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Preface
shouldalsobeencouragedtodevelopproblems,whenappropriate,
whichhavenicenumbersanddonotnecessarilyoveremphasizecom-
plicatedmathematicalmanipulations.
Additionally we have changed almost 40% of the Practice Prob-
lems with the idea to better reflect more real component values and to
help the student better understand the problem and have added 121
design a problemproblems. We have also changed and added a total
of 357 end-of-chapter problems (this number contains the new design
a problemproblems). This brings up a very important advantage to our
textbook, we have a total of 2404 Examples, Practice Problems,
Review Questions, and end-of-chapter problems!
You may be wondering why we chose a photo of astronauts working
in space on the Space Station for the cover. We actually chose it for
several reasons. Obviously, it is very exciting; in fact, space represents
the most exciting frontier for the entire world! In addition, much of the
station itself consists of all kinds of circuits! One of the most signifi-
cant circuits within the station is its power distribution system. It is a
complete and self contained, modern power generation and distribution
system. That is why NASA(especially NASA-Glenn) continues to be
at the forefront of both theoretical as well as applied power system
research and development. The technology that has gone into the devel-
opment of space exploration continues to find itself impacting terres-
trial technology in many important ways. For some of you, this will be
an important career path.
FEATURES
New to This Edition
Acourse in circuit analysis is perhaps the first exposure students have
to electrical engineering. This is also a place where we can enhance
some of the skills that they will later need as they learn how to design.
In the fourth edition, we have included a very significant new
feature to help students enhance skills that are an important part of the
design process. We call this new feature, design a problem.
We know it is not possible to fully develop a student’s design skills
in a fundamental course like circuits. To fully develop design skills a
student needs a design experience normally reserved for their senior
year. This does not mean that some of those skills cannot be developed
and exercised in a circuits course. The text already included open-
ended questions that help students use creativity, which is an impor-
tant part of learning how to design. We already have some questions
that are open desired to add much more into our text in this important
area and have developed an approach to do just that. When we develop
problems for the student to solve our goal is that in solving the prob-
lem the student learn more about the theory and the problem solving
process. Why not have the students design problems like we do? That
is exactly what we will do in each chapter. Within the normal problem
set, we have a set of problems where we ask the student to design a
problem. This will have two very important results. The first will be a
better understanding of the basic theory and the second will be the
enhancement of some of the student’s basic design skills.
We are making effective use of the principle of learning by teach-
ing. Essentially we all learn better when we teach a subject. Design-
ing effective problems is a key part of the teaching process. Students
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