Conference Session

Concept Inventories in Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Julian Ly Davis, University of Southern Indiana; Sara L. Arena, Virginia Tech

Tagged Divisions

Mechanics

statics concept inventory,” Proc. 2004 Am. Soc. Eng. Educ. Conf. Expo., 2004.[9] G. Gray, F. Costanzo, and D. Evans, “The dynamics concept inventory assessment test: A progress report and some results,” Am. Soc. Eng. Educ., 2005.[10] N. Jorion, B. D. Gane, K. James, L. Schroeder, L. V. Dibello, and J. W. Pellegrino, “An Analytic Framework for Evaluating the Validity of Concept Inventory Claims,” J. Eng. Educ., vol. 104, no. 4, pp. 454–496, 2015.[11] N. Stites et al., “Analyzing an abbreviated dynamics concept inventory and its role as an instrument for assessing emergent learning pedagogies,” ASEE Annu. Conf. Expo. Conf. Proc., vol. 2016-June, 2016.[12] R. Averill, S. Roccabianca, and G

Conference Session

What's New in the Mechanics of Materials?

Collection

2007 Annual Conference & Exposition

Authors

Andrea Surovek, South Dakota School of Mines and Technology

Tagged Divisions

Mechanics

illustrate the difference between contextual problems and those lacking context,consider a potential mechanics of materials problem: A shaft is subjected to the torque shown. Find A the shear stress developed in the shaft and the angle of twist at point A relative to point B. B Figure 1 A basic torsional shear stress problem in mechanics of materialsThe problem does not tell the students anything about the source of the torque, the likely use ofthe shaft, or anything else that might allow then to place some context on why it might bevaluable to know the shear stress or angle of twist. Even if the

Conference Session

Simple Classroom Demonstrations for Mechanics

Collection

2010 Annual Conference & Exposition

Authors

Scott Kiefer, Michigan State University

Tagged Divisions

Mechanics

(basketball goal) This example introduced the students to eccentric loading problems and how they createmultiple stresses. The instructor began by showing a two minute YouTube video showing aseries of NBA slam dunks. A class discussion was then initiated discussing what types ofstresses the basketball support structure was subjected to. Calculations were then presented for Page 15.1015.5axial and bending stress at two different points (A and B below) for a very simplified model of abasketball goal as shown in figure 1 with equations 11-13. A follow-up discussion was alsofacilitated reminding the students of the difference between static and

Conference Session

Teaching Dynamics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Brianno Coller, Northern Illinois University

Tagged Divisions

Mechanics

onsist Modeling Representation ng? System (FBD, MAD) ro Path A: C rw Ri h B

Conference Session

Teaching Mechanics of Materials and General Mechanics Education

Collection

2009 Annual Conference & Exposition

Authors

Habib Sadid, Idaho State University; Richard Wabrek, Idaho State University

Tagged Divisions

Mechanics

Materials, Oxford University Press, New York, NY, 2002.4. Beer, F. P., Johnston, E. R. and DeWolf, J. T., Mechanics of Materials, Fifth Edition, McGraw Hill, 2008.5. Hibbeler, R.C., Mechanics of Materials, Seventh Edition, Prentice Hall, Upper Saddle River, NJ, 2007.6. Gere, J. M. and Goodno, B. J., Mechanics of Materials, Seventh Edition, CL-Engineering, 2008.7. Bedford, A. and Liechti, K.M., Mechanics of Materials, Prentice Hall, Upper Saddle River, NJ, 2000.8. Riley, W.F., Sturges, L.D. and Morris, D.H., Mechanics of Materials, Fifth Edition, John Wiley & Sons, New York, NY, 1999.9. Wempner, G., Mechanics of Solids, PWS Publishing Company, Boston, MA, 1995.10. Timoshenko, S. P. and Gere, J. M., Mechanics of Materials, Fourth

Conference Session

Teaching Statics

Collection

2010 Annual Conference & Exposition

Authors

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

Tagged Divisions

Mechanics

AC 2010-2422: INTEL: PRESENTING REALISTIC EXERCISES IN A STATICSCLASSChristine Valle, Georgia Institute of TechnologySue Rosser, Georgia Institute of TechnologyJanet Murray, Georgia Institute of TechnologyWendy Newstetter, Georgia Institute of TechnologyLaurence Jacobs, Georgia Institute of Technology Page 15.786.1© American Society for Engineering Education, 2010 InTEL: Presenting Realistic Exercises in a Statics ClassAbstractStatics, a foundational engineering course, introduces a unique approach to problem solving,which is characterized by model-based reasoning. The major intended course outcome is forstudents to develop the ability to create and utilize

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

first midterm.Table 4: Student Success of Those Who Took the First Test: Didn't take final Took Final Percent Total W F/U Drop D F/U D S C B A PassingFlipped 36 29 13 1 26 63 3 270 487 274 1202 86%CourseOnline-Only 3 4 6 0 2 4 0 11 14 4 48 60%13-14Online-Only 0 3 0 0 6 8 0 20 21 8 66 74%14-15* W = withdrew from the class, S & U = successful or unsuccessful

Conference Session

Innovative Mechanics Education Programs and Projects

Collection

2007 Annual Conference & Exposition

Authors

Phillip Cornwell, Rose-Hulman Institute of Technology; Charles Farrar, Los Alamos National Laboratory; Peter Avitabile, University of Massachusetts-Lowell

Tagged Divisions

Mechanics

Conference on Structural Dynamics, Kissimmee, Florida, Feb. 2001.15. Granier, J.J., R.J. Hundhausen, G.E. Gaytan, “Passive Modal Damping with Piezoelectric Shunts,” Proceedings of the 20th IMAC Conference on Structural Dynamics, Los Angeles, CA, Feb. 2002.16. Kess, H.R., N.J. Rosnow, B.C. Sidle, “Effects of Bearing Surfaces on Lap Joint Energy Dissipation,” Proceedings of the 20th IMAC Conference on Structural Dynamics, Los Angeles, CA, Feb. 2002.Biomechanics17. Crowell, B.L., B. A. Stalcup, D. W. Stinemates, “Design of Personal Air Bag Spinal Protection Device,” Proceedings of the 19th IMAC Conference on Structural Dynamics, Kissimmee, Florida, Feb. 2001.18. Giardini, S., D. Laney, A.C. Rutherford, C.R. Farrar, “Monitoring Femoral

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

, respectively, as well as a “Comments/Suggestions” box for open endedrecommendations. These questions (together with the TA evaluation section) provide a holisticreview of all major aspects of a course, allowing the instructor to obtain broad and detailedstudent feedback to support future changes in the course delivery.The rating scale used in the questions of the course evaluation surveys is selected to match thescale of the rating system of each university. Thus, course evaluation surveys administered inUniversity A use a 6-point scale (A to F), whereas, course evaluation surveys administered inUniversity B use a 5-point scale (A to E). “University A” refers to the Department of Civil,Environmental and Architectural Engineering at the University of

Conference Session

Innovative Mechanics Education Programs and Projects

Collection

2007 Annual Conference & Exposition

Authors

James Morgan, Texas A&M University; Luciana Barroso, Texas A&M University

Tagged Divisions

Mechanics

outdiscussions about damping, and how while no physical element looks like a dashpot in the realsystem, some mechanism for energy loss needs to be incorporated into the models being built. Page 12.541.4 (a) (b) Figure 1. Demonstration of Free-Vibration Response and Coordinate System SelectionOnce they have finalized their model and created a sketch of the time-history of the response, aclarifying “experiment” like that shown in Figure 2a is done. This leads to a class discussion ontheir assumption of the deflection initially being “straight down,” which may not be the case, andhow the

Conference Session

Teaching Mechanics of Materials & General Mechanics

Collection

2010 Annual Conference & Exposition

Authors

Luciana Barroso, Texas A&M University

Tagged Divisions

Mechanics

, and the economic world. Reading, MA: Addison-Wesley.4. Wilson, B. and M. Ryder. (1996). Dynamic Learning Communities: An Alternative to Designed Instructional Systems, in Proceedings of Selected Research and Development Presentations at the 1996 National Convention of the Association for Educational Communications and Technology Indianapolis, IN.5. Bransford, J.D., A.L. Brown, and R.R. Cocking. (2000) How People Learn: Brain, Mind, Experience, and School. Washington, D.C.: National Academy Press.6. Daniels, M. and A. Hauer. (2007). Balancing Scaffolding and Complexity in Open Ended Group Projects, in ASEE/IEEE Frontiers in Education Conference: Milwaukee, WI.7. Vygotsky, L. (19778) Mind in Society

Conference Session

Enhancing the Statics Classroom

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kimberly B. Demoret P.E., Florida Institute of Technology; Jennifer Schlegel, Florida Institute of Technology; Matthew J Jensen, Florida Institute of Technology

Tagged Divisions

Mechanics

Paper ID #22303Standardizing the Statics Curriculum Across Multiple InstructorsDr. Kimberly B. Demoret P.E., Florida Institute of Technology Kimberly B. Demoret, Ph.D., P.E., teaches Statics and Aerospace Engineering Capstone Design at the Florida Institute of Technology. Prior to joining Florida Tech in 2015, she worked for eight years at Kennedy Space Center on development of launch systems in support of NASA’s space exploration goals. Before that she was a US Air Force officer for 20 years, supporting several aerospace programs as a developmental engineer and manager.Dr. Jennifer Schlegel, Florida Institute of

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

-test in August 2015 and was taken by a total of 165students registered with four different instructors (A, B, C, D, where instructor A is one of theauthors). It was later given as a post-test in December 2015 and taken by 62 students registeredwith three instructors (A, B, and C). Table 3 provides a summary of the pre- and post-test datafor two cohorts, A and BC combined. The data consist of the average scores for each question(the score of each question ranges from 0 to 1), the average total scores (maximum score is 10),and the normalized gains , where = (Post – Pre)/(10 – Pre)12. Table 3. Average scores and normalized gains on the ASCI Pre-test and Post-test. Cohort Item N Total Q1 Q2 Q3 Q4

Conference Session

Assessment Strategies in Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Geoffrey Recktenwald, Michigan State University; Tamara Bush, Michigan State University; Ron Averill, Michigan State University

Tagged Divisions

Mechanics

identified by the first exam without thatfirst exam crushing their grade.Finally, exams must be reasonable in difficulty and time. In the traditional partial credit model,the problem of excessively difficult or long exams was solved by more ‘generous’ partial credit.In the SMART model, this is not an option. Exams must have a reasonable selection ofproblems. Most of the exam, say 80%, should be problems that a C student is expected to solve.Only 20% of the exam should be intended to challenge A and B students. Exams must be testedto be sure they are not excessively long. Since students are required to get correct answers, theymust have time to check their work. The exam should be designed to take up no more than 80%of the time allotted for a typical

Conference Session

The 'Strengths' of Mechanics

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephen N. Kuchnicki, York College of Pennsylvania; Tristan M. Ericson, York College of Pennsylvania

Tagged Divisions

Mechanics

analyze theseindicators of student success, we consider student concept inventory performance, course lettergrades, and course percentage grades.Correlation to Student SuccessThe concept inventory covers topics that our students would have seen in both the prerequisiteStatics course and the Strength of Materials course. This makes a comparison between the pretestconcept inventory score and student Statics grades relevant (see Figure 1). Note that these gradesare listed numerically; 4.0 is an “A” grade, 3.5 is a “B” grade, and so forth to 2.0 as a “C” grade.Because the Strength of Materials course prerequisite requires that students pass Statics with a “C”grade, there are no grades lower than 2.0 on the horizontal axis of Figure 1

Conference Session

Mechanics Division Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Mysore Narayanan, Miami University

Tagged Divisions

Mechanics

horizontal flow velocity component, w is the vertical flow velocity component, g is the acceleration due to gravity and ϕ∀ is free surface elevation. Then, horizontal and vertical flow velocities can be accounted for while deriving thepartial differential equations. ÷ϕ ÷ 1 3 ÷ 3u b − [( h − ϕ )u b ] ? h ÷t ÷x 6 ÷x 3 ÷u b ÷u b ÷ϕ 1 2 ÷ 3 u b − ub −g ? h ÷t ÷x ÷x 2 ÷t ÷ 2 x It is normal practice to solve a system of conservation equations of an integral modelusing a fourth order Runge-Kutta technique. The ultimate objective is to obtain a set ofnumerical solutions

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

toprovide a physical feel for three-dimensional kinematics. In the 3D Matlab simulation project,students were first provided a description of how the simulator moves. The team of 3-4 studentscreated a physical model of the simulator with a representation of the different axis systems. Thismodel was used to help the teams develop coordinate transformation matrices between thedifferent axis systems. The angular velocities for each of the different motors (planetary, pitch,and roll) were provided to the student teams and they were asked to determine (a) the angularvelocity and acceleration that a pilot in the gondola would experience and (b) the linearaccelerations at the pilot’s head (i.e., the vestibular system). After calculating the inertial

Conference Session

Making Mechanics Courses Fun and More Effective

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Md Rashedul Hasan Sarker, University of Indianapolis; Najmus Saqib, University of Indianapolis; George D. Ricco, University of Indianapolis; Megan Hammond, University of Indianapolis; Jared Hilt; James T. Emery II, University of Indianapolis

Tagged Divisions

Mechanics

Pasco www.pasco.com, (b) Forces and Moments kits from TecQuipment www.tecquipment.com, and (c) Statics Forces module from Armfield www.discoverarmfield.com. In this paper, the authors present a highly customizable laboratory unit to demonstratenumerous engineering mechanics concepts in both two and three-dimensional space. Thestructure was designed by a group of faculty, students, and staff. Add-on tools can be purchasedlocally or custom-made based on the course requirements. Initially the laboratory unit was madewith wooden frames and plywood and later with an aluminum extrusion frame and plates. Thesetup is envisioned for both lecture classrooms and lab classrooms. The figure below shows thesetup

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

). Page 22.935.7Figure 4 – Moment equation in 3D with explicit vector formulationThe problem in Figure 4 is that of a plate weighing 500N supported by 3 people (located atpoints A, B, C) exerting vertical forces pointing straight up. Finally, a 3D FBD requires a“joystick” to be able to navigate the 3D environment and rotate in any direction (see Figure 5). Page 22.935.8Figure 5 – Rotation controls in 3D (top right corner)In this manner, InTEL allows students to approach 3-D statics problems in a visual, hands-onmanner. The student can use the rotation controls to pan and rotate the camera view on theproblem space. Students compose the moment vector

Conference Session

Teaching Statics: What and How?

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Mechanics

] Anderson, E., Taraban, R., and Hudson, D. “A study of the impact of visuospatial ability,conceptual understanding, and prior knowledge upon student performance in engineering staticscourses”. In 2009 ASEE Annual Conference & Exposition Proceedings.[3] Wingate, K., Ferri, A., and Feigh, K. “The impact of the physics, statics and mechanicssequence on student retention and performance in mechanical engineering.” In 2018 ASEEAnnual Conference & Exposition Proceedings.[4] Myszka, D. “The appropriate approach for statics and dynamics in engineering technology”.In 2005 ASEE Annual Conference & Exposition Proceedings.[5] Zhang, G., Thorndyke, B., Ohland, M. and Anderson, T. “How science course performanceinfluences student retention – A

Conference Session

Teaching Methods for Engineering Mechanics Courses

Collection

2018 ASEE Annual Conference & Exposition

Authors

Carrie A. Francis, University of Northwestern, St. Paul

Tagged Divisions

Mechanics

problems themselves is typically not much different from writing a standardexam. Even when superheroes are involved, I try to keep dimensions, weights, forces withinrealistic parameters. To reduce development time, I have been able to repurpose some drawingsfor subsequent exams (eg. the Statics & Dynamics exam in Appendix B was re-written as aphysics exam in Fall 2017), and I use the same final exams each semester. Samples of pastexams are available in Appendices B-E.When selecting a theme, there are several potential approaches. The calendar can suggeststorylines – such as an imaginative costumed child in late October or movies like How theGrinch Stole Christmas in December. Alternatively, movies targeted to families that involveaction or

Conference Session

Mechanics Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

James Giancaspro P.E., University of Miami; Diana Arboleda, University of Miami

Tagged Divisions

Mechanics

rope), but moment is a relatively abstract concept to them.Additional frustration is encountered due to the term "moment" since it conflicts with thestudents' prior knowledge from their physics course. There, they encountered the concept ofmomentum. This prior knowledge often leads to two misconceptions: 1. Since momentum is formed from the root "moment" with the addition of a derivational morpheme (-um), students assume that the concept of momentum presented in Physics is the same as the concept of moment in Physics. 2. The term moment has different meanings: (a) brief period of time, or (b) effect produced by a force acting at a distance on an object. Since "moment" is homographic and students have

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

mentionedearlier, this is a frame problem, but we assign it to students as a two-step, one body equilibriumproblem at the beginning of the semester. The first body they study is the lower arm, and theymust solve for the unknown forces in the biceps and the elbow. The second body they study isthe entire arm (lower arm, upper arm, and biceps). On that body, they must solve for the loads atthe shoulder E (which is assumed to be a fixed support, for static determinacy). Page 14.779.5 Figure 1 – Arm and Purse ProblemFigures 2 a&b show an idealized rendering of a keyboard. The goal is to calculate the forces atthe ground as well

Conference Session

Computer Tutors, Simulation, and Videos

Collection

2015 ASEE Annual Conference & Exposition

Authors

Colin Engebretsen, U.S. Air Force Academy; Paul S. Steif, Carnegie Mellon University

Tagged Divisions

Mechanics

exam problems not involvingtrusses; these results are shown in Table 1. For these non-truss problems, there should be noeffect of the homework condition explored here. It can be seen that the means in the two sectionsare nearly the same. Indeed, there are no significant differences from one instructor to the other.Thus, as judged by exam scores, all instructors are equally effective. This comparison acrosssections suggests inherent differences in the students in the two sections would not affect thesubsequent results related to the effects of instruction.Table 1: Comparison of students in each pair of sections (A and B) on all non-truss examproblems; shows no differences across sections and from one instructor to the next

Conference Session

Addressing the Human Dimension in Teaching Statics, Dynamics, Mechanics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Yufeng Hu P.E., Western Michigan University; Javier Martin Montefort P.E., Western Michigan University; Edmund Tsang, Western Michigan University

Tagged Divisions

Mechanics

students getting a C or better in the course. Table 1 also lists thecombined data for all four semesters.Table 1 Summary of student performanceSemesters Group Enrollment Final Exam Score Passing rate aSpring 2014 Traditional 23 68.1 (18.8) 52.2% b Redesigned 88 70.8 (17.9) 61.4% aFall 2014 Traditional 30 65.8 (22.0) 66.7% b Redesigned 95 65.9 (16.2) 70.5%Fall 2015 Traditional c 50 69.6 (20.2) 64.0% d Redesigned 94 73.0 (20.6) 78.7

Conference Session

Mechanics Classroom Demonstrations

Collection

2012 ASEE Annual Conference & Exposition

Authors

Brianno D. Coller, Northern Illinois University

Tagged Divisions

Mechanics

.  Morgan Kaufmann, 2008. 9.  J. Schell, The Art of Game Design: A Book of Lenses. Morgan Kaufmann, 2009. 10.  B. D. Coller, in Proceedings of the American Control Conference (Baltimore, MD, 2010). 11.  B. D. Coller and M. J. Scott, Effectiveness of using a video game to teach a course in mechanical  engineering, Computers & Education 53 (3), pp. 900‐912, 2009. 12.  B. D. Coller, D. J. Shernoff and A. D. Strati, Measuring Engagement as Students Learn Dynamic  Systems and Control with a Video Game, Advances in Engineering Education 2 (3), 2011. 13.  B. D. Coller, in ASEE Annual Conference (Vancouver, BC, 2011

Conference Session

What's New in Statics?

Collection

2006 Annual Conference & Exposition

Authors

Paul Steif, Carnegie Mellon University; Mary Hansen, Robert Morris University

Tagged Divisions

Mechanics

2006-204: FEEDING BACK RESULTS FROM A STATICS CONCEPTINVENTORY TO IMPROVE INSTRUCTIONPaul Steif, Carnegie Mellon University Professor, Department of Mechanical Engineering, Carnegie Mellon University, Pittsburgh, Pa Degrees: Sc. B. 1979, Brown University; M.S. 1980, Ph.D. 1982, Harvard University. Research area: solid mechanics and engineering education.Mary Hansen, Robert Morris University Mary A. Hansen Assistant Professor, School of Education and Social Sciences, Robert Morris University, Moon Township, PA Degrees: B.S. 1994, California University of Pennsylvania; M.A., 1996, M.S. 1999, Ph.D., 2005, University of Pittsburgh. Research Area: Educational Assessment

Conference Session

Mechanics Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Yufeng Hu P.E., Western Michigan University; Javier Martin Montefort P.E., Western Michigan University; Matthew Cavalli P.E., Western Michigan University

Tagged Divisions

Mechanics

Cumulative GPA Cumulative GPA (a) Traditional section (b) Redesigned section Figure 1: Distribution of student cumulative GPA in the two sectionsStudent performance in StaticsTable 4 shows the comparison of the passing rate of the traditional section and the redesignedsection of Statics. The redesigned section has a moderately higher passing rate compared withtraditional section. Table 4 Comparison of Statics passing rate Section Total no. of students No. of students get C or better

Conference Session

Dynamics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Devin R. Berg, University of Wisconsin, Stout

Tagged Divisions

Mechanics

their assigned topic.Typically, stages with a higher number of steps included multiple demonstrations of their topic Page 26.1639.4showing the various ways in which the same topic could be presented.During the final weeks of the semester, it was time for the students to come together as a class and (a) (b)Figure 2: (a) A student constructed projectile launcher and (b) a machine stage to demonstratepotential energy. Page 26.1639.5 Figure 3: Example of the

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

(Eal = Determine the displacement of end C with 70 GPa) each having a diameter of 12 mm. respect to the fixed support at A. If the rod is subjected to the axial loadings at A and at B, determine the displacement of end A with respect to the fixed support at C. Neglect the size of connections at B and C, and assume that they are rigid. If the beam is subjected to a shear force of V If the beam is subjected to a shear force of V = 100 kN, determine the maximum shear