Conference Session

Bringing a Different Perspective

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Agnes Germaine d'Entremont P.Eng., University of British Columbia, Vancouver; Andrea S. Webb, The University of British Columbia; Sean Maw P.Eng., University of Saskatchewan; Jennifer Kirkey, Douglas College

Tagged Divisions

Mechanics

started with a textbook sprint forfirst-year mechanics. And Site 2 was working on online problems as part of a larger revamp ofthe first-year engineering curriculum. The sites were connected by an initial request byBCcampus, an agency of the British Columbia government that acts as an umbrella body forpost-secondary institutions. The organization had identified a lack of OER options for first-yearengineering mechanics and wanted to generate collaboration to eventually put together atextbook. The faculty members at each site were contacted through a network of OER-focusedgroups and individuals, both outside of and within engineering.All first-year engineering students at each of our institutions study statics and particle dynamics,and students in

Conference Session

MASS: Mastery, Assessment and Success of Students

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Christopher Papadopoulos, University of Puerto Rico, Mayaguez Campus; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Edward Fritz Hillman, University of Puerto Rico, Mayaguez Campus; Gerald Luciano Figueroa, University of Puerto Rico, Mayaguez Campus; Isamarie Vega Morales, University of Puerto Rico, Mayaguez Campus

Tagged Divisions

Mechanics

Paper ID #34980Toward Benchmarking Student Progress in Mechanics: Assessing LearningCycles through Mastery Learning and Concept QuestionsDr. Christopher Papadopoulos, University of Puerto Rico, Mayaguez Campus Christopher Papadopoulos is Professor in the Department of Engineering Sciences and Materials at the University of Puerto Rico, Mayag¨uez Campus (UPRM). He earned B.S. degrees in Civil Engineering and Mathematics from Carnegie Mellon University (1993) and a Ph.D. in Theoretical and Applied Mechanics at Cornell University (1999). Prior to UPRM, Papadopoulos served on the faculty in the Department of Civil

Conference Session

Using Technology to Support Learning in Mechanics

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Keith D. Hjelmstad, Arizona State University; Amie Baisley, University of Florida

Tagged Divisions

Mechanics

Paper ID #34021Advancing Computational Knowledge and Skill Through Computing Projectsin Sophomore-level Mechanics CoursesProf. Keith D. Hjelmstad, Arizona State University Keith D. Hjelmstad is President’s Professor of Civil Engineering in the School of Sustainable Engineering and the Built Environment at Arizona State University.Dr. Amie Baisley, University of Florida I have a M.S. in structural engineering from Arizona State University and a Ph.D. in engineering education from Utah State University. My teaching and research interests are centered around the sophomore level courses that engineering students take and how

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

Paper ID #21453Helping Students Learn Engineering Mechanics Concepts Through Integra-tion of Simulation Software in Undergraduate CoursesLt. Col. Jakob C Bruhl P.E., U.S. Military Academy Lieutenant Colonel Jakob Bruhl is an Assistant Professor in the Department of Civil and Mechanical Engineering at the United States Military Academy, West Point, NY. He received his B.S. from Rose- Hulman Institute of Technology, M.S. Degrees from the University of Missouri at Rolla and the University of Illinois at Urbana/Champaign, and Ph.D. from Purdue University. He is a registered Professional Engineer in Missouri. His research

Conference Session

Enhancing Instruction in Statics, Dynamics, Mechanics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Anna K. T. Howard, North Carolina State University; Matthew T. Stimpson, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Mechanics

through a series ofrelated data points in an attempt to demonstrate a relationship between variables.18 Beyond thishowever, regression procedures allow for the inclusion of multiple independent variables and anunderstanding of how collectively these independent variables influence a dependent variable.Researchers can examine the coefficient of an independent variable while mathematicallyholding constant the other independent variables, which in our case are the four controlvariables.19We started by collecting the final grades of all students who completed the statics course in thefall of 2013, fall 2014, and fall 2015 from the registrar so we could get data related toperformance in Calculus II, Physics for Engineers and Scientists, gender, and

Conference Session

Using Technology to Support Learning in Mechanics

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anna K. T. Howard, North Carolina State University at Raleigh

Tagged Divisions

Mechanics

Paper ID #33966Gamification Design for Engineering StaticsDr. Anna K. T. Howard, North Carolina State University at Raleigh Anna Howard is a Teaching Professor at NC State University in Mechanical and Aerospace Engineering where she has led the course redesign effort for Engineering Statics. She received her Ph.D. from the Rotorcraft Center of Excellence at Penn State University in 2001. American c Society for Engineering Education, 2021 2021 ASEE Annual Conference Gamification Design for Engineering Statics: 4

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

AC 2011-965: THE PURPOSEFUL USE OF ACTIVITIES TO AFFECTLEARNINGRenee K Petersen, Department of Civil and Environmental Engineering - Washington State University Renee Petersen has a BS degree in Civil Engineering and Engineering Mechanics from Montana State University and a MS degree in Engineering Mechanics from Iowa State University. She has taught courses in Engineering Mechanics at Iowa State University, University of Idaho, and Washington State University. In addition, for ten years she taught high school mathematics during which time her students consistently won inter-school mathematics competitions, including Math is Cool competitions. She currently serves as an instructor in the Department of Civil and

Conference Session

Mechanics, Hands-on Demo - Show & Tell!

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sinead C. MacNamara, Syracuse University; Joan V. Dannenhoffer P.E., Syracuse University

Tagged Divisions

Mechanics

teach yourself,iii. Self-awareness and an understanding of themselves as a learner, andiv. An understanding of the relationship between the concepts taught in the course.The teaching methodologies being used and evaluated with Group B that aimed to meetthe above goals this semester include ARCHIMEDES, OLI, SAGE, look-aheadhomework, and Mapping Inner Space.i. ARCHIMEDES is a web-based program that guides students through solving statics problems. The goal is to help students develop self-confidence in their ability to solve problems and to develop a systematic strategy for problem solving. Since Engineering Statics is often the first core engineering course that many students take, they haven’t developed the natural problem-solving

Conference Session

Grading and Feedback Models in Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Petros Sideris, Texas A&M University; Maria Koliou, Texas A&M University

Tagged Divisions

Mechanics

over short periods of time, usually 4 to 6 years, often withlimited mentorship, usually via in-class evaluations conducted once a year by senior colleagues,and more recently, through additional university-level workshops.2 ScopeThe objective of this paper is to present a student-centered assessment model that providestimely actionable feedback allowing optimization of course instruction during the semester withthe goal of maximizing student learning and the overall student satisfaction. The proposed modelincorporates a simple structured approach that include questions requiring numerical scores andopen-ended questions to solicit student feedback, mechanisms to assess, address and implementthat feedback, and methods to validate the success of

Conference Session

Flipped Classrooms in Mechanics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Luke S. Lee P.E., University of the Pacific; Rachelle Kisst Hackett, University of the Pacific; Hector Estrada, University of the Pacific

Tagged Divisions

Mechanics

beginning of class focused on clarifying difficult concepts and answeringquestions posed by students. Third, while active learning techniques were employed for both thetreatment and control groups, in the treatment group (flipped classroom) the quality or depth ofactivities went beyond basic identification or lower levels of Bloom’s taxonomy. Rather,questions posed for think-pair-share activities challenged students to develop their own answersfor “why” a topic was critical, create a flowchart describing the problem solving approach, orinvestigate the effect of design parameters (i.e., geometry and loading) on stresses. In addition,the increased time available in the classroom, as noted by many other researchers (as discussedin the introduction

Conference Session

Innovations in Solid Mechanics

Collection

2012 ASEE Annual Conference & Exposition

Authors

Charles Birdsong, California Polytechnic State University

Tagged Divisions

Mechanics

thinking, encouragingoutside research, real world applications, service learning, or ethics.Alternative methods have been used to address theses issues. Hake8 reported that physicscourses with “interactive engagement methods as those designed at least in part to promoteconceptual understanding through interactive engagement of students in heads-on (always) andhands-on (usually) activities …” resulted in significant improvements in learning outcomes.Many have adopted project based learning in Dynamics in an effort to address some of theseissues. Mikesell9 reports incorporating design projects, Njock-Libii10 describes a projectanalyzing the bounce of NBA basketballs, Jolley2 describes using Lego kits to construct andanalyze four bar linkages. The

Conference Session

Anything New in Dynamics?

Collection

2008 Annual Conference & Exposition

Authors

Brian Self, California Polytechnic State University; Charles Birdsong, California Polytechnic State University; Eileen Rossman, California Polytechnic State University

Tagged Divisions

Mechanics

themotion first hand. Similarly, toy gyroscopes can be used to help teach students about precessionand demonstrate how gyroscopic navigational devices operate. These hands-on laboratories canbe much more powerful than demonstrations and lecturing – the students can actually feel thegyroscopic moments generated. These demonstrations were assessed through two problems onthe final examination. The first asked what happens to the motion of a gyroscope when you pushgently on the outer gimble. The second involved the action-reaction moments involved withgyroscopic motion (e.g., if you are riding your bike and lean to the left, which way to do youhave to push on your handlebars). Scores on these different problems along with subjectivesurvey results were

Conference Session

Using Technology to Support Learning in Mechanics

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yonghee Lee, Purdue University at West Lafayette ; Jennifer Deboer, Purdue University at West Lafayette (COE); Jeffrey F. Rhoads, Purdue University at West Lafayette (COE); Edward J. Berger, Purdue University at West Lafayette (COE)

Tagged Divisions

Mechanics

beactionable [10]. That is, an individual’s perception differentiates action from non-action relatedto a specific feature. Norman argues that the affordances of features are meaningful only whenusers perceive what the feature offers or why it might be useful. As the goal of our study is toexamine students’ perceived affordances of the Freeform learning environment for their learning,we use Norman’s notion of affordances.Blended learning continues to emerge as a prominent approach that can extend student learningopportunities beyond a traditional classroom-based approach by integrating face-to-face andonline learning. Blended learning has a number of potential benefits, and multiple affordancesdepending on its construction and how users actually

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

modules developed through thisresearch are interactive and require student exploration. They, along with other learningactivities could easily be used to encourage a more active classroom.As Finite Element Analysis is taught concurrently with Machine Design II at University, studentswere learning to use ANSYS software and the FEA theory simultaneously with machine designcontent. Students stated that the FEA activities helped them understand the machine designcontent much better than just performing book problems. However, due to sequencing in the twocourses, many students also found performing the FEA analyses to be beyond their abilities.Future plans for this research include sequencing the FEA and Machine Design courses to allowbetter synergy

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

’ qualitativeunderstanding of basic concepts and principles. CI’s typically consist of multiple choicequestions with one correct answer and several “distractors” that reflect common misconceptions.The misconceptions are usually identified through formal research processes, such as using focusgroups in which students answer questions and explain their reasoning in an expository manner. A CI can be used to assess both individual student learning gains and effectiveness ofpedagogical strategies, particularly by measuring differences in performance via pre-test (beforeinstruction) and post-test (after instruction). If the CI is not appropriate as a pre-test, then itsability to measure learning gains might be established via other correlations, such as with

Conference Session

Alternative Methods of Teaching and Learning Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eleazar Marquez, Rice University; Samuel Garcia Jr., Texas State University

Tagged Divisions

Mechanics

] Berlin, J.A. The Major Pedagogical Theories. College English, 44, 8, 765-777. 1982.[3] Boy, A. V. and Pine, G. J. (1988) Fostering Psychosocial Development in the Classroom.Springfield, IL: Charles C. Thomas.[4] de Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & Paas, F. (2007). Attention cueing as ameans to enhance learning from an animation. Applied Cognitive Psychology. 21(6), 731-746.[5] de Koning, B. B., Tabbers, H., Rikers, R. M. J. P., & Paas, F. (2009). Towards a frameworkfor attention cueing in instructional animations: Guidelines for research and design. EducationalPsychology Review, 21(2), 113-140.[6] de Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & Paas, F. (2010a). Attention guidancein learning from a

Conference Session

Innovative Teaching Techniques in Mechanics

Collection

2006 Annual Conference & Exposition

Authors

Louis Everett, University of Texas-El Paso; Arunkumar Pennathur; Elsa Villa, University of Texas-El Paso

Tagged Divisions

Mechanics

strategies, methods and success stories (not a part of this work). Computer scaffolding (where software is used as the main learning framework for problem-solving activity) has been shown to aid thinking and problem solving by providing support tolearners engaged in activities beyond their abilities [19] resulting in the development ofnumerous scaffolding tools [20, 21]. In other words, scaffolding is building on existingknowledge through the use of computer software or the ideas of others more skilled andknowledgeable in a particular area under investigation. Experts differ on how exactly to scaffoldto maximize learning gains: some researchers report success with computer-based scaffoldingmethods with problem solving in a team environment and

Conference Session

Teaching Statics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Orval Powell, USAF Academy; Michael Richards, U.S. Air Force Academy; Daniel D. Jensen, U.S. Air Force Academy; Nicholas Matthew Brown, United States Air Force Academy

Tagged Divisions

Mechanics

students had a better understanding of course concepts with the additional use ofmultiple media.There is also evidence that active instruction beyond simply lecturing will increase studentlearning. In a variety of cases, active learning approaches for engineering education improvestudent learning.7 Educators are aware of the benefits active learning provides and to a greaterextent are incorporating active activities and experiences into their classes.8 Furthermore, manyorganizations and funding agencies that promote science education strongly support student-centered active learning.9-15 Additionally, including a visual component in a mechanics class likethis may allow students with different learning styles to more fully engage in the

Conference Session

Mechanics Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amir Hedayati Mehdiabadi, University of Illinois, Urbana-Champaign; Rebecca A. Atadero, Colorado State University; Daniel W. Baker Ph.D., P.E., Colorado State University; Anne Marie Aramati Casper, Colorado State University

Tagged Topics

Diversity

Tagged Divisions

Mechanics

-content/uploads/2018/11/A001- 19-20-Accreditation-Policy-and-Procedure-Manual-11-23-18.pdfBraun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101.Busch-Vishniac, I. J., & Jarosz, J. P. (2004). Can diversity in the undergraduate engineering population be enhanced through curricular change? Journal of Women and Minorities in Science and Engineering, 10(3), 255-281.Case, K. A., & Rios, D. (2017). Educational Interventions to Raise Awareness of White Privilege. Journal on Excellence in College Teaching, 28(1), 137-156.Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London: Sage

Conference Session

Concept Inventories in Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ann Reimers, University of Virginia; Stefen Beeler-Duden, University of Virginia

Tagged Divisions

Mechanics

K. K. Mashood and Vijay A Singh inpapers published in 2012 and 2015 [4-6].Table I shows the statistical measures reported in [6] for a 13-question inventory. Beyond themean and standard deviation of the test, four measures were used to indicate the overall qualityof the test. The Kuder-Richardson index (KR-20) and Ferguson’s delta were used as measures ofthe reliability of the assessment tool as a whole. A KR-20 index greater than 0.8 establishes anacceptable level of internal consistency [7]. A Ferguson’s delta value greater than 0.9 indicatesan instrument is acceptably able to discriminate [8]. The measured KR-20 value of 0.81 andFerguson’s delta value of 0.93 were both acceptable. The index of discrimination was used as ameasure of the

Conference Session

New Teaching Pedagogies: Methods and Assessments

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeffrey F. Rhoads, Purdue University, West Lafayette; Eric Nauman, Purdue University, West Lafayette; Beth M. Holloway, Purdue University, West Lafayette; Charles Morton Krousgrill, Purdue University, West Lafayette

Tagged Divisions

Mechanical Engineering, Mechanics

programs that recruit and retain women in engineering from Kindergarten through faculty ranks. She is also the Director of Student Success for the College of Engineering at Purdue University. Holloway received both B.S. and M.S. degrees in Mechanical Engineering and a Ph.D. in Engineering Education, all from Purdue University. Her research areas include women and leadership, particularly in male dominated careers; differential retention issues for women across engineering disciplines; and engineering admissions practices. She is currently the Program Chair of the Women in Engineering Division for ASEE. She served on the ASEE Diversity Committee from 2010 – 2012. Holloway was also president of WEPAN (Women in

Conference Session

Mechanics Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ghada M. Gad, California State Polytechnic University, Pomona; Giuseppe Lomiento, California State Polytechnic University, Pomona; Yu Sun, California State Polytechnic University, Pomona

Tagged Topics

Diversity

Tagged Divisions

Mechanics

on adopting active learning techniques in her classes, to increase student attainment and motivation beyond the classroom.Giuseppe Lomiento, California State Polytechnic University, Pomona Giuseppe Lomiento is Assistant Professor in the Civil Engineering Department at Cal Poly Pomona. He holds a Master Degree and PhD in Structural Engineering from the Sapienza University of Rome. Prior to joining Cal Poly, he was Project Scientist in the Structural Engineering Department at UC San Diego. His research focuses on earthquake engineering, structural monitoring, and multi-physics analysis. As a Professional Engineer, he has been involved in the analysis, design, and testing of a number of civil engineering structures

Conference Session

Teaching Statics: What and How?

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

David Allen Evenhouse, Purdue University at West Lafayette; Charles Morton Krousgrill, Purdue University, West Lafayette; Jeffrey F. Rhoads, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette; Jennifer Deboer, Purdue University, West Lafayette

Tagged Divisions

Mechanics

to 12 total, 4-hour days of in-class instruction, scattered over thecourse of 3.5 weeks. As a result, this transition process and the resulting course provides a uniqueopportunity for both personal reflection and for future research. This work-in-progress paper combines literature on study abroad programs and acceleratedlearning with instructor and student feedback regarding this instance of accelerated Statics offeredabroad through PUWL. More specifically, it examines the successes and shortcomings of thecourse in light of the logistical and pedagogical decisions made by the instructors, the students’own experiences abroad, and the literature-based best practices reviewed after the course’scompletion. By observing stand-out successes

Conference Session

Dynamics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Yan Tang, American Society of Mechanical Engineers; Haiyan Bai, University of Central Florida

Tagged Topics

Diversity

Tagged Divisions

Mechanics

subject to three main types of cognitive load including intrinsic load,germane load, and extraneous load [13]. Intrinsic load is the mental work imposed by thecomplexity of the content. Germane cognitive load is mental work imposed by instructionalactivities that are beneficial for achieving instructional goals. In contrast to germane load which isrelevant to learning goals, extraneous load is mental work imposed by inappropriate instructionstrategies and consequently wastes limited working memory and hinders learning.For a given subject, intrinsic load is determined by the subject complexity and the learner’s priorknowledge which is beyond the instructor’s control. What the instructor can control is to maximizegermane load and minimize

Conference Session

Internet Delivery of Mechanics Courses

Collection

2007 Annual Conference & Exposition

Authors

Peter Boyle, Saint Mary's University

Tagged Divisions

Mechanics

, an ePAC delivery should not have the effect of placing asignificant additional learning stress on the course taker. The arrival on day one of a largevolume of reading material and exercises could well cause some student concern. To reduce thiseffect “progressive scaffolding”, as discussed by Hall3, was a pervasive ePAC feature.Progressive scaffolding meant that students were taken through topics in small increments, andwere introduced to learning techniques that eased stress and increased confidence in theirproblem solving abilities.Packaging obviously entails considerable preparation and did not lead to a reduction of in-session demands on the instructor. However, limitations imposed by class size and studentavailability began to dissolve.A

Conference Session

Assessment Strategies in Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Keith D. Hjelmstad, Arizona State University; Amie Baisley, University of Florida

Tagged Divisions

Mechanics

process. A simple grading rubric and feedbacksystem was created to provide timely, meaningful, and detailed feedback on their progress witheach specific learning objective. This paper describes the learning objectives, the feedback thestudents receive following each assessment, and how mastery is assessed in each course.IntroductionGrades have long served as the currency of quality of work in universities. The main purpose ofthe final grade in a course is to certify that a student has sufficient grasp on the concepts of thecourse. The certification is useful in deciding if a student is ready for more advanced study (i.e.,satisfactory prerequisite knowledge) or worthy of a summary certification like a degree. Finergrade distinctions (beyond pass

Conference Session

Mechanics Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

David Allen Evenhouse, Purdue University, West Lafayette; Nick Stites, Purdue University, West Lafayette; Amy K. Dunford, Purdue University, West Lafayette; Rohit Kandakatla, Purdue University, West Lafayette; Jeffrey F. Rhoads, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette; Jennifer Deboer, Purdue University, West Lafayette

Tagged Divisions

Mechanics

learning experiences. Nick has a PhD in Engineering Education, BS and MS degrees in Mechanical Engineering, eight years of engineering experience, and four years of experience as an adjunct instructor at the community-college and research-university level.Ms. Amy K. Dunford, Purdue University, West Lafayette Amy K. Dunford is a graduate student and research assistant pursuing her Ph.D. in Engineering Education at Purdue University. She received her B.S. and M.S. in Mechanical Engineering specializing in thermal systems. Amy has prior experience teaching and developing curriculum for first-year engineering courses and her education research focuses on how students connect mathematical and physical knowledge and factors

Conference Session

Mechanics Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jeffrey C. Hayen, Oregon Institute of Technology

Tagged Divisions

Mechanics

k (14)In some situations, the ak can be directly assessed due to constraints on the motion of the body.In others, it is easier to evaluate the ak for Eq. (14) in terms of a P via the kinematic relation ak  a P  α  ( rk  rP )   2 ( rk  rP ) (15)In summary, Eqs. (11) through (15) are generally preferred for the analysis of a composite rigidbody, and it is essential to acknowledge that F and M P respectively denote the total (resultant)force and total moment about P produced by the external forces acting on any of the elements ofthis kind of body.Some objects are fabricated from a single piece of homogeneous stock material but actually canbe

Conference Session

Improving Student Outcomes in Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicole P. Pitterson, Virginia Polytechnic Institute and State University; Jacob R. Grohs, Virginia Polytechnic Institute and State University; Sneha Patel Davison, Virginia Polytechnic Institute and State University; David A. Dillard P.E., Virginia Polytechnic Institute and State University; Todd Patrick Shuba, Virginia Polytechnic Institute and State University; James Lord, Virginia Polytechnic Institute and State University

Tagged Divisions

Mechanics

understanding is somewhat lacking. That is, students who progress in their studiesbecome better at calculating solutions to well-structured problems, but some remain deficient inthe conceptual principles required to reason through complex or novel problems. The NSFproject from which this paper is drawn (DUE – 1841980) seeks to design an interactive problem-solving tool aimed at improving students’ conceptual understanding of fundamental mechanicconcepts through deliberate, repeated practice. The WIP will set the stage for the development,implementation, testing, and deployment of a technology-rich problem-solving interface forMechanics of Deformable Bodies in Engineering Science course. Using students' responses tofinal exam questions across multiple

Conference Session

Learning Environments for Statics, Dynamics, and Mechanics of Materials

Collection

2017 ASEE Annual Conference & Exposition

Authors

David Allen Evenhouse, Purdue University, West Lafayette; Rohit R. Kandakatla, Purdue University, West Lafayette (College of Engineering); Nick A. Stites, Purdue University, West Lafayette (College of Engineering); Nimit Patel, McKinsey & Company; Austin Zadoks, Purdue University, West Lafayette; Taylor Prebel, Purdue University; Claudio Cesar Silva de Freitas, Purdue University; Charles Morton Krousgrill, Purdue University, West Lafayette (College of Engineering); Edward J. Berger, Purdue University, West Lafayette (College of Engineering); Jeffrey F. Rhoads, Purdue University, West Lafayette (College of Engineering); Jennifer Deboer, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Mechanics

University Claudio holds Bachelor’s degree in Control Engineering at Higher Education Institute of Amazonia (2011), and he holds his Master’s degree in Electrical Engineering from the State University of Campinas (2014) in Brazil. Currently, he is pursuing his Ph.D. at Purdue University in Engineering Education. He has experience as a visiting graduate researcher at the University of New Mexico (USA) and professional experience at K&A Wireless as a research associate in Albuquerque (USA). Additionally, he worked at Hitachi Automotive Systems America as an Intern in Research & Development in Detroit (USA) and Senior Product Engineer at Fiat Chrysler Automobiles in Brazil. Claudio’s research focuses on under