Mikesell, D. R., & Yoder, J. S. (2011, June), Teaching Dynamics with a Design Projects  Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18873

\bibitem{asee_peer_18873}
  Mikesell, D. R., \& Yoder, J. S. (2011, June), \emph{Teaching Dynamics with a Design Projects}
  Paper presented at 2011 ASEE Annual Conference \& Exposition, Vancouver, BC.
  10.18260/1-2--18873

David R. Mikesell and John-David S. Yoder.  "Teaching Dynamics with a Design Projects".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://strategy.asee.org/18873 Internet.  24 Jun, 2024

\bibitem{asee_peer_18873}
  David R. Mikesell and John-David S. Yoder.
  "Teaching Dynamics with a Design Projects".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://strategy.asee.org/18873 Internet.  24 Jun, 2024

@INPROCEEDINGS{asee_peer_18873
author = "David R. Mikesell and John-David S. Yoder"
title = "Teaching Dynamics with a Design Projects"
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/18873}
number = {10.18260/1-2--18873}
}

TY  - CPAPER
AB  -                          Teaching Dynamics with a Design ProjectFor the past decade, Dynamics students at Ohio Northern University (ONU) have been requiredto complete a design project. This project intentionally incorporates several key principles fromthe list of those covered in the course. All students are required to submit a project whichincludes a problem description, sketches of several design concepts with a clear decision processfor selecting the optimal design, detailed CAD drawings of all manufactured parts required forthe design, calculations supporting the key parameters for the chosen design, as well as othervelocity and acceleration plots applicable to a given project. Students are also given the optionof submitting a physical prototype of their design for extra credit; approximately 75% of studentsultimately build one. Two examples are shown below.The Dynamics project supports educational goals in numerous ways. First, the project reinforcestheoretical concepts and gives students confidence that the textbook principles prove true onphysical models. Second, it draws in related concepts and skills from other courses, such asdecision-making and manufacturing processes. Third, it provides a valuable exercise in writtentechnical communication.Finally, the project provides an opportunity for integrating the design process into the sophomoreyear. ONU freshmen have multiple design project experiences throughout their Intro toEngineering sequence, but they have little engineering background to apply to the solutions. AllONU seniors will have an intensive design process as part of their year-long capstone course.But building skill and experience in the design process, item (c) of the ABET list of criticalengineering program outcomes, is best achieved when continually reinforced throughout thecurriculum.    Figure 1: Retracting Landing Gear Mechanism      Figure 2: Reciprocating Saw With Rotary Input
AU  - David R. Mikesell
AU  - John-David S. Yoder
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Teaching Dynamics with a Design Projects
UR  - https://strategy.asee.org/18873
DO  - 10.18260/1-2--18873
ER  -