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This study aimed to gauge the effect of interactive simulations in class as
an active teaching strategy for a mechanics course. Engineering analysis and
design often use the properties of planar sections in calculations. In the stress
analysis of a beam under bending and torsional loads, cross-sectional properties
are used to determine stress and d...
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Context 1
... A j is the area of each known shape, ( x cj ,y cj ) are the coordinates of the center of each component area (usually they are rectangles), x c is the distance from the y -axis to the centroid and y c is the distance from the x -axis to the centroid. In the ‘Mechanics and mechanisms’ course, students learn how to compute the centroid of a composite cross-sectional area. To help students improve their proficiency in centroid calculations, the authors have designed the Centroid simulation . To solve problems of structural shapes, students must interact with the simulation and combine rectangles to obtain the desired shape, by changing shapes, position, size, angles, etc. A property of centroids is that ‘when the shape has an axis of symmetry, the centroid must be located on it’; to verify this, students must construct different shapes with symmetry axes. Figure 2 corresponds to the centroid simulation in which a double T-shape composed of three rectangles is shown. Each rectangle and its sliders is drawn in a different color. In order to change their sizes and the position of their centers, students can introduce new values to these parameters in the sliders. Next, Centroid simulation calculates the coordinates of the centroid, as showed in figure 2. The coordinates of the centroid are calculated using equations (3) and (4) as follows ( 16 ) · 0 + ( 20 ) · 0 + ( 20 ) · 00 x C = = 0 ( 16 + 20 + 20 ) 16 6 20 11 20 1 y C = = 6 . ( 16 + 20 + 20 ) Students were required to make a prediction of the position of the centroid of the new profile when changing its dimensions and to check the results using the simulation. Figure 3 shows an L-shape composed of two rectangles; to change the size of each rectangle and the position of their respective centers, students give new values to these parameters with the sliders. Next, Centroid simulation determines the coordinates of the centroid. The coordinates of the centroid are calculated using the aforementioned equations (3) and (4) ( 20 ) · 1 + ( 20 ) · 7 x C = = 4 ( 20 + 20 ...
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Citations
... This paper reports an initial attempt of incorporating computer simulations and games in a college Engineering Mechanics: Dynamics course. Engineering Mechanics is the foundation of many upper-level engineering courses, and Dynamics, in particular, is challenging for many students because of the complexity and diversity of concepts, combined with the fact that usually an integration of proper representation, mathematical skills, and conceptual analysis is required for students to learn and solve problems [9,10]. On the other hand, for many years (even until now), instructors have to resort to static diagrams to discuss dynamic movements, and 2D drawings to represent 3D motions. ...
... Síntesis y análisis de mecanismos (SAM también en inglés) es otro software interactivo disponible para el diseño, análisis y X CONGRESO IBÉRICO DE AGROINGENIERÍA X CONGRESSO IBÉRICO DE AGROENGENHARIA 3 -6 septiembre 2019, Huesca -España optimización de mecanismos planos [21]. Los efectos de las nuevas tecnologías [22] y las simulaciones en la enseñanza de Física han sido muy positivos para el resultado académico del alumnado [23][24][25][26][27][28][29][30] y han sido reportados en numerosos estudios [28,31]. ...
Durante siglos, las máquinas se han utilizado para reemplazar el trabajo humano y la sociedad moderna las ha sustituido asimismo por robots, ampliamente utilizados en ámbitos como la medicina, la agricultura y la industria. Algunas máquinas requieren dispositivos que deben realizar ciertos movimientos, como los citados robots que necesitan describir una ruta precisa para realizar tareas específicas. En los siglos XVIII y XIX, el mayor problema práctico fue obtener curvas de acoplador de línea recta, como fue el caso del ingeniero James Watt, que necesitó un mecanismo con una salida de línea recta aproximada para mejorar su motor de vapor. Muchos mecanismos jugaron un papel clave en la revolución industrial y desde entonces, la generación de trayectorias de línea recta, exacta o aproximada ha sido largamente estudiada y clasificada. En este trabajo se presentan simulaciones de los principales mecanismos de línea recta o aproximadamente recta, creados por los autores con el software de geometría dinámica GeoGebra, accesible gratuitamente en internet. Estas simulaciones están disponibles para cualquier usuario que acceda a la web de GeoGebra, pudiéndose verificar en todas que un punto del mecanismo describe una línea recta o aproximadamente recta. Este software es asimismo utilizable en el aula por los profesores para la enseñanza de diversas materias, ya que en los últimos años han percibido que existe una dificultad por parte del alumnado para entender el movimiento de diversos cuerpos y máquinas, entre otros.
... This paper presents the use of GeoGebra an easy to use and freely available online drawing tool to teach phasor diagrams to undergraduate electrical and mechanical engineering students. The use of GeoGebra in teaching Statics and Mechanics course topics has been published and appreciated [2,3] . This paper will present the use of GeoGebra in drawing phasor diagrams of AC circuits containing resistors, capacitors, and inductors. ...
... Engineering higher education has seen several changes in the last decade. One such change has been an increasing use of simulation environments based on but not limited to Matlab [1] , LabVIEW [4] , Excel macros [5] , Javascript [6,7] , GeoGebra [2,3] etc. in classrooms and laboratories to aid active-learning. Active learning has been widely associated with enhancement of student learning, however, in order to achieve full potential of active learning tools, it is very important that the tools be freely available, well-structured, and intuitive. ...
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... Based on calculating the geometrical characteristic values of a triangle with a vertex on the coordinate origin, Cai [2] suggested a regular method for calculating geometrical and mechanical characteristic values of sections for structural bodies in a shape of prism. Carbonell et al. [3] presented examples of interactive simulations focusing on fundamental topics such as centroids, the properties of the moment of inertia, second moments of inertia with respect to two axes, principal moments of inertia and Mohr's Circle for plane stress. These learning tools feature animations, graphics and interactivity and were designed to encourage student participation and engagement in active learning activities, to effectively explain and illustrate course topics, and to build student problem-solving skills. ...
The centroid, the moment of inertia, and the product of inertia for an arbitrary polygon and an arbitrary plane area, are formulated in algebraic forms and programmed with MATLAB software. Three numerical examples are shown and indicate the method can be easily computed by the computer for geometric properties of arbitrary beam sections in mechanics of materials with simply or multiply connected boundaries.
... En cuanto al sistema mecánico propuesto para simular, cabe mencionar que se optó por este ejemplo por tres razones: los conceptos necesarios para la construcción de la simulación son desarrollados en la asignatura "Introducción a la Física", que se dicta en paralelo. De esta forma, se fortalece la articulación entre actividades curriculares [34]. En segundo lugar, se contempló la facilidad en la realización experimental de la actividad: bajo costo y facilidad en la obtención de los materiales necesarios. ...
This paper presents an experience carried out within the curricular activity "Introduction to Mechanical Engineering" of the Faculty of Sciences, Engineering and Statistics of the National University of Rosario, Argentina. This subject propose a workshop as pedagogical framework, emphasizing practical training in the context of current Latin American policies which aim to strength engineering education. In this context, the realization of an integrative final project was proposed, with the aim to introduce students to the resolution of open engineering problems, simulating a simple mechanical system in a block programming environment. From an exploratory case study with mixed methodology, the article presents an analysis of this pilot experience, delving into the ways in which participants approached the proposed problem and identifying issues arising from the construction of the simulation. The results showed the achievement of the workshop goals and the potential of programming to strengthen the skills linked to practical teaching. On the other hand, the improvement of other aspects such as group work, together with self-learning, introduce initial changes in students' problem-solving habits. In summary, the experience provides evidence on the potential of the workshop modality to include technologies within the practical training of future engineers, allowing the development of different skills highlighted by current university policies.
... En este sentido, otros estudios señalan [13,14] que la experiencia de aprendizaje es más valiosa cuando el alumno no sólo usa la simulación, sino que también la diseña, construye, y tras evaluarla, puede modificarla en un proceso que implica la comprensión de los conceptos abarcados. De esta manera, investigaciones previas muestran la importancia de la metodología en espiral a lo largo del trayecto curricular de las carreras, donde los modelos desarrollados y las simulaciones programadas son retomadas con distintos niveles de profundidad [15,16]. ...
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... However, because these threshold concepts are often complex and difficult to learn, they require careful teaching approaches to ensure that students are able to combine ideas and navigate the complexity effectively. Computational tools are sometimes employed to help teach or illustrate the Mohr's circle technique through computer simulation, but these simulations often use a "configuring approach" to computational thinking, in which students alter input parameters of the system and the program outputs the resulting diagram 4,5 . This study presents a method for simultaneously teaching Mohr's circle diagram concepts and computational literacy through a "programming approach" in which students are asked to construct, operate, and interpret results from a computational simulation 6 . ...
... There are several papers [13], [14] which use games as part of the engineering education. These proposals replace the traditional lecture-based passive learning methodology with an active multi-sensory experiential learning methodology. ...
This paper presents a methodology to teach the design of complex hardware systems to Computer Engineering students through CAD tools which allow a rapid prototyping and manufacturing of complex systems. The design of such systems requires a broad scope of knowledge and abilities, both for the students and for the teachers. Challenging each student to implement his/her favorite video-game on a FPGA may be an effective method to help them to acquire the necessary skills to design hardware systems with CAD tools. Each student chooses his/her own video-game as the final course project. We have observed that this enhances the motivation required to face the difficulties of handling complex design concepts together with the use of any CAD tools. This yields a more satisfactory experience for students and an increase in the skills gained. An improvement in academic results is also observed.
The interpretation and visualization of engineering problems are complex. Therefore,
engineers have always developed graphic procedures to solve these problems, one technique being Mohr’s circle. The study of geometric properties of the cross-sections, plane stress, and plane strain are some applications of such techniques in Solid Mechanics. In practically all literature adopted in undergraduate courses on these topics, the efforts of authors to teach with the greatest clarity are remarkable, using all possible resources in books, with very well-designed graphics. However, concerning Mohr’s circle, the mental visualization of some movement is needed, be it the rotation of points on the circle, the rotation of the cross-section, the axes, or the differential element. This need makes such topics ideal to be taught through interactive animations, impossible in books. Computer programs about these subjects do exist, however, with reduced user interactivity. Thus, this work presents a new unified mobile application with several useful interactivity features for teaching plane stress, plane strain, and moment of inertia in engineering courses, using Mohr’s circle. The application is developed in Java programming language, using Android Studio software. The graphical environment was developed with the aim of being a didactic and intuitive way to study and learn about cross-section properties, plane stress, and plane strain. The results provided by the application are compared with examples from the literature, presenting accurate responses, with easy visualization and interpretation. The usage of the program makes studying the initial concepts of solid mechanics and Mohr’s circle enjoyable for engineering students.
