Multimodal Modules for Inquiry-Based Statics and Dynamics Curriculum

The University Of Texas Rio Grande Valley, Edinburg TX

Investigators

Abstract

Engineering Mechanical - (56) Students struggle to conceptualize Statics and Dynamics fundamentals because it is difficult to visualize the effects of external loads on physical systems and intuitively comprehend the static or dynamic response of such systems. Traditionally, Engineering Mechanics courses have been primarily lecture-based with little experimentation or discovery. This project will develop and assess scalable inquiry-based, multimodal (i.e. incorporating multiple modes of physical or virtual interaction) Statics and Dynamics modules designed to reinforce and demystify concepts through using enhanced discovery and experimentation strategies. The course modules are designed to target students who enter college with limited proficiency in Calculus and Physics. This project devises relatively simple, 30-45 minute exercises that incorporate semi-open-ended problems within lecture courses or as part of a homework assignment. The problems are designed to address common misconceptions which can, more often than not, be dispelled without the need for seemingly complex mathematical proofs. Though the primary focus will be Statics and Dynamics, the modules are scalable to enable use in introductory courses such as Introduction to Mechanical Engineering and Physics I and high school courses such as Physics and Calculus. Successful development, implementation, and evaluation will enable widespread use of inquiry-based, multimodal modules at other institutions and in other disciplines.