WELCOME TO ENGR 111112

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WELCOME TO ENGR 111/112

• THIS IS THE CLASS MEETING FOR SECTIONS 813-815
• TODAY YOU MAY SIT IN ANY SEAT YOU WANT
• SEATING (TEAM) ASSIGNMENTS ISSUED NEXT CLASS.

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Instructor Team

• Dr. E. Sandt 207 Civil Eng. Building
  
• Office Hours 2-4 PM M-F or by
  Appointment

• S.W. Hughes 239 Civil Eng. Lab
  Building
• Office Hours 10-12 PM MW or by Appointment

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Teaching Assistants/ Peer Teacher

• GANT Information
• TBA

• Peer Teacher
• Dorci Smith

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Textbooks

• Foundations of Engineering
• by Holtzapple Reece, 2002
• The Engineering Graphics Pack, 2002
• Word and Excel 2000 Tools for Solving
  Engineering Problems (Optional text)

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Grading System

• Homework/In-Class Assign/RATs 25
• Exams (2) 35
• Projects (2) 15
• Final Exam 25
• 100

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Important Information

• Login ID Handed out today
• Password Established by you today
• Web Address engr111.tamu.edu

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Introduction to ENGR 111

• Objectives
• Format
• Expectations
• Resources

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Objectives of ENGR 111

• Learn about the different engineering disciplines
• Learn about professionalism in engineering
• Become a better problem solver

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Objectives of ENGR 111

• Learn to use proper tools to solve engineering
  problems
• Learn basic engineering science topics which will
  be needed in future courses
• Develop teaming skills

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Objectives of ENGR 111

• Learn the steps in the engineering design process
• Develop skills to make professional engineering
  presentations and drawings
• And much more

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Engineering 111 Format

• Two 110-minute sessions per week
• Combined lecture/lab
• mixture of lecture topics and in class activities
• Active/Collaborative learning environment

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Engineering 111 Format

• Departmental presentations
• Two 1-hour presentations on Tues., Oct. 15, 7-9
  p.m. (see web page for locations).
• Each student will prepare a one page critical
  review on each presentation.

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Engineering 111/112 Format

• Three exams
• Exam 1 Oct. 9
• Exam 2 Nov. 20
• Exam 3 Dec. 5
• Check website for exact time and location for
  your section

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Why Active/Collaborative Learning

• Active
• countless studies have shown improvement in
• short-term retention of material,
• long-term retention of material,
• ability to apply material to new situations
• Collaborative
• by not wasting time on things you already know we
  can make the best use of class time

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Teaming Expectations

• Many of the activities in ENGR 111 require
  collaboration with other class members
• Each student will be assigned to a team
• All students will receive team training

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Why Teamwork?

• Working in groups enhances activities in
  active/collaborative learning
• Generate more ideas for solutions
• Division of labor
• Because thats the way the real world works!!
• Industry values teaming skills

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Team Grade

• 20 of your course grade is based on teaming
• 5 Homework/RAT's
• 15 Projects
• 20

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Course Web Page

• http//engr111.tamu.edu/
• syllabus
• course schedule
• including preparatory reading assignments
• basic powerpoints
• individual instructors may make some revisions
• computer labs and times
• exam locations
• etc.

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ENGR 111/112 File Server

• Class specific material at
• Fred\classes\Sandt\111
• Find documents that are specific to our ENGR 111
  (813-815) class that are not common to other
  111/112 classes.

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Classroom Resources

• Classrooms
• CVLB 315, 319 421
• See web page for availability
• Classroom (during the day)
• CVLB 416

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Things Needed for ENGR 111

• Holtzapple textbook
• Engineering Graphics Pack
• 4 - 3.5, 1.44 Mbyte Floppy Disks
• IBM formatted
• Engineering (gridded) paper

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Things needed for ENGR 111

• Electronic calculator
• Patience, and open mind, and a willingness to
  learn!

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Think - Pair - Share

• For the next 1 minute as an Individual list 5
  things you can do to insure academic success
• Now take 2 minutes to merge your list with the
  person sitting next to you (pair)
• In the next 5 minutes share the results with the
  pair sitting . . . And prioritize

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Study Habits

• The students in the College of Engineering
  primarily came from the top 10 - 25 of their
  high school class.
• The competition in the College of Engineering
  will be greater than many of you have previously
  experience.

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Study Habits

• Many of you did not have to study much in high
  school (probably less than 10 hours per week) and
  therefore may not have developed good study
  habits.
• Students show that to be successful at TAMU you
  need to study about 2 to 3 hours per week for
  each hour you are in class.
• Thus, for a typical 14 SCH load, you need to work
  a minimum of 50hours per week!

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Presentation of Engineering Solutions

• see Class01pres.ppt
• OR, read Chapter 3.4 of Foundations text again
• AND, see Homework Format

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Exercise (2 minutes)

• As an individual, and without your book, list at
  least 4 of the 11 functions of an engineer.

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Introduction to Engineering

• see Class01engr.ppt
• OR, read Chapter 1 of Foundations again

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Engineers Solve Problems

• Problem solving is a powerful human activity.
• Computers are useful tools in problem solving,
  but it is the human who actually solves the
  problem.
• It is impossible to teach specific facts that
  will always lead to a solution.
• The ability to solve problem comes from doing it.
• Many things must pull together to solve a problem.

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Methods for Problem Solving

• If the problem is extremely well defined, use
  algorithms - A set of well-defined rules for the
  solution of a problem in a finite number of steps
• These may be implemented in computer programs
• e.g. Solve for x in ax2 bx c 0

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Individual Exercise (5 minutes)

• Required
• a) Sketch the problem
• b) How many acres of land are contained by the
  cone created by her line of site?
• c) How high would the balloon be if, using the
  same procedure, an area four times greater is
  encompassed?

• Given A student is in a stationary hot-air
  balloon that is momentarily fixed at 1325 ft.
  above a piece of land. This pilot looks down 60o
  (from horizontal) and turns laterally 360o.

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Difficulties in Problem Solving

• Most common difficulty failure to use known
  information.
• To avoid this problem
• Write the problem in primitive form and sketch an
  accurate picture of the setup (where applicable).
• Transform the primitive statements to simpler
  language.
• Translate verbal problems to more abstract
  mathematical statement(s) and figures, diagrams,
  charts, etc.

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Solution to part A Sketch

• Given An engineering student is in a stationary
  hot-air balloon that is momentarily fixed at 1325
  ft. above a piece of land. This pilot looks down
  60o (from horizontal) and turns laterally 360o.

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Solution to part B Algorithm
Fundamental trigonometry relationship tan(30o)
Viewing Radius/Elevation Part a) Viewing
Radius R 1325 tan(30o) 765.0 ft Area pR2
p(765.0 ft)2 1.838 x 106 ft2 Area 1.838 x
106 ft2 (1 acre/43,560 ft2) Area 42.21 acres
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Solution to part C Heuristic
Part b) Area f(Viewing Radius)2 Therefore
to increase the area by a factor of 4, the
viewing radius must increase by a factor of
2. Viewing Radius f(Elevation) Therefore
to increase the viewing radius by a factor of 2,
the elevation must also increase by a factor of
2. Elevation 2(1325 ft) 2650 ft
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Problem Solving

• Review and in the next 5 minutes summarize the
  contents of
• Class01ps1.ppt if you are one of a front pair
• Class01ps2.ppt if you are one of a back pair
• Now take 1 minute each to present your summary to
  the other pair

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Individual Exercise (3 minutes)

• The nine dots shown are arranged in equally
  spaced rows and columns. Connect all nine points
  with four straight lines without lifting the
  pencil from the paper and without retracing any
  line.

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Individual Exercise Solution

• The nine dots shown are arranged in equally
  spaced rows and columns. Connect all nine points
  with four straight lines without lifting the
  pencil from the paper and without retracing any
  line.

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More Difficulties in Solving Problems

• Imposing unnecessary constraints
• Association Constraints - unstated constraints
  based on previously learned associations.
• Function Constraints - unstated constraints based
  on previously learned functions.
• World View Constraints - unstated constraints
  imposed by individual's world view.

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Team Exercise (3 minutes)

• You are given six straws of equal length and
  asked to form four identical (equilateral)
  triangles with each side of the length of the
  straws.
• Solution arrange straws to form pyramid

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Example World View Constraint

• A mathematics professor at Urban University was
  asked by his students to give the next member in
  the sequence 32, 38, 44, 48, 56, 60. The
  professor was told that the properties of the
  sequence were well known to him and the solution
  was simple.

After a considerable effort trying to formulate a
polynomial solution, the professor gave up. His
students informed him that the answer was
"Meadowlark" the elevated stop after the 60th
street station on the city subway. The professor
rode the subway daily and got off at Meadowlark.
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Assignment 1 Due

• Complete Keirsey Temperament Sorter at
  www.keirsey.com
• Import the print out into a Word document with a
  standard cover sheet.
• Make note of your character type from the Keirsey
  Temperament Sorter. You may need this
  information for a future assignment.

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Standard Cover Sheet

• Name(s)
• Team No.
• ENGR 111 (XXX)
• Date
• Assignment No.
• If team assignment all members working on
  assignment PLUS SIGNATURES required.