Conference Session

Mechanics Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

John A. Mirth, Saint Cloud State University

Tagged Divisions

Mechanics

the learning environment created by the instructor [1-2]. A properlydesigned learning environment ought to minimize the influence of the teacher on learning whilemaximizing the learning habits of the student. One potential method for doing this is to create a“specifications-based” learning environment wherein the assessment of student performance isstructured around requiring students to engage course materials in ways that are consistent witheffective learning. This paper examines the application of a specifications-based environment tothe design and delivery of a Statics/Dynamics course.The specifications-based approach outlined in this paper is derived from two disparate fields.The first is that of Statistical Process Control as practiced

Conference Session

Mechanics Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jeffrey A. Davis, Grant MacEwan University; Shelley Lorimer, Grant MacEwan University

Tagged Divisions

Mechanics

coordinatesystem used [1],[2]. The idea and use of FBDs to aid in the development and solution ofmechanics problems is not new and is a standard tool in first year level mechanics course. Aliterature review into the effect of using FBDs reveals that students who drew correct FBDs weremore likely to solve problems correctly [3]-[5] and found that drawing inaccurate FBDs led tomore incorrect solutions [5] and/or led to failing the course [3]. Alternatively, other researchersnoted the opposite result; that the quality [6] or correctness [7] of the FBDs did not impactstudent performance significantly. Furthermore, similar studies noted that students who createdhigh quality FBDs were likely to produce low quality equations [8]. A potential explanation forsome

Conference Session

Mechanics Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nicolas Ali Libre, Missouri University of Science & Technology

Tagged Divisions

Mechanics

. Such an eBook providesvarious avenues for students to learn and practice concepts, and has yielded very encouragingresults, including increased student performance and positive feedback from the studentsthemselves. The presented interactive eBook has the potential to inspire other educators andcourse designers to develop and implement interactive tools in their pedagogical approach.1 - Introduction Teaching and Learning Materials (TLMs) are essential components of engineeringeducation. TLMs provide teachers with resources to deliver the course content, support studentlearning, and increase overall student success. TLMs that are offered in various formats such astext, pictures, videos, charts, and slides aid in the learning process by

Conference Session

Mechanics Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Aaron Price Barnett; Nick M. Safai, Salt Lake Community College

Tagged Divisions

Mechanics

theirmajor within the first three years, and within the Engineering and Engineering Technology fields32% of students changed their majors within the first three years [1]. Increasingly universitiesoffer various programs to help students understand different majors and possible career options.The author attends a university offers a co-op program in which the student may work inconjunction with a company to gain valuable work related experience and knowledge, or maywork on independent research on a topic within the students’ field of study with the aid of aprofessor. I, as the student chose to work on independent research to further my studies withinthe automotive and engineering industries. For the co-op program, I chose to study the

Conference Session

Teaching Methods for Engineering Mechanics Courses

Collection

2018 ASEE Annual Conference & Exposition

Authors

Carisa H. Ramming, Oklahoma State University; Rachel Mosier P.E., Oklahoma State University

Tagged Divisions

Mechanics

problems, resulting in an allotment of 18.3 minutes per problem.The exams are closed book with NCEES calculator policy enforced.Part One: time remaining versus test scoreThe first segment of this study focused solely on the correlation between the exam timeremaining when the exam was submitted and exam score. Exam scores were pulled for the twohundred and ninety-six students that remained in the class for the full semester, however, onlythose where the time remaining was documented are included in part one. The remaining examswere not taken in the three on-campus exam rooms and were administered at testing centers dueto student disability accommodations or online course enrollment.The results of the first exam are given in Table 1. This exam is

Conference Session

Enhancing the Statics Classroom

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ruth E. H. Wertz, Valparaiso University

Tagged Divisions

Mechanics

utilization of conceptual knowledge with regard tosystem design, problem-solving processes, and developing professional competence in the field[1]. The objective of instruction is to bring about conceptual change that will lead to thedevelopment and cultivation of expertise [2], where procedural skills and conceptual knowledgeare contextualized and well-connected. Experts can quickly process new information andcategorize what is and is not important to solve a given problem or accomplish a given taskwithin their expertise. Rittle-Johnson and Siegler suggest that problem-solving is improvedthrough cyclic, iterative development of conceptual and procedural knowledge [3]. In learningintroductory mechanics, however, many students tend to build strong

Conference Session

Applications of Technology in Mechanics Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Wendy S. Reffeor, Grand Valley State University

Tagged Divisions

Mechanics

and reducing the amount of model generation required of the students to focusmore on interpretation of the results and reinforcement of the Machine Design content.IntroductionFEA has been incorporated by many in the teaching of engineering mechanics over the lasttwenty years. Papadopoulos [1] provides not only an excellent survey of the literature of coursesin which FEA was used, but also points out that FEA can be used as an effective instructionaland computational tool without in-depth knowledge of the theory behind the tool. In spite of thisresearch and that of others, FEA adoption in courses to enhance student conceptualunderstanding is sporadic and considered novel. Current engineering education research andpublications indicate a need

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

with an engineering education doctoral student to design a series of active learningactivities for a mechanics of materials course. The goals of the activities were twofold: 1) toincrease the student peer-to-peer collaboration during lectures, and 2) to increase the students’conceptual understanding of difficult, yet foundational, topics. Preliminary results indicated thatthe students found the activities helpful to their learning and felt comfortable with the conceptstargeted. This work in progress manuscript briefly describes each of the active learning activitiesand illustrates the pedagogical benefits of interdepartmental collaboration.IntroductionIn Fall 2017, a new student-centered building opened on Purdue University’s campus that

Conference Session

Dynamic Pedagogies for Engineering Dynamics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Vincent C. Prantil, Milwaukee School of Engineering; Mark L. Nagurka, Marquette University

Tagged Divisions

Mechanics

-nated by their stiffness or inertia. These limits, derived below, represent overdamped behaviorfor which the meaning of natural frequency is questionable. The meaning of natural frequency for second-order systems that do not oscillate, e.g.,overdamped systems, is not typically addressed in engineering textbooks [1-5]. It is unclearwhether there is agreement in the physics and mechanics communities on a precise and unambig-uous definition of a system’s natural frequency. In the physics community, the topic has beenraised, specifically in terms of what an unambiguous definition of “natural frequency” wouldoffer in clarifying how to present overdamped system behavior to undergraduates [6]. Some basic concept questions can be posed. Do all

Conference Session

Teaching Methods for Engineering Mechanics Courses

Collection

2018 ASEE Annual Conference & Exposition

Authors

Carrie A. Francis, University of Northwestern, St. Paul

Tagged Divisions

Mechanics

walking and balance in aging adults with an emphasis on gait variability and rehabilitation. Her other interests include outreach to K-12 students and improving science literacy among non-STEM major students. c American Society for Engineering Education, 2018 Work in Progress: Use of Storytelling in Mechanics AssessmentsIntroductionAs a new faculty member at the University of Northwestern - St. Paul, I teach our mechanicscourse sequence. In learning to write exams, I drew inspiration from Dr. Guy Genin, professor ofmechanical engineering at Washington University in St. Louis, who was famous among theundergraduate engineering students for writing themed exams in his dynamics courses [1]. Overthe

Conference Session

Mechanics Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ron Averill, Michigan State University; Sara Roccabianca, Michigan State University; Geoffrey Recktenwald, Michigan State University

Tagged Divisions

Mechanics

for Engineering Education, 2019 A Multi-Instructor Study of Assessment Techniques in Engineering Mechanics Courses1. IntroductionThe authors have conducted a three-year study to explore the effects of a new assessment modelon student outcomes in a sophomore level Mechanics of Materials course. Preliminary resultsfrom the first two years were discussed previously [1]. The most recent set of results andconclusions are presented here, along with further discussion and lessons learned regarding itsimplementation. A key component of the latest phase of the study is the transition of the controlinstructor to the new method. For this instructor this paper includes a control / methodcomparison of student

Conference Session

Alternative Methods of Teaching and Learning Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jillian Schmidt, Missouri University of Science and Technology; Nicolas Ali Libre, Missouri University of Science and Technology

Tagged Divisions

Mechanics

, followed by reflection upon whatthey have done. Bonwell and Eison [1] stated “that in active learning, students participate in theprocess and students participate when they are doing something besides passively listening." Thegoal of active learning activities is to actively involve students in the teaching and learningprocess in order to increase student engagement, performance, and retention [2].Despite the considerable published research in the literature [3-6] showing the advantage ofactive learning approaches in STEM and engineering education and its impact on increasingstudents performance, many instructors still do not implement active learning in their teachingcurriculum. The time required to design, implement and revise an active learning

Conference Session

Concept Inventories in Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ann Reimers, University of Virginia; Stefen Beeler-Duden, University of Virginia

Tagged Divisions

Mechanics

Engineering Education, 2020 Modification of a Physics Rotational Kinematics Concept Inventory for use with Engineering Dynamics StudentsBackgroundConcept inventories are valuable tools for understanding the deeply held scientificmisconceptions that can undermine a student’s ability to succeed in their studies [1]. Althoughinventories have been developed specifically for engineering classes [1, 2], a solid grasp ofrelevant physics concepts is also key to success in engineering mechanics classes. As studentsmove from statics onto dynamics, persistent misconceptions in rotational kinematics can becomeserious learning barriers. The use of a rotational kinematics concept inventory at the start of adynamics class can inform

Conference Session

Assessment Strategies in Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Geoffrey Recktenwald, Michigan State University; Michele J. Grimm, Michigan State University; Ron Averill, Michigan State University; Sara Roccabianca, Michigan State University

Tagged Topics

Diversity

Tagged Divisions

Mechanics

negatively affected by the introduction of the SMARTmethod, with both groups earning slightly higher grades than their male, non-underrepresentedpeers. However, female students who also were a member of an underrepresented racial orethnic minority did earn statistically lower grades than their peers. Though from a very smallgroup of students (n = 14), this result demonstrates a need for additional research andinterventions.BackgroundThe SMART pedagogical method was developed at Michigan State University in 2016 [1]. Theacronym SMART stands for Supported Mastery Assessment using Repeated Testing. The goalof the SMART method is to address concerning trends in student understanding and performancein STEM courses, especially those that focus on problem

Conference Session

Making Mechanics Courses Fun and More Effective

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eric Davishahl, Whatcom Community College; Todd Haskell, Western Washington University; Lee W. Singleton, Whatcom Community College

Tagged Divisions

Mechanics

’ explanations indicates that most studentsengage in the conceptual reasoning we encourage, though reasoning errors are common.Analysis of final exam work and comparison to an earlier term in which we used a moreconventional approach indicate a majority of students incorporate conceptual reasoning practiceinto their approach to free-body diagrams. This does not come at the expense of problem-solvingaccuracy. Student feedback on the activities is overwhelmingly positive.IntroductionThe process of analyzing a “real-world” system and drawing a free-body diagram is consideredone of the most important skills in an engineering statics course, but student mastery rates areoften low [1]. Most engineering students gain their first exposure to free-body diagrams

Conference Session

Teaching Statics: What and How?

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Vimal Kumar Viswanathan, San Jose State University; Josh Taylor Hurt; Tracy Anne Hammond, Texas A&M University; Benjamin W. Caldwell, LeTourneau University; Kimberly Grau Talley P.E., Texas State University; Julie S. Linsey, Georgia Institute of Technology

Tagged Divisions

Mechanics

used to measure the improvements in the conceptual understanding of the students.The results show that students who solve their homework using Mechanix outperform their peerswho do not in one school, whereas the results are similar across the two groups in the secondschool. The evaluation of the concept inventories shows that the students who used Mechanix hasthe same level of improvement in their conceptual knowledge compared to the control group.Keywords: FBD, sketch, statics, dynamics, engineering education.Introduction & BackgroundIn engineering education, feedback on a student’s work plays a vital role as shown by existingliterature [1-5]. It can promote knowledge acquisition and motivate new learning [6, 7].Formative feedback can

Conference Session

Grading and Feedback Models in Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrew Dongjin Kim, Georgia State University

Tagged Divisions

Mechanics

tedious. Considering that human beings makemistakes under various circumstances; instructors commonly offer partial scores for minorerrors. However, in general, no standard grading rubric for such failures exists. Even with highlyprescriptive rubrics, still grading depends on each instructor as well as each question’s level ofdifficulty and complexity [1] [2] [3] [4] [5].While the author was using the classic open-ended questions, there were appeals and ‘begging’for further partial scores (even after a detailed explanation on how the grading was made) asstudents considered there was a room for instructor’s subjective factor. In fact, the authorexperienced a dramatic grade difference (standard deviations 29.8% and 53%) between twosections taught

Conference Session

Learning Mechanics Through Experimentation

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kathleen Bieryla, University of Portland; Nikolene A. Schulz P.E., University of Portland; Rebecca D. Levison, University of Portland; Heather Dillon, University of Portland

Tagged Divisions

Mechanics

ofstatics will implement the pendulum activity.IntroductionStatics is a challenging course for students. Often the first engineering course they encounter, thecourse material includes challenging mathematics and concepts. Engineering educators havebeen working to understand and refine the methods used to teach statics for many years [1-6]. Asampling of various pedagogical elements used in statics in the engineering education literatureis shown in Table 1.Table 1. Summary of statics focused engineering education methods from the literature. Pedagogical Author Year Statics Focus Area Elements Newberry [1] 2008 Experiment

Conference Session

Grading and Feedback Models in Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Charles S. White, Norwich University

Tagged Divisions

Mechanics

students for working through the problems, even using solutionmanuals was measureable although not statistically significant compared to those who justcopied down the solutions in a rote manner. From this it is inferred that there is benefit incopying out the solutions to worked examples. Implications for this approach are discussed andverification testing is proposed.BackgroundIn recent years there has been significant effort at reexamining the traditional approach to thefoundational courses in the STEM curriculum. For a course, like Statics, there has been apressing need to reform teaching methods and many studies have been undertaken to developnew approaches [1]-[8], [13]. In [1] a set of detailed references are given covering some of thesenew

Conference Session

Learning Mechanics Through Experimentation

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Mechanics

been necessary in the experience ofthe authors (but might be considered if ordering in the summer months).Before cutting the material, it is helpful to lay out a cutting plan based on the number and type ofspecimens desired. This is especially true if fiber orientations other than 0° and 90° layers are tobe used, as there will necessarily be some scrap material created. The tensile testing machine atEast Carolina University has 1-inch-wide grips, and ¾-inch-wide by 8-inch-long tensilespecimens of different fiber orientations were planned. In Figure 1, a plan for a single yard ofmaterial is shown (the fibers run from left to right). Each of the squares is 8 inches per side.From this yard of material, the following specimens can be constructed

Conference Session

Alternative Methods of Teaching and Learning Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eleazar Marquez, Rice University; Samuel Garcia Jr., Texas State University

Tagged Divisions

Mechanics

procedures, deciphering what equations to utilize to completetheir analyzes, and completing the report. As such, the authors structured the new manual intothree, step-by-step segments to improve the efficacy of the lab and decrease the amount of timespent in a one-hour credited lab: (1) Objective, (2) What to Include in Lab Report, and (3)Procedures and Calculation. The improved manual also included incorporating technical analysesthat were related to the strength of materials course. As such, a survey was conducted with a cohortof 43 students to gauge responses and further understand their perspectives regarding the modifiedlab manual. Results indicate that the sections of the improved manual were clear and easy tofollow, made an excellent job

Conference Session

Mechanics Division Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Raghu Echempati, Kettering University

Tagged Divisions

Mechanics

examinations. When once acommon syllabus has been agreed up on, identifying the course learning objectives(CLOs or SLOs) has become an easier task. The goal was to have these CLOs simple andless in number. The following CLOs have been identified for this course along with theMechanical Engineering Program Outcomes (ME POs) and weightage. Notice that thetotal weightage of the ME POs under each CLO adds up to 100%. Finally, certain POsare common for each CLO, thus satisfying those outcomes to a great extent.Course Learning Objectives:Objective 1: Apply the principles of Statics to determine the forces and moments on load carrying members. [ME POs a (35%), c (30%), e (30%), and i (5%)]Objective 2: Analyze the stresses in load carrying members

Conference Session

Innovative Teaching Techniques in Mechanics

Collection

2007 Annual Conference & Exposition

Authors

Rick Williams, East Carolina University; William Howard, East Carolina University

Tagged Divisions

Mechanics

materials is $500).In addition, we present the details of five experiments that can be performed utilizing the device.For each experiment, we provide the objective, procedure, and recommended data analysis. Thefive experiments are: 1) Particle Equilibrium: Tension Components in Cables of IndependentLengths; 2) Particle Equilibrium: Tension Components in Cables of Equal Lengths; 3) ParticleEquilibrium: Equilibrium Position of a Pulley System; 4) Rigid Body Equilibrium: Tension ina Cable; and 5) Friction: Friction Force as a Function of Contact Angle. Each experiment canbe compared to a theoretical analysis with good agreement, providing the student with a hands-on experience to advance the student’s understanding of these

Conference Session

Innovative Teaching Techniques in Mechanics

Collection

2007 Annual Conference & Exposition

Authors

Rungun Nathan, Villanova University

Tagged Divisions

Mechanics

needs of a varied student population in any given classroom.Introduction"Three principles from brain research: emotional safety, appropriate challenges, and selfconstructed meaning suggest that a one-size-fits-all approach to classroom instruction isineffective for most students and harmful to some." 1 Still classroom teaching/instructionat most colleges and universities is carried out with the one-size-fits-all approach. Whilemost school districts in the United States of America implement DI in their publicschools that will address students with diverse needs, abilities, strengths, experiences andinterests in order to best support their learning, most colleges do not adopt this technique.So what is differentiated instruction? According to

Conference Session

Improving Mechanics Courses

Collection

2007 Annual Conference & Exposition

Authors

Madhukar Vable, Michigan Technological University; William Kennedy, Michigan Technological University

Tagged Divisions

Mechanics

that will be used in the devel-opment of ‘MOM in Action’ modules are those that educational research and neuroscience con-siders important in the learning and the retention of concepts.The two modules discussed below are attached at the end of this paper.4. 1 Module 1: Stress and Sumatra tsunamisIn the introductory mechanics of materials course, the concept of normal and shear stress areintroduced. Having seen some numerical examples in class and their textbooks, the student wouldhave a rudimentary concept of stress. At this stage, module 1, which describes the tsunami thathad a devastating effect on South Asia could be introduced.The first paragraph of module 1 describes the event, nature’s awesome power that is unleashed inan earthquake and

Conference Session

What's New in Dynamics?

Collection

2007 Annual Conference & Exposition

Authors

L. Glenn Kraige, Virginia Tech; Imran Akhtar, Virginia Tech; Saurabh Bisht, Virginia Tech

Tagged Divisions

Mechanics

Tech. He served as the Visual Basic programmer for the three vibrations modules presented in this paper. Page 12.244.1© American Society for Engineering Education, 2007 Animation Software for Upper-Level Dynamics and Vibrations CoursesAbstractFour software modules for upper-undergraduate/first-graduate-level dynamics and vibrationscourses are presented. The modules treat (1) single-degree-of-freedom spring-mass-dampersystems, (2) up to three-degree-of-freedom systems, (3) transverse vibration of uniform beams,and (4) three-dimensional rigid-body attitude dynamics. The first three modules use the VisualBasic platform and have been

Conference Session

Innovative Mechanics Education Programs and Projects

Collection

2007 Annual Conference & Exposition

Authors

William Howard, East Carolina University; Rick Williams, East Carolina University

Tagged Divisions

Mechanics

factorof safety they felt comfortable in specifying, and a discussion on the trade-offs between risk andcost and the role of design codes followed. Page 12.230.2Summer Ventures ProgramSummer Ventures in Science and Mathematics is a state-wide program of the University ofNorth Carolina System.1 Rising high school juniors and seniors are eligible to apply for theprogram, and participants are selected based on academic ability, motivation to study math andscience topics, and emotional maturity. Students spend four weeks in residence at one of sixparticipating UNC campuses. During the first three weeks, students work in three subject areas,chosen from

Conference Session

Mechanics Division Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Wayne Johnson, Armstrong Atlantic State University; Priya Goeser, Armstrong Atlantic State University

Tagged Divisions

Mechanics

,these problems were modified to utilize computational modeling techniques and presented asprojects to the students in the Computational Modeling course. The students worked in groupsof two on these projects. Page 12.957.4The first problem was taken from the Statics course textbook8. Based on Figure 1, the studentsdeveloped a MATLAB program to study the variation in M0 due to T=120 lbs as the position ofpoint B varies from (0,0,0) to (0,14,0). Figure 2 shows a plot of the variation in the x, y and zcomponents of M0 vs. the y-coordinate of point B. Figure 1. Variation of moment problem taken from Meriam and Kraige8

Conference Session

Anything New in Dynamics?

Collection

2008 Annual Conference & Exposition

Authors

Thomas Nordenholz, California Maritime Academy

Tagged Divisions

Mechanics

this laboratory experience,with a discussion of intended learning objectives, an assessment of whether they are beingachieved (based on surveys), and suggestions for improvement, will be included.The paper will conclude with some suggestions for additional rigid body motion experimentsusing this general method of motion measurement.I. IntroductionEngineering educators have identified several learning objectives to be achieved in engineeringlaboratory courses, including (but not limited to) the development of the following abilities(quoted from 1): Page 13.1054.21. (Instrumentation) The ability to apply appropriate sensors, instrumentation

Conference Session

Useful Teaching Techniques in Mechanics

Collection

2008 Annual Conference & Exposition

Authors

Benson Tongue, University of California-Berkeley

Tagged Divisions

Mechanics

ratio becomes “large,” an argument can be madethat the class can be super-sized, that is, made “huge,” with no real loss. The contentionis that 50 to 1 and 200 to 1 are equally non-involving for the students and so why not gobigger?If no thought is given to the problem, the result can be a process in which the studentdoes indeed feel cut off from the process of learning, a passive observer of a self-containedperformance. If the lecture is viewed as simply one man or woman standing in front of asea of faces and presenting “the facts,” then the endeavor certainly becomes dubious as anexample of a rich learning experience. In such a case is there much difference between thisform of “live” lecture and a pre-recorded lecture shown on a screen or