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A Practical Graphical Approach for Drawing Shear Force and Bending Moment Diagrams

机译:一种绘制剪切力和弯矩图的实用图形方法

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The ability to draw shear force and bending moment diagrams on beam-like components is an important skill for mechanical engineering students. We found that some students had difficulty to draw effectively the shear force and bending moment diagrams during the course and even in their senior year. Although the method of sections can produce all for drawing the diagrams, it becomes tedious when a beam is divided into several segments. The graphical approaches by free-hand sketch are discussed in every textbook and is a good approach for drawing the diagrams. But the procedures provided in textbooks are not easy to be followed effectively by students and could be improved. Many computer-based or similar programs for drawing the diagram are available, but their effectiveness is not validated by proper assessment. We had studied this issue in the past years and had developed a practical procedure for drawing the diagrams with a free-hand sketch in 2017. In the spring and fall semesters 2017, the proposed procedure was implemented successfully in different sections of Mechanics of Materials course. The proposed procedure for drawing the diagrams was assessed by a quiz given to different sections of the course. The feedback information was collected through the class survey. Based on the assessment and class survey, most students liked the proposed procedure and believed the method was practical. The assessment based on the quiz also showed the grades with the proposed procedure were significantly improved. This paper presents the practical graphical procedure for drawing the diagrams as well as the results of the class survey and the assessment.
机译:吸引剪切力和弯曲时刻图的能力在光束上的组件上是机械工程学生的重要技能。我们发现一些学生难以在课程中有效地绘制剪力力和弯矩图,甚至在高年级。虽然部分的方法可以产生用于绘制图表的全部,但是当光束被分成几个段时,它变得令人疑惑。在每个教科书中都讨论了通过自由素描的图形方法,是绘制图表的良好方法。但教科书中提供的程序并不容易被学生有效地遵循,并且可以得到改善。可提供许多基于计算机的或类似程序用于绘制图表,但它们的有效性不会通过适当的评估验证。我们在过去几年中研究了这个问题,并在2017年制定了一个实际的程序,以便在2017年使用免费素描。2017年春季和秋季学期,拟议的程序成功实施了材料课程的不同部分。通过课程的不同部分给出的测验评估了绘制图表的所提出的程序。通过课堂调查收集了反馈信息。基于评估和课堂调查,大多数学生都喜欢提出的程序并相信该方法是实用的。基于测验的评估还显示了拟议程序的成绩显着提高。本文介绍了绘制图表以及课堂调查结果和评估的实用图形程序。

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