The Role of Spatial Ability in a Statics and Mechanics of Materials Course

Maxine Fontaine

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: Will This Be on the Mechanics Test? Concept Inventories and Understanding Exams
Tagged Division: Mechanics Division (MECHS)
Tagged Topic: Diversity
Page Count: 17
DOI: 10.18260/1-2--44484
Permanent URL: https://strategy.asee.org/44484
Download Count: 123

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Maxine Fontaine Stevens Institute of Technology

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Maxine Fontaine is a Teaching Associate Professor in Mechanical Engineering at Stevens Institute of Technology. She received her Ph.D. in 2010 from Aalborg University in Aalborg, Denmark. Maxine has a background in the biomechanics of human movement, and

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Abstract

Strong spatial visualization skills are critical to success in engineering. Examples of spatial tasks include visualizing the 3D object that results from folding up a flat pattern or the 2D cross-section that results from cutting a 3D object or the 2D orthographic views of a 3D object. While spatial ability is clearly relevant to an engineering graphics course, studies have indicated that higher performance in math and chemistry courses also correlate with higher spatial skill level. The correlation between spatial ability and performance in a statics or other engineering mechanics course however is less clear. More data are needed to provide stronger conclusions in this area. By identifying the role of spatial reasoning in engineering mechanics courses, like statics and mechanics of materials, instruction of these courses can be supplemented with practice problems that are designed to build spatial skills as needed. Spatial visualization skills have been shown to be significantly improved with a relatively short period of targeted practice. This study aims to study the relationship between spatial ability and mastery of statics concepts. Since overall course grades are often confounded by other factors such as attendance or effort-based assignments, they may not be representative of the student’s comprehension of the material. Scores for quiz and exam problems are used to measure mastery of various statics concepts. In the course, students completed one quiz problem each week to assess comprehension of the weekly topic. Every three weeks, students complete two exam problems to assess mastery of the last three weekly topics. Quiz problems were on average slightly less difficult than exam problems, as reflected in the overall average scores. A total of 8 quiz problems and 8 exam problems were completed over the course of the semester. Since quiz and exam problems test specific concepts, this study also investigates whether the relationship is stronger for certain concepts than others, e.g. simpler fundamental concepts at the start of the semester vs. more advanced topics require integration of multiple concepts. The Purdue Spatial Visualization Test: Rotations (PSVT:R) is a timed standardized test of mental rotations commonly used to assess spatial ability. The passing threshold is typically set at 60% or 70% to identify students with low spatial ability. At [our university], thresholds of 70% and 80% are used to separate students into groups of low, medium, and high spatial ability. The performance of these three groups in the statics course are compared using one-way ANOVA. Preliminary results indicate significant differences between the high spatial ability and lower spatial ability groups for specific concepts that require thinking in more than two dimensions, such as bending stresses, and specific problems that require more complex free-body diagrams.

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Fontaine, M. (2023, June), The Role of Spatial Ability in a Statics and Mechanics of Materials Course Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--44484

TY - CPAPER
AB - Strong spatial visualization skills are critical to success in engineering. Examples of spatial tasks include visualizing the 3D object that results from folding up a flat pattern or the 2D cross-section that results from cutting a 3D object or the 2D orthographic views of a 3D object. While spatial ability is clearly relevant to an engineering graphics course, studies have indicated that higher performance in math and chemistry courses also correlate with higher spatial skill level. The correlation between spatial ability and performance in a statics or other engineering mechanics course however is less clear. More data are needed to provide stronger conclusions in this area.
By identifying the role of spatial reasoning in engineering mechanics courses, like statics and mechanics of materials, instruction of these courses can be supplemented with practice problems that are designed to build spatial skills as needed. Spatial visualization skills have been shown to be significantly improved with a relatively short period of targeted practice.
This study aims to study the relationship between spatial ability and mastery of statics concepts. Since overall course grades are often confounded by other factors such as attendance or effort-based assignments, they may not be representative of the student’s comprehension of the material. Scores for quiz and exam problems are used to measure mastery of various statics concepts. In the course, students completed one quiz problem each week to assess comprehension of the weekly topic. Every three weeks, students complete two exam problems to assess mastery of the last three weekly topics. Quiz problems were on average slightly less difficult than exam problems, as reflected in the overall average scores. A total of 8 quiz problems and 8 exam problems were completed over the course of the semester.
Since quiz and exam problems test specific concepts, this study also investigates whether the relationship is stronger for certain concepts than others, e.g. simpler fundamental concepts at the start of the semester vs. more advanced topics require integration of multiple concepts.
The Purdue Spatial Visualization Test: Rotations (PSVT:R) is a timed standardized test of mental rotations commonly used to assess spatial ability. The passing threshold is typically set at 60% or 70% to identify students with low spatial ability. At [our university], thresholds of 70% and 80% are used to separate students into groups of low, medium, and high spatial ability. The performance of these three groups in the statics course are compared using one-way ANOVA.
Preliminary results indicate significant differences between the high spatial ability and lower spatial ability groups for specific concepts that require thinking in more than two dimensions, such as bending stresses, and specific problems that require more complex free-body diagrams.

AU - Maxine Fontaine
CY - Baltimore , Maryland
DA - 2023/06/25
PB - ASEE Conferences
TI - The Role of Spatial Ability in a Statics and Mechanics of Materials Course
UR - https://strategy.asee.org/44484
DO - 10.18260/1-2--44484
ER -