Conference Session

Mechanics Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Casey Allen Halbmaier, University of St. Thomas; Sarah Baxter, University of St. Thomas; Dalton Irving Humphrey, University of St. Thomas; Bethany Fralick, University of South Carolina - Aiken

Tagged Divisions

Mechanics

, the student co-authorsexplored early examples of Statics textbooks4, 5 that emphasized graphical analysis. Not only wasthe style of exposition distinctly different from today’s textbooks, but these texts effectivelyblended analytical and graphical techniques for solving engineering problems. Realizing that, inboth these cases, calculators were not available to students, professors or working engineers,served to emphasize the usefulness and power of the graphical techniques. These graphicalapproaches, while grounded in mathematics, had a great deal of embedded visual and physicalintuition.References[1] Baxter, S. C., & Johnson, A., & Fralick, B. S. (2015, June), “Revisiting Graphical Statics” Paper presented at 2015 ASEEAnnual

Conference Session

Measuring Learning in Statics & Dynamics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Christopher Papadopoulos, University of Puerto Rico, Mayaguez Campus; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Manuel Jose Perez-Vargas, University of Puerto Rico, Mayaguez Campus; Genock Portela-Gauthier, University of Puerto Rico, Mayaguez Campus; Wadson C Phanord, University of Puerto Rico, Mayaguez.

Tagged Divisions

Mechanics

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

Conference Session

Teaching & Learning Dynamics, Vibration, and Mechanics More Broadly

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jacob R Grohs, Virginia Tech; Michelle M Soledad, Virginia Tech, Ateneo de Davao University; David B Knight, Virginia Tech Department of Engineering Education; Scott W Case, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Mechanics

projects.Dr. David B Knight, Virginia Tech Department of Engineering Education David Knight is an Assistant Professor in the Department of Engineering Education and affiliate faculty with the Higher Education Program, Center for Human-Computer Interaction, and Human-Centered De- sign Program. His research focuses on student learning outcomes in undergraduate engineering, learning analytics approaches to improve educational practices and policies, interdisciplinary teaching and learn- ing, organizational change in colleges and universities, and international issues in higher education.Prof. Scott W Case, Virginia Tech Scott W. Case is a Professor of Engineering Mechanics at Virginia Tech. He has served as associate

Conference Session

Measuring Learning in Statics & Dynamics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nick Stites, Purdue University, West Lafayette; David A Evenhouse, Purdue University; Mariana Tafur-Arciniegas P.E., Purdue University, West Lafayette; Charles Morton Krousgrill, Purdue University, West Lafayette; Craig Zywicki, Purdue University; Angelika N Zissimopoulos, University of Chicago; David B Nelson, Purdue University, West Lafayette; Jennifer Deboer, Purdue University, West Lafayette; Jeffrey F Rhoads, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette

Tagged Divisions

Mechanics

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 Educator Award.Craig Zywicki, Purdue University Craig is a Data and Assessment Analyst in the Office of Institutional Research, Assessment, and Effec- tiveness at Purdue University.Dr. Angelika N Zissimopoulos, University of Chicago Angelika Zissimopoulos holds a Ph.D. in Biomedical Engineering From Northwestern University. She is currently the Associate Director for STEM education

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

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

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

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

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

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

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

Teaching & Learning Statics and Mechanics of Materials

Collection

2016 ASEE Annual Conference & Exposition

Authors

Andrew Lee, Arizona State University; Haolin Zhu, Arizona State University; James A Middleton, Arizona State University

Tagged Divisions

Mechanics

student was high (A), middle (B), or low (C) achieving, the students’ gradefrom the prerequisite course, engineering mechanics (statics and dynamics), was utilized. An A+,A, or A- in engineering mechanics would categorize a student as a high achieving (A) student forthe purposes of this study, as shown in Table 2. Grade point average was considered, but theresponses did not allow for an even distribution into three distinct groups. Table 2. Method for Categorizing Students into Achievement Groups Engineering Mechanics Grade High Achieving (A) Middle Achieving (B) Low Achieving (C) A+ A A- B+ B B- C+ C C

Conference Session

Active Learning & Laboratories in Statics, Dynamics, and Mechanics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Xiaobin Le P.E., Wentworth Institute of Technology; Masoud Olia P.E., Wentworth Institute of Technology; Ali Moazed, Wentworth Institute of Technology; Richard L Roberts, Wentworth Institute of Technology

Tagged Divisions

Mechanics

Paper ID #14395Design a New Set of Strength Labs for the Course, ’Mechanics of Materials’Dr. Xiaobin Le P.E., Wentworth Institute of Technology Associate professor, Ph.D, PE., Department of Mechanical Engineering and Technology, Wentworth In- stitute of Technology, Boston, MA 02115, Phone: 617-989-4223, Email: Lex@wit.edu, Specialization in Computer Aided Design, Mechanical Design, Finite Element Analysis, Fatigue Design and Solid Me- chanicsProf. Masoud Olia P.E., Wentworth Institute of Technology Dr. Olia received his BS, MS and Ph.D. in the field of mechanical engineering from Northeastern Uni- versity. He Has

Conference Session

Teaching & Learning Dynamics, Vibration, and Mechanics More Broadly

Collection

2016 ASEE Annual Conference & Exposition

Authors

Roes Arief Budiman P.Eng., University of Calgary; Vishash Kumar Sharma

Tagged Divisions

Mechanics

Paper ID #17345Combining Ordinary Differential Equations with Rigid Body Dynamics: Teach-ing a Second-year Engineering Dynamics Course to Two-year College Grad-uatesDr. Roes Arief Budiman P.Eng., University of Calgary Received PhD in Materials Science and Engineering at University of Toronto in 2001. Currently a Senior Instructor at University of Calgary and have been teaching Probability & Statistics for Engineers course in the past three years. Maintain a small research group (1 PhD, 1 MEng) on pipeline failure and reliability.Vishash Kumar Sharma c American Society for Engineering Education

Conference Session

Measuring Learning in Statics & Dynamics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Meera NK Singh P.Eng, University of Calgary; Leszek Sudak P.Eng., University of Calgary; Philip Egberts P.Eng., University of Calgary

Tagged Topics

Diversity

Tagged Divisions

Mechanics

profile of the class and instructors is then constructed and correlations are madewith the key demographics and student success. Finally, this data is used to address the mismatchbetween the conventional dynamics teaching and evaluation methods used by the faculty, and thelearning styles of the students in the classroom. Based on the results of the study, Section 4 Table 1: University of Calgary Grade Point Average – Letter Grade Conversion Chart. Letter Grade A+, A A- B+ B B- C+ C C- D+ D F GPA 4.0 3.7 3.3 3.0 2.7 2.3 2.0 1.7 1.3 1.0 0 Table 2: Grade Distribution in the 2015 Dynamics Class. Program Number Percent Average Average Overall

Conference Session

Teaching & Learning Statics and Mechanics of Materials

Collection

2016 ASEE Annual Conference & Exposition

Authors

Somnath Chattopadhyay, University at Buffalo, SUNY

Tagged Divisions

Mechanics

cylindrical or prismatic bar of constant cross section which is twisted and held inequilibrium by twisting moments applied at its ends. The bar is considered to be composed of anisotropic material possessing the idealized stress-strain relationship for an elastic, perfectlyplastic material shown in Figure 1. Increasing torque causes the material to pass from the elasticregion (line AB, Figure 1) into the perfectly plastic range (line BC, Figure 1). After a point in thecross section reaches the yield stress in shear (point B), this maximum shearing stress remains aconstant value k as increasing torque causes an increase in the plastic region of the bar. Beforeexamining the plastic behavior of the prismatic cross section, we will consider the

Conference Session

Teaching & Learning Statics and Mechanics of Materials

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sarah Baxter, University of St. Thomas; Bethany Fralick, University of South Carolina, Aiken

Tagged Divisions

Mechanics

, and ob, is applied at that same point. Figure 3: (a) The resultant force, R, magnitude and direction is determined by constructing a force polygon, adding the forces together; (b) rays are drawn from the pole point to the tail and head of each force. These rays form a triangle with individual forces and represent a non-orthogonal decomposition of each force. (c) The funicular polygon is constructed using the components of each force. The intersection of the extensions of the lines of action of the initial and final components defines a point through which the line of action of the resultant must pass. Figure 4: Connection between (a) arbitrary decomposition of a

Conference Session

Homework, Learning, and Problem Solving in Mechanics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Julian Ly Davis, University of Southern Indiana; Thomas McDonald, University of Southern Indiana

Tagged Divisions

Mechanics

already been tested withpositive results.[11]References[1] Hanson JH, Williams JM. (2008) Using Writing Assignments to Improve Self-Assessment and Communication Skills in an Engineering Statics Course. J. Eng. Educ. 97, 515–529.[2] Howard EA. (2011) Purdue e-Pubs How do Millennial Engineering and Technology Students Experience Learning Through Traditional Teaching Methods Employed in the University Setting? Available from: http://docs.lib.purdue.edu/cgttheses[3] Karr CL, Weck B, Sunal DW, Cook TM. (2003) Analysis of the Effectiveness of Online Learning in a Graduate Engineering Math Course. J. Interact. Online Learn.[4] Pascarella A. (2004) The influence of web-based homework on quantitative problem-solving in

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

cannon setup3. Data analysis and reportingThe numerical solution for calculating the ball’s trajectory based on the equations derived byParker7 is provided to the students in the form of an excel spreadsheet wherein the students enterthe values of exit velocity from (1), the projection angle, the measured range of the projectile,and the recorded time of flight. The excel VBA script outputs the X-Y co-ordinates of the dragsubjected and the ideal (no-drag) flight path. The students are asked to plot the following curves(a) Measured Range versus No-drag Range (b) Numerically calculated Height versus No-dragHeight and provide a suitable straight line fit to the data points for each of them.The final reporting requirements include (Q1) reporting all

Conference Session

Mechanics Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Hirohito Kobayashi, University of Wisconsin - Platteville

Tagged Divisions

Mechanics

more accurate tracking and will require more tracking time. Figure 7 Definition of the ROI and track points Any arbitral polygon shaped Region of Interest (ROI) can be defined by mouse clicking action (a). Once the ROI is defined, VML will automatically grid the ROI and locate tracking points within the ROI (b). Point data analysis: Users can also find three strain components (𝑒𝑥𝑥 , 𝑒𝑦𝑦 , 𝑒𝑥𝑦 ) at any point within the ROI by selecting the point with mouse clicking action. The location of the selected point and the strains measured at that point are displayed. (Fig.8). Figure 8 Definition of a point and strain measurement Users can select an arbitral point within the Region of

Conference Session

Measuring Learning in Statics & Dynamics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Roger G. Hadgraft, University of Technology Sydney; David Lowe, The University of Sydney; Justine Lawson

Tagged Divisions

Mechanics

relevance (specific to an engineer’s required understanding of the subject) 4. Evaluate for creativity (is the question contextualised? Authentic? Realistic? Higher order? Is this an excellent way to assess this knowledge/ability? Is the wording ideal?) 5. Solve – what answers might students provide? What is acceptable? What if any partial credit will be awarded? 6. Provide feedback: a. Identify and state the problem/s with the item b. State why it is a problem c. Suggest how the item could be rephrased d. State how the revised suggestion is better than the original 7. Pairs then review and evaluate the items brought to the workshop. Pairs decide whether the item would be suitable as

Conference Session

Teaching & Learning Statics and Mechanics of Materials

Collection

2016 ASEE Annual Conference & Exposition

Authors

Barry T. Rosson P.E., Florida Atlantic University

Tagged Divisions

Mechanics

𝑄 𝑄 𝑄 𝑈𝐼 = ∑ 𝐹𝑗𝑃 𝛿𝑗𝑃 + ∑ 𝐹𝑗 𝛿𝑗 + ∑ 𝐹𝑗𝑃 𝛿𝑗 (5) 2 2 𝑗=1 𝑗=1 𝑗=1where 𝐹𝑗𝑄 is the internal force in member j due to the load Q and 𝛿𝑗𝑄 is the change in length ofmember j due to 𝐹𝑗𝑄 . The third term in Equation (5) results from the fact that the load P is alreadyfully applied from t1 to t2, and the resulting member forces 𝐹𝑗𝑃 (due to load P) are multiplied bythe change in member length values 𝛿𝑗𝑄 (due to load Q) to account for this portion of the strainenergy. (Appendix B provides a detailed development of Equation (5) for the truss and

Conference Session

Mechanics Classroom Demonstrations

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, Angelo State University; Wade H Goodridge, Utah State University; Benjamin James Call, Utah State University - Engineering Education; Steven David Wood, Utah State University

Tagged Topics

Diversity

Tagged Divisions

Mechanics

courses. The participants were given the problem on apiece of paper with no force or length dimensions, as shown in Figure 3. The layout of theproblem presented to the participants was similar to the assembled truss shown in Figure 1. A B C P D EFigure 3. Representative image of the truss given to students. Note the absence of dimensions and force magnitudes.Using think aloud protocols, the participants were asked to draw a free body diagram of the truss,verbally describe the steps necessary to determine if the

Conference Session

Teaching & Learning Statics and Mechanics of Materials

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anne Raich, Lafayette College

Tagged Divisions

Mechanics

covered in the course by integrating experiencesusing a FE analysis program, b) provide students with a basic understanding of FE theory, c)provide students with the skill set needed to model and analyze combined load problems using aFE analysis program; and d) provide students with an understanding of how element type, meshsize, support conditions, and other modeling decisions may impact FE analysis results.Previous studies have sought to incorporate FE modeling and analysis content as early as thefreshman year into the engineering curriculum. However, implementing these approaches inStrength of Materials courses often requires students to spend considerable time learning FEtheory before being able to use commercial FEA programs. A few studies

Conference Session

Homework, Learning, and Problem Solving in Mechanics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Robert O'Neill, Florida Gulf Coast University; Ashraf Badir P.E., Florida Gulf Coast University; Long Duy Nguyen P.E., Florida Gulf Coast University; Derek James Lura PhD, Florida Gulf Coast University

Tagged Divisions

Mechanics

Class period Instructor(s) N* H1 Homework Fall 2013 TR 8:00-10:45am A&B 37 H2 Homework Spring 2014 TR 8:00-10:45am A&C 32 Q1 Quizzes Fall 2014 WMF 8:00-9:50am A&C 35 Q2 Quizzes Fall 2014 MWF 11:00-12:50pm B 33 M1 ME/Quizzes Fall 2015 MWF 11:00-12:50pm B 34 M2 ME/Quizzes Fall 2015 WMF 8:00-9:50am C 27*N is the number of students included in this study based on exam scores. Students who did nottake either of the exams were excluded from the analysis.As discussed in the

Conference Session

Homework, Learning, and Problem Solving in Mechanics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kai Jun Chew, Stanford University; Helen L. Chen, Stanford University; Beth Rieken, Stanford University; Autumn Turpin, Stanford University; Sheri Sheppard, Stanford University

Tagged Divisions

Mechanics

from the ASEE Annual Conference, Seattle, WA. 5. Ambrose, S. A. (2013). Undergraduate engineering curriculum: The ultimate design challenge. The Bridge: Linking Engineering and Society, 43 (2), 16-23. 6. Turns, J., Sattler, B., Yasuhara, K., Borgford-Parnell, J. L., & Atman, C. J. (2014). Integrating reflection into engineering education. Proceedings from the ASEE Annual Conference & Exposition, Indianapolis, IN. 7. Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451–502). San Diego: Academic Press. 8. Zimmerman, B.J. (1990). Self-regulated learning and academic

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

using this technique inthe near future.References[1] R. L. Bangert-Drowns, C.-L. C. Kulik, J. A. Kulik and M. Morgan, "The instructional effect of feedback in test-like events," Review of Educational Research, vol. 61, pp. 213- 238, 1991.[2] L. Hirsch and C. Weibel, "Statistical Evidence that Web-Based Homework Helps," MAA Focus, p. 14, February 2003.[3] R. J. Marzano, D. J. Pickering and J. E. Pollock, Classroom instruction that works: Research-based strategies for increasing student achievement, Alexandria, VA: Association for Supervision and Curriculum Development, 2001.[4] J. P. Carpenter and B. D. Camp, "Using a Web-Based Homework System to Improve Accountability and Mastery in Calculus," in

Conference Session

Teaching & Learning Dynamics, Vibration, and Mechanics More Broadly

Collection

2016 ASEE Annual Conference & Exposition

Authors

Shawn P. Gross, Villanova University; David W Dinehart, Villanova University

Tagged Topics

Diversity

Tagged Divisions

Mechanics

Learning for Engineering Education: Theory and Practice,” Teaching in Higher Education, Vol. 5. No. 3. 3. Mays, T., Bower, K., Settle, K., and Mitchell, B. (2007) “Using Concept-Oriented Example Problems to Improve Student Performance in a Traditional Dynamics Course,” Proceedings of the 2007 ASEE Annual Conference & Exposition. 4. Graaf, E.D. and Kolmos, A. (2003) “Characteristics of Problem-Based Learning,” International Journal of Engineering Education, Vol. 19, No. 5. 5. Hake, R.R. (1997) “Interactive-Engagement vs. Traditional Methods: A Six-Thousand- Student Survey of Mechanics Test Data for Introductory Physics Courses,” American Journal of Physics, Vol. 66. 6

Conference Session

Teaching & Learning Dynamics, Vibration, and Mechanics More Broadly

Collection

2016 ASEE Annual Conference & Exposition

Authors

Yan Tang, Embry-Riddle Aeronautical Univ., Daytona Beach

Tagged Divisions

Mechanics

methods,” Brit J Educ Psychol,vol. 27, no. 2, pp. 127–134, 1957.[3] V. W. Snyder, “Mechanics Readiness Test: Revisited.,” 1988. ASEE Annual Conferenceand Exposition.[4] G. L. Gray, F. Constanzo, D. Evans, P. Cornwell, B. Self, and J. Lane, “The dynamicsconcept inventory assessment test: a progress report and some results,” 2005. ASEE AnnualConference and Exposition.[5] F. Constanzo and G. L. Gray, “A structured approach to problem solving in statics anddynamics: assessment and evolution,” 2008. ASEE Annual Conference and Exposition.[6] LS Vygotsky, “Mind in society: The development of higher psychological processes,”1980.