Course outline

School of Electrical & Mechanical Engineering technology

Mechanical Engineering Technology/Technician Program

1 ADMINISTRATIVE INFORMATION
Course name: Mechanics of Materials
Course Code: ENGI 23413
Contact Hours: 56.0 (4 hrs x 14 weeks)
Credit Value: 4.0
Effective: Winter 2016
Prerequisite: N/A
Course Lead: N/A
Professor: Mohammad Arefin
Email: mohammad.arefin@sheridancollege.ca
Office: C264, Phone: 5110

2 COURSE DESCRIPTION
This course is concerned with the stress and deformations caused by external loads applied to a
body. A body can be a part of a machine or a structure such as shafts, beams etc. With the help
of free-body-diagram and equations of equilibrium, the students will be taught various methods
of sectioning a body under stress and then analyze the stress and induced internal reactions of
such a structure. This course will familiarize students with methods as well as real-life challenges
of designing a part and/or member of a complex structure analyzing its loading conditions and
expected performance.

3 LEARNING OUTCOMES & OBJECTIVES

Upon successful completion of this course, students will have reliably demonstrated their ability
to perform the following:

3.1 SOLVE

PROBLEMS INVOLVING VARIOUS MEMBERS UNDER AXIAL LOADS USING

THEIR EQUILIBRIUM CONDITIONS

3.1.1 Learning Objectives
a) Draw free-body diagrams of members
b) Calculate internal reactions such as normal and shear stresses and bending moments at
any given section
c) Determine the factor of safety for an object based on its level of stress and specified
material properties

3.1.2 Evaluation tool(s), condition and criteria

Evaluation Tool
Condition

Assignment: solve a
problem or answer
conceptual questions
based on the
lecture/slides/textboo
k reading

Quiz: solve
problem(s) and
answer conceptual
question(s)

Lab: performing
Experiments in the
laboratory to
complement
understanding of the
theories taught in the
class

3.2 CALCULATE

Students will work on solution

of an unseen problem from
the textbook or any book that
involves theories and
concepts of a machine
member that is axially loaded
under various external loads
for internal reactions using
appropriate equilibrium
conditions and free body
diagrams.

Criteria

Competence will be proven when

The solutions look authentic
The methods to solving the
problem will be methodical and
systematic regardless of their
end-results
The usage of theories and
concepts are relevantly
appearing in the solutions
Free body diagrams are drawn
correctly
Students will solve up to 2
Competence will be proved when
numerical problems and/or 1 Students will successfully solve
problem and 1 conceptual
the problem and/or attempts
question on beams or
will show adequate accuracy in
columns that are subject to
choosing the method and/or
external axial and/or torsional
conditions of equilibrium
loads within a time period of Free body diagrams are drawn in
maximum 20 minutes
the correct manner, sign
depending on the difficulty of
conventions are followed and
the paper
applied correctly
Cross sections are accurately
chosen and shown
Students will work in small
Competence will be proved when
groups and share works to
Students will be able to explain
find the Youngs modulus of a
their findings successfully
thin metallic wire using
The sample calculation will be
standard experiment(s) and
correct
then compare their
The example from real-life is
experimental value to that
relevant and shows ample
obtained theoretically. They
evidence of the theory being
will comment and/or explain
used
their findings in a report to
Units are chosen correctly and
rationalise their findings. They
consistently
will show sample calculations
and find one example in real
life where the theory is in
action.

Outcome(
s)
addresse
d
3.1 and 3.2

3.1 and 3.2

3.1

STRAIN/DEFORMATION OF REAL MATERIALS INCLUDING THOSE

WHICH ARE THERMALLY EXPANDED/CONTRACTED, WHICH WOULD OTHERWISE

BE STATICALLY INDETERMINATE
3.2.1 Learning Objectives
a) Identify statically indeterminate problems
b) Apply the appropriate boundary conditions to solve statically indeterminate problems such
as thermal expansion, restrained expansion of dissimilar materials
c) Solve equations with more than one unknown

3.2.2 Evaluation tool(s), condition and criteria

Evaluation Tool
Condition

Assignment:
solve a problem or
answer conceptual
questions based
on the
lecture/slides/text
book reading

3.3 DESIGN

Students will work on solution of

an unseen problem from the
textbook or any book that
requires knowledge of boundary
conditions apart from the
equilibrium conditions such as
thermal expansion. They will be
asked to find deformations of a
member that is under external
load and/or stress. These are
statically indeterminate
problems.

Criteria

Outcom
e(s)
address
ed

Competence will be proven when

The solutions look authentic
The methods to solving the
problem will be methodical and
systematic regardless of their
end-results
The conditions other than static
equilibrium is identified and
applied correctly
Free body diagrams are drawn
correctly

VARIOUS MECHANICAL COMPONENTS

SHAFTS,

KEYS,

3.1 and
3.2

AND BOLTED

FLANGES OF A POWER TRANSMISSION SYSTEM

3.3.1 Learning Objectives
a) Determine axial strain for members under axial loads using Hooks Law
b) Calculate dimensions of shafts, keys, and bolted flange couplings of a power transmission
systems that are critical for system stability using equilibrium conditions
c) Design wood and steel beams by selecting appropriate members to safely carry certain
external loads
3.3.2 Evaluation tool(s), condition and criteria
Evaluation
Condition
Tool

Quiz: solve
problem(s)
and answer
conceptual
question(s)

Lab:
performing
Experiments
in the
laboratory to
complement
understanding
of the theories

Students will solve up to 2 numerical

problems and/or 1 problem and 1

conceptual question on shafts, keys,

and/or bolted flange coupling etc. that
comprise a power transmission

system. They will be asked to find the

optimal dimension of these parts
considering the factor of safety and
other boundary conditions for ultimate
stability. They will solve the problems
in up to 20 minutes depending on the
difficulty of the paper.

Students will work in small groups and

share works to find the shear force of
a beam with rectangular cross section
and then compare their experimental
value to that obtained theoretically.
They will comment and/or explain

their findings in a report to rationalise

their findings. They will show sample

Criteria

Competence will be proved when

Students will successfully use all
the conditions to find all the
unknowns
Free body diagrams are drawn in
the correct manner, sign
conventions are followed and
applied correctly
Sizes found will be consistent with
each other
Right materials properties are
chosen
Units are applied correctly
Competence will be proved when
Students will be able to explain
their findings successfully
The sample calculation will be
correct
The example from real-life is
relevant and shows ample
evidence of the theory being

Outcom
e(s)
address
ed
3.1 and
3.3

3.1 and
3.3

taught in the
class

calculations and find one example in

used
real life where the theory is in action. Units are chosen correctly and
consistently

Mid-Term
Exam

Students will solve and/or answer to

Competence will be proved when
maximum of four (4) questions
Students will be able to solve
involving all the concepts learned in
numerical problems successfully
the sections 3.1.2 through 3.3.2. They Concepts are applied correctly
will answer all the questions within a
and relevantly
time-frame of maximum 100 minutes Units are consistent and correct
Free body diagrams are correct
Sign conventions are followed
meticulously
Methods are correct even though
the numerical values obtained
are not

3.4 EVALUATE

CRITICAL LOAD-BEARING

CAPACITIES

3.1, 3.2
and 3.3

OF BEAMS/COLUMNS

3.4.1 Learning Objectives

a) Construct shear force and bending moment diagrams for beams under various loading and
support configurations
b) Evaluate the maximum shear force and bending moment for a particular beam
c) Evaluate beam deflections using the moment-area method
d) Determine stress components, principal stresses and maximum shear stresses as well as
their plane of action using the Mohr's circle
3.4.2 Evaluation tool(s), condition and criteria
Evaluation
Condition
Tool

Quiz: solve
problem(s)
and answer
conceptual
question(s)

Lab:
performing
Experiments
in the
laboratory to
complement

Students will work on solution of

problem(s) that involves theories and
concepts of bending. They will use
various theories and tools such as
Mohrs Circle. Students will tested for
their understanding of stress
components, principle stresses and
critical values of these reactions.
Finally, they will evaluate how much
load a member can carry without
losing equilibrium and what are the
reactions acting at different important
parts of the member.
They will be given a maximum of 20
minutes to solve them in class.

Criteria

Competence will be proven when

Defections are correctly evaluated
Reactions are correctly identified,
labelled and proper sign is used
for them
The methods to solving the
problem will be methodical and
systematic regardless of their
end-results
The solution does not violate the
equilibrium
Free body diagrams are drawn
correctly
Units are chosen correctly and
consistently
Students will work in small groups and Competence will be proved when
share works to find the Beam
Students will be able to explain
deflection of a metallic beam with
their findings successfully
rectangular cross section using
The sample calculation will be
standard experiment(s) and then
correct
compare their experimental value to

Outcom
e(s)
address
ed
3.1, 3.3
and 3.4

3.3 and
3.4

understanding
of the theories
taught in the
class

that obtained theoretically. They will The example from real-life is

comment and/or explain their findings
relevant and shows ample
in a report to rationalise their findings.
evidence of the theory being
They will show sample calculations
used
and find one example in real life
Units are chosen correctly and
where the theory is in action.
consistently

4 EVALUATION PLAN
Students are assessed through quizzes, assignments, tests/exams (mid-term), lab reports and
final exams. Each of these components has their own weight in the finalized grade. The
breakdowns are as follows:

4.1 MARKS

BREAK DOWN
Evaluation tool

Quiz/Assignment(s)1
Labs2
Mid-Term
Final Exam
Total

Description/number
Typically 5 (@3% each) or 6 (@2.5%
each) throughout the semester
Typically 5 (@4% each) or 4 labs (@5%
each)
Based on Modules (1 - 5)
Based on Modules (6-10)

% of Final
Grade
15
20
30
35
100

Regardless of the final total mark, students must obtain at least 50% on the exam/theory/test(s) and 50%
on the lab/project/assignment(s) components of this course in order to obtain a passing grade in this
course.

1 Please refer to the sections 3.1.2, 3.3.2 and 3.4.2 for definitions and structures of quiz and
assignments.
2 Please refer to the sections 3.1.2, 3.3.2 and 3.4.2 for definitions and structures of Labs

5 TOPICAL OUTLINE
Week
#
1-2
Jan 1215 &
19-22

3
Jan 26
- 29

4
Feb 25

5
Feb 912

6
Feb
16-19

Modul
e#
1

Topic & Subtopics

Internal Reactions: Stress for Axial Loads
(p. 213)
Module 1:
Internal Reactions: Stress for Axial Loads
Introduction
Internal Reactions
Stress
Stress in axially loaded members
Average shear stress
Bearing stress
Allowable stress and factor of safety
Problems involving normal, shear and bearing
stress

Evaluatio
n
Assignmen
t A1
(released
on W2)

Readings
Chapter
10
P 213 239
A1 based
on M1

Strain for Axial Loads: Hookes Law (p. 240)

Module2:
Strain for axial loads: Hooke's Law
Axial strain
Stress-strain diagram
Hooke's law and Poisson's ratio
Axially loaded members
Statically indeterminate members
Thermally induced stress

Lab 1
Hooks
Law

Chapter
11
P 240 266

Quiz 1

Quiz 1
based on
M1

Shear Stresses and Strains: Torsion (p. 267)

Module 3
Shear stress and strains: Torsion
Shearing stress and strain
Hooke's law for shear
Torsion of a circular shaft
Power transmission

Assignmen
t A2
(released)

Chapter
12
P 267 283

Shear Forces and Bending Moments in

Beams (p. 284)
Module 4
Shear Forces and Bending Moments in Beams
Types of beam
Beam reactions
Shear force and bending moment diagrams
Relations among load, shear force and
bending moments
Review for Midterm

Quiz 2

A2 based
on M2

Chapter
13
P 284 304
Q2 based
on M2

Lab 2
Shear
Strength

Chapter
10 - 13

7
Feb 23
8
Mar 14
9
Mar 811

10
Mar
15-18

Midterm Test (30% of final Marks)

No Classes

5+6

11
Mar
22-25

12
Mar 29
- Apr 1

13
Apr 5 Apr 8

14
Apr 12
- Apr
15

Chapter
10 - 13

Bending and Shearing Stresses in Beams

(p. 305)
Module 5:
Bending and Shearing Stresses in Beams
Pure bending of a beam
Bending stress formula
Shearing stresses in beam
Horizontal shear stress formula
Shear flow formula
Design of beams for strength (Module 6)
Deflection of Beams Due to Bending (p. 353)
Module 7:
Deflection of Beams due to Bending by the
Moment-Area Method
Deflection of cantilever beam
Deflection of simply supported beam
Combined Stresses and Mohrs Circle (p.
400)
Module 8:
Combined Stresses and Mohr's Circle
Plane stress
Stress component in an oblique plane
Mohr's circle for plane stress
Principle stress
Maximum shear stress
Combined Stresses and Mohrs Circle (p.
400)
Module 8:
Principle stress
Maximum shear stress
Columns (p. 428)
Module 9:
Columns
Euler column formula
Effective length of columns
Relationship between critical stress and
slenderness ratio
Review
Final Exam
No Scheduled Classes or Labs

Assignmen
t A3

Chapter
14
P 305 352
A3 based
on M5

Lab 3 Torsion

Chapter
15
P 353 399

Chapter
16
P 400 - 427

Lab 4
Deflection
of Beams

Chapter
16
P 400 427

Quiz 3

Chapter
17
P 428 438
Q3 based
on M5-8

6 RATIONALE
6.1 FOREWORDS
Mechanics of Materials is a course that is designed for helping students make effective
contributions in the engineering field as design engineers and/or technicians. The design
engineers are at the core of the engineering development who set the starting point of a
project/plant/venture. Therefore, their work is critical to the success of the project. Teaching
students the necessary concepts, tools, methods and technology is only part of the preparation.
Making sure that they will analyze and solve the problem(s) at hand correctly and efficiently and
also design and/or create prototypes in their future jobs, is a challenge that calls for careful
evaluation at the very high levels of Blooms Taxonomy (Bloom, Mesia, & Krathwohl, 1964).

6.2 THE

TEACHING/LEARNING METHOD
The teaching method adopted in this course is worth mentioning in this ongoing discussion the
course is designed to accommodate the problem-based learning styles (Bonwell & Eison, 1991)
and hence requires the students to work on problems taken from the real world and find
solutions to those problems by compiling their knowledge of the concepts, tools and various
methods that are industry-standard. Problem-based learning or PBL is also known as one of the
innovative and effective ways of teaching and learning (Maurer & Neuhold, 2012), especially for
large groups of learners in the science and technology fields (Duch, Groh, & Allen, 2001).

6.3 EVALUATION
I have chosen several summative evaluation methods that will enable me to evaluate the
learning of my students in the very same way they will be evaluated for their appraisal in real
jobs problem-solving!
6.3.1 Quizzes/assignment
Through quizzes and assignments, gathered from various sources that apply the standard
theories and tools of Mechanics, I actually tried to put the learners in a situation whereby they
will find themselves in a position where real designers find them on a regular basis. I have
devised an equal number of assignments and quizzes throughout the semester; however,
judging their progress, I might find ways to increase one or the other until I reach the total
number of 6 (6 x 2.5 = 15%). Sometimes it is a good idea to have more quizzes instead of
assignments as the former keeps the students close to their books, lecture notes and flipped
contents, especially when dealing with 3rd-semester students who are nave to the course and
reluctant to studying hard by nature.
Mechanics of materials unfolds a number of new concepts to the learners, which are hard if not
practiced vigorously and easy to make mistakes if not careful enough while analyzing/solving.
Hence, the assignments, they are good for practicing and familiarizing to the common mistakes
and sources of errors that can occur. On the other hand, quizzes are better than assignments
when it comes to individual assessment and assurance that the learners have learned to solve
problems on their own, as they will do it in the class alone.
6.3.2 Lab-works
Labs are great ways to evaluate learners learning experiences. It is the place where industry
events and/or situations are simulated and the students are exposed to them. Therefore, it
presents a great opportunity for the instructor to assess how the students have retained the
theories and how they find themselves comfortable in utilizing their knowledge into real

situations. It is a hands-on experience where even the mistakes are sources of knowledge and
helpful for reiterating understanding of complex engineering theories. From the lab reports that
the students produce after performing the experiments, the instructor can find out exactly how
much the students have conceptualized the problems at hand. They have to explain their
findings whether they are adhering to the theoretical values or not, their ability to explain the
deviations (if any) or agreement between experiment and theory clearly shows their
understanding of what to expect or not from the current set up.
So, I have incorporated a number of labs for my students throughout the semester.
6.3.3 Exams (Mid-Term/Final)
The semester is packed with numerous lessons/modules. The students get to learn about these
concepts for the first time in their academic career. Therefore, careful selection of topics and
spreading them across the entire length of the semester is critical to the sustainable learning
experience. I tried my best to distribute the assessments as dispersedly as possible keeping
them relevant to their most recent learning outcomes. Hence, many things remains untested
which I have to test in some way that is why the mid-term and final exams are necessary as
evaluation tools. Most things that appear here are similar to what the students have already
dealt with in the quizzes and/or assignments, but the concepts or modules that they are based
on are cumulative and sometimes additional to their learning.
I hope that this explains my rationale for the development of my course outcome/objectives. As
for the revisions which I have done to my outline, at times, it was due to the fact that I had too
many or too few outcomes as to accommodate for the expected hours (7 10 hrs to be specific)
of instruction. Other than that, I had to revisit some of the assessment tools, as they appeared to
be qualitative rather than quantitative. I also had to spend a lot of time to adjust the distribution
of the evaluation tools across the semester. I am grateful to my colleagues, as they have pointed
me towards few verbs, which they could not find in the Blooms repertoire! Thus, I had to revisit
the verbs and/or change to something more familiar so that they are easy to understand or
connect to.
At the end, it was a great experience developing such a great resource for my future career. I am
thankful to the facilitators who guided me towards the end to accomplish this.

7 REFERENCES
Bloom, B. S., Mesia, B. B., & Krathwohl, D. R. (1964). Taxonomy of Educational Objectives. New
York .

Bonwell, C. C., & Eison, J. (1991). Active Learning: Creating Excitement in the Classroom, ASHEERIC Higher Education Report No.1. Washington, DC: George Washington University.
Duch, B., Groh, S., & Allen, D. (2001). The Power of Problem Based Learning. Washington: Stylus
Publishers.
Maurer, H., & Neuhold, C. (2012). Problems Everywhere? Strengths and Challenges of a ProblemBased. Higher Education Academy Social Science Conference: Ways of Knowing, Ways of
Learning, (pp. 1-2). Liverpool.