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Getting a “Feel” for Dynamic Systems

Jenna L. Toennies, D. Caleb Rucker, Robert J. Webster III M edical and E lectromechanical D esign Lab Vanderbilt University. Getting a “Feel” for Dynamic Systems. Context. Course: Mechanical Engineering - System Dynamics Students: Juniors Challenges to Teaching:

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Getting a “Feel” for Dynamic Systems

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  1. Jenna L. Toennies, D. Caleb Rucker, Robert J. Webster III Medical and Electromechanical Design Lab Vanderbilt University Getting a “Feel” for Dynamic Systems

  2. Context • Course: Mechanical Engineering - System Dynamics • Students: Juniors • Challenges to Teaching: • Concepts are difficult to grasp without interaction with a real system illustrating the topic. • Limited lab time and resources make thorough illustration challenging because each concept is best demonstrated by a different physical system.

  3. Proposed Approach • Method • Project-based lab curriculum • Use of all purpose, hands on simulators • Goal • Increase intuitive understanding of fundamental concepts in System Dynamics F=ma???

  4. The Haptic Paddle • A joystick that simulates a desired dynamic system and provides students with tactile feedback.

  5. Student Learning • During Construction • The students determine the dynamic characteristics of the paddles, the motors, and the sensors.

  6. Approach – Haptic Paddles • During Programming • The students alter the dynamics through feedback to simulate different physical systems.

  7. Student Learning • During Simulation • The students feel the response of simulated systems with their hands. • This enhances their intuitive understanding of the dynamic concepts. “Using the haptic paddle in lab, I was able to see and feel a variety of system responses, which added meaning to the numbers and equations that I calculated in class.” -Vanderbilt System Dynamics Student, Fall 2008

  8. Assessment • Developed 5 multiple-choice questions for each of the 5 lab sessions to address the conceptual learning objectives for each lab. • Administered 25 questions at the beginning of the semester to assess the students’ initial understanding. • In each lab, the students took the relevant 5 questions at these different times depending on their section: • Beginning of lab • After a pre-lab lecture • After lab • After completing the lab report (1+ week later)

  9. Results

  10. Results

  11. Acknowledgements • Dr. Tom Harris • Dr. Derek Bruff and Jean Alley • The entire Vanderbilt University and extended CIRTL Network • Advisor: Dr. Robert J. Webster III

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