Course Syllabus
EM 3240Mechanics of Materials
Section 1 MWF 8:50 - 9:40
Section 2 MWF 11:00 - 11:50
Section 3MWF 1:10 - 2:00
Room 0308 Elings Hall
Course Information
Course description (2025-2026 catalog)
Credits: 3. Contact Hours: Lecture 3. Plane stress, plane strain, stress-strain relationships, and elements of material behavior. Application of stress and deformation analysis to members subject to centric axial, torsional, flexural, and combined loadings. Elementary considerations of theories of failure, buckling.
Prerequisite
Engineering Statics (CE 2740 or equivalent)
Before enrollment in EM 3240, a student is expected to have mastered the abilities to:
- Perform vector analysis of forces and moments to determine:
- components of a force or moment.
- resultant force or moment.
- moment of a force about a point and about a line.
- equivalent force-couple systems.
- Sketch complete and correct free-body diagrams of structural members in static equilibrium.
- Analyze free-body diagrams of structural members in static equilibrium to determine:
- reactions at supports.
- reactions at connections.
- internal forces and moments.
- Draw a diagram that represents the internal torque in a shaft.
- Draw diagrams that represent the internal axial force, internal shear force, and internal bending moment in a beam.
- Write equations that represent the internal shear force and internal bending moment as functions of position along a beam.
- Locate the centroid and compute area moments of inertia (second moments of area) of the cross-section of a structural member.
Course format
This is an in-person course with a collaborative learning classroom environment. General announcements will be posted via Canvas. Properly configure your notification settings in Canvas Links to an external site to receive notifications. Students will:
- download Introduction to Mechanics of Materials, 2nd Edition by Madhukar Vable for problem-solving practice.
- practice problem-solving strategies and solidify conceptual knowledge of engineering mechanics principles during classroom collaborative learning activities, including In-Class Learning Activities in Canvas on Wednesdays.
- work independently to solve 3 mid-term exams on the following Wednesdays from 8:15 - 9:45 p.m.: February 11, March 11, April 22.
- work independently to complete the comprehensive 2-hour final exam.
Course materials
Free download: Introduction to Mechanics of Materials, 2nd Edition by Madhukar Vable
Instructor Information
Instructor
Jenny Johannsen (she/her)
jennyjo@iastate.edu
2316 Howe Hall
student hours: MWF 10:00 - 10:45, 12:00 - 12:45, and by request (email me at jennyjo@iastate.edu)
Teaching Assistants
Kimberly Wang (she/her) and Junyu Yan (she/her)
ljwang@iastate.edu and junyuyan@iastate.edu
Course Objectives
Enduring understanding
The purpose of this course is to develop the thought process and discipline of students to enable them to solve structural loading and deformation problems systematically, confidently, and competently, regardless of difficulty. Students will:
- understand how the deformation (stretching, twisting, bending, Euler buckling) of structural members is related to the forces and moments in the members.
- understand that the forces and moments in structural members are generated by normal and shear stresses distributed throughout the members.
- distinguish between normal stress and shear stress.
- report mechanical properties, section properties, stresses, strains, and deformations with appropriate U.S. customary units and SI units.
Emphasis
This course is intended to familiarize students with concepts of mechanical properties, stress, strain, deformation, design criteria, and failure theories as a basis for continued work in structural analysis and machine design.
Course Objectives
- Define each of the following mechanical properties: elastic modulus, shear modulus, Poisson's ratio, yield strength, ultimate strength, and coefficient of thermal expansion; describe how each property characterizes the material response of a linear elastic, homogeneous, isotropic material.
- Compute section properties (area, first moment of area, second moment of area, polar moment of area, and radius of gyration) and apply them in the analysis of the stress, deformation, and stability of beams, shafts, and columns.
- Analyze statically determinate and statically indeterminate systems to calculate and illustrate the normal stresses, shear stresses, normal strains, shear strains, and deformation of standard idealized elements shafts, beams, columns, and thin-walled pressure vessels due to axial loads, torsion loads, transverse loads, pressure, and/or changes in temperature.
- Calculate and illustrate the magnitudes and orientations of the principal stresses and maximum shear stresses at a given point within a structural member.
- Calculate and illustrate the normal stresses and shear stresses at a given point on a given plane within a structural member.
- Given strain gauge measurements at a point on a structural member, calculate and illustrate normal strains and shear strains and normal stresses and shear stresses at that point.
- Calculate and illustrate normal stress concentrations or shear stress concentrations resulting from a discontinuity in section geometry such as a hole, fillet, or groove.
- Assess the basic types of mechanical failure for ductile and brittle materials and buckling of columns; calculate the conditions which would result in yielding, fracture, or elastic instability and the factor of safety relative to such failures.
Educational outcomes
The course’s learning objectives, assessment methods, and instructional techniques are formulated to address ABET Student Outcomes.
List any required and optional materials, such as books, instructional guides, websites, simulations, interactive games, mass media publications, peer reviewed journals.
Follow a specific reference style guide, such as APA, MLA or Chicago. At minimum, reference the author or owner name, date of publication, title, and the URL or source, such as publisher.
Learning Activities
Explain how the learning activities provide opportunities for practice, interaction and achievement of the listed learning objectives.
- Solve engineering mechanics problems in a collaborative learning classroom environment.
- Solve additional problems independently until the learning outcomes for the course are mastered. Strengthen conceptual knowledge and problem-solving skills by troubleshooting each other’s solutions.
- Ask for clarification when needed:
- email your questions to Jenny (you may attach a screenshot or photo of your work), or
- request an in-person or virtual meeting: email Jenny a list of suggested meeting times (jennyjo@iastate.edu)
Assessments
- In-Class Learning Activities guide students through the solution of a problem that applies course concepts.
- Work independently or in self-selected groups to complete In-Class Learning Activities in Canvas during class on Wednesdays. You may use your favorite graphing/scientific calculator and any printed or handwritten resources.
- Each student's best 9 of the 11 In-Class Learning Activity scores will be averaged, and the 2 lowest scores will be neglected.
- Canvas Quizzes assess students' understanding of concepts and problem-solving processes.
- Work independently or in self-selected groups to complete Quizzes in Canvas before midnight on Thursdays. You may use your favorite graphing/scientific calculator and any printed or handwritten resources. You may attempt the quiz twice. After the first attempt, the correct answers are available. On your second attempt, you will be presented with exactly the same questions, but the answer choices will be shuffled. Canvas keeps the score of your second attempt.
- Each student's best 11 of the 12 Quiz scores will be averaged, and the lowest score will be neglected.
- Work independently or in self-selected groups to complete Quizzes in Canvas before midnight on Thursdays. You may use your favorite graphing/scientific calculator and any printed or handwritten resources. You may attempt the quiz twice. After the first attempt, the correct answers are available. On your second attempt, you will be presented with exactly the same questions, but the answer choices will be shuffled. Canvas keeps the score of your second attempt.
- Three mid-term exams assess students' engineering problem-solving abilities.
- Work independently to solve 3 graded mid-term exams on the following Wednesdays from 8:15 - 9:45 p.m.: February 11, March 11, April 22. You must solve the problems independently; you may not communicate with anyone, live or through any media, during an exam. Students should bring their favorite scientific/graphing calculators and pencils or pens (no red pens, please). An equation sheet identical to the one posted in Canvas will be provided at each exam. Extra paper will be provided. A student may bring a straightedge or ruler if they wish. No other resources are permitted.
- Make-up exams will be given for extenuating circumstances. For anticipated conflicts with a scheduled exam, email Jenny as soon as possible before the exam date to arrange an alternate exam; if you are feeling ill the day of the exam or have had a fever within the 24 hours prior to an exam, email Jenny as soon as possible and do not attend the exam. In the email (jennyjo@iastate.edu), include a screenshot of your schedule and documentation that supports your request.
- A cumulative 2-hour final exam assesses students' engineering problem-solving abilities at the end of the semester.
- The date and time will be announced by April 1 at https://www.registrar.iastate.edu/students/exams/spring-exams (scroll down to "Special/Combined Group Final Exams")
- The procedure and guidelines will be the same as for the mid-term exams.
To add more columns or rows, hover the cursor over the table to see table properties. See Canvas Guide for more guidance.
Grading
This course does not utilize a curve for assigning grades. Letter grades will be assigned only for the final course grade according to the following grade scale:
|
Letter Grade |
Course Percentage |
Performance |
|---|---|---|
|
A |
at least 91% |
Excellent work |
|
A- |
at least 89% |
Mostly excellent work, some good work |
|
B+ |
at least 87% |
Some excellent work, mostly good work |
|
B |
at least 81% |
Good work |
|
B- |
at least 79% |
Mostly good work, some acceptable work |
|
C+ |
at least 77% |
Some good work, mostly acceptable work |
|
C |
at least 71% |
Acceptable work |
|
C- |
at least 69% |
Mostly acceptable work |
|
D+ |
at least 67% |
Some acceptable work, many errors |
|
D |
at least 61% |
Many errors, some lack of conceptual understanding |
|
D- |
at least 59% |
Many errors, lack of conceptual understanding |
|
F |
< 59% |
Unacceptable level of understanding and/or inability to complete course |
Assessments are weighted for the determination of Course Grade, as follows:
|
Learning Activity/Assessment |
Percentage of Course Grade |
|---|---|
|
Best 11 of 12 Quizzes, due Thursdays by 11:59 p.m. Canvas keeps the score of your second attempt. The answers are available after your first attempt. |
11% (1% each) |
|
Best 9 of 11 In-Class Learning Activities, completed in Canvas during class on Wednesdays. |
9% (1% each) |
|
Midterm Exams 1, 2, and 3 |
57% (19% each) |
|
Cumulative Final Exam |
23% |
Schedule of Topics and Assessments
| Dates | Topics | Assessment |
|---|---|---|
|
Week 1: January 20 - 23 Week 2: January 26 - 30 |
Stress
Strain
Mechanical Properties
|
January 28: In-Class Learning Activity #1 January 29: Quiz 1 due in Canvas by 11:59 p.m. problem-solving practice: |
|
Week 3: February 2 - 6 Week 4: February 9 - 13* |
Allowable Stress Design
Axial Loading of a statically determinate or statically indeterminate structural member
Thermal Effects |
February 4: In-Class Learning Activity #2 February 5: Quiz 2 due in Canvas by 11:59 p.m. February 11: Exam 1 8:15 - 9:45 p.m. in Hoover
February 12: Quiz 3 due in Canvas by 11:59 p.m. problem-solving practice:
|
|
Week 5: February 16 - 20 Week 6: February 23 - 27 |
Torsion Loading of a statically determinate or statically indeterminate circular shaft
|
February 18: In-Class Learning Activity #3 February 19: Quiz 4 due in Canvas by 11:59 p.m. February 25: In-Class Learning Activity #4 February 26: Quiz 5 due in Canvas by 11:59 p.m. problem-solving practice: PSP 06 Chapter 5 problems 11, 29, 35, 41, 47, 66, 67, 76 |
|
Week 7: March 2 - 6 Week 8: March 9 - 13* class does not meet March 16 - 20 Week 9: March 23 - 27 |
Transverse Loading of a statically determinate or statically indeterminate beam
Eccentric Axial Loading |
March 4: In-Class Learning Activity #5 March 5: Quiz 6 due in Canvas by 11:59 p.m. March 11: Exam 2 8:15 - 9:45 p.m. in Hoover
March 25: In-Class Learning Activity #6 March 26: Quiz 7 due in Canvas by 11:59 p.m. problem-solving practice: |
|
Week 10: March 30 - April 3 Week 11: April 6 - 10 |
State of Stress
|
April 1: In-Class Learning Activity #7 April 2: Quiz 8 due in Canvas by 11:59 p.m. April 8: In-Class Learning Activity #8 April 9: Quiz 9 due in Canvas by 11:59 p.m. problem-solving practice: |
|
Week 12: April 13 - 17 |
Thin-Walled Pressure Vessels
|
April 15: In-Class Learning Activity #9 April 16: Quiz 10 due in Canvas by 11:59 p.m. problem-solving practice: PSP 09 Chapter 4 problems 100, 104, 106 |
|
Week 13: April 20 - 24* Week 14: April 27 - May 1 |
Combined Loading |
April 22: Exam 3 8:15 - 9:45 p.m. April 23: Quiz 11 due in Canvas by 11:59 p.m. April 29: In-Class Learning Activity #10 April 30: Quiz 12 due in Canvas by 11:59 p.m. problem-solving practice: PSP 10 Chapter 10 problems 1, 4, 6, 12, 24, 27, 30, 35, 36, 44, 48, 53, 55 |
| Week 15 (Prep Week): May 4 - 8 |
Euler Buckling of long, slender columns
Stress Concentrations |
May 6: In-Class Learning Activity #11 problem-solving practice: |
| Week 16 (Final Exam Week): May 11 - 15 | Cumulative 2-hour Final Exam |
date and time will be announced https://www.registrar.iastate.edu/students/exams/spring-exams scroll down to "Special/Combined Group Final Exams" |
* There are three dates when class will not meet, to compensate students for their time spent outside of class during the three midterm exams. Class will not meet on Fridays February 13, March 13, and April 24.
Course Policies
Below are sample policies. They may not fitting your course, so please change accordingly.
Feedback
Exam scores will be posted in the Grades section of our Canvas course.
Missed and late coursework
It is important to keep up with the pace of this course. Late work will not be accepted except with documentation of extenuating circumstances.
Attendance
Attendance is expected. If you miss a class, you must get the information you missed from a classmate.
Incomplete grades
A grade of I (Incomplete) may be offered in extenuating circumstances and must be arranged with the instructor.
Expectations
Students are encouraged to use electronic devices to the extent that they supplement (not distract from) their own learning and do not detract from their classmates' learning environment.
Refer to ISU’s Thielen Student Health Center’s webpage regarding illness and ISU's Class Excuse Policy. If illness prevents you from being able to take an Exam, contact me as soon as you are able; include a copy of your class schedule from Workday so that we can arrange a time and date for a make-up exam.
Student obligations:
- Meet prerequisites or disenroll from the course.
- To every class, bring a scientific/graphing calculator, a laptop/tablet or paper (unlined paper or engineering paper preferred) and something to write with, and a positive attitude.
- Participate in class.
- Collaborate with classmates to complete In-Class Learning Activities and Quizzes; enter answers independently in Canvas.
- Complete Exams independently, according to our course policies.
- Adhere to the Iowa State University Code of Conduct.
- Ask for clarification when needed.
Instructor and teaching assistant obligations:
- Facilitate In-Class Learning Activities.
- Post resources to Canvas.
- Post exam scores to Canvas in a timely manner (Scored exams will be returned to students within 2 weeks following each midterm exam).
- Respond to questions and feedback promptly.
Inclusiveness:
- Students are responsible for living the tenets established in ISU’s Principles of Community: Respect, Purpose, Cooperation, Richness of Diversity, Freedom from discrimination, and the Honest and respectful expression of ideas. Visit ISU’s Principles of Community website.
- I honor students' names and pronouns; please advise me accordingly early in the semester. For example, if your name is Jenny Johannsen, and you would like me to call you JJ, then write "JJ" on your exams, and please also neatly print your last name so that I can correctly enter your scores into the gradebook.
- Iowa State University is committed to proactively facilitating each student’s well-being. We welcome and encourage students to contact the following on-campus services for their physical, intellectual, occupational, spiritual, environmental, financial, social, and/or emotional needs:
- Student Wellness call 515-294-5802 or via website (https://cyclonehealth.iastate.edu/student-wellness);
- Thielen Student Health Center call 515-294-5802 or via website (https://cyclonehealth.iastate.edu/thielen-health-clinic);
- Student Counseling Services call 515-294-5056 or via website (https://cyclonehealth.iastate.edu/student-counseling-services);
- Recreation Services call 515-294-4980 or via website (http://recservices.iastate.edu);
- Students dealing with heightened feelings of sadness or hopelessness, thoughts of harm or suicide, or increased anxiety may contact the ISU Crisis Text Line (Text ISU to 741-741) or contact ISU Police Department at 515-294-4428.
- To learn effectively, you must have basic security: a roof over your head along with a reliable place to sleep and enough food to eat (https://cyclonehealth.iastate.edu/basic-needs-support). If you’re having trouble with any of those things, please talk with me or the Dean of Students Office (email studentassistance@iastate.edu, phone 515-294-1020). Together we can work to meet those needs.
- Iowa State University is committed to creating an educational, work, living, and campus environment that is free from all forms of sexual harassment, sexual assault, dating violence, domestic violence, stalking, and unlawful discrimination and harassment based on protected class. As a responsible employee, I am responsible for reporting all incidents of prohibited sexual harassment, including sexual assault, stalking, and dating and domestic violence, to the university’s Title IX coordinator. Students can choose to discuss their experiences confidentially with the following resources: ACCESS (Assault Care Center Extending Shelter and Support) at 515-292-0500; ISU Student Counseling Services at 515-294-5056; and Thielen Student Health Center at 515-294-5801.
- A green dot is any choice, behavior, word, or attitude that promotes everyone’s safety and communicates utter intolerance for power-based personal violence in our Iowa State University community. A green dot is anything you do to make our community safer. What is your Green Dot? Visit the Green Dot – Student Wellness website (http://www.studentwellness.iastate.edu/greendot/).
- You are expected to treat your instructor and all other participants in the course with courtesy and respect. Your comments to others should be factual, constructive, and free from harassing statements. You are encouraged to disagree with other students, but such disagreements need to be based on facts and documentation (rather than prejudices and personalities). It is the instructor’s goal to promote an atmosphere of mutual respect in the classroom. Please contact the instructor if you have suggestions for improving the classroom environment. It is preferable if students discuss issues directly with the instructor, however, students may also leave a note in the instructor’s mailbox.
- All university publications and communication, whether oral or written, shall use inclusive language and illustrations. Inclusive language refers to language that makes every attempt to include comprehensively all groups in the community. Whenever possible, the selection of academic materials will also reflect efforts to uphold this university policy. Visit the Policy Library’s Inclusive Language website.
- I am committed to creating a course that is inclusive in its design. If you encounter barriers, please let me know immediately so that we can determine if there is a design adjustment that can be made or if an accommodation might be needed to overcome the limitations of the design. I am always happy to consider creative solutions as long as they do not compromise the intent of the assessment or learning activity. You may wish to contact the Student Accessibility Services (515-294-7220) to begin this conversation or to establish accommodations for this or other courses. I welcome feedback that will assist me in improving the usability and experience for all students.
Changes to the course syllabus will be provided in writing and announced via course-wide announcements.
The syllabus page shows a table-oriented view of the course schedule, and the basics of course grading. You can add any other comments, notes, or thoughts you have about the course structure, course policies or anything else.
To add some comments, click the "Edit" link at the top.
Course Summary:
| Date | Details | Due |
|---|---|---|