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To facilitate referencing the various chapters we have divided the textbook into three parts: Part I covers Design, Build and Drive a Rover. It includes seven chapters that contains most of the technical content required for the students to design, build and drive their rovers under RC control during the fall quarter. We have included Chapter 2 on Development Teams because student design teams often have difficulty functioning smoothly. In addition to the mission oriented content, we have added Chapter 7 on 3D Printing.\u003c\/p\u003e\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003ePart I is titled Design, Build an Autonomous Rover. It contains the content for the winter quarter, during which the students are formed into \u003c\/p\u003e\u003cp\u003eteams of four students who design, build and autonomously drive their Rover on a specified mission. 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Hopefully the integration of the topics of these two closely related courses will make the learning experience for the students easier and more meaningful. Statics provides the first exposure of engineering students to the study of mechanics. While Statics is a relatively simple subject, many students find it difficult, and they often perform far below our expectations. In an effort to improve the curriculum, the authors working with several members of the faculty at the University of Maryland have attempted to enhance the student's learning experience when studying the first two courses in mechanics. This textbook indicates some of the changes in the philosophy adopted by the faculty when presenting the subject matter traditionally offered in the first two mechanics courses.\u003c\/p\u003e \u003col\u003e \u003cli\u003ePresent the fundamental concepts in a more interesting manner by making the content more realistic and less abstract. 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This edition includes homework problems following each of its 9 chapters, with a sufficient number of problems for student assignments for several semesters. Also the errors discovered during the extensive usage have been corrected; however, errors always occur even with careful proof reading by many diligent people. We would greatly appreciate students and instructors calling any errors they find to our attention. 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Some of the material may be covered in lecture, recitation or in a computer laboratory or a model shop. Additional material is covered with reading assignments. In other instances, the students use the text as a reference document for independent study. Exercises, provided at the end of each chapter, may be used for assignments when the demands of the project on the students' time are not excessive.\u003c\/p\u003e\u003cp\u003eThe book contains 16 chapters to present the many topics that first year engineering students should understand as they proceed through a significant portion of the \u003cstrong\u003eproduct realization process\u003c\/strong\u003e. Product and system development processes is introduced in early in the text. An Introduction to the course and to the textbook is provided in Chapter 1 to alert the students to the demands of the course and to introduce them to the problems frequently encountered by other students in designing, building and testing an autonomous model of a Rover. Information on team skills and the importance of the product development process is covered in Chapters 2 and 3. By assigning a demanding project, a holistic approach is employed in the student's first engineering experience that motivates them. Design of a Rover enables the instructor an opportunity to integrate a spectrum of knowledge about many topics. The student's hands-on participation in a design, building and testing an autonomous vehicle significantly enhances their learning process.\u003c\/p\u003e\u003cp\u003eChapter 4 describes basic electric circuits and batteries to provide technical background helpful for the design and control of the Rover. Sensors that may be used to complete the task assigned as part of the mission are described in detail in Chapter 5. Concepts of statics and dynamics are introduced in Chapter 6 to enable the students to understand the forces and moments and their effect on controlling the motion of their autonomous vehicle. Finally, an introduction to programming the Arduino microprocessor in a version of C is included in Chapter 7.\u003c\/p\u003e\u003cp\u003e Two chapters on engineering graphics using computer programs are included. A discussion of preparing engineering drawings is described in Chapter 8. Several CAD\/CAE programs are available on the college's computers and instructional videos are available to assist you in mastering the software. The use of tables and graphs in communicating engineering information using Microsoft Excel is presented in Chapter 9. \u003c\/p\u003e\u003cp\u003e The very important topic of communications is covered in two chapters. 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In this chapter, we move from the past into the present and indicate the current relationship between business, consumers and society. The twenty greatest engineering achievements of the 20\u003csup\u003eth\u003c\/sup\u003e century are briefly described. Chapter 5 discusses the balance between safety and performance. Methods to evaluate and recognize risky environments are discussed. The chapter includes a listing of hazards, which is important in identifying the many different ways users of a product can be injured. Chapter 4 on ethics, character and engineering includes a large number of topics so the instructor can select from among them. A description of the Challenger and Columbia accidents is also given, because both of these fatal crashes provide excellent case histories covering safety related conflicts between management and engineers. A new reference to a video produced by the New York Times has been added. We strongly recommend viewing it.\u003c\/p\u003e\u003cp\u003eAn introduction to the engineering profession, described in Chapter 2, covers engineering disciplines, on-the-job activities, salary statistics and registration information for your PE license. A useful student survival guide is also included in Chapter 3. We strongly encourage you to read it as it contains information for managing time that will be useful throughout your life.\u003c\/p\u003e\u003cp\u003eThe very important topic of communications is covered in two chapters. Chapter 8, on technical reports, describes many aspects of technical writing and library research. The most important lesson here is that a technical report is different than a term paper for the History or English Departments. An effective professional report is written for a predefined audience with specific objectives. The technical writing process is described, and many suggestions to facilitate composing, revision, editing and proofreading are given. Chapter 7, on design briefings, shows the distinction among speeches, presentations and group discussions.\u003c\/p\u003e\u003cp\u003eEmphasis is placed on the technical presentation and the importance of preparing excellent visual aids. PowerPoint slides are usually employed as visual aids in a design briefing.\u003c\/p\u003e\u003cp\u003eInformation on team skills is covered in Chapter 6. An introduction to MATLAB is provided in Chapter 11. Chapter 12 describes basic electric circuits and batteries to provide technical background helpful for the design and control of robots. Sensors that may be used to complete the task assigned as part of a robotic challenge are described in detail in Chapter 13. Concepts of statics and dynamics are introduced in Chapter 14 to enable the students to understand the forces and moments and their effect on controlling the motion of their robot. Finally, an introduction to programming an Arduino processor in a version of C is included in Chapter 15.\u003c\/p\u003e\u003cp\u003eTwo chapters on engineering graphics using computer programs are included. A discussion of preparing engineering drawings is described in Chapter 9. Several CAD\/CAE programs are available on the college's computers and instructional videos are available to assist you in mastering the software. The use of tables and graphs in communicating engineering information using Microsoft Excel is presented in Chapter 10. \u003c\/p\u003e\u003cp\u003e \u003c\/p\u003e\u003cp\u003e \u003c\/p\u003e","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52608643399953,"sku":"NLS9781935673446","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781935673446.jpg?v=1761346171"},{"product_id":"mechanics-ii-book-james-w-dally-9781935673248","title":"Mechanics II","description":"\u003cp\u003eThis book is one of the two textbooks that support an integrated course offering for Statics and Mechanics of Materials. Hopefully the integration of the topics of these two closely related courses will make the learning experience for the students easier and more meaningful. The content in the Mechanics II (Mechanics of Materials) is a revision of a part of the content in a book titled Design Analysis of Structural Elements published several years ago. The book titled Design Analysis of Structural Elements was too long and too heavy. It required a supplement for the homework exercises. The textbook for Mechanics I (Statics) published in 2013 was also drawn from part of the content in Design Analysis of Structural Elements. Both, Statics ++ and Mechanics of Materials + published in 2015, have been revised by reorganization of materials based on reactions of instructors and students. \u003c\/p\u003e \u003cp\u003eThe Statics course provides the first exposure of engineering students to the study of mechanics. While Statics is a relatively simple subject, many students find it difficult, and they often perform far below our expectations. In an effort to improve the curriculum, the Keystone instructors at the University of Maryland have been working to enhance the student's learning experience when studying the courses in mechanics. The Statics ++ and Mechanics of Materials + textbooks indicate some of the changes in the philosophy adopted by the faculty, when presenting the subject matter traditionally offered in introductory mechanics courses.\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eCONTENTS\u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003eCHAPTER 1 REVIEW OF STATICS\u003c\/p\u003e \u003cp\u003eCHAPTER 2 AXIALLY LOADED STRUCTURAL MEMBERS\u003c\/p\u003e \u003cp\u003eCHAPTER 3 BUCKLING OF COLUMNS\u003c\/p\u003e \u003cp\u003eCHAPTER 4 TORSION OF STRUCTURAL ELEMENTS\u003c\/p\u003e \u003cp\u003eCHAPTER 5 STRESSES IN BEAMS\u003c\/p\u003e \u003cp\u003eCHAPTER 6 DEFLECTION OF BEAMS\u003c\/p\u003e \u003cp\u003eCHAPTER 7 STATICALLY INDETERMINATE MEMBERS\u003c\/p\u003e \u003cp\u003eCHAPTER 8 STRESS STATES AND TRANSFORMATIONS\u003c\/p\u003e \u003cp\u003eCHAPTER 9 STRESS CONCENTRATIONS\u003c\/p\u003e \u003cp\u003eCHAPTER 10 ENERGY METHODS\u003c\/p\u003e \u003cp\u003eCHAPTER 11 FRACTURE MECHANICS\u003c\/p\u003e \u003cp\u003eAPPENDIX A Wire and Sheet Metal Gages\u003c\/p\u003e \u003cp\u003eAPPENDIX B1 Physical Properties of Common Structural Materials\u003c\/p\u003e \u003cp\u003eAPPENDIX B2 Tensile Properties of Common Structural Materials\u003c\/p\u003e \u003cp\u003eAPPENDIX B3 Tensile Properties of Non Metallic Materials\u003c\/p\u003e \u003cp\u003eAPPENDIX C GEOMETRIC PROPERTIES OF ROLLED STEEL SHAPES\u003c\/p\u003e \u003cp\u003eAPPENDIX D EQUATIONS FOR DEFLECTION OF BEAMS\u003c\/p\u003e \u003cp\u003eAPPENDIX E PROPERTIES OF AREAS\u003c\/p\u003e \u003cp\u003eLABORATORY REPORTS\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52614574735633,"sku":"NLS9781935673248","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781935673248.jpg?v=1761521606"},{"product_id":"experimental-stress-analysis-book-james-w-dally-9780071008259","title":"Experimental Stress Analysis","description":"This book is intended for undergraduate or senior graduate courses in experimental stress analysis. 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