Conference Session

Teaching Dynamics

Collection

2009 Annual Conference & Exposition

Authors

Robert Hildebrand, Lake Superior State University; Wael Mokhtar, Grand Valley State University; Steve Bryan, Continental Automotive Systems

Tagged Divisions

Mechanics

energyproduction, incorportating energy-related examples throughout fundamental MechanicalEngineering courses, to complement those in the focused technical electives. The idea ofimplementing a pedagogical concept throughout the curriculum, what is referred to asduration here, is documented elsewhere as well; for instance, Mokhtar et.al 3 describe thisprinciple in terms of open-ended student projects, which are implemented right from first-year courses all the way through to graduation. Yim et.al.4, in designing a new program,emphasize exposure to engineering as early as the freshman year, when students areotherwise typically in math and science courses, as a tool to retain students in engineering.The concept of making common use of electives between

Conference Session

Teaching Statics

Collection

2009 Annual Conference & Exposition

Authors

Sue Rosser, Georgia Institute of Technology; Laurence Jacobs, Georgia Institute of Technology; Janet Murray, Georgia Institute of Technology; Wendy Newstetter, Georgia Institute of Technology; Christine Valle, Georgia Institute of Technology

Tagged Divisions

Mechanics

problematic when amplified bygender and under-represented (URM) minorities issues. And such faltering so early in the majorcan cause a student to leave engineering.While difficulties in the course arise for several reasons, our project seeks to address the problemof context. Our hypothesis is that women and minorities particularly, and students generally, aremore likely to do well in statics when the problems are placed in the context of real worldusefulness. An approach to teaching that effectively scaffolds students' efforts at model buildingand connects abstract principles/concepts to real world, every day applications will benefit allstudents while promoting diversity in engineering. Towards that end, we have been developingInTEL (Interactive

Conference Session

Teaching Dynamics

Collection

2009 Annual Conference & Exposition

Authors

Ali Mohammadzadeh, Grand Valley State University; Salim Haidar, Grand Valley State University

Tagged Divisions

Mechanics

UniversityOverviewIn this paper, we discuss a novel framework in the form of a classroom project in whichclients in first courses on vibrations would learn in an effective manner about basicelements of vibrations such as transient load, field equations, simulation, and design. Wealso note that the problem we present in this paper cannot be solved by existingtechniques such as proportional damping through modal analysis.In effect, to teach transient vibrations to our students in vibrations class the authors gavethem a project, in which the students analyzed and studied the ensuing motions of avehicle passing over a speed bump. Students used a 2-degree of freedom model tosimulate the motion of the vehicle going over the bump. They studied the effect ofvehicle

Conference Session

Teaching Statics

Collection

2009 Annual Conference & Exposition

Authors

John Dannenhoffer, Syracuse University; Joan Dannenhoffer, State University of New York, Morrisville

Tagged Divisions

Mechanics

GPAs ranging from barely passing to the top performers. The studentseach worked at a separate computer in a computer cluster. The evaluation session began with a30-minute introduction to the project and the software, including the solution of a typicalproblem by the instructor. Each student was then asked to solve one tutorial problem and thentwo new problems; the instructor walked around the room and was available to the students toanswer questions.Their initial impressions of the software were mixed. Some like to try anything new, especiallyif it involves the computer, and they quickly became proficient in using the system; thesestudents easily solved the two problems in about a half hour. Others were rather hesitant at first,and needed to

Conference Session

Teaching Statics

Collection

2009 Annual Conference & Exposition

Authors

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

Tagged Divisions

Mechanics

learning process. One benefit is the possibility of including less routine activities, e.g., problem based learning, design projects or study of real engineering applications, case studies, ethics, and more advanced critical thinking and problem solving. And, to take greatest advantage of the feedback from OLI, more engaging in-class activities that target identifiable concepts and skills need to be developed.ACKNOWLEDGEMENTSSupport by the William and Flora Hewlett Foundation through the Open Learning Initiative atCarnegie Mellon University, by the Department of Mechanical Engineering at Carnegie MellonUniversity, and by the Mechanical and Manufacturing Engineering Department at MiamiUniversity is gratefully