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onlinecollegehomework · 3 years ago

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Traveling has become simpler and faster with the advent of airplanes. Aerospace engineering is the branch of engineering that has made air and space travel faster and easier.

This aeronautical engineering discipline has several things in common with mechanical engineering. However, this is a specialized course that specifically relates to applying engineering principles to aerospace applications.

This interesting branch of engineering teaches students how to make spacecraft, including airplanes, satellites, missiles, aircraft, spaceships, hybrid cars, etc. Students who wish to pursue a career in space organizations like NASA or wish to become aerospace engineers usually pursue this branch of engineering. Aerospace engineering has two important branches, aeronautical engineering and astronautical engineering.

The program is available as both bachelor’s and master’sdegree programs. In the former case, the course material focuses on clearing the basics of several engineering disciplines that are related to the operations of an aircraft. These include mathematics, aerodynamics, fluid mechanics, control engineering, principles of propulsion, aircraft structural design, material science, avionics, astrodynamics, etc. Apart from designing the aircraft, aerospace engineers are also responsible for safety testing, risk assessment, flight performance, etc.

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Some of the specialization areas available to aerospace engineering students include combustion engineering, helicopter aerodynamics, spacecraft technology, aircraft engine and instrument systems, rockets and missiles, airframe maintenance, repair, and cryogenics. Apart from this, safety systems, control engineering, and the study of advanced materials like micro-gravity materials are other electives available to these students.

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Career options available to aerospace engineering students include crew members or pilots of spacecraft, astronauts, aerospace engineers, or physical scientists. Research institutes like NASA and commercial aircraft manufacturers have a huge requirement for aerospace engineers. Apart from this, R&D laboratories, government organizations, space research organizations, defense, and civil aviation are a few sectors where aerospace engineers may find jobs.

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• Electrotechnology — This subject involves studying electronics that are helpful in aerospace engineering.

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• Aerodynamics –Students learn aerodynamics principles that tell them how anything travels in the air and how they interact with each other. This helps in designing aircraft.

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paulharris62060 · 5 years ago

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thorne93 · 6 years ago

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Stan Lee University

Prompt: What would the Avengers be like in college, more importantly, what would they be like if Y/N existed around them?

Word Count: 2559

Warnings: drama, language, betrayal

Notes: This is based on a HC from @carryonmyswansong. They helped brainstorm and write part of this series. In this AU, no one will have powers, everyone is a normal human. Beta’d by @carryonmyswansong

~~~~~~~~~~~

It’s Monday.

It’s busy.

It’s hectic.

It’s nerve wracking.

It’s college.

Your junior year to be exact, the beginning of fall semester. You shouldn’t be daunted by this though, you were only nineteen, whereas most of your peers were twenty-one. Thanks to your desire to learn, and some strings pulled at your small-town high school, you’d had advanced through the grades, and when the seniors graduated at eighteen, so did you at sixteen.

From there, you joined them at college. A lot of people have to deal with saying goodbye to their friends in high school. Friends that most of the time were people they literally grew up with. But in your case, in your small city, pretty much everyone you ran around with in high school came to the same college.

It was a quaint, small college with roughly twelve-hundred enrolled students on a rather green campus, and sixteen of your friends had come over to join you.

Now, all you had to do was get to your morning class -- Physics 3000.

You skated into the classroom and located Tony and Bruce quickly, already sitting on one side of the four-chaired black top lab tables.

“Hey, hey!” Tony greeted happily. He stood up to give you a quick hug before you slid into your seat, five minutes to spare before class.

“Hey, thought I’d never make it here. Four freshman needed help, decided to pick me to be their tour guide,” you explained.

“You could’ve said no,” Bruce retorted.

“Yeah, I’m not sure I know that word,” you teased with a half smile.

Tony and Bruce were very good friends of yours. The three of you shared a strong love of science, known each other since freshman year of high school… well, your freshman year. Tony was double majoring in engineering and computer science. Bruce decided to double major in chemistry and biology, while minoring in engineering.

Meanwhile, you were a psychology major - pre med. Everyone called you crazy for wanting to do pre-med, and especially for putting time into a major like psychology. Nearly everyone said it would just be easier to major in chemistry, and minor in psychology, since you had to have so many chem courses for pre-med. But you didn’t want that. Psychology was your life, it was your driving force. Nothing got you more excited than the idea of finding out what makes people tick.

Just then, a student sat down beside you. You’d never seen him before, and on this campus, with this population size, that was nearly impossible. He began pulling out his notebooks while you and The Science Bros (the nickname nearly everyone had given Tony and Bruce long ago) stared at him. The three of you shared a quick look before the new student glanced up at you all.

“Uh, hi,” he greeted with confusion, his eyes touching on all of you. “I’m sorry, do I have something on my face or…?”

“Sorry,” you began, blinking quickly. “We’ve just never seen you before,” you remarked, taking in his appearance. He had dark, short hair. He was tall. Blue eyes that seem to cut anything they looked at. His presence alone was intimidating, even before he opened his mouth.

“That’s probably because I just transferred over. Went to Bransford University before this,” he explained matter-of-factly. Bransford was a huge college about two hours east of your university.

“Oh, why the switch?” you inquired, leaning a little more towards him, your body involuntarily shivering at his voice, and his piercing eyes.

“Wanted a smaller school,” he answered. “Got tired of the faculty treating us like cattle at BU.” He scoffed slightly and rolled his eyes. “Anyway, I’m Stephen.” He held out his hand and you took it, giving your name. After that, the others introduced themselves.

“Nice to meet you,” you said.

“Yeah, you too.”

“Good morning, everyone,” the professor said, standing up in front of the class. “Say hello to everyone at your table. They will be your new lecture and lab partners for the rest of the semester.”

Stephen looked back to you briefly, his expression unreadable until he put his eyes back on the professor. He tried to hide it, but you saw a small smirk on his face and you were curious if he had felt a spark like you did.

---------------------------

As soon as lecture let out, Stephen went on his own way while you and the science bros began making your way to your next class. Tony had some robotics engineering class, while Bruce had biochem coming up. As for you, it was off to Ethics in Mental Health.

The three of you diverged around the middle of campus, where Tony had to go to the business building, Bruce to the science, and you to the social science building. It was there, that your best friend had started walking across the courtyard and you nearly exploded from excitement.

“Clint!” you called, waving at him to get his attention before running full force at him. You slammed into him, wrapping your entire body around him. Your legs went around his waist, your arms around his neck, while he wrapped you in a tight embrace, spinning you around before sitting you down.

“Hey! How was your first class? I’m headed to mine now,” he informed.

“Interesting. We’re going to go into centrifugal force first, and I’m really excited because--”

Clint held up his hand. “Too many big words for this early in the morning,” he remarked.

You laughed at him. “It’s like… ten-thirty in the morning, Clint,” you teased, nudging his elbow.

“I’m not changing what I said,” he confidently responded. “Where are you off to?”

“Ethics in mental health.”

He nodded. “Yeah, you really need that class. Bad.”

You punched him playfully. “Hey, fuck off, Barton.”

“See! You just hit me. That needs anger management. When you’re a psychiatrist you can’t just go off the handle like that, Y/N. You need to reel it in,” he said, laying into you, teasing you.

“Oh, don’t worry, if anyone gives me a hard time, I’ll just lobotomize them.”

“You’re a scary person.”

“It’s always the most unassuming,” you said with a shrug before bidding him a goodbye and skipping off to class where you ran into Wanda. She was another psych major, but she wasn’t pre-med. She planned on getting her Masters in counseling. She wasn’t sure if she was going for children, marriage, school, or general. She was still on the fence and constantly grilled you about how you just knew you wanted to be a psychiatrist, when she was always so uncertain.

“Hey,” you greeted with a smile as you plopped beside her in the medium sized lecture hall.

“Hey. You ready for this?”

“Of course,” you said confidently. You pulled out your folder. “Already printed the syllabus, the schedule, and the first homework assignments. I do have some questions about it though…”

“Oh my god,” she groaned. “You’re the biggest nerd on campus, you realize this, right? Why are you like this? Why can’t you just let the professor hand you this crap? They all do it every time.”

“They don’t always do it,” you corrected. “I’ve had several not do it, and then I’m stuck without a plan. And you know how much I hate being without a plan.”

“Don’t we all?” she muttered, but it was so low you missed it.

--------------------

After your psych class you had a sociology class, where you met up with Scott and Sam. Scott was a total goofball, but you loved him. He was constantly cracking jokes, and while he seemed like an idiot and not serious about his work, he rivaled Tony and Bruce in his intelligence and skill. His area of expertise and interest lied in microbiology. Whenever you, or anyone else asked about it, he always said he loved small things. He just thought things on a microscopic level had the capability to kill, and he found it fascinating. It sort of creeped everyone out, but hey, he was a good guy so who cared?

Sam, on the other hand, was in aerodynamics. He majored in the aerospace program, with a minor in robotics. Sam was the chillest dude around, and you adored him. He was a wise cracker, but just like Scott, he wasn’t one to be underestimated.

“Hey boys!” you said happily as you sat with them in a small room.

“How are you so cheery?” Sam asked, not moving anything except an eyebrow and his eyes to glance at you. “It’s almost the end of the day and after all my classes I’m already ready to leave.”

“Because I’m doing what I love?” you asked as if it were obvious. “Come on, you aren’t thrilled knowing we’re about to embark on some sociology?”

“Aren’t you a psychology student? Why do you care about this?” Scott asked, gesturing to the front of the class before crossing his arms again.

You shrugged. “I can still appreciate a sociologists point of view. Without knowing how society affects my future patients, I can’t properly treat them.”

“Does every class get you excited or is it just the boring ones?” Scott wondered.

You laughed. “I love all knowledge, Scott,” you reminded sweetly.

“Oh yeah, I forgot she’s Einstein-incarnate,” Sam said, thrusting a thumb at you and rolling his eyes.

You giggled and blushed before the class started.

---------------------

And thus ended your first day of classes. It was a lot to keep track of, but you would spend all night in your dorm alone creating a nice color coded schedule and reading over the syllabus for each class twice. Towards the end of the night, you thought you’d head out to grab a coffee and a late night meal when you ran into another friendly face.

He came out of his room just as you were locking your room behind you.

“Oh, hey, Steve. I didn’t know you were across from me this year,” you said, glancing over your shoulder at the tall muscular blonde.

Steve was a really great guy. He was the football captain back in high school, but he wasn’t the typical stereotype. He was actually like the perfect, all-american kid. He kept up his grades, he was really sweet to everyone. He never acted better than anyone else, and he was a great leader. He got a full ride football scholarship at college and he was a great student here as well. Lots of people thought he would go into sport science, but he actually chose business. He claimed that his body would deteriorate one day, especially if he went pro; but with business, he had a real career to fall back on, one he could retire with, and one that wouldn’t cause physical damage down the line.

Steve and you weren’t close, well, not exactly. You dated his best friend… a lot… on and off… since freshman year of high school.

Freshman year you met Bucky, who was just a sweetheart. He was a bit of a flirt, but he was a nerd like you, but hid it, for fear of being made fun of. So he put on this air of being a total player. He had a prosthetic left arm, something he got from a bad accident when he was a kid. Steve was there, saw the whole thing, seeing as they were neighbors. They grew up together, like brothers. Neighbors until they moved out and came to college, but here they had different housing.

The prosthetic arm had left Bucky a little insecure which is why he always tried a little harder at everything he did. He felt he had to prove himself constantly.

As for you, you had no problem with his arm. You honestly never noticed it. Hell your best friend was technically deaf. Without his hearing aids, he couldn’t hear jackshit. You’d picked up a good bit of sign language to make it easier for Clint.

But you and Bucky… god… it was complicated. You dated throughout most of freshman year, broke up in the summer, got back together in the winter of sophomore year, then broke up again before the end of the sophomore year… The cycle went on like that for several years. Each time you dated got shorter and shorter, and it seemed you had more dates in between your time with Bucky.

The first time you broke up, you didn’t see anyone at all. You got back together with Bucky, and that was that. But then you broke up a second time, and then you started dating another kid in your class. That didn’t last long, he was just more of someone to hang out and study with.

You lost your virginity to Bucky junior year of high school, and he to you. You would’ve thought that would’ve helped things, maybe make you closer. And it did, for a while. But eventually, you broke up again.

Throughout college, it was basically a friends-with-exclusive benefits when you two got together. There was no real relationship. It was pretty much physical except for the occasional movie or dinner date, but the romantic connection seemed to die a long time ago for you.

The two of you had broken up yet again earlier this year, early June. You started dating in the end of April, but by the beginning of June you were restless. You wanted a real relationship, not just random, casual sex with meaningless hangout sessions.

Bucky was still a really good guy, and you two were still friends. The breakups never affected that and most of the time it was as simple as a text stating, “I’m ready to take a break.” Sometimes he initiated them, sometimes you did. Most of the time it was either life was too busy for the whole FWB thing, or one of you was interested in someone else.

But, it was because of your odd relationship with Bucky that you weren’t exactly close with Steve. Steve thought it was weird that you two couldn’t just decide to be together or not. He didn’t want to get close to you in case one of these times the breakup wasn’t so amicable. He didn’t want to feel like he was caught between you two or something, so he just stayed close to Bucky and polite to you.

“Oh, yeah, moved in about a week ago,” he informed. “I don’t think I was here when you moved in so…” he explained with a casual shrug.

“Oh, gotcha. Okay, cool. Well it’ll be nice to have you across the hall!” you exclaimed. “Did you have a good first day?”

“Uh, as good as it can be. A little stressful, but I’m sure nothing like what you’re dealing with,” he offered.

“Oh, that’s no big deal,” you waved off. “Just classes. I’ve done tons of them before, they won’t be any different now.”

“That’s true. Well, hey, I’m off to go meet someone. I’ll see you around, okay?” he kindly said and you nodded, waving a goodbye to him. He went right down the hallway while you went left.

All in all, you had a rather happy good first day. Now it was time to celebrate with some food and time to think about the handsome lab partner you’d met earlier today.

~~~~~~~~~~~~~~~~~~~~~~~~~

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mechanicalexpts-blog · 7 years ago

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writer59january13 · 3 years ago

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April 9th, 2022 birthday poem for dearly departed papa

Elysian fields long since embraced dada's soul

which rocketed into aerospace

(courtesy General Electric satellite)

just a tad more'n eighteen plus months ago,

nevertheless melancholy

still plucks mine heart strings.

Mine psyche still situated awry

placid countenance of yours truly doth belie

residual sadness easily prompted

can easily trigger me to cry

linkedin when grim reaper gloated

October 7th, 2020

ye did somewhat peacefully die

though methinks immortality

I did briefly espy,

when miracles of modern medicine

tried, but could not

stave off mortality nor fortify

depredations of aging concerning

one wunderkind whose accomplishments

laudatory when a young handsome guy,

whose intelligence scored high

native talent aptitude tests did imply.

The late Boyce Brandon Harris

exhibited prolific talents at young age

aside being scholastically gifted,

acquiring graduate degree

courtesy Columbia University,

freshly minted mechanical engineer

(he admirably ranked within

uppermost percentile academically),

I hashtag thy mine deceased father

(a polymath - jack-of-all-trades),

who possessed (née excelled)

at diverse creative abilities.

Aside from being schooled

as mechanical engineer,

(which courses in mathematics and science

he passed with flying colors)

his mind genetically bequeathed

to craft almost anything under the sun

evidenced first by yours truly,

the second offspring and sole son

who ofttimes felt intimidated

at being in presence

of said Renaissance man.

Handicrafts included

expending blood, sweat, and tears

to craft multitude of projects;

i. building me Flintstone (foot powered) car with wooden license plate.

ii. making playhouse for all three of us - his progeny. iii. amassing wood pile(s),

to stoke wood burning stoves

iv. designing Zayda trail for Teddy and Ruff (two doggone mixed breed Border Collies

rescued courtesy youngest sister

at her Jacobsburg, Penna work site)

v. constructing sauna in cellar,

vi. etching, detailing (ala fresco),

vii. plus trimming living room ceiling,

viii. shingling (while fiddling) on the roof,

ix. tiling the kitchen floor,

x. building a cistern for brethren,

xi. wood paneling many rooms,

xii. building custom made toy chest,

xiii. stringing up lights to increase visibility

driveway lit like Christmas tree after dark,

xiv. partly assembled a kayak,

xv. retooling - enhancing porch

(formerly slate covered),

where Morris dancers performed

at wedding for eldest sister.

xvi. Helping, née completing homework/school assignments.

Unlike him who did beget me

I experienced cognitive challenges

that beset one painfully shy

and severely introverted male

more to the point

as a lad and mediocre student to boot

promotion to next highest grade

occurred just by the skin of my teeth,

which may help to explain

why I wear dentures,

oh... these choppers worn for about

one sixth of mein kampf livingsocial.

A sense of inadequacy prevailed,

when absolute zero self esteem

strikingly and suddenly manifested

in tandem when parents moved

their young tender family within

Lower Providence School District,

but into a larger house

(initial summer estate constituted

about one hundred acres of woodland -

named Glen Elm

think Winnie the Pooh -

house at Pooh corner -).

Not quite two score plus ten years

spent livingsocial at 324 Level Road

(above mentioned abode alluded),

and twas there majority

mine existential highs and lows,

where nadir of mein kampf transpired,

I emotionally hit rock bottom

upon onset of prepubescence

yet major event triggering

mine major depression

set in motion,

when parents chose February 28th, 1968

to move out of shoddily constructed domicile

located on Lantern Lane.

As shared with Renee Cardone

(the therapist whose virtual sessions

linkedin courtesy Doxy.me portal -

similar to Zoom),

that aforementioned date

marked a turning point

after which time, I floundered

experiencing irrevocable mental health issues

punctuating my psychological equilibrium

with chronic distress,

though I forgive father and mother

who unwittingly made decision to move.

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urgent-homework-help · 2 years ago

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umichenginabroad · 3 years ago

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Thank you RU & Farewell

Hi everyone!

I’m sad to say that my time in Iceland has come to a close and I’m now reporting to you from the suburbia of Michigan. While I am definitely missing Iceland, I have to admit that it has been kinda nice to return home and be able to relax and reflect after 6 crazy weeks.

Unfortunately, my last week in Iceland was filled with a lot of studying for final exams. I think it goes without saying that the least enjoyable aspect of studying abroad is definitely the studying. But even though this is the case, I will definitely miss Reykjavik University (and for more than just the free coffee).

My two teachers Ágúst Valfells and Kári Halldórsson taught two very difficult classes in such a short amount of time and actually managed to make them pretty enjoyable. The workload wasn’t too extreme, and was generally based on our understanding and application of material rather than being solely based on homework and tests.

In my sustainability class, the lectures were very interactive and adapted to the questions we had. As far as the grading scale went, it was very laid back and relied almost solely on an end of term project to design our own systems of using renewable energy sources. By the time the end of the program comes around, you will feel really prepared for this so don’t worry!

The workload for my coding class (EECS 280 equivalent) typically consisted of lectures and experimentation early in the week, labs with a short take home portion due Wednesdays and a programming assignment given out on a Thursday and due the following Monday. While this may sounds like a lot, I thought it was very manageable due to the small class sizes and 1 on 1 attention from our instructors. Also, our programming instructor (Kári) was very flexible with our assignment due dates as he realized that we all came from different coding backgrounds and needed additional time to get caught up with certain topics.

Additionally, it is a HUGE advantage to have so many other students/ friends/ roommates to reach out to for help with homework or as a study partner. There were definitely times when a few of us would struggle to complete an assignment and be up until 3 am together trying to get it done.

But beyond the academic experience, studying abroad offered the opportunity to make lasting memories and friendships. In between study sessions during the last week, my friends and I still found time to watch the sunsets, get ice cream and fit in all of our last minute shenanigans.

That’s all from me until next week!

Shaylin Ciaramitaro

Aerospace Engineering

Reykjavik, Iceland

#umichenginabroad #shaylinciaramitaro #ipeiceland #ipesummer22

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assingmentshelponline · 3 years ago

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onlinecollegehomework · 3 years ago

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meterhunter889 · 4 years ago

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Mdsolids

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Mdsolids tutorial mdsolids registration code mdsolids answers mdsolids 4.0 download Provide assistance for the introductory mechanics of materials course. (Serial Download) Those of a certain age may remember Mom frying up poultry about an early Sunday morning and exiting it in the MDSolids Software electrical skillet for after services. MDSolids Software. MDSolids is educational software designed to assist engineering students in the introductory mechanics of materials course. MDSolids explains and solves a wide variety of. MDSolids is conceived as a tool to help students solve and understand homework problems typically used in the mechanics of materials course. The software is versatile, graphic, informative,. MDSolids is software for topics taught in the Mechanics of Materials course (also commonly called Strength of Materials or Mechanics of Deformable Solids). This course is typically a part of civil, mechanical, and aerospace engineering programs and a number of related programs. 1 Answer to Use the MDSolids modules Section Properties, Determinate Beams, and Mohr’s Circle Analysis to solve the following problem. A W24 × 94 wide-flange steel cantilever beam supports a distributed load of 1.5 kips/ft and concentrated load of 20 kips, as shown in Fig.

The tool civil and mechanical engineering specialists need.

With the name MDSolids you'll find a practical program for those who are responsible for the teaching and study of the mechanics of deformable materials, also called mechanics of deformable solids.

As you will have no doubt already worked out just from the name, MDSolids is a handy tool that is offered as a course for the specialties of civil, mechanical and aerospace engineering. In addition, the program also has a number of modules that focus on the full course of Statistics.

MDSolids has the experience of over ten years, solving the needs of engineering students and professionals, making available routines on beams, columns, pressure vessels, assemblies of torque, and transformations and deformations of many materials. After studying the analysis, MDSolids offers graphics options for graphically showing the results.

It may be that, at first glance, the program seems a complex program to manage, but after downloading and installing MDSolids on your computer, you will see that it is very simple and easy to use with an intuitive graphic user interface. You will very quickly learn the management and control of this great program. If you want to see everything you can do with it, don't miss the opportunity to download a free trial version MDSolids. It's absolutely free, so what are you waiting for to download it? Do it now!

Download the Technology Interface / Spring 1998

Best macbook pro for video editing. Bridging the Gap between Mechanics of Materials Lectures and Homework with MDSolids

by Timothy A. Philpot [email protected] Department of Industrial and Engineering Technology Murray State University

Abstract

Current educational software for the mechanics of materials course is typically presented as either tutorials, worksheets, or basic analysis packages. A new software package, called MDSolids, presents an alternative to these types of products. MDSolids was conceived as a tool to help students solve and understand homework problems typically used in the mechanics of materials course. The software is versatile, graphic, informative, and very easy-to-use. MDSolids is being used at a number of schools around the world, and feedback from users has been uniformly positive and enthusiastic.

Introduction

For many years, computers and particularly personal computers have offered the promise of a revolution in the way that traditional engineering topics are taught. In some regards, this revolution has occurred. Computer-aided drafting and design (CADD) and sophisticated analysis packages have changed the engineering curriculum, making it possible for students to analyze and design at a level of precision impossible to accomplish with hand-calculations alone. However, much of this improvement occurs at the upper-end of the engineering curriculum. At the introductory level, in courses such as mechanics of materials, the impact of computer software on the teaching of fundamental concepts has been less successful. Although educational software has been packaged with textbooks for a number of years, book company editors know that, in general, book adoption decisions are not strongly influenced by the accompanying software. Therefore, if computers and computer software hold such promise as educational tools, why isn't educational software more effective at teaching engineering fundamentals?

How Do Students Learn Mechanics of Materials

In the field of education, Benjamin S. Bloom proposed a developmental sequence for learning, commonly called the Bloom Taxonomy (1). This taxonomy is comprised of six levels, starting with the least level of sophistication. Typical examples pertaining to the mechanics of materials course are given for each level.

Level 1 - KNOWLEDGE. The student is able to remember either by recognition or recall information, terminology, phenomena, etc. Example: Define the term proportional limit.

Level 2 - COMPREHENSION. The student is able to know an abstraction well enough so that he or she is can correctly demonstrate its use when specifically asked to do so. Example: Compute the normal stress in a rod given the load and cross-sectional area.

Level 3 - APPLICATION. The student is able to apply the appropriate abstraction without having to be prompted as to which abstraction is correct or to be shown how to use it in that situation. Example: Determine the elastic modulus given load-deflection data.

Level 4 - ANALYSIS. The student is able to break down the problem into its constituent parts and to detect relationships among the parts and the way they are organized. Example: Determine the maximum load that a structure can support given limits on both stress and deformation.

Level 5 - SYNTHESIS. The student is able to put together elements and parts to form a complete solution. Relates concepts and processes. Able to adapt knowledge from various sources to solve problems. Creative expression with ideas being learned and with ideas already known. Example: Design a beam, incorporating statics, shear/moment/deflections diagrams, normal and shear stresses, and combined stress analysis to determine principal stresses.

Level 6 - EVALUATION. The student is able to apply standards and determine levels of quality. Example: Design concrete beams to best satisfy several considerations.

As professors, we seek to guide students from Level 1 up to Level 5 in the introductory mechanics of materials class. While more fundamental levels of learning (knowledge, comprehension, and application) may be addressed in lectures, time constraints dictate that in-class examples and problems focus on developing analysis and synthesis skills. Each student learns at his or her own rate, and unfortunately, the pace of lecture topics is sometimes faster than the student finds comfortable. Concepts and problem solving skills that should be firmly in place before proceeding to analysis topics are sometimes absent or underdeveloped.

Homework assignments are the primary device used to develop the student's understanding of the mechanics of materials topics. The typical assignment can be somewhat lengthy; therefore, only selected problems can be assigned. Professors may expect (or hope) that their students will work enough extra problems so that the fundamentals are firmly grasped, but students sometimes struggle just to keep up with the homework and exam schedule. To supplement the student's educational development, the self-study potential offered by software would seem to be the ideal means of filling the gap between the material presented in lectures and the understanding and skills expected in homework and exams.

Educational Benefits Unique to Software

Software can help students study mechanics of materials and develop the necessary problem solving skills in several ways that are not inherent in lectures or customary homework assignments.

Correct Solution and Intermediate Results: When learning a new concept, it's very helpful to use the correct solution as a benchmark. Knowing that the problem has been solved correctly gives the student confidence in their problem solving skills and thereby provides a foundation for more challenging problems. Every textbook provides answers to selected problems for this reason. Software can provide the student with the correct solution for a particular problem, but in addition to the final answer, software can provide intermediate solutions that can be used to confirm the calculations along the way. These intermediate results can be helpful in tracking down faults in the problem solving approach.

What-If Analyses: Observing a cause-and-effect relationship can be quite helpful to students. For example, a single concentrated load placed on a simply supported beam produces a shear and moment diagram. The student can add a second concentrated load and observe the changes in these diagrams. As another example, the student can readily change the end support conditions or add intermediate supports to a column and then observe the effects on the buckled shape. Without calculating a single number, the student can learn something about the nature of structures by simply observing these changes. This can help students to develop engineering intuition that will help them know what the correct solution should be before they calculate a single number.

Availability: In the evening hours, during weekends, or when working at home (which may be distant from the classroom), students don't have access to professors, graduate assistants, or others who can help them understand the course material. Having a versatile software tool at hand to supplement the textbook and lecture notes can be a big asset.

Repetition: Some people must see or perform more repetitions involving a concept before they begin to fully understand it. Time limits the number of examples that can be presented in lectures, and textbooks can only present a few examples. With software, students can drill themselves, trying various numeric combinations for a particular problem type until they feel confident in their understanding of the concepts.

Visualization: Software can depict deformations or show stress distributions produced in the problem being considered. Visualization of the material's behavior in response to the loads acting on it can help the student to understand the relevant theory and to develop engineering intuition.

Current Mechanics of Materials Educational Software

Most of the current educational software developed for the mechanics of materials course can be grouped into three categories: tutorials, worksheets, and basic analysis packages.

Tutorials direct the student through a series of prepared screens, each focused on a specific concept or skill. In this manner, tutorials are like lectures delivered in a different format. Recent tutorials such as the Multimedia Engineering series (2, 3) feature an impressive presentation, complete with animation, video clips, and audio files. Despite excellent presentation, however, tutorial products are limited in applicability. The student must follow the sequence of the tutorial presentation in the same way that they would follow along in a lecture. The student must master the concept presented by the tutorial and then apply that concept to the particular problems that they are asked to solve in their homework assignments.

Worksheets for equation-solving software such as Mathcad, MatLab, and TKSolver have also been developed to supplement the mechanics of materials course (4, 5). One drawback of worksheets is that the student must be somewhat familiar with the host software package in order to use the worksheet. In a sense, this disadvantage can also be viewed as an advantage since worksheets encourage the student to develop some command of the equation-solving software, and familiarity with the equation-solving software is a skill that is useful in later engineering courses. However, to the student whose immediate goal is learning the mechanics of materials concepts, the added burden of gaining proficiency with the equation-solving software can be daunting.

Basic analysis packages have been included in several widely available mechanics of materials textbooks such as Lardner/Archer (6) and Craig (7). These programs are useful as tools for assisting students in fundamental skills such as plotting shear and bending moment diagrams or performing Mohr's circle calculations. Basic analysis programs may require students to define nodes and elements and to assign section properties and material constants to the elements. While this is the way that the calculations must be organized for the computer, this approach is not user-friendly for the novice engineer. Furthermore, basic analysis programs have typically lacked a well-developed graphical user interface. Input for these programs has typically been very text-based, often requiring a user's manual to ensure that the proper data and the proper sign conventions are used and to help in interpreting the program output.

Mdsolids Runtime Error

In all three categories, the software is generally developed from the professor's point of view, emphasizing lecture topics or permitting the student to perform more advanced calculations. To be successful, educational software should be developed from the student's point of view. Rather than forcing the student to solve a problem posed by the software, the software should solve the problem of interest to the student. To do this, educational software must be:

versatile in the types of problems that can be solved,

strongly visual to illustrate the behavior of materials,

informative in explaining how and why the calculations are performed, and

intuitive and easy-to-use so that the student is presented with just the right amount of information and analytical power.

The MDSolids Concept

MDSolids is an educational software package devoted to the introductory mechanics of materials course. The hypothesis of the MDSolids concept is that students are most interested in understanding the specific homework problems assigned by their professors, and that students will use educational software that helps them with their immediate course concerns. In the process, the software can help to develop problem solving skills by giving students an intuitive interface that guides them to the important factors affecting various problem types, helps them visualize the nature of internal stresses and deformations, and provides an easy-to-use means of investigating a greater number of problems and variations. Based on this premise, MDSolids was developed with several objectives in mind:

Versatility: MDSolids has routines pertaining to all of the topics taught in a typical mechanics of materials course. These routines are grouped in modules, similar to typical textbook chapters, and the modules can be individually accessed in any sequence. Eleven modules are presently available to handle a wide range of common textbook problems: basic stress and strain, beam-and-strut axial problems, trusses, statically indeterminate axial structures, torsion, determinate beams, section properties, general analysis (of axial, torsion, and beam members), column buckling, and Mohr's circle transformations. Within the modules, each routine solves types of problems typically found in all mechanics of materials textbooks. Some routines are fairly general (e.g., Mohr's circle analysis) while some routines are specific (e.g., plotting a stress-strain curve). The scope of MDSolids offers routines to help students at all levels of understanding, from the most fundamental knowledge-, comprehension-, and application-type problems to more complex problems requiring analysis and synthesis.

Ease-of-Input: Ease-of-input is an essential aspect in the MDSolids concept. Solving the mechanics of materials problems is confusing enough for students. To be effective, educational software must not add to the confusion. Ideally, the student should be able to define a problem intuitively and directly from a textbook without the need for a user's manual. Throughout MDSolids, graphic cues are provided to guide users in entering data. The illustrations can be easily adjusted so that the MDSolids input screen looks very similar to the textbook illustration. Various units (e.g., stress units, length units) are available and internal conversion factors are present to ensure dimensional consistency.

Visual Communication:Each MDSolids routine features a picture, sketch, or plot that graphically depicts important aspects of the problem. Sketches are used to show the direction of internal stresses, applied loads, and reaction forces. Plots are given for a number of topics including critical buckling stress, beam deflections, and shaft shearing stress. As the cliché goes, 'one picture is worth a thousand words.'

Correct Solution and Intermediate Results: MDSolids is an 'electronic solutions manual,' giving not only the correct solution for a particular problem but also providing intermediate solutions that can be used to confirm the problem solving approach step-by-step.

Text-based Explanations:Many of the MDSolids modules provide extra explanations to describe in words how the calculation is performed. These explanations can help students develop the thought processes used in solving mechanics of materials problems. The text explanations are dynamic and context-sensitive. The message is tailored specifically to the particular problem being considered, in terms of the values and units entered for the problem. Common mistakes in equilibrium equations, unit inconsistencies, and equation manipulations become obvious when a student compares his or her hand calculations with the MDSolids explanations.

Ease-of-Modeling: MDSolids takes advantage of mouse input to facilitate the creation of models. For example, defining a truss with 13 members and various loads can be accomplished graphically with a mouse in about 30 seconds. Various cross-sectional shapes can be defined just as rapidly. This simplicity encourages students to test out their problem solving skills on alternative configurations.

Help Files: The MDSolids help files contain instructions for using the software, but more importantly, the help files contain theoretical background and practical suggestions for solving various types of problems. The help files also contain a number of worked example problems. These example problems describe how to solve the solid mechanics problem by hand, not through the use of MDSolids. Therefore, MDSolids users can take advantage of the software to solve a problem as well as getting a detailed step-by-step description of the solution process.

MDSolids has been used by students at Murray State University for three semesters. The software was made available free-of-charge to the engineering educational community in January, 1998 at the MDSolids website http://msumusik.mursuky.edu/mdsolids. In the first two months of its availability, over 1500 professors and students from around the world downloaded the software. The response of MDSolids users has been uniformly positive and enthusiastic.

MDSolids Exhibits

Text-based Explanations: MDSolids includes a wide range of routines pertaining to problems typically used in teaching the mechanics of materials course. The Stress-Strain module focuses on introductory problems used to develop an understanding of basic concepts and problem solving skills. All problems in this module have a consistent style, as illustrated by the bolted connections routine.

The user is presented with questions typically asked for this type of problem. Depending on the choice of question, the user is directed to supply the necessary input data. Upon clicking the Compute button, the numeric results are displayed, a simple free body diagram is shown, and a text description of the process used to solve the problem is printed.

One of the most important skills developed in the mechanics of materials course is creation of shear force and bending moment diagrams. In the Determinate Beam module, the student can quickly create a shear force and bending moment diagram, such as shown below.

While the diagrams are useful in themselves, MDSolids also provides tips on constructing the shear force and bending moment diagrams. For example, the student can put the mouse cursor on the beam supports in the load diagram to see the equilibrium equations applicable to the beam:

The student can position the mouse cursor over a region of the shear diagram to get tips on constructing the moment diagram. Clicking the mouse on this region produces further explanation on how to find the area under the shear diagram and how this area dictates the change in the moment diagram.

Calculation of cross-sectional properties is essential in many typical mechanics of materials problems. MDSolids provides a number of typical shapes that the student can select. After defining the appropriate dimensions,

After clicking the Compute button, the student is given a report of the section properties, but additionally, the student can see details of the calculation procedure. These details, shown below for the centroid and moment of inertia calculation, are presented in tabular format referring to the numbered shapes shown in the figure above.

Visual Communication: MDSolids relies on graphical depictions to help students develop an understanding of the behavior of materials in response to applied loads. For example, bending stresses in a beam (either normal stress or shear stresses) are depicted for a specified beam cross-sectional shape and at any specified point along the beam:

For torsion, the deformations occurring in a circular shaft in response to an applied torque and the shear stresses acting at a typical point are illustrated in addition to the numeric solution:

In Mohr's circle transformations, the Mohr's circle is constructed from the specified normal and shear stresses:

Elements showing the magnitude and orientation of the principal stresses and of the maximum shear stresses are also shown:

MDSolids is also useful in helping students visualize the behavior of structures. For example, the Euler buckling shape of a column braced at midheight is shown below. While the column buckling theory used to prepare this illustration is beyond the scope of the introductory mechanics of materials course, this type of active sketch can help students to develop intuition about column behavior.

Help Files: MDSolids also contains a number of help files. While these help files contain instructions for using the software, they also include general discussions describing skills needed to solve mechanics of materials problems. There are also a number of worked example that explain in detail the calculation procedure needed for a hand solution of typical problems.

Mdsolids Centroids Game

Conclusions

Mdsolids Registration

MDSolids has proven to be a valuable addition to the mechanics of materials courses at Murray State University, and it is becoming known and being used by professors and students around the world. The software is conceived as a tool to help students bridge the gap between topics presented in lectures and the application of that theory in solving problems commonly used in mechanics of materials homework assignments. Using MDSolids, students get numerical, visual, and textual results and details pertinent to a wide range of problems. Since MDSolids is so easy-to-use and because it provides ample feedback, students are encouraged to attempt more mechanics problems and to explore what-if variations. Through this extra repetition, students develop engineering intuition and greater confidence in their problem-solving skills. MDSolids has been successful in helping students attain mastery of the knowledge, comprehension, application, analysis, and synthesis levels of the learning process.

Mdsolids Registration Code

References

Mdsolids Software

Bloom, B.S., ed. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain, David McKay, New York, N.Y.

Gramoll, K., Abbanat, R., and Slater, K. (1996). Multimedia Engineering Statics. Addison Wesley Interactive, Reading, Mass.

Gramoll, K., Abbanat, R., and Slater, K. (1996). Multimedia Engineering Dynamics. Addison Wesley Interactive, Reading, Mass.

Evensen, T.C. (1997). Mathcad Supplement in Gere, J.M. and Timoshenko, S.P. (1997). Mechanics of Materials, 4th ed., PWS Publishing Co., Boston, Mass.

Turcotte, L.H. and Wilson, H.B. (1998). Computer Applications in Mechanics of Materials using MATLAB. Prentice Hall, Upper Saddle River, N.J.

Lardner, T.J. and Archer, R.R. (1994). MECHMAT in Mechanics of Solids: An Introduction, McGraw Hill, New York, N.Y.

Craig, R.R. (1996). MechSolid in Mechanics of Materials, John Wiley & Sons, New York, N.Y.

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