This textbook presents for the first time in one text the concepts and processes covered in statics and mechanics of materials curricula following a systematic, topically integrated approach. Since the turn of the millennium, it has become common in engineering schools to combine the traditional und...
This expanded second edition presents in one text the concepts and processes covered in statics and mechanics of materials curricula following a systematic, topically integrated approach. Building on the novel pedagogy of fusing concepts covered in traditional undergraduate courses in rigid-body statics and deformable body mechanics, rather than simply grafting them together, this new edition develops further the authors' very original treatment of solid mechanics with additional figures, an elaboration on selected solved problems, and additional text as well as a new subsection on viscoelasticity in response to students' feedback. Introduction to Solid Mechanics: An Integrated Approach, Second Edition, offers a holistic treatment of the depth and breadth of solid mechanics and the inter-relationships of its underlying concepts. Proceeding from first principles to applications, the book stands as a whole greater than the sum of its parts.
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The Student-Centered Active Learning in Undergraduate Programs (SCALE-UP) approach to instructional design was adapted with the goal of delivering more effective statics, dynamics and multivariate calculus instruction and integrated course curricula. Inquiry-based learning exercises were designed, incorporating material from statics and dynamics into multivariable calculus, and vice-versa, as well as integrating statics and dynamics into one course. Analysis included an exploration of student study habits, multiple measures of course effectiveness, and an examination of curricular effects. Challenges of implementation are also discussed.
Study habits of students in an integrated Statics and Dynamics course were assessed through a voluntary survey in order to determine which practices are the most helpful to the students. These data indicated that there are three distinct behavior patterns for these students (Help Seeker, Supplemental Instruction Dependent, and Minimalist), which lead to different levels of conceptual understanding of the material.
The effectiveness of the revised course designs and activities were assessed using a mixed method approach. Student performance in these courses and in follow-on courses was used to measure improvements in concept retention. Conceptual tests (Statics and Dynamics Concept Inventories) were administered before and after semesters, and average normalized gains were compared with those for students in traditional learning environments. Open-ended questions on end-of-semester course evaluations assessed student perceptions of the course format. Results indicate increases in conceptual measures in statics with SCALE-UP, significant reductions in failure rates for students in the integrated statics/dynamics course, and reduction in time to completion of statics and dynamics courses. Survey data indicate positive effects on students' use of learning resources, and anecdotal evidence demonstrates that students are continuing the patterns of peer instruction and positive interdependence in follow-on courses.
Based on these research findings, faculty development materials were generated that concisely state the pedagogical underpinnings of the method, provide evidence of success in our courses, and identify key aspects of successful implementation of SCALE-UP in engineering courses. These include effective use of learning assistants, well-designed learning activities, and formative assessment questions that emphasize learning objectives and guided inquiry. Course materials have been published, and efforts are under way to promote this as a mainstream teaching resource.
Mechanical Engineering students in both the old and new curricula (n= 316 and 366, respectively) were tracked to glean information about the paths students take as they progress through their degree program and the effects that the new integrated course has had on these paths. For each student, the number of attempts and grades for the courses of interest were recorded. Results indicate nearly the same proportion of students pass the integrated dynamics and statics course on their first attempt as pass both the separate courses on their first attempt at Clemson University. Students in the new curriculum are less likely to quit before completing the course sequence. As expected, it takes students less attempts to pass the new course than to pass both the old courses.
Details regarding implementation of this course are discussed. Challenges to achieving success in this new course have been many and demanding. These include (1) development of a dedicated textbook, (2) development of learning exercises to foster student comprehension, (3) reorganization of topical content including topic deletion and added emphasis on certain topics, (4) preparing faculty for change, (5) accommodating limited student maturity, and (6) dealing with widespread misgivings about the project.
Teaching based on exposition of theory is applied to engineering and construction science. Fundamentals in mathematics, chemistry and physics, statics, mechanics of materials, modeling and construction methods and materials are necessary prerequisites to developing and applying construction management skills.
This book introduces the subject of total design, and introduces the design and selection of various common mechanical engineering components and machine elements. These provide "building blocks", with which the engineer can practice his or her art. The approach adopted for defining design follows that developed by the SEED (Sharing Experience in Engineering Design) programme where design is viewed as "the total activity necessary to provide a product or process to meet a market need." Within this framework the book concentrates on developing detailed mechanical design skills in the areas of bearings, shafts, gears, seals, belt and chain drives, clutches and brakes, springs and fasteners. Where standard components are available from manufacturers, the steps necessary for their specification and selection are developed. The framework used within the text has been to provide descriptive and illustrative information to introduce principles and individual components and to expose the reader to the detailed methods and calculations necessary to specify and design or select a component. To provide the reader with sufficient information to develop the necessary skills to repeat calculations and selection processes, detailed examples and worked solutions are supplied throughout the text. This book is principally a Year/Level 1 and 2 undergraduate text. Pre-requisite skills include some year one undergraduate mathematics, fluid mechanics and heat transfer, principles of materials, statics and dynamics. However, as the subjects are introduced in a descriptive and illustrative format and as full worked solutions are provided, it is possible for readers without this formal level of education to benefit from this book. The text is specifically aimed at automotive and mechanical engineering degree programmes and would be of value for modules in design, mechanical engineering design, design and manufacture, design studies, automotive power-train and transmission and tribology, as well as modules and project work incorporating a design element requiring knowledge about any of the content described. The aims and objectives described are achieved by a short introductory chapters on total design, mechanical engineering and machine elements followed by ten chapters on machine elements covering: bearings, shafts, gears, seals, chain and belt drives, clutches and brakes, springs, fasteners and miscellaneous mechanisms. Chapters 14 and 15 introduce casings and enclosures and sensors and actuators, key features of most forms of mechanical technology. The subject of tolerancing from a component to a process level is introduced in Chapter 16. The last chapter serves to present an integrated design using the detailed design aspects covered within the book. The design methods where appropriate are developed to national and international standards (e.g. ANSI, ASME, AGMA, BSI, DIN, ISO). The first edition of this text introduced a variety of machine elements as building blocks with which design of mechanical devices can be undertaken. The approach adopted of introducing and explaining the aspects of technology by means of text, photographs, diagrams and step-by-step procedures has been maintained. A number of important machine elements have been included in the new edition, fasteners, springs, sensors and actuators. They are included here. Chapters on total design, the scope of mechanical engineering and machine elements have been completely revised and updated. New chapters are included on casings and enclosures and miscellaneous mechanisms and the final chapter has been rewritten to provide an integrated approach. Multiple worked examples and completed solutions are included. be457b7860
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