ASIC NGINEERING SERIES AND ToOLS

Introduction
to Engineering
Design and
Problem Solving
M. DAVID BURGHARDT
Introduction
to Engineering
Design and
Problem
Solving
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Introduction j
to Engineering
Design and
ro 1^ I m
Solving
M. David Burghardt
Hofstra University

Mechanical Eneinaorirtg & Energy Processes

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INTRODUCTION TO ENGINEERING DESIGN AND PROBLEM

SOLVING

Copyright © 1999 by The McGraw-Hill Companies, Inc. All rights reserved.

Printed in the United States of America. Except as permitted under the United
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Library of Congress Cataloging-in-Publication Data

Burghardt, M. David
Introduction to engineering design and problem solving / M. David
Burghardt
p. cm.
Includes index.
ISBN 0-07-012188-5
1. Engineering design. 2. Engineering mathematics. I. Title.
TA174.B874 1999
620'.0042—dc21 98-18378

http: / / www. mhhe. com

In loving memory to Henriette “Harry” Vanderryn
About the
Author
M. David Burghardt is a professor in the engineering department
of Hofstra University. He received his Ph.D. in mechanical en¬
gineering from the University of Connecticut in 1971 and is a
Professional Engineer in New York state and a Chartered Engi¬
neer in the United Kingdom. He is the author of several texts on
thermodynamics, diesel engines, and freshman engineering. His
current research interests are in two primary areas, lightweight
diesel engines and improving technological literacy in elementary
and secondary schools. He has coordinated the introduction to
engineering experience at Hofstra for the past 15 years and his
primary teaching responsibilities are in freshman engineering,
thermodynamics and technology, and public policy.
 Digitized by the Internet Archive
in 2019 with funding from
Kahle/Austin Foundation

https://archive.org/details/introductiontoen0000burgJ8r6
Foreword
Engineering educators have had long-standing debates over the
content of introductory freshman engineering courses. Some
schools emphasize computer-based instruction, some focus on
engineering analysis, some concentrate on graphics and visu¬
alization, while others emphasize hands-on design. Two things,
however, appear certain: no two schools do exactly the same
thing, and at most schools, the introductory engineering courses
frequently change from one year to the next. In fact, the in¬
troductory engineering courses at many schools have become a
smorgasbord of different topics, some classical and others closely
tied to computer software applications. Given this diversity in con¬
tent and purpose, the task of providing appropriate text material
becomes problematic, since every instructor requires something
different.
McGraw-Hill has responded to this challenge by creating a
series of modularized textbooks for the topics covered in most
first-year introductory engineering courses. Written by authors
who are acknowledged authorities in their respective fields, the
individual modules vary in length, in accordance with the time
typically devoted to each subject. For example, modules on pro¬
gramming languages are written as introductory-level textbooks,
providing material for an entire semester of study, whereas mod¬
ules that cover shorter topics such as ethics and technical writing
provide less material, as appropriate for a few weeks of instruc¬
tion. Individual instructors can easily combine these modules to
conform to their particular courses. Most modules include numer¬
ous problems and/or projects, and are suitable for use within an
active-learning environment.
The goal of this series is to provide the educational community
with text material that is timely, affordable, of high quality, and
flexible in how it is used. We ask that you assist us in fulfilling
this goal by letting us know how well we are serving your needs.
We are particularly interested in knowing what, in your opinion,
we have done well, and where we can make improvements or offer
new modules.

Byron S. Gottfried
Consulting Editor
University of Pittsburgh ix
..
Preface

Introduction to Engineering Design and Problem Solving is de¬

signed to help beginning engineering students gain a better
perspective on engineering, particularly the creative aspects of
engineering design coupled with the rigors of analysis. Engi¬
neering design and the design process are generally not well
understood, and the text focuses on them through discussions of
the design process, examples of student work, and words of wis¬
dom from practicing engineers. Engineering analysis is integral
to the design process, and fundamentals in electrical engineering,
mechanics, and energy are part of the knowledge base necessary
for successful designs.
The first chapter examines the human-made world, the world
we live in, created by engineers. The processes employed by en¬
gineers to create this world embrace science, the study of the
natural world, and mathematics, the study of logical constructs,
and include elements uniquely their own. There are philosophical
values associated with mathematics, science, and engineering,
some similar, others divergent. These values will be explored.
One of the purposes of Chapter 1 is to set the stage for the later
chapters, providing a context for the designs that we create. For
instance, in mathematics and science the concept of uniqueness, a
correct answer, is vital. The square root of 25 is 5, not about 5, and
similarly, the composition of water is H2O, not approximately that.
However, in the human-made world, optimum or best solutions
are important, uniqueness is not. Trade-offs are always made
among cost, materials, aesthetics, and other factors. In addition,
there may be constraints to be satisfied on the problem in terms
of product size, time, and personnel.
Chapter 2 discusses and analyzes the design process. The
iterative nature of the design process—problem statement, speci¬
fications/clarifications, investigation, brainstorming, creating so¬
lutions, evaluation of solutions, and selection of the optimum
solution—are examined and illustrated. Creativity is an impor¬
tant aspect to design, and traits and attitudes of creative people
are portrayed to see how we can expand our own inherent creativ¬
ity. The concepts of invention and innovation are introduced along
with multicriteria analysis techniques. The area of ecological de¬
sign is of growing importance nationally and internationally, and
the challenges that it brings are examined.
In Chapter 3 design documentation is explored in its several
forms. Engineers document their daily work in a design journal
which provides a resource for attorneys filing for patents. The
presentation of a created artifact is important, hence the design
portfolio and design report are discussed. The design portfolio is a
guide which assists students in their first designs; it asks what the
problem is, what investigations were carried out in implementing
the design process. This is illustrated with an actual student
portfolio and its assessment. Once a student has worked with
the design portfolio, a design report can be written based on the
information in the portfolio.
Chapter 4 puts it all together. Engineering analysis in elec¬
trical, mechanical, and energy fundamentals is presented along
with critiqued design project reports. The area of electrical en¬
gineering includes steady-state dc circuits with applications and
logic diagrams and circuits. Engineering mechanics includes two-
dimensional forces and moments including the use of free-body
diagrams. Strength of materials is introduced; with stress and
strain the concept of factor of safety is introduced. Energy anal¬
ysis includes the conservation of mass and energy for open and
closed systems. Examples of extended energy analysis are pre¬
sented. Several fundamental software applications available to
engineers, essential for today’s engineering practitioner, are ex¬
amined.
What is it like in the real world of engineering? Chapter 5
addresses this question through extended interviews with six
engineers from various fields. These engineers provide insight
into how the business of engineering functions, what to be alert
to and proficient in. The excitement of engineering comes alive
through their stories, why they chose engineering, career moves,
what to look out for, abilities to hone.
Much of engineering analysis rests on the foundation of al¬
gebraic word problems—how do you set up and solve equations
from information presented in words? This is often a challenge
for beginning engineering students, and Appendix A reviews ba¬
sic algebraic and trigonometric word problems with engineering
applications. A review of binary number systems is presented.
Many people have contributed to the development of this text,
none more important than my students in freshman engineering.
I would like to particularly point out the four students who
have assisted me by contributing their design projects for all
to see—John Buhse, Joseph DiBiasi, Nancy Forsberg, and Ciro
Poccia. In addition I appreciate the critical and very valued review
of the manuscript by Dr. J. Taylor Beard, University of Vir- 111,1 xiii
ginia; Dr. Diane Beaudoin, Arizona State University; Dr. David Preface
L. Clark, California State Polytechnic University; Dr. Rajiv Ka-
padia, Mankato State University; Dr. Terry L. Kohutek, Texas
A&M University; Dr. John A. Krogman, University of Wisconsin-
Platteville; Dr. Michael E. Mulvihill, Loyola Marymount Uni¬
versity; Dr. Melinda Piket-May, University of Colorado; and Dr.
Steven Yurgatis, Clarkson University. The text is very much
improved by their individual and collective wisdom.
The overall purpose of the book is to interest and excite stu¬
dents about engineering, particularly with the creative challenge
and reward of engineering design. It provides a window on the real
world of engineering practice, a world of marketplace demands
and tremendous opportunities.
'
Contents
Chapter 1 Understanding the Human-Made World
Integration of Mathematics, Science, and Engineering
A History of Engineering Innovation 4
The Nature of Science, Mathematics, and Engineering
Constraints 17
Impact of Technology 18
Fields of Engineering 19
Aeronautical and Aerospace Engineering 20
Bioengineering 20
Chemical Engineering 21
Civil Engineering 21
Computer Engineering and Computer Science 22
Electrical and Electronics Engineering 23
Environmental Engineering 23
Industrial Engineering 24
Mechanical Engineering 24

Chapter 2 The Design Process

Traits of Creative People 27
Taking Risks 27
Vision 28
Knowledge Base of the Subject 28
Concentration and Determination 29
Developing Visual Ability 29
Right and Left, Left and Right 30
Relaxed Attention 31
Design Process Overview 32
Concurrent Engineering 34
Technical Decision Analysis 36
Ecological Design 39
Innovation and Quality 41
Product Life Cycle 43
xvi Chapter 3 Design Documentation 47
Contents
Written Communication 47
Guidelines for Effective Writing 48
Design Notebook or Journal 49
Design Portfolio 49
Assessment Critique 59
Design Report 62
Patents, Copyrights, and Trademarks 66
Doing It 68

Chapter 4 Engineering Analysis and Design 73

Engineering Analysis 73
Introduction to Electrical Engineering 76
Resistance 77
Steady-State DC Circuits 78
Kirchhoff’s Laws 78
Applications of Resistive Circuits 81
Computers 83
Logic Diagrams 84
AND Gate 84
OR Gate 85
Inverter 86
Logic Circuits 86
Electrical Engineering Design Report 87
Teacher in a Box 88
Assessment Critique 92
Engineering Mechanics 100
Forces 100
Moments 104
Free-Body Diagrams 106
Static Equilibrium 107
Strength of Materials 109
Mechanics Design Report 113
Toggle Switch Design 114
Assessment Critique 117
Electromechanical Devices 124
Thermostats 124
Toasters 126
Relays 128
Starting Motor 128
Energy and Energy Analysis 129
Contents xvii
Conservation of Mass 129
Energy Forms 130
Work 130
Heat 131
Potential, Kinetic, and Internal Energies 131
The First Law of Thermodynamics 132
Energy Analysis 135
Hydraulics—Automotive Brakes 138
A Wing and a Sail 141
Windmills and Drag 142
Thermal Engineering Design Report 144
Design of a Solar Dehydrator 145
Assessment Critique 148
Computer Applications 152
Computer Programming 152
Computer-Aided Design 153
Equation Solvers 154
Spreadsheets 154
Word Processing 155
Databases and Database Processing 156
Design Problems 157

Chapter 5 Discussions with Practicing Engineers 159

Hazeltine’s Rich Kumpfbeck 159
Business Plan 165
MTA’s Jerry Bur stein 166
Quality Assurance 168
Long Island Railroad’s Doug Haluza 170
Great Barrington’s Bruce Collingwood 173
Sidney Bowne’s Carl Becker 176
Long Island Lighting Company’s Donna Tumminello 179

Appendix A Algebraic and Trigonometric

Problemsolving 183
Linear Equations 183
Simultaneous Linear Equations 188
Linear Systems with Three Variables 190
Matrix Solution of Linear Systems 193
Quadratic Equations with One Unknown 196
xviii Exponential and Logarithmic Functions 198
Contents
Trigonometry 200
Laws of Cosines and Sines 201
Number Systems 203
Binary System 203
Representations and Calculations 203
Octal and Hexadecimal Systems 204
Mathematical Operations 205
Addition 205
Subtraction 205
Multiplication 206
Answers to Selected Problems 208
Index 211
 1 sHHB
Understanding
the Human-Made
World
Engineering and the artifacts of engineering—technology—have
been around since the beginnings of human civilization, far longer
than mathematics and science; yet most people are terribly ig¬
norant about engineering and technology. In contrast to mathe¬
matics and science, engineering and technology are typically not
taught in schools in the United States, and the processes creating
the enveloping human-made world are largely not understood.
There are many definitions of engineering, such as the one from
Webster’s College Dictionary: “the practical application of science
and mathematics, as in the design and construction of machines,
vehicles, structures, roads and systems.” This definition belies the
uniqueness of engineering, the body of thought it embodies, and
the methodology, uniquely its own, which it employs. Perhaps a
more general definition would be a course of study followed by
a professional life devoted to the creative solution of problems.
Yes, engineers are creative problem solvers, often imagining and
designing new technologies as a means to solve problems. Ad¬
vances that improve the standard of living of people are directly
attributable to engineering, from machines that reduce physical
labor to systems that provide clean water.

Table 1.1 indicates some of the differences between mathematics, Integration of

science, engineering, and the social sciences and humanities. Of Mathematics,
course, these are thumbnail sketches, but they will serve to high¬ Science, and
light the differences between the disciplines. Science is the study Engineering
of the natural world, a discipline engaged in discovering the whys
and wherefores of natural phenomena. What creates lightning?
Why do electrons have a negative charge? There is a process
for this investigation—scientific inquiry—in which a hypothesis
is posed and logical investigations are undertaken to confirm or
deny the hypothesis. Through such investigations, theories are
1
confirmed that explain natural phenomena. Mathematics is used
2 by engineers and scientists as part of their investigations, and
Understanding -t hag itg own philosophy and patterns. Mathematics is often

e uman'^® used to represent a natural phenomenon or human-made device.

For instance, Newton’s second law of motion—force is the time
rate of change of momentum—is often expressed as F = m • a, a
mathematical representation of the law. There are rules of math¬
ematical analysis, called theorems, that allow us to manipulate
such equations, such as the commutative law that allows us to
represent it as F = a • m .
The social sciences and humanities provide an entirely differ¬
ent view of the world, a world shaped by human perceptions and
understandings. For instance, a novel or a political or social event
can be analyzed from many different perspectives. A woman may
analyze it differently from a man, an urban dweller differently
from a rural person, a minority member differently from a ma¬
jority member, a technical person differently from a nontechnical
person. These are the different lenses through which events are
viewed, and opinions shaped. We often realize there is no one
correct answer, but the superposition of many beliefs creates the
societal belief collage.
What discipline brings all these together? Engineering! In
creating the human-made world, knowledge from science, math¬
ematics, and social sciences and humanities must be brought
to bear. As contrasted with scientific inquiry and mathematical
analysis, engineering design does not seek a unique or correct
solution, but rather seeks the best or optimum solution after a
variety of factors are weighed, such as cost, materials, aesthetics,
and marketability. We will discover that the design process is
iterative, creative, nonlinear, and exciting. The solutions that our
creative minds conceive are tempered by our societal upbringing.
The weighing of the trade-offs we make is similarly biased. Hence
the optimum solution for one person may not be the optimum
solution for another.
Consider the development of the heart pacemaker. This elec¬
tronic device is implanted in the body to regulate the heartbeat,
should it become irregular. Before engineers could proceed very

Table 1.1 Comparison between different fields of thought

Social sciences and

Engineering Science Mathematics humanities
Study of human-made Study of natural world Study of mathematical Study of human mind and
world constructs perception
Engineering design Scientific inquiry Mathematical analysis Rhetoric and criticism
Iterative design process, Hypothesis testing and Theorems, proofs, rational Eclectic methods,
optimum solution evaluation constructs comparative values
Biotechnology (heart Biology (physiology) Sinusoids (modeling heart) Ethics (who receives
pacemaker) assistance)
far with the design, they or someone on their design team
Integration of
needed to understand human physiology. What materials could be
Mathematics,
implanted into the body? What was a normal heartbeat? The
Science, and
heartbeat pattern is important, and mathematical modeling is a Engineering
technique engineers use to assist them in this determination. For
instance, a heartbeat, shown in Figure 1.1, may be modeled as
the sum of sinusoidal waves added through superposition.
Technology begets change, often change for the better, as in the
case of the pacemaker. But what if the technology is expensive?
How will it be determined who should receive the aid? In the
United States, two-thirds of the patients receiving kidney dialysis
are over 65 years old, while in the Great Britain, no one over the
age of 55 receives kidney dialysis treatment as part of the national
medical program. Technology can also create vexing problems for
which there are no ready solutions. Engineers’ voices are needed
if wise solutions, balancing different views, are to be found. Thus
far, engineers have not been well heard in the halls of Congress.
The 103d Congress had one senator (1/100) with an engineering
or science background and only eight representatives (8/435).
The concept of best or optimum is one familiar to us all. For
instance, when you purchase goods or services, an implicit balanc¬
ing is going on in your mind. Consider that you want to buy the
best potato chip. What are the attributes of potato chips that you
think are important? Your list will probably include crispiness,
taste, saltiness, greasiness, cost, thickness, size, aroma, packag¬
ing, and dippability. Somehow you balance all these factors and
reach a conclusion as to which chip is the best for you, recognizing
that your brother, sister, parents, and friends may reach different
conclusions based on their preferences. An analogous weighing of
factors, making trade-offs, is used in the design process to create
the optimum solution.
Modern engineering is a fairly new discipline, extending back
only as far as the mid-1800s. Of course, companies built ma¬
chines, important ones, before this time, but the understand¬
ing of the laws of science and tools of mathematics was very
rudimentary and sometimes totally in error (e.g., the caloric the¬
ory of heat). The engineering that you will be experiencing is a
blend of mathematical analysis, scientific inquiry, and creative de¬
sign, built on its centuries-old craft origins. The laws of mechanics
were well understood by the mid-1800s, as were the fundamen¬
tals of electrical engineering. By the end the 1800s most of the
CD
i_
natural laws, such as Maxwell’s equations describing electromag¬ 13
W
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netic waves, were discovered and formulated. Universities began CD
L-

Q_
incorporating science and mathematics in engineering studies by
the late 1800s, a system that has been refined to the present.
An interesting, albeit troubling, aspect of most history and so¬ Time

cial studies courses in grades K through 16 is the lack of content

Figure 1.1
on technology and its impact on society. People often admire scien¬
Heartbeat.
tific and technological advances and become quite enamored with
 the gains (e.g., the camcorder, videocassette recorder, personal
Understanding
computer), yet remain ignorant of the processes and knowledge
the Human-Made
required to effect such gains. When C. P. Snow discussed the
World
separation of the world of science from that of humanities, he
discovered that the literary group (those whose schooling and
experience fall under the social sciences and humanities heading
of Table 1.1) were in many ways much more ignorant of science
and technology than scientists and technologists were of litera¬
ture. You can verify this by reflecting on your own educational
background—what portion of your schooling looked at technology,
its creation, and its use? This was not always the case; the papers
of Benjamin Franklin and Thomas Jefferson reflect an interest
in and knowledge of science and technology and its necessity for
developing a stable nation. It is unfortunate that the empha¬
sis was lost. Study of the scientific and technological enterprise
should not remain the domain of scientists and engineers (if it is
addressed at all), but should be included in everyone’s education.

A History of We live in a modern, technologically sophisticated society because

Engineering of myriad scientific and technological advances that have occurred
Innovation over thousands of years. Figure 1.2 illustrates a time line for some
technological advances that have brought us to where we are to¬
day. It is difficult to imagine life without many of them. We will
examine some of them to gain insight into the leap of imagina¬
tion and creativity that engineers have exhibited throughout the
course of human history. Notice the tremendous advance in the
19th and 20th centuries as engineering evolved into its modern
discipline, fusing craft and creativity with scientific understand¬
ing and mathematical analysis.
As we all know, people need food, shelter, and clothing to
survive. The first inventions, as people advanced from being
hunter-gatherers to living in agriculturally based societies, were
ones that facilitated this. The yoke and scratch plow enabled
animals to be used in the tilling of land, expanding the acreage on
which a person could grow crops and thus increasing the number
of people that could be fed. The yoke for oxen, created over 5000
years ago, is still used today (Fig. 1.3). This is a fine example
of bioengineering, where the device fits the animal’s physiology,
permitting the strength of the animal, acting through its chest to
the yoke, to be transmitted via a shaft to the plow.
With the increase in societal complexity as civilization ad¬
vanced, the need for standardized weights and measures became
important, a concept that we accept automatically today but one
which was a major philosophical advance for that era. How does
one establish an equivalency for an amount of cotton versus grain
versus metal? We know there is no conservation law for volume,
but there is a conservation law for mass. Balance-beam scales
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 Understanding
the Human-Made
World

Figure 1.3
A yoke and scratch plow—
circa 3000 bc.

implicitly rely on two laws: conservation of mass and Newton’s

second law of motion. Figure 1.4 illustrates this. If the masses
were not equal, then the forces acting upon them could not be
equal either, and the scale would not balance.
Note that the previously mentioned laws were not known at
the time and the scientific principles were not discovered, yet
technological advances were made. It is true for many techno¬
logical advances created over the course of human history that
the science explaining them is discovered after the fact. Perhaps
in today’s era, with our extremely deep understanding of the
physical world, engineering advances and scientific knowledge
are coupled. We are able to accurately model the physical world,
which greatly assists us in inventing new designs and innovating
earlier ones. In the biological world, our level of understanding,
hence modeling, is not as complete.

Known mass m Different volume of material,

with equal mass for static
equilibrium

F= mg

Figure 1.4
The balance-beam scale relies on the conservation of mass and Newton’s second
law of motion.
 Until 3000 to 4000 bc, humans relied on wood, bone, or rock
A History of
to shape their environment. Then rudimentary metallurgy devel¬
Engineering
oped with pit-fired copper. Copper ore was placed in the bottom
Innovation
of a pit and covered by charcoal. The high temperature of the
fire allowed the reaction of the oxide in the copper oxide ore with
charcoal, leaving pure metal and a slag at the bottom of the pit.
The slag was chipped away, and the copper was remelted and
then formed into various shapes or poured into molds.
There is an interesting theory that pottery led humans to
discover copper and later, bronze. Clay pots were placed in pits
and covered with charcoal so the fire would harden the clay. The
glaze used to decorate the pots in all likelihood contained copper
or tin oxides. These same oxides (ores) were later used to make
copper and then the first alloy, bronze, which is a combination of
copper and tin.
In today’s world, sometimes referred to as the information age,
news of an invention can be disseminated quite quickly and accu¬
rately. Of course, this was not the case thousands, even hundreds,
of years ago. Inventions could be created and then disappear from
the human knowledge base. The Romans discovered cement and
used it in the construction of their roads. With the collapse of the
Roman Empire, this knowledge was lost for about 1500 years.
Inventions are not the domain of the Western world, but exist

Figure 1.5 , ,
A differential gear allows wheels to rotate at different speeds, such as when going around
a corner.
 wherever people developed societies. For instance, the first differ¬
Understanding
ential gears (see Fig. 1.5) are attributed to an unknown engineer
the Human-Made
from China. The gears had to be carefully and painstakingly
World
handmade, as there were no machines to perform this task.
Paralleling the creation of the scratch plow in Egyptian and
Mesopotamian times (circa 3000 bc), the cross-plow or moldboard
plow (Fig. 1.6) aided in the agricultural development of Europe
4000 years later. The European soil was heavier and had thick
grasses that had to be cut through, a task the scratch plow could
not perform. The cross-plow, originally pulled by teams of oxen,
solved this problem by cutting through the soil and turning it
over. With the expansion of agricultural efficiency, the population
of Europe increased dramatically, setting the stage in several
hundred years for the industrial age.
Many devices were created, as the industrial age evolved,
as the basis for societal organization, with three providing the
greatest impact—the printing press, the clock, and the steam
engine. The printing press (Fig. 1.7) allowed the dissemination
of information without personal contact. Prior to its creation,
7 scribes wrote manuscripts by hand, a time-consuming, expensive,
and error-prone process. Other information was delivered orally
by messengers, which was also an error-filled process. Paper
manufacture had made its way via China and the Middle East to
Europe by the 1300s, providing an inexpensive medium, compared
to parchment, for printing. A type of printing press which has
been in use for hundreds of years employed carved blocks of wood
that were placed in the press and paper; and it stamped a design
on paper, parchment, or cloth. Various factors and knowledge
systems coalesced to provide the timber for the creative spark to
ignite.

Figure 1,6
Cross-plow or moldboard plow.
 A History of 9
Engineering
Innovation

Figure 1.7
The Gutenberg printing
press.

In about 1450 Johannes Gutenberg, with a knowledge base in

metal casting, actually devised the uniform, movable metal type
necessary to create the printing press. The letters had to be of
uniform size so the spacing of words would also be consistent.
They had to be reusable and had to be firmly held in place while
the printing was going on. Gutenberg used a flexible iron band
to hold the type in place. The paper was laid on top of the frame
holding the inked type and was pressed against the type with
a screw jack. The paper adsorbed the inked impression, and a
page was printed. Gutenberg had knowledge of metal processing;
without it he could not have created the movable metal type. Your
engineering education provides you with similar knowledge bases
in a variety of technical areas. Your use of this knowledge and your
natural creativity will allow new and meaningful technological
designs to evolve.
At the dawn of the industrial era, travel by land was very time-
consuming, as the roads were made of dirt and easily became
rutted. Water travel provided an attractive alternative, and ships
were widely used whenever possible. The difficulty for seafarers
lay in knowing where they were, if land was not in sight. The
development of the clock, initially motivated by astronomical
reasons, helped expand this industry and, with it, travel around
the globe, dramatically opening trade with the Far East and
Europe. Caravans had crossed from the Middle East to China and
back for hundreds, if not thousands, of years, but the amount of
10 commerce that reached Europe was scant. The demand for goods
Understanding
was great, providing incentive for change. Figure 1.8 illustrates
the Human-Made
how a ship can determine its position—the latitude—by knowing
World
its angle relative to the North Star and the longitude by knowing
its location relative to the zeroth meridian, or that which passes
through Greenwich, England. Tables of stars’ positions relative
to earth had existed for hundreds of years, and with the aid of
a sextant, the angle could be determined and hence the latitude.
The longitude required an accurate clock which would work at
sea, a rolling and turbulent environment. In the 1650s Christian
Huygens created the first pendulum clock and a mechanism that
provided accurate timekeeping. It took a century before John
Harrison of England created the first chronometer (an extremely
accurate clock) that permitted accurate longitude location. For
an interesting story of the chronometer’s development, and the
obstacles this creative genius had to overcome, read the book
Longitude by Dava Sobel. In this instance, the science and math¬
ematics of accurately finding a position on the earth’s surface were
known, but it took technological invention to solve the problem.
The steam engine, associated with James Watt, who actually
held patents on improvements in steam engines, was originally
designed by Thomas Savery and Thomas Newcomen. Watt created
two significant improvements: (1) an external condenser for the
steam, so the steam cylinder would not be cooled down, and (2)
a slide valve mechanism that allowed steam to automatically
enter the cylinder as the piston was pushed by the steam in
either direction. These fundamental inventions were not enough
to garner success in the marketplace. In this era, the mid-1700s
in England, the designer of the engine would have to manufacture
and install it at a factory and then be compensated for the effort.
Figure 1.8 This took more capital than Watt possessed, and he sold one-half
The ship at Bean determine of his patent to a partner, John Roebuck. Together they were able
its latitude based on its
incident angle to the
North Star. The earth
rotates through 15° of
longitude each hour
(360°/24 h = 15°/h). If
the local time is known,
say, 12 noon, and the
time in Greenwich (0°
longitude) is known, say 3
pm, then the local longitude
is 45° east of Greenwich.
Noontime is often used as
that time is when the sun
is overhead. An accurate
clock, a chronometer, is
necessary as even a few
seconds’ error results in
many miles in error.
to build several engines, but the financial return and Roebuck’s 11
capital were limited, so the business could not expand. Time was * History of
also running out on Watt’s patent. Fortunately Matthew Boulton,
with sound financial resources, took an interest in the engine
and purchased Roebuck’s share. Boulton also had the connections
to get the patent extended for another 17 years, securing his
investment. Because of Boulton’s “deep pockets,” Boulton-Watt
Company created an interesting and profitable marketing tool: It
would provide an engine free to the purchaser in exchange for
only 10 percent of the savings that accrued for its use per year for
as long as the engine was operating. Engines from other manufac¬
turers, often exhausting to the atmosphere, were comparatively
very inefficient, so the manifold efficiency improvement of the
Watt engine provided the purchaser with significant savings. Ten
percent of these funds, also significant, flowed to Boulton and
Watt. This story illustrates an important lesson: Inventiveness
is important, but seldom does one person have all the technical,
marketing, and financial know-how required to make a financially
successful product. A team effort is required.
Steam was not the only form of energy of interest at the time.
The study of electricity was in its infancy, and great strides
toward understanding it were being made, though not always by
design. In the late 1700s, Luigi Galvani, a professor of physiology,
found that touching a frog’s leg with metal would cause the
muscles to twitch. This led to two conclusions: Animals, hence
people, generated electricity, and muscles were activated by these
generated electric signals. About 10 years later, Alessandro Volta,
a professor of physics at the Royal School in Como, Italy, showed
that the electric current causing the muscles to twitch in Galvani’s
experiment was the result of its being generated by dissimilar
metals (galvanic action, as it is currently known). He went on to
construct the first battery, known as the voltaic pile, by alternating
strips of copper and zinc in slightly acidic water.
Advances in one area, the voltaic pile, allowed other scientists
to pursue related interests, namely, the connection between mag¬
netism and electricity. In 1820 a Danish physicist and chemist, H.
C. Oersted, set out to prove that there was no connection between
the two phenomena but discovered, to the contrary, that they are
intrinsically connected. He showed that electric current flowing
in a wire sets up a magnetic field around it (Fig. 1.9) and he
demonstrated this by a compass needle moving and aligning itself
with the poles of the generated field.
Maintaining an open mind is crucial to the creative and in¬
vestigative process. Looking for only one type of solution can
block you from seeing others that are viable. There are numerous
anecdotal stories, such as Oersted’s, illustrating this.
Another pattern emerging from studying the advances in sci¬
ence and technology is one of reliance on others. In other words,
12 / (current)
Understanding -
the Human-Made
World

Figure 1.9
Electric current flowing
through a wire creates a
magnetic field around it.

the use of the knowledge gained and disseminated facilitates fur¬

ther advances. One does not have to start at the beginning, but
one should creatively use prior gains. The development of the
telephone illustrates this, as Alexander Graham Bell used the
works of predecessors together with his own innate creativ¬
ity to devise the first telephone. Bell was interested in com¬
munication, particularly in helping deaf people communicate.
While attending the Massachusetts Institute of Technology, he
heard a lecturer who showed that differing sound waves pro¬
duced unique visual patterns. He demonstrated this by using
a membrane with an attached bristle brush to scribe. Bell
was initially interested in the visual portrayal of sound. This
did not prove fruitful, but he later connected the principle of
a vibrating membrane to the way electric energy is created.
The device he made (Fig. 1.10) shows that when the pres¬
sure waves generated by the voice activate a membrane con¬
nected to an electromagnet which vibrates, electricity is sent
through a wire to a second electromagnet that in turn vibrates,
causing its connected membrane to vibrate and generate pressure
waves and sounds that are heard by the listener.
Thomas A. Edison is the person whom almost everyone has
heard of in relation to creativity and the design of devices. He
invented the phonograph (1878) and the electric lightbulb (1879)
and has over a thousand other patents applied for in his name.
Prior to his invention of the lightbulb, scientists knew that carbon
would glow when heated to a high temperature by the passage
of electric current through it. The problem for lightbulbs was
that the carbon element quickly oxidized. Edison and his staff

Diaphragm
< >•

Input sound Output sound

wave
Figure 1.10
Schematic diagram of
Alexander Graham Bell’s
telephone.
investigated the properties of over 3000 different materials before 11
13
deciding that carbon was the optimum material. They were able A Hi.story. of
to create a very high vacuum in the glass bulb so the oxidation ^ngme*r,ng
process would be slow, devising a bulb in 1879 that lasted for nnova lon
170 hours (the lightbulbs of today use tungsten filaments and are
filled with an inert gas, argon, to prevent oxidation).
The phonograph and electric lightbulb provided a tremendous
amount of income to Edison, funding additional investigations.
He is credited with conceiving of the first “invention factory,”
a research and development facility that turned advances in
scientific research into marketable products. One of Edison’s
maxims was that any idea he developed should have the potential
to be profitable. He used market analysis as a check before
deciding whether to pursue an invention; but once he did decide,
he was tenacious. The long hours he and his staff worked are
legendary—90 to 100 hours per week while in the pursuit of
a solution. His work demonstrates the need for dedication, the
requirement of teamwork with differing areas of expertise, and
the importance of marketing and sales if inventions are to be
profitable.
There are many other interesting stories that illuminate the
path of industrial development in the 19th and 20th centuries.
As one last and more current example, look at the bar code. Bar
codes provide a numerical way to define a product or location
(e.g., postal zip codes and food product codes). The food product
is identified by a number which is then converted to binary form
and read by an optical scanner. The postal bar code provides
information about the street address that can be accurately and
automatically read by a scanner. Because of scanners, the U.S.
Postal Service is able to improve productivity and reduce costs.
Based on 1990 costs, the productivity of the U.S. postal worker,
measured in pieces of mail handled per employee, was more than
3 times that of the Federal Republic of Germany; and the cost of a
first-class letter was about 2 V2 times less than that in Germany.

NO POSTAGE
NECESSARY
IF MAILED
IN THE
UNITED STATES

BUSINESS REPLY MAIL

FIRST-CLASS MAIL PERMIT NO. 314 WESTERVILLE OH

POSTAGE WILL BE PAID BV ADDRESSEE

Cemmics
P O Box 6102
MONTHLY

Westerville OH 43086-9834
Figure 1.11
Postcard with a bar code.
(Used with permission of
Ceramics Monthly.)
14 The post office district is defined by a five-digit number and the
Understanding
street address by a four-digit number, which are again converted
the Human-Made
to binary form. These are the lines that you find on the bottom of
World
envelopes or postcards, such as in Figure 1.11.

Table 1.2 POSTNET binary

code system

Character value Code

0 11000
1 00011
2 00101

3 00110
4 01001

5 01010

6 01100
7 10001
8 10010

9 10100

4
Z 3
I 0 4+3+0+8+6+9+8+3+4=45
P 8 10-5 = 5 — check
6
c
o 9
D 8
Figure 1.12 E 3
Converting a POSTNET _J_ 4
bar code to its numeric Check 5
value. —

The POSTNET binary system is shown in Table 1.2. Using this,

we can convert the symbol in Figure 1.11 to its numerical value.
The long bars are Is, the short bars are Os. The POSTNET code
always begins with a long bar, telling the system to begin, and
ends with a long bar, telling the system to stop. In addition, there
is a check built into the code. You will notice in Figure 1.12 there
is an extra number. This serves as a check. Add all the numbers
in the zip code, and you get 45. If you consider only the digit in
the Is place, and subtract it from 10, you get 5.

The Nature Engineering practice requires the use of science, mathematics,

of Science, and social sciences and humanities for its successful execution.
Mathematics, There are values associated with each of these areas, values that
and Engineering are implicit in the maxims of each. For instance, science has an
underlying belief that the world is understandable. This extends f5
beyond our immediate world to the universe; and the laws (e.g., | Science
gravitational attraction) that determine behavior on earth are Mathematics
also valid for the moon, Mars, and faraway galaxies. While we and Engineering
cannot ever hope to achieve perfection in complete understanding
and hence resolution of all questions, the quest for understanding
is a worthy endeavor. We know that the ideas of science may
change with time. For instance, the Copernican view that the sun
rotated around the earth changed, and ideas concerning how heat
was transmitted changed as new evidence was discovered.
Science relies on evidence, hypothesis, and logic. However, the
practice of science may differ in what is viewed as important to
investigate, the qualitative and quantitative methods used, and
the conclusions drawn. Evidence is paramount to the scientific
process; hypotheses without evidence are merely assertions. The
observation of phenomena validates a theory, an explanation, or
it will not. Often great skill is needed in making the observation
so as not to have it disturb the phenomena, an extremely difficult
problem when one is observing living organisms. Other difficul¬
ties can arise when the phenomenon, perhaps the growth of trees
in forests, has many factors affecting it, and distinguishing be¬
tween multiple effects is challenging. Logical reasoning assists
the scientist in validating hypotheses; the primary cause for sci¬
entific arguments concerns the appropriateness of the evidence.
Do the global temperature variations indicate global warming, or
are they part of the cyclic nature of temperature change that has

Scientists checking
the Relativistic Heavy
Ion Collider (RHIC) at
Brookhaven National
Laboratory. The RHIC
attempts to recreate
the conditions at the
beginning of the universe.
It accelerates heavy ions,
such as gold, and then
has them collide with each
other, reaching an energy
density close to that of
the Big Bang, a theory of
how the universe began.
(Courtesy of Brookhaven
National Laboratory.)
16 occurred on earth? How does one separate the effects? There will
Understanding
be certain assumptions, and these assumptions are debatable;
the Human-Made
but based on the assumptions, a logical train of thought will lead
World
to a conclusion. One of the ways that theories are validated is
through their use in explaining and predicting events.
The scientific method tries to be bias-free, recognizing that we
may bring certain biases to the observation of data that we are
not aware of. For instance, in studying the behavior of primates
by male scientists, the major focus was on the competitive social
behavior of male primates. When female scientists entered the
field, the importance of female primates in community building
came to light. A recognition that bias based on one’s background
may cause one to look for certain types of evidence and not others,
or interpret evidence from that perspective, is something to be
aware of. Logical persuasion assists tremendously in minimizing
these risks.
Mathematics is used as a tool by scientists and engineers. It
shares many patterns with science in that both seek to discover
general patterns and relationships. Mathematics diverges from
science because it is not bound by nature, but may explore ab¬
stractions having no real-world connections. Of course, there are
many applications for mathematics, from music to engineering to
business. As indicated earlier in the chapter, mathematics allows
us to express ideas (Newton’s second law) in symbolic form and
then manipulate this form. A challenge for the engineer and scien¬
tist is to make certain that the model they are using is consistent
with mathematical assumptions. For instance, the properties of
wood vary depending on the grain direction. Assuming that the
properties are uniform in all directions may not yield accurate
results.
Assigning physical values to symbols is important and does
influence the mathematics. For instance, 3 + 2 = 5, but 3 apples
plus 2 oranges does not equal 5 apples. When 2 cups of coffee is
added to 3 cups of coffee, the pot will contain 5 cups of coffee.
When 2 cups of sugar is added to 3 cups of coffee, the pot does not
contain 5 cups of coffee. In the latter case, there is no conservation
of volume law, while the law of conservation of mass underlies
the addition of differing amounts of coffee.
Technology, created through engineering design, enables us
to change the world to better meet our needs. The results can
include unexpected benefits as well as unforeseen costs and risks.
Engineering blends the practical knowledge of fabricating devices
with the scientific knowledge of why they perform, to create
new technologies. Reflect on engineers such as Alexander Bell
or Thomas Edison, and note the integration of theoretical and
practical knowledge in creating new technologies. Technology and
science are inexorably linked; one assists the other and vice
versa; the development of the computer has expanded the study
of weather systems. Concepts such as the first and second laws
of thermodynamics were linked to understanding and improving 17
Constraints
the steam engine. As technologies become more sophisticated,
the division between engineering and science becomes blurred,
difficult to observe. In the study and design of solid-state devices,
physics and engineering are intertwined. Technological advances
require new understandings, and scientific investigations often
require new technologies.

The engineered world interacts with social and cultural values Constraints
more directly and immediately than scientific or mathematical
worlds do. Technologies can create benefit and risk, so trade-offs or
constraints are part of the process. There are certain constraints,
such as the conservation of energy, even the conversion of energy,
that are dictated by natural laws. We cannot create an engine
with 100 percent efficiency; it is theoretically impossible. These
constraints are understood because of engineers’ background in
science; but the constraints in which a balance must be sought
between economics (limited time and material), politics (regu¬
lations), society (public opposition), and ethics (disadvantaging
some people) are not analytic.
All these factors come into play when a shopping mall is to be
constructed. The developer wants to spend only a certain amount
of money building a mall so that it will be profitable (the devel¬
oper defines appropriate profit, generally); there are regulations
regarding building size, number of parking lot spaces, and traffic

Engineers checking
drawings of an off-shore oil
rig. (Courtesy of Texaco,
Inc.)
18 patterns that need to be satisfied; abutting property owners may
Understanding
protest; people may be concerned about the environmental im¬
the Human-Made
pacts and the aesthetic impact on the community; many local
World
merchants may face possible business loss, while other people may
find employment opportunities. Thus, a final design, be it a con¬
struction project or an aircraft design, involves many trade-offs,
yielding an optimum solution. The optimum solution may change
if new technologies appear or economic constraints change. We
will also discuss the creative part of the design process, the portion
that is not logical, but intuitive and imaginative, an important
part of engineering.

Impact Of We have seen that new technologies are created to solve a human
Technology problem or address a human need, but frequently the technology
brings unanticipated consequences as well. At times this occurs
because our vision in applying the technology is limited. The appli¬
cation of pesticides to lawns and gardens, including vast acreages
of crops, increases the yield of fruits and vegetables, a desirable
feature. The pesticides leach into the soil, killing some good or¬
ganisms, and then percolate farther downward into the water
supply, causing eventual contamination, an unforeseen, though
predictable, negative feature. In the 1920s there was little refrig¬
eration, food spoiled quickly and people were made critically ill
because of this. The refrigerator, using dichlorodifluoro methane,
was invented and widely adopted, improving the quality of food
that people could purchase and later safely keep in their homes.
Fifty years later, scientists discovered that this hydrocarbon is
greatly contributing to the depletion of the ozone layer in the
earth’s upper atmosphere. Its use has been banned in refrigerat¬
ing and air conditioning equipment in most of the industrialized
world. A complicating effect is that currently the smuggling of
this refrigerant into the United States is highly lucrative, and a
black market flourishes in some areas. Equipment that used the
original refrigerant cannot use the replacement refrigerant, so
there is a great economic incentive to continue using it until the
device cannot operate anymore.
The computer has revolutionized many aspects of life in the
industrialized world; ever more frequently people operate com¬
puters that control machines that make a product. In the pre¬
industrial world, craftspeople made the product by hand; as
factories evolved with industrialized society, people operated ma¬
chines; and now people operate computers. Reporters use comput¬
ers to write their stories, often sending the stories directly to the
presses; however, reporters also indicate eyestrain and repetitive
stress syndrome in their hands and arms from keyboarding in one
position for long periods, resulting in loss of work and sometimes
permanent disability. The impacts have moved from catastrophic,
such as losing a limb in machinery, to chronic, such as back pain 19
Fields of
or carpal tunnel syndrome. Employment has improved for people
Engineering
making computers; there is an increased demand, and they need
to be repaired. But the printer who set the type from the copy
provided by the reporter no longer has a job, another unintended
consequence.
Coupled with the realization that there will be unintended con¬
sequences in the human-made world, there is the realization that
the device or system will fail at some point. Failure is natural;
it occurs when living organisms die, when physical devices cease
to function. The more complex the system, the more ways there
are for it to fail and the greater the challenge to prevent unantici¬
pated failure. There are various strategies for preventing failure,
including overdesign—making the device bigger or stronger—and
backup systems that will operate when the primary system fails.
No device is fail-safe, almost fail-safe, yes. Methods of risk anal¬
ysis, including the probability of undesirable occurrences, can be
used in the design process of complex systems, or systems that
may have dramatic negative consequences. Such systems are of¬
ten associated with nuclear power plants and hazardous material
manufacturing or processing facilities, and may be included as
part of the design process when possible danger to the public or
workers exists.

There are many fields of engineering and specialties within fields Fields of
and across fields. For instance, a person may be an electrical Engineering
engineer specializing in engine control systems or a mechanical
engineer specializing in engine control systems. Frequently engi¬
neers with a primary focus in one discipline require knowledge
from other disciplines to complete a task. In large companies
a team of engineers with different backgrounds will work to¬
gether on a project; in smaller firms, an engineer must develop
sufficient expertise to solve the interdisciplinary problem. If the
problem is too complex, consultants may be hired. One reason
for studying certain common engineering courses, say, materials
science, electric circuits, thermodynamics, and mechanics, is to
develop a broad basic knowledge of engineering necessary to solve
the complex and interdisciplinary problems typically confronting
engineers in practice.
The following engineering fields are by no means comprehen¬
sive, but represent the majors most frequently found at univer¬
sities. The descriptions are necessarily brief sketches with some
key distinguishing attributes. For expanded discussion, please
refer to the Web sites of the professional societies. You will
glean a great deal of information in doing so. Check out several
sites that may be of interest; notice the breadth of activities and
areas of interest in each of the disciplines.
 Aeronautical and Aerospace Engineering
Understanding , . ■> r

the Human-Made Aerospace engineering comes to mind when we think ot air-

World craft, rockets, and space travel. Actually, these are incredibly
complex interdisciplinary systems requiring the talents of engi¬
neers from many fields of study. However, aeronautical engineer¬
ing concerns itself with flight and the movement of fluids in the
earth’s atmosphere. Aircraft in this atmosphere can use oxygen
for combustion and other processes; not so for aerospace devices
traveling beyond the earth’s atmosphere. In the design of aircraft,
several factors need simultaneous consideration—aerodynamics,
propulsion, controls, and structures. You may have noticed the
flexing of an airplane’s wings as it flies through the air, a natural
occurrence resulting from the interaction between the air and
the structure. It is an interaction that the design accommodates.
Aerospace engineers launch people and equipment into space with
rockets. They must consider the aspects of aircraft design, but the
applications and constraints are different, www.aiaa.org

Bioengineering
Bioengineering is a comparatively a new field of engineering that
began in the 1940s but has evolved for thousands of years, since
the first artificial limb was created. This is an interdisciplinary

Students checking the pressure drop around an airfoil in a subsonic wind tunnel. (Courtesy of
Hofstra University.)
field, as bioengineers must be able to work and communicate 21
Fields of
with physicians and biologists in developing new equipment
Engineering
and materials. When discussing the development of the pace¬
maker earlier in this chapter, we noted that engineers needed to
understand the immune system (so materials would not be re¬
jected by the body), how the heart worked and the level of elec¬
trical stimulus needed, the effect of the power source on the body,
and how the physician could perform the operation. In gather¬
ing these data, bioengineers face the challenge of determining
information from living organisms and developing noninvasive
procedures to prevent measuring the reaction to the measuring
process. Very often this requires a graduate degree because of
the diverse nature of the material that must be comprehended.
www.mecca.org/bme/bmes/bmeshome.html

Chemical Engineering
The scientific breakthroughs in a chemistry laboratory must be
translated to commercial realities by chemical engineers. These
engineers work in the pharmaceutical, chemical, nuclear, and
electronics industries. They design the processes, specifying the
equipment that will solve particular production problems. Funda¬
mental to designing equipment for these processes is a knowledge
of the conservation laws of mass and energy, chemical equilib¬
rium, and reactivity. Most processes are continuous, so a thor¬
ough understanding of automatic control systems is important. A
new pharmaceutical, Xmycin, has been developed by biochemists;
chemical engineers must translate the laboratory processes to a
pilot plant. Problems of scaling up the processes must be analyzed
and overcome, and the equipment designed and controlled. If the
pilot plant operation is successful, then the process repeats itself
for full-scale production. The scaling of processes is nonlinear,
much as a food recipe for 50 people cannot be reduced to one for 2
people in proportional fashion, www.aiche.org

Civil Engineering
Civil engineering is perhaps the most apparent field of engineer¬
ing to us. The highways and bridges we drive on, the tunnels
we drive through, the buildings we live in, and the water and
sewage treatment systems we depend on are the handiwork of
civil engineers. To be sure, as civil engineers you will need a
sound understanding of mechanics, materials, and structures as
well as soil properties. If you are required to build a structure
on damp soil, how can the load-bearing properties be enhanced?
Many structures at LaGuardia Airport in New York City are built
on wet, sandy soils. Pilings are driven into the soil to provide
stability to the structures built upon them.
Highway construction, indeed the construction of all large
systems, requires accurate surveying of the terrain, defining
 aspects of the terrain that require consideration in the construc¬
Understanding
tion process. Because civil engineers design and construct systems
the Human-Made
(transportation, water) and products (dams, buildings) that are so
World
vital to society, most civil engineers are licensed professional en¬
gineers, more so than engineers in any other field. Very often civil
engineers work for local and state governments and frequently
also act as city planners, www.asce.org

Computer Engineering and Computer Science

Computer engineering is closely connected to computer science,
and both are involved with the design and organization of com¬
puters, their software, and their hardware. Computer science
approaches the design and organization from the software view
with less emphasis on hardware, and computer engineering from
the hardware view with less emphasis on software. The computer
engineer is concerned with how to take the software commands
and translate them to electronic signals within the computer and
within computer systems. Simply because a software command
says to do something, how does it physically happen? You push
the letter a on the keyboard, but how does it appear on the
screen? Following this relatively direct process highlights the
difference between computer scientists and computer engineers.
www.acm.org

Project engineer overseeing the proper installation of an underground conduit. (Courtesy of

Sidney Bowne and Son.)
 Fields of
Engineering

Student designing
bioinstrumentation
amplifiers to improve the
signal-to-noise ratio in
an electrocardiogram
recording. (Courtesy of
Hofstra University.)

Electrical and Electronics Engineering

Electrical engineering deals with the motion of electrons in met¬
als, such as through wire and filaments, while electronics deals
with the transmission of charged particles in a gas, vacuum, or
semiconductor. Just imagine a world without electricity. No
lights, elevators, refrigerators, motors, dishwashers, subways,
or televisions. Our life is integrally linked to electrical systems
and devices, all designed and analyzed by electrical engineers.
The growth of electrical engineering has been exponential as
microprocessor-based and computer-based systems have become
common to our everyday life—microwave ovens, computers, cel¬
lular phones. Some systems are so complex that humans can¬
not control them manually; for example, the forward-swept-wing
fighter planes are unstable unless they are computer-controlled.
All electronic or electrical equipment requires the knowledge that
an electrical engineer possesses to be designed, developed, and
manufactured, www.ieee.org

Environmental Engineering
Environmental engineering traditionally developed as a special¬
ization within civil engineering and is now assuming greater
independence as a field of its own. It is a field that crosses the
boundaries of several other disciplines. All engineers are con¬
cerned with the environment and create processes and products
that minimally disrupt the natural environment. Environmental
engineers may be chemical engineers focusing on the containment
of environmentally hazardous materials, or mechanical engineers
concerned about pollution from combustion processes, or civil en¬
gineers looking at waste disposal problems. Not only must the
environment be assessed for levels of pollution and contamina¬
tion, but also engineers must create systems to remediate the
contamination and restore the natural environment. If soil con¬
tamination is found at an old manufacturing facility, the soil must
24 be restored to environmentally safe conditions before the facility
Understanding
may be used for new functions. Environmental engineers will
the Human-Made
design processes to do this, www.wef.org
World

Industrial Engineering
Industrial engineers are concerned with the design, improvement,
and installation of integrated systems of people, materials, and
energy. Consider the manufacture of tires: A machine is operated
by a person and requires certain raw materials to produce the
tire. The problem for the industrial engineer is to bring the mate¬
rial to the machine as it is needed, remove the finished product,
and transport it to the next workstation. When establishing a
manufacturing procedure, the industrial engineer considers the
machine’s capacity, when routine maintenance is needed, and
what the operator should do when the machine is not functioning.
The industrial engineer is always focused on improving quality
and reducing costs; hence a curriculum includes courses in eco¬
nomics and finance, industrial psychology, as well as engineering
fundamentals, www.iienet.org

Mechanical Engineering
Mechanical engineers apply the principles of mechanics and en¬
ergy to the design of machines and devices. Applied mechanics
is the study of motion and the effect of external forces on this
motion, so the mechanical engineer is involved with crankshaft
design and turbine rotor design. Engineers in this area must con¬
sider the vibration effects of the device on the system and counter
the situation with vibrations imposed on the device. In designing
the nozzle of a rocket, the engineer looks at the design from two
viewpoints: the fluid’s effect on the nozzle and the nozzle’s effect
on the fluid. There is a keen interest in the interactions between
the fluid and the solid interface, such as in the imparting of fluid
energy to turbine blades to produce power. Of course, material
selection is fundamental to a good design, and engineers must be
aware of how strong the material is, how it can be lubricated if it
moves, and how it will wear, www.asme.org

References 1. Burke, James. Connections. Boston: Little, Brown, 1978.

2. Florman, Samuel. The Existential Pleasures of Engineering, vol. 1, 2nd
ed. New York: St. Martin’s Press, 1994.
3. Landis, Raymond C. Studying Engineering: A Road Map to a Rewarding
Career. Burbank, CA: Discovery Press, 1996.
4. Marchaj, C. A. Sailing Theory and Practice, New York: Dodd, Mead,
1964.
5. Snow, C. P. The Two Cultures. New York: Cambridge University Press,
1993.
6. Sobel, Dava. Longitude: The True Story of a Lone Genius Who Solved 25
the Greatest Scientific Problem of His Time. New York: Walker and Co P|,°blems
1995.
7. Tenner, Edward. Why Things Bite Back—Technology and the Revenge
of Unintended Consequences. New York: Knopf, 1997.
8. Volti, R. Society and Technological Change, 3rd ed. New York: St. Martin’s
Press, 1995.
9. Science for All Americans. Project 2061, American Association for the
Advancement of Science. New York: Oxford University Press, 1990.

Problems
1.1. Determine the temperature on your campus. A team of students will
be needed to measure the temperature at various locations at the
same time. How do you resolve the different readings? How many
readings should you take?
1.2. State a hypothesis, such as that more right-handed people have blue
eyes than left-handed people do. Set up a procedure to prove or
disprove the hypothesis.
1.3. Write an essay (200 to 300 words) on the driving force(s) behind
engineering activities in today’s world.
1.4. Describe mechanical advantage. How is it manifested in some com¬
mon household devices?
1.5. Describe how you think the Egyptians constructed the Great Pyramid.
The stones on the pyramid weigh about 2\ tons and had to be
transported from 500 miles (mi) away.
1.6. Write an essay tracing the development of the steam engine.
1.7. Define engineering, and trace the etymology of the word.
1.8. Discuss why you would like to become an engineer. If you are not
certain whether you want to practice engineering, discuss what factors
will assist you in deciding on an engineering career path.
1.9. Discuss the similarities and differences of civil and mechanical engi¬
neering.
1.10. Examine the course requirements for a degree in computer science
and for one in electrical engineering. Discuss the similarities and
differences.
1.11. Develop a technological time line of your life. Include significant
technological events, such as the IBM personal computer introduced
in 1983.
1.12. Thomas Edison’s lightbulb filament was initially made of extruded
carbon, but today the filaments are made from tungsten. Use a
reference book to find the electrical resistance of tungsten and of
several other metals, such as copper, tin, and iron. Why is tungsten
the best choice for a lightbulb?
1.13. Determine the speed of sound. For instance, you could stand a long
measured distance, say, 1000 to 2000 feet (ft), from another student.
If that student bangs two metal lids together and you measure the
26 time it takes for the sound to reach you, a rough determination may
Understanding
be made.
the Human-Made
World 1.14. Picture phones are telephones that display video pictures of the
people talking to each other. Do you think these phones will become
commonly used? What effects might the phones have on our lives?
1.15. There has been concern that using cellular phones and living near
power lines can both be dangerous because of electromagnetic
radiation. Investigate the problem of electromagnetic radiation. Is
there reason to be concerned? Are there inherent trade-offs being
made in using these technologies that we may not be aware of?
1.16. A process called colorization uses computer technology to turn old
black-and-white movies into color ones. Many feel that the movies
are enhanced by the process, while others decry this as spoiling the
original intent of the filmmaker. What is your point of view on the use
of this technology?
1.17. In what ways do you use and/or are you dependent on information
that is transmitted by satellite?
1.18. Discuss some of the impacts that the widespread availability of video¬
cassette recorders has had on your personal lifestyle.
1.19. Communication technology can affect the outcome of military conflict.
Investigate the communication tools used in Operation Desert Storm
versus the comparative lack of such tools in the Battle of New Orleans
during the War of 1812.
1.20. There is increasing concern that the privacy of individuals is being
invaded by database companies which sell information to other com¬
panies. Is it important for manufacturers to have information about the
customers who buy their products? Why or why not?
1.21. Sheet metal is used to make coins through a process of die punching.
The metals used for coins are chosen because of their properties
such as hardness, ductility, corrosion resistance, and melting point.
Using a reference book, find out which of the following metals would
make poor choices for coins: copper, magnesium, aluminum, iron,
nickel, mercury.
1.22. What types of fuels do you think will replace oil-based fuels like
gasoline in the future?
1.23. Should we continue to explore our solar system and the universe? Is
the exploration worth the billions of dollars it costs?
1.24. Automobiles give us the freedom to go where we want whenever we
wish. Is this freedom worth the increased pollution compared to that
generated from public transportation?
1.25. Explain in your own words how an airplane wing allows something
that is heavier than air to fly.
1.26. Investigate the development of the first internal combustion engine.
1.27. Describe some design features you would like in your home in 20
years.
1.28. Visit one of the Web sites noted under “Engineering Fields.” Mention
two aspects of the field that were new to you. What are some of the
resources available to members?
One of the wonderful aspects of engineering is that it is a cre¬
ative profession; engineers make new products. Traditionally one
associates engineers with being very analytical and good in math¬
ematics and science, and they are; but, equally important, they
are creative and must be able to engage this part of their being as
well. The requirement for the combination of these two attributes
is found in the design process. There are some traits that many
creative people share, attributes that can be enhanced if you are
aware of their importance.

Engineers creatively solve problems, hence understanding the TVaitS of

wellsprings of creativity is valuable to further developing and Creative
sustaining it. Creativity springs from the mind, blending our People
various intelligences together. Design and creativity go hand in
hand; enhancing your creativity will improve your designs. The
following traits of creative people may appear separable, but they
are not.

Taking Risks
Whenever you depart from the norm or the accepted view, you
increase your vulnerability. However, increased vulnerability is
necessary if you are to be receptive to new ideas. You have no
doubt heard the disabling expressions “You shouldn’t argue with
success” and “If it ain’t broke, don’t fix it.” They imply that if
you try to improve something that functions, you will break it. If,
however, you are to create something far better than anyone has
thought of before, a risk must be taken, a chance to succeed and
also a chance to fail.
There are at least two aspects to learning: knowledge gained
from successes and knowledge gained from mistakes. Success is
very appealing, but there are drawbacks to learning from success,
as it tends to focus the direction of thinking toward the future, ex¬
cluding other views from consideration. Learning from failure,
27
however, does not have an exclusionary view. It is less directed,
and alternatives are more readily accepted as possible directions
28 The Design
Process

Figure 2.1
A simple arch.

to follow. In learning a new skill, a person must experience periods

of awkwardness, a time of inability. Mistakes are made in the
process of skill development. Top athletes did not start off at the
top; they learned from their mistakes, baskets missed, strikeouts
incurred. In creating as well as in learning, this attitude is
required.

Vision
What is vision? Perhaps it is seeing connections where none were
perceived before, often crossing traditional boundaries between
disciplines, looking in a different direction. Changing one’s per¬
spective may suddenly allow the perception of interconnections,
a bridging of different worlds. One of the ways people achieve
this vision is by allowing a certain ambiguity to exist, not seiz¬
ing a known methodology, precluding other ways of thinking.
This manner of thinking links very well to the design process in
which several solutions, or alternatives, are sought before they
are narrowed down to one.
Our verbal and mathematical intelligences, collectively a sym¬
bolic intelligence where we replace meanings with word symbols,
cause us to focus on definitions. Thus, when we see the word
elephant, we do not visualize an elephant, thinking of how it
smells, walks, and sounds; rather, we associate a definition with
a word, a definition made from other words. This very important
type of intelligence can often limit our perception by focusing on
the known, the unambiguous. Place three blocks together, as in
Figure 2.1. How might the figure be described? Did your listing
include a table, a pleasing form, a chair, an inverted u, a hole in
space, a bridge, the Greek letter pit Visual thinking is an enabling
intelligence, empowering you to see in different ways and to make
connections between varied perspectives.

Knowledge Base of the Subject

Mastery of a subject or technical ability is a prerequisite for cre¬
ative thoughts. While it is recognized that acquisition of knowl¬
edge brings the accompanying danger of strengthening a fixed
view, it also strengthens intuition. The strengthened intuitive
Developing 29
knowledge can harmonize the competing tensions within oneself
Visual Ability
formed by lessons learned from successes and mistakes.

Concentration and Determination

Many people, Thomas Edison included, said that creative leaps
are a result of perspiration as much as inspiration, although
both are required. The stories of Edison’s spending weeks looking
through hundreds of references in the effort to turn a conceptual
design into a finished design are legendary. The same concen¬
tration and drive are necessary in engineering. This does not
mean “toughing it out,” but rather focusing one’s energy through
relaxed attention.
The determination to make creative change requires dealing
with periods of uncertainty. Creative people have this talent, this
ability to cope with their isolation for following a nontraditional
path in pursuit of their vision. In the process a resiliency, not a
hardening, is created. Resiliency connotes strength and flexibility,
whereas hardness connotes strength and rigidity.

Visual thinking is central to the creative process. This thought Developing

process is aided by quick sketching, permitting the ideas to be¬ Visual Ability
come further refined. We think visually all the time. The English
language contains many words linking vision and thought, such
as insight, foresight, and hindsight. Indeed, the etymological root
of the word idea comes from the Greek word “idem,” to see. Think¬
ing is a pervasive, yet elusive, concept. Thinking, as manifested
by the brain’s electrical activity, occurs even while we sleep. It
is a complex activity that involves the entire body—physiologists
have shown that muscle tone affects thought; neurologists link
the nervous system and psychologists link feelings and emotions
to the thought process. The process is visual, verbal, and math¬
ematical and is affected by anything that affects our bodies. Of
course, not all thinking is fruitful or purposeful; most of the time
it produces little of value, but it is occurring.
Visual thinking pervades all our activities from the profound
to the mundane; from Einstein’s viewing himself traveling at the
speed of light in his search for the theory of relativity, to an
athlete’s picturing herself winning a medal, to a walk through a
crowd of people. How might we interact with our visual thought
process? There are three types of imageries that we use: seeing,
imagining, and drawing. Figure 2.2 illustrates these as overlap¬
ping circles, one reinforcing the other. Drawing does not mean
formal drawing, but doodling or sketching. Thus, seeing what is
helps us to draw, and drawing what is helps us to see more clearly.
Similarly, drawing stimulates imagining, and imagining provides
greater desire to draw. Imagining and seeing relate a bit more
30 The Design
Process

Figure 2.2
A Venn diagram of seeing,
imagining, and drawing.

esoterically, as imagining filters what we see and seeing stimu¬

lates our imagination. One form of imagery merges continually
with the others.
Quick sketches aid the problem formulation and solution by
allowing examination from several approaches. Because of the
sketching, you do not have to hold different images in your mind,
and the sketches stimulate your imagination. This is the flow of
imagery from perceptual (seeing) to inner (imagining) to graphical
(sketching). Sketching focuses our vague inner perceptions and
in the process of recording them, advances them. It also allows
for comparisons between different ideas. The word sketching is
used to denote the concept of graphical ideation rather than
the formal process of graphical communication to another person.
Our thoughts occur quickly and require an equally rapid graphical
format such as freehand sketching.

Right and Left, Folklore tells us that the symbolic left hand represents subjectiv¬
Left and Right ity, sensory perception, and subconscious levels of thinking, while
the symbolic right hand represents logic, objectivity, skill, and
language. In the brain the hemispheric function is reversed. The
right hemisphere directs the left side, and the left hemisphere
directs the right side of our bodies. Scientists have confirmed the
functional aspects of the brain’s hemispheres consistent with the
folklore of the symbolic left and right hands. Experiments suggest
that the right brain has little sense of time or of cause-and-effect
relationships; it can act without reason, is very intuitive, even
holistic.
For most engineers, the left brain is much more familiar. It has
a strong sense of time and of cause-and-effect relationships. Its ra¬
tional basis finds expression in facts, numbers, and words. Our ed¬
ucation, focusing on symbolic mathematics and verbal skills and
performance, tends to strengthen the left hemisphere. Creativ¬
ity, on the other hand, has strong links to the right hemisphere,
where designs are generally created. Scientific and mathemati¬
cal skills are necessary for analysis and testing, language skills
are required for communicating the designs to others; all are a
Relaxed Attention 31
function of the brain’s left hemisphere.

It is certainly very desirable, even necessary, to integrate the Relaxed

abilities of your left and right brain. Relaxed attention assists Attention
this integration. The concept almost seems like an oxymoron:
How can you be relaxed and pay attention at the same time? The
relaxing, the letting go, refers not to the activity or the thoughts
you are following, but rather to the distractions, the thoughts
or activities you do not wish to follow or involve. A virtuoso
performer, be she an athlete or pianist, often elicits the remark,
“She makes it seem so easy, so effortless.” This performer is able
to use all her energy for the performance; none is wasted on
nonessential tensions. Needlessly tensed muscles not only divert
attention from the performance, but also consume more energy
than they would in a relaxed state. Thus, being uptight or tense
will interfere with your thought process.
Relaxed attention is physical, emotional, and mental, as we
need the unimpeded flow of ideas between mental (seeing), emo¬
tional (imagining), and physical (sketching) states. We should
try to see clearly, sketch freely, and imagine unboundedly. Eye-
strain and tiredness affect not only visual thinking, but also
mental processes. Relaxation techniques, for example, yoga and
transcendental meditation, allow you to direct and maintain at¬
tention on a given task or purpose. Your mind does not wander.
Forcing attention, while sometimes necessary, robs you of en¬
ergy as your mind tries to seek escape to other thoughts, clearly
denying you creative mental interactions.
The most menacing problem facing a creative person, whether
a writer or a problem solver, is a blank piece of paper, as it tends to
stifle imagination. There are some guidelines that you can follow
to enhance your creative abilities. Encourage fluent and flexible
ideation, meaning many (fluent) and varied (flexible) ideas. Do
not edit them. Do not judge the value of your ideas. Your right
brain needs to wander and not be edited by an overriding left
hemisphere. Try to create as many ideas as possible—quantity
matters. Your skills in sketching are a necessary asset, so the
drawings will be fluid and unhesitating responses to your ideas.
When the ideas are ephemeral and at times fast-moving, your
sketching needs to keep pace, or else it can become a brake
on your imagination. These are sketches for interacting with
your mind, not for communicating ideas to others, and need only
capture images for you.
Creativity allows us to be open to new ideas, new ways of view¬
ing old products. It is this openness that allows good designers
to change the original design concept as the process proceeds;
there is not an ego investment in making something work when
 a better alternative appears. This is not to say that persistence is
The Design
unnecessary; it certainly is, as noted earlier.
Process

Design Process The design process starts with a human need that requires a
Overview solution, a problem to solve. The problem may be narrowly de¬
fined, such as to refine a student desk lamp, or more loosely
characterized, such as to improve the water quality in a pond.
Before creating solutions, an engineer will research and investi¬
gate the topic. This research can be technical in nature, and it
may be nontechnical as well, to better understand the context
that created the problem. For instance, what factors contribute
to the pond’s low water quality—development resulting in de¬
creased water supply or increased nitrates from lawn fertilizer?
Were there problems with a previous version of a desk lamp, did
customers complain about its tippability, were there burns from
touching it? Technical matters are more readily determined, but
perhaps not as philosophically interesting.
In the case of the desk lamp, this may involve looking at other
types of desk lamps and learning about their characteristics, good
and bad. This leads to the specifications and clarifications area of
the problem statement; it is here that the output requirements
(specifications) are noted, such as provide X lumens of illumina¬
tion 3 feet from the lamp, be adjustable in height between 15 and
30 inches, use fluorescent bulbs, be available in a variety of colors.
Constraints may be imposed that limit the variety of solutions
possible; perhaps the material must be molded plastic, and the
cost must not exceed $5. Most often the problem is presented to
the engineer by a customer along with specifications, what he or
she wants the design to provide.
At this point, the engineer more thoroughly understands the
problem technically through investigation and philosophically
through the design requirements. Now the creative side of the
designer is freed to brainstorm, to create several quick sketches
leading to different ways of solving the problem. This is perhaps
the most challenging part of the design process, as we often
seize upon one idea, judge it to be satisfactory, and cease to
think creatively, searching for the best or optimum design. A
corollary in mathematics to the optimum is finding whether a
point on a curve is a maximum (best, optimum) by taking the first
derivative and seeing if it changes slope. In the creative sphere,
other designs provide a similar validity for the optimum one,
designs to check against. In this process positive and negative
features of the designs are examined, and the best or optimum
design is determined.
Before the design is constructed, it needs to be analyzed. Will it
perform the required functions, meeting the design specifications?
The analysis of the mathematical model of the physical system
is one of the important components of engineering design. The Design Process
Overview
analysis of the model will include use of the constraints that
have been developed in the problem definition, such as the forces
acting on a structure, or an electric signal to be interpreted. The
questions answered here include whether the device will meet
the functional requirements desired. Perhaps an original goal is
too demanding, such as a lightweight structure that supports too
great a force, and the material constraint may have to be revisited.
The analysis portion of the design process will feel most familiar
to students, as much of the course work in engineering relates
to engineering analysis, for example, circuit analysis, structural
analysis, and thermal analysis.
Once the analysis is completed with any modifications made
to the design as a result of the analysis, the construction begins.
The process itself, shown in Figure 2.3, is nonlinear, as is typical
of creativity and in contrast to the linearity and logic of mathe¬
matical analysis and scientific inquiry. Note the inner arrows on
Figure 2.3; these indicate that at any time in the process, it is fine
to go back and add information, perhaps adding specifications,
eliminating a constraint. Invariably during the construction of the
device, changes are made to the conceptual design. It is important
to note these and recognize that such changes are fine—they are
part of the creative process. Of course, you must make certain
that the device solves the problem, and this is where the testing
is done. The testing should be conducted in a scientifically correct
fashion, so the data are valid and reliable.
At this point you know whether the device meets the problem
statement specifications and satisfies the constraints. Were this
a company, a management decision would be made to proceed
with manufacturing or not. It may appear strange that a project
could be canceled after a good deal of creative effort has been

Manufacture

Create solutions Analysis, evaluation

Several models (select optimum)
Figure 2.3
The design process.
34 put into it, but there are many possible reasons for this. The
The Design
project’s budget may have been exhausted, and the engineers
Process
transferred to another project; or it has taken too long to develop
the product, and from a marketing perspective the release needs
to be delayed; or a competitor using newer technology renders the
design noncompetitive.
As a student, you may work with others on a project or by
yourself. However, in industry you will seldom have the responsi¬
bility to conceive, design, and manufacture a product; it is simply
too large an undertaking for one person. There are engineering
specializations associated with each of these areas. In traditional
organizations, research and development proved the feasibility of
designs, and implicitly they are required by the company; design
engineers created alternative designs and selected the optimum
one subject to constraints and specifications. The design engineers
also created the detailed drawings and specifications for manu¬
facturing to implementation. Manufacturing engineers, in turn,
modify the drawings in light of the machinery and personnel ca¬
pability to produce the product, and sales engineers are involved
in the marketing and sales of the completed product. This lin¬
ear system creates manifold problems and delays, particularly
between the design and manufacturing engineers.
Consider an everyday product, the desk or table you are work¬
ing on. Imagine yourself as the design engineer who had to
communicate to someone else how to make that which was visu¬
alized. Perhaps the table is 30 inches (in.) by 60 in. with a metal
base and folding legs. Is the desk exactly 30 in.? Of course not.
Any measurement has an error associated with it. What are sat¬
isfactory measurements and tolerances for this desk, consistent
with the manufacturing equipment available? To answer requires
experience and communication, perhaps 30 in. plus or minus ^
in. is fine. The drawings will reflect this tolerance. However, a
novice design engineer might specify 30 in. exactly or with a
tolerance of 0.001 in. The manufacturing engineer then writes a
memo, discussing the problems with the design and why it may
need to be reconsidered, creating delay and adding expense to
the design process. This is a very simple design. Imagine the
problems that can occur in more sophisticated designs if there is
not good communication between the various areas!

Concurrent The traditional design process is being replaced by concurrent

Engineering engineering design in which everyone involved in producing a
product, from inception to shipping to sales, works as a team. It
has long been recognized that changes occur during the design
and manufacturing process; with concurrent engineering many
of the changes occur earlier in the design process because of the
increased communication between all parties at various stages
 Concurrent
Concurrent 35
engineering
Sequential
Engineering
engineering

Cost impact of
engineering changes

Traditional
production
begins
production
/begins Figure 2.4
Comparison of traditional
Development Time and concurrent
Earlier manufacturing release,
identification of critical parts engineering, spending
and processes rate versus time.

of production. Team-building meetings and discussions of the

project’s progress provide much more than traditional written
communication. Thus, in the example of desk design and pro¬
duction, engineers in manufacturing communicate the machinery
limitations to the design engineers before final drawings and
specifications are created. Similarly, personnel in shipping can
indicate savings achieved by the use of standard packaging if
certain dimensions are incorporated. A major aerospace company
found out that changes that cost $1 when made early in the
development cycle of an aircraft rise to $10,000 during the manu¬
facturing phase. During the production phase, many plans must
be changed, resulting in costs associated for these changes as well
as time lost from manufacturing.
Concurrent engineering reduces the time of the manufacturing
cycle, which is increasingly important in the drive to get new
products to market as quickly and reliably as possible. Figure
2.4 illustrates the spending and time profiles for traditional,
sequential engineering and concurrent engineering. Note that
the spending rate is highest early in the cycle for concurrent
engineering, though the total cost (the area under the curve)
is less than that in sequential manufacturing. A mind shift is
required by managers when adopting concurrent engineering,
not only in regard to costs, but also involving many people in
the decision-making process and providing training time and
meeting times for them, all of which costs money. The meetings
and training are required to break down traditional, hierarchical
methodologies used in manufacturing a product and to allow
meaningful input, respecting the advice of people from all areas
of design, manufacturing, and sales. The increased emphasis
on teamwork is one of the newer characteristics of the modern
engineering company. An engineer working in isolation is an idea
whose time has passed. Teamwork allows the creativity of many
people to inform the process, from design conceptualization to
36 product fabrication. New ways of doing things that yield a better
The Design
product are always sought.
Process

Technical It may be comparatively easy to select the optimum design if one

Decision clearly stands out as the best choice on several fronts, but there
Analysis will often be competing designs that offer different features and
have different advantages and disadvantages. One characteristic
of the design process is the trade-offs, cost versus material ver¬
sus reliability versus performance. This contrasts with a single
evaluation criterion, often cost.
An entertaining and informative way to introduce the concept
of optimum design or best choice is by evaluating a consumer
product, for instance, determining the best potato chip, soda,
or chocolate bar. Not all the elements in the design process
apply, but the important ones do. The problem statement is to
determine the best potato chip. The investigation phase will
probably be minimal, as you know the attributes of potato chips
that appeal most to you. When you are brainstorming for ideas,
the thoughts are about attributes of potato chips, things you like
or dislike about them. A list often includes saltiness, crunchiness,
thickness, size, fat content, calories, cost, color, and taste. There
are no alternative solutions, but there will be various criteria
that you think are important, perhaps saltiness, crunchiness,
fat content, and cost. Explain why these criteria are the most
important to you, and then devise a testing methodology that
will reliably test a variety of potato chips for these criteria. The
sodium content is listed on the packaging, so this value is readily
obtained. You will have to decide if more or less salt is better,
or perhaps there will be an optimum salt level that emerges
from the taste test. Consider an attribute that is not so readily
found, such as crunchiness; how might that be determined? Some
have suggested repetitive testing by people chewing a chip, to
find out if there is a concurrence on one brand as the crunchiest.
Others have suggested using a decibel meter and breaking the
chip at a fixed distance from the meter, the loudest breaking
sound being correlated to crunch. Sometimes the criteria are too
difficult to evaluate quantitatively with the equipment available;
perhaps you do not have a decibel meter, and alternative testing
means must be sought. During the evaluation phase, there may
be feedback to previous elements of the design process. You may
want to change the criteria for assessing the chip’s quality in light
of reliable testing methodologies.
At this point, assume that the tests have all been conducted in
a scientifically reliable manner, and the results are in: Chip A is
crunchiest, chip B costs the least, and chip C is the saltiest. How
do you determine the best? The multicriteria decision analysis
technique allows us to balance these in a rational fashion, arriving
at a best or optimum product. The exercise of determining the
best chip can be fun and provides insight into the human-made
Technical 37
world, a world of trade-offs and choices, as the chip you like the
Decision Analysis
best may not be the chip your best friend likes the best, but
the process of determining the best in both cases fundamentally
follows the design process.
Consider a recent situation you most likely found yourself in,
selecting a university to attend. How might you decide between
several in a rational fashion? The initial step, similar to definition
of the characteristics of a potato chip, is to determine independent
criteria used in making the decision. Not all criteria are equally
important, so the relative importance of each criterion is decided
upon, denoted by weighting factors. Table 2.1 lists some typical
criteria and their weighting factors. To determine the criteria and
the weights is, in general, not an easy task if skewing of the
decision is to be avoided. Duplication of criteria may occur, such
as reputation and quality of the faculty.
The following criteria were used in selecting the optimum
university: Cost is a very important criterion and deserves a
top weighting factor for most people. Nearness to home may or
may not be important to you and was given a lower weighting
factor. One of the keys to success at a university is how you
relate to your fellow students; if you find a compatible group of
peers, you will be much more likely to have a successful college
career, again an important factor. The size of the university may
not be as important to you. Whether the college or university
comprises 2000 students or 20,000 students may be less a concern
than whether it has the major you desire or enjoys the stellar
reputation that many of its faculty and graduates have. The
importance of the factors to you will give them different relative
weights.
At this point, you can select several alternative schools and rate
them with a score of 1 to 10 as to how well they perform in each
of the six categories. The score is multiplied by the weighting
factor, and the total for each school is determined, with the
highest total score being the best school based on these criteria

Table 2.1 Criteria and weighting factors for

selecting a college

Weighting
Criterion factor (1-10)
1. Cost 9

2. Class size 6

3. Compatible student body 7

4. Major desired 8

5. Reputation 7

6. Nearness to home 5
3fl “■■■"■7™ and scores. For this example, let the contrast be between a large
The Design public university (LPU) and a medium-size private university
Process (Mpu) Table 2 2 indicates the scoring that might occur. In this
situation the tuition cost of the public university is as inexpensive
as possible, except for perhaps community college for the first
two years, thus yielding a high comparative score. The number
of students enrolled is much larger, with larger class sizes, hence
the higher rating for the private university. The student body
characteristics at the private university were more appealing to
this hypothetical engineering student. On the other hand, the
LPU did have exactly the major desired (e.g., ceramic engineer¬
ing), whereas the MPU did not (e.g., materials science). Again the
reputations of the faculty and graduates from both institutions
were very good, with the edge going to the LPU because of more
research and publications. The MPU was nearer to home, a plus in
this instance. You can see from the totals that the two universities
are virtually tied in the rating, indicating the difficulty of making
a decision. It is possible for bias to enter the scoring; however,
there are ways to normalize the decision making, minimizing this
effect.
This type of normalizing is referred to as benchmarking, which
entails establishing what is the best for a given criterion, quanti¬
fying it, and then comparing a given product, process, or college
to the benchmark. For instance, in considering four-year under¬
graduate schools, the cost at the LPU is $10,000 per year whereas
at the MPU the cost is $20,000 annually. As noted earlier, the
LPU has the lowest possible cost, hence its tuition becomes the
benchmark value. To determine the rating of the universities,
divide the benchmark value by the university’s cost, and multiply
by 10 to convert the number to a value between 1 and 10. For
instance,

$10,000
LPU cost rating 1.0 (1.0X10) = 10
$10,000

Table 2.2 Weighted comparison of two universities

Private Pubiic Private Public

Criterion Weight (1-10) university university university university
Cost 9 5 10 45 90
Size 6 10 5 60 30
Student body 7 8 6 56 42
Major 8 7 9 56 72
Reputation 7 7 8 49 56
Closeness to home 5 8 5 50 25
Total 316 315
 Ecological Design 39
$10,000
MPU cost rating = = 0.5 (0.5X10) = 5
$20,000
The average class size in the MPU is 25 students, again viewed
as the lowest possible and hence the benchmark value; and the
LPU has an average class size of 50.

25
LPU class size rating 0.5 (0.5X10) = 5
50

25
MPU class size rating 1.0 (1.0X10) = 10
25
The analysis is very adaptable to spreadsheets so that adding uni¬
versities is not a chore. Determining benchmark values requires
research, as the quality of the analysis is a function of the quality
of the data used.

A trend in engineering and other design professions, such as Ecological

architecture, is to seek designs that are compatible with the nat- Design
ural environment in their development, operation, and disposal.
This springs from the growing recognition that the affluence we
currently enjoy is, in part, borrowed from the future, because we
have been depleting natural resources, minerals, and energy at
an irreplaceable rate and in the process are creating an unsus¬
tainable world. Some consider that we are living in two worlds.
The first is the natural world evolving over 4 billion years. The
second is the human-made world of roads and cities, farms, and
artifacts designed over the last few millennia. The condition that
threatens both worlds—unsustainability—results from a lack of
integration between them.
Ecological design is simply the effective adaptation to and in¬
tegration with nature’s processes. It tests solutions with a careful
accounting of their full environmental impacts. There are now
sewage treatment plants that use constructed marshes to simul¬
taneously purify water, reclaim nutrients, and provide habitat; as
well as agricultural systems that mimic natural ecosystems and
merge with their surrounding landscapes. New types of industrial
systems have the waste stream from one process designed to be
useful input to the next, thus minimizing pollution.
Engineers with an ecological focus observed that the traditional
model of industrial activity—in which individual manufacturing
processes take in raw materials and generate products to be
sold, plus waste to be disposed of—should be transformed to
a more integrated model—an industrial ecosystem. In such a
system, the consumption of energy and materials is optimized,
waste generation is minimized, and effluents of one process
whether they are spent catalysts from petroleum refining, fly and
40 bottom ash from electric power generation, or discarded plastic
The Design
containers from consumer products—serve as raw materials for
Process
another process.
Engineering traditionally concerns itself with safety and effi¬
ciency; ecological design asks that we do more. We have already
made dramatic progress in many areas by substituting design
intelligence for the extravagant use of energy and materials.
Computing power that 50 years ago would fill a house full of vac¬
uum tubes and wires can now be held in the palm of your hand.
The old steel mills whose blast furnaces, slag heaps, and tower¬
ing smokestacks dominated the industrial landscape have been
replaced with efficient scaled-down facilities and processes. Many
products and processes have been miniaturized, dramatically re¬
ducing the flow of energy and materials required to fabricate and
operate them. For instance, there is manufacturing using molec¬
ular nanotechnology. If we think about products at their most
fundamental level as being made from atoms, then the properties
of these products depend on how the atoms are arranged. If atoms
of coal are rearranged, diamonds may be created. Similarly, by
rearranging the atoms of sand with a few trace elements added,
computer chips are made. Today’s manufacturing methods are
very crude when seen from a molecular view—casting, grinding,
milling, and even lithography move atoms in huge statistical
groups. Molecular nanotechnology, or manufacturing, allows po¬
sitioning of every atom in its correct place, yielding reduced costs
in terms of materials and energy.
Of course, society plays a pivotal role in creating the climate
for change, making it economically feasible to use intelligence
of ecological design. For instance, in Germany, manufacturers
are now required by law to either take back and recycle old
packaging or pay a steep tax. This has transformed the German
packaging industry. Questions now include: How can durabil¬
ity and reuse be designed into the packaging? How can easy
disassembly of packaging components facilitate recycling? These
questions have triggered extraordinary innovations in reusable or
recyclable packaging with corresponding environmental benefits,
including decreased waste and use of virgin materials. Traditional
design does not ask these questions, instead optimizing with re¬
spect to cost or convenience with minimal or no environmental
considerations.
In a sense, evolution is nature’s ongoing design process. The
wonderful thing about this process is that it is happening con¬
tinuously throughout the entire biosphere. A typical organism
has undergone at least a million years of intensive research and
A petroleum engineer
development. A few years ago, two Norwegian researchers set
checking the pressure out to determine the bacterial diversity of a small amount of
differential from an oil rig. beech forest soil and of shallow coastal sediment. They found well
(Courtesy of Texaco, Inc.) over 4000 species in each sample, which more than equaled the
number listed in the standard catalog of bacterial diversity. Even
Innovation and 41
more remarkably, the species present in the two samples were
Quality
almost completely distinct—nature’s design process with different
constraints yielded different solutions.
In the sustainable design of products and processes with an
eye toward ecological awareness, three strategies are employed
to address the environmental effects: conservation, regeneration,
and stewardship. Conservation slows the rate at which things
are getting worse by allowing scarce resources to be stretched
further. Typical measures are recycling, adding insulation, and
designing fuel-efficient cars. Regeneration is the expansion of the
natural capital by the active restoration of degraded ecosystems
and communities. Stewardship is a practical quality of care in re¬
lation to other living creatures and to the landscape. Stewardship
requires continual reinvestment, observation, and design inno¬
vation. An example might be how to control erosion on a steep
hillside. A conventional civil engineering design could use a thick
concrete retaining wall to hold the earth. In ecological design,
natural processes are used to accomplish the same goal, such as
seeding the hill with willow branches which sprout and develop
articulated roots, keeping the soil in place. However, the willows
must be tended until the roots develop; a knowledge of tree char¬
acteristics is required to pick willows with deep root systems and
not another species with shallow root systems. Notice that the
ecological solution uses very little energy and matter, but does re¬
quire stewardship, while the traditional method uses much more
energy and matter, but requires very little stewardship.
We, as a society, have expected design professionals to bend
an inert world into shape. An alternative is to try to catalyze the
self-designing potentialities of nature, allowing useful properties
to emerge rather than deliberately imposing them.

Engineers have been very inventive in creating the human-made Innovation and
world. One of the criticisms of companies and indirectly of engi- Quality
neers in the United States in the recent past is that many devices
were created here, but eventually the manufacture and subse¬
quent innovations to the inventions occurred in other countries.
A tremendous insight is gained into the original design as the
manufacturing and construction process occurs, modifying the
final design. As the object is used, problems may arise with its
operation, and features may be desired to enhance the operation.
The people who manufacture the product will gain the knowledge
necessary to make these improvements and with this the abil¬
ity to create new and better products. The chain is important,
as the concurrent engineering model indicates. To have design
without feedback from manufacturing is shortsighted, and the
design will be short-lived. Engineers did not create the corporate
42 strategy of the 1980s to shift manufacturing to other countries
The Design
or outsourcing to other companies, but their employment oppor¬
Process
tunities were certainly affected. Information technologies permit
the linking of engineers in Europe, Asia, and North America.
They may all be working on the same product, perhaps a common
automobile design for all countries. Drawings and messages are
sent electronically on secure Intranet connections.
One of the reasons for upgrading designs, or innovating, is
that customers use the product in unanticipated ways, expecting
outcomes not initially conceptualized. A feature of good designs
is their robustness, in the design sense meaning the ability to
perform well under unusual circumstances. Robustness is partic¬
ularly needed in complex systems, such as those found in nuclear
power plants where there must be no possibility of unanticipated
failures resulting in an accident. This is made additionally diffi¬
cult because the science of complex systems indicates that these
systems undergo reconfigurations and realignments. Chaos the¬
ory tells us that even if we have an exact and deterministic model
of a system that is completely closed to outside influences, its
behavior will not be predictable beyond a certain time scale. In
the case of systems that are subject to outside influences, such as
power fluctuations of the electrical grid or air and water quality
changes, the time scale becomes shorter. An analysis of the safe
management of complex systems points to one of the features of
ecological design, stewardship, as well as to features of concur¬
rent engineering. In the safe operation of complex engineering
systems, there is a hierarchy, a chain of command, that addresses
the routine matters and prevents errors of omission. But this in
itself would not prevent complex systems from failing. Underlying
the hierarchical chain of command, or set of rules, is empower¬
ment of employees to question procedures and challenge beliefs,
knowing that some ambiguity is inherent in complex systems
and that it is necessary to keep people alert and involved. The
involvement requires communication between a variety of fields,
as the work on an electric generator may have ramifications for
the control of the fuel rods. Thus, in addition to the hierarchical
system, information technology allows a parallel structure of com¬
munication and organization adaptive in responding to changing
circumstances. The information exchange allows an adaptive re¬
sponse, which parallels aspects of the ecological design example
where stewardship of the willow trees is ongoing.
Safety and quality are issues of great concern to all engineers.
Everything fails at some point, living organisms die, physical
devices cease to function. The goal of engineers is to ensure that
the failure is safe, a pump does not explode, an electric motor does
not burst into flames. Whether the device is of high quality, often
associated with a long lifetime, or low quality, its failure should be
safe. Robust design is important, as the operating conditions may
not be those anticipated. Quality is a corporate decision based,
43
in part, on market conditions and cost. A company must be able ^roduct Life
to design products with a low enough cost to be competitive, or Cycle
it may soon find itself out of business. For instance, seat belts
were not always required in automobiles; they were an extra-cost
option. Manufacturers did not believe they could add these as a
standard feature and remain competitive. Government stepped in
and passed a law requiring them to do so, and thus the challenge
was changed to that of creating economical seat belt systems to
meet or exceed the regulations.
Making a product safe—protection from electric shock, sharp
edges, moving parts—is not the only consideration. The product
should be comfortable to use, so ergonomics becomes important.
Ergonomic analysis requires an understanding of human physi¬
ology to coordinate products to our physical abilities, so we are
not in conflict with them. This can also extend to the work envi¬
ronment; if it is very noisy, hot, and humid, people will not be as
alert as in quieter, more temperate environments.

After market analysis indicates there is need for a new product Product Life
and it is introduced to the market, most products go through Cycle
a cycle of sales such as that in Figure 2.5. The initial cost of a
device is usually much higher than its final price after being on the
market for several years. For instance, when handheld calculators
were introduced, they cost more than $200; now many with those
same features can be purchased for less than $10. During the
growth stage, customer feedback prompts design innovations,
more devices are manufactured, the unit cost to produce them
decreases, and more people purchase them. The maturity stage
occurs as the price stabilizes, the product has features that most
people desire, and sales increase. Eventually, many people who

Introduction Saturation

Figure 2.5
Sales projection pattern for
a product.
44 desire the product have purchased it, and the product cycle enters
The Design
the saturation stage. At this point in the product life cycle, there
Process
are more devices than can be sold, resulting in price decreases
and, perhaps, the product’s being taken off the market. The life
cycle can be a matter of months, years, or many years, depending
on the product. Engineers face the challenge of creating new
products to replace the ones with declining sales, maintaining the
company’s profitability.

References 1. Arnheim, Rudolf. Visual Thinking. Berkeley: University of California

Press, 1969.
2. Edwards, Betty. Drawing on the Right Side of the Brain. Los Angeles:
J. P. Tarcher, 1979.
3. Eide, Arvid (ed.). Introduction to Engineering Design. New York:
McGraw-Hill, 1997.
4. Kamm, Lawrence J. Real-World Engineering. New York: IEEE Press,
1991.
5. Koestler, Arthur. The Act of Creation. New York: Macmillan, 1969.
6. Koen, Billy Vaughn. Definition of the Engineering Method. Washington,
DC: American Society for Engineering Education, 1985.
7. Lumsdaine, Edward; and Monika Lumsdaine. Creative Problem Solving:
Thinking Skills in a Changing World, 3rd ed. New York: McGraw-Hill,
1994.
8. McKim, Robert. Visual Thinking. Belmont, CA: Wadsworth, 1980.
9. Minsky, Marvin. The Society of Mind. New York: Simon & Schuster,
1986.
10. Van Der Ryn, Sim; and Stuart Cowen. Ecological Design. Washington,
DC: Island Press, 1995.

Problems

2.1. The purpose of this problem is to demonstrate and stimulate the need
for fluency in sketching when expressing yourself graphically during
the conceptual design process. Take a large piece of drawing paper
and draw 30 freehand circles approximately 1 in. in diameter and 2 in.
apart. Now in a timed exercise totaling only 5 minutes (min), sketch
details on each circle that define it. Examples would be a flower
blossom or a baseball. Could you complete all 30 circles in 5 min?
Did you find yourself repeating patterns? Were you sufficiently fluent
with your sketching that your ideas could be actuated?
2.2. There is a popular game called Pictionary in which you must at
times sketch concepts. Make an abstract sketch of each of the
following: animal, tree, shut, penetrate, collapse, turbulent, sharp,
decayed, lively thrust. The idea is to communicate not to others but to
yourself.
2.3. Very often we can form mental images of certain physical objects, but
45
the clarity of the images fades because the thought is involved with Problems
more sensory perceptions. Note the clarity of your mental image for
each of the following, from clear to nonexistent:
(a) Your mother’s face
(b) A dandelion
(c) Your kitchen at home
(d) A sunset
(e) Children laughing
(0 The sound of rain on a metal roof
(g) A pinprick
(h) An itch
(/) Kicking a ball
(/) The taste of pizza
(k) The smell of gasoline
(/) Hunger
(m) Well-being
2.4. Not only is it useful to limber up your mental imagery as indicated in
Problem 2.3, but also it is important to control images. In the following
situations, you will find some you can control well, others not well, and
still others not at all. Check your ability with the following:
(a) The concentric circles formed and expanding outward caused by
a pebble dropped in the still water of a pond
(b) A flower blossom very slowly opening and blooming
(c) This text flying away into the sky and disappearing
(d) The chair you are sitting in coming alive and carrying you around
the room
2.5. Preconceptions often limit our ability to see what is, what exists.
Check your ability by
(a) Describing the telephone in your room, including the location of
the numbers and letters
(b) Describing the dashboard of a car
(c) Describing the cover of this book
2.6. Select a consumer product and determine the best or optimum brand.
Include the characteristics you believe are important and why you
believe they are important. Select four characteristics for use in
testing in a scientifically correct manner and the weighting factors you
assigned each characteristic.
2.7. Write the specifications, including drawings or sketches if necessary,
to construct the door entering your bedroom or dormitory room.
2.8. Develop the criteria and weighting factors for changing majors, buying
a car, and living on or off campus. For hypothetical situations with the
above, perform a multicriteria decision analysis to support the best
choice.
2.9. Describe relaxed attention.
46 2.10. Consider a consumer product you purchased or examined in a store.
The Design How might the packaging be redesigned for reuse? For recycling?
Process How might the product have different design features so that it could
be recycled into component parts?
2.11. Investigate the use of marshes for waste purification. Consider the
amount of land that is required as part of your investigation.
2.12. Discuss design intelligence and its effect on people’s use of a device.
If possible, examine a product from 30 or more years ago and the
current version of that product. How is design intelligence manifested?
2.13. Innovation requires feedback from end users. Examine a consumer
product that you are familiar with, and look for improvements that
might be incorporated into a new model.
2.14. What is the difference between product safety and product quality?
2.15. Examine several products you are familiar with that have different
manufacturers or models. What features indicate higher quality versus
lower quality? After you examine several products in this way, are
there any generalizations you can make about high-quality versus
low-quality attributes?
2.16. It is often possible to improve the ergonomic design of devices we
use. Pick one such device and find ways to improve it ergonomically.
2.17. Cut two pieces of paper or light cardboard into six geometric shapes
with straight sides such that the sides are equal in length to one
another or multiples of one another. Two people sit on opposite sides
of a table with a cardboard divider between them, each with one set
of shapes that cannot be seen by the other. One of you will act as the
design engineer, the other as the manufacturing engineer. The design
engineer will create a design, or pattern, and must communicate this
to the manufacturing engineer without the aid of sketches or hand
signals. The manufacturing engineer fabricates the design based on
this information. Note the precision in communication necessary for a
simple design to be replicated. Switch roles and repeat the process.
Design
Documentation
The designs that engineers create require documentation, as
the designs may lead to new patents; reports have to be written
describing the what, when, where, why, and how of the project; and
a record must be kept for further work on this or related projects.
There are several ways that documentation occurs, principally
through use of the design notebook or journal and the final
report. In addition, the design portfolio is introduced as an aid
to gathering the information necessary for the report; although a
portfolio is not used in industry, it is valuable in school.

As an engineer, you will want to persuade people to follow your Written

recommendations, act on your requests. In reviewing your anal- Communication
ysis of a bridge or circuit design, few managers will question the
wisdom of your calculations (although supervisors or colleagues
will check them for accuracy), but they may question nonmathe-
matical areas of judgment used in the assumptions framing the
calculation. If a certain linkage is important in the design, though
not the only way to accomplish a task, you should make a per¬
suasive case for it, or it may not be accepted. Embedded within
the design process is the selection of the optimum solution among
several possibilities, and it is important to articulate well your
justification for this solution.
In business and industry, a competing view may be asserted
by another department asking for funding, recognizing that not
all projects can be funded. The marketing department may want
assistance to expand sales; manufacturing may request funds for
new equipment or, in the case of a design, argue against the
design because it requires new labor skills. The reports that you
write describing your project, as well as the memos and letters
that you generate, should persuade others that you are correct,
your reasoning is sound, and your conclusions are convincing. Of
course, the work you generate must be good, it must stand on its
own merits; and you will ensure this standing if those merits are ^
effectively communicated.
Guidelines for It is not redundant to ask yourself before writing whether you
Effective have a good idea of precisely what you want to communicate. Fre-
Writing quently, this will relate to presenting information or persuading
people to act or think in a certain way. Questions to ask yourself
at this stage include: Why do they want to read this document?
Does the technical level of detail intrigue or bore them? Is their
initial attitude likely to be positive, negative, or neutral? Will
the document give them the information they desire? Answers to
these questions will help you write more effective term papers,
letters, and engineering reports.
Get to the point. Readers appreciate going from the general
to the specific, from conclusions to details. For instance, if you
perform a series of tests on a piece of equipment to determine
its desirability in a system, your supervisor will want to know
what you found out and your recommendation. The supporting
detail of the testing procedure is important and will be further
analyzed by others, but as the recommendation moves upward
in management, your conclusion is the focus. Please note, this
assumes that the testing procedure and the analysis are sound
and accurate; if they are not, then no amount of clever language
will suffice. Engineering competence is essential. Also, distinguish
between fact and opinion, supporting the latter with facts. For
instance, stating that the Hewlett-Packard graphing calculator
is the best calculator is an opinion; how much it costs, consumer
testing reports, and various features are facts that support your
contention.
Express yourself clearly, getting to the point; don’t allow mis¬
interpretation to occur because a sentence has more than one
meaning. Ambiguity, vagueness, and lack of coherence or direct¬
ness may leave a statement open to several interpretations and
not bolster your point of view. You are persuading the reader
to your viewpoint, not a point of view unsupported by and in¬
consistent with the rest of the document. Here is an example of
ambiguity: “Before accepting materials from new subcontractors,
they should meet our requirements.” Who is they—the materials
or the subcontractors? A better way to write this is: “Before we
accept them, the materials from the new subcontractors should
meet our requirements.”
How far behind are you on the project? Several weeks, or
three weeks? The latter is specific, not vague. Specificity helps in
problem solving; the person who reads the phrase several weeks
will have to ask you, How many weeks is several weeks? Being
direct and using active verbs invite the reader to grasp the points
quickly. The passive voice is never as engaging as the active voice.
Consider the following: “Water molecules are vaporized by heated
wires.” Compare this to: “Heated wires vaporize water molecules.”
Or compare: “The cylinder is closed at both ends by thin metal
caps” to “Thin metal caps close the cylinder at both ends.” Ac¬
tive verbs almost always provide direct and specific communica¬ Design Portfolio
tion.
Your sentences need to be coherent and to form coherent para¬
graphs, which, in turn, form a coherent report. You achieve para¬
graph coherence by having any given sentence relate to the one
before it and the one following it. The paragraph opens with a
main point, and the sentences supporting that point link together,
reinforcing that point.
Aesthetics matter. The appearance of what you write on the
page influences the reader. Leave ample margins—the standard
is 1 in. all around. A “ragged” right-hand margin is more readable
than one that is right-hand-justified. Pick a typeface that is read¬
able and familiar. There are two general formats for typefaces:
serif and sans serif. The serif typefaces, like the one used for
this text, have little edges and curlicues on the letters and are
used in books, newspapers, and magazines; hence readers are
comfortable with them. Sans serif typefaces, like that used in this
book for examples, do not have these edges, are less readable, but
are very effective for titles and headings in which the font size
is larger. A 12-point typeface is standard; use other sizes for spe¬
cial effects. White space is important, isolating and emphasizing
important data and information and providing a visual resting
space between blocks of information.

Engineers should, and in many instances must, maintain a note¬ Design

book that is a record of their daily work. This becomes an official Notebook
document in the eyes of courts should patents arise from their or Journal
work or litigation ensue about a project an engineer worked on.
When engineers are working on nondesign matters, the notebook
entry may be a summary of what was accomplished during a day,
including a log of phone calls with clients. It serves as a means
for refreshing one’s memory, should questions arise about when
something was done, or not done. Engineers use the notebook for
any written design work and when working on a computer. Since
many engineers design using both media, there are software pro¬
grams that log the work. The notebook has sewn pages, so it is
not possible to insert a page and it is apparent when a page is
removed; thus the record cannot be tampered with, making it
creditable evidence in legal matters. In Chapter 5, conversations
with two engineers highlight the importance of a design notebook.

The design portfolio is a way of recording the information you Design Portfolio
gather, the creative thoughts you have, the testing and analysis
you perform, and the construction you make as part of the design
50 process. It also serves as a ready guide to make sure you included
Design
all elements in the design process and did not skip any key steps.
Documentation
Note that a portfolio is a device to assist students to document
the design process; design portfolios are not used by practicing
engineers. The elements in the portfolio are as follows:

• Problem statement. This describes the problem you wish to solve

so that someone else can understand it, including what it will
accomplish and any specifications or constraints.
• Investigation. List some questions that need resolution before pro¬
ceeding with the solution, and research answers to these questions
and how others may have addressed the problem in the past.
• Brainstorming. Once you have developed a knowledge base about
the problem, use your creativity to come up with several possible
ideas about or solutions to the problem.
• Alternative solutions. The optimum solution is the best of several
possible solutions; present alternative solutions to the problem.
• Optimum solution. Select the best solution, and explain why you
believe this to be the optimum one.
• Construction. Explain how you will construct your device and
changes to the design that occurred during the construction phase.
• Analysis and testing. Did the device solve the problem? How did
you test it, and what were the results?
• Final evaluation. Is this the best design? If you were to start again,
what would you do differently?
• Oral communication. Plan a presentation to the class; include
how you make the presentation and the overall content of the
presentation.

Students were given the challenge to design and construct a

device that would be of assistance in the kitchen at home to
solve a problem. One student found that opening jars was often a
problem for his mother and decided to create ajar top opener. His
efforts are documented in the following design portfolio with the
assessment of it following.
 INTRODUCTION TO ENGINEERING

DESIGN PORTFOLIO

Name Ciro Poccia

Section 3A

Problem Statement
In your own words, describe the problem clearly so someone else can understand it. What
will the solution accomplish? Are there imposed specifications and limitations?

Often jar tops are difficult to open with the bare hand, particularly for older people or people with
arthritis or physical impediments. The jar top opener needs to increase the torque beyond that of
the bare hand. The handle should be easy to hold, and the opener should securely grip the jar
cap and not slide. The device needs to be inexpensive, costing less than $5 in materials for the
prototype. Since it will be used in a kitchen, it must fit in a kitchen cabinet drawer.

51
Investigation
What are some questions that must be answered to solve the problem? List at least three.

What will increase the torque in turning the cap?

How or in what way will the device grab the cap?
How will the handle be incorporated into the actual device?

Resources
Make a list of resources that you have used to obtain information about the problem to
answer questions you listed above. These may include people, written material, or
electronic media.

I questioned my mother about the jar openers and features she would like.
I consulted an elementary statics book on forces and torque.

Information
What information have you gathered from the resources noted above?

1. Information from people. My mother had the idea of using a rubber glove to increase the grip
around the cap. She mentioned wrapping an elastic band around the cap to improve the grip.
She wanted a device that was easy to use, did not require instructions, and worked on all sizes
of containers. Further investigation of the containers found that cap size varied from 1 to 4 in. in
diameter.
2. Information from written material. From a statics book, the concept of having a longer handle
for more torque was derived. Torque equals force (from the hand) times distance to the center
of the cap.
3. Information from electronic media.
Brainstorming for Ideas
Sketching is a great way to generate ideas. Use the space below to draw or sketch as
many ideas as you can think of. At this point, do not eliminate anything that may have
possibilities. You may want to add additional sketches, perhaps using graph paper.

Jar top
 Alternative Solutions—Describe Your Best Ideas
Describe three of your most workable solutions to the problem. Remember to consider the
specifications and limitations. In your description, indicate what you consider to be each
solution’s strengths and weaknesses.

Solution 1
The socket wrench idea has a handle that looks like an upside-down cane. The curved part will
have a rubber lining and tighten around the cap. The tie rod extending from the cane will be
mounted on a hinge with elastic bands for tension. This rod sets into a cap groove and applies
force when the handle is turned. Strengths: unique and different idea. Weaknesses: hard curve to
design, limited cap size. See sketch 1, page 53.

Solution 2
The threaded rod idea is basically like a monkey wrench with the top half of the jaw attached, yet
not able to move with the tie-rod rotation. The bottom jaw will move with rod rotation to tighten
against the cap. Then turning the handle provides the torque to turn the cap. Strengths: variable
cap size, good grip, good torque. Weaknesses: may be awkward to use. See sketch 2, page 53.

Solution 3
The plier idea is to shape and build a type of large nutcracker. It will be attached by a top hinge,
and when closed, the other end will be the handles. Strengths: good grip. Weaknesses: limited cap
size, torque characteristics not good with large cap sizes as the handles will be difficult to grip. See
sketch 3, page 53.

54
Selecting Your Best Solution
Describe your best solution, and indicate below why you selected this solution.

The best solution was the threaded rod that also functioned as a handle. Two pieces are mounted
perpendicular to the rod. The one farther from the handle is attached yet does not move with rod
rotation. The second moves up and down the rod when the rod is rotated. Both pieces are mounted
to the rod from the top, so the cap is placed underneath. This solution allows a variety of cap sizes,
the force gripping the cap can be increased as necessary, and it should be relatively easy and
inexpensive to construct.

Describe how you are going to construct the solution to the problem.

A drawing will be made for each piece of the wooden jaws and shaped to conform to a variety of
cap sizes. The wooden jaws, made from wood 1 in. by 6 in., will be cut and then shaped with a
jigsaw. The nonmoving jaw farther from the handle will have an eyebolt placed in it. The threaded
rod will slide through this. The tip of the rod will be drilled and a cotter pin used to prevent the rod
from sliding out. The second jaw, the movable one, will have a nut glued to it and the rod threaded
through it. A closet pole will be cut, drilled, threaded, and glued onto the rod to serve as a handle. A
rubber glove will be cut and glued to the inside surface of the jaws to enhance the grip on the cap.
The figure below illustrates the jar opener.
2-in. diameter
handle

Note: All dimensions are

in English units (inches)
 Construct Your Solution
Construct your solution to the problem based on the specifications and limitations. Describe
any modifications to the design you made as a result of the construction process. How did
these alter the solution?

The original shape of the pieces was going to be a V, but using different-shaped caps proved that
a \—i shape would be best, as the V had too dramatic a slope which did not allow the jaws to grip
the cap well. Once cut, it was difficult to find an eyebolt to fit with the |-in. thread rod and perhaps
would not be strong enough for the torque it would be subjected to. The wall piece to a deadbolt
lock system was used, and this fit the rod freely and was very strong.

Next the nut being glued to the wood definitely did not seem strong enough, so the idea of two
blocks of wood on either side of the nut seemed wise. Two more nuts were added for safety. The
blocks were glued and squeezed together while the adhesive dried.

The handle was cut and drilled with rough edges filed. It was threaded on and glued for secure
operation. The drilling of the threaded rod was difficult, yet it was accomplished. A washer was
added before the cotter pin just as a precaution. The final product gripped the cap well and had
plenty of torque.

56
Analysis and Testing
Describe how you will test the design to determine if it works. Plan to conduct the test more
than once to ensure that the results are repeatable and not just due to luck.

The test was simply done—jars of different sizes were readily opened with a slight tug on the
handle. The opener satisfied the criterion of working on differing sizes. The only disappointment
in the testing was the time it took to adjust the jaws when positioned for a large-diameter cap and
then repositioned for a small-diameter cap. The caps were retightened as much as possible by
hand, and then the opener was used again. A slight effort was needed in all cases. I did not have a
spring scale which I could attach to the handle to measure the force necessary to open the cap. My
mother indicated that the opener required very little effort, although it was a little awkward to use in
securing the jaws to the cap—two hands were required.

Describe the results of your tests below. Use graphs and charts as appropriate supplements.

Four different jar top diameters were used: 1.5, 2.5, 3.0, and 4.0 in. The larger the cap diameter,
the greater the force necessary to open it. The large-diameter jars were the ones my mother had
the greatest difficulty opening.
 Final Evaluation
Did your solution solve the problem within the specifications and constraints? Explain.

Yes, the solution solved the problem, it increased torque over that of the bare hand, the design was
inexpensive, and all the material was made from scrap found in my basement. I estimate the cost
if purchased at $3.50, mostly for the threaded rod. The opener fit in the kitchen cabinet drawer,
barely, and perhaps could be shortened for future models.

If it did not solve the problem, explain what you think went wrong. Remember, learning what
does not work is often as important as knowing what does.

What do you like about your solution?

I liked that the opener worked well on a large variety of jar sizes and that not a lot of effort was
required to open the jar. Large-diameter jars are often difficult to open by hand, and the device will
be a great assistance to my mom.

What do you dislike?

Turning the handle took time if a great deal of adjustment needed to be made. Also, it was difficult
to determine how much to tighten the jaws. They were tightened until firm resistance was felt, but
that is imprecise.

If you had to solve the problem again, would you use the same solution? Why or why not?

I liked elements of the solution, but the overall length needs to be decreased. Since the force
needed to open the jars was small, shortening the handle will allow it to fit more readily into kitchen
drawers and still provide sufficient torque with little effort. The threading takes too long. Perhaps
a sliding jaw such as used on furniture clamps can be used or threads with a larger pitch, so the
linear movement is greater for each rotation of the handle.

58
 Communicating to the Class
If you are communicating your solution to the class, what media will you use?

It will be an oral presentation and demonstration of the opener. I will bring a jar and show how the
device works. There will be sketches on transparencies to show on the overhead projector, so I can
point out the key elements in the design.

Outline the contents of your presentation below.

Problem statement and constraints, specifications.

Different ideas from brainstorming.
Why I selected the final design.
Problems encountered in constructing the opener, including use of materials and
modifications to original plan.
Testing and evaluation of the opener.
Demonstration of the opener on a jar.

Assessment
Design portfolio assessment examines the process and the final
product. An important goal in engineering design at the introduc¬
tory level is to understand the complexity of the process. The end
product is important, but it is unrealistic to expect initial designs
to be unique, creative, analyzed well, and fabricated perfectly
with a focus and judgment made on the end product. Design¬
ing is creative and interactive; the process elements support one
another, such as the construction phase always lends additional
understanding and usually modifications are made to the device.
The portfolio documents the process. The assessment evaluates
the process, denoted in the portfolio, and the device itself. The fol¬
lowing assessment is for the jar opener portfolio and constructed
device.
 DESIGN ASSESSMENT RUBRICS

The Design Process

A. Identified problem criteria, constraints, and specifications. 0 1 2 @
Good understanding of problem, constraints, and specifications. Problem to solve is explained
well.

B. Gathered background information from a variety of sources. ©

Did not examine devices already on the market (e.g., look in kitchen supply catalogs, visit store)

C. Suggested several alternative solutions.

Three alternative solutions that could work were suggested.

D. Evaluated ideas against design criteria and made improvements. 0 1 (2) 3

Did not make improvements on the original design based on testing; did make alterations based
on construction process.

E. Justified the chosen solution. 0 1 2 (5)

Compared the advantages of alternative solutions, selected optimum design.

The Design Solution

A. Provided an accurate drawing with basic details and dimensions. 0 1 2 (5)
Elementary computer-assisted design drawing with overall dimensions provided.

B. Constructed the model and used materials appropriately. 0 1 2 (3)

Model well constructed, good use of hand tools and materials.

C. The solution worked. It fulfilled the design criteria. 0 1 2 (3)

The design worked well, it met all the design criteria.

D. Originality and creativity of the design. 0 1 (2) 3

The design was a bit difficult to use, threading of rod for differing jar tops was time-consuming.

Testing
A. Used knowledge gained from testing to inform design. 0 1 (2) 3
Good testing, but did not change design in light of testing information.

60
Work Habits

A. Completed assigned task in a timely fashion. 0 1 2 (3)

Project and design portfolio completed on time.

Communication and Presentation

A. Demonstrated understanding of key ideas orally and/or in writing. 0 12 (3)

Understood problems of torque and friction, and presented them well. Engaging and well-prepared
presentation.

B. Report neatly written with good grammar. 0 2 ©

Portfolio completed. All topics fully discussed. Grammar and spelling fine.

Scoring guide: 0 = No response or unacceptable response

1 = Acceptable response
2 = Good response
3 = Excellent response

Score: 35
Total possible points: 39

61
 Design Report Engineering reports have a certain format, or specifications,
so readers will know what sections to expect and where to find
information they are seeking. The reports may seem repetitive at
times, but in reading reports, engineers skip around and do not
necessarily read the report from beginning to end in linear fash¬
ion. This is particularly so as the report moves up in management;
fewer people will read the report in its entirety, yet you want them
to encounter the key facts and conclusions regardless of their read¬
ing pattern. The standard sections of an engineering report are

Transmittal letter
Covers and label
Title page
Table of contents
List of figures
Executive summary, abstract
Introduction
Body of the report
Appendixes (including references, charts, tables)

The transmittal letter is not something you will be concerned

with as an engineering student writing design reports, but it
should accompany any report you create as part of an internship,
for instance. The letter explains the context for the report and
why the report was necessary, and it very briefly states that a
report is enclosed, a brief overview of the report, and whom to
contact if there are questions. Figure 3.1 illustrates a transmittal
letter.
Reports that are greater than about 10 pages should be bound
with a label on the cover with the report title, your name, company,
and date. Ideally the cover will allow the report to open flat, so
spiral-bound covers are ideal. At the opposite end are the clear
and colored plastic slip covers which do not allow the report
to lie flat and often fall apart. For engineering course reports,
bookstores will often have a variety of covers; perhaps the most
useful are those for which you punch holes in the report paper and
insert the pages in self-contained brads inside the cover. In this
circumstance, increase the left-hand margin I in. for the binding.
The title page of the report will contain the full title of the
report; the name, title, and organization to which the report is
submitted; your name, title, and organization; the report sub¬
mission date; and other required information (perhaps a contract
number). Figure 3.2 illustrates a cover page. Companies will
undoubtedly have a style they use, but it will have the same
elements as discussed in this section. Engineering design reports
62 done as part of your course work can follow these guidelines,
unless modified by the instructor.
 300 Northern Boulevard
Great Neck, New York 11021-5066
May 7, 1998

Mr. James Harwick, Chief Engineer

ABC Technical Services
P.O. Box 3311
Pittsfield, MA 01262

Dear Mr. Harwick:

Enclosed is the report Transient Thermal Response of HX Heat Ex¬

changers that Trident Engineering Associates performed per our con¬
tract agreement with you dated September 11, 1997.

The report focuses on the thermal response of HX heat exchangers

should there be a failure to the circulating water pump in the emer¬
gency diesel generator cooling system at the Stony Ridge power plant.
The report indicates the response time needed in several scenarios to
continue running the diesel engines.

My colleagues and I hope that the report satisfies your needs and
provides further insight into conditions necessary for safe engine
operation. Should you have any questions or concerns, please feel free
to contact me.

Sincerely,

Joan Daley, PE.

Manager, Trident Engineering Associates

Enel: Report on Transient Thermal Response of HX Heat Exchangers

 Report
on

TRANSIENT THERMAL RESPONSE OF HX HEAT EXCHANGERS

Submitted
to
Mr. James Harwick, Chief Engineer
ABC Technical Services

Prepared by
Trident Engineering Associates, Inc.

May 7, 1998

Figure 3.2

64
 Technical reports may have a descriptive abstract that pro-
65
vides an overview of the purpose and content of the report or an Design ReP°rt
executive summary, which is an expanded abstract, that summa¬
rizes the key facts and conclusions in the report. Typically, the
executive abstracts are one to two pages long and may contain
bulleted information that highlights the features of the report.
Engineering reports written as part of your undergraduate engi¬
neering education need not include the executive summary and
descriptive abstract, unless required by the instructor.
The table of contents (TOC) is familiar to you, as this text
as well as books and reports you have read all have TOCs. But
perhaps you never considered the organization of them. The page
numbers that start the various sections are noted, as are the
topics, or headings, included in the report. Be certain to check
that the headings match those in the report, as your revisions
may include heading title alterations. The TOC should fit neatly
on the page without just a few lines flowing over to the next page,
and it should look visually interesting, not congestedly tight or
spaciously loose.
Figures and tables are traditionally located at the end of the
report, not interspersed throughout. A general guideline is to
locate tables of data and technical drawings that distract from
reading comprehension in the appendixes at the end. When there
are only a few figures or tables, they may be included within
the report text. This is comparatively easy to accomplish with
word processing software to cut and paste graphs, tables, and
drawings. If this is the situation, the figure should be located as
near to its mention in text as possible. Also refer to the figure or
table in the text, and label as such; you will notice that in the
design of this text, the text figures have numbers and labels and
are located near to where they are mentioned in the writing.
The report introduction clearly describes the report’s purpose
and contents. The first paragraph will indicate the specific topic
of the report, what it accomplishes and does not accomplish, and
the situation that brought about the need for the report. It also
includes background information to set the stage for the report, to
interest the readers and enable them to understand the context.
For long reports, the introduction can explain the organization of
the report as well.
The body of the report includes several elements: procedure,
results, discussion, conclusions, and recommendations. The pro¬
cedure section is crucial and because of its technical nature
has the potential to be less readable. The optimum solution to
the problem—why it is the best solution—is justified as well as
the testing and analysis techniques used. It is here that the
assumptions used in the analysis are stated and justified, the ex¬
perimental procedure explained, or the structure and methodol¬
ogy of computer programs reviewed. The details of all these topics,
66 the actual computer program, and analysis sample calculations
Design
are placed in an appendix. This section demonstrates your tech¬
Documentation
nical prowess, allowing the reader to assess the validity of your
assumptions.
The results and discussion of them are usually combined,
except in large reports. There will be results from your analysis.
More important than the results is your interpretation—are they
reasonable in light of your analysis? Error analysis is included
here, as there are errors associated with any measurement, with
many computer programs, and with statistical sampling of data.
No assessment, no value judgment, has been made regarding the
results; the next section deals with this critical issue.
In the conclusion section, you apply your engineering know¬
how to explain why the results are as they are, combining your
theoretical knowledge with the actual facts to reach meaningful
judgments. In this section you also summarize the key points
and key facts that have been discussed, leaving the reader with
the perspective you desire. It is also possible to generalize in
this section, leading to implications and future developments.
Recommendations may be found in a separate section, or they
may be included in the conclusion section. In the case of product
development reports, questions to be answered include whether
a company should go ahead with product and how well it will
function over its lifetime. Laboratory reports seldom have rec¬
ommendations associated with them, as they are concerned with
testing and evaluation.
The appendixes follow the end of the report, typically starting
with illustrations and tables of data and then the bibliography.
It is here that the computer program, the tables of experimental
data, or sample calculations are located. There is no hard-and-fast
rule about what should be in the appendix, except that the report
should read smoothly with anything that might detract from its
readability located in the appendix. The bibliography includes
text references, handbooks, and journal articles that were used in
preparing the report.

Patents, One of the reasons people consider engineering is that they like
Copyrights, inventing things, creating new solutions to solve problems. This is
and Trademarks a very rewarding and exciting part of being an inventive engineer;
in addition, some ideas are patentable. Patents may be awarded
for ideas that may be considered new and that would not be
developed by an expert in the routine practice of the profession.
This prevents patents for ideas that would impede the profession,
such as a patent on fundamental laws. An idea must be new
and not routine. A design engineer will routinely use certain
techniques—circuits, mechanisms—to solve problems, and these
cannot be patented. The importance of patents was noted in the
Constitution where Congress is given the power to enact laws
67
related to same (Article I, section 8). Patents,
A patent may be obtained by whoever “invents or discovers any C°^'9^tS’
new or useful process, machine, manufacture, or composition of *" emarks
matter or useful improvement thereof.” Process refers to methods
of accomplishing something such as metalworking, refining, con¬
structions, and manufacturing methods, while machine refers to a
complex mechanism as well as a device having few, or no, moving
parts. The composition of matter refers to mixtures of ingredients
and chemical compounds. In the case of mixtures, the result must
be more than the simple effect of multiple compounds, but some
new effect resulting from their combination.
The purpose of the patent system is to encourage inventors
to disclose their designs to the public in the hope that new
technologies can advance with this knowledge. If an inventor
does so, the government provides a limited monopoly for 17 years
from the time the patent was granted by the U.S. Patent Office.
Of course, it is not terribly easy to obtain a patent, as the inventor
must demonstrate that it is unique and not described or used
by others in the United States or a foreign country. There are
patent attorneys, often with an engineering background, and pa¬
tent agents, trained engineers, who assist inventors to obtain
patents. Both facilitate the process, how to fill out applicable
forms and follow the necessary procedures, but only the attorneys
can argue infringement cases. The patent agent can also provide
advice on how to make the patent application stronger and more
encompassing.
The patent document discloses the invention in the specification
and drawings and defines the scope of the monopoly in the claims
section. The monopoly is actually the right to exclude others
from using the invention; it does not enable you to produce the
device. Say that you invented a new transmission system for a
bicycle. You could prevent bicycle manufacturers from using it,
although it would be unlikely that you would enter the bicycle
manufacturing arena. Normally, you would license a company to
manufacture and use the transmission, and in return you would
be compensated. People may contest your patent, claiming that
it was covered under their previous patents or patents of others
that have expired, and hence is not unique. If a company uses the
patent without permission, the inventor needs to hire an attorney
and litigate, a necessary process to protect the invention.
Initially it may be a little discouraging to find out how many
devices and processes have been invented. Many talented people
have been creating devices for many years. However, with expe¬
rience, you may begin to find unique solutions to new problems
based on new technologies or materials. Examining areas where
new patents have been awarded indicates where the creative
energies in engineering are being placed; Thomas Edison did this
68 to seek new opportunities for creating a better device than the
Design
one receiving the patent.
Documentation
This text is not patented, nor is a song; they receive a copyright
which protects the author against copying of the material. The
copyright law protects the form of expression rather than the
subject matter of the writing. For instance, a description of a
pencil sharpener can be copyrighted as writing, and others cannot
use this description without permission; but they can create their
own description of the pencil sharpener.
A trademark relates to any word, name, symbol, or device which
is used in trade with goods to indicate the source or origin of the
goods and to distinguish the goods from others. The trademark
rights may be used to prevent others from using a confusingly
similar mark, but does not prevent others from making the same
goods or selling them under a nonconfusing mark.
For further information about patents, consult the Web
page maintained by the U.S. Patent and Trademark Office at
www.uspto.gov. There are forms that can be downloaded, as well as
the application process for patents, copyrights, and trademarks.

Doing If When it is time to write a report, employ the aforementioned

style and format. This is the easy part. The more difficult part
is doing it. Do not wait until the last moment, of course, and
use a word processor, as several drafts will be necessary. Before
you begin the writing process, think about the general theme and
write it down. Can you explain to someone in a few sentences
what you are attempting to convey? This focuses your thoughts.
Writing is a creative process, not dissimilar to the design process,
in which we need to engage the creative right side of the brain
and the analytical left side at different times, recognizing that the
analytical side will squelch the creative side if we are not careful.
In writing, this can lead to dull, unimaginative thoughts. Jot
down ideas you have on a piece of paper; as with brainstorming
in design, do not edit the thoughts—let big ideas and small ideas
flow. Use only as much notation as required to remember the
thoughts later when you organize them. Organize your ideas into
a coherent pattern, thinking about how they support the main
topic. As you are organizing the ideas, new ones will appear; jot
these down and organize also. As you now switch to the creative
mode and begin to write, there is a focus as the key points are
organized. Do not be overly concerned with spelling and syntax
and paragraph structure, this is the creative rough draft. You
will have an opportunity, using your analytical understanding of
grammar, to improve upon the initial draft. Have a dictionary
handy; all writers need one. This is not only for spell checking,
which word processors perform, but also to look up words you
think you know, to make sure they have the desired meaning. The
thesaurus program on computers can assist in this regard also, so
Problems 69
that you do not use the same words over and over. Edit the rough
draft; professional writers typically write and edit several drafts,
and then print out the final report.

1. Burghardt, M. David. Introduction to the Engineering Profession, 2nd References

ed. New York: HarperCollins, 1995.
2. Michaelson, Herbert B. How to Write and Publish Engineering Papers
and Reports, 2nd ed. Philadelphia: ISI Press, 1986. '
3. Morris, George E. Engineering—A Decision-Making Process. Boston:
Houghton-Mifflin, 1977.
4. Strunk, W., Jr.; and E. B. White. The Elements of Style, 3rd ed. New
York: Macmillan, 1979.
5. Turabian, K. L. A Manual for Writers of Term Papers, Theses and
Dissertations. Chicago: University of Chicago Press, 1967.

Problems
3.1. Prepare a 5-min talk on an area in engineering of interest to you.
Develop the notes and charts (transparencies, flip charts, slides) for
the presentation, and give a mock presentation to some classmates.
Critique one another.
3.2. Select a technical magazine or journal article, and write an abstract
for it.
3.3. Select a consumer product that you would like to test, and develop
the criteria and methodology for testing and determining the best one.
Then perform the evaluation, noting any changes in your methodology
as you were faced with making it scientifically valid. Use either the
design portfolio or the design report to document your findings.
3.4. Analyze the design portfolio (particularly after using same for a design
project). Are there changes that you would recommend to have it fit
with the design process you used? Justify the changes.
3.5. The assessment of design projects and the accompanying documen¬
tation are important; analyze the design assessment in the text. Are
there any changes you would recommend? Justify the changes.
3.6. Discuss in a short essay the process for obtaining a patent. What
difficulties may be encountered in obtaining one?
3.7. What are the differences between patents, copyrights, and trade¬
marks?
3.8. Discuss the differences between invention and innovation.
3.9. Analyze and critique the way in which you write a report or long essay.
What are some ways that you can improve what you write?
3.10. Write a letter to your instructor, outlining your expectations for the
course.
3.11. Change the passive voice to the active voice in the following sen¬
tences.
70 (a) The scandal was revealed by the company’s treasurer.
Design
(b) The manager was suspended by the president.
Documentation
(c) The company was told by the Department of Environmental Pro¬
tection to install a filter on two chimneys.
(d) Assemblers should always change stations if they are told to do
so by efficiency experts.
(e) A new plan for employees who have been fired is being worked
on by the personnel office.
(f) Five different candy bars were recalled by the company.
(g) The lacquer should be spread evenly over the boards.
(h) Almost all keyboard problems can be resolved by special software.
(i) The party always is given by the dean.
3.12. Improve the following sentences, which have unclear modifying words
or phrases.
(a) We bought the soda in a small store that cost a dollar.
(b) When covered with flowers, I find the garden beautiful.
(c) After fixing her motorcycle, the contest continued.
(d) We began the new system completely unaware of mechanical
problems.
(e) David visited Steve when he was in the hospital.
(f) We ran 10 laps after the workday which exhausted us.
(g) While hidden in the long grass, the lawn mower almost ran over
the frog.
(h) Betsy notified Susan she had been told to move to a subordinate
position in the company.
3.13. Remove unnecessary words from the following sentences.
(a) In the case of the industrial engineering major who wishes to be¬
come an executive, he or she will be expected to have experience
at all levels of the company.
(b) There have been many times that I have driven to campus and
have spent a half an hour trying to locate a good parking space
for my car.
(c) In my opinion, there are several considerations or factors that we
on the committee must or should decide so that a decision on the
subject will be made.
(d) When he was writing or typing a feasibility study of a projected
shopping mall, an area offering a wide variety of stores, he came
across new zoning laws that cast doubt on the availability of the
already selected building location.
(e) In the time of year we call spring, she drove her car to the
automobile dealer who sold cars to replace the catalytic converter
located on the car.
3.14. The following sentences need improvement in parallel structure. For
instance, he should be promoted or fired is improved as he should be
either promoted or fired.
(a) I was not only interviewed by the chief engineer but by the vice
president as well.
 (b) This is neither to our advantage or disadvantage.
Problems ■ 71
(c) It is better to give than receive.
(d) We will beat them in the air, land, and sea.
(e) Early to bed and rise makes a person healthy, wealthy and wise.
(f) Families often do not realize how much college will cost and they
have no idea of ways to pay for it.
(g) Because we wanted the sales and need them, we all worked
overtime.
(h) Whether the tickets are expensive determines if we go.
3.15. Improve the following sentences, which lack unity, often combining
several ideas. You will have to determine the logical relationship that
the author intended.
(a) David was late to school and brought his lunch with him.
(b) The fool could not see the forest for the trees, but there was a
silver lining somewhere.
(c) Sue called Joan to pick her up for school and the car would not
start.
(d) After the retirement plan is set in motion works well for the
employees.
(e) The students were determined to learn to do computer program¬
ming was a year-long task.
(f) When the teacher asks the students to pay attention it is a
reasonable request.
(g) The first step is the worker starts the machine.
(h) Although Juan was enrolled in electrical engineering felt he had
not received enough math.
3.16. Commas are often misused; insert commas where required and
eliminate unnecessary commas.
(a) Middlesex North Dakota is a community that time forgot.
(b) She was born in January, 1951 and shortly afterward her family
moved from Hoboken New Jersey to Windsor Locks Connecticut.
(c) His term of office as mayor will expire on 1, January, 1996.
(d) During one year, I lived in Wishing Well, Montana and, for a few
weeks, in Sacramento, California.
(e) Alice Lee PE has been practicing engineering for 10 years.
(f) I believe however that the delay is required.
(g) After touring the assembly line robots were all he ever talked
about.
(h) John fidgeted in his chair during the trial although he appeared
calm but one juror noticed.
'
 Engineering
Analysis
and Design
Analysis and design are linked closely in engineering. When we
examined the time line of history, you may have noticed that
the rapid increase in inventions and our understanding of the
physical world are, in large measure, a result of our being able
to analyze them. This is particularly so in more complex systems
and devices where intuition, formed from the knowledge base of
analysis, has led to these discoveries and inventions. Also, we have
noted that innovation, a necessary element in design, requires an
understanding of what is happening and why it occurs, so that
improvements may be made to the initial design. In this chapter
we will examine the fundamentals of analysis in a variety of
engineering disciplines and then show a critiqued student design
projects that evolved from this knowledge base.

Engineers like to solve problems; sometimes the problems require Engineering

the design of a new device, at other times the analysis of an exist- Analysis
ing device or situation. Much of engineering study is devoted to
the analysis of problems, be they electric circuits, physical struc¬
tures, or chemical reactions. There are techniques that you can
use that will assist in all these areas, which are ways of thinking
and recording your analysis. At times this will take the form of
doing homework problems in a particular fashion which will later
help you in engineering practice, where a similar recording of
your analysis is necessary for others to review. In school you will
use your homework problems when reviewing for tests and as
references in later courses. You must include sufficient detail to
make them both useful to you when the material is not fresh in
your mind and understandable to the instructor who is reviewing
them.
Figure 4.1 illustrates one type of solution format that is tradi¬ 73
tionally used. There are various reasons for the following steps,
which essentially come down to having you internalize the
74 problem and apply all your abilities to solve it. Rewriting the prob¬
Engineering
lem statement is the first level of this, as you begin to think about
Analysis
and Design what the problem is requiring. Similarly the given and find sec¬
tions require that you state what the given information is and ask
yourself what is required, both of which force you to think about
the problem, not simply restate it. The sketch and data section

A spring scale is used to measure force and to determine the mass

of a sample of moon rocks on the moon’s surface. The springs were
calibrated for the earth’s gravitational acceleration of 9.8 meters per
second squared (m/s2). The scale reads 4.5 kg, and the moon’s
gravitational attraction is 1.8 m/s2. Determine the sample mass.
What would the reading be on a balance scale?

Given:
Reading of spring scale weighing mass on the moon.
Find:
Sample mass.
Sketch and Data:

g= 1.8 m/s2

Assumptions:
None.
Analysis:
Determine the force equivalent to a scale reading of 4.5 kilograms
(kg) at a gravitational acceleration of 9.8 m/s2.

F = mg = (4.5 kg)(9.8 m/s2) = 44.1 newtons (N)

Find the mass that will exert a force of 44.1 N under an acceleration
of 1.8 m/s2.

F = mg

44.1 N = (m)( 1.8 m/s2)

m = 24.5 kg
With a balance scale, reference mass and measured mass are
both subjected to the same gravitational acceleration; therefore, the
Figure 4.1 reading will be
Sample homework
solution format. m = 24.5 kg
enlists your visual intelligence in the solution. The purpose is to . 75
conceptualize what is happening and translate the symbolic word ^n9|neeirm9
problem into sketches and diagrams. Inherent to the solution of "a ySIS
any problem are assumptions, such as “the flow is steady,” or “the
device is in static equilibrium.” The assumptions can be listed
initially before you begin the analysis section and will often be
added to as the analysis evolves. Last, the analysis section is
where you endeavor to work with the governing equations and
relationships to solve the problem.
As you proceed with the analysis section, show the units on
your answers, such as amperes or newtons, and clearly indicate
your calculations so the instructor knows what you are doing. In
later practice when your supervisor reviews your analysis, similar
clarity will be needed. The review process is part of virtually
all organizations’ quality control and reduces the chances of a
calculation error or conceptual error. When you have arrived at
an answer, clearly indicate it; underline or circle it, and check its
reasonableness. Is it the same order of magnitude as other terms?
Do not expect that your first attempt will be presentable; in fact,
this restricts your creativity, a necessary element in the analysis
of problems. Furthermore, the clear presentation you provide will
enable the instructor to lend assistance if you cannot complete
the problem, pinpointing where the difficulty lies.
Practice in problem solving will develop your engineering in¬
tuition. It is discouraging to have numerical results that seem
wrong; you end up doubting your solution procedure when per¬
haps only a calculation error occurred. Minimizing the number of
problems on a sheet assists when you study the material later;
problems running to another sheet and requiring constant turning
of pages can sometimes cause loss of thought continuity.
The analysis portion of the problem solution is where the
greatest difficulty for students lies. It is fine to say “Use the
appropriate equations to model the solution and solve them,” but
it is often quite another thing to do this. The key concept in
problem solution is the connection between the quantities in the
problem statement. Problems always have known quantities and
something that is to be found, with the analysis connecting them.
For instance, given the voltage drop across a known resistor, find
the current flow through the resistor. This requires knowledge
of Ohm’s law; this law provides the connection between voltage,
resistance, and current. In class you will study the law and its
implications, and you need to remember the variables associated
with it. This requires an entirely different mind-set than memo¬
rizing equations to substitute into for certain types of problems.
Many, perhaps most, students have difficulty with problems
not because of the complexity of the mathematics, but because
the students do not understand what they have read. It is a lack
of reading comprehension. Problem-solving ability has two parts,
the information-processing part—how to solve simultaneous
76 equations; and the information-gathering part—comprehending
Engineering
what the problem is saying. One reason to recommend sketching
Analysis
in problem solution is to ensure that you know what is happening
and Design
by sketching same. Reading comprehension is essential to good
problem-solving ability. Make sure you know what the words
mean and imply. Ask yourself, What is happening physically in
this situation? Can I explain it? This is often difficult to do,
particularly in beginning engineering courses, as the words are
symbolic representations of an entity you may not ever have
seen, such as a resistor or gas turbine. Seek assistance from
your instructor in creating an understanding of devices you do
not know so your visualization of the problem can be complete.
For instance, density has the unit of kilograms per cubic meter
(abbreviated kg/m3); what does this mean? This is mass (kg)
divided by volume (m3). Solutions to problems involving density
will very often require an understanding of mass and volume;
mass is invariant and conserved, whereas volume is not conserved
and represents the space occupied by the mass.

Introduction In today’s world, we depend heavily on electrical systems for

to Electrical support of our lifestyles and livelihoods. Think for a moment
Engineering

Electrical engineering students setting up an experiment. (Courtesy of Hofstra University)

 Symbol Parameter Element
Resistance 77
— vw— Resistance Resistor
Inductance Inductor

—) Capacitance Capacitor

— 1 1— Voltage source

-o- Current source

Figure 4.2

about all the features of our daily lives that involve electrical
or electronic components: waking in the morning to an alarm
clock, listening to the radio or watching television, starting an
automobile, turning on a light, using a calculator. In every case an
electrical system is involved, created and developed by electrical
engineers.
All electric circuits can be mathematically modeled by using
one or more circuit elements: resistance, inductance, capacitance,
voltage source, and current source. Figure 4.2 shows the symbols
used to designate these elements. The flow of electric charge re¬
quires work to move it from one point to another and is called
current, a fundamental unit measured in amperes (A). One am¬
pere (1A) is equal to the flow of one coulomb per second (1 C/s).
One volt (IV) is the change in electrical potential between two
points when one joule (1J) of work is done in moving one coulomb
(1C) of charge from one point to another.

The definition of resistance is derived from Ohm’s law, named Resistance

after Georg Simon Ohm, a German physicist who discovered that
the voltage change V across a resistor, measured in volts, is equal
to the product of the electric current i flowing through the resistor,
in amperes, and the resistance R measured in ohms (Cl):

V = iR (4.1)

Equation 4.1 may be solved for resistance R = V /i. Since this

is a law, it cannot be proved, only corroborated by experimental
evidence. As with most empirical laws, there are some minor
exceptions, but none of note at this level.
The power P in watts (W) that is dissipated in the resistor is

P = Vi (4.2)

This, if combined with Equation 4.1, yields

P = i 2R (4.3)

In any resistor, the power loss is referred to as the i 2R loss. All

conductors have some electrical resistance, so there are power
78 Engineering
\ l /

Analysis
and Design

Battery
(V)

Figure 4.3 (b)

losses associated with current flow through virtually all conduc¬

tors. In electrical distribution systems, this is very important; if
you wish 100 megawatts (MW) of power to be transmitted 100
miles (mi), then you may need to provide 110 MW at the beginning
of the transmission line to receive 100 MW at the end.

Steady-State In steady-state direct-current (dc) circuits, the voltage and current

DC Circuits values do not change with time. This is typified by a battery and
resistor circuit, shown in Figure 4.3. In the battery a chemical
reaction converts chemical energy to electric energy. This process
moves electrons, negatively charged, from material at the positive
terminal (anode) to the negative terminal (cathode), creating an
electric potential. If a load, in this case the lightbulb, acting as
a resistor, is connected between the terminals, the electrons will
flow from the negative terminal to the positive terminal. The
diagram indicates that the conventional current flow, which is
hereafter called the current flow, is in the opposite direction.
This is the direction in which positive-charge carriers would
move if the current moved from positive to negative terminals.
The movement of positive carriers is important in semiconductor
devices, where these carriers are called holes. The reason for
this inverted direction of current flow is historical. Benjamin
Franklin proposed that electric current flow was the flow of
positively charged particles. Although it was later proved wrong,
the proposal remains and is accepted practice.

Kirchhoff’s Two laws discovered by Gustav Kirchhoff in the mid-1800s are

Laws extremely valuable in analyzing electric circuits. The first is
frequently called Kirchhoff’s voltage law:

The sum of the voltage rises around a closed loop in a circuit must
equal the sum of the voltage drops.
The second of Kirchhoff’s laws is sometimes called Kirchhoff’s 79
Kirchhoff’s
current law.
Laws

The sum of all currents into a junction (node) must equal the sum of
all currents flowing away from the junction.

*1
The first law assists us in the analysis of resistors connected
in series, as shown in Figure 4.4. Three resistors are connected
to a dc power source. The circuit has one voltage rise, the battery
with voltage V, and three voltage drops, the i R drops across each
resistor. Expressing this in an equation yields
WV
V = iR1 + iR2 + iR3 (4.4) *3

The current flow i is the same for each resistor, hence Figure 4.4
V = i (R i + R2 + R3) = l R eq (4.5)
where Req is the single equivalent resistance that could replace
all three individual resistances. An equivalent resistance is equal
to the sum of the individual resistances.

Req = YRi (4.6)

The symbol X denotes the summation of the subscripted variable

Rt. The equivalent resistance is often used in testing circuits
where you are interested in the total resistance load characteris¬
tics, not the resistive load characteristics of individual resistors.
In series circuits, the voltage drop across each resistor will vary
according to the value of R. For resistors connected in parallel,
the voltage drop across each resistor is the same and equal to
the battery voltage (Fig. 4.5). From Kirchhoff’s voltage law we
determine

V = iiRi =: — I3R3 (4.7)

From the current law for junctions x and y we find

lx i\ + ly (4.8a)

and
ly = 12 + 13 (4.86)

*3

Figure 4.5
 Combining Equations 4.8a and 4.86, we have
Engineering
Analysis ix =^1+^2 + *3 (4.9)
and Design
This makes sense physically in that the current leaving the
battery equals the sum of the individual resistor currents. The
individual currents may be found by applying Ohm’s law to each
resistor:

V . V . _ V
(4.10)
11 ~ R1 12 R2 13 R2
Substituting Equation 4.10 into Equation 4.9 gives

(4.11)

Notice that the term in parentheses is the inverse of the equivalent

resistance Req for a parallel circuit and that Equation 4.11 is an
expression of Ohm’s law:

_1_ _ _1_
(4.12)
Re q R1 ^2 R3
This may be reduced to a single term:

R \R 2-R 3
R eq (4.13)
R iR 2 + R 2R 3 + R iR 3
We can use the previously developed equations to simplify circuit
diagrams.

Example 4-1 Determine the equivalent resistance of the cir¬

cuit shown in Figure 4.6a.
Assumption:
Steady-state dc circuit.
Analysis:
Start with the resistance(s) farthest from the voltage source. In Figure
4.6a the 15-0 and 20-0 resistors are in series and can be combined
to form one 35-0 resistor, as shown in Figure 4.66. At this point the
10-0 and 35-0 resistors are in parallel and can be combined to give
an equivalent resistance.

- JL J_
Re q "10 35

Req — 7.78 0
The circuit diagram now is shown in Figure 4.6c. The two remaining
resistors are in series and can be added, as shown in Figure 4.6d,
yielding an equivalent resistance for the circuit of 12.78 O.
 5a 15 a 5Q 81
Applications of
Resistive Circuits

20 Q 7.78 Q

5a

35Q 12.78 Q

Figure 4.6a-d

Two applications that we will examine for purely resistive circuits Applications of
are the variable voltage divider* also known as a potentiometer, Resistive
and the Wheatstone bridge. A potentiometer is a rheostat, a device Circuits
whose resistance can be varied (Fig. 4.7). One of the leads of the
resistive material is attached to ground, with leads of the wiper
and the other end connected to the voltage source. Figure 4.8
illustrates a potentiometer in a circuit; the potentiometer’s wiper
has been connected to a loudspeaker. The variable resistance
changes the voltage supply v across the speaker, thereby changing
the volume. The lowercase v is used for the variable voltage
supply of the music coming from the amplifier. In this situation
the voltage is applied across the potentiometer’s total resistance,
with the loudspeaker connected between the wiper and ground.
In Figure 4.8, the speaker receives only 20 percent of the voltage
drop, and the volume is low; in Figure 4.9 the wiper—the volume

Figure 4.7
leads
82 Engineering
Analysis
and Design

Figure 4.8

Figure 4.9

knob on the stereo—has been turned to allow 80 percent of the

voltage drop to occur across the speaker, and the volume is higher.
Variable-resistance potentiometers are used as volume and tone
controls on radios and stereophonic equipment and as contrast
and brightness controls on televisions and monitors.
The Wheatstone bridge is a special case of variable resistance,
included in a parallel and series connection of resistors, that can
measure very small values of resistance, such as those found in
strain gages. Strain gages are used in testing the strength of
materials to find the load that a material is subjected to and the
effect of that load on creating a strain in the material. Figure
4.10 illustrates a Wheatstone bridge with current flows in the
resistors for all the branches. There are resistances in each of the
arms and a meter with a resistance R m. In practice, the R for one
arm is unknown and the bridge is balanced to find the unknown
Figure 4.10
resistance, frequently the strain. Let us consider the bridge is
balanced; thus im, the current through the meter, is zero. The
current in the different branches must be equal, thus i\ = i2 and
is = £4. Furthermore, the potential across the meter must be zero,
thus

iiR 1 — £3-^3 and £2-^2 — 14R4

Eliminating i\ and £4 from the previous equation and dividing the
result yield

R1IR2 = R3IR4 (4.14)

In a Wheatstone bridge, R1 and R 2 may be known resistances,
Rs a variable resistance, I?4 an unknown resistance, and Rm the
resistance of a galvanometer, which indicates the current im in an 83
unbalanced bridge arm. The variable resistor is adjusted to bring ComPuters
im to zero. The final resistance of #3 is read from a dial attached
to it, and the value of the unknown resistance is determined from
Equation 4.14.
Another use of a balanced bridge is found in an alarm system.
Consider the circuit in Figure 4.10 with resistances balanced
per Equation 4.14; in place of the meter, substitute an alarm
which activates if current passes through it. Now one of the
resistances is a thermistor—a resistor whose resistance changes
with temperature. One resistor of the bridge unit is located in a
refrigerated space. If the compressor fails and the temperature
rises beyond a certain point, allowing a sufficient change in
resistance, the current flow will be great enough to trigger the
alarm. Note that changes in voltage do not affect the alarm.
The circuits described above are totally resistive and hence are
not transient. There is no delay in current or voltage in a resistive
circuit; all changes occur instantaneously. However, other circuit
elements, capacitance and inductance, have properties that delay
changes in current or voltage.

Computers characterize our current society in much the same Computers

way as factories characterized the earlier industrial era. When
one thinks about the industrial era, images of factories and
smokestacks emerge. The postindustrial era, often called the
computer era, is characterized by computers influencing many
aspects of our lives, the types of services available to us, and the
technologies we use.
Digital computers use binary numbers in performing the var¬
ious calculation procedures. Information is stored in registers—
devices that have two states that the computer reads as on or
off\ hence, the binary system fits with computer’s functioning
(see Appendix A for information on number systems). Each digit
is referred to as a bit (binary digh), and a group of bits forms
a word. A word may contain a certain number of bits—8, 16,
32—which are also known as bytes. In Figure 4.11 an 8-bit word
is visualized as eight compartments containing 1 bit. The most
significant bit is the one farthest to the left, whereas the least
significant bit is farthest to the right. The computer program that

b7 b6 b5 b4 b3 b2 bl bO

significant significant Figure 4.11

A' 0 bit
84 uses the words must determine the meaning of the bit location.
Engineering
The same word could mean a letter in the alphabet, a number
Analysis
and Design
with its sign, or instructions to the computer to perform a task.
Because each location can have only an on or off value, it is
adaptable to being magnetized or not. A magnetic recording head
determines whether a bit location is magnetized (1 or 0), and this
information is transferred for use in the computer.

Logic Diagrams Logic diagrams illustrate the path of information within a com¬
puter. Computer engineers design logic diagrams using three
fundamental elements: the AND gate, the OR gate, and the in¬
verter. Other circuit elements may be derived from these. The
gates may be constructed physically from a wide variety of elec¬
tric and electronic switches, diodes, transistors, or fluidic devices.
Whereas the same logic diagram can be used regardless of the
physical device, the computer engineer must judge the speed of
signal transmission, cost, and availability of the device in speci¬
fying the actual circuit construction. In computers the gates are
transistors, contained within an integrated-circuit (IC) chip.

AND Gate
The AND gate is a device whose output is a logic 1 only if both
inputs are logic 1. If one input is logic 0, then the output will be
logic 0. Logic 1 and logic 0 states are, by convention, known as
closed and open, high and low, or true and false.
Consider the simple electric circuit shown in Figure 4.12a. A
battery is connected to a light, which may be on only if both
switches A and B are closed. If either is closed without the
other, no current can flow, and the light will be off. Figure 4.126
symbolizes this AND gate, and Figure 4.12c provides the truth
table and logic equation. The table shows that the only way for
the light to be on is the logic 1 state. The Boolean logic equation

Switch A Switch B

C Lightbulb
Figure 4.12a
The electric circuit analogous
to the logic AND gate.

Figure 4.12b Input A

The AND gate logic Output C
symbol. Input B
Truth table
Logic Diagrams 85
Input Output
A B C Logic equation:
0 0 0 C = A* B
0 1 0
1 0 0
1 1 1

Figure 4.12c
The AND gate truth table and logic equation.

C = A • B or C = AB is read “C equals A and B,” meaning that

for C to be logic 1, both A and B must be logic 1.

OR Gate
The electric circuit analogy for the OR gate is shown in Figure
4.13a with the accompanying OR gate symbol and truth table
in Figure 4.136 and 4.13c. In this situation the light will be on
(logic 1 state) if either switch or both switches are closed. The
truth table reflects these conditions. The logic equation is read “C

Switch A

Battery Lightbulb
Figure 4.13a
The analogous circuit for
the OR gate.

Input A
Output C Figure 4.13b
Input B The OR gate logic symbol.

Truth table

Input Output
A B C Logic equation:
C = A+ B
0 0 0
0 1 1
1 0 1
1 1 1

Figure 4.13c
The OR gate truth table and logic equation.
86 Engineering Input A Output C
Figure 4.14a
Analysis The inverter logic symbol.
and Design

Truth table

Input Output Logic equation:

0 1 C = A
1 0

Figure 4.14b
Inverter truth table and logic equation.

equals A or B” Notice that the symbol + is the Boolean symbol

for OR, not addition.

Inverter
The last logic gate we will consider is the inverter, or NOT gate.
It simply changes the input state from logic 1 to logic 0, or
vice versa. It is shown symbolically in Figure 4.14a and with the
accompanying truth table and logic equation in Figure 4.146.

Logic Circuits It is possible to join two or more gates to provide a variety of logic
functions. It is not necessary to be limited to two input signals;
any number of inputs may be considered. We will consider just
three, as illustrated schematically in Figure 4.15a with the truth
table and logic equation in Figure 4.156. For a logic 1 state as the
output, we need logic 1 states for the inputs to gate 2, and this is
achieved only if logic 1 states are inputs to gate 1.
Consider the combination of an AND gate and an OR gate,
creating an AND/OR gate. Figure 4.16a illustrates the logic
circuit with the truth table and logic equation in Figure 4.166.
For a logic 1 condition at the output of gate 2, we need a logic 1

Input

Figure 4.15a
A three-input AND gate.
Truth table
Electrical 87
Input Output Engineering
D A B C Design Report
0 0 0 0 Logic equation:
0 0 1 0 C = D»{A*B)
0 1 0 0
0 1 1 0
1 0 0 0
1 0 1 0
1 1 0 0
1 1 1 1

Figure 4.15b
Three-input AND gate truth table and logic equation.

Output C Figure 4.16a

A three-input AND/OR
gate.

Truth table

Input Output
D A B C
Logic equation:
0 0 0 0
0 0 1 0 C = {A + B) • D
0 1 0 0
0 1 1 1
1 0 0 0
1 0 1 1
1 1 0 0
1 1 1 1

Figure 4.16b
Three-input AND/OR gate truth table and logic equation.

state for the D input and for the output of gate 1. To achieve a
logic 1 state for the output of gate 1, we need either A or B inputs
to be logic 1; the output, state C, is logic 1.

A challenge was made to a group of first-year engineering stu- Electrical

dents to create a game that used elementary electric circuits. The Engmeering
focus is on the design process, not the complexity of the circuit. Design Report
 TEACHER IN A BOX

Joseph DiBiasi
Introduction to Engineering
Section 03

88
 A GAME USING ELECTRIC CIRCUITS—TEACHER IN A BOX

Introduction
“Teacher in a Box” is the solution to the design challenge to create a game or device that uses
elementary electrical circuitry. This electronic game challenges people of any age to help in the
learning process. Questions are placed on a punch card, and the card is inserted into the machine.
The user then presses a button corresponding to the three choices given on the card, A, B, or C—
and if the correct letter is pressed, a green light comes on; if an incorrect letter is pressed, then the
light does not go on.

Research and Investigation

In addition to creating a game using series and parallel circuitry, the following specifications were
added: The game should be engaging to children; the game should be portable; it should use
batteries and operate a long time without changing batteries; and it should be inexpensive to build.
Before brainstorming for a variety of possible solutions, an investigation of two toy stores was
performed, looking at games being sold to children. A holiday catalog from a department store was
scanned for possible toy ideas, and two children who live next door were questioned as to what
they like in a toy. The investigation yielded information that many toys exist, but they are
complicated to fabricate and often seem to use microprocessor chips. Children indicated they liked
toys that reacted to what they did, a light going on or sounds emitting or both. In brainstorming
for ideas, several came to mind concerning motion and movement; others focused on lights and
buzzers in response to questions being asked. The first group of ideas was not used because
they were too complicated. By thinking more about the second group, the idea emerged of having
questions answered and when the correct answer is chosen, a light shines.
Further modification of the second idea yielded the optimum configuration, shown in Figure
4.17a. In this design, there is a light that goes on when there is a correct answer, and no light
appears for an incorrect answer. It is possible to have a buzzer sound as well by adding it in series
to the light. A decision was made to use a light-emitting diode (LED) as the light source, rather than
a lightbulb, to signal the correct answer. A lightbulb requires only 1.5 volts (V), whereas an LED
requires 3.0 V, but the LED will last longer and is colored, creating a more festive appearance.
Also, the wiring is simpler, as no bulb holder is required, although a resistor is added to the circuit,
as will be explained now.

Analysis
The game should operate a long time without needing new batteries, so an analysis of the power
consumption of the circuit was performed. The circuit is really quite simple—a series circuit with
the battery voltage supply, two switches, the LED, and the resistor, illustrated in Figure 4.17b.
An LED requires a certain threshold voltage to start emitting light; until that threshold is reached,
the diode effectively blocks the flow of current in the circuit. Further investigation found that the
diode resistance varied with the current flow through it. A test was conducted on the diode in which
different resistances were placed in series with the diode and connected to two AA batteries. The
results are shown in Figure 4.17c. The current flow of 4.45 milliamperes (mA) occurred with a
270-H resistor in the circuit, the resistor used in the final design. The batteries have a duration of
2450 milliampere-hours (mA • h). At a current flow of 4.45 mA the battery will last

89
90
 0 1 2 3 4 5
Milliamperes Figure 4.17c

the batteries needed changing. The requirement that the game be long-lasting is certainly met.
The LED lifetime may be dramatically shortened to several hours if a current-limiting resistor is not
used. The button switches were tested for their resistance when closed, about 0.1 H, or negligible
when compared to the LED resistance and that of the resistor.

Construction
There were several additional considerations that arose during the construction phase of the
project, modestly impacting the design. Initially a thin wooden box with an open bottom constructed
from balsa wood was investigated, but arranging the circuit and the slot upside down was difficult.
Finally, a shoe box was selected as the containment device, and it had an attached lid so the wiring
could not be pulled apart. Two AA cells were wired in series and connected to the correct polarity of
the LED.
Another aspect of the design involved figuring out how to have the card contact the switches in
the parallel/series circuit. The switches are those found in video games. They are very sensitive
to pressure, so only a slight force is needed to cause them to close, yet they are sturdy, so they
will not close if the box is shaken. The card was notched so that the correct answer, for instance,
B, causes that switch to close and the other switches remain open. As a result of pushing button
switch B, both switches in the circuit close and the light shines. The button switches are delicate,
and it took some soldering dexterity to connect the wires to them. The wiring was reinforced with
tape.
The index cards are flexible, so a wooden guide is used to direct the cards to the video game
switches. The guide was made from balsa wood and attached to sides of the box, lending additional
lateral stability to the box. The index cards had slots cut into the bottom edge, the correct one
to engage the switch, gaps to prevent closing incorrect switches, and dummy gaps to mask the
correct answer.

Testing
The game was tested with adults and children, and it performed correctly all the time. No incorrect
answers caused the LED to light. There are potential difficulties concerning the sturdiness of the

91
cards. If they are inserted with too much force, it will cause the slots to bend and, with continued
use, not to close the switches. In an extreme case, one could push the card so forcefully that all the
switches are closed, allowing any answer to be correct. To protect against overzealous insertion,
a line was drawn across the card, indicating the position to which it should be inserted. The
participants all liked the game, and the questions can be written for different age levels and on
different topics.

Discussion and Conclusion

Teacher in a Box can be improved if it is to have further editions. The cards need to be made of a
more durable material, perhaps plastic or plastic-coated cardboard. The cards should also have
something, perhaps a tab on the top, to prevent insertion upside down, which would close all the
switches. There also needs to be a midpoint tab or taper to the card that prevents overzealous
insertion, closing all the switches. There are only three answers on the card for two reasons: first,
three proved the concept; second, there were only three video switches available.

Bibliography
1. Burghardt, M. David. Introduction to Engineering Design and Problem Solving. New York:
McGraw-Hill, 1999.
2. Serway, Raymond A. Physics for Scientists and Engineers with Modern Physics, 3rd ed. New
York: Saunders, 1990.
3. Michaelson, Herbert B. How to Write and Publish Engineering Papers and Reports, 2nd ed.
Philadelphia: ISI Press, 1986.

Assessment Critique
Teacher in a Box is a creative, well-executed project, and the
assessment rubrics identify exactly why this is so. What follows
is an annotated assessment sheet for the project. There was class
discussion as to what the various levels of accomplishment meant
for each of the rubrics, called benchmarking.
 DESIGN ASSESSMENT RUBRICS
The Design Process

A. Identified problem criteria, constraints, and specifications. 0 1 2 (?)

Student expanded on the problem statement, adding unique constraints and specifications such
as long life and children’s enjoyment of the game.

B. Gathered background information from a variety of sources. 0 1 2 (?)

Several sources—stores, catalogs, and interviews—were used to establish game attributes.

C. Suggested several alternative solutions. 0 1 (?) 3

Good general description of alternative solutions, but there is not the detail to understand them
well. A few more sentences adding these details are required for a 3.

D. Evaluated ideas against design criteria and made improvements. 0 1 (?) 3

There was not a detailed description of how other designs met the design criteria; this element
tended to be treated lightly in the report.

E. Justified the chosen solution. 0 1 (?) 3

The final solution is indeed the best one presented, but a comparison on a point-by-point basis
was not made with alternatives.

The Design Solution

A. Provided an accurate drawing with basic details and dimensions. 0 1 2 (?)
Well-executed CAD drawing with overall dimensions. (If the project is in conjunction with a CAD
course, the level of drawing may be higher and more drawing elements may be included in the
assessment.)

B. Constructed the model and used materials appropriately. 0 12 ©

The model was fabricated with attention paid to detail. The wood sides and top did not overlap,
and the wiring and internal guide were positioned nicely.

C. The solution worked. It fulfilled the design criteria. 0 2 ©

The testing and analysis of the project showed that it solved the design problem with the additional
constraints and specifications that were added.

93
 D. Originality and creativity of the design. 0 1 2 ©
This was a very clever design that uses simple electrical circuitry to create an educational game.

Testing
A. Used knowledge gained from testing to inform design. 0 1 2 (5)
There were two ways that testing informed the design: First, the LED testing led to placing a
resistor in the circuit to maintain long LED life; second, a line was drawn on the card to prevent
overzealous insertion in this prototype.

Work Habits
A. Completed assigned task in a timely fashion. 0
The assignment was turned in when it was due, both the project and the report.

Communication and Presentation

A. Demonstrated understanding of key ideas orally and/or in writing. 0 1 2 (5)
The report is clearly written with the design process elements included.

B. Report neatly written with good grammar. 0 1 2 (3)

The appearance of the report is excellent, and the grammar—spelling, syntax, and format—is
well done.

Scoring guide: 0 = No response or unacceptable response

1 = Acceptable response
2 = Good response
3 = Excellent response

Score: 36
Total possible points: 39

94
4.1. Find the equivalent resistance for the circuit in Figure P4.1.
PROBLEMS

5 ft

2ft 6.5 ft Figure P4.1

4.2. Find the equivalent resistance for the circuit in Figure P4.2.

Figure P4.2

4.3. Find the equivalent resistance for the circuit in Figure P4.3.

Figure P4.3

4.4. Find the equivalent resistance for the circuit in Figure P4.4.

50 ft

30 ft

Figure P4.4

4.5. Find the equivalent resistance for the circuit in Figure P4.5 (shown on
p. 96) and the current flow through each resistor.
96 5Q
Engineering
Analysis
and Design

20 Q

Figure P4.5

4.6. Find the current flow through each resistor in Figure P4.2 if the voltage
source is 12 V.
4.7. The filament in a flashlight bulb has a resistance of 50 O, and the
battery voltage is 6 V. Determine the current flow.
4.8. The maximum current flow from a 1.5-V battery is 45 mA. What is the
minimum size resistor that can be connected to it?
4.9. Four 5-0 resistors are wired in parallel circuit. What is the equivalent
resistance? If they are wired in series, what is the equivalent circuit
resistance?
4.10. The equivalent resistance of a three-resistor series circuit is 39 O.
If the three resistors, each of the same value, are now connected in
parallel, what is the equivalent circuit resistance?
4.11. Find the equivalent resistance for the circuit shown in Figure P4.11.

4Q 2Q

Figure P4.11

4.12. Find the equivalent resistance for the circuit shown in Figure P4.12.

Figure P4.12 60 ft 30 £2

10 A

4.13. Use Kirchhoffs current law to determine the unknown currents in

Figure P4.13.
Figure P4.13 4.14. Find the power absorbed in the 10-0 resistor in Figure P4.14 (p. 97).
 20 ft 30 Q
—VA—<
PROBLEMS

— 40 Q < 10 Q

-< »- Figure P4.14

4.15. Find the current and voltage for the network in Figure P4.15.

24 V

Figure P4.15

4.16. Determine the voltage V0 for the circuit in Figure P4.16.

8Q

Figure P4.16

4.17. Determine the current h for the circuit in Figure P4.17.

20n
< i-< ► —wv—< > -

+
12 V ►: ioq <> 30Q —

< •-< •-< »- Figure P4.17

4.18. Determine the value of the current source in Figure P4.18.

4!2
-AM—* 9 +

© 8 Q.

2 Q.
40$ 12V

AMr o — Figure P4.1Q

98 4.19. Find the voltage V0 for the circuit network in Figure P4.19.
Engineering
Analysis
and Design 12 V
4Q 2£1

Figure P4.19

4.20. Your car radio is broken, so you are using a 9-V transistor radio that
uses 30 mA of current. Being an engineering student, you wish to
conserve the radio’s battery and want to run the radio from the car’s
12-V battery. A resistor must be placed in series with the radio to
reduce the car’s voltage to that of the radio; what is its value? What
power does the transistor radio dissipate?
4.21. Many home lighting circuits have 15-A circuit breakers with a power
supply of 110 V. How many 100-W lightbulbs may be placed in parallel
in the circuit before the breaker trips?
4.22. You are using a 1250-W hair dryer on a 15-A, 110-V circuit. Your
younger sister comes into the room and turns on a 350-W stereo and
a 100-W light, also in parallel on the same circuit. Does the circuit
breaker trip?
4.23. In Figure P4.12, the voltage supply is 50 V. Determine the current
flow through the 20-11 resistor.
4.24. In Figure P4.12, the voltage supply is 50 V, and an open occurs across
the 10-H resistor. Find the current flow through the 20-11 resistor.
4.25. The power produced by the 50-V source in Figure P4.25 is 300 W.
Determine R^.

4Q
VA—t

Figure P4.25

4.26. What is meant by balance when one is referring to a bridge? How is

it accomplished?
4.27. A Wheatstone bridge, as illustrated in Figure 4.10 , is used to deter¬
mine the value of R<\. The bridge is balanced, and R3 reads 137.5 H.
Resistors R2 and R4 are interchanged, the bridge is balanced, and R3
now reads 167.9 H. Determine R-\.
4.28. In a Wheatstone bridge, the resistances R3 and R4 are equal. An
unknown resistance R-\ is connected to the bridge, and the bridge is
balanced, yielding a value for R2 of 400 H. What is resistance R) ?
4.29. Are the bridges in Figure P4.29a and b balanced?
PROBLEMS 99

4.30. Prepare a truth table for the circuits in Figure P4.30a and b.

Figure P4.30a

Figure P4.30b

4.31. You have been assigned the task of creating the logic circuit for a
bank alarm. The alarm is to sound, logic 1 state, if the master switch
is on, if the bank door is open, and if the safe door is open.
4.32. Design the logic circuit for starting an emergency diesel generator.
For the generator to start, the generator must be disconnected from
the bus, there must be sufficient starting air pressure, and the fuel
100 tank must indicate there is oil. When these conditions are met, then
Engineering the diesel may be started. Presume there are sensors to determine
Analysis
these values.
and Design
4.33. Figure P4.33 illustrates a schematic diagram for a half-adder; it will
add any two binary digits and produce the resulting summation as
outputs. Show that it will correctly add all combinations of binary input.

Figure P4.33

Engineering One of the first engineering courses you will take is in engineer¬
Mechanics ing mechanics, the first part of which concerns itself with bodies
in static equilibrium. Civil and mechanical engineers are par¬
ticularly interested in engineering mechanics, as later courses,
such as in strength of materials and structural analysis, depend
on it.

Forces The field of mechanics concerns itself with forces acting on bod¬
ies at rest—static equilibrium—and forces acting on bodies in
motion—dynamics. Fundamental to our understanding of me¬
chanics is a knowledge of forces. Forces have magnitude and
direction and hence are mathematically represented as a vector.
y
Figure 4.18 illustrates a fixed vector A. It has a magnitude of A
A
newtons (N) or pounds force and is acting at an angle of 6° from
A
the horizontal. Force vectors range from the simplest combina¬
tions, all forces acting collinearly as shown in Figure 4.19a, to
those acting at the same point or concurrently, as in Figure 4.196,
to forces acting coplanarly, as in Figure 4.19c. Tensile forces are
those that pull on a body or object, and compressive forces are
those that push on an object.
'f

Figure 4.18
A fixed vector.

Figure 4.19a
Collinear forces.
 A
F Forces 101

Figure 4.19b
Concurrent forces.

Figure 4.19c
Coplanar forces.

Vector forces rarely occur at neat angles of 90°, and to simplify

the analysis, we must be able to resolve forces into x andy vector
components.

Example 4.2 A force of 100 N acts at an angle of 30° to the

horizontal. Determine its horizontal and vertical components.
Sketch and Data:

y
A

Figure 4.20

Analysis:
From trigonometry we know that
Ax = A cos 30 = (100 N)(0.866) = 86.6 N

Ay = A sin 30 = (100N)(0.5) = 50.0 N |

Very often we determine the resultant of concurrent forces by
adding the individual rectangular components of the vector and
then determining the resultant vector along the hypotenuse formed
by them. The resultant vector can also be determined by carefully
adding the vectors tip to tail on graph paper, and the resultant can
be determined graphically.
102 Engineering Example 4-3 Three vectors form a concurrent force system.
Analysis Vector A is 50 N and acts at 45°, vector B is 100 N and acts at 300°,
and Design and vector C is 75 N and acts at 150°. Determine the resultant vector
(magnitude and direction).
Sketch and Data:

Figure 4.21b

Analysis:
Perhaps the most direct way to solve the problem is to set up a table
for the individual components, and then sum them.

Force N Horizontal component N Vertical component N

100 (100 N)(cos60) = +50.0 N (-100 N)(sin 60) = -86.6 N
50 (50 N)(cos45) = +35.6 N (50 N)(sin 45) = +35.6 N
75 (-75 N)(cos30) = -65.0 N (75 N)(sin 30) = +37.5 N

Total +20.6 N -13.5 N

Figure 4.21 b illustrates the resultant vector and the resultant found
by graphical means. The resultant R is found from the Pythagorean
theorem, with the angle being determined from the definition of
tan 0, sin 0, or cos 0. Thus,
R = (20.62 + 13.52)0'5 = 24.6 N
and
Forces 103
0 = tan~' 13.5/20.6 = 33.2°

It is not necessary to resolve two intersecting forces through the

summation of components: We may use relationships developed
through trigonometric identities and reduce the complexity of the
process. Additionally, we will be able to determine the resultant
and components. Consider the situation in Figure 4.22a, where
two forces A and B are acting on a tent peg. We can determine
the resultant force, using the law of cosines and the law of sines.
Figure 4.226 shows the resolution of the forces. Using the general
notation of Figure 4.226, we obtain the magnitudes from the law
of cosines:

R 2 = A2 + £ 2 — 2AB [cos 6(tt - 6)]

and since cos (7t — 0) = — cos 0, this may be reduced to

R2 = A2+£2+ 2AB cos<9

Thus for angles given in Figure 4.22a and by letting A = 100 N
and B = 200 N, the resultant magnitude is
R2 = 1002 + 2002 + 2(100X200) cos 20° = 87 588

R = 296.0 N

Figure 4.22a
A tent peg with two
concurrent forces acting
on it.

Figure 4.22b
The resultant R of two
forces A and B.
104 If the resultant magnitude is known and the angles at which
Engineering
the components are acting are also defined, then the magnitudes
Analysis
of components A and B may be determined by using the law of
and Design
sines:
R _ A = B
sin(77 — 6) sin a sin(0 — a)
The magnitudes of the components are
sin a
A = R
sin (77 - 6)

B _ R sin(fl - a)
sin (77 — 6)

Moments We have thus far considered concurrent forces acting on a body.

A moment occurs when coplanar forces act on a body at different
points, causing an unrestrained body to rotate. A moment about
a point is a force times the perpendicular distance to the point.
Consider the wrench in Figure 4.23, with a force F acting at a
distance x. The product of F and x is the moment about A, or

Ma = F-x (4.15)
where x is the perpendicular distance from F to A. Moment is a
vector with units of newton-meters (N • m). In this case the wrench
would rotate in the counterclockwise direction, by convention a
positive moment. Clockwise moments are negative. Notice from
Figure 4.24 that the distance must be the perpendicular distance
from the line of action of the force to some center of rotation, such
as A. In this case, the moment about A is

Ma = F • x sin 6
Forces that cause moments are often created by an object’s
weight. Although the weight is not located at one point but is
distributed over the entire object, it may be considered to act at
one point, its center of gravity. For objects with uniform weight

Line of action —►!

Figure 4.23 A —
A moment MA = F x,
created by a force F acting
at a distance x about
point A. Moment arm
 Moments 105

Figure 4.24
A moment MA =
F • x sin 9, created by a
force F times the moment
arm x sin 9 about point A.

y y
r i

F= 100 N/m
c) F = 400 N
Figure 4.25
An object’s uniformly
distributed force may
1 ir 'r ' ' ' f be replaced by a single
' * y
^ A
force acting at its center of
—4 m—► 2m
gravity.

distribution, the center of gravity corresponds to the geometric

center of the object. The symbol © indicates the center of gravity
of an object. Very often a material will have a certain weight, force
per linear distance, and can be represented as in Figure 4.25.

Example 4.4 Figure 4.26a illustrates a rigidly attached beam

at point Cwith two forces acting on it at points A and B. Determine
the moment about C created by these forces.
Sketch and Data:

Figure 4.26a

Simplify the problem by finding the horizontal and vertical com¬

ponents of force B. The horizontal component is collinear with C
and will not cause a moment to occur. Force A only has a vertical
component, and the vertical components of forces A and B will cause
the moment. Figure 4.26b illustrates the resolution of forces.
106 Engineering 50 N
Analysis 30 sin 30 = 15 N
and Design
B
vzm. 30 cos 30 = 26 N
0.5 m- 0.3 m-
Figure 4.26b

The moment about C is

Mc = (50N)(0.5m) + (15N)(0.3m) = 29.5 N • m

Free-Body At this stage it is important to develop a mathematical model of

DiacjrcMftS the body on which the forces and moments are acting. The model
is called the free-body diagram and is a schematic drawing of
that portion of the body under analysis, isolated from other parts,
with forces and moments from other parts shown. It is “free” in
that the other structural elements are represented only as forces
and moments. It should be apparent, but may be forgotten when
you are trying to solve a problem, that if the model is wrong, the
analysis is useless. Drawing the free-body diagram correctly is an
essential first step in mechanics problem analysis.
For example, Figure 4.27a illustrates a cargo boom on a ship;
the boom may be adjusted through a pivot to position the cargo
crate with weight W.

Figure 4.27a
A cargo boom is positioned,
raised or lowered, with the
boom cable. The cargo is
raised or lowered with a
separate cargo cable.

The free-body diagram at point B is shown in Figure 4.276.

 Static 107
B Equilibrium

Figure 4.27b
Free-body diagram at
point B.

Note that only the forces acting on B are shown. The cable can
support forces only in tension, and these forces must act along
the axis of the cable. The boom can support forces in tension or
compression, with the force vector acting along the boom axis.
In this situation the downward force Fy is equal in magnitude to
the weight of the crate, and the horizontal force Fx must be equal
in magnitude to Fy. The force F in the beam must the vector sum
of these forces acting in the opposite direction.
When an object is pinned, the pin can support forces in two
dimensions, whereas a roller can support only transfer vertical
forces—a horizontal force would cause it to roll. Figure 4.28a
illustrates a load-carrying beam pinned at one end and with
a roller support at the other. The free-body diagram with the
reactive forces is shown in Figure 4.28b.
The reactive forces Ri, R2, and R3 are created to counter the
imposed load W on the beam. Free-body diagrams are not an
end in themselves, but are used in conjunction with conditions of
static equilibrium to find unknown forces acting on a body.

Consider yourself standing still on the floor. You are in static Static
equilibrium. There is a force balance; the downward forces, a Equilibrium
result of gravitational acceleration acting on your body mass,
are balanced by an equal and opposite force from the ground
upward under your feet. This is the weight you feel. It counters
the downward force, and a condition of static equilibrium exists.
When you fall, static equilibrium is lost until you are firmly on Figure 4.28a
A loaded beam with
one hinged end, which
supports forces in all
directions, and one
vertically supported
Roller end, which only supports
vertical forces.

Figure 4.28b
Free-body diagram for the
beam.
108 ~ the ground. Because we are three-dimensional beings, the forces
n®^ie®r,n.® balance in each dimension; we could say that the sum of the
and Design f°rces> considering positive and negative directions, is zero for
each dimension. Also, there must be no rotation; thus, the sum of
the moments about any point on the body must be zero. In this
text we consider only two dimensions, x andy; hence

^]TFx=0 (4.16a)

+ (4.166)
and

+)YMa = 0 (4.16c)

These three equations may be applied to any problem, and

an equal number of unknowns may be determined. Should there
be more than three unknowns, the system is indeterminate; the
analysis of these systems is beyond our present scope.

Example 4.5 For Figure 4.29a, determine the reactions at A

and B.

50 N

Figure 4.29a

Sketch and Data:

The free-body diagram for the figure is shown in Figure 4.29b.

50 N

Figure 4.29b
Assumptions: Strength 109
1. Static equilibrium exists. of Materials
2. The container’s weight acts at the center of gravity.
Analysis:
The tree-body analysis included the two reactive forces at the
fixed pin A: a horizontal reactive force to counter the horizontal
force in the cable and a vertical reactive force assumed upward.
At the roller end B there is only a vertical reactive force upward.
Applying the condition of static equilibrium in each dimension yields
for the horizontal forces

R^ - 50 cos 60 = 0

= 25 N

For the vertical force

R2 + R3 + 50 sin 60 — 90 = 0

R2 + R3 = 46.7 N t

At this point there are two unknowns, so we need a third independent

equation, that in static equilibrium the sum of moments about any
point is zero. We could pick any point on the beam, but the wisest
choice is either A or B, eliminating R2 or R3, respectively, from
Equation 4.16c. Selecting point A and Equation 4.16b and using the
correct sign convention for moments, we get

1.6R3 - (1.25)(90) + (1.0)(50 sin 60) = 0

f?3 - 43.2 N t

R2 + 43.2 = 46.7 t

R2 = 3.5 N t

The assumed vertical direction for the reactive forces R2 and R3

is correct. If a negative value for one of the reactions were found, it
would indicate that we had assumed the incorrect direction._

With the rudimentary understanding of statics and the possible Strength of

determination of forces acting on an object, we can examine the Mdteriels
effect of the forces on the object’s material structure. Stress, ra¬
ther than force, is used in analyzing a material s strength and is
defined as force per unit area. Stress may be a result of forces
110 acting normal to a surface, normal stresses <x, or acting parallel
Engineering
to a surface, shear stresses r. We define these as
Analysis
and Design
a = F n /A (4.17)

and

t = Ft/A (4.18)

where F n is the normal force, F t is the tangential force, and A is

the cross-sectional area.
Consider the bar shown in Figure 4.30. It is subjected to a force
F, and because of the force, the bar lengthens a distance AL. The
ratio of the change in length to the original length is called the
strain e :

e = A L/L (4.19)
In Figure 4.30 the bar is in tension; the force is pulling the
material. In compression, the force pushes on the bar, trying to
contract it. The modulus of elasticity E, called Young’s modulus,
is the proportionality constant that relates stress and strain in
a material (see Table 4.1). Hooke’s law relating stress and strain
was discovered by Robert Hooke in the late 1600s:
F
a — Ee or E = a/e (4.20)
Figure 4.30 Equation 4.20 states that stress and strain vary linearly with
A bar subjected to
a tensile force. each other. This is valid for the elastic region of a stress-strain
diagram, as in Figure 4.31. If the force is released in the linear
(elastic) region, the material will return to its original state. Once
the yield point is reached, however, the material does not behave

Table 4.1 Typical values of Young’s modulus

Material Young’s modulus E kilopascals (kPa)

Aluminum 7.0 x 107
Brass 9.0 x 107
Steel 2.0 x 108
Glass 7.0 x 107

Yield point Breaking point

/ --
b
co
co
a>
i— Elastic
CO (linear)
region
Figure 4.31
Strain e A stress-strain diagram.
 Figure 4.32a
Strength 111
A rivet in single shear
subjected to a force F. of Materials

Figure 4.32b
A rivet in double shear
subjected to a force F.

Table 4.2 Yield stress values for metals

Material Normal yield stress, MPa Shear yield stress, MPa

Aluminum 345 207
Bronze 138 76
Steel 620 358

elastically, and a permanent deformation occurs. If stretched far

enough, the material will break.
The analysis of materials in tension or compression is similar;
the material is acted upon by axial forces. In shear, however, the
force is perpendicular to the material’s axis. In Figure 4.32a the
force acts perpendicular to the cross-sectional area of the rivet.
Figure 4.32b shows a rivet in double shear; the shear area is twice
the cross-sectional area of the rivet.
When you are designing an object, you must assume a safe
allowable value for the stresses and then calculate the actual
values, ensuring that the actual values are less than the working
value. The normal and shear values <jy and ry, respectively, for
materials are known at the yield point. Dividing these values by
the desired factor of safety S, yields the allowable value of stress
that is used in your sizing calculations (see Table 4.2). Thus,

O' allow = O-y IS (4.21)

and
Tallow = Ty IS (4.22)

For instance, in designing a structural element from aluminum

with a factor of safety of 1.75, the allowable normal stress is 197
megapascals (MPa) and the allowable shear stress is 118 MPa.

Example 4-6 A 0.8-m steel bar is machined to two different

diameters, 10 and 5 centimeters (cm). The larger diameter is 0.5 m
long, and the rod is subjected to a load of 1000 kilonewtons (kN).
112 Determine the stress in each section and the total extension of the
Engineering
bar under load.
Analysis
and Design Given:
A bar of two different diameters is subjected to a tensile load.
Find:
The stress in each diameter section and the total elongation of the
bar due to load.
Sketch and Data:

Figure 4.33 F = 1000 kN

Assumption:
The bar is in static equilibrium.
Analysis:
From Equation 4.21 we can determine the stress.

lOOOkN
Vo. 1 127,324 kPa
7r/[4(0.1)2]m

lOOOkN I i-»
^o-05 = FJA = 7r/[4(0.05)2]m = 5°9’296 kPa

Since the stresses in each section of the bar are less than the
normal yield stress, we know that the bar is in the elastic region and
Hooke’s law applies. From Equation 4.20, determine the strain and
from that the length increase for each diameter section of the bar
from Equation 4.19.
 Mechanics 113
e = cr/E Design Report

€0.1 = (127,324)(2 x 108) = 6.4 x lO'4

eo.o5 = (509,296)(2 x 108) = 2.55 x 1(T3

M = e/L

ALo.i = (0.5)(6.4 x 1(T4)(1000 mm/m) = 0.32 mm

ALo.os = (0.3)(2.55 x 10“3)(1000 mm/m) = 0.765 mm

Thus, the total length increase is 1.085 mm, not much at all.

Example 4-7 An aluminum rivet in single shear must with¬

stand a force of 10,000 N. The factor of safety is 1.75. Determine the
diameter of the rivet.
Sketch and Data:

Aluminum

Factor of safety S = 1.75 Figure 4.34

Assumption:
No deformation occurs.
Analysis:
First determine the allowable shear stress for the rivet, using data
from Table 4.2.
Taiiow = 207 MPa/1.75 = 118.3 MPa

10 kN
r = FIA = 118300 kPa =

A = 10/118 300 = 8.45 x 10“5m2

A = ttD2/4

D = 0.010m = 1 cm

A design challenge was made to a group of students to construct Mechanics

a device that featured at least two mechanical subsystems. One Design Report
student designed and constructed a toggle switch which includes
two lever subsystems.
 TOGGLE SWITCH DESIGN

John Buhse
Introduction to Engineering
Section 02

114
Introduction
The design challenge was to create a quick-disconnect mechanical toggle switch. The switch
must remain in the on or off position, much as electric toggle switches do. In this case, the focus
is on the mechanical design. There were several questions to address before investigating the
design, such as how large the switch should be, what the application will be, and what materials
are available to use. It was decided to make the switch and its container 4 to 6 inches in length, so
others could readily examine the switching mechanism. It is also easier to construct a larger switch.
The machine shop has some extra Lucite, so that became the material of choice for construction of
the switch box.

Research and Investigation

An investigation of how switches work was conducted at two levels: one literary, by searching
in The Way Things Work, and the other forensic, by taking apart an electric toggle switch and
seeing the mechanics of the device. From this investigation, several ideas came to mind through
brainstorming, such as a slide switch, a screw switch, and a spring-and-cam switch. The slide
switch was eliminated because it did not meet the specifications of a quick disconnect; rather, the
area of contact gradually decreases, and if it were conducting electricity, this could cause material
deterioration due to high current loads. The screw switch was an interesting idea, but it did not
meet the desirable goal of having a quick disconnect; rather, turning the switch is required, a more
time-consuming operation. The choice of a spring-and-cam switch met the requirements of quick
disconnect with full surface contact, but it would be more complicated to design and construct. In
this design, the toggle lever is connected to a shaft which rotates a cam through approximately 45°.
The cam is in contact with a metal strip, copper, that is fastened at one end to the switch container
and is free to move at the other end. The end where it is free to move is where the contacts are
located; the cam can displace the strip, opening the contacts, or with the other rotation, allow the
strip to move back to engage with the contacts. Figure 4.35 illustrates the final design.

Construction
The construction of the switch box and switch was challenging. The concept of the cam and lever
seemed simple, but attaching the various elements together was more complex. The ideal material
for the metal strip would be thin and flexible, so when the cam rotated over the material, it would
deflect with minimal force. It should be flexible, so it will not deform with repeated use and cease
to connect or disconnect the contact as required. Spring steel might be such a material, but it was
not available, and copper strips were available in about 1/16-in. thickness. This material was a bit
stiff, hence the force required to move the switch from one position to the other increased from
1 to about 12 newtons (N) as the lever moved from one side to the other. The copper deformed
slightly with repeated testing, so a return spring was added at the contact end, increasing the force
required by 1 N. The shape of the cam was determined by the criterion for quick opening and
closing, which translates to a cam with a high rise rate; this shape also increases the moment arm,
in effect increasing the disadvantage, which is why the final force was as high as it was. One of
the preliminary designs had a rounded cam, but that shape did not displace the lever decisively. In
Appendix A the analysis of the toggle lever arm is shown. There were some machining problems
with making the cam profile smooth; in addition, the profile does cause the switch to open about
1 cm, hence the force required increases dramatically with displacement. For instance, to cause
the initial separation of the contacts requires 1 N, the additional force is for displacing the strip far
enough for the cam to rotate to the off position.

115
 Pivot hole Pivot housing
Switch lever

Contact plate

Cam

Return spring
Contact lever

3.00"

Figure 4.35
Toggle switch.

Testing
The switch meets the design criteria—it is a toggle switch that opens quickly and positively. Testing
was done on the lever system to determine the force required to displace the contacts a given
distance of separation. Table 4.3 contains the data. The face of the cam was shaped during the
testing to make the rise less rapid, reducing the force required for switching.

Table 4.3
Contact separation, mm Force required, N
5 1
10 1.1
25 1.75
50 3.5
75 6.5
100 12

116
 Conclusion
The cam-and-spring switch fulfills the design requirements that the switch open and close quickly
and use a combination of simple lever systems. However, the force required can be a hindrance at
times. The force can be decreased in future designs by using a more flexible metal strip, shaping
the cam profile so it opens the cam only the desired amount and not farther, and cuts the cam so
that the surface is smooth.

Bibliography
1. The Ways Things Work, An Illustrated Encyclopedia of Technology. New York: Simon &
Schuster, 1967.
2. Burghardt, M. David. Introduction to Engineering Design and Problem Solving. New York:
McGraw-Hill, 1999.

Appendix
The force balance for the lever arm is shown in Figure 4.36.

Figure 4.36

Assessment Critique
The toggle switch design is a well-executed project, and the
assessment rubrics identify exactly why this is so. What follows
is an annotated assessment sheet for the project.
 DESIGN ASSESSMENT RUBRICS
The Design Process
A. Identified problem criteria, constraints, and specifications. 0 1 2 (3)
Clearly explained the problem with specifications of quick closing and material availability.

B. Gathered background information from a variety of sources. 0 1 (2) 3

Good indication of sources for material; did not include information learned from encyclopedia or
forensic analysis of electric switch.

C. Suggested several alternative solutions. 0 1 2 (?)

Several alternative switches described in sufficient detail so as to know why they were not
adequate for the design.

D. Evaluated ideas against design criteria and made improvements. 0 1 2 (?)

Improvements made such as adding the spring because of copper deformation.

E. Justified the chosen solution. 0 1 (?) 3

This was the only solution that disconnected quickly; alternatives did not, so little justification was
required.

The Design Solution

A. Provided an accurate drawing with basic details and dimensions. 0 1 2 (?)
Computer-aided design drawing with overall dimensions.

B. Constructed the model and used materials appropriately. 0 1 2 (?)

Quality of finished model is very good, visually appealing.

C. The solution worked. It fulfilled the design criteria. 0 1 2 (?)

The solution functioned well; quick disconnect and connect, and multiple levers.

D. Originality and creativity of the design. 0 1 (?) 3

Good creativity, but the forces required are high.

118
 Testing

A. Used knowledge gained from testing to inform design. 0 12 (5)

Used testing information to reshape cam.

Work Habits

A. Completed assigned task in a timely fashion. 0 1 2 (5)

Project and report turned in on due date.

Communication and Presentation

A. Demonstrated understanding of key ideas orally and/or in writing. 0 1 (?) 3
The idea of moments is clearly presented, as are considerations in making switches. The
explanation of multiple-lever systems could be amplified.

B. Report neatly written with good grammar. 0 1

Report neatly written with no spelling errors or syntax mistakes.

Scoring guide: 0 = No response or unacceptable response

1 = Acceptable response
2 = Good response
3 = Excellent response

Score: 35
Total possible points: 39

4.34. In Figure 4.21a, let force A = 100 N, B = 80 N, and C - 50 N. Problems

Determine the resultant force’s magnitude and direction.
4.35. It is possible to resolve concurrent forces graphically. Perform the
graphical solution for the situation in Problem 4.34.
120 4.36. Determine the resultant force (magnitude and direction) for the con¬
Engineering current force systems in Figure P4.36a to d.
Analysis
and Design
y

Figure P4.36a

Figure P4.36b

Figure P4.36c

Figure P4.36d
4.37. Two tugboats are pulling a barge as illustrated in Figure P4.37. The 12i
horizontal force acting at Cis 20,000 N. Determine the force (tension) Problems
in ropes (lines in nautical jargon) AC and BC.

Figure P4.37

4.38. Given that the resultant force acting on the tent peg shown in Figure
4.22a is 1000 N and the angles are as indicated, determine the values
of A and B.
4.39. It is desired to determine the drag force on a boat hull. A model of the
hull is placed in a water channel, and water flows past it, modeling a
given hull speed. There are lines to prevent the boat from leaving the
centerline of the channel as well as a line to pull the boat, with scales
to measure the force (tension) in the lines. The readings indicate a
tension of 120 N in line AB and 180 N in line AD. Determine the drag
force on the hull and the tension in line AC. See Figure P4.39.

D Figure P4.39

4.40. Two connected cables support a load as shown in Figure P4.40.

Determine the tension in AC and BC.

Figure P4.40
 4.41. Two connected cables support a load as shown in Figure P4.41.
Engineering
Determine the tension in AC and BC.
Analysis
and Design

Figure P4.41

4.42. In Figure P4.42, the 6-kg collar A, may slide on the frictionless vertical
rod. It is connected via a pulley to a 6.8-kg counterweight C. Determine
the value of height z for which the system is in equilibrium.
4.43. A container and its contents weigh 1000 kN. See Figure P4.43.
Determine the shortest possible sling ACB which may be used to lift
the loaded container if the tension in the sling cannot exceed 750 kN.

Figure P4.42

■<-70 cm-►
Figure P4.43

4.44. Determine the moment (torque) in foot-pounds about point A for the
wrench in Figure P4.44.

20 Ibf

Figure P4.44
4.45. Determine the net moments about A and B for the beam in Figure 123
P4.45. Problems

2000 N 8000 N

y' 'i

■<- 6 m-*~ 6 m->-|

--24 m-►
5500 N 4500 N Figure P4.45

4.46. The wheelbarrow must be supported at an angle of 20° to the

horizontal in Figure P4.46. Determine the force required to do so.

Figure P4.46

4.47. Determine the moment about A for the sketch in Figure P4.47.

Figure P4.47

4.48. Find the components of the container’s weight parallel and perpen¬
dicular to the inclined plane in Figure P4.48.

Figure P4.48
124 4.49. A horizontal beam is 15 m long and weighs 2000 N. It has pinned
Engineering supports at the extreme left end and 3 m from the right end. In addition,
Analysis there is a concentrated load of 500 N a distance of 5 m from the left
and Design
end. Determine the reactions at the supports.
4.50. Refer to Figure 4.29a in Example 4.5. Let the angle be 120°, and
determine the reactions at A and B.
4.51. A 15-ft plank that weighs 7 pounds per foot (Ib/ft) is horizontal,
attached rigidly to the wall at the right end, and supported by a vertical
cable 3 ft from the left end. A person weighing 150 lb is standing in
the center of the plank. Determine the reactions at both end supports.
4.52. The person in Problem 4.51 now moves past the cable and is standing
1.5 ft from the left-hand side. Determine the reactions at both supports.
4.53. A tire has a diameter of 0.65 m and supports a vertical load of 500 kg.
A force, acting at the centerline, must be sufficient to cause the tire to
move over a 10-cm curb. What is the amount of the force?
4.54. Refer to Figure 4.30. Let the force be 5000 N, the length 60 cm, and
the diameter 2 cm. Calculate the normal stress and strain for steel,
aluminum, and brass.
4.55. Refer to Figure 4.30. Let the bar be hollow with an inside diameter of
10 cm, an outside diameter of 12.5 cm, and a length of 1 m. The bar
is subjected to a loading of 2000 kN. Determine the elongation and
the normal stress if the material is aluminum.
4.56. Refer to Figure 4.33. Let the bar be bored to an inside diameter of
3 cm. Determine the loadings as in Example 4.6.
4.57. Two 1-cm-diameter rivets join two metal sheets. If the force pulling
the sheets is 35 kN, determine the average shear stress in each rivet.
4.58. Two plastic parts are butted together and glued. The parts’ mating
surfaces have dimensions of 100 millimeters (mm) by 5 mm. If a
tensile force of 5000 N is applied, what is the average normal stress
at the interface?
4.59. A riveted connection must support a load of 9000 N in single shear.
What diameter steel rivet should be used if the factor of safety is 1.5?
4.60. A riveted connection with two rivets in double shear supports a
1500-kN load. What is the rivet diameter if the rivets are steel and the
factor of safety is 1.5?
4.61. The cable in Problem 4.51 has an allowable stress of 58,500 kPa.
Determine its diameter for the worst load condition.

Electro¬ There are several everyday electromechanical devices such as

mechanical thermostats, toasters, relays, and solenoid valves that have sim¬
Devices ple mechanical and electric circuits.

Thermostats
A thermostat is a switch that opens and closes as a function
of temperature. The most common type of thermostat, used in
electrical appliances such as toasters, is a bimetallic strip. Figure
4.37a illustrates such a thermostat, which consists of two strips
Mechanical engineering laboratory where students are examining a linear displacement transformer,
a device that converts a linear displacement to an electrical signal. (Courtesy of Hofstra University)

Figure 4.37a
A bimetallic thermostat in
the cold position.

Figure 4.37b
A bimetallic thermostat in
the heated position.
126 of metal bonded to each other. One of the metals has a high
Engineering coef^cient 0f thermal expansion and the other a low coefficient.
and Design At a c°o1 temPerature the striP is straight; as the temperature
rises, alloy H increases in length compared to alloy L, causing the
strip to bend, as shown in Figure 4.37b.
The strip has two contacts C and D, which connect with termi¬
nals A and B. When the temperature is cool, the strip is straight
and contacts B and D connect. As the temperature rises, this
connection is broken and at a high temperature A and C connect.
In most applications, only one set of contacts is used; so if the
thermostat is used to break a circuit when the temperature is hot,
then only contacts D and B are used. Thus, when the tempera¬
ture falls, the bimetallic strip straightens, contact is made, and
perhaps a heater turns on. The temperature rises, the contacts
separate, and the circuit is opened, turning off the heater. In the
alternative situation, a thermostat may be used for cooling, for
example, air conditioning, in which case contacts A and C close
when the temperature is too hot, causing a cooling process to
start. It is possible to vary the temperature at which heating
occurs by physically moving the position of the B contact closer
to or farther from D by using a knob or lever, such as a toaster
light-to-dark temperature control, which moves the contact.

Toasters
Toasters use a variety of control systems to turn off the circuit
when the interior temperature rises to a predetermined level.
One such system uses a bimetallic strip and employs simple
series and parallel circuits. When the toaster lever is pushed
down, it closes an electric switch, the main switch in this case,
and engages the spring-loaded carriage basket in a clip that can
be opened by a bimetallic strip. When the main switch is closed
in Figure 4.38, current flows through the main and auxiliary
heating elements. The auxiliary switch is bimetallic, and as the
temperature rises, it opens and short-circuits the auxiliary heater
resistance. Electricity follows the path of least resistance, so
flowing through the switch is easier than through the auxiliary

Main switch
o-

o-
Line voltage Main heating
o- Auxiliary elements
switch
oXN>
(bimetallic)
Figure 4.36
Electric circuit for a AW
toaster. Auxiliary heating elements
heater. Current is still flowing through the main heating element,
Electro¬ 127
and the bimetallic strip begins to straighten; however, it is initially
mechanical
prevented from doing so by a device attached to the carriage
Devices
basket clip. Eventually the force of the bimetallic strip causes the
clip to move, releasing the spring-loaded basket, which moves up,
opens the main switch, and releases the bimetallic strip.
A note of caution if you decide to investigate your toaster:
Disconnect it prior to any examination. The heating elements,
nichrome wire, are not electrically insulated, and it is dangerous
to touch them when the toaster is plugged in, even if the toaster is
turned off. Figure 4.39 illustrates why this may be so. When the
toaster is plugged into the wall, one side of the heating element is
directly connected to the outlet. Should this be the hot side of the
circuit, if you touch the nichrome wire ( + 115 V) and ground (0 V),
a voltage potential exists across you and current will flow through
you. Figure 4.40 illustrates a typical grounded household electric
outlet. One side is connected to voltage source supply, the hot side,
and the other is connected voltage source return, or ground. This
means that a voltage potential exists between the hot side of a
line and anything else that is physically connected to the earth—
hopefully not you! The ground connection on the outlet allows the

Figure 4.39
Toaster heating elements
Heating may be connected to
elements
the hot side of the outlet,
creating the potential for a
shock if a knife or fork is
inserted.

Hot side
Grounded
side
Ground
connection
for device

Figure 4.40
Wall receptacle with
ground connection.
128 Engineering
Analysis
and Design

Voltage
source
Switch

Voltage o o\ Solenoid
source o-
Figure 4.41
Iron core
A relay.

appliance to be grounded when the appliance is plugged into the

outlet.

Relays
A relay is used to open and close a switch in another circuit which
has high values of current or voltage across it. Relays can be used
for safety reasons so that you do not directly engage a switch
which has high values of current flowing through it; or there may
be circuit elements in the control circuit that cannot tolerate high
voltages or currents. The ignition switch in an automobile uses a
relay. Figure 4.41 illustrates a simple relay that uses a solenoid
to close the contacts in the main circuit. When the switch is closed
in the control circuit, current flows through the solenoid, creating
an electromagnet. The magnet pulls on the iron bar, closing the
contacts in the main circuit. When the switch is opened, the
solenoid no longer creates a magnetic field and the iron bar is
moved by the spring, opening the main circuit.

Starting Motor
The starting system in an automobile uses a solenoid switch to
carry the high currents that the starter motor requires. Figure
4.42 illustrates such a system. When you turn the key and engage
the key switch, a small amount of current flows from it to the
solenoid switch, which closes and allows the high flow of current
to the starting motor. The motor rotates, and a small gear (pinion
gear) moves down the motor shaft and engages with the flywheel,
rotating the engine. When the engine starts, it causes the flywheel
to drive the pinion faster than the motor’s rotational speed. The
pinion moves out of engagement with the flywheel, and current
flow through the starter motor is stopped by the person using the
key. The grinding noise that is sometimes heard when a person
 High current Starter
flow motor Conservation 129
of Mass

>-'i £->■
Pinion
"X X
Flywheel
Low current
£T7
flow
X
Ground —
/
/
T
30 Figure 4.42
Simplified automobile
Ignition
Battery starting circuit using a
key
solenoid.

attempts to start an engine that is already running is due to the

pinion hitting the flywheel and not engaging.

Thermodynamics is the science that is devoted to understanding Energy and

energy in all its forms (mechanical, electrical, chemical) and how Energy
energy changes form—the transformation of chemical energy Analysis
to thermal energy, for instance. It provides the tools necessary
to understand how heat can be converted to work and what
limitations are imposed on that conversion process.

The expression for mass flow rate is frequently used in conjunction Conservation
with thermodynamic analysis. Let the mass flow rate in kilograms of Mass
per second (kg/s) be denoted as rh . The conservation of mass states
that for steady-state conditions, the mass flow entering a device
must equal the mass flow leaving the device. Thus,

biin = hi out (4.23)

Figure 4.43 represents a pipe with a fluid flowing steadily through
it. At plane 1 there is a velocity v, a density p, and an area A.
The same variables exist at plane 2. All three terms may vary,
depending on the substance and the flow conditions. The mass
flow rate at any plane is

Plane 2

Plane 1

Pi l/i P2 l/r

Figure 4.43
One-dimensional fluid flow
in a pipe.
130 Engineering m = pAv — p\A\V\ = p2/A2V2 — constant (4.24)
Analysis
Sometimes students forget that the density can change; this is
and Design
particularly so for very compressible substances, such as gases.
Liquids, however, are often treated as incompressible substances,
and their density is then constant.

Energy Forms Matter may be considered to possess three energy forms; kinetic,
potential, and internal energy. In addition, there are two energy
forms that may enter or leave a thermodynamic system. What is
a system? A system is the device or substance that is undergoing,
performing, or receiving the energy transformation. Fortunately
there are only two types of systems, one for constant mass and
one for mass flow through an object. The former system is called a
closed system; it is closed to mass flow, and it would be the system
used if we were to heat 2 kg of water. The 2 kg of water remains
constant throughout the heating process. On the other hand, an
open system allows mass flow through it, such as an automotive
engine that has air and fuel entering it and exhaust leaving it.
In this case the mass is not constant, hence a different system is
required for the analysis.

Work
Work is a force F acting through a distance Ax, or

W = (F N)(Ax m) (4.25)
where the force might be the horizontal force required to push
a wheelbarrow a distance Ax. The N and m refer to the units
associated with force (newtons) and distance (meters); thus work
has units of newton-meters (N-m), or joules (J). The force can
take many forms; it can be the force acting on a mass to raise
it, or it can be the force necessary to move a charged particle
in a magnetic field. It may be a pressure acting on area, such
as a piston crown, causing it to move. When work is performed
in thermodynamics, a system is involved. Either the system is
performing work on the surroundings (everything external to the
system), or the surroundings are doing work on the system. To
mathematically distinguish the two cases, we refer to work done
by a system as positive and work done to a system as negative.
Notice that the system does not possess work; work results from
an interaction between the system and the surroundings, for
instance, a piston moving. The energy that allows the system to
do work comes from energy contained by the matter within or
passing through the system. Thus, work is an energy form that
exists only in transition across a system’s boundary. Once work
enters or leaves the system, its effect causes a change in the
matter’s energy form.
Heat
Energy Forms 131
Heat, represented by the symbol Q, is similar to work in that it is
not an energy form that matter possesses; heat is defined as energy
crossing a system’s boundary because of a temperature difference
between the system and the surroundings. This definition differs
from the colloquial use of heat, in that matter does not have an
energy form called heat. There are situations in which there is no
heat flow, although a temperature difference exists between the
system and surroundings. We called this an adiabatic process.
For instance, if a hot water pipe is well insulated from the
surroundings, then any heat flow will be very small, negligible in
most cases, and the pipe is modeled as an adiabatic, open system.
The units of heat are joules, the same as those of work; but the
sign convention for heat is opposite to that for work: Heat flow
into the system is positive, heat flow from the system is negative.

Potential, Kinetic, and Internal Energies

For many applications in engineering, matter may be viewed as
containing three energy forms: gravitational potential, kinetic,
and internal energies.
The potential energy of a system mass depends on its position
in the gravitational force field. There must be a reference datum
and a distance z from the datum to the system mass. If a force F
raises the system, the change of potential energy PE is equal to
the work (force through a distance) necessary to move the system.

A(PE) = F Az = (m kg)(g m/s2)(zAz m) = mgAz J (4.26)

where the gravitational acceleration is assumed constant over the
distance the mass moves.
The kinetic energy of a system is developed in an analogous
manner. Again let us consider a system of mass m. A horizontal
force acts on the system and moves it a distance x. Since it moves
horizontally, there is no change in potential energy. The change
in kinetic energy (KE) is defined as the work required to move the
system a distance Ajc .
KE = F Ac

Av
F = ma = m
At
where
Av _ Ax Av _ Av
At At Ax Ax
and where the average velocity v is defined as
Vi + v2
v = —r~
Because Av = v2 - Vi, the change in kinetic energy becomes
132 Table 4.4 Specific heats for
Engineering various substances
Analysis
and Design Substance c kJ/kg • K
Air 0.7176
Aluminum 0.963
Brick 0.92
Bronze 0.4353
Concrete 0.653
Gasoline 2.093
Glass 0.833
Ice 1.988
Steel 0.419
Water (liquid) 4.186
Water (vapor) 1.403
Wood 2.51

A(KE) = y (v2 - vi)(v2 + Vi) = (ykgXvl - vf m 2Is2) J

(4.27)
Note that this is the change of translational kinetic energy of the
system; if the velocity of the system increases, the kinetic energy
increases. If a car is moving at 40 kilometers per hour (km/h) and
is accelerated (force through a distance) to 80 km/h, the kinetic
energy increases. If the car’s velocity is zero, its kinetic energy is
zero.
One of the less tangible forms of energy of a substance is its in¬
ternal energy. This is the energy associated with the substance’s
molecular structure. Although we cannot measure internal en¬
ergy, we can measure changes in internal energy. The symbol for
specific internal energy is u and for total internal energy U.

u = specific internal energy, J /kg (4.28a)

U = mu, total internal energy, J (4.28b)

The change in internal energy for a substance may be written
as
AU = (m kg) [(c kJ/kg • K)](T2 - T i K) kJ (4.29)
where c is a property called specific heat. Typical values for specific
heat are given in Table 4.4.

The The conservation of energy, or first law of thermodynamics for

First Law of a constant-mass system, may be developed as follows. Assume a
Thermodynamics system of constant mass has an initial amount of energy, receives
energy in the form of heat, produces some work (energy out), and
has a final amount of energy left. Let E = U + KE + PE represent
the total energy of the substance. The conservation of energy is
Energy initial + Energy added The 133
Ei + Q First Law of
— Energy final + Energy produced Thermodynamics
E2 + W
(4.30)
This may be combined to form

Q — E% ~ Ei + W (4.31)
If this equation is divided by the mass m, the quantities have
units of energy per unit mass (kJ/kg), which is denoted by the use
of lowercase letters:
q = e2 - ei + w (4.32)
Expanding the total energy term into its components yields

Q m (u2 — u\) + + mg(z2 - zi) + W (4.33)

As you use the first-law equations, remember that the sign con¬
vention for heat and work must be used when substituting the
numeric value in the equation.

Example 4-8 An adiabatic pump casing holds 5 kg of water

and receives 2 kW of power to the water as it moves through the
pump. The discharge valve of the pump is inadvertently closed, and
the pump delivers the power to the water in the casing for 1 min
before the valve is reopened. What is the water’s temperature rise
after 1 min?
Given:
An adiabatic pump contains a known mass of water and receives
work for a certain period.
Find:
The water’s temperature rise due to the work.
Sketch and Data:
m- 5 kg
W=2 kW

Figure 4.44

Assumptions:
1. The water in the pump casing is a closed system.
134 2. The heat is zero (adiabatic), and the changes in kinetic and
Engineering
potential energies are zero.
Analysis
and Design Analysis:
The first law for a closed system is
Q = Ml + AKE + APE + W
Applying the assumptions and writing the expression for the change
of internal energy in terms of temperature yield, where W = Wt,
0 = mc(T2 - 7"i) + (-5 kJ/s)(60 s)

0 = (5 kg)[4.186 kJ/kg • K](AT K) - 300 kJ

AT = 300/5-4.186 = 14.3 K or °C

The conservation of energy for open systems, the first law for
open systems, may be viewed similarly to the closed system; this
time the system receives a heat flux and produces power while
the fluid flows through it. The energy entering the control volume
is the fluid’s energy plus any heat flow; the energy leaving the
control volume is the fluid’s energy plus any work done by the
fluid within the control volume. The first law may be expressed
as

Energy in = Energy out

Q + 77iin(e + p/p) in = W + mon tie + p/p)0u t (4.34)

where the heat flux is

Q = {m kg/s)(<7 kJ/kg) W (4.35)

and the power is

W = (m kg/sXw; kJ/kg) W (4.36)

For liquids, the p/p term may be neglected, but not for gases
which are compressible.

Example 4.9 A fluid enters a device with a steady flow of 3.7

kg/s, an initial pressure of 700 kPa, an initial density of 3.2 kg/m3, an
initial velocity of 50 m/s, and an initial specific internal energy of 2000
kJ/kg. It leaves at 150 kPa with a density of 0.6 kg/m3, a velocity of
150 m/s, and a final specific internal energy of 1950 kJ/kg. The heat
loss from the device is 18 kJ/kg. Determine the power into or out of
the device.
Given:
An open system receives a fluid with known properties, heat and
work interactions occur, and the fluid leaves with known properties.
Find: 135
Energy Analysis
The power.
Sketch and Data

p2= 150 kPa

p2 = 0-6 kg/m3
-*-

i/2= 150 m/s

u2 = 1950 kJ/kg

Figure 4.45

Assumptions:
1. It is an open steady-state system.
2. Neglect changes in potential energy.
Analysis
The first law for open systems is

Q + min(e + p/p)in = W + /77out(e + p/p)out

502 m2/s2
e1 = 2000 kJ/kg + 2001.25 kJ/kg
2(1000 J/kJ)

1502
©2 — 1950 + 1961.25 kJ/kg
2(1000)

Q = (3.7 kg/s)(—18 kJ/kg) = -66.6 kW

Substituting into the first-law equation yields

-66.6 + 3.7(2001.25 + 700/3.2) = W + 3.7(1961.25 + 150/0.6)
W = -34.22 kW or power into the device

A power plant contains many of the fundamental elements that Energy Analysis
thermodynamic analysis is involved with—heat exchangers, tur¬
bines, and pumps. Figure 4.46 illustrates a simplified power plant.
The heat is typically supplied by burning fuel, but other heat
sources include solar energy and nuclear energy; the heat boils
water in a steam generator. The high-pressure, high-temperature
steam flows to the turbine, which rotates, producing power. The
steam exits the turbine at a low pressure and low temperature
to a condenser, a heat exchanger, where it is condensed to a
liquid and finally pumped back to the steam generator. Some of
the power produced by the turbine is visualized as being used to
 ^net

Qaut

Figure 4.46
A simplified power plant.

power the pump, hence there is net work produced by the steam
power plant.
The heat added Q in must be equal to the energy leaving as net
work Wnet, the heat leaving the condenser Qout- The heat out is
negative and the heat in is positive, and if they are algebraically
added, they yield the net work. This is one of the fundamental
laws governing power-producing cycles.

Wnet = Qin + Qout (4.37)

If the heat added is from the combustion of fuels,
Qin = rhfhRP (4.38)
where lhf is the fuel flow rate in kg/s and hRp is the heating value
of the fuel, the heat released per unit mass by the combustion
process. Table 4.5 lists some typical heating values for commonly
Table 4.5 Average used fuels.
heating values An ideal power plant’s efficiency, how well it converts heat to
for various
fuels work, can be described as

Fuel kJ/kg
Vth = 1 - 7fT~ = — (4.39)
Coal 27,900 Q in
Corn cobs (dry) 21,600
Gasoline 44,800 where Tc is the cycle low temperature, the condensing temper¬
Lignite 26,500 ature, and Th is the cycle high temperature, the combustion
Natural gas 57,450
43,000
temperature, while 17th is the thermal efficiency. This efficiency in
Residual oil
Wood (dry) 20,350 terms of temperature in Equation 4.39 is valid for a Carnot cycle,
but its definition in terms of work output divided by heat input is
valid in general.

Example 4-10 A power plant uses residual oil with a density

of 990 kg/m3 as its fuel. The plant produces 1000 MW of net power
and is characterized by a high temperature of 1000 K and a low
temperature of 300 K. Determine the amount of fuel required for one
week’s supply and the size of two cylindrical tanks, L = D, to hold
the fuel.
Given: 137
Energy Analysis
A power plant with the net power and characteristic temperatures
and fuel.
Find:
The fuel supply required and tank size to hold the fuel.
Sketch and Data:

Assumption:
The power plant follows the theoretical model.
Analysis:
The thermal efficiency may be used to find the heat required and
from that the fuel flow required.
77th = 1 - 300/1000 = 0.7

0.7 - Wnet/Qn = 1000/Qin

Q in = 1000/0.7 = 1428.6 MW
The heat supplied is also equal to mass flow rate times the heating
value of the fuel:
1,428,600 kW = (tfty kg/s)(Atep kJ/kg) = (mf)(43,000)

riif = 33.22 kg/s

and the weekly fuel required is
fbweek = (33.22 kg/s)(3600 s/h)(24 h/day)(7 days/wk)
- 20 093 425 kg/wk

The volume that the fuel occupies is the mass divided by the density:

Vf = 20 093 425 kg/990kg/m3 = 20 296m3

Thus each tank must hold 10,148 m3 and
138 Engineering 7tD2L
10,148 and L = D
Analysis 4
and Design
so
D = 23.46 m

Very often residual fuel and coal have constituents, such as

sulfur, that create environmental impacts when burned. In the
combustion process, sulfur forms sulfur dioxide, which in combi¬
nation with water, say, rainwater, forms sulfuric acid. It is one of
the main ingredients of acid rain. The carbon dioxide formed in
the combustion process hastens the greenhouse effect, or warm¬
ing of the earth. One can calculate the magnitude of these terms
quite easily and begin to realize the enormity of the problem.
The gravimetric analysis of fuel tells us the percentage of its
various constituents on a mass basis. For instance, the fuel may
contain carbon, hydrogen, sulfur, water, and ash. Let us assume
that the fuel contains 1 percent sulfur and that the cleaning
processes (scrubbers) on the exhaust stack of the steam generator
remove 98 percent of sulfur dioxide from the combustion process.
Calculate the kilograms of sulfur dioxide produced daily by the
power plant in Example 4.10.
The total mass of sulfur emitted daily is
rhs = 0.01 rhf = (0.01X2 870 208) = 28 702kg/day
However, 98 percent of this is contained in the stack, so only 2
percent of this value leaves the stack:
(ms)emitted = (0.02X28 702) = 574 kg/day
The sulfur reacts with oxygen in the air to produce sulfur dioxide
according to the following reaction equation:
S + O2 = SO2

32 kg S + 32 kg 02 = 64 kg S02
The reaction equation is simply a conservation of mass; in this
case, 1 mole (mol) of sulfur, 32 kg, reacts with 1 mol of oxygen,
32 kg, to form 1 mol of sulfur dioxide, 64 kg. Thus, for every 32
kg of sulfur burned, 64 kg of sulfur dioxide is formed, or there
is a 2-to-l ratio. Let us just consider the sulfur that escapes, or
1148 kg of sulfur dioxide released. This amounts to 1.26 tons/day
from this one plant. Imagine the amount that would be released
if the scrubbers were not installed! Not all industries, nor all
countries, particularly economically poor countries, use exhaust
gas scrubbers.

Hydraulics— Most students are familiar with bicycle hand brakes. You squeeze
Automotive the brake on the bicycle handle, and a wire pulls calipers together
Brakes on the wheel’s rim, slowing the bike. This is an effective system
I Hydraulics— 139
Automotive
Brakes

Figure 4.48
The pressure is the same
throughout the hydraulic
system.

for a bicycle, but it would be virtually impossible to stop an au¬

tomobile by using such a technique. Fortunately, another system
is available that is really a hydraulic simple machine. A simple
machine is able to use a small force acting over a greater distance
to move a larger force acting over a shorter distance.
We know that pressure is force divided by area, p = F /A; and
if the area becomes small, the pressure, even for a small force, can
be very high. For instance, a pin can puncture many hard surfaces
with little application of force because the area is small and the
pressure is quite high. Figure 4.48 illustrates a simple hydraulic
system. The piping is filled with an incompressible liquid such as
oil or water, and the pressure throughout the liquid is the same. It
is possible to hold two people on a large disk with a comparatively
small force if such a force acts on a piston of small cross section.
Imagine that the people weigh 200 kg total and are standing on a
circular disk 1 m in diameter. The force they exert is
F = ma = (200 kg)(9.8 m/s2) = 1960 N
The area of the disk is ttD1 l A = tt(X)2IA = 0.7854 m2; thus the
pressure it creates is
p = F/A = 1960/0.7854 = 2495 N/m2 = 2495 Pa
If the small piston diameter is 2 cm, then its area is 7r(0.02)2/4 =
0.0003142 m2, and the force needed to act on this area to create
2495 Pa is F = pA = (2495X0.003142) = 0.7841 N, a very small
force. Thus, a small force may balance a large force in a hydraulic
system in a similar manner to pulleys used to reduce the force
needed to lift a heavy object or an inclined plane to push a heavy
object. If we want to raise the people 1 cm, the work is

W = F dx = F Ax = (1960 N)(0.01 m) = 19.6 N-m = 19.6 J

For the smaller piston to create this work, the distance moved is
much greater:

W = 19.6 = Fdx = (0.7841 N)(Ac m)

Ac = 25.0 m
 a tremendous distance! This can also be visualized by thinking
140 Engineering of the volume of liquid that must move the larger piston upward,
Analysis
and that volume is created by the movement of the small piston.
and Design
In hydraulic braking systems, the distance that the brake
pads must move is very small, and the area of the piston is
comparatively small also, perhaps an inch or less in diameter.
The movement of the brake pedal, a lever, is transmitted to a
piston in the hydraulic brake system, which moves, creating a
pressure increase. The pressure increase causes a piston to move,
acting on the wheel brakes. In cars, there is a master cylinder that
contains the brake fluid reservoir and transmits the pressure; and
most frequently with power-assisted brakes, the pedal movement
actuates a pump that increases the pressure in proportion to the
pedal pressure. On most cars, the front brakes and some rear
brakes are disk brakes, as illustrated in Figure 4.49; the spinning
disk is attached to the wheel and the brake pads, pushed by the
brake fluid, squeezing it. The rear brakes are often drum brakes
(Figure 4.50); a rotating drum is attached to the wheel, and
a hydraulic cylinder with two pistons is connected to the brake
system. The pressure causes the pistons to move outward, forcing
the brake pads to act against the spinning drum.

Figure 4.49
Disk brake.

Rotating Hydraulic
brake drum brake fluid

Brake pad

Figure 4.50
Drum brake.
What causes lift on a wing? What causes a sailboat to move A Wing
in the direction of the wind? The answers to these questions and a Sail
lie in understanding the first law of thermodynamics in its fluid
dynamics rendition, known as Bernoulli’s equation. The first law
for open systems is

Q + rh(e + p / p) = W +rh(e +p/p) 2

and if we consider a case in which there is no heat transfer

(Q = 0), no work (W = 0), the density is constant, and the
temperature is constant (Au = 0), then the first law becomes
y2 2
y + (p/p)i = y +gz2 + (p/p) 2

Ap
+ g(z2 ~zi) = 0 (4.40)
P
which is Bernoulli’s equation.
Let us examine air flow over a wing, illustrated in Figure 4.51.
As the air approaches the wing, it must divide and recombine
after passing over the wing. The distance that the air travels
across the top is greater than that traveled by the air below
the wing because of the curved surface. In examining Bernoulli’s
equation for constant elevation (Az = 0), we note that if the
velocity increases across the top, the pressure must decrease;
thus, the pressure is greater on the underside of the wing, and lift
occurs. The purpose of the airplane’s engine is to drive the plane
through the air so that there is an air velocity across the wings
and lift can occur.
The sail on a sailboat operates on the same principle when the
boat is heading towards the wind (the boat cannot sail directly
into the wind). The wind travels a greater distance across the
outside of the sail than across the inside, creating a pressure dif¬
ference across the sail, as illustrated in Figure 4.52. A component
of the pressure is in the forward direction; note that pressure
times area is force, which acts to push the boat ahead. Further
assisting the boat is the keel, which resists sideward move¬
ment and redirects a portion of this force ahead. This is called

Figure 4.51
Airflow over a wing creates
a lifting force in which the
4—t—t
Tp,Ip,l p,
pressure pi acts on the
lower wing area A and p2
acts on the upper
Lifting force = p1A1-p2A2 wing area A2. 141
142 Engineering
Analysis
and Design

Figure 4.52
Wind flow past a sail.
The pressure drop across
the sail creates a net
driving pressure Pd- This
pressure acting on the sail
area is the driving force,
propelling the boat.

pointing into the wind; and the better a boat points into the wind,
the shorter will be its path in the windward direction without
requiring tacking.

Windmills A windmill is a marvelous invention, extracting power from the

and Drag wind’s energy and providing useful mechanical power to us. Today
wind farms are under development to produce electric power by
using the wind’s energy, a source of nonpolluting energy supply.
Because wind velocity fluctuations do not normally coincide with
power requirements, most wind power systems include energy
storage systems. There is a theoretical maximum amount of
power that can be extracted from the wind, as the next example
illustrates.

Example 4.11 A windmill has a blade diameter D and re¬

ceives air with a velocity v and density p. The exit velocity from the
Wind
blades can be considered negligible. Determine an expression for
the maximum power the windmill can develop. Figure 4.53 illustrates
the windmill.
The first law for an open system is

Q + m(u + ke + pe + p/p)-m = W + rn(u + ke + pe + p/p)ou t

There is no heat transfer from the windmill, the change of potential
energy is zero, asJs the change in pressure divided by density, and
the temperature of the air is constant, hence Au = 0. Taking all these
matters into account yields

Figure 4.53
A two-bladed horizontal The mass flow rate is
windmill. m = pAv

and the area may be expressed in terms of the diameter as A =

7t-D2/4, so the power becomes
 7rpD2]/3 Windmills 143
8 and Drag

In actual windmills, there is an air exit velocity from the

blading, which reduces the theoretical maximum value to 59.3
percent of the value determined above. The windmill power is a
function of the velocity cubed, so the windmill is very sensitive to
velocity changes.
When an object (e.g., car, boat, airplane) moves through a
fluid, power is required to move it a certain distance (force times
distance divided by time) and to overcome frictional resistance
between the fluid and the object, most often called drag. The fluids
have viscous properties, which are a measurement of its internal
friction and which act to retard motion through the fluid. When
a stream of air, for instance, flows past a sail, the particles of
air immediately adjacent to the fabric are brought to rest. These
particles do not travel along the sail with the main airstream,
but instead remain fixed relative to the sail. As a result of the
air’s viscosity, the stationary particles exert a braking action on
their immediate neighbors, which are slowed somewhat. These
particles, in turn, slow down the particles next to them, and
the process repeats so that it is only at some distance from the
sail surface that the layers of air reach their full speed. This is
illustrated in Figure 4.54.
The region between the sail and the mainstream in which the
particle velocities are less than the stream velocity is termed
the boundary layer. As the air particles in the boundary layer
are slowed down, they lose kinetic energy. This loss in energy is
transmitted as friction forces through the air layers until finally
it is communicated to the sail as friction forces acting parallel to
the sail surface. Thus, the frictional forces are proportional to the
velocity squared (kinetic energy loss), and the power required to
overcome these forces is proportional to the velocity cubed (force
times velocity). The study of boundary layers is an important area
of fluid mechanics, as the interaction between the object and fluid

Figure 4.54
Velocity distribution across
a boundary layer where
h is the boundary layer
thickness.
144 determines the boundary layer, which, in part, determines the
Engineering
drag forces acting on the object. Note that the power extracted
Analysis
from the wind varies as the velocity cubed, so it is not surpris¬
and Design
ing that the frictional power loss would vary in the same way.
Consider driving in a car at 50 mi/h and then accelerating to
70 mi/h. This represents a 40 percent increase in velocity, but a
174 percent increase in velocity cubed and an equally dramatic
increase in drag.

Thermal In this section, students were asked to develop a design project

Engineering that required an understanding of the laws of conservation of
Design Report mass and energy. The following design project on food dehydration
focuses on designs that will reduce the mass of a moist food
product.

Problems 4.62. A steam turbine has an inlet steam flow of 4 kg/s with a density of
20 kg/m3. The inlet diameter is 10 cm, and the outlet diameter is 20
cm. The outlet density is 10 kg/m3. Determine the inlet and outlet
velocities.
4.63. Water with a density of 1000 kg/m3 flows steadily through a pipe
with an internal diameter of 5 cm. The volume flow rate is 0.5 m3/s.
Determine the mass flow and velocity.
4.64. Two gaseous steams containing the same fluid enter a mixing cham¬
ber and leave as a single stream. For the first gas, the entrance
conditions are A^ = 500 cm2, vy =130 m/s, and pi = 1.60 kg/m3.
For the second gas the entrance conditions are A2 = 400 cm2,
m2 = 8.84 kg/s, and p2 = 1.992 kg/m3. The exit stream conditions
are v3 = 130 m/s and p3 = 2.288 kg/m3. Determine the total mass
flow leaving the chamber and the velocity of the second gas entering
the chamber.
4.65. One hundred kilojoules per kilogram (kJ/kg) is added to 10 kg of a
fluid while 25 kJ/kg of work is extracted. Determine the change in
internal energy. Find the temperature change if the substance is (a)
water and (b) air.
4.66. A container holds 15 liters (L) of water. If 2000 kJ of heat is added,
what is the temperature change?
4.67. An adiabatic tank contains 2 kg of water at 20°C and receives 20
kN • m of work from a paddle wheel. Determine the final temperature.
4.68. Two kilograms of boiling water (100°C) is poured into a 0.7-kg steel
container at 20°C. What will the final equilibrium temperature be,
assuming no losses to the surroundings?
4.69. Determine the energy release from burning (a) 1 metric ton of coal,
(b) 1 L of gasoline (specific gravity = 0.836), and (c) 5 kg of natural
gas.

Problems continued on p. 151

DESIGN OF A SOLAR DEHYDRATOR

Nancy Forsberg
Introduction to Engineering
Section 02

145
 Introduction
The design challenge is to create a solar dehydrator for drying vegetables or fruit. After some
investigation, I decided to limit the drying to apples and bananas; these are firm fruits that have a
strong skeletal structure, as contrasted to tomatoes, for instance. The materials for constructing
the dehydrator were foamboard, Mylar, metal screening, Plexiglas, and fasteners. Since ancient
times, food has been preserved through various methods of dehydration and/or drying. Solar drying
and salting are two methods to remove water from foods. Solar drying is the method used in this
design. There are many advantages to dehydrating food. By removing the water from a food, space
and weight are saved in the transportation, holding, and packaging of food, and spoilage should be
reduced, too.

Research and Investigation

There are commercial operations that use solar dehydration in which factories have retractable
roofs that open to the sun while air, propelled by fans, flows over the dehydrating food. The risks of
microbial (disease-causing bacteria) spoilage are reduced while the quality of the food, along with
the vitamins and minerals, is preserved. The microbial population requires water for reproduction
and growth, and removing it delays food spoilage.
The terms dried and dehydrated can be used interchangeably; however, dehydration is really
the correct term to use in this case. Dehydration refers to the process of drying in a dehydrator.
Solar dehydration is the use of the sun’s energy to heat the air that is used to remove the water
from the food. There must be an airflow over the food to help keep the moisture from settling to the
bottom of the food being dried. The airflow can occur naturally due to density variations in the air
caused by heating or induced by a fan. The process of dehydration involves simultaneous mass
and heat transfer, as energy must be provided to the water in food to evaporate the water. The
process is often viewed as an adiabatic one in that energy just evaporates the water and does not
heat the remaining food structure above ambient conditions.

Construction
In thinking about dehydration, the importance of airflow led me to want to incorporate a fan
mechanism of some kind into the design. Based on pictures of industrial models, I selected
three different rectangular devices, all lined with Mylar paper. The first would be an open box
approximately 5 in. high and 11 in. square. The fruit was supported by 0.5-in. wire mesh that was
suspended 2.5 in. from the bottom. Air was gently blown over the fruit, bottom to top, to prevent
moisture accumulation on the bottom of fruit slices. The same-size base was then covered with a
pyramid Plexiglas top, in order to trap the sun’s energy. Vent holes were drilled in the Plexiglas to
allow the air to escape. Last, the base was covered with a Mylar top to which the sides were open.
In the latter design, very little direct sunlight would hit the fruit.
To discover which of these three designs for the dehydration of food is most effective, all three
were tested simultaneously. Initial testing indicated that little dehydration occurs without airflow,
so a 6-in.-diameter fan, used for room ventilation, was employed. The three boxes were placed
in the sun, with a fan attached to ductwork that gives them equal airflow. The airflow from the fan
was directed to an 8-in.-diameter duct made of rolled up construction paper (oaktag) with one
end blocked. This became the main air supply, and branch lines—paper towel tubes with 0.25-in.-
diameter holes to disperse the air across the bottom of the dehydrator—fed the air to each of the
dehydrators. The airflow was tested with an air velocity indicator, and the paper towel diameter was
crimped to balance the flow.

146
Analysis and Testing
Into each of the dehydrators, 50 g of thinly sliced banana and 50 g of thinly sliced apple were
placed. The weight of the fruit and wire rack was measured at various times in the dehydration
process and recorded. The weight of the rack, 56 g, was subtracted from each of the measure¬
ments.
The process was done twice to ensure that the results were reproducible. Both sets of results
yielded the same conclusion. The bananas and apples dried more completely in the dehydrator
that had no roof and was open to the air. It had been anticipated that the Plexiglas roof dehydrator
would be the most effective, but it was not. Upon reflection, it seems as if without a roof, the air
can leave the dehydrator most easily, and there may be more air movement caused by naturally
occurring breezes. Figure 4.55a and b is a plot of the data. Figure 4.56 illustrates the solar open-
top dehydrator.

Test 1

Time, Wt in Wt in Wt in
h Mylar top open air Plexiglas top
0 100 100 100
2.5 71 69 69
5.5 57 55 56
7 54 50 51

— Mylar top
— Plexiglas top
— Open air

Figure 4.55a
Test 2

Time, Wt in Wt in Wt in
Weight versus time—Test 2 h Mylar top open air Plexiglas top
0 100 100 100
2 80 61 68
4.5 60 44 54
8.5 46 36 40
9.5 43 35 37

— Mylar top
— Open air
— Plexiglas top

Figure 4.55b

147
 All dimensions
are in English
units (inches).

Figure 4.56

Conclusions
The least expensive design proved to be the most effective design for the dehydration of apples
and bananas. It is not known whether the 5-in. height is a variable. It may be that lower sides would
make a more efficient design, so several alternative dehydrators of different heights should be
tested to discover the optimum height. In examining the drying curves, a good deal of the drying
occurs because of only airflow, as the Mylar-top dehydrator had significant weight reduction.

References
Borgstrom, Georg. Principles of Food Science, vol. 1. NY: Macmillan, 1968.
Singh, R. P.; and D. R. Heldman. Introduction to Food Engineering. New York: Academic, 1991.

Assessment Critique
The Design of a Solar Dehydrator is a well-executed project,
and the assessment rubrics identify exactly why this is so. What
148 follows is an annotated assessment sheet for the project.
 DESIGN ASSESSMENT RUBRICS
The Design Process

A. identified problem criteria, constraints, and specifications. 0 1 2 (3)

Good discussion of constraints on design and specifications in terms of dehydration.

B. Gathered background information from a variety of sources. 0 1 (2) 3

Note your sources in the discussion. Expand slightly in doing so.

C. Suggested several alternative solutions. 0 1 2 (3)

Several alternative designs were discussed, and they will be tested and evaluated.

D. Evaluated ideas against design criteria and made improvements. 0 1 (2) 3

Did not explain why you selected the designs you did for testing; noted they came to mind.

E. Justified the chosen solution. 0 1 2 ©

The testing is used objectively to select the best design.

The Design Solution

A. Provided an accurate drawing with basic details and dimensions. 0 1 2 ©
Provided computer-aided design drawings with overall dimensions and details.

B. Constructed the model and used materials appropriately. 0 1 2 ©

Observation of the models showed the quality of workmanship and appropriate use.

C. The solution worked. It fulfilled the design criteria. 0 1 2 ©

Dehydration occurred in all designs; in some better than in others, as expected.

D. Originality and creativity of the design. 0 1 © 3

The designs are good, solid, and straightforward.

Testing
A. Used knowledge gained from testing to inform design. 0 1 2 ©
Testing is a key element of this project; knowledge from testing indicates best design.

149
 Work Habits
A. Completed assigned task in a timely fashion. 0 1
The project and design report were turned in on time.

Communication and Presentation

A. Demonstrated understanding of key ideas orally and/or in writing. 0 12 ^3
The oral presentation was fine, with good explanation of testing procedure.

B. Report neatly written with good grammar. 0

Report well written, with spelling, syntax, and structure fine.

Scoring guide: 0 = No response or unacceptable response

1 = Acceptable response
2 = Good response
3 = Excellent response

Score: 36
Total possible points: 39

150
4.70. A tank with a diameter of 2 m and a height of 3 m is located 50 m ■" 151
above the ground. It is filled with water from a pump located on the Problems
ground. What energy is required to fill the tank? If the tank fills in 1 hr,
what average power is required?
4.71. A 0.5-kg container is dropped from the top of a 75-m-tall building.
Determine its kinetic energy and potential energy
(a) At the moment it is dropped
(b) After it has fallen 50 m
(c) The instant before it hits the ground
4.72. An airplane weighing 10,000 kg is flying 2000 m above the earth’s
surface at 1000 km/h. Determine the plane’s kinetic and potential
energies.
4.73. A rifle bullet has a mass of 1.5 g and leaves the barrel of the gun at
500 m/s. Determine its kinetic energy.
4.74. Five people are lifted on an elevator through a distance of 100 m. The
work is found to be 343 kJ. Determine the average mass per person.
4.75. An adiabatically insulated 2-kg container is dropped from a balloon
3.5 km above the earth. Upon impact with the ground, the box remains
intact; the volume remains the same, so no work is done on it. What
is the change in internal energy in the box after impact?
4.76. A fluid enters a device with a steady flow of 3.7 kg/s, an initial pressure
of 690 kPa, an initial density of 3.2 kg/m3, an initial velocity of 60 m/s,
and an initial specific internal energy of 2000 kJ/kg. It leaves at 172
kPa, p2 = 0.64 kg/m3, and u = 1950 kJ/kg. The heat loss is found to
be 18.6 kJ/kg. Find the power (work per unit time) in kilowatts.
4.77. A fluid at 700 kPa, with a specific volume of 0.25 m3/kg and a velocity
of 175 m/s, enters a device. Heat loss from the device by radiation is
23 kJ/kg. The work done by the fluid is 465 kJ/kg. The fluid exits at
136 kPa, 0.94 m3/kg, and 335 m/s. Determine the change in internal
energy.
4.78. An air compressor handles 8.5 m3/min of air with a density of 1.26
kg/m3 and a pressure of 1 atmosphere (atm) and discharges it at
550 kPa with a density of 4.86 kg/m3. The change in the specific
internal energy across the compressor is 82 kJ/kg, and the heat loss
by cooling is 24 kJ/kg. Neglecting changes in kinetic and potential
energies, find the power in kilowatts.
4.79. Calculate the kinetic energy of a 1200-kg automobile moving at 60
mi/h.
4.80. The automobile in Problem 4.79 is stopped. The brakes have an
average specific heat of 0.92 kJ/(kg • K). Assume that one-half of
the energy is adiabatically absorbed by the brakes, which have a
collective mass of 6 kg. Determine the temperature rise of the brakes.
4.81. A heat power cycle with a thermal efficiency of 0.4 produces 12,000
kJ of net work. Determine the heat added and heat rejected per cycle.
4.82. A heat power cycle with an efficiency of 35 percent receives 1500
megawatts (MW) of heat. Determine the net power produced in MW.
4.83. Refer to Example 4.10. Determine the heat leaving the power plant. If
water is used for cooling, receiving the heat from the power plant, and
it increases from 15 to 25° C, what is the required flow rate in cubic
meters per second?
 4.84. The cooling water in Problem 4.83 comes from a lake where the return
Engineering jS mixed. Atmospheric cooling at night maintains a stable temperature.
Analysis However, the specifications require that the lake be large enough such
and Design that the mixing of the 25° C water into the lake water at 15° C will not
cause the lake water to increase in temperature more than 0.5° C in
a 24-h period. How large a volume must the lake have? (The density
of water is 1000 kg/m3.)
4.85. The power plant in Example 4.10 now uses coal with a 3 percent
sulfur content. Determine the sulfur dioxide produced, with the same
scrubber efficiency mentioned in the text, and the tons of coal required
each day. If a railroad car holds 86,000 kg, how many carloads of coal
are needed per week?

Computer In addition to the Internet, which is transforming how the world

Applications transmits information and conducts business, the computer has
transformed engineering design and manufacturing with the use
of software applications. The computer has become an essential
tool for engineers. Imagine a circle with smaller circles tangent
to it. The inner circle represents a computer, and the outer circles
are applications such as word processing, database management,
desktop publishing, equation solvers, finite-element analysis, and
spreadsheets. Each of these applications is linked to the others
through the computer. As computing power increases, the inner
circle’s diameter increases and more applications and intercon¬
nections are possible.
Before the advent of the industrial age, people hand-crafted
devices; with the industrial revolution, people operated machines
which made the devices; and in the computer era, people supervise
a computer which controls a machine which makes the devices.
These machines range from automated teller machines (ATMs)
at banks, to industrial robots, to numerically controlled milling
machines. Notice that the supervisor’s knowledge must expand
and include an understanding of how the computer operates
as well as the machine. Engineers use a variety of software
packages to supervise the computer’s operation and need to know
how information is transmitted between programs and within
programs.
The most common universal code is the American Standard
Code for Information Interchange (ASCII), a 7-bit alphanumeric
code that allows 128 (27) code combinations for letters, numbers,
and symbols. Basically there is an ASCII code for each of the char¬
acters on a keyboard; note that uppercase and lowercase letters
have different ASCII codes, for instance, S = 1010011 while
s = 1110011. Data files in one program may be converted to
ASCII files and read by another program.

Computer Programming
When digital computers were first developed in the 1940s, and
for about 10 years following, people had to communicate with the
computer in machine language. Whereas this language is handy 153
for computers, it is decidedly not easy to program and hence is Computer
error-prone. Every computer manufacturer had its own machine App,lcatlons
language, and the computer instructions and memory addresses
were specified in digits. To add two values might include these
instructions:

150 58 410034
151 53 410038
152 50 421050

Machine languages, known as first-generation programming

languages, were too difficult to use, and engineers soon devel¬
oped a more symbolic language, assembly-level programming,
known as a second-generation language. In the late 1950s and
early 1960s third-generation languages were developed, including
BASIC and FORTRAN. In the 1970s fourth-generation languages
were created such as Pascal and C, and additional languages were
created in the 1980s such as C++ and Ada. Students may take a
course in computer programming as part of their undergraduate
curriculum, using texts such as C Program Design for Engineers
by A. Tan and T. D’Orazio or Introduction to Fortran 90/95 by S.
Chapman.

Computer-Aided Design
The acronym CAD stands for computer-aided design. It most
often appears in conjunction with CAM, computer-aided manu¬
facturing. CAD/CAM refers not to one activity in the design or
manufacturing process, but to many activities that are enhanced
by using a computer. For complex designs the computer system
frequently used is a workstation linked to the mainframe. The
workstation, a very powerful computer, enables the engineer to
call up programs from the mainframe and use them in creating a
design or performing an analysis. The results can be seen locally
and communicated back to the mainframe. The same information
can be transmitted from the mainframe to computers used in the
manufacturing process.
CAD is used in virtually all engineering fields and includes
software that assists designing in electrical engineering as well
as structural engineering. The word CAD at the first-year student
level is associated with computer-aided drawing. In this situation
a wire-frame model is often created and then refined into one
that is more representative of what we see in three dimensions.
New software allows engineers to start with three-dimensional
drawing, or solid modeling. In this situation, reminiscent of the
computer-generated images seen in movies, the part can be mod¬
eled with internal and external surfaces and any intermediate
parts, all with different colorations. Sophisticated workstations
154 can light the object at different angles, producing very artistic
Engineering effects, truly a blending of art and engineering.
Analysis
At this point the part has been designed, analyzed, and re¬
and Design
designed in light of that analysis, and it can be manufactured.
The information about the design component, its CAD data file,
can be sent to the computer controlling the manufacturing pro¬
cess, perhaps a manufacturing robot or a numerically controlled
machine. The data from the CAD system must be compatible with
the CAM system, and manufacturers need to invest in automated
manufacturing systems that use CAD/CAM in the first place. In
traditional engineering practice, a prototype is often made of a
device before proceeding to manufacture; however, as the software
for modeling has improved and simulates the actual features with
excellent accuracy, some companies are moving directly from the
computer model to manufacturing. Boeing did this in the man¬
ufacture of its 777. There are implications for companies doing
business with Boeing or any other company that uses CAD/CAM:
In addition to the part or subsystem that is being contracted for,
there is a need for the data file describing it which can be used in
the design and analysis.

Equation Solvers
In addition to computer programming and perhaps more fre¬
quently in lieu of programming, engineers will use equation¬
solving software, such as Mathcad or Matlab®. These software
packages use sophisticated computer programming and allow
engineers to solve complicated equations without having to be
encumbered with writing the computer programs. The focus is on
correctly modeling the physical situation and making certain that
the problem’s assumptions are compatible with the assumptions
within the software. This is not usually a difficulty for students
in engineering courses, but it may pose problems for practicing
engineers when they need to know that the limits of the software
are compatible with the situation they are analyzing. Two texts
often used for Mathcad and Matlab instruction are Introduction
to Matlab for Engineers by W. Palm and Mathcad: A Tool for
Engineering Problem Solving by P. Pritchard.

Spreadsheets
Spreadsheets are an application that gained initial popularity
with the accounting and financial world and now are important
in engineering practice as well. Engineers use them for tracking
and projecting project costs. These programs analyze data that
are located in a precise way within the programs. Two of the more
popular programs are Lotus 1-2-3 and Excel. The data analy¬
sis involves separating interrelated information into constituent
parts, then varying the parts to determine the effect on the whole.
The data must be separable and arranged in rows and columns.
The array of numbers that is created may be manipulated with
various mathematical techniques. The intersection of a row and
column is a cell. A cell may contain a label (alphanumeric or Computer
Applications
word symbol), a value (numeric value), or a formula. In most
spreadsheets when you start a cell with a letter, the program
assumes you are entering a label. Values must start with a
number, and a formula with a sign, typically a plus sign, alerting
the program that an equation is being entered. The area where
the data is entered is called a worksheet.
For commercial applications, the cells can number in the thou¬
sands, and the analysis can be quite complex. You can appreciate
the importance of the underlying equations that manipulate the
data, and as engineers, you are expected to know the validity
of the equations used, with their associated assumptions. There
may be courses that include spreadsheet solutions as well as the
use of equation solvers. A useful reference and text for engineer¬
ing use of spreadsheets is Byron Gottfried’s Spreadsheet Tools for
Engineers: Excel 97 Version.

Word Processing
Word processing is an odd term for software that eases the tedium
of writing; note that it does not create words of wisdom, but does
allow whatever words are written to be used easily and edited
quickly and efficiently. Computers were first created for data
manipulation, or processing; later, as more sophisticated software
was created, words could be manipulated also, or processed, hence
the terminology.
Word processing software is menu-driven and can be used
almost immediately, as the screen on which you see the typed
copy has indexes to help sessions. Not only can you move quickly
through the text and move chunks of text from one location to
another, but you can also replace words easily. Many programs
have a text replace feature, so a word can be replaced throughout
the text, which is useful for correcting a misspelling. The software
includes a dictionary, spell checker, and usually a thesaurus,
which provides alternative words to make your writing more
interesting to the reader. You can import text from one document
to another, so retyping the material is not necessary. In addition,
you can determine how you would like the material formatted and
see it on screen before printing. The WYSIWYG feature (What
You See Is What You Get) is common to current word proces¬
sors.
For students, word processing is very useful in all your courses,
from English to engineering. The papers and reports you write
have the potential to reflect very well on you—both content and
format matter. Engineering does require significant communi¬
cation, as noted in Chapter 3, so word processing will be an
essential part of your job as you prepare reports and proposals.
The text by A. Eisenberg entitled A Beginner’s Guide to Technical
Communication is a useful reference for technical report writing.
156 Databases and Database Processing
Engineering
Information is the key to making engineering and managerial
Analysis
and Design
decisions. Knowledge about new products, sales, manufacturing
costs, inventory, parts, and personnel becomes important. Not
only are these subjects individually important, but also their
interrelationships can be extremely valuable at times. Knowing
the in-house inventory of parts may reduce the time required
to undertake a new product line. Database technology allows
associated data to be processed as a whole.
Consider a university, an environment in which you are im¬
mersed at the moment. Different areas of the university need
related information each semester. For instance, information
about faculty teaching load is required to generate professors’
paychecks, while some of this information is needed to schedule
who is teaching what, when, and where. Related to the class
schedule are the student data regarding who is attending what
classes so grades may be given. Figure 4.57 illustrates these three
application files and the data that are required in them. Each file
contains its own data, even though those same data will appear
in more than one file.
Database problems occur when you want information that
crosses file boundaries, such as the average salary of faculty
teaching a certain course. This requires information from the
faculty data file and the class data file. There is no certainty that
the information in one file will be formatted in such a way as to
be accessible by another file. Sometimes it is simply not worth
the effort to get this information from the computer, unless the
information is stored in a database (Fig. 4.58).

Figure 4.57
Three application files
used in universities with no
communication between
files.
 Database
management
system
(DBMS)

Figure 4.58
An integrated database management system eliminates boundaries between data files
and thus allows information sharing.

In this situation a database management system (DBMS) acts

as a system librarian. It stores the data and their description and
retrieves these data for application programs as needed. The ap¬
plication programs have not changed their function; they are just
integrated into a whole by the DBMS. Several advantages spring
to mind regarding DBMS: You can obtain more information from
a given piece of data, as it may be correlated in a variety of ways;
data duplication is reduced or eliminated; and inconsistencies in
the data are eliminated, such as student or faculty names. The
DBMS is more complex than a file system, and the application
programs need to be more sophisticated to handle the generic
data. Because DBMS is an integrated system, failure in one part
of the system can cause the entire system to be down, and in the
case of failure, recovery is more difficult. The primary disadvan¬
tage to adopting DBMS is the conversion of data to the database
format and revising specific applications programs to accept the
data in a more sophisticated form. However, the advantages of
greater information gain are driving the industry to adopt DBMS
more fully, particularly as it can run on minicomputers as well as
mainframes.

The following is a list of possible design projects; many include Design 157
some fundamental engineering analysis. Problems
 4.86. Design and build a full-size chair made from corrugated cardboard
158 Engineering and masking tape. The seat must be between 16 and 18 in. from the
Analysis f|00r, anc| ^e t0p 0f the back must be at least 30 in. from the floor,
and Design The chair must support at least a 220-lb person and be as light as
possible.
4.87. The marketing department at your company has found that videotape
sales are increasing and that a product that organizes, stores, and
displays the videocassettes will be profitable for the company. You
are given the assignment of creating a mock-up design made from
foamboard or cardboard along with sketches and drawings of the
product. Your design should demonstrate aesthetic as well as func¬
tional aspects and may include fabrication techniques for the actual
materials.
4.88. Design and construct a vehicle that is suspended from a 40-ft steel
wire by screw eyes and that will carry a raw egg as quickly as possible
across that distance and not break the egg when impact occurs at the
end of the wire. The propulsion system should not use combustible
materials for safety reasons.
4.89. A clever gymnastics coach wants to ensure that his gymnasts do not
injure themselves when they are practicing and learning new flips and
handsprings. Design and build a model of the device that fits around
the gymnast’s waist as a belt and that would allow for twisting, flipping,
and turning motions. The device will prevent the person from falling.
4.90. Design and construct a working model of a 13-in. ruler which only
has six marks on it, but can be used to measure an integral length
between 1 and 13, that is, 1,2, 3, 4, ..., 13.
4.91. Design and construct a model of a folding platform such that when
extended, the stage is 12 ft wide, 10 ft deep, and 2 ft high. Sections
are to be hinged to each other so that the depth after folding is 2 ft
and the height 3 ft. The structure is to be mounted on rollers that can
be retracted when it is set as a stage.
4.92. Design and construct a model of an overhead garage door system
suitable for opening a door 7 ft high and 16 ft wide. The door will
be divided into four horizontal sections that are hinged together and
supported at the sides by rollers running in a track. Counterbalancing
should be included to assist in opening the door.
4.93. Design and construct a device for sorting coins of various denomina¬
tions—pennies, dimes, nickels, and quarters.
4.94. Design and construct a model of a playground roller coaster in which
the starting platform is about 4 ft high and the track is about 12 ft
long, including dips and curves. Arrangement should be convenient
for passengers to get into the car, which must have the capability of
running on the track and then coasting on the ground.
4.95. Design and construct a model of a four-passenger children’s merry-
go-round that is 10 ft in diameter. The seats are equipped with handles
and footrests that oscillate forward and back to propel the passengers
in a circular orbit.
Discussions with
Practicing
Engii <
What is life like for engineers working for large companies? Hazeltine’s Rich
For consulting firms? For municipalities? This chapter explores KuiYKpfbGCk
these questions and in the process provides another view of the
challenge of engineering. Rich Kumpfbeck is the director of the
antenna design laboratory at GEC-Marconi Hazeltine. He has
worked at Hazeltine for more than 30 years and witnessed the
change, the evolution, of Hazeltine from a high-quality electron¬
ics equipment company with a primary, perhaps sole, focus on
defense work, to a company that now has defense and commercial
business. It has taken a shift in mind-set on the part of engineers
to create this vibrant high-technology corporation successful in
both arenas.
When the company realized that the defense contracts were
not going to be as plentiful in the future as they had been in the
past, corporate executives, virtually all engineers, held strategy
meetings to analyze their assets—their employees collectively
and individually. They found certain areas of expertise and then
tried to find a match in the commercial marketplace. Defense
industries are challenged with different constraints when work¬
ing on government contracts, including maximum performance
and the highest possible reliability rather than minimum cost.
There were other factors as well, but cost is not the paramount
issue. In the commercial world, cost is the paramount issue. The
products must be cost-competitive; to build a better mousetrap is
not sufficient, it must work better than and be as cost-effective as
the old-fashioned variety to secure a market.
Experience with the military had given Hazeltine unique ex¬
pertise that it could apply to the commercial marketplace. Hazel-
tine’s standards of construction are very high to ensure the quality
demanded of military components; the manufacturing processes
have to provide very small tolerances, hence low variability and

*
 highly consistent products. The defense background also pro¬
160 Discussions vided the engineers with experience in antennas that operate
with Practicing
in hostile environments. Part of their expertise was in creating
Engineers
high-frequency antennas for a wide range of communications,
including the frequency bands of cellular phones.
Analysis of the cellular phone system showed that there were
two types of antennas: those on millions of phones, which of
necessity had to be very inexpensive, and those on the towers that
service the cellular base stations. The tower antennas were larger,
more complex, and hence more expensive and therefore a possible
market. The company’s sales force visited cell phone companies
to find out what the problems were with the existing antennas.
These problems became an opportunity for a new product. The
company also purchased existing antennas to see what could be
improved, and if there were patents to work around or new ones
that could be sought based on new designs.
The cell operators had a variety of problems to address. The
antennas had to operate over a wide temperature range; for
instance, in the desert, the daytime temperatures soar to 150° F
while the night temperatures drop to 40° F, subjecting the an¬
tenna and its components to thermal expansion and contraction.
If this were not enough, the antennas are on top of towers which
vibrate in the wind. Mechanical problems induced by vibration
can easily affect the performance of the cellular telephone system.
The same antennas also had to be resistant to moisture and,
if located near the coast, to corrosion from salty air. The cell
operators provided some of the data, and profiles of the vibration
were measured. These data were used in the analysis of the new
designs so that the designs would allow a long life. Supports were
built into the design to damp the vibration and extend the life of
joints subject to expansion and contraction. Figure 5.1 illustrates
a cellular phone antenna.
These problems became challenges for the engineers—technical
challenges that they knew they could meet and the financial
challenge to create the design for the right price. There were
performance problems to face as well. One is called passive in¬
Figure 5.1 termodulation product performance. Many times, two or more
Internal construction
of a cellular people will be on the phone at the same time, sending a signal
phone tower to the antenna and receiving a signal from the antenna. Two or
antenna. more simultaneous transmission signals may interact and form
(Courtesy of a third signal, which creates interference and poor reception for
GEC-Marconi
Hazeltine.) the primary signals. Of course, this is to be avoided, and special
features are required to minimize this interference.
The switch to the commercial world required a focus on time:
the commercial world anticipates a design cycle time of three to
four months; the defense industry, three to four years. In three
years, Hazeltine built a product line of 12 antennas to provide
coverage for a variety of beam widths, the same time period a
military contract might specify for the completion of one antenna.
Military antenna development is performance- and reliability- Hazeltine’s Rich
Kumpfbeck
driven, not cost-driven, so the constraints on the problem yield
solutions in different time scales.
For instance, in the commercial marketplace, an experienced
design engineer can perform a quick paper design, many times
referred to as a back-of-the-envelope design, which can be used
for material and manufacturing cost estimates. If the cost is
such that the company can make a profit, then a more formal
design is created after a contract is secured. Military defense
companies know that they have inherently higher overhead to
meet defense specifications in terms of testing and analysis, so
their commercial designs must require fewer hours and materials
to be cost-competitive with products of companies that produce
only commercial products.
The cost is estimated early in the design process to determine
whether the company will proceed with a proposal or move into a
market. When it is considering a new antenna, the first question
Hazeltine must resolve is whether it can design and manufacture
the antenna profitably. An experienced engineer develops the
design strategy, including time estimates for initial design, con¬
struction of a model, testing, and the final redesign. A beginning
engineer may be involved in the design of antenna components.
Where does the money come from when one is deciding to build
an antenna and enter this marketplace? Management has to de¬
vote some of the company’s resources to develop the concept and
build the prototypes for marketing and sales engineers to sell. In
the case of an antenna, it might cost $30,000 in up-front resources
for personnel and materials to complete the antenna prototype
that will sell for about $700, of which approximately $100 will be
profit. The remaining $600 covers the expense of manufacturing,
shipping, and marketing the antenna. The market analysis must
indicate that a sufficient number of units can be sold so that
the company can repay itself the $30,000 as well as allow stock¬
holders to receive dividends and the company to reinvest in new
technologies. The demand is not just for one product, but once
it is created, to improve upon the product, developing additional
lines to complement it.
An engineering notebook, or design journal, is an important
part of every engineer’s day. This journal is a record of what you
are working on, summarizing your experience for the day, and
this is particularly important in patent work, where you want
to document as early as possible in the design process when an
idea was conceived. Many engineers work on computers most
of the day, and there are software organizers that provide this
function as well, but the engineer has to summarize the informa¬
tion. Sometimes engineers are pulled off projects or projects are
terminated because of lack of funding, so the knowledge gained
 is stored in the notebook. This helps on similar future projects,
162 Discussions where the knowledge gained can be revisited.
with Practicing
What does an engineer do? Solve problems. When starting to
Engineers
work at a company, you will learn the company procedures and
design software and procedures. The procedures can be reporting
procedures—whom do you work with, how do you order supplies?
The design tools may be company-specific or more generic and
similar to software used at your university. Once the company
knows that you have the necessary tools to work on a task, you
will be given one. Remember that in designing the antenna the
senior engineer knew that a variety of subsystems or components
needed detail design; you will work on this detail design such as
creating lightning protection for the antenna dipoles. The exact
design analysis, size, and specifications are what you will find.
The general design approach was decided by the senior project
engineer, and you will be part of the team implementing that
approach.
As part of the design, you specify certain sizes and values for
components and set tolerances for each one. A tolerance analysis
provides you with information such that if the values for the
components vary within the specified tolerances, the device will
still provide acceptable performance. A robust design is one that
will work with dimensional variations created by manufacturing
and variation in component value. For instance, a 100-11 resistor
may have an actual value of 99 11. The variation of 1 11 in a
single resistor may not be significant, but the cumulative effect of
property variations of many components can be.
As a beginning engineer you may also be called upon to estab¬
lish a testing procedure for the antenna; a technician will often
run the test and gather the data, but you analyze them and rec¬
ommend design modifications if the performance is not on target.
The analysis and design tasks that you are given are well defined.
Aspects that require creative insight are expected after several
years of experience, not something necessary from the outset.
As a new engineer, you should be well aware that budget and
schedule are the two primary constraints driving the commercial
engineering field, where creativity is required to find innovative
approaches to solving problems that provide timely, low-cost so¬
lutions. Engineers are assisted in this quest by having better
analytical tools than 20 or 30 years ago. The computer software
support is, in general, excellent, and the machining capability is
much more accurate. A note of caution when you are working
with software is the issue of accuracy: Does the software provide
the correct solution for the conditions you impose? Experience
with a particular piece of software gives greater assurance that
the result is correct, but sometimes an incorrect result occurs,
so checking the answer for reasonableness is important. You will
work on computers about 80 to 90 percent of the time, not only for
software analysis, but also for sending e-mail to colleagues with
questions and writing the necessary documentation in support of Hazeltine’s Rich
Kumpfbeck
your work.
Communicative ability—writing and speaking—is important
to your engineering career. There are a variety of reports, such
as quarterly status reports, engineering accomplishment reports,
and final design reports. The customer will typically specify the
report format desired; certainly in defense work, where docu¬
mentation is a significant requirement, perhaps 10 percent of
a project cost will be devoted to documentation. This contrasts
with commercial work, where very little documentation is pro¬
vided, just the product data sheet and perhaps information on
product maintenance and installation, but none on the design.
However, the commercial world has its own demands for your
writing skills—proposal writing. In this situation a customer has
a need, a requirement, and solicits proposals on how to meet
this need. The company’s proposal will have to include a general
method of attack and costs, hence the company needs to invest
resources to create the proposal. The proposal needs to be very
readable, highlighting the positive aspects of your solution and
downplaying any potential problems. This is a skill that you hone
as you move higher in the organization and one aided from the
outset by writing reports and proposals.
Proposals will often have a 30- to 45-day response time, mean¬
ing that essentially in six weeks a company must put together
a complete and competitive response. A small team of people
devotes about two to three weeks to deciding how to solve the
problem and developing a preliminary design procedure with cost
estimates. Another two weeks is spent in writing the first draft
of the proposal. Often at this point, another team of engineers
from the company, not associated with the project, critiques the
proposal, and a final draft is written based on their input.
Concurrent engineering is practiced at most companies, al¬
though its meaning will vary from company to company. At
Hazeltine, weekly meetings are held for all projects, with mem¬
bers from marketing, manufacturing, engineering, and quality
control attending. At the start of and throughout the project, it is
important for all these engineers to communicate their concerns
and insights about the design. The weekly meetings bring every¬
one together to make sure the project schedule and procedures
remain compatible for all parties. In some situations, a team from
all disciplines is formed, and offices are temporarily relocated, to
work on project with a tight deadline. In these situations there
may be overtime pay, typically not something engineers receive
as salaried professionals, as there will be an extended workweek.
Many, if not most, high-technology companies provide a dual
ladder system of promotion. All engineers begin at the same
point, but some are more interested in management and less
164 ^■ interested in design and may move to that ladder, supervising
. Discussions people rather than creating products. The dual ladder system
W'th Engineers attempts to create pay equity so that creative people will stay in
^ product design and development and not switch to management,
where the salary scale has been historically higher. Technical
sales may be viewed as another ladder, although marketing is
often viewed as part of the management ladder. You will find
out which path most appeals to you, recognizing your aptitudes,
interests, and abilities as you gain work experience.
Study the product designs around you. Ask yourself why they
are designed as they are. Can they be improved? This will help
develop your abilities as a design engineer, and typically peo¬
ple are very happy to discuss something they created. These can
make for interesting lunch and coffee-break conversations. Simi¬
larly, if you are interested in management, what are the attributes
of successful managers in your company? What are the paths they
followed? How can you develop these abilities within the corporate
organization?
Rich was asked, Why should someone study engineering? The
response was immediate: Engineering is fun, challenging; no
problem is ever the same, never boring or repetitive. If you like
solving problems, stay technical regarding the dual ladder system,
as management typically deals with people problems, not creative
solutions to new technical challenges. It is very rewarding to see
your designs in manufacture, to see the products you designed,
or contributed to, awaiting shipment to customers. Engineering
is also a terrific background for other fields, as nowhere else are
you educated to be disciplined, creative, innovative, and able to
define and solve problems.
Engineers often entertain the idea of creating their own compa¬
nies. One avenue for achieving this is by being a sales representa¬
tive. For instance, a company in California may need someone to
represent its products in New York and visit interested customers.
This representative must have the technical skills to intelligently
discuss the various products with fellow engineers and be able
to call upon others in the main office in response to detailed
questions. It is possible to represent several companies at once,
typically in noncompeting markets. Perhaps a more frequent as¬
piration is to create a company that makes a product rather than
providing a service. Rich Kumpfbeck relates that about 15 years
ago, he and a friend, also an engineer, had a new product idea
for a police radar detector. They both worked for Hazeltine, which
did not make the product, nor did it want to; so there was no
conflict of interest or potential patent infringement. They decided
to start their own business on a part-time basis and see if it
could evolve into a new company. After seven years of success
and near success (at one point they had 40 full- and part-time
employees manufacturing and selling the detectors), they went
out of business. Why? Hazeltine’s Rich
Kumpfbeck
The problems are ones that have occurred many times and are
typically ones that cause many new businesses to fail, even though
the businesses have a better mousetrap at a competitive price. Not
only do you need a great idea, but also you must be driven to be
successful. Rich and his colleague worked their full-time jobs and
then came home to work four or five hours more, plus weekends.
They became stretched too thin and needed to devote full-time
effort to the project. They did not fully realize how important the
marketing of a product is and the need for full-time marketing
support. Their initial capitalization allowed for manufacturing
but not for the level of sales and marketing personnel actually
required. Perhaps in doing it over again, either Rich or his
colleague would work full-time for the start-up company along
with full-time marketing support. This increases the risk if the
business does not succeed, but positively provides the commitment
and energy necessary to launch a new business. Profits must be
reinvested, improving (innovating) existing products and creating
new ones to expand the product line. This is difficult to do and
can generate some conflict when you also want to reap some of
the rewards for the hard work in creating the venture.
When one is selling in the retail commercial world, there are
a variety of costs, sometimes viewed as parasitic, but ones that
exist nonetheless. As an example, for a radar detector that retails
for more than $200, the manufacturer might make it for $80 and
add $40 to cover marketing and profit; the manufacturer sends
it to a distributor, who in turn adds $40 for expenses and profit;
and finally the retailer adds the final $40+ to the product for
expenses and profit. There can be a frustration, even resentment,
that others are getting rich from your great ideas, but those ideas
have to be distributed and sold. Direct marketing will bypass
some of these expenses, but will create other problems to contend
with.

Business Plan
If you listen to people who have created their own businesses, or
read about them, you may find the term business plan discussed.
This term describes the essential process that an entrepreneur
goes through before launching a business venture and is really a
compilation of several plans, each addressing different aspects in
manufacturing a product. The product plan describes what you
will be selling, how much research and development is required
(cost), and how the product line will develop over time. If this is to
be an ongoing business, then there will be additional products to
complement the initial design. You are aware of the importance
of marketing, and the marketing plan describes what the market
166 is—why customers will buy your product and how much they will
Discussions
spend for it, including reasons for their being receptive to your new
with Practicing
idea. It also identifies your competition and projects what sales
Engineers
will be as a function of time. The marketing plan identifies the
potential cash flow into the business, which is absolutely essential
in obtaining start-up capital. The manufacturing plan illustrates
how the product can be made, and answers the questions of what
facilities are required, whether equipment will be purchased or
the task outsourced, what it will cost to make it. Who will be doing
what in the organization? The personnel plan resolves that issue
as to what jobs need to be filled by whom. As the business grows,
more personnel will be needed and should be identified. Where is
the money coming from? The finance plan addresses the capital
requirements—how much, from whom, and when. There may be
progressive financing based on the company’s performance, so
certain achievement milestones are identified. Investors in your
business will read this section with intense interest. Finally, there
is a cash flow spreadsheet, indicating the monthly cash flow for
the next year with estimates for later years.

MTA’s Jerry Jerry Burstein, currently working for the Metropolitan Transit
Bursfein Authority (MTA) in quality assurance, has been involved with
testing, manufacturability, and quality control with a variety of
companies for 30 years. In this role, he seeks designs that are
compatible with periodic testing, helping to ensure operational
reliability. Customers realize a device has a certain lifetime, it
will eventually fail and need to be replaced; but the failure should
be diagnosable, and this requires testing. You will want to isolate
a circuit and check for defective components, so there should be
access to these components for testing. It may be wise to have
self-testing features added to integrated circuits, minimizing the
need for external test points.
Jerry started his career in engineering during the Apollo mis¬
sion to the moon, a time of engineering triumph in the late 1960s.
The triumph was short-lived; soon after the successful moon
missions, government funding of R&D was significantly reduced
by the early 1970s. Government funding of the Apollo mission
had many derivative benefits to society, benefits that are not pre¬
dictable. Certainly the advances in electronics, the development of
integrated circuits, and the changes that ensued are attributable
to advances created by government funding of the Apollo mission.
This includes personal computers, high-definition television, and
communications. Jerry likes to point to the contract Corning
was awarded for $5 million to develop ceramic heat shields for
the rocket on reentry into the earth’s atmosphere. This required
research and development for a material that could withstand
the thermal gradients and mechanical vibration accompanying
reentry. A commercial derivative of this technology is Corning- 167
MTA’s Jerry
ware, ceramic pots that you can use for cooking. Thus, the gov¬
Burstein
ernment’s investment in the heat shield paid off in several ways,
not only in protecting the rocket and its personnel, but also in
creating a stronger commercial company.
Engineering is very satisfying career, Jerry notes, where you
participate and improve the quality of life of people by solving
problems with solutions that work well. In the United States
there has always been a search for the new frontier, typified by
the Western migration. Whereas there is no literal frontier these
days, engineering may be the last frontier, a virtual frontier. The
Internet, the frontier of the moment, and its evolution, the fron¬
tier of the future, are and will be frontiers created by engineering
invention and innovation.
Jerry recommends initially working for a large company for
three to five years to gain experience and learn in what is very
often a teaching and learning mode. You will meet a variety
of people, developing practical applications to your engineering
knowledge, solving problems including how to manufacture your
solutions. Universities provide the knowledge base for problem
solving; but real-world engineering cannot be learned in a class¬
room, it must be experienced. Budget and time constraints are
real, not theoretical considerations, and their effects direct the
designs you create.
Teamwork is very important. For instance, the initial design
of a printer circuit board had a very poor mean time between
failures (MTBF) of 50 h. A team analyzed the board in light
of manufacturing and quality control techniques, recommending
design modifications that increased the MTBF to 5000 h. The
changes were not made to the electronic conceptualization of the
design, but rather in ensuring that manufacturing and quality
control checks could be completed as accurately as possible. In
the initial design, components faced in a variety of directions; it
was something the design engineer did not consider important in
specifying. However, for quality control checking, it is much eas¬
ier to find a component misattached if the directions and hence
polarities are the same. Similarly in manufacturing, care was
taken so the machine providing the autoinsertion of parts did not
have unnecessary and time-consuming rotations and gyrations.
Production capacity increased dramatically from just this one con¬
sideration. The layout now allowed ready quality control checks,
and the resultant printer garnered much of the market. Team¬
work, as manifested in concurrent engineering, not only allows
all the groups to work together on initial and subsequent designs,
but also facilitates quantum leaps in design improvement rather
than the incremental improvements occurring from one year to
the next in the traditional design process.
Expand your view of what communications means. Jerry points
out that communication skills are important, particularly sales
168 skills. You must sell yourself and your ideas to management,
Discussions
competing for resources to develop your ideas, not those of ano¬
with Practicing
ther person. Personal appearance matters, too; it is part of what
Engineers
you are communicating. Writing is an essential part of engineer¬
ing; you need to write progress reports and memos. A very useful
communications concept to remember as you draft these reports
and memos is what Jerry refers to as the doctrine of complete ac¬
tion. The report or communication should contain all the material
necessary for someone not directly involved with the project to
make a decision about the project. In the case of a memo, if you
refer to a customer problem, attach the customer’s letter to your
response so that your superior knows what the problem was and
how it was resolved. In the case of a report, you should describe
the problem and solution as if the person reading the report were
not aware of the problem specifics. Your immediate superior will
be aware of the specifics, but the report may be passed on to others
who lack this knowledge. There should be sufficient information
for those people to also make an informed decision. In report
writing, summarize the problem and solution in the beginning; as
the report moves to higher echelons, it will probably not be read
in its entirety, but the summary information will be.

Quality Assurance
Quality assurance procedures are created to make sure the product
is produced according to plans and meets the specifications called
for, such as size, resistance, and weight. The quality standard

Figure 5.2
The two basic components
of quality assurance are
prevention and detection.
indicates the variation allowed in the final product. A tolerance 169
MTA’s Jerry
analysis anticipates what the variations may be; but in the manu¬
Burstein
facturing process there may be a deterioration in machine perfor¬
mance, or the workers may vary in the precision with which they
fabricate a part. Controlling this variation is the goal of quality
assurance.
This is accomplished with prevention and detection, as indi¬
cated in Figure 5.2, at the bottom of page 168. Prevention means
to prevent variation in materials or processes before parts are
made. Detection means inspection of finished parts after they are
produced; of course, it is wiser, more cost-effective, to prevent
rather than to detect errors. As workers perform a task, there
will be a variation in the output characteristics of the product;
these are accounted for in the tolerances set in the design process.
Statistical quality control is one way workers take control of the
production process to ensure the quality of the output. Assume
that the impedance of a circuit should be 100 fl with a tolerance
of 1 fl. Production line employees will sample every 100th circuit
for its impedance, plotted in Figure 5.3, keeping an eye on the
performance. As long as circuits produced by the machine fall
within the tolerances specified, no action is required. Should the
circuits fall outside the tolerance band, production is stopped and
adjustments are made to the machine.
Once the product is manufactured, it is tested to see whether
it meets the customer specifications—materials, size, function,
and performance. When there are very large production runs of
devices, it is prohibitive to test every unit, so statistical sampling
is done here as well. For smaller runs and those with more
complex devices, each unit may be tested. For instance, with
electronic devices, there is a burn-in time. Electronic devices
that fail tend to do so in the first few hours of operation, so
manufacturers will run the devices for a few hours, and if the

Figure 5.3
A control chart is used to
track the manufacturing
process.
170 device meets the specifications after the trial, it will probably last
Discussions
a long time.
with Practicing
Engineers

Long Island Doug Haluza is an electrical engineer with 15 years’ experience

Railroad’s Doug in the communications field. He moved into engineering manage-
Haluza ment a few years ago while retaining some design engineering
responsibilities, and thus he provides a perspective from both
vantage points. He always wanted to be an engineer, tinkering
with batteries, lights, and switches since kindergarten. At one
point, he considered being an attorney, but found that in law,
winning matters, not truth; in engineering, truth matters. It is
important that a design be safe and that it function correctly.
His first job upon graduation was with a firm which won a
contract to build a low-level wind shear alert (LLWSA) system for
the Federal Aviation Administration. It was a fairly simple design
in which five anemometers, located at selected points around an
airfield, measured the local wind velocity. When there was a vec¬
tor difference of 15 knots (kn) between two of the anemometers,
a wind shear was assumed to exist, which is a potentially dan¬
gerous situation for aircraft landing and taking off, and an alarm
sounded. The original design was produced under government
contract with a different company, which of course anticipated
winning the second contract, but it was not the low bidder. Doug’s
company used newer technology in terms of personal computers to
link the anemometers and to perform the wind shear calculations;
the company also redesigned the subsystems. Thus, the company
reduced the number of chips by one-half compared to the original
design, reduced the computational cost, and was able to absorb
the engineering design costs and still make a profit while winning
the low bid. The company that originated the design did not con¬
tinue to innovate, to improve the design in light of technological
advances, staying with a comparatively expensive design.
This scenario is one that Doug has seen played out several
times: the need to maintain technological currency in times of
high technological change. The pressure on managers to perform
in this environment is also great, as you want to pick correct future
technologies, developing a technological intuition. He illustrates
this with a situation we are more familiar with. Several years
ago there was a choice in videocassette recorders (VCRs) between
Betamax and VHS standards for video recording. VHS technology
became the standard; companies that invested in Betamax had to
retrace their steps and reinvest in VHS. Managers worry about
capital (money), human resources, and time. They sometimes
find that even if the capital can be recovered from investing in an
incorrect technology, the time lost to competitors may be the more
costly error. In many organizations this is further complicated
 Long Island 171
Railroad’s Doug
Haluza

Photo 9
Superconducting magnets
are essential to hold the
highly accelerated ions
in the Relativistic Heavy
Ion Collider. (Courtesy
of Brookhaven National
Laboratory)

by the elimination of many middle-management positions which

provided technological control to more senior management; the
latter group now must have the ability to change and adapt.
Traditionally there has been a reluctance to change on the part
of people, be they engineers or managers or both. One charac¬
teristic of the information age we are entering is the recognition
that major changes in the knowledge base will occur, not once,
but several times. Such a change occurred in the 1960s when
vacuum tubes were replaced by transistors. Engineers who knew
a great deal about vacuum tubes, the subtleties of designing with
them, found these skills wanting as transistors proved to be more
reliable and less costly. The engineers needed to continue their ed¬
ucation, be it with new degrees or professional education courses
so they could remain effective design engineers. The trend con¬
tinues in all fields of engineering; what you learn in college and
apply in the first few years in engineering will not be sufficient
for your career. Additional education will be the norm.
Doug also learned the importance of the design notebook or
journal on his first job, when he started to design a power supply
by physically connecting components in the laboratory and seeing
whether they met the specifications. Swift and not too subtle
direction from the president and chief engineer pointed out the
need for calculations in a bound design notebook, where additional
thoughts and comments were also kept. The company wanted
to show that current design standards were followed, should
172 problems develop in the future, or, more positively, that the
Discussions
notebooks provide documentation for a patent application.
with Practicing
When questioned about attributes he would seek in an entry-
Engineers
level engineer, Doug wanted more than technical competence—
that plus indications that book theory could be blended with
hands-on acumen. He certainly wants a person who can be pro¬
moted, who demonstrates initiative. Communicative ability is
very important. An engineer needs to stand up and be heard,
to convince others to get resources vital to a project. To fail to
articulate a potential problem and have it develop is not good
for a company, and not wise for career progress. Anticipating
problems is an important part of an engineer’s job; and while it is
impossible to predict when or where a derailment will occur be¬
cause someone backs up over a switch, for example, designs must
anticipate this problem. Written communication is vital as often
there is not time for face-to-face discussions with a supervisor,
and reports and memos play a major role in the communicative
structure.
The railroad views itself as having many systems, subsystems,
and components. So an engineer who looks at only components,
missing the interaction of the component with the rest of the
system, is not performing the job correctly. This can be as seem¬
ingly mundane as replacing speakers in a public address system,
where a new speaker is incompatible with the others and upsets
the system balance. While messages from it can be heard very
well, other speakers become inaudible.
Safety and maintainability are two important features for an
operating company, where equipment needs to be repaired and
designs should allow for ready and safe repair. Automobiles have
been designed in which the engine had to be pulled to replace the
rear spark plugs; insufficient attention was paid to maintenance,
increasing the life-cycle cost.
The expense due to accidents is huge—costs for personal injury,
repair, and loss of equipment. Safety needs to be designed into
devices, not as an afterthought that can be added like a bandage.
Exposed wiring needs to be insulated and encased so that a casual
nick during an overhaul cannot cause a failure. Asking yourself
whether it can be done differently or more safely is an important
question, one you could be asked to defend in a lawsuit if an
accident occurs.
This returns us to accepted practice, design to accepted stan¬
dards not your own, unless your standards include and surpass
the accepted standards. You can use the experience of others in
extending the designs through creativity. One of the most suc¬
cessful technological efforts in modern times is the Apollo mission
to moon in the 1960s. While many scientific breakthroughs were
achieved, there were many more incremental design improve¬
ments, resulting from learning from previous designs and then
innovatively extending this knowledge. The rocket itself followed 173
this path of design innovation. Great
Barrington’s
Bruce Collingwood

Bruce Collingwood is the town engineer for Great Barrington, Great

Massachusetts, arriving at his current position after nearly a Barrington’s
decade of working for civil engineering consulting firms. Before Bruce
discussing his current position, he reflected on the somewhat cir- Collingwood
cuitous path that brought him here. As a high school student, he
was interested in chemistry and considered pursuing a career in
medicine, but that goal faded after his first year in college; and
he thought chemical engineering would be the most intriguing,
challenging, and personally rewarding path to follow. By the end
of his senior year, he realized that working for large companies,
the most probable career path in chemical engineering, did not
interest him as much as civil engineering, where he could work
in smaller consulting firms. Bruce decided to pursue a master’s
degree in civil engineering, filling in gaps in his undergraduate
education as he did so. Following graduation he worked for a con¬
sulting firm specializing in geotechnical engineering, confronting
problems as varied as golf course hydrology studies, designing
earth structures, and performing foundation studies.
Before a commercial building is constructed, the soil is tested
to ensure that its load-bearing properties will safely support the
proposed building weight. Soil samples are taken and analyzed,
and calculations performed to determine the type of building
foundation for the site. Engineering analysis and a report to the
client are part of the process. One of the challenges Bruce enjoyed
was the work variety that consulting provides. Seldom are two
jobs the same, so there is always the opportunity to creatively
apply your knowledge to new situations. There is also a role for
engineers who like to specialize in a certain topic, perhaps water
treatment, and become the resident expert. These engineers work
on other projects, to be sure, but will always be called upon for
their forte.
As with most professions, engineering has cyclical employment
opportunities as companies depend on product sales or contracts to
fund the workforce. Consulting engineering firms are no exception,
and Bruce found himself in the unenviable position of being in
middle engineering management—not quite in senior manage¬
ment, but several years beyond the entry-level area. It is this
middle area that tends to be cut first in downsizing, and Bruce
did not escape the final round as fewer and fewer contracts were
secured in a time of economic contraction. However, being obser¬
vant and noticing the problem of fewer contracts, he had begun to
search for another position; so when he was terminated, he tran¬
sitioned to a branch office of another civil engineering consulting
firm near his hometown. He recommends that you continually
174 keep an eye on the engineering marketplace, be knowledgeable
Discussions about the business, and maintain your professional connections.
with Practicing
There were only two engineers in the branch office, so he
Engineers
had expanded opportunities to not only perform work but also
attract new clients. How does a small firm obtain business?
Where do the contracts come from? The answers lie in the many
forms of community involvement. You may become active in
civic organizations, such as Kiwanis or Rotary clubs, or join
and participate in organizations whose members use consulting
services, such as town managers’ associations. You establish a
rapport with people over time, perhaps attending communi¬
ty events together, and from this rapport recommendations will
come as the need arises. Another avenue, or simultaneous av¬
enue, to pursue is to volunteer to serve as an adviser to local
governments or civic groups.
Because his company was the consulting engineering firm on a
large waterworks project, when the owners of a small waterworks
asked local officials whom they would recommend, Bruce’s name
and company were at the forefront. Bruce drew up a proposal for
them, outlining the various design steps that needed to occur as
well as financial requirements and projections. The waterworks
agreed, and a contract was signed based on the proposal items.
The cooperative waterworks system was really quite simple:
a pump, drawing water from an artesian well, discharges into a
pressurized tank. Distribution piping leads from the tank to the
various homes served by the waterworks. The problem was that
the tank was failing, leaking badly and needing replacement. The
Massachusetts Department of Environmental Protection (DEP)
requires that, when water systems are replaced, they be upgraded
to comply with existing regulations, thus requiring an engineer to
design the replacement tank system. Bruce had never designed
such a system before, but his education provided him with the
methodology necessary to undertake the design. First, he ac¬
quainted himself with the site and performed a reconnaissance of
the waterworks, noting the various components of the system and
the houses served by it. This provides the data necessary for sub¬
sequent calculations. Many of the calculations and components
are determined by DEP regulations for water supplies. Figure
5.4a shows a schematic of the system, and Figure 5.45 is a sketch
of the tanks and related equipment, which now includes air com¬
pressors to maintain tank pressure and filters to remove sediment
from the water. The previous system had neither. The engineer’s
job does not end with the plans. The DEP has to approve the plans,
and once they are approved, a contractor is sought to install the
equipment. The engineer provides the technical requirements for
the contract, which is finalized by an attorney. Maintaining con¬
tact with the DEP engineer is important because it facilitates the
approval process, resolving questions quickly. The engineer pro¬
vides some oversight to the contractor’s installation, making sure
Existing Start of Air compressor with
water system contract pressure switch (typ)
to remain maximum 80 psig
work
shut off @ 50 psig

||-Qh|H><-^vv--v'v^H><H|l-Q-l|
PS

u- 60 psig 60 psig

Existing 4-inch
submersible pump

Raw water 1000-gal water 0-100 psig

from well storage tank (typ)
—X-
Legend
End of
contract
Flexible Pressure Drain
work
connection relief valve <2? Pump
*■
Gate valve 0-100 psig Existing
Pressure Air
water system
<9 gage compressor

-0 t to remain

o
Flow meter
Pressure In-line

—<|i— Union
20-40 psig
switch filter T
To system

Figure 5.4a
Water piping schematic.

Figure 5.4b 175

Water system.
176 that the approved design is the one installed and not a variation
Discussions
of it. You can deduce that most successful consulting engineers
with Practicing
have good interpersonal skills, necessary for working with clients,
Engineers
government agencies, and contractors to satisfactorily complete a
project. Of course, on larger projects and in larger organizations,
you will not perform all the tasks. That is, indeed, one of the
trade-offs in working for larger or smaller firms.
Always keeping an eye open for opportunities, Bruce found that
Great Barrington, located adjacent to his hometown, was looking
for a town engineer with a background that fit nicely with his.
Another career path now lies ahead of him. In this position, his
engineering design and analysis knowledge is not as important as
his ability to coordinate the work of two dozen people, repairing
and restoring highways and wastewater systems and performing
building maintenance. However, his problem-solving skills, honed
by years of design and analysis experience, are called upon every
day. He works with contractors and may be in a position to re¬
commend the hiring of consulting engineering firms for various
projects, such as building renovation. He will be networking with
other town engineers and public works superintendents, sharing
knowledge and building support systems.
An engineering journal carries forward in Bruce’s life; even
though he does not deal with design work, he now maintains
two bound journals. One is a notebook that he carries with him,
noting repair activities, concerns and wishes of town officials and
residents, and reminders for new projects. At the end of day, he
transfers these notes into the second journal, where there are
different categories that he adds to and annotates daily. He mar¬
vels at how new technology appears in the most unusual places,
indicating once again the need to keep technologically current
through continuing education. Surveying has been tremendously
helped by the global positioning system (GPS), in which the co¬
ordinates of a point on the earth’s surface can be determined
via satellite, rather than through line-of-sight use of the transit.
Backboe operators use a laser level to determine how deeply to
dig a trench, attaching the receiver to the backhoe and the laser
on the ground at the appropriate level. When the backhoe reaches
the appropriate depth, the receiver emits a sound, indicating to
the operator to cease excavation.

Sidney Bowne’s Sometimes the initial attempt at engineering is not successful,

Carl Becker but maturity and changing circumstances permit success. Carl
Becker, an engineer in a medium-size civil engineering consulting
firm, Sidney B. Bowne and Son, specializes in water supply sys¬
tems, their design, maintenance, and environmental compliance.
When he graduated from high school with excellent mathematics
and science abilities, he thought a career designing airplanes
and rockets would be exciting and rewarding. However, the one- f 77
to two-hour commute each way from home to school plus studying ^ld”'®y B°wne’s
with many distractions from younger siblings and family members ar ®C er
proved to be disastrous, and he quit before being terminated from
college. Carl was able to secure a job as a drafter because of
technical drawing courses he had taken in high school, and he
reenrolled in the engineering school he had unceremoniously left
a few years earlier, restarting his engineering career on a part-
time basis. This time he excelled; he was able to study in a quiet
environment, and the commute was much less, as he had his own
apartment. His view of engineering also had changed, and he
was interested in environmental engineering, known as sanitary
engineering in those days.
Upon graduation from college, he went to work for a small
engineering consulting firm where he was involved in a wide
variety of projects, a course of action he highly recommends
for today’s beginning engineers. A wide and varied experience
base helps you decide where you might like to specialize, say, in
structural design, water supplies, or highway design. After several
years of experience, Carl found that water supply design was the
area he wanted to focus on, and he has maintained this interest,
with mounting expertise, for over two decades. His education
did not stop; he achieved a master’s degree in water quality
engineering and studied for and passed the examination for a
professional engineer’s license. This license is essential for the
private practice of engineering, such as in consulting firms, and
is highly recommended for those working in large corporations.
He moved into middle management of the firm, which had
expanded from 10 to 30 engineers with the resultant need for
managerial guidance as well as mentoring of the newer engineers.
The expansion also increased tensions between the old guard and
new; and Carl, sensing intrigues, moved to a local water supply
company as its assistant vice president of engineering. He quickly
became chief engineer and then vice president of engineering
and actively moved to upgrade a system that had fallen into
disrepair because of more than a decade of austerity in the
company. He and the company’s president shared a similar vision
for the company: to turn an old, manually operated facility into
a modern, automated one. There were personnel, financial, and
technical problems to solve; it was a challenging and rewarding
time. The president was promoted to a higher position within
the parent corporation and no longer had an association with the
water company. In his place a finance executive from the parent
company, with little water company experience, was installed.
The new president’s views were not consistent with those of
professional engineers. When one of Carls annual reports to the
Public Service Commission was altered by others, Carl refused
to sign it and knew it was time to move on. His stature in water
178 supply and water quality was widely recognized and enhanced
Discussions
through his participation in professional organizations, serving
with Practicing
on technical committees, and being an officer in the regional
Engineers
chapter. A lunchtime meeting he thought was going to be a pitch
for a new service turned out to be an offer to join Sidney B.
Bowne. After amiable and quick negotiations, he signed on as an
associate partner and has found a place with values he respects
and challenges he desires.
Carl finds that the engineering workday often falls into thirds—
one-third engineering design and analysis, one-third accounting
and budgeting, and one-third communications, oral and written
reports, letters, and memos. Reflecting on his undergraduate
education, he believes the liberal arts component is very impor¬
tant, particularly as it develops communicative ability and the
ability to work with others. Enhancing your interpersonal abil¬
ities, working with others, will assist you on team projects and
in meetings with clients. Much engineering design and analy¬
sis is accomplished with computer software, so being proficient
in computer-aided design is certainly important. Your technical
expertise provides essential bottom-line credibility.
Another quality he values, although it is difficult to measure,
is common sense. After a project has been carefully designed and
the construction phase begins, unanticipated situations will arise
which require design adaptations. Engineering intuition, common
sense in this context, will give you a sense of when something can
or cannot be done. There is pressure to allow design alterations
to move the project along; personnel and equipment sit idle while
costing money until the redesign is approved. Negotiations with
contractors as they seek changes are important in facilitating a
successful project. Knowing when a redesign is required, when a
field change can be safely made, is a skill that can be honed, but
it rests on the bedrock of common sense. In college this intuition
can be developed by paying attention to problem answers. Do they
make sense, based on the inputs? Do they seem correct? This type
of questioning strengthens your intuition.
Carl illustrated how common sense plays a role in engineering
designs. A local water supply company had to replace an elevated
water storage tank and to expand system capacity. It contracted
with a competing engineering firm to design the new tank, which
it did according to codes. The solution involved maintaining the
existing elevated tank in service to provide the required system
pressure while a new elevated tank was constructed above an
existing ground storage tank on the same site. This solution
precluded a method to dismantle the existing tank and required
a costly reinforced-concrete tank to be constructed to carry the
weight of the elevated tank above. The plans were completed,
and the project was bid to contractors. The response to the bid
placed the project’s cost at twice the budgeted amount. The water
supply company turned to Sidney Bowne and hence to Carl, who 179
suggested and then designed a system that would maintain sys¬ Long Island
Lighting
tem pressures without the elevated tank. This allows the existing
Company’s
elevated tank to be dismantled and a new elevated tank to be con¬ Donna
structed on the same location. In this situation, a ground storage Tumminello
tank with variable-speed pumps was constructed to maintain the
water system pressure while the elevated tank was out of service.
The ground storage tank was needed to eliminate a deficit in the
water supply company’s storage capacity. The new design had a
construction cost about one-half that of the initial one and fit
within the company’s budget.
Engineering is very rewarding—it is great to solve problems, to
see your designs built, Carl points out. It is also demanding and
requires constant skill and knowledge development. Sometimes
a project will come along that requires you to relearn material,
typically an option exercised at night, at home. Equipment sup¬
pliers also provide workshops; in the water supply business a
new product may allow a different system design. The workshops
are technical ones, and while they introduce the product, they
are designed for engineers who may want to use the product and
have to be able to design systems incorporating it. Professional
journals indicate trends, as do technical presentations at profes¬
sional society meetings. You need not be on the cutting edge, but
neither do you want to be at the back of the pack, among the last
to learn and incorporate new technologies. Again, your technical
expertise is the foundation of your profession.

Donna Tumminello works in the research and development divi¬ Long island
sion of the Long Island Lighting Company (LILCO), where she Lighting
conceptualizes the need for and then commercializes new prod¬ Company’s
ucts. It is a very exciting position and seemingly unusual for a Donna
public utility, yet it makes perfect sense as, Donna explains, differ¬ Tumminello
ent LILCO departments face technical challenges that need new
technologies to overcome them. Research and development (R&D)
initiatives are directed toward solving these problems, through
contracts with Long Island research and business communities.
The outcomes of these contracts sometimes result in new patents
and products of which LILCO shares part of the future profits.
Donna thrives in the competitive atmosphere that seeks to carry
the technology used to solve a LILCO problem to its full potential,
resulting in a new product or service.
Donna started with another company in the mid-1980s, work¬
ing part-time throughout her undergraduate days. The idea of a
co-op experience, or technical work experience as an undergradu¬
ate, provides a very worthwhile lens for viewing the profession. It
also lent credibility to the courses she took and provided insights
into some of the physical manifestations normally appearing as
180 equations in books. She worked at the branch office of a company
Discussions
involved with combustion and combustion control, her specialty
with Practicing
being computerized combustion control. This company solved com¬
Engineers
bustion control problems for others, often responding to requests
for proposals (RFPs) and, when successful, completing the work
as detailed in the proposal. Sometimes this required all-nighters
to get the bid out on time, creating close personal friendships that
sustained the, at times, high-pressure work. The office manager
charted the dollar value of contracts, so all could share the excite¬
ment of increasing clients and the positive slope to the chart line
and the distress if a change of direction in the line occurred. The
bottom-line focus of the engineering business persuaded Donna
to obtain a master’s degree in business administration, specializ¬
ing in finance. The early 1990s was a time of mergers and acqui¬
sitions, and her company was acquired by another. Of course, this
raised concerns as to whether the employees would be moved,
merged, or relocated as a result. Noting that LILCO was search¬
ing for an engineer to create and oversee RFPs such as she had
been responding to, Donna applied and won the position. She
very much likes the comparative financial stability that a public
utility provides, and her entrepreneurial streak is satisfied by
facilitating others to create new products.
Donna and her identical twin sister grew up in a technical
household; her father was an engineer, her mother a nurse,
although engineering was not pushed as a career choice. In fact,
her father argued against it, as he thought it was too male-
dominated, it would be difficult to raise a family, and there was
little potential to work part-time in engineering. Donna was
proficient in physics and mathematics and had a practical mind¬
set, while her sister preferred the life sciences and chemistry
and attained a pharmacy degree. She credits a creative high
school physics teacher for convincing her that engineering was the
best career choice for her. Donna attended a nearby community
college before completing her last two years in Hofstra’s electri¬
cal engineering program. While she was in the minority in most
engineering classes, she never felt isolated because she was a
woman and finds that she continues to share the interests of most
of her male engineering colleagues. She has never felt that gender
was an issue in her career, although she agreed that in the last
months of pregnancy she did feel a little differently, working until
the day before her daughter was due. The question of child care
now enters the picture, and good fortune assists as her mother-in-
law decided to become a child care provider a few years ago and
now will perform that function for her granddaughter, resolving
a potentially troubling decision for Donna and her husband.
It remains very difficult for many to combine child care and
full-time work as a professional in engineering, law, medicine,
or business. Part-time employment is often not available and, if
available, may not provide the desired career path. Donna has
always balanced school and. work and views work and family as a
Long Island 181
new challenge, but one that she and her husband can satisfactorily
meet. Lighting
Company’s
Donna likes to be busy, and even though her first job was
Donna
very challenging and time-consuming, the company offered full Tumminello
tuition compensation for advanced degrees. The idea of getting
a master’s degree was not something she planned on, but free
tuition was too good a deal to pass up. Looking back, Donna
thinks an undergraduate engineering degree plus an MBA is a
dynamite combination. An engineering program does not give
you a business sense, the bottom-line attitude that is essential
for a successful company. For instance, she always performs
a cost/benefit analysis before committing R&D funds only to
projects that are positive. An interesting idea is not sufficient; it
must also have a good benefit/cost ratio.
Most of the advanced-level courses in her MBA program were
team projects involving investigation, working together on the
conceptualization and analysis phases and a joint presentation to
the class where incisive questions were the norm. The analytical
aspects of engineering provide an excellent base for the degree,
but other attributes are needed as well. The ability to work well
with people of diverse aptitudes is important, and respecting
those aptitudes is equally vital. She finds this particularly the
case in R&D, where the projects are wide-ranging. For instance, in
one class, people were asked to describe time. Donna’s response,
typical of that of many of her engineering colleagues, was a
clock, morning, noon. A colleague from marketing indicated time
as being of the essence, timeliness. A good manager respects and
utilizes these different attitudes and abilities in a creative team.
Her finance courses were challenging and very interesting,
situations in which her competitive sink-or-swim attitude always
had her swimming quickly; her marketing courses presented a
different challenge, and she adopted a swim-with-a-buddy system
to prevent sinking. She finds that marketing people are witty,
creative, a little “off the wall,” and not at all like most engineers,
and the courses reflect this personality. One of the challenges her
marketing team faced was to develop a new marketing strategy for
a major company undergoing difficult times in the marketplace;
their choice was Ben & Jerry’s ice cream company. They developed
a plan that won kudos in class and from the professor. With her
“take it to the limit” attitude, Donna persuaded her team to
present the plan to Ben & Jerry’s chief executive officer (CEO).
Several members of the team agreed, and they wrote to the CEO,
who was impressed and invited them to make a presentation an
exciting culmination to the course. This attitude of taking it to
the limit, don’t stop with your notebook, is one that she finds
essential for success in today’s business world.
Her experiences in and out of school have convinced her that
linking marketing types and creative technical engineers with
182 good ideas is the most likely combination for creating a new
Discussions start-up company. It is too much for one person to handle the
with Practicing
technical nuts-and-bolts issues of engineering design and man¬
Engineers
ufacturing and to also conceptualize, plan, and execute sales
and marketing strategies. Not surprisingly, Donna has thought
about business ventures of her own, but right now with a newly
expanded family, such thoughts are in the background.
Donna finds that engineering is making a comeback, and many
job opportunities are opening up for engineers with a bottom-line
attitude. Her experience indicates the need to keep an eye on the
ball, as mergers and changes in market conditions affect company
staffing levels. There is not the view of lifetime employment
any longer, hard work matters, and expectations are greater for
engineers in the workplace. She makes the comparison to figure
skating. Fifteen years ago, a double spin was considered top form;
today a triple spin is required for anyone who expects to compete
near the top. An additional degree may be viewed as the required
extra spin for those who want to move up the career ladder.

References Arkebauer, James B. The McGraw-Hill Guide to Writing a High-Impact

Business Plan: A Proven Blueprint for First-Time Entrepreneurs. New
York: McGraw-Hill, 1994.
2. Lechter, M. A.; E. C. Clifford; and R. B. Famiglio. Successful Patents and
Patenting for Engineers and Scientists. New York: IEEE, 1995.
3. Siegel, E. S.; B. R. Ford; and J. M. Bornstein. The Ernst and Young
Business Plan Guide, 2nd ed. New York: Wiley, 1993.
Appendix A
Problem
Solving
One of the wonderful attributes of an engineering education is
the ability to solve problems; however, one of the difficulties that
many engineering students have is the solution of algebraic word
problems. Much of engineering analysis involves the solution of
just such problems, hence algebraic facility is necessary for the
successful study and practice of engineering.
The problems in this appendix are not meant to replace a
course in precalculus or algebra but will provide a quick review,
with problems drawn from fields of engineering. The engineering
analysis methodology is used, consistent with Chapter 4 and most
engineering texts.

A linear equation is one of the form ax 4 b =0, where a and b

- Linear
are constants (a # 0) and x is the variable. The solution of the EcjliationS
equation is x = —b/a, quite easy. The challenge lies in trans¬
lating the word problem to a linear equation, which is not so easy.

Example A.1 In a chemical processing plant, a mixture con¬

taining 30 percent alcohol is obtained by adding a 60 percent alcohol
solution to 40 kg of a 20 percent alcohol solution. Find the kilograms
of the 60 percent solution required. All percentages are on a mass
basis.
Solution
Given:
A known mass of an alcohol solution, the percentage of alcohol
required, and the percent alcohol of mixture to be added.
Find:
The amount of a 60 percent alcohol solution that must be added to
obtain the correct final solution.
184 Problem Sketch and Data
Solving

► (40 + x) kg, 30°/c

Figure A. 1

Assumptions:
Conservation of mass of alcohol.
Analysis:
Let x be the amount of the 60 percent solution added. The total num¬
ber of kilograms is 40 + x. The mass of alcohol in the mixture is the
percentage times the total mass. From this assumption we postulate
that none of the alcohol can disappear. Thus, the conservation of
alcohol mass is
Initial alcohol + Alcohol added = Final alcohol
(0.2)(40) + (0.6)(x) (0.3)(40 + x)
8 + 0.6x = 12 + 0.3x
x = 13.33 kg

Example A.2 Three pipes may be used to fill a tank. A student

measures the times to fill the tank for each of the pipes and records
the following data: 20, 15, and 40 min. Determine the time to fill the
tank using all three pipes simultaneously.
Solution
Given:
A tank and the times to fill the tank individually from three different
pipes.
Find:
The time to fill the tank using all three pipes simultaneously.
Sketch and Data:

40 min
15 min
20 min

Figure A.2
Assumptions: Problems 185
The flow through any pipe does not change when all are used
simultaneously.
Analysis:
Let the time to fill the tank be t min. In 1 min the amount of liquid
entering the tank is

Note that the first pipe fills 1/20 of the tank in 1 min, the second
pipe fills 1/15 of the tank in 1 min, and the third pipe fills 1/40 of the
tank in 1 min. If we add the percentage expressed as a decimal, that
each contributes per minute, 0.05 + 0.0667 + 0.025 = 0.1417, we
find that 14.17 percent of the tank is filled. Thus in t min, the tank will
be totally or 100 percent filled.

(0(0.1417) = 1.0

t = 7.06 min

A.1. A student received grades of 85, 84, and 91 on her first three Problems
chemistry quizzes. What grade must she obtain on her fourth quiz to
reach a 90 average?
A.2. A student received grades of 78, 82, and 72 on three tests in physics.
The final examination counts as two test grades. What must she score
on the final examination to have an average of 80 for the course?
A.3. The octane rating of a gasoline is determined by comparing an en¬
gine’s peak pressure from an actual gasoline mixture to a standard
value. The octane rating of a mixture is determined by the volumetric
addition of the fuels; thus equal volumes of 80 octane and 100 octane
yield a 90 octane mixture. Determine how many gallons of 95 octane
fuel must be added to 100 gal of 85 octane fuel to obtain a 91 octane
mixture.
A.4. The pumps at a service station blend 87 octane with 95 octane
gasoline to obtain an octane rating between the two. A customer
receives 15 gal of 92 octane fuel. How many gallons of 87 octane
were used?
A.5. A tank holds 500 kg of brine with a salt concentration of 20 percent
by mass. How much water must be evaporated so the concentration
rises to 50 percent?
A.6. The radiator in an automobile holds 4 gal of a 10 percent antifreeze/
water mixture. The percentage of antifreeze must be raised to 25
percent by draining some of the mixture and adding 100 percent
antifreeze. How much mixture must be drained? All percentages are
on a volume basis.
A.7. A ceramic clay contains 50 percent silica, 10 percent water, and 40
percent other minerals. Determine the percentage of silica on a dry
(water-free) basis.
186 A.8. Gold has a value of $12 per gram (g). A student finds a large gold ore
Problem
nugget weighing 1000 g that contains gold and quartz. The density of
Solving
gold is 19.3 g/cm3, the density of quartz is 2.5 g/cm3, and the density
of nugget is 6.5 g/cm3. The student is offered $150 for the nugget;
should he accept the offer?
A.9. A tank may be filled using pipe A or B with times of 10 and 20 min,
respectively. It takes only 5 min to fill the tank when pipe C is used
simultaneously with pipes A and B. How long does it take to fill the
tank using only pipe C?
A.10. Two workers, A and B, can assemble a device in 3 and 5 h, respec¬
tively. How long would it take to assemble the device if they worked
together?
A.11. An airplane flies with a velocity of 250 mi/h when there is no wind. In
flying with the wind, it travels a certain distance in 4 h. However, in
flying against the wind, it can travel only 60 percent of that distance.
What is the wind’s velocity?
A.12. A state’s automobile inspection program checks headlight alignment
with the specification that the light beam drop not be greater than 2
in. for each 25 ft in front of the car. Suppose that the headlights on
your car are 28 in. above the ground and that they meet the 2-in.
drop requirement. What is the minimum distance in front of the car
that they can illuminate? If you are driving at 50 mi/h, how long does
it take to travel that distance?
A.13. A tractor has a belt pulley diameter of 10 in. operating at 1100
revolutions per minute (rpm). The pulley is connected to another
machine that needs to operate at 650 rpm. What size pulley should
be used on the machine?
A.14. The following table lists the amounts of grain and hay that a steer
is fed to produce the desired weight gain. The grain costs $0.15 per
pound, and the hay costs $0.06 per pound. Determine the lowest-cost
combination.

Combinations of grain and hay to produce

satisfactory weight gain in a steer

Pounds of hay Pounds of grain

1000 1316
1100 1259
1200 1208
1300 1162
1400 1120
1500 1081
1600 1046
1700 1014
1800 984
1900 957

A.15. Inventory turnover is the ratio of the cost of goods sold to the average
inventory value:
Cost of goods sold
Inventory turnover =
Average inventory value
 XYZ Office Supply Company started the year with an inventory worth 187
$28,532 and ended the year with an inventory worth $33,124. During Problems
the year the business sold $264,845 worth of office supplies. What
is the inventory turnover ratio? Is a high ratio desired? Why or why
not?
A.16. The standard aspect ratio (width to height) for a television picture is
4:3. The program director has scheduled to broadcast a wide-screen
movie that was filmed with an aspect ratio of 2:1. Suppose that the
showing will broadcast the full width of the movie, while maintaining
the aspect ratio of 2:1. What would the result look like on the television
screen? Illustrate with a sketch. What would happen if the movie were
broadcast at full height?
A.17. You are managing a mail-order business that has five workers as¬
signed to process and package orders. These workers are packaging
an order for 2500 parts which needs to be mailed by the end of the
8-h shift. So far they have packaged 900 parts during the first 4 h. It is
evident that they are not going to be able to finish the order during the
time remaining without additional help. How many additional workers
are required to complete the task during the last 4 h?
A.18. During the first year of operation, a clinic treated a total of 4916
patients and gave 624 of them influenza immunizations. This year
the clinic is treating more patients, 3384, during the first 6 months
and has given 487 flu immunizations. You need to order supplies;
estimate the number of patients and flu immunizations for the rest of
the year.
A.19. A water treatment plant deals with very large volumes of water and
very small concentrations of chemicals used in the water purification
processes. In one process a chemical must be added in the amount
of 0.7 parts per million (ppm). The treatment facility has holding tanks
that contain 850,000 gal. How many gallons of chemical should be
added to the holding tank to obtain the desired concentration?
A.20. A 2-in.-diameter pulley is mounted on a motor shaft that rotates at
1200 rpm. This pulley is connected to a 5-in.-diameter pulley mounted
on the shaft of a fan. Determine the fan’s rotational speed.
A.21. The gears in a transmission are often described in ratios, such as
3:1, which means that the drive gear rotates 3 revolutions (rev)
while the driven gear rotates 1 rev. In a certain automobile, the
final transmission and differential gear reduction is 3.2:1. The engine
crankshaft rotates at 2600 rpm. How fast does the drive axle rotate?
If tires with a 26-in. diameter are attached to the axles, what is the
speed of the car at this rotational speed?
A.22. A worm gear is often used in manual winches. The worm gear has a
ratio of 45:1, indicating that 45 turns of the hand crank are needed
to rotate the large gear once. Suppose that the drum attached to the
large gear has a diameter of 2.5 in. and is used to reel in 12 ft of
cable. In a test, you find you can rotate the hand crank at 40 turns
per minute. How many minutes will it take to reel in the cable?
A.23. The pressure in a system may be increased by using two pistons of
different diameters. For the pistons to remain in static equilibrium, the
forces on each piston surface (pressure times area) must be equal.
The larger piston has a diameter of 10 cm, the smaller piston has
180 a diameter of 6 cm, and the pressure acting on the larger piston is
Problem
140 kN/m2. What is the pressure acting on the smaller-diameter
Solving
piston? If the diameter of the larger piston increases by 20 percent,
everything else remaining constant, what is the pressure on the
smaller piston?
A.24. The steepness of a railroad track over a 3-mi grade is reported as a
rising grade of 1 in 43, meaning that it rises 1 ft for every 42 ft in track.
Following the rise, the track now descends 5 mi with a descending
grade of 1 in 79. Is the elevation at the end of the 5-mi descent
less than, greater than, or equal to the elevation at the start of 3-mi
ascent?
A.25. The compression ratio of an internal combustion engine is described
in terms of volume ratios, the volume at the beginning of the com¬
pression divided by the volume remaining at the end of compression.
These compression ratios are expressed as 8:1 or 15:1. A diesel
engine has a cylinder of with a 6.25-in. bore and an 8-in. stroke. The
volume left at the top of compression stroke is 15.9 in3. Determine
the engine’s compression ratio.

Simultaneous Consider the equation ax + by = c, where x andy are variables

Linear and a, b, and c are constants. This is a linear equation in two
Equations unknowns. If there are two equations such as

a\x + b\y = ci

a2x + b^y = c2

and they are independent of each other and consistent, they may
be solved simultaneously to determine the common value of x and
y. This may be done by addition and subtraction, substitution, or
use of graphics. When the equations are plotted, their intersection
provides the solution. Dependent equations form the same line,
and inconsistent equations form parallel lines with no point of
intersection.

Example A.3 A manufacturer has 10 packages of part X and

12 packages of part / in stock. The total cost for these units was
$548. Additional supplies are purchased, 4 packages of part X and
3 packages of part Y, for a total cost of $170. Determine the cost for
parts X and Y.
Solution
Given:
The total cost and number of units for the two parts X and Y.
Purchases were made on two separate occasions.
Find:
The unit cost for X and Y.
Sketch and Data: Problems 189

x Y

+ = $548

= $170
Figure A.3

Assumption:
The unit price did not change.
Analysis:
In this case we know the total cost, but not the individual cost of X
and Y. Let
x = cost of 1 unit of X

y = cost of 1 unit of Y
The total cost of the purchases was
10x + 12y = 548 (A.1)

4x + 3y = 170 (A.2)

To solve by addition, multiply Equation (A.2) by 4 and subtract this

from Equation (A.1):
10x + 12y = 548

-16x - 12y = -680

-6x - -132

x = 22

Substitute back in either Equation (A.1) or (A.2) and solve for y. For
instance, substituting in Equation (A.1) yields

10(22) + 12y = 548

y - 27.33

A.26. A computer manufacturer ships 200 computers to two different stores, Problems
A and B. It costs $4.50 to ship to A and $3.75 to ship to B. The total
shipping invoice was $806.25. How many computers were shipped
to each location?
190 A.27. Tank A contains a mixture of 100 liters (L) of water and 50 L of alcohol
Problem
while tank B has 120 L of water and 30 L of alcohol. How many liters
Solving
should be taken from the tanks to create an 80-L mixture that is 25
percent alcohol by volume?
A.28. In a materials science laboratory, a 100-g alloy is found to contain 20
percent copper and 5 percent tin by weight. How many grams of pure
copper and pure tin must be added to this alloy to produce another
alloy that is 30 percent copper and 10 percent tin?
A.29. You are coordinating the ice cream making at a state agricultural fair
where two types of homemade ice cream will be available. There are
two main ingredients, eggs and cream, and 500 eggs and 900 cups of
cream are available. Plain vanilla requires 1 egg and 3 cups of cream
per quart while French vanilla needs 2 eggs and 3 cups of cream per
quart. Determine the number of quarts of each variety that should be
made to use up all the ingredients.
A.30. In intramural sports, one dorm has won a total of 12 games this year,
some in volleyball and others in soccer. There is a rating system
in which each win in volleyball counts as 2 points and each win in
soccer counts as 4 points. The dorm has a total of 38 points. How
many soccer and volleyball games did it win?
A.31. As a project manager, you are responsible for allocating a $10,000
bonus among four full-time and two part-time employees. You decide
on the algorithm that the full-time employees will receive an amount
which is twice that of the part-timers. What are the amounts the
full-timers and part-timers receive?

Linear Systems It is possible to extend the technique of solving two simultaneous

with Three equations to three or more simultaneous equations. Usually when
Variables three or more simultaneous equations are solved, computers assist
in the process. However, on occasion it is necessary to perform
the operations by hand, and you certainly should understand the
manipulations that the software is performing.
Consider the following set of equations:

2jt + y — z = 2 (A.3)

x + 3y + 2z = 1 (A.4)

x + y + z = 2 (A.5)
The values of x, y, and z that simultaneously satisfy the equations
may be found by addition and substitution. The next section, on
matrices, will discuss a more general method of solution. In this
case, however, first add Equations (A.3) and (A.5), eliminating the
variable z, yielding

3x + 2y = 4 (A.6)

Eliminate z from another set of two equations, say (A.3) and (A.4),
by multiplying (A.3) by 2 and adding the equations, which yields
 Linear Systems 191
5x + 5y =5 with Three
Variables
x +y = 1 (A.7)
Solve Equations (A.6) and (A.7) simultaneously, substituting x in
terms ofy from Equation (A.7) into Equation (A.6).

3(1 - y) + 2y =4

y = -1

From Equation (A.7),

x = 1-y = l-(-l) = 2

Solve for 2 by substituting into one of the original equations. For

instance, picking Equation (4.5) yields

2- 1+2 =2

2=1

Thus, the simultaneous solution of three independent equations

is jc =2, y = -1,2 = 1. An important habit to develop is to
verify the results. Substitute the answers back into the original
equation, making sure they satisfy the problem. There are many
applications of simultaneous equations in engineering, so facility
in both developing and solving them is very important.

Example A.4 An agricultural engineer is developing a new

animal feed which should have 22 kg of protein, 28 kg of fat, and 18 kg
of fiber. There are three types of plants available: corn, cottonseed,
and soybeans. The table below indicates the kilograms of protein,
fat, and fiber per kilogram of plant food. The percentages do not total
to unity, as the plant contains more nutrients than are listed.

Corn Cottonseed Soybeans Total, kg

Protein, kg 0.25 0.2 0.4 22

Fat, kg 0.4 0.3 0.2 28

Fiber, kg 0.3 0.1 0.2 18

Solution
Given:
The requirements for an animal feed in terms of protein, fat, and
fiber as well as percentages these components make up in the three
available plant foods used to make the animal feed.
Find:
The kilograms of each plant food used to make the animal feed.
192 Problem Sketch and Data:
Solving

Corn Cottonseed Soybean Total

25% protein 20% protein 40% protein 22 kg

40% fat 30% fat 20% fat 28 kg

30% fiber 10% fiber 20% fiber 18 kg

X
y z
Figure A.4 ■■ 1 * * ¥) Hf % ■' " HP SiM m ' ' ®

Assumptions:
None.
Analysis:
Let x = kilograms of corn, y = kilograms of cottonseed, and z =
kilograms of soybeans required. The 22 kg of protein must be made
by combining

0.25x + 0.2 y + 0.4z = 22 (A.8)

The 28 kg of fat is found by combining

0.4x + 0.3y + 0.2z = 28 (A.9)

The 18 kg of fiber is found by combining

0.3x + 0.1 y + 0.2z = 18 (A.10)

Subtract Equation (A.10) from (A.9), yielding

O.lx + 0.2y = 10

x + 2y = 100 (A. II)

Multiply Equation (A.9) by 2, and subtract Equation (A.8) from it,

which yields

0.55x + 0.4y = 34 (A.12)

Solve Equation (A. 11) for x in terms of y, and substitute into Equation
(A.12), which yields

0.55(100 - 2y) + 0.4y = 34

-0.7y = -21

y = 30 kg
From Equation (A.11), x = 40 kg and from Equation (A.10),
Matrix Solution
0.3(40) + 0.1(30) + 0.2z = 18 of Linear
Systems
z = 15 kg

Thus the feed should contain 40 kg of corn, 30 kg of cottonseed, and

15 kg of soybeans.

There are several ways in which matrices may be used to solve Matrix Solution
linear systems. What follows describes one method. Consider a of Linear
set of three equations and three unknowns x, y, and z. Systems
a\x 4- b\y + c\z = d\

a2x + b^y + c2z = d2

a3x + b3y 4- c3z = d3

This set of equations may be written in an abbreviated form as

CL\ b\ Cl di
a2 b2 c2 d2
a3 b3 c3 d3
This rectangular array of numbers is called a matrix. Each num¬
ber is called an element in the array and is identified by its
row and column numbers. Thus, b\ is in element (1, 2). The last
column is separated from the first three by a vertical line; this
indicates that it augments the matrix formed by the equations’
coefficients.
Consider the following set of equations:

x - 2y + z = 5
-2x + 4y - 2z = 2
2x + y - z = 2

The augmented matrix is

1 -2
-2 4
2 1
For any augmented matrix of a set of linear equations, the follow¬
ing transformations result in an equivalent matrix:

1. Any two rows may be interchanged.

2. The elements of any row may be multiplied by a nonzero real
number.
3. Any row may be changed by adding to its elements a multiple of
the corresponding elements of another row.
194 The Gauss-Jordan method reduces the augmented system matrix
Problem
to a unity matrix of the form
Solving
10 0 a
0 10 b

0 0 1 c
where a, b, and c become the solutions of x, y, and z that solve the
set of simultaneous equations.
Consider first a linear system of two equations

Sx — 4y = 1

5x + 2y = 19

The augmented matrix is

3 -4 1
5 2 19
Multiply each element in row 1 by 1/3 to obtain a one in element
(1, 1).
1
1
3
19

To obtain a 0 in element (2, 1), multiply each element of row 1 by

—5 and add it to the element in row 2.

4 1
1
3 3
26 52
0
~3

To obtain a 1 in element (2, 1), multiply each element in row 2 by

_3 _

26 *

To obtain a 0 in element (1, 2), multiply each element of row 2 by

4/3 and add this value to the corresponding element in row 1.

10 3
0 1 2
Thus, the solution of the two original equations is x = 3, y = 2.
This may be extended to a system with three equations. Obviously,
it is time-consuming, but it is procedural and as long as one is
careful, the solution to sets of equations may be determined. Many
calculators as well as most spreadsheets have matrix equation
solvers built in; the coefficients of the augmented matrix need
only be entered.
A.32. Tastee Beverage Company makes three types of juice drinks: Cran- Problems
Orange, using 1 quart (qt) of cranberry juice and 3 qt of orange juice;
CranPine, using 1 qt of cranberry juice and 3 qt of pineapple juice;
and PineOrange, using 2 qt of pineapple and 2 qt of orange juice per
gallon. Each day the company uses 350 qt of cranberry juice, 800
qt of orange juice, and 650 qt of pineapple juice. How many gallons
of each blend must be produced daily to use the above amounts of
juice?
A.33. As president of ExpressAir, you are considering the purchase of
additional airplanes to expand your company’s capacity by 2000
seats. A mix of aircraft type is desired because of routing, and the
following information is known: Boeing 747s cost $150 million each
and carry 400 passengers, Boeing 777s cost $115 million each and
carry 300 passengers, and Airbus A321s cost $60 million and carry
200 passengers. The routes indicate that a wise mix of aircraft would
be equal numbers of 747s and 777s. The total budget available is
$710 million. How many of each aircraft can be purchased and still
satisfy the seating increase?
A.34. A Florida company maintains two distribution warehouses, one in
Jacksonville and the other in Sarasota. The warehouses supply
software manuals to two retail outlets, one in Orlando and the other
in Tallahassee. The Jacksonville warehouse has 1000 manuals, and
the one in Sarasota has 2000 manuals. Each retail store orders 1500
manuals. It costs $1 to ship a manual from Jacksonville to Orlando
and $2 to ship one from Sarasota to Orlando. It costs $5 to ship a
manual from Jacksonville to Tallahassee and $4 to ship a manual
from Sarasota to Tallahassee. For a budget of $9000, how many
manuals should be shipped from each warehouse to satisfy each
store’s requirements?
A.35. Solve Example A.4, using matrix methods.
A.36. A service station sells three grades of gasoline: regular, premium,
and super. One day the station sold 150 gal of regular, 400 gal of
premium, and 130 gal of super for a total of $909. The next day it
sold 170 gal of regular, 380 gal of premium, and 150 gal of super for
$931. The price difference between super and regular is one-half the
difference between premium and regular grades. Determine the cost
per gallon for each grade of gasoline.
A.37. A chemical engineer has three salt solutions available, 5 percent, 15
percent, and 25 percent, to make 50 L of a 20 percent solution. There
is much more 5 percent solution available, so a requirement is to use
twice as much 5 percent solution as 15 percent solution. Determine
the amount of each salt solution that is used to make the mixture.
A.38. A manufacturing company produces two products, I and II, that require
time on machines A and B. Product I requires 1 h on A and 2 h on B,
while product II requires 3 h on A and 1 h on B. The company is open
16 h/day, with the machines operating 15 h/day. What is the number
of each product that can be produced daily?
A.39. Three grades of resin are available which may be mixed together to 195
form a fourth resin. The costs of the initial resins are $4.60, $5.75,
196 and $6.50 per pound. The mixture value will be $5.25 per pound,
Problem and 20 pounds (lb) is needed. In addition, the amount of the least
Solving expensive resin should be equal to the total amount of the other two.
Determine the amount of each resin needed.
A.40. An engineering club holds a benefit party and collects a total of $2480,
consisting of $5, $10, and $20 bills. The total number of bills is 290.
The value of the total number of $10 bills is $60 more than the value
of the total number of $20 bills. Determine the number of each type
of bill the club has.

Quadratic A quadratic equation has the form ax2 + bx + c =0, where x is

Equations with the variable and a, b, and c are constants with a not equal to
One Unknown zero. There are several methods used to solve this equation, such
as factoring, completing the square, graphs, and the quadratic
formula. The quadratic formula is

—b ± Jb2 — 4a c
x
2a

There will be two roots to a quadratic equation; two values of x

will satisfy the equation. Often only one is physically possible,
and this is the selected value.

Example A.5 A supplier bought a certain number of copies of

software for $1800 and sold all but six copies. The supplier made a
profit of $20 per copy for each package of software sold and decided
to reinvest the revenue in more copies. The resultant purchase
was 30 copies more than the original order. Find the unit software
cost.
Solution
Given:
The total cost for an unknown amount of software, the profit for
the copies sold, and the number of additional copies that can be
purchased.
Find:
The unit cost of the software.
Sketch and Data:

Total cost = $1800

x = cost/copy

Figure A.5
Assumptions: Problems 197
The unit cost of the software did not change.
Analysis:
Let x be the cost per copy of software purchased for $1800. The total
number of copies is 1800/x. The total revenue TR received is
(Number of copies sold) x (Income per copy) = Total revenue

/I 800 \
- 6 (x + 20) = TR (A. 13)

This value of total revenue may also be represented by the total

number of new copies of software purchased.
(Number of copies purchased) x (Cost per copy) = Total revenue

1800 x
— + 30>Vx)
l(x) = TR (A.14)

Equating Equations (A.13) and (A.14) yields

1800 V , /1800
-- 6 (x + 20) = (x) (-+ 30
■

36x2 + 120x- 36,000 = 0

x2 + 3.333x- 1000 = 0
Use the quadratic formula to solve for x.

-3.333 ± Vi 1.111 - (4)(1)(— 1000)

x =
2(1)

= 30, -33.33
The only physically possible answer is $30 per copy.

A.41. A right triangle is formed from a wire 60 cm long. The triangle’s Problems
hypotenuse is 25 cm. Find the lengths of the other two sides.
A.42. A student is given a 9-in. by 12-in. piece of paper and is told to
construct an open box by cutting equal squares from each of the
corners of the paper and then folding up the sides. The base areas
should be 60 in2. Find the length of the sides of the squares that are
removed.
A.43. A student is driving home, a distance of 150 mi, for the weekend.
From previous experience, the student knows that increasing the
average speed by 10 mi/h could reduce the time of the trip by 35 min.
What is the actual average speed?
A.44. Two pipes, I and II, can be used to fill a tank. Pipe I fills the tank in 4
h. If pipe II is used by itself, it takes 3 h longer than if both pipes are
198 used simultaneously. Determine the time it takes to fill the tank with
Problem
pipe II.
Solving

Exponential and An exponential function may be defined as fix) = ax. Examples

Logarithmic of this are a25, 2*, and 3_1. Exponential growth is frequently
Functions encountered in engineering, science, and mathematics. Imagine
that a population is increasing at 6 percent per year. If the
initial population is 7o, then the population after n years is
I = I oil + 0.06)". If a certain animal species increases at a rate
of 6 percent and its initial population is 10,000, the population
after 5 years is I = (10,000)(1.06)5 = 13,382.
A very useful exponential function occurs when fix) = ex, in
which e is the irrational number 2.718281828. The exponential
function is used to model many natural systems, such as the
exponential decay of radiation, transient responses in electrical
and mechanical systems, and population change.
A logarithm is the exponent of an exponential function that
represents a real, positive number. Two logarithms are commonly
used: logs to the base 10 (common logarithms) and logs to the base
e (natural logarithms). Consider the number 820 represented as
10*, where x is 2.9138, or ex where x is 6.7093. The exponent is
the logarithm of the number to a given base. Thus,
log10 820 = 2.9138

loge 820 = In 820 = 6.7093

An example of a log function commonly used is the decibel rating
of sound. The loudness of sound is measured in decibels (dB) and
is a log10 equation (we omit the subscript 10, as it is understood):
dB = 10 log(//J0)
where Io is the intensity of the faintest sound that can be heard
and I is the intensity of the actual sound. If I = 10,0007 io, then
dB = 10 log10( 10,0007o/Io) = 40
For the decibels to increase from 40 to 50, the intensity must
increase from 10,0007o to 100,0007o.
Sometimes students have difficulty solving exponential and
logarithmic equations. Consider the equation
50 = 1000(1 -e~3t)
and solve it for t. The following steps may be used:

0.05 = 1 -e~3'

0.95 = e~3t

In0.95 = -0.05129 = -3* In e = -3f(l)

t = 0.017
 Solve the following equation for x:
Problems 199
y = a ln(l + x/a)

y/a = ln(l + x/a)

eyla = 1 + x/a

x = a(ey^s — 1)

A.45. Assume the annuai rate of inflation is 5 percent. Determine how long Problems
it will take for prices to double if they rise in proportion to inflation.
A.46. The half-life of radioactive carbon 14 is 5700 years. After a plant
or animal dies, the level of carbon 14 decreases as the radioactive
carbon disintegrates. The decay of radioactive material is given by
the relationship A = A0e~kt, where A0 is the initial amount of material
at time 0 and t represents the time measured from time 0 in years.
For carbon 14, k = 1.216 x 10~4 years. Samples from an Egyptian
mummy show that the carbon 14 level is one-third that found in the
atmosphere. Determine the approximate age of the mummy.
A.47. Paint from cave drawings in France indicates a carbon 14 level 15
percent of that found in the atmosphere. Determine the approximate
age of the drawings.
A.48. The amount of a certain chemical A that will dissolve in solution
varies exponentially with the Celsius temperature T according to the
equation A = 10eooir. Determine the temperature that allows 15 g
of chemical to dissolve.
A.49. Newton’s law of cooling describes the cooling or heating of an object
by a fluid (liquid or gas). The temperature variation with time is given
by the equation T{t) = T0 + Ae-W, where A is a constant equal to
100, k is a constant equal to 0.1, f is the time in minutes, and T0 is the
surrounding fluid temperature. Determine the time it will take a cup of
hot coffee to cool to 30° in a room at 20°.
A.50. Plutonium 239 decays at a rate of 0.00284 percent per year. If the
initial sample size of P-239 is 10 g, how much will remain as P-239
after 20,000 years?
A.51. A strain of bacteria is reproducing continuously at a rate of 0.31
percent per minute. A culture with 1000 organisms will double in size
in what amount of time?
A.52. The Richter scale is used to measure the intensity of earthquakes and
is given by the formula R = 0.667(log E - 4.4), where E is the en¬
ergy released in an earthquake, measured in joules. The San Fran¬
cisco earthquake of 1906 registered 8.2 on the Richter scale, and one
in 1989 measured 7.1. What is the percentage of energy released in
the 1989 earthquake compared to the one in 1906?
A.53. The decibel level of sound from a stereo set decreases with distance
according to the relationship
200 Problem 320 x 107
Db = 10 log
Solving

Determine the decibel rating at 5,10, and 15 ft. Express the relation¬
ship in the form Db = a + blog r.

Trigonometry Algebra and trigonometry are related in that trigonometry prob¬

lems often require algebraic problem-solving ability. Figure A.6
illustrates a right triangle. The Pythagorean theorem is exten¬
sively used in the solution of right triangles: a2 + b2 = c2. The
commonly used trigonometric functions are as follows:

Trigonometric ratio Abbreviation Definition

Side opposite _ a
sine of 0 sin 6
Hypotenuse c
Side adjacent _ b
cosine of 0 cos 6
Hypotenuse c
Side opposite _ a
tangent of 6 tan 6
Side adjacent b

Angles are measured in degrees or radians. There are 360°

in a circle and 2 it radians (rad). Figure A.7 illustrates angles

Figure A.6

Figure A. 7
 oni
Laws of Cosines 1
and Sines

Figure A.8

using degree notation, and Figure A.8, degree measurements with

radian notation. Note that 1 rad is the angle whose subtended
arc has a length equal to the radius of the circle. Each degree is
equal to 7t/180 rad. Calculators use either degrees or radians; be
sure to check which is required. Computer programs often use the
trigonometric angles measured in radians.

A.54. A plot of land is a 270° sector with a 10-ft radius. Determine the area. Problems
A.55. A curve along a highway is a circular arc 50 m long with a radius of
curvature of 250 m. How many degrees does the highway change its
direction along the arc? B C

A.56. Find the area of the sector inside the square ABCD.
A.57. The angle of elevation to the top of a flagpole is 40° from a point 30
m from the base of the pole. What is the height of the pole?
A.58. A kite string forms an angle of 42° with the ground when the entire
800 ft of string is used. What is the kite’s elevation?
A.59. An 80-ft pole is stabilized by guide wires which run from the top of the
pole to the ground. The wires are located 15 ft from the base of the A D
pole. What length of wire is required? What is the angle that the wire
makes with the ground? Figure AP.56

In general, many triangles are not right triangles, but obtuse Laws of Cosines
triangles, as illustrated in Figure A.9. There are two laws that and Sines
assist in providing relationships between sides and angles. The
law of cosines is

Figure A.9
202 Problem A2 = B2 + C2 - 2 BC cos a
Solving
and the law of sines is
A = JB_ = C
sin a sin (3 sin y

Problems A.60. A surveyor measures the angle of elevation of a mountain from point
A and finds it to be 23°. The surveyor moves 1/4 mi closer to the
mountain and finds the angle of elevation is 43°. What is the height
of the mountain?
A.61. A 12-ft flagpole stands at the edge of a building’s roof. The angle of
elevation from the ground 65 ft from the building to the top of the
flagpole is 78°. Determine the building’s height.
A.62. A diagonal of a parallelogram has length of 60 in. and makes an
angle of 20° with one of the sides. The side has a length of 25 in.
Determine the length of the other side of the parallelogram.
B A.63. Determine the length of AB in Figure AP.63.
A.64. A surveyor is determining the distance between two points A and
B located on the shoreline. The surveyor is located at point C and
measures the distance AC to be 180 m and BC to be 120 m. The
angle at C is 56°. Find the distance AB.
A.65. In Problem A.64, let the angle at Cbe 130°, and find AB.
A.66. Two guide wires are attached to the top of a pole and are anchored
into the ground on opposite sides of the pole at points A and B. The
ground is the same elevation relative to the pole in all directions. The
distance AB is 40 m, and the angles of elevation at A and B are 70°
Figure AP.63 and 55°, respectively. Determine the guide-wire lengths.
A.67. An airplane is flying in a straight line and at constant elevation toward
an airfield. At a given instant, the angle of depression between the
plane and airfield is 32°. After it flies two miles, the angle of depression
is 74°. What is the distance between the plane and the airfield at the
second point?
A.68. In Figure AP.68, points A and B are on the same side of the river, and
the distance AB is 600 ft. Determine the distance CD on the opposite
side of the river.

Figure AP.68
All number systems have a certain commonality of structure, Number
and before we analyze the binary system, we first examine the Systems
decimal, or base 10, system.
Consider the number 542.1. It is really a group of additions of
numbers of various powers of 10:

500 5 X 102

40 4 X 101

2 2 X 10°

0.1 1 X 10_1

542.1

The value of the right-hand column can be generalized with the

coefficients of the powers written as An; thus 5 is the coefficient
of 102, and any number in decimal would have the decimal form
of

An x 10" + An-1 x 10n_1 + ••• + A2 x 102 +Ai x 101 +A0 X 10°

We can use the same concepts inherent in the previous equation Binary System
for any number system. Let the number system be the binary
number system, where numbers are to the base 2. Thus, any
number can be written as

Bn X 2" +B,_i X 2n_1 + ••• + B2 X 22 + Bi X 21 + 50 X 2°

In the decimal systemAn can assume any value between 0 and 9,

but 10 is not an allowed coefficient. If we extend this to the binary
system, Bn can assume any value between 0 and 1, and 2 is not
an allowed coefficient.

Representations and Calculations

The following convention is used to distinguish between number
systems. Let us write the numbers 2 and 10 in each of their
number systems. In the decimal system 2 is 2 X 10°, whereas in
the binary system 2 is 1 X 21 + 0 X 2° = 102, where the subscript
2 tells us that this the base-2 system.
The decimal system expresses the number 10 as

1 X 101 + 0 X 10° = 10

In the binary system 10 is expressed as

1 X 23 + 0 X 22 + 1X2 + 0X 2° = 10102
8 + 0+ 2 + 0 = 10io 203
204 Consider the opposite situation: convert IOOIIIO2 to its decimal
Problem
equivalent. Count the number of places in the expression to
Solving
determine how many terms are involved in the conversion. In this
case there are seven.
1 X 26 + 0 X 25 + 0 X 24 + 1 X 23 + 1 X 22 + 1 X 21 + 0 X 2°
64 +0 + 0 + 8 + 4 + 2+0 = 78io

Octal and Two other number systems are often used in computers: the octal,
Hexadecimal or base-8, system, and the hexadecimal, or base-16, system. In
Systems the octal system, the range of the coefficients is from 0 to 7. In the
hexadecimal system a problem arises if we let the coefficients vary
from 0 to 15, as any value beyond 9 is not unique. To resolve this,
the hexadecimal system uses 0 to 9 plus A to F to uniquely define
the coefficients. Table A.l gives the equivalents for the number
systems. Conversion between decimal and octal or hexadecimal is
rare. Much more frequent, and simpler, is the conversion between
the binary system and the octal or hexadecimal system. In this
case, the conversion is much simpler, as 8 and 16 are powers of 2.
Use Table A.l to convert IOIOOIIO2 to hexadecimal notation.
Divide the term into groups of four, starting with the right-hand
side and adding zeros as necessary to the left-hand side to create
the necessary groupings. Thus, the three groups are

00012 00112 01012

1 3 5 = 135i6

Table A.l Decimal, binary, octal, and

hexadecimal number equivalents

Decimal Binary Octal Hexadecimal

0 0 0 0
1 1 1 1
2 10 2 2
3 11 3 3
4 100 4 4
5 101 5 5
6 110 6 6
7 111 7 7
8 1000 10 8
9 1001 11 9
10 1010 12 A
11 1011 13 B
12 1100 14 C
13 1101 15 D
14 1110 16 E
15 1111 17 F
16 10000 20 10
17 10001 21 11
18 10010 22 12
19 10011 23 13
20 10100 24 14
Operations that are easy in the decimal system become more Mathematical
complicated in the binary system. In part this is because our Operations
mind-set is conditioned to the decimal world.

Addition
Consider the following addition operations in binary: 0 + 0 =
0;0+1 = 1; 1 + 1 = 0 = IO2. In this example, 1 is carried to
the next place, leaving a 0 in the original location. To help with
additions, we can use a truth table, as shown in Table A.2. It
helps to remember terms from arithmetic; augend is a number to
which another number is added, while addend is a number that
is added to another. The result is a sum and/or a carry to the next
place. The table represents all the possible combinations that can
occur. Caution is required when you carry a 1 in addition, as it
may cause an additional 1 to carry.
For instance, add the binary numbers 1 and 1010 as follows:

1010
0001
1011
If binary numbers 1 and 1111 are added, we get the following
results:

1111
0001
10000
The carry created 0s, and an additional place was required.

Table A.2 Binary addition truth table

Augend Addend Sum Carry
0 0 0 0
0 1 1 0
1 0 1 0
1 1 0 1

Subtraction
Subtracting binary numbers produces another truth table, Table
A.3. The subtrahend is the number to be subtracted, the minuend
is the number from which the subtrahend is subtracted, yielding
the difference between them. At times it is necessary to borrow
from the next place. Subtract the following binary numbers. The
italic 1 over the minuend indicates that a borrow is necessary.
206 Problem 1 1111
Solving 11101 10000
-ion -_n
10010 1101
Actually, computers subtract by creating a complement of the
subtrahend and adding this to the minuend. Thus, both addition
and subtraction become processes of addition. We will see that
multiplication and, by extension, division also become processes
in addition that the computer quickly performs .

Table A.3 Binary subtraction truth table

Minuend Subtrahend Difference Borrow

0 0 0 0
0 1 1 1
1 0 1 0
1 1 0 0

Multiplication
Multiplication is an addition process; if we are multiplying 18 X12,
for instance, 18 is added to 0 twelve times or to itself 11 times.
In the process of multiplication in the decimal system, we first
multiply 18 X 2 and add this to the multiplication of 18 X 10. In the
binary system a similar process occurs. First, the binary number
system multiplication table is as follows:
0X0 = 0

0X1 = 0

1X0 = 0

1x1 = 1
Let us convert 18 X 12 to its binary equivalent of 10010 X 1100:

10010
X 1100
00000
00000
10010
10010
11011000 = 216io

In a similar manner, division may be viewed as repeated

subtractions, additions of the complement as noted, and this is
the process for division as well.
A.69. Write the following decimal numbers in power-of-10 notation. Problems
(a) 1990 (b) 22.22 (c) 0.1911
A.70. Write the following binary numbers in power-of-2 notation.
(a) 11001 (b) 100100111 (c) 0.11101
A.71. Convert the following decimal numbers to their binary equivalents,
(a) 296 {b) 16 941 (c) 3.1416 (d) 0.1110
A.72. Convert the following binary numbers to their decimal equivalents,
(a) 101.101 {b) 10001001 (c) 0.1110
A.73. Convert the following decimal numbers to their octal and hexadecimal
equivalents.
(a) 19 {b) 2015 (c) 92.20 (of) 0.824
A.74. Convert the following binary numbers to their hexadecimal equiva¬
lents.
(a) 1010101101 (b) 1011.01 (c) 0.101101
A.75. Add the following pairs of binary numbers.
1001 101 1101 10010010
(a) 101 (b) 111 (c) 10 10001110
A.76. Subtract the following pairs of binary numbers.
. . Ill ... 1001 . . 1111 _ 1100011
^ 11 111 1001 W 1011100
A.77. Multiply the following pairs of binary numbers.
1101 ... 10000 . . 110 110011
(a) 100 (b) 10110 (c) 11 100101

207
Answers to
Selected
Problems
Chapter 4 4.43. ACB = 93.9 cm
4.45. 2M* = 0; XMe = 0
4.1. 23.5 O
4.47. = 7Nm
4.3. 8.57 a
4.49. 1458.3 N; 1041.7 N
4.5. 13.57 O, 0.505 A, 0.379 A
4.51. 159.4 Ibf; 95.6 Ibf
4.7. 0.12 A
4.53. 7078 N
4.9. 1.25 a, 20 a 4.55. AL = 2.5 mm; cr = 177.8 MPa
4.11. 2.96 a
4.57. 222.8 MPa
4.13. /‘i = -14 A (from node); i2 = 16 A; /3 =
4.59. 6.9 mm
6 A; /4 = 22 A
4.61. 5.0 mm
4.15. 20 V, 2 A
4.63. 500 kg/s; 254.6 m/s
4.19. 9.807 V
4.65. air 104.5°C; water 17.9°C
4.21. 16 bulbs
4.67. 22.4 C
4.23. 0.208 A
4.69. (a) 2.79 x 107 kJ; (b) 37453 kJ;
4.25. 8.02 a
(c) 287 250 kJ
4.27. 151.8 a
4.71. (a) KE = 0, PE = 367.5 J; {b) KE = 245 J,
4.29. a does not balance; b essentially balances
PE = 122.5 J; (c) KE = 367.5 J, PE = 0
4.31. Switch on AND bank door open AND safe
4.73. 187.5 kJ
door open AND alarm sounds
4.75. AL/ = 68.6 kJ
4.33. A B C D
4.77. 8u = -481.6 kJ/kg
0 0 0 0
4.79. 431.6 kJ
0 10 1
10 0 1 4.81. heat added = 30 000 kJ; heat rejected =
18 000 kJ
1110
4.37. Force AC = 13 252 N; Force BC = 9766 N 4.83. 10.24 m3/s
4.39. Drag = 53.7 N; AC = 128 N 4.85. 4424 metric tons of coal daily; 5309 kg of
sulfur daily; 360 railroad cars weekly
4.41. AC = 321.3 N; BC = 212.2 N

208
Appendix A.45. 14.:2 years
A.1. 100 A.47. 15,1302 years
A.3. 150 gal A.49. 23 Imin
A.5. 300 kg A.51. 2231.6 min
A.7. 55.5% A.53. Db = 95.05 - 20 log r
A.9. 20 min A.55. 11.-4
A.11. 62.5 mph A.57. 25. 17m

A.13. 16.92 in. A.59. 1621.8 ft

A.15. 8.59 A.61. 3001.6 ft

A.63. 48
A.17. 4 more workers
A.65. 273: ft
A.19. 0.595 gal
A.67. 2.28 mi
A.21. 62.8 mph
A.71. (a) 100101000
A.23. 560 kN/m2
(b) 100001000101101
A.25. 16.4
(c) 110010010001
A.27. 30.77 lit, 49.23 lit (d) 0.00011100011
A.29. 100 qts, 200 qts A.73. (a) 23s, 13i6
A.31. $1000 (b) 37378, 7DF16
A.33. 2-747’s, 2-777’s, 3-A321’s (c) 134.148, 5C.316
(d) 0.6458, O.D28i6
A.37. 5 lit 15 percent, 10 lit 5 percent,
A.75. (a) 1110
35 lit 25 percent
(b) 1100
A.39. 2 lbs, 8 lbs, 10 lbs
(c) 1111
A.41. 20,15 (d) 100100000
A.43. 46 mph
 —

'

211
A Copyrights, 66
Acid rain, 138 Creativity, 27
Aerospace engineering, 20
Aesthetics, 49 D
Alternative solutions, 50 Databases, 156
Analysis, 73 DC circuits, 78
Analysis and testing, 33 Design, overview, 32
AND Gate, 84 Design journal, 49, 151, 171
ASCII, 152 Design portfolio, 49
Assessment of portfolio, 59 Design problems, 155
Attention, relaxed, 31 Design process, 27, 32
Design report, 62
B Differential gears, 7
Bar codes, 13 Documentation, 47
Bell, Alexander Graham, 13 Drag, 143
Binary number system, 203
Bioengineering, 20 E
Boulton, Matthew, 11 Ecological design, 39
Boundary layer, 143 Edison, Thomas, 12, 29
Brainstorming, 32, 50 Electrical engineering, 23, 76
Business plan, 165 Energy, conservation of, 132
Engineering, definition, 1
C Engineering analysis, 73
Cellular antenna, 160 Entrepreneurship, 164
Center of gravity, 105 Environmental engineering, 23
Chemical engineering, 21 Equation solvers, 154
Civil engineering, 21 Exponential function, 198
Clock, 10
Communication, written, 47 F
Complex systems, 42 Factor of safety, 111
Computer engineering, 22 First law of thermodynamics,
Computer programming, 152 132
Computer science, 22 Force, 74, 100
Computer-aided design, 153 Free-body diagram, 106
Computers, 83
Concurrent engineering, 34, 163 G
Constraints, 17, 32 Gutenberg, Johann, 9
214 H P
Index Pacemaker, 2
Harrison, John, 10
Heat, 131 Patents, 66
Hexadecimal number system, 204 POSTNET, 14
Hydraulics, 138 Potential energy, 131
Power plant, 136
I Printing press, 9
Ideation, 30 Problem solving, 75
Industrial engineering, 24 Problem statement, 32
Impact of technology, 18 Product life cycle, 43
Innovation, 41 Proposals, 163
Internal energy, 132
Inverter, 86 Q
Investigation, 32 Quadratic equation, 196
Quality, 41, 168
K Quality assurance, 168
Kinetic energy, 131
Kirchhoff’s laws, 78 R
Relays, 128
L Relaxed attention, 31
Latitude, 10 Report, design, 62
Linear equations, 183 Resistance, electrical, 77
Linear equations, simultaneous, Resultant, 101
188 Robustness, 42
Linear equations, three variables, Rubrics, 60
190
Logarithmic function, 198 S
Logic circuit, 84 Safety, 42
Logic diagrams, 84 Sail, 140
Longitude, 10 Science, definition, 2
Science, nature of, 15
M Scientific method, 15
Mass, conservation of, 129 Scratch plow, 6
Master of Business Administration, Shear, 109
181 Sketching, 29
Mathematics, nature of, 16 Specifications, 32
Matrix solution of equations, 193 Spreadsheets, 154
Mechanical engineering, 24 Starting motor, 128
Mechanics, 100 Static equilibrium, 6, 75,
Metallurgy, 7 107
Moments, 104 Steam engine, 10
Multicriteria decision analysis, 36 Strain, 110
Strength of materials, 109
N Stress, 109
Newton’s second law of motion, 2 Sulfur dioxide, 138
Sustainable design, 39
O
Octal number system, 204 T
Oested, H. C., 11 Technical decision analysis,
Optimum, 3 36
Optimum solution, 50 Technology, impacts of, 18
OR Gate, 85 Tension, 110
Thermostats, 124 W
Toasters, 126 Index 215
Waterworks, 174
Tolerance, 162 Watt, James, 10
Tolerance analysis, 162 Wheatstone bridge, 82
Trademarks, 66 Windmills, 142
Transmittal letter, 63 Wing, 140
Trigonometry, 200 Word processing, 155
Work, 130
V Writing effectiveness, 48
Vision, 28
Visual ability, 29 Y
Volta, Alessandro, 11 Young’s modulus, 110
'
"v
-
 a
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