Asee peer logo

Implementation of Visual Supplements to Strengthen Pedagogical Practices and Enhance the Physical Understanding of Fundamental Concepts in Engineering Mechanics

Download Paper |

Conference

2019 ASEE Annual Conference & Exposition

Location

Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

Mechanical Engineering Division Technical Session 1

Tagged Division

Mechanical Engineering

Page Count

15

DOI

10.18260/1-2--32939

Permanent URL

https://peer.asee.org/32939

Download Count

120

Request a correction

Paper Authors

biography

Eleazar Marquez Rice University

visit author page

Eleazar Marquez is an Assistant Teaching Professor in the Department of Mechanical Engineering at Rice University.

visit author page

biography

Samuel Garcia Jr. Texas State University

visit author page

Dr. Samuel García Jr. currently serves as Educator Professional Development Specialist at the Jet Propulsion Laboratory in Pasadena, CA and is an Assistant Professor of Practice for the LBJ Institute for Education and Research at Texas State University.

visit author page

biography

Samuel Molina Rice University

visit author page

Samuel Molina is an undergraduate student at Rice University majoring in Mechanical Engineering.

visit author page

Download Paper |

Abstract

Mechanical Engineering is a discipline highly dependent on designing and implementing mechanical, thermal, or energy systems for the improvement of the human environment. Thus being a proficient Engineer involves having a strong mathematical background and a thorough physical understanding on how systems operate in order to apply analytical or numerical schemes during a design process. However, most of the students’ academic development is centered on deriving tedious equations and solving textbook problems, which are difficult to visualize and physically understand, and cloud their intuitive nature to comprehend a problem on its entirety. These conventional approaches and methods of disseminating content in the classroom have a tendency to exclude diverse learning styles of students. Thus, teaching schemes solely focused on covering themes verbatim from a textbook or paraphrasing from a slide presentation are hindering the students’ ability to understand and apply all the engineering principles in design projects. Such technical concern is observed during their senior year Capstone Design course, in which the tendency is to solely utilize engineering software to obtain calculations rather than applying rigorous mathematical techniques to validate their results. In this study, such predicament is addressed by strengthening pedagogical practices through the incorporation of visual supplements during lectures as early as the students’ first Mechanical Engineering course called Engineering Mechanics, and thus enhance the physical understanding of fundamental concepts. In particular, three visual sensor-based supplements were created: crane model, Baltimore-bridge model, and a four-cylinder engine model. The uniqueness of such models is the incorporation of a real-time monitoring system which allows the students to visualize their behavior and correlate between theoretical concepts and physical applications. In addition, results indicate that students enhance their perspective regarding design considerations, calculation requirements, sources of failure, cost reduction, and areas of improvement within the structure or mechanism.

Marquez, E., & Garcia, S., & Molina, S. (2019, June), Implementation of Visual Supplements to Strengthen Pedagogical Practices and Enhance the Physical Understanding of Fundamental Concepts in Engineering Mechanics Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32939

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: © 2019 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