Conference Session

Concept Inventories in Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Julian Ly Davis, University of Southern Indiana; Sara L. Arena, Virginia Tech

Tagged Divisions

Mechanics

statics concept inventory,” Proc. 2004 Am. Soc. Eng. Educ. Conf. Expo., 2004.[9] G. Gray, F. Costanzo, and D. Evans, “The dynamics concept inventory assessment test: A progress report and some results,” Am. Soc. Eng. Educ., 2005.[10] N. Jorion, B. D. Gane, K. James, L. Schroeder, L. V. Dibello, and J. W. Pellegrino, “An Analytic Framework for Evaluating the Validity of Concept Inventory Claims,” J. Eng. Educ., vol. 104, no. 4, pp. 454–496, 2015.[11] N. Stites et al., “Analyzing an abbreviated dynamics concept inventory and its role as an instrument for assessing emergent learning pedagogies,” ASEE Annu. Conf. Expo. Conf. Proc., vol. 2016-June, 2016.[12] R. Averill, S. Roccabianca, and G

Conference Session

Grading and Feedback Models in Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Petros Sideris, Texas A&M University; Maria Koliou, Texas A&M University

Tagged Divisions

Mechanics

, respectively, as well as a “Comments/Suggestions” box for open endedrecommendations. These questions (together with the TA evaluation section) provide a holisticreview of all major aspects of a course, allowing the instructor to obtain broad and detailedstudent feedback to support future changes in the course delivery.The rating scale used in the questions of the course evaluation surveys is selected to match thescale of the rating system of each university. Thus, course evaluation surveys administered inUniversity A use a 6-point scale (A to F), whereas, course evaluation surveys administered inUniversity B use a 5-point scale (A to E). “University A” refers to the Department of Civil,Environmental and Architectural Engineering at the University of

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

identified by the first exam without thatfirst exam crushing their grade.Finally, exams must be reasonable in difficulty and time. In the traditional partial credit model,the problem of excessively difficult or long exams was solved by more ‘generous’ partial credit.In the SMART model, this is not an option. Exams must have a reasonable selection ofproblems. Most of the exam, say 80%, should be problems that a C student is expected to solve.Only 20% of the exam should be intended to challenge A and B students. Exams must be testedto be sure they are not excessively long. Since students are required to get correct answers, theymust have time to check their work. The exam should be designed to take up no more than 80%of the time allotted for a typical

Conference Session

Making Mechanics Courses Fun and More Effective

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Md Rashedul Hasan Sarker, University of Indianapolis; Najmus Saqib, University of Indianapolis; George D. Ricco, University of Indianapolis; Megan Hammond, University of Indianapolis; Jared Hilt; James T. Emery II, University of Indianapolis

Tagged Divisions

Mechanics

Pasco www.pasco.com, (b) Forces and Moments kits from TecQuipment www.tecquipment.com, and (c) Statics Forces module from Armfield www.discoverarmfield.com. In this paper, the authors present a highly customizable laboratory unit to demonstratenumerous engineering mechanics concepts in both two and three-dimensional space. Thestructure was designed by a group of faculty, students, and staff. Add-on tools can be purchasedlocally or custom-made based on the course requirements. Initially the laboratory unit was madewith wooden frames and plywood and later with an aluminum extrusion frame and plates. Thesetup is envisioned for both lecture classrooms and lab classrooms. The figure below shows thesetup

Conference Session

Teaching Statics: What and How?

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amir H. Danesh-Yazdi, Rose-Hulman Institute of Technology; Aimee Monique Cloutier, Rose-Hulman Institute of Technology; Phillip Cornwell, Rose-Hulman Institute of Technology

Tagged Divisions

Mechanics

] Anderson, E., Taraban, R., and Hudson, D. “A study of the impact of visuospatial ability,conceptual understanding, and prior knowledge upon student performance in engineering staticscourses”. In 2009 ASEE Annual Conference & Exposition Proceedings.[3] Wingate, K., Ferri, A., and Feigh, K. “The impact of the physics, statics and mechanicssequence on student retention and performance in mechanical engineering.” In 2018 ASEEAnnual Conference & Exposition Proceedings.[4] Myszka, D. “The appropriate approach for statics and dynamics in engineering technology”.In 2005 ASEE Annual Conference & Exposition Proceedings.[5] Zhang, G., Thorndyke, B., Ohland, M. and Anderson, T. “How science course performanceinfluences student retention – A

Conference Session

Alternative Methods of Teaching and Learning Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Keith D. Hjelmstad, Arizona State University; Amie Baisley, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Mechanics

module. On the other hand, torsion is a specific type of problem that is the focus of asingle module. Once identified, this set of objectives creates a template for solving problems inthe course. All of the examples and recitation solutions are organized around the masteryobjectives, and students are asked to organize their work this way, too. The module assessmentsare graded objective by objective individually using the following rubric options: (a) completeand correct, (b) correct but with small calculation error, (c) minor conceptual error, (d) majorconceptual error, (e) no evidence shown. Each objective of each problem is weighted in accordwith the difficulty presented by that problem. Hence, each problem contributes a differentamount of

Conference Session

Teaching Statics: What and How?

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Vimal Kumar Viswanathan, San Jose State University; Josh Taylor Hurt; Tracy Anne Hammond, Texas A&M University; Benjamin W. Caldwell, LeTourneau University; Kimberly Grau Talley P.E., Texas State University; Julie S. Linsey, Georgia Institute of Technology

Tagged Divisions

Mechanics

, 2004.[8] V. J. Shute, "Focus on formative feedback," Review of educational research, vol. 78, no. 1, pp. 153-189, 2008.[9] T. R. Guskey, "Reporting on student learning: Lessons from the past-Prescriptions for the future," ASSOCIATION FOR SUPERVISION AND CURRICULUM DEVELOPMENT- YEARBOOK-, pp. 13-24, 1996.[10] J. B. Nyquist, "The benefits of reconstruing feedback as a larger system of formative assessment: A meta-analysis," Vanderbilt University, 2003.[11] G. Smith, "How does student performance on formative assessments relate to learning assessed by exams?," Journal of College Science Teaching, vol. 36, no. 7, p. 28, 2007.[12] J. A. Kulik and C.-L. C. Kulik, "Timing of feedback and verbal learning

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

NUEN PETE (b) Number of Students from each Major. Figure 2. Main Engineering Majors Taking Class in Spring Terms 2016 2017 2018 2019 80% Spring 60% DFQ 40% 20% 0% BAEN CHEN ELEN ENGE INEN NUEN PETE (a) DFQ rates per Major. 2016 2017 2018 2019 120

Conference Session

Alternative Methods of Teaching and Learning Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eleazar Marquez, Rice University; Samuel Garcia Jr., Texas State University

Tagged Divisions

Mechanics

, procedure, observed data,calculated results/graphs, and discussion and questions – the new section was structured to includespecific instructions for each segment.III. Lab Procedure and CalculationsPROCEDURES 1. Verify that the following Equipment and Materials are available: a. Riehle 60,000 in-lb. torsion testing machine and accessories b. Cylindrical A36 steel bar (approximately 32” x 1”) c. Digital caliper and yardstick to measure bar 2. Prepare the Test Bar a. Begin by measuring the test bar and recording its dimensions. Don't forget to record the accuracy of all measurements. Create the following Table to insert your data

Conference Session

Assessment Strategies in Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Keith D. Hjelmstad, Arizona State University; Amie Baisley, University of Florida

Tagged Divisions

Mechanics

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

Conference Session

Assessment Strategies in Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Mechanics

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

Conference Session

Hybrid and Online Teaching of Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Mechanics

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

Conference Session

Hybrid and Online Teaching of Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Mechanics

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

Conference Session

Concept Inventories in Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ann Reimers, University of Virginia; Stefen Beeler-Duden, University of Virginia

Tagged Divisions

Mechanics

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

Conference Session

Teaching Statics: What and How?

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

David Allen Evenhouse, Purdue University at West Lafayette; Charles Morton Krousgrill, Purdue University, West Lafayette; Jeffrey F. Rhoads, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette; Jennifer Deboer, Purdue University, West Lafayette

Tagged Divisions

Mechanics

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

Conference Session

Alternative Methods of Teaching and Learning Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Mechanics

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

Conference Session

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

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

Conference Session

Improving Student Outcomes in Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicole P. Pitterson, Virginia Polytechnic Institute and State University; Jacob R. Grohs, Virginia Polytechnic Institute and State University; Sneha Patel Davison, Virginia Polytechnic Institute and State University; David A. Dillard P.E., Virginia Polytechnic Institute and State University; Todd Patrick Shuba, Virginia Polytechnic Institute and State University; James Lord, Virginia Polytechnic Institute and State University

Tagged Divisions

Mechanics

issuperior to the traditional tell-and-practice sequence. Journal of educational psychology, 110(4), 596.[3] DiSessa, A. A. (1993). Toward an epistemology of physics. Cognition and instruction, 10(2-3), 105-225.[4] Johnston, I. D., Crawford, K., & Fletcher, P. R. (1998). Student difficulties in learning quantum mechanics.International Journal of Science Education, 20(4), 427-446.[5]Prusty, B. G., & Russell, C. (2011, August). Engaging students in learning threshold concepts in engineeringmechanics: adaptive eLearning tutorials. In 17th International Conference on Engineering Education (ICEE) (pp. 21-26).[6]Coller, B. D. (2008). An experiment in hands-on learning in engineering mechanics: statics. International Journalof Engineering Education

Conference Session

Making Mechanics Courses Fun and More Effective

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sarah Wodin-Schwartz P.E., Worcester Polytechnic Institute; Caitlin A. Keller, Worcester Polytechnic Institute; Kimberly Lechasseur, Worcester Polytechnic Institute

Tagged Divisions

Mechanics

years in Introduction to Statics courses taught by multiple faculty atWorcester Polytechnic Institute. Two additional station examples that utilize different equipmentare shown in Appendices B and C.Cube in Space:The statics course begins with a review of vectors and practicing using vectors to describe bothforces and positions in space. These concepts lay the ground work for 3D particle equilibriumanalysis as well as rigid body analysis. Students are often prepared to analyze vectors on paperusing at least one method, but have a limited sense of what a force vector or position vectorphysically means. Without this fundamental understanding, students are ill prepared to applytheir technical skills to systems they see in the world around them

Conference Session

Learning Mechanics Through Experimentation

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kathleen Bieryla, University of Portland; Nikolene A. Schulz P.E., University of Portland; Rebecca D. Levison, University of Portland; Heather Dillon, University of Portland

Tagged Divisions

Mechanics

cylinder has an inner diameter of 12mm and outer diameter of 16mm. A B D C Figure 3: Objects of revolution about the vertical axis using Play-Doh (a and c). Cylinders were used to physically model the shell method of integration (b). Dental floss was used to cut disks to physically model the disk method of integration (d).The control classes were given a lecture using an in-class handout that went through thedefinition of mass moment of inertia, the equation, completed an example using parallel axistheorem and ended with a thought activity where students thought about how the mass momentof

Conference Session

Hybrid and Online Teaching of Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Serge Raymond Maalouf, University of Maine; Olivier Putzeys P.E., University of Maine

Tagged Divisions

Mechanics

differences between experimentand theory. A full description of the activity is provided in Appendix A. Figure 2. Activity #2, Particle equilibrium (a) experimental setup and (b) schematic.Activity #3 (in classroom, Week 5): Moments – Student completed four problems designed toreinforce the concept of a moment caused by a force, as well as moment magnitude anddirection, in both two and three dimensions.Activity #4 (in conference room, Week 7): Rigid Body Equilibrium Analysis– Studentsperformed a theoretical equilibrium analysis of a horizontal bar that supports a mass, and issupported by a pin and a cable. The problem was supplemented with an online simulation [34]. Afull description of the activity is provided in Appendix B.Activity #5 (in

Conference Session

Assessment Strategies in Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ning Fang, Utah State University

Tagged Divisions

Mechanics

inphysics. The AAPS survey asks students to indicate their level of agreement with each surveyitem on a 5-level scale: A) Strongly Agree B) Agree Somewhat C) Neutral or Don’t Know D) Disagree Somewhat E) Strongly DisagreeThe mechanics part of physics is highly similar to Engineering Dynamics. For the reader’sconvenience, three example items included in the AAPS Survey [10] are shown below: Survey item No. 16: When answering conceptual physics questions, I mostly use my “gut” feeling rather than using the physics principles I usually think about when solving quantitative problems. Survey item No. 17: I am equally likely to draw pictures and/or diagrams when answering a multiple-choice question or a corresponding free

Conference Session

Learning Mechanics Through Experimentation

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ethan Hilton, Louisiana Tech University

Tagged Divisions

Mechanics

and at various speeds. The students then develop acode that uses the tactile buttons to turn the motor in each direction. In the next assignment, thestudents create different “modes” for the motor. In “Jog Mode,” pressing one button (Button A)causes the motor to turn quickly. In “Test Mode,” pressing Button A causes the motor to movemore slowly. The other button (Button B) is used to toggle between Jog Mode and Test Mode. Figure 1. Individual Kit Assembly After learning to use the tactile buttons to turn the motor in various ways, the students thencreate a code to track the angular position of the stepper motor. This is achieved by including acounter in their code that adds or subtracts to the current

Conference Session

Concept Inventories in Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Phillip Cornwell, Rose-Hulman Institute of Technology; Brian P. Self, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Mechanics

modified Delphi process to identify concepts in dynamicsthat (a) were important and (b) that students find difficult. Twenty-five experiencedinstructors in dynamics were asked to “describe the concepts in dynamics that your studentsfind difficult to understand.” A total of 24 different concepts were identified from this process,and then the faculty members were asked to rank each of these in terms of importance anddifficulty. Based on this feedback, 29 multiple-choice questions were developed that focus on11 concepts. Initial testing of the questions took place at three universities and involvedhaving students answer open-ended questions. Their answers were used to help developplausible distractors. Focus groups were held on the DCI to refine the

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

Concept Warehousewebsite [21] and at www.handsonmechanics.com. Figure 1. Introduction to free-body diagrams activity. Photos (a) and (b) of models and manipulative representing statics problem figures shown in (c) and (d).Activity 1: Introduction to Free Body DiagramsWe do not lecture or assign reading to prepare students for this first activity and devote a full 85-minute class session. This activity marks their first exposure to this topic unless they read ahead.The activity introduces free-body diagrams of rigid bodies through consideration of the twostatics problems and associated models shown in Figure 1. We also provide students with secondcopies of the grey beam model and the gray curved post model (see Figure 1b) in addition

Conference Session

Alternative Methods of Teaching and Learning Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Keith D. Hjelmstad, Arizona State University; Amie Baisley, University of Florida

Tagged Divisions

Mechanics

. Furthermore, they will have a solid understanding of how the pieces of thetheory fit together and how the tools of mathematics support the problem-solving process. Themastery objectives for dynamics are given in Table 1. Table 1. Dynamics Mastery Objectives. This table give a brief description of the 16 mastery objectives for Dynamics. The objectives are the common strands that form the problem-solving approach for all dynamics problems. A.1. Geometry and problem setup F.1. Vector algebra and calculus A.2. Initial conditions F.2. Integrate over spatial domain A.3. Modeling and constraints G. Conservation of momentum B. Describe

Conference Session

Grading and Feedback Models in Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Charles S. White, Norwich University

Tagged Divisions

Mechanics

chronological order in Table 1. Table 1. Topics for Homework Problems/Quizzes Used in Current Study Quiz Problem Topic Designation A 3D Moment Calculation B Equivalent Force-Couple C Method of Sections D Shear Force/Bending Moment E Friction F Composite CentroidOnce the semester had ended and the final grades had been submitted, the instructor analyzed thesubmitted homework solutions and then compared them with the quiz scores

Conference Session

Learning Mechanics Through Experimentation

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Timothy Aaron Wood, The Citadel

Tagged Divisions

Mechanics

exploreaccelerations, angular velocities, and position in real-time with relative ease makes them aperfect in-class demonstration. The system is easy to use in class, and the students seem toengage better than with traditional in-class examples. PocketLabs promises to be a powerful toolfor teaching dynamics.References[1] A. C. Estes, R. W. Welch, and S. J. Ressler, “The ExCEEd Teaching Model,” Journal of Professional Issues in Engineering Education and Practice, vol. 131, no. 4, pp. 218–222, Oct. 2005, doi: 10.1061/(ASCE)1052-3928(2005)131:4(218).[2] A. A. Ferri and B. H. Ferri, “Blended Learning in a Rigid-Body Dynamics Course Using On- Line Lectures and Hands-On Experiments,” presented at the 2016 ASEE Annual Conference & Exposition, Jun

Conference Session

Grading and Feedback Models in Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrew Dongjin Kim, Georgia State University

Tagged Divisions

Mechanics

solvethe equilibrium equations one by one in the order of given sequential questions (i.e.,BC→HC→HG). Instead of requesting to indicate the direction of forces in words, the sequentialquestions ask students to indicate them with positive and negative values following the signconvention as noted. It is not vital to list up sub-question set in a strict solving sequence. Instead,it is recommended to make the questions variable base (i.e., numeric values of each unknownvariable). The questions can be easily rearranged in sequential order when the evaluation ismade.Figure 1 – Sample truss structure problems: (a) ordinary open-ended style and (b) sequential sub-question setGrading a sequential question setThe blank answers and the first out of tolerance