Teaching and Education in Fracture and Fatigue. (2014)

• Record Type: Book
• Further Information: Note: Editor, H.P. Rossmanith.
• Editors: Rossmanith, H. P
• Contents: Book Cover -- Half-Title -- Title -- Copyright -- Dedication -- Indeed, if further confirmation of the importance of cracks is needed, simply return to Kipling. A Chief Engineer named McPhee describes the defects in his ship and ends by saying, "But the warst was at the last, She'd a great clumsy iron nineteen-foot Thresher propeller and just on the tail of the shaft, before the boss, was a red weepin' crack ye could ha' put a penknife to. Man, it was an awful crack.."And presently, his colleague McRimmon, asks"Whaur's the flaw, an what like?""A seven-inch cr -- Contents -- 1 INTRODUCTION -- References -- 2 EDUCATION IN FATIGUE AND FRACTURE: A TRUE CHALLENGE FOR THE ENGINEERING WORLD -- References -- The Subject -- 3 KEY ISSUES RELATED TO THE TEACHING OF FATIGUE AND FRACTURE -- 1 Justification by economics? -- 2 The UK situation for University engineering courses -- 3 Principles of fracture and fatigue on undergraduate courses -- 4 Elementary approach to fracture mechanics concepts -- 5 Historical case studies -- 6 Importance of size scale -- 4 REFLECTIONS ON FORTY YEARS TEACHING OF THE ENGINEERING ASPECTS OF FRACTURE -- 1 Introduction -- 2 A brief historical review of fracture studies -- 2.1 Brittle fracture before Fracture Mechanics -- 2.1.1 Teaching comments -- 2.2 The coming of LEFM -- 2.2.1 Fatigue crack growth -- 2.2.2 Teaching comments -- 2.3 The coming of EPFM (but without R-curves) -- 2.3.1 Teaching comments -- 2.4 Fracture analysis diagrams, R-curves and other recent developments -- 2.4.1 R-curves -- 2.4.2 Characterisation by two parameters -- 2.4.3 Teaching comments -- 3 Courses in fracture mechanics -- 3.1 Undergraduate courses for mechanical engineers -- 3.2 A course for post-graduates -- 3.3 Specialist post-experience courses -- 3.4 Teaching and research -- 4 Discussion -- 5 Conclusions -- 6 References. 5 APPLICATION AND INSIGHT ARE THE KEYS TO LEARNING IN FRACTURE MECHANICS -- 1 Introductory philosophy -- 2 Visual presentation -- 3 The context of fracture mechanics application -- 4 Historical approach to LEFM -- 5 Application of stress intensity factor solutions -- 6 Non-linear fracture mechanics -- 7 Variational energy approach to fracture mechanics -- 8 Fracture toughness -- 9 Case studies -- 10 Summary and conclusion -- 11 References -- 6 TEACHING THE PHYSICAL BASIS OF FRACTURE MECHANICS -- 1 Introduction -- 2 Linear elastic fracture mechanics -- 3 Generalised crack extension force -- 4 The J integral and its use in fracture mechanics -- 5 Properties of the J integral -- References -- 7 TEACHING AND APPLICATION OF ENGINEERING FRACTURE MECHANICS: THE NECESSITY OF UNITING SIMPLICITY AND RATIONALITY -- 1 Introduction -- 2 Why teach fracture mechanics? -- 3 How to teach fracture mechanics? -- 4 The rational framework of fracture mechanics -- 5 On Practical Application -- 6 Conclusions -- 7 References -- Requests and Demands -- 8 THE TEACHING AND FAILURE ANALYSIS AND ACCIDENT RECONSTRUCTION: AN OVERVIEW -- 1 Introduction -- 2 Philosophy of the course -- 3 The case histories -- 4 The course schedule -- 5 The grading system -- 6 Student evaluation of the course -- 7 Resources for the course -- 8 References -- Acknowledgments -- 9 CASE STUDIES FOR TEACHING FAILURE ANALYSIS AND MATERIALS ENGINEERING -- 1 Introduction -- 2 Materials engineering and failure analysis -- 3 Teaching approach -- 4 Problem based learning -- 5 Deep learning and competence-based syllabuses -- 5.1 Deep, elaborate or contextual learning? -- 5.2 Competence-based syllabuses -- 6 Teaching from failures -- 7 Case studies -- 7.1 Corrosion failure -- 7.2 Brittle fracture -- 8 The future -- 9 Conclusion -- Acknowledgements -- References. 10 DIFFERENCES BETWEEN SCIENTIFIC EDUCATION AND FURTHER RE-EDUCATIONAL INFORMATION TRANSFER TO PRACTITIONERS -- 1 Scope and goal of university education -- 2 The sceptical experienced engineer -- 3 The need for special tools in adult training -- 4 Consequences for adult training -- 5 Organisational needs and tools -- 6 Conclusions -- 11 EDUCATIONAL PROGRAM IN FRACTURE MECHANICS OF COMPOSITES FOR DESIGNERS -- 1 Introduction -- 2 Objectives of the course -- 3 Strategy of teaching -- 4 Program of the course -- 5 Conclusion -- REFERENCES -- 12 CHANGES BESIDE CONTINUATION APPROACH TO FRACTURE/FATIGUE EDUCATIONAL PROGRAMS -- 1 Introduction -- 2 Some remarks prior to the proposed program -- 3 Group system and related interfaces -- 4 Examples for group efforts in fracture and fatigue -- 4.1 Crack-tip field perturbation -- 4.2 Subcritical cracks -- 4.3 Ductile/brittle transition -- 5 Outlook and final remarks -- 6 Summary and conclusions -- 7 Acknowledgments -- 8 References -- 13 THE USE OF CASE STUDIES IN MULTI-DISCIPLINARY TEAMWORK FOR LOSS MANAGEMENT OPTIMIZATION -- 1 Introduction -- 2 Case studies -- 2.1 Flixborough -- 2.1.1 Mechanical Engineering Aspects -- 2.1.1 Chemical Engineering Aspects -- 2.1.3 Metallurgical Engineering Aspects -- 2.1.4 Management Aspects -- 3 Discussion -- 4 Conclusion -- 5 References -- Appendix A -- 1 The Flixborough Disaster -- 1.1 Plant Layout -- 1.2 The Caprolactam Process -- 1.3 Events Prior to June 1, 1974 -- 1.4 Events On June 1 -- 1.5 The Disaster -- 2 Conclusion -- 3 References -- 14 THE TRAINING OF ENGINEERS ON TOTAL QUALITY -- 1 Introduction -- 2 Technical evolution -- 3 Total quality -- 4 Training and education -- References -- Appendix -- 15 TEACHING THE IMPACT OF FRACTURE MECHANICS ON MATERIALS CHARACTERIZATION AND QUALITY CONTROL -- 1 Materials Science Education Network. 2 Fracture Mechanics at the University of Magdeburg -- 3 Quality Assessment and Development -- 4 Quality Management and Quality Assurance -- 5 Fracture Mechanics Teaching System -- 6 Conclusions -- References -- 16 THE ROLE OF PRACTICES IN TEACHING AND EDUCATION IN FRACTURE MECHANICS -- 1 Introduction -- 2 Examples of Practices in Fracture Mechanics -- 2.1 Application of a Formula -- 2.2 Treatment of Data -- 2.3 Application of a Design Route -- 2.4 Search for an Optimum -- 2.5 Modelization of Physical Phenomena -- 3 Prerequisites -- Example 1: Mathematics -- Example 2: Strength of Materials -- Example 3: Solid Mechanics -- Example 4: Plasticity -- Example 5: Materials Science -- 4 Conclusions -- References -- Regional Differences -- 17 ADVANCED STUDIES DIPLOMA IN MECHANICS AND MATERIALS -- 1 Introduction -- 2 The conditions for relevance -- 3 The programme -- 4 Training exercises -- 5 Example of a case study on the fracture of zinc -- 6 Conclusion -- References -- Annex I DEA-Mechanics and Materials -- Programme -- Annex II DEA Projects-examples -- Annex III list of case studies -- Annex IV Case study on the mechanical behaviour of zinc -- General information -- 2 Experiments -- 3 Elasticity -- 4 Plasticity -- 5 Cleavage of zinc -- 6 Mixed mode fracture of a zinc sheet -- 18 TEACHING FRACTURE MECHANICS IN CIVIL ENGINEERING EDUCATION: THE SPANISH EXPERIENCE -- 1 Introduction -- 2 Fracture mechanics in engineering and technology -- 3 The use of fracture mechanics in civil engineering -- 4 Fracture mechanics and civil engineering in Spain -- 5 Educational framework for teaching civil engineering in Spain -- 6 Civil engineering educational plan at the University of La Coruña -- 7 Teaching programme for fracture mechanics and materials science -- 8 Formative objectives of teaching -- 9 Global cognitive objective of teaching. 10 Specific cognitive objectives of teaching -- 11 Teaching methods and aids -- 12 Ways of teaching -- 13 Selected text books -- 14 Open questions and problems -- 15 Conclusions -- Acknowledgements -- References -- 19 TEACHING STRATEGIES AND METHODS FOR STIMULATING THE INVENTIVE ABILITIES OF ENGINEERING STUDENTS -- 1 Introduction -- 2 Basic creative principles for solving a problem -- 3 Case studies -- 4 Evaluation and final conclusions -- References -- 20 THE PROBLEMS OF FRACTURE AND FATIGUE IN EDUCATION AND TRAINING AT THE TECHNICAL UNIVERSITY OF SOFIA -- 1 Introduction -- 2 Teaching Fatigue -- 3 Requirements for teaching design students -- 4 Conclusions -- 21 STRENGTH CALCULATION OF CONSTRUCTION ELEMENTS UNDER CONDITIONS OF FATIGUE AND IN THE PRESENCE OF CRACKS IN THE SUBJECT OF 'STRENGTH OF MATERIALS' -- 1 Introduction -- 2 The essense of the problems at the different stages of their solution -- 3 Conclusion -- References -- Advanced Teaching Aids -- 22 ON UNDERSTANDING FRACTURE MECHANISMS THROUGH COMPUTER SELF-STUDY AND TESTING -- 1 Introduction -- 2 Computer textbook and self-study reference -- 3 On understanding fracture mechanisms -- 4 Discussion -- References -- 23 EDUCATION: THE INTERFACE BETWEEN RESEARCH IN FRACTURE MECHANICS AND ENGINEERING PRACTICE -- 1 Introduction -- 2 Interactive Multmedia/Hypermedia -- 2.1 Definitions -- 2.2 Multimedia Personal Computer (MPC) -- 2.3 Interactive Multimedia Applications -- 2.4 Why Interactive Multimedia? -- 3 Interactive Multmedia Software -- 3.1 Scope of the Proposed System -- 3.1.1 Knowledge/Data Base -- 3.1.2 Operating System and Hardware -- 3.1.3 Features -- 3.2 FRACMECH -- 3.2.1 Learning About Fracture Mechanics -- 3.2.2 Displacement Measurements for the RILEM Method -- 3.2.3 Equivalent Crack Models -- 4 Conclusions -- Acknowledgments -- References.
• Publisher Details: Boca Raton, FL : CRC Press
• Publication Date: 2014
• Extent: 1 online resource
• Subjects: 620.1126; Engineering -- Study and teaching; Structural engineering; Engineering -- Study and teaching; Structural engineering; Electronic books
• Languages: English
• ISBNs: 9781482294903; 1482294907
• Access Rights: Legal Deposit; Only available on premises controlled by the deposit library and to one user at any one time; The Legal Deposit Libraries (Non-Print Works) Regulations (UK).
• Access Usage: Restricted: Printing from this resource is governed by The Legal Deposit Libraries (Non-Print Works) Regulations (UK) and UK copyright law currently in force.