Software Compliments Structured Learning for Kinematics of Mechanisms
C. J. Egelhoff, D. M. Blackketter and S. W. Beyerlein
University of Idaho
Moscow, Idaho 83844
Abstract
This paper describes how several commercial
software products can be integrated into teaching the
Kinematics of Mechanisms and how technology can be
transformed into an advantage for the student. The
authors advocate increasing the educational use of
existing software while balancing the student experience
with a healthy skepticism of all computer products and a
wealth of hands-on activities.
Introduction
For teaching Kinematics and Dynamics of
Mechanisms, a structured learning approach and state-of-
the-art computer software create the learning experience
of the future available today. This paper describes how
we effectively combine these elements of technology
and why students are responding very positively.
Our Solutions to Software Disadvantages
Many high quality software programs are available
which we can use to our advantage. This is also a
disadvantage! The software world is still changing very
fast and, although we want our students to learn the
newest technology, we wonder if today’s new
technology will still be used in four years at the
completion of the undergraduate program. We also
wonder how many different software tools should
students be learning? Surely students shouldn’t need to
master new software for each course. But there’s not
one or two packages which can do it all! We are
overcoming these chronic complaints to commercial
software by incorporating the following tools and
techniques:
(1) Using a Structured Learning Process which helps
student work independent of specific software.
(2) Allowing numerous software products helps resist
the temptation to force students into learning a new
software package just for a single class.
We are saying that educators in any location need
to embrace the new technology and make it work for
them.
Kinematics and Dynamics of Mechanisms
At the University of Idaho, Kinematics of
Mechanisms is a required junior level mechanical
engineering class which meets two hours per week for
lecture and requires a two-hour lab. Before computers
were widely available, students wrote their own
computer programs, usually in FORTRAN or BASIC, to
analyze one type of mechanism. Much other “learning”
took place in the form of graphical tricks and techniques,
and learning how to solve for critical or
maximum/minimum positions which yielded “ballpark”
numbers. All of this effort was expended to avoid
lengthy algebraic manipulations.
Our students have grown up in a world which is
fast-paced, enormously visual, giving immediate
gratification and they are at ease with the ubiquitous
personal computer. These students are not generally
interested in writing their own computer programs or
doing mechanism design using coupler curves from
among the 7000 coupler curves available for four-bar
linkages [1].
The way to best serve the needs of today’s student
can be the model for other classes as well. Some
educators want to teach theory thoroughly and then give
students a “design” project on which to apply the theory
they have learned. Other educators advocate assignment
of design tasks before students know any theory, arguing
that theory learning is more valuable when its
application and need are imminent.
We suggest that there must be a middle road to
travel. We teach theory, yes, but then apply that theory
to analysis and design immediately. After all, it does
little good to describe to students how there is
commercial software available to do all sorts of two- and
three-dimensional kinematics modeling unless you also
show them how to use it. Today’s engineers need more
than theory. They need to know, without a doubt, how
to sit down and tackle any kinematic analysis or
synthesis they meet. To this end, they need exposure to
computer tools commercially available.
Industry is coping with the accelerating competition
in the marketplace by working smarter with computer
tools they can own today. Our structured learning Example Using Structured Learning
process takes advantage of new technologies. Structured
learning is easy and efficient for students. It also Consider a bicyclist pedaling. Using Working
prepares students for future work because they develop Model animation, we see how the seat-leg-pedal-and-
better problem solving skills. frame can be modeled as a classic four-bar mechanism
depicted below.
Integrating Computer Software into the
Structured Learning Process for Kinematics
Classical structured problem solving for kinematic
analysis includes the following:
(1) writing the governing vector loop and constraint
equations,
(2) deciding on the known and unknown parameters in
an organized way (i.e. a parameter table), and
(3) sketching a graphical solution for position and (b)
possibly constructing a cardboard or stick model. (a)
Only when the student has mastered the
1
construction of the governing equations, the parameter
table, and graphical solutions, do we turn to the software R2
for numerical solutions. However, we do not encourage
students to write their own computer code. We do
2,3
encourage them to use equation solving software with
R1
which they are already familiar and we suggest use of a
supplementary visualization software package such as
Working Model. R3

We contend that Kinematics of Mechanisms 5

courses should be taught with this structured learning R4 4

process. We should teach analysis using vectors (c) (d)

methodically and repeatedly, solving the geometry (for
position), then differentiating to obtain velocity and
acceleration, and finally using Newton’s Law to solve
for forces. As soon as students understand the theory,
connecting the mathematical relationships to the
behavior of the mechanism, and can sketch a graphical
solution quickly by hand for one position, the teaching
plan should switch directly and almost exclusively to
computer solutions using commercial software. The
software does not become a black box because students
comprehend the theory and know what the software is
doing. The students “check” the computer results with
graphical techniques done quickly by hand. This
structured learning process speeds the students progress
dramatically so that there is ample time in a semester for
other worthwhile activities such as hands-on dissection
of mechanisms, synthesis, and design-and-build projects.
Because we use a structured approach, classes are
more consistent, easier to direct, and easier to facilitate.
The following section gives a brief example using the
classical four-bar mechanism to illustrate the structured
learning process.
Figure 1. (a) sketch of the seat-leg-pedal-frame (b)
overlay rigid links (c) the stick-figure (d) the
vector loop.
1. Vector Loops
The vector loop equations are then,
R1 + R2 = R3 + R4 position.
R1 + R2 = R3 + R4 velocity.
R1 + R2 = R3 + R4 acceleration.
where the velocity and acceleration are the first and
second time derivatives of position, respectively. Scalar
equations can be developed if preferred.
2. Parameter Table
The student fills in the parameter table by looking
at each vector in the loop and asking these questions: (1)
Do I know its length?, (2) Do I know its direction? (3)
Do I know its length velocity?, (4) Do I know its angular
velocity?, (5) Do I know its length acceleration? and (6)
Do I know its angular acceleration? For each question,
if the answer was “yes” then the value was entered and if
the answer was “no” a question mark was entered.
ri θi ri ωI ri αi
Vector Nodes meters degrees m/s rad/s m/s2 rad/s2
1 5 to 1 0.5 120 0 -4 0 0
2 1 to 2 0.8 ? 0 ? 0 ? might look like this:
3 4 to 3 0.8 ? 0 ? 0 ?
4 5 to 4 0.7 -20 0 0 0 0
Node 2 and node 3 are at the same location
There are 2 geometry scalar equations and 2 unknowns.
There are 2 velocity scalar equations and 2 unknowns.
There are 2 acceleration scalar equations and 2 unknowns.
Table 1. The parameter table for the crank-rocker.
The student is taught that there are two scalar
equations associated with each vector equation so there
are exactly two unknown parameters for each vector
loop equation. In this example there are three vector
loop equations so there are six scalar equations and six
unknowns. The parameter table efficiently collects and
organizes the essential scalar quantities. From the
parameter table, the student can immediately count the
number of scalar equations and unknowns, then if
agreement is not met, the student considers what other
relationships can be written to aid in the solution of this
mechanism analysis. We need not concern ourselves
with secondary quantities such as Coriolis Acceleration
at this point in the problem analysis because we can use
software to show velocities and accelerations after we
verify the computer solution is correct.
3. Computer Solution
This is where our structured learning process
diverges dramatically from conventional learning. There
are many existing software tools[2] in which the scalar
equations that the student wrote are entered and solved.
We could use any of the available equation solvers such
as Chico Solver, TK Solver, MathCAD, Working
Model, Maple, PC Solve, or we could have written our
own computer program. We chose to work with the
more simple vector form of the governing equations so
Chico Solver is the easiest program to use. The
student can also perform a parametric study by varying
one of the known parameters. In this way he can study
the full range of motion, velocities, accelerations, and
forces.
4. Visualization
Visualization isn’t just for teaching students.
Visualization is everywhere that industry needs to
communicate effectively [3]. Teaching students to use
visualization tools and convey engineering knowledge
clearly will benefit everyone.
We also have developed a visualization program
called VECTOR that animates the vector loops for
geometry, velocity and acceleration. A series of three
“snapshots” of the animation for a four-bar mechanism
4,5
4,5
4,5 2,3
2,3
2,3
1
1 1
θ1=20° θ1=60° θ1=80°
Figure 2. A series of velocity polygons for the crank-
rocker.
The vector visualization uses the mathematical
results from the student’s parametric study to draw the
vector loops and show the changes during animation.
This helps students to quickly visualize positions to
which the mechanism can move and where the velocities
and accelerations are highest.
5. Forces Solution
Finally, to evaluate the forces, free body diagrams
of each link and body are drawn in the traditional
manner, the governing equations of sum-of-forces and
sum-of-moments are written for each link and each body.
The known and unknown scalar values are collected and
organized in a suitable parameter table in a similar
fashion to that for position, velocity and acceleration.
Tools for a Structured Learning Process
1. Textbook and Solutions Manual.
We found that the textbooks currently available for
Kinematics and Dynamics of Mechanisms seem to
ignore most of today’s software and teach only the
theory and the same methods used for decades. While
there is nothing wrong with these tried and true
techniques, we recognize that students, like most
engineers in the working world, will exploit existing
software whenever possible. We are developing new
curricula [4,5] to integrate the old and new software such
that the teaching of theory is more effective.
The curricula material is the “glue” that couples the
learning objectives to the computer tools. The textbook
teaches the fundamental skills of graphical solutions
using a structured approach and it contains many
graphical solution examples. The same graphical
examples are later solved using computer techniques.
What we give students is a problem solving structure
which always works and which they can use on every
problem.
Over the course of several semesters, we found
students readily embraced the structured approach but
that other faculty winced at the idea of learning yet
another software. We have expanded the structured
approach to accommodate several commercial software
packages, including TK Solver and MathCAD along
with Working Model for visualization.
2. Organization using the Parameter Table
Structured learning is developed using the
parameter table as a tool of organization. The student
soon gets into the habit of filling in the parameter table
immediately after writing a correct and complete set of
vector equations. This structure is particularly helpful
for students.
3. Computer Software
The student is free to select a software package. If
the student has no preference, Chico Solver is provided
as a component of the curricula. Chico Solver is
different from most software in that it checks input for
compatibility, an extremely valuable aid for student
understanding. Furthermore, unlike any other software,
Chico Solver allows programming with vector
variables so that the simple vector equations (and not the
scalar equations) are input. As part of the structured
learning process the student is forced (by Chico
Solver) to select a correct number of known and
unknown parameters. The solution is obtained
numerically.
4. Interactive Laboratory Experiences
While we believe that computer tools ought to be
routinely integrated into education, they provide only
part of the experience desired. We advocate use of the
two-hour laboratory class to study mechanisms found in
workshops or other uses. We also analyze models of
these mechanisms and we disassemble some mechanisms
or models. Students are usually quite enthusiastic about
these activities as they are gaining valuable “hands-on”
experience.
5. Semester Project
To enhance the student experience in this course,
we use a group project which entails design-and-build or
analyze-and-build-a-working-model of a mechanism
which the student group selects. This project includes an
oral report and a story board, or a written technical
report. This may sound like a lot of additional work
after homework, exams, and laboratory activities, but we
have found that students become so efficient in their
abilities to analyze and synthesize mechanisms that this
“project” needs little more work than another homework
problem.
Conclusions and Results
Students want technology to make their learning
easier. Industry wants well-trained efficient engineers
who can contribute to the company “bottom line”. And
educators, of course, want better, faster, cheaper, and
smarter everything so they can get on with additional
research which they are pressured to produce. We
believe that the appropriate degree of technology is a
function of the course and the instructional environment.
For Kinematics of Mechanisms, we advocate using the
computer to keep track of numerical calculations
because this liberates students to focus on fundamentals
and proceed to synthesis and design objectives. Students
should select the software they use. We also believe that
visualization tools are vital. We advocate balancing the
student experience with hands-on mechanical activities
in the laboratory as well as a semester-long design-and-
build group project.
References
1. Hrones, J.A. and G.L. Nelson, Analysis of the Four-Bar
Linkage, M.I.T.-Wiley, New York, 1951.
2. Pattee, Heidi A., “Selecting computer mathematics”,
Mechanical Engineering , Vol. 117, No. 9, pp. 82-84,
September, 1995.
3. Puttre′, Michael, “Dynamic simulations with animation
software”, Mechanical Engineering , Vol. 116, No. 3,
pp. 108-111, March 1994.
4. Blackketter, D.O., D.M. Blackketter and C.J. Egelhoff,
Kinematics and Dynamics of Machines , 1994.
5. Blackketter, D.O., D.M. Blackketter and C.J. Egelhoff,
Solutions to Kinematics and Dynamics of Machines ,
1994.