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Getting a “Feel” for Dynamic Systems

This innovative curriculum at Vanderbilt University integrates hands-on haptic paddle simulators in a Mechanical Engineering System Dynamics course. Designed for junior students, the approach addresses challenges such as limited lab resources and the abstract nature of dynamic systems. Through project-based learning, students construct and program haptic paddles to explore the dynamics of various systems, providing tactile feedback that reinforces theoretical concepts. This method significantly boosts intuitive understanding, as evidenced by positive student assessments that highlight improved engagement and comprehension.

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Getting a “Feel” for Dynamic Systems

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  1. Jenna L. Toennies, D. Caleb Rucker, Robert J. Webster III Medical and Electromechanical Design Lab Vanderbilt University Getting a “Feel” for Dynamic Systems

  2. Context • Course: Mechanical Engineering - System Dynamics • Students: Juniors • Challenges to Teaching: • Concepts are difficult to grasp without interaction with a real system illustrating the topic. • Limited lab time and resources make thorough illustration challenging because each concept is best demonstrated by a different physical system.

  3. Proposed Approach • Method • Project-based lab curriculum • Use of all purpose, hands on simulators • Goal • Increase intuitive understanding of fundamental concepts in System Dynamics F=ma???

  4. The Haptic Paddle • A joystick that simulates a desired dynamic system and provides students with tactile feedback.

  5. Student Learning • During Construction • The students determine the dynamic characteristics of the paddles, the motors, and the sensors.

  6. Approach – Haptic Paddles • During Programming • The students alter the dynamics through feedback to simulate different physical systems.

  7. Student Learning • During Simulation • The students feel the response of simulated systems with their hands. • This enhances their intuitive understanding of the dynamic concepts. “Using the haptic paddle in lab, I was able to see and feel a variety of system responses, which added meaning to the numbers and equations that I calculated in class.” -Vanderbilt System Dynamics Student, Fall 2008

  8. Assessment • Developed 5 multiple-choice questions for each of the 5 lab sessions to address the conceptual learning objectives for each lab. • Administered 25 questions at the beginning of the semester to assess the students’ initial understanding. • In each lab, the students took the relevant 5 questions at these different times depending on their section: • Beginning of lab • After a pre-lab lecture • After lab • After completing the lab report (1+ week later)

  9. Results

  10. Results

  11. Acknowledgements • Dr. Tom Harris • Dr. Derek Bruff and Jean Alley • The entire Vanderbilt University and extended CIRTL Network • Advisor: Dr. Robert J. Webster III

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