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DOWLING HADGRAFT CAREW McCARTHY HARGREAVES BAILLIE

ENGINEERING
AN
N AUSTRALASIAN
N GUIDE THIRD EDITION
CONTENTS

About the authors xvi Engineering science 30

Preface xxi Spotlight: Fluid mechanics learning journey 31
Engineering text applications at a glance xxiv Spotlight: Structural mechanics learning journey 31
Acknowledgements xxxiv The impact of engineering on society and
national identity 32
Part 1 Introduction to engineering 1
A historical perspective 33
1. What is engineering? 3 Spotlight: Early Aboriginal engineering 37
Spotlight: Engineering breakthroughs in early
Learning objectives 3
New Zealand history 39
Introduction 4
A contemporary perspective 42
What is the role of an engineer? 5
Engineering innovations 44
A historical perspective 6
Limitations of engineering 44
A contemporary perspective 7
Spotlight: Consumerism and the growth of
Spotlight: Engineering Australia’s television 9
e-waste 45
Engineering disciplines 10
Professionalism, certification and ethical
Electrical, electronics and telecommunications
practice in engineering 47
engineering 13
Summary 48
Mechanical engineering 13
Key terms 49
Aerospace and aviation engineering 15
Exercises 50
Spotlight: Maintaining the wings of hope 15
Project activity 50
Chemical engineering 17
Civil engineering 17
Environmental engineering 18 2. The engineering method 55

Materials engineering 18 Learning objectives 55

Mining engineering 19 Introduction 56
Other engineering disciplines 20 The engineering method 57
Spotlight: Women in engineering 22 Step 1. Explore the problem 58
The core skills and attributes of Spotlight: Wind energy 59
an engineer 24 Step 2. Exploring alternative
The Engineers Australia Competency solutions 65
framework 25 Spotlight: Water recycling 67
The Institution of Professional Step 3. Evaluating alternative solutions 68
Engineers New Zealand (IPENZ) Step 4. Engineering decision making 70
framework 27 Step 5. Communicating your
Spotlight: Gastro-engineering: the inside recommendation 71
story 28 The scientific method 71

v i C O NT E NTS
Systems thinking 72 Part 2 Engineering in society 113
Spotlight: Weather models 74
The system boundary 75
3. Sustainable engineering 115

Spotlight: The success of the Pebble Learning objectives 115

smartwatch 76 Introduction 116
Project management 78 What is ecologically sustainable
Scheduling 78 development (ESD)? 118
Resources 79 Definitions of ESD 119
Documentation — the design file 80 Spotlight: Lake Pedder hydro-electric
Time–accuracy trade-off 82 scheme 120
Risk management 83 Spotlight: NZ ETS prompts metal manufacturer to
Spotlight: Design for earthquake-resistant upgrade and save money 123
buildings 83 What is sustainable engineering? 125
Reporting and documentation 86 Why sustainable engineering? 127
Improving practice 87 Strategies for practising sustainable
Lifelong learning 88 engineering 128
Spotlight: Engineers Australia and the Institution of Spotlight: Australasian students shine on the
Professional Engineers New Zealand — continuing world stage 129
professional development 89 Constraints of sustainable engineering
The engineering method and project practice 133
management 91 Triple bottom line analysis (TBLA) 135
The life cycle of an engineering asset 91 Environmentally sustainable
Design 93 engineering 136
Spotlight: Building big — a proposed A global perspective 136
transcontinental natural gas pipeline 95 Spotlight: Energy tips: landfill gas 138
Critical thinking 98 Measuring environmental impacts 140
Critical thinking in an engineering Spotlight: Wine carbon footprinting 142
context 99 Life cycle assessment (LCA) 144
Spotlight: Finding the unasked question: a sign of Spotlight: Life cycle assessment of
professionalism 104 Greek beer 147
Moving from having an opinion to taking Socially sustainable engineering 149
a position 106 Promoting intergenerational and
Summary 107 intragenerational equity 149
Key terms 108 Spotlight: Unintended consequences of
Exercises 109 engineering breakthroughs 151
Project activity 109 Maslow’s hierarchy of needs 152

C O NT E NTS  v i i
 Community communication and Spotlight: Reporting a leaky pipe 190
consultation 153 Ethical theories 191
Multi-criteria decision analysis (MCDA) 155 Morals and ethics 192
Spotlight: Multi-criteria evaluation: recreation and Spotlight: James Hardie and asbestos-related
tourism in Victoria 155 disease 195
Engagement techniques 157 Common ethical dilemmas in
Economically sustainable engineering 158 engineering 197
Costing 158 Micro ethics 198
Economic theories 159 Spotlight: Citicorp structural failure
Least cost planning 160 averted 201
Spotlight: Least cost planning in the ‘sunburnt Balancing conflicting interests 202
country’ 160 Spotlight: Whistleblower slams Japan nuclear
Summary 163 regulation 204
Key terms 164 Macro ethics 205
Exercises 164 Spotlight: Free prior and informed consent 206
Project activity 166 Culture and corruption 207
International business etiquette 208
4 P
 rofessional responsibility and
Corruption and bribery 208
ethics 171
Spotlight: Monsanto penalised for bribery 210
Learning objectives 171 Summary 211
Introduction 172 Key terms 213
Professional responsibility: standards and Exercises 213
professional liability 174 Project activity 214
Spotlight: Shared paths and the role of
engineers 177 Part 3 Professional skills 219
Work Health and Safety (WHS) and
personal liability 179 5. Self-management 221

Product recall 182 Learning objectives 221

Engineering ethics 183 Introduction 222
Spotlight: Design for the dump 184 Understanding self 225
Spotlight: Taking action for sustainable Your personality and attitudes 225
development: The Natural Edge Project 186 Spotlight: The Competencies of Engineering
The IPENZ Code of Ethics 187 Graduates Project 226
The IEEE Code of Ethics 188 Learning styles 230
Interpreting and applying Codes of Spatial ability 232
Ethics 190 What motivates you? 233

v i i i C O NT E NTS
 Spotlight: 1. A mechanical engineering Working in groups 284
graduate’s perspective 234 Spotlight: Engineering design is a team
Spotlight: 2. A structural engineering sport 285
graduate’s perspective 236 Establishing a group or team 287
Sources of inspiration 238 The fundamentals of an effective
Spotlight: Telecommunications towers 239 group 289
Spotlight: Putting passion into practice 241 The life cycle of a team 294
Developing your skills 243 Spotlight: Tips for student teams 295
Developing an inquiring mind 243
Improving performance 297
Spotlight: Hydrographic surveys 245
Spotlight: Creating high-performance project
Self-management skills 247
teams 297
Developing goals and strategies 248
Leadership 299
Being responsible 248
The benefits of working with others 301
Being professional 249
Meetings 301
Managing your time effectively 249
The purpose 302
Life-long learning 251
The style 302
Spotlight: A 3D printed car 251
Knowledge frameworks 254
The timing 305
The program framework 255
The length of the meeting 305
Managing your learning 260
The participants 305
Spotlight: The law of the pendulum 261 The procedures 305
Spotlight: Promoting a culture of life-long learning Your contribution 306
among engineering staff 266 Organising a meeting 306
Reviewing your performance 269 The role of technology in meetings 309
Spotlight: A reflection: working on large projects in Spotlight: Moving the earth via video 310
isolated areas 270 Negotiation 311
Levels of reflection 272 The preparation process 312
Kolb’s Learning Cycle 273 Approaches to negotiation 313
Summary 274 Outcomes of the negotiation process 315
Key terms 276 Spotlight: Negotiating tight spaces 316
Exercises 276 Dispute resolution 318
Project activity 277 Conflict resolution 318
Summary 319
6. Collaborating with others 281 Key terms 320
Learning objectives 281 Exercises 320
Introduction 282 Project activity 321

C O NT E NTS  i x
Part 4 Communication 325 Summary 374
Key terms 375
7. Understanding communication 327 Exercises 375
Learning objectives 327 Project activity 376
Introduction 328
What is communication? 330 8. Communication skills 379

Key communication skills for engineers 330 Learning objectives 379

Communication theories and models 332 Introduction 380
The communication process 333 Spotlight: Communicating data 380
A contemporary model 334 Verbal communication skills 385
Developing a communication model for Listening 385
engineers 335 Telling 387
Communication contexts 341 Discussing 388
Characteristics of communicators 342 Informal verbal communication 388
Spotlight: Releasing Fletcher Aluminium’s Spotlight: Communicating bad news 389
invisible handbrake 342 Formal verbal communication 391
Spotlight: Developing, managing and Media releases, interviews and publicity 391
communicating our brand 346 Presentations 392
Environments 348 Working to presentation time limits 394
Spotlight: Environmental engineering in The presentation contexts 395
Alaska 348 Content and structure 396
Spotlight: The TrackStar Alliance document Selecting and preparing media 398
management system 352 Assembling and rehearsing the
Digital communication 354 presentation 399
Spotlight: Communicating from space 354 Is approval required? 400
Spotlight: Swarm communication 357 Presenting through words and action 400
Communication methods 359 Answering questions 401
Channels 360 Written communication skills 402
Communication languages 360 Reading 402
Noise 363 Writing 403
Spotlight: The plant visit 364 Spotlight: Cardiac resynchronisation therapy — a
Communication roles 366 research and development success 409
The creator 367 Wikis 410
The gatekeeper 370 Web pages 410
Spotlight: Who is the gatekeeper? 371 Visual communication 411
The consumer 372 Data 412

x C O NT E NTS
 Summary 424 Recording data about information
Key terms 425 sources 462
Exercises 425 Evaluating information and information
sources 463
Part 5 Applying the engineering Evaluating information sources 463
method 429 Evaluating information 464
9. Understanding the problem 431 Spotlight: Death by lack of design — the Hyatt
Regency Skywalk disaster 465
Learning objectives 431
Refining information needs 469
Introduction 432
Managing and using information 469
Data, information and knowledge 434
Integrating information 469
Data 434
Spotlight: Road design specifications — a
Spotlight: GPS accuracy — can we rely on it? 436
summary approach 470
Information 438
Publishing information 471
Knowledge 438
A literature review 472
Differentiating between data, information
An information management system 472
and knowledge 439
Spotlight: 3D buildings in a 3D world 473
Identifying information needs 442
Citing and referencing 476
Investigative questioning 442
Listing and citing print references 477
Spotlight: Flood protection for a mine tailings
Listing and citing online references 478
slurry system 443
Further information about referencing
Categories of information 444 styles 479
Organising information needs 445 Summary 479
Locating and retrieving information 448
Key terms 481
Typical sources of engineering Exercises 481
information 448 Project activity 481
Documents 449
Colleagues 451 10. Engineering design 485
Stakeholders 452 Learning objectives 485
Spotlight: Green light for better operating Introduction 486
theatres 452 Design = problem solving 487
Geographic information systems 454 Key ideas in the design process 488
Library search tools 456 Systems thinking 492
Internet search tools 456 Stakeholders 494
Developing a search strategy 457 Spotlight: Interface’s carpet design
Spotlight: Surf, dive ‘n’ scan? 461 makeover 496

C O NT E NTS  x i
 Socio–ecological thinking 498 Mathematical modelling in design 556
Whole system design goals 500 Power output 557
Spotlight: Living Building Challenge 502 Maximising energy production 559
Whole system design elements 503 Safety 562
Spotlight: Formula E — High performance Checking 562
electric cars 513 Hierarchy of models 563
Generating alternative solutions 514 Spotlight: Software checking 563
Five Ws and an H 515 Summary 564
Research 515 Key terms 565
Spotlight: Rethinking timber: a story of Exercises 565
long life 516 Project activity 566
Brainstorming 517
Lateral thinking, parallel thinking 12. Engineering decision making 569

and the six thinking hats 519 Learning objectives 569

Spotlight: Qantas Q bag tag 520 Introduction 570
Synectics 522 Engineering decision making 570
Spotlight: The Gateshead Millennium Bridge 523 Engineering decision support 570
TRIZ 526 Complexity 573
Transforming design through biomimetic Static and dynamic problems 574
thinking and design 528 Team-based decision making 576
Summary 531 Effective team environment 577
Key terms 532 Dominance and power 578
Exercises 532 Diversity in teams 578
Project activity 533 Making better decision makers 580
Spotlight: Understanding complex systems 582
11. Evaluating options 537 Reviewing key decision-making
Learning objectives 537 criteria 584
Introduction 538 Uncertainty 584
Evaluating solutions — economics 539 Environment 584
Economic feasibility 540 Ethics 584
Sensitivity analysis 547 Safety 585
A more detailed economic model 549 Review and improve — quality
Spotlight: Whole system design thinking 551 assurance 586
Technical feasibility 552 Spotlight: Dubai’s Burj Khalifa 586
Spotlight: Water jet propulsion — Decision support systems, tools
HamiltonJet 555 and techniques 587

x i i C O NT E NTS
 ‘Pen and paper’ decision support tools 588 A case study: designing and constructing a
Spotlight: Designing a natural air conditioning ‘green-star’ building 615
system 589 Using a tool to plan the project
Computer-based DSS 589 stages 617
Networked DSS relying on communications Planning the stages of the green-star
technology 592 building project 621
Spotlight: SMART decisions for bridge Human resources 630
maintenance 595 Financial resources 630
Intelligent DSS (IDSS) 597 Spotlight: High speed rail for Australia 631
GIS-based DSS (SDSS) 598 Creating a risk-management plan 632

Spotlight: Flood emergency DSS for the Gold Dependency risks 632
Coast 599 Design risks 633
Summary 601 Construction risks and safety 634
Key terms 602 Internal project risks 637
Exercises 602
Long-term risks for the green-star
Project activity 602
building 638
Spotlight: Piano stairs 638
13. Managing engineering projects 605 Developing a knowledge
Learning objectives 605 management plan 639
Introduction 606 Document storage, archiving and data
Understanding project management 607 mining 639
Key factors in project management 608 Sharing knowledge 640
A historical perspective of project Communities of practice 640
management 609 Student knowledge management 642
Spotlight: Egyptian pyramids 609 Quality management and its relationship
Knowledge Engineering for Geospatial to project management 642
Systems (KEGS) 611 Key quality management principles 643
Critical path method (CPM) and Engineering quality management 644
program evaluation and review technique Quality plans and engineering 646
(PERT) 611 Quality and the engineering student 647
Spotlight: Desalination 612 Quality and student team projects 647
The Project Management Body of Summary 648
Knowledge (PMBOK) and beyond 613 Key terms 649
Planning the stages of an Exercises 649
engineering project 614 Project activity 651

C O NT E NTS  x i i i
14. Communicating information 653 Risk management documents 686
Learning objectives 653 Technical presentations 688
Introduction 654 Spotlight: Did poor presentation contribute to the
Two communication contexts 655 Columbia Space Shuttle disaster? 689
The business context 656 Spotlight: Slide rules 692
The discipline context 656 Visual communication 694
Planning a communication 657 Drawings, plans and sketches 694

Using the PCR model to create an effective Photography 696

communication 657 Engineering models 698
Developing a communication plan for Spotlight: Communicating to win: the Beijing
a student project 658 Water Cube models 701
Developing a communication plan for Spotlight: Using 3D+ models to communicate
an engineering project 659 design and operational information 705
Spotlight: Using virtual mines to communicate
Using the model 660
the complexity of mining operations to
Approach 660
students 706
Communication methods, styles, formats
Summary 709
and media 662
Key terms 710
Writing in the engineering workplace 663
Exercises 710
Spotlight: Writing: academic versus an
Project activity 710
engineering practice 663
Practice notes 665 Part 6 Planning your career 715
Spotlight: Unseen notes on Beaconsfield
goldmine sought 666 15. Your engineering future 717

Business correspondence 667 Learning objectives 717

Human resource documents 671 Introduction 718
Financial documents 674 Engineering to meet future global
Project initiation documents 676 challenges 719
Spotlight: Planning a proposal 679 Antibiotic resistance 720
Spotlight: When things go wrong: a legal Spotlight: Home medication dispenser 723
perspective 682 Climate change adaptation 726
Spotlight: Legal games at Wembley Spotlight: Climate change adaptation and
Stadium 684 maritime engineering 730

x i v C O NT E NTS
Engineering and globalisation 731 An engineering career 745
Employment in Australia 732 Work to rule — or be inspired to work
Globalisation 733 towards a fulfilling career 746
Spotlight: Nike, globalisation and corporate Management approaches 746
citizenship 734 Different types of engineering
Development and post development 735 organisations 747
Spotlight: On mining, poverty and Spotlight: Making dreams a reality 748
development 736 Efficiency and respect in the workplace 749
Futuristic engineering: emerging Continuing professional development
fields 737 (CPD) 750
Industrial biotechnology 738 Career planning 751
Materials science 738 Summary 752
Spotlight: Building the Impossible 739 Key terms 753
Phytomining 740 Exercises 753
Biomimicry 740 Project activity 755
Spotlight: Sharks in the air 741
Animatronics 742 Glossary 757
Spotlight: Weta Workshop and Weta Index 764
Digital 743

C O NT E NTS  x v
 A BOUT THE AUTHORS

DAV I D D O W L I N G
DipLSurv, ARMIT, BAppSci, MSurvMap, FIEAust
Honorary Professor of Engineering Education
Faculty of Engineering and Surveying, University of Southern Queensland

D avid Dowling is passionate about facilitating student learning and helping

­engineering students to achieve their career goals. Consequently, much of his
work and research is focused on working with industry representatives to develop
practice-based curricula and enhance teaching and learning environments. Recently
his focus has been on: facilitating student transition to university; identifying and
addressing factors that influence success at university; assessing workplace learning;
working with practitioners to define graduate attributes; embedding graduate attributes
into program curricula; and engineering technician education.
David worked as a surveyor for 12 years prior to accepting a lecturing position at
the University of Southern Queensland (USQ) in 1978. David was appointed Head
of Surveying in 1989 and worked intensively with industry organisations to design,
develop and gain accreditation for three new distance education programs. In 1995,
he accepted the role of Associate Dean (Academic) in the Faculty of Engineering and
Surveying, a position he held until 2009. His major achievements in this role included
the successful accreditation of the first Australian Bachelor of Engineering to be offered
by distance education. More recently, David developed the content, structure and
study materials for the innovative Master of Engineering Practice program. This dis-
tance education program is accredited by Engineers Australia and enables experienced
Engineering Technologists to become Professional Engineers by using their workplace
learning to demonstrate their competence.
Over the last five years David led two major Office of Learning and Teaching–funded
projects and is a member of the project team on three other projects. He has been a
member of the Australasian Association for Engineering Education (AAEE) since 1998,
serving as President during 2005 and 2006, and a member of Engineers Australia’s
National Articulation Committee since 2006.
In 2006 David received the AAEE Excellence in Engineering Education Award
for Inclusive Teaching, and in 2008 he received an Australian Learning and Teaching
Council (ALTC) Citation which read: For sustained leadership in using graduate attrib­
utes to design and deliver programs, courses and resources that enhance students’ learning
and their achievement of career goals.
When David retired in 2015 he accepted a three-year appointment as an ­Honorary
Professor at the University of Southern Queensland. This will allow him to continue
his research in engineering education topics that will help students achieve their
career goals.

x v i ABOUT TH E A U TH O R S
ROGER H A DGR A F T
BE(Hons), MEngSc, DipCompSc, PhD
Deputy Dean, Learning and Teaching, CQUniversity

R oger Hadgraft is a civil engineer with more than 20 years of involvement in

improving engineering education. He has published many papers on problem-
and project-based learning, and the use of online technology to support student-­
centred learning to meet the needs of engineering employers. He was instrumental in
introducing a project-based curriculum in civil engineering at Monash University in
1998 and in civil, chemical and environmental engineering at RMIT between 2003
and 2006, with special emphasis on new, project-based subjects in first year.
Roger was the Foundation Director of the Engineering Learning Unit at the Univer-
sity of Melbourne, assisting with the introduction of the Melbourne Model, 2007–11.
He coordinated the new program in Sustainable Systems Engineering at RMIT in
2012–13 and is currently Deputy Dean at CQUniversity. He has also been involved in
issues of sustainability for the last ten years, introducing new undergraduate subjects
and a Master of Sustainable Practice.
Roger has consulted on PBL to universities both nationally and internationally.
He was a member of the Australasian Association for Engineering Education (AAEE)
­Executive during 2001–09 and was the 2008 President.

A B O UT TH E A U TH O R S  x v i i
 ANNA CAREW
BSc(Hons), PhD
Senior Lecturer, University of Tasmania
Australian Maritime College

I n 1996, Anna Carew was a water microbiologist and began working with engin-
eers to research novel microbial indicators of water and wastewater quality. Having
realised engineering was such a powerful and fascinating field, she moved into indus-
trial training at a private consultancy, and, between 1998 and 2000, worked alongside
engineers as a research consultant in sustainable water and waste management with the
Institute for Sustainable Futures. A passion to effect change led Anna to undertake her
PhD at the University of Sydney investigating the teaching and learning of sustaina-
bility in engineering.
Since then, Anna has enthusiastically researched and supported the teaching and
learning of undergraduate engineering. Her engineering education work has included
mapping the teaching and assessment of graduate attributes in engineering, supporting
engineering curriculum review and renewal, documenting engineering academics’ and
students’ conceptions of sustainability, and researching why some students struggle to
learn first-year mechanics. In 2011, Anna was awarded an Australian Learning and
Teaching Council (ALTC) Citation for her outstanding and sustained contribution
to graduate attribute teaching and learning. Anna has supported major curriculum
renewal and reaccreditation at four Australian engineering faculties, and attracted
World Bank funding to assist engineering academics in Chile to modernise curriculum
(2007–08). She was the recipient of several grants from the ALTC, including leading
a major multi-institutional, cross-disciplinary project on the teaching and assessment
of meta-attributes in engineering (2006–08). In 2010, Anna joined the Tasmanian
­Institute for Agriculture at the University of Tasmania to refocus on technical research;
she now spends her time investigating the marvellous fusion of microbiology, chemistry
and bioprocess engineering that is pinot noir wine-making.

x v i i i ABOUT TH E A U TH O R S
TIM MCC A RTH Y
BE, MSc, PhD, MIEI
Professor of Structural Engineering, University of Wollongong

P rofessor Tim McCarthy joined the School of Civil Mining and Environmental
Engineering in December 2004 after nearly 20 years as Lecturer and Senior
­Lecturer at the University of Manchester Institute of Science and Technology. Tim’s
specialisations include sustainable buildings, engineering education research, integrated
design systems and steel structure design, and he has supervised and co-supervised
52 PhDs, MPhil and MSc theses. In 2010 he received an Australian Learning and
Teaching Citation for Outstanding Contribution to Student Learning for leadership in
curriculum and space design that fosters collaborative learning. Tim is also the author
of best-selling textbook AutoCAD Express. In 2013 he led the UOW construction team
to victory in the Solar Decathlon China defeating 20 teams from around the world.

D O U G H A R G R E AV E S
PhD, MSc, BEng

P rofessor Doug Hargreaves is a professor in mechanical engineering at Queensland

University of Technology (QUT). He has spent his professional life in a mixture
of academic and industry practice. He was National President of the peak professional
body for engineers, Engineers Australia, which had more than 100 000 members in
2010. He was Head of School of Engineering Systems at QUT for seven years, leading
about 125 staff members. More recently, he returned to teaching over 1000 first-
year engineering students a unit called ‘Engineering and Sustainability’, which effec-
tively taught what engineering graduates do in the real world. He has published over
50 papers on the topic of engineering education and over 100 on his discipline of
tribology. He is co-author of a leadership book called Values-Driven Leadership. He was
awarded a member of the Order of Australia in the 2014 Queen’s Birthday Honours
list for his significant contribution to engineering education and to the community.

A B O UT TH E A U TH O R S  x i x
 C A ROLINE BA ILLIE
BSc(Hons), MHEduc, PhD
Chair in Engineering Education; Director of Faculty Academy for the Scholarship of
Education, University Western Australia

C aroline Baillie is Chair of Engineering Education at the University of Western

Australia, Perth, and has previously held appointments at the University of
­
Sydney; Imperial College, UK; and Queens University, Canada. She has taught ­students
from all engineering disciplines and all academic years. Beginning her ­academic career
in ­materials engineering, she has also gained qualifications, expertise and ­experience
in ­ education, psychotherapy, mediation and social science, holding p ­ositions in
­educational development within engineering at a departmental, faculty and national
level. ­Caroline is particularly interested in ways in which science and engineering
can help to create solutions for the environment as well as social p­ roblems. In 2006
she founded the not-for-profit organisation Waste for Life (wasteforlife.org), which
uses materials e­ngineering knowledge to co-create income streams for m ­ arginalised
­populations in different parts of the Global South. Caroline is a Thomson Reuters
Highly Cited author, with over 200 publications, papers and books on materials,
­engineering education, and engineering and social justice.

x x ABOUT TH E A U TH O R S
PR EFACE

T
he 1996 Review of Engineering Education1 in Australia found that ‘­engineering
­education must become more outward looking, more attuned to the real con­
cerns of the communities. Courses should promote environmental, economic and
global awareness, problem-solving ability, engagement with information technology, self-­
directed learning and lifelong learning, communication, management and teamwork skills,
but on a sound base of mathematics and engineering technology.’ The report contained a
series of recommendations that changed the way engineering was taught and learned
over the following decade.
One of the key changes was the adoption by Engineers Australia of an outcomes-­
focused accreditation system for undergraduate degrees, based on a set of graduate
attributes that Engineers Australia defined through industry consultation. Over the last
decade, engineering schools have adapted their curriculum to ensure that engineering
students have opportunities to acquire these graduate attributes, in addition to those
defined by their own university. Many of the graduate attributes are introduced in
first-year subjects and students then practise and enhance those skills in subjects and
projects in the later years of their programs.
The consultations undertaken for the Engineers for the Future project2 found
that industry supports this explicit focus on graduate attributes. It also reported on
­engineering-specific graduate outcomes and attributes. They formed the view from
their consultations that ‘engineers do their work by having knowledge and skills in varying
combinations of the following thematic areas: the engineering life-cycle of concept, design,
implementation, operation, maintenance and retirement (with increasing emphasis on
uncertainty and risk assessment as well as systems thinking, and integrating ideas and tech­
nologies); managing complex engineering projects; mathematical modelling; and scientific
knowledge of established and emerging areas.’2
This book is designed to provide first-year engineering students with a solid
grounding in many of these engineering and generic graduate attributes, as well as
many of the tools and techniques that facilitate the application of those skills in real
engineering work and study. The book may be used as the text for one course, or as a
resource for two or more courses.
Numerous historic and contemporary Australian, New Zealand and international
examples are used to illustrate the principles that are discussed in the text, and to high-
light many of the important innovations that have built the reputation of Australian
and New Zealand engineers. The examples are drawn from a range of current engin­
eering disciplines, from emerging disciplines, and from a range of organisations and
projects, large and small. These examples will enable students to explore engineering
and how it is practised in Australasia, as well as the approaches used by Australasian
engineers, who have a reputation for being flexible and adaptive.1 The Australasian
focus and context of the text will also assist students to formulate their future career
preferences.
The chapters are arranged in six sections to facilitate student learning. The first sec-
tion provides an introduction to engineering and the engineering method. This is fol-
lowed by a section on engineering in society, which includes sustainable engineering,

P R E FACE x x i
 professional responsibility and ethics. This is followed by two sections that provide
students with the opportunity to acquire some of the key skills they will need to be
successful in their first year at university, such as self-management, teamwork and com-
munication. The fifth section provides an overview of each of the steps engineers use
when they apply the engineering method: information and research skills, design, evalu­
ating solutions, reviewing project outcomes, communication outcomes, and managing
engineering projects. The final chapter provides information about the engineering pro-
fession, as well as existing and emerging specialisations — information that will help
students to refine their career choices.
The authors wish to thank the engineering academics who provided feedback on
the first and second editions of this text. Their comments helped to shape the content
and the structure of the third edition, as well as the focus and content of individual
chapters.
The support for the first two editions of this book, as well as what it is achieving for
undergraduate engineering education in Australia and New Zealand, means a lot to us.
In many ways, this book and its accompanying extensive resource package should be
seen as a resource generated for all engineering schools in Australia and New Zealand.
The authors would therefore welcome constructive feedback from academic staff and
students so that future editions of the book continue to meet the needs of first-year
engineering students. This includes information about innovative engineering projects
that may be suitable for inclusion in future editions of the book.
Many people have contributed information that was incorporated directly into
the body of the text, or in one of the many practical engineering ‘Spotlight’ features.
The authors acknowledge the important contribution of the following people to the
development of this text: Armando Apan, Mahfuz Aziz, Ken Bracher, Yvonne Bowles,
Lyn Brodie, Gunilla Burrowes, Peter Butcher, Ross Butler, Ian Cameron, Tristram
Carfrae, Sandra Cochrane, Susan Conrad, Michael Dermansky, Cheryl Desha, Shey
Dimon, Kristian Downing, Peter Fagan, Tim Gale, Peter Gibbings, Nicole Hahn,
Charlie ­Hargroves, Kate Hartley, Andrew Hoey, Prue Howard, Dan James, Kristy
Jay-Baker, Tom Joyce, Brett Kensett-Smith, Peter Knights, Ilsa Kuiper, Nelson Lam,
Julia Lamborn, Michelle Lauder, Ron Litjens, Darren Lomman, Nicole Lubach, David
McAloney, Sean McCluskey, Sally Male, Julie Mills, Steve Mogridge, Traci Nathans-
Kelly, Christine Grohowski Nicometo, Sharon Nightingale, Timothy Pfeiffer, Matthew
Preston, Carl Reidsema, Philip Rubie, David Russell, John Russell, Graham Scott,
Warren Sharpe, Lori Sowa, Geoff Spinks, Clive Stack, Peter Stasinopoulos, Alistair
Taylor and Helen Williams.
We would also like to thank the team at John Wiley & Sons for their assistance in
the development of this textbook and its associated resources:
■■ Terry Burkitt (Publishing Manager)
■■ Kylie Challenor (Managing Content Editor)
■■ Beth Klan (Project Editor)
■■ Jess Ni Chuinn (Content Editor)

x x i i PREFACE
■■ Tara Seeto (Senior Publishing Assistant)
■■ Delia Sala (Graphic Designer)
■■ Jess Carr and Renee Bryon (Copyright and Image Researchers)
■■ Tony Dwyer (Production Controller)
■■ Rebecca Cam (Digital Content Editor).
We would also like to acknowledge the members of our families who have lived the
highs and lows of this project with us, some for the third time. We know the many
sacrifices you made to help us meet the tight deadlines that accompany a project of this
nature.

David Dowling, Anna Carew, Roger Hadgraft,

Tim McCarthy, Doug Hargreaves and Caroline Baillie
May 2015

1
 hanging the Culture: Engineering Education into the Future, Report Summary, Institution of Engineers,
C
Australia, 1996, p. 4.
2 Engineers for the Future: addressing the supply and quality of Australian engineering graduates for the

21st century, Australian Council of Engineering Deans, 2008, p. 61. This project was funded by the
Australian Learning and Teaching Council.

P R E FAC E x x i i i
Another Random Scribd Document
with Unrelated Content
In Bulletin 513 of the Biological Survey occurs this description of the
white-crown: “This beautiful sparrow is much more numerous in the
western than in the eastern States, where indeed it is rather rare. In
the East it is shy and retiring, but it is much bolder and more 157
conspicuous in the far West and often frequents gardens and
parks. Like most of its family it is a seed-eater by preference, and
insects comprise very little more than 7 per cent. of its diet.
Caterpillars are the largest item, with some beetles, a few ants and
wasps, and some bugs, among which are black olive scales. The
great bulk of food, however, consists of weed seeds, which amount
to 74 per cent. of the whole. In California this bird is accused of
eating the buds and blossoms of fruit trees, but buds or blossoms
were found in only 30 out of 516 stomachs, and probably it is only
under exceptional circumstances that it does any damage in this
way. Evidently neither the farmer nor the fruit-grower has much to
fear from the white-crowned sparrow. The little fruit it eats is mostly
wild, and the grain eaten is waste.”

158
 THE PURPLE FINCH
Finch Family—Fringillidæ

Length: About 6¼ inches; a little smaller than the English sparrow.

Adult Male: Body largely raspberry- or rose-red, streaked with

brown. For two seasons the male is a brown sparrowlike
bird, with a yellowish-olive chin and rump; the third season
his body seems to have been washed with a beautiful red,
not purple, the color richest on his head, breast, and rump.
Head slightly crested; bill thick, with bristles at nostrils;
cheeks and back brownish; under parts grayish-white;
wings and tail brownish, edged with red; tail forked.

Female: Decidedly sparrowlike; body grayish-brown, heavily

streaked, lighter underneath; patch of light gray extending
from eye, another from beak; wings dark grayish-brown,
with indistinct gray bands. She is not unlike the song
sparrow, except for the absence of the three black spots on
breast and throat.

Call-note: A sharp, metallic chip.

Song: A clear, sweet, joyous warble.

Habitat: Woods, orchards, and gardens.

Range: Eastern North America. Breeds in central and southern

Canada, and northern United States, in North Dakota,
central Minnesota, northern Illinois, and New Jersey, Maine,
 Massachusetts, the Pennsylvania mountains, and Long
Island; winters from considerably north of the southern
boundary of its breeding-range to the Gulf Coast, from
Texas to Florida.

None of our smaller finches, except the goldfinch and indigo 159
bunting are more beautiful in color than the PURPLE FINCH
which wears a Tyrian purple, rather than the shade we commonly
know.

Few members of the family sing more sweetly and joyously than this
songster of the treetops. His delightful warble resembles somewhat
the song of the rose-breasted grosbeak, and attracts attention
wherever the bird is to be found. Several purple finches singing from
neighboring elm trees at once, makes a May or June concert not
easily excelled. Mr. Forbush says: “The song of the male is a sudden,
joyous burst of melody, vigorous, but clear and pure, which no mere
words can do justice. When, filled with ecstasy, he mounts in air and
hangs with fluttering wings above the trees where sits the one who
holds his affections, his efforts far transcend his ordinary tones, and
a continuous melody flows forth, until, exhausted with his vocal
efforts, he sinks to the level of his spouse in the treetop. This is a
musical species, for some females sing, though not so well as the
[89]
males.”

The bird has been accused of eating the buds of fruit and shade
trees, especially elms, and while he is at times guilty, he is not
condemned by those who know his food-habits best, but
commended for his fondness for weed seeds, especially ragweed,
and for destroying plant-lice, cankerworms, cutworms, and ground
[89]
beetles.

His cousin, the HOUSE FINCH, or LINNET of California, who is brighter in

color, is more beloved by tourists and more hated by fruit-growers
than almost any bird in the state. Professor Beal writes: “This bird,
like the other members of its family, is by nature a seed- 160
eater, and before the beginning of fruit-growing in California
probably subsisted upon the seeds of weeds, with an occasional wild
berry. Now, however, when orchards have extended throughout the
length and breadth of the state and every month from May to
December sees some ripening fruit, the linnets take their share. As
their name is legion, the sum total of the fruit that they destroy is
more than the fruit-raiser can well spare. As the bird has a stout
beak, it has no difficulty in breaking the skin of the hardest fruit and
feasting upon the pulp, thereby spoiling the fruit and giving weaker-
billed birds a chance to sample and acquire a taste for what they
might not otherwise have molested. Complaints against this bird
have been many and loud.... Whatever the linnet’s sins may be,
grain-eating is not one of them. In view of the great complaint made
against their fruit-eating habit, the small quantity found in the
stomachs taken is somewhat of a surprise. When a bird takes a
single peck from a cherry or an apricot, it spoils the whole fruit, and
in this way may ruin half a dozen in taking a single meal. That the
damage is often serious no one will deny. It is noticeable, however,
that the earliest varieties are the ones most affected; also, that in
large orchards the damage is not perceptible, while in small
[90]
plantations the whole crop is frequently destroyed.”

In spite of this troublesome habit, the linnet is a most engaging little

bird. Its sweet bubbling song, not unlike that of the purple finch,
adds much to the charm of California.
TOWHEE

161
 THE TOWHEE OR CHEWINK
CALLED ALSO GROUND ROBIN AND CHAREE
Finch Family—Fringillidæ

Length: About 8½ inches; smaller than the robin and larger than
the oriole.

General Appearance: A black bird with reddish-brown sides, black

breast, and white belly; outer tail-feathers tipped with
white.

Male: Head, back, throat, and breast, a glossy black; wings black,
outer feathers edged with white; tail black, outer edge of
outer feather white; three other feathers partly white,
decreasing in size toward middle of tail; belly white; eyes
dark red.

Female: Brownish, where male is black. The young are streaked

with black.

Call-note: A cheerful cha-ree, uttered with a rising inflection. The

note is also interpreted as tow hee′? chewink′? jaree′? An
engaging trait of this bird is his almost invariable response
to one imitating his note.

Song: Two notes, followed by a trill. The song may be translated

into chip-chur, pussy-pussy-willow.

Habitat: Woodlands, where he is first found in April scratching

among old leaves like fox sparrows, white-throats, and
 other members of his family.

Range: Eastern North America. Breeds from southern Canada and

Maine to central Kansas and northern Georgia; winters from
southeastern Nebraska, the Ohio and Potomac Valleys to
central Texas, the Gulf Coast, and southern Florida.

The WHITE-EYED TOWHEE is found on the Atlantic Coast region

from about Charleston, South Carolina, to southern 162
Florida. He resembles his northern cousin except
that his eyes are white, and that his wings and tail have
less white on them. There are several species of towhee in
our western states.

Before the trees are in leaf, there appears in our April woods a lively,
trim, and attractive bird who makes himself known in no uncertain
manner. So bustling and energetic is he, so cheerful and self-
confident, without unpleasant aggressiveness, that he always
attracts attention. The uninitiated frequently call him an oriole,
whom he does resemble in having a glossy black head, throat, back,
and tail, and white markings on his wings, with reddish-brown like
that of the orchard oriole on his sides; but there the resemblance
ceases, for the oriole has in addition a reddish-brown breast, belly,
and rump. Then, too, the towhee arrives early, before larvæ have
hatched; the oriole arrives in May, when swarms of insects have
begun their work of fertilizing blossoms of fruit trees.

Professor Beal writes of the towhee as follows: “After snow has

disappeared in early spring, an investigation of the rustling so often
heard among the leaves near a fence or in a thicket will frequently
disclose a towhee at work scratching for his dinner after the manner
of a hen; and in these places and along the sunny border of woods,
old leaves will be found overturned where the bird has been
searching for hibernating beetles and larvæ. The good which the
towhee does in this way can hardly be overestimated, since the
death of a single insect at this time, before it has had an opportunity
to deposit its egg, is equivalent to the destruction of a host 163
[91]
later in the year.”

While attending to business, this ground robin seems most

materialistic and worldly-minded; but when satisfied with his quest
for food, “a change comes over the spirit of his dreams.” He perches
upon a low bough; in a sweet and joyous song he reveals his
passionate devotion to his mate, and brings pleasure to listeners
whose ears are attuned to the sounds of Nature.

165
DESCRIPTIONS AND BIOGRAPHIES
OF
OUR LATER SPRING BIRDS
PART FOUR

167
 LATER SPRING BIRDS

Spring comes with a rush in some parts of our country and remains
but a short time, so closely does Summer follow in her footsteps. But
in New England, New York, northern Pennsylvania, Ohio, and
neighboring states, her approach is more gradual and restrained.

When maple and red-bud have laid aside their corals and fruit-trees
have donned their robes of white and shell-pink; when the woods
show again a flush of tender green, Spring arrives. She has long
been heralded by early choristers; she is now accompanied by a host
more wonderful than retinue of kings, so varied is their dress and so
sweet their triumphal music. Grove and orchard are alive with
happy-hearted birds, who help to make May the loveliest month of
the year.

First come the swallows, skimming over pools and circling above
meadows—embodiment of grace, gladdening the world with their
joyous twitterings. Swifts, nighthawks, and whip-poor-wills make
nightfall vocal. Little house wrens, each a fountain of bubbling
music, take up their abode near our homes.

Cuckoos slip quietly from tree to tree; thrashers and catbirds seek
thickets or perch on treetops, to sing like their celebrated cousins,
the mockingbirds. Shy ovenbirds and lustrous-eyed thrushes return
to live in the woods, or pass through them as they journey to their
northern homes. The advent of the tanager in his flashing scarlet,
and the grosbeak with his glowing rose bring to every bird- 168
lover “a most pointed pleasure.” With Stevenson he may say,
[They] “stab my spirit broad awake.”
Vireos and wood pewees appear in the groves; warblers flit from
treetop to treetop, many of them on their way to northern woods.
Orioles in the elms and orchards shout with joy; bobolinks bubble
and tinkle in the meadows; indigo buntings and kingbirds greet us
from roadsides, and Maryland yellow-throats from thickets.
Goldfinches hold their May festival, and choose their mates as they
sing with joyous abandon. The earth is fresh and beautiful, with
promise of a glad fulfillment near at hand.
TREE SWALLOW
 169

DESCRIPTIONS AND BIOGRAPHIES

 THE TREE SWALLOW
Swallow Family—Hirundinidæ

Length: About 6 inches.

General Appearance: Bluish-green above; pure white underneath,

from beak to tail; tail not deeply forked; wings very long.

Male and Female: Back, a dark, glistening green, giving this

swallow the name of “The Green-backed Swallow”; the
snowy white under parts give it the names of “White-
breasted Swallow” and “White-bellied Swallow.” The green
and white are about equally distributed; the green on the
head resembles a close-fitting skull-cap, pulled down below
the eyes. Wings, very long and powerful (nearly 4¾
inches), extending beyond the ends of the forked tail. Bill
short, very wide at base. Feet small and weak—used only
when resting, as swallows are generally on the wing.

Young: Brownish-gray, white beneath.

Note: A pleasant twitter.

Flight: Swift, in great circles.

Habitat: Tree swallows are seen along roadsides, and near swamps
and thickets. They formerly nested in dead trees, in
woodpeckers’ holes, or any available hollow. They now take
kindly to nesting-boxes. They have “roosts” at night where
they resort in great numbers, especially on their way south
 in the late summer. They have a great fondness for
telegraph-wires. During the fall migration, long chains of
these swallows are festooned on the wires during the
daytime. At night they disappear to their roosts, preferably
near marshes. They are a sight to be remembered 170
in the Jersey marshes, which Mr. Horsfall’s
accompanying drawing depicts.

Range: North America from Alaska and northern Canada to

southern California, Colorado, Kansas, Missouri, and
Virginia. They winter from central California, southern
Texas, southern parts of the Gulf States and southeastern
North Carolina, south over Mexico, Guatemala, and Cuba;
sometimes in New Jersey. They eat bayberries that grow
along the coast, and thus are able to remain farther north
in winter than their relatives.

First of the swallow host to speed northward is the Tree Swallow,

that migrates in April, as soon as a sufficient number of insects have
hatched to furnish a living for these almost wholly insectivorous
birds. Their cheerful twitter and beautiful circling flight make them
very welcome.

Swallows have always been regarded with favor. They were formerly
considered a good omen, and were thought to bring fair weather
and prosperity. I shall always remember the welcoming swallow that
met our ship near the Scilly Islands one June day, and preceded us
without resting for long hours as we voyaged close to the shore of
England. It seemed to presage the good fortune that followed us.

Swallows fly with their broad beaks ready to open, and catch unwary
insects with great ease. They rise early and continue their ceaseless
quest for small beetles, flies, mosquitoes, and other insects.
Professor Beal says: “Most of these are either injurious or annoying,
and the numbers destroyed by swallows are not only beyond
 [92]
calculation but almost beyond imagination.” He pleads for 171
the protection of all swallows and suggests that the “white-
bellied swallows” be supplied with boxes similar to those constructed
for bluebirds, only placed at a greater elevation and protected from
cats.

Tree swallows are the first to come and first to go. Before the
summer has really arrived, as early as July first, they begin to flock
and form great colonies that may be seen migrating during the
daytime.

172
 THE BARN SWALLOW
Swallow Family—Hirundinidæ

Length: About 7 inches; an inch longer than the tree swallow

because of longer tail; body nearly the same size.

General Appearance: Upper parts a glossy bluish-black; under

parts reddish-brown and buff; tail deeply forked.

Male: Forehead and throat bright reddish-brown; breast, belly, and

feathers under wings a light brown, becoming buffy; breast
and throat separated by an indistinct dark band; upper
parts a shimmering bluish-black; tail very deeply forked—
the proverbial “swallow-tail”; rounded white spots on the
inner web of all except the middle tail-feathers.

Female: Resembles male, though paler in color; outer tail-feathers

a little shorter.

Young: Backs duller, breasts paler, tail-feathers shorter than those

of adult male.

Notes: A clear, sweet call, and a joyous, musical twitter—weet-weet,

or twit-twit.

Flight: Long, sweeping curves that are beautiful to see. The bird
shows first his blue back, then his soft brown breast. He
flies nearer the ground than other swallows, and surpasses
them all in his power of flight. Imagine the number of miles
he travels in a day!
Habitat: Fields and farm-lands; also the vicinity of ponds or other
breeding-places of insects. The nest of mud is usually
fastened to a rafter of a barn. These swallows often nest in
colonies.

Range: North America, from northwestern Alaska and Canada, to

southern California and southwestern Texas, northern
Arkansas and North Carolina. They do not breed in the
southeastern part of the United States. They winter in
South America.
 BARN SWALLOW

Most beautiful of all the swallows is this bluebird fleet of the 173
summer time. It is associated in my mind with shining pools
rimmed with iris; with fragrant lilac-bushes, blossoming apple-trees,
and waving fields of grain near farm-buildings. Its sweet voice and
marvelous flight bring poetry into the prosaic life of the farm.

Burroughs characterizes the swallow delightfully in “Under the

Maples.” He says: “Is not the swallow one of the oldest and dearest
of birds? Known to the poets and sages and prophets of all peoples!
So infantile, so helpless and awkward upon the earth, so graceful
and masterful on the wing, the child and darling of the summer air,
reaping its invisible harvest in the fields of space as if it dined on
sunbeams, touching no earthly food, drinking and bathing and
mating on the wing, swiftly, tirelessly coursing the long day through,
a thought on wings, a lyric in the shape of a bird! Only in the free
fields of the summer air could it have got that steel-blue of the
wings and that warm tan of the breast. Of course I refer to the barn
swallow. The cliff swallow seems less a child of the sky and sun,
probably because its sheen and glow are less, and its shape and
motions less arrowy. More varied in color, its hues yet lack the
intensity, and its flight the swiftness, of those of its brother of the
hay-lofts. The tree swallows and the bank swallows are pleasing, but
they are much more local and restricted in their ranges than the
barn-frequenters. As a farm boy I did not know them at all, but the
barn swallows the summer always brought. After all, there is 174
but one swallow; the others are particular kinds that we
[93]
specify.”
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