These comprehensive solutions manuals accompany the best-selling edition of ENGINEERING MECHANICS: STATICS, 4TH EDITION. Our intuitive interfaces make it easy to learn from the text as well as utilize the additional information in the Instructor's Solutions Manual. This solutions manual is designed to offer learning support, or to direct the user towards learning resources. The Instructor's Solutions Manual is updated as needed to reflect the latest edition of the textbook. Engineered for a wide range of users, our solutions manuals are available in a digital version that can be emailed, or in a print version for classroom use. Solutions Manual for ENGINEERING MECHANICS: STATICS, 4TH EDITION Introduction Students often feel that the book, Engineering Mechanics: Statics, is too difficult to learn from. As instructors, we know that the best way to help students make sense of difficult topics is to provide them with appropriate learning tools and learning guidance. Helping students to learn is not something that textbooks do well. However, when we look at the best-selling textbook in our field, we can see that this book accomplishes this goal. It doesn't try to make the topic easy for students. Instead, it provides students with a way to understand difficult content, and then provides learning tools to help them learn more efficiently. That's why we believe that this book can be a great resource for our students to learn from. A guide for instructors As instructors, we find that one of the hardest parts of teaching engineering is to help students understand and learn difficult concepts. It's not always clear how to explain things to students, especially if the explanations are more complex than students are used to. It's hard to anticipate what students might find difficult, and even harder to be prepared for those difficulties. I've found that, when I present a difficult topic, the hardest part is to prepare students for the difficult parts of the topic. Instructors face the difficult task of trying to solve the problem of how to make the difficult topics in our courses easier to learn from. Often, it is best to try to fix the hard parts of a topic first. This is why we spend time on helping students understand topics in elementary or college physics before moving to topics in engineering. We don't try to fix engineering problems by fixing physics problems, but the same logic applies. We know that sometimes it's best to look at hard topics from a different angle than what the topic usually provides. For example, to help students learn about electrical circuit analysis, we provide them with tools
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