Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
In this study, we investigated whether the reordering of kinetics and kinematics topics in a traditional dynamics course leads to improved student ability to choose and apply appropriate kinetics principles to solve single- and multi-concept dynamics problems. To test this hypothesis, three sections of Dynamics were taught using a traditional ordering of topics and one section was taught with a reordering of the topics with kinetics taught before kinematics. Students’ ability to choose and apply appropriate kinetics principles was assessed using common questions on exams, a common final exam, and an in-class questionnaire assignment administered at the beginning and end of the semester. In this study we did not see a statistically significant improvement in performance, and we were therefore not able to duplicate the results from a previous study that showed that the reordering of the topics in the context of an integrated sophomore curriculum resulted in an improvement in students’ ability to solve dynamics problems.
Cornwell, P., & Jensen, K. R., & Yang, K. (2018, June), Should Kinetics Follow Kinematics? Investigating Course Design in Dynamics Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30962
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: © 2018 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