[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-589425-105":59,"doc-detail-589425-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","lectures-and-simulation-laboratories-to-improve-learners-conceptual-understanding","Lectures and Simulation Laboratories to improve Learners’ Conceptual Understanding","","This study examines how online molecular dynamics simulations (MD) can strengthen undergraduate engineering students’ conceptual understanding of atomic processes that govern plastic deformation in materials. The intervention combined traditional lectures with inquiry-based simulation laboratory activities using research-grade computational tools. Results indicate that attending background and/or pre-laboratory lectures improved students’ ability to recall explicitly taught facts and behaviors, while most students still relied on the lab experience to transfer learning to new, unfamiliar materials at the molecular level. 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BROPHY  \nEngineering Education  \nALEJANDRA J. MAGANA  \nComputer and Information Technology AND  \nALEJANDRO STRACHAN Materials Engineering Purdue University  \nWest Lafayette, IN  \nABStrACt  \nWe studied the use of online molecular dynamics simulations (MD) to enhance student abilities to understand the atomic processes governing plastic deformation in materials. The target population included a second-year undergraduate engineering course in the School of Materials Engineering at Purdue University. The objectives of the study were to help students (i) understand the atomic-level processes that govern plastic deformation in metals, and (ii) develop a more intuitive understanding of how materials look and behave in atomic scales. The treatment consisted of traditional lectures followed by inquiry-based simulation lab activities powered by research-grade computational tools. Two lectures by the instructor reviewed the topic of plastic deformation and presented the basic physics of modeling MD to provide a description of materials with atomic resolution of the forces. Next, the students used a simulated laboratory experience to conduct several inquiry activities using fully interactive online MD simulations. Students needed to use the visualizations provided by the simulation to evaluate the atomic processes responsible for plastic deformation of materials and they computed values of various materials properties. Our first analysis compared differences between students who attended one or two lectures and those who attended no lectures. The results showed that participation in the background and/or pre-laboratory lectures supported student abilities to recall specific facts and behavior of materials explicitly taught during instruction. The lectures did not prepare most students for transferring what they had learned in the lecture or prelab lectures to problems they had not previously encountered, but were first presented in the laboratory  \nwinter 2013 1  \nadvances in engineering education  \nLectures and simulation Laboratories to improve Learners’ conceptual  \n understanding  \nactivities. However, most students who participated in the laboratory experience demonstrated the ability to transfer what they had learned to predict how an unfamiliar material would behave atthe molecular level. This instructional approach can be generalized to other learning experiences designed to help students apply abstract fundamental engineering principles to evaluate a larger context of unfamiliar situations.  \nKeywords: simulations, molecular dynamics, materials  \nintrODUCtiOn  \nModeling and simulation are fundamental tools used in engineering to comprehend the behavior of complex concepts and to predict the behavior of new designs. Computational simulation tools can output a wide range of representations of information. This information combined with the learner’s goals to answer questions can lead to a learner’s construction of knowledge they can transfer to new situations. For example, data can be visualized with graphs illustrating relationships between two variables that influence the behavior of a system. These graphs can describe and predict how a system will change as one of these factors changes. Or pictures and animations can illustrate the spatial configuration of a system (such as a device or material) . Simulation tools can dynamically generate data and represent it with graphs and/or a collection of images. Researchers use simulation tools to help make sense of complex ideas when they design devices and build theories to improve the descriptive models defining the behavior of these simulations.  \nWe hypothesized that undergraduate engineering students can use these tools to develop their conceptual understanding of","cbCaip2NrmM00h2r","https://ap.wps.com/l/cbCaip2NrmM00h2r","pdf",3618607,27,"English","# Abstract\n# Introduction\n## Modeling and simulation in engineering\n## Study hypothesis and instructional approach","[{\"question\":\"What learning approach does the study investigate for materials engineering students?\",\"answer\":\"The study investigates combining traditional lectures with inquiry-based simulation laboratory activities using fully interactive online molecular dynamics (MD) tools.\"},{\"question\":\"Which simulation topic is targeted in the learning module?\",\"answer\":\"The learning module focuses on atomic processes governing plastic deformation in metals and how materials behave at the atomic scale.\"},{\"question\":\"How did lecture participation affect student learning outcomes?\",\"answer\":\"Students who attended one or two lectures showed improved abilities to recall specific facts and behaviors explicitly taught, but lectures alone did not adequately prepare most students to transfer knowledge to novel problems introduced in the lab.\"}]","Lectures and Simulation Laboratories to improve Learners’ Conceptual Understanding | PDF",1792067237,68]