education

These used to be hosted at Northwestern, but the files were taken down some time ago. The original 1d and 2d Matlab routines for the element-free Galerkin method are now located at

http://www.duke.edu/~jdolbow/EFG/programs.html

These routines are described in detail in the paper

J. Dolbow and T. Belytschko (1998), "An Introduction to Programming the Meshless Element Free Galerkin Method," Archives of Computational Methods in Engineering, vol. 5, no. 3, pp. 207--242.

The attached file is a set of class notes developed by W.D. Nix of Stanford University and used in a graduate course on Mechanical Properties of Thin Films. These notes have been used in the graduate course MSE 353 since the late 1980's. That course has been taught every year or so since that time. The notes were last updated in January of 2005. The reader will see a note to the effect that many of the figures and illustrations in the file have been taken from the work of students and colleagues at Stanford without proper attribution.

In response to Zhigang's forum topic on the first course in continuum mechanics, it is so happened that I am also teaching a continuum mechanics course this semester. I shall list our continuum mechanics course outline taught here in Berkeley.

Berkely has its tradition and its special flavour on Continuum Mechanics. The history goes back to Paul Naghdi, Tom Hughes, Jerry Marsden, Juan Simo, David Bogy, Coby Lubliner, Bob Taylor, Karl Pister, James Casey, Geroge Johnson, and some others.

Each student completes a term paper of selected topics that (a) addresses a phenomenon in thin film materials, and (b) involves analyses using mechanics. The project contributes 25% of the grade, distributed as follows:

• 5%: November 30 (Thursday). Post your title and abstract in iMechanica, formated as below

1. Title (EM 397 Term Paper: e.g., Dislocations in Epitaxial Thin Films).
2. Tags (EM 397, Fall 2006, University of Texas at Austin, thin films, term paper)
3. Body: (i) Describe the phenomenon. (ii) Explain how mechanics is relevant. (iii) Cite at least 1 journal article.

• 10%: December 12 Tuesday (2:00-4:00 pm). 30 minute presentation. Use power point slides.
• 10%: December 18 Monday.
  

USTC's Department of Modern Mechanics, founded in 1958, first chaired by famous scientist, Prof. H.S. Tsien, is among the most prestigious in China.

The Department has 400 undergraduate students, 121 students doing Master degrees and 59 students studying for doctoral degrees. It is a major provider of high-caliber personnels to research institutes, universities, industry, commerce, management and government, both at home and abroad.

Each student creates a project that addresses a phenomenon or issue in plasticity theory, and presents it in class after the winter break. The scope of the projects is very wide: experimental, computational, or a critical discussion of one or more papers. The project contributes 30% of the grade, distributed as follows:

• 5%: November 30 Thursday. Post your project proposal in iMechanica.

1. Title. ES 246 project: e.g. Plastic buckling of plates.
2. Tags. Use the following tags: ES 246, plasticity, Fall 2006, project
3. Body. (i) Describe the project. (ii) Cite at least 1 journal article.

• 5%: December 7 Thursday. Post a comment to critique the project proposal of at least 1 classmate.

While studying (very diligently) for my upcoming midterm, I discovered a wonderful Wiki that provides problems and solutions for many collegiate math courses.

This page is for ES 240 taught in Fall 2013.  See also

• ES 240 taught in Fall 2008
• ES 240 taught in Fall 2006

Fall 2013, MWF 10-11 am, Maxwell-Dworkin Laboratory 319

The nanoHUB is a web-based initiative spearheaded by the NSF-funded Network for Computational Nanotechnology (NCN). Based at Purdue University and partnered by eight other universities, nanoHUB provides a web interface to numerous resources relevant to students and practitioners in nanotechnology. The cyber environment includes online courses and tutorials, proceedings of seminars, collaborative tools, and an interface for online simulation.

For example, you can view research seminars on nanoHUB through online slideshow with audio, powered by Breeze technology. You can go over the outline of the seminar, choose thumbnail views of the slides and even search text within the titles of the slides, then locate the content of interest and save some time. Another type of resource on nanoHUB is the online simulation tools, which run realtime on nanoHUB. No installation is needed.

The nanoHUB resources are open to public for free. You just need to register to use. In the last eight months, nanoHUB has served more than 10,000 users, with about 60,000 simulation jobs run and more than 10,000 videos viewed. The web server hits of nanoHUB reach 1 million in May 2006.

The California earthquake of April 18, 1906 (one century ago today) ranks as one of the most significant earthquakes of all time. Today, its importance comes more from the wealth of scientific knowledge derived from it than from its sheer size --it marked the dawn of modern science of earthquakes.

U.S. Geological Survey (USGS) recently provides a virtual tour utilizing the geographic interactive software Google Earth to explain the scientific, engineering, and human dimensions of this earthquake. This virtual tour can help you visualize and understand the causes and effects of this and future earthquakes.

Enjoy this virtual tour to explore how Google Earth (and other new softwares...) can facilitate and improve the way we teach and conduct research.

(Originally posted on Applied Mechanics News on 10 May 2006)

(Originally posted on Applied Mechanics News on 2 May 2006)

A twelve-year old found a blueprint to assemble a computer in a magazine, and ordered parts on newegg.com, a website that listed parts from all vendors and comments on each part by customers. Both features were reassuring. When the parts arrived in mail a week or two later, the boy assembled the computer himself. In the process, he saved a substantial amount of money. He also learned a lot about computers, and about dealing with his parents.

The boy could do all these because computer parts are commodities, products that are produced by different companies but conforming to the same standards: all parts fit. Websites like newegg bring the parts from the companies directly to boys and girls of all ages, skipping middlemen like Dell.

Commoditization has also occurred in the software industry, largely due to the open-source movement that has produced the Linux operating system, as well as a large number of other software systems.

Can we also commoditize knowledge? This is precisely the mission of the Connexions Project, founded by the electrical engineer Richard Baraniuk, of Rice University, in 1999. The Project has been funded by the National Science Foundation and private donors, and has produced a system of software to enable anyone to author parts of knowledge (called modules). It also enables anyone to assemble parts into a functional product of knowledge (called a course), free of charge, under a Creative Commons open license. By January 2006, Connexions hosted over 2900 modules and 138 courses.

Connexions will likely have tremendous impact on the textbook industry, which has an annual revenue of 10 billion dollars in the US alone. The Project is also bringing free, up-to-date knowledge to developing countries, including North Karea.

Connexions will also likely to change the practice of scholarship. If you'd like to learn how Connexions works, you may visit the website of Connexions, or look at a course, or read a white paper written by the Connexions staff, or simply enjoy a video of an inspiring talk given by Professor Baraniuk to Google engineers.

Notes added on 15 July 2006. Wall Street Journal (13 July 2006) reported on Rice University's Press on line and print on demand.