Engineering mechanics is the foundation and framework for most fields of engineering. Many topics in fields such as civil engineering, mechanical engineering, aerospace engineering, agricultural engineering, and of course engineering mechanics itself are based on statics and dynamics. Even in fields such as electrical engineering, dynamics may have to be addressed first in the process of examining robotic devices or the electrical components of manufacturing processes.
Thus, the sequence of engineering mechanics is very important in the engineering curriculum. Not only is the subject itself necessary, but the engineering mechanics sequence also serves to enhance the understanding of other important subjects, such as applied mathematics, physics, and graphics. They can also deepen understanding of other important subjects such as mathematics, physics, and graphics. In addition, these subjects serve as an excellent environment for strengthening problem-solving skills.
The main objective of studying engineering mechanics is to develop the ability to predict the effects of forces and motion while performing creative design functions.
The main objective of studying engineering mechanics is to develop the ability to predict the effects of forces and motion while performing creative design functions in engineering. This ability requires more than just knowledge of the physical and mathematical principles of mechanics.
It also requires the ability to visualize physical configurations in terms of real materials, real constraints, and practical limits governing the behavior of machines and structures. One of the main objectives of the mechanics course is to help students develop this visualization ability, which is essential for problem formulation. In fact, constructing meaningful mathematical models is often a more important experience than their solution. The greatest progress is made when the principles and their limitations are learned together in the context of engineering applications.
About the Book
This textbook series was first published in 1951 by the late Dr. James L.Merriam. At the time, this textbook revolutionized undergraduate mechanics education. It became the definitive textbook for the next several decades and the model for other engineering mechanics textbooks that followed.
Although published under slightly different titles before the first edition in 1978, the textbook series has always been characterized by its logical organization, clear and rigorous presentation of theory, instructive sample problems, extensive collection of practical problems, and high standard of illustration. In addition to the U.S. edition, an SI edition has been published and translated into many foreign languages.
Collectively, these textbooks are the international standard for undergraduate textbooks in mechanics.
There is a frequent tendency in mechanics courses to use problems as a means of explaining the theory rather than developing the theory to solve the problem. When the former approach prevails, problems tend to be overly idealized and irrelevant to engineering. This approach deprives students of valuable experience in formulating problems and thus deprives them of the opportunity to discover the need for and meaning of theory; the second view is by far the strongest motivation for learning theory and leads to a better balance between theory and application.
A better balance between theory and application. The important role played by interest and purpose in providing the strongest possible motivation for learning cannot be overemphasized.