InTEL Project Interactive Toolkit for Engineering Learning Sue V. Rosser, PI Larry Jacobs Janet Murray Wendy Newstetter Christine Valle ASEE 2008 – Tuesday,

InTEL ProjectInTEL ProjectInInteractiveteractive TToolkit foroolkit for EEngineeringngineering LLearningearning

Sue V. Rosser, PILarry JacobsJanet Murray

Wendy NewstetterChristine Valle

ASEE 2008 – Tuesday, June 24 – Pittsburgh, PA

InTEL: NSF 2007-2010InTEL: NSF 2007-2010

Faculty InvestigatorsSue V. Rosser (PI), Dean, IACLaurence Jacobs, CEE, CoE Janet H. Murray, LCC, IACWendy Newstetter, BME, CoEChristine Valle ME, CoE

Graduate Assistants Calvin Ashmore, Sneha Veeragoudar Harrell,Bo Yeon Lee, Brian Shrank, Geoffrey Thomas, Daniel Upton, Jimmy Truesdell

Overview of InTEL ProjectOverview of InTEL Project• InTEL (Interactive Toolkit for Engineering

Education): a computer-based manipulable environment that maps images from real-world environments to abstract diagrams for 2D and 3D equilibrium problems

Focused on Statics, core mechanics classContextualize problems with real world

examplesHelps promote diversity and retention in

engineering

Real World ProblemsReal World Problems• Arm & purse problem• Frame • Goal = tension in biceps• Context (weak grand-mother)• Numbers change• Help box & link

FBD Construction (1)FBD Construction (1)

Select object of interest for FBD


Add external loads on this object


The Equations Mode will not start unless the FBD is correct

Equations Mode (1)Equations Mode (1)

Must go through all 3 equations of equilibrium before arriving at the solution


Each equation is checked for correctness before moving on


Must specify the point at which the sum of moments is calculated

Second FBD Construction (1)Second FBD Construction (1)

FBD analysis is sequential, not concurrent as on paper


Selection of multiple objects in this case


Only the objects of interest are displayed


Moments are added by default CCW


Select the point for the moment equation first


Complete answer is displayed

Help Link:Help Link:

Holding a Purse:In this problem, you will be treating the arm and purse combination as a frame. Your goal is to solve for the unknowns at the joints: B, C, and E.

To get started, click on the grey bars to begin a Free Body Diagram and press:

After creating your Free Body Diagram, you must add forces. Click the Add Force button:

http://www.intel.gatech.edu/app_help.html



Generalizing KnowledgeGeneralizing Knowledge

Generalizing KnowledgeGeneralizing Knowledge

Compelling Examples: TrussesCompelling Examples: Trusses

This exercise shows a slightly simplified Minneapolis Bridge and will illustrate the forces in each member of the truss for a realistic load on the platform. It will also illustrate which members are in tension or compression, and how these results change when the loading on the platform changes.

Playground (Moments & Couples)Playground (Moments & Couples)

These exercises illustrate the concepts of moments, pin support and forces, normal force vs weight (gravitational force), and 2D/3D equilibrium. We plan to use them in multiple exercises that emphasize these various concepts, and also as “manipulable” exercises where students can vary the weight and position of the children to reach equilibrium (or not).

Smith-Machine Assisted Squat Smith-Machine Assisted Squat (Friction)(Friction)

The purpose of this exercise is to calculate the forces at the foot of the person slowly performing the squat (normal & friction forces).

Knife (Centroid of Composite Shapes)Knife (Centroid of Composite Shapes)This exercise illustrates how the position of the knife’s centroid influences the likelihood for its equilibrium. If the waiter places the knife on the plate such that its centroid is outside of the plate, the knife will fall.

Bicycle (Frame)Bicycle (Frame)The goal here is to calculate the forces acting at all connections and on the various structural elements making up the stationary bicycle, caused by the woman sitting upright on it. It is also interesting to analyze the forces needed at the ground for the system to stay in equilibrium, as that informs the design of stationary bikes, for example.

System DiagramSystem Diagram

OutcomesOutcomes

Conceptual understandingAbility to apply concepts to problem solvingSelf-efficacy and confidenceDeployable to multiple sections &

campuses

Conclusion & Future WorkConclusion & Future Work

• Development of many more problems• Focus on smaller, more targeted problems that address fundamental misconceptions

Moments Supports FBDs Bars vs. Beams, etc.

• Gathering of parallel statistical data regarding gender & ethnicity makeup of sections, and performance in key follow-on courses (Dynamics and Deformable Bodies)

Questions?Questions?

Leaning Tower of PisaLeaning Tower of Pisa

Why Is It Still Leaning?Why Is It Still Leaning?

Manipulating the ModelManipulating the Model

Falling Tower of Pisa?Falling Tower of Pisa?




Documents

InTEL Project Interactive Toolkit for Engineering Learning Sue V. Rosser, PI Larry Jacobs Janet Murray Wendy Newstetter Christine Valle ASEE 2008 – Tuesday,