Learning Modules For The Statics Classroom

Dollár, Anna; Steif, Paul S.

doi:10.18260/1-2--11870

Cited by 26 publications

(18 citation statements)

References 1 publication

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“…15,16 Some interesting trials in this area deserve attention. Dollar and Steif 17 demonstrated software-based progressive learning modules (using PowerPoint slides) in the statics classroom to explain mainly the concept of equilibrium. Vander Schaaf and Klosky 16 and Kunz 18 introduced several physical demonstrations for advanced mechanical concepts.…”

Section: Introductionmentioning

confidence: 99%

Learning statics through in-class demonstration, assignment and evaluation

Kim

2015

International Journal of Mechanical Engineering Education

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Statics is the well-established first course in mechanics for first-year engineering students all over the world. For this reason, good learning modules (making use of computer animation, group-based projects, practical labs, internet, etc.) have been developed for teaching statics especially at education-oriented universities. It seems, however, that rarely found are 'in-class' demonstrations or 'hands-on' teaching methods for statics which turn out to be crucial for encouraging first-year students to become quickly engaged in mechanics. There is indeed a lot of evidence that students fully appreciate physical concepts right in the classroom via these hands-on teaching methods. In this paper, one such hands-on teaching method, so-called 'in-class demonstration, assignment and evaluation' (DAE, for short), is presented. DAE involves six exercises that can be immediately adopted in the classroom to clearly convey to students the major concepts arising in statics, such as equilibrium, centre of gravity, stability and friction. It is found that DAE can get approximately 94% of the students in class to engage in learning and reduce the percentage of low-motivation students by 7-11%.

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Section: Introductionmentioning

confidence: 99%

Learning statics through in-class demonstration, assignment and evaluation

Kim

2015

International Journal of Mechanical Engineering Education

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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%

“…Prior work using physical models as described in [3], [5], [6], [7], [8], and [9] falls loosely into three categories: (a) demonstrations or activities designed to communicate relevance and/or excite students about a new topic; (b) manipulatives that isolate a concept outside of a problem solving context; or (c) models of real-world objects and structures. The first two categories (a and b) generally support the beginning of the learning progression (stages 1 and 2).…”

Section: Our Approachmentioning

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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“…Assessing students prior to the course shows a strong correlation between the strength of their understanding of pre-requisite classes and their ability to succeed in Statics [2], but doesn't reveal what can be done to improve current performance. Some instructors have acknowledged the difficulty students experience in perceiving integrated concepts and have begun to teach each concept in isolation [3] [4] or to utilize concept questions to supplement active learning methods [5]. In one case, a seven-year study was conducted to determine the effectiveness of active learning methods which found a statistically significant improvement in final class grades over passive learning methods in Statics [6].…”

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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Learning Modules For The Statics Classroom

Cited by 26 publications

References 1 publication

Learning statics through in-class demonstration, assignment and evaluation

Learning statics through in-class demonstration, assignment and evaluation

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

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

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