New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
For many engineering undergraduate students a first course in Dynamics is often challenging when learning about the fundamentals concepts, basic Newtonian physics, and associated mathematical tools like vector algebra, trigonometry, and calculus. For educators the challenge is, motivating the students and making the learning process enjoyable. A simple hands-on activity to supplement the classroom content could greatly aid in student learning. At Rowan university an engineering dynamics accelerated course is offered every fall semester catering mainly to the sophomore students in which the content from a traditional 15-week, 3-credit class is compressed into a shorter 7.5 week, 2-credit class. For the Fall 2015 semester a project component was added to study the impact of a hands-on activity towards learning effectiveness and team work among students. Four or five member student teams conducted an air-cannon experiment based on projectile motion, energy and momentum conservation theory. The corresponding range and the time of flight was measured and compared with the theoretical values obtained from standard equations of motion therefore isolating the drag effect on the projectile flight characteristics. Each team was surveyed on how well they thought such an activity fulfilled the ABET learning objectives as well as its effectiveness on peer collaboration and team work. The survey results when compared with the final course grades shed some valuable light on the relationship between a student’s perception of the effectiveness of this activity on learning, and the actual student performance on the exams. This paper will present the description and outcomes of this project in detail.
Osta, A., & Kadlowec, J. (2016, June), Hands-on Project Strategy for Effective Learning and Team Performance in an Accelerated Engineering Dynamics Course Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25444
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