Notice bibliographique
Résumé
Abstract NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Main Menu Session 2058 A Building-Block Approach to Dynamics Marilyn J. Smith School of Aerospace Engineering Georgia Institute of Technology Atlanta, GA 30332-0150 Abstract The transition from memorization of formulae to the independent thinking required in engineering courses is accomplished via courses typically entitled “Statics” and/or “Dynamics”. These courses, in particular Dynamics, pose a major hurdle for some students who wish to become engineers. They are known at many universities as “gate” or “weed-out” courses. Since competency in the principles of these courses is necessary for success in the higher-level courses, teaching practices that improve a student's learning and motivation in the course are desired. This paper discusses a practice that has proven successful for a dynamics course that included students in different years and majors, as well as a class of sophomores of one major. Introduction The transition from memorization of formulae, a process that can succeed in high school and collegiate Physics courses, to the independent thinking required in engineering courses is accomplished via courses typically entitled “Statics” and/or “Dynamics”. These courses, in particular Dynamics, pose a major hurdle for some students who wish to become engineers. Not only must the student recall the principles learned in calculus and physics, but the student must also utilize basic geometric and trigonometric concepts that have may been buried since middle and early high school. Competency in Dynamics can be viewed as successfully building a bridge between science and engineering. The pre-requisite mathematics and physics are crucial to developing a stable foundation. Each new concept - the kinematics and kinetics of translating and rotating bodies - is a block necessary to building this bridge. The lack of one of these concepts will cause an instability in the learning structure since concepts introduced as the course progresses require that all previous material be thoroughly understood. The traditional collegiate method of lecturing and testing in these classes may cause some promising students to falter in these courses. Traditionally, three to four tests are given during the course, each accounting for 15% to 25% of the final grade. Because testing is infrequent, each test requires the utilization of concepts in multiple problems. Recognition by the student and professor that a concept is not well understood comes too late to help the student's grade and self-esteem. Subsequently, some students may drop the course, change majors, or give up on succeeding in the course and/or engineering. Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright ã2002, American Society for Engineering Education Main Menu
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».