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DOWLING HADGRAFT CAREW McCARTHY HARGREAVES BAILLIE

ENGINEERING
AN
N AUSTRALASIAN
N GUIDE THIRD EDITION
CONTENTS

About the authors xvi Engineering science 30

Preface xxi Spotlight: Fluid mechanics learning journey 31
Engineering text applications at a glance xxiv Spotlight: Structural mechanics learning journey 31
Acknowledgements xxxiv The impact of engineering on society and
national identity 32
Part 1 Introduction to engineering 1
A historical perspective 33
1. What is engineering? 3 Spotlight: Early Aboriginal engineering 37
Spotlight: Engineering breakthroughs in early
Learning objectives 3
New Zealand history 39
Introduction 4
A contemporary perspective 42
What is the role of an engineer? 5
Engineering innovations 44
A historical perspective 6
Limitations of engineering 44
A contemporary perspective 7
Spotlight: Consumerism and the growth of
Spotlight: Engineering Australia’s television 9
e-waste 45
Engineering disciplines 10
Professionalism, certification and ethical
Electrical, electronics and telecommunications
practice in engineering 47
engineering 13
Summary 48
Mechanical engineering 13
Key terms 49
Aerospace and aviation engineering 15
Exercises 50
Spotlight: Maintaining the wings of hope 15
Project activity 50
Chemical engineering 17
Civil engineering 17
Environmental engineering 18 2. The engineering method 55

Materials engineering 18 Learning objectives 55

Mining engineering 19 Introduction 56
Other engineering disciplines 20 The engineering method 57
Spotlight: Women in engineering 22 Step 1. Explore the problem 58
The core skills and attributes of Spotlight: Wind energy 59
an engineer 24 Step 2. Exploring alternative
The Engineers Australia Competency solutions 65
framework 25 Spotlight: Water recycling 67
The Institution of Professional Step 3. Evaluating alternative solutions 68
Engineers New Zealand (IPENZ) Step 4. Engineering decision making 70
framework 27 Step 5. Communicating your
Spotlight: Gastro-engineering: the inside recommendation 71
story 28 The scientific method 71

v i C O NT E NTS
Systems thinking 72 Part 2 Engineering in society 113
Spotlight: Weather models 74
The system boundary 75
3. Sustainable engineering 115

Spotlight: The success of the Pebble Learning objectives 115

smartwatch 76 Introduction 116
Project management 78 What is ecologically sustainable
Scheduling 78 development (ESD)? 118
Resources 79 Definitions of ESD 119
Documentation — the design file 80 Spotlight: Lake Pedder hydro-electric
Time–accuracy trade-off 82 scheme 120
Risk management 83 Spotlight: NZ ETS prompts metal manufacturer to
Spotlight: Design for earthquake-resistant upgrade and save money 123
buildings 83 What is sustainable engineering? 125
Reporting and documentation 86 Why sustainable engineering? 127
Improving practice 87 Strategies for practising sustainable
Lifelong learning 88 engineering 128
Spotlight: Engineers Australia and the Institution of Spotlight: Australasian students shine on the
Professional Engineers New Zealand — continuing world stage 129
professional development 89 Constraints of sustainable engineering
The engineering method and project practice 133
management 91 Triple bottom line analysis (TBLA) 135
The life cycle of an engineering asset 91 Environmentally sustainable
Design 93 engineering 136
Spotlight: Building big — a proposed A global perspective 136
transcontinental natural gas pipeline 95 Spotlight: Energy tips: landfill gas 138
Critical thinking 98 Measuring environmental impacts 140
Critical thinking in an engineering Spotlight: Wine carbon footprinting 142
context 99 Life cycle assessment (LCA) 144
Spotlight: Finding the unasked question: a sign of Spotlight: Life cycle assessment of
professionalism 104 Greek beer 147
Moving from having an opinion to taking Socially sustainable engineering 149
a position 106 Promoting intergenerational and
Summary 107 intragenerational equity 149
Key terms 108 Spotlight: Unintended consequences of
Exercises 109 engineering breakthroughs 151
Project activity 109 Maslow’s hierarchy of needs 152

C O NT E NTS  v i i
 Community communication and Spotlight: Reporting a leaky pipe 190
consultation 153 Ethical theories 191
Multi-criteria decision analysis (MCDA) 155 Morals and ethics 192
Spotlight: Multi-criteria evaluation: recreation and Spotlight: James Hardie and asbestos-related
tourism in Victoria 155 disease 195
Engagement techniques 157 Common ethical dilemmas in
Economically sustainable engineering 158 engineering 197
Costing 158 Micro ethics 198
Economic theories 159 Spotlight: Citicorp structural failure
Least cost planning 160 averted 201
Spotlight: Least cost planning in the ‘sunburnt Balancing conflicting interests 202
country’ 160 Spotlight: Whistleblower slams Japan nuclear
Summary 163 regulation 204
Key terms 164 Macro ethics 205
Exercises 164 Spotlight: Free prior and informed consent 206
Project activity 166 Culture and corruption 207
International business etiquette 208
4 P
 rofessional responsibility and
Corruption and bribery 208
ethics 171
Spotlight: Monsanto penalised for bribery 210
Learning objectives 171 Summary 211
Introduction 172 Key terms 213
Professional responsibility: standards and Exercises 213
professional liability 174 Project activity 214
Spotlight: Shared paths and the role of
engineers 177 Part 3 Professional skills 219
Work Health and Safety (WHS) and
personal liability 179 5. Self-management 221

Product recall 182 Learning objectives 221

Engineering ethics 183 Introduction 222
Spotlight: Design for the dump 184 Understanding self 225
Spotlight: Taking action for sustainable Your personality and attitudes 225
development: The Natural Edge Project 186 Spotlight: The Competencies of Engineering
The IPENZ Code of Ethics 187 Graduates Project 226
The IEEE Code of Ethics 188 Learning styles 230
Interpreting and applying Codes of Spatial ability 232
Ethics 190 What motivates you? 233

v i i i C O NT E NTS
 Spotlight: 1. A mechanical engineering Working in groups 284
graduate’s perspective 234 Spotlight: Engineering design is a team
Spotlight: 2. A structural engineering sport 285
graduate’s perspective 236 Establishing a group or team 287
Sources of inspiration 238 The fundamentals of an effective
Spotlight: Telecommunications towers 239 group 289
Spotlight: Putting passion into practice 241 The life cycle of a team 294
Developing your skills 243 Spotlight: Tips for student teams 295
Developing an inquiring mind 243
Improving performance 297
Spotlight: Hydrographic surveys 245
Spotlight: Creating high-performance project
Self-management skills 247
teams 297
Developing goals and strategies 248
Leadership 299
Being responsible 248
The benefits of working with others 301
Being professional 249
Meetings 301
Managing your time effectively 249
The purpose 302
Life-long learning 251
The style 302
Spotlight: A 3D printed car 251
Knowledge frameworks 254
The timing 305
The program framework 255
The length of the meeting 305
Managing your learning 260
The participants 305
Spotlight: The law of the pendulum 261 The procedures 305
Spotlight: Promoting a culture of life-long learning Your contribution 306
among engineering staff 266 Organising a meeting 306
Reviewing your performance 269 The role of technology in meetings 309
Spotlight: A reflection: working on large projects in Spotlight: Moving the earth via video 310
isolated areas 270 Negotiation 311
Levels of reflection 272 The preparation process 312
Kolb’s Learning Cycle 273 Approaches to negotiation 313
Summary 274 Outcomes of the negotiation process 315
Key terms 276 Spotlight: Negotiating tight spaces 316
Exercises 276 Dispute resolution 318
Project activity 277 Conflict resolution 318
Summary 319
6. Collaborating with others 281 Key terms 320
Learning objectives 281 Exercises 320
Introduction 282 Project activity 321

C O NT E NTS  i x
Part 4 Communication 325 Summary 374
Key terms 375
7. Understanding communication 327 Exercises 375
Learning objectives 327 Project activity 376
Introduction 328
What is communication? 330 8. Communication skills 379

Key communication skills for engineers 330 Learning objectives 379

Communication theories and models
The communication process 333
A contemporary model 334
Developing a communication model for
engineers 335
Communication contexts 341
Characteristics of communicators 342
Spotlight: Releasing Fletcher Aluminium’s
invisible handbrake 342
Spotlight: Developing, managing and
communicating our brand 346
Environments 348
Spotlight: Environmental engineering in
Alaska 348
Spotlight: The TrackStar Alliance document
management system 352
Digital communication 354
Spotlight: Communicating from space
Spotlight: Swarm communication 357
Communication methods 359
Channels 360
Communication languages 360
Noise 363
Spotlight: The plant visit 364
Communication roles 366
The creator 367
The gatekeeper 370
Spotlight: Who is the gatekeeper? 371
The consumer 372
332 Introduction 380
Spotlight: Communicating data 380
Verbal communication skills 385
Listening 385
Telling 387
Discussing 388
Informal verbal communication 388
Spotlight: Communicating bad news 389
Formal verbal communication 391
Media releases, interviews and publicity 391
Presentations 392
Working to presentation time limits 394
The presentation contexts 395
Content and structure 396
Selecting and preparing media 398
Assembling and rehearsing the
presentation 399
354 Is approval required? 400
Presenting through words and action 400
Answering questions 401
Written communication skills 402
Reading 402
Writing 403
Spotlight: Cardiac resynchronisation therapy — a
research and development success 409
Wikis 410
Web pages 410
Visual communication 411
Data 412

x C O NT E NTS
 Summary 424 Recording data about information
Key terms 425 sources 462
Exercises 425 Evaluating information and information
sources 463
Part 5 Applying the engineering Evaluating information sources 463
method 429 Evaluating information 464
9. Understanding the problem 431 Spotlight: Death by lack of design — the Hyatt
Regency Skywalk disaster 465
Learning objectives 431
Refining information needs 469
Introduction 432
Managing and using information 469
Data, information and knowledge 434
Integrating information 469
Data 434
Spotlight: Road design specifications — a
Spotlight: GPS accuracy — can we rely on it? 436
summary approach 470
Information 438
Publishing information 471
Knowledge 438
A literature review 472
Differentiating between data, information
An information management system 472
and knowledge 439
Spotlight: 3D buildings in a 3D world 473
Identifying information needs 442
Citing and referencing 476
Investigative questioning 442
Listing and citing print references 477
Spotlight: Flood protection for a mine tailings
Listing and citing online references 478
slurry system 443
Further information about referencing
Categories of information 444 styles 479
Organising information needs 445 Summary 479
Locating and retrieving information 448
Key terms 481
Typical sources of engineering Exercises 481
information 448 Project activity 481
Documents 449
Colleagues 451 10. Engineering design 485
Stakeholders 452 Learning objectives 485
Spotlight: Green light for better operating Introduction 486
theatres 452 Design = problem solving 487
Geographic information systems 454 Key ideas in the design process 488
Library search tools 456 Systems thinking 492
Internet search tools 456 Stakeholders 494
Developing a search strategy 457 Spotlight: Interface’s carpet design
Spotlight: Surf, dive ‘n’ scan? 461 makeover 496

C O NT E NTS  x i
 Socio–ecological thinking 498 Mathematical modelling in design 556
Whole system design goals 500 Power output 557
Spotlight: Living Building Challenge 502 Maximising energy production 559
Whole system design elements 503 Safety 562
Spotlight: Formula E — High performance Checking 562
electric cars 513 Hierarchy of models 563
Generating alternative solutions 514 Spotlight: Software checking 563
Five Ws and an H 515 Summary 564
Research 515 Key terms 565
Spotlight: Rethinking timber: a story of Exercises 565
long life 516 Project activity 566
Brainstorming 517
Lateral thinking, parallel thinking 12. Engineering decision making 569

and the six thinking hats 519 Learning objectives 569

Spotlight: Qantas Q bag tag 520 Introduction 570
Synectics 522 Engineering decision making 570
Spotlight: The Gateshead Millennium Bridge 523 Engineering decision support 570
TRIZ 526 Complexity 573
Transforming design through biomimetic Static and dynamic problems 574
thinking and design 528 Team-based decision making 576
Summary 531 Effective team environment 577
Key terms 532 Dominance and power 578
Exercises 532 Diversity in teams 578
Project activity 533 Making better decision makers 580
Spotlight: Understanding complex systems 582
11. Evaluating options 537 Reviewing key decision-making
Learning objectives 537 criteria 584
Introduction 538 Uncertainty 584
Evaluating solutions — economics 539 Environment 584
Economic feasibility 540 Ethics 584
Sensitivity analysis 547 Safety 585
A more detailed economic model 549 Review and improve — quality
Spotlight: Whole system design thinking 551 assurance 586
Technical feasibility 552 Spotlight: Dubai’s Burj Khalifa 586
Spotlight: Water jet propulsion — Decision support systems, tools
HamiltonJet 555 and techniques 587

x i i C O NT E NTS
 ‘Pen and paper’ decision support tools
Spotlight: Designing a natural air conditioning
system 589
Computer-based DSS 589
Networked DSS relying on communications
technology 592
Spotlight: SMART decisions for bridge
maintenance 595
Intelligent DSS (IDSS) 597
GIS-based DSS (SDSS) 598
Spotlight: Flood emergency DSS for the Gold
Coast 599
Summary 601
Key terms 602
Exercises 602
Project activity 602
13. Managing engineering projects
Learning objectives 605
Introduction 606
Understanding project management 607
Key factors in project management 608
A historical perspective of project
management 609
Spotlight: Egyptian pyramids 609
Knowledge Engineering for Geospatial
Systems (KEGS) 611
Critical path method (CPM) and
program evaluation and review technique
(PERT) 611
Spotlight: Desalination 612
The Project Management Body of
Knowledge (PMBOK) and beyond
Planning the stages of an
engineering project 614
588 A case study: designing and constructing a
‘green-star’ building 615
Using a tool to plan the project
stages 617
Planning the stages of the green-star
building project 621
Human resources 630
Financial resources 630
Spotlight: High speed rail for Australia 631
Creating a risk-management plan 632
Dependency risks 632
Design risks 633
Construction risks and safety 634
Internal project risks 637
Long-term risks for the green-star
building 638
Spotlight: Piano stairs 638
605 Developing a knowledge
management plan 639
Document storage, archiving and data
mining 639
Sharing knowledge 640
Communities of practice 640
Student knowledge management 642
Quality management and its relationship
to project management 642
Key quality management principles 643
Engineering quality management 644
Quality plans and engineering 646
Quality and the engineering student 647
Quality and student team projects 647
Summary 648
613 Key terms 649
Exercises 649
Project activity 651
C O NT E NTS  x i i i
14. Communicating information 653
Learning objectives 653
Introduction 654
Two communication contexts 655
The business context 656
The discipline context 656
Planning a communication 657
Using the PCR model to create an effective
communication 657
Developing a communication plan for
a student project 658
Developing a communication plan for
an engineering project 659
Using the model 660
Approach 660
Communication methods, styles, formats
and media 662
Writing in the engineering workplace 663
Spotlight: Writing: academic versus an
engineering practice 663
Practice notes 665
Spotlight: Unseen notes on Beaconsfield
goldmine sought 666
Business correspondence 667
Human resource documents 671
Financial documents 674
Project initiation documents 676
Spotlight: Planning a proposal 679
Spotlight: When things go wrong: a legal
perspective 682
Spotlight: Legal games at Wembley
Stadium 684
x i v C O NT E NTS
Risk management documents 686
Technical presentations 688
Spotlight: Did poor presentation contribute to the
Columbia Space Shuttle disaster? 689
Spotlight: Slide rules 692
Visual communication 694
Drawings, plans and sketches 694
Photography 696
Engineering models 698
Spotlight: Communicating to win: the Beijing
Water Cube models 701
Spotlight: Using 3D+ models to communicate
design and operational information 705
Spotlight: Using virtual mines to communicate
the complexity of mining operations to
students 706
Summary 709
Key terms 710
Exercises 710
Project activity 710
Part 6 Planning your career 715
15. Your engineering future 717
Learning objectives 717
Introduction 718
Engineering to meet future global
challenges 719
Antibiotic resistance 720
Spotlight: Home medication dispenser 723
Climate change adaptation 726
Spotlight: Climate change adaptation and
maritime engineering 730
Engineering and globalisation 731 An engineering career 745
Employment in Australia 732 Work to rule — or be inspired to work
Globalisation 733 towards a fulfilling career 746
Spotlight: Nike, globalisation and corporate Management approaches 746
citizenship 734 Different types of engineering
Development and post development 735 organisations 747
Spotlight: On mining, poverty and Spotlight: Making dreams a reality 748
development 736 Efficiency and respect in the workplace 749
Futuristic engineering: emerging Continuing professional development
fields 737 (CPD) 750
Industrial biotechnology 738 Career planning 751
Materials science 738 Summary 752
Spotlight: Building the Impossible 739 Key terms 753
Phytomining 740 Exercises 753
Biomimicry 740 Project activity 755
Spotlight: Sharks in the air 741
Animatronics 742 Glossary 757
Spotlight: Weta Workshop and Weta Index 764
Digital 743

C O NT E NTS  x v
 A BOUT THE AUTHORS

DAV I D D O W L I N G
DipLSurv, ARMIT, BAppSci, MSurvMap, FIEAust
Honorary Professor of Engineering Education
Faculty of Engineering and Surveying, University of Southern Queensland

D avid Dowling is passionate about facilitating student learning and helping

­engineering students to achieve their career goals. Consequently, much of his
work and research is focused on working with industry representatives to develop
practice-based curricula and enhance teaching and learning environments. Recently
his focus has been on: facilitating student transition to university; identifying and
addressing factors that influence success at university; assessing workplace learning;
working with practitioners to define graduate attributes; embedding graduate attributes
into program curricula; and engineering technician education.
David worked as a surveyor for 12 years prior to accepting a lecturing position at
the University of Southern Queensland (USQ) in 1978. David was appointed Head
of Surveying 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 dis-
tance 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.
Over the last five years David led two major Office of Learning and Teaching–funded
projects and is a member of the project team on three other projects. He has been a
member of the Australasian Association for Engineering Education (AAEE) since 1998,
serving as President during 2005 and 2006, and 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 2008 he received an Australian Learning and Teaching
Council (ALTC) Citation which read: For sustained leadership in using graduate attrib­
utes to design and deliver programs, courses and resources that enhance students’ learning
and their achievement of career goals.
When David retired in 2015 he accepted a three-year appointment as an ­Honorary
Professor at the University of Southern Queensland. This will allow him to continue
his research in engineering education topics that will help students achieve their
career goals.

x v i ABOUT TH E A U TH O R S
ROGER H A DGR A F T
BE(Hons), MEngSc, DipCompSc, PhD
Deputy Dean, Learning and Teaching, CQUniversity

R oger Hadgraft is a civil engineer with more than 20 years of involvement in

improving engineering education. He has published many papers on problem-
and project-based learning, and the use of online technology to support student-­
centred learning to meet the needs of engineering employers. He was instrumental in
introducing a project-based curriculum in civil engineering at Monash University in
1998 and in civil, chemical and environmental engineering at RMIT between 2003
and 2006, with special emphasis on new, project-based subjects in first year.
Roger was the Foundation Director of the Engineering Learning Unit at the Univer-
sity of Melbourne, assisting with the introduction of the Melbourne Model, 2007–11.
He coordinated the new program in Sustainable Systems Engineering at RMIT in
2012–13 and is currently Deputy Dean at CQUniversity. He has also been involved in
issues of sustainability for the last ten years, introducing new undergraduate subjects
and a Master of Sustainable Practice.
Roger has consulted on PBL to universities both nationally and internationally.
He was a member of the Australasian Association for Engineering Education (AAEE)
­Executive during 2001–09 and was the 2008 President.

A B O UT TH E A U TH O R S  x v i i
 ANNA CAREW
BSc(Hons), PhD
Senior Lecturer, University of Tasmania
Australian Maritime College

I n 1996, Anna Carew was a water microbiologist and began working with engin-
eers to research novel microbial indicators of water and wastewater quality. Having
realised engineering was such a powerful and fascinating field, she moved into indus-
trial training at a private consultancy, and, between 1998 and 2000, worked alongside
engineers as a research consultant in sustainable water and waste management with the
Institute for Sustainable Futures. A passion to effect change led Anna to undertake her
PhD at the University of Sydney investigating the teaching and learning of sustaina-
bility in engineering.
Since then, Anna has enthusiastically researched and supported the teaching and
learning of undergraduate engineering. Her engineering education work has included
mapping the teaching and assessment of graduate attributes in engineering, supporting
engineering curriculum review and renewal, documenting engineering academics’ and
students’ conceptions of sustainability, and researching why some students struggle to
learn first-year mechanics. In 2011, Anna was awarded an Australian Learning and
Teaching Council (ALTC) Citation for her outstanding and sustained contribution
to graduate attribute teaching and learning. Anna has supported major curriculum
renewal and reaccreditation at four Australian engineering faculties, and attracted
World Bank funding to assist engineering academics in Chile to modernise curriculum
(2007–08). She was the recipient of several grants from the ALTC, including leading
a major multi-institutional, cross-disciplinary project on the teaching and assessment
of meta-attributes in engineering (2006–08). In 2010, Anna joined the Tasmanian
­Institute for Agriculture at the University of Tasmania to refocus on technical research;
she now spends her time investigating the marvellous fusion of microbiology, chemistry
and bioprocess engineering that is pinot noir wine-making.

x v i i i ABOUT TH E A U TH O R S
TIM MCC A RTH Y
BE, MSc, PhD, MIEI
Professor of Structural Engineering, University of Wollongong

P rofessor Tim McCarthy joined the School of Civil Mining and Environmental
Engineering in December 2004 after nearly 20 years as Lecturer and Senior
­Lecturer at the University of Manchester Institute of Science and Technology. Tim’s
specialisations include sustainable buildings, engineering education research, integrated
design systems and steel structure design, and he has supervised and co-supervised
52 PhDs, MPhil and MSc theses. In 2010 he received an Australian Learning and
Teaching Citation for Outstanding Contribution to Student Learning for leadership in
curriculum and space design that fosters collaborative learning. Tim is also the author
of best-selling textbook AutoCAD Express. In 2013 he led the UOW construction team
to victory in the Solar Decathlon China defeating 20 teams from around the world.

D O U G H A R G R E AV E S
PhD, MSc, BEng

P rofessor Doug Hargreaves is a professor in mechanical engineering at Queensland

University of Technology (QUT). He has spent his professional life in a mixture
of academic and industry practice. He was National President of the peak professional
body for engineers, Engineers Australia, which had more than 100 000 members in
2010. He was Head of School of Engineering Systems at QUT for seven years, leading
about 125 staff members. More recently, he returned to teaching over 1000 first-
year engineering students a unit called ‘Engineering and Sustainability’, which effec-
tively taught what engineering graduates do in the real world. He has published over
50 papers on the topic of engineering education and over 100 on his discipline of
tribology. He is co-author of a leadership book called Values-Driven Leadership. He was
awarded a member of the Order of Australia in the 2014 Queen’s Birthday Honours
list for his significant contribution to engineering education and to the community.

A B O UT TH E A U TH O R S  x i x
 C A ROLINE BA ILLIE
BSc(Hons), MHEduc, PhD
Chair in Engineering Education; Director of Faculty Academy for the Scholarship of
Education, University Western Australia

C aroline Baillie is Chair of Engineering Education at the University of Western

Australia, Perth, and has previously held appointments at the University of
­
Sydney; Imperial College, UK; and Queens University, Canada. She has taught ­students
from all engineering disciplines and all academic years. Beginning her ­academic career
in ­materials engineering, she has also gained qualifications, expertise and ­experience
in ­ education, psychotherapy, mediation and social science, holding p ­ositions in
­educational development within engineering at a departmental, faculty and national
level. ­Caroline is particularly interested in ways in which science and engineering
can help to create solutions for the environment as well as social p­ roblems. In 2006
she founded the not-for-profit organisation Waste for Life (wasteforlife.org), which
uses materials e­ngineering knowledge to co-create income streams for m ­ arginalised
­populations in different parts of the Global South. Caroline is a Thomson Reuters
Highly Cited author, with over 200 publications, papers and books on materials,
­engineering education, and engineering and social justice.

x x ABOUT TH E A U TH O R S
PR EFACE

T
he 1996 Review of Engineering Education1 in Australia found that ‘­engineering
­education must become more outward looking, more attuned to the real con­
cerns of the communities. Courses should promote environmental, economic and
global awareness, problem-solving ability, engagement with information technology, self-­
directed learning and lifelong learning, communication, management and teamwork skills,
but on a sound base of mathematics 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 outcomes-­
focused 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
first-year 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
­engineering-specific 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 of concept, design,
implementation, operation, maintenance and retirement (with increasing emphasis on
uncertainty and risk assessment as well as systems thinking, and integrating ideas and tech­
nologies); managing complex engineering projects; mathematical modelling; and scientific
knowledge of established and emerging areas.’2
This book is designed to provide first-year engineering students with a solid
grounding in many of these engineering and generic 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 high-
light 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 engin­
eering 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 is practised in Australasia, as well as the approaches used by Australasian
engineers, who have a reputation for being flexible and adaptive.1 The Australasian
focus and context of the text will also assist students to formulate their future career
preferences.
The chapters are arranged in six sections to facilitate student learning. The first sec-
tion provides an introduction to engineering and the engineering method. This is fol-
lowed by a section on engineering in society, which includes sustainable engineering,

P R E FACE x x i
 professional responsibility and ethics. This is followed by two sections that provide
students with the opportunity to acquire some of the key skills they will need to be
successful in their first year at university, such as self-management, teamwork and com-
munication. The fifth section provides an overview of each of the steps engineers use
when they apply the engineering method: information and research skills, design, evalu­
ating solutions, reviewing project outcomes, communication outcomes, and managing
engineering projects. The final chapter provides information about the engineering pro-
fession, as well as existing and emerging specialisations — information that will help
students to refine their career choices.
The authors wish to thank the engineering academics who provided feedback on
the first and second editions of this text. Their comments helped to shape the content
and the structure of the third edition, as well as the focus and content of individual
chapters.
The support for the first two editions of this book, as well as what it is achieving for
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In many ways, this book and its accompanying extensive resource package should be
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The authors would therefore welcome constructive feedback from academic staff and
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engineering students. This includes information about innovative engineering projects
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Many people have contributed information that was incorporated directly into
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The authors acknowledge the important contribution of the following people to the
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1
 hanging the Culture: Engineering Education into the Future, Report Summary, Institution of Engineers,
C
Australia, 1996, p. 4.
2 Engineers for the Future: addressing the supply and quality 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.

P R E FAC E x x i i i
Another random document with
no related content on Scribd:
 XXXIV.

Lerohanok a Városház-utcába és egyideig a kocsisok között

állva, szemmel tartom a Victoria kapuját. De hiszen ő ma este
rokonaival van együtt. Erre bemegyek a szállóba és beszélek a
portással.
– Igen, a nagyságos asszony idehaza van. Második emelet, 12.
– Tehát a nagyságos asszony nincs a rokonainál?
– Nincs.
– Hamarosan elutazik?
– Eddig nem szólt semmit.
Megint kimegyek és a kocsisok kocsijuk fedelét lehajtva,
magukhoz tessékelnek. Kiválasztok egyet és beszállok.
– Hova parancsolja?
– Itt fogunk állni. Óraszám fogadom föl magát.
A kocsisok összesugnak. Az egyik ezt mondja, a másik azt. Hogy
biztosan vigyázni fog a szállodára, a felesége biztosan bent van egy
kereskedelmi utazónál.
Igen, vigyázok a szállodára. Egyik-másik szobában világosság
van és hirtelen eszembe jut, hogy ő fönn állhat az egyik ablakban és
láthat engem.
– Várjon – mondom a kocsisnak és bemegyek a szállóba.
– Hol van a 12-es szoba?
 – A második emelten.
– És az ablakai a Városház-utcára nyilnak?
– Igen.
– Akkor, ugy látszik, mégis a hugom integetett – mondom és
hazudom, hogy bejuthassak.
Fölmegyek a lépcsőn és nehogy vissza találjak fordulni, azonnal
kopogok, amint megtalálom a számot. Semmi válasz. Még egyszer
kopogok.
– A szobalány van kint? – kérdi valaki bentről.
Nem mondhattam, hogy igen, a hangom elárult volna.
Megnyomtam a kilincset. Be volt zárva. Ugylátszik félt, hogy jövök és
talán látott is kint.
– Nem a szobalány van itt – mondom és hallom, hogy szavaim
mily idegenül konganak.
Hosszu ideig várok és hallgatózom. Motozást hallok belülről, de
ajtót nem nyit senki. Ekkor valamelyik szobából két rövid csöngetés
hallatszik a portáshoz. Ez ő – mondom magamban –, idehivja a
leányt, mert nyugtalan. Elmegyek az ajtajától, nehogy őrültséget
kövessek el és amikor a lány jön, találkozom vele és ugy teszek,
mintha lefelé mennék. Hallom még, amint a lány mondja: Igen, a
szobalány. És hogy nyilik az ajtó.
– Nem a’ – mondja megint a lány –, csak egy ur volt, aki éppen
most ment le.
Arra gondoltam, hogy kiveszek egy szobát a szállóban, de
meggondoltam, hogy ő nem olyan asszony, aki kereskedelmi
utazókkal szokott találkozni. Mikor lemegyek a portáshoz,
menetközben mondom neki, hogy a nagyságos asszony bizonyára
már lefeküdt.
Aztán kimegyek és megint beülök a kocsiba. Az idő mulik, az óra
szalad, a kocsis azt kérdi, nem fázom-e? Ó igen, egy kicsit. Kérdi,
hogy várok-e valakit? Igen… ideadja a takaróját a bakról és mert
ilyen kedves, valami borravalót adok neki.
Az idő mulik. Egyik óra a másik után telik el. A kocsisok már nem
röstelkednek, hanem hangosan mondják egymásnak, hogy
tönkrefagyasztom a lovat.
Nem, ez tényleg nem használ. Kifizetem a kocsit, hazamegyek
és ezt a levelet irom:
„Nem volt szabad irnom, megengedi-e legalább hogy lássam?
Érdeklődni fogok a szállodában holnap délután 5 órakor.
Korábbi időpontot irjak? Hiszen a délelőtti világosság olyan erős,
hogyha meg leszek hatva és a szám vonaglani kezd, rémesen fogok
festeni.
Magam vittem a levelet a Victoriába és megint hazamentem.
Egy hosszu éjszaka és milyen hosszuak voltak az órák! Nem
tudok aludni, most, amikor kellene, hogy megerősödjem és friss
legyek. Hajnalodott, fölkeltem. Miután sokáig csatangoltam az
utcákon össze-vissza, megint hazarohanok, lefekszem és alszom.
Az órák telnek, amikor fölébredek és összeszedem a
gondolataimat, a telefonhoz sietek és megkérdezem, hogy elutazott-
e?
– Nem, a nagyságos asszony nem utazott el.
Akkor hál’ Istennek mégsem akar előlem menekülni, mert a
levelemet már régen megkaphatta. Nem, tegnap csak
szerencsétlenül választottam meg az időt, ez volt az egész.
Eszem és ujra lefekszem aludni és amikor fölébredek, dél már
elmult. Erre megint a telefonhoz sietek és oda kérek kapcsolást.
– Nem, a nagyságos asszony nem utazott el, de már
becsomagolt. Most nincs idehaza.
 Gyorsan elkészülök és rögtön lehajtatok a Városház-utcába és
figyelek. Egy fél óra alatt sokan járnak ki és be a szálloda kapuján,
de ő nincs közöttük. Most 5 óra van, bemegyek a szállóba.
– A nagyságos asszony elutazott.
– Elutazott?…
– Ön telefonált? Abban a pillanatban jött haza és elvitte a
holmijait, de levelet hagyott itt.
Átveszem a levelet és anélkül, hogy fölbontanám, megkérdezem,
hogy mikor megy a vonat.
– A vonat 4 óra 45 perckor ment el – mondja a portás és az
órájára néz. Most 5 óra.
Fél órát pocsékoltam el a várakozással.
Leülök egy lépcsőfokra és magam elé meredek. A portás tovább
fecseg és azt mondja, hogyha jól sejti, az a hölgy nem a hugom volt.
– Mondtam a nagyságos asszonynak, hogy éppen most
telefonált egy ur. De csak annyit felelt, hogy nincs ideje és hogy
adjam át önnek ezt a levelet.
– Volt vele egy másik hölgy is, amikor elutazott?
– Nem.
Fölugrom és megyek. Az utcán fölbontom a levelet és olvasom:
„Nem szabad üldöznie többé –“
Egészen kábultan a zsebembe dugom. Nem csudálkoztam, nem
tett rám semmi nagyobb hatást. Igazi asszonyi munka. Kapkodó
szavak az első benyomás után, aláhuzás, gondolatjel…
Azután eszembe jut, hogy elmegyek Erzsébet kisasszonyhoz. Ez
volt az utolsó reményem. Hallom, amint a csengő berreg odabent,
ahogy megnyomom a gombot és hallgatózom, mint a zugó
orkánban.
 – Erzsébet kisasszony egy órája elutazott.
*
Erre sok bor és sok whisky következik, nagy tömeg whyski. És
ujabb huszonegynapos dorbézolás következik, ami alatt függöny
ereszkedik földi öntudatom elé. Ebben az állapotomban jut eszembe
az egyik napon, hogy kis csinos aranyrámás tükröt küldök egy vidéki
házikóba. Egy Olga nevü lánykának, aki éppen olyan kedves és
csinos, mint valami kis borju.
Igen, mert a neuraszténiám még megvan.
A favágógép a szobámban fekszik. Nem tudom többé
összeállitani, mert farészeinek legnagyobb részét otthagytam egy
vidéki paplakban. Egészen mindegy, ha a szerelmem őiránta
megszünt. Neuraszténiás uraim, beteg emberek vagyunk mi és
annyit sem érünk, mint bármelyik állat…
Azután egy szép napon meguntam a hosszu öntudatlanságot és
megint elutaztam egy szigetre.
 Lábjegyzetek.
1) Pontoppidan Henrik hirneves dán regényiró. – A ford.
2) Trönd, Valdres Dél-Norvégia két kerülete, melynek lakossága a
többitől elütő tájszólást használ. – A ford.
 *** END OF THE PROJECT GUTENBERG EBOOK ŐSZI
CSILLAGOK ***

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