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ABOUT THE AUTHOR
Robert W. Messler, Jr., Ph.D., is a recipient of numerous awards for teaching materials, welding, joining,
and design at Rensselaer Polytechnic Institute. He practiced engineering for 16 years in industry, and
then for 7 years he served as Technical Director of RPI’s world-renowned Center for Manufacturing
Productivity. Dr. Messler has authored five other technical books and is a fellow of both ASM
International and the American Welding Society.
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Contents
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi
INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
CHAPTER 1 Engineers as Problem Solvers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
CHAPTER 2 Problem-Solving Skills versus Process versus Techniques . . . . . . . . . . . . . . . . . . 17
ix
x Contents
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267
Preface
Inhabitants of our planet have been faced with problems that need to be overcome since they first
walked erect . . . and, perhaps, before. Even many of our fellow creatures are faced with problems that
have to be overcome, from building a nest, den, or lair, to finding and securing food, to fording streams,
crossing swampy ground, or surviving storms. But human beings have distinguished themselves as
problem solvers from time immemorial. From the “architects” (actually, engineers) who designed and
built the Great Pyramids at Giza to the myriad of engineers of many disciplines who allowed a man to
plant an American flag on the Moon before returning safely to Earth, mind-boggling problems—that
most of these people would have referred to as “challenges,” as opposed to problems, in their optimistic
outlook—had to be overcome by a combination of ingenuity, creativity, agility, and versatility.
While a formal education in the sciences, mathematics, and basics of engineering (statics, dynamics,
fluid mechanics, thermodynamics, kinetics, heat transfer, electronics, etc.), followed by discipline-
specific required and elective courses, is necessary for a young person to become an engineer, this is
not sufficient. To become a real engineer, one needs to “marinate” in engineering by working with and
among other engineers, technicians, and skilled crafts- and tradespersons, learning the techniques of
problem-solving that were probably not explicitly taught, if they were even mentioned, in engineering
school. It is knowledge of these techniques that allows one to both solve a problem and, in the
longer haul, approach problem-solving with confidence. Knowing what to do to solve a problem is
empowering, while solving the problem is often only momentarily fulfilling.
It is the premise of this book, which the author derived from more than 25 years as an “engineer
who teaches,” that simply being given innumerable problems within courses to solve in a variety of
subject areas may not enlighten the student with recognition of the technique that was employed to allow
success. After all, it is a stark reality that an engineering student’s first objective is to survive engineering
school. His or her second objective—despite what professional educators and parents, alike, desire—is
learning for the long haul. Even more significant may be that faculty in modern engineering schools
or colleges build careers on the success of their research and fulfill an essential need by teaching what
they know best. What they know best is, of course, their area of specialization, on which their research
is based. Fewer and fewer of those who enter an academic career in engineering do so from a former
position as a practicing engineer. Rather, more and more, they do so either directly from graduate school
or through a carefully structured set of experiences as researchers (e.g., graduate research assistants,
postdocs, tenure-track/tenured faculty). Thus, the reality is, fewer and fewer of those charged with
teaching engineering actually practiced engineering; that is, they never “marinated” in engineering.
Not surprisingly, therefore, fewer and fewer are explicitly aware of the variety of techniques by which
real-world problems can be solved—beyond mathematical approaches based largely on “plug-and-chug”
manipulations of equations using given values to arrive at a closed-ended solution.
This book is intended to end this situation—to attempt to shortcut the process of gaining the self-
confidence that comes with having a diverse set of powerful tools and techniques by which problems
can be approached and solved. By putting more than 50 tried-and-true techniques in writing, organized
into mathematical approaches, physical/mechanical approaches, visual/graphic approaches, and abstract/
conceptual approaches, and by illustrative examples of how each technique can be used, the young
engineer-to-be or young engineer new to practice is made patently aware of how to solve problems.
To keep what could easily become tedium from closing off one’s mind, if not making one close the
xi
xii Preface
book, the writing style is kept as comfortable and conversational as possible. But readability doesn’t
sacrifice technical accuracy or sophistication. Throughout the book, the author has interspersed what he
hopes are enlightening and fun historical contexts and anecdotes. Likewise, each chapter contains figures
that attempt to be visually striking as much as enlightening and tables that either summarize or support
key concepts.
Most important, it is the author’s sincere hope that readers will find this a joy-filled journey, as much
as or more than simply another important technical book. Get ready to see the myriad of timeless and
time-tested techniques used by our proud forbearers in engineering, and enjoy the journey.
1
The American Heritage Dictionary of the English Language, 4th edition, 2006, Houghton Mifflin Company, Boston, MA.
2
Maslow subsequently extended his ideas to include his observations of humans’ innate curiosity, which, especially apropos to the
subject of this book, brings with it a need to be strong problem solvers.
3
Viktor Emil Frankl, the Austrian neurologist and psychiatrist, added a sixth level to Maslow’s hierarchy, i.e., “Self-
Transcendence,” in which people seek to go beyond their prior form or state.
4
Orang-utans literally means “person” (orang) of the “forest” (hutan) in the native language of Borneo, where these great apes are
found.
3
4 Introduction
Self-actualization
(Achieving individual potential)
Esteem
(self-esteem and esteem from others)
Belonging
(Love, affection, being a part of groups)
Safety
(Shelter, removal from danger)
Physiological
(Health, food, sleep)
■ Beavers cutting and moving trees to create bridges across boggy areas and streams—to increase their
mobility, extend their range, and attend to their needs for love, affection, and belonging by improving
chances to find a suitable mate (Level 3).
■ Ants building bridges using their own bodies to enable other ants to cross an obstacle (see YouTube.
com, “Ants Engineering—Building Bridge Within No Time”)—to increase their mobility and extend
their range (Levels 1 and 3). Remarkable video, more remarkable problem-solving, as one watches
the first ants to encounter the obstacle assessing the problem and a solution!
Of course, most of us are aware how clever common tree squirrels are at problem-solving when it
comes to getting food from hanging bird feeders, even “squirrel-proof ” ones, by causing them to spill
seeds onto the ground by shaking or even spinning the feeder.5 Recent studies have also proven that
Aesop’s fable “The Crow and the Pitcher,” in which a crow drops pebbles into a pitcher half filled with
water to raise the level to allow him to drink, has a real basis in fact. Rooks (relatives of crows) have
been observed dropping small rocks into water to raise the level to allow a worm floating on the surface
to be caught.6
Clever as our animal friends are, they don’t come close to solving the number, diversity, and
complexity of problems that we humans have solved and continue to solve since our appearance on this
planet. In fact, there are people who are specially trained to solve problems for the benefit of others.
They are known as engineers. According to the dictionary,7 engineers, as a plural noun, are defined
thus: “[Engineers] apply scientific and mathematical principles to practical ends such as the design,
construction, and operation of efficient and economical structures, equipment, and systems.” As a verb,
to engineer means “to plan, manage, or put through by skillful acts or contrivance,” the latter term
meaning to “devise with cleverness or ingenuity.” By this last definition, some of our animal friends are
definitely Nature’s engineers. But we human engineers truly excel at problem-solving.
No one could begin to list, no less describe, the innumerable problems solved by engineers over the
ages, and this book is not intended to see what problems engineers have solved; rather, it is intended
to compile and describe what techniques engineers use in problem-solving. But we can probably agree
that problem-solving for engineers falls into one of two broad categories: Problem-solving of necessity
5
Search YouTube.com under “Squirrels get to bird feeder . . .” to see real animal ingenuity at work!
6
Check out www.sciencedaily.com/releases/2009/08/090806121754.htm.
7
Ibid., Footnote 1.
CHAPTER 1 ■ Engineers as Problem Solvers 5
Figure 1–2 A wild gorilla using a dead stick (top image, to her left) as a stabilizer while using her other,
free hand to gather aquatic herbs. (Source: Originally by T. Breuer, M. Ndounoku-Hockemba,
and V. Fishlock, in “First Observations of Tool Use in Wild Gorillas,” PLoS Biol [Journal of
the Public Library of Science] 3(11):e380, 2005; WikiMedia Commons from an image search,
used freely under Creative Commons Attribution 2.5 license.)
and necessary problem-solving. The former involves solving problems that must be solved on their
own account—as ends in themselves—the most obvious examples being problem situations that are
life-threatening (e.g., preventing life-destroying flooding along rivers using dikes or protecting ships
and sailors from life-threatening rock outcroppings using lighthouses). The latter involve solving the
many and varied problems that arise in the course of voluntarily undertaking each and every design or
construction project (e.g., stabilizing the soil for the foundation of a large civil structure or lifting heavy
structural elements into place) or operating equipment, a process, or a system (e.g., achieving desired
control for safety, efficiency, and economy). The Seven Wonders of the Ancient World are an interesting
case in point.
Created in various versions in the first and second centuries BC, most notably by Antipater of Sidon
and an observer identified as Philon of Byzantium, the original list was more a guidebook of “must see”
sites for Hellenic tourists than any attempt to catalog great works of engineering located around the
Mediterranean Sea.8 Table 1–1 lists the Seven Ancient Wonders and some basic information on each,
while Figure 1–5 shows an artist’s concepts of the seven. A strong argument could be made that only the
Lighthouse at Alexandria was probably a solution to a problem (for navigators to the greatest city of the
time), that is, involved problem-solving of necessity. The others—while each a marvel of engineering at
any time, no less during ancient times—were more an appeal to one of Maslow’s two highest-level needs
for self-esteem and self-actualization. The Hanging Gardens of Babylon, on the other hand, was surely
created out of the need for King Nebuchadnezzar to express his love for his wife, Amytis of Media,
fulfilling a Level 3 relationship need.
8
For the ancient Greeks, the region surrounding the Mediterranean Sea was their known world (i.e., the Hellenic world). They
probably didn’t venture far beyond this area.
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"Indeed! Come into the drawing-room and rest. Jean will bring
something to eat and drink immediately."
She led the way into the room, gave Harry a comfortable chair,
and sat opposite to him, folding her plump hands on her lap, and
heaving a sigh of satisfaction and relief. The servant soon
reappeared with a tray, and when Madame de Vaudrey had seen
Harry supplied with drink and food that pleased him, she dismissed
her man, read the letter Mynheer Grootz had enclosed with his gift,
and began to talk.
"You are English? That is interesting. My dear husband's mother
was English, so that my daughter has a little—a very little, of course
—English blood in her. I cannot tell you how thankful I am that you
came when you did. That is also another debt I owe to Mynheer
Grootz. He writes very amiable things of you. I was at my wits' end,
Monsieur Rochestair; I will tell you about it.—Do you like that wine?"
"Thank you, it is excellent."
"I am so glad! You speak French very well for an Englishman.
My daughter wishes to learn English. She takes after her father, not
after me. I wonder where she is?"
Harry followed her glance to the door; he too had wondered
what had become of the tall girl who had shown so much
decisiveness of character at an awkward moment. But she did not
appear.
"Well," continued the amiable hostess, "let me tell you all about
it."
Mynheer Grootz's recommendation was clearly a passport to her
favour. She leant back in her high chair, and in her clear, well-
modulated voice told Harry what he was, it must be confessed,
curious to hear. It was three years since her husband, the Comte de
Vaudrey, died. He was a student, not a man of affairs; and his
fortune suffered through his lack of business-like qualities. The
estate, a small one, purchased by his father when as a Huguenot he
fled from France at the revocation of the Edict of Nantes, was now
much encumbered. Monsieur de Vaudrey had bought the best
perspective glasses and other expensive scientific instruments, had
spent large sums on rare books and specimens, and had so
embarrassed himself that he had to apply to the Amsterdam
bankers, who advanced him money on a mortgage of the estate. Not
long afterwards he died.
"It is only a year ago," continued Madame de Vaudrey, "that we
learnt that we were to have a neighbour. The estate adjoining our
own had been in the market for many years, and we heard that it
had at last been purchased by a Monsieur de Polignac, a Frenchman,
and a Huguenot like ourselves. We were rejoiced at the news; a
neighbour of our own race and faith would be so charming, we
thought. And so indeed he was, at first. I thought his visits to his
estate too few; he was so often at the Hague; when he came to see
us he was so debonair, so gracious, that I liked him well. With my
daughter, quite the contrary. It was prejudice, I told her; but from
the first she looked on him coldly. Then all at once he became a
more frequent visitor, and I saw—yes, a mother's eyes are keen—
that he had pretensions to my daughter's hand. I did not oppose
him; he was rich, noble, a Huguenot; but Adèle—certes, Monsieur
Rochestair, no maiden could ever have given less encouragement.
The first time he was refused he smiled—he does not look well when
he smiles, think you?—and said that he would still hope. But though
I thought the match a good one, I would not persuade my daughter:
she is all I have, Monsieur, and so young. He went away; then a few
days ago I am astonished to see him reappear in company with
Captain Aglionby, who is visiting him. Now first I begin really to
dislike Monsieur de Polignac."
"Did you know Captain Aglionby before, then?" asked Harry in
surprise.
"Yes; that is why. I know him, and I think no friend of his can
be a good man. Captain Aglionby stayed for a month in this house
some five years ago. No, he was not a welcome guest; he was
brought here to recover from a wound he had received in a skirmish
near by; ah, Monsieur, he is an odious man! I hate his loud voice, his
turbulence, his rodomontade; imagine, three times, Monsieur, three
times he intoxicated himself in my house, and excused himself with
the plea that he had done so many times with the Czar of Muscovy.
He used to force himself into my husband's study, meddle with his
things, spoil his scientific experiments—my husband was discovering
a plan to get gold from sea-water, and we should have been so rich!
But the odious captain ruined all. I am sure he did, for the
experiments came to nothing."
"Why did you put up with it?"
"Alas! what could we do? My husband was a man of tranquil
soul who had lived so long with his books that he could not deal with
men. As for me—you see me, a poor helpless woman! and Adèle
was then only eleven! judge then my surprise and alarm when I see
Captain Aglionby in company with Monsieur de Polignac. Still more
to-day, when Monsieur de Polignac comes once more to urge his
suit. Adèle refuses him with scorn. And then—oh, the villain!—he
tells me he has bought from the Jews of Amsterdam the mortgage
on this estate, and if Adèle will not be his wife, then he turns us out
—think of it, Monsieur; turns two defenceless women out. This it is
that changes me, a weak woman, into a fury, as you see."
Harry forbore to smile at Madame de Vaudrey's placid
impersonation of a fury.
"They are a couple of villains indeed," he said. "It was truly
fortunate that I came with Sherebiah at the right moment."
"Yes, indeed; a thousand thanks! And only think of it: just
before you came Captain Aglionby, odious man, had dared to hint
that when we were thrust out of our home he would do me the
honour to marry me. Truly an honour! No, I never forget my dear
husband; no, never! Ah, this is the dear brave man, your servant?"
The door had opened, and Sherebiah came in awkwardly,
turning his hat between his hands. Madame de Vaudrey rose and,
smiling upon him, said:
"I give you a thousand thanks. You are a hero; how strong! how
bold!"
Sherebiah bobbed.
"Madame de Vaudrey thanks you," said Harry.
"'Tis handsome of the lady, sir, and I'm obleeged, and axes you
to put my sarvices into French lingo, sir."
He bobbed again.
"What about Captain Aglionby?" asked Harry.
"Well, sir, I reckon he be madder than a March hare. Nigh to
bust hisself, and hot as pepper. Would ha' slashed me, man o' peace
as I be, if 'tweren't for half a dozen Dutch coofs wi' pitchforks and
other articles o' warfare drawn up below, wi' the young lady at their
head. Ay, she be a warrior bold, sure enough: I never seed such a
piece of female manliness all my life long. 'Twas with a flashen eye
and a pink rose on each pretty cheek her stood and ordered 'em out.
Ay, an uncommon upstanden piece o' womankind her be, to be
sure."
Harry was glad that Madame de Vaudrey's ignorance of English
could not fathom this plain-spoken tribute to her daughter's charms.
"They are really gone, then?" he said.
"Why, yes, both on 'em; the long beetle chap as well. He be a
next-door neighbour, it seems, and a mighty unpleasant neighbour
he must be.—Thank 'ee kindly, mum," he added, as Madame de
Vaudrey offered him a glass of wine, "but if 'ee don't mind, I'd rather
wet my whistle with a mug of beer in the kitchen."
The lady smiled when this was interpreted.
"You English are like the Hollanders in that," she said. "Certainly.
Jean, take the brave man to the kitchen and treat him well."
Sherebiah pulled his forelock and departed with alacrity.
"We must shortly be going on our way, Madame," said Harry. "I
have a convoy of provisions for the garrison at Breda, and my
wagoners are even now growing impatient, I doubt not."
"But, Monsieur, I cannot hear of it. You cannot reach Breda to-
night; and suppose those odious men return? You must be tired. Do
me the favour to stay here for the night; and we can find a bed for
your man also."
"But the wagons?"
"Let them go on to the village; it is but half a league away. They
can remain at the inn there. Monsieur, I insist; and besides, I have
to write a letter of thanks to my friend Mynheer Grootz."
Harry had no reason for refusing an invitation so cordial.
Madame de Vaudrey beamed when he accepted, and, begging to be
excused, went off to make arrangements with her servants. Left to
himself, Harry looked round the room. It was richly furnished; the
tables, cabinets, and chairs were of French make, in highly polished
rose-wood; chairs and sofas were covered with crimson velvet, and
two cabinets were filled with beautiful porcelain and Dutch china.
The pictures upon the walls were all French, except one—a portrait,
evidently by a Dutch hand and of a comparatively recent date. It
represented a man's head, with dark complexion and wistful
melancholy eyes. Harry was attracted to it by a slight resemblance
to his father; not in the features, which were quite unlike, but in the
curious sadness of the expression. His thoughts were carried back to
his old home at Winton St. Mary, and the quiet life with his father
there; a mist came before his eyes, and he fell into a reverie,
standing thus before the picture.
So rapt was he in recollection that he did not hear the door
open behind him, nor turn to see the entrance of Adèle de Vaudrey.
For a moment the girl stood in the doorway, holding the handle. An
onlooker would have seen a strange shifting of expression upon her
face as she paused in hesitation whether to advance or retire, to
speak or to remain silent. It was but for a moment; her lips
softened, her long lashes drooped down upon her eyes; and closing
the door as noiselessly as she had opened it she slipped away.
CHAPTER X
Bluff
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