July 26, 2021
July 26, 2021
July 19, 2022
Project Based Learning (PBL) has been shown to be effective in bridging the gap between theoretical and practical engineering education. This transition is especially useful when attempting to convey abstract engineering topics, such as intrinsic properties of materials and the response of complex systems. Engineering dynamics has been specifically shown to be enhanced by using a PBL approach as visualizing the time-response of a system has, anecdotally, been difficult for students to learn. To enhance student understanding of this topic, we are using a real-world case study of potential head injury due to a falling piece of plaster in an undergraduate biomechanics course to illustrate fundamentals of impacts and fracture mechanics. To capture this effect, we are presenting a Jupyter-based analytic model to assist students in the evaluation of the response of frangible materials to impact and how the energy and momentum that are transferred over the duration of the impact varies as a result of differing initial problem conditions. The use of a computer simulation of a complex dynamic system will enable students to “visualize” the effects of parametric changes and improve student learning.
The students in the class are familiar with analyzing open-ended problems that require the teams to apply fundamental knowledge in a PBL setting. This project covers an injury case of falling plaster on a seated individual. The students will be presented with the project as they are learning impact mechanics to do an on-paper analysis and report. The project will be presented a second time with the students being able to use a Jupyter-based simulation of the incident as part of their analysis toolkit. Comparisons between the two reports will be made to evaluate the approaches to the injury analyses by the student teams. The report format contains a reflection section, where the teams assess their learning and approach to the presented problem. In addition, the students will be assessed to gauge their understanding of the topics presented in the PBL by using pre- and post-module quiz questions and reflective statements from PBL reports to gauge student learning and student opinions about using real-time visual aid in their comprehension of impact mechanics.
Caccese, N. J., & Cargill, R. S., & Ochia, R. (2021, July), WIP: Enhancing Student Understanding of Impact Dynamics Using a Jupyter-Based Simulation Tool for Injury Analysis Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://strategy.asee.org/38084
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