June 15, 2019
June 15, 2019
October 19, 2019
Homework-style dynamics problems are typically analyzed “at an instant in time”, or possibly in two specific positions. This “snapshot dynamics” approach may hinder students’ ability to consider the time-varying nature of dynamic systems. Some teaching strategies to overcome this include computer simulations and the use of videos, but only a few researchers have utilized motion analysis systems or other instrumentation in their dynamics courses.
One of the goals of our Keck grant is to incorporate our motion analysis system into courses in engineering and kinesiology. To date, we have utilized three different assignment versions in our dynamics course: (a) allowing students to select their own artefact for analysis, (b) supplying six specific artefacts for analysis, and (c) interfacing with a Kinesiology class on motor learning to provide “expert” engineering advice on performance measures of novice jugglers versus advance jugglers. We have also incorporated the lab into a Kinesiology biomechanics course, as well as two biomechanics courses within the college of engineering (one in the Mechanical Engineering Department and one in the Biomedical Engineering Department). Finally, a graduate level architectural engineering course used the lab to analyze two and three degree-of-freedom building models to examine responses to different base inputs (including simulated real earthquake data).
Students were asked to fill out surveys to determine their subjective experiences of using the lab. Response was generally positive, with biomechanics courses tending to rate the experience more favorably than other students.
Self, B. P., & Dick, S., & Davis, J. T., & Wash, B. (2019, June), Teaching Mechanics Concepts Using a Motion Analysis System Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33351
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