Conference Session

New Teaching Pedagogies: Methods and Assessments

Collection

2014 ASEE Annual Conference & Exposition

Authors

Susan B. Swithenbank, US Coast Guard Academy; Thomas William DeNucci, U.S. Coast Guard Academy

Tagged Divisions

Mechanical Engineering, Mechanics

Paper ID #8918Using a ”Flipped Classroom” Model in Undergraduate Newtonian DynamicsProf. Susan B Swithenbank, US Coast Guard Academy Dr. Swithenbank is an Assistant Professor at the US Coast Guard Academy in Naval Architecture and Marine Engineering. Prior to working at the USCGA, she was a researcher at the Naval Surface Warfare Center, Carderock Division, and the Norwegian University of Science and Technology in Trondheim Norway. She has a PhD from MIT in Ocean Engineering.Prof. Thomas William DeNucci, U.S. Coast Guard Academy Thomas DeNucci is an Assistant Professor of Ship Design at the U.S. Coast Guard Academy in New

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 Statics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Shraddha Sangelkar, Pennsylvania State University, Erie; Omar M. Ashour, Pennsylvania State University; Russell L. Warley, Pennsylvania State University, Erie; Oladipo Onipede Jr., Pennsylvania State University, Erie

Tagged Divisions

Mechanics

getting “R” on the problem (item 1.13). Inaddition, they agreed that there is an inconsistency in grading between the instructors (item1.16), such that one instructor might give an AC for a sign mistake, while the other instructorwould give R for the same mistake. The grading inconsistency, if any, is between AC and R butnot between C and R; which is not actually an issue as long as the instructor can ensure thatstudents get the grades that they deserve on the third try. Page 24.887.13 a) b) Figure 4. Percentages of a) like items, and b) dislike items for the first

Conference Session

Teaching Statics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Paul S. Steif, Carnegie Mellon University; Levent Burak Kara, Carnegie Mellon University; Luoting Fu

Tagged Divisions

Mechanics

3, 1988, Pages 767-77315. Ana Lilia Laureano-Cruces and Fernando De Arriaga-Gomez, Multi-Agent Architecture for Intelligent Tutoring Systems, Interactive Learning Environments, Volume 6, Issue 3 December 1998 , 225 - 25016. Ana Lilia Laureano Cruces and Fernando De Arriaga, REACTIVE AGENT DESIGN FOR INTELLIGENT TUTORING SYSTEMS, Cybernetics and Systems, Volume 31, Issue 1 January 2000, 1 – 4717. Kulik, C. C. & Kulik, J. A. (1991). Effectiveness of Computer-Based Instruction: An Updated Analysis. Computers in Human Behavior, 7, 75-95.18. Anderson, J. R., Boyle, C. F., & Reiser, B. J. (1985). Intelligent tutoring systems. Science, 228, 456-468.19. Newell, A., & Simon, H. A. (1972). Human Problem

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

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

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

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

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

 for  Statics,  Computers  &  Graphics,  32(5):  511-­‐524,  October  2008.   6. Zimmerman,  B.  J.,  &  Schunk,  D.  H.  2001.  Self-­‐regulated  learning  and  academic  achievement:   Theoretical  perspectives  (2nd  ed.).  Mahwah,  NJ:  Erlbaum.   7. Dollár,  A.  and  Steif,  P.S.  2008.  An  interactive,  cognitively  informed,  web-­‐based  statics  course.   International  Journal  of  Engineering  Education,  24  (6):  1229–41.   8. P.  S.  Steif,  A.  Dollár,  2009.  Web-­‐based  Statics  Course:    Study  of  Usage  Patterns  and  Learning  Gains,  Journal   of  Engineering  Education,  98  (4):  321-­‐333

Conference Session

Teaching Dynamics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Matthew West, University of Illinois at Urbana-Champaign; Geoffrey L. Herman, University of Illinois, Urbana-Champaign

Tagged Divisions

Mechanics

Paper ID #10519Sustainable Reform of ”Introductory Dynamics” Driven by a Community ofPracticeProf. Matthew West, University of Illinois at Urbana-Champaign Matthew West is an Associate Professor in the Department of Mechanical Science and Engineering at the University of Illinois at Urbana-Champaign. Prior to joining Illinois he was on the faculty of the Department of Aeronautics and Astronautics at Stanford University and the Department of Mathematics at the University of California, Davis. Prof. West holds a Ph.D. in Control and Dynamical Systems from the California Institute of Technology and a B.Sc. in Pure and Applied

Conference Session

Teaching Dynamics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Paul Morrow Nissenson, California State Polytechnic University, Pomona; Jaehoon Seong, California State Polytechnic University, Pomona; Chuan-Chiang Chen, California State Polytechnic University, Pomona; Peter A. Dashner, California State Polytechnic University, Pomona; Angela C. Shih, California State Polytechnic University, Pomona

Tagged Divisions

Mechanics

screenshots from a Working Model 2D simulation of a wheel rolling withoutslipping (S2). The screenshots are taken 15 seconds apart, demonstrating how the wheel movesin time. Velocity vectors (in blue) and acceleration vectors (in red) of five points on the wheelare shown. Faint white lines reveal the path of the five points during the simulation.3. Implementation of learning tools in the classroomThe impact of the video tutorials and simulations alone on student learning were evaluated bycomparing student performance in a “web-assisted” section of Vector Dynamics (Section A) thatincluded the learning tools, to student performance in a “regular” section of the course thatlacked the learning tools (Section B). The two sections met back-to-back on the

Conference Session

New Teaching Pedagogies: Methods and Assessments

Collection

2014 ASEE Annual Conference & Exposition

Authors

Benjamin W. Caldwell, LeTourneau University; Colleen M. Halupa, LeTourneau University

Tagged Divisions

Mechanical Engineering, Mechanics

. Caldwell’s primary research ex- periences included the development of design methods for lightweight systems (BMW Manufacturing Co.) and modeling the functionality and interactions of mechanical systems to support conceptual de- sign (National Science Foundation). Prior to his graduate work, Dr. Caldwell gained design experience working at Electrolux Major Appliances on a team designing and developing consumer bottom-mount refrigerators. Among other awards, Dr. Caldwell received the Graduate Teaching Fellowship from the American Society of Mechanical Engineers (ASME), Departmental Doctoral and Masters Awards in Me- chanical Engineering from Clemson University, and the R.C. Edwards Graduate Recruiting Fellowship from

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

Devin R. Berg, University of Wisconsin - Stout

Tagged Divisions

Mechanics

Page 24.550.4some creativity) was used (Fig. 1b) to highlight key features of the bridge truss shown and aid inrelating the photograph to course material. (a) (b)Figure 1: Student submitted photographs of a bridge truss both (a) without and (b) with annotation. Page 24.550.5Other student submissions, such as shown in Fig. 2, included self-constructed free body diagramsto help explain the subject of the submitted photograph. The inclusion of this additionalinformation suggested that the student was thinking critically about the situation depicted in

Conference Session

Teaching Mechanics of Materials

Collection

2014 ASEE Annual Conference & Exposition

Authors

William E. Howard, East Carolina University; Odis Hayden Griffin Jr. P.E., East Carolina University; Ihab Ragai, East Carolina University

Tagged Divisions

Mechanics

only a few beam elements are necessary to produceaccurate results.Non-Linear Analysis Introduction: As an introduction to non-linear analysis, we present aproblem from statics – a weight supported by two cables, as shown in Figure 4. Figure 4 Introductory Problem for Non-Linear AnalysisWe remind the students that when a member is subjected to an axial load, then its length willchange. Therefore, the geometry shown applies to either the geometry before the load is applied,or to the final geometry after the load is applied. If we assume that the geometry applies beforethe load is applied, then we can calculate the load in each wire (84.9 and 72.1 pounds for cablesA and B, respectively), and then the amount that each wire

Conference Session

New Teaching Methods in Mechanics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sarah L. Billington, Stanford University; Sheri D. Sheppard, Stanford University; Robert C Calfee, Graduate School of Education, Stanford University; Peggy C. Boylan-Ashraf, Stanford University

Tagged Divisions

Mechanics

    Figure 5. Examples of online questions for (a) identifying forces on a free body diagram, and (b) creating a free body diagram. Problem Statements are included at the top of each figure.In the second set of online exercises to be completed by the beginning of Week 5, the objectivewas to have the students learn a new concept about free body diagrams and apply it to a scenarioproblem. The concept presented was the use of more than one free body diagram in a singlesystem to solve for unknown forces, where just one diagram was not enough. In this set ofexercises, students learned how to create free-body diagrams for exiting structures by watchingtwo brief (3-7 min.) videos wherein a free-body diagram was created for a cantilever monumentand

Conference Session

New Teaching Methods in Mechanics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ruben Pierre-Antoine, Stanford University; Sheri D. Sheppard, Stanford University; Mark Schar, Stanford University

Tagged Divisions

Mechanics

incorporatebusiness thinking into design choices, whether it is optimizing profit or identifying customerneeds. A good example of all of these concepts comes in the form of the bicycle lab. In this lab,the students first learn and experiment with mechanical advantage by bringing in their own bikeand working with the gear systems. Then, they have analyze the needs of a new bicycle sharingprogram made by a real bike company (Trek/B-Cycle) and have to determine which customerbase is optimal to cater to. By making design and business choices, the students are able to beexposed to a variety of learning techniques. By using the four primary objectives of Kolb’sExperiential Learning Model (feeling, watching, thinking, and doing), the unique variety of thisclass

Conference Session

Teaching Dynamics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Matthew D. Lovell P.E., Rose-Hulman Institute of Technology; Sean P. Brophy, Purdue University, West Lafayette

Tagged Divisions

Mechanics

. 311–324, Oct. 2006.[4] Hmelo-Silver CE. Problem-based learning: what and how students learn. Educ Psychol Rev 2004;16 (3):235–66.[5] Barroso, L. R. and Morgan, J. R. (2012) Developing a dynamics and vibrations course for civil engineeringstudents based on fundamental-principles. Advances in Engineering Education. 3 [1], p 9-44.[6] Bransford JD, Schwartz DL. Rethinking transfer: a simple proposal with multiple implications. Rev Res Educ.1999; 24:61–100.[7] Barry, B. E., Brophy, S. P., Oakes, W. C., Banks, K. M., & Sharvelle, S. E. (2008). Developing professionalcompetencies through challenge to project experiences. International Journal of Engineering Education, 24(6),1148-1162[8] Kirschner, P. A., Sweller, J., and Clark, R. E. (2006

Conference Session

Teaching Mechanics of Materials

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christopher Papadopoulos, University of Puerto Rico, Mayagüez ; Aidsa I. Santiago-Román, University of Puerto Rico, Mayagüez ; Genock Portela-Gauthier, University of Puerto Rico, Mayagüez

Tagged Divisions

Mechanics

, Project 2.The following questions were posed: (Q1-a) Estimate diameter of the anchor bolts. Students are provided with several working assumptions, including (i) the use of higher strength “Group B” ASTM A-490 bolts (Figure 2b), with threads excluded from the shear plane, i.e. “X-condition” (Figure 2e), as per AISC 2011;9 (ii) specified plate width Wp = 52.5 in.; (iii) minimum anchor spacing of 3 in.; and (iv) specified edge distance of 1 ¼ in. With this information, students then use a pre- Figure 2b. ASTM programmed spreadsheet to iteratively calculate the tension in

Conference Session

New Teaching Methods in Mechanics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Daniel Takashi Kawano, Rose-Hulman Institute of Technology; Benson H. Tongue, University of California, Berkeley

Tagged Divisions

Mechanics

. Page 24.1357.3The student survey was conducted at Rose-Hulman Institute of Technology and at the Universityof California, Berkeley during the winter quarter and spring semester, respectively, of the 2012-2013 academic year. Students in our dynamics courses were asked to first watch two screen-captured example problems, each broken into several clips. Sample screenshots from one of thescreen-captured example problems are shown in Figure 1. (a) (b) Figure 1. Snapshots of two clips from the screencast for Example 4.6 used in the study. The first clip (a) contains the introduction screen and the Problem Statement, Goal, Given, Draw, and

Conference Session

Teaching Statics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Carisa H Ramming P.E., Oklahoma State University; John J. Phillips P.E., Oklahoma State University

Tagged Divisions

Mechanics

SectionsENSC 2113 Fall 2013PurposeCalculate internal force in a truss using the method of sections in truss analysis.Pre-lab questionWhat assumptions are made about trusses in rigid body mechanics?Set-UpParts Needed:(7) - #2’s(18) - #3’s(8) - #4’s(1) - #5(14) – gusset plates(1) – 5N load cell Page 24.718.15Assemble two sides of a space truss as shown in the following photo. Attach members usingsupplied screws, but keep connections loose. Connect the two sides together using the #2’s atpoints A, B, C, D, E, F, and G.Locate the load cell in the top chord of the truss (member AB) as shown. The #5 in the profilewill be replaced with two #3’s with the load cell in the

Conference Session

Teaching Mechanics of Materials

Collection

2014 ASEE Annual Conference & Exposition

Authors

Peter W Malak, Marquette University; Mark L. Nagurka, Marquette University

Tagged Divisions

Mechanics

Paper ID #9719Machine Design Experiments Using Mechanical Springs to Foster DiscoverLearningPeter W Malak, Marquette University PETER MALAK is a senior in mechanical engineering at Marquette University. He is the President of the Society of Automotive Engineers Aero Team and the Mechanical Engineering Student Advisory Board and is also a member of the American Society of Mechanical Engineers at Marquette University. His professional experiences extend to Co-oping at STRATTEC Security Corporation, an automotive engineering firm and interning at Hanley, Flight and Zimmerman LLC., an intellectual property law firm. His