ABSTRACT
A strategy for teaching sharp-crack fracture mechanics to engineers is described. The philosophy behind the approach is highlighted and key elements, such as the need to understand principles, the provision of solution compendia and the quality of graphics, are emphasised. Sample graphics are included in the text. The sequence of presenta tion is outlined, starting from simple linear elastic models and developing into non-linear models and the /-integral concept. At each stage, the factors which are believed by the authors to promote insight into the principles of fracture mechanics, are exemplified. Applications to toughness testing procedures are described (this is presented to the stu dents through a specially made video programme) and three industrial case studies are outlined to exemplify the need to interest the student in applications. Various informa tion compendia and texts which have been found useful by the authors are referenced in the paper. Keywords: case studies, fracture mechanics, principles, teaching strategy
1 Introductory philosophy
The interest shown in the present Conference, together with a variety of comments from colleagues over the years, suggest that fracture mechanics teaching presents some special difficulties. This feeling is captured in a remark made to one of the authors by a recent graduate from another institution - "I tried to learn fracture mechanics in the same way as other engineering subjects, but it didn't work." What difficulties lie behind such comments?
