The introductory engineering dynamics course is widely regarded as one of the most difficult courses that the undergraduate engineering student takes. Further, the rigid-body area of this dynamics course is considered much more difficult than the particle area. One reason for the latter statement is that we have not yet progressed to the best steady-state teaching strategy in the area of rigid-body kinetics. The purpose of this paper is to review the history and current state of affairs in this narrow area and then to advocate a better strategy. Recommendations are made in regard to both diagrams and corresponding equations of motion.
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