Jones, P. A., & Evans, E. R. (2016, June), Introducing Stress Transformation and Mohr’s Circle    Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.27321

\bibitem{asee_peer_27321}
  Jones, P. A., \& Evans, E. R. (2016, June), \emph{Introducing Stress Transformation and Mohr’s Circle  }
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.27321

Philip A Jones P.E. and Edward R Evans Jr. .  "Introducing Stress Transformation and Mohr’s Circle  ".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://peer.asee.org/27321 Internet.  02 Jan, 2025

\bibitem{asee_peer_27321}
  Philip A Jones P.E. and Edward R Evans Jr. .
  "Introducing Stress Transformation and Mohr’s Circle  ".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://peer.asee.org/27321 Internet.  02 Jan, 2025

@INPROCEEDINGS{asee_peer_27321
author = "Philip A Jones P.E. and Edward R Evans Jr. "
title = "Introducing Stress Transformation and Mohr’s Circle  "
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/27321}
number = {10.18260/p.27321}
}

TY  - CPAPER
AB  - Engineering technology students tend to be concrete thinkers and they appear to learn better from realistic example problems. The concept of stress transformation using stress elements and differential areas is often a difficult concept to convey to these students. Because of this, they often struggle with relating stress at any angle to a Mohr’s circle representation of stress. This paper discusses an interactive example problem used to illustrate Mohr’s circle and the concept of stress transformation to engineering technology students. An axially loaded rectangular bar is presented and the normal stress is determined. The bar is then sliced at an angle and the internal reactions parallel and perpendicular to the cut surface are determined. The area of the inclined surface is determined so that the normal and shear stress can be determined for that angle. Pairs of students are then asked to perform the same task for a unique assigned angle ranging from -85 to 85 degrees. The students then enter their solutions into a spreadsheet which plots them as coordinates on a graph displayed on an overhead projector screen. At the end of the exercise, all of the entered coordinates plot Mohr’s circle representing the stresses at a typical cross-section. Students clearly relate to what each point on the circle represents which, hopefully leads to a greater understanding of Mohr’s circle’s role in determining stress transformations. 
AU  - Philip A Jones P.E.
AU  - Edward R Evans Jr. 
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Introducing Stress Transformation and Mohr’s Circle  
UR  - https://peer.asee.org/27321
DO  - 10.18260/p.27321
ER  -