Asee peer logo

Combining Ordinary Differential Equations with Rigid Body Dynamics: Teaching a Second-year Engineering Dynamics Course to Two-year College Graduates

Download Paper |


2016 ASEE Annual Conference & Exposition


New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016





Conference Session

Teaching & Learning Dynamics, Vibration, and Mechanics More Broadly

Tagged Division


Page Count




Permanent URL

Download Count


Request a correction

Paper Authors


Roes Arief Budiman P.Eng. University of Calgary

visit author page

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.

visit author page

author page

Vishash Kumar Sharma

Download Paper |


Students graduating with a two-year technical diploma from vocational colleges are entering a new Energy Engineering Program in Spring 2015 Term at Schulich School of Engineering, University of Calgary. The program provides a path for students with hands-on skills to pursue an engineering bachelor degree. The need to reduce the program completion duration and to provide mathematics courses with sufficient practical aspects has led the School to design a second-year course that combines ordinary differential equations with rigid body dynamics. This course, named ENER 340, has a prerequsite of another course, ENER 240, which combines differential and integral calculus with particle dynamics. We - the ENER 340 instructor team - find that even with such prerequisite course that exposes the students to more elementary concepts of particle dynamics and calculus, students struggled with developing problem solving skills further to solve rigid body dynamics. We find that teaching ordinary differential equations is much easier than teaching rigid body dynamics due to clear logical procedures for solving the former. Students also find it easier to learn the former. We consider several topics that can help blend the two course subjects better based on our teaching experience. We also find that such course blending initiative requires slower teaching and learning speed to allow students to digest the course material better. In addition, a more dedicated textbook that combines both topics is required.

Budiman, R. A., & Sharma, V. K. (2016, June), Combining Ordinary Differential Equations with Rigid Body Dynamics: Teaching a Second-year Engineering Dynamics Course to Two-year College Graduates Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26514

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2016 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015