Advice for new Structures Course Professor 4

[vato]

I will be teaching a structures course as part of an undergrad historic preservation program. I would appreciate any recommendations for a text, not geared toward historic pres, but a very comprehensive structural engineering "manual". I don't want to dumb the text down, if they have to pay $100 bucks plus it better be a book I would have on my shelf.
thanks
It is only a one semester course and needs to touch on all materials. Anyone recall a good one semester project from a structures course? I have been thinking to assign a specific failure mechanism in a specific material and have the student show me some understanding of the analysis, photos of this type of failure, and help them suggest remedies for repair, then make them draft it. Maybe too much for non engineers, but we shall see.

 

[JAE]

Gaylord & Gaylord Structural Engineering Handbook might be what you are looking for:

http://search.barnesandnoble.com/Structural-Engineering-Handbook/Edwin-H-Gaylord/e/9780070237247

 

[vato]

Perfect. Done. Now let's see if the school hooks me up with a copy. thanks

 

[DaveAtkins]

For non-engineers, I recommend "Structures" by Daniel L. Schodek. It covers the concepts associated with structural engineering without being heavy on the math.

DaveAtkins

 

[francesca]

vato if you have something that validates your professor status, the publishers generally throw free texts at you hoping you'll get 50 students to pay far too much money for them.

I recommend that you go to the school library and browse the shelves. When you find some that you like, look online at recent versions and their price. Students are feeling the pinch with tuition on the rise and loans being harder to get. They'll appreciate it if you find something in its 9th edition so that they can pick up an 8th edition cheap.

 

[GregLocock]

For non engineers in particular, and engineers anyway, Structures (or why things don't fall down) by JE Gordon is a great starting point.

http://www.amazon.com/Structures-Things-Dont-Fall-Down/dp/0306812835

read the 3* reviews, I think they raise valid points as it is not a textbook as such. On the other hand as an introduction to how structures actually work it is superb.

In one semester you are going to be hard pushed to get to a mathematical understanding of anything beyond stress in tension aren't you? You will be very hampered by the mathematical level of your class.


Cheers

Greg Locock

I rarely exceed 1.79 x 10^12 furlongs per fortnight

 

[B16A2]

If I were teaching a course, I would just pull out one of the many problems I faced during my time in practice.

I think getting photos for a specific type of failure would be fairly difficult, if at all possible.

For a semester project, consider this: Give them an observation report that describes the condition of an existing structure. Include specific deficiencies. Maybe state that the owner wants to possibly add on a floor. Guide them a little in which local codes to use aka (IBC, etc) Their assignment is to look at each problem, do the necessary calcs, and make judgment on if it is safe, and if the structure is suitable for expansion. If you really want to be brutal, you can choose a reinforced concrete building.

 

[BAretired]

My advice is to make sure you fully understand the stuff you are feeding to the undergrads because, if you don't, it won't matter what textbook you are using.

If you want to "touch on all materials", why not invent a design project for the class. Show them the architectural drawings of a building. Their assignment would be to complete the design incorporating all of the materials you wish to include. What better way would there be to give them a sneak preview of structural engineering?

BA

 

[Ron]

vato...I taught a similar course for about 5 years at a local university. It was a junior level, required course for a degree in construction management.

Teaching such a course to non-engineers is difficult, in that they don't have the background to understand the theory and you don't want to give them enough confidence in the material that they'll try to use it!!

For that reason, I approached the course from the standpoint of "why" structural engineers do things, rather than "how" structural engineers do things. For example, why structural steel is used in some applications and why reinforced concrete or wood or aluminum is used in others.

Yes, I taught them basic calculations and how they are used. I tried to give them enough to show that they didn't want to try it on their own, yet would have an appreciation for why we do things in certain ways and need for the non-engineers (architects, contractors, owners) to follow what we do for good reason.

I covered materials, connections/connectors, stress analysis, deflections, system compatibilities, bolts, welds, and code issues (loading).

As for the text, JAE's suggestion is good. There are several others, including the "Parker" series (very simplified treatment of various engineering subjects).

Another Eng-Tips member, FSS, now teaches that course...perhaps he'll chime in here to give some insight.

 

[vato]

Thanks to all so far.
Ron, your advice on why and not how is excellent. I also like the idea of them having, when they are done, a book that goes way beyond what they will be able to get from a semester. I could certainly work with an older edition to help costs. Just thumbing through the text will make them appreciate what structural engineers are potentially capable of. I'll check out why structures don't fall down, but I will say that the title may not be appropriate for an historic preservation freshman. I had an architect (fellow instructor now) say in a meeting that "things standing tend to remain standing". That is exactly the opposite of what I want to impress upon these students. "Everything is falling down at different rates of collapse" my quote. If you can identify the load paths and reinforce potential failure mechanisms, then you can slow the process down. I want the students to come away realizing that the transfer of forces is a very dynamic process within a structure, not a static (assumed stable) situation. Photos of failure mechanisms will be difficult to come by and my intention is to have each student find one. After this class repeats, I can develop a nice library of these. Perhaps, when they are in the field, that photo will be recalled when they see a similar situation (then they hire a structural engineer because they remember how freaking difficult the math was). And another thing...historic preservation in this country only deals with relatively young structures. I think some study of situations in other parts of the world would be beneficial as well (not excluding the instructor), but it's only a semester.

 

[IRstuff]

Do note, that while you fail under the umbrella of "engineering professional" your students do not, and they will not be allowed to post questions here.

TTFN

FAQ731-376

 

[msquared48]

Personally and professionally, from what I experienced transitioning from school to the workplace, I would look at obtaining the IBC and teaching them what it is for and how to use it.

From that one publication stems the need to optain and become familiar with the ASCE7, AISC, AITC, NDS, and ACI specs to mention a few.

Mike McCann
MMC Engineering
Motto: KISS
Motivation: Don't ask

 

[francesca]

I think IRStuff means "while you fall..."

 

[msquared48]

Yes.

Being an Aero type guy, his head was up in the clouds...again.

Mike McCann
MMC Engineering
Motto: KISS
Motivation: Don't ask

 

[paddingtongreen]

I would stick to some practical demonstrations; say the different load carrying capacities of columns of equal cross sectional area, say a yard stick and a square section of the same material; say an angle used as a beam, show that it deflects sideways under vertical load, compare it with a symmetrical shape; follow with the yardstick and square shape again but used as a beam, show the improvement with the addition of lateral bracing; experiment with torsion on closed member and an open member, show how this reduces the tendency to buckle in beams and columns. Follow each with some basic theory.

My thought is to give a qualitative understanding of the difficulties the structural engineer faces when some miracles are demanded of him, and of how the facets of buckling play a huge part in his inability to provide small members to do a large job. If a picture is worth a thousand words, a demonstration is worth more than a few pictures. I think if they have seen the practical effects they are less likely to bang their heads on the wall when we refuse, what to them, seem like reasonable requests.

I'm sure there are other object lessons that I haven't thought of.

Michael.
Timing has a lot to do with the outcome of a rain dance.

 

[dm3415]

In my ultimately unsuccessful part-time structural engineering teaching career I found having local architects and engineers speak on the topics at hand worked out well for me and enhanced my class.
We have an SE in the city I live in that specializes in historic restoration and preservation and has done some brilliant repairs to buildings. He speaks from time to time on the topic and is quite fascinating, at least to a fellow engineer. I'm sure you can find someone nearby who has a similar background and who could give a one-day lecture.
good luck

 

[IRstuff]

oops...

TTFN

FAQ731-376

 

[IJR]

I have always found the following texts very inspiring, and read them over and over.

-Structures by JEGordon
-Earthquake Engineering Handbook by some famous professor from New Zealand, will give you the full title and name next post)
-Handbook of structural Engineering (ed by Gaylord and Gaylord)
-Any text by Brockenborough(steel or concrete)

The earthquake book, has a lot of basic structures well told. Brockenborough has a way to talk structures in a way not usually found in most text.

I think you should browse for technical books that you can read in a bus on a long trip and not get bored or use pencil throughout the trip. I think students like to think over a question you pose, when they know you are going to answer it in detail as part of the lecture.

Teaching is a great profession. Thanks for the post

respect
ijr

 

[bridgebuster]

This is an excellent book:

"Structural Analysis of Historic Buildings: Restoration, Preservation, and Adaptive Reuse Applications for Architects and Engineers" by J. Stanley Rabun

ISBN: 978-0-471-31545-2
$140.00 from John Wiley.

It contains a lot of details that were used over a century ago. It also shows how many structural components were designed and compares the designs to current practices.

 

[cntw1953]

I think you need to identify your audience, and look into their needs from this class, to determine course contents. I guess the majority of your students would come from Architectural and Engineering Departments, if this is a fully accredit study. How to find common languages among stundent bodies and keep them enthusiastically interested in for 16 weeks are the challenges.