MECH ENG 2002 - Stress Analysis & Design

North Terrace Campus - Semester 2 - 2024

Concept of stress and strain, characterisation of stress-strain curves and failure of metals, plastics and wood, Hooke's law in tension/compression and shear, axially loaded members, Saint-Venant's principle, non-linear deformation, statically indeterminate structures, thermal stresses, torsion of circular bars and tubes, bending, stresses in beams, combined loading, deflection of beams, buckling instability, analysis of stress and strain, Mohr's circle, generalized Hooke's law, strain energy, energy methods, elementary theories of plasticity and failure, intro to design of columns, shafts, pressure vessels, welded joints, fasteners and springs and Finite Element Analysis.

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Course Details

Course Code	MECH ENG 2002
Course	Stress Analysis & Design
Coordinating Unit	Mechanical Engineering
Term	Semester 2
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 5 hours per week
Available for Study Abroad and Exchange	Y
Incompatible	CEME 2001 or CIVILENG 2001
Assumed Knowledge	MECH ENG 1007 & (C&ENVENG 1010 or CEME 1004 or CIVILENG 1004)
Restrictions	Available to Bachelor of Engineering (Honours) (Mechanical) & associated double degree students only
Assessment	Assignments, quizzes, finite element labs, laboratory experiments, exam

Course Staff

Course Coordinator: Professor Andrei Kotousov

Course Timetable

The full timetable of all activities for this course can be accessed from Course Planner.

One two-hour lecture and a three hour tutorial per week. Two laboratories will need to be attended through the semester.

Course Learning Outcomes

On successful completion of this course students will be able to:

1	Apply knowledge of basic science and engineering fundamentals;
2	Demonstrate the ability to communicate effectively, not only with engineers but also with the community at large;
3	Demonstrate technical competence in at least one engineering discipline;
4	Demonstrate the ability to undertake problem identification, formulation and solution;
5	Apply a systems approach to design and operational performance;
6	Demonstrate the ability to function effectively as an individual and in multi-disciplinary and multi-cultural teams, with the capacity to be a leader or manager as well as an effective team member;
7	Discuss the professional and ethical responsibilities and commitment to them; and
8	Recognise the need to undertake lifelong learning, and the capacity to do so.

The above course learning outcomes are aligned with the Engineers Australia Entry to Practice Competency Standard for the Professional Engineer. The course develops the following EA Elements of Competency to levels of introductory (A), intermediate (B), advanced (C):

1.1	1.2	1.3	1.4	1.5	1.6	2.1	2.2	2.3	2.4	3.1	3.2	3.3	3.4	3.5	3.6
C	C	A	A	B	A	A	A	A	A	A	A	A	A	A	A

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Attribute 1: Deep discipline knowledge and intellectual breadth Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.	1-5
Attribute 2: Creative and critical thinking, and problem solving Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.	1-5
Attribute 3: Teamwork and communication skills Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.	1-5
Attribute 4: Professionalism and leadership readiness Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.	1-7
Attribute 5: Intercultural and ethical competency Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.	6-7
Attribute 8: Self-awareness and emotional intelligence Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.	6-7

Learning Resources

Required Resources

No textbook is compulsory. The lecture notes are provided online at the commencement of the course.

Recommended Resources

Gere, J.M., Mechanics of Materials, Ninth edition, Cengage Learning, 2017

Online Learning

In-depth worked solutions to lecture, tutorial, assignment and test problems will be uploaded on MyUni. Lecture and tutorial recordings as well as supplementary resources will be made avaliable on MyUni as well.
Learning & Teaching Activities

Learning & Teaching Modes

The course material is delivered through weekly lectures and demonstration tutorials. The lectures cover various topics of stress analysis and design, with a focus on the practical applications of stress analysis to real world problems. The demonstration tutorials focus on the development of problem solving and communication skills in the context of the design of simple structural components widely utilised across engineering designs.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

The workload for the course comprises of lectures, demonstration tutorials and practical components. The assessments include 10 online quizzes, 3 in-class tests, 3 home assignments, 2 individual practical reports, and the final examination.

The 10 weekly online quizzes consist of simple problems aimed to enhance the understanding of basic concepts and methods presented during the weekly lecture and tutorial.

The 3 in-class tests are conducted to develop time-managment and problem solving skills. They will consist of 3-4 more in-depth (exam style) problems. The purpose of these tests is to prepare students for the final exam.

The 3 home assignments includer problems which are more advanced than the problems discussed in lectures and tutorials. The assignment problems are aimed at challenging the students intellectually and providing stimulus for students to extend their conceptual understanding in a self-directed manner.

The 2 practical components of this course are the DIC / Beam bending laboratory and the FEA computer exercises. During the DIC / Beam bending laboratory students will be introducted to contempary experimental methods for the analysis of strains (strain gauge technique and digital image correlation). The FEA classes introduce computational-based methods which are the main tool for design and stress analysis in industry. Both components will be assessed by an individual report. Each practical is a hurdle assement in which the student must score above 50% to pass the course.

The final examination is intended to assess the student’s overall knowledge and understanding of all topics covered in the course. The final examination is a hurdle assessment in which the student must score at least 40% to pass the course.

Learning Activities Summary

TENSION, COMPRESSION AND SHEAR

(a) Concept of stress and strain
(b) Hooke's law and Poisson's ratio
(c) Small strain analysis

BASICS OF STRUCTURAL DESIGN

(a) Mechanical behaviour of materials
(b) Factor of safety and allowable stress
(c) Analysis and design of simple connections

AXIALLY LOADED MEMBERS

(a) Changes in length of axially loaded members
(b) Statically indeterminate structures
(c) Stresses acting on inclined sections
(d) Principle of superposition

TORSION OF CIRCULAR BARS

(a) Torsional deformation of a solid circular bar
(b) Nonuniform torsion
(c) Statically indeterminate shafts
(d) Analysis of stress and strain in pure shear

SHEAR FORCES AND BENDING MOMENTS IN BEAMS

(a) Shear force and bending moment
(b) Relationships between Loads, Shear Forces, and Bending Moments
(c) Shear and Moment Diagrams

STRESSES IN BEAMS - PART I

(a) Strain-Curvature relation for a beam in pure bending
(b) Normal Stresses in beams
(c) Transverse Shear Stresses in beams of rectangular cross-section
(d) Transverse Shear Stresses in beams of circular cross-section

STRESSES IN BEAMS - PART II

(a) Review of centroids and moments of inertia
(b) Shear stresses in the web of wide-flanged beams
(c) Beams with combined bending and axial loads
(d) Circular or annular section beams with combined transverse shear
and torsional loads

DEFLECTION OF BEAMS AND COLUMNS

(a) Deflection of beams
(b) Buckling instability in columns
(c) Secant formula

ANALYSIS OF STRESS AND STRAIN - PART I

(a) Stress elements and plane stress
(b) Stress transformation equations
(c) Principal stresses and maximum shear stress
(d) Mohr’s circle
(e) Special cases of the plane stress state

ANALYSIS OF STRESS AND STRAIN - PART II

(a) Hooke’s law in plane stress
(b) Volume changes
(c) Strain transformation equations
(d) Special cases of the plane stress state
(e) Theories of failure

PRESSURE VESSELS AND SHAFT DESIGN

(a) Spherical and cylindrical pressure vessels
(b) Maximum stresses in beams
(c) Shaft design

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Assessment Task	Weighting (%)	Individual/ Group	Formative/ Summative	Due (week)*	Hurdle criteria	Learning outcomes
In-class Tests	15	Individual	Summative	Weeks 4, 8, 12		1. 3. 4. 5. 6. 8.
Labs	10	Individual	Summative	Week 5-12	Min 50%	1. 2. 3. 4. 5. 6. 7. 8.
Assignments	15	Individual	Summative	Weeks 1-12		1. 2. 3. 4. 5. 6. 7. 8.
Online Quizzes	10	Individual	Summative	Weeks 1-11		1. 3. 4. 5. 6. 8.
Final Exam	50	Individual	Summative		Min 40%	1. 3. 4. 5. 6. 8.
Total	100

* The specific due date for each assessment task will be available on MyUni.

This assessment breakdown complies with the University's Assessment for Coursework Programs Policy.

This course has a hurdle requirement. Meeting the specified hurdle criteria is a requirement for passing the course.

Assessment Related Requirements

Attendance at the practical components is compulsory. The students must score more than 50% for both practical components (DIC / Beam bending and FEA computer exercises).

Assessment Detail

No information currently available.

Submission

Submissions for the practical components and home assignments are online via the MyUni submission portal. Submissions should be a single PDF file. The online quizzes will be administered using the MyUni quiz system and can be completed online during the week. The in-class tests and final exam are paper submission only (you will be provided with a booklet to write your answers in).

Any late submission will be marked at -10% penalty per calendar day late.

For all extensions, please fill in the Application for Assessment Extension form avaliable on MyUni.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through Access Adelaide.

Student Feedback

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
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Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

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Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator