In previous works examples were given illustrating benefits of introducing modem software, such as MAPLE, into undergraduate and beginning graduate mechanics courses. There are many articles on the use of simulation in engineering education. For example, Fraser et al. give a very informative and useful discussion on the use of simulations in fluid mechanics. Student difficulties were assessed using questions from the Fluid Mechanics Concepts Inventory (FMCI). The impact of the simulation was assessed using a second administration of the FMCI. Similar work could probably be done using the Dynamics Concept Inventory of Gray et al. However that is not the goal of the present work, which is to enlarge and augment presentations given in most standard texts. For example consider the amplitude of resonant motions as given by a linear damped model. Are the traditional predictions accurate? Since near resonance the underlying equations are non-linear, substantial differences from the linear model may (and usually are) found.
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