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1 Introduction -- 1.1 What are numerical methods? -- 1.2 Numerical methods versus numerical analysis -- 1.3 Why use numerical methods? -- 1.4 Approximate equations and approximate solutions -- 1.5 The use of numerical methods -- 1.6 Errors -- 1.7 Non-dimensional equations -- 1.8 The use of computers -- 2 The solution of equations -- 2.1 Introduction -- 2.2 Location of initial estimates -- 2.3 Interval halving -- 2.4 Simple iteration -- 2.5 Convergence -- 2.6 Aitken's extrapolation -- 2.7 Damped simple iteration -- 2.8 Newton-Raphson method -- 2.9 Extended Newton's method -- 2.10 Other iterative methods -- 2.11 Polynomial equations -- 2.12 Bairstow's method 56 Worked examples 58 Problems -- 3 Simultaneous equations -- 3.1 Introduction -- 3.2 Elimination methods -- 3.3 Gaussian elimination -- 3.4 Extensions to the basic algorithm -- 3.5 Operation count for the basic algorithm -- 3.6 Tridiagonal systems -- 3.7 Extensions to the Thomas algorithm -- 3.8 Iterative methods for linear systems -- 3.9 Matrix inversion -- 3.10 The method of least squares -- 3.11 The method of differential correction -- 3.12 Simple iteration for non-linear systems -- 3.13 Newton's method for non-linear systems -- Worked examples -- Problems -- 4 Interpolation, differentiation and integration -- 4.1 Introduction -- 4.2 Finite difference operators -- 4.3 Difference tables -- 4.4 Interpolation -- 4.5 Newton's forward formula -- 4.6 Newton's backward formula -- 4.7 Stirling's central difference formula -- 4.8 Numerical differentiation -- 4.9 Truncation errors -- 4.10 Summary of differentiation formulae -- 4.11 Differentiation at non-tabular points: maxima and minima -- 4.12 Numerical integration -- 4.13 Error estimation -- 4.14 Integration using backward differences -- 4.15 Summary of integration formulae -- 4.16 Reducing the truncation error 146 Worked examples 149 Problems -- 5 Ordinary differential equations -- 5.1 Introduction -- 5.2 Euler's method -- 5.3 Solution using Taylor's series -- 5.4 The modified Euler method -- 5.5 Predictor-corrector methods -- 5.6 Milne's method, Adams' method, and Hamming's method -- 5.7 Starting procedure for predictor-corrector methods -- 5.8 Estimation of error of predictor-corrector methods -- 5.9 Runge-Kutta methods -- 5.10 Runge-Kutta-Merson method -- 5.11 Application to higher-order equations and to systems -- 5.12 Two-point boundary value problems -- 5.13 Non-linear two-point boundary value problems 198 Worked examples 199 Problems -- 6 Partial differential equations I — elliptic equations -- 6.1 Introduction -- 6.2 The approximation of elliptic equations -- 6.3 Boundary conditions -- 6.4 Non-dimensional equations again -- 6.5 Method of solution -- 6.6 The accuracy of the solution -- 6.7 Use of Richardson's extrapolation -- 6.8 Other boundary conditions -- 6.9 Relaxation by hand-calculation -- 6.10 Non-rectangular solution regions -- 6.11 Higher-order equations 238 Problems -- 7 Partial differential equations II — parabolic equations -- 7.1 Introduction -- 7.2 The conduction equation -- 7.3 Non-dimensional equations yet again -- 7.4 Notation -- 7.5 An explicit method -- 7.6 Consistency -- 7.7 The Dufort-Frankel method -- 7.8 Convergence -- 7.9 Stability -- 7.10 An unstable finite difference approximation -- 7.11 Richardson's extrapolation 261 Worked examples 262 Problems -- 8 Integral methods for the solution of boundary value problems -- 8.1 Introduction -- 8.2 Integral methods -- 8.3 Implementation of integral methods 271 Worked examples 278 Problems -- Suggestions for further reading.

Soft computing is used where a complex problem is not adequately specified for the use of conventional math and computer techniques. Soft computing has numerous real-world applications in domestic, commercial and industrial situations. This book elaborates on the most recent applications in various fields of engineering.

In exploring the epistemology of engineering science, we propose a model of engineering. This model incorporates the goals of engineering, the approach to engineering (also called the engineering method) and the role of experience in engineering. The basis for understanding the nature of engineering science will be explored, and will be contrasted with natural science. To begin, a large-scale engineering project that was successfully completed in Ireland many years ago is discussed - specifically, the development of a megalithic passage tomb as an exemplar of the engineering method in structural design, project management and aesthetics. This exemplar firmly demonstrates that engineering method existed before the development and understanding of the relevant natural science. We next contrast the nature of engineering or engineering science and natural science. This discussion will further develop the engineering model, but will contrast the philosophical differences between engineering and science. We then return to build upon the 'engineering model' through the modern day exemplar of the development of the jet engine, demonstrating that invariably multiple factors, including creative design initiatives from different sources, global, political, economic and cultural circumstance, and the passage of time contribute to the evolution and success (or failure) of large sustainable scientific and engineering projects. In conclusion, the engineering model is mapped to a philosophical model demonstrating that philosophy is as relevant to engineering as it is to other fields.

In exploring the epistemology of engineering science we propose a model of engineering. This model incorporates the goals of engineering, the approach to engineering (also called the engineering method) and the role of experience in engi-neering. The basis for understanding the nature of engineering science will be ex-plored, and will be contrasted with natural science. To begin, a large-scale engi-neering project that was successfully completed in Ireland many years ago is dis-cussed - specifically, the development of a megalithic passage tomb as an exemplar of the engineering method in structural design, project management and aesthetics. This exemplar firmly demonstrates that engineering method existed before the de-velopment and understanding of the relevant natural science. We next contrast the nature of engineering or engineering science and natural science. This discussion will further develop the engineering model, but will contrast the philosophical dif-ferences between engineering and science. We then return to build upon the 'engi-neering model' through the modern day exemplar of the development of the jet engine, demonstrating that invariably multiple factors, including creative design initiatives from different sources, global, political, economic and cultural circum-stance, and the passage of time contribute to the evolution and success (or failure) of large sustainable scientific and engineering projects. In conclusion, the engineering model is mapped to a philosophical model demonstrating that philosophy is as rele¬vant to engineering as it is to other fields.

"This book discusses increasing the participation of women in science, engineering and technology professions, educating the stakeholders - citizens, scholars, educators, managers and policy makers - how to be part of the solution"--Provided by publisher

Engineering science, like other fields of research and other world-spanning endeavors, has its rising and fading centers. This study uses surveys of academic researchers and literature in engineering to ascertain the surging Japanese and the relatively declining American research performance. Their recognition and centrality, as well as Japanese and American engineering scientists' participation in global collegial networks are examined Tests corroborate the hypothesis that a place of surging performance (Japan) is deprived of recognition and not yet a major center of influence and collaboration, and that, conversely, a decreasing relative perform ance of the existing center (United States) continues to accumulate recognition and centrality, exceeding its performance.

International audience ; This paper describes the historical process of development of engineering sciences as a school discipline and as an academic subject. It aims to understand the evolution of contents and their structuration, mainly, of the industrial technology for men and of the home economics for women, from the Liberation to today. It contributes to analyze the history of technology education in the basic school and its positioning in the curriculum. This historical and didactic research focuses on the prescribed curriculum, analyzing official texts about contents (practical tasks, functional analysis, graphic tools, modelling…), the training and the certification of teachers, equipment and administrative organization. It identifies the concordances between the emergence of engineering sciences within the university, their development within the tertiary and secondary schools and the development of technology education within the basic education. This contextualized sociological and political history reveals the movement of the deprofessionalization and the despecialization of the current courses, the opportunities to take into account of the sustainable development, the relegation of producing, the priorities for scientific approaches, the integration of mechanics, electronics, automatics, energetics and numerical tools.

International audience ; This paper describes the historical process of development of engineering sciences as a school discipline and as an academic subject. It aims to understand the evolution of contents and their structuration, mainly, of the industrial technology for men and of the home economics for women, from the Liberation to today. It contributes to analyze the history of technology education in the basic school and its positioning in the curriculum. This historical and didactic research focuses on the prescribed curriculum, analyzing official texts about contents (practical tasks, functional analysis, graphic tools, modelling…), the training and the certification of teachers, equipment and administrative organization. It identifies the concordances between the emergence of engineering sciences within the university, their development within the tertiary and secondary schools and the development of technology education within the basic education. This contextualized sociological and political history reveals the movement of the deprofessionalization and the despecialization of the current courses, the opportunities to take into account of the sustainable development, the relegation of producing, the priorities for scientific approaches, the integration of mechanics, electronics, automatics, energetics and numerical tools.