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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.
Note: Thinking Like an Engineer: An Active Learning Approach Plus MyEngineeringLab -- Access Card Package ISBN-10: 0133808483 / ISBN-13: 9780133808483
This package contains:
- Thinking Like an Engineer: An Active Learning Approach, 3e ISBN-10: 0133593215 / ISBN-13: 9780133593211
- MyEngineeringLab - Access Card with Pearson eText - for Thinking Like An Engineer: An Active Learning Approach ISBN-10: 0133595625 / ISBN-13: 9780133595628
MyLab is not a self-paced technology and should only be purchased when required by an instructor.
Synopsis
ALERT: Before you purchase, check with your instructor or review your course syllabus to ensure that you select the correct ISBN. Several versions of Pearson's MyLab & Mastering products exist for each title, including customized versions for individual schools, and registrations are not transferable. In addition, you may need a CourseID, provided by your instructor, to register for and use Pearson's MyLab & Mastering products.
Packages
Access codes for Pearson's MyLab & Mastering products may not be included when purchasing or renting from companies other than Pearson; check with the seller before completing your purchase.
Used or rental books
If you rent or purchase a used book with an access code, the access code may have been redeemed previously and you may have to purchase a new access code.
Access codes
Access codes that are purchased from sellers other than Pearson carry a higher risk of being either the wrong ISBN or a previously redeemed code. Check with the seller prior to purchase.
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Synopsis
ALERT: Before you purchase, check with your instructor or review your course syllabus to ensure that you
select the correct ISBN. Several versions of Pearson's MyLab & Mastering products exist for each title, including customized versions for individual schools, and registrations are not transferable. In addition,
you may need a CourseID, provided by your instructor, to register for and use Pearson's MyLab & Mastering products.
Packages
Access codes for Pearson's MyLab & Mastering products may not be included when purchasing or renting from companies other than Pearson; check with the seller before completing your purchase.
Used or rental books
If you rent or purchase a used book with an access code, the access code may have been redeemed previously and you may have to purchase a new access code.
Access codes
Access codes that are purchased from sellers other than Pearson carry a higher risk of being either the wrong ISBN or a previously redeemed code. Check with the seller prior to purchase.
-- Normal 0 false false false EN-US X-NONE X-NONE "
About the Author
Elizabeth A. Stephan is the Director of the General Engineering Program at Clemson University. She earned a BS in Chemical Engineering from The University of Akron. During her undergraduate work, she completed a cooperative education experience with Dow Chemical in Midland, MI, conducted research on coal purification methods, and was named the College of Engineering Outstanding Senior. After graduation, she was employed by Boride, a wholly owned subsidiary of Dow Chemical in Traverse City, MI, specializing in high-performance ceramics. She returned to The University of Akron on a College of Engineering Fellowship, earning her PhD in Chemical Engineering focusing on multiphase transport processes. She has taught at The University of Akron and Wayne College, and served in several post-doctoral positions. She joined the faculty at Clemson in January, 2002 in the General Engineering Program, assuming the role of Director in 2007. Beth has served as a national official as a district director in Tau Beta Pi, the engineering honor society, since 1996. She is the chief advisor for the South Carolina Alpha Chapter of Tau Beta Pi, and an advisor for the Clemson chapter of Alpha Omega Epsilon, a professional sorority.
David R. Bowman has been teaching in the General Engineering Program at Clemson University since January, 2006. He earned his degrees from Clemson University, including a BS and MS in Computer Engineering and is currently pursuing a PhD. A member of ASEE, David has experience in the design and development of software tools for engineering education research and pedagogy. During his undergraduate and graduate work, David hosted All Screams Considered, an award winning radio show on WSBF-FM, whose name apes the popular NPR program All Things Considered. In addition to broadcasting, David enjoys performing music on acoustic, electric, and bass guitars.
William J. Park is currently an associate professor in the Engineering and Science Education Department at Clemson University. Following a few years as a cattle farmer, he completed three degrees at Clemson University: a BS in Ornamental Horticulture with a particular emphasis on xerophytic plants, an MS in Electrical Engineering focusing on electronic music synthesis, and a PhD in Electrical Engineering conducting research in electronic counter-counter measures. Bill is currently faculty advisor for a student team renovating a very large 1970’s vintage electronic organ, and is a moderately accomplished pianist.
Benjamin L. Sill is Alumni Professor Emeritus of Civil Engineering, having retired in 2008 after 32 years at Clemson University. He earned a BS and MS from N.C. State University in Aerospace Engineering and a PhD from Virginia Tech in Aerospace and Ocean Engineering. Before he joined Clemson, Ben was employed by the Naval Ordnance Station, Indian Head, MD, and by Duke Power Company, Charlotte, NC. At Clemson, he was a founder of Clemson’s Wind Load Test Facility. Beginning in 1999 he served as the Director of Clemson’s General Engineering Program. In 2007, he helped establish a new Engineering and Science Education Department at Clemson, and served as its chair until his retirement. He is the recipient of numerous teaching and research awards, including the prestigious Clemson Class of 1939 Award. Outside the university, he gives numerous presentations with topics ranging from humorous to educational – including talks on ancient coins, old maps, wildflowers, houseplants, snakes, birds, and hurricanes. Ben has authored three bird books, has published technical articles on snakes, frogs, fish, volleyball, and bromeliads and has created and registered many new bromeliad hybrids.
Matthew W. Ohland is currently an associate professor of Engineering Education at Purdue University, West Lafayette, IN. He earned a BS in Engineering and a BA in Religion from Swarthmore College, MS degrees in both Mechanical Engineering and Materials Engineering from Rensselaer Polytechnic Institute, and a PhD in Civil Engineering from the University of Florida. Matt was an NSF postdoctoral fellow for science, mathematics, engineering, and technology education and joined the faculty of General Engineering at Clemson University in 2001. In 2006, he joined the faculty at Purdue University. He was the 2002-2006 National President of Tau Beta Pi, the engineering honor society. He currently serves as the Chair of the Educational Research and Methods division and an ABET Program Evaluator for the American Society of Engineering Education, on the Administrative Committee of the IEEE Education Society, and as the Chair of the Steering Committee of the IEEE Transactions on Learning Technology.
Table of Contents
PREFACE ix
ACKNOWLEDGMENTS xvii
Part 1
ENGINEERING ESSENTIALS 1
ENGINEERING IS AN . . . ITCH! 3
CHAPTER 1
EVERYDAY ENGINEERING 6
1.1 CHOOSING A CAREER 6
1.2 CHOOSING ENGINEERING AS A CAREER 7
1.3 NAE GRAND CHALLENGES FOR ENGINEERING 9
1.4 CHOOSING A SPECIFIC ENGINEERING FIELD 12
1.5 ENGINEERING TECHNOLOGY—A RELATED FIELD 20
1.6 GATHERING INFORMATION 22
1.7 PURSUING STUDENT OPPORTUNITIES 25
REVIEW QUESTIONS 36
CHAPTER 2
ETHICS 40
2.1 ETHICAL DECISION MAKING 41
2.2 PLAGIARISM 46
2.3 ENGINEERING CREED 47
2.4 SOCIAL RESPONSIBILITY 48
IN CLASS ACTIVITIES 50
CHAPTER 3
DESIGN AND TEAMWORK 57
3.1 DESIGN 57
3.2 DEFINING THE PROBLEM OR NEED 59
3.3 CRITERIA: DEFINING WHAT IS IMPORTANT 60
3.4 GENERATING IDEAS 61
3.5 COMPARING DESIGNS AND MAKING DECISIONS 65
3.6 PROTOTYPING AND TESTING 66
3.7 SUSTAINABILITY 68
3.8 WORKING IN TEAMS 70
3.9 EXPERIMENTAL DESIGN: PERIOD ANALYSIS 76
3.10 PROJECT TIMELINE 79
IN CLASS ACTIVITIES 81
MINI DESIGN PROJECTS 82
CHAPTER 4
ENGINEERING COMMUNICATION 86
4.1 BASIC PRESENTATION SKILLS 87
4.2 SAMPLE PRESENTATIONS 89
4.3 BASIC TECHNICAL WRITING SKILLS 92
4.4 COMMON TECHNICAL COMMUNICATION FORMATS 96
IN CLASS ACTIVITIES 102
REVIEW QUESTIONS 109
CHAPTER 5
ESTIMATION 114
5.1 GENERAL HINTS FOR ESTIMATION 117
5.2 ESTIMATION BY ANALOGY 119
5.3 ESTIMATION BY AGGREGATION 119
5.4 ESTIMATION BY UPPER AND LOWER BOUNDS 120
5.5 ESTIMATION USING MODELING 121
5.6 SIGNIFICANT FIGURES 121
5.7 REASONABLENESS 125
5.8 NOTATION 129
IN CLASS ACTIVITIES 132
REVIEW QUESTIONS 135
CHAPTER 6
SOLVEM 136
6.1 DEFINING SOLVEM 136
6.2 REPRESENTING FINAL RESULTS 142
6.3 AVOIDING COMMON MISTAKES 143
6.4 EXAMPLES OF SOLVEM 143
IN CLASS ACTIVITIES 146
REVIEW QUESTIONS 149
Part 2
UBIQUITOUS UNITS 151
CHAPTER 7
FUNDAMENTAL DIMENSIONS
AND BASE UNITS 153
7.1 THE METRIC SYSTEM 154
7.2 OTHER UNIT SYSTEMS 157
7.3 CONVERSION PROCEDURE FOR UNITS 158
7.4 CONVERSIONS INVOLVING MULTIPLE STEPS 161
7.5 CONVERSIONS INVOLVING “NEW” UNITS 165
7.6 DERIVED DIMENSIONS AND UNITS 167
7.7 EQUATION LAWS 171
7.8 CONVERSION INVOLVING EQUATIONS 174
IN CLASS ACTIVITIES 177
REVIEW QUESTIONS 182
CHAPTER 8
UNIVERSAL UNITS 188
8.1 FORCE 188
8.2 WEIGHT 191
8.3 DENSITY 193
8.4 AMOUNT 197
8.5 TEMPERATURE 201
8.6 PRESSURE 204
8.7 GAS PRESSURE 209
8.8 ENERGY 211
8.9 POWER 215
8.10 EFFICIENCY 217
8.11 ELECTRICAL CONCEPTS 222
IN CLASS ACTIVITIES 232
REVIEW QUESTIONS 242
CHAPTER 9
DIMENSIONLESS NUMBERS 248
9.1 CONSTANTS WITH UNITS 248
9.2 COMMON DIMENSIONLESS NUMBERS 251
9.3 DIMENSIONAL ANALYSIS 254
9.4 RAYLEIGH’S METHOD 257
IN-CLASS ACTIVITIES 266
REVIEW QUESTIONS 270
Part 3
SCRUPULOUS
WORKSHEETS 275 TIME MANAGEMENT 277
CHAPTER 10
EXCEL WORKBOOKS 280
10.1 CELL REFERENCES 281
10.2 FUNCTIONS IN EXCEL 284
10.3 LOGIC AND CONDITIONALS 292
10.4 LOOKUP AND DATA VALIDATION 300
10.5 CONDITIONAL FORMATTING 305
10.6 SORTING AND FILTERS 308
IN CLASS ACTIVITIES 315
REVIEW QUESTIONS 329
CHAPTER 11
GRAPHICAL SOLUTIONS 342
11.1 GRAPHING TERMINOLOGY 342
11.2 PROPER PLOTS 343
11.3 AVAILABLE GRAPH TYPES IN EXCEL 350
11.4 GRAPH INTERPRETATION 353
11.5 MEANING OF LINE SHAPES 357
11.6 GRAPHICAL SOLUTIONS 362
IN CLASS ACTIVITIES 370
REVIEW QUESTIONS 381
CHAPTER 12
MODELS AND SYSTEMS 393
12.1 LINEAR FUNCTIONS 395
12.2 LINEAR RELATIONSHIPS 398
12.3 POWER FUNCTIONS 413
12.4 EXPONENTIAL FUNCTIONS 417
IN CLASS ACTIVITIES 422
REVIEW QUESTIONS 432
CHAPTER 13
MATHEMATICAL MODELS 445
13.1 SELECTING A TRENDLINE TYPE 446
13.2 INTERPRETING LOGARITHMIC GRAPHS 454
13.3 CONVERTING SCALES TO LOG IN EXCEL 459
13.4 DEALING WITH LIMITATIONS OF EXCEL 460
IN CLASS ACTIVITIES 466
REVIEW QUESTIONS 476
CHAPTER 14
STATISTICS 483
14.1 HISTOGRAMS 484
14.2 STATISTICAL BEHAVIOR 487
14.3 DISTRIBUTIONS 490
14.4 CUMULATIVE DISTRIBUTION FUNCTIONS 496
14.5 STATISTICAL PROCESS CONTROL (SPC) 499
14.6 STATISTICS IN EXCEL 504
14.7 STATISTICS IN MATLAB 509
IN CLASS ACTIVITIES 514
REVIEW QUESTIONS 523
Part 4
PUNCTILIOUS
PROGRAMMING 525 SOME ADVANTAGES OF COMPUTERS 526
CHAPTER 15
ALGORITHMS 528
15.1 SCOPE 528
15.2 WRITTEN ALGORITHMS 530
15.3 GRAPHICAL ALGORITHMS 532
15.4 ALGORITHM BEST PRACTICES 537
IN CLASS ACTIVITIES 544
REVIEW QUESTIONS 547
CHAPTER 16
MATLAB VARIABLES AND DATA TYPES 550
16.1 VARIABLE BASICS 551
16.2 NUMERIC TYPES AND SCALARS 553
16.3 VECTORS 557
16.4 MATRICES 566
16.5 CHARACTER STRINGS 574
16.6 CELL ARRAYS 577
16.7 STRUCTURE ARRAYS 584
16.8 SAVING AND RESTORING VALUES 587
IN CLASS ACTIVITIES 589
REVIEW QUESTIONS 593
CHAPTER 17
PROGRAMS AND FUNCTIONS 596
17.1 PROGRAMS 596
17.2 FUNCTIONS 606
17.3 DEBUGGING MATLAB CODE 612
IN CLASS ACTIVITIES 615
REVIEW QUESTIONS 621
CHAPTER 18
INPUT/OUTPUT IN MATLAB 627
18.1 INPUT 627
18.2 OUTPUT 633
18.3 PLOTTING 637
18.4 POLYFIT 644
18.5 MICROSOFT EXCEL I/O 650
IN CLASS ACTIVITIES 655
REVIEW QUESTIONS 664
CHAPTER 19
LOGIC AND CONDITIONALS 673
19.1 RELATIONAL AND LOGICAL OPERATORS 674
19.2 LOGICAL VARIABLES 676
19.3 CONDITIONAL STATEMENTS IN MATLAB 682
19.4 switch STATEMENTS 686
19.5 ERRORS AND WARNINGS 689
IN CLASS ACTIVITIES 692
REVIEW QUESTIONS 699
CHAPTER 20
LOOPING STRUCTURES 709
20.1 for LOOPS 709
20.2 while LOOPS 719
20.3 APPLICATION OF LOOPS: GUI 723
IN CLASS ACTIVITIES 735
REVIEW QUESTIONS 744
COMPREHENSION CHECK ANSWERS 755
INDEX 772