----- Original Message -----
From: Ann Navin <navina@rpi.edu>
To: <siegmw@rpi.edu>; <craigk@rpi.edu>; <boycew@rpi.edu>; <huebsr@rpi.edu>
Cc: <mannik@rpi.edu>; <navina@rpi.edu>
Sent: Friday, March 12, 1999 12:52 AM
Subject: Forced Spring Mass module

> Hello all,
> I am Ann Navin, the new Interface Designer at Project Links (I have taken
> over Virginia Eubanks' position so she can write her thesis). One of my
> tasks is to complete the alpha and beta testing of the modules. The alpha
> testing entails making sure the module fits into the Links design format,
> the applets, animations and/or videos work, that the content is logical in
> our functionality navigation, as well as to review the aesthetics and
> overall usability of the module. The beta testing entails checking grammar,
> punctuation and spelling, looking for broken links, broken applets, and
> basically copy-editing the module. You are the lucky recipients of this mail
> because I have completed the alpha test for your Forced Spring Mass module!
>
> This email is a bit lengthy, but I wanted to make it thorough--most of my
> comments are detail-oriented. If you have any questions or comments, please
> contact me via email (navina@rpi.edu) or at ext. 6136 in the Links Lab.
>
> Forced Spring Mass alpha
> testing--links.math.rpi.edu/devmodules/mechanicalosc/forcedsm
>
> Content Developers: Siegmann, Boyce, Craig
>
> Programmers: Huebsch, HTML
>
>
>
> General Comments
>
> **Great examples and schematics in this module!
>
> **Clear explanations for concepts
>
> **Potential for a great module--lots of applets missing, and better use of
> the medium can be achieved with more images and/or video clips. Lots of
> obvious spots to engage the students and make the module more interesting.
>
> **Please use the JavaScript script for the Functional Navigation bar (an
> example is in the template: links.math.rpi.edu/devmodules/template)
>
> **We're trying to implement the Prior and Next Buttons in the side
> navigation bar (also found in the template).
>
> **Modeling is misspelled in the side navigation bar
>
> **In the Module Map, the Math Model link is broken. The map also only links
> to the undamped track.
>
> **Don't forget the Crib Sheet and Library pages
>
> **Whenever possible, can you use HTML tags to code for simple equations and
> constants (Netscape still has trouble reading the math scripts in
> TechExplorer). Also, sometimes in IE, the equations have a "shadow" effect
> where it looks like there are two copies of the equation stacked on top of
> each other. It doesn't happen all the time, but it makes the equations hard
> to read (perhaps its a math script loading problem?).
>
> **html/start.html
>
> --Have you considered finding a short video clip of an off-road vehicle (or
> something similar) driving over a rough road? A video clip would be more
> engaging and still introduces the idea of forced spring mass in the
> suspension of a car (and what undergraduate engineer isn't interested in
> cars?). If you choose not to use a video clip, is it possible to find a
> sharper sketch for the opening page? It isn't immediately clear what the
> sketch is--perhaps an effect from how the image was processed and saved for
> the web.
>
> **html/objectives.html
>
> --Is it possible to pinpoint objectives a bit more? (a matter of
> semantics--using the active voice and try to make the objectives more
> engaging) e.g. "Enhance your engineering judgment by gaining experience in
> making simplifying assumptions. Understand the effect of these assumptions
> on the predictive capabilities of the resulting model." could be stated:
> "Think like an engineer: make simplifying assumptions and analyze the effect
> of these assumptions on the predictive capabilities of mathematical models."
>
> --Also, is it possible to mention something about differentiating between
> the damped and undamped cases?
>
> *What about adding a summary section that briefly reviews the differences
> between the mathematical and physical models in each case, and also compares
> the undamped and damped cases? Include practice problems for students to
> test what they've learned?
>
>
>
> Specific Comments
>
> **html/introduction.html
>
> --coincide is misspelled in the second sentence.
>
> --Is there a link to Dynamic Systems Investigation Process?
>
> --remove the comma after system in the second bullet point (so it reads
> "...model the system physically and mathematically.")
>
> --nice suggestion for working through the module
>
> --after the bullet points: the pull-down menu to change from the damped to
> undamped cases is in the side navigation bar, not in the upper right corner
> of the screen--can you update that sentence?
>
> **html/physicalsystem_theory_1.html
>
> --Do you have an image for this page?
>
> --Also, the term in the functional navigation bar is applications, not
> apply, so the references in the text to the "apply" page need to change to
> the "applications" page.
>
> **html/physicalsystem_apply_1.html
>
> --Can you add an explanation for the photo?
>
> --Is it possible to replace the still image with a video clip or an
> animation?
>
> --Is this the right image? On the physicalsystem_apply_2.html page, the
> explanation describes the pogo stick as an example of a damped forced spring
> mass system, but the image on that page is of an airplane wheel.
>
> **html/actualdynamicbehav_theory_1.html
>
> --Please format the copyright information at the bottom of the page
>
> --The EXPERIMENT page reference should be changed to the Discover page
> (maintaining consistency with the functional navigation bar).
>
> **html/actualdynamicbehav_exper_1.html
>
> --Is there an applet for this page?
>
> **html/physicalmodel_theory_1.html
>
> --Beautiful!
>
> --Great graphic!!!
>
> --Good explanatory text!
>
> --Is it possible to use HTML tags to code for the constants?
>
> --Is there an applet or other Discover activity (for the Discover page) to
> include with the Physical Model?
>
> **html/physicalmodel_discuss_1.html
>
> --Is it possible to use HTML tags to code for the variables?
>
> --The last link should read "Use Hooke's Law" instead of "Using Hooke's Law"
>
> **html/mathmodel_theory_1.html
>
> --The second sentence "Our simplifying assumptions lead to a mathematical
> model consisting of linear constant coefficient, ordinary differential
> equations (ODE's)." Should read: "Our simplifying assumptions lead to a
> mathematical model consisting of linear constant coefficients and ordinary
> differential equations (ODE's)."
>
> --Consider moving the "Choosing the Coordinate Frame"information to the
> Collaborate section? You can indicate that the students need to complete the
> collaborate section before moving on.
>
> --The equation independence link goes to an unfinished page:
> html/equationindep.html (this could also be converted to a discover
> activity).
>
> **html/mathmodel_deriv.html
>
> -- Is it appropriate to say in the first sentence, "The motion of a rigid
> body is completely defined by the resultant and moment resultant of the
> external forces acting about its mass center." (instead of:
>
> "The motion of a rigid body is completely defined by the resultant and
> moment resultant about its mass center of the external forces acting on
> it.")
>
> --typo in the third sentence--the should be the
>
> --Is it possible to italicize the variables discussed in the text?
>
> -- Half way down the page, after the schematic (which is beautiful, by the
> way) Should the sentence "One equation of motion is obtained by expressing
> that the system of the system of the external forces is equivalent to the
> system of effective force." read "One equation of motion is obtained by
> expressing that the system of the external forces is equivalent to the
> system of effective force."
>
> -- after eqn (1.2), the sentence that ends with "...(for small angles) we
> can derive F_c by the following:" Should F_c have the c as a subscript
> instead?
>
> --Please format the copyright info at the bottom of the page.
>
> **html/mathanalysis_theory_1.html
>
> --The first sentence of the second paragraph, "Every mechanical system has
> one or more "natural frequencies" with which it vibrates in the absence of
> external forces." could read, "Every mechanical system vibrates at one or
> more "natural frequencies" in the absence of external forces."
>
> --The reference to the EXPERIMENT page should be changed to reference the
> DISCOVER page.
>
> --Consider putting CASE A & B as Collaborate or Practice activities
> (depending upon whether you want your students to discuss the solutions, or
> actually try to work them out on their own).
>
> **html/mathanalysis_exper_1.html
>
> --Is there an animation, applet or other example to use on this page?
>
> --hurrying is misspelled in the second paragraph
>
> --Can you insert the plots/applets from the old FSM module? Perhaps on the
> Discover page?
>
> --Can you include an example of the swing as a video or animation on the
> applications page?
>
> --Consider making Resonance and Beat subheads on this page to clarify
> sections of ideas.
>
> **html/predbehav_theory_1.html
>
> --again, the reference at the bottom of the page to EXPERIMENT, should go to
> the discover section.
>
> **html/predbehav_exper_1.html
>
> --Are there applets?
>
> **Nice Collaborate questions on html/comparison_discuss_1.html!
>
> **html/physicalsystem_theory_2.html
>
> --Do you have an image/video/animation for this page?
>
> **html/physicalsystem_apply_2.html
>
> --Confusion with the photo and the explanation on this page
>
> --What about using the car's suspension as an image, since that is discussed
> on this page?
>
> **html/actualdynamicbehav_theory_2.html
>
> --Again, the EXPERIMENT reference should be to the Discover page (and please
> correct the functional navigation bar)
>
> --Is it possible to include a picture of one of the sensors discussed?
> Students might recognize a potentiometer from LITEC or another lab--linking
> the math theory with actual applications within the student's lives.
>
> **html/actualdynamicbehav_exper_2.html
>
> --Is there an applet available for this page?
>
> **html/logarithmic.html
>
> --Perhaps rephrase the last line on the page from "This is where the method
> get is name, because the amplitude decreases by an exponential amount over
> each cycle." to "The Logarithmic Decrement Method earned its name because
> the amplitude decreases by an exponential amount over each cycle."
>
> **html/mathmodel_theory_2.html
>
> --the second sentence should read "Our simplifying assumptions lead to a
> mathematical model consisting of linear constant coefficients and ordinary
> differential equations (ODE's)." (same suggestion from the undamped version
> of this page).
>
> **Is it possible to point out differences between the Damped and Undamped
> portions of the module on the concepts pages for the Damped track (something
> along the lines of "adding a damper (dashpot) alters the simplifying
> assumptions from the Undamped case by....") The pages for each section look
> identical in many ways to the Undamped track (even with clear
> titles)--students might get confused or skip over pages because they think
> they've already worked through them. Perhaps use practice problems as a good
> gauge to ensure the students have worked through the complete module.
>
> **html/mathmodel_theory-2.html
>
> --In the sentence before the FBD: "To apply Newton's Second Law, we need to
> identify the forced acting on the mass and show them in a free-body diagram
> (FBD):" should read "To apply Newton's Second Law, we need to identify the
> forces acting on the mass and show them in a free-body diagram (FBD):"
>
> **html/mathanalysis_theory_2.html
>
> --In the first paragraph, the second mention of the word amplitude should be
> italicized (to be consistent in explaining the uses of frequency and
> amplitude).
>
> --EXPERIMENT reference should be DISCOVER
>
> **html/mathanalysis_exper_2.html
>
> -- In the sentence before **Insert Dynamic Plotter Applet: "You can imagine
> what would happen to a structure if by chance it was forced at exactly a
> frequency that caused an enormous steady-state response: it would probably
> be damaged." could read "You can imagine what would happen to a structure if
> it were forced at the exact frequency which causes an enormous steady-state
> response: it would probably be damaged." It's even appropriate to turn it
> into a question for the students: "What would happen to a structure..."
>
> --Can you insert the Dynamic Plotter Applet?
>
> **html/comparison_theory_2.html
>
> --EXPERIMENT reference should be DISCOVER.
>
> **html/comparison_exper_2.html
>
> --Missing applet
>
> --The last line on the page: "What about experimental errors? Do we need to
> make design decisions to limit these error?" Should read "What about
> experimental errors? Do we need to make design decisions to limit these
> errors?"
>
> I enjoyed working through your module, although I think there's room for
> more interactivity. The graphics and explanations are excellent! The
> addition of the applets will make a huge difference and propel you to the
> "almost done" stage!
>
> Please call or email with any questions.
>
> Ann
>
>
>
> Ann Navin
>
> Interface Designer, Project Links
>
> navina@rpi.edu
>
> ext. 6136
>
>
>
>
>
>
>
>