Course Syllabus
Course: ENGR 2010
Division: Natural Science and Math
Department: Computer Science & Engineering
Title: Statics
Semester Approved: Fall 2023
Five-Year Review Semester: Summer 2028
End Semester: Summer 2029
Catalog Description: ENGR 2010 Statics explores the fundamental principles of mechanics statics for scenarios where systems are generally not moving and in equilibrium. This course introduces practical applications to everyday engineering problem solving using statics principles, coupled with trigonometry, algebra and calculus. Topics include force vectors, equilibrium of a particle, force system resultants, equilibrium of a rigid body, structural analysis, internal forces, friction, centroids, and moments of inertia. This course is a pre-requisite to a series of more advanced classes including Dynamics and Mechanics of Materials. This course is designed for engineering majors and fulfills the pre-engineering requirements for the Associates of Pre-Engineering as well as requirements to apply for the Professional Program of several Engineering Majors.
Semesters Offered: Fall, Spring
Credit/Time Requirement: Credit: 3; Lecture: 4; Lab: 0
Prerequisites: Calculus 1 (Math 1210) (or equivalent)
Corequisites: N/A
Justification: This course is designed as a component of the standard preprofessional curriculum in engineering. ENGR 2010 is the first of a four-course series in mechanics of materials. This course is often the first significant engineering class for first-year students; as such, emphasis is placed upon the process of problem solving and the appropriate presentation of the analysis. This course is designed to be equivalent to those taught by other engineering programs in the Utah system as ENGR 2010.
Student Learning Outcomes:
Students will be able to apply previously studied math skills and physical principles to solve practical engineering problems using both the metric and English engineering systems of measurement. Students will be assessed through participation, homework assignments, exams, and/or quizzes.
Students will be able to analyze and solve problems related to force and moment systems which are in static equilibrium. Students will be assessed through participation, homework assignments, exams, and/or quizzes.
Students will be able to determine the internal forces in structural members including beams, trusses and frames. Students will be assessed through participation, homework assignments, exams, and/or quizzes.
Content:
This course covers the fundamental principles and creative problem-solving methods for some or all the following topics: force vectors, equilibrium of a particle, force system resultants, equilibrium of a rigid body, structural analysis, internal forces, friction, centroids, and moments of inertia. Expectations include learning through reading the text, in-class problem solving, quizzes and homework exercises with an emphasis on relational, creative and quantitative approaches to understanding the content and problem solving. The structure of the course will be tailored to address the needs of students coming from diverse backgrounds, varied levels of preparation for collegiate study and students with time gaps since the completion of prerequisite courses.
Key Performance Indicators:
Homework assignments 25 to 75%
Quizzes / Participation 0 to 20%
Exams 25 to 75%
Representative Text and/or Supplies:
R. C. Hibbeler, Engineering Mechanics: Statics, recent edition, Pearson.
Calculator
Engineering Graph Paper
Materials and equipment for in-class demonstrations of engineering principles provided for student use as needed.
Pedagogy Statement:
This course will be taught in a classroom setting where students are expected to come prepared for the class having read the course materials in advance. Classroom lectures will build upon the explanations of the principles of engineering mechanics from the textbook, allow for open discussion of the topics as well as discussions on applications of those principles in every- day scenarios. Classroom problem solving in small and large groups will further reinforce student knowledge of the principles. Small-group problem solving allows all students to interact and collaborate with problem solving, and it allows for more classroom input on ideas and knowledge to further diversify the students understanding of the principles with the input of the instructor and their peers.In addition to group lectures, students participate in student-led breakout discussions in small groups to promote inclusive learning of all students among their peers. Students are provided opportunities for success as well as making mistakes and failing in a safe environment, where they can try again and apply what they have learned in the process. Students are reminded that our safe classroom environment provides them opportunities to falter and grow in the process, and is not a reflection of fixed, natural abilities or lack thereof.
Instructional Mediums:
Lecture
Maximum Class Size: 30
Optimum Class Size: 24
