Conference Session

Computer Tutors, Simulation, and Videos

Collection

2015 ASEE Annual Conference & Exposition

Authors

Moe Tajvidi P.E., Utah State University; Ning Fang, Utah State University

Tagged Divisions

Mechanics

Paper ID #11310Application of Computer Simulation and Animation (CSA) in Teaching andLearning Engineering MechanicsMr. Moe Tajvidi, Utah State University Moe Tajvidi is a PhD student in engineering education at Utah State University. His BSc and MS degrees are in civil and structural engineering and he has a sixteen year long career experience in structural engi- neering along with four years of college instruction of both basic and advanced civil engineering courses. In his teaching experience he has been committed to introducing real life engineering problems to the learning environment. The subjects he has taught

Conference Session

Potpouri - A Mix

Collection

2013 ASEE Annual Conference & Exposition

Authors

Oai Ha, Utah State University; Ning Fang, Utah State University

Tagged Divisions

Mechanics

Paper ID #6516Computer Simulation and Animation in Engineering Mechanics: A CriticalReview and AnalysisOai ”Andy” Ha, Utah State University Oai Ha is currently a Ph.D. student in the Department of Engineering Education in the College of En- gineering at Utah State University. He works as a graduate research assistant on a research project that focuses on studying the effect of computer simulation and animation on student learning in engineering dynamics. He received his B.S. in Mechanical Engineering from the University of Technology, Hochim- inh City, Vietnam, and his M.S. in Mechanical Engineering from California

Conference Session

Teaching with Technology in Dynamics and Mechanics of Materials

Collection

2006 Annual Conference & Exposition

Authors

Thomas Nordenholz, California Maritime Academy

Tagged Divisions

Mechanics

theinstructor. The function file requires a simple one-line command to run it. The function filedoes not solve for the motion of the system; it merely provides the animation graphics.Specifically, it displays the system in motion in real time (according to the student’s solution)while simultaneously redrawing the student’s plots. The animation function files are problem-specific. Several have been created by the author and are available for download.The advantages of this approach to animation are that: i) it is simple, requiring only anelementary knowledge of MATLAB, and no additional software, ii) it can be used with eitherclosed-form or numerical solutions to the problem, iii) it provides a physical interpretation of astudent’s mathematical solution

Conference Session

What's New in Dynamics?

Collection

2007 Annual Conference & Exposition

Authors

L. Glenn Kraige, Virginia Tech; Imran Akhtar, Virginia Tech; Saurabh Bisht, Virginia Tech

Tagged Divisions

Mechanics

used as supplementary material in a senior-level vibrations course.The fourth module uses Matlab. Student feedback is included.IntroductionThe advent of student-owned personal computers in the early 1980’s sparked an interest inmotion simulation software. The simple notion is that if students are able to see an animation ofthe systems that they are studying, especially for their choice of conditions, then they are muchmore likely to understand the material. A number of investigators1-5 have worked in this area.The history of the motion-simulation modules presented in this paper dates back to the early1980’s when personal computers were first required for undergraduate engineering students atVirginia Tech. The first efforts by the senior author

Conference Session

Teaching Dynamics

Collection

2009 Annual Conference & Exposition

Authors

Raymond Jacquot, University of Wyoming; Jeffrey Anderson, University of Wyoming; David Walrath, University of Wyoming

Tagged Divisions

Mechanics

Vibration with Applications, Prentice-Hall, Upper Saddle River, NJ, 1998. 3. I.K.Yusef, Slater and K. Gramoll, Using ‘GT Vibrations’ in Systems Dynamics Courses, Proc.. 1994 ASEE Annual Conference, June 26-29, Edmonton, Alberta, Canada, pp. 952-958. 4. K. Slater and K. Gramoll, Vibration Visualization using Longitudinal Vibration Simulator (LVS), Proc. 1995 ASEE Annual Conference, June 25-29, Anaheim, CA, 5. J.G. Watkins, G. Piper, K. Wedeward and E.E. Mitchell, Computer Animation: AVisualization Tool for Dynamic Systems Simulations, Proc. 1997 ASEE Annual Conference, June 15-18, 1997, Milwaukee, WI, Session 1620, Paper 4. 6. R.G. Jacquot and B.R. Dewey, Solution of Static and Dynamic Beam Bending and Static

Conference Session

Computer Tutors, Simulation, and Videos

Collection

2015 ASEE Annual Conference & Exposition

Authors

Edward J. Berger, Purdue University; Edward A. Pan, University of Virginia

Tagged Divisions

Mechanics

. Wittwer, V. Aleven, and R. Salden, “The worked-example effect: Not an artefact of lousy control conditions,” Comput. Human Behav., vol. 25, no. 2, pp. 258–266, Mar. 2009.[3] T. van Gog, F. Paas, and J. Sweller, “Cognitive Load Theory: Advances in Research on Worked Examples, Animations, and Cognitive Load Measurement,” Educ. Psychol. Rev., vol. 22, no. 4, pp. 375–378, Oct. 2010. Page 26.1700.15[4] J. Sweller and G. A. Cooper, “The use of worked examples as a substitute for problem solving in learning algebra,” Cogn. Instr., vol. 2, no. 1, pp. 59–89, 1985.[5] T. van Gog, F. Paas, and J. J. G. van Merriënboer

Conference Session

Mechanics Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amir Danesh-Yazdi, Rose-Hulman Institute of Technology; Yi Wu, Penn State Erie, The Behrend College; Oladipo Onipede Jr., Penn State Erie, The Behrend College

Tagged Divisions

Mechanics

]. Furthermore, Tabaran et al. [4] found that studentsexpressed significantly more cognitive activity on interactive computer screens compared to text-based screens. D’Angelo et al. [5] reviewed the effects of computer-based simulation forlearning in K-12 in STEM education and observed that, overall, simulations have a beneficialeffect over cases in which there were no simulations.Employing simulations or graphical user interfaces (GUIs) in a System Dynamics or Vibrationscourse is not a new approach. A search of the ASEE PEER Document Repository using the key 2 words “vibration simulation” and “vibration GUI” returned 838 and 90 results, although onlyfew of the papers were relevant to this work. Davari

Conference Session

Innovations in Solid Mechanics

Collection

2012 ASEE Annual Conference & Exposition

Authors

Peter Wolfsteiner, Munich University of Applied Sciences

Tagged Divisions

Mechanics

currently working as exchange professor at California Polytechnic State University in San Luis Obispo. Page 25.1252.1 c American Society for Engineering Education, 2012 Teaching Multibody System Simulation, an Approach with MATLABAbstractTeaching Multibody Systems needs to cover the related theoretical concepts of advanceddynamics, the application of the necessary numerical methods in a sufficient depth, andneeds to give students the opportunity to model and solve authentic problems on theirown. The last step may only be done with the help of a computer. A variety of

Conference Session

Statics and Strength of Materials

Collection

2012 ASEE Annual Conference & Exposition

Authors

Zachary Vick, University of Oklahoma; Kurt C. Gramoll, University of Oklahoma

Tagged Divisions

Mechanics

Page 25.1010.12generally shown in many FEM software packages.Once the simulation has been solved, the user is able to save the results in the form of a text fileto the local machine. The savable results include the original node locations created by themeshing routing, the tetrahedral elements represented by four nodes, the nodal displacementscorresponding to each node, the elemental strains and stresses (both normal and shear), and thevon Mises stress invariant. The text file had been arranged so that it can be easily delimited andimported into standard spreadsheet software.III. Cluster ImplementationThe HPC cluster has much greater computing power than most personal machines, greatlyreducing the computational time required for 3D FEM

Conference Session

Mechanics of Materials

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kurt C. Gramoll, University of Oklahoma

Tagged Divisions

Mechanics

. Page 26.1587.1 c American Society for Engineering Education, 2015 Torsion Mobile App for Engineering Education Using a High Performance Computer (HPC) ClusterAbstractEngineering students are rapidly expecting learning tools to be delivered on their tablets andsmart phones, including simulation tools for basic courses such as solid mechanics. To addressthis issue, a basic torsional stress simulation tool for mobile devices was developed andimplemented into a traditional first year solid mechanics class (Mechanics of Materials). The app,Torsion HPC, allows students to determine shear stresses for a variety of common torsional barcross sections. The app was used in class for discussion

Conference Session

What's New in Mechanics of Materials?

Collection

2006 Annual Conference & Exposition

Authors

Michael Hennessey, University of St. Thomas; Luke Hacker, University of St. Thomas

Tagged Divisions

Mechanics

comment was “I liked how it showed the gradualchange of the stresses.” The one student who did not respond favorably noted: “No, I have fairlygood visualization skills. It backed up what I already understood.” In summary, studentsgenerally indicated that the DVD enhanced their understanding of the concept of the state-of-stress at a point and the lead author will continue to use this DVD as a teaching aid whenteaching this course.6. ConclusionsA CAE-based simulation / animation tool has been developed for permitting the dynamic 3Dvisualization of the state-of-stress at a point using an arbitrary time varying coordinate frameattached to the differential cube. It was made possible through a change of tensor bases,numerically computing software (i.e

Conference Session

Teaching Dynamics

Collection

2010 Annual Conference & Exposition

Authors

Benson Tongue, University of California, Berkeley; Daniel Kawano, University of California, Berkeley

Tagged Divisions

Mechanics

thechanging nature of our technological world. Cars that are computer controlled are not ones thatlend themselves to “tinkering.” Likewise, the microelectronics that runs through most all moderntechnological artifacts present our nascent engineers with little of the opportunity for hands-onlearning that so typified the pre-college experience of their counterparts in years past.On the other hand, students are very comfortable with videos and, hopefully, reasonably welloriented toward simulation/animation software. Their inclinations can be used [1], in a properlydesigned course, to enhance learning [2], [3], [4].What the authors have tried to do is add a new component to what have traditionally been pureanalysis courses as a way of addressing this

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

little to do with solving dynamics problems.17. The computer animations given in class have helped me to solve dynamics problems.24. After looking at the computer animations I can better understand the drawings on problems andexams. Modules and the Questioning that Took Place2. The questions that were asked while viewing the simulations/demonstrations helped me understandthe lecture material. Page 11.1280.92 The instructor believes in the KISS principle of design; that is, “Keep It Simple Stupid”.7. The questions that were asked while viewing the simulations/demonstrations made me think moreabout dynamics

Conference Session

Innovative Teaching Techniques in Mechanics

Collection

2006 Annual Conference & Exposition

Authors

Shanzhong (Shawn) Duan, South Dakota State University

Tagged Divisions

Mechanics

EducationAnnual Conference & Exposition. Albuquerque, NM.15. Walker, M. W., and Orin, D. E. (1982). Efficient Dynamic Computer Simulation of Robotic Mechanisms.Journal of Dynamic Systems, Measurements, and Control, Vol. 104, Sept. pp. 3363 – 3387.16. Wright, S. (1996). Case-based instruction: Linking theory to practice. Physical Educator. Vol. 53, Issue 4.17. Newberry, C. F. (2005). A Missile System Design Engineering Model Graduate Curriculum. Proceedings of the2005 American Society for Engineering Education Annual Conference & Exposition. Portland, OR.18. Gulley, N. (1993). PNDANTM2 S-function for Animating the motion of a double pendulum. The Math Works,Inc.19. Swisher, G. M. and Darvennes, C. M. (2001) An Integrated Vibrations and System

Conference Session

Internet Delivery of Mechanics Courses

Collection

2007 Annual Conference & Exposition

Authors

Peter Boyle, Saint Mary's University

Tagged Divisions

Mechanics

supplement. They were encouraged to read the supplement before the first day of lectures. About sixty interactive models and six animated screen videos prepared the student for self-test exercises. About ten hours were required for a student to assimilate the material in the software supplement, and the paper discusses the value of this time commitment. 7) The role of virtual laboratory exercises included in the ePAC is briefly described.IntroductionImprovements in online learning tools, evolving student demands and universal computer access,prompt the initiation of course delivery methods that challenge the hegemony of traditionalpresentation formats. The courses described here were not offered by distance delivery, but

Conference Session

Anything New in Dynamics?

Collection

2008 Annual Conference & Exposition

Authors

Geoff Rideout, Memorial University of Newfoundland

Tagged Divisions

Mechanics

AC 2008-87: TEACHING MULTIBODY DYNAMICS IN AN UNDERGRADUATECURRICULUM – AN INTUITIVE AND EXPLICIT FORMALISM BASED ONPARASITIC ELEMENTSGeoff Rideout, Memorial University of Newfoundland Geoff Rideout received his B.Eng. (Mechanical) from Memorial University in 1993, his M.A.Sc. (Eng.) from Queen's University in 1998, and his Ph.D. from the University of Michigan in 2004. He is currently an assistant professor of engineering at Memorial University, teaching mechanics and design courses. He is conducting research in the area of automated generation of computer simulation models for dynamic system design

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

motion.In past quarters, the computer simulations did not always match what was being covered in thelectures. Because of the difficulty in performing three dimensional analysis, projects focused onkinematic analysis of linkages and numerical solutions of differential equations. This alsoexposed students to numerical analysis tools that are not present elsewhere in the curriculum.Recently, we have decided to include a full three-dimensional simulation as a final class project.During the final week of the course, we cover gyroscopic motion. This is a very difficultconcept for most students to grasp, and simple instructor demonstrations don’t allow the studentsto actually feel the gyroscopic moments. To help remedy this situation and hopefully

Conference Session

Building Success in the Online Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Reihaneh Jamshidi, University of Hartford; Eoin A. King, NUI Galway

Tagged Divisions

Mechanics

having to stare at a computer screen. Table 3 (continued) I feel like we lose the ability to help each other with homework outside of class. I would often see people at library but since being home and nothing having peoples contact, Connecting with the class on a makes it much more challenging. regular basis It’s very difficult to connect with everyone

Conference Session

Measuring Learning in Statics & Dynamics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ning Fang, Utah State University

Tagged Divisions

Mechanics

-solving procedurals. The objectives of anengineering mechanics course often include conceptual and procedural understanding of coursecontent. For example, for an engineering dynamics course, an important course objective is forstudents to develop a solid understanding of fundamental concepts, such as Newton’s SecondLaw, the Principle of Work and Energy, the Principle of Linear Impulse and Momentum, and theConservation of Linear Momentum.To help students to understand fundamental concepts, a variety of instructional approaches andassessment tools, such as concept inventories 17, computer simulation and animation 18, videogames 19, and concept mapping 12, 20-23 have been developed and employed. For instance,Cornwell 23 developed concept maps for

Conference Session

Innovations in Teaching: Statics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Christine Valle, Georgia Institute of Technology; Sue Rosser, San Francisco State University; Janet H Murray, Georgia Tech; Wendy C. Newstetter, Georgia Institute of Technology; John D. Leonard II, Georgia Institute of Technology; Laurence J. Jacobs, Georgia Institute of Technology

Tagged Divisions

Mechanics

attempts to remedy this by leveraging computer animations to explicitly show students Page 22.935.2how statics is tied to everyday life and everyday situations they may encounter. One of theadvantages of computer animations is that they provide an important opportunity for students tomanipulate objects and tools – something that is often lacking, especially for women and URMswho are typically not taught or encouraged to take apart machines as they grow up. Anotheradvantage of computer animations is that they effectively scaffold students' efforts at modelbuilding and connect abstract problems with multiple real world applications – for example

Conference Session

Teaching Statics

Collection

2010 Annual Conference & Exposition

Authors

Anna Dollar; Paul Steif

Tagged Divisions

Mechanics

addressed as individual procedural steps. To help students learnprocedures, we use several approaches. First, we explain the procedure in straight text, often witha worked-out example. Second, we demonstrate the application of the procedure with a“Walkthrough”: an animation combining voice and graphics that walks the student through anexample of the procedure. The effectiveness of such an approach is consistent with studies ofmultimedia learning, [15], since it engages both aural (hearing) and visual pathways, diminishingthe mental load on each.Students engage in problem solving procedures first in formative assessment “Learn By Doing”(LBD) exercises and later in summative assessment “Did I Get This?” (DIGT) exercises. Theseare computer-tutors in

Conference Session

Internet Delivery of Mechanics Courses

Collection

2007 Annual Conference & Exposition

Authors

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

Tagged Divisions

Mechanics

, in particular, drawsin part upon the authors’ ongoing work to recognize conceptual difficulties in Statics and toreorganize Statics instruction to better address the conceptual challenges students face. Eachmodule is based on a set of carefully articulated learning objectives, and contains expository textand various interactive exercises and simulations. The explanation of basic concepts capitalizesappropriately on the computer’s capability for displaying digital images, video, and simulationscontrolled by the user. Assessment is tightly integrated within each module, with studentsconfronting frequently interspersed “Learn by Doing” activities, which offer hints and feedback.Summative “Did I Get This” interactive assessments at the end of

Conference Session

Mechanics Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

John A. Mirth, Saint Cloud State University

Tagged Divisions

Mechanics

spreadsheet used to check your design.For all cases you will have to determine the experience that you want the jumper to have. Doesyour company operate on a “have a nice jump we are not going let you get anywhere near thebottom” safety philosophy, a “let’s see if you can touch the water at the bottom” full thrillsphilosophy, or somewhere in between? Establish your philosophy and apply it to all of theabove design scenarios that you choose to complete. NOTE: All students are expected to havedifferent design philosophies!Computer Simulations – For this project, the computer simulation tasks are: a) (5 pts) Use MathCad to solve problem (a) above. b) (5 pts) Use MathCad to create a plot that shows the g’s experienced as a function of

Conference Session

Innovative Teaching Techniques in Mechanics

Collection

2006 Annual Conference & Exposition

Authors

Andrew Szmerekovsky, AFIT; Brian Self, U.S. Air Force Academy

Tagged Divisions

Mechanics

to tell what exactly was happening in the film, but it looked like the leg was being pushed on from the top and was being smashed into the ground. If this was what was happening, I would probably use K=0.5 to represent having 2 fixed ends. • 1, because the leg's support simulates 2 pins, one at the ground and the other at the pelvis. • The K value would be 2, because it is most like a fixed and free end. • We would use a K=1 because both ends are would be pinned (knee joint and ankle joint). • It would be K=0.5 because the ends would be fixed. • Both ends would essentially be fixed. The foot would be fixed against the ground due to the forces being applied to it, and the knee would be fixed to something

Conference Session

Innovations in Teaching: Statics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Anna Dollar, Miami University; Ronald R. Ulseth, Itasca Community College; Paul S. Steif, Carnegie Mellon University

Tagged Divisions

Mechanics

procedures first in formative assessment “Learn By Doing”(LBD) exercises and later in summative assessment “Did I Get This?” (DIGT) exercises. Theseare computer-tutors in which students can practice the new skill as they receive detailed,individualized, and timely hints and feedback. DIGT exercises, located at the end of each page,assess whether the learning objective has been met. Most tutors offer the student the option ofasking for a Hint at each step. There are sometimes successive hints: for example, a first hintthat reminds the student of the relevant underlying idea or principle, the second hint that links thegeneral idea to the details of the problem at hand, and a final hint virtually gives the answeraway, but explains how one would arrive

Conference Session

Evaluation of Teaching Methods for Mechanics Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Mechanics

interactiveexercises described below.Since Statics is a subject that requires solving problems as well as understanding concepts, largertasks have been carefully dissected and addressed as individual procedural steps. To helpstudents learn such procedures, the procedure is first explained in straight text, often with aworked-out example. Often, the application of the procedure is demonstrated with a“Walkthrough”: an animation combining voice and graphics that walks the student through anexample of the procedure. Students themselves engage in problem solving procedures first informative assessment “Learn By Doing” exercises and later in summative self-assessment “Did IGet This?” exercises. These are computer-tutors in which students can practice the new skill

Conference Session

Innovations in Teaching: Statics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sheryl A. Sorby, Michigan Technological University; Carl R. Vilmann P.E., Michigan Technological University

Tagged Divisions

Mechanics

award, both from the North Midwest Section of ASEE. Her research interests include spatial visualization and computer aided design. She was recently awarded WEPAN’s Betty Vetter Award for research on women in engineering.Dr. Carl R. Vilmann P.E., Michigan Technological University Page 22.752.1 c American Society for Engineering Education, 2011Going Online with StaticsAbstractStatics is a foundational course found in engineering programs across the country.Through a grant from the National Science Foundation, Carnegie Mellon Universitydeveloped an online version of Statics that is freely available

Conference Session

Teaching Statics

Collection

2009 Annual Conference & Exposition

Authors

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

Tagged Divisions

Mechanics

approaches. First, we explain the procedure instraight text, often with a worked-out example. Second, we demonstrate the application of theprocedure with a “Walkthrough”: an animation combining voice and graphics that walks thestudent through an example of the procedure. Such an approach is viewed as particularlyeffective, since it engages both aural (hearing) and visual pathways, diminishing the mentalload on each. This is particularly the case when we want the student to make appropriateconnections between words and evolving graphics.Students themselves engage in problem solving procedures first in formative assessment “LearnBy Doing” (LBD) exercises and later in summative assessment “Did I Get This?” (DIGT)exercises. These are computer-tutors in

Conference Session

Teaching Mechanics of Materials & General Mechanics

Collection

2010 Annual Conference & Exposition

Authors

Shaobo Huang, Utah State University; Ning Fang, Utah State University

Tagged Divisions

Mechanics

, and vibrations of a particle and of a rigid body 1-3.Prediction of student academic performance has long been regarded as an important researchtopic in many academic disciplines because it benefits both teaching and learning 4, 5. Instructorscan use the predicted results to identify the number of students who will perform well, averagely,or poorly in a class, so instructors can be proactive. For instance, if the predicted results showthat some students in the class would be “academically at risk,” instructors may consider takingcertain proactive measures to help those students achieve better in the course. Representativeexamples of proactive measures include adding recitation sessions, adding more office hours,using computer simulations and

Conference Session

Mechanics, Hands-on Demo - Show & Tell!

Collection

2013 ASEE Annual Conference & Exposition

Authors

Edward J. Berger, University of Virginia

Tagged Divisions

Mechanics

teaching and learning, and encompasses a wide range of file types (examples: videoand audio files in Quicktime or MP4, Matlab .m files, java applets, PDF files, etc.). The specificsof each multimedia asset depend upon context; we currently have files spanning a range ofdifferent teaching and learning tools, including: (i) lecture videos, (ii) video problem solutions,(iii) simulations/animations, (iv) Matlab .m files and other executables, (v) text-based resources inPDF. Many others are possible and the EGP can admit these and many other file types.Learning “content” is, however, not enough; we want students to understand the relationshipsamong seemingly disparate pieces of content. Since at least the 1970’s, there have been persistentcalls 5;6;7