Conference Session

Teaching Methods for Engineering Mechanics Courses

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rania Al-Hammoud P.Eng., University of Waterloo; Kamyar Ghavam, University of Waterloo

Tagged Divisions

Mechanics

, the students reacted positively to theseengagement pieces, although some of them showed concerns about cutting into the class time.ReferencesDicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in Education: A SystematicMapping Study. Journal of Educational Technology & Society, 18(3), 75–88.http://www.jstor.org/stable/jeductechsoci.18.3.75Felder, R., & Silverman, L. (1988). Learning and Teaching Styles in Engineering Education. EngineeringEducation, 78(7), 674–681. https://s3.amazonaws.com/academia.edu.documents/31039406/LS-1988.pdfFelder, R., Woods, D., Stice, J., & Rugarcia, A. (2000). The Future of Engineering Education II. TeachingMethods That Work. Chemical Engineering Education, 34(1), 26-39.http

Conference Session

Dynamic Pedagogies for Engineering Dynamics

Collection

2018 ASEE Annual Conference & Exposition

Authors

William E. Howard, East Carolina University; Jeffry R. Foeller, East Carolina University; Karen A. De Urquidi, East Carolina University

Tagged Divisions

Mechanics

. [1]When entering the engineering mechanics courses, both statics and dynamics, students havedifficulty because it is the first time they are required to think like an engineer, with various waysto get to an optimal answer. While in statics there is one clear method of analysis, dynamicsintroduces several methods to choose from to reach a solution. As instructors, we shoulddevelop ways to help align the teaching and learning in order to aid students in developing boththe conceptual knowledge and the type of thought process required for engineering.According to research by Goldfinch [2], procedural knowledge is the main type of knowledgebeing tested by most dynamics instructors. Yet the most important goal is conceptualknowledge, not

Conference Session

Teaching Methods for Engineering Mechanics Courses

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ashraf Badir P.E., Florida Gulf Coast University; Jiehong Liao, Florida Gulf Coast University; Tanya Kunberger P.E., Florida Gulf Coast University; Galen I. Papkov, Florida Gulf Coast University; Long D. Nguyen, Florida Gulf Coast University; Robert O'Neill P.E., Florida Gulf Coast University

Tagged Divisions

Mechanics

survey data on students’ perceptions of learning and opinionson the methods used in the course delivery. Thus far, we have concluded that the use oftraditional hand-written homework, frequent assessment via quizzes [1], or the PearsonMastering Engineering [2] software for formative assessment did not have a significant impacton students’ performance on exams. It was also observed that neither traditional nor onlinehomework scores correlated well with exam scores; however, in-class quizzes did correlate withfinal exam scores. Most recently, using the Mastering Engineering Online system, specificallythe inclusion of the Adaptive Follow-Up modules [3], it was observed that this also lacked anyimpact on overall student performance. In fact, adaptive

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

novice reasoning in mechanics of solids- A work in progressIntroduction Engineering degree programs such as civil engineering, mechanical engineering,materials engineering, and industrial engineering generally require an advanced course inengineering mechanics, typically in the second or third year. The course is most commonlyknown as “Strength of Materials”, “Mechanics of Materials”, or “Mechanics of Solids”. For theduration of this paper this course will referred to as Mechanics of Solids (MOS) [1]. Mechanics of Solids (MOS) has become the bridge and bond between elementary andspecialized knowledge for engineering students. Although categorized as a basic course,engineering mechanics, and MOS

Conference Session

Curriculum and Instruction in Engineering Mechanics

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Mechanics

students face when they learn statics threshold concepts hasmotivated a significant body of research in this area. These studies focus on: the link betweenstatics and student persistence [1]; factors that influence student performance [2]; conceptualmisunderstandings [3]; concept inventories [4]; and interventions designed to improve studentlearning [5]. A common thread across these studies is the focus on analytical problem solving.As Litzinger et al. [6] stated in their cognitive study of problem solving in statics: “Even asexpectations for engineers continue to evolve to meet global challenges, analytical problemsolving remains a central skill.” Similarly, Higley et al. [5] shared the same perspective; theynoted that “although non-technical

Conference Session

Applications of Technology in Mechanics Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jakob C Bruhl P.E., U.S. Military Academy; Richard J. Gash P.E., U.S. Military Academy; Aaron Freidenberg, U.S. Military Academy; Christopher H Conley, U.S. Military Academy; Paul M. Moody P.E., U.S. Military Academy

Tagged Divisions

Mechanics

increasingunderstanding of mechanics concepts and developing engineering judgment by creatingexperiences for students. This paper describes another aspect of programmatic changes thatmakes increasing use of computer simulation tools to help students visualize and understandconcepts. As this is part of an ongoing effort, the paper focuses on the background andmotivation for better integration within several courses. It describes several examples of howsoftware has been integrated into statics and mechanics of materials courses and explains how afew guiding principles used in developing inquiry-based learning activities (IBLA) apply tointegrating software into class.BACKGROUNDAs Bruhl, Klosky, and Hanus (2017)1 describe, a methodical assessment resulted in the

Conference Session

Curriculum and Instruction in Engineering Mechanics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Javad Baqersad P.E., Kettering University; Yaomin Dong, Kettering University; Arnaldo Mazzei, Kettering University; Azadeh Sheidaei, Iowa State University; Basem Alzahabi, Alghurair University

Tagged Divisions

Mechanics

from other subjects such as physics, CAD, statics, electrical engineering, and fluidmechanics to solve real-world problems. This is an open-ended problem and challenges thestudents to search and use innovative ideas to optimize the designs. The final part of the projectasks students to calculate how the optimized design of the structure can economically impact theoverall cost of the wind turbine. The results of a survey taken from the students in this courseshow that students appreciate the concept materials better when they see the real-worldapplication of the subject. 1. IntroductionThe Mechanics of Materials is a required fundamental course in many programs such asMechanical, Industrial, Civil, Chemical, Physics, and Electrical

Conference Session

Applications of Technology in Mechanics Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Phillip Cornwell, Rose-Hulman Institute of Technology; Simon Jones, Rose-Hulman Institute of Technology; Daniel Takashi Kawano, Rose-Hulman Institute of Technology

Tagged Divisions

Mechanics

then compare their findings to analyticalresults. The lab has a final project involving an experimental modal test and the creation of afinite element model of a structure of the students’ choosing. Students are required to proposeexplanations for the differences in the results from the test and the finite element model.Assessment results show that students have developed a much more sophisticated understandingof analysis and testing as a result of these experiences, and by the end of the course, they useappropriate technical terminology when discussing the differences between test and analyticalresults.BackgroundAccording to the National Research Council report How People Learn: Brain, Mind, Experience,and School [1], one aspect of effective

Conference Session

Student Advancement in Mechanics of Materials

Collection

2018 ASEE Annual Conference & Exposition

Authors

Xiaobin Le P.E., Wentworth Institute of Technology; Masoud Olia P.E., Wentworth Institute of Technology; Ali Moazed, Wentworth Institute of Technology

Tagged Divisions

Mechanics

spring and fall semesters 2017, the proposedprocedure was implemented successfully in different sections of Mechanics of Materials course.The proposed procedure for drawing the diagrams was assessed by a quiz given to differentsections of the course. The feedback information was collected through the class survey. Basedon the assessment and class survey, most students liked the proposed procedure and believed themethod was practical. The assessment based on the quiz also showed the grades with theproposed procedure were significantly improved. This paper presents the practical graphicalprocedure for drawing the diagrams as well as the results of the class survey and the assessment.1. IntroductionOne of the primary objectives of the mechanical

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

videos.IntroductionAn increasing number of engineering courses are being taught in a flipped (or inverted) format[1], [2], [3] and improving learning in flipped classes is a timely need. In its most general sense,a flipped class is a class where activities that normally occur in the classroom are swapped withthose that normally occur outside the classroom [4]. Traditionally, classroom activities in manyengineering classes involve lectures and instructor-led problem-solving sessions. Since theseactivities can be presented outside the classroom most effectively through online videos (ratherthan through readings), watching videos has become an integral part of learning in flippedengineering classes [5]. Given this, improving learning in flipped classes requires

Conference Session

Curriculum and Instruction in Engineering Mechanics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Scott R. Hamilton P.E., York College of Pennsylvania; Jakob C. Bruhl, U.S. Military Academy; Joshua Richard Wyrick, York College of Pennsylvania

Tagged Divisions

Mechanics

first two courses of their engineering mechanics sequence, covering the materialtypically found in both statics and mechanics (or strength) of materials courses as well as theintroduction of Inquiry Based Learning Activities [1, 2]. The papers detail the process engagedin during and the reasoning behind the redesign and development of activities for what was,through all previous assessments, a popular and well received course sequence. As a result oftheir internal assessment the faculty from the Department of Civil & Mechanical Engineering atthe US Military Academy [USMA] at West Point determined that their first sequence ofengineering mechanics courses provided the technical content that was required, but the courseswere lacking in a few

Conference Session

Student Advancement in Mechanics of Materials

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Mechanics

often below theirexpectations.For many students, instead of using effective study strategies to fully understand key concepts andto master problem solving techniques, the goal of their current study and test taking strategy is to“maximize partial credit.” The most common version of this strategy looks essentially like this. 1. Memorize problems from the homework, in-class examples, or previous exams. 2. Match each problem on the exam to one of the memorized problems that most closely resembles it. 3. Write down the memorized solution, making adjustments along the way so that the solution looks more relevant to the exam problem.This strategy is often very effective at getting a passing grade or better, in large part because

Conference Session

Teaching Methods for Engineering Mechanics Courses

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kate N. Leipold, Rochester Institute of Technology; Sarilyn R. Ivancic, Rochester Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Mechanics

after you’ve established “ABCD”. The second pedagogical method developed andimplemented was a game based off of “Paper Telephone” which is used during review days. Thegame emphasizes the connection between the free body diagram and the equations ofequilibrium and reinforces the idea that the “ABCD” components drive “E” or rather the FBDdrives the equations of equilibrium. The combination of these two devices helps show theimportance of the FBD in solving engineering problems.Method 1 “ABCs of FBDs”Statics text books are generally consistent in their descriptions of what should be included in freebody diagrams. (Excerpts included in the Appendix.) They routinely describe what should andshould not be included but do not do a satisfactory job of

Conference Session

Dynamic Pedagogies for Engineering Dynamics

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Mechanics

), Boresi and Schmidt (2000), Beer and Johnston (2015), Meriam and Kraige(2015), Shames (1996), Bedford and Fowler (2007), Soutas-Little and Inman (1999), Tongue(2009), and Gray, Costanso, and Plesha (2012)) are organized with an almost identical orderingof topics [1]-[9]. This ordering is generally particle kinematics, particle kinetics, rigid bodykinematics, rigid body kinetics, 3-D kinematics and kinetics, and finally vibrations. The currentbroad use of the kinematics-before-kinetics ordering could be due to historical acceptance andfamiliarity (current professors learned in this way), but there is no empirical research to supportthat ordering as preferable.At Rose-Hulman, kinetics principles are introduced in the larger context of

Conference Session

Enhancing the Statics Classroom

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kimberly B. Demoret P.E., Florida Institute of Technology; Jennifer Schlegel, Florida Institute of Technology; Matthew J Jensen, Florida Institute of Technology

Tagged Divisions

Mechanics

benefits, including reducing overhead associatedwith student requests to change sections and keeping class sizes more uniform. It was alsohoped that by improving consistency and sharing outcomes- what was working, what was not-all students would do better and have an increased appreciation for the importance of statics asthe foundation for future engineering classes.For the Fall 2017 semester, Statics Sections 1 and 2 met three times a week for 50 minutes;Section 3 met twice a week for 75 minutes. Prior to the semester, the instructor team agreed uponcourse flow, timing and content of exams, the relative weighting of exams and homework, acommon homework grading rubric, and which homework problems would be assigned. Duringthe semester, the

Conference Session

Enhancing the Statics Classroom

Collection

2018 ASEE Annual Conference & Exposition

Authors

Eric Davishahl, Whatcom Community College; Russell Pearce, Whatcom Community College; Todd R. Haskell, Western Washington University; Kordel J. Clarks, Student Representative - Whatcom Community College

Tagged Divisions

Mechanics

appropriately in various problem solving and designcontexts. Streveler [1] summarizes the importance of conceptual knowledge to engineeringproblem solving and identifies conceptual knowledge as “critical to the development ofcompetence in engineering students and in practicing professionals.” Our work to designlearning activities that emphasize conceptual knowledge; however, can run counter to students’desire to focus on reproducing problem solving procedures presented to them in workedexamples by the instructor and/or in the textbook. Litzinger [2] examined student analysisstrategies and found that even the highest-performing students do not consistently applyconceptual knowledge within their problem solving strategies, instead relying on

Conference Session

Curriculum and Instruction in Engineering Mechanics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Julian Ly Davis, University of Southern Indiana; Tom McDonald, University of Southern Indiana

Tagged Topics

Diversity

Tagged Divisions

Mechanics

class [1], many faculty are turning to online homeworkbased systems (Pearson’s Mastering, Wiley Plus and/or McGraw Hill’s Connect). These systemsprovide content, grading and assessment of student work, and feedback to the students whilesolving problems. One of the things that is missing from all of these tools is the capability toassess the student’s communication of their thought process as they progress through a problem.Most problems in these systems provide step-by-step guidance where students are asked to “fill-in-the-blanks” with their answers. They do not allow for independent thought for the students toanalyze and solve a problem in a manner that might make sense to themselves. In addition, theydo not allow for analysis of that thought

Conference Session

Curriculum and Instruction in Engineering Mechanics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brian P. Self, California Polytechnic State University, San Luis Obispo; Peter Michael Becker

Tagged Topics

Diversity

Tagged Divisions

Mechanics

multiple ways to get admitted to a University ofApplied Sciences; this makes the students as a group more inhomogeneous. The most commonway to enter the HSKA is by earning the so-called “Abitur”, which denotes graduation foruniversity-preparatory high schools (this is the highest level of secondary education in Germanyand typically takes 12 years of school). The percentage of students graduating with an Abitur hasbeen growing over the past decade, as shown in Figure 1. Other school students may decide toleave school after finishing 10th grade of secondary school and do a professional apprenticeshipin industry, which usually lasts 3 years. After successfully completing an apprentice program,these students can go another year to a secondary

Conference Session

Applications of Technology in Mechanics Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Charles Riley P.E., Oregon Institute of Technology

Tagged Divisions

Mechanics

complex structural systems. Experimental modal analysis has beenconducted on bridges traditionally using single-input multiple-output (SIMO), multiple-inputmultiple-output (MIMO), or output-only methods, where inputs refer to dynamic excitation byimpact or harmonic forcing and outputs are displacements or accelerations generally measured ata resolution necessary to accurately describe a mode shape. The most popular methods use aninstrumented hammer, impactor, or harmonic exciter and an array of wired or wirelessaccelerometers [1].Cole McDaniel and others at Cal Poly [2,3] have long used electromechanical shakers todemonstrate principles of dynamic structural response in the classroom and in full-scalebuildings. Hopfner et al [4] described how

Conference Session

Enhancing the Statics Classroom

Collection

2018 ASEE Annual Conference & Exposition

Authors

Anna K.T. Howard, North Carolina State University

Tagged Divisions

Mechanics

need to focus on better training for the students and the professors. Students enjoyedthe Scrum class more than they did the less innovative second half of the semester. Overall, thissmall pilot showed some promise as a way of teaching mechanical engineering with greaterstudent ownership of learning. Agile methodologies hold considerable promise especially forhigher-level classes such as mechanical senior design.Introduction: Student Engagement vs Student OwnershipIn 1987 Chickering and Gamson published their famous “Seven Principles for Good Practice”which codified what many good teachers have always known: a good teacher must engage thestudents in their own learning [1]. Education research has made great strides towardsencouraging greater

Conference Session

Dynamic Pedagogies for Engineering Dynamics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rachel Vitali, University of Michigan; Noel C. Perkins, University of Michigan; Cynthia J. Finelli, University of Michigan

Tagged Divisions

Mechanics

Undergraduate Dynamics CoursesIntroductionDynamics is historically challenging for students to understand and transfer concepts to newcontexts in future classes. It is especially difficult for students seeing the material for the firsttime to imagine motion with static illustrations. As was noted in [1], “…dynamics is the study ofmotion, but textbooks and chalkboards, the traditional classroom teaching tools cannot show thatmotion.” Furthermore, those traditional large lecture style teaching methods (i.e. note taking,book problem solving, etc.) typically only passively engage students with the material.Active learning, on the other hand, has been shown to be an effective technique to positivelyaffect the quality of education across a number of STEM

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

microwave circuitry.Dr. Diane L Zemke Diane Zemke is an independent researcher and consultant. She holds a Ph.D. in leadership studies from Gonzaga University. Her research interests include teamwork, small group dynamics, dissent, organiza- tional change, and reflective practice. Dr. Zemke has published in the International Journal of Engineering Education, the Journal of Religious Leadership, and various ASEE conference proceedings. She is the author of ”Being Smart about Congregational Change.” c American Society for Engineering Education, 2018 Learning to Read and Take Notes in DynamicsIntroductionABET criterion 3i states the need for students to become life-long learners [1

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