Title Page

On this page we are providing a short description of the content in out textbooks.

The College House Website is intended to provide you with a description of the contents of each title we publish.  Brief descriptions of all of our titles are given on this page.  However, additional information and a complete listing of the Table of Contents for the individual titles is available by control+click on the title of the textbook.

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Experimental Solid Mechanics, 2nd Edition 


College House Enterprises, LLC reprinted, marketed and distributed the 3rd edition of Experimental Stress Analysis after the title was dropped by McGraw-Hill.  In May of 2005 the 4th edition was released.  In the 4th edition, the essential features found in the 3rd edition of Experimental Stress Analysis were retained.  However, extensive revisions were incorporated, to cover the many changes in experimental mechanics that have occurred during the period from 1992 to 2005.

In 2010 we released Experimental Solid Mechanics to accommodate more recent changes in the technical content and to expand its coverage.  We updated this book in 2014 by adding new content by expanding existing chapters and by introducing two new chapters, which include:  Nano Mechanics and Dynamic Loading Methods.  Some material covering outdated methods has been removed.  The organization of the textbook includes five parts, which are  described on the page dedicated to Experimental Solid Mechanics.



This book has been written for engineers to serve as a first text on the packaging of electronic systems.  The material has been written for an engineering student or for a practicing professional working as a mechanical or electrical engineer with a company producing electronic products or systems.  The engineering student should have completed fundamental courses in the engineering sciences, thermal sciences and materials as prerequisites.  The practicing professional will probably be at the early stages of his or her career and be more concerned with the technical details of the design rather than the business strategy of a product line.

This book is an introduction to the design of electronic systems from a mechanical engineering perspective, although attention is given to circuit analysis that may be of more interest to the electrical engineer.  As such it covers a very broad range of topics from the physics of semiconductors to the design of advanced high performance heat exchangers. To accommodate this breadth, we have divided the text into four independent parts. The first, Part 1, which includes three chapters, deals with foundations for design.  Part 2 deals with the different levels of packaging electronic components and the methods commonly used in manufacturing and assembly.  Analysis methods commonly employed to predict performance of systems are covered in the six chapters included in Part 3.  While much of the analysis in industry is performed using specialized software programs, we have emphasized a more theoretical approach that leads to closed form solutions for simple problems.  Part 4 of this text deals with reliability, with the theory of reliability supporting this important topic presented in Chapter 15.  In addition to the basic coverage of the various measures of reliability, the chapter includes a description of reliability models.  Also included is a discussion of statistical methods for predicting failure including both the normal distribution function and the Weibull distribution function.  Chapter 16, the final chapter, discusses design methods to improve reliability.  Failure mechanisms are described to provide a better understanding of why failures occur after some period of time in operation.  Reliability improvement is achieved by preferred part selection, de-rating and stress management, screening and accelerated testing.

Instrumentation and Sensors for Engineering Measurements and Process Control


This textbook represents a major revision of the second edition of Instrumentation for Engineering Measurements, which was published by Wiley in 1993.  Over the past two decades many developments of sensors and instruments have occurred that impact methods for making engineering measurements and controlling processes.  We have reviewed these developments and have updated the content in Instrumentation for Engineering Measurements.  The coverage of obsolete techniques and instruments was deleted and descriptions of newer sensors and measurement methods were added.  Also the material was reorganized to reduce redundancy and to focus the reader’s attention on more important topics.  The resulting book is shorter and more of its contents can be covered in a single semester or quarter course.

Material included in this textbook provides an in depth coverage of the sensors and instrumentation used in making engineering measurements without introducing significant errors. For a first course, which is usually taught in the 3rd year after the students have completed an introductory course on circuits, we recommend a lecture/laboratory sequence covering Chapters 1-8, and 12.  For a second course for undergraduates, we recommend a lecture/project sequence with material from Chapters 9-12 used as required to properly cover the instrumentation principles used in executing the projects.  In spite of the costs for modern laboratory instruments and faculty time, laboratory exposure with hands-on experience is essential for a thorough understanding of the topic.

Introduction to Engineering Design; Book 9, 7th Edition, eBook,  Engineering Skills and Hovercraft Missions


This book is the seventh version of the ninth textbook in this series dealing with Introduction to Engineering Design.  Jim Dally, working with College House Enterprises and faculty members in the Clark School of Engineering, has prepared eight previous books in this series—a new one almost every academic year—for the first-year engineering students of the University of Maryland at College Park.  Several other Colleges of Engineering have adopted one or more of the books in this series to introduce design and engineering skills for their first or second year students.  The design, build and testing of a hovercraft model, described in Book 9, is such an interesting and challenging project that it was used for six years with approximately 6,000 students.  The project is also assigned for the first year Introduction to Engineering Design at the University of Nevada @ Reno where it is in its seventh year and at the University of California at Irvine where it was used for three years.

The book contains 16 chapters to present the many topics that first year engineering students should understand as they proceed through a significant portion of the product realization process.  Product and system development processes is introduced in early in the text.  An Introduction to the course and to the textbook is provided in Chapter 1 to alert the students to the demands of the course and to introduce them to the problems frequently encountered by other students in designing, building and testing a model of a hovercraft.  Information on team skills and the importance of the product development process is covered in Chapters 2 and 3.  Several hovercraft missions are also presented in Chapter 3 together with a description of the design concepts involved in hovercraft development.  By assigning a demanding project, a holistic approach is employed in the student’s first engineering experience that motivates them.  Design of a hovercraft enables the instructor an opportunity to integrate a spectrum of knowledge about many topics.  The student’s hands-on participation in a design, building and testing a hovercraft significantly enhances their learning process.

The theoretical background needed to conduct elementary design analyses for the hovercraft is presented in Chapter 4.  Chapter 5 describes basic electric circuits, sensors and batteries to provide technical background helpful for the design and control of the hovercraft.  Concepts of statics and dynamics are introduced in Chapter 6 to enable the students to understand the forces and moments and their effect on controlling the motion of their hovercraft.  Finally, an introduction to programming in the Arduino microprocessor in a version of C is included in Chapter 7.

Two chapters on engineering graphics using computer programs are included.  Engineering graphics and techniques for producing engineering drawings are described in detail in Chapter 8.  The use of tables and graphs in communicating engineering information using Microsoft Excel is presented in Chapter 9.

The very important topic of communications is covered in two chapters.  Chapter 10, on technical reports, describes many aspects of technical writing and library research.  The most important lesson here is that a technical report is different than a term paper for the History or English Departments.  An effective professional report is written for a predefined audience with specific objectives.  The technical writing process is described, and many suggestions to facilitate composing, revision, editing and proofreading are given.  Chapter 11, on design briefings, shows the distinction among speeches, presentations and group discussions.  Emphasis is placed on the technical presentation and the importance of preparing excellent visual aids.  PowerPoint slides are usually employed as visual aids in a design briefing.

An introduction to the engineering profession, described in Chapter 12, covers engineering disciplines, on-the-job activities, salary statistics and registration information for your PE license.  A useful student survival guide is also included in Chapter 13.

Three chapters dealing with engineering and society are included.  A historical perspective on the role engineering played in developing civilization and on improving the lives of the masses is presented in Chapter 14.  In this chapter, we move from the past into the present and indicate the current relationship between business, consumers and society.  The twenty greatest engineering achievements of the 20th century are briefly described.  Chapter 15 discusses the balance between safety and performance.  Methods to evaluate and recognize risky environments are discussed.  The chapter includes a listing of hazards, which is important in identifying the many different ways users of a product can be injured.  Chapter 16 on ethics, character and engineering includes a large number of topics so the instructor can select from among them.  A description of the Challenger and Columbia accidents is also given because both of these fatal crashes provide excellent case histories covering safety related conflicts between management and engineers.

STEM by Design: Teaching with LEGO Mindstorms EV3


STEM topics have been much in the news of late—the growing number of jobs in STEM fields, the dearth of women and people of color in STEM fields, the inclusion of engineering in the Next Generation Science Standards, the poor showings on tests of technological literacy among Americans young and old, the debate over whether every student should learn to code. Though people argue about the details, there is an emerging consensus that STEM education is vital—and lacking.

Robotics and engineering are great  vehicles for teaching STEM concepts  in an integrated way. They teach important skills as well: critical thinking, creative problem solving, collaboration, and communication. Working on projects shows kids that there is no single correct answer; that failure can be an important way of gaining knowledge; that perseverance, resilience, and flexibility, as well as technical knowledge, are vital to success.

This book is full of projects, large and small. Projects to teach programming. Projects to teach math and physics concepts. Projects to teach engineering design. Projects to teach kids to think creatively and work together to solve problems. My hope is that as the students do these projects, they will gain STEM knowledge, problem-solving skills—and enthusiasm.

Physics with Robotics; An NXT and RCX Activity Guide For Secondary and College Physics


by: William Church, Tony Ford and Natasha Perova

Foreword by Chris Rodgers; Department of Mechanical Engineering
Director, Center for Engineering Education and Outreach
Tufts University

My eldest son was not sure what he wanted to do in college until he took physics in his senior year in high school. His physics class got him excited about science, got him to appreciate calculus, and gave him a major. So why did it take him 12 years of schooling to get to a class that exposed him to physics? Although there had been a few physics units along the way (simple machines, light and sound, and so on), they tended to be few and far between and unconnected. The usual argument is that physics and calculus work so naturally together that there is no reason to teach one without the other. To me, that is like arguing that we should not teach biology until students understand exponential growth and chemistry — yet biology is in every 1st grade class. Although calculus does a wonderful job of modeling physical events, I do not believe it is necessary to fundamentally understand what a force and a torque are, or what current and light are. Why is it that most high school graduates have not heard of torque (except as a movie title), yet take advantage of it every time they use a stapler, mount a bicycle, or open a door? Even in college, angular momentum is seen as far more difficult than linear momentum. Why? I think what we need is continual interaction with these phenomena and a strong sense of curiosity and self-confidence on the part of the student. Tony, Bill, and Natasha have combined over 20 robotics-based activities to awaken that curiosity and enhance that understanding for a wide range of mathematical skill levels.

As an engineer, I am particularly excited with their engineering approach. A number of students have difficulty learning math or science purely for the sake of the knowledge. Engineering problems give them a reason to learn the material and an opportunity for them to transfer that knowledge to new situations. As more and more research shows that we all learn differently (and often not in the same way that the teacher learns), we are starting to realize that we (teachers) must present material in multiple ways. Further, as teachers, we try and understand the models our students have formed in their head as to why things happen the way they do. Students need multiple ways to express these models to the teacher: writing, math, construction, or verbal debate are some possible ways. Misconceptions in these models abound and research is showing that it can be very difficult to change these misconceptions – sometimes to the point where the student actually remembers (falsely) the teacher teaching the misconception. Natasha, Tony, and Bill have pulled together a number of great activities that are meant to extend classroom work by giving the students another method for expressing these models and for sparking discussion between students on the validity of these models. They have more than 50 years of teaching experience between them and I have found them to be very innovative, creative, and successful teachers.

I think you will find that these activities would work well in my son’s physics class, a middle school science class, in the elementary school, or even in the living room as parents and children investigate together. In all cases, I am convinced these activities will spark excitement and motivation in students; some whom have failed to participate in the more traditional learning environment. I believe we learn best when we are using our hands, moving around, arguing amongst each other, and generally being curious – all promoted by these activities. The true strength of the activities, though, lies in the way that we catalyze the learning – through questions, discussions, and reports. I hope that this book will inspire more teachers to bring engineering-based physics into their classroom, to help students drive their own learning, and to motivate fellow teachers to share their classroom experiences, successes and failures, with others through conferences, websites, and more books.



This book is the eBook edition of the eleventh text in this series: Introduction to Engineering Design.  Jim Dally, working with College House Enterprises, LLC and faculty members in the Keystone Program within the Clark School of Engineering, has prepared ten previous textbooks in this series—a new one almost every 18 months.  These books are written for the first-year engineering students of the University of Maryland at College Park, the University of Nevada @ Reno and the University of California @ Irvine.  This version dealing with Quadcopter Missions has been prepared for the University of California @ Irvine.

This eleventh book in the series covers the design and build of a quadcopter as well as many other topics offered to first year engineering students in an Introductory course.  Near the end of the first quarter a student operator flies the quadcopter under radio control (RC) and competes in a race involving maneuvers through two closely spaced pylons.  During the second quarter, the design teams fly their quadcopter under radio control, and deliver cargo to specific sites under autonomous control.

Other content in this textbook was described under the title of Introduction to Engineering Design; Book 9, 7th Edition, eBook,  Engineering Skills and Hovercraft Missions.


Intro Engr. Design; Bk 10

This book is the first eBook edition of the tenth textbook in this series dealing with Introduction to Engineering Design.  Jim Dally, working with College House Enterprises, LLC  and faculty members in the Keystone Program within the Clark School of Engineering, has prepared nine previous books in this series—a new one almost every 18 months.  These books are written for the first-year engineering students of the University of Maryland at College Park.  Several other Colleges of Engineering have adopted one or more of the books in this series to introduce design and engineering skills for their first or second year students.  The design, build and testing of a hovercraft model, described in Book 9, was such an interesting and challenging project that it was used for twelve semesters with approximately 8,000 students at the University of Maryland.  The project is also assigned for the first year Introduction to Engineering Design at the University of Nevada @ Reno, where it is in its fifth year and at the University of California @ Irvine, where it is in its third year.

The new project, described in this text, is an autonomous Over Sand Vehicle (OSV), which should be an easier model to build because of the extensive amount of suitable hardware that is commercially available online for modest cost.  The more significant challenge will be to adapt the OSV to effectively respond to coordinate information provided by the instructors at nearly real time, navigating over a sand filled arena, and to perform the assigned task after reaching the target.

The textbook is used to support the students during a semester-long project.  Some of the material may be covered in lecture, recitation or in a computer laboratory or a model shop.  Additional material is covered with reading assignments.  In other instances, the students use the text as a reference document for independent study.  Exercises, provided at the end of each chapter, may be used for assignments when the demands of the project on the students’ time are not excessive.

Other content in this textbook was described under the title of Introduction to Engineering Design; Book 9, 7th Edition, eBook,  Engineering Skills and Hovercraft Missions.

Sir David Brewster; 1781-1868, 200 years on …

A commemoration of the Philosophical Transactions presenting the fundamentals of Photoelasticity


Two centuries ago …… early in the year 1816 David Brewster presented far reaching, ground breaking papers which unraveled the mysteries of ‘double refraction’ in certain transparent crystals. The papers recorded in the Philosophical Transactions of the Royal Society also brought to the scientific community the phenomenon of artificial birefingence which is proportional to an applied force, thus introducing ‘photoelasticity’ which gave a graphic demonstration of stress distributions to the engineering world.

Based on the fundamental work of Sir Isaac Newton (1643-1727) in optics and the observations of Bartholin (1625-1698) on double refraction in certain clear crystal Brewster explored the many properties of photoelasticity.  The subject has been further explored by many notable scientists and utilized by great engineers, since that pioneer paper of 1816 in the analysis of stress in engineering structures.

This book seeks to mark the significant discoveries of Brewster by illustrations using modern birefringent materials. Although based on the most profound scientific principles this commemorative work is in the form of a ‘coffee table’ book and is a celebration in a popular photographic form coupled with minimal explanations.

The photographs in this book are taken mainly from the Aircraft Industry; however, they illustrate the possible applications across all industries. Examples of some historical champions of Photoelasticity include Coker and Filon (Treatise published in 1931), Prof. Stephen Timoshenko in the early editions of his Theory of Elasticity (published 1934 and 45) and Felix Zandman.