The document summarizes a study on using inquiry-based learning in an introductory mechanics course. Students were assigned to take photos of objects around campus that demonstrated static equilibrium concepts and explain the forces and analysis required. 77% of submissions analyzed planar objects, while 23% analyzed more complex 3D examples. 3D analyses scored higher on accuracy. The study found students enjoyed the real-world assignment and it improved conceptual understanding over traditional problems. Based on the success, the instructor now uses inquiry-based assignments weekly and students are increasingly engaging with course concepts outside of class.