ENGR7961 Finite Element Methods
Assessment I - Report
Semester 1 201
Topic Coordinators: Dr Rami Al-Dirini
Due Date: 22nd of April 2021
Part 1: Simulating dog-bone tensile testing (10%)
As an FE engineer designing a product that uses rubber, you need to ensure that you have accurate data on the material properties. Therefore, you are provided with standard uniaxial tensile set testing (ASTM D412) data for Neoprene rubber (attached)
Task: Using the data provided in the attached excel sheet (Neoprene_tensile_data.xlsx) and the dimensions on Figure 1, you are required to develop an FE model for this experiment in order to calibrate your material properties. Use the template provided to report your FE process and results.
You are expected to explore the use of different elements and element order (linear or quadrilateral) while developing your model
Figure 1: dog-bone sample dimensions and coordinate system
70 mm
50 mm
16 mm
8 mm
5 mm
Part 2: Testing design robustness for a steel clamp.
You are part of an engineering team designing a steel clamp that supports 3-dimensional tensile loads. Given that the clamp will be supported by 2 bolts (as shown in Figure 2), as an FE engineer, you are required to assess the robustness of the design under the expected loads:
Loads: simulate a force with the following components:
Fx = -5 x 105 N
Fy = 0 N
Fz = 5 x 105 N
Bolt
Bolt
Figure 2: Clamp with bolt locations shown
Figure 3: side view of the clamp with coordinate system showing the x (red) and z (blue) axes.
Task:
Using the attached CAD file (CAD_Fitting.igs) and the information above, you are required to develop an FE model assess the robustness of this design to the expected loads. You may consider the concept of safety factor and the fact that the yield stress for this type of structural steel is 360 MPa.
You are expected to explore the use of different elements and element order (linear or quadrilateral) while developing your model.
Tips
Importing CAD geometry files:
Right click on “Geometry” in the Static Structural module, then select “Import Geometry” to locate the CAD file (CAD_Fitting.igs). Once you have selected your file, double click on the “Geometry” to load the file. This will open a new window with SpaceClaim.
Once the model shows on your screen, close the screen and return to ANSYS Workbench.
Defining Mesh Element Type, Size and Order:
Controlling element type:
Right click on the “Mesh” in the model tree and select “Insert” > “Method”
You can select the appropriate “Method” and “Element Order” in the “Details” panel on the left of the screen.
Notes:
Use “Tetrahedrons” to generate a mesh with tetrahedral elements and “Cartesian” to generate a mesh with hexahedral elements. [footnoteRef:1] [1: Alternatively, you can use “Hex Dominant” method, however, this tends to fail for some geometries. ]
Controlling element size:
Right click on the “Mesh” in the model tree and ...
This PowerPoint helps students to consider the concept of infinity.
ENGR7961 Finite Element MethodsAssessment I - Report Semes
1. ENGR7961 Finite Element Methods
Assessment I - Report
Semester 1 201
Topic Coordinators: Dr Rami Al-Dirini
Due Date: 22nd of April 2021
Part 1: Simulating dog-bone tensile testing (10%)
As an FE engineer designing a product that uses rubber, you
need to ensure that you have accurate data on the material
properties. Therefore, you are provided with standard uniaxial
tensile set testing (ASTM D412) data for Neoprene rubber
(attached)
Task: Using the data provided in the attached excel sheet
(Neoprene_tensile_data.xlsx) and the dimensions on Figure 1,
you are required to develop an FE model for this experiment in
order to calibrate your material properties. Use the template
provided to report your FE process and results.
You are expected to explore the use of different elements and
element order (linear or quadrilateral) while developing your
model
Figure 1: dog-bone sample dimensions and coordinate system
70 mm
50 mm
16 mm
2. 8 mm
5 mm
Part 2: Testing design robustness for a steel clamp.
You are part of an engineering team designing a steel clamp that
supports 3-dimensional tensile loads. Given that the clamp will
be supported by 2 bolts (as shown in Figure 2), as an FE
engineer, you are required to assess the robustness of the design
under the expected loads:
Loads: simulate a force with the following components:
Fx = -5 x 105 N
Fy = 0 N
Fz = 5 x 105 N
Bolt
Bolt
Figure 2: Clamp with bolt locations shown
3. Figure 3: side view of the clamp with coordinate system
showing the x (red) and z (blue) axes.
Task:
Using the attached CAD file (CAD_Fitting.igs) and the
information above, you are required to develop an FE model
assess the robustness of this design to the expected loads. You
may consider the concept of safety factor and the fact that the
yield stress for this type of structural steel is 360 MPa.
You are expected to explore the use of different elements and
element order (linear or quadrilateral) while developing your
model.
Tips
Importing CAD geometry files:
Right click on “Geometry” in the Static Structural module, then
select “Import Geometry” to locate the CAD file
(CAD_Fitting.igs). Once you have selected your file, double
4. click on the “Geometry” to load the file. This will open a new
window with SpaceClaim.
Once the model shows on your screen, close the screen and
return to ANSYS Workbench.
Defining Mesh Element Type, Size and Order:
Controlling element type:
Right click on the “Mesh” in the model tree and select “Insert”
> “Method”
You can select the appropriate “Method” and “Element Order”
in the “Details” panel on the left of the screen.
Notes:
Use “Tetrahedrons” to generate a mesh with tetrahedral
elements and “Cartesian” to generate a mesh with hexahedral
elements. [footnoteRef:1] [1: Alternatively, you can use “Hex
Dominant” method, however, this tends to fail for some
geometries. ]
Controlling element size:
Right click on the “Mesh” in the model tree and select “Insert”
5. > “Sizing”
You can select the appropriate element size in the “Details”
panel on the left of the screen.
Analysis settings: use default settings, ensuring that “large
deflection” is “Off”.
Boundary conditions: the model should simulate a condition
representative of the clamp being fixed by two bolts as below:
Use this template for the Cover Page of Your Report:
Flinders University
College of Science & Engineering
Assessment I - Report
As part of the topic
ENGR7961 Finite Element Methods
Report Prepared by:
Enter your name here
Student ID number: XXXXXXX
“I declare that this report only presents my independent work”
Your Signature Here
Submission Date: Enter date here
6. Part 1: Simulating dog-bone tensile testing (10%)
Modelling Assumptions (you can add more rows as needed)
Assumption
Justification
Material Properties
Young’s Modulus (MPa)*
Poison’s ratio
* Use the data from Neoprene_tensile_data.xlsx to calculate
Young’s Modulus
CAD model annotated with loads and boundary conditions
7. Mesh convergence (you can add more rows as needed)
Element type
Element order
Number of elements
Number of nodes
Maximum deformation (mm)
Maximum stress (MPa)
Tri
Linear
Tri
Quad
Quad
Linear
Quad
Quad
8. Mesh Convergence Plots for All Elements
FE Results
Details for converged model
Element type
Element Order
Number of elements
Number of nodes
Results
Maximum deformation in x-direction (mm)
Maximum deformation in y-direction (mm)
Maximum principal stress (MPa)
9. Maximum principal strains (mm/mm)
Plot for deformation field in y-direction (mm) – include
scale/colour bar!
Plot for deformation field in y-direction (mm) – include
scale/colour bar!
Plot for equivalent stress field (MPa) – include scale/colour
bar!
10. Plot for equivalent strain field (mm/mm) – include scale/colour
bar!
Validation - Comparison with experimental Data
Plot FE vs Experimental displacements
Plot FE vs Experimental Principal Stresses
11. Based on the above plots, comment on the validity of your
model (i.e, will you be confident in using this model for
simulating the final product design)
Discuss the limitations of your model for Neoprene rubber
Part 2: Testing design robustness for a steel clamp (15%)
Modelling Assumptions (you can add more rows as needed)
Assumption
Justification
12. Material Properties
Young’s Modulus (MPa)
Poison’s ratio
CAD model annotated with loads and boundary conditions
Mesh convergence (you can add more rows as needed)
Element type
Element order
Number of elements
Number of nodes
Maximum deformation (mm)
Maximum stress (MPa)
Tetrahedral
Linear
14. FE Results
Details for converged model
Element type
Element Order
Number of elements
Number of nodes
Results
Maximum deformation in x-direction (mm)
Maximum deformation in y-direction (mm)
Maximum principal stress (MPa)
Maximum principal strains (mm/mm)
Plot for deformation field in y-direction (mm) – include
scale/colour bar!
15. Plot for deformation field in y-direction (mm) – include
scale/colour bar!
Plot for equivalent stress field (MPa) – include scale/colour
bar!
Plot for equivalent strain field (mm/mm) – include scale/colour
bar!
16. Based on the above plots, comment on the robustness of the
designed clamp under the expected loads
Discuss the limitations of your model.
17. 6.1 A PLAN FOR ACTIVE READING
Active reading involves participating in reading by using
strategies, such as highlighting and note taking, that help you
stay focused. Active reading is different from reading novels or
magazines for pleasure, which doesn’t require you to do
anything while you are reading. Active reading will increase
your focus and concentration, help you understand what you
read, and prepare you to study for tests and exams. These are
the four steps in active reading designed to help you read
college textbooks:
1. Previewing
2. Marking what you read
3. Staying focused
4. Reviewing
YOUR TURN > WORK TOGETHER
With a group of your classmates, spend a few minutes
discussing which of these four active reading steps you always,
sometimes, or never take. Have one member of the group keep a
tally and report the results back to the rest of the class. Which
steps, if any, do your classmates think are necessary, and why?
Step 1: Previewing
Previewing is the first step in active reading. When you
preview, you develop a purpose for reading and take an initial
look at a reading before you really tackle the content. Think of
previewing like arriving on campus for the first time and getting
an overview of your new environment. You locate the primary
offices you’ll need to visit, pinpoint your classrooms, and find
the closest restrooms. Then you get a feel for where to find the
library, computer labs, study areas, and bookstore, and get a
sense of where these things are in relation to each other. By
getting oriented early on, you’ll be able to focus on your studies
instead of wandering aimlessly around campus when you need
to go somewhere new.
Previewing a section or chapter in your textbook or other
assigned reading is similar: the purpose is to get the big
picture—to understand the main ideas in the reading and how
18. those ideas connect with what you already know and to the
material the instructor covers in class, all before you start
reading in detail. Previewing will require some time up front,
but it will save you time later.
Getting to Know Your Textbook
When you begin reading a textbook for the first time, be sure to
learn more about it and its author(s) by reading sections at the
beginning of the book, such as the preface, introduction, and
biographical sketches about each author.
· The preface, a brief overview usually at the beginning of a
book, is typically prepared by the author (or authors) to tell you
why they wrote the book and what material the book covers; it
also explains the book’s organization and gives insight into the
author’s viewpoint—all of which will likely help you see the
relationships among the facts presented and comprehend the
ideas included throughout the book. (Make sure you read this
book’s preface as an example.) Reading the preface can come in
handy if you are feeling a little lost at different points in the
term, since it often lays out the tools available in each chapter
to guide you through the content.
· Some books have an additional introduction that reviews the
book’s overall organization and its contents, often chapter by
chapter.
· Authors’ biographical sketches will give you interesting
information about the authors, including their background, work
history, and educational experience.
Taking a Quick Chapter Tour
Once you’re familiar with the textbook itself, you can get to
know more about the chapter you’ve been assigned to read.
Although each textbook may be different, chapters are likely to
have common features. Introduce yourself to the chapter by
following these steps:
1. First, read the title of the chapter. Ask yourself, “Why am I
reading this? What do I already know about this subject? What
do I want to know?”
2. Next, quickly read through the learning objectives (if the
19. chapter includes them; these are usually stated as the chapter
begins) or the introductory paragraphs. Learning objectives are
the main ideas or skills students are expected to learn from
reading the chapter.
3. Then turn to the end of the chapter and read the summary, if
there is one. A summary provides the most important ideas in
the chapter.
4. Finally, take a few minutes to skim the chapter to learn more
about the ideas presented. Look at the headings, subheadings,
key terms, and tables and figures. See if there are study
questions at the end of each chapter—take time to read over
these questions, whether or not your instructor requires you to
do so.
If you are accessing digital content instead of a print textbook,
you can still find effective ways to preview the material. For
example, chapters in digital textbooks are often “scrollable” by
learning objective and section. In addition, quizzes and
interactive exercises allow you to test your understanding of the
material and to practice concepts. And if your courses require
you to access other types of online resources in addition to your
textbooks, you can use a similar preview process. Visit each
resource and get a general lay of the land before diving in to
your reading.
Planning Time for Your Reading
As part of your preview, make a rough estimate of how much
time it will take you to complete each reading assignment. Keep
in mind that different types of textbooks can require more or
less time to read. For example, depending on your interests and
previous knowledge, you might be able to read a psychology
text more quickly than a biology text that includes many
unfamiliar scientific words. To make a plan, create a simple
four-column table with horizontal lines for all your reading
assignments over the next week. Following the example
provided (see Table 6.1), take the following steps:
1. Use the first column to list each reading assignment.
2. In the second column, rate each assignment on a scale of 1 to
20. 5 according to how easy (1) or difficult (5) you think the
reading will be.
3. In the third column, estimate how many hours each
assignment will take. (Remember that a difficult reading will
take longer than an easier reading.)
4. Use the fourth column to keep track of how much time you
actually spend reading.
TABLE 6.1 > Planning Time for Your Reading
Estimated reading time this week:
Assignment
Difficulty (1–5)
Estimated time
Actual time
History (Ch. 1)
4
1.5 hr
2.0 hr
Psychology (Chs. 2 & 3)
4
1.5 hr
4.0 hr
Math (Ch. 3)
5
2.0 hr
2.5 hr
Speech (Ch. 2)
2
1.0 hr
1.25 hr
College Success (Ch. 5)
2
1.0 hr
1.0 hr
Total estimated reading time: 7 hrs
Total actual reading time: 10.75 hrs
Thoughts: I used all four steps of active reading. My reading
21. took me a bit longer, but I can tell that I learned much more. I
also felt like I knew how to use my textbooks better after
reading this chapter from my college success textbook.
6.2 STRATEGIES FOR READING DIFFERENT KINDS OF
TEXTBOOKS
It’s important to know how to get the most out of your textbook,
whether it’s printed or digital. Textbooks in the
major disciplines—areas of academic study—are different in
terms of their organization and style of writing. Because of this
variation in how textbooks are organized and written, you will
need to learn and use different reading strategies depending on
what material you’re reading. In this section, we will look at
how to approach the reading you complete in different
disciplines, including math, science, social science, and the
humanities.
In addition, to get the most out of your textbooks, you’ll want
to consider how your particular instructors use textbooks in
their classes. Some instructors might use the textbook only to
supplement lectures. Other instructors will expect you to read
the textbook carefully. If your instructor hasn’t made it clear
how the text will be used, ask for clarification. Ask your
instructor what parts of the text will be covered on tests and
what types of questions will be used. It is also very important to
ask if the tests will be cumulative, meaning going all the way
back to the beginning of the course, or cover only the material
since the previous test.
Finally, keep in mind that even within the same discipline, not
all textbooks are put together the same way. Some are better
designed and written than others. If your textbook seems
disorganized or hard to understa nd, let your instructor know
your opinion; other students in your class may feel the same
way. You could be helping future students by encouraging the
instructor to change books! Your instructor might also spend
some class time explaining the text, its structure, and how it
will be used in the course, and can meet with you during office
hours to help you with the material.
22. Math Texts
Mathematics textbooks usually have lots of symbols and few
words, which means that they present some special challenges.
Each statement and every line in the solution of a problem
needs to be considered and processed slowly. Typically, the
author presents the material through definitions, theorems, and
sample problems. As you read, pay special attention to
definitions. Learning all the terms that relate to a new topic is
the first step toward understanding.
Math texts usually include derivations of formulas and proofs of
theorems. You must understand and be able to apply the
formulas and theorems, but unless your course has a particularly
theoretical emphasis, you are less likely to be responsible for
all the proofs. Therefore, if you get lost in the proof of a
theorem, go on to the next item in the section. When you come
to a sample problem, it’s time to get busy. Pick up pencil and
paper, and work through the problem in the book. Then cover
the solution and think through the problem on your own.
Of course, the exercises in each section are the most important
part of any math textbook. A large portion of the time you
devote to the course will be spent completing assigned
exercises. It is absolutely necessary to do this homework before
the next class, whether or not your instructor collects it, and
you may even be able to complete your work on online learning
platforms that deliver quick feedback. Success in mathematics
requires regular practice, and students who keep up with math
homework, either alone or in groups, perform better than
students who don’t, particularly when they include students in
their study groups who are more advanced in math.
After you complete an assignment, skim through the other
exercises in the problem set. Reading the unassigned problems
will help you understand more about the topic. Finally, talk the
material through to yourself, and be sure your focus is on
understanding the problem and its solution, not on
memorization. Memorizing something might help you remember
how to work through one problem, but it won’t help you learn
23. the steps involved so that you can use them to solve other
similar problems.
Getting the Most Out of Your Textbooks
Math and science texts are filled with graphs and figures that
you will need to understand in order to learn the content and
follow classroom presentations. If you have trouble reading and
understanding any of your textbooks, get help from your
instructor or your classmates.
Science Texts
Your approach to your science textbook will depend somewhat
on whether you are studying a math-based science, such as
physics, or a text-based science, such as biology. In either case,
you need to become familiar with the overall format of the
book. Review the table of contents and the glossary, and check
the material in the appendixes (supplemental materials at the
end of the book). There you will find lists of physical constants,
unit conversions, and various charts and tables. Many physics
and chemistry books also include a mini review of the math you
will need for these courses.
Notice the organization of each chapter, and pay special
attention to graphs, charts, and boxes. If the amount of technical
detail seems overwhelming, remember that most textbook
authors take great care in presenting material in a logical
format, and they include tools to guide you. Learning objectives
and summaries can be useful to study both before and after
reading the chapter. You will usually find answers to selected
problems in the back of the book, and some texts may even
show you step-by-step solutions for working out a problem
within the chapter (see Figure 6.5). Use the answer key, the
student solutions manual, or the worked problems to increase
your understanding of the chapters.
6.3 IMPROVING YOUR READING
Reading for college courses can be challenging, but with effort,
you can improve and become a more confident reader.
Remember to be flexible and to adjust how you read depending
24. on what you are reading. If you feel that you do not understand
what you are reading because you are thinking about something
else, you need to stop, focus on the task at hand, and read
actively by marking up the text and taking notes. Here are a few
suggestions:
· As mentioned earlier, evaluate the importance and difficulty
of the assigned readings, and adjust your reading style and the
time you set aside to do the reading. Also remember that
reading in different disciplines requires different strategies. For
example, when reading your math textbook, you should have a
notebook at the ready to record your solutions to the problems.
When you read your psychology textbook, you should be
highlighting the important ideas or making margin notes.
· Connect one important idea to another by asking yourself,
“Why am I reading this? Where does this fit in?” Writing
summaries and preparing notes and outlines can help you
connect ideas across chapters.
· When the textbook material is exactly the same as the lecture
material, you can save time by concentrating mainly on one or
the other.
It takes a planned approach to read and understand textbook
materials and other assigned readings in addition to
remembering what you have read. But the most important
outcome of reading is understanding what you have read well
enough that you could explain it to someone else.
Monitoring Your Reading
You can monitor your comprehension while reading textbooks
by asking yourself, “Do I understand this?” If the answer is no,
stop and reread the material. Look up words that are not clear.
Try to clarify the main points and how they relate to one
another.
Another way to check that you understand what you are reading
is to try to recite the material aloud, either to yourself or to
your study partner(s). Using a study group to monitor your
comprehension gives you immediate feedback and is highly
motivating.
25. After you have completed each section of the chapter you are
reading—and before you move on to the next section—ask
yourself again, “What are the key ideas? What will I see on the
test?”
Ask Questions for Comprehension
Asking yourself questions while you read—for example, “Do I
understand the main point of this section?”—can help you
monitor what you’re learning and stay focused on important
material.
Developing Your Vocabulary
Textbooks are full of new words and terms. A vocabulary is a
set of words in a particular language or field of knowledge. As
you become familiar with the vocabulary of an academic field,
reading the texts related to that field becomes easier.
If words are such a basic and essential component of our
knowledge, what is the best way to learn them? The following
are some basic vocabulary-building strategies:
· Notice and write down unfamiliar terms during your preview
of a text. Consider making a flash card for each term or making
a list of terms.
· Think about the context when you come across challenging
words. See whether you can guess the meaning of an unfamiliar
term by using the words around it.
· Consider a word’s parts. If context by itself is not enough to
help you guess the meaning of an unfamiliar word, try analyzing
the term to discover its root (or base part) and
any prefixes (parts that come before the root) or suffixes (parts
that follow the root). For example, transport has the root port,
which means “carry,” and the prefix trans, which means
“across.” Together, the word means “carry across” or “carry
from one place to another.” Knowing the meaning of prefixes
and suffixes can be very helpful.
· Use the glossary of the text or a dictionary. Many textbook
publishers carefully compile glossaries to help students learn
the vocabulary of a given discipline. Typically, the glossary is
26. found in the back of the text (like in this textbook). If the text
has no glossary, have a dictionary on hand or do a quick online
search for an unfamiliar word’s meaning. If a given word has
more than one definition, search for the meaning that fits your
text.
· Use new words in your writing and speaking. If you use a new
word a few times, you’ll soon know it.
YOUR TURN > STAY MOTIVATED
Choose a chapter in this or another textbook. As you read it, list
the words that are new to you or that you’re not sure you
understand. Look up a few of these words in a dictionary.
Choose to add at least one new word a week to your personal
vocabulary. After a short time, this will become easy.
What to Do When You Fall Behind on Your Reading
From time to time, life might get in the way of doing your
assigned readings on time. But while there are valid reasons for
getting behind, some students procrastinate for no particular
reason and think they can catch up without a problem. That is a
myth. The less you read, the harder you will have to work to
make up for the lost time.
If you try to follow the schedule for your assigned readings but
fall behind, don’t panic. Here are some suggestions for getting
back on track with your reading:
· Add one or two hours a day to your study time in order to go
back and read the parts that you missed. In particular, take
advantage of every spare moment to read; for example, read
during your lunch hour at work or while you are waiting for
public transportation or at the doctor’s office.
· Join a study group. After everyone reads the entire chapter,
individual group members can be responsible for providing their
understanding about a particular section. They can share their
notes or outlines and lead a discussion to help everyone develop
a deeper understanding of the material.
· Ask for help. Visit your college’s learning center to work with
a tutor who can help you with difficult concepts in the textbook.
· Talk to your instructor. Ask for extra time to make up your
27. assignments if you have fallen behind for a valid reason, such
as sickness or dealing with a personal problem. Most instructors
are willing to make a one-time exception to help students catch
up.
· Don’t give up. You may have to work harder for a short period
of time, but with effort and motivation, you will soon catch up.
A Marathon, Not a Sprint
If you fall behind in your reading, you’re not alone—many
students do. Remember that your studies are more like a
marathon than a sprint; you should take time to catch up, but do
so at a steady pace. Do your assigned readings, study with
others, get help, and don’t give up!
6.1 A PLAN FOR ACTIVE READING
Active reading involves participating in reading by using
strategies, such as highlighting and note taking, that help you
stay focused. Active reading is different from reading novels or
magazines for pleasure, which doesn’t require you to do
anything while you are reading. Active reading will increase
your focus and concentration, help you understand what you
read, and prepare you to study for tests and exams. These are
the four steps in active reading designed to help you read
college textbooks:
1. Previewing
2. Marking what you read
3. Staying focused
4. Reviewing
YOUR TURN > WORK TOGETHER
With a group of your classmates, spend a few minutes
discussing which of these four active reading steps you al ways,
sometimes, or never take. Have one member of the group keep a
tally and report the results back to the rest of the class. Which
steps, if any, do your classmates think are necessary, and why?
28. Step 1: Previewing
Previewing is the first step in active reading. When you
preview, you develop a purpose for reading and take an initial
look at a reading before you really tackle the content. Think of
previewing like arriving on campus for the first time and getting
an overview of your new environment. You locate the primary
offices you’ll need to visit, pinpoint your classrooms, and find
the closest restrooms. Then you get a feel for where to find the
library, computer labs, study areas, and bookstore, and get a
sense of where these things are in relation to each other. By
getting oriented early on, you’ll be able to focus on your studies
instead of wandering aimlessly around campus when you need
to go somewhere new.
Previewing a section or chapter in your textbook or other
assigned reading is similar: the purpose is to get the big
picture—to understand the main ideas in the reading and how
those ideas connect with what you already know and to the
material the instructor covers in class, all before you start
reading in detail. Previewing will require some time up front,
but it will save you time later.
Getting to Know Your Textbook
When you begin reading a textbook for the first time, be sure to
learn more about it and its author(s) by reading sections at the
beginning of the book, such as the preface, introduction, and
biographical sketches about each author.
· The preface, a brief overview usually at the beginning of a
book, is typically prepared by the author (or authors) to tell you
why they wrote the book and what material the book covers; it
also explains the book’s organization and gives insight into the
author’s viewpoint—all of which will likely help you see the
relationships among the facts presented and comprehend the
ideas included throughout the book. (Make sure you read this
book’s preface as an example.) Reading the preface can come in
handy if you are feeling a little lost at different points in the
term, since it often lays out the tools available in each chapter
to guide you through the content.
29. · Some books have an additional introduction that reviews the
book’s overall organization and its contents, often chapter by
chapter.
· Authors’ biographical sketches will give you interesting
information about the authors, including their background, work
history, and educational experience.
Taking a Quick Chapter Tour
Once you’re familiar with the textbook itself, you can get to
know more about the chapter you’ve been assigned to read.
Although each textbook may be different, chapters are likely to
have common features. Introduce yourself to the chapter by
following these steps:
1. First, read the title of the chapter. Ask yourself, “Why am I
reading this? What do I already know about this subject? What
do I want to know?”
2. Next, quickly read through the learning objectives (if the
chapter includes them; these are usually stated as the chapter
begins) or the introductory paragraphs. Learning objectives are
the main ideas or skills students are expected to learn from
reading the chapter.
3. Then turn to the end of the chapter and read the summary, if
there is one. A summary provides the most important ideas in
the chapter.
4. Finally, take a few minutes to skim the chapter to learn more
about the ideas presented. Look at the headings, subheadings,
key terms, and tables and figures. See if there are study
questions at the end of each chapter—take time to read over
these questions, whether or not your instructor requires you to
do so.
If you are accessing digital content instead of a print textbook,
you can still find effective ways to preview the material. For
example, chapters in digital textbooks are often “scrollable” by
learning objective and section. In addition, quizzes and
interactive exercises allow you to test your understanding of the
material and to practice concepts. And if your courses require
you to access other types of online resources in addition to your
30. textbooks, you can use a similar preview process. Visit each
resource and get a general lay of the land before diving in to
your reading.
Planning Time for Your Reading
As part of your preview, make a rough estimate of how much
time it will take you to complete each reading assignment. Keep
in mind that different types of textbooks can require more or
less time to read. For example, depending on your interests and
previous knowledge, you might be able to read a psychology
text more quickly than a biology text that includes many
unfamiliar scientific words. To make a plan, create a simple
four-column table with horizontal lines for all your reading
assignments over the next week. Following the example
provided (see Table 6.1), take the following steps:
1. Use the first column to list each reading assignment.
2. In the second column, rate each assignment on a scale of 1 to
5 according to how easy (1) or difficult (5) you think the
reading will be.
3. In the third column, estimate how many hours each
assignment will take. (Remember that a difficult reading will
take longer than an easier reading.)
4. Use the fourth column to keep track of how much time you
actually spend reading.
TABLE 6.1 > Planning Time for Your Reading
Estimated reading time this week:
Assignment
Difficulty (1–5)
Estimated time
Actual time
History (Ch. 1)
4
1.5 hr
2.0 hr
Psychology (Chs. 2 & 3)
4
1.5 hr
31. 4.0 hr
Math (Ch. 3)
5
2.0 hr
2.5 hr
Speech (Ch. 2)
2
1.0 hr
1.25 hr
College Success (Ch. 5)
2
1.0 hr
1.0 hr
Total estimated reading time: 7 hrs
Total actual reading time: 10.75 hrs
Thoughts: I used all four steps of active reading. My reading
took me a bit longer, but I can tell that I learned much more. I
also felt like I knew how to use my textbooks better after
reading this chapter from my college success textbook.
6.2 STRATEGIES FOR READING DIFFERENT KINDS OF
TEXTBOOKS
It’s important to know how to get the most out of your textbook,
whether it’s printed or digital. Textbooks in the
major disciplines—areas of academic study—are different in
terms of their organization and style of writing. Because of this
variation in how textbooks are organized and written, you will
need to learn and use different reading strategies depending on
what material you’re reading. In this section, we will look at
how to approach the reading you complete in different
disciplines, including math, science, social science, and the
humanities.
In addition, to get the most out of your textbooks, you’ll want
to consider how your particular instructors use textbooks in
their classes. Some instructors might use the textbook only to
supplement lectures. Other instructors will expect you to read
the textbook carefully. If your instructor hasn’t made it clear
32. how the text will be used, ask for clarification. Ask your
instructor what parts of the text will be covered on tests and
what types of questions will be used. It is also very important to
ask if the tests will be cumulative, meaning going all the way
back to the beginning of the course, or cover only the material
since the previous test.
Finally, keep in mind that even within the same discipline, not
all textbooks are put together the same way. Some are better
designed and written than others. If your textbook seems
disorganized or hard to understand, let your instructor know
your opinion; other students in your class may feel the same
way. You could be helping future students by encouraging the
instructor to change books! Your instructor might also spend
some class time explaining the text, its structure, and how it
will be used in the course, and can meet with you during office
hours to help you with the material.
Math Texts
Mathematics textbooks usually have lots of symbols and few
words, which means that they present some special challenges.
Each statement and every line in the solution of a problem
needs to be considered and processed slowly. Typically, the
author presents the material through definitions, theorems, and
sample problems. As you read, pay special attention to
definitions. Learning all the terms that relate to a new topic is
the first step toward understanding.
Math texts usually include derivations of formulas and proofs of
theorems. You must understand and be able to apply the
formulas and theorems, but unless your course has a particularly
theoretical emphasis, you are less likely to be responsible for
all the proofs. Therefore, if you get lost in the proof of a
theorem, go on to the next item in the section. When you come
to a sample problem, it’s time to get busy. Pick up pencil and
paper, and work through the problem in the book. Then cover
the solution and think through the problem on your own.
Of course, the exercises in each section are the most important
part of any math textbook. A large portion of the time you
33. devote to the course will be spent completing assigned
exercises. It is absolutely necessary to do this homework before
the next class, whether or not your instructor collects it, and
you may even be able to complete your work on online learning
platforms that deliver quick feedback. Success in mathematics
requires regular practice, and students who keep up with math
homework, either alone or in groups, perform better than
students who don’t, particularly when they include students in
their study groups who are more advanced in math.
After you complete an assignment, skim through the other
exercises in the problem set. Reading the unassigned problems
will help you understand more about the topic. Finally, talk the
material through to yourself, and be sure your focus is on
understanding the problem and its solution, not on
memorization. Memorizing something might help you remember
how to work through one problem, but it won’t help you learn
the steps involved so that you can use them to solve other
similar problems.
Getting the Most Out of Your Textbooks
Math and science texts are filled with graphs and figures that
you will need to understand in order to learn the content and
follow classroom presentations. If you have trouble reading and
understanding any of your textbooks, get help from your
instructor or your classmates.
Science Texts
Your approach to your science textbook will depend somewhat
on whether you are studying a math-based science, such as
physics, or a text-based science, such as biology. In either case,
you need to become familiar with the overall format of the
book. Review the table of contents and the glossary, and check
the material in the appendixes (supplemental materials at the
end of the book). There you will find lists of physical constants,
unit conversions, and various charts and tables. Many physics
and chemistry books also include a mini review of the math you
will need for these courses.
34. Notice the organization of each chapter, and pay special
attention to graphs, charts, and boxes. If the amount of technical
detail seems overwhelming, remember that most textbook
authors take great care in presenting material in a logical
format, and they include tools to guide you. Learning objectives
and summaries can be useful to study both before and after
reading the chapter. You will usually find answers to selected
problems in the back of the book, and some texts may even
show you step-by-step solutions for working out a problem
within the chapter (see Figure 6.5). Use the answer key, the
student solutions manual, or the worked problems to increase
your understanding of the chapters.
6.3 IMPROVING YOUR READING
Reading for college courses can be challenging, but with effort,
you can improve and become a more confident reader.
Remember to be flexible and to adjust how you read depending
on what you are reading. If you feel that you do not understand
what you are reading because you are thinking about something
else, you need to stop, focus on the task at hand, and read
actively by marking up the text and taking notes. Here are a few
suggestions:
· As mentioned earlier, evaluate the importance and difficulty
of the assigned readings, and adjust your reading style and the
time you set aside to do the reading. Also remember that
reading in different disciplines requires different strategies. For
example, when reading your math textbook, you should have a
notebook at the ready to record your solutions to the problems.
When you read your psychology textbook, you should be
highlighting the important ideas or making margin notes.
· Connect one important idea to another by asking yourself,
“Why am I reading this? Where does this fit in?” Writing
summaries and preparing notes and outlines can help you
connect ideas across chapters.
· When the textbook material is exactly the same as the lecture
material, you can save time by concentrating mainly on one or
the other.
35. It takes a planned approach to read and understand textbook
materials and other assigned readings in addition to
remembering what you have read. But the most important
outcome of reading is understanding what you have read well
enough that you could explain it to someone else.
Monitoring Your Reading
You can monitor your comprehension while reading textbooks
by asking yourself, “Do I understand this?” If the answer is no,
stop and reread the material. Look up words that are not clear.
Try to clarify the main points and how they relate to one
another.
Another way to check that you understand what you are reading
is to try to recite the material aloud, either to yourself or to
your study partner(s). Using a study group to monitor your
comprehension gives you immediate feedback and is highly
motivating.
After you have completed each section of the chapter you are
reading—and before you move on to the next section—ask
yourself again, “What are the key ideas? What will I see on the
test?”
Ask Questions for Comprehension
Asking yourself questions while you read—for example, “Do I
understand the main point of this section?”—can help you
monitor what you’re learning and stay focused on important
material.
Developing Your Vocabulary
Textbooks are full of new words and terms. A vocabulary is a
set of words in a particular language or field of knowledge. As
you become familiar with the vocabulary of an academic field,
reading the texts related to that field becomes easier.
If words are such a basic and essential component of our
knowledge, what is the best way to learn them? The following
are some basic vocabulary-building strategies:
· Notice and write down unfamiliar terms during your preview
of a text. Consider making a flash card for each term or making
36. a list of terms.
· Think about the context when you come across challenging
words. See whether you can guess the meaning of an unfamiliar
term by using the words around it.
· Consider a word’s parts. If context by itself is not enough to
help you guess the meaning of an unfamiliar word, try analyzing
the term to discover its root (or base part) and
any prefixes (parts that come before the root) or suffixes (parts
that follow the root). For example, transport has the root port,
which means “carry,” and the prefix trans, which means
“across.” Together, the word means “carry across” or “carry
from one place to another.” Knowing the meaning of prefixes
and suffixes can be very helpful.
· Use the glossary of the text or a dictionary. Many textbook
publishers carefully compile glossaries to help students learn
the vocabulary of a given discipline. Typically, the glossary is
found in the back of the text (like in this textbook). If the text
has no glossary, have a dictionary on hand or do a quick online
search for an unfamiliar word’s meaning. If a given word has
more than one definition, search for the meaning that fits your
text.
· Use new words in your writing and speaking. If you use a new
word a few times, you’ll soon know it.
YOUR TURN > STAY MOTIVATED
Choose a chapter in this or another textbook. As you read it, list
the words that are new to you or that you’re not sure you
understand. Look up a few of these words in a dictionary.
Choose to add at least one new word a week to your personal
vocabulary. After a short time, this will become easy.
What to Do When You Fall Behind on Your Reading
From time to time, life might get in the way of doing your
assigned readings on time. But while there are valid reasons for
getting behind, some students procrastinate for no particular
reason and think they can catch up without a problem. That is a
myth. The less you read, the harder you will have to work to
make up for the lost time.
37. If you try to follow the schedule for your assigned readings but
fall behind, don’t panic. Here are some suggestions for getting
back on track with your reading:
· Add one or two hours a day to your study time in order to go
back and read the parts that you missed. In particular, take
advantage of every spare moment to read; for example, read
during your lunch hour at work or while you are waiting for
public transportation or at the doctor’s office.
· Join a study group. After everyone reads the entire chapter,
individual group members can be responsible for providing their
understanding about a particular section. They can share their
notes or outlines and lead a discussion to help everyone develop
a deeper understanding of the material.
· Ask for help. Visit your college’s learning center to work with
a tutor who can help you with difficult concepts in the textbook.
· Talk to your instructor. Ask for extra time to make up your
assignments if you have fallen behind for a valid reason, s uch
as sickness or dealing with a personal problem. Most instructors
are willing to make a one-time exception to help students catch
up.
· Don’t give up. You may have to work harder for a short period
of time, but with effort and motivation, you will soon catch up.
A Marathon, Not a Sprint
If you fall behind in your reading, you’re not alone—many
students do. Remember that your studies are more like a
marathon than a sprint; you should take time to catch up, but do
so at a steady pace. Do your assigned readings, study with
others, get help, and don’t give up!
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