Ranking Tasks for Mechanics of Materials (Educational Innovation-Engineering)

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9780132149525: Ranking Tasks for Mechanics of Materials (Educational Innovation-Engineering)

Ranking Tasks for Mechanics of Materials is an ideal companion text for Mechanics of Materials courses in Mechanical or Aerospace Engineering.

 

A great supplement to your engineering text, Ranking Tasks for Mechanics of Materials, 1/e, uses ranking tasks to help students truly understand engineering concepts. With many years of experience studying student learning, Brown and Poor provide a unique approach that helps students develop intuitive and correct understandings of fundamental mechanics concepts such as stress, strain, and internal forces and moment. This book includes ranking tasks on nearly all topics covered in a standard mechanics course.

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Review:

“I very much like the conceptual aspects of the ranking problems — too often, all we teach our students how to do is to solve problems and these ranking exercises really make them think about the concepts behind each topic.” — Candace Sulzbach, Colorado School of Mines

“I really like the ranking exercises because they compare values at different locations instead of just asking for the maximum values, as is typically done. The requirement to compare values at different locations forces students to better learn the concept behind their answers.” — Candace Sulzbach, Colorado School of Mines

“The wonderful thing about these exercises is that each one replaces, in a sense, five individual calculations. I can cover one or two of the individual calculations on a test, but one question such as these exercises could cover all five very efficiently.” — Edward McBride, University of Kansas

“I love the basic simplicity of the exercises, permitting the student to concentrate on the concepts, rather than getting bogged down in time-consuming calculations.” — Edward McBride, University of Kansas

“It forces the students to think of the spatial distribution of the physical quantities such as force, moment, stresses and to come up with an answer in terms of analytical results (instead of numerical ones).” — Wei Tong, Southern Methodist University

About the Author:

An author team specializing in the elements of student learning. Both Brown and Poor are particularly interested in how students learn and, more specifically, how students can learn engineering more effectively.

 

Shane Brown is an Assistant Professor in the Department of Civil and Environmental Engineering at Washington State University. Shane teaches courses in mechanics, structures, fluid mechanics, and water resources engineering. Shane’s research area is in engineering education, with a focus on how students learn concepts of civil engineering. He investigates the processes and reasons and causes for the processes of conceptual change. Conceptual change is the modification of ideas, beliefs, concepts, and models integrating these three over the course of a course and curriculum. Shane also develops research-based curricular materials that target specifically students’ misconceptions and tests these materials using concept inventories.

 

Cara Poor is a Clinical Assistant Professor in the Department of Civil and Environmental Engineering at Washington State University. Cara teaches courses in mechanics, water resources engineering, open channel flow, hydraulics, and integrated civil engineering design. Her teaching style includes active learning exercises and conceptual learning. Cara has developed classroom tools and techniques to aid students’ conceptual understanding.

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