Introduction to Engineering

1. Introduction to Engineering Introduction to The Engineer

2. Learning Objectives To understand the following: What is an engineer Scientists and Engineers The history of engineering Engineering as a Profession. Engineering Education and ABET Accreditation. Challenges for the 21st Century Engineer Introduction to The Engineer

3. What is Engineering? Engineering is: • "the profession in which a knowledge of the mathematical and natural sciences gained by study, experience, and practice is applied with judgment to develop ways to use economically the materials and forces of nature for the benefit of mankind." • ABET – Accreditation Board for Engineering and Technology Introduction to The Engineer

4. Scientists & Engineers Introduction to The Engineer

5. Differences between the engineer and scientist • Engineers look for new information for application • Scientists look for new information • Engineering is the application of science and math for solving problems • Science is the quest for knowledge for the sake of knowledge http://www.creatingtechnology.org/eng.htm Introduction to The Engineer

6. History of Engineering The history of engineering can be roughly divided into four overlapping phases, each marked by a revolution: • Pre-scientific revolution: The prehistory of modern engineering features ancient master builders and Renaissance engineers such as Leonardo da Vinci. • Industrial revolution: From the eighteenth through early nineteenth century, civil and mechanical engineers changed from practical artists to scientific professionals. • Second industrial revolution: In the century before World War II, chemical, electrical, and other science-based engineering branches developed electricity, telecommunications, cars, airplanes, and mass production. • Information revolution: As engineering science matured after the war, microelectronics, computers, and telecommunications jointly produced information technology. Source: http://www.creatingtechnology.org/history.htm Introduction to The Engineer

7. Engineering before the Scientific Revolution • The forerunners of engineers, practical artists and craftsmen, proceeded mainly by trial and error. • Yet tinkering combined with imagination produced many marvelous devices. • Many ancient monuments cannot fail to incite admiration.  The admiration is embodied in the name “engineer” itself.  It originated in the eleventh century from the Latin ingeniator, meaning one with ingenium, the ingenious one.  Great Pyramid of Giza Dimensions:Base: 230.33 metresHeight: 146.59 metresVolume: 2 583 283 cubic metresSlope: 51 deg 50′ 40″ Introduction to The Engineer Source: http://www.creatingtechnology.org/history.htm

8. Engineering before the Scientific Revolution • ingenious fortifications or makers of ingenious devices, old meaning of “engine” steam engines   • Leonardo da Vinci bore the official title of IngegnereGenerale.  His notebooks reveal that some Renaissance engineers began to ask systematically what works and why. Introduction to The Engineer Source: http://www.creatingtechnology.org/history.htm

9. Engineering the Industrial Revolution • Galileo’s Two New Sciences, which seeks systematic explanations and adopts a scientific approach to practical problems, is a landmark regarded by many engineer historians as the beginning of structural analysis, the mathematical representation and design of building structures.  • This phase of engineering lasted through the First Industrial Revolution, when machines, increasingly powered by steam engines, started to replace muscles in most production.  While pulling off the revolution, traditional artisans transformed themselves to modern professionals.  Source: http://www.creatingtechnology.org/history.htm Introduction to The Engineer

10. Engineering the Industrial Revolution • The French, more rationalistic oriented, spearheaded civil engineering with emphasis on mathematics and developed university engineering education under the sponsorship of their government.  Circa 1750 • The British, more empirically oriented, pioneered mechanical engineering and autonomous professional societies under the laissez-faire attitude of their government.  • Gradually, practical thinking became scientific in addition to intuitive, as engineers developed mathematical analysis and controlled experiments.  • Technical training shifted from apprenticeship to university education.  Information flowed more quickly in organized meetings and journal publications as professional societies emerged. Source: http://www.creatingtechnology.org/history.htm Introduction to The Engineer

11. Engineering the Second Industrial Revolution • The second industrial revolution, symbolized by the advent of electricity and mass production, was driven by many branches of engineering.  • Chemical and electrical engineering developed in close collaboration with chemistry and physics and played vital roles in the rise of chemical, electrical, and telecommunication industries.  • Marine engineers tamed the peril of ocean exploration.  • Aeronautic engineers turned the ancient dream of flight into a travel convenience for ordinary people.  Source: http://www.creatingtechnology.org/history.htm Introduction to The Engineer

12. Engineering the Second Industrial Revolution • Control engineers accelerated the pace of automation.  • Industrial engineers designed and managed mass production and distribution systems.  • College engineering curricula were well established and graduate schools appeared.  • Workshops turned into to laboratories, tinkering became industrial research, and individual inventions were organized into systematic innovations. Source: http://www.creatingtechnology.org/history.htm Introduction to The Engineer

13. Engineering the Information Age • Research and development boomed after World War II, partly because of the Cold War and the Sputnik effect.  • New technologies, notably aerospace, microelectronics, computers, novel means of telecommunications from the Internet to cell phones.  Turbojet and rocket engines propelled aeronautic engineering into unprecedented height and spawned astronautic engineering.  • Nuclear engineering.  • Advanced materials Introduction to The Engineer

14. Engineering the Information Age • Above all, microelectronics, telecommunications, and computer engineering joined force to precipitate the information revolution in which intellectual chores are increasingly alleviated by machines. • Systematic knowledge: the engineering sciences and systems theories in information, computer, control, and communications.  • Maturation of graduate engineering education and the rise of large-scale research and development organized on the national level. • So far the physical sciences – physics and chemistry – have contributed most to technology.  • nanotechnology.  • Biotechnology   • The cooperation and convergence of traditional intellectual disciplines in the development of new technology is the trend of the future. Introduction to The Engineer

15. Value • Science and technology have been responsible for half of the growth of the American economy since WWII. Holtzapple & Reece – Concepts in Engineering

16. Future Challenges National Academy of Engineering http://www.engineeringchallenges.org/ Holtzapple & Reece – Concepts in Engineering

17. What Engineers Do • Solve Problems • Fix issues • Improve • Analyze (Evaluate Systems) • Resolving into basic elements • Determining characteristics of those elements • Strength, flow, output, etc. • Single answer • Synthesize (Design Systems) • Combine elements into the whole • Multiple combinations Source: http://www.creatingtechnology.org/history.htm Introduction to The Engineer

18. The Engineering Process Problem Symptom or Expression of Need Problem Definition, Including Statement Of Desired Outcome Analysis (Perhaps Including Experimentation) Synthesis of Alternative Solutions Decision (Selection Of One Alternative) Solution, System, Or Method Introduction to The Engineer

19. A Profession • Significant body of special knowledge • Internship-like training following formal education • Standards such as a code of ethics • Members recognize responsibilities to society • Examples: • Medicine, Teaching, Architecture, Law, Ministry, Engineering Introduction to The Engineer

20. Excerpt:Code of Ethics Fundamental CanonsEngineers, in the fulfillment of their professional duties, shall: • Hold paramount the safety, health and welfare of the public. • Perform services only in areas of their competence. • Issue public statements only in an objective and truthful manner. • Act for each employer or client as faithful agents or trustees. • Avoid deceptive acts. • Conduct themselves honorably, responsibly, ethically and lawfully so as to enhance the honor, reputation and usefulness of the profession. Introduction to The Engineer

21. Engineering Education • Preparatory – High School math and science • University – formal engineering curriculum • Continuing – lifelong learning • ABET – Accreditation Board for Engineering and Technology • Assures public and employers that certain minimum standards have been met • 2 ½ years of math, science, engineering • ½ year of humanities and social sciences Introduction to The Engineer

22. ABET Program Outcomes Engineering programs must demonstrate that their students attain the following outcomes: (a) an ability to apply knowledge of mathematics, science, and engineering (b) an ability to design and conduct experiments, as well as to analyze and interpret data (c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability (d) an ability to function on multidisciplinary teams (e) an ability to identify, formulate, and solve engineering problems (f) an understanding of professional and ethical responsibility (g) an ability to communicate effectively (h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context (i) a recognition of the need for, and an ability to engage in life-long learning (j) a knowledge of contemporary issues (k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. Introduction to The Engineer Source: www.abet.org