Share the Future III: A Working Conference March 35, 2002  Gainesville, FL. A Unified Approach to Engineering Science. Donald E. Richards RoseHulman Institute of Technology Foundation Coalition. Foundation Coalition An NSF Engineering Coalition since 1993.
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Share the Future III: A Working Conference
March 35, 2002  Gainesville, FL
A Unified Approach to Engineering Science
Donald E. Richards
RoseHulman Institute of Technology
Foundation Coalition
Foundation CoalitionAn NSF Engineering Coalition since 1993
“Creating an enduring foundationfor student development and lifelong learning” by rebuilding engineering curricula from the foundation up.”
www.foundationcoalition.org
Share the Future III
Share the Future III
Answer the following question:
Assuming that there is an engineering science and mathematics core that should be common for all engineering students, what course or topics would you place in the core?
Share the Future III
“Report on the Committee on Evaluation of Engineering Education,” J. of Engr. Educ. 46 (Sept 1955) 1955, pp. 2560
Share the Future III
Share the Future III
Improve 
Share the Future III
J. D. Bransford et al. editors, National Academy Press, Washington DC, 2001, expanded edition. Available online at http://www.nap.edu.
A. B. Arons, John Wiley & Sons, New York, 1997.
P. Heller and K. Heller, University of Minnesota, 1999. Available for download at http://www.physics.umn.edu/groups/physed.
Share the Future III
Share the Future III
**Summarized in J. P. Mestre, “Implications of research on learning for the education of prospective science and physics teachers,” Physics Education, Vol. 36, No. 1 (Jan 2001), pp. 4451.
Share the Future III
Share the Future III
Share the Future III
Arons provides an excellent list of critical thinking processes.
Share the Future III
Share the Future III
Share the Future III
Share the Future III
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Share the Future III
Systems, Accounting, and Modeling Framework
The systems, accounting and modeling framework provides
Share the Future III
Materials
Mechanics of Materials
Dynamics
Differential Equations
Statistics
Linear Algebra
Statics
Chemistry
Physics
Calculus
System Dynamics
Heat Transfer
Fluid Mechanics
Thermodynamics
Electrical Circuits
* One possible core
Share the Future III
Mass
Electric Current
Electric Charge
Torque
Force
Linear Momentum
Angular Momentum
Mechanical Energy
Work
Heat Transfer
Energy
Entropy
Mass Flow
Node
FreeBody Diagram
Closed System
Open System
Ohm’s Law
Control Mass
Control Volume
Equilibrium
Ideal Spring
Dry Friction
Steady state
Rigid Boundary
Pinned Joint
Linear Translation
Rigid Body
Ideal Gas Law
Steam Tables
F=ma
Friction Factor
Newtonian Fluid
Viscous Drag
KCL
Energy Equation
Insulated Boundary
Lumped Circuit Element
Bernoulli’s Eqn
What are the topics and concepts in the core?
Interactions
Mass
Electric Current
Electric Charge
System
Torque
Force
Linear Momentum
Angular Momentum
Mechanical Energy
Work
Heat Transfer
Energy
Entropy
Mass Flow
Node
FreeBody Diagram
Closed System
Open System
Ohm’s Law
Equilibrium
Ideal Spring
Dry Friction
Steady state
Rigid Boundary
Control Mass
Control Volume
Pinned Joint
Linear Translation
Rigid Body
Ideal Gas Law
Steam Tables
F=ma
Friction Factor
Newtonian Fluid
Viscous Drag
KCL
Energy Equation
Insulated Boundary
Lumped Element
Bernoulli’s Eqn
Extensive Property
What’s the method?
Constitutive
Relations
Modeling
Assumptions
Accounting Principle
Interactions
System
Extensive Property
Constitutive
Relations
Modeling
Assumptions
Accounting Principle
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Net Transport Rate
of B
into the system
at time t.
Rate of Accumulation
of B
inside the system
at time t
Net Generation Rate
of B
inside the system
at time t
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Share the Future III
Rate
of
Storage
Net
Transport
Rate In
Net
Generation
Rate
=
+
Extensive PropertyPhysical Law
MassConservation of Mass
ChargeConservation of Charge
MomentumConservation of Momentum
EnergyConservation of Energy
EntropyEntropy Production & Accounting
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An Example
Conservation of Linear Momentum
What is linear momentum?
The linear momentum of a particle is the product of the particle mass m and its velocity V:
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How can it be stored in and quantified for a system?
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How can it be transported across the system boundaries?
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How can linear momentum be generated or consumed within the system?
Experience has shown that it is impossible to create or destroy linear momentum; hence, we say that linear momentum is conserved.
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0
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Share the Future III
Closed System
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Share the Future III
A common, consistentproblem solving approach.
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A couple of examples
x
1
F
2
h
Fspring
F
Ffriction
Find Vx(t).
Find h(t).
Extensive Property?
System?
Extensive Property?
System?
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x
Fspring
F
Ffriction
Mass
Linear Momentum
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Share the Future III
Share the Future III
Share the Future III
Share the Future III
From Chpt 4, “A Theoretical Tool for Design: ControlVolume Analysis, 19121953”
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**Available from the authors.
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RoseHulman / FoundationCoalitionSophomore Engineering Curricula
Diff. Equations I
Dynamics
FluidMechanics
Circuits
Thermodynamics
Diff. Equations II
Statistics
SystemDynamics
Matrix Algebra
32 Qtr. Credit Hours
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Diff. Equations &
Matrix Algebra I (4)
Diff. Equations &
Matrix Algebra II (4)
Statistics for
Engineers (4)
Fluid & Thermal
Systems (3)
Conservation &
Accounting
Principles (4)
Electrical
Systems (3)
Analysis & Design
of Engineering
Systems (5)
Mechanical
Systems (3)
Fall
Winter
Spring
30 Qtr. Credit Hours
Fall 1993
19931994
Summer 1994
19941995
Summer 1995
19951996
19961997
20012002
FALL Quarter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Credit Hours
MA 221  Differential Equations & Matrix Algebra I (4)
ES 201  Conservation & Accounting Principles (4)
WINTER Quarter . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Credit Hours
MA 222  Differential Equations & Matrix Algebra II (4)
ES 202  Fluid & Thermal Systems (3)
ES 203  Electrical Systems (3)
ES 204  Mechanical Systems (3)
SPRING Quarter. . . . . . . . . . . . . . . . . . . . . . .. . . . . . 9 Credit Hours
MA 223  Engineering Statistics (4)
ES 205  Analysis & Design of Engineering Systems (5)
TOTAL CREDITS . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Credit Hours
Share the Future III
Share the Future III
Student A
“ES201 was an excellent foundation to start on. A solid handle on this class is a must for success in the following classes. All classes were connected to this class.”
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Student B
“The sophomore curriculum has won me over. At first, I thought it was a complete waste of time. Then during winter quarter I saw the importance of it. Now, I am glad to have gone through it. The book didn’t help much, it was vague and made the class more difficult.”
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Student C
“I was very pessimistic about the course (ES205) at the beginning of the quarter. This course defeated every pessimistic premise I had before it was completed. This course brought all the engineering disciplines together and, at the very least, made this skeptical EE a believer in the SEC. Not only was the course an eyeopener, but it also enhanced my ability to solve general complexsystem problems regardless of what discipline they came from?
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Student D
“Perhaps one of my other gripes with the class is that it is so different from freshman physics. I actually prefer this method of teaching when it comes to frictions, tensions, angular momentum, etc. These are all topics with which I felt uncomfortable during freshman physics although I understand them better now. In the future, I would appreciate seeing the ConApps and Physics curriculums more closely integrated so that students only have to learn concepts once.
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Thank You!
For additional information about the RH Sophomore Engineering Curricula or the Systems, Accounting, and Modeling Approach contact 
Don Richards
RoseHulman Institute of Technology
5500 Wabash Ave.  CM 160,Terre Haute, IN 47803
Email: [email protected]
URL: www.rosehulman.edu/~richards
Phone: 8128778477
Or check the Foundation Coalition Web Site athttp://www.foundationcoalition.org
Share the Future III