Undergraduate Teaching and Facilities Development

Since joining the School of CEES in 1982, Dr. Zaman has taught 18 courses of which 7 are undergraduate courses. Of these, he has taught two courses regularly: ENGR 2153 (Strength of Materials) and CE 3363 (Soil Mechanics). Beginning Fall 1997, he began to teach another engineering core course regularly (ENGR 2113: Rigid Body Mechanics). Some of his specific contributions in core undergraduate courses are summarized below.

Rigid Body Mechanics (ENGR 2113)

In Fall ‘98, the College of Engineering (CoE) started implementing a major change in its teaching pedagogy. All students entering the college as a freshman were required to purchase or lease a laptop computer. Courses were restructured, whenever possible, to introduce and enhance computer applications, and use multimedia approach and resources available through the Internet, including the Internet Relay Chat (IRC) for group discussion. As part of his efforts in developing a new paradigm of learning, in Fall ‘97, Dr. Zaman took the leadership to teach ENGR 2113: Rigid Body Mechanics in the laptop framework (Fig. 1). In this course, freshman level students from all engineering disciplines get exposed to the basic principles and concepts in mechanics. His major contributions (since Fall ‘97) include the following: (a) Developed interactive, computer-based learning modules; (b) Introduced projects involving real-world applications of mechanics (statics); (c) Used typed “partial notes” approach to draw students’ interest and curiosity and to provide an effective learning environment in the classroom; and (d) Introduced a homepage on the Web and used it extensively as a means of acquiring and disseminating information (http://coecs.ou.edu/ENGR2113001).

Teaching/Learning Modules

Among various computer applications in undergraduate curricula, an important use is to demonstrate engineering concepts to students through computer animation. Teaching or learning modules, developed using such computer animation, can be particularly useful in teaching freshman or sophomore-level engineering core cources in which “important engineering concepts” are introduced to students for the first time and many students find them difficult to understand. The following four teaching or learning modules were developed in-house under Dr. Zaman’s guidance using the software Authorware.

Fig. 1 Laptop Class in Session	Fig. 2 Computer-Based Learning Module (vector)

Vector: This module introduces the important concept associated with the treatment and use of vectors to solve engineering problems (Fig. 2). Use of vectors in representing forces and moments is illustrated. For example, in demonstrating the concept of finding the resultant of two vectors, the computer animation is used to physically move the vectors to form the two adjacent sides of a parallelogram and then complete the parallelogram and show the resultant as the diagonal of the constructed parallelogram. Vectors in a three-dimensional situation is also shown through animation to help students understand the underlying concepts and make the learning process an enjoyable experience. Real-world applications of vectors are introduced.

Truss: This module begins by showing some real-world applications of trusses. Two most widely used methods, Method of Joint and Method of Section, are introduced by cutting and physically separating (moving) the desired parts of a truss and showing the member forces and the free-body-diagrams of each parts (Fig. 3). Interactive examples are included to verify if the students have learned the underlying concepts. Student evaluations and comments indicate that these interactive examples are extremely helpful as a “friendly learning tool.”

Fig. 3 Computer-Based Learning Module (Truss)	Fig. 4 Physical Models of a Bridge Designed by Students in ENGR 2153

Centroid (CG) and Moment of Inertia (MI): The application of parallel axis theorem in evaluating moment of inertia is introduced in this learning module through novel animation. Determination of CG and MI is demonstrated by dividing a complex area into simple ones, isolating each simple area by moving it, and adding its contribution. As in the previous modules, interactive examples are introduced for students to assess their knowledge.

Partial Lecture Notes

Dr. Zaman pioneered the idea of using typed “partial notes” to teach large sections classes of Rigid Body Mechanics. In this approach, students fill in the blanks in their notes in the classroom while paying attention to the lecture. This approach has been found to be very effective.

Design Projects

Design projects expose students to solution of real world problems. They also provide necessary training to work in a group experiment. The following two projects are cited as an illustration.

Analysis of Bridge Supports (Fig. 4): In this project each team analyses the support reactions of a bridge over a six-lane highway to be used by Boeing 727 aircraft. Both dead and live loads, including various positions of the aircraft, are taken into account. Two types of design scenarios (simple support and simple support with overhang on each side) were analyzed and the strengths/weaknesses of each design scenarios identified.

Design of Roof Truss (Fig. 5): In this project the goal is to design a roof truss with minimum weight. It requires consideration of various loading cases, evaluation of critical member forces, and selection of members.

Fig. 5 Roof Truss Designed by ENGR 2113 Students	Fig. 6 Physical Model (Shear Deformation)

ENGR 2153: Strength of Materials: During 1980’s, this core engineering course used to be taught in large section with enrollment around 80 to 100 students. No physical and computer demonstration facilities were available to students to help understand these concepts. To alleviate this situation, Dr. Zaman designed and fabricated several physical and computer models for this course. Some specific examples of his contributions are outlined below.

Physical Models for ENGR 2153: In 1994, Dr. Zaman and his colleague, Dr. Russell, received $6,800 from the OU Instructional Program to build physical models to demonstrate some of the important concepts taught in ENGR 2153: Strength of Materials. Three physical models were designed (from scratch) and fabricated: Model for Shear Deformation; Model for Elongation of Cable; and Model for Shear Deformations in a Beam.

Physical Model of Shear Deformation: In this model a block of polyurethane foam is allowed to deform due to shear loading. As the material deforms, the rectangular grid that is painted on the surface changes into a grid of parallelograms. Shear strain is defined as the change in angle of deformation that is readily visible and measurable from the model. The concept of shearing modulus can be understood using this model.

Physical Model for Elongation of Cable: A cable is mounted on a frame (box) made of plywood and plexiglass. One end of the cable is tied to a fixed support, the cable is passed over a series of pulleys and the other end is attached to a freely hanging weight. As the magnitude of the weight is increased, the stretching of the cable increases. The amount of elongation is measured by a scale/ruler. This simple model helps students understand the relationships between load, deformation and elastic modulus.

Model for Bending Deformations in a Beam: This physical model consists of a beam model of two pieces of lumber, and about six feet long. In a demonstration, the simply supported beam is subjected to load and allowed to bend. As it bends, the lumber is allowed to slide, demonstrating non-composite action. Shear keys can be inserted (with modification) to demonstrate the composite behavior. Also, the span can be varied.

Computer Module for Axial Deformation: In this module, forces and deformations in axial members are addressed. Computer animation is used to demonstrate how these parameters are influenced by geometry (length, cross sectional area), elastic properties (Young’s modulus), and support condition (determinate/indeterminate) of a problem.

Computer Module for Torsional Member (Fig. 6): This module demonstrates how cylinders (or pipes) deform in pure shear. Using computer animation, it is shown how rectangular grids become parallelogram grids under a torsional moment. Members of non-uniform cross-section and indeterminate situations are also introduced.

Computer Module for Shear Force and Bending Moment: This module demonstrates the concept of free body diagram and internal forces to draw shear force and bending moment diagrams. Computer animation involves cutting (or taking section of) a beam, separating (gradually moving) the segment including internal forces, and drawing free body diagrams. Effect of various types of support and loading conditions is demonstrated.

Computer Module for Composite Stress: Concept of changes in stresses due to orientation of axis and determination of combined stresses are introduced in this computer module. Examples are selected carefully to enhance understanding of real-world problems.

Physical Model Earth Dam: A model embankment section is constructed inside a plexiglass unit, and a screen protects its faces (Fig. 7). During demonstration, students can actually see how pheratic surface develops in earth dams and how the amount of seepage is related to the upstream and downstream heads. The theoretical concepts taught in CE 3363, is demonstrated in this model.

Fig. 7 Physical Model (Earth Dam)	Fig. 8 MTS System in Broce Laboratory

Growth to Geotechnical Engineering Program

When Dr. Zaman joined CEES in Fall 1982, only three students (one Ph.D. and two M.Sc.) were enrolled in this program. He added three new courses (CE 5413, CE 5353, and CE 5343) within the first three years. These new courses not only became a catalyst for attracting more students to the program, but also brought many externally funded research projects that helped sustain the growth by supporting graduate and undergraduate students on research projects. Currently, about 10 Ph.D. students and 19 M.S. students are enrolled in the geotechnical and geo-environmental engineering program - a growth of about 900% over a period of 20 plus years.

Geo-Environmental Engineering Program

Dr. Zaman conceived the idea of establishing the graduate program in “Geo-Environmental Engineering” within the School of CEES. Along with his environmental and geotechnical colleagues, he designed a master's degree curriculum for this program. The first batch of students was enrolled in 1994 and the program has now been integrated with other graduate programs in CEES.

Development and Enhancement of Laboratory Facilities

Broce (Asphalt) Laboratory: During the past five years (1996-2002), Dr. Zaman has been instrumental in obtaining funds (over $350,000) to establish the “Ray C. Broce Civil Engineering Materials Laboratory” for testing of asphalt materials and mixes. Oklahoma Department of Transportation, Oklahoma Pavement Association, Federal Highway Administration and the asphalt industry contributed to the development of this laboratory. For the first time in the history of OU, students are now able to study the behavior and properties of asphalt mixes. Two undergraduate courses (CE 3403 and CE 3884) have been revised and a new course (CE 5303: Asphalt Materials and Mix Design) has been added to introduce students to the technological advances and challenges associated with asphalt materials. Considering that over 90% of roadway pavements in the United States are asphalt pavements, these developments under the leadership of Dr. Zaman, will have significant positive impacts in fulfilling the laboratory education and research missions of CEES and CoE for decades.

Constitutive Modeling Laboratory: With funding ($104,000) from National Science Foundation and Oklahoma Department of Commerce, Dr. Zaman (with Dr. Kukreti) developed this laboratory. Two major pieces of equipment were designed and fabricated in-house for testing of concrete, rocks and other materials under three-dimensional loading upto 30,000 pis. This laboratory is used for research and in teaching two graduate classes (Constitutive Laws for Engineering Materials and Theory of Plasticity).

Geo-Computational Laboratory: This laboratory established by Dr. Zaman, in cooperation with his geotechnical colleagues, houses about 10 networked computer with its own printer, scanner, plotter, server, and dedicated geotechnical engineering-related software for students to use for both course projects and research. Undergraduate and graduate students heavily use laboratories and they play a key role in accomplishing the educational mission of CEES.

Low Capacity Cubical Device (LCCD): Dr. Zaman designed and fabricated a new cubical device for testing of soil under three-dimensional (3-D) loading. The LCCD developed by Dr. Zaman is used by students to demonstrate and study how soils behave under real-world loading situations. The LCCD costs approximately $20,000. This equipment has been used for both teaching (student projects in CE 3363, CE 5343, CE 5980, and CE 6980) and research.

Cyclic Triaxial Device: This $20,000 equipment simulates the effect of cyclic loading on soil (e.g., due to earthquake, ocean wave, etc.). Also, it is used to study the liquefaction behavior of saturated sands and silts under repeated loading. This equipment is important to CE 5353 (Soil Dynamics) course and research.

MTS Material Testing System (Fig. 8): This is a major piece of equipment for teaching of engineering materials to evaluate their deformational and strength properties. Dr. Zaman attracted over $60,000 in external funding and upgraded this test system periodically since 1988. This test system is very heavily used in teaching three courses, CE 3403: Macromeritics, CE 3884: Transportation Engineering, CE 5020: Asphalt Materials and Mix Design. Two of these courses (CE 3403 and CE 3884) are core civil engineering courses. Also, this is an important facility for research and has helped bring over $500, 000 in external funding.

Rapid Freeze-Thaw Cabinet: During 1999-2000, Dr. Zaman was instrumental in purchasing a new rapid freeze-thaw cabinet ($25,000) from a funded project. This equipment is used to study the effect of seasonal variation in moisture and on resilient modulus, shear strength and other properties of engineering materials such as aggregate, soil and concrete.