctoral Fellow at the NIST- funded Center of Excellence for Risk-based Community Resilience Planning at Colorado State University. She received her Diploma (2008) in Civil Engineering from the University of Patras, Greece, while she holds Master’s (2010) and PhD (2014) degrees from the University at Buffalo – SUNY. Her research inter- ests span the fields of structural dynamics, earthquake engineering, and multi-hazard performance-based design for system functionality and community resilience. Through these areas, her research focuses on developing novel sustainable structural designs and systems against natural and man-made hazards and formulating fundamental mathematical frameworks to assess system functionality and

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

review and selection of proposals for thetwo-phase implementation. Through guidance from NCAT, the plans for pilot and fullimplementations were finalized, with each accompanied by rigorous assessment plan todemonstrate the outcomes achieved in the redesign process.After examination of the five redesign models, we concluded that the emporium model is mostsuitable for Statics. The face-to-face communication elements retained in the emporium modelgives it an advantage over the fully online model when it comes to student satisfaction with thelearning environment. As with all the previous redesign efforts, we are pursuing two goals: 1)enhance learning outcomes and 2) reduce instructional costs. In this paper, we describe details of

Conference Session

Using Technology to Support Learning in Mechanics

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anna K. T. Howard, North Carolina State University at Raleigh

Tagged Divisions

Mechanics

question: Are students held to lock-step deadlines or is flexibility built in for illnessesor other absences?The best students we have can easily manage all their time including making up work while notfalling behind on the next material, but many students struggle when timelines are flexible. Inthis present course we decided that it was easier for a great student to succeed even though thetiming was not as flexible as desired so that the C students would be less likely to fall behind andfail.Practical question: Will you use a leaderboard?A common feature of many gamified systems is a list of which students in the class have earnedthe most points for one reason or another. We discussed this at length in the planning meetings.Finally we decided

Conference Session

Mechanics Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ghada M. Gad, California State Polytechnic University, Pomona; Giuseppe Lomiento, California State Polytechnic University, Pomona; Yu Sun, California State Polytechnic University, Pomona

Tagged Topics

Diversity

Tagged Divisions

Mechanics

’ lives that should be furtheraddressed by educational institutions to account for this population of students when planningpolicies and intervention plans. These might include for example “the development of more onlinecourse opportunities [that] may help these students succeed”, as well as offer them moreconvenience. In essence, the commuting aspect of students’ lives introduces the main theme thatif being a commuter means fewer opportunities for skill development, then providing supportonline would be a possible option for giving those commuters more access to skill buildingactivities (Nelson, Misra, Sype, & Mackie, 2016), and enforcing the idea that the traditionalsingular mode of learning followed by universities may not be the best

Conference Session

Improving Student Outcomes in Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Hadas Ritz, Cornell University; Kathryn Dimiduk, Cornell University; Andrew van Paridon

Tagged Topics

Diversity

Tagged Divisions

Mechanics

out of 38 responses (47%) remarked they would form some sort of plan using theidentified knowns, unknowns, and relevant equations. This compared with 15 out of 43 responses(35%) from the control group. The control group had a higher number of responses that suggestedtrying to use relevant equations without mentioning any form of planning (14 versus 8 responses).The other responses were either focused primarily on Free Body Diagrams or looking forunknowns only, or simply using a step-by-step brute force approach.Students in the experimental section were given the opportunity to report how their studypractices changed due to the exams, homework and grading for this course. Overall the responsesgenerally split students across a few divisions

Conference Session

Curriculum and Instruction in Engineering Mechanics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Peter H. Carnell P.E., University of Georgia; Nathaniel J. Hunsu, University of Georgia; Davis F. Ray, University of Georgia; Nicola W. Sochacka, University of Georgia

Tagged Topics

Diversity

Tagged Divisions

Mechanics

‘patches’ of poor performance.” Faced with such adverseacademic situations, some students adopt maladaptive behaviors (e.g., self-handicapping andanxiety) that further impair their chances of succeeding in their chosen engineering majors. Incontrast, resilient students would adopt adaptive behaviors, for example, persistence, planning,optimism, and self-determination, among others [8]. We argue that students with high levels ofresilience are better able to come back from initial academic stresses, while those who are lessresilient may decline in their academic performance, lose interest in their major, andconsequently consider dropping out of their engineering program.Measurement approachesAs noted above, resilience is most commonly defined as a

Conference Session

Mechanics Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eric Davishahl, Whatcom Community College; Todd R. Haskell, Western Washington University; Jill Davishahl, Western Washington University; Lee Singleton, Whatcom Community College; Wade H. Goodridge, Utah State University

Tagged Divisions

Mechanics

6 in v1.0 (DI = 0.71, rpb = 0.28) in which we changed the representation used for theanswer choices as discussed previously. Again we see the USU result for this question (DI =0.71, rpb = 0.42) to be within acceptable ranges, so the WCC statistics seem likely skewed by thesmall sample size.The last question of concern regarding the statistics is question 10. The statistics fall outsidedesirable ranges for both WCC (DI = 0.28, rpb = -0.07) and USU (DI = 0.10, rpb = 0.17). Wemodified the problematic item 12 in v1.0 to develop this question, but it still appears to be verydifficult for the students and performance does not correlate well with their overall score on thetest. We plan further revisions of this item to reduce complexity. Student

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

learning outcomes relative to previous semesters, to discuss student evaluation andperception of the course, and to critically assess successes and failures and lay out a plan forimprovement.Course Objectives and Conduct in Fall 2014For the solid mechanics course, one of the major student learning objectives is for students toorganize, approach, and solve multi-step engineering problems that are applications of coursespecific technical content knowledge. This objective maps to ABET learning outcomes A: abilityto apply knowledge of mathematics, science and engineering, and E: ability to identify,formulate, and solve engineering problems. For rigorous assessment, the exams in this course are100% written problems that allow the graders to evaluate

Conference Session

Mechanics, Hands-on Demo - Show & Tell!

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sinead C. MacNamara, Syracuse University; Joan V. Dannenhoffer P.E., Syracuse University

Tagged Divisions

Mechanics

engineeringculture.This paper describes a pair of statics courses taught to civil and environmentalengineering students at Syracuse University, both in the fall semester, for the past threeyears. These courses take a variety of approaches to inculcating engineering values andskills in the students. Issues such as the importance of understanding underlyingassumptions, the value of conservative assumptions, the value of sketching and diagramsin engineering communication, the difference between precision and accuracy, and basicknowledge about the products of the profession and its role in society, are all addressed.These courses have been taught for three. An evaluation team from the School Educationhas designed an evaluation plan to identify what if any effect the

Conference Session

New Teaching Methods in Mechanics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sarah L. Billington, Stanford University; Sheri D. Sheppard, Stanford University; Robert C Calfee, Graduate School of Education, Stanford University; Peggy C. Boylan-Ashraf, Stanford University

Tagged Divisions

Mechanics

12 and colleagues  performed a multi-institute study of self-efficacy in women engineering students, finding thatself-efficacy is indeed related to women students' plans to continue in the traditionally male-dominated field of engineering. Similar observations have been found for minority students.With over 30% of the current freshmen at the authors’ institution being from minoritybackgrounds (African American, Hispanic, Native American and/or Pacific Islander)  and 16%first generation college students, methods for increasing self-efficacy through our teaching willbe important to support and successfully educate a diverse student body in engineering.  With regard to self-efficacy in mechanics, Montfort 14 studied conceptual understanding

Conference Session

MASS: Mastery, Assessment and Success of Students

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Brian P. Self, California Polytechnic State University, San Luis Obispo; Jenna Landy, California Polytechnic State University, San Luis Obispo; James M. Widmann, California Polytechnic State University, San Luis Obispo; John Chen, California Polytechnic State University, San Luis Obispo; Michelle Kerfs, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Mechanics

ways the individual instructors may have attempted to alter things suchas test anxiety or perception of faculty caring. Additionally, in this study we have not examineddemographic differences, or differences in first-generation college student status. In future work,we plan to examine these factors and to see how initiatives to improve different NCA factorssuch as belongingness and grit affect student success. Finally, we also acknowledge that studentgrades are only one aspect of student success, and are interested in finding different ways tomeasure and define this metric.AcknowledgementsThis material is based upon work supported by the National Science Foundation under grantsDUE-1626185 (Cal Poly), DUE-1626287 (Purdue), and DUE-1626148 (UTEP

Conference Session

The ABCs of FBDs

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sheryl A. Sorby, University of Cincinnati; Sylvie Vieau; So Yoon Yoon, University of Cincinnati

Tagged Divisions

Mechanics

visualization ability, wasadministered to the students. In this test, students are presented with an object on the left with animaginary cutting plan passing through it. They are to imagine what the cross section would forthe intersection of this object and plane. This test was selected primarily due to its generaldifficulty. Frequently, the spatial skills of engineering students are advanced and other potentialtests of spatial cognition could exhibit a “ceiling effect,” meaning that there would be lessvariability in the data. The test consists of 25 questions and each question presents five multiplechoice options, with four distractors and one correct answer. The MCT is a timed test and studentswere given 20 minutes to complete it. Figure 1 presents

Conference Session

Engaging the Online Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Phillip Cornwell, United States Air Force Academy

Tagged Divisions

Mechanics

” or “helpful,” but there were very few suggestions on how to improve them.One student suggested making them shorter, another wanted more complicated problems, andfinally, one student asked for them to be even more interactive. Figure 9 – Results from the question “How useful were the ‘What Strategy’ videos?”Future changesBased on the student responses to the questionnaires, the main activity in the course that need tobe improved are the breakout rooms. In the future, I plan to give more instruction on their use,such as how to effectively work on the whiteboard and how to upload documents intoBlackboard Collaborate. I will require one student in each breakout room to upload a pdf of thehomework problem they are working on so that

Conference Session

Building Success in the Online Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hayden K. Richards, US Air Force Academy; Phillip Cornwell, United States Air Force Academy

Tagged Divisions

Mechanics

predictive effect on team assignmentperformance. Finally, the transition to remote learning (in the face of the COVID-19 pandemic)had a negative effect on student performance, and this negative consequence disproportionatelyaffected students who were already poor performers.IntroductionThe ability to work in teams has long been recognized as a critical skill for all engineeringgraduates as reflected in accreditation criteria specified by ABET [1]. Criterion 3, studentoutcome number 5 states that students must have: “An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives.”As a result, there have been

Conference Session

Concept Inventories in Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Phillip Cornwell, Rose-Hulman Institute of Technology; Brian P. Self, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Mechanics

Dynamics Concept Inventory (DCI) – The Past, Present, and FutureAbstractThe Dynamics Concept Inventory (DCI) was developed over 15 years ago as a tool forinstructors teaching Dynamics to assess their students’ gains in conceptual understanding ofthe material. Since its initial release, there have been hundreds of downloads of theinstrument, and the initial papers presenting the instrument have been referenced over 100times. In this paper, we will 1) present a brief history of the development of the DCI, 2)evaluate the ways it has been used since its release with the hope of encouraging moreengineering faculty members to use it, 3) summarize results from those who have used it, and4) present plans for future development and distribution.History of

Conference Session

Making Mechanics Courses Fun and More Effective

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Md Rashedul Hasan Sarker, University of Indianapolis; Najmus Saqib, University of Indianapolis; George D. Ricco, University of Indianapolis; Megan Hammond, University of Indianapolis; Jared Hilt; James T. Emery II, University of Indianapolis

Tagged Divisions

Mechanics

, in American Society for Engineering Education. 1998.21. Davishahl, E., et al., Statics Modeling Kit: Hands-on Learning in the Flipped Classroom, in American Society for Engineering Education. 2018.22. Howard, A.K.T., Work in Progress: 3-D Models with Lesson Plans, in American Society for Engineering Education. 2019.23. Freeman, S., et al., Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 2014. 111(23): p. 8410.24. Burgess, R., In the Field: An Introduction to Field Research. 1984, Abingdon, United Kingdom: Routledge.25. Green, B.S., Learning from Henry Mayhew. Journal of Contemporary Ethnography, 2002. 31(2): p. 99

Conference Session

The 'Strengths' of Mechanics

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Reihaneh Jamshidi, University of Hartford

Tagged Divisions

Mechanics

themes, and assessment of the effectiveness of the themed feedbacks. For the purpose ofassessment, the plan is to look into students’ revisions based upon the themed feedbacks, andcompare them with the revisions based on the traditional and unsorted feedbacks. It will then beexamined whether an improvement is observed concerning how well the instructor’s commentsare addressed.Work in this study to date has explored lab reports completed by students as a group. It would bevaluable to also consider students’ individual writing performance. One current idea is to requirestudents to write individual reports for the first and last lab, so that their individual performancecan be assessed at the beginning and end of the semester.ConclusionThis work

Conference Session

Improving Mechanics Courses

Collection

2007 Annual Conference & Exposition

Authors

Ghodrat Karami, North Dakota State University; Robert Pieri, North Dakota State University

Tagged Divisions

Mechanics

College of Elementary Physics Elementary Chemistry Basic Mathematics1) Development, at an early stage, of students’ internalized ease with the scale,2) Development of students’ visualization of High School Training the problems under consideration.Further objectives should focus on how the faculty of Fig. 1. Courses of Mechanics in Engineering Curriculumengineering mechanics courses can develop the associated pedagogy for multiscaling mechanicseducation. Therfore a careful and a systematic plan to

Conference Session

Enhancing Mechanics Instruction

Collection

2008 Annual Conference & Exposition

Authors

Gangbing Song, University of Houston; Mithun Singla, University of Houston; Christy Chang, University of Houston; Richard Bannerot, University of Houston

Tagged Divisions

Mechanics

simpledynamics and vibrations experiments, collecting and recording data through the PZT sensor anddSpace™ board. Additionally, utilizing the programmable microcontroller in the control module,students will be asked to design vibration control algorithms in SimuLink™ for simpleexcitations which will be downloaded on to the microcontroller, implemented, and tested forefficacy. There are also plans to develop the smart flexible beam test bed with internet access,allowing remote control and operation of the beam. Students would be able to access the beamfrom their homes, as well as record data remotely, download recorded data on demand, and testdesigned controllers remotely.AcknowledgementsThe authors would like to thank the National Science Foundation for

Conference Session

Mechanics Education Programs and Projects

Collection

2008 Annual Conference & Exposition

Authors

Sridhar Condoor, Saint Louis University, Parks College of Eng.; Sanjay Jayaram, Saint Louis University, Parks College of Eng.; Lawrence Boyer, Saint Louis University

Tagged Divisions

Mechanics

3.74 1.01 Worksheets 3.55 1.02 Table 2. Summary of the survey resultsWhile the preliminary results and the informal feedback from the students is encouraging, plansare being made to develop these five instruments further by adding more sophisticated casestudies, examples, and problems. In the forthcoming semester, it is planned to move beyondsimple student surveys to more objective assessment of student achievements.References1. Harris, T.A., Jacobs, H.R., "On effective methods to teach mechanical design," Journal of Engineering Education,Oct., 1995, pp. 343-349.2. Steif, P.S. and Dantzler, J.A., “A statics

Conference Session

Teaching Mechanics of Materials and General Mechanics Education

Collection

2009 Annual Conference & Exposition

Authors

Bridget Wadzuk, Villanova University; David Dinehart, Villanova University; Edward Glynn, Villanova University; Shawn Gross, Villanova University; Frank Hampton, Villanova University

Tagged Divisions

Mechanics

second semester sophomore year andMechanics III is the first semester junior year. Originally, the authors thought that Mechanics IIand III would be taught in parallel, but it was ultimately determined to be taught serially becauseof external scheduling issues.Another scheduling hurdle that needed to be overcome was that the courses are proposed as acombination of lecture and laboratory, for a total of six hours a week. Additionally, as theCEEVU is a smaller department, we need to be wise with our teaching resources. The proposedcurriculum is planned to be team taught. This is not practical for a make-up class for studentswho are off sequence, as class size is very small in these sections. In our instance, it was decided

Conference Session

Addressing the Human Dimension in Teaching Statics, Dynamics, Mechanics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Norman Reese P.E., LeTourneau University

Tagged Divisions

Mechanics

first hand example of how the calculations and material covered in class is used to help design and use a product.”  “It was a cool applicable demonstration of how strengths analysis is needed in any industry....”  “It was very informative and very neat.”  “Showed a real life application...showed software and Excel integration well.”  [It showed…] “how complex impact loading is and how it can be measured in the real world.”  “Safe design should plan also for possible mis-use and stress, not just intended use.”  “Real world example of testing.”As shown, most comments recognized the value of a “real world” example of how theory isapplied. In addition, side benefits were mentioned such as learning

Conference Session

Teaching Statics, Dynamics, and Mechanics of Materials

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Mechanics

learning challenge might also be caused by students’ bad habits in solving dynamics problems.For example, students may start to write equations without specifying a coordinate system andidentifying the givens and finds carefully. Students usually take these habits as trivial carelessness,but it is these bad habits that prevent students from developing solid problem solving skills forlearning dynamics. For this reason, we need to develop a training plan to help them build goodhabits not only for learning dynamics but also for general problem solving.In this paper, a unified approach is proposed to serve as one stone aiming for two birds: avoidcognitive overload and help students develop certain good habits for problem solving. Thisapproach is

Conference Session

Dynamic Pedagogies for Engineering Dynamics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Phillip Cornwell, Rose-Hulman Institute of Technology; Kent Ralph Jensen, USAF; Kwangjin Yang, United States Air Force Academy

Tagged Divisions

Mechanics

Air Force Academy and works as an exchange professor at the United State Air Force Academy. His research interests include path planning, UAV control, cooperative control. c American Society for Engineering Education, 2018  Should Kinetics Follow Kinematics? Investigating Course Design in DynamicsAbstractIn this study, we investigated whether the reordering of kinetics and kinematics topics in atraditional dynamics course leads to improved student ability to choose and apply appropriatekinetics principles to solve single- and multi-concept dynamics problems. To test this hypothesis,three sections of Dynamics were taught using a traditional ordering of topics and one