Homework Format:

Given that you are in an Engineering class one of the outcomes of this class is to introduce you to the professional expectations ofyour industry (very similar expectation exist for all STEM fields). One of the most important of these expectations is how you document and share any analyses that you may do. In the professional world you may draw the setting for a particular analysis from multiple sources. The document you create should stand entirely on it's own for the reader except for truly universal knowledge and even that you should be careful of your assumptions. Here is the outline of the format we use here. Here is a pdf of a sample HW for a simple problem.

i: On Each Page: Student Name, Homework #(e.g. HW#6), class name (Dynamics) and page numbers (2/4)

ii: Each Problem: Sections:

1) Given,

Your reader should be able to take your analysis and understand what the problem is that you are addressing with all it's relevant features and assumptions. This is the Given part. Because of the biologically driven strength of our visual processing centers it is important to be able to provide a clear and understandable drawing of the circumstance you are analyzing. In the long run you may actually include a CAD drawing at this point. Nevertheless in many cases you will want to be able to visually describe with paper and pencil your vision of the setting in real time. This is a primary reason for asking you to learn to personally redraw the setting and label it clearly.

2) Required,

The Required element tells your reader what the intended target of the analysis is.

3) Assumptions,

It is common at this point to also articulate any Assumptions that you may be making in the analysis. No air drag, steady temperature, rigid beams or whatever. This allows your reader to assess whether those seem like the appropriate assumptions to them.

4) Strategy,

As you are probably already aware there are often a number of different strategies one might take to and your reader wants to know what your Strategy is. There may be other members of your team taking a different approach that may lead to the same or different conclusions. One can also think of the strategy section as a plan for how to proceed as opposed to just jumping in. You will find your self tempted to complete this section after you have solved the problem. You will gain more from attempting to anticipate your strategy and if you find that you changed strategy then mention it in the discussion.

5) Estimate,

Many professionals stop at this point and make a quick Estimate to see if it is even reasonable to proceed with the problem. This estimate also establishes a reasonable expectation of the result. We will practice this skill in this class. There will be occasional problems where estimates are not relevant.

6) Solution,

The Solution is pretty clearly just that. You should expect that others will follow and verify every step of your solution. When you're working on meaningful projects you are rarely the only person who will “do the math”. Keeping units and being clear and tidy generates a sense of confidence in others along with gratitude that they don't have to fill in significant missing steps to check your work.

7) Discussion

Finally its time to discuss what all the previous work means. This Discussion in a professional context describes whether the solution will actually achieve the desired result, what improvements might be made, what failure modes are possible, or any other application of this analysis. In the context of our class and the desire to develop your problem solving skills the discussion is an opportunity for you to reflect on your strengths and weaknesses as you worked on the problem. It is also a chance to notice whether your expectations for the outcome of the calculation aligns with the result you got. Is it bigger or smaller or even pointed in the same direction you imagined? If your expectations were inconsistent with the result can you explain why? This will help you get better about your expectations in the future. This is how the best learning actually happens.

iii: Use standard Engineering or 'quad' graph paper only - no lined paper.

iv: Solutions will be in pencil

v: Solutions must be neat and easy to follow and understand.

vi: ALL steps in the solution must be shown. IF there are repetative operations you need only show a sample calculation.

vii: Graphs and Figures must be used when appropriate and drawn roughly to scale.

viii: Answers must be specific and have units that are derived from the given calculations

ix: Answers must be boxed or otherwise indicated clearly

x: All problems must be in order and stapled together.