(1) Applied Mechanics, Embracing Strength and Elasticity of Materials, Theory and Design of Structures, Theory of Machines and Hydraulics A Text-book for Engineering Students (2) Strength of Material: an Elementary Study prepared for the Use of Midshipmen at the US Naval Academy (3) Stresses in Masonry

Nature ◽  
1910 ◽  
Vol 82 (2101) ◽  
pp. 394-395
Keyword(s):  
Engineering Students ◽  
Naval Academy ◽  
Applied Mechanics ◽  
Text Book ◽  
The Us

Teaching an Undergraduate Dynamics Course for Mechanical “Engineering Technology” Students: Successful Implementation for Students Learning

2016 ◽  
Author(s):  
Awlad Hossain ◽  
Jason Durfee ◽  
Heechang Bae ◽  
Kyle Larsen
Keyword(s):  
Mechanical Engineering ◽  
Engineering Students ◽  
Time Frame ◽  
Successful Implementation ◽  
Applied Mechanics ◽  
Engineering Technology ◽  
Text Book ◽  
Technology Students ◽  
Course Objectives ◽  
Dynamics Problems

Applied mechanics is a branch of the physical sciences that describes the response of bodies (solids and fluids) or systems of bodies to external forces. It deals with the basic concepts of force, moment and its effects on the bodies at rest or in motion. It helps engineers or engineering students to understand how different bodies behave under the application of different types of loads. Mechanics can be broadly divided into two branches as called Statics and Dynamics. Statics deals with the bodies at rest whereas dynamics involves studies related to bodies in motion. In particular, the major emphasis of a dynamics course is to provide the details of the principles of applied mechanics or physics with the studies of motion of objects caused by forces or torques. It is an important course to develop a method of stripping a problem to its essentials and solving it in a logical, organized manner. In our institution, we offer a one-quarter long Dynamics class for Mechanical Engineering Technology (MET) curriculum. This course teaches several topics of solving dynamics problems that belong to Kinematics in Rectilinear & Angular Motions, Plane Motion, Kinetics, Work & Energy, and Impulse & Momentum. This course is designed for the MET students, who are more “hands-on” and have mathematical knowledge up to Calculus II. However, the prerequisite of this course is Tech Statics, not Calculus II. On the other hand, the prerequisites of Tech Statics are Physics and Pre-Cal-II. Therefore, MET students enrolled in Dynamics course solve problems using algebra rather than using calculus. As a whole, this course becomes challenging to convey different concepts of dynamics to our students within 10 weeks’ time frame. To facilitate the overall learning, the course instructors solve different interesting realistic dynamics problems, besides solving the conventional problems from the text book. Solving these realistic dynamics problem helps our students to enhance their conceptual understanding, and motivate them to pursue further in subsequent chapters. The paper presents in details several interesting problems related to different chapters and how they are linked to convey the targeted message related to course objectives. The paper also presents how different topics taught in this class fulfill the targeted course objectives, which are mapped with ABET Engineering Technology criteria. While a course in Dynamics could be a common offering in many universities, the authors of this paper presents the pedagogical approaches undertaken to successfully teach or implement the course objectives to the undergraduate engineering technology students.

scholarly journals A Text-book on Applied Mechanics

Nature ◽  
1898 ◽  
Vol 57 (1482) ◽  
pp. 483-484
Author(s):  
H. B.
Keyword(s):  
Applied Mechanics ◽  
Text Book

scholarly journals A Text-book of Applied Mechanics

Nature ◽  
1896 ◽  
Vol 54 (1384) ◽  
pp. 7-7
Author(s):  
G.
Keyword(s):  
Applied Mechanics ◽  
Text Book

THE EFFECTIVENESS OF E-INTEGRAL MAP IN SOLVING INTEGRAL CALCULUS PROBLEMS

2016 ◽  
Vol 78 (10) ◽  
Author(s):  
Nor Hazizah Julaihi ◽  
Tang Howe Eng ◽  
Voon Li Li
Keyword(s):  
Experimental Design ◽  
Engineering Students ◽  
Design Research ◽  
Control Group ◽  
Integral Calculus ◽  
Text Book ◽  
Mathematics Knowledge ◽  
Post Test ◽  
Integration Techniques ◽  
The University

The existing gap of mathematics knowledge was identified as the major contributor to the decline in the students’ performance on the Integral Calculus at the university level. This phenomenon has led to university students’ difficulties in identifying the correct integration techniques and developing understanding on applications of the Integral Calculus. This study aims to analyse the effectiveness of e-INTEGRAL MAP in the learning of Integral Calculus among engineering students of advanced Calculus class. A total of 118 diploma engineering students were involved in an experimental design research to study on the usage and effectiveness of e-INTEGRAL MAP. Study was performed on 65 students in control group and 53 students in treatment group, using the pre-test and post-test experimental design methodology where the effectiveness of the maps was measured through their performance scores. Findings indicate that both control and treatment groups showed significant differences in post-test scores during the two months study. The majority of e-INTEGRAL MAP users found the maps very useful, helpful, easy to understand and user-friendly because it was systematically designed. In conclusion, e-INTEGRAL MAP significantly improved the students’ performance and understanding on the topic of Integral Calculus as compared to the conventional text-book learning.

Re-Engineering Cooperative Education Learning

1997 ◽  
Vol 11 (4) ◽  
pp. 229-235
Author(s):  
Ellen J. Duwart ◽  
Richard L. Canale
Keyword(s):  
Engineering Students ◽  
Cooperative Education ◽  
Educational Institutions ◽  
Learning Needs ◽  
Computer Engineering ◽  
The Us ◽  
The Usa ◽  
Engineering Programme ◽  
Education Process ◽  
Made In

The authors set out the importance of the inter-relationship between engineering education and practice, in the context of the US Accreditation Board for Engineering and Technology's Engineering Criteria 2000. They suggest that cooperative education can play a key role in filling the gap between theory and application in the teaching of engineering students, and point out that their proposals, although made in the specific context of the USA, have international relevance as the trend towards ‘globalization’ reduces national distinctions. The paper examines the learning needs of engineering students, lists the key challenges facing educational institutions, presents a model of the cooperative education process, and illustrates it with a case example of cooperative education in practice in the Electrical and Computer Engineering programme at Northeastern University.

Using Articulate Virtual Laboratories in Teaching Energy Conversion at the U.S. Naval Academy

1997 ◽  
Vol 26 (2) ◽  
pp. 127-136 ◽  
Author(s):  
C. Wu
Keyword(s):  
Energy Conversion ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Teaching Method ◽  
Computer Software ◽  
The United States ◽  
Naval Academy ◽  
United States Naval Academy ◽  
Virtual Laboratories ◽  
Engineering Department

The Mechanical Engineering Department at the United States Naval Academy is currently evaluating a new teaching method which implements the use of a computer software. Utilizing the thermodynamic based software CyclePad, Intelligent Computer Aided Instruction (ICAI) is incorporated in an advanced energy conversion course (EM443) for Mechanical Engineering students. The use of the CyclePad software enhances lectures and aids students in visualization and design.

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