Conference Session

Teaching with Technology in Dynamics and Mechanics of Materials

Collection

2006 Annual Conference & Exposition

Authors

Rungun Nathan, Villanova University

Tagged Divisions

Mechanics

2006-2156: INTEGRATING MULTI-MEDIA AIDS (TABLET-PC, STREAMINGVIDEOS, ELECTRONIC SLIDES) TO THE FUNDAMENTAL INSTRUCTION INMECHANICSRungun Nathan, Villanova University Dr. Rungun Nathan is an assistant professor in the department of mechanical engineering at Villanova University since fall 1999. He got his BS from University of Mysore, DIISc (electronic design technology) from Indian Institute of Science, MS (System Sciences) from Louisiana State University and PhD (Mechanical Engineering) from Drexel University. He worked as a post-doc at University of Pennsylvania in the area of Haptics. His research interests are in the areas of mechatronics, robotics, virtual reality and haptics, and teaching

Conference Session

Innovative Teaching Techniques in Mechanics

Collection

2006 Annual Conference & Exposition

Authors

Ing-Chang Jong, University of Arkansas

Tagged Divisions

Mechanics

. Note that Page 11.878.4Eq. (4) is extremely useful and important in solving problems by the virtual work method!III. Relevant Fundamental ConceptsIn teaching and learning the virtual work method, it is well to recall the following relevant fun-damental concepts:̇ Work of a forceIf a force F acting on a body is constant and the displacement vector of the body from positionA1 to position A2 during the action is q, then the work U1› 2 of the force F on the body is2-6, 8,9 U1› 2 ? F © q ? FqE (5)where F is the magnitude of F and qE is the scalar component of q parallel to

Conference Session

Using Technology to Support Learning in Mechanics

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ning Fang, Utah State University

Tagged Divisions

Mechanics

Paper ID #32253In-Class Real-Time Assessments of Students’ Fundamental Vector andCalculus Skills in an Undergraduate Engineering Dynamics CourseProf. Ning Fang, Utah State University Ning Fang is a Professor in the Department of Engineering Education at Utah State University, U.S.A. He has taught a variety of courses at both graduate and undergraduate levels, such as engineering dy- namics, metal machining, and design for manufacturing. His areas of interest include computer-assisted instructional technology, curricular reform in engineering education, and the modeling and optimization of manufacturing processes. He earned

Conference Session

Curriculum and Instruction in Engineering Mechanics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Scott R. Hamilton P.E., York College of Pennsylvania; Jakob C. Bruhl, U.S. Military Academy; Joshua Richard Wyrick, York College of Pennsylvania

Tagged Divisions

Mechanics

Paper ID #21360Can It Work for Us Too? Results from Using West Point’s Fundamentals ofEngineering Mechanics and Design Course Redesign.Dr. Scott R. Hamilton P.E., York College of Pennsylvania Scott Hamilton is the Coordinator for the new Civil Engineering Program at York College of Pennsylvania. He is a registered Professional Engineer and has both a MS and PhD in civil engineering and a Masters in engineering management from Stanford University and a BS from the United States Military Academy, West Point. He is a retired US Army Corps of Engineers officer who has had assignments in the US, Germany, Korea, and Afghanistan

Conference Session

Teaching Statics: What and How?

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Phillip Cornwell, Rose-Hulman Institute of Technology; Amir H. Danesh-Yazdi, Rose-Hulman Institute of Technology; Aimee Monique Cloutier, Rose-Hulman Institute of Technology

Tagged Divisions

Mechanics

, rather than on fundamental engineering concepts.Therefore, we believe it is beneficial to present to students a more universally applicableproblem-solving framework that is can be used for solving many different types of engineeringproblems.The systematic problem-solving approach presented in this paper is intended to free studentsfrom a reliance on limited problem-solving approaches that they may perceive as beingapplicable to only a small number of circumstances. This approach emphasizes a few basic stepswhich can be applied to a wide variety of problems in statics or in other courses.  Severaltextbooks use a systematic, structured problem-solving approach, including Sheppard andTongue [3], Plesha, Gray, and Costanzo [4], and more recently

Conference Session

Teaching Statics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jeffrey L. Newcomer, Western Washington University

Tagged Divisions

Mechanics

AC 2011-66: INVESTIGATING THE VALIDITY OF STUDENTS’ SELF-ASSESSMENTS OF THEIR ABILITY IN STATICSJeffrey L. Newcomer, Western Washington University Jeffrey L. Newcomer is a Professor of Manufacturing Engineering Technology at Western Washington University. He received B.S. (1988) and M.Eng. (1989) degreesin Aeronautical Engineering, a M.S. in Science and Technology Studies (1993), and a Ph.D. in Mechanical Engineering (1994) from Rensselaer Polytechnic Institute. He is engaged in research to improve instruction and assessment in engineering, with an emphasis on engineering fundamentals such as mechanics Page

Conference Session

Teaching Mechanics of Materials

Collection

2014 ASEE Annual Conference & Exposition

Authors

Carla Egelhoff, Montana Tech of the University of Montana; Edwin M. Odom, University of Idaho, Moscow

Tagged Divisions

Mechanics

the Machine Design textbooks and found they all provide the following: areview of free body diagrams, statics, and determination of reactions for simple beam-loadconfigurations, a section on the use of singularity functions, writing shear and moment equations,and strain energy methods. Finally, we also assume students have access to an equation solver.The authors use TK Solver™ and EES© but our students and colleagues have produced solutionsusing Mathematica, Matlab and MathCad. In deference to the faculty who might beinterested in this method, we selected a very complex shaft geometry and loading. Additionally,our complete solution provided in this paper may be more than is needed in a shaft designproblem. The typical textbook problem

Conference Session

Teaching Mechanics of Materials and General Mechanics Education

Collection

2009 Annual Conference & Exposition

Authors

Ing-Chang Jong, University of Arkansas; William Springer, University of Arkansas

Tagged Divisions

Mechanics

choice of the coordinate system and is the most generalform of the von Mises stress.Using the stress invariants in Eqs. (19) and (20), we write I12 − 3I 2 (σ + σ y + σ z ) − 3 (σ x σ y + σ y σz + σ z σx − τ x y − τ y z − τ z x ) 2 = 2 2 2 x = σ x2 + σ y2 + σ z2 − ( σ x σ y + σ y σ z + σ z σ x ) + 3 (τ x2y + τ y2z + τ z2x ) (33) = 1 (σ x − σ y ) 2 + (σ y − σ z ) 2 + (σ z

Conference Session

Computer Tutors, Simulation, and Videos

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christopher Papadopoulos, University of Puerto Rico, Mayaguez; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez; Genock Portela-Gauthier, University of Puerto Rico, Mayaguez; Emmanuel Francisco Oquendo, University of Puerto Rico, Mayaguez; David Candelario Suarez; Christian Gabriel Hernandez-Negron, University of Puerto Rico, Mayaguez; Manuel Jose Perez-Vargas, University of Puerto Rico, Mayaguez

Tagged Divisions

Mechanics

? 2e*. Is zero weight assumption 4/8 (50%) 6/13 (46%) for members of a truss valid?Considering first the Basic Questions, the results are mixed. However of note is that for qQuestions1b, 2a, and 2c, students in the control group generally outperformed the students in the experimentalgroup. This raises the troubling possibility that students in the experimental group may not bemissing some of the fundamentals, possibly due to being distracted by use of the spreadsheet as atechnique. This question will be examined further in the detailed analysis of the interviewtranscripts. We note that common errors were (i) forgetting to write the moment balance equationin Question 1b and (ii) drawing the joints at

Conference Session

Innovative Teaching Techniques in Mechanics

Collection

2007 Annual Conference & Exposition

Authors

Christopher Papadopoulos; Josh Bostwick, Cornell University; Andrew Dressel, University of Wisconsin-Milwaukee

Tagged Divisions

Mechanics

mechanics.These issues are (1) multiple-method problem-solving, in which a given problem issolved in more than one way, (2) writing equations in a standard form that is amenable tocomputation, and (3) careful address of assumptions. Strategies to address these issuesare referred to as the “targeted strategies”.Considering the first issue, can material be developed in a general manner such that thechoice of method is presented as a fundamental part of the problem-solving process? Ormust certain problems be “pigeon-holed” such that their solutions are hard-wired to only Page 12.1206.2a certain approach? We probe these questions using the example of solving

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

difficult, but are often overwhelmed by the myriad ofsmall decisions that they must get correct if they are going to successfully solve a problem. Toooften, this causes a student to question if he/she should continue to study engineering. Describedherein is an online computerized leaning system, called ARCHIMEDES, which helps studentsovercome the major obstacles to success in Statics. The system allows the student to draw free-body diagrams and write free-form equilibrium equation in the same way as they would withpaper and pencil. At key times in the process, the system assesses the student's work and givesimmediate feedback on the correctness, completeness, and consistency of his/her solution. Theinstant feedback allows students to correct errors

Conference Session

Measuring Learning in Statics & Dynamics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Roger G. Hadgraft, University of Technology Sydney; David Lowe, The University of Sydney; Justine Lawson

Tagged Divisions

Mechanics

, McGraw-Hill, co-authored with Roger Pressman). He is a past-President of the Global Online Laboratory Consortium, and is the convenor of the Australian Engineering Associate Deans (L&T) network.Ms. Justine Lawson c American Society for Engineering Education, 2016 Enhancing mechanics education through shared assessment designThere is considerable commonality between engineering undergraduate programs in terms ofcontent, pedagogies, course structures and assessment practices, particularly in terms ofengineering fundamentals such as mechanics. Despite this, and the availability of an array ofonline resources, there seems to be limited commitment to sharing

Conference Session

Mechanics Division Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Wayne Johnson, Armstrong Atlantic State University; Priya Goeser, Armstrong Atlantic State University

Tagged Divisions

Mechanics

I/O, images, sound, fundamental numerical methods and sorting. This courseensures that the students are familiar with MATLAB prior to taking the Statics andComputational Modeling courses.All topics are covered using a combination of lectures, written assignments and computerprojects. The students study in detail the concepts behind the numerical methods commonlyused by engineers including the advantages and disadvantages of various methods. Theapplication of error analysis in order to check accuracy of results is emphasized. These methodsare then developed into computer programs using MATLAB. The students learn to use relevantbuilt-in functions within the software as well as write their own functions. Emphasis is placedon writing user

Conference Session

Statics Online

Collection

2015 ASEE Annual Conference & Exposition

Authors

Peggy C. Boylan-Ashraf, Stanford University; Sarah L. Billington, Stanford University; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Mechanics

Paper ID #13802Using online and hands-on activities to improve self-efficacy in mechanicsDr. Peggy C. Boylan-Ashraf, Stanford University Dr. Peggy C. Boylan-Ashraf is a postdoctoral research scholar in the Designing Education Lab at Stanford University. Her research interests lie at the intersection of solid mechanics and engineering education, particularly in the areas of a new paradigm in teaching introductory, fundamental engineering mechanics courses (statics, mechanics of materials, and dynamics).Prof. Sarah L. Billington, Stanford University Sarah L. Billington is Professor of Structural Engineering and Associate

Conference Session

Teaching & Learning Statics and Mechanics of Materials

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sarah Baxter, University of St. Thomas; Bethany Fralick, University of South Carolina, Aiken

Tagged Divisions

Mechanics

College of Engineering and Computing. c American Society for Engineering Education, 2016 Graphical Statics ReduxAbstractActive learning is defined in contrast to learning by exposition or lecture. More specifically itusually refers to any instructional activity that engages the student in learning, perhaps ratherthan in being taught. There are two fundamental challenges to embedding active learning in aStatics classroom. The first is coming up with the format for an activity that is appropriate forthe class and learning objectives and the second is in identifying content that can be effectivelycast in this format throughout the course.In this work, Graphical Statics is suggested as an

Conference Session

Alternative Methods of Teaching and Learning Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Mechanics

rudiments of computerprograming. The coding part of the projects are designed to be progressively developmental sothat the students don’t drown in syntax and logic errors. We also provide lots of support forprogramming. The aim in the projects is to spend most of the time exploring the topical problemusing a working code that the student has written.The students write a full report for each project, summarizing the theory, describing what theyelected to study, and explaining what they discovered. The reports are evaluated using a rubricwith twelve items: four associated with developing theory and writing code, four associated withexploration and discovery, and four related to the quality of the written report. The studentscomplete four projects in

Conference Session

Anything New in Dynamics?

Collection

2008 Annual Conference & Exposition

Authors

Geoff Rideout, Memorial University of Newfoundland

Tagged Divisions

Mechanics

area even if they will exclusively use specializedcommercial software after graduation.A physically intuitive, explicit multi-body formalism is presented that will allow senior studentsto review and refresh their knowledge of dynamics, understand how to handle constraint forces,and write their own forward dynamics simulation code using software such as MATLAB. Theformalism is based on the use of parasitic (stiff) springs to allow a small but finite relaxation ofideal joint constraints. Stiff springs break dependencies among the generalized coordinates ofconnected bodies and thereby allow derivation of a set of explicit first-order ordinary differentialequations. Joint forces are found from parasitic spring deflections. Moreover, a consistent

Conference Session

Alternative Methods of Teaching and Learning Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Mechanics

environments, mastery-based grading, and other strategies. However, as we put thoseideas into place, we realized that there were significant content issues as well. We discuss someof the pedagogical strategies elsewhere [3], [4].In this paper we focus on the content issues in the course, particularly as they relate to the task ofgetting students to master fundamental concepts in dynamics. In our design, we wanted toaddress the following observations that we have made about students in traditional learningenvironments in Dynamics: • Students are typically introduced to vectors but fail to develop facility using vector notation (especially direct notation) as a tool to derive or process equations. In some texts, vector notation is viewed

Conference Session

Mechanics of Materials

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kurt C. Gramoll, University of Oklahoma

Tagged Divisions

Mechanics

thecluster for solving. When the calculations are completed, the compute nodes in the cluster returnthe results to the head node, which in turn processes the raw data and prepares the stress plot thatis sent back to the client. This process is diagramed in Fig. 4.1. The head node The compute node reads the output file solves and writes Tablet or Phone and returns results. output to a text file. interface Available accessed via compute node 4 3 local machine

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

Homework, Learning, and Problem Solving in Mechanics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Julian Ly Davis, University of Southern Indiana; Thomas McDonald, University of Southern Indiana

Tagged Divisions

Mechanics

problem:1) problem set up, 2) generation of systems of equations, 3) mathematical execution for solution.For this analysis, these 3 categories are classified as the Solution of a problem. The finalcategory of the rubric is 4) overall presentation. This portion of the rubric is evaluated forqualities such as: 1. Well sketched FBDs: drawn with straight edges, labeled dimensions, and reasonably accurate angles and dimensions. 2. Including fundamental equations used in analysis. 3. Aligned system of equations. 4. Matching symbols in FBDs with those in equations. 5. Indicating differences between vectors and magnitudes.These qualities are required to present a clear technical solution. First, students are required toestablish a clearly

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

Society for Engineering Education, 2016 Hands-on project Strategy for Effective learning and Team performance in an accelerated Engineering Dynamics courseAbstract: For many engineering undergraduate students a first course in Dynamics is oftenchallenging when learning about the fundamentals concepts, basic Newtonian physics, andassociated mathematical tools like vector algebra, trigonometry, and calculus. For educators thechallenge is, motivating the students and making the learning process enjoyable. A simple hands-on activity to supplement the classroom content could greatly aid in student learning. At Rowanuniversity an engineering dynamics accelerated course is offered every fall

Conference Session

Teaching Mechanics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ing-Chang Jong, University of Arkansas; William T. Springer, University of Arkansas

Tagged Divisions

Mechanics

supported beam AD● Using MoMF: In applying the method of model formulas to this beam, we must adhere to thesign conventions as illustrated in Fig. 1. At the left end A, the moment M A is 0, the shear forceVA is 5P/3, the deflection yA is 0, but the slope θA is unknown. At the right end D, the deflection yD is 0, but the slope θ D is unknown. Note in the model formulas that we have x P = L /3 forthe concentrated force P ↓ at B and xK = 2 L /3 for the concentrated moment PL  at C. Apply-ing the model formulas in Eqs. (3) and (4), successively, to this beam AD, we write − PL  2 ( 5 P/3) L2 P  L 2L

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

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

showing a complete record of student actions during the experiment. A screenshot of sucha composite video is shown in Figure 1. For each composite video, a special transcript wasconstructed, and this transcript captured four categories of information: • Verbal information: participant think-aloud transcription • Problem solution events: key steps in the solution, and their duration (example: drawing a free body diagram, writing a specific equation, or performing algebraic operations) • Video events: playing the video, searching through the video, or (most importantly) watching the video (as detected using the eye gaze data) • Affective events: participants audibly expressing positive affect (“I think this is right

Conference Session

Anything New in Dynamics?

Collection

2008 Annual Conference & Exposition

Authors

Byron Newberry, Oklahoma Christian University of Science and Arts

Tagged Divisions

Mechanics

students to carefully evaluate and critique their findings; pastofferings have shown this project to provide considerable student insight into impulse loadingbeyond that gained in theory courses. Sufficient detail is presented to allow implementationwithin a typical mechanical engineering program.Bibliogr aphy1. Nagle, R. K., Saff, E.B., and Snider, A.D., Fundamentals of Differential Equations, 7th Edition, Pearson Addison Wesley, 2008.2. Hibbeler, R.C., Engineering Mechanics Î Dynamics, 10th Edition, Pearson Prentice Hall, 2004.3. Bedford, A. and Fowler, W., Engineering Mechanics Î Dynamics, 4th Edition, Pearson Prentice Hall, 2005.4. Estes-Cox Corporation, www.estesrockets.com.5. Dq{gt."N0."Tcxkpftc."M0."Igqtig."L0."cpf

Conference Session

Mechanics Division Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Mysore Narayanan, Miami University

Tagged Divisions

Mechanics

to the problem in question.Buoyancy Motion If one assumes that buoyancy can drive the motion even when the temperature variationsand the density variations are very small, one can understand the basis for BoussinesqApproximation. Boussinesq Equations can be derived based on these fundamental assumptions. Page 15.214.4 Supposing one considers determining the flow under certain specified conditions.Let τb and Tb represent the density and temperature of a ‘bottom’ layer.If the temperature difference between the top layer and the bottom layer is very small and ifχ is the coefficient of expansion, one can write

Conference Session

Teaching Mechanics of Materials and General Mechanics Education

Collection

2009 Annual Conference & Exposition

Authors

Henry Christiansen, Brigham Young University; Steven Benzley, Brigham Young University; Spencer Guthrie, Brigham Young Univeristy; Gaurab Paudel, Brigham Young University

Tagged Divisions

Mechanics

WinterSemester this system serves approximately six hundred students.Success of this teaching effort is assessed by student questionnaires about the EMIL operations,scores of student’s Fundamentals of Engineering (FE) exam, student course evaluations, anddepartment exit interviews. Student questionnaires indicate that 79% of the students regularlyuse the EMIL and that 97% of the students rate the quality of the tutorial service either good orexcellent. Students from our program pass the FE exam at a rate higher than the national averageand student course evaluations and data from exit interviews indicate that understandingengineering fundamentals (i.e. engineering mechanics) is among the highest rated aspects of ourprogram.Key Words: Mechanics

Conference Session

Teaching & Learning Statics and Mechanics of Materials

Collection

2016 ASEE Annual Conference & Exposition

Authors

Barry T. Rosson P.E., Florida Atlantic University

Tagged Divisions

Mechanics

the loads P and Q are fully applied at t2 and beyond for both load sequences Iand II. As previously discussed at t2 and beyond, each member has an axial force andcorresponding strain from load sequence I that are equal to the member’s axial force and strainfrom load sequence II, thus UI = UII. Since WI = UI and WII = UII, then WII = UI at t2 and beyond.It is this last relationship that allows us to write the expression for the displacement 𝑃32 that isdue entirely to the load P. Load Sequence I Load Sequence II Figure 8. Loads P and Q Applied with Load Sequences I and II.The external work and strain energy equations at t1 and t2 are given in Table 1. An analysis of thetruss at

Conference Session

Innovative Teaching Techniques in Mechanics

Collection

2007 Annual Conference & Exposition

Authors

Rick Williams, East Carolina University; William Howard, East Carolina University

Tagged Divisions

Mechanics

studentwith a good basis for discussing sources of experimental uncertainty. We do not require a formalanalysis of experimental uncertainty since this is covered later in our curriculum, however, we dostrongly believe that it is important for students to begin developing an understanding ofexperimental uncertainty and ask them to comment on uncertainty in every lab write-up. Thesources of uncertainty in this lab include the accuracy of the spring scales, the accuracy of thelinear measurements, and the fact that we are ignoring the mass of the spring scales and chain. Page 12.151.8 12 T1y