Charlotte, North Carolina
June 20, 1999
June 20, 1999
June 23, 1999
4.86.1 - 4.86.8
Application of the Working Model© Software in Mechanical Engineering Technology
Dr. Thomas G. Boronkay, Laura Caldwell, Ronald D. Earley University of Cincinnati / Miami University
The traditional method of presenting Engineering Science and Engineering Technology courses emphasizes theoretical derivations and applications of formulas to solve practical problems. While this method is effective, it does not provide adequate visual aids to reinforce the students’ understanding of the subjects. The visual component of most lectures consists of manual sketches on the board or projected images. Very often, the quality of these visual aids is unsatisfactory. In addition, the static sketches are unable to represent motion. In order to improve student understanding and visualization of the course material the authors have modified their courses to include the Working Model© software. This paper describes how this software has been integrated into three Mechanical Engineering Technology courses at the University of Cincinnati and Miami University at the freshmen, sophomore, and junior levels. Representative laboratory projects and assignments are presented.
In the past, the freshman level Statics course at Miami University was structured to include lecture and recitation sessions only. Textbook practice problems were assigned to help reinforce the theoretical concepts and solution methods discussed during the lectures. Beginning with the 1998-99 academic year the course was modified to include a computer laboratory. In this laboratory, students are taught to use an animation and simulation software package to enhance and reinforce their understanding of the lecture material.
Prior to 1997, the sophomore level Mechanisms course at the College of Applied Science, University of Cincinnati was structured to include lecture, recitation, and laboratory sessions. The laboratory sessions required the students to solve problems utilizing a combination of manual and non-graphical computerized techniques. Both of these methods were time consuming and lacked visual representation of full-cycle motion. Beginning with the 1997-98 academic year the course was modified to include the use of Working Model© to enhance visualization and provide a means of design iteration with full-cycle analysis. The laboratory portion of the junior level Mechanical Design course at the College of Applied Science was modified beginning with the 1997-98 academic year. An animation and simulation software package was introduced to reinforce
Caldwell, L., & Earley, R. D., & Boronkay, T. G. (1999, June), Application Of The Working Model Software In Mechanical Engineering Technology Paper presented at 1999 Annual Conference, Charlotte, North Carolina. https://peer.asee.org/7618
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