The Captains of Energy

In teaching an introduction to transport or systems dynamics modeling at the undergraduate level, it is possible to lose pedagogical traction in a sea of abstract mathematics. What the mathematical modeling of time-dependent system behavior offers is a venue in which students can be taught that physical analogies exist between what they likely perceive as distinct areas of study in the physical sciences. We introduce a storyline whose characters are superheroes that store and dissipate energy in dynamic systems. Introducing students to the overarching conservation laws helps develop the analogy that ties the different disciplines together under a common umbrella of system energy. In this book, we use the superhero cast to present the effort-flow analogy and its relationship to the conservation principles of mass, momentum, energy, and electrical charge. We use a superhero movie script common to mechanical, electrical, fluid, and thermal engineering systems to illustrate how to apply the analogy to arrive at governing differential equations describing the systems' behavior in time. Ultimately, we show how only two types of differential equation, and therefore, two types of system response are possible. This novel approach of storytelling and a movie script is used to help make the mathematics of lumped system modeling more approachable for students.
About the Author: Vincent C. Prantil earned his B.S., M.S., and Ph.D. in Mechanical Engineering from Cornell University where he was awarded the Sibley Prize in Mechanical Engineering and held an Andrew Dickson White Presidential Fellowship. He was a Senior Member of Technical Staff at Sandia National Laboratories California in the Applied Mechanics and Materials Modeling Directorates for eleven years. He joined the faculty in the Department of Mechanical Engineering at the Milwaukee School of Engineering in September 2000 where he presently specializes in finite element model development, numerical methods, and dynamic systems modeling. Since joining academia, he has become interested in the use of animation to both engage students and as a suggestive tool for students to use as a mnemonic device to enhance long-lasting learning. In addition to working with Tim Decker in Milwaukee, he has teamed up with colleagues at Northern Illinois University and Rutgers University in their efforts to showcase the power of video simulation for teaching undergraduate engineering concepts in dynamic modeling and controls theory.