Conference Session

Teaching Dynamics

Collection

2009 Annual Conference & Exposition

Authors

Robert Hildebrand, Lake Superior State University; Wael Mokhtar, Grand Valley State University; Steve Bryan, Continental Automotive Systems

Tagged Divisions

Mechanics

, flexibility to accommodatetransfer students, reinforcement of engineering core subjects, and versatility of the engineeringgraduate.1. IntroductionIn engineering curricula, vehicle dynamics is very often available as a single upper levelelective course, giving the student a first exposure to the topic relatively late in thecurriculum, and then ordinarily in the spirit of a specialized topic. As an alternative, it isproposed here that vehicle dynamics can serve well as a common thread running through asequence of elective courses (often referred to as a "concentration" or "option"), each ofthese selected according to a philosophy that seeks to maximize two main characteristicsof the concentration: topical breadth and duration.Topical breadth is sought

Conference Session

Teaching Statics

Collection

2009 Annual Conference & Exposition

Authors

Sue Rosser, Georgia Institute of Technology; Laurence Jacobs, Georgia Institute of Technology; Janet Murray, Georgia Institute of Technology; Wendy Newstetter, Georgia Institute of Technology; Christine Valle, Georgia Institute of Technology

Tagged Divisions

Mechanics

use of the free-body diagram, including such sketches inplentiful illustrations 12. But the page-based examples do not allow for manipulation, so thearrows on the page can remain hard to map to the physical interplay of objects in space. Acomputer-based interactive system in which images from the real world are mapped to abstractdiagrams, and in which both display interactions of objects in space (e.g. frame versus trussproblems, friction, etc) can help students to make these crucial connections.ApproachOur funding was awarded on March 1 2007. Our group is roughly divided into three teams thatwork both independently and together on various tasks that are often inter-related:1- The engineering team (Jacobs, Valle) is primarily responsible for

Conference Session

Teaching Mechanics of Materials and General Mechanics Education

Collection

2009 Annual Conference & Exposition

Authors

Henry Christiansen, Brigham Young University; Steven Benzley, Brigham Young University; Spencer Guthrie, Brigham Young Univeristy; Gaurab Paudel, Brigham Young University

Tagged Divisions

Mechanics

Engineering Technology students take bothstatics and mechanics of materials with the engineering students. The College decision to givethe Civil and Environmental Engineering Department this overall responsibility has significantlycontributed to the economy of the resulting program.As shown in the five year average enrollment graph, Figure 1, the average mechanics course sizewas growing modestly but remained under 40 students until in the early nineteen eighties. Then,during the late nineteen eighties and into the early nineteen nineties, the average class size grewto about 100 students per class and has remained approximately at that level. The early growthrate reflected a desire and ability to keep classes small and the average rate of increase

Conference Session

Teaching Mechanics of Materials and General Mechanics Education

Collection

2009 Annual Conference & Exposition

Authors

Ing-Chang Jong, University of Arkansas; William Springer, University of Arkansas

Tagged Divisions

Mechanics

textbooks for machine design,1-7 such a stress is derived using principalaxes in terms of the principal stresses σ 1 , σ 2 , and σ 3 as 1 1/2 =σ′ (σ 1 − σ 2 ) 2 + (σ 2 − σ 3 ) 2 + (σ 3 − σ 1 ) 2  2In their latest editions, some of these textbooks for machine design began to show that the vonMises stress with respect to non-principal axes can also be expressed as 1 1/2 = σ′ (σ x − σ y ) 2 + (σ y − σ z ) 2 + (σ z − σ x ) 2 + 6 (τ x2y + τ y2z + τ z2x

Conference Session

Teaching Dynamics

Collection

2009 Annual Conference & Exposition

Authors

Ali Mohammadzadeh, Grand Valley State University; Salim Haidar, Grand Valley State University

Tagged Divisions

Mechanics

speed, speed bump’s geometry on the subsequent bounce and pitch motions of thevehicle. Once they understood the underlying physical concepts of transient vibrations,the students then modified the original system’s parameters to reduce the respectiveamplitudes of the bounce and the pitch motions of the vehicle at a given vehicle speedand a set bump geometry.After deriving the equations of motion, we had students use MATLAB and SIMULINKin this project to overcome the mathematical difficulties inherent in the solution of thephysical problem of transient response, to simulate its behavior, and to design thecorresponding system.Problem StatementAn automobile such as the one shown in the Figure 1, exhibits bounce, pitch, and roll ontop of its rigid

Conference Session

Teaching Statics

Collection

2009 Annual Conference & Exposition

Authors

John Dannenhoffer, Syracuse University; Joan Dannenhoffer, State University of New York, Morrisville

Tagged Divisions

Mechanics

of these objectives, the system described in the next system was developed. It waswritten to run on any Windows or Macintosh platform using the Tcl/Tk15 developmentenvironment.Example problemThe following problem is a combination of the various tutorial examples that are provided withARCHIMEDES. The problem asks the user to solve for an internal force in a frame.When the user loads a problem into ARCHIMEDES, he/she is presented with a window such asshown in Figure 1. Near the top of the window is a menu bar, a set of buttons, the problemstatement, and a diagram. Note that the forces, couples, and geometry of the problem aredescribed symbolically; this forces the student to solve the problem symbolically up until the laststep in the

Conference Session

Teaching Mechanics of Materials and General Mechanics Education

Collection

2009 Annual Conference & Exposition

Authors

Habib Sadid, Idaho State University; Richard Wabrek, Idaho State University

Tagged Divisions

Mechanics

14.71.3Page 14.71.4Table 1: Mechanics of Materials textbooks with the chapter covering combined state ofstress and the total number of chapters in the book. No. BOOK CHAPTER 1. Strength of Materials (Fourth Edition) Ferdinand L.Singer/Andrew 9 (14) Pytel 2. Intermediate Mechanics of Materials (2001) J.R BARBER 4(12) 3. Mechanics of Materials (2002) Madhukar Vable 9(11) 4. Mechanics of Materials (Fifth Edition) Ferdinand P. Beer, E. Russell 7(11) Johnston, Jr. 5. Mechanics of Materials (Seventh Edition) R.C.Hibbeler 9(14) 6. Mechanics of Materials (Seventh Edition) James M

Conference Session

Teaching Mechanics of Materials and General Mechanics Education

Collection

2009 Annual Conference & Exposition

Authors

Bridget Wadzuk, Villanova University; David Dinehart, Villanova University; Edward Glynn, Villanova University; Shawn Gross, Villanova University; Frank Hampton, Villanova University

Tagged Divisions

Mechanics

premise is builtaround a prioritized list of topics (each linked to an associated student learning outcome) that areutilized in upper level courses or in the practice of civil engineering. The steps involved indeveloping a BOK are: 1. Development of an all inclusive topic list containing topicstraditionally taught as well as those that have been considered supplemental, 2. Development of amechanism for all faculty to provide input on each topic, 3. Synthesis and evaluation of the datacollected, 4. Creation of the prioritized topic list to be included in the curriculum, 5. Parsing ofthe BOK into logistical modules, and 6. Development of course format, sequence, and content tobest fit the BOK. An example of the BOK methodology applied to a

Conference Session

Teaching Dynamics

Collection

2009 Annual Conference & Exposition

Authors

Benson Tongue, University of California, Berkeley

Tagged Divisions

Mechanics

ofalternative teaching strategies. This paper will attempt to accomplish two objectives:discuss ways in which a traditional lecture can be made more compelling to its audienceand also present approaches that will help transform the large lecture dynamic intosomething more akin to a seminar.IntroductionThe problems (and opportunities) facing an instructor with a large class can be illuminated bylooking at the similarities (and differences) between a large lecture class and a classical Greektheatre [5], such as the one illustrated below. Figure 1: Greek amphitheatre/Lecture hall comparisonWhat is the same? In both cases we have a small group of people, in our case just the teacher andin the theatre a small troupe, speaking to a large

Conference Session

Teaching Statics

Collection

2009 Annual Conference & Exposition

Authors

Anna Dollar, Miami University; Paul Steif, Carnegie Mellon University

Tagged Divisions

Mechanics

University, Schenley Park, Pittsburgh, PA, 15213; telephone: (412) 268-3507; fax (412) 268-3348; e-mail: steif@cmu.edu. Page 14.145.1© American Society for Engineering Education, 2009 WEB-BASED STATICS COURSE USED IN AN INVERTED CLASSROOM1. BACKGROUND - OPPORTUNITIES FOR INNOVATIONS IN LEARNING ANDTEACHINGWe are witnessing an unprecedented coincidence of attention to, and understanding of, humanlearning, in particular an appreciation that instruction should be learner-centered [1]. Variouslearner-centered instructional approaches have been pursued, including on the one handleveraging

Conference Session

Teaching Dynamics

Collection

2009 Annual Conference & Exposition

Authors

Raymond Jacquot, University of Wyoming; Jeffrey Anderson, University of Wyoming; David Walrath, University of Wyoming

Tagged Divisions

Mechanics

. Page 14.400.2Visualization StrategiesThere are several ways to present dynamic beam deflection which will be denoted here as y(x,t).They are:  Plots of y(x,ti) as a function of x for selected values of t (freeze frame),  Plots of y(xj,t) as a function of t for selected values of x (measured values of y(x,t) at various locations xj),  A plot of y(x,t) as a function of x and t in three dimensions,  Using animation to plot and erase y(x,t) versus x for a series of closely spaced values of t such that a movie of y(x,t) is attained.Problems ConsideredConsider the Bernoulli-Euler elastic beam of length L, bending stiffness EI and mass per unitlength with a load A0 f(x) g(t) as illustrated in Figure 1. The constant A0