Stress strain viscoelastic material

This document discusses stress transformations, which are calculations of stresses in multiple planes within rigid bodies. It provides learning objectives about calculating stresses in different planes, defines stresses within rigid bodies and stress elements. It then recalls the definition of stresses in 3D and discusses summing forces on an inclined stress element. Finally, it presents equations to calculate the transformed stresses σxx', σyy' and τxy' in a new coordinate system defined by the angle θ.

0be3slidesonline97[1]

Qayoom Sahito

This document summarizes a lecture by Dr. Allahyar Geramy on analyzing secondary trauma from occlusion using finite element modeling. The study used finite element models of a central incisor with varying degrees of simulated alveolar bone loss to analyze changes in stress patterns in the periodontal ligament. Key findings included that stress levels in the apical and cervical areas increased non-linearly with greater bone loss. Approximately 2.5mm of bone loss appeared to be a threshold where stress increases accelerated. The study provided quantitative verification that greater bone loss results in higher stresses, supporting the concept of secondary trauma from occlusion. The finite element method allowed accurate analysis that was not possible through prior human/animal studies.

2 three dimensional stress and strain

Types Of Tyres

Good Year

Simple Stress and Strain

Msheer Bargaray

This document provides an overview of simple stress and strain concepts including: - Stress is defined as the internal resisting force per unit area acting on a material. It can be expressed as the limit of the distributed force over an infinitesimal area as the area approaches zero. - Normal stress is the intensity of force acting normally to a section, while shear stress is the intensity of force acting tangentially. - For long, slender beams that experience uniform tensile or compressive stress, the average normal stress can be calculated as the total force divided by the cross-sectional area.

Simple stresses and strains

JISHNU V

The document discusses stress and strain in engineering structures. It defines load, stress, strain and different types of each. Stress is the internal resisting force per unit area within a loaded component. Strain is the ratio of dimensional change to original dimension of a loaded body. Loads can be tensile, compressive or shear. Hooke's law states stress is proportional to strain within the elastic limit. The elastic modulus defines this proportionality. A tensile test measures the stress-strain curve, identifying elastic limit and other failure points. Multi-axial stress-strain relationships follow Poisson's ratio definitions.

PDL, PERIODONTAL LIGAMENT.

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The document discusses the periodontal ligament (PDL), which is the soft connective tissue that surrounds tooth roots and attaches cementum to alveolar bone. It defines PDL and describes its extent, average width, development from the dental follicle, orientation of collagen fibers, cellular elements including fibroblasts, cementoblasts, osteoblasts, and epithelial rests of Mallassez. The document also covers the biochemical composition and ground substance of PDL, as well as its blood supply, nerve supply, age-related changes, and role in healing after periodontal surgery.

This document discusses viscoelastic properties of biological tissues. It defines viscoelasticity as time-dependent stress and strain behavior that exhibits both viscous and elastic properties. Materials show both instantaneous and delayed deformation when loaded, and some but not all deformation is recovered upon unloading. The document compares the viscoelastic behaviors of creep and stress relaxation in different tissues like muscle, ligament, tendon and cartilage. It explains that tissues contain different proportions of collagen and elastic fibers, contributing to their distinct viscoelastic properties. Examples are given of tendon, ligament and arterial tissues.

9 Models for viscoelastic behavior

This document discusses mechanical models for representing viscoelastic materials in biomechanics. It introduces spring and dashpot models like the Maxwell and Voigt (Kelvin-Voigt) models that use equations to mathematically describe the stress and strain of viscoelastic behavior. The solid linear viscoelastic model combines features of the Maxwell and Voigt models to model viscoelastic materials.

11 kinematics and kinetics in biomechanics

This document outlines the key topics to be covered in the BIOE 3200 biomechanics course for Fall 2015. Students will learn to define and distinguish between kinematics, which describes motion without regard to causes, and kinetics, which analyzes the forces that cause motion using Newton's laws. The course will teach how to draw free body diagrams, apply equations of motion, and use kinematic relationships to solve biomechanics problems involving subjects extending their legs as quickly as possible.

11 joints and motion

This document discusses diarthrodial joints and joint motion. It identifies important connective tissue structures in diarthrodial joints like synovial fluid, articular cartilage, meniscus, ligaments, tendons, and muscles. These structures provide lubrication, load distribution, joint stability, and transmission of forces. Joints allow six degrees of freedom consisting of three translations and three rotations. Applying statics to joint biomechanics problems requires assumptions like known axes of rotation and muscle attachments, negligible friction, and consideration of only two-dimensional forces. Anthropometric data provides average human body measures used in the analysis.

10 hard and soft tissue biomechanics

This document discusses the viscoelastic properties of biological materials like bone and ligament, noting that the elastic modulus and strength of bone increases as the strain rate increases from slow walking to fast running. It also explains that bone is composed of mineralized collagen fibrils, giving it viscoplastic behavior where it will continue to deform under constant stress over time without fracturing. Graphs are presented showing the relationship between bone strain over time and increases in modulus and strength with higher loading rates.

8 beam deflection

This document discusses beam deflection. It begins by defining beam deflection and the factors that affect it, including bending moment, material properties, and shape properties. It then presents the general formula for calculating beam deflection using double integration of the bending moment equation. Examples are given of using boundary conditions to solve for deflection in simply supported beams, cantilever beams, and beams under various loading types. Common deflection formulas are also presented.

6 internal forces and moment

This document discusses internal forces and moments in bending structures. It defines shear forces and bending moments, and explains that when a structure is loaded, internal forces and moments keep it from being pulled apart. It outlines how to determine these internal forces and moments by drawing a free body diagram of the structure, then making imaginary cuts along the structure and analyzing the forces and moments at each cut section. Resources for learning about free body diagrams, support reactions, and shear forces and bending moments are also provided.

Biomechanical testing of clavicle fx devices

The document describes a study that tested various clavicle fracture fixation devices under torsion and bending loads. The objectives were to compare the mechanical strength, stiffness, and failure modes of different plate designs. Devices from Synthes and DePuy were tested, including dynamic compression plates, locking plates, and a pin. Results showed differences in torsional strength and stiffness between devices, as well as differences in failure mechanisms. Calculated torque values based on plate geometry and material properties were generally consistent with experimental torque measurements at yield, though assumptions introduce some error.

5 torsion

This document discusses torsion and stresses in structures subjected to twisting forces. It begins by describing the torsion formula which relates shear stress to radius and polar moment of inertia. Maximum shear stress occurs at the outer radius. Torque is dependent on position along the length. Principal stresses in torsion occur at 45 degrees to the centerline and are equal in magnitude but opposite in direction (tensile and compressive). The magnitude of the principal stresses equals the maximum shear stress.

4 Principal Stresses

This document discusses principal stresses, maximum shear stress, and how to calculate and visualize them. It describes principal stresses as the minimum and maximum normal stresses in a material, which occur when shear stress is zero. It presents equations to calculate principal stresses and maximum shear stress from the normal and shear stresses, and how to find the angles at which they act. The document also discusses sketching and visualizing these stresses on a stress element.

3 strain transformations

2 mechanical properties of bone

This document discusses the mechanical properties of bone. It begins by outlining the learning objectives, which are to conduct stress analysis on bone samples, identify how bone's anisotropic material properties arise, and analyze how changes in bone composition affect stress and strain. It then explains that mechanical testing of materials involves applying and measuring forces and deformations. The document discusses how bone is a composite material made of collagen and hydroxyapatite mineral, giving it anisotropic properties, and strongest in compression. It attributes bone's anisotropic properties to its cortical and cancellous bone structures. Finally, it notes bone is a dynamic material that repairs itself and changes with aging and weight-bearing levels.

2 stress and strain intro for slideshare

This document defines key concepts related to stress and strain in engineering. It introduces terminology like stress, strain, Young's modulus, and Poisson's ratio. It explains that internal forces develop in objects under load to prevent separation. Stress is defined as the internal force per unit area, and can be normal or shear. Strain is the deformation from loading, and can be normal changes in length or shear changes in angle. Constitutive equations relate stress and strain through material properties like Young's modulus and Poisson's ratio.

2 stress and strain intro

This document defines key concepts in stress and strain analysis: 1) It defines normal stress, shear stress, normal strain, shear strain, and material properties like Young's modulus and Poisson's ratio. 2) It explains that internal forces develop in materials under loading to prevent separation, and that stress is calculated as the limit of force over area as the area approaches zero. 3) It notes that stress is a tensor with directional components, while strain describes changes in size and shape from loading.

1 Bone Structure and Composition

Bone is a composite material made up of cells and an extracellular matrix. At the micro level, bone contains osteoblasts that build bone tissue, osteoclasts that resorb bone, and osteocytes embedded in the matrix. The matrix is made of collagen fibers mineralized with hydroxyapatite crystals. Bones can be classified by their macro structure as long, short, flat, or irregular. Long bones have a diaphysis and epiphyses. Bone structure is adapted to its mechanical functions according to Wolff's law.

Introduction to Active Learning

This document discusses active learning techniques that can be used in undergraduate engineering courses. It defines active learning as engaging students through activities that promote higher-order thinking skills. Examples of active learning include collaborative problem solving, brainstorming, and case studies. Research shows benefits of active learning include improved attendance, deeper questioning, greater interest, and higher grades. The document provides tips for incorporating active learning, such as starting with simple tasks and activities. It also addresses managing student resistance to active learning.

Engineering Knowledge, Skills, and Abilities

This document discusses key knowledge, skills, and abilities (KSAs) that engineering students need to develop for successful careers. It defines three ways of knowing - "knowing that" which involves declarative knowledge, "knowing how" which involves procedural knowledge, and "knowing why" which involves curiosity and continuous learning. The document proposes assessing students' problem-solving processes and provides examples of activities that develop different ways of knowing in engineering courses. It assigns reflection essays for students to discuss experiences with "knowing that, how, why" and how to develop important KSAs in future teaching.

Syllabus and Course Design

This document provides guidance on designing a course syllabus. It compares key elements of course design to those of a research project. Some of the main steps outlined include determining student backgrounds and interests, formulating learning objectives based on these as well as the instructor's expertise, and choosing an appropriate scope and content. The document also discusses developing learning experiences and assessments to achieve the objectives and preparing the syllabus. Key components that should be included in the syllabus are identified, such as course information, policies, and required materials. The purpose of writing learning objectives and designing the syllabus from a learner-centered perspective are also addressed.

Learning Objectives

This document discusses learning objectives and how to write effective ones. It begins by defining learning objectives as statements of what students should be able to do after instruction. Objectives must be specific and measurable. The document then reviews Bloom's Taxonomy and its cognitive processes as a framework for writing objectives at different levels. It provides guidelines for constructing objectives and reasons for using them in course and lesson design. It also discusses potential issues with overusing objectives and how to align them with criteria like ABET outcomes. Finally, it instructs students to write objectives for their own lesson to use in a microteaching assignment.

Frameworks and External Requirements for Eng and Sci Education

This document discusses various educational frameworks and accreditation criteria that engineering instructors must consider when designing learning activities. It outlines ABET criteria for engineering programs, including abilities in math/science, experiment design, engineering problem-solving, communication, and professional responsibilities. General education requirements at universities are also examined, showing similarities to traditional liberal arts of grammar, logic, rhetoric, arithmetic, music, geometry and astronomy. The effect of general education requirements on engineering education is discussed, considering how they may support or conflict with developing engineering skills based on ABET criteria.

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