Conference Session

Teaching & Learning Dynamics, Vibration, and Mechanics More Broadly

Collection

2016 ASEE Annual Conference & Exposition

Authors

Roes Arief Budiman P.Eng., University of Calgary; Vishash Kumar Sharma

Tagged Divisions

Mechanics

logicalsince the students focus on acquiring hands-on skills and therefore use mathematics as acalculation tool. Geometrical and analytical skills normally derived from vector calculusand differential equations will have to be acquired from intuition developed by practiceand experience.2. ENER 340 Course Planning and SyllabusThe course ENER 340 Dynamics for Energy Engineering I is first offered in Summer2015 term (July-August), as a course in Energy Engineering program at University ofCalgary's Schulich School of Engineering. Students graduating from two-yearengineering technology diploma programs start taking their Energy Engineering coursesin Spring term (May-June), one of them being ENER 240 Introductory Mechanics forEnergy Engineering, which is a

Conference Session

Mechanics Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Hirohito Kobayashi, University of Wisconsin - Platteville

Tagged Divisions

Mechanics

software and being implementedinto the mechanics of material project for the first time this semester. Therefore, we areexpecting to receive many suggestions and feedbacks at the end of the semester to furtherimprove the software as well as teaching paradigm. Furthermore, we are already planning to addthe following features to VML software. 1) Real-time tracking and deformation evaluation function: Current version of VML does not have the function to conduct real-time image capture and analysis. With a low-cost, high-quality web camera available today, VML can be turned into a real- time 2D strain measurement software. A real-time strain measurement and data visualization can lead a better

Conference Session

Homework, Learning, and Problem Solving in Mechanics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kai Jun Chew, Stanford University; Helen L. Chen, Stanford University; Beth Rieken, Stanford University; Autumn Turpin, Stanford University; Sheri Sheppard, Stanford University

Tagged Divisions

Mechanics

=61) with a small percentage of freshmen and seniors(under 5 percent each). The planned major for 89 percent (n=62) of the students was in School ofEngineering. Underrepresented minority (URM) students made 31 percent (n=22) of the totalpopulation.3. Methods3.1 Wrapper Data Analysis Figure 2: Analysis OverviewTo explore the “impact” of wrappers on students’ learning, a qualitative analysis on open-endedresponses, descriptive and correlation statistics of quantitative responses, and a linear regressionmodel predicting exam performance improvement were undertaken, as detailed below. Theindependent and dependent variables are outlined in Figure 2 and Appendix A.A. Student Reaction to the AssignmentThe HW3 and HW4

Conference Session

Measuring Learning in Statics & Dynamics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Steven David Wood, Utah State University - Engineering Education; Wade H Goodridge, Utah State University; Benjamin James Call, Utah State University - Engineering Education; Thayne L Sweeten Ph.D., Department of Biology, Utah State University,

Tagged Topics

Diversity

Tagged Divisions

Mechanics

Paper ID #16487Preliminary Analysis of Spatial Ability Improvement within an EngineeringMechanics Course: StaticsSteven David Wood, Utah State University - Engineering Education Steven Wood is a junior in the Civil Engineering program. After finishing his BS he plans on completing a MS in Civil Engineering. In addition to studies, he is a teacher’s assistant and he teaches a recitation class for the Statics course. His Interests in the field of engineering are public transportation, specifically in rapid and heavy rail systems. His research interests include spatial ability, learning styles, and gender differences in

Conference Session

Active Learning & Laboratories in Statics, Dynamics, and Mechanics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anu Osta, Rowan University; Jennifer Kadlowec, Rowan University

Tagged Divisions

Mechanics

include,Out of all of my group members, NC contributed the most to this project by far. The other groupmembers helped when needed, but out of my three group members, NC did the most work.One particular comment points to how lack of team co-ordination and communication mightaffect the task’s success,I was very unsatisfied with this project mainly because two of my team mates literally didnothing.Another student comments on his satisfaction with this project in the following way,All members fulfilled their requirements effectively and within a timely manner. The experimentwas not too complicated to be preformed effectively and the report was well written.Other feedback comments are related to the division of task among team members, planning

Conference Session

Active Learning & Laboratories in Statics, Dynamics, and Mechanics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Daniel J. Magda, Weber State University

Tagged Divisions

Mechanics

Design Drawing Package 16 8 Peer Evaluations 16 Week Due 2st Semester 9 Updated Drawing Package from First Semester 2 10 New Gantt Chart w/WBS and Milestones 2 11 Functional Prototype 8 12 Mid-Term Peer Evaluation 8 13 Prototype Test Plan

Conference Session

Homework, Learning, and Problem Solving in Mechanics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael K. Swanbom PE, Louisiana Tech University; Daniel William Moller, Louisiana Tech University; Katie Evans, Louisiana Tech University; Timothy Reeves, Louisiana Tech University

Tagged Divisions

Mechanics

did not use the system. No statistically significantdifference could be detected between students that used WeBWorK and those that did not.Work is currently underway to integrate the study of the effectiveness of WeBWorK into thenormal activities of the course. The type of examination being given in the Statics andMechanics of Materials course lends itself particularly well to mapping homework sets toexamination questions. Groups of students can be restricted from using a WeBWorK set (andgiven paper assignments instead), then their performance on the corresponding examinationquestion can be compared to those using WeBWorK. The authors find this to be a less intrusivetechnique of performing a study like this, and plan to publish the findings

Conference Session

Mechanics Classroom Demonstrations

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, Angelo State University; Wade H Goodridge, Utah State University; Benjamin James Call, Utah State University - Engineering Education; Steven David Wood, Utah State University

Tagged Topics

Diversity

Tagged Divisions

Mechanics

Research Fellowship. His research interests range from sophomore-level engineering curricula to spatial ability and creativity to student entrepreneurship.Mr. Steven David Wood, Utah State University Steven Wood is a junior in the Civil Engineering program. After finishing his BS he plans on completing a MS in Civil Engineering. In addition to studies, he is a teacher’s assistant and he teaches a recitation class for the Statics course. His Interests in the field of engineering are public transportation, specifically in rapid and heavy rail systems. His research interests include spatial ability, learning styles, and gender differences in meta-cognition. c American Society for Engineering

Conference Session

Homework, Learning, and Problem Solving in Mechanics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Edward J. Berger, Purdue University, West Lafayette; Michael Wilson, Purdue University, West Lafayette

Tagged Divisions

Mechanics

cognitive load during problem solving.Nonetheless, we plan several improvements to the experiment to remedy specific issuesencountered during this first round of data collection. The promise of eye gaze technology is thatwe can know, with very high resolution, exactly where the participant is looking on the computerscreen. So we should be able to tell whether a participant is looking at the figure, the problemstatement, or a particular equation while fixated on the worked-example video during theexperiment. However, because the participant frequently moves their head back and forth—looking at the computer screen, then their written work, and back—we are not confident that theeye gaze system calibration or pupil tracking is robust against those

Conference Session

Measuring Learning in Statics & Dynamics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Christopher Papadopoulos, University of Puerto Rico, Mayaguez Campus; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Manuel Jose Perez-Vargas, University of Puerto Rico, Mayaguez Campus; Genock Portela-Gauthier, University of Puerto Rico, Mayaguez Campus; Wadson C Phanord, University of Puerto Rico, Mayaguez.

Tagged Divisions

Mechanics

-Gauthier, University of Puerto Rico, Mayaguez Campus Genock Portela is Associate Professor and former Associate Director in the Department of General En- gineering at the University of Puerto Rico, Mayaguez. He earned a Ph.D. degree in civil engineering at the University of Puerto Rico, Mayaguez (2004). Portela has primary research and teaching interests in structural mechanics, mostly oriented to bridge, earthquake, and wind engineering. In the General Engi- neering Department at UPRM, Portela serves as President of the Planning and Development Committee and member of the Engineering Mechanics Committee.Wadson C Phanord, University of Puerto Rico, Mayaguez. c American Society for Engineering

Conference Session

Measuring Learning in Statics & Dynamics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nick Stites, Purdue University, West Lafayette; David A Evenhouse, Purdue University; Mariana Tafur-Arciniegas P.E., Purdue University, West Lafayette; Charles Morton Krousgrill, Purdue University, West Lafayette; Craig Zywicki, Purdue University; Angelika N Zissimopoulos, University of Chicago; David B Nelson, Purdue University, West Lafayette; Jennifer Deboer, Purdue University, West Lafayette; Jeffrey F Rhoads, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette

Tagged Divisions

Mechanics

%, and88% for sections 1, 2, and 3, respectively) were Mechanical Engineering students. The threeinstructors of the different sections all had prior experience teaching dynamics within theFreeform framework. Each of the sections had common homework assignments, midterm exams,final exams, and course policies defined in the course syllabus. The three sections also shared acommon blog space for online collaboration and communication. However, each instructor hadthe freedom to use their own pedagogical discretion in planning class activities and assigningquizzes. During the second week of classes, the pre-test of the 11-item aDCI was administered ina pencil-and-paper format during class. The identical aDCI post-test was incorporated into thefinal exam