Sizemore, J. (2022, August), A Sequence of Laboratories for Beginning Statics Classes  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40947

\bibitem{asee_peer_40947}
  Sizemore, J. (2022, August), \emph{A Sequence of Laboratories for Beginning Statics Classes}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--40947

Jim Sizemore.  "A Sequence of Laboratories for Beginning Statics Classes".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/40947 Internet.  15 Dec, 2024

\bibitem{asee_peer_40947}
  Jim Sizemore.
  "A Sequence of Laboratories for Beginning Statics Classes".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/40947 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_40947
author = "Jim Sizemore"
title = "A Sequence of Laboratories for Beginning Statics Classes"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/40947}
number = {10.18260/1-2--40947}
}

TY  - CPAPER
AB  - Laboratories are valuable to students because they provide experiential learning, integrating theory with practice, inquiry learning, active learning, teamwork, planning experiments, communication, ethics (don’t fudge data), and data analysis. However, commonly, statics classes don’t have laboratories, and students often learn only theory. Even if institutions offer laboratories, such laboratories may use complicated devices such as computerized force sensors or strain gauges that limit the breadth of the laboratories. Such laboratories may also employ expensive or large equipment such as structure walls or Pasco bridge sets. This paper will describe a set of inexpensive, space-saving laboratories in statics courses using string, popsicle sticks, spring scales, 3D printed adapters, squares, protractors, and other venerable, effective items. The laboratories reveal good conformance with theory. Some laboratories deviate significantly from simplistic modeling in beginning statics courses, such as the assumption that pins don’t support moments. When assumptions are invalid, and students discover this, the students gain greater insight into statics principles. In the case of trusses, frames, and machines, students learn that the loads calculated using a simple model exceed reality in the diagonal supports and are less than reality in the horizontal and vertical supports. The fall 2021 semester was the first semester that deployed these laboratories, so results are limited. However, the observation is that students gain increased insight into statics. Due to confounding factors and a small sample size, it’s difficult to determine if there is a positive or negative influence on the success rates of the post-COVID hybrid classes compared to pre-COVID face-to-face classes. Generic student evaluations showed a marked improvement, likely indicating that students enjoyed the new structure, including labs. Also, students had to write free form lab reports and their communication skills improved markedly as the semester progressed.
AU  - Jim Sizemore
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - A Sequence of Laboratories for Beginning Statics Classes
UR  - https://peer.asee.org/40947
DO  - 10.18260/1-2--40947
ER  -