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Thinking Like An Engineer

Author: Elizabeth A. Stephan
Publisher: Pearson Higher Ed
ISBN: 0133595129
Size: 43.25 MB
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Thinking Like an Engineer: An Active Learning Approach, Third Edition, is specifically designed to utilize an active learning environment for first-year engineering courses. MyEngineeringLab for Thinking Like an Engineer is a complete digital solution for your first-year engineering course. MyEngineeringLab is an online homework, tutorial, and assessment program that truly engages students as it offers customized, self-paced learning with instant feedback. Students will be prepared ahead of class, allowing you to spend class time focusing on active learning. Teaching and Learning Experience This program will provide a better teaching and learning experience—for you and your students. It will help: Personalize Learning: MyEngineeringLab provides students with a personalized interactive learning environment, where they can learn at their own pace and measure their progress. Encourage Guided Inquiry: To create meaningful learning experiences, in-class activities include collaborative problem solving, computer-based activities, and hands-on experiments. Reinforce and Expand on the Activities: Homework assignments and review sections help students conceptualize topics. Customize your Course: Content can be customized to match the topic organization in your course syllabi. Keep Your Course Current: Content is refreshed to provide the most up-to-date information for your course. Note: You are purchasing the standalone text. MyEngineeringLab does not come automatically packaged with the text. To purchase MyEngineeringLab, search for ISBN-10: 0133808483 / ISBN-13: 9780133808483. That package contains ISBN-10: 0133593215 / ISBN-13: 9780133593211 and ISBN-10: 0133595625 / ISBN-13: 9780133595628. MyEngineeringLab is not a self-paced technology and should only be purchased when required by an instructor.

Thinking Like An Engineer Stephan Bowman Park Sill And Ohland 2015

Author: Pearson
Publisher: Bukupedia
ISBN: 0133593215
Size: 10.99 MB
Format: PDF, Kindle
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At our university, all students who wish to major in engineering begin in the General Engineering Program, and after completing a core set of classes, they can declare a specific engineering major. Within this core set of classes, students are required to take math, physics, chemistry, and a two-semester engineering sequence. Our courses have evolved to address not only the changing qualities of our students, but also the changing needs of our customers. The material taught in our courses is the foundation upon which the upper level courses depend for the skills necessary to master more advanced material. It was for these freshman courses that this text was created. We didn’t set out to write a textbook: we simply set out to find a better way to teach our students. Our philosophy was to help students move from a mode of learning, where everything was neatly presented as lecture and handouts where the instructor was looking for the “right” answer, to a mode of learning driven by self-guided inquiry. We wanted students to advance beyond “plug-and-chug” and memorization of problem- solving methods—to ask themselves if their approaches and answers make sense in the physical world. We couldn’t settle on any textbooks we liked without patching materials together—one chapter from this text, four chapters from another—so we wrote our own notes. Through them, we tried to convey that engineering isn’t always about having the answer—sometimes it’s about asking the right questions, and we want students to learn how to ask those sorts of questions. Real-world problems rarely come with all of the information required for their solutions. Problems presented to engineers typically can’t be solved by looking at how someone else solved the exact same problem. Part of the fun of engineering is that every problem presents a unique challenge and requires a unique solution. Engineering is also about arriving at an answer and being able to justify the “why” behind your choice, and equally important, the “why not” of the other choices. We realized quickly, however, that some students are not able to learn without sufficient scaffolding. Structure and flexibility must be managed carefully. Too much structure results in rigidity and unnecessary uniformity of solutions. On the other hand, too much flexibility provides insufficient guidance, and students flounder down many blind alleys, thus making it more difficult to acquire new knowledge. The tension between these two must be managed constantly. We are a large public institution, and our student body is very diverse. Our hope is to provide each student with the amount of scaffolding they need to be successful. Some students will require more background work than others. Some students will need to work five problems, and others may need to work 50. We talk a great deal to our students about how each learner is unique. Some students need to listen to a lecture; some need to read the text over three times, and others just need to try a skill and make mistakes to discover what they still don’t understand. We have tried to provide enough variety for each type of learner throughout Over the years, we have made difficult decisions on exactly what topics, and how much of each topic, to teach. We have refined our current text to focus on mastering four areas, each of which is introduced below.

Thinking Like An Engineer

Author: Elizabeth A. Stephan
Publisher: Pearson Higher Ed
ISBN: 0133072762
Size: 51.71 MB
Format: PDF, ePub
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This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. Thinking Like an Engineer: An Active Learning Approach, 2e, is specifically designed to utilize an active learning environment for first year engineering courses. In-class activities include collaborative problem-solving, computer-based activities, and hands-on experiments, encouraging guided inquiry. Homework assignments and review sections reinforce and expand on the activities. Content can be customized to match the topic organization in your course syllabi. Paired with Pearson’s new MyEngineeringLab , Thinking Like an Engineer, 2e, is a complete digital solution for your first year engineering course. MyEngineeringLab offers students customized, self-paced learning with instant feedback. Students will be prepared ahead of class, allowing you to spend class time focusing on active learning. Subscriptions to MyEngineeringLab are available to purchase online or packaged with your textbook (unique ISBN). Use the following ISBNs to purchase MyEngineeringLab: Thinking Like an Engineer, 2e & MyEngineeringLab with Pearson eText Student Access Code Card for Thinking Like an Engineer, 2e ISBN: 0132981386 This package includes the Thinking Like an Engineer, 2e textbook, an access card for MyEngineeringLab, and a Pearson eText Student Access Code Card for Thinking Like an Engineer, 2e. MyEngineeringLab with Pearson eText -- Access Card — for Thinking Like an Engineer, 2e ISBN: 0132766744 This stand-alone access card package contains an access code for MyEngineeringLab, and a Pearson eText student access code card for Thinking Like an Engineer, 2e eText.

Thinking Like An Engineer An Active Learning Approach

Author: Elizabeth A. Stephan
Publisher:
ISBN: 9781408264140
Size: 43.44 MB
Format: PDF, ePub
View: 5372
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This package consists of the textbook plus MATLAB & Simulink Student Version 2010a THINKING LIKE AN ENGINEER: AN ACTIVE LEARNING APPROACH is specifically designed to utilize an active learning environment for first year engineering courses. * In-class activities include collaborative problem-solving, computer-based activities, and hands-on experiments, encouraging guided inquiry. * Homework assignments and review sections reinforce and expand on the activities. * Content can be customized to match the topic organization in your course syllabi.

Perspectives On Technology

Author: Nathan Rosenberg
Publisher: CUP Archive
ISBN: 9780521290111
Size: 26.68 MB
Format: PDF, ePub, Docs
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Perspectives on Technology consists of papers written by Nathan Rosenberg over a ten-year period, from the early 1960s to the early 1970s. Their origin was in Professor Rosenberg's interest in long-term economic growth processes and, especially, in the behaviour of industrializing societies. The form and direction which this book has taken reflect two basic influences: (1) a growing awareness of the centrality of technological phenomena in generating economic growth, and (2) a growing sense that, in spite of the basic and genuine insights into technological phenomena provided by the neo-classical economics, a deeper and richer understanding of the phenomena can only be achieved by a willingness to step outside the limited intellectual boundaries of this mode of reasoning.

Industrial Accelerators And Their Applications

Author: Robert W Hamm
Publisher: World Scientific
ISBN: 9814434612
Size: 42.49 MB
Format: PDF, ePub, Docs
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This unique new book is a comprehensive review of the many current industrial applications of particle accelerators, written by experts in each of these fields. Readers will gain a broad understanding of the principles of these applications, the extent to which they are employed, and the accelerator technology utilized. The book also serves as a thorough introduction to these fields for non-experts and laymen. Due to the increased interest in industrial applications, there is a growing interest among accelerator physicists and many other scientists worldwide in understanding how accelerators are used in various applications. The government agencies that fund scientific research with accelerators are also seeking more information on the many commercial applications that have been or can be developed with the technology developments they are funding. Many industries are also doing more research on how they can improve their products or processes using particle beams Contents: Introduction to the Beam Business (Robert W Hamm and Marianne E Hamm)Ion Implantation for Fabrication of Semiconductor Devices and Materials (Michael I Current)Electron Beam Materials Processing (Donald E Powers)Electron Beam Materials Irradiators (Marshall R Cleland)Accelerator Production of Radionuclides (David J Schlyer and Thomas J Ruth)Industrial Aspects of Ion Beam Analysis (Ragnar Hellborg and Harry J Whitlow)Production and Applications of Neutrons Using Particle Accelerators (David L Chichester)Nondestructive Testing and Inspection Using Electron Linacs (William A Reed)Industrial Use of Synchrotron Radiation: Love at Second Sight (Josef Hormes and Jeffrey Warner) Readership: Physicists, engineers and practitioners in accelerator technology and applications.

Technical Drawing 101 With Autocad 2018

Author: Ashleigh Fuller
Publisher: SDC Publications
ISBN: 1630570982
Size: 23.89 MB
Format: PDF, Mobi
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Technical Drawing 101 covers topics ranging from the most basic, such as making freehand, multiview sketches of machine parts, to the advanced—creating an AutoCAD dimension style containing the style settings defined by the ASME Y14.5-2009 Dimensioning and Tolerancing standard. But unlike the massive technical drawing reference texts on the market, Technical Drawing 101 aims to present just the right mix of information and projects that can be reasonably covered by faculty, and assimilated by students, in one semester. Both mechanical and architectural projects are introduced to capture the interest of more students and to offer a broader appeal. The authors have also created extensive video training (120 videos, 15 hours total) that is included with every copy of the book. In these videos the authors start off by getting students comfortable with the user interface and demonstrating how to use many of AutoCAD's commands and features. The videos progress to more advanced topics where the authors walk students through completing several of the projects in the book. The CAD portion of the text incorporates drafting theory whenever possible and covers the basics of drawing setup (units, limits, and layers), the tools of the Draw, Modify, and Dimension toolbars, and the fundamentals of 3D modeling. By focusing on the fundamental building blocks of CAD, Technical Drawing 101 provides a solid foundation for students going on to learn advanced CAD concepts and techniques (paper space, viewports, xrefs, annotative scaling, etc.) in intermediate CAD courses. In recognition of the diverse career interests of our students, Technical Drawing 101 includes projects in which students create working drawings for a mechanical assembly as well as for an architectural project. We include architectural drawing because our experience has shown that many (if not most) first-semester drafting students are interested in careers in the architectural design field, and that a traditional technical drawing text, which focuses solely on mechanical drawing projects, holds little interest for these students. The multidisciplinary approach of this text and its supporting materials are intended to broaden the appeal of the curriculum and increase student interest and, it is hoped, future enrollments.

Developing Spatial Thinking

Author: Sheryl Sorby
Publisher:
ISBN: 9780996655507
Size: 24.57 MB
Format: PDF
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This revolutionary workbook will help students develop the spatial skills they need for success in a variety of technical careers, including engineering, architecture, dentistry, computer programming, chemistry, mathematics, and more. Ten fun, easy-to-use modules provide firsthand experience in working with isometric drawings, orthographic projections, 3D object rotations, flat pattern developments, reflections and symmetry, surfaces and solids of revolution, cross-sections of solids, and combining solids.

Ht Think Like A Computer Scien

Author: Jeffrey Elkner
Publisher: Samurai Media Limited
ISBN: 9789888406784
Size: 40.16 MB
Format: PDF, ePub, Docs
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The goal of this book is to teach you to think like a computer scientist. This way of thinking combines some of the best features of mathematics, engineering, and natural science. Like mathematicians, computer scientists use formal languages to denote ideas (specifically computations). Like engineers, they design things, assembling components into systems and evaluating tradeoffs among alternatives. Like scientists, they observe the behavior of complex systems, form hypotheses, and test predictions. The single most important skill for a computer scientist is problem solving. Problem solving means the ability to formulate problems, think creatively about solutions, and express a solution clearly and accurately. As it turns out, the process of learning to program is an excellent opportunity to practice problem-solving skills. That's why this chapter is called, The way of the program. On one level, you will be learning to program, a useful skill by itself. On another level, you will use programming as a means to an end. As we go along, that end will become clearer.