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

is rather lukewarm; they appreciate having access to them, butdo not believe they are exceptionally helpful for their course performance. They much prefer thevideo solutions, which more closely resemble the graded assignments in the course, and wetherefore restrict the discussion in this paper to student perceptions about and use of videosolutions.Table 1. Learning outcomes for Dynamics.1. Understand the kinematics of particles and rigid bodies, and describe their motion inquantitative terms. 1(a). understand particle kinematics in multiple coordinate systems, including moving systems 1(b). understand projectile motion 1(c). define absolute and relative motion for particles 1(d). understand planar kinematics for rigid bodies

Conference Session

Mechanics Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Mechanics

.  Voice Recognition. Voice is the main approach to support user interaction with the app. The Audio app uses Google’s Voice Input AI to conduct real-time voice recognition and text to speech features. The recognition works in both online and offline mode, so the app can still function in the conditions when the Internet connection is not available.  Natural Language Processing. Most of the quiz questions are multiple-choice questions, where students only need to answer simple choices such as “A”, “B”, “C” and “D”. This type of answers can be captured and supported easily because it does not have much complicated language context. However, we also plan to support the questions that require brief

Conference Session

New Teaching Pedagogies: Methods and Assessments

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Mechanical Engineering, Mechanics

thePMFC and its constituent components, an alternate and perhaps more instructive way ofassessing the efficacy of instruction is to examine the distribution of grades earned by students ineach of the mechanics classes involved in this transformation. Figures 5 and 6 present thepercentage of students earning A, B, C, D, and F grades, or a W marking (resulting from awithdrawal from the course before completion) in the Basic Mechanics I and II courses since theFall 2008 (Spring 2009 in the case of Basic Mechanics II) Semester, which is prior to the Page 24.1241.10complete implementation of the PMFC. Data is presented for fall semesters (spring

Conference Session

Mechanics Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jeffrey A. Davis, Grant MacEwan University; Shelley Lorimer, Grant MacEwan University

Tagged Divisions

Mechanics

, determine the pin reactions at A, B, C, D, and E. There is a pin at A and a roller at E. Dimensions and angles are provided. Show all of your working including FBDs needed.Figure 1: Questions used for Exam 1–Straight Frame (Left) and Exam 2–Inclined Frame (Right) Assignments and seminars in the course reinforced this solution methodology by assessing thestudents’ problem solving process and final answer as opposed to their final answer only. Forsolving frames specifically, students were taught to look at a variety of ways to set up and solvethe problem: both as a whole and by breaking the problem down into parts. It is important to notethat the results of the study may be specific to the teaching method described above

Conference Session

Innovative Mechanics Education Programs and Projects

Collection

2007 Annual Conference & Exposition

Authors

Jean Nocito-Gobel, University of New Haven; Gregory Broderick, University of New Haven; Samuel Daniels, University of New Haven; Michael Collura, University of New Haven; Richard Stanley, University of New Haven

Tagged Divisions

Mechanics

but the data does indicate animproved trend. These preliminary indicators suggest that EAS students are as prepared as theirpeers who took traditional courses. Performance of students in the junior level mechanicscourses will continue to be monitored and collected for assessment.References1. Collura, M.A., B. Aliane, S. Daniels, and J. Nocito-Gobel, “Development of a Multi-Disciplinary EngineeringFoundation Spiral”, Proceedings, 2004 American Society for Engineering Education Annual Conference andExposition, Salt Lake City, Utah, June 20 – 23, June 2004.2. Foundation Coalition Website: http://www.foundationcoalition.org/home/sophomore/index.html

Conference Session

Teaching Statics

Collection

2010 Annual Conference & Exposition

Authors

Lucas Passmore, Pennsylvania State University-Altoona College; Thomas Litzinger, Pennsylvania State University; Christine B. Masters, Pennsylvania State University; Stephen Turns, Pennsylvania State University; Peggy Van Meter, Pennsylvania State University; Carla Firetto, Pennsylvania State University; Sarah Zappe, Pennsylvania State University

Tagged Divisions

Mechanics

and a Professor of Mechanical Engineering at Penn State, where he has been on the faculty since 1985. His work in engineering education involves curricular reform, teaching and learning innovations, faculty development, and assessment. He teaches and conducts research in the areas of combustion and thermal sciences. He was selected as a Fellow of ASEE in 2008. He can be contacted at tal2@psu.edu.Christine B. Masters, Pennsylvania State University Christine B. Masters is an Assistant Professor of Engineering Science and Mechanics at The Pennsylvania State University. She earned a PhD from Penn State in 1992.She has been teaching introductory mechanics courses for more than 10 years

Conference Session

Innovations in Teaching: Mechanics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jim M. Papadopoulos, University of Wisconsin - Stout; Christopher Papadopoulos, University of Puerto Rico, Mayaguez Campus; Vincent C. Prantil, Milwaukee School of Engineering

Tagged Divisions

Mechanics

”, Journal for Geometry and Graphics, Volume 2, pp. 169-179, 1998. 2. Krueger, T.J. and R.E. Barr. “The Feasibility of Teaching FEA in a Freshman Graphics Course”, in Proceedings of the ASEE Gulf-Southwest Annual Conference, Texas A&M University-Corpus Christi, 2005. 3. Cole, W.E. “Incorporating CAD Analysis Tools into the Mechanical Engineering Technology Curriculum”, Technology Transfer, Volume 3 No.3, Fall 1999. 4. Ural, A. and J. Yost. “Integration of Finite Element Modeling and Experimental Evaluation in a Freshman Project”, in Proceedings of the ASEE Mid-Atlantic Annual Conference, Villanova University, October 2010. 5. Brinson, L.C., T. Belytschko, B. Moran, and T. Black. “Design and

Conference Session

Engaging the Online Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Phillip Cornwell, United States Air Force Academy

Tagged Divisions

Mechanics

Access, Virtual On line. 10.18260/1-2—35274[5] Le, X., & Ma, G. G., & Duva, A. W. (2015, June), “Testing the Flipped Classroom Approach in Engineering Dynamics Class,” Proceedings of the 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24841[6] Swithenbank, S. B., & DeNucci, T. W. (2014, June), “Using a “Flipped Classroom” Model in Undergraduate Newtonian Dynamics,” Proceedings of the 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2—23249[7] Hassanzadeh Gorakhki, M. R., & Baker, D. W., & Pilkington, S. F. (2019, June), “Evaluating the Effect of Flipped Classroom on Students’ Learning in Dynamics,” Proceedings of the 2019 ASEE Annual Conference

Conference Session

Grading and Feedback Models in Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Robert O'Neill P.E., Florida Gulf Coast University; Ashraf Badir P.E., Florida Gulf Coast University; Galen I. Papkov, Florida Gulf Coast University; Jiehong Liao, Florida Gulf Coast University

Tagged Divisions

Mechanics

across the other course requirements, which included three exams, 6quizzes and 3 projects. Homework sets were designed to provide students with practice applyingconcepts and problem-solving strategies to help prepare them for the exams. The first two examsconsisted of two versions (A and B), each having the same problems with various dimension andload values changed. Students in each section randomly received either an A version or a Bversion. The third exam was taken by all students at the same time in the same room. The examconsisted of two versions but with the same problems presented in a different order. The samethird exam had been used over the years until recently, when a change needed to be made due toa security breach. A similar exam

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

thedesign process by enabling changes of design parameters, though in language that is not as Page 26.697.2sophisticated, and often only when prompted to comment.Since this prior work, we have conducted a series of ‘think-aloud’ interviews. Think-aloudinterviews6 are activities in which the interviewee is asked to perform a task or solve a problem inthe presence of an interviewer. The interviewee is asked and prompted to verbalize his/herreasoning during the process.To date, a total of 24 students who earned a grade of A, B, or C in Statics have been interviewed(with the approval of UPRM’s Institutional Review Board). These students received a

Conference Session

Dynamics

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Mechanics

Annual Conference and Exposition, 2011.[4] Coller, B., "First look at a video game for teaching dynamics," American Society forEngineering Education Annual Conference and Exposition, 2011.[5] Nissenson, P.M., Seong, J., Chen, C., "Developing web- Assisted learning modules in vectordynamics," American Society for Engineering Education Annual Conference and Exposition,2014.[6] West, M., and Herman, G.L., "Sustainable reform of introductory dynamics driven by acommunity of practice," American Society for Engineering Education Annual Conference andExposition, 2014.[7] Lovell, M.D., and Brophy, S.P., "Transfer effects of challenge-based lessons in anundergraduate dynamics Course," American Society for Engineering Education AnnualConference and

Conference Session

Homework, Learning, and Problem Solving in Mechanics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gina C Adam, National Institute of Microtechnologies, Romania; Brian P. Self, California Polytechnic State University, San Luis Obispo; James M Widmann, California Polytechnic State University, San Luis Obispo; Michael George, Student- California Polytechnic State University; Benjamin Kevin Kraw, California Polytechnic State University: San Luis Obispo, Undergraduate Mechanical Engineering Student; Lindsey Chase, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Mechanics

encourages conceptual understanding by exposing the students to non-intuitive situations that would be obscured by simply solving mathematical expressions. Thisknowledge is not limited to the spool example and can be expanded to other types of rigid bodydynamics applications. y Equations of interest:  F  ma M  I G x a FBD b FBD c FBD d FBD R

Conference Session

Dynamics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jacob Michael Wild, James Madison University; Robert L. Nagel, James Madison University; Robert J. Prins, James Madison University

Tagged Divisions

Mechanics

Understanding Newtonian Dynamics. Cognitive Science. 1983;7:41-65.15. Caramazza A, McCloskey M, Green B. Naïve beliefs in "sophisticated" subjects: misconcepts about trajectories of objects. Cognition. 1981;9(1):117-123.16. Hegarty M. Mechanical reasoning by mental simulation. TRENDS in Cognitive Sciences. 2004;8(6):280- 285.17. Smith JP, diSessa AA, Roschelle J. Misconceptions Reconceived: A Constructivist Analysis Of Knowledge In Transition. Journal of the Learning Sciences. 1993;3(2):115-163.18. Nelson KG, Brem SK, Husman J. Work in Progress: Identification of Misconceptions governed by Emergent Phenomena in Photovoltaics Content using the Delphi Method. Frontiers in Education Conference (FIE); 2012; Seattle, WA.19

Conference Session

Mechanics of Materials

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jenn Stroud Rossmann, Lafayette College; Clive L. Dym, Harvey Mudd College; Lori Bassman, Harvey Mudd College

Tagged Divisions

Mechanics

the utility ofthe modeling and analysis methods taught, these case studies address ethical and societal issues.Like the continuum a-ha, these issues are introduced as a natural part of engineering mechanicsfrom the very beginning, and our students’ ability to appreciate and negotiate these issuescontinues to develop throughout their subsequent coursework.Such an approach has clear benefits for students, who: (a) reinforce their understanding of thefundamentals of both solid and fluid mechanics; (b) appreciate the mathematics necessary tomodel, design, and analyze complex systems; (c) see how the details cohere into the panoramicbig picture of continuum mechanics; and also (d) integrate achievement of outcomes related tosocietal context and

Conference Session

Learning Environments for Statics, Dynamics, and Mechanics of Materials

Collection

2017 ASEE Annual Conference & Exposition

Authors

David Brian Dittenber, LeTourneau University; Allyson Jo Barlow, Oregon State University

Tagged Divisions

Mechanics

, “Active Learning Increases Student Performance in Science, Engineering, andMathematics,” Proceedings of the National Academy of Sciences, vol. 111, no. 23, Jun. 2014.6. B. Balamuralithara and P. C. Woods, “Virtual Laboratories in Engineering Education: TheSimulation Lab and Remote Lab,” Computer Applications in Engineering Education, vol. 17, no.1, Mar. 2009.7. L. D. Feisel and A. J. Rosa, “The Role of the Laboratory in Undergraduate EngineeringEducation,” Journal of Engineering Education, vol. 94, no. 1, Jan. 2005.8. D. G. Alexander and R. E. Smelser, “Delivering an Engineering Laboratory Course Using theInternet, the Post Office, and a Campus Visit,” Journal of Engineering Education, vol. 92, no. 1,Jan. 2003.

Conference Session

Mechanics of Materials

Collection

2015 ASEE Annual Conference & Exposition

Authors

William E. Howard, East Carolina University; Rick Williams, Auburn University; Sarah Christine Gurganus, NAVAIR Fleet Readiness Center East

Tagged Divisions

Mechanics

and Exposition.4. Stamper, R. and Dekker, D., “Utilizing Rapid Prototyping to Enhance Undergraduate Engineering Education,” 30th ASEE/IEEE Frontiers in Education Conference, October, 2000.5. Chiou, R., Carr, E., Kizirian, R., Yang, Y., Killen, B., and Kwon, Y., “Application of Rapid Prototyping for Design of a Walking Robot,” 2010 ASEE Annual Conference and Exposition.6. Shih, R., “Parametric Modeling, Rapid Prototyping and a Walker Robot,” 2011 ASEE Annual Conference and Exposition.7. Jordan, W. and Hegab, H., “Introducing Rapid Prototyping into Different Classes,” 2004 ASEE Annual Conference and Exposition.8. Crockett, R., Koch, M., and Walsh, D., “A Freshman Design Experience Using RPT,” 2004 ASEE Annual

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

, "Online teaching-learning in higher education during lockdown period of COVID-19 pandemic," International Journal of Educational Research Open, vol. 1, p. 100012, 2020.[6] Z. Zayabalaradjane, "COVID-19: Strategies for Online Engagement of Remote Learners," Online Submission, vol. 9, no. 246, pp. 1-11, 2020.[7] J. E. Nieuwoudt, "Investigating synchronous and asynchronous class attendance as predictors of academic success in online education," Australasian Journal of Educational Technology, vol. 36, no. 3, pp. 15-25, 2020.[8] B. Bruggeman, J. Tondeur, K. Struyven, B. Pynoo, A. Garone, and S. Vanslambrouck, "Experts speaking: Crucial teacher attributes for implementing blended learning in higher

Conference Session

Anything New in the Mechanics of Materials?

Collection

2008 Annual Conference & Exposition

Authors

Ing-Chang Jong, University of Arkansas

Tagged Divisions

Mechanics

beam methodneeds in finding solutions for deflections of loaded beams, (b) more support conditions thanboundary conditions are usually known for beams in neutral equilibrium, and (c) the conjugatebeam method often works better than other established methods in determining deflections ofbeams. It is demonstrated in this paper that the conjugate beam method does find the likely, orunique, deflection of a loaded beam in neutral equilibrium.I. IntroductionAll beams considered in this paper are elastic beams, which are longitudinal members subjectedto transverse loads and are usually in static equilibrium. A beam is in neutral equilibrium if theforce system acting on the beam is statically balanced and the potential energy of the beam in

Conference Session

Teaching Dynamics

Collection

2014 ASEE Annual Conference & Exposition

Authors

James M. Widmann, California Polytechnic State University; Brian P. Self, California Polytechnic State University; Michael J. Prince, Bucknell University

Tagged Divisions

Mechanics

what will happen. The studentsnext investigate the situation by experimenting with physical hardware that becomes the“authority”, thus forcing students to confront any misconceptions. Although the exact definitionof inquiry-based instruction varies somewhat between different investigators, this study uses thedefining features offered by Laws et al.14 and highlighted by Prince and Vigeant.11 The basiccontent of an IBLA is summarized in Table 1Table 1: Elements of Inquiry Based Learning Activities.(a) Use peer instruction and collaborative work(b) Use activity-based guided-inquiry curricular materials(c) Use a learning cycle beginning with predictions(d) Emphasize conceptual understanding(e) Let the physical world be the authority(f) Evaluate

Conference Session

The 'Strengths' of Mechanics

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gaurav Chauda, Michigan State University; Geoffrey Recktenwald, Michigan State University

Tagged Divisions

Mechanics

) Group 1 (113 Students) Group 2 (121 Students) 1-11 minutes (Pre-Quiz) Conduct Quiz A Conduct Quiz B 11-40 minutes 1) Review all the concepts in brief (Concepts review) 2) Ask students to solve similar questions 3) Allow peer-to-peer feedback 4) Provide answers and feedback to students’ questions 40-50 minutes (Post-Quiz) Conduct Quiz B Conduct Quiz A Table 1: Intervention Implementation Procedure During a 50-minute lecture.At the beginning of the class, an unannounced pre-quiz was conducted to identify and measurethe concept gap in students’ knowledge. After the pre-quiz, a concept

Conference Session

The ABCs of FBDs

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew Runyon, Texas A&M University; Vimal Viswanathan, San Jose State University; Kimberly Grau Talley P.E., Texas State University; Tracy Anne Hammond, Texas A&M University; Julie S. Linsey, Georgia Institute of Technology

Tagged Divisions

Mechanics

more square instandard landscape usage. The side panel is highlighted with labels A and B in Figure 1. Studentscan input symbolic or numeric answers, and generalized feedback if given for certain mistakes.Compared to our previous version, we reduced the detail of the scaffolding to try to focus on theproblem solving process rather than the steps to complete a specific problem.Figure 1The interface for solving free body diagrams. (A) Problem image and description. (B) Equations that must be solved andsolutions entered. (C) Instructions on diagram sketching. (D) Sketch, Erase and Clear tools. (E) The sketching canvas.Sketch SurfaceThe remainder of the screen after the side panel is dedicated to the sketching surface. Students areprovided a grid

Conference Session

Learning Environments for Statics, Dynamics, and Mechanics of Materials

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brian P. Self, California Polytechnic State University, San Luis Obispo; James M. Widmann, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Mechanics

having the instructor perform ademonstration in front of the room. Two instructors, A and B, teaching from the same syllabus,same course notes, and with a very similar active teaching approach, used both the Pulley IBLAand the Rolling Cylinder IBLA in their class sections. Instructor A did the Pulley IBLA using ahands-on student approach, while Instructor B did the IBLA as a professor-led demonstration.For the Cylinder IBLA, they switched; Instructor A did the demo while Instructor B did thehands-on. We compared results from targeted questions on the Dynamics Concept Inventory(DCI) between the two groups, and also compared these results with other instructors who do notuse the IBLAs and who teach in a more traditional lecture-based approach.For

Conference Session

Applications of Technology in Mechanics Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Phillip Cornwell, Rose-Hulman Institute of Technology; Simon Jones, Rose-Hulman Institute of Technology; Daniel Takashi Kawano, Rose-Hulman Institute of Technology

Tagged Divisions

Mechanics

) (b) Figure 3. Screenshots illustrating the use of EMAP for modal analysis of an L-bracket. In (a) the natural frequency of the second nontrivial mode is being identified by peak picking. The corresponding mode shape is shown in (b).Results from the cantilevered beam experimentEach student team was given a rectangular aluminum beam. They clamped it to a table andattached an accelerometer to its free end, similar to the setup shown in Figure 2. The beam wasplucked to measure the acceleration time history of the beam’s tip. Students determined thebeam’s first natural frequency using a lumped mass model, a lumped mass model that includedthe mass of the accelerometer, a finite element model, and the experimental data by

Conference Session

The ABCs of FBDs

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amir H. Danesh-Yazdi, Rose-Hulman Institute of Technology; Shraddha Sangelkar, Rose-Hulman Institute of Technology; Eric Constans, Rose-Hulman Institute of Technology

Tagged Divisions

Mechanics

Paper ID #32957Work-in-Progress: Ambiguous Reaction Couples: A Universal Approach toAnalyzing Bearing and Hinge Support Reactions in 3DStatically-Determinate ProblemsDr. Amir H. Danesh-Yazdi, Rose-Hulman Institute of Technology Dr. Danesh-Yazdi is Assistant Professor of Mechanical Engineering at Rose-Hulman Institute of Tech- nology.Dr. Shraddha Sangelkar, Rose-Hulman Institute of Technology Shraddha Sangelkar is an Assistant Professor in Mechanical Engineering at Rose-Hulman Institute of Technology. She received her M.S. (2010) and Ph.D. (2013) in Mechanical Engineering from Texas A&M University. She completed the B

Conference Session

Active Learning & Laboratories in Statics, Dynamics, and Mechanics

Collection

2016 ASEE Annual Conference & Exposition

Authors

John W. Sanders, University of Illinois, Urbana-Champaign; Matthew West, University of Illinois, Urbana-Champaign; Geoffrey L Herman, University of Illinois, Urbana-Champaign

Tagged Divisions

Mechanics

-form solution, the students were told to solve the initial valueproblem numerically. In our case, most of the students were not familiar with numerical methods,so we had them implement a simple, forward time marching scheme in Microsoft Excel® . Asample spreadsheet, and a plot of the corresponding solution, are shown in Figure 1. (a) (b) Figure 1. (a) Sample spreadsheet for Part 1 of the project, illustrating a numerical solution to the initial value problem of a projectile in the presence of both gravity and drag. (b) Corresponding plot of the projectile’s trajectory (solid line), along with what the trajectory would have been in the absence of drag

Conference Session

Measuring Learning in Statics & Dynamics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ning Fang, Utah State University

Tagged Divisions

Mechanics

40 20 0 A B C D Answer choices C Figure 6: Comparison of students’ responses to conceptual clicker question example 1 100 Semester I Semester II Correct answer: B 80

Conference Session

Mechanics Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jeffrey C. Hayen, Oregon Institute of Technology

Tagged Divisions

Mechanics

have previously taught statics and dynamics coursesover a sustained period of time are likely familiar with the practices listed below, which addressthe conventional evaluation of the appropriate moments-of-forces/couples equation that governsthe rotational behavior of a rigid body:  Statics: Moments may be evaluated about axes through any selected point in space, which is typically on, in, or nearby the rigid body of interest.  Dynamics: Moments should be evaluated about either (a) axes through the mass center of the body, or (b) a fixed axis about which the body is constrained to rotate (if applicable).This article presents another option for evaluation of the moments-of-forces/couples equation forthe targeted case of dynamics. The

Conference Session

Active Learning & Laboratories in Statics, Dynamics, and Mechanics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Benjamin David McPheron, Roger Williams University; Joseph D Legris, Roger Williams University School of Engineering, Computing and Construction Management; Charles Flynn; Aidan James Bradley, Roger Williams University; Ethan Thomas Daniels, Roger Williams University

Tagged Divisions

Mechanics

relationship betweenan input position 𝑋" (𝑠) and the output position 𝑋& (𝑠) can be found by considering first therelationship between an input force 𝐹(𝑠) applied on the mass and 𝑋& (𝑠). For a simple onedegree of freedom spring mass damper system, this relationship is found to be 𝑋( 𝑠 1/𝑀 = - ,(Eq. 1) 𝐹 𝑠 𝑠 + (𝐵/𝑀)𝑠 + (2𝑘/𝑀)where M is the mass, B is the friction or viscous damping, and k is the spring constant. Therelated input position of the block can be mapped to an input force by understanding that apositional step is governed both be the spring constant and the friction using the

Conference Session

Learning Environments for Statics, Dynamics, and Mechanics of Materials

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Mechanics

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 Higdon Distinguished

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

around it or bystating the system in words. Once a system is chosen, and only after it is chosen, then studentsdraw a free-body diagram (FBD) for the system. The mnemonic BREAD (B-Body, R-Reactionforces, E-External forces, A-Axis, D-Dimensions) has been found to be very helpful in teachingstudents how to draw complete and accurate FBDs. In this paper, we will present this problem-solving approach with a specific focus on defining the system and drawing a complete FBD.IntroductionStatics is typically the first engineering course students encounter, and it is often the firstexposure students have to engineering problem solving. Statics is also one of the mostfoundational courses in the mechanical engineering curriculum; students will continuously