A Usability Study of Classical Mechanics Education Based on Hybrid Modeling: Implications for Sustainability in Learning

A usability study evaluated the ease with which users interacted with an author-designed modeling and simulation program called STEPP (Scaffolded Training Environment for Physics Programming). STEPP is a series of educational modules for introductory algebra-based physics classes that allow students to model the motion of an object using Finite State Machines (FSMs). STEPP was designed to teach students to decompose physical systems into a few key variables such as time, position, and velocity and then encourages them to use these variables to define states (such as running a marathon) and transitions between these states (such as crossing the finish line). We report the results of a usability study on high school physics teachers that was part of a summer training institute. To examine this, 8 high school physics teachers (6 women, 2 men) were taught how to use our simulation software. Data from qualitative and quantitative measures revealed that our tool generally exceeded teacher’s expectations across questions assessing: (1) User Experience, (2) STEM-C Relevance, and (3) Classroom Applicability. Implications of this research for STEM education and the use of modeling and simulation to enhance sustainability in learning will be discussed.

Implementation of Multi-Scale Characterization and Visualization on Enhancement of Solid Mechanics Education

This paper presents the implementation and preliminary analysis of a multi-scale material and mechanics education module for the improvement of undergraduate solid mechanics education. 3D printed and conventional wrought aluminum samples were experimentally characterized at both the micro- and macro-scales. At the micro-scale, we focus on the visualization of material’s grain structure. At the macro-scale, standard material characterization following ASTM standards is conducted to obtain the macroscopic behavior. Digital image correlation technology is employed to obtain the two-dimensional strain field during the macro-scale testing. An evaluation of students understanding of solid mechanics and materials behavior concepts is carried out in this study to obtain the student data and use it as baseline for further evaluation of study outcomes. We plan to use the established multi-scale mechanics and materials testing dataset in a broad range of undergraduate courses, such as Solid Mechanics, Design of Mechanical Components, and Manufacturing Processes. Our current effort is expected to demonstrate the real materials’ multi-scale nature and their mechanical performance to undergraduate engineering students. The successful implementation of this multi-scale approach for education enhances students’ understanding of abstract solid mechanics theories and establishing the concepts between mechanics and materials. In addition, this approach will assist advanced solid mechanics education, such as the concept of fracture, in undergraduate level education throughout the country.