Contents
- PART 1: Basic vocabulary for students
- Teacher’s Preface
- About the authors.
- MECHANICAL ENGINEERING
- Summary
- Mechanical properties
- What is architecture?
- Who are the mechanics?
- The machines have acquired the first ten skills.
- Career paths
- Standard learning program
- Summary
- Individual study and evaluation
- Questions
- Description
- Part 2: The Technical Manual
- Summary
- Drawing techniques
- Development requirements
- Graphic design
- Detailed drawing
- Production
- How to learn lessons in graphic design:
- Vehicle powered by a mousetrap
- Initial concept: hand and lever arm
- Second concept: assembly of gear sets
- The third concept involves the materials produced in the industry.
- Case study in urban energy infrastructure
- Development requirements
- Graphic design
- Detailed drawing
preface
This book introduces you to the emerging field of mechanical engineering and helps you understand how mechanical engineers shape and develop societies around the world.
As the name suggests, this book is neither an encyclopedia nor a comprehensive reference book. A single book cannot accomplish such a task, and the four-year technical training program is just one of many steps taken in the study of the human condition.
You will discover the “forest” by reading this book.” By studying some of the branches of mechanical engineering, you will encounter some intriguing things along the way and learn about the practical aspects of the profession known as mechanics.
ALLOWED BY LAW Students in the first or second year of a regular college or university course in mechanical engineering or a closely related field are the intended audience for this book. We have tried to balance technical troubleshooting, design, technical analysis, and coverage of current technology in the following sections. We discuss the definition, role, and impact of engineers. We will then highlight the seven “elements” of mechanical engineering in Chapter 2 (Design), Chapter 3 (Professional Practice), Chapter 4 (Strength in Structures and Machines), Chapter 5 (Materials and Stresses), Chapter 6 (Fluid Engineering), Chapter 7 (Heat and Energy Systems), and Chapter 8 (Motion and Energy Distribution).
Some of the projects you’ll encounter along the way include sustainable urban infrastructure, rapid prototyping, nanomachines, the internal combustion engine, robotics, sports technology, video machines, advanced materials, aircraft engines, microfluidic devices, automation pollution, and the potential for pollution. energy.
What should you learn from this book? First, you discover who mechanical engineers are, what they do, and what technical, social, and environmental problems they solve with technology. Section 1.3 details the “best list” of professional achievements.
By looking at this list, you will understand how the profession affects your daily life and society around the world. Second, you will show that the architecture is a practical attempt to design things that are functional, cost-effective to produce, safe to use, and environmentally friendly. Thirdly, you will gain an understanding of the calculations and simulations that mechanical engineers utilize to solve engineering problems and present their solutions. Mechanical engineers combine math, science, computer-aided engineering tools, experience, and applied technology to perform their jobs efficiently and quickly.
The book won’t make you a mechanical genius, but that’s not our goal, and neither should yours. But if we achieve our goal, you will build a solid foundation of problem-solving, design, and analytical skills that will form the basis for your future contributions to your engineering career. Approved The target audience for this book is first- or second-year introductory mechanical engineering courses. Over the past decade, many colleges and universities have reexamined their engineering programs to put engineering content at the forefront of their programs.
The structure is very different, particularly in the first year, and may include education about ‘mechanical engineers’ and ‘what they do,’ design experience, problem-solving skills, and basic technical analysis, and second-year students often focus on design projects. Students gain exposure to computer-aided skills, engineering principles, and the fundamentals of good mechanical engineering. Fundamental engineering science topics (e.g., material dynamics, thermodynamics, fluid mechanics, and dynamics) have changed in the United States from the post-World War II period to the present. On the other hand, there is little or no equity in introductory mechanical engineering courses. With the limited disciplinary teaching materials available for such courses, we believe there is a great opportunity to engage students, encourage them to see what they can expect later in their program of study and future work, and lay the foundation for comprehensive study. The course equips students with analysis skills, technical problem-solving skills, and design skills.
TARGET Our goal in preparing the third part of this book was to provide a tool that others can use while teaching basic mechanics to first and second grade students. We anticipate that most such courses will primarily cover the material found in Chapter 1 (Mechanical Engineering), Chapter 2 (Design), and Chapter 3 (Technical Problem Solving and Communication Skills).
Depending on the integration level and hours of specific courses, instructors may select additional topics in Chapter 4 (Strengths of Structure and Mechanics), Chapter 5 (Materials and Stresses), Chapter 6 (Fluid Engineering), and Chapter 7 (Thermal and Mechanics). Chapter 8 delves into the transfer and transmission of energy systems. For example, chapter 5.
Chapter 5, on material selection, is largely self-contained and provides the student with an introductory level and overview of different classes of building materials.
Similarly, the definitions provided in paragraphs 7.6 to 7.8 for internal combustion engines, electric motors, and aircraft engines are merely indicative.
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