Teaching Mechanics 101

Abstract

A typical class might start with a video and/or hands-on demonstration, lead to an example problem with theory provided just in time to allow solving of the problem at hand, and end with group work on another in-class example problem. Carefully worded questions draw the student into the learning and allow the student to draw upon previous knowledge to provide the building blocks for construction of new knowledge. Repetition and manipulation of new concepts is possible through the proper use of instructional technology. Sound innovative? Sounds new? Not really, these types of techniques have been used for many years at the United States Military Academy and probably at most schools at the turn of the century. Hands-on models were once the corner stone of every class in mechanics, but many classrooms today are only equipped with a textbook, a chalkboard (if lucky), and a computer projection system. Is this enough? No! How can faculty return to a style in today's classrooms that is more conducive to student-centered learning? This paper will present the daily classroom activities in a basic Mechanics course (and other courses as well) that greatly improve the quality of the instruction and student learning. Assessment will be provided to demonstrate the effectiveness of these pedagogical basics on the student learning and professor's classroom performance.