Paper ID #23734

Implementation of an Innovation and Entrepreneur Mindset Concept intoMechanics of Materials Course

Dr. Javad Baqersad P.E., Kettering UniversityProf. Yaomin Dong, Kettering University

Dr. Yaomin Dong is Professor of Mechanical Engineering at Kettering University. He received his Ph.D.in Mechanical Engineering at the University of Kentucky in 1998. Dr. Dong has extensive R&D expe-rience in automotive industry and holds multiple patents. Dr. Dong’s areas of expertise include metal-forming processes, design with composite materials, computer graphics, computer-aided engineering andfinite element analysis.

Prof. Arnaldo Mazzei, Kettering University

Dr. Arnaldo Mazzei is a Professor of Mechanical Engineering at Kettering University. He specializesin dynamics and vibrations of mechanical systems and has conducted research in stability of automotivedrivetrains, modal analysis, finite element analysis and computer aided engineering. His current workrelates to system vibrations and automotive engineering. Dr. Mazzei received his Ph. D. in MechanicalEngineering from the University of Michigan (Ann Arbor) and both his M. Sc. and B. Sc. in MechanicalEngineering from the University of Sao Paulo (Brazil). He is an active member of SAE and SEM.

Dr. Azadeh Sheidaei, Iowa State University

Azadeh Sheidaei received her BSc in Aerospace Engineering from Sharif University of Technology andMSc and PhD degrees in Mechanical Engineering from Michigan State University. Before joining IowaState University, she was an Assistant Professor of Mechanical Engineering at Kettering University inMichigan. Sheidaei’s main research area is ”multiscale characterization and computational modeling ofadvanced material systems such as polymer reinforced composites”. During her graduate study at MSU(2007-2015), she worked at Composite Vehicle Research Center (CVRC) where she worked on numerousresearch and industrial projects. Those span over the areas of structural integrity of composites, develop-ment of constitutive models and computational tools to predict the mechanical behavior of novel materialssuch as nanocomposites, computational modeling of soft tissue and power sources such as lithium-ionbattery and fuel cells. Sheidaei is a member of the American Society for Composite (ASC), Society forEngineering Education (ASEE), Society of Automotive Engineers (SAE) and Society of Women Engi-neers (SWE). Sheidaei has received several research and educational grants from NSF, CAAT (Center forAdvanced Automotive Technology) and KEEN (The Kern Entrepreneurial Engineering Network). Shei-daei is a recipient of the Zonta International Amelia Earhart Fellowship, which is presented to womenpursuing a doctoral degree who demonstrate a superior academic record in the field of aerospace-relatedsciences and engineering. She has also received dissertation competition award while being selected asthe outstanding graduate student by the ME Department at Michigan State University.

Dr. Basem Alzahabi, Alghurair University

Dr. Basem Alzahabi became the second President of Al Ghurair in July 2017.

Dr. Alzahabi came from Kettering University in the United States of America where he

was a Professor in the Mechanical Engineering Department and served as the Director

of the Office of International Programs (2011-2017), an Associate Department Head

(2010-2012), and a Director of the Mechanical Engineering Graduate Program(2004-2006).

Dr. Alzahabi attended advanced training in Higher Education Leadership &

Management at Harvard Graduate School of Education in 2012 and 2015.

At Kettering University, Dr. Alzahabi provided significant and vital institutional and

departmental leadership related to curriculum development, improvement, and assessment.

c©American Society for Engineering Education, 2018

Paper ID #23734

These contributions were critical to Kettering receiving consecutive 6-year accreditation

NGR (Next General review) ratings in two ABET reviews visits in 2003 and in 2009.

Dr. Alzahabi is a highly recognized educator who won numerous educational awards.

They include the ”Educational Scholar” award, the ”Professor of Excellence” award,

the ”Professor of the Year” award, and the Greek Life ”Faculty Advisor of the Year”.

In addition to his teaching excellence and extensive departmental and institutional

leadership roles, Dr. Alzahabi maintained a high level of technical research activities

and industrial consulting that resulted in $1,500,000 of external funding and 45

technical and educational publications. He is a member of the Editorial Board of

the International Journal of Multiphysics since 2012.

Nationally, Dr. Alzahabi served as a reviewer for the National Science Foundation

”Assessment of Student Achievement” (ASA) Program proposals in 2001 and 2002 and

attended multiple national conferences and workshops on curriculum development,

assessment, and ABET Accreditation.

Internationally, Dr. Alzahabi participated in collaborative research and educational

activities with multiple international institutions, including the Technical University

of Belfort, France (1999), Wessex Institute of Technology, England (2004), Alhosn

University, Abu Dhabi, United Arab Emirates (2010), Balamand University, Tripoli,

Lebanon (2010), the University of Maribor, Slovenia (2005 and 2013), the University of

Modern Sciences, Dubai, United Arab Emirates (2013), and The University of the Arctic, Tromso, Nor-way (2017).

Dr. Alzahabi conducted technical training to the automotive industry in the United

States (General Motors, 2003-2006), South Korea (Hyundai, 2000-2001), and most

recently in China (SGMW, 2014-2017).

Before joining Kettering University in 1998, Dr. Basem Alzahabi had 11 years of

extensive industrial experience in the automotive industry at the Ford Motor Company,

Optimal CAE Inc., Novi, MI, and Automated Analysis Corporation, Ann Arbor, MI.

Dr. Alzahabi holds three graduate degrees from the University of Michigan-Ann Arbor:

a Ph.D. in Structural Mechanics (1996), a M.S. in Applied Mechanics (1988), and

a M.S. in Structural Engineering (1986).

He obtained his undergraduate degree in Civil Engineering in 1981 from the University of Damascus.

President Alzahabi along with the AGU Board of Trustees is developing a very ambitious vision for thefuture of the institution.

He hopes to lead AGU into a remarkable academic and physical transformation.

Dr. Alzahabi and his wife, Sana, recently moved to Dubai.

They have four adult children, Rasha, Reem, Majed, and Ahmad, who all live in the United States.

Dr. Alzahabi enjoys reading, sports, and traveling. Expect to see him teaching in the classroom.

c©American Society for Engineering Education, 2018

Implementation of an Innovation and Entrepreneur Mindset

Concept into Mechanics of Materials Course

Abstract

Mechanics of Materials is a fundamental course which mechanical engineering students need to

take to fulfill the requirements of their program. Usually, the course is offered based on the

traditional textbook approach. The material in the textbook is presented in the class and students

are required to work on problems in the textbook as part of the course assignment. As instructors

of this course, the authors have observed that many students are not successful in the course

because they do not appreciate the real-world applications of the course. Many students believe

concepts in this course are over-simplified and may not have real-world applications. As part of

a Kern Entrepreneurship Education Network (KEEN) project, we propose using a real-world

structure (wind turbine) to show the applications of the theory in this course. In this project,

students need to use concepts they have learned in the Mechanics of Materials course to analyze

a utility-scale wind turbine. Students also learn how to integrate and use their engineering

knowledge from other subjects such as physics, CAD, statics, electrical engineering, and fluid

mechanics to solve real-world problems. This is an open-ended problem and challenges the

students to search and use innovative ideas to optimize the designs. The final part of the project

asks students to calculate how the optimized design of the structure can economically impact the

overall cost of the wind turbine. The results of a survey taken from the students in this course

show that students appreciate the concept materials better when they see the real-world

application of the subject.

1. Introduction

The Mechanics of Materials is a required fundamental course in many programs such as

Mechanical, Industrial, Civil, Chemical, Physics, and Electrical Engineering. It is commonly a

“gatekeeper” course, whereby students may exit the engineering major path if they do not do

well academically. The course is generally considered “difficult” because the content and

terminology are new to students. The main objective of this course is to teach students how to

analyze a structure subjected to loading and how to identify and characterize critical locations on

a component with higher stress values. The stress and strain calculations will also be used in

other courses such as Machine Design.

Currently, there are several challenges to the current course offering:

One of the challenges we currently face in this course is that for any given concept,

students can only solve a problem if it is clearly presented in a textbook style. Students

fail to connect the course concepts to real-world applications.

Most of the subjects (tensile, torsion, shear, and bending stresses) presented in this course

are applied to beams and shafts. Students believe these theories do not have any practical

applications due to their simplistic nature. With the current course module, students do

not realize that many structures can indeed be modeled as beams with high accuracy.

Furthermore, they do not realize the connection between this course and other courses

they study throughout their programs such as fluid mechanics, electrical engineering,

material science, and physics. They do not realize how the course that they take are

interconnected. It is never considered that the distributed load can be in the form of a

wind gust applied on a turbine blade.

The economic impact of the subject has not been revealed for the students. The course

should contain modules to emphasize that this course can help to create value and make

the designs more cost-efficient.

To prepare the students to apply their knowledge in real-world problems, an entrepreneurship

module will be added to the current course materials. The students will be asked to analyze and

optimize a wind turbine structure.

Current Course Information

There are nine topics covered in the current course of Mechanics of Materials:

Review of Statics: Internal Forces

Concept of Stress and Strain

Axial Loading

Torsion

Pure Bending

Analysis of Beams for Bending

Shearing Stresses in Beams and Thin-Walled Members

Stress Transformation, Principal Stresses and Failure Theories

Deflection of Beams

The course learning objectives (CLOs) are as follow. By the end of this course, students can

Apply the principles of Statics to determine the forces and moments on load carrying

members.

Analyze the stresses in load carrying members due to axial forces, bearing forces,

torsional moments, bending moments and shear forces.

Analyze the combined stresses in load carrying members due to axial forces, torsional

moments, and bending moments acting together.

Determine the principal stress at a point in a structure

Determine the deflection of load carrying members due to axial loads, torsional moments

and bending moments.

Calculate the Euler’s buckling load of straight columns with different end conditions.

Apply the principles learned from the objectives 1 through 6 to perform basic analysis

and sizing of different structural members.

2. Project: Stress Analysis of a Wind Turbine

This project aims to show the practical applications of Mechanics of Material. In this project, a

wind turbine system is analyzed, and the stress values in different components are calculated. An

optimization process and a cost analysis for a wind turbine will also be performed. The following

sections of the current paper provide a summary of the project.

Introduction

As a result of continued industrial development and population expansion, global demands for

sustainable energy have steadily increased. Wind energy is known as a promising source of clean

and renewable energy that helps to offset greenhouse gas emissions. Wind turbines have grown

significantly in size as the need for more consumable energy increases and these machines are

predicted to continue to grow in the decades to come (Figure 1). However, as the size of these

machines scales to meet energy demands, wind turbines are subjected to a combination of

increased static and dynamic loading that has an impact on their performance, efficiency, and

reliability [1]. Modeling wind turbines using beams is widely used by engineers in the wind

industry. There are software programs developed by research institutes that use beam elements

for structural analysis of wind turbines (BModes, and DYMORE) [2-4]. This project

demonstrates how a real-world structure can be analyzed using the equations presented in

Mechanics of Materials.

Major Components of a Wind Turbine

Figure 1 shows a schematic of the components of a wind turbine. The function of each

component in the wind turbine is described below.

Figure 1 A schematic of wind turbine components [5]

A summary about all components of the wind turbine is included in the project for students in

this section, but is not presented in this paper due to the space limitations.

Wind Turbine Operation

The wind rotates the blades connected to the gearbox. The gearbox converts the rotation of the

rotor into high-speed motion for the electrical generator. An exciter is needed to give the

required excitation to the coil to generate the required voltage. The exciter current is controlled

by a turbine controller which senses the wind speed based on which it calculates the power we

can achieve at that wind speed. Then the output voltage of the electrical generator is given to a

rectifier and the rectifier output is given to a line converter unit which stabilizes the output AC

that is feed to the grid by a high voltage transformer. An extra unit called Internal Supply Unit

(ISU) is used to power the internal auxiliaries of the wind turbine (Example: Battery, Motor,

etc.). ISU takes power from the wind as well as the grid.

For this project, we will use a sample wind turbine from General Electric (GE's 3.2-3.8 MW

Platform). The specification of the turbine is summarized in Table 1. More information can be

found about this wind turbines using the link below.

https://www.gerenewableenergy.com/wind-energy/turbines.html

To gain a better understanding of wind turbine operation, you can watch the following videos.

https://www.youtube.com/watch?v=qSWm_nprfqE

https://www.youtube.com/watch?v=LNXTm7aHvWc

https://www.youtube.com/watch?v=5vj6GwVhQT0

Table 1 – Specification of the sample wind turbine

Turbine Model GE's 3.2-3.8 MW Platform

Wind Speed 15 m/s

Hub Height 110 m

Tower Type Tubular

Tower Mass 275,000 Kg

Frequency 60 Hz

Tip Height 167 m

Blade length 57 m

Number of Blades 3

Blade Mass 8,550 Kg

Rotor Mass (including the blades) 98,000 Kg

Rotor Location Upwind

Swept Area 10,201.86 m2

Rotation Speed 10.5 rpm

Nacelle Mass 138,000 Kg

Gearbox Ratio 1:120

Number of generator poles 4

Rated Power 3.2 MW

Numerical Problems based on the forces acting on the wind turbine

1. The first part of the project is to find the static compressive axial stress in the tower of the

wind turbine. The tower is subjected to compressive stress due to the weight of the nacelle and

rotor (assume Young’s Modulus = 200 GPa for the tower).

a. Calculate the axial compression stress at the top of the tower of the wind turbine due to

the static weight of the rotor and nacelle. The tower is circular with the outer diameter of 3.4m and

inner diameter of 2.8m (see Figure 2).

b. Calculate the compressive stress at the bottom of the tower

due to the weight of the rotor, nacelle, and the tower itself.

c. Calculate the deformation in the tower. Note that the force

on each section of the tower is different because the weight of the

tower above it is added to each section. Thus, use a small element

with the height of “dy” to calculate the deformation of each section

and integrate it to calculate the overall deformation.

2. In this part of the project, the static forces in the bearings

supporting the wind turbine shaft are being found and will be used

to calculate the bearing stress in them. Figure 3 shows the two

bearings that are used to support the main shaft.

Figure 2. A schematic of a wind turbine tower

Figure 3. Wind turbine Drivetrain (components in the nacelle) [6]

a. The main shaft (low-speed shaft connected to the rotor) can be considered as a simply

supported beam with overhanging length on one side. Consider the static weight of the

rotor acting on the shaft. Calculate the reactions at bearings A and B (see Figure 4).

Figure 4. A schematic of a wind turbine main shaft

b. The reaction forces of the bearings calculated in the previous question, induce bearing

stress between the shaft and the bearing. Consider the shaft has a diameter of 0.8m and

the width of the bearings are 195mm, calculate the bearing stresses in each of the

bearings (see Figure 5).

Figure 5. A schematic of a wind turbine main shaft and bearings

c. The bearing is supported on a collar. If the outer diameter of the bearing is 3.2m,

calculate the bearing stress between the collar and the bearing.

3. In this section, the compression stress in the main shaft due to aerodynamic force needs to be

calculated. The aerodynamic force is consisted of: Lift and Drag. The definition of lift and drag

forces for a sample airfoil is shown in Figure 6. The lift force is the main force that rotates the

blade.

Figure 6. Lift and drag forces for a sample airfoil and a schematic of how the lift can rotate the

blades of the turbine [7].

a. Calculate the drag force acting on the blades of the wind turbine considering the length of

the blade as 57m. Use the equation below.

𝐷𝑟𝑎𝑔 𝐹𝑜𝑟𝑐𝑒𝑠 (𝐹𝑑) = 0.5 𝜌𝑣2𝐶𝑑𝐴

ρ – Density of Air = 1.225 Kg/m3

v – Wind Speed = 15m/s

Cd – Drag Coefficient = 0.58

A – Swept Area = πr2, where “r” is the radius of the blades.

b. Calculate the compressive stress in the main shaft of the wind turbine due to the axial

force generated by drag (Figure 7).

Figure 7. A schematic of wind turbine blades and the shaft

4. In this section, the torsion stress in the shafts needs to be calculated.

a. The turbine generates 3.2MW of power. If the turbine is rotating with a speed of 10.5

rpm and generating full power (3.2 MW), calculate the torque in the main shaft. Calculate

the torsional stress in the main shaft. The shaft is 8m. (Assume Shear Modulus = 79GPa)

b. Calculate the twist angle of the 8m-long low-speed shaft connecting the rotor to the

gearbox (see Figure 8)

c. Calculate the torsional stress and twist angle in the high-speed shaft connecting the

gearbox to the generator if the gearbox ratio is 1:120. The shaft is 6m. (Assume Shear

Modulus = 79GPa).

d. Calculate the twist angle of the rotor with respect to the generator.

Figure 8. A schematic of the low-speed shaft (connected to the rotor) and high-speed shaft

(connected to the generator)

5. Qualifying and certifying blades is an important part of the design process to verify structural

integrity as well as fatigue life (Figure 9). In this process, the blade is supported in a

cantilevered condition and is subjected to static and fatigue loads.

Figure 9. A wind turbine blade tested in a cantilevered condition (Massachusetts Wind Turbine

Testing Center).

Beam modeling is widely used in the analysis of wind turbine blades. To simplify the structural

analysis of wind turbine blades, engineers usually divide the blade to different sections. In this

analysis, the entire blade is constructed of a limited number of beams with constant sections (the

more sections, the more accurate model), as shown in Figure 10.

Figure 10. Cross-sections of a wind turbine blade

Figure 11 shows the coordinate system used to describe the cross-section properties of a wind

turbine blade. The cross-section properties of the sample wind turbine blade in different sections

are shown in Table 2.

Figure 11. Coordinate system used to describe the blade dimensions [10]

Table 2 – Beam Cross-section properties

Distance from the root (m)

A (m2) Qx(m3) Qy(m3^3) Ixx(m4) Iyy(m4) Xmax(m) Ymax(m)

1 0.07 0.0112 0.0112 1.45 1.47 0.16 0.16

5 0.08 0.0168 0.0096 1.43 1.97 0.21 0.12

10 0.06 0.0108 0.003 1.37 1.37 0.18 0.05

15 0.04 0.0056 0.0004 4.13 4.14 0.14 0.01

20 0.03 0.0042 -0.00024 6.78 6.79 0.14 -0.008

25 0.02 0.0014 -0.0004 8.96 8.96 0.07 -0.02

30 0.01 0.0004 -0.0003 10.69 10.69 0.04 -0.03

35 0.01 0.0002 -0.0003 12.18 12.18 0.02 -0.03

40 0.01 0.0001 -0.0003 13.24 13.24 0.01 -0.03

45 0.009 0.000009

-0.00027 14.14 14.14 0.001 -0.03

55 0.007 -0.00007 -0.00021 15.04 15.04 -0.01 -0.03

A pluck test is performed on the blade as part of the certification process. For this measurement,

using a saddle a concentrated force will be applied to a section of the blade (F = 2.53 MN).

If the load is applied to the 20m length of the blade, determine the maximum stress in the 1-

meter section of the blade (Figure 12).

Figure 12. Coordinate system used to describe the blade dimensions

F = 2.53MN

a. Determine the maximum stress in the 5m section of the

blade caused by the concentrated force acting at 20m

from the root.

6. In this part of the project, the bending in the wind turbine

tower due to the drag force is calculated.

a. The drag force acting on the wind turbine blade causes

bending stress in the tower of the wind turbine (see

Figure 13). Find the maximum and minimum bending

stress in the tower. The distance between the center of

the wind turbine and the top of the tower is 2 meters.

b. Calculate the lateral deflection of the tip of the tower

due to the drag force. (Assume Young’s Modulus = 200GPa).

7. In this section, we calculate the shear stress in the

tower.

a. Calculate the shear stress in the tower of the

wind turbine due to drag force at the 2 points

marked in red (points A and B). A is located in

front of the wind turbine and B is on the side

section (see Figure 14).

a. Calculate the overall stress at

points A and B located at the root of the

wind turbine tower due to axial, bending,

and shear stress. Draw the stress elements

for both points.

b. Draw the Mohr’s circle and find

the principal stresses for them (optional).

8. Considering the type of stress applied to the tower,

propose an optimized cross section and best design for

the tower (e.g if it should be circular or rectangular,

what should be the diameters?, should it be constant

cross-section?, or what is the best material?). This is

an open-ended question, try to elaborate on this part.

9. Perform a cost analysis of a wind turbine and estimate the final price of a 3.2MW wind

turbine based on its components. Prepare a table, show the material that each component is made

of and estimate how much each component costs.

Figure 13. A schematic of wind turbine tower and

nacelle

Figure 14.A schematic of wind turbine tower and nacelle and showing points A and B that the stress needs to be calculated at

3. Survey results

A preliminary assessment of the approach was conducted in the Mechanics of Materials class

during the summer semester of 2017. The survey contained questions aiming to gauge students’

overall opinion of the course with the use of the project. The answers to the questions were as

follows: Strongly Disagree, Somewhat Disagree, Neutral, Somewhat Agree, and Strongly Agree.

The results are shown in Appendix I and are also summarized below in a series of pie-charts. The

charts include the survey questions and the percentages of responses.

This paper introduces a real-world project to this course to improve the entrepreneurial mindset

set in the students. The entrepreneurially mindset leering helps students to be able to apply creative

thinking, integrate material from different subjects, collaborate in a team, and foster curiosity in

their work [18]. The other KEEN objectives include: effective communication, creativity,

innovation, critical thinking, and considering economic impacts [19-22].

It is seen that overall results are very promising and warrant further exploration and use of the

approach. The results show that students appreciate the fact that they will be able to analyze real

world problems and apply entrepreneurial skills (KEEN objective).

Conclusions

The project

References

I am able to apply the principles to determine the forces and moments on load carrying

members.

Strongly DisagreeSomewhat DisagreeNeutralSomewhat AgreeStrongly Agree

I am able to analyze the stresses load carrying members due to

axial forces,bearing forces, and shear forces.

Strongly DisagreeSomewhat DisagreeNeutralSomewhat AgreeStrongly Agree

I am able to analyze the stresses in members subjected to bending

moments.

Strongly Disagree

Somewhat Disagree

Neutral

Somewhat Agree

Strongly Agree

I am able to analyze the combined stresses in load carrying members

due to axial forces, torsional moments, and bending moments

acting together.Strongly Disagree

Somewhat Disagree

Neutral

Somewhat Agree

Strongly Agree

I am able to identify proper assumptions to solve real world

problem.

Strongly Disagree

Somewhat Disagree

Neutral

Somewhat Agree

Strongly Agree

I am able to realize the connection between this course

and other courses in my program (e.g. fluid mechanics, electrical …

Strongly Disagree

Somewhat Disagree

Neutral

Somewhat Agree

Strongly Agree

When trying to find a solution for a problem, I don't care how it

works as long as it works.

Strongly Disagree

Somewhat Disagree

Neutral

Somewhat Agree

Strongly Agree

I get discouraged when my solution fails.

Strongly DisagreeSomewhat DisagreeNeutralSomewhat AgreeStrongly Agree

I am able to effectively present the results of my analysis.

Strongly Disagree

Somewhat Disagree

Neutral

Somewhat Agree

Strongly Agree

I ask relevant questions to clarify situations and gain new

knowledge.

StronglyDisagree

SomewhatDisagree

Neutral

I am able to independently gain new information from various

sources.

Strongly Disagree

Somewhat Disagree

Neutral

Somewhat Agree

Strongly Agree

I accept responsibility for my actions and the work I produce.

Strongly Disagree

Somewhat Disagree

Neutral

Somewhat Agree

Strongly Agree

I am a creative person.

Strongly Disagree

Somewhat Disagree

Neutral

Somewhat Agree

Strongly Agree

I see how problem identification and solving builds

entrepreneurial skills.

Strongly Disagree

Somewhat Disagree

Neutral

Somewhat Agree

Strongly Agree

4. Future research

The authors, in collaboration with other instructors in the Mechanical Department, will continue

to assess student interest in improving and adopting the project. Some questions may be replaced

with better mechanics models. The level of student engagement will be measured by conducting

new surveys.

5. Conclusions

As part of a Kern Entrepreneurship Education Network (KEEN) project, a real-world structure of

wind turbine as a course project has been developed and integrated to show the applications of

the theory in Mechanics of Materials. This project includes all the major components of a utility-

scale wind turbine. Students need to use concepts and theory that they have learned in the

Mechanics of Materials course to analyze and calculate how the optimized design of the structure

can economically impact the overall cost of the wind turbine. The results of a survey taken from

the students in this course showed that students appreciated the concept materials better when

they see the real-world application of the subject. The work on this project has concluded and so

far only one instructor has provided initial feedback. Student reactions to the assignment have

been generally positive. The authors will use results of future surveys to assess the success of

this project and to improve student engagement.

I am able to analyze a real-world problem using the information I

gained in this course.

Strongly Disagree

Somewhat Disagree

Neutral

Somewhat Agree

Strongly Agree

It is clear to me that teamwork skills are

crucial to my …

StronglyDisagree

SomewhatDisagree

I contribute an equal share in team-based activities.

Strongly Disagree

Somewhat Disagree

Neutral

Somewhat Agree

Strongly Agree

I collaborate well with others to develop appropriate solutions to

problems.

Strongly Disagree

Somewhat Disagree

Neutral

Somewhat Agree

Strongly Agree

Acknowledgments

The research presented in this paper is partly supported by the Kern Family Foundation grant

entitled “Implementation of Innovation and Entrepreneur Mindset Concept into Mechanics of

Materials”. We would like to acknowledge and appreciate the supports by Dr. Massoud Tavakoli

and Dr. Mohammad Torfeh, principal investigators of the grant at Kettering University. Any

opinions, findings, and conclusions or recommendations expressed in this material are those of

the author(s) and do not necessarily reflect the views of the sponsoring organizations.

References

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Boundary Conditions Effects on the Dynamics of Wind Turbines, Wind Engineering, 39

(2015) 437-452.

[3] J. Baqersad, C. Niezrecki, P. Avitabile, Effects of boundary conditions on the structural

dynamics of wind turbine blades—Part 1: Flapwise modes, Dynamics of Coupled Structures,

Volume 1, Springer, 2014, pp. 355-368.

[4] J. Baqersad, C. Niezrecki, P. Avitabile, Effects of Boundary Conditions on the Structural

Dynamics of Wind Turbine Blades. Part 2: Edgewise Modes, Dynamics of Coupled

Structures, Volume 1, Springer, 2014, pp. 369-380.

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Appendix I

1: Strongly Disagree; 2: Somewhat Disagree, 3: Neutral, 4: Somewhat Agree, 5: Strongly Agree

How much do you agree or disagree with these sentences? 1 2 3 4 5

1 I am able to apply the principles to determine the forces and moments on load carrying members.

0% 0% 6% 43% 52%

2 I am able to analyze the stresses load carrying members due to axial forces, bearing forces, and shear forces.

0% 2% 4% 57% 37%

3 I am able to analyze the stresses in member subjected to torsional moments. 0% 4% 6% 58% 32%

4 I am able to analyze the stresses in member subjected to bending moments 0% 7% 17% 39% 37%

5 I am able to analyze the combined stresses in load carrying member due to axial forces, torsional moments, and bending moments acting together.

2% 0% 28% 43% 28%

6 I am able to determine the deflection of load carrying, members due to axial loads, torsional moments and bending moments.

2% 2% 9% 48% 39%

7 I am able to analyze a real-world problem using the information I gained in this course.

0% 2% 19% 46% 33%

8 I am able to identify proper assumptions to solve real world problem. 0% 7% 17% 33% 43%

9 I am able to understand how the information from this course can be used to help me develop new cost-effective design.

0% 11% 9% 33% 46%

10 I am able to realize the connection between this course and other courses in my program (e.g. fluid mechanics, electrical engineering, and physics).

0% 2% 17% 30% 52%

11 I am able to write the problem in the form of Given-Find to implement creative solution for my problem.

0% 7% 17% 35% 41%

12 When confronting a new problem, I am good at devising many possible solutions. 2% 13% 17% 38% 29%

13 When trying to find a solution for a problem, I don't care how it works as long as it works.

17% 26% 17% 26% 15%

14 I get discouraged when my solution fails. 11% 20% 24% 31% 13%

15 I am able to identify information relevant to my problem 0% 2% 17% 58% 23%

16 I ask relevant questions to clarify situations and gain new knowledge. 2% 13% 25% 40% 21%

17 I am able to independently gain new information from various sources. 0% 11% 11% 53% 25%

18 I produce quality work in terms of thoroughness, neatness and accuracy. 0% 2% 25% 36% 38%

19 I accept responsibility for my actions and the work I produce. 0% 0% 4% 43% 53%

20 I am a creative person. 2% 4% 21% 38% 35%

21 I understand the concept of appropriate "value proposition" , based on customer needs.

2% 15% 26% 40% 17%

22 I see how problem identification and solving builds entrepreneurial skills. 0% 0% 17% 43% 40%

23 I collaborate well with others to develop appropriate solutions to problems. 0% 2% 6% 43% 49%

24 I develop and maintain good interpersonal relationships with team members. 0% 2% 9% 38% 51%

25 I contribute an equal share in team-based activities. 0% 0% 8% 32% 60%

26 it is clear to me that teamwork skills are crucial to my education and future profession.

0% 0% 6% 26% 68%

27 when dealing with challenges I like to analyze the situation and make connections to related ideas that could help me solve the problem.

0% 0% 11% 40% 49%

28 I am able to effectively present the results of my analysis. 0% 2% 11% 51% 36%