Impact Forces on Five Common Running Surfaces

It is commonly believed among runners of all skill levels that the surface one runs on, impacts the risk of injury because of the peak force is greater because one surface is “harder” than the other [1 2]. While surface hardness does vary, this study will determine if the footwear of the athlete is enough protection to mitigate these differences. We hypothesize the measured peak force during a simulated shod heel strike will not be significantly different across several common synthetic running surfaces but may be different across alternate shoes

Simulating complex systems in introductory dynamics

The simulation projects in introductory dynamics course at the Elizabethtown College, Elizabethtown were discussed. The simulation projects were done by the students in parallel with more typical assignments, which considered very demanding course by students. The simulation projects were done using Dynamic Designer embedded in Solid Edge. This combination provided a nice platform for these simulations since most of the students had learned Solid Edge in their introduction to engineering sequence and were therefore quite comfortable working with his package

Competency based assessment in dynamics

This paper examines the effectiveness and limitations of implementing a competency-based grading system in Engineering Dynamics. Rather than assessing the students on how well they performed the many skills studied (traditional grading system) students were assessed on how many skills they can do well (competency or mastery-based grading). To earn a passing grade in the competency-based grading system, students demonstrated proficiency on two foundational skills for dynamic analysis. Proficiency required solving a problem in a test environment, assessed as correct or containing only trivial errors. In our curriculum, prerequisites are met with a grade of C- or higher. To earn this grade, students must have further demonstrated competency in two additional skills, determined as required for continued advanced study in dynamics. Students could demonstrate proficiency on additional skills to earn higher grades. Each skill increased the final letter grade by 1/3 of a grade. Comparisons were made using the rate at which students demonstrated proficiency. Competency-based offerings of the course were compared to a similar group of students assessed with a more traditional grading system (2014 offering). In the competency-based courses, \u3e93% of the students demonstrated proficiency on the required skills, compared to 43% in the traditional offerings (Chi-Squared p\u3c0.01). Several aspects of course design can help foster the successful use of the competency-based system of assessment. A structure where the additional skills are not co-dependent for developing competency allows the course to have no more than two independent groups of students. A physical classroom environment conducive to managing parallel groups working on different sets of skills fosters effective use of class time. Students move at different rates, so the instructor must create frequent opportunities to demonstrate competencies

Synthesizing liberal arts physics

Several exercises for use in courses for non-science students fulfilling a general education science requirement are presented. The exercises and case studies require the students to apply material in both presented and new situations. The goal of the course is to address a few aspects of technical literacy and to understand and use mathematics and science, understand the working of technological devices and to apply mathematics and physical principles to solve novel problems. Consultations with individual students indicates that many students felt challenged by trying to apply these very foreign physics to situations not explicitly covered in class or in the text

Biomechanical simulations of forward fall arrests: Effects of upper extremity arrest strategy, gender and aging-related declines in muscle strength

Computer simulation was used to predict the extent to which age-related muscle atrophy may adversely affect the safe arrest of a forward fall onto the arms. The biomechanical factors affecting the separate risks for wrist fracture or head impact were examined using a two-dimensional, 5-link, forward dynamic model. The hypothesis was tested in older females that age-related loss in muscular strength renders the use of the arms ineffective in arresting a forward fall without either a torso impact exceeding 0.5m/s or distal forearm loads sufficient to fracture the wrist. The results demonstrate that typical age-related decline in arm muscle strength substantially reduces the ability to arrest a forward fall without the elbows buckling and, therefore, a risk of torso and/or head impact. The model predicted that older women with below-average bone strength risk a Colles fracture when arresting typical falls, particularly with an extended arm. © 2003 Elsevier Science Ltd. All rights reserved