Conference Session

Statics & Strength of Materials - A nice couple

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stephen Boedo, Rochester Institute of Technology (COE); Elizabeth A. DeBartolo, Rochester Institute of Technology (COE); Matthew Kasemer, Rochester Institute of Technology

Tagged Divisions

Mechanics

Page 23.843.4understanding the appropriate conditions under which a fatigue model may be applied. Table 1. Results from tensile test of fatigue specimen material Published [8] Experimental Difference (%) E (ksi) 29,000 28,670 1.2% Su (psi) 70,300 92,000 24% Sy(psi) 60,200 77,000 18% %RA 40% 40% 0 1.E+05 Alternating Stress, S (psi) Experimental

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

theirresolution would certainly be a welcome addition to the literature.AcknowledgementThe authors gratefully acknowledge the kind support of colleagues from partner institutions whohelped advise and shape this research. This material is based in part upon work supported bythe National Science Foundation under Grant Number DUE-0717820. Any opinions, findings,and conclusions or recommendations expressed in this material are those of the author(s) anddo not necessarily reflect the views of the National Science Foundation.References[1] M. T. H. Chi, M. Bassok, M. W. Lewis, P. Reimann, and R. Glaser, “How students study and use examples in learning to solve problems,” Cogn. Sci., vol. 13, pp. 145–182, 1989.[2] R. Schwonke, A. Renkl, C. Krieg, J

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

, M. (2006). Using Podcasts as Audio Learning Objects. . Interdisciplinary .Journal of E-Learning and Learning Objects, 2(1), 47-57.Center for the Study of Student Life . (March 2015 ). Comparing On-Campus, Off-Campus, and Commuter Students. Ohio: The Ohio State University.Driscoll, S. A., & Garcia, C. E. (2000). Preferred Learning Styles for Engineering Students. ASEE Annual Conference. St. Louis, MO, USA. Retrieved from https://peer.asee.org/8639Felder, S., & Spurlin, J. (2005). Applicaitions, Relaibility, Validity of the Index o Learing Styles. INternational Journal of ENgineering Education, 21(1), 103-112.Grosse, C. S., & Renkl, A. (2007). Finding and fixing errors in worked examples: can this

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

success. 4. Flipped classroom strategies that involve providing instructor feedback to students on an individualized basis require significant resources. Scheduling and proper classroom setup can pose additional challenges. Institutions must adapt to accommodate the changing educational needs.References 1. Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 201319030. 2. Prince, M. (2004). Does active learning work? A review of the research. Journal of engineering education, 93(3), 223-231. 3. Tucker, B

Conference Session

Teaching Mechanics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Shawn P Gross, Villanova University; David W Dinehart, Villanova University; Joseph Robert Yost, Villanova University; Aleksandra Radlinska, Villanova University

Tagged Divisions

Mechanics

. Most 50-minutelecture periods involve a set of PowerPoint lecture slides that run on average about 15 minutes,and then the instructor solves two or three example problems for the remainder of the period.Additionally, many classes use models and physical demonstrations to aid students in visualizingconcepts. These demonstrations are usually five minutes or less in duration. Students areassigned simple homework problems that are similar to the in-class examples, and theseproblems are turned in by the students at the beginning of the next class period for credit.Quizzes are given weekly to gauge learning and reinforce the most important learning outcomes.Upon grading of the quizzes the instructors note and record the specific mistake(s) made by

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

, mesh, and solve. Within about an hour, anyone who is familiar withMicrosoft Windows and understands the component description of a force can learn how to dothis for a diverse range of shapes and loadings. And the graphical portrayal of input and outputquantities makes it easy to detect many user errors. But what are educators doing to incorporatethis ubiquitous, increasingly inexpensive tool into basic engineering classes?The practice of embedding or integrating FEA into freshman design courses seems to have madean appearance in the 1990‟s, coincident with the movement to develop integrated freshmancurricula that include or emphasize design. Barr et al. (1998; 2005)1,2 describe their work toinclude FEA as part of a larger focus on solid

Conference Session

Applications of Technology in Mechanics Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Benjamin Keith Morris, The University of Georgia; Siddharth Savadatti, University of Georgia

Tagged Divisions

Mechanics

periods during the semester of study. 7class periods were not assigned any pre-class videos, including the first class of the semester andtwo classes following each of the three tests. The combined duration of all pre-class videos was30.8 hours (summary statistics are shown in Table 2). All videos were created by the instructorof the course (Dr. S. Savadatti).Table 2. Summary statistics of pre-class videos in the flipped sections of Engineering Statics. Mean Median Std.Dev Max Min † Number of videos assigned per class period 2.3 2 1.13 6 1 † Duration of videos per class

Conference Session

Hands-On in the Online Classroom

Collection

2021 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; Alexander Quinn Ruble, University of Indianapolis; Bill Faton, University of Indianapolis; James T. Emery II, University of Indianapolis; Kenneth Reid, University of Indianapolis

Tagged Divisions

Mechanics

academicyear.Conclusion:A low-cost, compact, and portable experimental kit for online engineering statics courses hasbeen developed. The kit will bolster student proclivity with introductory lab equipment, which isa viable and effective way of rising student outcomes in mechanical engineering. Next, the kitwill be distributed to students and its efficacy on student outcome attainment will be assessed.References:[1] B. Coller, "An experiment in hands-on learning in engineering mechanics: Statics," International Journal of Engineering Education, vol. 24, 01/01 2008.[2] L. Benson, S. Biggers, W. Moss, M. Ohland, M. Orr, and S. Schiff, "AC 2007-1563: ADAPTING AND IMPLEMENTING THE SCALE-UP APPROACH IN STATICS, DYNAMICS, AND MULTIVARIATE CALCULUS

Conference Session

Hybrid and Online Teaching of Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Carlos R. Corleto, Texas A&M University; Matilda (Tillie) Wilson McVay, Texas A&M University; Doug Beck, Texas A&M University; Ashley Schmitt, Texas A&M University

Tagged Divisions

Mechanics

improve student performance in MEEN 221and lower the number of students that repeat the course. Ultimately this should improve graduationrates and retention of students in the non-MEEN engineering majors.References[1] H. Vasquez, A. A. Fuentes, R. A. Freeman. “Improving Student Retention and Engagement in Statics through Online Formative Assessment and Recitations”. Proceedings of the 119th ASEE Annual Conference and Exposition, San Antonio, TX, 2012.[2] X. K. Brandon, B. M. Holloway, B. Pierson. “Engineering Education and Quantified Self: Utilizing a Student-Centered Learning Analytics Tool to Improve Student Success”. Proceedings of the 126th ASEE Annual Conference and Exposition, Tampa, FL, 2019.[3] S. L. Fiore, S. P. Fagan, D

Conference Session

Teaching Statics

Collection

2009 Annual Conference & Exposition

Authors

John Dannenhoffer, Syracuse University; Joan Dannenhoffer, State University of New York, Morrisville

Tagged Divisions

Mechanics

= 2.59 NARCHIMEDES checks the student’s answer to ensure that it is correct numerically (at least towithin 1%), that the user has used the correct number of significant digits, and the appropriateunits are used.The completed solution for this problem is shown in Figure 3.Types of checks performedIn the discussion above, examples of the type of checks that ARCHIMEDES performs weregiven. The other error messages that ARCHIMEDES produces include: • Errors with the FreeBody diagram o At least one free body must be completed. o At least one of the FreeBody diagrams must have all of its reactions specified. o The reaction(s) at Point is/are incorrect. o Name is used for both a force and a couple

Conference Session

Student Advancement in Mechanics of Materials

Collection

2018 ASEE Annual Conference & Exposition

Authors

Johanna Paulette Doukakis, Rutgers, The State University of New Jersey

Tagged Divisions

Mechanics

research and to aid in thebetterment of engineering educator’s approach to teaching MOS courses.Current State of Research Data is currently being collected as per the above methodology. Preliminary data analysiswill be available in time for the 2018 ASEE Annual Conference. References[1] K. Ryan and A. Kirn, "Active learning and engagement in mechanics of solids," in 2015, .[2] J. Liu, "The Analogy Study Method in Engineering Mechanics," International Journal ofMechanical Engineering Education, vol. 41, (2), pp. 136-145, 2013. Available:http://journals.sagepub.com/doi/full/10.7227/IJMEE.41.2.6. DOI: 10.7227/IJMEE.41.2.6.[3] D. Montfort, S. Brown and D. Pollock, "An Investigation of Students

Conference Session

Teaching & Learning Dynamics, Vibration, and Mechanics More Broadly

Collection

2016 ASEE Annual Conference & Exposition

Authors

Blake Everett Johnson, University of Illinois at Urbana-Champaign; Jason W Morphew, University of Illinois at Urbana-Champaign

Tagged Divisions

Mechanics

corresponds to an air velocity of roughly 30 m/s. With the leaky connections, theerrant dynamic pressure and velocity measured about 6 mm of water and 10 m/s, respectively.Thus, their digital measurement device appeared in every way to be working properly, but if thestudents took the effort to convert their pressure measurement to a velocity measurement, theymay realize that the velocity they were measuring was too low, which admittedly may requiresome amount of intuition that the students probably do not yet have.Because the exercise involves questions of accuracy, the students were also asked to assess theuncertainty in their measurements. Because the fluid density is needed to convert the dynamicpressure measurement into a velocity measurement

Conference Session

Teaching & Learning Statics and Mechanics of Materials

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sarah Baxter, University of St. Thomas; Bethany Fralick, University of South Carolina, Aiken

Tagged Divisions

Mechanics

Higher EducationReport No. 1. Washington D.C.: The George Washington University School of Education and Human Development, 1991.[2] Felder, R. and Brent, R. “Cooperative Learning in Technical Courses: Procedures, Pitfalls and Payoffs” ERIC DocumentReproduction Service, ED 377038, 1994.[3] Felder, R. and Brent, R. “Learning by Doing” Chem. Engr. Education 37(4), 282-283, 2003.[4] Prince, M. “Does Active Learning Work? A Review of the Research” J. Engr. Education, 93(3) 223-231, 2004[5] Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N. Jordt, H and Wenderroth, M.P. “Active learningincreases student performance in science, engineering and mathematics” PNAS, 111(23), 8410-8415, 2014.[6] Culmann. Karl, "Die graphisehe Statik" Zürich

Conference Session

Mechanics and the Internet

Collection

2008 Annual Conference & Exposition

Authors

Calvin Ashmore, Georgia Institute of Technology; Bo Yeon Lee, Georgia Institute of Technology; Geoff Thomas, Georgia Institute of Technology; Daniel Upton, Georgia Institute of Technology; Sneha Harrell, UC Berkeley; Christine Valle, Georgia Institute of Technology; Wendy Newstetter, Georgia Institute of Technology; Janet Murray, Georgia Institute of Technology; Laurence Jacobs, Georgia Institute of Technology; Sue Rosser, Georgia Institute of Technology

Tagged Divisions

Mechanics

number of international studentsstudying and remaining to work in the United States engineering workforce after graduation 4.African American, Hispanic and other racial/ethnic minorities make up 6% of the S&Eworkforce, and women make up 25%. These percentages contrast sharply with thedemographics of these groups in the current overall population and workforce; by 2020 over Page 13.778.240% of college-aged students will be racially/ethnically diverse3.Currently, the U.S. engineering workforce remains 90% white and male; engineering, inparticular, has not attracted women and URMs. Baccalaureate degrees received by both URMsand women in

Conference Session

Teaching Statics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Carisa H Ramming P.E., Oklahoma State University; John J. Phillips P.E., Oklahoma State University

Tagged Divisions

Mechanics

SectionsENSC 2113 Fall 2013PurposeCalculate internal force in a truss using the method of sections in truss analysis.Pre-lab questionWhat assumptions are made about trusses in rigid body mechanics?Set-UpParts Needed:(7) - #2’s(18) - #3’s(8) - #4’s(1) - #5(14) – gusset plates(1) – 5N load cell Page 24.718.15Assemble two sides of a space truss as shown in the following photo. Attach members usingsupplied screws, but keep connections loose. Connect the two sides together using the #2’s atpoints A, B, C, D, E, F, and G.Locate the load cell in the top chord of the truss (member AB) as shown. The #5 in the profilewill be replaced with two #3’s with the load cell in the

Conference Session

Teaching Statics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Andrea Brose, Hamburg University of Technology; Christian H. Kautz, Hamburg University of Technology

Tagged Divisions

Mechanics

at the top. The four dots denote vertically aligned, equally spaced points along the member. other forces Assuming the other forces stay the same, what load(s) could replace the 60 Nm 60 Nm couple and maintain equilibrium? 2m Mark all possible answers. other other other other other other forces forces forces forces forces forces 10 N 30 N

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

. Thesetags are: - bold font, - italic font, - subscript, - superscript, - paragraphbreak, and - symbol font. Up to two random variables named var1 and var2 may beinserted anywhere in the question statement. The random variable minimum value, maximumvalue, and step size dictate the range and division of the random variables and are entered in theappropriate fields of Figure 4. The axis system (2- or 3-dimensional) is determined by entering 2or 3, respectively, in the Axis field. The minimum number of the various graphical objects isthen entered into appropriate fields. Acceptable units, separated by #’s, are entered in the Unitsfield. Point deductions for major and minor errors are entered into their respective fields. Thetitle for the graphic

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

, interpretations, conclusions orrecommendations expressed in this material are those of its authors and do not represent theviews of the ASEE Board of Directors, ASEE’s membership or the National Science Foundation. Page 24.1020.14References 1. Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco: John Wiley & Sons. 2. Brent, R., & Felder, R. M. (2009, June). Analysis of fifteen years of the national effective teaching institute. In Proceedings of 2009 Annual ASEE Conference, Austin, TX. 3. Courter

Conference Session

Dynamics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jacob Michael Wild, James Madison University; Robert L. Nagel, James Madison University; Robert J. Prins, James Madison University

Tagged Divisions

Mechanics

. Hake RR. Interactive-engagement vesus traditional methods: A six-thousand-student survey on mechanics test data for introductory physics courses. American Journal of Physics. 1998;66(1):64-74.20. Freeman S, Eddy SL, McDonough M, et al. Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America. 2015;111(23):8410-8415.21. Newstetter WC. Of Green Monkeys and Failed Affordances: A Case Study of a Mechanical Engineering Design Course. Research in Engineering Design. 1998;10(2):118-128.22. Dym CL. Learning Engineering: Design, Languages, and Experiences. Journal of Engineering Education. 1999;88(2):145-148.23

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

Page 23.856.11data, descriptive statistics for each of the confidence categories were calculated overall andwithin-samples paired t-tests were performed based on the cohort of students who fullycompleted both the pre- and post- attitudinal surveys. The data shown were taken from theoriginal 5-point Likert scale, normalized and converted to 0-1.00 for the sake of reporting (e.g. 0corresponds with all 1’s or low ratings for that category, 0.5 corresponds with all 3’s or middleratings for that category, 1.00 corresponds with all 5’s or high ratings for that category). 190 outof 200 students completed the Pre-Survey, while 163 students completed the Post-Survey,resulting in 152 complete datasets (some students completed the Pre-Survey who did not

Conference Session

MASS: Mastery, Assessment and Success of Students

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Brad Gregory Davis, United States Military Academy; Kevin Francis McMullen, United States Military Academy; J. Adam Pegues, United States Military Academy at West Point

Tagged Divisions

Mechanics

Proceedings, 2020.[12] M. G. Simkin, “Should you allow your students to grade their own homework?,” J. Inf. Syst. Educ., vol. 26, no. 2, pp. 147–153, 2015.[13] W. Y. Hwang, N. S. Chen, R. Shadiev, and J. S. Li, “Effects of reviewing annotations and homework solutions on math learning achievement,” Br. J. Educ. Technol., vol. 42, no. 6, pp. 1016–1028, 2011, doi: 10.1111/j.1467-8535.2010.01126.x.[14] S. Hedtrich and N. Graulich, “Using software tools to provide students in large classes with individualized formative feedback,” J. Chem. Educ., vol. 95, no. 12, pp. 2263–2267, 2018, doi: 10.1021/acs.jchemed.8b00173.[15] J. Lang, Small Teaching: Everyday lessons from the science of learning. San Francisco, CA

Conference Session

Hybrid and Online Teaching of Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Mechanics

Classroom to Increase Students’ Engagement and Interaction in a Mechanical Engineering Course on Machine Design," International Journal of Engineering Pedagogy, vol. 7, no. 4, pp. 19-34, 2017, doi: 10.3991/ijep.v7i4.7427.[6] E. Blair, C. Maharaj, and S. Primus, "Performance and perception in the flipped classroom," Education and Information Technologies, vol. 21, no. 6, pp. 1465-1482, 2016, doi: 10.1007/s10639-015-9393-5.[7] C. Rotellar and J. Cain, "Research, Perspectives, and Recommendations on Implementing the Flipped Classroom," American journal of pharmaceutical education, vol. 80, no. 2, p. 34, 2016, doi: 10.5688/ajpe80234.[8] J. O'Flaherty and C. Phillips, "The use of flipped classrooms in higher

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

Dynamics course − is themost useful model because it can be used even before a semester begins and thus the instructorhas sufficient time to consider what proactive measures s/he will use in the new semester.However, if an instructor wants to generate a large number of good predictions, so s/he can focuson individual students, particularly those “academically at risk” students, Model #1 should not beused because of its lowest percentage of good predictions. Either Model #2 or Model #3 can beused after the first or second mid-term exams because both models have moderate predictabilityto generate good predictions. For example, if Model #2 or Model #3 predicts that a student willreceive a final exam score below 50 (out of 100), the student will be

Conference Session

Engaging the Online Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jacob Matthew Cook, Oregon State University; Thomas W. Ekstedt, Oregon State University; Brian P. Self, California Polytechnic State University, San Luis Obispo; Milo Koretsky, Tufts University

Tagged Topics

Diversity

Tagged Divisions

Mechanics

, “Conceptual and Procedural Approaches to Mathematics in the Engineering Curriculum: Student Conceptions and Performance,” Journal of Engineering Education, vol. 101, no. 1, pp. 138–162, 2012.[3] R. A. Streveler, T. A. Litzinger, R. L. Miller, and P. S. Steif, “Learning Conceptual Knowledge in the Engineering Sciences: Overview and Future Research Directions,” Journal of Engineering Education, vol. 97, no. 3, pp. 279–294, 2008.[4] T. J. Moore, R. L. Miller, R. A. Lesh, M. S. Stohlmann, and Y. R. Kim, “Modeling in Engineering: The Role of Representational Fluency in Students' Conceptual Understanding,” Journal of Engineering Education, vol. 102, no. 1, pp. 141–178, 2013.[5] B. P. Self, J. M. Widmann, and G. C. Adam, “Increasing

Conference Session

Learning Mechanics Through Experimentation

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Timothy Aaron Wood, The Citadel

Tagged Divisions

Mechanics

exploreaccelerations, angular velocities, and position in real-time with relative ease makes them aperfect in-class demonstration. The system is easy to use in class, and the students seem toengage better than with traditional in-class examples. PocketLabs promises to be a powerful toolfor teaching dynamics.References[1] A. C. Estes, R. W. Welch, and S. J. Ressler, “The ExCEEd Teaching Model,” Journal of Professional Issues in Engineering Education and Practice, vol. 131, no. 4, pp. 218–222, Oct. 2005, doi: 10.1061/(ASCE)1052-3928(2005)131:4(218).[2] A. A. Ferri and B. H. Ferri, “Blended Learning in a Rigid-Body Dynamics Course Using On- Line Lectures and Hands-On Experiments,” presented at the 2016 ASEE Annual Conference & Exposition, Jun

Conference Session

Learning Environments for Statics, Dynamics, and Mechanics of Materials

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brian P. Self, California Polytechnic State University, San Luis Obispo; James M. Widmann, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Mechanics

follow-on course Intermediate Dynamics (but might be included at the end of a semestercourse that includes three-dimensional kinetics). Here, we discuss results from the Pulley IBLAand the Rolling Cylinder IBLA.Table 2. IBLAs and their targeted principles. IBLA Targeted principle(s)Pulley Particle Newton’s Second LawImpact Pendulum Particle Work and Energy; Impulse and MomentumSpools Relationships between (a) net force and linear acceleration; (b) net moment and angular acceleration; (c) linear and angular accelerationsRolling Cylinders Effect of mass distribution on rolling; Rigid body work and energy.Gyroscope Three-dimensional

Conference Session

Dynamic Pedagogies for Engineering Dynamics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Steven C. Zemke, Whitworth University; Diane L Zemke

Tagged Divisions

Mechanics

author failed to state it, deepened their conceptual understanding. In terms of Brown, et. al.’s[5] distinction between rule learners and example learners, these students appeared to be examplelearners relative to example problems, but rule learners with other activities.Learning problem solution strategies and not basic concepts from example problems is notsurprising at all. Example problems are placed in textbooks with the intent of teaching solutionstrategies. However, some students focus primarily on the example problems as an instrumentalmeans of doing homework problems. This practice, of course, places the student’s learning ofconcepts at a disadvantage.Changing study habitsAt the end of the semester the students completed a final journal

Conference Session

Mechanics, Hands-on Demo - Show & Tell!

Collection

2013 ASEE Annual Conference & Exposition

Authors

Carrie J. McClelland P.E., Colorado School of Mines

Tagged Divisions

Mechanics

Integrated Approach to Designing College Courses, Jossey-Bass Imprint, John Wiley and Sons (2003) 2. Ambrose, S., Bridges, M.W., DiPietro, M., Lovett, M.C., Norman, M.K., (2010). How Learning Works: Seven Research-Based Principles for Smart Teaching. Jossey-Bass, pp. 1. 3. Bergmann, J., Overmyer, J., Wilie, B., (2012) The Flipped Class: Myths vs. Reality, The Daily Riff, April 14, 2012. Accessed online: http://www.thedailyriff.com/articles/the- flipped-class-conversation-689.php 4. Weinstein, C.E., Meyer, D.K., Husman, J., McKeachie, W.J. & Svinicki, M. (2011). “Teaching Students How to Become More Strategic and Self-Regulated Learners,” in McKeachie’s Teaching Tips: Strategies, Research and Theory for

Conference Session

Technology in Mechanics Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Franco Capaldi, Merrimack College

Tagged Divisions

Mechanics

 Classroom Learning," Assessment in Education, vol. 5, no.  1, pp. 7‐73, 1998.  [2]   J. Kolodner, "Educational Implications of Analogy: A View from Case‐Based Reasoning," American  Psychologist, vol. 52, no. 1, pp. 1‐10, 1997.  [3]   J. Dannenhoffer and J. Dannenhoffer, "Development of an on‐line system to help students  successfully solve statics problems," in American Society for Engineering Education, 2009.  [4]   DeVore, Statics Tutor, New Jersey: Prentice‐Hall, 2000.  [5]   J. Iano, Shaping Structures: Statics, New York: John Wiley & Sons, 1998.  [6]   ISDC, "BEST Statics," [Online]. Available: web.umr.edu/~bestmech/preview.html. [7]   E. Anderson, R. Taraban and S. Roberstson, "M‐Model: A Mental Model based Online Homework

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