Cristobal, T., & Rossman, E. W., & Self, B. P. (2022, May), Hands-On Activity for Conceptual Understanding of Rigid Body Kinematics  Paper presented at 2022 ASEE Zone IV Conference, Vancouver. 10.18260/1-2--44738

\bibitem{asee_peer_44738}
  Cristobal, T., \& Rossman, E. W., \& Self, B. P. (2022, May), \emph{Hands-On Activity for Conceptual Understanding of Rigid Body Kinematics}
  Paper presented at 2022 ASEE Zone IV Conference, Vancouver.
  10.18260/1-2--44738

Troy Cristobal, Eileen W. Rossman, and Brian P. Self.  "Hands-On Activity for Conceptual Understanding of Rigid Body Kinematics".  2022 ASEE Zone IV Conference, Vancouver, 2022, May.  ASEE Conferences, 2022.  https://strategy.asee.org/44738 Internet.  13 May, 2024

\bibitem{asee_peer_44738}
  Troy Cristobal, Eileen W. Rossman, and Brian P. Self.
  "Hands-On Activity for Conceptual Understanding of Rigid Body Kinematics".
  \emph{2022 ASEE Zone IV Conference, Vancouver, 2022, May}.
  ASEE Conferences, 2022.
  https://strategy.asee.org/44738 Internet.  13 May, 2024

@INPROCEEDINGS{asee_peer_44738
author = "Troy Cristobal, Eileen W. Rossman, and Brian P. Self"
title = "Hands-On Activity for Conceptual Understanding of Rigid Body Kinematics"
booktitle = "2022 ASEE Zone IV Conference"
year = "2022"
month = "May"
address = "Vancouver"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/44738}
number = {10.18260/1-2--44738}
}

TY  - CPAPER
AB  - This Full, Work-in-Progress paper will outline various approaches used to aid in student learning of rigid body kinematics. Oftentimes students encounter difficulty visualizing dynamics problems due to the limitations of 2D diagrams presented in textbooks. The natural intuition that engineering students have for dynamic situations may be going unused when strictly solving textbook problems by hand. Our research team is exploring a blend of prediction-based concept questions and physical models for hands-on rigid body kinematics activities. Initially students are tested on their current understanding of dynamics principles with concept questions. Gaps in student understanding are identified from these problem sets, and supplemental information and questions are assigned to emphasize the primary principles that were misunderstood. After students have independently gained a foundational understanding of the dynamics principles at hand, physical models are supplied to groups of students along with prediction-based questions to allow students to test their intuition and build a deeper comprehension of the dynamics principles by simulating scenarios with the physical model. 3D printed kits are specifically used for slider crank and 4-bar linkage models. With these kits students may be asked to predict the directions of linear or angular velocities and accelerations of specific points or links on the model. The physical model is intended to illustrate how the system moves. These activities are executed in groups, so students are given the opportunity to communicate with classmates to come to a well discussed consensus on why their predictions were either correct or incorrect. In addition to group activities with physical models, online simulations are also being developed to provide students with an additional outlet for exploring rigid body kinematics. With a 3D virtual model of the slider and crank or 4-bar linkage, students can observe the movements of these models with the inclusion of velocity or acceleration plots as another tool for validating or correcting student predictions. In the future, we will have students perform think-alouds to help us further develop and refine these activities.
AU  - Troy Cristobal
AU  - Eileen W. Rossman
AU  - Brian P. Self
CY  - Vancouver
DA  - 2022/05/12
PB  - ASEE Conferences
TI  - Hands-On Activity for Conceptual Understanding of Rigid Body Kinematics
UR  - https://strategy.asee.org/44738
DO  - 10.18260/1-2--44738
ER  -