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Hands-On Activity for Conceptual Understanding of Rigid Body Kinematics

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Conference

2022 ASEE Zone IV Conference

Location

Vancouver

Publication Date

May 12, 2022

Start Date

May 12, 2022

End Date

May 14, 2022

Conference Session

Hands On Experience

Tagged Topic

Conference Submission

Page Count

8

DOI

10.18260/1-2--44738

Permanent URL

https://strategy.asee.org/44738

Download Count

151

Paper Authors

biography

Troy Cristobal California Polytechnic State University, San Luis Obispo

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Biomedical engineering undergraduate at California Polytechnic State University, San Luis Obispo.

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biography

Eileen W. Rossman California Polytechnic State University, San Luis Obispo

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Eileen Rossman has a worked in various industries for over 14 years before starting a career teaching engineering. Her industry experience includes field support for Navy Nuclear refueling with Westinghouse, analysis and programming of pipeline flow solutions with Stoner Associates, and design of elevator structures and drive components with Schindler Elevator.

Since 2002, Eileen has taught in the Mechanical Engineering Department at California Polytechnic State University. Her teaching experience includes Basic and Intermediate Fluids, Basic and Intermediate Dynamics, Statics, Machine Design, and Thermal Measurements.

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biography

Brian P. Self California Polytechnic State University, San Luis Obispo

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Brian Self obtained his B.S. and M.S. degrees in Engineering Mechanics from Virginia Tech, and his Ph.D. in Bioengineering from the University of Utah. He worked in the Air Force Research Laboratories before teaching at the U.S. Air Force Academy for sev

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Abstract

This Full, Work-in-Progress paper will outline various approaches used to aid in student learning of rigid body kinematics. Oftentimes students encounter difficulty visualizing dynamics problems due to the limitations of 2D diagrams presented in textbooks. The natural intuition that engineering students have for dynamic situations may be going unused when strictly solving textbook problems by hand. Our research team is exploring a blend of prediction-based concept questions and physical models for hands-on rigid body kinematics activities. Initially students are tested on their current understanding of dynamics principles with concept questions. Gaps in student understanding are identified from these problem sets, and supplemental information and questions are assigned to emphasize the primary principles that were misunderstood. After students have independently gained a foundational understanding of the dynamics principles at hand, physical models are supplied to groups of students along with prediction-based questions to allow students to test their intuition and build a deeper comprehension of the dynamics principles by simulating scenarios with the physical model. 3D printed kits are specifically used for slider crank and 4-bar linkage models. With these kits students may be asked to predict the directions of linear or angular velocities and accelerations of specific points or links on the model. The physical model is intended to illustrate how the system moves. These activities are executed in groups, so students are given the opportunity to communicate with classmates to come to a well discussed consensus on why their predictions were either correct or incorrect. In addition to group activities with physical models, online simulations are also being developed to provide students with an additional outlet for exploring rigid body kinematics. With a 3D virtual model of the slider and crank or 4-bar linkage, students can observe the movements of these models with the inclusion of velocity or acceleration plots as another tool for validating or correcting student predictions. In the future, we will have students perform think-alouds to help us further develop and refine these activities.

Cristobal, T., & Rossman, E. W., & Self, B. P. (2022, May), Hands-On Activity for Conceptual Understanding of Rigid Body Kinematics Paper presented at 2022 ASEE Zone IV Conference, Vancouver. 10.18260/1-2--44738

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