proj_assign

proj_assign - MAE 2320 Dynamics Spring 2011 Project...

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Unformatted text preview: MAE 2320 Dynamics Spring 2011 Project Assignment Due Date: Wednesday May 4, 2011 (noon) Overview of Video SoluHons. You have all seen the video solu/ons on the publisher’s website (h6p://www.prenhall.com/hibbeler). These videos are designed to provide novice problem solvers with a window into an expert’s mind. The videos are specifically designed to show a structured problem solving approach, impart very explicit detail about modeling choices and solu/on development, and reveal all the details of the mathema/cs. As you have seen, they use color and narra/on to tell the story of the solu/on. Assignment. Working in team of up to four students, you will author one video solu/on for a problem relevant to our class. You will share your work with students in the class on the course blog. The goal is for your problem solu/on to support students as they study for the final exam. Your guiding principles are: • • • • problem selec/on. Be sure to choose a problem which is reasonably challenging and about which there is likely to be some confusion among students in the class. Choosing an “easy” problem does not meet the educa/onal goals of this project. You can choose a problem from our textbook or elsewhere, your choice. educa/onal objec/ves. Educa/onal research shows that powerful learning occurs when students must synthesize their knowledge in a given subject area. In this project, “synthesis” requires you to develop a solu/on, and to become an expert in that type of problem ­ ­an expert to the degree that you can clearly and persuasively explain the soluHon to your peers. So the primary objec/ve of this project is for you to become an expert in the solu/on of one type of problem. target audience. Your target audience for your project is your peers. Do not write your soluHon with me in mind. Construct your solu/on with the goal of teaching your peers something new. As such, you must provide sufficient level of detail so that your peers can indeed learn from your work. project format. The project must be submi6ed as a mul/media file of some sort (more details on the next page), suitable for pos/ng on the course blog. Project Timeline. This project is worth 5% of your course grade, or 5 points on your final average in the course. You should follow the loose /meline defined below. • • for (1/5) point, BY APRIL 20. Assemble your team of up to four people, and choose the problem you will work on. AcHon: update the Google docs spreadsheet with your team and problem informa/on. If you miss this deadline, your maximum score on this project is 4 points. for (4/5) points, BY MAY 4 (at noon). Record and submit your mul/media file (or a link to the mul/media file, i.e. YouTube), along with about 200 words of descrip/on about the problem and your solu/on. In the write ­up, men/on the challenging or poten/ally confusing parts of the solu/on. If you miss this deadline, you will not receive any points for this part of the project. MulHmedia ProducHon. The principles of good mul/media produc/on that apply to this project are: • • • • • don’t write (and read) a script, but do rehearse. Research shows that using informal language is more effec/ve for learning than using a script. But obviously in order to speak and use informal language, you will need to prac/ce. synchronize temporal inputs. Be sure to build your solu/on such that the visuals and audio input are synchronized in /me. use color and images crea/vely. Refer to the video solu/ons for examples. Never underes/mate the power of a good, clear, descrip/ve figure (such as a FBD). keep it brief. I expect that if you rehearse, you can keep your solu/on to about 10 minutes or less. eliminate extraneous informa/on. Don’t include alot of “extra” detail and informa/on that is not directly relevant to the problem you are solving. You can access many different resources to enable your video produc/on. Some ideas: • • • • • use the narra/on tools in Powerpoint, and build your solu/on using Powerpoint’s text and annonta/on tools, the equa/on editor, etc. [result: .avi file] use a video camera or mobile phone camera and tripod to record a live solu/on constructed on a piece of paper, chalkboard, or whiteboard [result: .avi file, maybe other formats, probably NOT compressed] use one of my tablet PC setups to make a video in the style of those that I’ve made for our class, or that can be found on the publisher’s website [result: .avi or Quick/me] use my Livescribe Pulse Pen ­ ­a powerful and simply inking solu/on ­ ­this is perhaps the easiest of all solu/ons [result: Livescribe proprietary flash ­type format] use the resources at the Digital Media Lab in Clemons Library ­ ­they have a wide range of tools available, including (I think) videos cameras to borrow [result: likely .avi or Quick/me] The Livescribe Pen and whiteboard + video camera are probably the easiest in terms of the technology, because you simply write your solu/on and narrate. The Powerpoint narra/on is not too hard, but it does require some /me to build your slides and insert the relevant equa/ons and figures. The tablet PC solu/on is powerful and versa/le, but it requires a bit of training and it requires you to come to my office to use the hardware I have there. This is not terribly difficult, it just requires about 10 minutes of training. For good examples from last semester, check out the Fall 2010 course blog. ...
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This note was uploaded on 02/09/2012 for the course MAE 2300 taught by Professor Staff during the Fall '10 term at UVA.

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