't
First published 2010 by
John Wiley & Sons Ausrralia, Ltd
42 McDougall Street, Milton Qld 4064
/Part 1
Introduction to engineering
Typeset in 10.5/13.5 pt Adobe Garamond LT
David Dowling, Anna Carew, Roger Hadgraft 2010
1.
The moral righrs of the authors have been asserted.
What is engineering?
2. The engineering method
49
National Library of Ausrralia
Cataloguing-in-Publication entry
Author:
Title:
Edition:
ISBN:
Notes:
Subjecrs:
Dowling, David Graeme.
Engineering your future: an Australasian
,.,'
Part 2
guide/ David Dowling, Anna Carew, Roger
Hadgrafr.
1st ed.
9780470818169 (pbk.)
Includes index.
Bibliography.
Engineering. Sustainable engineering.
Engin~ering ethics. Engineering-
Skills development
95
3. Learning to be an engineer
4.
97
Understanding communication
5. Enabling skills for engineers
134
179
Management.
Other Authors/Contributors:
Dewey Number:
Carew, Anna. Hadgraft, R. G.
620
Reproduction and Communication for educational purposes
The Australian Copyright Act 1968 (the Act) allows a maximum of one
chapter or 10% of rhe pages of this work, whichever is the greater, to be
reproduced and/or communicated by any educational institution for its
educational purposes provided that the educational institution (or the body
that administers it) has given a remuneration notice to Copyright Agency
Limited (CAL).
Part 3
Reproduction and Communication for other purposes
Except as permitted under the Act (for example, a fair dealing for the
purposes of study. research, criticism or revievv), no part of this book may
be reproduced, stored in a retrieval system, communicated or transmitted in
any form or by any means without prior written permission. All inquiries
should be made to rhe publisher.
Cover and internal design images: Getty Images/ChinaFoIOPress; SlOne
Brothers Racing; Viewfinder Australia Photo Library; Photodisc;
Shotover Jet, Queenstown, New Zealand; Yarra Trams. PhOIO by
John Krutop; Dreamworld; Woodside Energy Ltd.
Printed in Thailand
Supervised by Kyodo Printing Co (S'pore) Pte Ltd
Part 4
Applying the engtiteering method
6.
7.
8.
9.
10.
Managing engineering projects
11.
Communicating information
Information skills
233
Problem-solving tools
282
Sustainable engineering
Ethics in engineering
326
372
Planning your career
525
1098765432
12. Your engineering future
527
461
414
231
About the authors
Preface
xiv
Spotlight: Engineering breakthroughs in early
Australian history 31
xvii
Acknowledgements
Spotlight: Engineering breakthroughs in early New
Zealand history 32
xxi
Part 1 Introduction to engineering
A contemporary perspective
35
Engineering innovations
Learning objectives 3
Introduction 4
What is the role of an engineer? 5
A historical perspective 6
A contemporary perspective
Professionalism, certification and ethical
practice in engineering 41
Engineering disciplines 8
Electrical, electronics and telecommunications
engineering 11
Mechanical engineering
Civil engineering
12
13
15
15
Other engineering disciplines
44
Exercises
45
Spotlight: Women in engineering
Step 2. Generating alternative solutions
18
The core skills and attributes of
an engineer 20
The Engineers Australia framework
Spotlight: Water recycling
Step 4. Checking the outcomes 63
The Institution of Professional Engineers
New Zealand (IPENZ) framework 23
Step 5. Communicating your
recommendation 64
Engineering science
Systems thinking
24
Spotlight: Fluid mechanics learning path
Spotlight: Structural mechanics
learning path 25
25
The impact of engineering on society and
national identity 26
A historical perspective 27
v i
CONTENTS
Spotlight: Warehouse woes
90
Exercises
90
.;.
69
the design file
120
Kolb's Learning Cycle
120
122
123
Spotlight: The Law of the Pendulum and
Belief 123
Summary
128
Key terms
129
Exercises
130
Project activity
130
4. Understanding communication
95
3. Learning to be an engineer
97
Learning objectives 97
Introduction 98
Understanding your motivation to study
engineering 100
101
103
103
Developing an engineering knowledge
framework 106
The program framework 106
68
,.,'
91
Spotlight: Telecommunications towers
Assessing personal characteristics
Personality and attitudes 108
71
Documentation -
Key terms
Sources of inspiration
Spotlight: Weather models 66
Resources
61
Levels of reRection
Strategies for learning
88
117
Spotlight: A reflection: Working on large projects
in isolated areas 118
The life cycle of an engineering asset 83
Design 85
Spotlight: A graduate's perspective
64
Project management
Scheduling 69
59
60
Step 3. Evaluating alternative solutions
20
80
Part 2 Skills development
Spotlight: Wind energy 53
16
115
Managing your learning 122
Discerning what you need to learn
Project activity
52
Developing your skills 113
Having an inquiring mind 113
The engineering method and
project management 82
Summary
49
112
Becoming a reRective practitioner
79
Spotlight: Australasian new car assessment
program 86
46
Learning objectives 49
Introduction 50
The engineering method
Step 1. Research 52
14
Mining engineering
Key terms
2. The engineering method
14
Environmental engineering
43
Project activity
Aerospace and aviation engineering
Chemical engineering
Summary
110
Spotlight: Hydrographic surveys
Spotlight: Engineers Australia and the Institution of
Professional Engineers New Zealand - continuing
professional development 81
Spotlight: Consumer electronics
and e-waste 40
Competencies
74
78
Lifelong learning
40
Learning styles
73
Spotlight: Olympic Dam, South Australia keeping a yel/ow cake mine below amber 74
Reflective practice
39
Limitations of engineering
Risk management
Reporting
Spotlight: The micro hydro 38
1. What is engineering?
Time-accuracy trade-off
108
134
Learning objectives 134
Introduction 135
What is communication? 137
Key communication skills for engineers
137
Spotlight: Important workplace
competencies 138
Communication theories and models
The communication process 140
A contemporary model
139
141
Spotlight: Managing communications on
mega-projects 142
Communication models 144
Developing a communication model for
engineers 144
71
CONTENTS
vii
Communication contexts 149
Characteristics of communicators
Writing notes
150
Spotlight: Releasing Fletcher Aluminium's invisible
handbrake 150
Environments
154
Spotlight: The TrackStar Alliance document
management system 155
Communication methods used by
engineers 157
Communication languages 158
Noise
Communication roles
The creator 164
The gatekeeper
The consumer
164
Being professional
168
1 72
176
The procedures
Learning objectives 179
Introduction 180
Three key communication skills
Reading 182
vii i
183
CONTENTS
Library search tools
Internet search tools
Key terms
226
Exercises
226
210
Organising a meeting
Information skills
sources 262
\ Evaluating information sources
Evaluating information
Spotlight: Meeting with holographs
Negotiation 215
The preparation process
211
214
Learning objectives 233
Introduction 234
Data, information and knowledge
Data 236
236 .,;.
215
Approaches to negotiation
Colleagues
Managing and using information
Integrating information 267
Publishing information
237
250
266
267
Spotlight: The development of a set of
road design specifications 268
237
248
262
263
Refining information needs
240
A literature review
269
269
An information management system
270
Spotlight: ENERGEX - managing real-time
information 271
Citing and referencing 272
Listing and citing print references
243
Listing and citing online references
244
Locating and retrieving information
Typical sources of engineering
information 246
Documents
261
Spotlight: A story about the Columbia Space
Shuttle disaster 264
233
Organising information needs
211
260
Evalu~~ing information and information
228
Categories of information
210
256
Recording data about information sources
Spotlight: Protecting a slurry system
against flooding 242
207
253
256
Spotlight: Surf, scan or dive?
Part 3 Applying the engineering
method 231
Knowledge
252
255
Developing a search strategy
224
Identifying information needs
Investigative questioning 241
The role of technology in meetings
181
222
Differentiating between data, information
and knowledge 238
How you can contribute
179
Conflict resolution
Information
207
Exercises
Enabling skills for engineers
203
207
The participants
177
2d1
Meetings 206
The purpose 206
The timing
Geographic information systems
6.
The benefits of working with
others 205
176
Listening
196
Spotlight: Tips for student teams
The style
173
Spotlight: Green operating theatres
219
193
195
251
221
Project activity
202
Key terms
5.
189
Stakeholders
Dispute resolution
Summary
189
The life cycle of a team
Leadership
219
Spotlight: Community consultation for a
major engineering project 223
The fundamentals of an
effective group 196
167
Spotlight: Negotiating tight spaces
189
Establishing a group or team
174
Project activity
188
Spotlight: Moving the earth via video
Developing a communication plan for an
engineering project 171
Summary
Being responsible
Working with others
Applying the PCR model to create an effective
communication 169
Developing a communication plan for a student
project 169
Using the model
Self-management skills 188
Developing goals and strategies
Spotlight: Tools and teams for
engineering design 191
162
Spotlight: Planning a proposal
Spotlight: Unseen notes on Beaconsfield
goldmine sought 187
Managing your time effectively
161
Spotlight: The plant visit
Outcomes of the negotiation process
184
246
273
275
Further information about referencing
styles 275
Summary
276
Key terms
277
Exercises
278
Project activity
278
217
CONTENTS
i x
7. Problem-solving tools
Review and improve -
282
Learning objectives 282
Introduction 283
Systems thinking 284
Stakeholders 286
Socio-ecological thinking
Project activity
System goals
287
288
Spotlight: Grand engineering challenges
for the twenty-first century 289
Generating alternative solutions
Five Ws and an H 290
Research
290
291
Brainstorming
291
294
Evaluating solutions - economics
Economic feasibility 301
Internal rate of return
300
304
306
321
Exercises
322
8.
Community, communication and
consultation 358
322
Sustainable engineering
Economic theories
326
Summary
Learning objectives 326
Introduction 327
What is ecologically sustainable
development (ESD)? 329
Definitions of ESD 330
314
Spotlight: Software checking 315
316
Exercises
366
9.
401
SpCiJ'tlight: Monsanto fined $1.5million for
bribery 405
Personal liability
369
Ethics in engineering
Summary
372
406
375
The IPENZ Code of Ethics
The IEEE Code of Ethics
339
376
378
Spotlight: An ethical dilemma: wastewater
engineering 379
Common ethical dilemmas in
engineering 380
Respecting intellectual property
342
381
Spotlight: Reporting a chemical spill 382
Measuring environmental impacts
Recognising personal limitations in
professional practice 384
Owning up to mistakes 385
344
347
Spotlight: Citicorp structural failure averted 385
348
Spotlight: Asian tsunami forewarned by
engineer 388
351
Ethical theories and tests
Moral theories 389
355
389
Spotlight: The Beaconsfield mine tragedy:
jobs and safety? 393
Spotlight: Hardly a fair go ... the James
Hardie story 355
Behavioural tests
395
407
408
Key terms
409
Exercises
410
Project activity
,J.
Spotlight: Dreamworld and
WhiteWater World 343
Socially sustainable engineering
Spotlight: Blowing the whistle on aviation
safety standards 399
Culture and ethics
Learning objectives 372
Introduction 373
Codes of ethics 374
The Engineers Australia Code of Ethics
333
335
Spptlight: Native title and mining
366
Corporate responsibilities
and loyalties 398
Spotlight: CEO held responsible for death
Spotlight: Life cycle assessment of
Greek beer 353
315
Engineering decision making
Safety 317
Why sustainable engineeripg?
Key terms
396
Spotlight: A cost-benefit ratio: weighing up
human lives 400
363
364
Project activity
What is sustainable engineering?
Life cycle assessment (LCA)
361
Spotlight: Does money grow on trees? 362
Spotlight: Landfill gas in Western Australia
311
Balancing conflicting interests
Intertwined responsibilities 397
357
Economically sustainable engineering
Costing 361
Environmentally sustainable engineering
A global perspective 344
307
Mathematical modelling in design
The process 312
Hierarchy of models
Key terms
Triple bottom line analysis (TBLA)
Spotlight: Water jet propulsion HamiltonJet 310
Checking
320
Constraints of sustainable engineering
practice 340
304
A more detailed economic model
Technical feasibility
Summary
Spotlight: Pickle liquor recycling in steel
processing 337
298
Sensitivity analysis
Maslow's hierarchy of needs
Strategies for practising sustainable
engineering 336
Spotlight: The Gateshead Millennium
Bridge 296
TRIZ
318
Spotlight: The damming of Lake Pedder 331
Lateral thinking, parallel thinking and
the six thinking hats 293
Synectics
quality assurance
Spotlight: Auckland's Sky Tower 319
411
10. Managing engineering projects
414
Learning objectives 414
Introduction 415
Understanding project management 416
Key factors in project management 417
A historical perspective of project
management 417
Spotlight: Egyptian pyramids
418
Critical path method (CPM) and program
evaluation and review technique (PERT) 419
Spotlight: Desalination
420
The Project Management Body of Knowledge
(PMBOK) and beyond 421
Planning the stages of an
engineering project 422
A case study: designing and constructing a
'green-star' building 422
Using a tool to plan the project
stages 425
""
CONTENTS
CONTENTS
xi
Planning the stages of the green-star
building project 429
Communication contexts
The business context 463
Spotlight: Ensham mine flood recovery
project 436
Creating a risk management plan
Dependency risks 439
Design risks
Spotlight: Document control for mega
projects 464
439
The professional context
The research context
440
Construction risks
444
Long-term risks for the green-star building
Spotlight: Coffer dams
444
445
Developing a knowledge management
plan 446
Document storage, archiving and
data mining 447
Sharing knowledge
447
Communities of practice
Student knowledge management
449
Engineering quality management
Quality plans and engineering
453
Quality and student team projects
454
455
Spotlight: Quality management at Intel 456
Summary
456
Key terms
458
Exercises
458
Project activity
xii
CONTENTS
461
The value of initiative and independence
520
Learning objectives
Introduction 528
The skills shortage
468
Spotlight: Vega web guides the way
The ten-step planning process
Management approaches
Career planning
527
529
532
533
The future of engineering
Summary
550
Key terms
551
Exercises
552
Project activity
Spotlight: Nike, globalisation and corporate
citizenship 535
472
545
548
Spotlight: Continuing Professional
Dev.elopment for a traffic engineer 549
A global engineering economy
471
545
Continuing professional
development (CPD) 546
525
527
Spotlight: Skilled migration
Written communication 473
Business correspondence J74
Glossary
536
Spotlight: Defence Materials Technologies
538
Spotlight: Weta Workshop and Weta Digital 543
Index
554
557
564
,...
480
Spotlight: Legal games at
Wembley Stadium 482
Project reports
484
Wikis
489
Web pages
489
Oral communication 490
Informal oral communication
Photography
491
503
Drawings, plans and sketches
459
Learning objectives
Introduction 462
520
12. Your engineering future
Communication methods, styles,
formats and media 470
Visual communication
Graphs 504
11. Communicating information
Exercises
545
Spotlight: MoodIe - An Australian open source
software success story 487
451
Quality and the engineering student
519
Part 4 Planning your career
466
Planning a communication
Approach 468
perspective
Quality management and its relationship to
project management 450
Key quality management principles 450
Key terms
465
Project initiation documents 477
Spotlight: When things go wrong: A legal
448
Career management
Work to rule 545
518
Project activity
Spotlight: Cardiac resynchronisation therapy - a
research and development success 467
441
Internal project risks
Summary
463
510
512
461
Engineering models
514
Spotlight: The Beij"ing Water Cube:
communicating to win 515
CONTENTS
xii i
ABOUT THE AUTHORS
DAVID DOWLING
DipLSurv, ARMIT, BAppSci, MSurvMap, FIEAust
Professor of Engineering Education, Coordinator Master of Engineering Practice
Faculty of Engineering and Surveying, University of Southern Queensland
avid Dowling is passionate about helping engineering students learn and achieve
their career goals and consequently much of his work and research is focused
on enhancing teaching and learning .environments. Specific areas include facilitating
student transition to university, identifying and addressing factors that influence
success at university, assessing workplace learning and defining graduate attributes and
embedding them into program curricula.
David worked as a surveyor for 12 years prior to accepting a lecturing position
at the University of Southern Queensland (USQ) in 1978. Over the next ten years
he developed numerous new subjects, taught many first-year courses, and developed
distance education materials for ten courses. David was appointed Head of Surveying
at USQ in 1989 and worked intensively with industry organisations to design, develop
and gain accreditation for three new distance education programs.
In 1995 he accepted the role of Associate Dean (Academic) in the Faculty of
Engineering and Surveying, a position he held until 2009. His major achievements
in this role included the successful accreditation of the first Australian Bachelor of
Engineering to be offered by distance education. More recently, David developed the
content, structure, and study materials for the innovative Master of Engineering Practice program. This distance education program is accredited by Engineers Australia and
enables experienced Engineering Technologists to become Professional Engineers by
using their workplace learning to demonstrate their competence.
David has been a member of the Australasian Association for Engineering Education
(AAEE) since 1998, served as an elected member of the Executive Committee from
2000 until 2007, and was President of AAEE during 2005 and 2006. David chaired
Engineers Australia's Engineering Technologist Accreditation Systems Working Party
during 2005 and 2006, and has been a member of Engineers Australia's National
Articulation Committee since 2006.
In 2006 David received the AAEE Excellence in Engineering Education Award
for Inclusive Teaching and in 2007 was awarded a USQ Citation for Outstanding
Contributions to Student Learning. In 2008 David received an Australian Learning
and Teaching Council (ALTC) Citation which read, For sustained leadership in using
graduate attributes to design and deliver programs, courses and resources that enhance students' learning and their achievement ofcareer goals.
xiv
ABOUT
THE
AUTHORS
~.
'T'
\~l
!J~:3-tr~'i
~~} -:-:,.'{
...
- ..
",~
1.'~
ANNA CAREW
BSc(Hons), PhD
Senior Lecturer, University of Tasmania
Australian Maritime College
nna Carew researches and supports the teaching and learning of undergraduate
.1""l.engineering. Her work encompasses many aspects of the undergr~duate curriculum
including mapping the teaching and assessment of graduate attributes in engineering,
supporting engineering curriculum review and renewal, engineering academics' and
students' conceptions of sustainability, key concepts in learning first-year mechanics
and transdisciplinary learning and research in engineering and engineering education.
She began working with engineers in 1996 as a water microbiologist researching
novel microbial indicators of water and wastewater quality. Following this, she worked
in industrial training at a private consultancy, engaging with engineers and operators in
chemical plants, metals refineries, and metals processing and manufacturing operations.
Between 1998 and 2000, Anna worked as a research
... consultant in sustainable water
and waste management with the Institute for Sustainable Futures, before undertaking
a PhD at the University of Sydney investigating the teaching and learning of sustain-
.;:.
ability in engineering.
Anna has supported major curriculum renewal and reaccreditation at four Australia
engineering faculties and attracted World Bank funding to assist engineering academics
in Chile to modernise curriculum (2007-08). She has also been the recipient of several
grants from the Australian Learning and Teaching Council, including leading a major
multi-institutional, cross-disciplinary project on the teaching and assessment of metaattributes in engineering (2006-08).
ABOUT
THE
AUTHORS
XV
LJOOOOOOOL
ROGER HAD GRAFT
BE(Hons), MEngSc, DipCompSc, PhD
Associate Professor, The University of Melbourne
Director, Engineering Learning Unit, Melbourne School of Engineering
he 1996 Review of Engineering Education l in Australia found that 'engineering
education must become more outward looking, more attuned to the real concerns
of the communities. Courses should promote environmental, economic and global
awareness, problem solving ability, engagement with information technology, self-directedlearning and life long learning, communication, management and teamwork skills, but on
a sound base ofmathematics and engineering technology. ' The report contained a series of
recommendations that changed the way engineering was taught and-learned over the
following decade.
One of the key changes was the adoption by Engineers Australia of an outcomesfocused accreditation system for undergraduate degrees, based on a set of graduate
attributes that Engineers Australia defined through industry consultation. Over the last
decade, engineering schools have adapted their curriculum to ensure that engineering
students have opportunities to acquire these graduate attributes, in addition to those
defined by their own university. Many of the graduate attributes are introduced in firstyear subjects and students then practise and enhance those skills in subjects and projects
in the later years of their programs.
.,;,
The consultations undertaken for the Engineers for the Future project2 found that
industry supports this explicit focus on graduate attributes. It also reported on engineeringspecific graduate outcomes and attributes. They formed the view from their consultations
that 'engineers do their work by having knowledge and skills in varying combinations of
the following thematic areas: the engineering life-cycle ofconcept, design, implementation,
operation, maintenance and retirement (with increasing emphasis on uncertainty and risk
assessment as well as systems thinking, and integrating ideas and technologies); managing
complex engineeringprojects; mathematical modelling; andscientific knowledge ofestablished
and emerging areas.'2
This book is designed to provide first-year engineering students in Australia and New
Zealand with a solid grounding in many ofthese generic and engineering-specific graduate
attributes, as well as many of the tools and techniques that facilitate the application of
those skills in real engineering work and study. The book may be used as the text for one
course, or as a resource for two or more courses.
Numerous historic and contemporary Australian, New Zealand and international
examples are used to illustrate the principles that are discussed in the text, and to highlight
many of the important innovations that have built the reputation of Australian and
New Zealand engineers. The examples are drawn from a range of current engineering
disciplines, from emerging disciplines, and from a range of organisations and projects,
large and small. These examples will enable students to explore engineering and how it
oge~ Ha~graft is a ~ivil engineer wit~ more than 15 yea~s involvemen.t in impr~ving
~ngllleenng education. He has published many papers III the area, With a particular
focus on problem- and project-based learning, and the use of online technology to
support learning in this way. He was instrumental in introducing a project-based
curriculum into civil engineering at Monash University, commencing in 1998. From
2002 until 2006, his work at RMIT was in curriculum renewal to embed graduate
capabilities, specifically through a stream of project-based courses and subjects in civil,
chemical and environmental engineering, with special emphasis on new, project-based
subjects in first year.
PREFACE
"r'
Roger has consulted on PBL to universities both nationally and internationally. He
has been a member of the Australasian Association for Engineering Education (AAEE)
Executive since 2001 and was the 2008 President. From February 2007, Roger has
been Director of the Engineering Learning Unit at the University of Melbourne where
he assists in the introduction of the new Melbourne Model in engineering, supporting
new project-based learning courses, new learning spaces and improving teaching quality
across the Melbourne School of Engineering. He has also been involved in issues of
sustainability for the last five years, introducing new undergraduate subjects and a Master's program based on adult learning principles.
-----------------------J------------------------xvi
ABOUT
THE
AUTHORS
PREFACE
xvii
is practised in Australasia, as well as the approaches used by Australasian engineers, who
have a reputation for being flexible and adaptive l The Australasian focus and context of
the text will also assist students to formulate their future career preferences.
The chapters are arranged in four sections to facilitate student learning. The first
section provides an introduction to engineering and the engineering method. This is
followed by a section that provides students with the opportunity to acquire some of the
key skills they will need to be successful in their first year at university. The third section
provides an overview of each of the steps engineers use when they apply the engineering
method. The final section provides a range of information about the engineering
profession and its fields that will help students to refine their career choices.
The authors wish to thank the following engineering academics who read and provided
feedback on early drafts of the chapters. Their comments helped to shape the structure of
the book as well as the focus and content of individual chapters.
11:1 Arul Arulrajah (Senior Lecturer Civil Engineering, Swinburne University)
~ Ron Ayers (Associate Professor, University of Southern Queensland)
1:I Mark Bolton (Associate Lecturer, Griffith University)
c Lyn Brodie (Senior Lecturer - Electronics and Communication Engineering,
University of Southern Queensland)
l:I Simon Cavenett (Director of Professional Practice Engineering, Deakin
University)
1:I
11:1
rI
rI
I:lI
11:1
rI
Tom Cochrane (Lecturer - Natural Resources Engineering, University of
Canterbury)
Geoffrey Evans (Professor, University of Newcastle)
Greg Evans (Senior Lecturer, Victoria University)
Anne Gardner (Senior Lecturer, University of Technology Sydney)
Betty Jacobs (Senior Lecturer - Engineering Communication, University of
Technology Sydney)
Ron Johnston (Professor, University of Sydney)
Doug Myers (Head of Discipline - Computer Systems Engineering, Curtin
University)
11:1
Selvan Pather (Deputy Head - Mechanical and Mechatronic Engineering,
University of Southern Queensland)
rI
Carl Reidsema (Senior Lecturer University of NSW)
11:1
David Shallcross (Associate Professor Melbourne)
xviii
PREFACE
Mechanical and Manufacturing Engineering,
Chemical Engineering, University of
l:I
Brad Stappenbelt (Lecturer - Mechanical Engineering, University of Western
Australia)
David Walker (Associate Professor - Civil Engineering, University of Adelaide)
In addition, we would like to express our appreciation to the engineering academics
who developed the invaluable instructor's resources to accompany the text:
rI Instructor's resource guide - Julie Mills (Associate Professor, University of South
Australia) and Elizabeth Smith (Lecturer, University of South Aus(ralia)
11:1 Powerpoint presentations Simon Iveson (Research Academic, University of
Newcastle)
l:I Testbank and practice quizzes Ralph Ball (Senior Lecturer - Manufacturing
Engineering, Massey University)
C Video Assignments Alexander Rassau (Senior Lecturer, Edith Cowan
University), Prue Howard (Senior Lecturer, Central Queensland University)
and Phil Schneider (Senior Lecturer - Chemical Engineering, James Cook
University) .
We also appreciate the testimonials which ap~ear on the back cover of the book,
that were provided by the following engineering academics:
l:I Emeritus Professor Robin King (author of 'Engineers for the Future', the report of
the 2007-08 review of Australian engineering education, undertaken on behalf of
the Australian Council of Engineering Deans)
l:I Dr Elizabeth Godfrey (President, Australasian Association for Engineering
Education)
1:1 Professor Doug Hargreaves (Head of School of Engineering Systems, Queensland
University of Technology and Deputy National President of Engineers Australia).
Such support for the book, and what it is trying to achieve for undergraduate
engineering education in Australia and New Zealand, means a lot to us.
In many ways this book and its accompanying extensive resource package should be
seen as a resource generated for all engineering schools in Australia and New Zealand.
The authors would therefore welcome constructive feedback from academic staff and
students so that future editions of the book continue to meet the needs of first-year
engineering students. This includes information about innovative engineering projects
that may be suitable for inclusion in future editions of the book.
Many people have contributed information that was incorporated directly into the
body of the text, or in one of the many practical 'Spotlight' boxed feature examples
throughout. The authors acknowledge the important contribution of the following
PREFACE
xix
rJOOOOOOO~
engineering professionals and academics to the development of this Australasian text:
Armando Apan, Ron Ayers, Lyn Brodie, Joellen Brook, Darren Burrowes, Gunilla
Burrowes, Peter Butcher, Tristram Carfrae, Roland Clift, Sandra Cochrane, Ron Coomer,
Shey Dimon, Elissa Dowling, Kristian Downing, Andrew Hoey, Kristy Jay-Baker, Brett
Kensett-Smith, Usa Kuiper, Jill Lawrence, Ian Little, Nicole Lubach, Sally Male, Cynthia
Mitchell, Matthew Preston, Steve Mogridge, David Russell, Alistair Taylor, and Helen
Williams.
The authors also want to acknowledge the important contribution of our editors.
John Coomer, the publishing editor, has journeyed with us from the start of this project
and kept us on track and on schedule. His faith in the project, and in our abilities, was
always encouraging and helped us through the hard times. His support was wide ranging
and immediate, even late on Saturday nights. Thanks John; without you the book
would not have been published. We also thank Jacqui Belesky who had the unenviable
task of editing the draft chapters into a common format and style. Her positive and
professional approach and encouraging words were always appreciated. Thanks also
to Kirsty Pedrazzini (copy editor), who saw the final drafts through production, and
Chris Harrison (copyright and image researcher). Finally, thanks to Kate Sherington
(publishing assistant) for coordinating the authoring of all of the instructor's resources.
We would also like to acknowledge the members of our families who lived the highs
and lows of this project with us. We know the many sacrifices you made to help us
meet the tight deadlines that accompany a project of this nature. Special thanks to Lyn
Dowling, Jeffrey Wright and Janice Hadgraft for their love and support.
David Dowling, Anna Carew and Roger Hadgraft
May 2009
Changing the Culture: Engineering Education into the Future, Report Summary, Institution of Engineers,
Australia, 1996, page 4.
2 Engineets fot the Future: addressing the supply and qualiry of Australian engineering graduates for the
21st century, Australian Council of Engineering Deans, 2008, p. 61. This project was funded by the
Australian Learning and Teaching Council.
1
XX
PREFACE
ACKNOWLEDGEMENTS
he authors and publisher would like to thank the following copyright holders,
organisations and individuals for their permission to reproduce copyright material in this book.
IMAGES
3, 282, 527: stockbyte 6: Corbis/ Chris Carroll 12: From 'The Managerial
Grid III' Blake and Mouton, Gulf Publishing, 1985. Reproduced With the permission
of Grid International 12: iStockphoto.com/ thelinke 14: Newspix / News Ltd
.28: Science Museum/ Science & Society 29: iStockphoto.com/Peter Mah 31:
Yegor Korzh, 2009 Used under license from Shutterstock.com 32: AAP/ AP
Photo/ New Zealand Herald/ Brett Phibbs 34: Snowy Hydro Limited 35: (c)
Viewfinder Australia Photo Library 36: Courtesy of Professor Yusuf Chisti, Massey
University, New Zealand 37: Newspix/ David Kapernick 38: Planetary Power
40, 115, 195,328: Digital Vision 49: Corbis 51: Reuters/ Picture Media
.53,418: PhotoDisc, Inc 61, 103: John Wiley & Sons Australia/ Photo by Renee
Bryon. 66: A composite weather satellite imagl!" from MTSAT-1R, 20 March 2006,
7.30am (eastern summer time), showing Tropical Cyclone Larry over the Queensland
coast. 68: Photolibrary/ SPL/ David Parker 74: Picture Media/ Reuters 77:
Townsville City Council 81: Engineers Australia, 2009 81: IPENZ 86:
Reproduced with the permission of Ford Motor Company of Australia Ltd 97:
iStockphoto.com/ Yuri Arcurs 98, 99: Parsons Brinckerhoff 101: Nicole Lubach
105: David Dowling 118: iStockphoto.com/ Andersen Oystein 134, 461:
Digital Vision 135: Fairfax Photo Library/ Ray Kennedy 151: Newspix/ Marc
McCormack 156: TrackStar Alliance Staff 179: iStockphoto.com/ deanm 1974
180: Image Source 187: Photolibrary/ Age fotostock/ Michael N Paras 192:
ATSA Defence Services 203: iStockphoto.com/ urbancow 214: Newspix/
Chris Mangan 220, 221: Aurecon Consulting Engineers 224: NSW Roads
and Traffic Authority 233: blue jean images 234: Engineers Without Borders
.252: AECOM 260: Getty Images/ Stone/ Erik Dreyer 265: NASA 271:
Newspix/ Marc Robertson 289: National Academy of Engineering 297: Photo
by Mikel024 297: iStockphoto.com/ Verity Johnson 298: Wilkinson Eyre
Architects 310: Shotover Jet, Queenstown, New Zealand 316: iStockphoto.
com/ Dainis Derics 319: SkyCity 326: iStockphoto.com/ inkastudio 332:
David Neilson 340: Ngarda Civil & Mining Pty Ltd 343: Dreamworld
347: City of Cockburn 356: Fairfax Photo Library/ Robert Pearce 362: Fairfax
Photo Library/ Rob Rough 372: iStockphoto.com/ Claudio Baba 386: Kirsten
ACKNOWLEDGEMENTS
xxi
