Computer simulations versus real experiments in a portable structural mechanics laboratory
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| Audience/Grade: | -College Junior |
| Discipline(s): |
Architectural Engineering Civil Engineering Engineering Education Research |
| Special Topic(s): |
Teaching and Learning Research Center |
| Learning Resource Type: |
Reference - Educational Research Paper |
| Author(s): |
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| Description: | Abstract: "Efforts are being made to develop practical and effective innovations for undergraduate engineering teaching laboratories. The ANEX process, in which computer simulations are compared in nearly real time with physical measurements made on bench-scale model experiments, is now being used successfully in an introductory structural analysis course. ANEX is described, as well as current plans to develop software simulation modules and matched, bench-scale model experiments for new MECH-ANEX laboratory applications in lower-division statics and mechanics of materials courses. The ANEX process could also be adapted to undergraduate laboratory applications in a wider range of engineering and science disciplines." <citation>Richard A. Behr; Computer simulations versus real experiments in a portable structural mechanics laboratory; Computer Applications in Engineering Education; 4; 1; 9-18; 1996</citation> |
| Rating: |
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| Related Resources | |
| Is Component of: |
Computer Applications in Engineering Education |
| Usage Tip | |
| Related ABET Criteria: |
Higher Order Thinking Skills Problem Solving Skills Student Learning |
| Intervention(s): |
Interactive Laboratory (traditional) Simulation Software packages |
| Use of Resource: |
Outcomes Evaluation <Higher Order Thinking Skills>[T]he ANEX [(ìAnalysis and Experimentî)] group (treatment group) showed no decrease in performance on classical structural analysis problems as compared to the control group that spent laboratory periods presenting classical homework problem solutions on the blackboard. More important, however, was the fact that the ANEX group showed a significant increase in ability to solve comprehensive, synthesis-oriented problems that had multiple constraints and that required synthesis of concepts from prerequisite courses.</Higher Order Thinking Skills> <Student Learning>[T]he ANEX [(ìAnalysis and Experimentî)] group (treatment group) showed no decrease in performance on classical structural analysis problems as compared to the control group that spent laboratory periods presenting classical homework problem solutions on the blackboard. More important, however, was the fact that the ANEX group showed a significant increase in ability to solve comprehensive, synthesis-oriented problems that had multiple constraints and that required synthesis of concepts from prerequisite courses.</Student Learning> <Problem Solving Skills>[T]he ANEX [(ìAnalysis and Experimentî)] group (treatment group) showed no decrease in performance on classical structural analysis problems as compared to the control group that spent laboratory periods presenting classical homework problem solutions on the blackboard. More important, however, was the fact that the ANEX group showed a significant increase in ability to solve comprehensive, synthesis-oriented problems that had multiple constraints and that required synthesis of concepts from prerequisite courses.</Problem Solving Skills> |
| Difficulty: |
Medium |
| Interactivity Level: |
Very low |
| Version Info | |
| Publication Date: | June 1996 |
| Platform/Format: |
Cross Platform |
| Cost: |
Not free |
| Download URL: | http://www3.interscience.wiley.com/cgi-bin/abstract/72837/ABSTRAC |
| Metadata: |
IEEE LOM Record |
| Collection: |
Pr2ove-It
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