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

grade Participants in this study Spring 2015 dynamics Fall 2015 dynamics A 20.8% 18.6% 17.8% B 29.2% 42.7% 34.8% C 41.7% 28.1% 29.4% D 4.2% 7.5% 8.9% F 4.2% 3.0% 5.3%Note: Columns do not add up to 100% due to rounding.Laboratory experimentAfter due consideration of our RQ1, we concluded that the experiment design required studentsto solve an actual dynamics problem under realistic (i.e., time-constrained

Conference Session

Innovative Teaching Techniques in Mechanics

Collection

2006 Annual Conference & Exposition

Authors

Shanzhong (Shawn) Duan, South Dakota State University

Tagged Divisions

Mechanics

course and at least knew Lagrangian equations.All students in these two groups had little or no background in applied multibody dynamics andno experience with virtual prototyping software.Based on the technical background of the students, the approach of combining theory with theuse of software was utilized to deliver the AMD course. Such an approach has several benefits.One obvious benefit is that students are usually attracted by the use of simulation tools. After theinstructional approach was determined, other teaching materials were chosen as follows:(1) Textbook and reference books a) Thomas R. Kane/David A. Levinson, Dynamics Online: Theory and Implementation with Autolev, Online Dynamics, Inc., 2000 b) Ahmed A. Shabana

Conference Session

Innovations in Teaching: Mechanics

Collection

2011 ASEE Annual Conference & Exposition

Authors

C.J. Egelhoff, U.S. Coast Guard Academy; K.L. Burns, U.S. Coast Guard Academy

Tagged Divisions

Mechanics

learning and the use of concept maps for teaching. We provide our“common concept map,” we detail several ways in which we’ve used the heuristic, and finallydescribe preliminary results assessing its efficacy.Index Terms – Concept Map, Heuristic, Mechanics of Materials, Mind Map, Solid Mechanics,Strength of Materials, Undergraduate Mechanics.Introduction Mechanics of Materials is widely considered “difficult” by students. Many educators overthe past two decades have attempted to improve Mechanics of Materials learning throughendeavors such as the following: (a) development of physical demonstration models or video forclassroom use,1-2 (b) development of computer programs to assist, encourage and facilitateindependent learning by students,3-7 (c

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

/fail) serve the purpose of distinguishing various levelsperformance, from merely satisfactory to excellent. Such distinctions are then useful, forexample, for deciding among two equally credentialed candidates for a job or a position in agraduate program.Like any good currency, standardization is important. If one person is to decide something abouta student based upon a grade another gave, that person would need to understand what that grademeans. Hence, over time, grades have standardized to fixed scales like A=4.0, B=3.0, C=2.0, etc.While standard grade systems have been around for several hundred years, academia is stillunable to consistently and meaningfully interpret what a grade represents about what a studenthas learned in a course [1

Conference Session

Assessment Strategies in Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Geoffrey Recktenwald, Michigan State University; Michele J. Grimm, Michigan State University; Ron Averill, Michigan State University; Sara Roccabianca, Michigan State University

Tagged Topics

Diversity

Tagged Divisions

Mechanics

similar for all subgroups.Study MethodologyThe SMART method was first implemented in ME222 in the fall of 2016. In this semester, twoinstructors (B & C) adopted the new method and one instructor (A) maintained a traditionalapproach to act as a control. A common final exam was used, but course grades weredetermined independently by each individual section instructor based on their establishedassessment methods. A similar format was used in the fall of 2017. In the fall of 2018, thecontrol instructor (A) adopted the SMART assessment method (Table 1). Concurrent with theintroduction of the SMART format, four sections of ME222 were offered using the traditionalassessment system without a comparative, common final exam to the SMART sections. A

Conference Session

Active Learning & Laboratories in Statics, Dynamics, and Mechanics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Daniel J. Magda, Weber State University

Tagged Divisions

Mechanics

, testing, measurements & prototyping (c) Appropriate design assumptions, techniques & engineering analysis (b, d, f) Appropriate utilization of engineering tools (ie cad software, analysis software, etc.) (a, b ,c, d, f) Appropriate use of graphs, tables & figures (g) Appropriate format, technical writing technique & logical flow of information (g) Complete, accurate references & bibliography (g) Demonstrated application of engineering principles to formulate a solution to a technical problem (a) Totals Evaluation Scale 4.0 Excellent 3.0 Good 2.0 Average 1.0 Poor 0.0 UnacceptableTable 4. Assessment Rubric for Written Report. Capstone Design Project Presentation Assessment

Conference Session

Improving Mechanics Courses

Collection

2007 Annual Conference & Exposition

Authors

Timothy Mays, The Citadel; Kevin Bower, The Citadel; Kyle Settle, The Citadel; Blake Mitchell, The Citadel

Tagged Divisions

Mechanics

rolling asshown in Figure 1. Figure 1. Rolling Wheel Used to Illustrate Various Types of Problems Used to Assess Knowledge of Key Concepts in Dynamics. Page 12.1541.4Traditional ProblemFor the wheel shown in Problem 1, the wheel’s radius is 2 ft, the instantaneous velocity at thecenter of the wheel is 4 ft/s to the right. Express the velocity of points A and B as vectors usingthe coordinate system indicated on the figure.DCI Type ProblemFor the wheel shown in Problem 1, what is the direction of the velocity of point B at the instantshown if the wheel is rolling to the right without slipping?(A) Straight Down (B

Conference Session

Innovations in Solid Mechanics

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ning Fang, Utah State University

Tagged Divisions

Mechanics

questions:Question #1: Who is a “grandparent” from which all other law/principles can be derived?A) Principle of Work and EnergyB) Conservation of EnergyC) Principle of Linear Impulse and MomentumD) Newton‟s Second LawE) I do not think that “grandparent” existsQuestion #2: “Conservation of Linear Momentum” is the immediate descendant ofA) Newton‟s Second LawB) Principle of Work and EnergyC) Conservation of EnergyD) Principle of Linear Impulse and MomentumE) Principle of Angular Impulse and MomentumQuestion #3: Which of the following statements is true?A) “Principle of Work and Energy” can be derived from “Conservation of Energy.”B) “Principle of Linear Impulse and Momentum” can be derived from “Conservation of Linear Momentum.”C

Conference Session

Hybrid and Online Teaching of Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Carmen M. Muller-Karger, Florida International University ; Lili Steiner, Florida International University

Tagged Divisions

Mechanics

% thSecond Exam Th, Nov 8 , 2018, 3:30pm–4:45pm 100 30% thComprehensive Final Exam Sat Dec 8 , 2018, 2:15pm–4:45pm 150 35% 9 assignments plus discussed problem 10 each 10%Assignments/discussion posted over the week.Total 100 Table 4. Grading Structure Letter Range % Letter Range % Letter Range % A 93 or above B 83-86 C

Conference Session

Anything New in the Mechanics of Materials?

Collection

2008 Annual Conference & Exposition

Authors

Rani Sullivan, Mississippi State University; Masoud Rais-Rohani, Mississippi State University

Tagged Divisions

Mechanics

Test beam Strain gage deflection gage mount load cell mount Turnbuckle Deflection Load cell gage telescoping member Strain (a) (b) indicator

Conference Session

Hybrid and Online Teaching of Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicolas Nytko, University of Illinois at Urbana-Champaign; Matthew West, University of Illinois at Urbana-Champaign; Mariana Silva, University of Illinois at Urbana-Champaign

Tagged Divisions

Mechanics

using theseincluded elements to create large, complex questions (not shown here). Note the ability to rendermathematical formulae by enclosing an equation in LATEX format with dollar signs ($).Design requirementsThe drawing tool was implemented based on the following design requirements: (a) question generators are specified by markup (and optional code), and not as a graphical tool, (b) question generators allow for randomization, (c) the grading algorithm supports multiple correct answers, (d) questions are easily accessible to students with no special tools.(a) Question generator specified entirely as markup (and optional code)In PrairieLearn, question generators are specified entirely as HTML markup (and optional Pythoncode for

Conference Session

Teaching Mechanics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Joseph J. Rencis, University of Arkansas; Hartley T. Grandin Jr, Worcester Polytechnic Institute

Tagged Divisions

Mechanics

. This hoist is to be made by the manufacturer in severalmodels, each with a different maximum lifting capacity and overall dimension, but all with thesame basic configuration. The manufacturer also offers the option of custom size and capacity ofthe basic design. For every model and customer option, you, as an engineer (student) in thecompany, are given the responsibility of specifying:  The material for the pins.  Dimensions of three pins A, B, and C.  The material for the structure Members 1 and 2.  The dimensions of each structural member, Member 1 and Member 2.Developing the mathematical model in symbolic form, and solving the equations with anequation solver program will create a tool for rapid and

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

mentions of unfamiliar vocabulary words and confusing wording unrelated tovocabulary were coded but did not lead to any modifications on the test. Most words that wereidentified as unfamiliar (angular acceleration, linear acceleration, position vector) are consideredto be standard physics vocabulary and therefore did not need to be clarified.One of the distractors in question 28, choice B, was identified by three students as implausible, a“throwaway answer.” The question and its answer choices are shown in Fig. 3. For one studentthe similarity of answers B and C became a substantial distraction. “I feel like B and C are the same and you can only pick one answer. I think it’s a trap. Because I feel like the spiral is a complex curve or

Conference Session

Internet Delivery of Mechanics Courses

Collection

2007 Annual Conference & Exposition

Authors

Peter Boyle, Saint Mary's University

Tagged Divisions

Mechanics

. E-Lecturespresented an opportunity for the instructor to impart a personal imprimatur to the ePAC, asillustrated in Fig. 4. Although content inevitably followed the textbook, problem solvingtechniques, nomenclatures and mathematical techniques were the instructor’s choice. We define the DOT PRODUCT as A●B = A*B*cos(φ) with the RHS being a SCALAR – hence the optional name for this operation being “SCALAR PRODUCT”. A = Ax i + Bx j + Bz k : B = Bx i + By j + Bz k so A●B = (Ax i + Bx j + Bz k ) ● (Bx i + By j + Bz k) with i●i = 1 etc., and i●j = 0 etc., then A●B = AxBx + AyBy + AzBz = AB cos(φ) therefore φ = cos -1 (A●B/AB) = cos -1 ((AxBx + AyBy + AzBz)/(AB)) this is useful for finding an angle between

Conference Session

Enhancing the Statics Classroom

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ruth E. H. Wertz, Valparaiso University

Tagged Divisions

Mechanics

: Belief revision, mental model transformation, and categorical shift,” … Handb. Res. Concept. Chang., pp. 61–82, 2008.[3] B. Rittle-Johnson, R. S. Siegler, and M. W. Alibali, “Developing conceptual understanding and procedural skill in mathematics: An iterative process.,” J. Educ. Psychol., vol. 93, no. 2, pp. 346–362, 2001.[4] D. Montfort, S. Brown, and D. Pollock, “An Investigation of Students’ Conceptual Understanding in Related Sophomore to Graduate‐Level Engineering and Mechanics Courses,” J. Eng. Educ., no. April, pp. 111–129, 2009.[5] T. A. Litzinger et al., “A cognitive study of problem solving in statics,” J. Eng. Educ., pp. 337–353, 2010.[6] P. S. Steif, J. M. Lobue, L. B. Kara, and A. L. Fay

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

. degrees in Applied Mechanics from Caltech. Dr. Krousgrill’s current research interests include the vibration, nonlinear dynamics, friction-induced oscillations, gear rattle vibrations, dynamics of clutch and brake systems and damage detection in rotor systems. Dr. Krousgrill is a member of the American Society for Engineering Education (ASEE). He has received the H.L. Solberg Teaching Award (Purdue ME) seven times, A.A. Potter Teaching Award (Purdue Engineering) three times, the Charles B. Murphy Teaching Award (Purdue University), Purdue’s Help Students Learn Award, the Special Boilermaker Award (given here for contributions to undergraduate education) and is the 2011 recipient of the ASEE Mechanics Division’s Archie

Conference Session

Teaching & Learning Dynamics, Vibration, and Mechanics More Broadly

Collection

2016 ASEE Annual Conference & Exposition

Authors

Geoff Rideout, Memorial University of Newfoundland

Tagged Topics

Diversity

Tagged Divisions

Mechanics

to the lab session with questions.Delivery and SchedulingTotal scheduled lecture time was 2 x 75 = 150 minutes. Therefore, total video time wasrestricted to approximately 75 minutes, so that students watching on their own time would bespending the equivalent of one lecture slot doing so. Given previous studies showing thatstudents are more likely to prefer watching videos to live lectures if the videos are shorter[7], thetarget video segment length was 10-15 minutes. Appendix B summarizes the subtopics andvideo lengths for the course. This resulted in a typical assignment of 4-5 video segments perweek.   Figure 1 - Samples of Gapped Handouts (with Narrator Annotations) Videos were posted on

Conference Session

Dynamics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brianno Coller, Northern Illinois University

Tagged Divisions

Mechanics

fromexperiences pushing an object off-center and causing it to rotate. In part (a) of the problem, bothp-prims lead to the same result: motion and rotation to the left. In part (b), students are told thatthe spool rolls without slipping. Since moving upward is not an option, students fall back on the“Force as a spinner” idea and state that the spool rolls to the left. In part (c), though, the two p-prims contradict. “Force as a Mover” asserts that the spool should move to the right whereas“Force as a spinner” dictates that the spool move to the left. According to diSessa, most noviceschoose the spinner p-prim and therefore would predict that the spool rolls to the left.Engineering students who knows Newtonian mechanics, however, should be able to put

Conference Session

New Teaching Methods in Mechanics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Brian P. Self, California Polytechnic State University; Edward J. Berger, University of Virginia

Tagged Divisions

Mechanics

). Providing support for faculty who wish to shift to a learning-centered paradigm in their higher education classrooms. Journal of the Scholarship of Teaching and Learning, 3(3), 69-81. 7. Labov, J. B., Singer, S. R., George, M. D., Schweingruber, H. A., & Hilton, M. L. (2009). Effective practices in undergraduate STEM education part 1: examining the evidence. CBE-Life Sciences Education, 8(3), 157-161. 8. Lock, J. V. (2006). A new image: Online communities to facilitate teacher professional development. Journal of Technology and Teacher Education, 14(4), 663-678. 9. McKenna, A. F., Johnson, A. M., Yoder, B., Chavela Guerra, R. C., and Pimmel, R. (in preparation). Evaluating virtual

Conference Session

Improving Mechanics Courses

Collection

2007 Annual Conference & Exposition

Authors

Amir Rezaei, California State Polytechnic University-Pomona; Mariappan Jawaharlal, California State Polytechnic University-Pomona; Kyu-Jung Kim, California State Polytechnic University-Pomona; Angela Shih, California State Polytechnic University-Pomona

Tagged Divisions

Mechanics

will and how we will gather or produce those materials.LEARNING MODULE PLANLearning Module plan consisted of an overview of the course projection plan which contained: a) course goals, a broad statements indicating what the students will learn from the course. b) course objectives, descriptions of measurable outcomes that students should be able to demonstrate upon completion of the course c) course rationale, brief justification of why the students need to learn this course material. and d) module outline, description of how the course content will be grouped.LEARNING UNIT PLANLearning unit plan is a component of the Learning Module Plan which consist of: a) module name, module under which the learning unit is grouped

Conference Session

Enhancing Mechanics Instruction

Collection

2008 Annual Conference & Exposition

Authors

Gangbing Song, University of Houston; Mithun Singla, University of Houston; Christy Chang, University of Houston; Richard Bannerot, University of Houston

Tagged Divisions

Mechanics

(a) (b)Figure 4: (a) First and (b) Second Mode Operation of Smart Flexible Beam Bode Diagrams From: U(1) 20 0 Phase (deg); Magnitude (dB) -20 -40 -60 -80 0 -50 To: Y(1

Conference Session

Mechanics Concepts I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Luciano Fleischfresser, Universidade Tecnológica Federal do Paraná; Mariana Nascimento Casarin, Universidade Tecnológica Federal do Paraná; Evandro Eizo Roncaglia Yabushita, Universidade Tecnológica Federal do Paraná

Tagged Divisions

Mechanics

white thick string making a 90o angle with it.Measuring the length of the black portion gives the numerical value of ( being a unitvector). It provides a compelling visual evidence for the dot product concept. Page 25.86.3 (a) (b) Figure 2: (a) The modified figure and (b) the physical model16Generally, the solution to this problem requires four steps. First, students need to recognizethe use of the dot product to find the projection of on . Then they need to conceptualizehow to perform the scalar product, that is, obtain , express in terms of , and

Conference Session

Mechanics Classroom Demonstrations

Collection

2016 ASEE Annual Conference & Exposition

Authors

Aldo A. Ferri, Georgia Institute of Technology; Bonnie H. Ferri, Georgia Institute of Technology

Tagged Divisions

Mechanics

and curriculum development. He is a Fellow of the ASME.Dr. Bonnie H. Ferri, Georgia Institute of Technology Dr. Bonnie Ferri is a Professor and the Associate Chair for Undergraduate Affairs in the School of Elec- trical and Computer Engineering at Georgia Tech. She performs research in the area of active learning, embedded computing, and hands-on education. She received the IEEE Education Society Harriet B. Rigas Award. c American Society for Engineering Education, 2016 Blended Learning in a Rigid-Body Dynamics Course Using On- Line Lectures and Hands-On ExperimentsAbstractRigid body dynamics is a foundational course that forms the basis for much of the ME

Conference Session

Hands-On in the Online Classroom

Collection

2021 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; Alexander Quinn Ruble, University of Indianapolis; Bill Faton, University of Indianapolis; James T. Emery II, University of Indianapolis; Kenneth Reid, University of Indianapolis

Tagged Divisions

Mechanics

assembled work panel , and (b) a folded work panel. Figure 2: (a) A Fully assembled work panel, and (b) a disassembled work panel.In this lighter version of the work panel, various add-on tools, including pulleys, clamps, cords,weights, and weight hangers, can be used to demonstrate statics experiments in two and three-dimensional spaces.The following experiments were demonstrated using the proposed kit: 1. Force equilibrium in two-dimensional spaces 2. Force equilibrium in three-dimensional spaces 3. Demonstration of a vector dot product 4. Demonstration of vector cross product 5. Beam reactions 6. Center of gravity of an area and volume 7. A spaghetti bridge

Conference Session

Enhancing Mechanics Instruction

Collection

2008 Annual Conference & Exposition

Authors

Francesco Costanzo, Pennsylvania State University; Gary L. Gray, Pennsylvania State University

Tagged Divisions

Mechanics

d B a stop. The deceleration of the truck is con- A stant and it is able to come to a complete stop after braking for a distance of 350 ft. Deter- mine the minimum coefficient of static friction between the crate A and the truck so that the crate does not slide relative to the truck. Road Map We know that the crate doesn’t slip relative to the truck, though slip must be impending since we want the minimum µs . We can find the acceleration of the truck since we are given

Conference Session

Mechanics of Materials

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kurt C. Gramoll, University of Oklahoma

Tagged Divisions

Mechanics

, 9 1 <=> = > (6.2)Substituting this into the stress function definition, Eq. 5.4, and evaluating it at the minor axis ofthe ellipse, gives !??7@ 29 45 <>= (6.3)It is assumed that the dimension b is greater than a (see Fig. 6.1). The

Conference Session

Alternative Methods of Teaching and Learning Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jillian Schmidt, Missouri University of Science and Technology; Nicolas Ali Libre, Missouri University of Science and Technology

Tagged Divisions

Mechanics

Improved Team Dynamics for Enhancing Mechanical Engineering Curricula," International Journal of Engineering Education, Vol. 19, No. 6, pp. 874-884[6] Prince, M., (2004) “Does Active Learning Work? A Review of the Research.” Journal of Engineering Education, Vol. 93, No. 3, pp. 223-231[7] Bohnhoff, G., Sample-Lord, K.M., (2019) “Creating a Library of Group Activities that Promote Active Learning in the Undergraduate Soil Mechanics Classroom '', Proceedings of the ASEE Annual Conference. Tampa, FL[8] Reed, B. (2018). "Active Learning Success by Partnering Across the Institution.". Proceedings ACM SIGUCCS User Services Conference, pp. 69. doi:10.1145/3235715.3235718[9] Adarme, M., Jabba Molinares, D. (2018). “SEED: A software tool

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

machine spindle with two intermediate masses for the purpose of calculatingthe critical frequency of the shaft. In this article Professor Bert also reviewed the other methodsavailable at the time to find deflections. These included: (a) the graphical funicular polygonmethod [1] (still presented in some literature [3]), (b) the moment area-integration method, (c)the finite difference method, (d) the relaxation method, (e) the conjugate beam method, (f) thematrix method, (g) the Laplace transform method and (h) the Hetenyi trigonometric-seriesmethod. Additional methods that can be added to this list could include those based on the useof Macaulay functions [4-6], singularity functions as well as finite element analysis. All of thesemethods can

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

. Use of visualization softwarecertainly extends beyond traditional lectures and is worth further investigation. Additionalanalysis of the data collected in this research will attempt to control for confounding variables.References[1] Mohler, J. L. “Using interactive multimedia technologies to improve student understanding of spatially- Page 24.733.8dependent engineering concepts”, Proceedings of the GraphiCon, 2001[2] Jensen, D., Self, B., Rhymer, D., Wood, J., Bowe, M., “A rocky journey toward effective assessment ofvisualization modules for learning enhancement in Engineering Mechanics”, Educational Technology & Society, v5

Conference Session

What's New in the Mechanics of Materials?

Collection

2007 Annual Conference & Exposition

Authors

Julie Linsey, University of Texas-Austin; Austin Talley, University of Texas--Austin; Daniel Jensen, U.S. Air Force Academy; Kristin Wood, University of Texas-Austin; Kathy Schmidt, University of Texas-Austin; Rachel Kuhr, University of Texas-Austin; Saad Eways, Austin Community College

Tagged Divisions

Mechanics

surveys. Photoe la stic Be a m Be nding: Expe cte d Gra de vs. Q10 "I likie d doing this a ctivity." U S AFA S pring 06 5 4 3 2 1 0 A B C Expe cte d Gra de in Cla ss Figure 16: Expected grade v.s. Survey question 10, “I liked doing this activity.” USAFA Spring 06 (n=28, 21, 8 respectively