Visual beams: tools for statics and solid mechanics

Kadlowec, Jennifer; Lockette, Paris von; Constans, Eric; Sukumaran, Beena; Cleary, Douglas

doi:10.1109/fie.2002.1157998

Cited by 7 publications

(6 citation statements)

References 9 publications

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“…In education, simulation has been used to provide illustrations of phenomena that are not easily visualized, such as electromagnetic fields, laminar flow in pipes, heat transfer through materials, and electron flow in semiconductors or beam loading [44]. Since simulators essentially execute mathematical equations and since we are able to develop reasonably accurate mathematical models of the physical phenomena we study in engineering laboratories, it is natural that simulators have been used as an adjunct to or even as a substitute for actual laboratory experiments.…”

Section: Simulation Versus Real Experimentationmentioning

confidence: 99%

The Role of the Laboratory in Undergraduate Engineering Education

Feisel

Rosa

2005

Journal of Engineering Education

1,236

781

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The function of the engineering profession is to manipulate materials, energy, and information, thereby creating benefit for humankind. To do this successfully, engineers must have a knowledge of nature that goes beyond mere theory-knowledge that is traditionally gained in educational laboratories. Over the years, however, the nature of these laboratories has changed. This paper describes the history of some of these changes and explores in some depth a few of the major factors influencing laboratories today. In particular, the paper considers the lack of coherent learning objectives for laboratories and how this lack has limited the effectiveness of laboratories and hampered meaningful research in the area. A list of fundamental objectives is presented along with suggestions for possible future research.

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Section: Simulation Versus Real Experimentationmentioning

confidence: 99%

The Role of the Laboratory in Undergraduate Engineering Education

Feisel

Rosa

2005

Journal of Engineering Education

1,236

781

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“…Interactive computer games have been utilized to develop proficiency in narrow, specific topics such as centroids and moments of inertia [7]. LabVIEW graphical interfaces have been utilized to assist students in finding deflections, stresses, and shear and bending diagrams [8]. Learning modules with PowerPoints and interactive concept testing have been used to supplement lectures [9].…”

Section: Related Literaturementioning

confidence: 99%

A Visual, Intuitive, and Engaging Approach to Explaining the Center of Gravity Concept in Statics

Raviv¹,

Barb²

2019 ASEE Annual Conference &Amp; Exposition Proceedings

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We all experience Statics in day-to-day life, and have an intuitive knowledge regarding the interaction of forces around us. Despite this, many students struggle with Statics in classroom settings. The equations and mathematics can be overwhelming and frustrating, in part since they are not visual or intuitive enough and are often missing the connection to daily, real-world experiences.Today's students have a plethora of distractions available to them. If students feel bored or frustrated with the material, often times they will browse the Internet on their laptops or pull out their phones. They learn differently, more visually and intuitively, and they have short attention spans. To make them pay attention in class, the material and presentation methods should be visually clear, intuitive and engaging.Based on students' initial feedback, we believe that visual, engaging, and example-based learning is effective for teaching today's students and that the use of similar methods can be employed throughout the entire Statics course in order to enhance students' comprehension experience.It should be noted that this paper is a work in progress. In addition, this method of teaching is meant to be supplemental in nature and not to replace existing textbooks or other teaching and learning methodologies.

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“…This includes the geometric aspects of bodies under motion (kinematics) and the effect of forces on motion (kinetics) for particles and rigid bodies. Concepts such as relative motion, the moment of inertia, rotation are difficult (if not impossible) to explain with a 2D image or verbal explanation [4]. Often student describes their struggle as "I don't know where to start" or "I read the problem, but I did not get it".…”

Section: Motivationmentioning

confidence: 99%

Work in Progress: Hands-on Engineering Dynamics using Physical Models in Laboratory Sessions

Haque

2021 ASEE Virtual Annual Conference Content Access Proceedings

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Engineering Dynamics is one of the fundamental courses that most engineering students have to take in sophomore year. In Dynamics, students have to deal with problems of motion and apply combined concepts from math and physics. Often student describes their struggle as "I don't know where to start." Topics including curvilinear motion, relative motion, angular motion, impact, impulse, conservation of force, and energy are difficult to comprehend for sophomores. The instructor has to provide a similar real-world example to help the student perceive the problem and move forward towards logical steps to the solution. Yet some concepts are hard (if not impossible) to explain with a 2D image or verbal explanation. Research suggests that introducing hands-on problem solving may overcome this problem. Many instructors use custom-made physical models that are not commercially available, often difficult to replicate, and/or time-consuming. Commercially available models are easy to obtain. However, the textbook problems are not tailored to the commercially available models. Thus, a gap exists between the commercially available models and textbook problems. A suitable solution would be to have a textbook that comes with physical models to demonstrate the problems and/or examples listed in the textbook, which is not available. This study aims to answer whether the use of hand-on problem solving (representing textbook problems) improves comprehension and retention in Dynamics; as well as how to bridge the gap between the textbook problems and commercially available models to use in the classroom. Towards these goals, the author introduced sixteen hands-on physical models in laboratory sessions to help students to visualize, observe, and fully comprehend a wide range of dynamics concepts/problems. In this work in progress, three different commercially available models are reported facilitating experiential learning. A catapult is used for projectile motion, a rotating beam with mounted carriages is used to show angular motion, and a set of wands and rings is used to demonstrate the moment of inertia. Dynamics problems are developed around the physical models such that students explore, apply, and validate the concepts of the dynamic towards enhancing the learning experience. The students form a group of two to three per group. At the beginning of the lab sessions, the groups are provided with a physical model and a set of problems. The problems are similar to the textbook developed around the physical model. The student will observe the model, explore the problem, take measurements, collect data, realize why assumptions are made, discuss limitations, and finally find a solution.To facilitate in-depth assessment, the course is divided into three learning modules. The 1 st module comprises the kinematics of a particle, and the 2 nd module includes the kinetics of a particle, and the 3 rd module consists of rigid body motion. The assessment will be performed by surveying each of the learning modules throughout the semester. An an...

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Visual beams: tools for statics and solid mechanics

Cited by 7 publications

References 9 publications

The Role of the Laboratory in Undergraduate Engineering Education

The Role of the Laboratory in Undergraduate Engineering Education

A Visual, Intuitive, and Engaging Approach to Explaining the Center of Gravity Concept in Statics

Work in Progress: Hands-on Engineering Dynamics using Physical Models in Laboratory Sessions

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