Teaching
Portfolio
Luis A.
San Andrés, Professor
Mechanical Engineering
Department,
February 2005
|
Appendix B. Performance Objectives
for Mechanical Systems I class |
My primary area of teaching
responsibility at TAMU is the junior level Dynamics and Vibrations course (MEEN
363). I also teach the graduate classes in Mechanical Vibrations (MEEN 617) and
Lubrication Theory (MEEN 626).
Personal teaching philosophy (Top)
I believe that students
learn only to the extent in which they are motivated to learn. I encourage
students to apply their full intellectual potential in the learning process. My
teaching philosophy and performance are evidenced by,
In the classroom and in
conversations with students I "preach" engineering as a way of life
permeated by knowledge and responsibility. I do not spoon feed knowledge
nor I prescribe recipes for quick fixes nor I provide plug and chug
formulae to satisfy an immediate need. I teach the students how to learn
the subject matter, I just not deliver the class
material. I follow the Socratic method, always
questioning the perceived evidence in search for the truth. I will rarely
provide factual answers but most often guide the students to rationalize their
experiences of the natural world.
My teaching goal is to prepare
students to become real engineers, self-motivated and independent individuals
with a wealth of abilities to provide leadership in the technical world. In
class I stress the need for keen observation of nature and its behavior,
searching for the root cause of measured or observed effects. Once the student
"sees" the problem by virtue of applying the fundamental physical
laws, we devise the mathematical model governing the dynamics of the system or
its components. The most important part of the analysis process is related to
the early recognition of the limits and applicability of the model to
the actual thing (a system, a hardware component, etc). Next, the
solution of the governing equations provides the time evolution or dynamic
response (behavior) of the system. The important questions are not just related
to the accuracy of the numerical predictions but whether the analysis provides
answers to:
An adequate answer to the questions
above allows the student to provide firm rationale and sound recommendations
that will allow a component or system to be well designed and fulfilling
adequately its performance or specified use.
My classes are well organized. I
update the syllabus often both in content and form. I try to include the latest
advancements in presentation technology and demonstrative software. Fellow
teachers comment that I am too organized! An organized class allows me not only
to deliver the expected material but also to teach the students how to learn
the subject matter while increasing the student experience and confidence. My
class syllabi do not merely list grade distributions and schedule of exams. The
syllabi describe in detail the expected learning objectives and include weekly
descriptions of the material to be taught, reading assignments, homework and laboratory reports. I also
provide the students with conscientious policies regarding office hours,
scholastic dishonesty and plagiarism. Appendix A lists an
example syllabus for the Mechanical Systems I class.
I also developed a comprehensive
set of Performance Objectives (PO) for my classes. These instructional
objectives, crucial to the teaching and learning process, reveal the student
what I intend to teach and what the student should be able to do once he/she
completes the course. The POs detail
The POs allow the students
to quantify their competence (progress) in the learned material and to qualify
their experience in terms of the fundamental concepts grasped, the relevant
examples studied and applications envisioned. That is, the instructional
objectives provide both depth and breadth on the studied subject. The POs emphasize
fundamental concepts leading towards the abstraction of natural phenomena, the
modeling and analysis of systems, the mathematical solution of governing
equations, and the interpretation of results which stresses sound engineering judgment
(and common sense). Appendix B lists the Performance
Objectives for the undergraduate class in Mechanical Systems I.
Teaching strategies in the classroom (Top)
I conduct class with a
personable approach always accompanied by a nosy curiosity. An adequate
interaction with the students is important to create an environment conducive
to fruitful teaching and learning. I often incorporate anecdotes and facts from
my industrial and research experience. It is not unusual to find me jumping and
dancing in the classroom while explaining the students how mechanical systems
behave in real life. My humor is sometimes celebrated and other times detested.
Nevertheless, I apply myself to keep the students' attention at all times.
The students have access to class
notes which I update every semester. These notes include the material taught
(overheads), worked examples, useful articles found in technical magazines and
journals, and pedagogical material on how to write technical reports or prepare
for exams, etc. The class notes and technical report for the Dynamics and
Vibrations class are available at webCT. Class notes for the Lubrication Theory
graduate class are available at http://phn.tamu.edu/me626
I initiate every class with an
overhead describing
I often remind the students about
an apparent contradiction: mathematical models are often limited to grasp real
world phenomena and yet most often simple models describe with detail our
physical world. Whether the model is too complex or too simple is not important
as long as it includes the phenomena of interest. That is, only the sound
application (and comprehension) of the fundamental physical principles leads to
reliable models. Models (and analysis) must be complex by containing all
parameters of interest yet still simple to allow accurate predictions in a
reasonable time.
I use profusely overheads in my
lectures. These are color documents that highlight the concepts of importance.
I also use "unfinished" overheads when working examples and problems.
As I explain and work the problem I fill the overhead with details of the
model, assumptions and calculations. The students follow the same instructions
in their class notes. I believe the students retain more knowledge if they are
able to see in full color the material learned. Students merely listening to an
impersonal lecture or attempting to copy all the scribbles drawn on a board can
not be considered as activities engaging the students' participation in the
learning process.
The students' learning is enhanced
when they actually see the hardware in operation and my desire is to
demonstrate the students how well analysis applies to "real life"
experiences and daily events. In this regard, I have developed a set of simple
yet comprehensive class demonstration gadgets that keep the students focused in
the learning process and excited about becoming engineers in a world permeated
by technology. Most often I come to class armed with a long slender wood stick
or a heavy weight attached to a bungie cord. These
two simple gadgets allow me to demonstrate a formidable variety of dynamic
system behaviors including excitation of natural frequencies and mode shapes,
free and forced responses, and even system instabilities.
At the end of every class period I
ask the students to fill a One Minute Paper form which contains the
following questions:
The One Minute Paper allows prompt
student feedback and also serves to gauge the students' understanding of the
material taught. Each class period after my introductory overhead I dedicate
five minutes to answer all the relevant questions posed in the feedback forms.
I have been using the One Minute Paper since 1995 and I consider it as an
excellent teaching resource. Its effectiveness, however, seems to decrease as
the semester progresses because by then the students are well aware of the
class content, organization and expectations. In other words, most students
have been able to adapt to my teaching style. In the last weeks of the semester
I change the One Minute Paper so that the students address the following
questions,
This variation keeps the students
motivated and willing to assess their understanding of the desired performance
objectives.
I have students work in groups for
homework, take-home exams and quizzes, laboratory tasks and report preparation.
I believe that cooperative (team) work is important since it reproduces to a
high degree the prevailing working conditions in real life. I challenge the
students to become better than the "perfect" student who not only
provides detailed work useful just for the current class but that could be
considered as a reference or resource in his/her future professional work. A
grade of 10 implies the perfect work. However, I do not limit grades to this
top qualification. I have been pleasantly surprised through the years at how students
working in groups excel in their work. By the end of the semester, groups of
students compete fiercely because they have far exceeded the expectations of an
elusive perfect student. The students are able to recognize the fruits of
relevant work and feel good about their performance. Homework final grades have
been at times 50% higher than the maximum value allotted at the start of the
class.
I regularly conduct midterm
class evaluations. The students provide answers to the following form:
Since we are in this together, list
at least as many items in answer to question (1) as you do for question (2).
The students’ feedback allows to
strengthen the teaching goals and aids to modify the teaching strategy (if
needed) to either allocate more time for worked examples or to review in depth
some fundamental material. I realize that I must adapt my teaching so that I
can provide meaningful instruction to students who have a myriad of learning
styles. In all cases I try to be proactive and attentive to the students’
requests. I also try to facilitate learning and (in my point of view) grades
are ultimately not important. I am a dedicated and conscientious teacher and I
want all students to try learning as hard as I also try to impart knowledge. An
efficient teaching method does not need to relax the requirements for technical
competence in the material learned.
I prepare exams fully aware of the
inherent time limit and taking into consideration their stressful nature and
impact in the tight schedule of the students. The exams contain multiple
problems that address to a specific skill or knowledge to be mastered by the
students. I pay particular attention to the wording in each question and detail
the partial grade distribution for each problem. The exams include a number of
short answer questions, true or false, that evaluate the student's grasp of
fundamental concepts. I stress not only the procedure to solve the engineering
problem but more importantly the relevant physical magnitude of the answer.
There is little knowledge gained with the "right answer" when this is
not accompanied by the sound judgment of its physical magnitude and its
relevance to the life and/or performance of the mechanical component or system
studied. In all exams I request the students to certify a non-cheating
individual work policy as per the TAMU Aggie Code of Honor.
Educational software and laboratory development (Top)
In 1994, Professor John
Vance and I revamped the content of the undergraduate Mechanical Systems I
Laboratory to include practical experiences providing the students
hands-on-experience for the experimental identification of system physical
parameters and the measurement of the time response of dynamic systems. Both
instructors have made a conscientious effort to help the students in the
preparation of self-contained and accurate technical reports. The instructional
material also includes the evaluation of uncertainty in experimental single
sample measurements. This topic is of fundamental importance to render reliable
measurements of practical use and which provides the student with a clear
understanding of the limitations of experimental techniques, accuracy of
sensors, instruments and A/D data conversion. I have also developed a format
for report presentation that follows the technical memorandum used frequently
in industry. Appendix C details the laboratory syllabus,
policies, report format as a technical memorandum and an introduction to
uncertainty in experimentation. (Note: This class was
phased out in 2000, when the new curriculum in MEEN was set in place)
In general it is believed that
graduate classes are mainly theoretical with emphasis on advanced mathematical
analysis. However, simple demonstrative experiments are worth a thousand times
more than complicated verbal descriptions of physical behavior. To this end I
have developed with the help of graduate students several experimental rigs and
kits for demonstration in the Mechanical Systems I (MEEN 334), Lubrication
Theory (MEEN 626) and Mechanical Vibrations (MEEN 617) classes. The demo-kits
include simple mass-spring-damper systems (1- and 2-DOF), a miniature power
plant and rotor kits demonstrating fluid film bearing whirl and whip
instabilities, squeeze film damper behavior, etc. Appendix D
shows photographs of some of the demonstration rigs I have developed or
purchased and modified. My Principal Investigator research incentive return
funds have been used for the construction or acquisition of the demonstration
rigs.
I also present in class systems’
simulations using a personal computer. The students are taught how a particular
system responds to dynamic inputs (theory and solution of ODEs).
Next, the MATHCAD© software I have developed allows the students to observe in
real time the system response due to changes in the input parameters. Several
worksheets demonstrating the dynamic response (vibrations) of single and
multiple degree of freedom systems can be downloaded from the URL site http://phn.tamu.edu/me617
Teaching improvement and assessment (Top)
I am familiar with the
principles of active teaching and collaborative learning. I have
attended a number of teaching workshops and seminars on the subject and
implemented some of the cooperative teaching techniques on my classes. My
student teaching evaluations show continuous improvements. Although these are
important, I do not consider the evaluations as the sole source to base my
teaching performance. Undergraduate students regard me as a tough instructor
who pushes them to work too hard. My notorious reputation is perhaps a
reflection of my dedication to impart meaningful knowledge.
Appendix E
provides the statistical data available from the Student Evaluation Forms. The
students reply to the following ten questions. A score of five (5) gives the
highest rating while one (1) indicates the lowest:
In
addition to these ten questions, the students also provide valuable written
comments and feedback related to the following questions:
The students' written comments for
the classes I have taught are available upon request. A few of the students’
comments, quoted verbatim from the evaluation forms, follow:
MEEN
334, Mechanical Systems I
"Was an
excellent class that brought the aspects of many parts of the engineering
concepts that we had previously learned together and linked them in several ways." – Spring 1991.
"Instructor
wants students to understand material fully. Not just use formulas to find a
solution," – Spring 1992.
"He was very
eager to work with us and always emphasized that we come to him if we were
having problems with something. Even though he had much to do outside class
with his research work, he still had time for us." – Spring 1991.
"Did listen
to criticism and changed lecture style – helped," – Spring
1992.
"In class he
was concerned whether students understood the material. The one minute papers
helped him to know where problems area where." – Fall 1994.
"One
of my first professors who id not see gender as an issue, very good." – Fall 1994.
"He put a lot
of effort in the class. He was always available out of class time and always
had extra-credit opportunities. Tried to relate real-life situations to
material," – Spring 1994.
"He is a damn
good teacher and he knows his material very well. He is easy to learn from and
he gets the material across very well. I hope to have more professors like in
my future classes." – Fall 1996.
"Very
passionate about engineering: admits mistakes." – Fall 1997.
"Actually
asks for feedback (one minute paper) and tries to adjust accordingly. Keeps his door open. Has a wonderful
policy "No grade is final." This instills optimism instead of
pessimism. Gives bonus for extra effort. He recognizes
the massive amount of time spent in course." – Fall 1998.
MEEN
617, Mechanical Vibrations
"Notes and
overhead helped a great deal in understanding the class, also demonstrations
were interesting." – Fall 1993.
"This is your
best class and the best class I have taken at A&M. Keep the good
work." - Spring 1996.
"Very
organized and well prepared lectures. Willing to answer
questions. Makes time to answer questions.
Concerned about what was learned not just what was done." – Spring 1997.
MEEN
626, Lubrication Theory
"He has a
very deep and vast knowledge of the class material and thus, was able to
effectively communicate the most important aspects." – Spring 1993.
"The
instructor allows the chance to review and modify the material of the homeworks to improve the grade." – Fall 1995.
"He gives
very goo explanations and makes clear concepts which
were not as clearly explained with other instructors. Best class I ever had at
A&M’" – Fall 1995.
"Caring
that we understand and learn. Focus on quality of education. Attention to
detail. His wealth of knowledge and understanding pertaining
to this subject." – Fall 1997.
The summary of scores from the
students' evaluations and the students' written comments demonstrate that I am
a very effective teacher in the graduate level classes. In 1998 I received a
departmental Outstanding
Graduate Teaching Award and
based on favorable comments and recommendations from the graduate students in
my classes. I have improved notably my communication skills with the
undergraduate students and I am more sympathetic to their busy schedules. I am
also aware that I need to shape a teaching style which accommodates a wide and
dissimilar audience, ranging from students with great interest in the topics
studied to others with just marginal or passing interest in engineering.
At times I have noted that some of
my undergraduate students expect to be evaluated solely on the basis of their
attempts to try and not on their competence in the studied field. This
condition has become pervasive in education as documented by the many
editorials published in major education and newsmagazines. I remain firm in my
belief that students earn their grades and this best serves the
university’s goal to produce technically competent engineers.
Undergraduate and minority students involvement in research (Top)
I recognize the need to
identify early on talented undergraduate students and to offer them an
opportunity to perform guided research. I have acted since 1992 as an advisor
to the TEES Undergraduate Summer Research Program and provided a research
environment to several undergraduate students (including 5 females, 7
Hispanics, 2 Afro-American). I also volunteer to display my research and
teaching advances to high school students at the TAMU Science, Technology
& Youth Symposium held yearly in March.
I have published
well over 100 journal papers, 80+ co-authored with graduate students, many of
them minority.
Distinctions – Former Students (Female and
Hispanic)
|
Name |
Society |
Distinction |
Contribution |
|
Deborah Osborne- Wilde |
ASME Tribology Division |
2004 Marshal Peterson Young
Investigator Award |
Gas Bearings and Seals |
|
Sergio Diaz |
ASME Tribology Division |
2003 Burt Newkirk Investigator
Award |
Squeeze Film Dampers |
|
Nicole Zirkelback |
|
1998 Outstanding Graduate Student
Award |
Gas Annular and Face Seals |
Several graduate and undergraduate students have
obtained STLE scholarships and fellowships
2004 BEST Rotordynamics Paper Award – IGTI Structures and Dynamics Committee)
Rubio, D., and L., San Andrés,
2004, “Bump-Type Foil Bearing Structural Stiffness: Experiments and
Predictions”, ASME Paper GT 2005-53611 (accepted for publication at ASME
Journal of Gas Turbines and Power)
2003 Best Rotordynamics Paper Award (IGTI, Structures & Dynamics Committee)
Wilde, D.A., and San Andrés,
L., 2003, “Experimental Response of Simple Gas Hybrid Bearings for Oil-Free
Turbomachinery,” ASME Paper GT 2003-38833, ASME Turbo-Expo 2003 Conference,
Atlanta, GA, June (accepted for publication at ASME Journal of Gas Turbines and
Power).
Personal philosophy about graduate student education (Top)
I believe that work leading
towards an advanced graduate degree should give the students a thorough and
comprehensive knowledge of their professional field and training in methods of
research. The final basis for granting the degree shall be the candidate’s
grasp of the subject matter of a broad field of study and a demonstrated
ability to do independent research. In addition, the student must have acquired
the ability to express thoughts clearly and forcefully in both oral and written
languages. The degree is not granted solely for the completion of course work,
residence and technical requirements, although these must be met.
It is my belief that an advanced
graduate degree is not granted because:
I believe that my role as a
graduate student advisor to the potential MS or Ph.D. candidate includes:
On the other hand, I believe my
role as an advisor does not include the following activities,
I expect from a graduate student
performing research under my direction:
Educational Activities with Latin American Universities (Top)
I also pursue active
collaboration with universities and research centers in Mexico, Venezuela,
Brazil and Ecuador. I have developed strong educational and research ties with IIE,
CENIDET and CIATEQ in
Future Goals as an Educator (Top)
My academic career is
committed to teach students in Mechanical Engineering and to conduct useful
research in the fields of tribology and
rotordynamics. I have come a long way since I started teaching at TAMU. In the
beginning I had virtually no prior training and expertise to undertake such
vital activity conducive to prepare engineers working for the good of society.
In many respects I learned the hard way, i.e. I gained knowledge and experience
from many mistakes and by pumping timeless energy to reduce my shortcomings. I
have become better prepared to teach well students who have dissimilar
backgrounds. After all these years I remain excited and curious about the
simplest of things and permanently perplexed by the beauty of mathematics and
the sheer simplicity of nature's behavior.
On the coming years ahead I pledge
to keep my ingenuity. I will remain an attentive listener of the students'
concerns and desires. I would like to become more proficient in the use of
modern object oriented programs and software. Enhanced computer based skills
will allow me to better prepare and to present timely the class material. I also
have a very detailed description of my research work and laboratory at the
World Wide Web. The design of our web site has been selected by the Mechanical
Engineering Department to display the many research areas at TAMU.
I will continue to believe that the
education of a young engineer is more valuable than the thrill work in a
research project or a cold impersonal journal publication. I will continue to
learn more (and apply) modern teaching techniques with a special emphasis on
group learning and organized cooperative activities. I also would like to
mentor young faculty as they initiate their academic careers and face important
challenges and responsibilities.
MOVE
TO (Top) of document
Syllabus for Mechanical Systems I
class
Dr. Luis San Andrés
Instructor Fall 1998 (Top)
Course Description: Modeling
and analysis of dynamic systems using classical techniques. Formulation
and solution of systems equations, introduction to instrumentation and data
acquisition.
Prerequisites: CVEN 205, MEEN 213, MATH 308; Corequisite: MEEN 357.
Course Goals: To introduce the
fundamental concepts for modeling dynamic systems, particularly discrete
parameter mechanical systems, to derive differential equations of motion and
determine systems dynamic response, and to provide knowledge for practice in
understanding systems behavior.
Lecturer: Dr. Luis San Andrés, ENPH 118, Phone -
845-0160, LsanAndres@Mengr.tamu.edu
Office hours: T:
Class Time: 501/502/503, T,R
Labs: 501 - T 2:
References: System Dynamics, an Introduction, D. Rowell and D. Wormley,
Prentice Hall Pubs, 1997.
MEEN 334 Class Notes (handouts),
L. San Andrés,
MEEN
Laboratory Manual (URL sites phased out – not public access)
Other: Dynamics of Physical
Systems, R. H. Cannon, McGraw-Hill Pub. Co, 1967.
Analysis and Design of Dynamic Systems,
Engineering Mechanics, Vol. II: Dynamics, J.L. Meriam,
L. Kraige, J. Wiley Pubs.,
III, 1992.
Vibrations of Mechanical and Structural Systems, L.
James, Harper & Row
Mechanical Vibrations, S.S. Rao,
Addison-Wesley Pubs., 2nd Ed., 1990.
EXAM SCHEDULE: 1: Physical & Mathematical Modeling, Wed.,
Oct. 7,
2: Dynamic Response of Systems, Wed.,
Nov. 11,
3: Final Comprehensive Exam, 501/502/503, Mon., Dec. 14,1:-
Grading: Practice problems assigned but not graded.
GRADED group take-home quizzes every Tuesday and turned in on Thursday. Two in-class exams and a comprehensive final exam. Exams
will cover the material specified in the Meen 334 PERFORMANCE
OBJECTIVES. No make-up exams will be given unless the student has an
acceptable and verifiable excuse, and notified the lecture instructor in
advance. (If the instructor is not in his office leave a [phone or
e-mail] message and return address or phone number).
Take
Home Quizzes 10% (assigned Tuesday, turn in Thursday) Group
work only.
Laboratories 30% (see Laboratory Syllabus for grade policies)
First Exam 20%
Second Exam 20%
Final Exam 20% (Final is NOT optional nor will be waived)
100%
Your Take home quiz grade can be
higher than 10%. In fact many student groups make 13 to 15%. How? By presenting
detailed (and neat) quizzes that fully describe the solution of the problem(s),
the steps in the modeling and procedure of solution, include a nomenclature and
a sound discussion of the results obtained.
Note: All background
material on prerequisites is the responsibility of each student (See page 5 of
this handout).See a full description of Performance Objectives at
class URL site
Meen 334, Class Syllabus Fall 1998, Zach 127B
Chp: indicates chapters from
Rowel and Wormley reference book, HD: Dr. San Andrés class notes
|
w# |
dates |
Lecture
Material (subject
to revision) |
Reading
Assignment |
|
1 |
08/31 |
Course
Introduction
Importance of system dynamics analysis and design. Review of dry friction and
rolling friction. Operating point and example of dynamic response of a
mechanical system. |
HD#1, Chp. 1, pp. 1-14 HD #2 |
|
2 |
9/07 |
Physical
Modeling of Lumped Parameter Mechanical Systems Equivalent Stiffness
(K), Inertia (M) and Damping (D) Elements and associated potential &
kinetic energies and power dissipation. (K,D,M) Elements for translational
and rotational motions. |
HD #2, Chp. 2, pp. 19-37 |
|
3 |
9/14 |
Mathematical
Modeling of Mechanical Systems Review of dynamics of particles and rigid bodies
for motions in a plane. Conservation of linear and angular momentum. |
HD #5:
Examples, Chp. 5, pp.120-145, |
|
4 |
9/21 |
Equations
of motion in mechanical systems Constraints and Degrees of Freedom. Free
response (due to initial conditions) of mass-spring oscillator - The concept
of harmonic motions and natural frequency . Linearization
of non-linear mechanical systems. |
HD #5:
Examples Chp. 3, pp. 83-89 |
|
5 |
9/28 |
Electrical
and Fluidic Systems Electrical resistor, capacitance and inductance:
constitutive equations. Principles of conservation (Kirchoff’s
Laws). Fluidic capacitance and resistances. Thermal capacitance and
resistances. Analogies to mechanical systems. |
HD #3 &
#4 Chp. 2, pp. 37-44, 44-53, 53-59 |
|
6 |
10/05 |
Review
Oct. 7, Wed. Principle
of operation of DC motors |
Zach 102,
EXAM I |
|
7 |
10/12 |
Dynamic
Response of First Order Systems. Derivation of equation of motion for first
order systems. System Free Response due to initial conditions. The
concept of time constant and its effect on the speed of response. Methods to
identify (measure) a system time constant. System Dynamic Forced Response
to Simple External Functions:Step
and Ramp. Response to an Impulse Forcing Function |
Chp. 9, pp. 276-294, HD #6a,b |
|
8 |
10/19 |
Dynamic
Response of Second Order Systems. Response of Undamped
Systems. The concept of natural frequency revisited. Types of response:
underdamped, overdamped, critically damped systems. |
Chp. 9, pp. 309-320, HD #7a |
|
9 |
10/26 |
Free response
due to Initial Conditions. The concept of logarithmic decrement and damping ratio and
its effect on the dynamic response. Method to identify damping and natural
frequency of a system. |
HD #7a,b |
|
10 |
11/02 |
Forced
Vibrations
Response to Simple External Loading Functions: Impulse, Step and Ramp
Responses. Steady State values. |
HD #7b |
|
11 |
11/09 |
Review Nov.
11, Wed. Review of
numerical solution of ODE’s Short review of Eulers’ method and numerical stability (artificial
numerical viscosity) |
Zach 102,
EXAM II |
|
12 |
11/16 |
Frequency
Response of First Order Systems Dynamic Response to Periodic (Harmonic)
Excitations. Interpretation of amplitude and phase angle of dynamic response.
Uses of a low pass frequency filter. |
HD #6c Chp. 14, pp.453-472 |
|
13 |
11/23 |
Frequency
Response of Second Order Systems Frequency Response (Amplitude and Phase angle)
for constant magnitude force and imbalance forces. Interpretation of regimes
of operation. |
HD #7d,e Thanksgiving
Nov. 26th |
|
14 |
11/30 |
Understanding
Frequency Response Functions: Regimes of operation: below, above and around
the natural frequency. Force diagrams. Force transmissibility and design
considerations for foundation isolation. |
HD #7e,f |
|
15 |
12/07 |
Examples and
Applications: Vibration isolators Tues. 12/08 |
Last day of
class |
|
16 |
12/14 |
501-502-503:
Mon., Dec. 14, |
ZACH 127B,
FINAL EXAM |
Important note, Chapter
8.3: Classical solution of linear differential equations is responsibility
of student.
Policies Meen 334 - Mechanical Systems
About Handouts: The handouts used in this course are
copyrighted. By "handouts," I mean all materials generated for this
class, which include but are not limited to syllabi, quizzes, exams, lab
problems, in-class materials, review sheets, and additional problem sets.
Because these materials are copyrighted, you do not have the right to
distribute freely the handouts, unless the author expressly grants permission.
About plagiarism: As commonly defined, plagiarism
consists of passing off as one’s own ideas, words, writings, etc., which belong
to another. In accordance with this definition, you are committing plagiarism
if you copy the work of another person and turn it in as your own, even if you
should have the permission of that person. Plagiarism is one of the
worst academic sins, for the plagiarist destroys the trust among colleagues
without which knowledge and learning cannot be safely communicated. If you have
any questions regarding plagiarism, please consult the latest issue of the Texas
A&M University Student Rules, under the
section "Scholastic Dishonesty."
Practice problems will be assigned as the semester
progresses. These will not be graded, but they are good practice for the exams.
It cannot be emphasized enough that the way to learn how to work problems is to
work problems. Use the given answer only to determine that your strategy,
your procedure, and your numerical computations are correct. Working backwards
from the answer will not teach you the engineering method, or the
principles involved in the problem.
Solutions to practice problems will
not be posted. I suggest students should take advantage of office hours
to obtain help in developing clear procedures for solution of problems and to
improve their understanding of class materials. The instructor will not solve
problems for you on office hours; instead he will help you learn an engineering
method for problem solving. The class handouts include many worked examples and
solved exam problems that will allow you to study best for this class.
Take-home quizzes will be assigned every Tuesday and must be
turned in Thursday. Quizzes will be worked in groups of 3 or 4 students
(perhaps the same groups as those assigned in Lab). Quizzes will be graded and
returned in class the following week. Please note that quizzes make 10% of your
total grade. Solutions to quizzes will be posted at the
Those portions of the textbook
devoted to mechanical (structural) systems will be the main subjects of the
course, but a few electrical and hydraulic systems will be considered also, and
their analogies to mechanical systems will be emphasized as an aid to modeling.
The lectures will broaden the coverage of the textbook and provide examples of
analysis as applied to the design and troubleshooting of mechanical systems.
There will be significant amounts of subject material mentioned in the lectures
which are not in the textbook. The textbook is not a complete reference for
this course. The class notes of Dr. Luis San Andrés
are available at the
About
office hours: The
purpose of office hours is to encourage individual interaction between the
students and the instructor. The nstructors is
available to discuss not only questions related to the course, but other issues
where I can help as a professional engineer, educator and researcher. Please
take advantage of office hours. To utilize this time efficiently, students should
prepare by organizing questions in advance.
I am willing to help you at times
other than office hours without an appointment. However, just like you, I have
responsibilities other than MEEN 334 (teach other classes, direct graduate
student research, write proposals and technical papers,
organize laboratories, voluntary work for ASME, etc.). I must budget certain
times to meet those responsibilities. My weekly work schedule is posted outside
my office. Please do not be offended if I am in the office but cannot
meet with you. The use of e-mails for communication with your instructor
is acceptable. I usually receive three types of e-mail messages:
I reply promptly to all messages
(usually within the next hour).
I recommend the following
relevant problems from the reference book System Dynamics, an Intoduction,
by D. Rowell and D. Wormley, Prentice Hall Pubs,
1997. X-copies available at WERC copy center.
Some of these problems may be
assigned as weekly quizzes or may appear in any of the exams. Work (with your
group) as many problems as possible. After all, the exercises will benefit you and
the more you practice the better you will become!
|
Chapter |
Topic |
Problem number |
|
1 |
Introduction |
2 |
|
2 |
Energy and Power Flow |
1,4,5,6,9,15 |
|
3 |
Primitive one-port elements |
1, 9 |
|
5 |
State equation formulation |
4,5,8,10,12,16,21 |
|
8 |
Solution of ODEs |
12,14,18 |
|
9 |
System response |
2,4,6,11,12,13,14,16,23,24 |
|
14 |
Frequency response |
5,6,14,17,19,20,23 |
Prerequisites
for Meen 334:
MEEN 213: Engineering Mechanics
II
Plane kinematics
and kinetics of Rigid Bodies.Free Body Diagrams, Area
and Mass Moment of Inertia.
Principles of
Work and Energy, Impulse and Momentum.
Correct use of SI and U.S. Customary
units. Conversion skills and equivalence of units.
MATH 308: Differential
Equations: