Area moment of inertia, though applied in solid mechanics courses, is typically taught in engineering statics courses. Students have some familiarity with mass moment of inertia from physics, but the mathematical abstraction into area moment of inertia with its odd units (length to the fourth), yet unclear application (stress analysis on beam cross-sections), marginal relation to other course content (moments and centroids), and potential notational ambiguities (in the parallel axis theorem) result in confusion and a lack of a meaningful mental models. This classroom ready innovation (CRI) extends previous published classroom activities by relating area moment of inertia back to mass moment of inertia and demonstrating the relative scale of moment of inertia through spinning 3D-printed models. Context generating examples coupled with scaled models of analyzed cross-sections encourages student engagement and mental model development. Pre- and post-lecture concept quizzes motivate and assess student understanding as related to future design and analysis choices.
Authors
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Timothy A Wood is an Associate Professor and Construction Engineering Program Director in the Dr. Emmett I. Davis, Jr. ’50, Department of Civil, Environmental and Construction Engineering at The Citadel. He acquired a Bachelor's in Engineering Physics Summa Cum Laude with Honors followed by Civil Engineering Master's and Doctoral degrees from Texas Tech University. His technical research focuses on structural evaluation of buried bridges and culverts. He encourages students through an infectious enthusiasm for engineering mechanics and self-directed, lifelong learning. He aims to recover the benefits of the classical model for civil engineering education through an emphasis on reading and other autodidactic practices.
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Dr. Heath Michael Kaufman is an Assistant Professor in the Department of Civil, Environmental and Construction Engineering at The Citadel, where he teaches statics, mechanics of materials, structural analysis, reinforced concrete design, steel design, and engineering practice and professional licensure. He holds a Ph.D. in Civil Engineering from the University of Cincinnati (2024) with specialization in structural engineering, and previously served as part-time faculty at Miami University teaching structures courses to architecture students. Dr. Kaufman brings significant industry experience from his role as a Structural Engineer at Schaefer Inc., where he designed projects ranging from large-scale distribution facilities to multi-story steel structures. His professional practice experience informs his approach to integrating industry-standard software and real-world applications into undergraduate curriculum. He is a licensed Professional Engineer in Kentucky and currently serves as Instructional Secretary for the Special Interest Division of ASEE's Southeast Region. His research interests include structural fire engineering and engineering education pedagogy, with particular focus on bridging the gap between academic instruction and professional practice in structural analysis education.
Note
The full paper will be available to logged in and registered conference attendees once the conference starts on
June 21, 2026, and to all visitors after the conference ends on July 31, 2026
