Conference Session

Innovations in Teaching: Statics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sheryl A. Sorby, Michigan Technological University; Carl R. Vilmann P.E., Michigan Technological University

Tagged Divisions

Mechanics

class. The ability to schedule appointments with the instructor alongwith twelve set office hours per week was made available if students requiredadditional time or a more personal environment. Ninety minutes was allotted forthe completion of each exam. These exams were composed with a sixty minutecompletion time in mind to remove time pressure felt by students. No more thanthree students remained at the end of any midterm exam.AssessmentTo assess the efficacy of the online course, three techniques were employed: 1)student gain scores on the statics concept inventory were compared between theonline and recitation sections, 2) student performance on common exam items werecompared across the two groups, and 3) students in the online section were

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

conceptual and reasoning difficulties that often prevent studentsfrom developing a functional understanding of many of the topics taught in these courses. 4 Thereis evidence that instructional materials that take into account such difficulties and foster activelearning are more likely to improve student learning. 5About five years ago we began a program at Hamburg University of Technology (TUHH) to adaptthe approach to engineering education in Germany. The program follows a three-step process thatconsists of (1) identifying student difficulties, (2) designing instructional materials to addressthese difficulties, and (3) using assessment data to test the effectiveness of the materials. Ourfocus has been on the three introductory courses in mechanics

Conference Session

Teaching Mechanics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Dean Q. Lewis, Penn State Erie, The Behrend College; Mary Lynn Brannon, Pennsylvania State University, University Park

Tagged Divisions

Mechanics

interested in this paper. Page 22.963.2IntroductionOne goal of engineering education is to produce world-class engineers who use their technicaland professional skills to innovatively solve problems in the world around them. “U.S. engineersmust become global engineers. They will have to know how to replenish their knowledge byself-motivated, self-initiated learning.”1 In order to achieve this goal, students need to be givenopportunities to address and develop the desired attributes of world-class engineers includingbeing aware of the world, innovative, and effective in teams. To do this more effectively,students can be given multiple experiences

Conference Session

Teaching Statics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jeffrey L. Newcomer, Western Washington University

Tagged Divisions

Mechanics

directly compared one exam problem to one self-assessment survey question.1 Thiswork showed some correlation between student self-assessments and objective performance, butsmall effects, implying that self-assessments are neither good predictors of performance nor jus-tified for use in summative evaluation. Another student in a first-year course by Collura and Da-niels looked at aggregate skills in spreadsheet usage and basic programming by comparing stu-dents’ self-assessments to instructor assessments for the same areas.2 The findings of this study Page 22.974.2were consistent with the previous one: there are some correlations, but the effects

Conference Session

Teaching Mechanics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Joseph J. Rencis, University of Arkansas; Hartley T. Grandin Jr, Worcester Polytechnic Institute

Tagged Divisions

Mechanics

,  formulation of the necessary governing equations in symbolic form, with no algebraic manipulation to isolate unknowns,  matching the number of unknowns with the number of independent equations and  entering the known numerical data and solving for the unknown variables. Page 22.987.3 For the general problem involving deformation, we use a non-traditional structured problemsolving format that contains eight analysis steps.10 The students are required to follow the stepslisted below for every in-class problem, homework problem, and quiz problem they solve,including the proposed design project. 1. Model. The success of any analysis

Conference Session

Teaching Mechanics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ing-Chang Jong, University of Arkansas; William T. Springer, University of Arkansas

Tagged Divisions

Mechanics

formulas with the method of superposition regarding (a) theirmethodology and pedagogy, (b) the availability of a one-page excerpt from the method of modelformulas, (c) the availability of a one-page collection of deflection formulas of selected beamsfor the method of superposition, and (d ) assessment of their effectiveness in solving problems ofreactions and deflections of beams in several identical given problems.I. IntroductionBeams are longitudinal members subjected to transverse loads. Students usually first learn thedesign of beams for strength. Then they learn the determination of deflections of beams under avariety of loads. Methods used in determining statically indeterminate reactions and deflectionsof elastic beams include: 2 - 1 3

Conference Session

Teaching Mechanics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jennifer Kadlowec, Rowan University; Andrew D. Rosenthal, Rowan University; Patrick C. Leung, Rowan University, Undergraduate Student; Alexander Vincent Redfield, Rowan University

Tagged Divisions

Mechanics

mechanics. The proposed clinical question- “what is the clinical significance of fracture comminution and post-operative cortical contact?”– clearly relies on concepts from mechanics of materials and allowed for the opportunity ofreinforcement and application of these concepts for the students.In a continuous effort of educational improvement, faculty evaluate projects using ABET a-kobjectives[1], rating the project on a 1-5 scale for meeting the objectives as stated in thedepartment goals and providing supporting evidence. The evidence for achieving the outcomesoccurs in many forms such as weekly team meetings, work by students as witnessed by facultyon aspects of the project (i.e. lab machine training or assisting/reviewing calculations inproblem

Conference Session

Teaching Dynamics

Collection

2011 ASEE Annual Conference & Exposition

Authors

David R. Mikesell, Ohio Northern University; John-David S. Yoder, Ohio Northern University

Tagged Divisions

Mechanics

CAD drawings of all manufactured parts required for thedesign, calculations supporting the key parameters for the chosen design, as well as othervelocity and acceleration plots which may be applicable to a given project. Students are alsogiven the option of constructing a physical prototype of their design for extra credit. Eachprototype is evaluated for functionality and compliance with design criteria.MotivationDynamics is a difficult subject, assert Jolley et al.1 in discussing their own Lego®-based designproject. It brings together many concepts from math and physics that students have previouslyseen often only in isolation. Further complicating the subject, many of the results and conceptsof Dynamics are non-intuitive. These authors

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

highwaysign structure under combined loading.Overarching problems are used in two ways within these courses. First, they are used as anintroductory context slide at the beginning of each lecture. This facilitates tying the lecture toreal world applications and previous and future lectures. Each overarching problem is solved bystudents in a step-by-step fashion in a 2-1/2 hour recitation period, in which students workthrough individual mechanics steps in a structured fashion with assistance from instructors asnecessary.Overarching problems have many potential pedagogical benefits, including presenting “real”engineering problems early in the curriculum, providing the context for simple “tool-like”mechanics concepts, and illustrating the

Conference Session

Innovations in Teaching: Mechanics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Renee K. Petersen, Washington State University, Department of Civil and Environmental Engineering; Denny C. Davis, Washington State University

Tagged Divisions

Mechanics

relationships of interest, the number ofstudents in the test section to do so was half the number of students in the control section. Inaddition, most of students in both the test section and the control section had difficultyappropriately synthesizing the various concepts applicable to the final materials test.Confounding factors that may have contributed to these results are discussed. In addition,suggestions are presented to guide further study of how activities can be better used to integrateunderstanding of concepts.IntroductionBackgroundCompartmentalization often hinders students from seeing the interrelationship among varioussubjects they are studying.1 In Mechanics of Materials, where many topics are presented duringthe course of the semester

Conference Session

Teaching Statics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cliff J. Lissenden, Pennsylvania State University, University Park; Christine B. Masters, Pennsylvania State University, University Park; Samia A. Suliman, Pennsylvania State University, University Park; Roxanne Toto, Pennsylvania State University, University Park

Tagged Divisions

Mechanics

), and translate these ideasinto tools that support effective instructional practices. Ongoing work in Statics [1] is aimed atimproving student analytical problem solving skills. Predicated on a model that integratesliterature on problem solving, representational transformation, and prior knowledge; this firstphase identified where students encountered difficulties in the problem solving process.Continued work [2] in Statics, and parallel work, involves the use of Tablet PC developed videosto support student learning. Feedback from these efforts informed the design of the video modulepresented herein.The objective of this paper is to encourage instructors of statics and strength of materials atinstitutions around the country – and the world – to

Conference Session

Innovations in Teaching: Mechanics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jeffery S. Thomas, Missouri University of Science & Technology; Richard H. Hall, Missouri University of Science & Technology; Timothy A. Philpot, Missouri University of Science & Technology; Douglas R. Carroll, Missouri University of Science & Technology

Tagged Divisions

Mechanics

Missouri Universityof Science and Technology experienced a dramatic increase in teaching load starting inapproximately 2006 due to increasing enrollments and decreasing funding. Figure 1 shows thenumber of lecture students taught and laboratory students supervised by a single instructor overthe past ten years. Included are enrollments for all of the instructor’s courses and not just theintroductory mechanics courses. To cope with this increasing workload, mechanics of materialsinstructors began experimenting with that course’s exam format in 2006 and its presentationformat in 2008. Page 22.1446.2 Figure 1. Changes in teaching load

Conference Session

Innovations in Teaching: Mechanics

Collection

2011 ASEE Annual Conference & Exposition

Authors

C.J. Egelhoff, U.S. Coast Guard Academy; K.L. Burns, U.S. Coast Guard Academy

Tagged Divisions

Mechanics

learning and the use of concept maps for teaching. We provide our“common concept map,” we detail several ways in which we’ve used the heuristic, and finallydescribe preliminary results assessing its efficacy.Index Terms – Concept Map, Heuristic, Mechanics of Materials, Mind Map, Solid Mechanics,Strength of Materials, Undergraduate Mechanics.Introduction Mechanics of Materials is widely considered “difficult” by students. Many educators overthe past two decades have attempted to improve Mechanics of Materials learning throughendeavors such as the following: (a) development of physical demonstration models or video forclassroom use,1-2 (b) development of computer programs to assist, encourage and facilitateindependent learning by students,3-7 (c

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

potential of the available tools throughout all of the formative phases of thecurriculum. Based on evidence from experience, we advocate for a new, consistent approach ofearly and continued exposure to FEA, beginning with the freshmen year, and continuing withsubsequent mechanics courses, in which students can learn and interpret results of FEA, withoutrequiring deep instruction in the underlying FE theory. We further argue that this concurrentFEA usage will improve students‟ understanding of mechanics theory and practice. We hope thatthis paper may provide a foundation and justification for considering the use of professionalsoftware in engineering education.1. IntroductionProfessional quality software for Finite Element Analysis is now routinely

Conference Session

Innovations in Teaching: Mechanics

Collection

2011 ASEE Annual Conference & Exposition

Authors

David B. Lanning, Embry-Riddle Aeronautical University

Tagged Divisions

Mechanics

the sample Page 22.88.3skills are: a) Calculate the reactions at the supports of a simply-supported beam with arbitrary loading. b) Calculate the location of a centroid in a composite area. c) Calculate the area moment of inertia with respect to the centroid of a composite area. d) Predict the shape of shear force diagrams for a given loading on a beam. e) Predict the shape of a moment diagram for a given shear force diagram.Figure 1 shows a question from the practice test. This question corresponds to one of thespecific skills given in the list immediately above. Which of the following diagrams best shows the

Conference Session

Teaching Dynamics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kristi J. Shryock, Texas A&M University; Arun R. Srinivasa, Texas A&M University, Department of Mechanical Engineering; Jefferey E. Froyd, Texas A&M University

Tagged Divisions

Mechanics

latter courses is directly correlated to success in statics.”1) Analysis of Exam and Homework Problems in Statics and Dynamics CourseTo answer the first two questions for a sophomore engineering course in statics and dynamics ata large public university, the authors asked engineering faculty members who teach the coursefor problems they felt illustrated the prerequisite mathematics and physics mechanics knowledgeand skills students should have mastered when they entered the course. The authors felt thiswould be more informative than asking for a long list of expectations as faculty could havemisconceptions regarding what skills they think students should be able to do and what isactually needed in their course. While the faculty members provided

Conference Session

Teaching Dynamics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Josue Njock-Libii, Indiana University Purdue University, Fort Wayne

Tagged Divisions

Mechanics

these two requirements arenecessary. It is shown that increasing the height from which a basketball is dropped decreases itsrebound height relative to the original drop height but that increasing the internal pressure of abasketball increases its rebound height and, hence, compensates for the effects of increasing thedrop height. Therefore, it is possible to achieve the same rebound height with a given ball byusing various combinations of the internal pressure and the drop height. Accordingly, specifyingthe height from which a basketball is dropped during a ball-drop test and its internal pressureduring the subsequent fall is essential in order to interpret the quality of the bounces of differentbasketballs accurately and without ambiguity.1

Conference Session

Innovations in Teaching: Statics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Christine Valle, Georgia Institute of Technology; Sue Rosser, San Francisco State University; Janet H Murray, Georgia Tech; Wendy C. Newstetter, Georgia Institute of Technology; John D. Leonard II, Georgia Institute of Technology; Laurence J. Jacobs, Georgia Institute of Technology

Tagged Divisions

Mechanics

3D is an important part ofstatics, and many students struggle with it. We would like to present our software and discusssome of the issues we encountered while developing its 3D module.IntroductionIt has long been known that women and URMs (under-represented minorities) tend to avoidengineering as a major, resulting in a severe and detrimental lack of diversity in the populationsof both student and professional engineers. The main reasons for this are: a technical experiencegap relative to their white male peers 1; lower self-confidence than their white male peers 2; poorquality of classroom experience that leaves them feeling isolated, unsupported and discouraged 3;not perceiving the practical applications of engineering 2; not perceiving

Conference Session

Teaching Dynamics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brianno Coller, Northern Illinois University

Tagged Divisions

Mechanics

couldinvestigate effects of cooperative versus competitive play. The intent was to design the game totarget specific, limited, learning outcomes so that we can measure its effect.The Game EnvironmentOur game is called Spumone. We have built it from scratch. It is still in its early stages ofdevelopment, so elements of the game are changing all the time. The general premise is that thestudent/player controls a vehicle which we call the spuCraft as it explores a labrynthian,subterranean world. A screenshot is shown in Figure 1. Page 22.717.3   Figure 1. Screenshot of

Conference Session

Innovations in Teaching: Statics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Anna Dollar, Miami University; Ronald R. Ulseth, Itasca Community College; Paul S. Steif, Carnegie Mellon University

Tagged Divisions

Mechanics

interactive materials for on-line instruction. Page 22.291.1 c American Society for Engineering Education, 2011 BLENDING INTERACTIVE COURSEWARE INTO STATICS COURSES AND ASSESSING THE OUTCOME AT DIFFERENT INSTITUTIONS1. INTRODUCTIONIt is increasingly appreciated that instruction should be learner-centered [1]. Various approacheshave been pursued that include leveraging computer technology in effective ways andestablishing more interactive classrooms. In particular, new approaches can draw upon the well-established principle that assessment should be integrated into the learning process [2]. Forexample