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Development of a Low-Cost, Compact, and Portable Experimental Kit for Online Engineering Statics Course

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Conference

2021 ASEE Virtual Annual Conference Content Access

Location

Virtual Conference

Publication Date

July 26, 2021

Start Date

July 26, 2021

End Date

July 19, 2022

Conference Session

Hands-On in the Online Classroom

Tagged Division

Mechanics

Page Count

20

DOI

10.18260/1-2--36959

Permanent URL

https://peer.asee.org/36959

Download Count

28

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Paper Authors

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Md Rashedul Hasan Sarker University of Indianapolis Orcid 16x16 orcid.org/0000-0003-2898-8981

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Md Rashedul H Sarker is an Assistant Professor at R.B. Annis School of Engineering at the University of Indianapolis (UIndy). Prior to joining at UIndy, he worked as a lecturer at The University of Texas at El Paso (UTEP). He also earned his Ph.D. at UTEP. His teaching and research interests include active learning, project-based learning, energy harvesting, and developing sensors using multi-functional materials

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Najmus Saqib University of Indianapolis

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Najmus Saqib is an Assistant Professor in the R.B. Annis School of Engineering at the University of Indianapolis (UIndy). Saqib received his Ph.D. in Mechanical Engineering from Colorado School of Mines (CSM), focusing on "Optical Diagnostics of Lithium-Sulfur and Lithium-Ion Battery Electrolytes using Attenuated Total Reflection Infrared Spectroscopy". He likes to use innovative pedagogical techniques to facilitate student learning.

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George D. Ricco University of Indianapolis

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George D. Ricco is an assistant professor of engineering and first-year engineering coordinator at the University of Indianapolis. He focuses his work between teaching the first two years of introductory engineering and engineering design and research in student progression. Previously, he was a special title series assistant professor in electrical engineering at the University of Kentucky, and the KEEN Program Coordinator at Gonzaga University in the School of Engineering and Applied Science. He completed his doctorate in engineering education from Purdue University’s School of Engineering Education. Previously, he received an M.S. in earth and planetary sciences studying geospatial imaging, and an M.S. in physics studying high-pressure, high-temperature FT-IR spectroscopy in heavy water, both from the University of California, Santa Cruz. He holds a B.S.E. in engineering physics with a concentration in electrical engineering from Case Western Reserve University. His academic interests include longitudinal analysis, visualization, semantics, team formation, gender issues, existential phenomenology, and lagomorph physiology.

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Megan Hammond University of Indianapolis

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Megan Hammond received her Ph.D. in Industrial Engineering from Western Michigan University. She is an assistant professor in the R.B. Annis School of Engineering at the University of Indianapolis. Her research interests include cluster analysis, anomaly detection, human centered design, and engineering education.

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Alexander Quinn Ruble University of Indianapolis Orcid 16x16 orcid.org/0000-0001-5227-7843

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I am a junior studying mechanical engineering at the R.B. Annis School of Engineering at the University of Indianapolis. I like researching additive manufacturing as well as new forms of education for engineers.

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Bill Faton University of Indianapolis

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I am a junior studying Mechanical Engineering at the University of Indianapolis. I have interests in coding, additive manufacturing, and engineering education.

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James T. Emery II University of Indianapolis

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James Emery is the Laboratory Manager for Mechanical Systems at the R.B. Annis School of Engineering at the University of Indianapolis. Prior to coming to the University of Indianapolis James worked as a lead model maker at a scale model wind tunnel.

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Kenneth Reid University of Indianapolis

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Kenneth Reid is the Associate Dean and Director of the R.B. Annis School of Engineering at the University of Indianapolis and an affiliate Associate Professor in Engineering Education at Virginia Tech. He is active in engineering within K-12, serving on the TSA Board of Directors. He and his coauthors were awarded the William Elgin Wickenden award for 2014, recognizing the best paper in the Journal of Engineering Education. He was awarded an IEEE-USA Professional Achievement Award in 2013 for designing the nation's first BS degree in Engineering Education. He was named NETI Faculty Fellow for 2013-2014, and the Herbert F. Alter Chair of Engineering (Ohio Northern University) in 2010. His research interests include success in first-year engineering, engineering in K-12, introducing entrepreneurship into engineering, and international service and engineering. He has written texts in design, general engineering and digital electronics, including the text used by Project Lead the Way.

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Abstract

Online education is expanding rapidly. The ongoing COVID-19 pandemic has forced many universities to move from conventional, face-to-face instruction to entirely online or hybrid instruction methods. To overcome this unprecedented situation, instructors prepare course content and laboratories to be available to students virtually, while trying to make them as interactive as possible. Virtual laboratories are mostly either pre-recorded experiments or involve controlling physical/virtual equipment through an online interface. None of the methods provide an adequately hands-on experience, which is essential for understanding engineering statics’ fundamental concepts. For online and distance learning programs, hands-on activities in a laboratory classroom setting are not always feasible, generating a strong push to develop low-cost, compact, and portable experimental toolboxes and kits that each student can obtain. We are developing such a kit that will allow students to visualize engineering statics fundamentals, including force equilibrium in two- and three-dimensional spaces, simplifying a system of forces into a resultant force, the principle of moments, and beam reactions, and the centers of gravity of composite areas and bodies. The experimental kit and a list of experiments complete with instructions will be made available to the students at the beginning of the course to perform the laboratory-style experiments at home.

Sarker, M. R. H., & Saqib, N., & Ricco, G. D., & Hammond, M., & Ruble, A. Q., & Faton, B., & Emery, J. T., & Reid, K. (2021, July), Development of a Low-Cost, Compact, and Portable Experimental Kit for Online Engineering Statics Course Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36959

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: © 2021 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