Conference Session

New Teaching Methods in Mechanics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Paul S. Steif, Carnegie Mellon University; Anna Dollar, Miami University

Tagged Divisions

Mechanics

Paper ID #9239Engagement in Interactive Web-based Courseware as part of a Lecture basedCourse and the Relation to Student PerformanceDr. Paul S. Steif, Carnegie Mellon UniversityDr. Anna Dollar, Miami University Page 24.485.1 c American Society for Engineering Education, 2014 STUDENT USE OF OPTIONAL ONLINE COURSEWARE RESOURCES: FACTORS THAT AFFECT STUDENT SELF-REGULATION OF THEIR LEARNINGIntroductionIncreasingly, learning resources beyond the textbook and instructor’s lectures and office

Conference Session

Teaching Statics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Paul S. Steif, Carnegie Mellon University; Levent Burak Kara, Carnegie Mellon University; Luoting Fu

Tagged Divisions

Mechanics

Paper ID #8509Development of a cognitive tutor for learning truss analysisDr. Paul S. Steif, Carnegie Mellon University Paul S. Steif is a Professor of Mechanical Engineering at Carnegie Mellon University. He received a Sc.B. in engineering from Brown University (1979) and M.S. (1980) and Ph.D. (1982) degrees from Harvard University in applied mechanics. He has been active as a teacher and researcher in the field of engineering education and mechanics. His research has focused on student learning of mechanics concepts and devel- oping new course materials and classroom approaches. Drawing upon methods of cognitive and

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

topic of free-body diagrams (Week 4 and Week 5), and (4) in-class individual and pair work on creating free body diagrams (Week 4).Our primary research focus is to investigate under what conditions (e.g., student background andinterests, prior experience, course content) do variation in the substance and style of web-basedexercises during the introductory course in mechanics impact student self-efficacy andachievement? Is there variability among our observed variables? Furthermore, can we removeredundancy or duplication from our set of correlated variables? Thus we used Factor Analysis topotentially identify latent independent variable(s) associated with the Self-Efficacy Confidenceand Difficulty measures in Figure 4. We will explore how

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

presented in this paper are those of theauthors and do not necessarily represent those of the NSF.References[1] Lovell, M. D., Brophy, S. P., and Li, S. (2013). “Challenge-Based Instruction for a Civil Engineering DynamicsCourse,” Proceedings, 2013 ASEE Annual Conference and Exposition, Atlanta, June 23-26, 2013.[2] CTGV, Cognition and Technology Group at Vanderbilt (1997). The Jasper project: Lessons in curriculum, Page 24.1273.10instruction, assessment, and professional development, Mahwah, NJ, Erlbaum[3] R. J. Roselli and S. P. Brophy, “Effectiveness of challenge-based instruction in biomechanics,” J. Eng. Educ.,vol. 93, no. 4, pp

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

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

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

Case D Misconception(s) 1 Same Mass B Same Mass A Inertia has no effect/Inertia is only effect 2 Mass B Mass B Same Mass A Inertia is all that matters 3 Mass B Mass B Mass A Mass A Unclear 4 Mass B Mass B Same Mass A Inertia is all the matters 5 Mass B Mass B Same Mass A Fails to see the blocks as a system Page 24.407.9Discussion, Conclusions and On-Going WorkIt is evident that the Mass-Pulley IBLA is successful at making clear the concept thatacceleration of

Conference Session

New Teaching Pedagogies: Methods and Assessments

Collection

2014 ASEE Annual Conference & Exposition

Authors

Benjamin W. Caldwell, LeTourneau University; Colleen M. Halupa, LeTourneau University

Tagged Divisions

Mechanical Engineering, Mechanics

2005, the number of awarded engineering degrees that includedonline components had not significantly increased. They noted a distinct misconception thatonline education in engineering has to be self-paced without clear instructor guidance and littlecollaboration. With the technology available today, that is not the case. The authors also notedno significant differences have been found between online and on-campus students from 1992-2002 as reported by Moore in 2002 in the Journal of Asynchronous Learning Networks. Bourneet al.’s key point is the pedagogy must be examined and evaluated. If this is done properly, thenonline engineering education is possible because the addition of synchronous time in a coursepermits nearly the same level of

Conference Session

New Teaching Methods in Mechanics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Daniel Takashi Kawano, Rose-Hulman Institute of Technology; Benson H. Tongue, University of California, Berkeley

Tagged Divisions

Mechanics

(g = 32.2 ft/s, etc.) made the material a lot more informative and easier to grasp … The use of different colors is great, but should be limited to around 2 to 3 or 4. Any more than that and it may seem to jumbled and could be harder for the student to grasp the concept fully.” • “Given that the narrator goes over the problem statement and addresses each aspect of the problem in turn (e.g. assumptions, given, goal, and etc.), it helped that he color-coded each term based on its category.”What we take away from these comments is that while one student said a systematic approach tocolor usage may not be necessary, others claim that the video content could be improved byutilizing some consistent approach, e.g

Conference Session

Teaching Dynamics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Paul Morrow Nissenson, California State Polytechnic University, Pomona; Jaehoon Seong, California State Polytechnic University, Pomona; Chuan-Chiang Chen, California State Polytechnic University, Pomona; Peter A. Dashner, California State Polytechnic University, Pomona; Angela C. Shih, California State Polytechnic University, Pomona

Tagged Divisions

Mechanics

tutorials at least once received lower overall grades in the course than those who didwatch all the video tutorials at least once.It is possible that the video tutorials could be used in a more effective manner to increase studentperformance. Further work should be conducted on the best way to use the videos to enhanceexisting Vector Dynamics courses. In the meantime, the videos have been uploaded to theauthors’ department’s YouTube channel to so that instructors across the world can access to thecontent.45. AcknowledgmentsThe development of the video tutorials and simulations was funded by Cal Poly Pomona’sGraduation Initiative Program.6. References1. A. Kaw and S. Garapati. Development of Digital Audiovisual Lectures for an Engineering Course: A

Conference Session

New Teaching Pedagogies: Methods and Assessments

Collection

2014 ASEE Annual Conference & Exposition

Authors

Matthew Cavalli, University of North Dakota; Jeremiah J. Neubert, University of North Dakota; Dustin McNally, University of North Dakota; Debbie Jacklitch-Kuiken

Tagged Divisions

Mechanical Engineering, Mechanics

, J. L. and M. A. Verleger (2013). The Flipped Classroom: A Survey of the Research. ASEE Annual Conference and Exposition, Atlanta, GA, ASEE. 3. Lage, M. J., G. J. Platt, et al. (2000). "Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment." Journal of Economic Education 31(1): 30-43. 4. Hamdan, N., P. McKnight, et al. (2013). A Review of Flipped Learning, Flipped Learning Network. 5. Swartz, B., S. B. Velegol, et al. (2013). Three Approaches to Flipping CE Courses: Faculty Perspectives and Suggestions. ASEE Annual Conference and Exposition, Atlanta, GA, ASEE. 6. Rockland, R., L. Hirsch, et al. (2013). Learning Outside the Classroom - Flipping an Undergraduate Circuits Analysis

Conference Session

Teaching Statics

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Mechanics

back, mastery is good wayto learn statics 6% 6% 26% 38% 23%Open Ended QuestionsThe survey involved three open-ended questions. These questions were administered to both thecurrent and previous students. The first question asks the participants to identify what they likeor dislike about the mastery learning method. The second question asks the participants to Page 24.887.10recommend any change(s) to the current version of the method. The last question asks theparticipants if the mastery learning method had any

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

provide numerically accurate results and there are undoubtedly certain shaftgeometries and loadings that might be more amenable to one method or the other. Somemethods were appropriate for the classroom such as the graphical methods when drafting wasstill taught, but they are more difficult to use today.The method presented here is based on the work of Professor F.D. Ju as presented in his 1971article “On the Constraints for Castigliano’s Theorem” [7] and the notes of one of the authors asa student in Professor Ju’s class in the mid 1980's. In his article Professor Ju provides twoextensions to the application of Castigliano’s theorem. First, it is shown how to incorporateconstraints in the form of the equations of equilibrium (e.g., ΣF=0 and ΣM=0

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

Learning, 44: 52–59, 2012. [2] S. Brownell and K. Tanner. Barriers to faculty pedagogical change: Lack of training, time, incentives, and tensions with professional identity. CBE-Life Sciences Education, 11:339–346, 2012. [3] C. R. Graham. Blended learning systems: Definition, current trends, and future directions. In C. J. Page 24.1148.11 Bonk and C. R. Graham, editors, The Handbook of Blended Learning, chapter 1, pages 3–21. Pfeiffer, San Franciso, CA, 2006. [4] E. Hargittai. Digital na(t)ives? Variation in internet skills and uses among members of the “net generation”. Sociological Inquiry, 80(1):92–113, 2010. [5] E

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

Swithenbank, S. B., and DeNucci, T. W.AbstractA flipped classroom approach was applied to a select number of topics in a sophomore levelundergraduate Newtonian dynamics course. Although the theory and benefits of the flippedclassroom model are discussed, the primary focus of this paper is to present the approach and thepractical implementation of using this model. Advantages, such as student retention and reducedfaculty tutoring, are discussed, as well as disadvantages, such as the investment of time neededfor making the videos and the amount of time needed to learn the software. Lastly, best practicesand lessons from the experience are shared.Background and TheoryIn recent years the concept of the flipped classroom has gained popularity and has been

Conference Session

Teaching Mechanics of Materials

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christopher Papadopoulos, University of Puerto Rico, Mayagüez ; Aidsa I. Santiago-Román, University of Puerto Rico, Mayagüez ; Genock Portela-Gauthier, University of Puerto Rico, Mayagüez

Tagged Divisions

Mechanics

Learning”, Journal of Engineering Education, Vol. 94, No. 1, January 2005. 2. MacNamara, S. “Trans-Disciplinary Design Teaching for Civil Engineers and Architects: Lessons Learned and Future Plans”. Proceedings of the ASEE Conference and Exposition, Vancouver, BC, 2011. 3. C. Papadopoulos, A. Santiago Román, G. Portela Gauthier, R. Marín Ramírez, P. Pacheco Roldán. “NSF Poster: Leveraging Simulation Tools to Deliver Ill-Structured Problems: Enhancing Student Problem- Solving Ability in Statics and Mechanics of Materials”. Proceedings of the ASEE Annual Conference and Exposition, San Antonio, TX, June, 2012. 4. J. Papadopoulos, C. Papadopoulos, and V. Prantil. “A Philosophy

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

. Krousgrill HigherEd 2.0: Web 2.0 in Higher Education, in Interactive Multimedia, I. Dellyannis, Editor. 2012, Rijeka, Croatia: InTech.[16] Halic, O., Lee, D., Paulus, T., and M. Spence, To Blog or Not to Blog: Student Perceptions of Blog Effectiveness for Learning in a College-Level Course. The Internet and Higher Education, 2010. 13(4): p. 206- 213.[17] Huang, T.-C., Huang, Y.-M., and F.-Y. Yu, Cooperative Weblog Learning in Higher Education: Its Facilitating: Effects on Social Interaction, Time Lag, and Cognitive Load. Educational Technology and Society, 2011. 14(1): p. 95-106.[18] Kerawalla, L., Minocha, S., Kirkup, G., and G. Conole, An Empirically Grounded Framework to Guide Blogging in Higher Education. Journal of Computer Assisted

Conference Session

Teaching Statics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Orval Powell, USAF Academy; Michael Richards, U.S. Air Force Academy; Daniel D. Jensen, U.S. Air Force Academy; Nicholas Matthew Brown, United States Air Force Academy

Tagged Divisions

Mechanics

,n3, July, 2002.[3] Gannod, G. C., Burge, J. E., Helmick, M. T., “Using the inverted classroom to teach software engineering”,Proceedings of the 30th International Conference on Software Engineering, May 10-18, 2008, pp. 777-786.[4] Hegarty, M. “Dynamic visualizations and learning: getting to the difficult questions” Learning and Instruction14, pp. 343-351, 2004.[5] Flori, R. E., Koen, M. A. and Oglesby, D. B. (1996), Basic Engineering Software for Teaching (“BEST”)Dynamics, Journal of Engineering Education, 85: 61–68. doi: 10.1002/j.2168-9830.1996.tb00209.x[6] Brophy, S. P., Walker, G. D., “Case study of the pedagogical impact of tablet PC’s as a presentation medium inlarge-scale engineering classrooms”, Proc. ASEE 2005.[7] Prince, M. "Does