565.604.81 - Structural Mechanics

Course Structure

This course is fourteen (14) weeks in length and includes individual, group, and class activities in a weekly cycle of instruction. Each week begins on a Tuesday and ends on the following Monday at 11:59PM Eastern Time. Please review the course syllabus thoroughly to learn about specific course outcomes and requirements.

The course materials are divided into modules which can be accessed by clicking Course Modules on the left menu. A module will have several sections including the overview, content, readings, discussions, and assignments. You are encouraged to preview all sections of the module before starting. Most modules run for a period of seven (7) days, exceptions are noted on the Course Outline page. You should regularly check the Syllabus, Calendar and Announcements for assignment due dates.

Course Topics

Though there are no required prerequisite courses for this course, all students should be familiar with the following undergraduate-level topics prior to taking this course:

• Mechanics of Materials
• Analysis of determinate and indeterminate Structures
• Differential Equations

Course Goals

The purpose of the course is to develop the student’s ability to comprehend and apply advanced engineering procedures to understand the mechanics of structural systems. This course deals with the theory and behavior of general structural members and components, particularly those used in buildings and bridges. The student will achieve a deeper understanding of structural mechanics and application to design. In addition, the student will gain knowledge of topics typically not included in an undergraduate mechanics course (e.g., Timoshenko beam theory, behavior of beam-columns, torsion analysis, bi-axial bending, shear centers and shear flow, and advanced analysis techniques). In general, bridge the gap between elementary strength of materials and the more advanced courses in structural analysis and structural mechanics, provide the student with a background in classical theory of elasticity (mathematical stress analysis), demonstrate systematic solution of a number of representative problems indicating basic principles of structural analysis, and enrich student’s skills for physical interpretation of analysis results.

Course Learning Outcomes (CLOs)

• Determine sectional and material properties, straining actions such as bending moment and shear forces, and associated deformations required to conduct design or assessment of a structural system by using knowledge of structural mechanics, materials, and structural analysis.
• Demonstrate a systematic solution process of a number of representative problems indicating basic principles of structural mechanics and analysis
• Apply appropriate tools and techniques to enable a physical interpretation of the solutions.
• Present the computation documentation for a structural system or member in form of a technical professional report addressing design criteria and limitations, and providing the steps and assumptions used to conduct the formulations.
• Apply advanced beam theory principles of structural mechanics to determine more accurate quantitative deformation solutions (e.g., Timoshenko beam theory and behavior of beam-columns).
• Apply advanced principles of structural mechanics to determine more accurate quantitative solutions of stress flows within a structural component (e.g., St. Venant and warping torsion analysis, bi-axial bending, shear center and shear flow).
• Demonstrate basic knowledge of advanced concepts of structural mechanics so that further knowledge can be obtained through self-study while in a design practice (e.g. fatigue analysis, fracture mechanics, and plate buckling).

Textbooks

Boresi, A. P., & Schmidt, R. J. (2003). Advanced Mechanics of Materials (6th Ed). New York, NY: Wiley. ISBN: 978-0-471-43881-6

Textbook information for this course is available online through the appropriate bookstore website: For online courses, search the MBS website at http://ep.jhu.edu/bookstore.

Other Materials & Online Resources

The following textbooks maybe out of date but are excellent resources and would be a welcome addition to any structural engineer’s library.

• Ugural, A. and Fenster S. Advanced Strength and Applied Elasticity, 4th Edition. New York, NY: Prentice Hall, 2003.
• Timoshenko, S. and Goodier, J.N. Theory of Elasticity, 2nd Edition. New York, NY: McGraw-Hill, 1951
• Den Hartog, J.P. Advanced Strength of Materials. New York, NY: McGraw-Hill, 1952.
• Oden, J.T. and Ripperger, E.A. Mechanics of Elastic Structures, 2nd Edition. New York, NY: McGraw-Hill, 1981.
• Cook, R.D. and Young W.C. Advanced Mechanics of Materials, 2nd Edition. New York, NY: Prentice-Hall, 1998.
• Bickford, W.B. Advanced Mechanics of Materials. Addison Wesley Longman, 1998

Required Software

There is no required engineering software. Please use a spreadsheet program to construct and plot graphs and if you want to write up your solutions, please use Word or something equivalent.

You are permitted to use math software to verify your solutions. If you use output from math software, you must provide the input formula by hand. An easy software to use is Wolfram Alpha, available for free at https://www.wolframalpha.com/.

Student Coursework Requirements

It is expected that each module will take approximately 7–10 hours per week to complete. Here is an approximate breakdown: reading the assigned sections of the texts (approximately 3–4 hours per week) as well as some outside reading, listening to the audio annotated slide presentations (approximately 1–3 hours per week), and writing assignments (approximately 2–3 hours per week).

This course will consist of four basic student requirements:

1. Preparation and Participation (Module Discussions) (10% of Final Grade Calculation)

You are responsible for carefully reading and viewing all assigned course material and for being prepared for discussion. The majority of readings are from the course text. Additional reading may be assigned to supplement text readings.

Post your initial response to the discussion questions by Saturday evening for that module week. Posting a response to the discussion question is part one of your grade for module discussions (i.e., Timeliness).

Part two of your grade for module discussion is your interaction (i.e., responding to classmate postings with thoughtful responses) with at least two classmates (i.e., Critical Thinking). Just posting your response to a discussion question is not sufficient; we want you to interact with your classmates. Be detailed in your postings and in your responses to your classmates' postings. Feel free to agree or disagree with your classmates. Please ensure that your postings are civil and constructive. Your responses to your classmates are due by Monday evening.

I will monitor module discussions and will respond to some of the discussions as discussions are posted. In some instances, I will summarize the overall discussions and post the summary for the module.

Evaluation of preparation and participation is based on contribution to discussions.

Preparation and participation is evaluated by the following grading elements:

1. Timeliness (50%)
2. Critical Thinking (50%)

Preparation and participation is graded as follows:

100–90 = A—Timeliness [regularly participates; all required postings; early in discussion; throughout the discussion]; Critical Thinking [rich in content; full of thoughts, insight, and analysis].

89–80 = B—Timeliness [frequently participates; all required postings; some not in time for others to read and respond]; Critical Thinking [substantial information; thought, insight, and analysis has taken place].

79–70 = C—Timeliness [infrequently participates; all required postings; most at the last minute without allowing for response time]; Critical Thinking [generally competent; information is thin and commonplace].

<70 = F—Timeliness [rarely participates; some, or all required postings missing]; Critical Thinking [rudimentary and superficial; no analysis or insight is displayed].

2. Homework Assignments (25% of Final Grade Calculation)

Each module will contain a graded homework assignment that students will complete individually. Weekly assignments will vary depending on module learning objectives. Typically, homework problems will be design-based real-world applications of the knowledge learned in the module. In some cases, problems may focus on derivation of topics to allow the student to further understand the process for applying the theories learned in a module.

Include a cover sheet with your name and assignment identifier. Also include your name and a page number indicator (i.e., page x of y) on each page of your submissions. Each problem should have the problem statement, assumptions, computations, and conclusions/discussion delineated. All Figures and Tables should be captioned and labeled appropriately.

All assignments are due according to the dates in the course Calendar.

Late submissions will be reduced by one letter grade for each week late (no exceptions without prior coordination with the instructors).

Qualitative assignments are evaluated by the following grading elements:

1. Each part of question is answered (20%)
2. Writing quality and technical accuracy (30%) (Writing is expected to meet or exceed accepted graduate-level English and scholarship standards. That is, all assignments will be graded on grammar and style as well as content.)
3. Rationale for answer is provided (20%)
4. Examples are included to illustrate rationale (15%) (If you do not have direct experience related to a particular question, then you are to provide analogies versus examples.)
5. Outside references are included (15%)

Qualitative assignments are graded as follows:

100–90 = A—All parts of question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [rich in content; full of thought, insight, and analysis].

89–80 = B—All parts of the question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [substantial information; thought, insight, and analysis has taken place].

79–70=C—Majority of parts of the question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [generally competent; information is thin and commonplace].

<70=F—Some parts of the question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [rudimentary and superficial; no analysis or insight displayed].

Quantitative assignments are evaluated by the following grading elements:

1. Each part of question is answered (20%)
2. Assumptions are clearly stated (20%)
3. Intermediate derivations and calculations are provided (25%)
4. Answer is technically correct and is clearly indicated (25%)
5. Answer precision and units are appropriate (10%)

Quantitative assignments are graded as follows:

100–90 = A—All parts of question are addressed; All assumptions are clearly stated; All intermediate derivations and calculations are provided; Answer is technically correct and is clearly indicated; Answer precision and units are appropriate.

89–80 = B—All parts of question are addressed; All assumptions are clearly stated; Some intermediate derivations and calculations are provided; Answer is technically correct and is indicated; Answer precision and units are appropriate.

79–70=C—Most parts of question are addressed; Assumptions are partially stated; Few intermediate derivations and calculations are provided; Answer is not technically correct but is indicated; Answer precision and units are indicated but inappropriate.

<70=F—Some parts of the question are addressed; Assumptions are not stated; Intermediate derivations and calculations are not provided; The answer is incorrect or missing; The answer precision and units are inappropriate or missing.

3. Individual Course Project / Presentation (15% of Final Grade Calculation)

A course project will be assigned several weeks into the course (most likely Module 10) and will be due the last week (Module 14). Detailed instructions for this course project will be given out later in the semester, but for the time being, the student will either (1) select a paper from the ASCE Journal of Mechanics or ASCE Journal of Structural Engineering that is related to a topic covered in class, or (2) conduct a self-study to further examine the application of a topic learned in class to a real-world problem. The topic will be chosen by the student, commonly on a concept that the student finds interesting and would like to learn more about, and approved by the instructor. The student will write a 4 page technical summary of the paper/study indicating application of the concepts learned in class.

The course project is evaluated by the following grading elements:

1. Student preparation and participation (as described in Course Project Description) (40%)
2. Student technical understanding of the course project topic (as related to individual role that the student assumes and described in the Course Project Description) (20%)
3. Team preparation and participation (as described in Course Project Description) (20%)
4. Team technical understanding of the course project topic (as related to the Customer Team roles assumed by the students and the Seller Team roles assumed by the students and described in the Course Project Description) (20%)

Course Project is graded as follows:

100–90 = A—Student Preparation and Participation/ Team Preparation and Participation [individual/ team roles and responsibilities well defined and understood; individual/ team well versed in use of Adobe Connect; individual/ team work product(s) agreed to, well prepared and available to all team members/ instructors]; Student Understanding/ Team Understanding [rich in content; full of thought, insight, and analysis].

89–80 = B—Student Preparation and Participation/ Team Preparation and Participation [individual/ team roles and responsibilities well defined and understood; individual/ team well versed in use of Adobe Connect; individual/ team work product(s) agreed to and prepared]; Student Understanding/ Team Understanding [substantial information; thought, insight, and analysis has taken place].

79–70 = C—Student Preparation and Participation/ Team Preparation and Participation [individual/ team roles and responsibilities agreed to; individual/ team well versed in use of Adobe Connect; individual/ team work product(s) prepared]; Student Understanding/ Team Understanding [generally competent; information is thin and commonplace].

<70 = F—Student Preparation and Participation/ Team Preparation and Participation [individual/ team roles and responsibilities not well understood; individual/ team has difficult with use of Adobe Connect; individual/ team work product(s) partially prepared]; Student Understanding/ Team Understanding [rudimentary and superficial; no analysis or insight displayed].

Presentation format:

The format of each project/presentation will be a Powerpoint presentation with notes included in the note section below each slide. The length should be no more than 7 slides (all inclusive) and must effectively cover the items outlined above. The Powerpoint should be converted to a PDF file and submitted to the appropriate Discussion thread. Each student will be required to critique 4 other students’ presentations and provide comments. The Instruction team will provide information on which specific students each will critique. Course projects are graded as follows:

90-100 = A: The presentation covers all of the areas required in the assignment. Presentation is well organized, sources are well documented, explanations are clearly written and assumptions are fully explained. Student’s review of other students’ presentation is timely, insightful and comments are constructive.

80-89 = B: The presentation covers the majority of the areas required in the assignment. Presentation is well organized, sources are well documented, explanations are clearly written and assumptions are fully explained. Student’s review of other students’ presentation is timely, insightful and comments are constructive.

70-79 = C: The presentation covers some of the areas required in the assignment. Presentation is not as well organized, but sources are documented, explanations are understandable and assumptions are at least partially explained. Student’s review of other students’ presentation and comments are constructive.

4. Exams (50% of Final Grade Calculation, combined from 30% for Midterm and 20% for Final)

A Mid-Term Exam and a Final Exam will be given in Modules 8 and 14, respectively. These exams will assess students’ achievement of the learning objectives in Modules 1-7 and 8-14, respectively. Problems assigned on the exams will be real-world applications of the knowledge learned in the respective modules. You will have one week to complete the exams and they will be due by 11:59PM exactly one week from their release.  You may use the course text to complete the exams however no discussions with other people are permitted while working the exams.

The exams are evaluated by the following grading elements:

1. Each part of question is answered (20%)
2. Writing quality and technical accuracy (30%) (Writing is expected to meet or exceed accepted graduate-level English and scholarship standards. That is, all assignments will be graded on grammar and style as well as content.)
3. Rationale for answer is provided (20%)
4. Examples are included to illustrate rationale (15%) (If a student does not have direct experience related to a particular question, then the student is to provide analogies versus examples.)
5. Outside references are included (15%)

Exams are graded as follows:

100–90 = A—All parts of question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [rich in content; full of thought, insight, and analysis].

89–80 = B—All parts of the question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [substantial information; thought, insight, and analysis has taken place].

79–70 = C—Majority of parts of the question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [generally competent; information is thin and commonplace].

<70 = F—Some parts of the question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [rudimentary and superficial; no analysis or insight displayed].

Grading Policy

Assignments are due according to the dates posted in your Canvas course site. You may check these due dates in the Course Calendar or the Assignments in the corresponding modules. I will generally post grades one week after assignment due dates.

I generally do not directly grade spelling and grammar. However, egregious violations of the rules of the English language will be noted without comment. Consistently poor performance in either spelling or grammar is taken as an indication of poor written communication ability that may detract from your grade.

A grade of A indicates achievement of consistent excellence and distinction throughout the course—that is, conspicuous excellence in all aspects of assignments and discussion in every week.

A grade of B indicates work that meets all course requirements on a level appropriate for graduate academic work. These criteria apply to both undergraduates and graduate students taking the course.

100–98 = A+ 97–94 = A 93–90 = A− 89–87 = B+ 86–83 = B 82–80 = B− 79–70 = C <70 = F

Final grades will be determined by the following weighting:

Academic Policies

Deadlines for Adding, Dropping and Withdrawing from Courses

Students may add a course up to one week after the start of the term for that particular course. Students may drop courses according to the drop deadlines outlined in the EP academic calendar (https://ep.jhu.edu/student-services/academic-calendar/). Between the 6th week of the class and prior to the final withdrawal deadline, a student may withdraw from a course with a W on their academic record. A record of the course will remain on the academic record with a W appearing in the grade column to indicate that the student registered and withdrew from the course.

Academic Misconduct Policy

All students are required to read, know, and comply with the Johns Hopkins University Krieger School of Arts and Sciences (KSAS) / Whiting School of Engineering (WSE) Procedures for Handling Allegations of Misconduct by Full-Time and Part-Time Graduate Students.

This policy prohibits academic misconduct, including but not limited to the following: cheating or facilitating cheating; plagiarism; reuse of assignments; unauthorized collaboration; alteration of graded assignments; and unfair competition. Course materials (old assignments, texts, or examinations, etc.) should not be shared unless authorized by the course instructor. Any questions related to this policy should be directed to EP’s academic integrity officer at ep-academic-integrity@jhu.edu.

Students with Disabilities - Accommodations and Accessibility

Johns Hopkins University values diversity and inclusion. We are committed to providing welcoming, equitable, and accessible educational experiences for all students. Students with disabilities (including those with psychological conditions, medical conditions and temporary disabilities) can request accommodations for this course by providing an Accommodation Letter issued by Student Disability Services (SDS). Please request accommodations for this course as early as possible to provide time for effective communication and arrangements.

For further information or to start the process of requesting accommodations, please contact Student Disability Services at Engineering for Professionals, ep-disability-svcs@jhu.edu.

Student Conduct Code

The fundamental purpose of the JHU regulation of student conduct is to promote and to protect the health, safety, welfare, property, and rights of all members of the University community as well as to promote the orderly operation of the University and to safeguard its property and facilities. As members of the University community, students accept certain responsibilities which support the educational mission and create an environment in which all students are afforded the same opportunity to succeed academically. 

For a full description of the code please visit the following website: https://studentaffairs.jhu.edu/policies-guidelines/student-code/

Classroom Climate

JHU is committed to creating a classroom environment that values the diversity of experiences and perspectives that all students bring. Everyone has the right to be treated with dignity and respect. Fostering an inclusive climate is important. Research and experience show that students who interact with peers who are different from themselves learn new things and experience tangible educational outcomes. At no time in this learning process should someone be singled out or treated unequally on the basis of any seen or unseen part of their identity. 
 
If you have concerns in this course about harassment, discrimination, or any unequal treatment, or if you seek accommodations or resources, please reach out to the course instructor directly. Reporting will never impact your course grade. You may also share concerns with your program chair, the Assistant Dean for Diversity and Inclusion, or the Office of Institutional Equity. In handling reports, people will protect your privacy as much as possible, but faculty and staff are required to officially report information for some cases (e.g. sexual harassment).

Course Auditing

When a student enrolls in an EP course with “audit” status, the student must reach an understanding with the instructor as to what is required to earn the “audit.” If the student does not meet those expectations, the instructor must notify the EP Registration Team [EP-Registration@exchange.johnshopkins.edu] in order for the student to be retroactively dropped or withdrawn from the course (depending on when the "audit" was requested and in accordance with EP registration deadlines). All lecture content will remain accessible to auditing students, but access to all other course material is left to the discretion of the instructor.