Synopsis
FUNDAMENTALS OF APPLIED DYNAMICS is a unique blend of both the modern and the historical, emphasizing dynamics with an analytical paradigm more commonly associated with the mechanics of solids. The distinction between momentum–based 2nd energy–based approaches is clearly drawn, and bold techniques are presented. This text presents engineering mechanics as a unified field and, though emphasizing dynamics, integrates topics from courses such as design, strength of materials, state–space systems analysis, mechanical behavior of materials, and the humanities that have not traditionally been a part of the dynamics curriculum in order to show students the relevance of what they are learning.
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About the Author
James H. Williams, Jr. is the School of Engineering Professor of Teaching Excellence, Charles F. Hopewell Faculty Fellow, Professor of Applied Mechanics, and one of MIT′s most widely acclaimed and honored teachers. he has received many awards and published numerous papers and reports in conjunction with his teaching, international consulting, and research. As a consultant, he has participated in the design of an offshore oil platform, the retrofitting of a hydroelectric power station to prevent earthquake damage, the dynamic and stress analyses of catapults, power, and propulsion systems for aircraft carriers, the design of calendar rolls for papermaking, and the design and analysis of a number of aerospace and automotive structures.
From the Back Cover
FUNDAMENTALS OF APPLIED DYNAMICS is a unique blend of both the modern and the historical, emphasizing dynamics with an analytical paradigm more commonly associated with the mechanics of solids. The distinction between momentum–based 2nd energy–based approaches is clearly drawn, and bold techniques are presented. This text presents engineering mechanics as a unified field and, though emphasizing dynamics, integrates topics from courses such as design, strength of materials, state–space systems analysis, mechanical behavior of materials, and the humanities that have not traditionally been a part of the dynamics curriculum in order to show students the relevance of what they are learning.
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