Ranking Tasks for Mechanics of Materials (Pearson Series in Educational Innovation: Student Resources for Engineering)

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9780132149525: Ranking Tasks for Mechanics of Materials (Pearson Series in Educational Innovation: Student Resources for 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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From the Back Cover:

RANKING TASKS FOR MECHANICS OF MATERIALS

__________________

 

SHANE BROWN • CARA POOR

 

This workbook contains over 100 Ranking Task Exercises designed to help students develop a strong and transferable understanding of the concepts in mechanics of materials.  Ranking Tasks are conceptual exercises that ask students to compare and rank physical scenarios, based on a given criteria. 

 

These Ranking Tasks were developed through research on student learning, supported by a grant from the National Science Foundation.  Hundreds of interviews with students revealed the most common, fundamental misconceptions that are directly addressed through these Ranking Tasks.  Students who use Ranking Tasks find that the process of explaining and justifying their reasoning on a Ranking Task helps them realize what they know, what they don’t know, and what will be necessary to learn those things they don’t know for challenging concepts in mechanics of materials.

 

Ranking Tasks provide a new way of thinking about mechanics that complements the learning of equations.  The learning that occurs through doing these tasks is long lasting and meaningful.

 

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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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