Bedillion, M. D., & Raisanen, R. J., & Mohamed Nizar, M. H. (2014, June), Improving Transitions Between Sophomore Dynamics and Junior Dynamic Systems Courses  Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20617

\bibitem{asee_peer_20617}
  Bedillion, M. D., \& Raisanen, R. J., \& Mohamed Nizar, M. H. (2014, June), \emph{Improving Transitions Between Sophomore Dynamics and Junior Dynamic Systems Courses}
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--20617

Mark David Bedillion, Raymond Jon Raisanen, and Mohamed Hakeem Mohamed Nizar.  "Improving Transitions Between Sophomore Dynamics and Junior Dynamic Systems Courses".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://peer.asee.org/20617 Internet.  09 Dec, 2022

\bibitem{asee_peer_20617}
  Mark David Bedillion, Raymond Jon Raisanen, and Mohamed Hakeem Mohamed Nizar.
  "Improving Transitions Between Sophomore Dynamics and Junior Dynamic Systems Courses".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://peer.asee.org/20617 Internet.  09 Dec, 2022

@INPROCEEDINGS{asee_peer_20617
author = "Mark David Bedillion, Raymond Jon Raisanen, and Mohamed Hakeem Mohamed Nizar"
title = "Improving Transitions Between Sophomore Dynamics and Junior Dynamic Systems Courses"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/20617}
number = {10.18260/1-2--20617}
}

TY  - CPAPER
AB  -        Improving Transitions Between Sophomore Dynamics and Junior                         Dynamic Systems CoursesStudents at the South Dakota School of Mines and Technology consider both sophomoredynamics and junior dynamic systems courses “hard”, with both courses routinely havingrelatively high failure / dropout rates. Sophomore-level dynamics tends to cast problems ofmotion as snapshots rather than the continuous evolution of junior-level courses. This paperdescribes two course modifications to sophomore dynamics to improve visualization skills and toimprove knowledge transfer from sophomore to junior courses.The first course modification involves the use of SolidWorks motion simulations to visualize themotion of example problems taught throughout the course. The motion visualization confirmsstudents’ intuition for simple problems and helps to develop it for interconnected rigid bodymotion. It also serves two other purposes: it provides software continuity in the curriculum andprepares students for the continuous nature of junior dynamic systems. This paper discusses twosemesters of implementation; in one, usage was optional, while in the other it was given extracredit. Evaluation was performed using both the Dynamics Concept Inventory and studentsurveys.The second course modification was the introduction of Lagrange’s equations of motion forconservative systems. This formulation of dynamics is typically reserved for courses in which itcan be derived, which students encounter in their senior years at the earliest. However, whiledifficult to derive, Lagrange’s equations are easy to use for conservative systems, even forsophomore students. They perform the functions of uniting energy methods with Newton’ssecond law and introduce students to the concept of equations of motion that will be usedconsistently in junior dynamic systems. Example problems for several projects are presentedalong with student feedback.
AU  - Mark David Bedillion
AU  - Raymond Jon Raisanen
AU  - Mohamed Hakeem Mohamed Nizar
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Improving Transitions Between Sophomore Dynamics and Junior Dynamic Systems Courses
UR  - https://peer.asee.org/20617
DO  - 10.18260/1-2--20617
ER  -