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Feedback On Assignment 3-Subclass D

The document provides feedback on an assignment for a mechanics course. It summarizes the performance of students and common mistakes made. Major mistakes included incomplete shear and bending moment diagrams, plotting bending moment diagrams on the wrong side, and missing calculations of second moments of area. Feedback is also provided for each question detailing specific mistakes.

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Charles Wong
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40 views

Feedback On Assignment 3-Subclass D

The document provides feedback on an assignment for a mechanics course. It summarizes the performance of students and common mistakes made. Major mistakes included incomplete shear and bending moment diagrams, plotting bending moment diagrams on the wrong side, and missing calculations of second moments of area. Feedback is also provided for each question detailing specific mistakes.

Uploaded by

Charles Wong
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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ENGG1300 Fundamental Mechanics

Feedback on Assignment 3 (Bending)

In General:
Class ENGG1300_2D_2023 has 159 students, and 10 of them did not submit Assignment 3 by Apr. 8,
2024. The overall performance of the students is good. However, there are three major mistakes: (1)
Many students’ shear force and bending moment diagrams are not a closed area, for example, they used
a vertical dashed line at the support in the diagrams or just show an open diagram, indicating that they
did not realize that the concentrated force and moment could cause a sudden change in the diagrams.
(2) Many students did not plot the bending moment diagrams on the tension side of the beams and
forget to mark the bending moment values at critical points. (3) Many students forgot to calculate the
second moment of area for the T-section about the Y-axis. Please refer to each question below for
further details.
Q1
(1) 10% of students’ shear force diagrams did not form a closed area. (2) 11% of students plotted the
bending moment diagram on the compression side. (3) Several students miscalculated the bending
moment and did not mark the bending moment at critical points. (4) Several students’ bending moment
diagrams were not straight lines in the range of 2-3 m; instead, they plotted curves.
Q2
(1) 13% of students’ shear force diagram did not form a closed area, and 9% of students plotted the
bending moment diagram on the compression side. (2) 14% of students’ bending moment diagrams
were incorrect. The bending moment diagram in the range of 0-4 m should be a straight line, but they
plotted it as a curve. (3) 17% of students did not mark the bending moment at critical points, especially
the maximum bending moment at x=6.67 m.
Q3
(1) 11% of students’ shear force and bending moment diagrams did not form a closed area, and 5% of
students plotted the bending moment diagram on the compression side. (2) Some students’ bending
moment diagrams were incorrect. The bending moment diagram in the range of 6-9 m should be a
straight line, not a curve. (3) 23% of students did not mark the bending moment at critical points,
especially the maximum bending moment at x=4.14 m.
Q4
(1) 26% of students did not calculate Iy. (2) Some students made calculation mistakes for Ix, for example,
they missed the square term when using parallel axis theorem, and got the wrong location of the centroid.
(3) Several students got incorrect values for Iy, for example, they used incorrect b and h values in the
equation bh3/12.
Q5
(1) 11% of students did not calculate all the stresses. For example, some students only calculated the
stresses at x=12 m, while others only got the maximum tensile stress at x=4 m and the maximum
compressive stress at x=12 m. (2) Some students made calculation mistakes for Ix or the maximum
sagging and hogging moments, leading to the incorrect stress calculations. (3) Several students made
mistakes in unit conversion.

E-MAIL CONTACT OF TEACHING ASSISTANT(S)

• Mr. ZHENG Fan (Email: [email protected])

Students who have further questions can make an appointment with the teaching
assistant for more individual feedback.

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