An Interactive Dynamics Learning Course

Abstract

The key course of Dynamics, taught in all Engineering and Engineering Technology (ET) curricula, covers a broad spectrum of foundational concepts, such as velocity, acceleration, force, energy, impulse, and momentum. It is well recognized that Dynamics is a fundamental building block for many subsequent courses such as Machine Design, Applied Fluid Mechanics, Thermodynamics, and Heat Transfer. Engineering programs often focus on theory and conceptual design, while ET programs emphasize the applications of these principles. However, in Engineering and ET, successful learning of Dynamics demands several interrelated skills on the part of students, beginning with spatial visualization, a clear grasp and application of physical concepts in various settings, followed by mathematical skills. These skills, if developed harmoniously, should lead to the successful development of problem-solving skills in Dynamics. However, in our consistent experience, students struggle with spatial visualization as well as physical concepts, which blocks further progress in their learning. At two engineering universities, Michigan Technological University and Northern Michigan University, Dynamics courses (MET 2130 and MET 310, respectively) are high-enrollment, high-impact sophomore MET core courses. 2004-2013 GPA data for MET courses offered at Michigan Technological University confirm the statement made by Magill [1] that Dynamics is “one of the more difficult courses that engineering students encounter during their undergraduate study.” Dynamics is essentially the study of motion, but textbooks and whiteboards, the traditional classroom teaching tools, cannot capture this motion. MET 2130 and MET 310 have traditionally been taught in “chalk and talk” mode, where the instructor presents three, 50-minute lectures or two 100-minute lectures per week. For the majority of the class duration, students passively take notes on theory and example problems presented by the instructor, while about ten minutes might be devoted to questions and answers. In this way, students are not actively engaged in the learning process. To try and remedy these deficiencies, we plan to develop an interactive class that will essentially transform the lecture-intensive course into an “Interactive Dynamics Learning Course” (IDLC) that will a. directly address the hands-on learning approach of ET students, b. enable students to clearly visualize particle and rigid body motion and forces, which they struggle with in traditional classes, c. enhance their comprehension of key physical concepts, and thereby d. improve their problem-solving skills and grasp of the subject. To study the impact on student learning in the IDLC, a pilot study was conducted at Northern Michigan University, the results of which are reported in this article. A manipulative model of a four-bar mechanism was designed and fabricated at Northern Michigan University that students directly worked with. This pilot study allowed students to explore the relative motion of various elements of the linkage by adjusting the lengths of the various links. They were also able to trace the path of the junctions on paper. To evaluate the success of the modeling exercise in enhancing