June 15, 2019
June 15, 2019
June 19, 2019
Understanding support reactions and developing an intuitive feel for what behavior each connection type (fixed, pinned, bearing, etc.) actually represents remains a continuing challenge for statics students. To improve students’ grasp of this important concept, 3D connections are introduced via a highly active class session that requires students to move in pairs through five stations to physically interact with common supports. Students are provided an activity sheet that guides them through the stations. For each station, the activity sheet includes images of real-life applications of the connection type, the common schematics/drawings used to represent the connection type in statics problems, and the start of a free body diagram, FBD, where the student is directed to draw their perceived support reactions after interacting with and loading the demo. To further reinforce their knowledge gain, students are required to reflect and indicate where they have seen this connection type outside of the classroom. The demos are followed by four 3D examples where students work in their pairs to draw the FBD. A survey conducted in five statics courses taught by the authors found that 75.3% of student respondents (n = 78) indicated this activity was helpful in their understanding of support reactions with only 9.1% saying it had no impact and 15.6% indicating it was only a little helpful.
Nilsson, T. L., & Doyle, L. (2019, June), Pushing and Shoving: Improving Student Understanding of Support Reactions with Hands-on Demonstrations Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/33216
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