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An introduction to engineering and engineering design
01 Jan 1969-
About: The article was published on 1969-01-01 and is currently open access. It has received 99 citations till now. The article focuses on the topics: Civil engineering software & Biosystems engineering.
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24 Jan 2014
TL;DR: In this paper, a case study using the 1989 paper by Gafner on the development of 990 gold-titanium alloy is presented, which demonstrates the use of metallurgical principles to identify alternative responses and how more favorable options are selected.
Abstract: Engineering design follows a six-step sequence. Demonstration of this sequence in materials engineering is less common. A case study is presented, using the 1989 paper by Gafner on the development of 990 gold-titanium alloy. This paper identifies a need, develops the problem, identifies alternatives, demonstrates the use of metallurgical principles to identify alternative responses, and shows how more favorable options are selected. The paper can also be used to illustrate engineering design as an iterative process. The paper is also useful as a starting point for more in-depth examination of specific elements of the design process, and lends itself to the creation of student exercises.
23 Jun 2018
TL;DR: In some of the Western industrialized Nations there has long been a concern among their engineering communities with the poor take up of engineering as a career, and in consequence with its image as discussed by the authors.
Abstract: In some of the Western industrialized Nations there has long been a concern among their engineering communities with the poor take up of engineering as a career, and in consequence with its image. Engineering’s products seem not to excite the imagination of teenagers. Surveys of the perceptions of engineering of young people have advanced a number of reasons for their lack of interest in engineering. It seems to be generally accepted that science has higher status than engineering, the work of engineering being reported as that of scientists. While science overshadows engineering, the proposition that technology might overshadow engineering more than science has been little discussed. In sum, both science and technology are used in the media to describe activities that are essentially engineering. In some countries the term technologist is used in preference to engineer or engineering in policy documents. The term technology has a specific meaning in U.S. engineering education that it does not have in other countries. World-wide developments in school technology and technological literacy programmes do not necessarily convey what engineering is to either the participating students or the public at large. Hence the importance of the distinction between technological and engineering literacy made by Krupczak and his colleagues. It is argued that the two need to be linked in educational programmes and in policy making. This point may have been recognized by the Institution of Electrical Engineers for when it merged with the Institution of Incorporated Engineering (an institution for technicians) it became the Institution of Engineering and Technology Given the proposition that students as well as the public at large are unlikely to change their perceptions it might be propitious for ASEE to consider changing its name so as to incorporate technology, that is, Society for Engineering and Technology Education. Note on textual supports. Supporting is to be found in numerous official and semi-official documents. These have been categorised into a series of exhibits for the purpose of supporting the argument. Each document has been assigned a bracketed number and is referred to as an “item” in the text e.g. item 16. Other references and notes are numbered in the text in the usual way, The ‘science’ suppressed image of engineering Commenting on an article in The Washington Post on July 5 2017 with the title “From Ancient Rome, concrete lessons on producing stronger sea walls” The executive director of the American Society for Engineering Education Dr Norman Fortenberry wrote “The remarkable article on the staying power of ancient Roman concrete fell into the common trap of referring to engineers as “scientists”. “While engineers also engage in research, they are distinct from scientists. Engineering is often the “silent ‘E’ ” in STEM, or science technology engineering and math, to the detriment of the discipline and to society. Scientists and engineers respect each other and work together constantly. It was engineering that got the rovers to Mars and facilitated their amazing discoveries. “To meet the significant challenge of the 21 century, the world will need a skilled and creative engineering workforce. When engineering innovators are generically grouped together as “scientists,” we lose opportunities to showcase engineering as an exciting career path for problem-definers and problem solvers who are creative and tenacious advocates for humankind.” (Washington Post July 14 2017). This confusion between science and engineering is not unusual. Indeed, since World War II it has tended to be the norm. In the United States in 1961 David Beardslee and Donald O’Dowd reported that the occupational stereotypes of scientists and engineers were remarkably similar as their account given in exhibit 1 shows. These were not dissimilar to those found among high school students in the U.K by G. Jones in 1963 (items 28 and 29). But in the U.K. the engineering profession was more bothered by D. G. Hutchings (item 27) who reported that students entering engineering studies from schools were less able, as measured by university entrance results, than those entering science studies. It seems that findings such as these influenced policy making in the U.K. The ‘poor’ image of engineering bothered both educationalists and industrialists. The professional institutions held many meetings on the topic, and there was little doubt that concern for the image of the engineering profession contributed to the creation of the Council of Engineering Institutions (CEI) and the chartered engineer designation (C.Eng = P.E in the U.S) and qualification, and the drive. They led the authorities to make the courses more “scientific” with corresponding changes in the level of mathematics required, one consequence of which was the move to an all graduate profession educated in full-time courses. Scientists [...] is characterized by high intelligence dissociated from artistic concerns and sensitivities. This cool intelligence is linked with strong individualism in personal and political realms. Second, there is clear lack of interest in people on the part of the scientist. A good deal of self-control is implied by the description of the scientists as self-sufficient, rational, persevering, and emotionally stable. He has power in public affairs but he is rated only moderately responsible and quite radical. This suggests that uncertainty about motives and trustworthiness of the scientist, an uncertainty noted in younger people by other investigators lingers on in college students. The personal life of the scientist is thought to be quite shallow, his wife is not pretty, his home life is not very happy. But he is rewarded by great personal satisfaction, considerable success, and reasonable opportunity for advancement. Furthermore he enjoys moderate wealth and social status. In summary, the scientist is a cool, self-controlled individual. He is competent in organizing the world of things, but disdainful of the world of people. Materially better rewarded than the college professor, the scientist contrasts strikingly with him in aesthetic sensibilities and social skills. Engineers Engineering is a less colorful profession for liberal arts students. The engineer is rated generally intelligent but not nearly so strong in this regard as the scientists. On the other hand, he is considerably, more socially adept than the scientist, though no social lion. The engineer is quite successful and reasonably wealthy, but he gains less satisfaction from his work than the scientist derives from pure research. He is also more conservative, and more likely to be conformist. Except for these important differences, the engineer is almost identical with the scientist. Exhibit 1. Analysis of occupational stereotypes among liberal arts students reported by Beardslee, D. C and D. D. O’Dowd (1964). The career has its shadow. On Sanford, N (ed). College and Character. A briefer version of The American College. Wiley, New York. The complete version of the paper is in Sanford, N (editor) (1962). The American College. Wiley, New York. By the 1970’s, aided by changes in the structure of technical education the professional institutions were working toward an all-graduate profession. In so doing the amount of science and mathematics required was increased. This meant that they began to close their doors to those who pursued Chartered Engineer (C. Eng) status from the technical colleges. The technical colleges were to produce technicians at two levels. Possession of a Higher National Certificate would be indicative of the higher level of attainment. In 1958 Stephen Cotgrove pointed out in a substantial publication that technicians and technician education had largely been ignored, and subsequently a case was made for the development of a professional institution for technicians in 1961, the author having in mind changes to the articles of association of the Junior Institution of Engineers. Twenty years later in the U.K., the report of a Commission of Inquiry into the Engineering Profession in 1980 lamented, “It is clear that in comparison with their counterparts in other industrial countries, engineers in Britain lack the special social standing which attracts young people to aspire to an engineering career, and that they are ill-served by a generic title which in Britain is not specifically associated with and reserved to a highly educated and vital professional group. Engineering is further regarded misleadingly as a branch of science, rather than as a culture and activity in its own right.” This is not surprising for in the U.K., engineers have during the last hundred years or so distanced themselves from the technical education that grew out of the industrial revolution. In Britain where there is a considerable divide between the academic and practical or vocational, engineers and engineering educators sought to place themselves on the academic side of this divide through the provision of subjects that applied the principles of science, in particular physics, to the solution of problems regarded as engineering. Hence, engineering came to be understood as the application of science to a range of problems regarded as engineering. For example, in the universities metallurgy quickly became materials science after World War II while in the technical college sector it remained as metallurgy. Of considerable significance was the fact that production engineering had very low status in industry, a fact that is exemplified in the 1960’s by the failure of The Institution of Production Engineers to receive a Royal Charter while the British Institution of Radio Engineers was given one. Similarly, in the 1960’s many university educators believed that design could not be taught. There were no textbooks of the kind published by Krick and Woodson in the United States. Neither were the professional engineering
Cites background from "An introduction to engineering and ..."
...1955 (4) Minister of Education Establishes National Council of Technological Awards (NCTA) as a self-governing body...
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01 Jan 2010
TL;DR: In this paper, the authors use the morphological overview as a tool for visualization the interaction between designers as an reflective element of the Integral Design approach and use the C-K theory of Hatchuel and Weil.
Abstract: Collaboration within design teams is the key to improvement of the building design process. We use the morphological overview as a tool for visualization the interaction between designers as an reflective element of the Integral Design approach. To be able to look into more detail what actual happens in the design process with the morphological overview we use the C-K theory of Hatchuel and Weil.to visualize the (relations between) contributions within a design team. Morphological overviews in combination with the C-K theory can show how (integral) design concepts are emerging within design team setting.
01 Jan 1997
TL;DR: Konzipieren is der Teil des Konstruierens, der nach Klaren der Aufgabenstellung durch Abstrahieren auf die wesentlichen Probleme, Aufstellen von Funktionsstrukturen and durch Suche nach geeigneten Wirkprinzipien and deren Kombination in einer Wirkstruktur die prinzipielle Losung (Losungsprinzip) festlegt as discussed by the authors.
Abstract: Konzipieren ist der Teil des Konstruierens, der nach Klaren der Aufgabenstellung durch Abstrahieren auf die wesentlichen Probleme, Aufstellen von Funktionsstrukturen und durch Suche nach geeigneten Wirkprinzipien und deren Kombination in einer Wirkstruktur die prinzipielle Losung (Losungsprinzip) festlegt. Das Konzipieren ist die prinzipielle Festlegung einer Losung.
20 Jun 1999
TL;DR: In this article, the authors present an early design project in vibration engineering with strong instructional content that enhances the learning environment and is crafted in a manner that is within the student's capability to complete, yet offers a taste of the interesting applications that lie ahead in their engineering education.
Abstract: A first course in vibration engineering is typically a content based, engineer science offering with limited time and resources for engineering design. This paper offers one example of an early design project in vibration engineering with strong instructional content that enhances the learning environment. It is crafted in a manner that is within the student’s capability to complete, yet offers a taste of the interesting applications that lie ahead in their engineering education.
Cites background from "An introduction to engineering and ..."
...Despite this possible shortcoming, we find that problem formulation and analysis, search for alternative solutions, decision making, and documentation with specification of results can all be accomplished without formal design training.(1) II....
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