an introduction to mechanical engineering third edition pdf
While developing the third edition of this textbook, our objective has been to provide a resource that others can draw upon when teaching introductory mechanical engineering to fi rst-year and second-year students. We expect that most such courses would encompass the bulk of material presented in Chapter 1 (The Mechanical Engineering Profession), Chapter 2 (Mechanical Design), and Chapter 3 (Technical Problem Solving and Communication Skills).
Based on the level and contact hours of their particular courses, instructors can select additional topics from Chapter 4 (Forces in Structures and Machines), Chapter 5 (Materials and Stresses), Chapter 6 (Fluids Engineering), Chapter 7 (Thermal and Energy Systems), and Chapter 8 (Motion and Power Transmission). For instance, Section 5.5 on materials selection is largely self-contained, and it provides an introductory-level student with an overview of the different classes of engineering materials.
Similarly, the descriptions in Sections 7.6 through 7.8 of internal-combustion engines, electrical power plants, and jet engines are expository in nature, and that material can be incorporated in case studies to demonstrate the operation of some important mechanical engineering hardware.
Rollingcontact bearings, gears, and belt and chain drives are similarly discussed in Sections 4.6, 8.3, and 8.6. This textbook refl ects our experiences and philosophy for introducing students to the vocabulary, skills, applications, and excitement of the mechanical engineering profession. Our writing has been motivated in part by teaching introductory mechanical engineering courses at our respective universities.
Collectively, these courses have included lectures, computer-aided design and manufacturing projects, product dissection laboratories (an example of which is discussed in Section 2.1), and team design projects (examples of which are outlined in Sections 2.4 and 2.5 in the context of design conceptualization). A number of vignettes and case studies are also discussed to demonstrate for
students the realism of what they are learning, including the “top ten” list of achievements developed by the American Society of Mechanical Engineers (Section 1.3), the fourteen “grand challenges” from the National Academy of Engineering (NAE) (Section 2.1), design innovation and patents (Section 2.2), urban power infrastructures (Section 2.5),
integrated computer-aided engineering (Section 2.6), the loss of the Mars Climate Orbiter spacecraft and the refueling error on Air Canada Flight 143 (Section 3.1), the Deepwater Horizon oil spill disaster (Section 3.6), the Challenger disaster (Section 3.7), the Kansas City Hyatt Hotel disaster (Section 4.5), the design of Masdar City (Section 5.2), the design of advanced materials (Section 5.5), microfl uidic devices (Section 6.2), blood fl ow in the human body (Section 6.5), sports technology (Sections 6.6 and 6.7), renewable energies (Section 7.5), internal combustion engines (Section 7.6), solar power generation (Section 7.7), and nanomachines (Section 8.3).