Graphical statics redux

Abstract

Active learning is defined in contrast to learning by exposition or lecture. More specifically it usually refers to any instructional activity that engages the student in learning, perhaps rather than in being taught. There are two fundamental challenges to embedding active learning in a Statics classroom. The first is coming up with the format for an activity that is appropriate for the class and learning objectives and the second is in identifying content that can be effectively cast in this format throughout the course. In this work, Graphical Statics is suggested as an activity that addresses these challenges. Graphical Statics refers to methods that are based on the graphical method of adding vectors e.g., force and position, to solve two-dimensional Statics problems. The aims of the paper are as follows (1) to discuss how Graphical Statics fits into the context and criteria of active learning based on definitions and existing research in the literature; (2) to review the fundamental techniques of graphical statics, including force triangles and funicular polygons; (3) to outline a series/progression of concepts, in the order they appear in Statics curriculum, that can be solved using graphical techniques; and (4) to explore how the specific effects of these activities can be assessed.