Session: 17-01-01: Research Posters

Paper Number: 150000

150000 - Enhancing Engineering Dynamics Education Through Dynamic Simulations: A Case Study Using Working Model 2-D 

Engineering Dynamics courses are typically offered during the junior year of a mechanical engineering program. These courses focus on the principles of kinematics and kinetics as they pertain to the motion of particles and rigid bodies. In the kinetics portion, various methods are employed to analyze motion, including: a) Newton's Second Law, b) Work and Energy Principles, and c) Impulse and Momentum.

A significant challenge in the kinematics section, especially concerning rigid body motion, is that students often struggle to visualize the movement of four-link mechanisms, such as the crank-slider mechanism. To enhance experiential and active learning, a simulation tool is employed. Dynamic simulation involves using computer programs or software to model the behavior of dynamic systems, which are typically described by ordinary differential equations.

One such software is Working Model 2-D, which allows students to observe the actual motion of connected bodies. Four specific simulations are utilized in the course:

Projectile Motion (Kinematics of Particles)

Blocks connected via pulleys with friction between contacting surfaces (Kinetics of Particles)

Work and Energy (Kinetics of Particles)

Crank-Slider Mechanism (Kinematics of Rigid Bodies)

These simulations depict physical systems in two dimensions, enabling students to grasp the underlying concepts by observing how different variables, parts, or bodies interact and influence each other. By engaging with these simulations, students develop critical problem-solving skills and benefit from immediate feedback. This process allows them to reflect on their decisions, understand the outcomes, and refine their problem-solving abilities using these tools.

The first simulation, projectile motion, helps students understand the fundamental principles of kinematics as they observe the trajectory of a particle under the influence of gravity. This visual representation aids in comprehending concepts such as displacement, velocity, and acceleration in two dimensions. The second simulation, involving blocks connected via pulleys, illustrates the kinetics of particles and the effects of friction. This setup demonstrates how forces interact and how frictional forces influence the system's behavior.

In the third simulation, focusing on work and energy, students explore the relationship between kinetic and potential energy and how energy is conserved within a system. This helps them understand how work done by forces translates into changes in energy, providing a concrete understanding of abstract principles. The final simulation, the crank-slider mechanism, is particularly valuable for visualizing the kinematics of rigid bodies. Students can see how rotational motion is converted into linear motion, a common mechanism in many engineering applications.

Surveys conducted among students during a typical semester reveal that the inclusion of simulation problems significantly enhances their understanding of motion, particularly in relation to the kinematics of rigid bodies. The hands-on experience provided by these simulations bridges the gap between theoretical knowledge and practical application, leading to a deeper comprehension of the subject matter and better preparation for real-world engineering challenges.

In conclusion, the integration of dynamic simulations, such as those provided by Working Model 2-D, plays a crucial role in improving students' visualization and understanding of complex motion in Engineering Dynamics courses. This approach not only aids in comprehending theoretical concepts but also fosters the development of essential engineering skills. The positive feedback from students highlights the effectiveness of these simulations in enhancing their learning experience and overall grasp of engineering dynamics.

Presenting Author: Masoud Olia Wentworth Institute of Technology

Presenting Author Biography: Masoud Olia received his BS, MS and Ph.D. in the field of mechanical engineering from Northeastern University. He has been teaching since 1984 at different universities such as Northeastern, Tufts and Suffolk universities and working as a professor in the mechanical and electromechanical engineering programs at Wentworth Institute of Technology since 1996. Dr. Olia has taught variety of courses such as Statics, Dynamics, Mechanics of Material, Vibrations and System Dynamics.
He has authored “FE, Fundamental of Engineering Exam”, by Barron’s publishing company. The third edition of his book was published in March 2015 and addresses the new Computer Based test (CBT). This edition has sold many copies on Amazon since March of 2015.
Professor Olia has published many technical papers. Papers include topics in the areas of stress concentration in hybrid composites, dynamics response of adhesively bonded joints and biomechanics. He has presented many technical papers at different conferences.
He has appeared in a WBZ-TV Channel 4 news interview as an expert on the MBTA Newton crash. He has also participated as a science consultant on the WGBH children’s show called “FETCH” in the summer of 2007. Dr. Olia helped the kids with the engineering design process to build and test a truss to protect a cake. The video of this episode on YouTube has over 200K views to date.

Professor Olia has also created over 220 short videos in different subjects/topics which are posted on YouTube which are linked to Learning management system (Brightspace) at Wentworth. He has near 2000 YouTube subscribers.

Dr. Olia has had consulting experience in finite element analysis. He is a registered professional engineer in the state of Massachusetts and has lectured extensively the FE and PE review courses at several universities.

Authors:

Masoud Olia Wentworth Institute of Technology