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JOHN CABOT UNIVERSITY
COURSE CODE: "ENGR 210"
COURSE NAME: "Statics"
SEMESTER & YEAR:
Summer Session I 2024
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SYLLABUS
INSTRUCTOR:
Susan Reynolds
EMAIL: [email protected]
HOURS:
MTWTH 9:00 AM 10:50 AM
TOTAL NO. OF CONTACT HOURS:
45
CREDITS:
3
PREREQUISITES:
Prerequisite: MA 198
OFFICE HOURS:
TBA
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COURSE DESCRIPTION:
This course provides an introduction to statics, the branch of mechanics that is concerned with the analysis of loads (force and torque, or "moment") on physical systems in static equilibrium, that is, in a state where the relative positions of subsystems do not vary over time, or where components and structures are at a constant velocity. When in static equilibrium, the system is either at rest, or its center of mass moves at constant velocity. Course content includes vector algebra, forces, couples, moments, resultants of force couple systems; friction, equilibrium analysis of particles and finite bodies, centroids; and applications.
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SUMMARY OF COURSE CONTENT:
Force, force components, force resultants; moment, couple moment and force couples (2D and 3D formulations); free-body diagrams and equations of equilibrium; connections and reactions; static equivalency; centroid of an area; static friction; applications (beams, trusses, cables, machines); fluid statics; internal forces (and moments); shear and moment diagrams; (area) moment of inertia; and Mohr's Circle for transforming moments of inertia.
The instructor is the author of Statics: A Student-Centered Approach, a free and open multi-media learning platform at SeeingStructures.org.
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LEARNING OUTCOMES:
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Apply vector addition, vector multiplication, and trigonometry to Statics problems.
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Construct free-body diagrams of a body or system in static equilibrium.
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Depict the effects of springs, pulleys, cables, pin connections, roller connections, and fixed connections with vectors.
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Calculate the moment of a force in 2D and 3D notation.
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Use the equations of equilibrium to solve for reactions in simple systems (particle equilibrium, beams, frames, cables, and trusses.)
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Solve for the internal shear force, normal force, and bending moment in a structural or mechanical member; express these concepts in the form of an equation; and graphically construct shear and moment diagrams.
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Analyze simple friction problems.
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Compute centroids through direct integration and composite area methods; compute moments of inertia through direct integration and via the parallel axis theorem; and calculate principal moments of inertia with Mohr’s Circle.
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TEXTBOOK:
| Book Title | Author | Publisher | ISBN number | Library Call Number | Comments | Format | Local Bookstore | Online Purchase |
| Statics: A Student-Centered Approach | Susan Reynolds | Susan Reynolds | n/a | n/a | This text is published under a Creative Commons License (CC BY-NC-SA 4.0) and posted at https://www.seeingstructures.org/courses-topics/Statics. | Ebook | n/a | n/a |
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REQUIRED RESERVED READING:
RECOMMENDED RESERVED READING:
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GRADING POLICY
-ASSESSMENT METHODS:
| Assignment | Guidelines | Weight |
| Learning Notebook | Each student is responsible for maintaining a written record of their progress through the course.
This may be a binder, notebook, or journal. It may be hard copy or digital.
Please include a cover sheet, table of contents, and page numbering system.
Appendices (such as a glossary of terms or a math reference sheet) are encouraged but not required.
Please include your notes on the out-of-class readings, all problems that go with the out-of-class readings, and all in-class work.
Organize the Learning Notebook chronologically. It will be collected during the Final Exam and graded.
Grading criteria:
- thoroughness, completion, and effort (i.e. did the student complete all assigned work?)
- organization, neatness, presentation, and coherency (i.e. is this work reasonably understandable to someone else?)
The Learning Notebook does not have to be perfect, polished, or pristine. It is a place for you to think, make errors, correct errors, experiment, contextualize and learn the course material.
I strongly encourage you to have me review their binder once or twice during the term for suggestions and advice.
What is the purpose of this assignment? There are many. First, it encourages students to assume responsibility for their own learning, as this assignment takes the place of conventional, graded homework activities. Second, it develops several key skills that are indispensable in engineering practice, such as engineering problem-solving methods, legible free-body diagrams, legible calculations, and legible commentary. Third, it serves as a record of your work in this course that you can reference in subsequent coursework. Fourth, it is modeled on the real-world calculation books in professional engineering practice. | Varies |
| Graded Checkpoints OR Midterm Exam | WHEN THE COURSE ENROLLMENT IS 8 OR FEWER STUDENTS, Graded Checkpoints will be used. In Week 2, Week 3, and Week 4, students will check-in with me and receive a grade. The grade will be based on an individual oral examination (which will feel like a discussion). The instructor will ask questions and ask the students to solve problems. Some will require drawings, figures, plots, equations, and/or calculations. You will receive a holistic grade for each of the three Graded Checkpoints (100=wow/amazing, 95=excellent; 85=good; 75=satisfactory; 65=poor; 60 and below = failure). WHEN THE COURSE ENROLLMENT IS 9 OR MORE STUDENTS, a written Midterm Exam will take the place of the Graded Checkpoints. | Varies |
| Final Exam | The Final Exam is a 2-hour exam on the Friday of Week 5. It is comprehensive and cumulative exam. It is closed-book. NOTE: if your Final Exam grade exceeds your Graded Checkpoint (average) Grade or Midterm Exam grade, it will replace it. | Varies |
| Participation Plus | The instructor has the discretion to raise or lower a student's final course grade by one letter grade based on the student's participation, attendance, helpfulness, cooperation, collaboration, curiosity, etc. The policy is based on the way engineers are licensed in the real world. The NCEES Model Law requires that licensees are not only technically competent; they must also be of sound reputation. People are more than test scores: experience, ability, values, ethics, character, and reputation all matter. To make a positive impression, attend class diligently, arrive early or on time, be kind and supportive to others in the course, put your cell phone away to focus on learning, and do what you can to make this course a great experience for everyone. | Varies |
| How The Course Grade is Determined | Refer to ATTENDANCE REQUIREMENTS below. | 100% |
-ASSESSMENT CRITERIA:
A signifies EXCELLENT (a thorough comprehension of the technical material, reliably accurate computations)
B signifies GOOD (a general comprehension of the technical material, generally accurate computations, with some errors present)
C signifies SATISFACTORY (a basic comprehension of the technical material, sometimes accurate computations, a few too many errors)
D signifies POOR (an incomplete comprehension of the technical material, unreliable or error-prone computations)
F signifies FAILURE (no significant comprehension of the technical material, incorrect computations)
-ATTENDANCE REQUIREMENTS:
Routine attendance is important and expected. It’s part of the “time-on-task” you need to master the course material. If you miss class, I will assume that it is for a good reason. Therefore all absences are considered excused. In order to incentivize attendance while also not penalizing students that need to miss class for a good reason (e.g. illness), the calculation of the final course grade will follow the table below. It’s based on the number of classes that you attend (4 days per week times 5 weeks equals 20 classes):
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Number of Classes Attended
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Graded Checkpoints (3 total)
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Learning Notebook
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Final Exam Weighting
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20 of 20
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3 @ 10% = 30%
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50%
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20%
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19 of 20
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3 @ 11% = 33%
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44%
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23%
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18 of 20
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3 @ 12% = 36%
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38%
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26%
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17 of 20
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3 @ 13% = 39%
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32%
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29%
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16 of 20
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3 @ 14% = 42%
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26%
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32%
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fewer than 16
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100%
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Per JCU policy, you cannot make-up a major exam (midterm, final, etc.) without the permission of the Dean’s Office. The Dean’s Office will grant such permission only when the absence was caused a religious holiday (provided the student notifies the insturctor by the end of Week 1) or a serious impediment (e.g. a documented illness, travel for hospitalization or death in the immediate family, and other situations of similar gravity). Permission to make-up a major exam will not be given due to job interviews, family celebrations, travel difficulties, student misunderstandings or personal convenience. Students who will be absent from a major exam must notify the Dean’s Office prior to that exam. The final exam is scheduled for Friday of Week 5.
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ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic
dishonesty will receive a failing grade on the work in which the dishonesty occurred.
In addition, acts of academic dishonesty, irrespective of the weight of the assignment,
may result in the student receiving a failing grade in the course. Instances of
academic dishonesty will be reported to the Dean of Academic Affairs. A student
who is reported twice for academic dishonesty is subject to summary dismissal from
the University. In such a case, the Academic Council will then make a recommendation
to the President, who will make the final decision.
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STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap.
Students with approved accommodations must inform their professors at the beginning
of the term. Please see the website for the complete policy.
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SCHEDULE
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A detailed schedule will be provided in class.
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