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翻译:施忠贤(简介并寄信)
编辑:王吉胜(简介并寄信)

1.050 固体力学

2002年秋季课程
Louis Bucciarelli 教授

教学目标

本课程的目标是要介绍给学生们了解工程师们 - 不论是在土木、机械或航太的领域中 –在设计各种规模大小或不同用途之结构时所应用的基础概念与原理。我们以大一的数学跟物理课程为基础,延续了其中的牛顿力学以解说桁架、构架、梁和圆柱体等构造之弹性行为。我们安排让学生练习推导及解答无固定答案的设计类型作业,藉以连结科学理论与工程实务之间的差异。

教科书

Bucciarelli, Louis,《结构工程力学》(Engineering Mechanics for Structures) ,2002年秋。

同时需要:Mead 方格纸装订的笔记本。

其他资源

Crandall, S., Dahl, N., Lardner, T. 《固体力学介绍》( An Intro. to the Mechanics of Solids),McGraw-Hill, 1978.

Gere, J. M., Timoshenko, S. P. 《材料力学》(Mechanics of Materials),PWS Publishing,第四版,1997.

上课时数

教师授课:
每周3节
每节1小时

复习/实习课程:
每周2节
每节1小时

评分

小考 30%

这学期会有两次一小时不可带书的小考。

设计作业 40%

这学期将有六次两到三天内完成的课外作业. 将内容用记事本纪录.并载明所需事项.

期末考 30%

一次期末考。

家庭作业

每周都会指派家庭作业,批改后发回(一周内)。这是跟助教及Bucciarelli教授讨论的基础。

设计作业笔记本指引

学习本,请采用方格纸装订本, 尺寸为10 1/4 X 7 7/8 英吋, 是为记录您的工作进程。请注意它的内容,并不是作为修饰过的文字报告, 也不是浮现在脑海每个想法和词汇的一个完全纪录, 但是可以当作一个个人想法的完全帐户,如果您认为哪些因时间流逝的想法会使您回去在某个时候重建您的推理、臆想和分析。请用墨水书写。如果您改变想法或发现错误, 请不要擦掉;将不要的部分划线删除就好。

请在明显的位置注明姓名,电子信箱和电话号码;如果遗失的话,你希望被归还的联络方式。前面几页请空白;当作业进行时可写下你的内容一览表。请编页码。

每个作业完成后请就努力的结果写下1至2页的结论,比如说尺寸手绘图;最重要的参数的解释;规格的详述;备注困难的限制。

每个作业都有两项评分:一是“表达”,另一项是“分析”。这两项并非完全无关。假如表达太不清楚或无法阅读,你的分析的评分也会变成不可能然后你就会不及格。假如你的分析省略了参考资源 – 其他同学,网址,参考书 – 你的报告也就会显的不适当且不专业。这两项同样重要。

请以下列方式思考:

过程跟产品一样重要;方法也跟结果一样重要。

有关学术诚实的重要说明

我们鼓励大家跟同学们一起完成家庭作业及设计习题。我们不原谅抄袭。两者有何不同呢?譬如当你正努力奋战你的作业习题却感到受困时,你可以将相关的问题带去给同学,这时一个具有价值及诚实的合作精神会随之产生。你的同侪就有机会从你的问题中学到一些东西也可帮助你解决问题。如此你对于合作成果带来贡献。

一般我们以 2 或 3 人为一组一起做设计作业。当你似乎走到一条死胡同的时候,可以用过去几年的习题或考古题做为检核或改正的参考。做设计作业时,你们也会常常用到网络资源。我们也鼓励你们这么做。在任何情况下,你必须注明所参考到的资料来源跟合作者,不论是其他学生、网页、以往的解决方案等等。




1.050 SOLID MECHANICS

Fall 2002
Prof. Louis Bucciarelli

Objectives

The aim is to introduce students to the fundamental concepts and principles applied by engineers - whether Civil, Mechanical, Aeronautical - in the design of structures of all sorts of sizes and purpose. We build upon the mathematics and physics courses of the freshman year, extending Newtonian Mechanics to address and understand the elastic behavior of trusses and frames, beams and cylinders. We aim also to engage students in the formulation and resolution of open-ended, design-type exercises, thereby bridging the divide between scientific theory and engineering practice.

Textbook

Bucciarelli, Louis. Engineering Mechanics for Structures, Fall 2002.

Also required: Mead Quad Composition notebook.

Other Resources

Crandall, S., Dahl, N., Lardner, T. An Intro. to the Mechanics of Solids. McGraw-Hill, 1978.

Gere, J. M., Timoshenko, S. P. Mechanics of Materials. PWS Publishing, 4th ed. 1997.

Class

Lectures:
Three sessions / week
1 hour / session

Recitations:
Two sessions / week
1 hour / session

Grading

Quizzes 30%

There will be two one-hour, closed-book quizzes given during the semester.

Design Exercises 40%

There will be six, short (~two, three day, take-home), open-ended exercises assigned throughout the semester. You will document your work in a journal (the Mead Composition book). A fuller description of what is required will be forthcoming.

Final Exam 30%

There will be a final exam.

Homework

Homework will be assigned weekly, evaluated and returned to you (within a week). It will serve as a basis for discussion with the Teaching Assistant and Professor Bucciarelli.

Design Exercise Journal Instructions

The journal, the quad-ruled composition book, 10 1/4 X 7 7/8 in, is for recording your work as you progress. Think of its contents, not as a polished text for presentation, nor as a complete record of every thought and word that comes to mind, but as a sufficiently full account of your thinking which would enable you to go back after some time has elapsed to reconstruct your reasoning, conjectures, and analysis. Write in ink. If you change your mind or find an error, don’t erase; drawn a line through what is no longer wanted.

Put your name, email, and phone number somewhere prominent; if lost, you want it returned. Leave the first few pages blank; make up a table of contents here as you go along. number the pages as you go along.

At the end of each exercise, summarize, on one or two pages, the results of your efforts - e.g, a dimensioned sketch; an explanation of what parameters are critical; a restating of specifications; a note of difficult constraints.

Two grades will be assigned for each exercise: One for “presentation”, the other for “analysis”. These two are not entirely independent. If your presentation is too cryptic or unreadable, evaluation of your analysis may be impossible and you will receive no credit. If your analysis omits references to sources - other students, a web url, a reference textbook - your presentation will be judged inadequate and unethical. The two grades count equally.

Think of it this way:

Process is as important as product; means as important as ends.

IMPORTANT NOTE ABOUT ACADEMIC HONESTY

We encourage you to work with your peers on homework and the design exercises. We do not condone copying. What is the difference? A valued and honest collaboration occurs when, for example, you “get stuck” early on in attacking an exercise and go to your classmate with a relevant question. Your colleague then has the opportunity to learn from your question as well as help you. You then bring something to the collaboration.

Often we will form teams of two or three students to tackle the design exercises. And you can learn too from last years problem sets and quizzes if used as a check or corrective when you seem to have hit a dead end. In doing the design exercises, you may have occasion to use the web as a resource. We encourage that too. IN ALL CASES YOU ARE TO REFERENCE YOUR SOURCES AND COLLABORATORS, WHETHER OTHER STUDENTS, THE WEB, ARCHIVED SOLUTIONS, ETC.




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