DYNAMICS AS A PROCESS

Although the first course in engineering dynamics often occurs early in the undergraduate career and most faculty call the material fundamental, it is neither easy to teach nor to learn. This paper proposes what might be a better method of teaching dynamics. The author expects the audience for this paper to be faculty teaching a first course in dynamic analysis. This paper outlines a dynamics class that provides the student with a process for complex problems. This paper defines a complex problem as one where the analyst must make and test assumptions and verify solutions. Many texts “urge ” the instructor to focus on concepts in the preface however they provide little help in actually doing it. This paper contributes by demonstrating how the instructor can use a single process for the entire semester. Results show that students can learn to work tough dynamics problems. Students perform exam problems “unlike ” homework demonstrating they have understood concepts and principles. Results in follow on classes are inconclusive at the present time, but suggest the students retain knowledge better