UTPA STEM/CBI Courses/Statics/Force Equilibrium

Course Title: Statics

Lecture Topic: Force Equilibrium

Instructor: Dr. Seokyoung Ahn

Institution: The University of Texas-Pan American

Backwards Design
Course Objectives


 * Primary Objectives- By the next class period students will be able to:
 * Understand force equilibrium in three dimensions


 * Sub Objectives- The objectives will require that students be able to:
 * Understand and able to draw a Free Body Diagram for three dimensional structure
 * Understand the concept of moment of inertia
 * Develop a solution based on engineering analysis


 * Difficulties- Students may have difficulty:
 * Students will encounter problems understanding Free Body Diagram
 * Students will encounter problems understanding physical meaning of "moment of inertia"




 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Radio masts and towers are, typically, tall structures designed to support antennas (also known as aerials in the UK) for telecommunications and broadcasting, including television. They are among the tallest man-made structures. Similar structures include electricity pylons and towers for wind turbines. The Warsaw Radio Mast was the world's tallest supported structure on land, but it collapsed in 1991, leaving the KVLY/KTHI-TV mast as the tallest.
 * Read this story
 * Radio mast







Model of Knowledge


 * Concept Map
 * Understanding structural uniqueness of radio mast
 * Understanding the need of guy wires and pretension on guy wires


 * Content Priorities
 * Enduring Understanding
 * Understand how step-functions work
 * Important to Do and Know
 * Understand the correlation between various classes
 * Formulate ideas based on knowledge previously obtained
 * Worth Being Familiar with
 * Differential Equations
 * Thermodynamics
 * Heat Transfer

Assessment of Learning


 * Formative Assessment
 * In Class (groups)
 * Generate equation to solve for thermometer output
 * Homework (individual)
 * Pre-lecture quiz after student has read chapter
 * Summative Assessment
 * In class quiz over lesson

Legacy Cycle
Students will be asked to read chapter 3 of their measurements book prior to this lesson. They will also be provided with a temperature measurement quiz online so that they may evaluate their own understanding of the topic prior to attending class.

OBJECTIVE

By the next class period, students will be able to: The objectives will require that students be able to:
 * Differentiate between zero-, first-, and second-order systems
 * Understand first-order step functions
 * Derive a time constant
 * Understand several heat transfer/thermodynamics equations
 * Solve a differential equation

THE CHALLENGE

The students will be presented with the following questions:
 * Why is it that when taking ones temperature with a glass mercury thermometer it is recommended that the thermometer stay in the mouth for at least three minutes?
 * Is three minutes a sufficient amount of time?
 * Can this time be reduced while maintaining accuracy in measurement?

GENERATE IDEAS

The students will be given a few minutes to individually write down their answers to the questions that have been presented. Students may respond with answers such as:
 * It takes the thermometer time to reach steady state
 * Because of the the reaction time of the thermometer
 * Because of the thermometer's time constant, you want an accurate reading

MULTIPLE PERSPECTIVES

The following link presents application of trusses and frames in the construction industry: Walkway link 1 Walkway link 2

The professor will lecture on first-order step functions so that students will gain a better understanding of the topic. Students will be asked, "What do we need to know in order to answer our challenge questions?" and given a few minutes to individually write down their responses. Examples include:
 * We need to know the materials of the thermometer and their properties
 * We need to know some heat transfer, thermodynamics, and differential equation

RESEARCH & REVISE

Students will be provided with heat transfer and thermodynamics equations. They will then form groups and be asked to begin deriving the time constant.

TEST YOUR METTLE

Students will receive feedback on their progress and ideas as well as the correct process for deriving the desired equation. Students will be presented with a quiz at the beginning of the following class.

GO PUBLIC

Students will now be able to answer the questions presented at the beginning of the lesson and will be asked to turn in a brief explanation.

Pre-Lesson Quiz

 * Back to Topic: Instructional Design > User Testing of E-Learning Courses > Analyzing the Results

Read the user testing data and then indicate whether it is quantitative or qualitative by selecting the appropriate radio button. When you are finished making your selection, click the "Submit" button.

{The force equilibrium can be illustrated by Free Body Diagram. + TRUE - FALSE
 * type=""}

{Q2 Free Body Diagram gives you a insight about the system which in under static force equilibrium. - TRUE + FALSE
 * type=""}

{Average seat-time on a particular lesson. + TRUE - FALSE
 * type=""}

{Summative results of a satisfaction survey. + TRUE - FALSE
 * type=""}

{Comment on how slow the learning management system loads each page of a course. - TRUE + FALSE
 * type=""}

{Comment on how the learner struggles to figure out what button to click during a software application simulation practice task. - TRUE + FALSE
 * type=""}

Test Your Mettle Quiz
Read the user testing data and then indicate whether its severity by selecting the appropriate radio button. For the purposes of this exercise, you have already confirmed each item's veracity. When you are finished making your selection, click the "Submit" button.

{In temperature measurement, the body temperature is constant yet the signal to the thermometer is changing from the room temperature to the body temperature. This can be classified as _____. - a static measurement + a dynamic measurement - a step change - a dynamic measurement and a step change - a static measurement and a dynamic measurement
 * type=""}
 * It is a dynamic event.

{What reaction forces do you need to indicate at a roller support? - Two forces and a moment - Two forces - A normal force and a moment + Only one force normal to the surface on which the roller is resting.
 * type=""}
 * Keep studying these concepts and practice solving problems

{What reactions do you need to indicate at a fixed support in 2D? + Two forces and a moment - Two forces - A normal force and a moment - Only one force normal to the surface on which the roller is resting. - There are no forces, only a moment
 * type=""}
 * Keep studying these concepts and practice solving problems

{I personally feel that this lesson needs to be divided in two. Provider Access and then the separate one call Beneficiary Resources. You could actually tailor beneficiary resources directly to patients. This could be put on Kiosks at MTF, send out CD’s with the lesson. - Deal Breaker - Serious + Minor - N/A
 * type=""}
 * Remember that by the time a course gets to the user testing phase, it is at the end of the development cycle. In most cases, returning to the storyboard phase to rechunk a lesson's content will be out of scope. In addition, the suggestion to provide the information on Kiosks/CDs is out of scope in this case. This type of action would have needed to be indicated during front-end analysis during requirements gathering. Although assigned a "NO FIX" status, these are both great suggestions and should be documented for future revisions to the e-learning course.

{This does an excellent job of explaining the different roles. I wasn’t clear on my role until now. Didn’t know we could modify the web page for the MTF - good info. This may be the best WBT I have ever used. It shows you what you need to know with out a lot of unnecessary information. - Deal Breaker - Serious - Minor + N/A
 * type=""}
 * Comments like this one require no action on your part. However, they should remain a part of your formal user testing documentation. They also provide you and your team-members a great pat on the back for a well-designed course.

{When you typed in the last name, you typed it in the ‘Find NAS by Patient SSN box’ which is wrong and then hit the wrong search button. + Deal Breaker - Serious - Minor - N/A
 * type=""}
 * Because this tester is an actual user of the system in the field, he has caught an error in the content. You never want to convey wrong information to the learner, so this is something that should definitely be fixed during final revisions to the course.

{When I returned to the course the next day, all my bookmarks were gone. + Deal Breaker - Serious - Minor - N/A
 * type=""}
 * This either a problem with the content or the delivery platform and needs to be resolved prior to deployment of the course.

Knowledge Check 3
In the previous lesson, Conducting User Testing, you conducted your own user test on an e-learning page from Wikiversity. In this knowledge check, practice what you know about analyzing results by judging the severity of each your findings. If you believe that the item needs resolution, think about how you might go about fixing it.

Back to Topic: Instructional Design > User Testing of E-Learning Courses > Analyzing the Results