Conference Session

Statics Online

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Mechanics

response is legitimatelyviewed as exercising multiple skills. This is consistent with our wanting students to integratetheir knowledge to respond to some problems. So, the same simple skill might be exercised inisolation and then as part of a question that requires other skills as well. While the statisticalmodeling associated with Learning Curve Analysis allows for multiple skills to be reflected inthe response to a question, the desirable decreasing error rate seems to be particularly rare in thecase of skills that are sometimes exercised in conjunction with other skills. Second, because the Page 26.724.8materials cover an entire semester-long

Conference Session

Mechanics of Materials

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jonathon E. Slightam, Marquette University; Mark L. Nagurka, Marquette University

Tagged Divisions

Mechanics

choices?□ Could radial and tangential forces on shafts carrying gears be measured? That would con- nect the lab to the analyses in class and the book. It would also connect this lab to the bear- ing lab.□ Learning about gears has encouraged me to think about other mechanical components and how they are made. I would like to learn how real gears are machined. Seems like it would be very specialized manufacturing. Could students be asked to make real components, such as gears and bearings. These ideas and suggestions are a source of new lab activities. Although some are easier thanothers to implement, many are worthwhile and reflect a deep understanding of gear concepts. The experiments have been well received and based on student

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

these activitieswas not only to allow students to express their reasoning, reflect on their thinking, andobtain feedback on their understanding; but also to “catch” unengaged and uncoveredpreconceptions. Several examples of in-class activities are shown in Figure 1 below. Page 26.1672.4 Free-Body Free-Body Shear Force and Bending Diagram Activity Diagram Activity Moment Diagram Activity

Conference Session

Internet Delivery of Mechanics Courses

Collection

2007 Annual Conference & Exposition

Authors

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

Tagged Divisions

Mechanics

. could again show just after release. Fig. 6 Simulation which allows student to explore the roles of force magnitude and direction in causing rotation about a fixed point.The theme of building student intuition regarding equilibrium through observing motion iscarried further when we study what combinations of multiple forces result in equilibrium.Through the dynamic potential of the interactive medium, we can simultaneously allow studentsto adjust forces, to see how they combine in terms of total force and moment (with equationsautomatically adjusted to reflect the students chosen forces), and to see the net motion of thebody

Conference Session

New Teaching Methods in Mechanics

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Mechanics

should note that participation is a somewhat crude measure of student engagement    with online materials since it reflects only initiation of an activity. Performance for the purposeof this study was measured by the total score on exam problems. At School S, exams constitute75% of the final grade, while OLI quizzes are 10%; at School P, exams constitute 85% of thefinal grade, while OLI quizzes are 7.5%. Data on students’ participation and course performancehad been collected for the corresponding statics classes in Fall 2012 and for Fall 2013. Due  to  time  constraints  performance  data  from  only  Fall  2012  have  been  included  in  this  paper.  Data  from  students  who  took  all  exams

Conference Session

New Teaching Pedagogies: Methods and Assessments

Collection

2014 ASEE Annual Conference & Exposition

Authors

Matthew Cavalli, University of North Dakota; Jeremiah J. Neubert, University of North Dakota; Dustin McNally, University of North Dakota; Debbie Jacklitch-Kuiken

Tagged Divisions

Mechanical Engineering, Mechanics

to differences in student population (anecdotally,at-a-distance students have family commitments and a full-time job). Additionally, when there isnot a specific class time, students must have exceptional time management skills or they quicklyfall behind. This conclusion is supported by historical completion rates of approximately 65%. Table 2: The grade distribution of ME 101. The first column reflects the percentage of students that do not have to retake the course, students that obtained an A, B, or C. The second column contains the percentage of students that took the final exam, but must retake the course. The final column indicated the percentage of students that withdrew or stopped participating in the course prior to

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

was more a reflection of the fact that despite use of the softwarethey did not earn the grade they desired. An additional possible explanation is that somestudents may have seen value in the use of the software, but since they did not personally use it,for them, it was not helpful. It is also reasonable to suppose that the wording of the questions ledto the apparent contradiction. By answering question 6 in the negative, students could simply beindicating that the software was not helpful in understanding the equations because they already Page 24.733.7understood the

Conference Session

Teaching Dynamics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brianno Coller, Northern Illinois University

Tagged Divisions

Mechanics

. Page 22.717.1 c American Society for Engineering Education, 2011 First Look at a Video Game for Teaching DynamicsIntroductionFor decades, education scholars have been studying video games1-5. What they have found is thatthe most successful games often “teach” their players how to solve complex problems. Theproblems within a game typically start off rather easy and then progressively get more difficultas players’ skills develop. Players are motivated to learn within video games because it is clearthat knowledge is powerful. The learning is situated, and occurs through a process ofhypothesizing, probing, and reflecting upon the simulated world within the game. The goals areclear. Games provide players

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

underlying fundamentals of moments andcouples, and the ability to apply them. Consequently, our next round of think-aloudsessions will not have any elements designed to probe precise use of terminology. Weanticipate having results from an additional twelve students by the time of thepresentation at ASEE.AcknowledgmentsThis material is based upon work supported by the National Science Foundation underGrant EEC- 0550707. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the viewsof the National Science Foundation.References1. Litzinger, Thomas, Peggy Van Meter, Carla Firetto, Lucas Passmore, Christine Masters, Stephen Turns,and Sarah Zappe, “Improving Students

Conference Session

Teaching Dynamics

Collection

2010 Annual Conference & Exposition

Authors

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

Tagged Divisions

Mechanics

reference.All of the lead author’s courses for which MoveIt modules have been utilized exhibit a carefullydesigned and unified structure. All have been lecture courses with relatively large enrollments, aneducational format that has been an interest of the lead author’s for some time.Homeworks are assigned at roughly one week intervals and the answers to each problem arealways made available at the time of the assignment. A fraction of them will cover material thatthe students will see in the miniquizzes and in the MoveIt assignments and the students are toldthis fact from the start. They’re also told that the final will reflect what they’ve gone over in

Conference Session

Teaching Dynamics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kristi J. Shryock, Texas A&M University; Arun R. Srinivasa, Texas A&M University, Department of Mechanical Engineering; Jefferey E. Froyd, Texas A&M University

Tagged Divisions

Mechanics

understanding, how conceptual understanding can beassessed, what are common alternative explanations that learners offer for physical phenomena,and how learners can be influenced, so that their explanations reflect common scientificunderstanding4. Duit maintains an active bibliography for this field that contains over 8000references5.Evaluating how mathematics from the first year is used downstream in the engineeringcurriculum is not new. In 1974, the Committee on Curricular Emphasis in Basic Mechanics(CCEBM) was formed out of concern within the Mechanics Division of ASEE for the quality ofinstruction in basic mechanics. This led to the development of an extensive national survey andpreparation of a readiness skills test for students entering their

Conference Session

Innovations in Teaching: Statics

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Mechanics

experiment are mixed. It appears that the OLI materials can beused to help students develop fundamental understanding of Statics concepts, asevidenced by the nearly identical outcome on the Statics CI between the two groups.However, the ability to apply this fundamental knowledge to the solution ofpractical problems is not as well established. In fact, the students in the online Page 22.752.11course performed as well as (or even better) on only three of six of the commonexam items (recall that two of the exam items—friction and 3-D Statics—were notcovered by the OLI materials, so the fact that students did not perform as well onthese items is no reflection on

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

expression. In effect: · = -19.69 + 30.78 – 30.78Error type 2 showed evidence of performing the dot product as typically learned in mathclasses. It was apparently a problem of lack of attention in converting units rather than withthe way the calculation was performed. = = = 1.98 (no units)Sign errors are common during timed exams and they do not necessarily reflect a conceptualproblem if all else is in order. For error type 3, a student had the unit vector with sign errorsthat prevented reaching the final correct numerical answer. Or: = 0.4924 + 0.6155 + 0.6155Which lead to

Conference Session

Mechanics Concepts II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sinead C. Mac Namara, Syracuse University

Tagged Divisions

Mechanics

the course validation techniqueswere discussed in class and demonstrations of how to self evaluate an answer to a newproblem were presented. Additionally, the students had at least one question on everyhomework assignment that either was non-numerical and open ended, or required somekind of reflective statement on the numerical answer.A few of the responses indicated that the project helped engender increased enthusiasmfor the course material and engineering more generally. “It was cool to see that what we learned in class really could apply to something that we could make.”There was a small minority of students who did not feel the project was useful in learningthe course material but interestingly their comments implied that the

Conference Session

Mechanics Classroom Demonstrations

Collection

2012 ASEE Annual Conference & Exposition

Authors

Brianno D. Coller, Northern Illinois University

Tagged Divisions

Mechanics

complexity are revealed. Education scholars3-7 who study videogames have found that the most successful games often incorporate mechanisms that “teach”their players to solve complex problems by leveraging learning pedagogies such asconstructionism, inquiry-based learning and anchored instruction. Players are motivated to learnwithin video games because it is clear that knowledge is powerful. Learning is situated, and Page 25.1055.2occurs through a process of hypothesizing, probing, and reflecting upon the simulated worldwithin the game. The goals are clear. Games provide players immediate and unambiguousfeedback on how well they are progressing

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

posted solution to reflect ontheir mistakes or successes on each assessment problem.The second form of feedback is called the dashboard. An example dashboard for a specificstudent is shown in Fig. 4. The dashboard is a visual document that captures the student’sperformance in all aspects of the course. The dashboard contains visual elements for thecomputing projects, homework, and other required coursework. The mastery bar chart is theelement on the dashboard that shows how a student’s mastery is developing over a semester. Thechart has a bar for each objective in the course. In each assessment, the activated objectives havethe potential to increase the length of the mastery bars. The amount that each objective barincreases depends on the weight

Conference Session

Making Mechanics Courses Fun and More Effective

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eric Davishahl, Whatcom Community College; Todd Haskell, Western Washington University; Lee W. Singleton, Whatcom Community College

Tagged Divisions

Mechanics

N N Couple y-component Y N Y N Couple z-component Y N Y NThe last section of the worksheet prompts students to analyze how the reactions must change tomaintain equilibrium when they remove either hinge. Students explore how a reaction couplemust develop when only a single hinge is present and reflect back on how the two hinges worktogether to generate an equivalent couple in the previous configuration. They also consider anddiscuss how changing the direction of the cable tension would affect the system. Figure 5. Activity 3: Two and Three-Force

Conference Session

Potpouri - A Mix

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Mechanics

reflect student learning gains. Many assessment studies wereperformed with neither a control group nor random assignment of student participants, omissionswhich presented a significant threat to their validity. Based on our research findings descried inthis paper, we suggest that particular attention be paid to control students’ cognitive load at anappropriate level when designing and implementing CSA modules and programs in order tomaximize student learning outcomes.IntroductionIn learning many engineering subjects, students must develop skills to visualize the motion ofobjects over space and time. With advances in computer technology and communicationnetworks, more and more engineering educators have employed web-based computer simulation

Conference Session

Hybrid and Online Teaching of Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Carlos R. Corleto, Texas A&M University; Matilda (Tillie) Wilson McVay, Texas A&M University; Doug Beck, Texas A&M University; Ashley Schmitt, Texas A&M University

Tagged Divisions

Mechanics

mapping. Science, 331, p 772-775.[10] G.D, Kuh, J. Kinzie, J.H. Schuh, E.J. Whitt, 2005. Student success in college. San Francisco: Jossey‐Bass. p 193.[11] M.C. Lovett. “Using Reflection and Metacognition to Improve Student Learning”, 2013. Stylus Publishing. p 23.[12] S. A. Ambrose, M. W. Bridges, M. DiPietro, M. C. Lovett, M.C., M. K. Norman, 2010. How Do Students Become Self‐directed Learners? In: How Learning Works: Seven Research‐based Principles for Smart Teaching. San Francisco: Jossey‐Bass. p 188– 216.[13] J. Metcalfe. “Learning from Errors”. The Annual Review of Psychology. 2017. 68:465-89.[14] H. Haron and A.M. Shaharon. “The Pedagogical Issues in Engineering Statics”. In Proceedings of the International Conference of

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

∗ (11) ME,z ∗ ∗ We now have to evaluate whether the ARCs ME,x and ME,z are required for static equilibrium. From Table 2, since we currently have as many equations as unknowns, the ARCs will be needed for static equilibrium and thus, should be treated as needed reaction couple, as reflected in the final equations/unknowns Table 3. Table 3 Final equations/unknowns table for Example 1 Equations Unknowns (7) RE,x (8) RA,z (9) RE,z

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

physical reasoning and engineering principles would reflect theirunderstanding of real system performance as opposed to an ideal system taught in class. If P0 isthe initial pressure of the reservoir, Patm is the atmospheric pressure, V0 is the volume of thereservoir, L is the length of the barrel, A is the cross-sectional area of the barrel, f is the frictionforce inside the barrel and m is the mass of the ball, then the exit velocity of the ball (vexit) isgiven by Rohrbach11 (1)Friction force (f) between the ball and the cannon barrel is to be modeled by the students. Thefriction coefficient for rubber, PVC interface is given to be 0.5. During flight the ball

Conference Session

Teaching Statics

Collection

2009 Annual Conference & Exposition

Authors

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

Tagged Divisions

Mechanics

, learning-intensiveclassroom activities can be chosen appropriately.2. DESCRIPTION OF OLI ENGINEERING STATICS COURSEAs judged for example by design instructors, students often fail to utilize Statics adequately inthe analysis and design of mechanical systems and structures, which they confront subsequently[15]. A detailed critique of traditional Statics instruction was presented by the authors [11],including the observation that mathematical analysis had come to overwhelm physical reasoningin Statics instruction. As a remedy, a more deliberate, sequential, object-centered, concept-driven approach to Statics was proposed [11]. This rather substantial reorganization ofinstruction in Statics was devised to reflect conceptual difficulties exhibited by

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

learning and oftenchange their approach to studying for the class. Continued frequent exams let the student knowif the changes to their study habits are working or not. Since they are guided in ‘best practices’,the later exams often show a marked improvement, reinforcing the value of structured practiceand learning.The second step is grading appeals. Rather than providing a detailed breakdown of a student’serrors, minimal marking is used. Students are graded on the 0% or 100% scale. They mustreview their work (with the help of detailed solutions), identify their errors, identify the type oferror (conceptual or minor), and in the case of minor errors, rework the problem to obtain the80% credit on the rubric. This structured reflection allows

Conference Session

Student Advancement in Mechanics of Materials

Collection

2018 ASEE Annual Conference & Exposition

Authors

Johanna Paulette Doukakis, Rutgers, The State University of New Jersey

Tagged Divisions

Mechanics

least two coders working collaboratively to develop the coding scheme  Having both coders working on a same segment to code for disparities identification. If coding disparities occur, the two coders will discuss and come to an agreement.The validity and reliability of the results obtained from data analysis will be ensured followingthese guidelines as well:  Acknowledging that no matter which results are obtained, co-occurrence does not imply causation  Acknowledging that no matter which results are obtained, proportions, frequency distributions and other statistics will not necessarily reflect the nature of the whole data set.  Avoiding the omission of contradictory

Conference Session

Applications of Technology in Mechanics Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jakob C Bruhl P.E., U.S. Military Academy; Richard J. Gash P.E., U.S. Military Academy; Aaron Freidenberg, U.S. Military Academy; Christopher H Conley, U.S. Military Academy; Paul M. Moody P.E., U.S. Military Academy

Tagged Divisions

Mechanics

, students were familiar with the basics of creating and analyzing a truss usingSOLIDWORKS. The first semester we implemented this assignment, students were required tocreate their own truss as explained in Figure 1. In following semesters, to ensure time was spenton completing the analysis and reflecting on the results rather than consumed creating the model,SOLIDWORKS models were provided to students who were then required only to modify theloads and record the results.Without teaching about influence lines in class, this assignment introduced students to theconcept and reinforced the idea that some truss members may be in tension for one load case butin compression in another. This reality was revisited later in the course when discussing

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

“real engineering” project. Figure 1 Student Feedback on Hands-On Learning ActivitiesA few representative student comments from the anonymous end-of-course survey explain whatit was about the hand-on activities that made them valuable to students. From these commentsand several similar ones it shows clearly what the research has told us for years, students want tosee a real world (physical) connection to what they are doing in the classroom and what theyexpect to be doing once they graduate [4, 5]. Sample student responses that reflect this includedthe following from the course survey: ● I think the part that made the activities most beneficial was the fact that they reinforced many of the concepts that we had learned

Conference Session

Mechanics Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Josue Njock Libii, Purdue University Fort Wayne

Tagged Topics

Diversity

Tagged Divisions

Mechanics

on which it is due arerequired. They combine to give students the flexibility they require to gather what they need, tosecure the necessary space on campus or off campus, and to make workable arrangements forcommon dates and times on which to work together; to know each other; and to support eachother, while working toward a common goal. That is one way to begin community buildingamong commuter students.Note: This work is supported by the National Science Foundation (NSF) through NSF Award#1565066. However, the opinions expressed in this document are those of the author and do not,necessarily, reflect those of the National Science Foundation.References [1]Jacoby, B. (1989). The student as commuter: Developing a comprehensive institutional

Conference Session

Mechanics Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Hamed Samandari, Miami University; Banafsheh Seyed-Aghazadeh, Miami University

Tagged Divisions

Mechanics

Agile, they found it to be a very effective tool(3.71/4.00). In Q4, Students were asked to rate their overall learning in the course. A small dropin the rating is observed in the second year, which we believe is due to the fact that all the highquality PBL criteria were not satisfied properly. This is also reflected in the students’ commentas they found the group project to be more stressful: “Not sure that the group project for us didmuch more than added more stress.” With addition of Agile in the third year, the overall learningrating shows a promising improvement indicating that the management skills helped student tomanage their projects to learn more.Students were also asked to provide an overall rating for the instructor (Q5). The

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

rudimentary examples from the classroom sessions. Thehomework examples will evolve to reflect more real-world situations, with more open-endedproblems. A flipped format alone, without meaningful assessments, does not necessarily meanthe instructor is doing “less of the doing and thinking for the students”[12] simply by moving thesolving of closed-ended analysis problems from the home into the classroom.References[1] Dollar, A., and Steif, P. (2009) “A web-based statics course used in an inverted classroom.” Proc. AmericanSociety for Engineering Education Annual Conference, Austin, TX.[2] Wiggins, G., and McTighe, J. (2005) Understanding by design, 2ed., ASCD, Alexandria, VA.[3] King, A. (1993) “From sage on the stage to guide on the side.” College

Conference Session

Homework, Learning, and Problem Solving in Mechanics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael K. Swanbom PE, Louisiana Tech University; Daniel William Moller, Louisiana Tech University; Katie Evans, Louisiana Tech University; Timothy Reeves, Louisiana Tech University

Tagged Divisions

Mechanics

that the authorstend to hear with respect to the use of WeBWorK. Table 6: Survey Results Regarding Negative Feelings toward WeBWorKIn most areas, there were fewer negative feelings toward WeBWorK in the winter term than thefall term. This may be due to the more positive previous experience with WeBWorK among thestudents taking the course in the winter. A feeling that the problems are too difficult was notedfrom these data. Upon reflection, the authors concluded that many of the newly-crafted problemswere more on the difficult end of the scale, and more were needed at the easier end of the scaleto assist students in building their skills and confidence gradually. Additions to the problemlibrary addressing this concern have since been