Basic Engineering Software for Teaching (“BEST”) Dynamics

Engineering dynamics is the study of motion, but textbooks and chalkboards, the traditional classroom teaching tools, cannot show that motion. Mechanical models are helpful, but relatively inflexible; they are qualitative, not quantitative. Since July 1992, personnel from the University of Missouri-Rolla have been developing and classroom testing “BEST”* (Basic Engineering Software for Teaching) Dynamics with the goal of improving the teaching and learning of engineering dynamics. About forty-five different problem simulations, representing a selection of typical kinematics and kinetics problems for both particles and rigid bodies, have been completed. These problems enable the user to vary inputs to view a wide variety of configurations and behavior. Students using “BEST” Dynamics have reported improved ability to visualize motion, and somewhat improved problem solving ability. Recent work has focused on adding, to some of the problems, “Solutions” which give detailed support in writing and solving equations. This paper will introduce the reader to “BEST” Dynamics and its classroom use. It will also provide some philosophical commentary on the applicability of instructional software to the problem-solving-oriented engineering classroom.     

Guides “bimorphes” d''ondes ultrasoniques “bimorph” ultrasonic wave guides”

An analysis of the dispersion of elastic waves is presented for two types of long ultrasonics wave-guides that we qualify of “bimorph”: (i) a “three-layer” guide made of two different materials and (ii) a “clad core” guide built up of a rectangular core surrounded by a cladding, the materials of the rod and cladding having different properties. An analytical model is proposed to describe the extensional, flexural and torsional motions in “bimorph” wave guides having two geometrical and material symmetry axes. The asymptotic behaviour of the model allows one to select the material properties which lead to modes guided essentially either in the central layer or in the core of the bimorph guide. Moreover, the dispersive properties of a “bimorph” can be controlled through the choice of geometrical and material parameters.     

A New “Contact-Based” First Year Engineering Course*

A new first year, engineering orientation course has been put in place at NCSU. The course stresses integration with other first year courses, writing, team building, critical thinking, disciplinary thinking, and has a strong problem-solving component. Students were randomly selected to participate in the course. Students' attitudes about engineering and the first year experience were assessed using an instrument developed at the University of Pittsburgh and compared with the normal introduction to engineering course. Students in this course were more positive about their learning experience in the first semester, reported a higher satisfaction with all their courses, and were less likely to think that the first year courses were designed to “weed” students out of the program.     

“Low-Tech” Innovations

This paper is about an industrial sector which, according to the usual socio-scientific indicators, is referred to as “low-tech”, respectively as non-research intensive and which mostly comprises “traditional” industries. The interest in this sector is motivated by the contradictory situation that, on the one hand, the debate about the perspectives of modern societies focuses on the rapidly growing importance of technological innovations, knowledge and research-intensive economic sectors while, on the other hand, traditional industries make up a considerable fraction of employment and production, especially also in developed economies. On the basis of the results of extensive empirical research, this contribution tries to find answers to the basic question, whether one can speak of an innovation mode typical of the low-tech sector. The institutional based innovation systems approach forms the categorical basis of the analysis. In order to elucidate the specific features of low-tech innovations, they are, in conclusion, compared to the general characteristics of high-tech-based innovation processes.     

Differentiation between the terms ”confined masonry“ and ”infill masonry“

This publication concerns the differentiation between the terms ”confined masonry“ and ”infill masonry“ using the example of the national technical approval Z‐17.1‐1145 – POROTON S9 MW –vertically perforated clay units with integrated thermal insulation using thin layer mortar [1].     

“Style” and technology

A rational approach to dealing with the problems created by developing technologies requires a new account of what is involved in proper management. A tripartite distinction is introduced between being reasonable, being rational, and having style. These notions are based on the commonsense principle of rationality (CPR), to be rational one must learn from experience. The proper management of technology requires more than learning from experience (being rational) and having the proper goals (being reasonable); it requires style, which entails being reasonable and acting in accordance with a given standard systematically over time.     

Use of “Studio” Methods in the Introductory Engineering Design Curriculum

A number of themes, including interest in first year design courses, commitment to active learning approaches, and desires for changes in course structures and costs have come together in a variety of teaching approaches. Some of these approaches have been referred to as using “studio” methods, although the particular pedagogy appears to vary greatly. In this paper, some of these experiments are briefly reviewed and placed in a larger context of studio education in other disciplines. The paper seeks to differentiate studio education from other active learning approaches. An introductory engineering design course was taught using an architecture studio model for two semesters. The experiment demonstrated that the studio method can be very effective in teaching design concepts, but because students are likely to be unfamiliar with this approach, care must be taken to reassure students regarding grades and expectations.