Applied Physics Ⅰb

Course Information

College	Toyama College	Year	2022
Course Title	Applied Physics Ⅰb
Course Code	0092	Course Category	Specialized / Elective
Class Format	Lecture	Credits	School Credit: 1
Department	Department of Mechanical Engineering	Student Grade	3rd
Term	Second Semester	Classes per Week	2
Textbook and/or Teaching Materials	配布プリント，Professional Engineer Library 材料力学，実教出版
Instructor	Okane Masaki

Course Objectives

Students learn about the mechanics of (elastic) deforming objects, which is the most important learning item in the department of mechanical engineering. Students will also deepen their understanding while solving many exercises in close relation to the strength of materials I and strength of materials II that will be held at the same time. Specifically, the content described in the "Standard Achievement Level Guideline (Good)" in the "Evaluation (Rubric)" below is the basic goal of this subject.

Rubric

Assigned Department Objectives

Teaching Method

Outline:

The mechanics of deforming objects (strength of materials) is one of the basic subjects of mechanical engineering, and is an essential discipline in equipment design. You are not required to understand strength of materials, but after graduation, you will be involved in work such as equipment design using strength of materials as a tool. It is not a memorization for the test, but it is required to understand it properly so that you can acquire it as knowledge without forgetting it even after graduation.

Style:

The teacher will do it alone. Since it is a basic subject, lectures will be the main focus, but exercises will be included during class as appropriate.

Notice:

Reports, etc. must be submitted for all assignments. Unless there are unavoidable circumstances, credits will not be granted if there is even one unsubmitted report or if the submission deadline is not met.

Characteristics of Class / Division in Learning

Active Learning	Aided by ICT	Applicable to Remote Class	Instructor Professionally Experienced

Course Plan

			Theme	Goals
2nd Semester
	3rd Quarter
		1st	Stress and strain ①	Students understand virtual cross sections, understand the difference between internal and external forces, and understand the definitions of normal stress and shear stress.
		2nd	Stress and strain ②	Students will understand vertical strain and shear strain, longitudinal strain and lateral strain, and nominal strain and true strain, respectively.
		3rd	Tension and compression ①	Students can understand the relationship between elongation and stress and determine the elongation of the rod due to its own weight.
		4th	Tension and compression ②	Students understand the bar of equal strength. You can solve the statically indeterminate problem of the bar.
		5th	Bending of beam ①	Students find the shear force and bending moment in various problems and understand how to draw S.F.D. and B.M.D.
		6th	Bending of beam ②	Students find shear forces and bending moments in advanced and complex problems and understand how to draw S.F.D. and B.M.D.
		7th	Exercises on stress and strain, tension and compression, and beam bending
		8th	Mid-term exam
	4th Quarter
		9th	Explanation of the answers to the mid-term exam. Bending stress ①	Students understand the relationship between bending moment and bending stress.
		10th	Bending stress ②	Students understand the properties of cross-sectional shapes (center of view, moment of inertia of area, moment of inertia of area, etc.).
		11th	Deflection of beam ①	Students will understand the deflection curve of the beam and understand the boundary conditions and how to determine the deflection in various beams.
		12th	Deflection of beam ②	Students understand how to solve statically indeterminate beams.
		13th	Torsion ①	Students understand the stress caused by the action of torsion, its distribution, and how to obtain it.
		14th	Torsion ②	Students understand the relationship between torque and shear stress, and understand its application to transmission shaft design, etc.
		15th	Final exam
		16th	Exam return, commentary, class questionnaire

Evaluation Method and Weight (%)

	Examination	Portfolio	Total
Subtotal	80	20	100
Basic Ability	60	20	80
Technical Ability	20	0	20

	Ideal Level of Achievement	Standard Level of Achievement	Unacceptable Level of Achievement)
Students can correctly explain the difference between external force and internal force.	Even with complicated problems, students can correctly assume virtual faces in materials and can obtain internal forces.	If it is a basic problem, the student can correctly assume the virtual plane in the material, and can obtain the internal force.	Students can not assume the virtual plane correctly in the material and can not find internal force.
Students understand equilibrium of forces, equilibrium of moments, and can correctly determine each equilibrium equation.	Students can correctly determine the equilibrium equation of equilibrium of equilibrium and moment, even for complex problems.	Students can correctly determine the equilibrium equation of the equilibrium of force and equilibrium of moments if it is a standard problem.	Students can not correctly determine the equilibrium equation of equilibrium of force and equilibrium of moment, even for standard problems.
Students understand the definition of stress and strain and can explain them correctly.	Students can accurately describe the stress and strain according to the load mode.	Students can generally explain the stress and strain according to the load mode.	Students can not explain the stress and strain according to the load style
Students can calculate the stress and strain caused by the self weight of the rod.	Students can accurately determine the stresses and strains caused by the own weight of the bars.	Students are generally able to determine the stresses and strains caused by the weight of the bars.	Students can not determine the stresses and strains caused by the weight of the bars.
Students can calculate stress and elongation for bars whose cross section changes.	Students can accurately calculate stress and elongation for bars whose cross section changes.	Students can generally calculate stress and elongation for bars whose cross section changes.	Students can not calculate stress and elongation for bars whose cross section changes.
Students understand the fixing and supporting method of the beams, and can correctly assume reaction force and support moment.	Students can accurately assume reaction force and support moment according to the fixing and supporting method of the beam.	Students can generally assume reaction force and support moment.	Students can not assume reaction force, support moment.
Students can determine the shear force and the bending moment if they are relatively simple beams with only concentrated loads acting.	Students can accurately obtain shear force and bending moment, if it is a relatively simple beam with only concentrated load applied.	Students can generally obtain shear force and bending moment, if they are relatively simple beams with only concentrated load applied.	Students can not obtain shear force and bending moment, even if they are relatively simple beams with only concentrated load.
Students can determine the shear force and bending moment of the beam to which the distributed load to which the area moment method can apply.	Students can accurately determine the shear force and bending moment of the beam to which the distributed load to which the area moment method can apply.	Students can roughly determine the shear force and bending moment of the beam with the distributed load to which the area moment method can be applied.	Students can not find shear forces, bending moments of beams to which distributed loads to which the area moment method can apply.
Students can determine the shear force and bending moment by using the integral method even in the case of a beam in which the distributed moment method can not be easily applied.	Students can accurately calculate shear force and bending moment by using the integral method even in the case of a beam in which a distributed load that the area moment method can not apply easily acts.	Students can obtain shear force and bending moment roughly by using the integral method even in the case of a beam with a distributed load that the area moment method cannot be applied.	Students can not generally obtain shear force and bending moment in the case of distributed beams where the area moment method can not be easily applied.
Students can draw shear force diagrams and bending moment diagrams given shear force and bending moment equations.	Students can draw shear force diagrams and bending moment diagrams accurately if given shear force and bending moment equations.	Students can draw shear force diagrams and bending moment diagrams accurately if given the shear force and bending moment equations	Students can not draw shear force diagrams and bending moment diagrams, given equations of shear force and bending moment.
Students can estimate to some extent what kind of load and moment is being loaded on the shear force diagram and the bending moment diagram.	Students can estimate exactly what kind of load or moment is being loaded by observing the shear force diagram and the bending moment diagram.	Students can estimate to some extent what kind of load and moment is being loaded on the shear force diagram and the bending moment diagram.	Students can not guess what kind of load or moment is being loaded by the shear force diagram or the bending moment diagram.
Students understand that the bending stress is not uniform, has a distribution on the cross section, and it is mixed with tension and compression.	Not only can students correctly explain this, students can make their own materials and explain effectively.	Students can explain it briefly by using textbooks.	Students can not correctly explain that even using textbooks or notes.
Students can determine the geometrical moment of inertia. Also, we can explain the difference between the geometrical moment of inertia and the polar moment of area in section.	Students can correctly determine the geometrical moment of inertia even in a complicated case.	Students can correctly determine the geometrical moment of inertia if the problem is a basic case	Students can not correctly determine the geometrical moment of inertia even in the case of the basic case.
Students can calculate the bending stress of the beam.	Students can accurately calculate the bending stress of the beam even when the distributed load acts or the sectional shape is complicated.	Students can accurately calculate the bending stress of beam in a basic case.	Students can not accurately calculate the bending stress of the beam even in simple cases.
Students understand the parallel axis theorem.	Not only can students correctly explain this, students can make their own materials and explain effectively.	Students can explain it briefly by using textbooks.	Students can not correctly explain that even using textbooks or notes.
Students understand the strength of equality strength.	Not only can students correctly explain this, students can make their own materials and explain effectively.	Students can explain it briefly by using textbooks.	Students can not correctly explain that even using textbooks or notes.
Students understand the differential equations of deflection of beams.	Students can derive differential equations of deflection of the beam from the theory and can use it correctly.	Students know what the differential equations of the deflection of the beam are and can use them correctly.	Students can not explain the differential equations of deflection of beams by referring to textbooks and notes.
Students can obtain the deflection of the beam and the deflection angle.	Students can correctly determine the geometrical moment of inertia even in a complicated case.	Students can correctly determine the geometrical moment of inertia if the problem is a basic case.	Students can not correctly determine the geometrical moment of inertia even in the case of the basic case.
Students will be able to solve the statically indeterminate problem of the beam.	Students can correctly determine the geometrical moment of inertia even in a complicated case.	Students can correctly determine the geometrical moment of inertia if the problem is a basic case.	Students can not correctly determine the geometrical moment of inertia even in the case of the basic case.
Students understand basic mechanical quantities related to twisting, such as twist angle, specific twist angle, etc.	Not only can students correctly explain this, students can make their own materials and explain effectively.	Students can explain it briefly by using textbooks.	Students can not correctly explain that even using textbooks or notes.
Students understand the relationship between torque and shear stress.	Not only can students correctly explain this, students can make their own materials and explain effectively.	Students can explain it briefly by using textbooks.	Students can not correctly explain that even using textbooks or notes.