Where did we go wrong? An examination of students treatment of experimental error in engineering mechanics laboratories

The ability of engineers and applied scientists to undertake experimental measurements is a fundamental requirement of the profession. However, it is not simply good enough to be able to perform experiments if we are not able to interpret the results. In this study, reports prepared by mechanical engineering students were examined to determine how students dealt with the disparity between experimental measurements and theoretical results in their Engineering Mechanics laboratories. Analysis of the reports, and discussions with students in their laboratory classes, revealed a superficial understanding or regard for experimental error. This superficial treatment of experimental error is, most likely, due to a number of factors that are discussed. Some possible strategies for addressing the issue are also examined.

Mathematics in management; proceedings of a short course conducted by [Dept. of Engineering Mechanics and General Extension Services, the Pennsylvania State University, with cooperation from General Electric Co. and others] June 13-17, 1955.

Includes bibliographies.

Engineering mechanics : a revision of "Notes on machine design,"

Interleaved.

Engineering mechanics; electrical, civil, mechanical, and mining engineering.

Nos. [1]-240, 1882-91, form v. 1-13; nos. 241-310, 1892-Oct. 1897, have no volume numbers; nos. 311-336, Nov. 1897-1899, form v. 16, nos. 11-12, v. 17-18, no. 11.

Mechanics of engineering and of machinery.

T.-p. of v. 1-2 reads: A manual of the mechanics of engineering and of the construction of machines ...

Mechanics' pocket memoranda; a convenient pocketbook for all persons interested in mechanical engineering, steam engineering, electrical engineering, railroad engineering, hydraulic engineering, bridge engineering, etc.,

Mode of access: Internet.

A text-book on applied mechanics ; specially arranged for the use of science and art, city and guilds of London Institute and other engineering students. Volume 1 /

Mode of access: Internet.

Project-based civil engineering courses

Problem solving is an essential element of civil engineering education. It has been observed that students are best able to understand civil engineering theory when there is a practical application of it. Teaching theory alone has led to lower levels of comprehension and motivation and a correspondingly higher rate of failure and “drop-out”. This paper analyses the effectiveness of introducing practical design projects at an early stage within a civil engineering undergraduate program at Queensland University of Technology. In two of the essential basic subjects, Engineering Mechanics and Steel Structures, model projects which simulate realistic engineering exercises were introduced. Students were required to work in small groups to analyse, design and build the lightest / most efficient model bridges made of specific materials such as spaghetti, drinking straw, paddle pop sticks and balsa wood and steel columns for a given design loading/target capacity. The paper traces the success of the teaching strategy at each stage from its introduction through to the final student and staff evaluation.

Mechanics of transition in an axisymmetric laminar boundary layer on a circular cylinder

Measurements of the growth of artificially generated turbulent spots and intermittency distribution in the transition region on a circular cylinder in axial flow show that the instability Reynolds number of 11,000 has a marked effect on the properties. In particular, it is found that the spot production in the initial region when a single turbulent spot has not yet wrapped around the cylinder and the propagation is essentially two-dimensional, is significantly altered. But the transition in the downstream or latter region, where most of the turbulent spots propagate onedimensionally (like the turbulent plugs in a pipe), is not affected. When the radius Reynolds number is more than 11,000, the intermittency law in the initial region is essentially the same as in twodimensional flow on a flat plate and in the latter region it is the one-dimensional flow in a pipe, the demarcation between the two regions being quite sharp.

Mechanics of Deformation under Traction and Friction of a Micrometric Monolithic MoS2 Particle in Comparison with those of an Agglomerate of Nanometric MoS2 Particles

Tribology of small inorganic nanoparticles in suspension in a liquid lubricant is often impaired because these particles agglomerate even when organic dispersants are used. In this paper we use lateral force microscopy to study the deformation mechanism and dissipation under traction of two extreme configurations (1) a large MoS2 particle (similar to 20 mu m width) of about 1 mu m height and (2) an agglomerate (similar to 20 mu m width), constituting 50 nm MoS2 crystallites, of about 1 mu m height. The agglomerate records a friction coefficient which is about 5-7 times that of monolithic particle. The paper examines the mechanisms of material removal for both the particles using continuum modeling and microscopy and infers that while the agglomerate response to traction can be accounted for by the bulk mechanical properties of the material, intralayer and interlayer basal planar slips determine the friction and wear of monolithic particles. The results provide a rationale for selection of layered particles, for suspension in liquid lubricants.

A-level Mathematics Module Choice and Subsequent Performance in First Year of an Engineering Degree

The A-level Mathematics qualification is based on a compulsory set of pure maths modules and a selection of applied maths modules. The flexibility in choice of applied modules has led to concerns that many students would proceed to study engineering at university with little background in mechanics. A survey of aerospace and mechanical engineering students in our university revealed that a combination of mechanics and statistics (the basic module in both) was by far the most popular choice of optional modules in A-level Mathematics, meaning that only about one-quarter of the class had studied mechanics beyond the basic module within school mathematics. Investigation of student performance in two core, first-year engineering courses, which build on a mechanics foundation, indicated that any benefits for students who studied the extra mechanics at school were small. These results give concern about the depth of understanding in mechanics gained during A-level Mathematics.

B.I.E.M. in solid mechanics

In solid mechanics the weak formulation produces an integral equation ready for a discretization and with less restrictive requiremets than the standard field equations. Fundamentally the weak formulation is a expresion of a green formula. An alternative is to choose another green formula materializing a reciprocity relationship between the basis unknowns and an auxiliary family of functions. The degree of smoothness requiered to practice the discretization is then translated to the auxiliar functions. The subsequent discretization (constant, linear etc.)produces a set of equations on the boundary of the domain. For linear 3-D problems the BIEM appears then as a powerful alternative to FEM, because of the reduction to 2-D thanks to the features previously described.

Mechanics' and engineers' pocket-book of tables, rules, and formulas pertaining to mechanics, mathematics, and physics.

Mode of access: Internet.