Manipulatives in Engineering Statics: Supplementing Analytical Techniques with Physical Models

Mejia, Joel Alejandro; Goodridge, Wade H.; Call, Benjamin; Wood, S. D.

doi:10.18260/p.25673

Cited by 10 publications

(11 citation statements)

References 14 publications

(16 reference statements)

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“…The use of experiential learning in statics is not new. Other authors [2]- [6] have developed hands-on activities that range from a manipulative truss model to help students conceptualize truss analysis [5] to three-dimensional particle equilibrium using electronic load cells [6]. In this paper, we present some new hands-on activities and more importantly, present activities that allow the students to easily compare measured and calculated values.…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

Enhancing Undergraduate Engineering Education Through Experiential Learning Activities in Statics

Guerra¹,

Holley²

2017

Proceedings of the 15th LACCEI International Multi-Conference for Engineering, Education, and Technology: “Global Partnership F

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Statics, the most fundamental engineering mechanics component of the curriculum for nearly every engineering major is typically taken during the sophomore year and, for many, represents their first true engineering course. Students draw from knowledge taken from the arenas of math and physics and learn to predict how systems of forces will behave. Even though the concepts represent the basic application of their academic core, we have viewed first hand a high percentage of students struggling with many of the concepts; possible reasons for which are discussed in this paper. Presented herein are new, innovative, hands-on experiential learning activities that include physical representations of traditional Statics problems, each specifically tailored to increase a student's grasp of the material and enhance their problem-solving skills. These experiential activities have been proven to be highly effective. They have also been designed to be portable, affordable, and deployable in a manner that does not require additional lab time and in no way detracts from valuable lecture and class time thus preserving the current credit hour count. Eight different activities covering the following topics are detailed in this paper: two-dimensional particle equilibrium, pulleys, equivalent systems, two-dimensional rigid body equilibrium, frames, cables subject to discrete loads, fluid pressure, and friction. Also present are the results demonstrating the effectiveness of the experiential learning activities with regard to surveys gauging student acceptance and perceived value. Overall, the experiential learning activities employed by our school enhance the education of the students in Statics and therefore provide them with a stronger starting position for subsequent courses in Engineering Mechanics. It should also be noted that these activities are well suited for outreach programs to demonstrate application of STEM to potential upcoming engineers.

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Section: Introduction and Literature Reviewmentioning

confidence: 99%

Enhancing Undergraduate Engineering Education Through Experiential Learning Activities in Statics

Guerra¹,

Holley²

2017

Proceedings of the 15th LACCEI International Multi-Conference for Engineering, Education, and Technology: “Global Partnership F

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“…The use of hands-on models and manipulatives in mechanics instruction is not new or novel. There is a consistent strain of this work dating back decades [5], [12], [13], [14], [15], [16], [17], [18], [19], that includes approaches specifically targeting students' understanding of support models [20]. The work by Steif and Dollár in particular serves as inspiration for our approach with its emphasis on using manipulatives to help students develop a tactile feel for forces, couples, and reactions [5], [12].…”

Section: Introductionmentioning

confidence: 84%

Feel the Force! An Inquiry-based Approach to Teaching Free-body Diagrams for Rigid-body Analysis

Davishahl¹,

Haskell²,

Singleton³

2020 ASEE Virtual Annual Conference Content Access Proceedings

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Perusal of any common statics textbook will reveal a reference table of standard supports in the section introducing rigid body equilibrium analysis. Most statics students eventually memorize a heuristic approach to drawing a free-body diagram based on applying the information in this table. First, identify the entry in the table that matches the schematic representation of a connection. Then draw the corresponding force and/or couple moment vectors on the isolated body according to their positive sign conventions. Multiple studies have noted how even high performing students tend to rely on this heuristic rather than conceptual reasoning. Many students struggle when faced with a new engineering connection that does not match an entry in the supports table. In this paper, we describe an inquiry-based approach to introducing support models and freebody diagrams of rigid bodies. In a series of collaborative learning activities, students practice reasoning through the force interactions at example connections such as a bolted flange or a hinge by considering how the support resists translation and rotation in each direction. Each team works with the aid of a physical model to analyze how changes in the applied loads affect the reaction components. A second model of the isolated body provides opportunity to develop a tactile feel for the reaction forces. We emphasize predicting the direction of each reaction component, rather than following a standard sign convention, to provide opportunities for students to practice conceptual application of equilibrium conditions. Students' also draw detailed diagrams of the force interactions at the mating surfaces in the connection, including distributed loadings when appropriate. We use equivalent systems concepts to relate these detailed force diagrams to conventional reaction components. Targeted assessments explore whether the approach described above might improve learning outcomes and influence how students think about free-body diagrams. Students use an online tool to attempt two multiple-choice concept questions after each activity. The questions represent near and far transfer applications of the concepts emphasized and prompt students for written explanation. Our analysis of the students' explanations indicates that most students engage in the conceptual reasoning we encourage, though reasoning errors are common. Analysis of final exam work and comparison to an earlier term in which we used a more conventional approach indicate a majority of students incorporate conceptual reasoning practice into their approach to free-body diagrams. This does not come at the expense of problem-solving accuracy. Student feedback on the activities is overwhelmingly positive.

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“…Physical models are widely regarded as a useful focal point for student engagement in active learning, an instructional strategy that leads to learning gains across STEM disciplines [4]. Several authors including [3], [5], [6], [7], [8], [9] have identified hands-on learning with physical models and manipulatives as a useful approach to address gaps in conceptual understanding and serve other purposes in the mechanics classroom. These authors cite the potential of manipulatives and modeling activities to help students feel and visualize force interactions, link theory to students' prior knowledge, practice with modeling assumptions, and provide context to develop other engineering skills such as design and measurement.…”

Section: Prior Workmentioning

confidence: 99%

Statics Modeling Kit: Hands-On Learning in the Flipped Classroom

Davishahl¹,

Pearce²,

Haskell³

et al.

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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is faculty and engineering program coordinator at Whatcom Community College. His teaching and research interests include developing, implementing and assessing active learning instructional strategies and auto-graded online homework. Eric has been a member of ASEE since 2001. He currently serves as chair of the Pacific Northwest Section and was the recipient of the 2008 Section Outstanding Teaching Award. Mr. Russell Pearce, Whatcom Community CollegeRussell Pearce has worked at Whatcom Community College since 2012, giving lab support to physics, engineering, and geology, as well as teaching the occasional physics class. Russell's interests include creating hands on learning tools that encourage active engagement for Physics and Engineering students, and developing classroom demonstrations that confront student misconceptions and create classroom conversation.

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Manipulatives in Engineering Statics: Supplementing Analytical Techniques with Physical Models

Cited by 10 publications

References 14 publications

Enhancing Undergraduate Engineering Education Through Experiential Learning Activities in Statics

Enhancing Undergraduate Engineering Education Through Experiential Learning Activities in Statics

Feel the Force! An Inquiry-based Approach to Teaching Free-body Diagrams for Rigid-body Analysis

Statics Modeling Kit: Hands-On Learning in the Flipped Classroom

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