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Preface
You can’t make an educated decision about what career to pursue without adequate
information. Engineering Your Future endeavors to give you a broad introduction to
the study and practice of engineering. In addition to presenting vital information,
we’ve tried to make it interesting and easy to read as well.
You might find Chapter 2, “Engineering Majors,” to be a tremendous help to you in
determining what areas of engineering sound most appealing to you as you begin
your education. Our “Profiles of Engineers” chapter, available on the Companion
Website, may also be of particular interest to you. The chapter includes information
from real people—engineers practicing in the field. They discuss their jobs, their
lives, and the things they wish they had known going into the profession.
The rest of the book presents such things as the heritage of engineering; some
thoughts about the future of the profession; some tips on how best to succeed in the
classroom; advice on how to gain actual, hands-on experience; exposure to
computer-aided design; and a nice introduction to several areas essential to the study
and practice of engineering.
We have designed this book for modular use in a freshman engineering course
that introduces students to the field of engineering. Such a course differs in content
from university to university. This brief book focuses on core skills and can easily be
used in either in a full-semester course or a shorter course. Consequently, we have
included many topics, too numerous to cover in one course. We anticipate that sev-
eral of the topics will be selected for a particular course, with the remaining topics
available to you for outside reading and for future reference.
As you contemplate engineering, you should consider the dramatic impact engi-
neers have had on our world. Note the eloquent words of the former chair of the
American Association of Engineering Societies Martha Sloan, professor emeritus of
electrical engineering at Michigan Technological University:
In an age when technology helps turn fantasy and fiction into reality, engineers
have played a pivotal role in developing the technologies that maintain our na-
tion’s economic, environmental and national security. They revolutionized medi-
cine with pacemakers and MRI scanners. They changed the world with the
development of television and the transistor, computers and the Internet. They
vii
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viii Preface
introduced new concepts in transportation, power, satellite communications,

earthquake-resistant buildings, and strain-resistant crops by applying scientific
discoveries to human needs.
Engineering is sometimes thought of as applied science, but engineering is far
more. The essence of engineering is design and making things happen for the ben-
efit of humanity.
Joseph Bordogna, former president of IEEE, adds:
Engineering will be one of the most significant forces in designing continued eco-
nomic development and success for humankind in a manner that will sustain
both the planet and its growing population. Engineers will develop the new pro-
cesses and products. They will create and manage new systems for civil infrastruc-
ture, manufacturing, communications, health care delivery, information
management, environmental conservation and monitoring, and everything else
that makes modern society function.
We hope that you, too, will find the field of engineering to be attractive, meaning-
ful, and exciting—one that promises to be both challenging and rewarding, and one
that matches well with your skills and interests.
For the instructor’s convenience, there is an Ancillary Resource Center site with
support materials (PowerPoint figure slides and a test bank). This material may be
found at http://oup-arc.com/oakes-engineering-9e/. (This site hosts material for both
the Comprehensive and Brief Editions of the text.)
New to the Sixth Brief Edition
■■ Chapter 1, “The Heritage of Engineering,” replaces “The History of

Engineering.” This chapter was rewritten to move away from chronicling
historical engineering achievements to describe engineering as something that
has impacted so much of our daily lives and to appreciate the rich and inclusive
heritage of engineering and the engineers who contributed to what we see today.
Diverse examples are used to discuss the heritage of engineering that span
genders and cultures, with some discussion of the historical contexts, to prompt
ideas and allow for further research and discussions. Themes that are discussed
include how engineers are making the world a better place and improving the
human condition as well as the importance of teamwork and communication
now and historically.
■■ Chapter 2, “Engineering Majors,” was updated to reflect current technological
advances, especially in the computer, electrical, and biological areas. Mobile
computing is discussed as an example. Nanotechnology and its influence have
also been reflected in the descriptions of the majors.
■■ Chapter 3, “A Statistical Profile of the Engineering Profession,” provides the latest
available data on the job market for engineers, recent starting salaries for the
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Preface ix
different majors, and a variety of related information. This material includes

updated college enrollment data trends, number of degrees awarded for the
various engineering majors, and career-long projections of salaries by employer
size and type, field of study, and geographical region. Updated information is also
provided concerning the diversity of the profession, and engineering graduate
school data.
■■ Chapter 7, “Teamwork,” has been completely updated with new examples and
material. The chapter uses real examples from today’s leading companies,
including Netflix, Boeing, Tesla Motors, and Google.
■■ Chapter 8, “Engineering Design,” was revised to help students gain insight into
the more practical aspects of learning the engineering design process. The
10-stage process has been reduced to a more manageable five stages and includes
an open-ended case study that can be used in the classroom as is or with
modification.
■■ Chapter 10, “Ethics and Engineering,” has been rewritten with the goal of
introducing ethics to future professional engineers in a lively, more accessible
way. In addition to systematically introducing the vocabulary and concepts
needed to understand the nature of professional ethics and the difference
between ethics and policy, the chapter now more directly confronts and clarifies
some of the most common questions and confusions students have about ethics,
including where professional ethical obligations come from, why the ethical
obligations of engineers are not merely matters of subjective opinion and
personal conscience, and why codes of professional ethics must be understood
not as arbitrary lists of rules but rather as a reflection of rational,
intuitive requirements on the practice of a learned profession. These insights
about the nature of professional ethics are now also reinforced in the
revised explanation and analysis of existing codes of engineering ethics as well as
in the review questions.
■■ Appendix A: Nine Excel Skills Every Engineering Student Should Know. This
appendix has been completely revised. Instead of focusing on “which button to
click,” the skills are now presented in a way that promotes everyday application
as well as lifelong learning.
■■ Appendix B: Impress Them: How to Make Presentations Effective. A complete
overhaul, this appendix now offers guidelines for making a powerful presentation
that will leave a lasting impression on the audience. The makeup of a presentation
is dissected, and plenty of good and bad examples are included.
■■ Appendix C: An Introduction to MATLAB. This appendix is new to the brief
edition. The programming section has been significantly expanded. Learning to
code is an art, and making an efficient and elegant code is a lifelong pursuit, with
this appendix serving as a starting point.
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x Preface
Acknowledgments
The authors are especially grateful to the reviewers whose opinions and comments
directly influenced the development of this edition:
Anil Acharya, Alabama A&M University

Spyros Andreou, Savannah State University
Asad Azemi, Penn State University
Jerome Davis, University of North Texas
Chris Geiger, Florida Gulf Coast University
Nolides Guzman Zambrano, Lone Star College
Dr. Dominic M. Halsmer, Oral Roberts University
Todd Hamrick, West Virginia University
Matthew Jensen, Florida Institute of Technology
Benjamin S. Kelley, Baylor University
Mark Keshtvarz, Northern Kentucky University
Dr. Raghava R. Kommalapati, Prairie View A&M University
Tanya Kunberger, Florida Gulf Coast University
Andre Lau, Penn State University
Dean Lewis, Penn State University
Jennifer Light, Lewis-Clark State College
Dr. James McCusker, Wentworth Institute of Technology
Deepak Mehra, Potomac State College
Christopher Miller, University of Akron
Melodee Moore, Florida A&M University
Ahad Nasab, Middle Tennessee State University
Herbert Newman, Coastal Carolina University
Dr. John H. O’Haver, University of Mississippi
Olayinka Frank Oredeko, Central Georgia Technical College
Reginald Perry, FAMU-FSU College of Engineering
Cherish Qualls, University of North Texas
James Rantschler, Xavier University of Louisiana
Dr. Farhad Reza, Minnesota State University
Bernd F. Schliemann, University of Massachusetts at Amherst
Gary Scott, State University of New York
Yeow Siow, Purdue University at Calumet
Yiheng Wang, Lone Star College
We would also like to thank those reviewers who provided feedback for previous
editions:
Spyros Andreou, Savannah State University

Juan M. Caicedo, University of South Carolina
Matthew Cavalli, University of North Dakota
Rafael Fox, Texas A&M University–Corpus Christi
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Preface xi
Keith Gardiner, Lehigh University

Chris Geiger, Florida Gulf Coast University
Yoon Kim, Virginia State University
Nikki Larson, Western Washington University
Keith Level, Las Positas College
Jennifer Light, Lewis-Clark State College
S. T. Mau, California State University at Northridge
Edgar Herbert Newman, Coastal Carolina University
John Nicklow, Southern Illinois University at Carbondale
Megan Piccus, Springfield Technical Community College
Charles E. Pierce, University of South Carolina
G. Albert Popson, Jr., West Virginia Wesleyan College
Ken Reid, Ohio Northern University
Nikki Strader, Ohio State University
Yiheng Wang, Danville Community College
Gregory Wight, Norwich University
David Willis, University of Massachusetts at Lowell
Shuming Zheng, Chicago State University
—The Authors
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CHA P TER 1
The Heritage of Engineering
While writing this chapter, I was teaching a class over the Internet to engineering
professors in India. The class was about how to integrate design experiences (address-
ing needs of underserved people and communities) into undergraduate engineering
courses. I was excited when I finished that day’s class as we had had a great conver-
sation about how we can use engineering to meet human, community, and environ-
mental needs in India and the United States. The same ideas could be applied to any
country to make our world a better place. Today’s technology has opened so many
opportunities to make an impact in our communities, our countries, and our world.
I ended the class thinking that this is really an exciting time to be an engineer or an
engineering student—with all of the technological tools we have at our disposal and
the exciting things we can do with them.
As I ended the class, I looked outside at the first snowfall of the year. Because of the
time difference between India and the United States, I have to teach the class very
early in the morning, so the sun was just coming up. The beautiful sunrise with the
falling snow got me thinking. I had just been talking with about 40 colleagues who
were literally on the other side of the world and spread out all over their country. I
was in Indiana, and our course facilitator was from Massachusetts. The incredible
technology that allowed us to discuss how to use technology to make a difference in
the world was created by engineers who had come before us. A generation ago, we
would have had to make a very expensive phone call to have that discussion. Earlier
generations would have had to communicate with letters on actual paper that were
physically carried from one place to the next. Technology has significantly changed
the way we communicate as well as so many other parts of our lives. Those changes
were created and driven by engineers who started out a lot like you.
As I sat there in the warm house and watched the snow, I began to think about all
of the other ways that engineers have impacted us. The materials to make the house
to keep me warm were developed by engineers. The house is heated with an
ultra-high-efficiency furnace that also protects the environment. The natural gas
burning in the furnace was found, extracted, refined, and piped to the house using
technology developed by engineers. The lights in the house were developed by engi-
neers. The appliances in the house all have computers to make them more efficient
and easier to use. Everywhere I looked I saw something that had been touched by
engineers . . . with the exception of the snowflakes falling outside, of course.
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2 Chapter 1 The Heritage of Engineering
There are so many engineers who have made an impact in our daily lives, and
they came from many different places and backgrounds. I thought about them as I
moved through the day. I had to pick up my daughter from a friend’s house, and
I was grateful for Mary Anderson, who had invented the windshield wiper to clear
the snow from my car’s windshield. When I got to the first intersection, I thought
about Garrett Morgan, the African American inventor who developed the traffic light
to keep us safe on the roads. I was grateful for the computer and electrical engineers
who developed the technology in my hearing aids that allow me to have a conversa-
tion with my daughter when I picked her up.
1.1 Introduction
The impact of engineers on our everyday lives is incredible. Even our life expectancies
are so much higher in large parts due to the technologies that engineers have devel-
oped to provide safe drinking water, sanitation, accessible medicines, and much
more. Engineers have made an enormous impact on our world, and there are so many
opportunities yet to come. Today’s technology has given us the tools to address needs
and opportunities to make a difference in our world.
The purpose of this first chapter is to give you a sense of the strong heritage of the
engineering profession. We will provide a brief glimpse into some of those who have
come before you and a feeling of the incredibly exciting profession you are exploring.
This is not meant to be a comprehensive overview of the history of engineering, as
that would be a book in itself. Instead we use history to illustrate some of the diversity
and wondrous heritage of the engineering profession and highlight a few of the men
and women who have developed the amazing world of technology we live in today.
Definition of Engineering
Even if you already have a general knowledge of what engineering involves, a look at
the definition of the profession may give you some insight. The organization that
accredits engineering programs is called ABET, and they define engineering as:
The profession in which 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.
This definition places three responsibilities on an engineer: (1) to develop judgment

so that you can (2) help mankind in (3) economical ways. It places obligations on us to
address needs that benefit others and to make sure we don’t do harm. We seek to
provide economical solutions because if they are too expensive, they are out of reach
of people. Looking at case histories and historical overviews can help us see how
others have applied these principles before us and understand more about

Chapter 1 The Heritage of Engineering 3
the profession we are entering. Study of history can also give us a sense of belonging
to the profession. There are engineers who come from the very kind of background
you come from and look a lot like you—or did when they were your age.
Definitions are important, but they don’t always inspire. The National Academy of
Engineering is a body of outstanding engineers who advise the federal government
on matters pertaining to engineering and technology. One has to be nominated and
invited to become a member of the national academy. This body studied the percep-
tions of engineering and engineers in the United States and came to the conclusion
that most people do not understand who we are and what great things we could do.
They produced a report entitled Changing the Conversation to help us communicate
the potential of engineering. Part of that report includes a positioning statement to
help guide our conversations. It reads,
No profession unleashes the spirit of innovation like engineering. From research to

real-world applications, engineers constantly discover how to improve our lives by
creating bold new solutions that connect science to life in unexpected, forward-think-
ing ways. Few professions turn so many ideas into so many realities. Few have such
a direct and positive effect on people’s everyday lives. We are counting on engineers
and their imaginations to help us meet the needs of the 21st century.
We need this positioning statement because engineers and engineering are often
misunderstood as a field. The contributions of engineers are not always seen, under-
stood, or appreciated. As illustration, I think of a class I teach that engages about
500 students per semester in designs to meet community needs locally and globally.
The students work together to develop designs, and they work with community
partners. I often hear them describe themselves as “not a typical engineer.” They
like to work with others, have a social life, and want to make a difference in the
world. I love that attitude, though I do wonder how I have 500 students who view
themselves as “not typical.” At least in our class they are typical and are very much
more typical of engineers and the overall engineering profession, what it is and
what it should be. It may not match the stereotypes, but it does match the heritage
we have as engineers. We have a strong knowledge of math, science, and technology
and have to work with many others to create solutions that can improve the human
and environmental conditions. It takes many different people to do that, and it
always has and always will. The following sections will explore history with examples of
some of these diverse engineers who were real people who have helped make the
world a better place.
1.2 The Beginnings of Engineering: The Earliest Days
The foundations of engineering were laid with our ancestors’ efforts to survive
and to improve their quality of life. From the beginning, they looked around their
environments and saw areas where life could be made easier and more stable. They

found improved ways to provide food,

through hunting and fishing. They
discovered better methods for provid-
ing shelter for their families and ways
to make clothing. Their main physical
concern was day-to-day survival. As
life became more complicated and
small collections of families became
larger communities, the need grew to
look into new areas of concern and
specialization.
If you look back at the definition of engineering given by ABET, you will notice a
statement: “The profession in which knowledge of the mathematical and natural
sciences . . . is applied.” Prehistoric engineers applied problem solving and tool-
making but did not have a grasp of the same mathematical principles or knowledge
of natural science as we know it today. They designed and built items more by trial
and error, testing, and intuition. They built spears that worked and others that
failed, but in the end they perfected weapons that allowed them to bring down
game animals and feed their families. Although they couldn’t describe it, they used
principles of aerodynamics and mechanical advantage to develop more efficient
tools to hunt.
Since written communication and transportation did not exist at that time, little
information or innovation was exchanged with people from faraway places. Each
group around the world moved ahead on its own. It is inspiring to see how people
from all over the world developed innovations to improve the quality of life for their
families and their communities.
Transportation was another area where early engineers made an impact. The
designs of early boats, for example, inspire even today’s engineers. Breakthroughs in
transportation and exploration are being located ever earlier as we continue to make
discoveries about various peoples traveling long before we thought they did—
influencing others and bringing back knowledge. Transportation was used to hunt
and fish, to move families, and to explore new areas. Polynesian boat designers, for
example, developed crafts that could sail great distances and allowed people to settle
many of the islands across the Pacific. Their use of mathematics and astronomy
allowed them to navigate great distances on their vessels that were designed for long
ocean voyages. Their vessels are still an engineering marvel today.
AC TIVIT Y Prepare a brief report that focuses on engineering in a historical era and
1.1 cultural area (for example, pre-Columbian Central America, Europe in the
Industrial Revolution, Mesopotamia). Analyze the events that you consider
to be engineering highlights and explain their importance to human
progress.

1.3 Early Cities
As cities grew and the need to address the demands of the new fledgling societies
increased, a significant change took place. People who showed special aptitude in
certain areas were identified and assigned to ever more specialized tasks. This devel-
opment gave toolmakers the time and resources to dedicate themselves to building
and innovation. This new social function created the first real engineers, and innova-
tion flourished more rapidly.
Between 4000 and 2000 b.c., Egypt in Africa and Mesopotamia in the Middle East
were two areas for early engineering activity. Stone tools were developed to help
humans in their quest for food. Copper and bronze axes were perfected through
smelting. These developments were not only aimed at hunting: The development of
the plow was allowing humans to become farmers so that they could reside in one
place and give up the nomadic life. Mesopotamia also made its mark on engineering
by giving birth to the wheel, the sailing boat, and methods of writing. Engineering
skills that were applied to the development of everyday items immediately improved
life as they knew it.
During the construction of the pyramids (c. 2700–2500 b.c.) the number of engi-
neers required was immense. They had to make sure that everything fit correctly, that
stones were properly transported long distances, and that the tombs would be secure
against robbery. Imhotep (chief engineer to King Zoser) was building the Step
P yramid at Sakkara (pictured in Fig. 1.1) in Egypt about 2700 b.c. The more elaborate
Figure 1.1 The Step Pyramid at Sakkara. Source: © iStockPhoto

Figure 1.2 The Great Pyramid of Khufu. Source: © iStockPhoto
Great Pyramid of Khufu (pictured in Fig. 1.2) would come about 200 years later. These
early engineers, using simple tools, performed, with great acuity, insight, and techni-
cal rigor, tasks that even today give us a sense of pride in their achievements.
The Great Pyramid of Khufu is the largest masonry structure ever built. Its base
measures 756 feet on each side. The 480-foot structure was constructed using over
2.3 million limestone blocks with a total weight of over 58 million tons. Casing blocks
of fine limestone were attached to all four sides. These casing stones, some weighing
as much as 15 tons, have been removed over the centuries for a wide variety of other
uses. It is hard for us to imagine the engineering expertise needed to quarry and move
these base and casing stones, and then piece them together so that they would form
the pyramid and its covering.
Here are additional details about this pyramid given by Roland Turner and Steven
Goulden in Great Engineers and Pioneers in Technology, Volume 1: From Antiquity
through the Industrial Revolution:
Buried within the pyramid are passageways leading to a number of funeral cham-
bers, only one of which was actually used to house Khufu’s remains. The gran-
ite-lined King’s Chamber, measuring 17 by 34 feet, is roofed with nine slabs of
granite which weigh 50 tons each. To relieve the weight on this roof, located
300 feet below the apex of the pyramid, the builder stacked five hollow chambers

at short intervals above it. Four of the relieving chambers are roofed with granite
lintels, while the topmost has a corbelled roof. Although somewhat rough and
ready in design and execution, the system effectively distributes the massive over-
lying weight to the sturdy walls of the King’s Chamber.
Sheer precision marks every other aspect of the pyramid’s construction. The
four sides of the base are practically identical in length—the error is a matter of
inches—and the angles are equally accurate. Direct measurement from corner to
corner must have been difficult, since the pyramid was built on the site of a rocky
knoll (now completely enclosed in the structure). Moreover, it is an open question
how the builder managed to align the pyramid almost exactly north-south. Still,
many of the techniques used for raising the pyramid can be deduced.
After the base and every successive course was in place, it was leveled by flood-
ing the surface with Nile water, no doubt retained by mud banks, and then mark-
ing reference points of equal depth to guide the final dressing. Complications were
caused by the use of blocks of different heights in the same course.
The above excerpt mentions a few of the fascinating details of the monumental job
undertaken to construct a pyramid with primitive tools and human labor. It was quite
a feat for these early African engineers.
As civilizations grew around the world, the need for infrastructure increased, and
it was the early civil engineers who met this challenge. Cities developed in many
places, including India, China, and the Americas. Early engineering achievements
can be seen even today in many places. For example, pyramids still stand in Latin
America as a testament to the skill and expertise of early Native American engineers.
Cities were constructed that included sophisticated infrastructure and building
techniques. One extraordinary example of ingenuity and skill that inspires many vis-
itors is the Incan city of Machu Picchu (Fig. 1.3) built on top of the Andes mountains
in Peru. Constructed in the 15th century at the height of the Inca Empire, it is an engi-
neering marvel that used sophisticated techniques of dry-stone walls that fused huge
blocks without the use of mortar. The design of the city itself is based on astronomical
alignments that show mathematical and astronomical sophistication. The site at the
top of the mountains would have created significant engineering challenges, as well
as providing for incredible panoramic views that can be enjoyed today. Recreating
that city would be a challenge even with today’s technology.
Engineering the Temples of Greece
The Parthenon (Fig. 1.4) was constructed by Iktinos in Athens starting in 447 b.c. and
was completed by 438 b.c. It is an extraordinary example of a religious temple. Engineers
played a role in the religious aspects of societies all over the world. The Parthenon was to
be built on the foundation of a previous temple using materials salvaged from its
remains, making this an early example of recycling. The Parthenon was designed to
house a statue of Athena that stood almost 40 feet tall. Iktinos performed the task that he
was assigned, and the temple exists today as a monument to engineering capability.

Figure 1.3 Machu Picchu in present-day Peru.
Figure 1.4 The Parthenon in Athens.

Structural work on the Parthenon enlarged the existing limestone platform of the
old temple to a width of 160 feet and a length of 360 feet. The building itself, con-
structed entirely of marble, measured 101 feet by 228 feet; it was the largest such
temple on the Greek mainland. Around the body of the building Iktinos built a colon-
nade, customary in Greek temple architecture. The bases of the columns were 6 feet
in diameter and were spaced 14 feet apart. Subtle harmonies were thus established,
for these distances were all in the ratio of 4:9. Moreover, the combined height of the
columns and entablatures (lintels) bore the same ratio to the width of the building.
Remember that this was the year 438 b.c. It would be a significant feat to replicate
the Parthenon today.
Aqueducts and Roads
As cities and populations grew, additional needs had to be met, including the delivery of
water. In Europe, the Romans developed sophisticated systems of aqueducts to deliver
and distribute water into their cities. This was the work of early civil engineers who were
using mathematics and an early understanding of sciences. One such aqueduct is shown
in Fig. 1.5. It is remarkable that these well-designed structures still stand.
Figure 1.5 Roman aqueduct. Source: © iStockPhoto

Transportation, including the design and construction of roads, continues to be an

active area of study for civil engineers, and the Romans were among the first great
transportation engineers. Construction of the first great Roman road, the Appian
Way, began around 312 b.c. It connected Rome and Capua, a distance of 142 miles.
The Appian Way eventually stretched to Brundisium, at the very southernmost point
in Italy, and covered 360 miles. The Roman engineers continued building roads until
almost a.d. 200, when the entire empire was connected with a network of roads.
For those interested in civil engineering, the Roman roads followed elaborate
principles of construction. A bedding of sand, 4 to 6 inches thick, or sometimes mortar
1 inch thick, was spread upon the foundation. The first course of large flat stones
cemented together with lime mortar was placed upon this bedding of sand. If lime
was not available, the stones (none smaller than a man’s hand) were cemented
together with clay. The largest were placed along the edge to form a retaining wall.
This course varied from 10 inches thick on good ground to 24 inches on bad ground. A
layer of concrete about 9 inches deep was placed on top of this, followed by a layer of
rich gravel or sand concrete. The roadway would generally be 12 inches thick at the
sides of the road and 18 inches in the middle, thus creating a crown that caused
runoff. While this third course was still wet, the fourth or final course was laid. This
was made of carefully cut hard stones. Upon completion these roads would be from 2
to 5 feet thick, quite a feat for hand labor.
It is interesting to note that after the fall of Rome, road building was no longer prac-
ticed by anyone in the world. It would be many hundreds of years before those who
specialized in road building again took on the monumental task of linking the peo-
ples of the world.
The Great Wall of China
In 220 b.c., during the Ch’in Dynasty, military general Meng T’ien led his troops along
the borders of China. His primary role was that of a commander of troops charged
with the task of repelling the nomadic hordes of Mongolians who occasionally surged
across the Chinese border. The Ch’in emperor, Shih Huang Ti, commissioned him to
begin building what would become known as the Great Wall of China (Fig. 1.6).
The emperor himself conceived the idea to link all the fortresses that guarded the
northern borders of China. The general and the emperor functioned as engineers,
even though this was not their profession. They solved a particular problem by apply-
ing the knowledge they possessed in order to make life better for their people. The
ancient wall is estimated to have been 3,080 miles in length, while the modern wall
runs about 1,700 miles. The original wall is believed to have passed Ninghsia, con-
tinuing north of a river and then running east through the southern steppes of Mon-
golia at a line north of the present Great Wall. It is believed to have reached the sea
near the Shan-hal-huan River. After serving as a buffer against the nomadic hordes
for six centuries, the wall was allowed to deteriorate until the sixth and seventh cen-
turies a.d., when it underwent major reconstruction under the Wei, Ch’i, and Sui
dynasties. Although the vast structure had lost military significance by the time of

Figure 1.6 The Great Wall of China. Source: © iStockPhoto
China’s last dynasty, the Ch’ing, it never lost its significance as a wonder of the world
and as a massive engineering undertaking.
Agricultural Engineering
We have used a number of examples of civil engineering, and there were other
branches of engineering that impacted people early in history, including agricultural
engineering. The development of agricultural practices included many contributions
by engineers. Earlier, we mentioned the plow as an example of a mechanism that
made the growing of food easier and more productive. The Native Americans were
very astute agricultural engineers. Today, we are still learning about the sophisti-
cated ways that indigenous people incorporated an understanding of the land and
the environment into their efforts to produce sustainable processes. They were truly
the first sustainability engineers. Recent discoveries in the Amazon River basin show

that native peoples once cultivated much of what is the Amazon jungle today, and in
a more environmentally friendly manner than our current practices. Researchers
are studying the ancient methods to inform practices of today to develop a sustain-
able approach for protecting one of the most biodiverse places on the planet.
Like the Romans, Native Americans learned how to distribute water for drinking
and for agriculture. The water systems were often very sophisticated for agriculture
irrigation, drinking, and defense. The Spanish colonists learned from the indigenous
people and their irrigation techniques. In Mexico today, many of the irrigation sys-
tems still derive their designs from the native ones.
Innovative ways of processing food were developed by Mayans, Incas, and others.
For example, the Incas developed ways to freeze dry food, including potatoes, that
could be stored for years. The technique was adapted by the Spanish to send fresh
potatoes back to Europe.
Native Americans were some of the first genetic engineers, and corn is an example.
There is not a wild form of corn that exists today, unlike most other crops. Scientists
hypothesize that Native Americans cross-bred wild grains to produce what has
become one of the largest agricultural crops today.
Early engineers from all over the world helped improve the quality of life of their
fellow citizens. That tradition continues today, and we will discuss some examples of
those engineers and their qualities in the sections that follow.
Industrial Age
The pace of technological change has increased as more technology has been devel-
oped. In the earliest centuries, advances were slow and developed over a long period
of time. That changed significantly with the Industrial Revolution that began in the
1800s. Machines were created that performed tasks more efficiently than people or
animals could. Transportation moved from relying on horses to locomotives and
automobiles. Ships could power themselves instead of relying on wind or rowing.
Machines were introduced to provide power and changed the way many industries
were performed, including mining and agriculture. The Industrial Age produced
machines that could replace the need for manual labor and also created new jobs for
people to manufacture, operate, and repair these machines.
The invention of machines was significant, but engineers are also interested in
how they are used and by whom. The invention of the automobile, for example, didn’t
change the lives of ordinary people until it was made affordable and thus accessible
to more people. Making technology affordable and accessible to a broad and diverse
section of people is, and always has been, an important aspect of engineering. In
1913, Henry Ford pioneered the moving assembly line for the automobile industry,
which began to make the automobile affordable. The idea of mass production reduced
the costs of cars and also provided jobs for people to earn the money to own one.
The advent of large-scale manufacturing created new challenges and areas of
engineering related to manufacturing. Understanding the manufacturing pro-
cesses and how to make them more efficient and safe for the workers and the

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MP26005.
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MP26043.
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1975 intermediate model body highlights. Chrysler Corporation. 17
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session no. 75–2) Appl. au: Ross Roy, Inc. © Chrysler Corporation;
18Oct74; MP26048.
MP26049.
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28Oct74; MP26049.
MP26050.
1975 Charger versus Monte Carlo and Cougar. Chrysler
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Special Edition. Appl. au: Ross Roy, Inc. © Chrysler Corporation;
30Oct74; MP26050.
MP26051.
1975 Cordoba versus Monte Carlo and Cougar. Chrysler
Corporation. 17 min., sd., color. Super 8 mm. Add. ti: 1975 Chrysler
Cordoba. Appl. au: Ross Roy, Inc. © Chrysler Corporation; 8Nov74;
MP26051.
MP26052.
1975 Valiant Brougham versus Granada and Nova LN. Chrysler
Corporation. 17 min., sd., color, Super 8 mm. Appl. au.: Ross Roy,
Inc. © Chrysler Corporation; 8Nov74; MP26052.
MP26053.
1975 Dodge Pickup—the best of both. Chrysler Corporation. 17
min., sd., color, Super 8 mm. Appl. au: Ross Roy, Inc. © Chrysler
Corporation; 12Nov74; MP26053.
MP26054.
1975 Dart S.E. versus Granada and Nova LN. Chrysler
Corporation. 17 min., sd., color. Super 8 mm. Appl. au: Ross Roy,
Inc. © Chrysler Corporation; 12Nov74; MP26054.
MP26055.
Tell ’em where to get it. Chrysler Corporation. 17 min., sd., color,
13Nov74; MP26055.
MP26056.
Sykes. Perspective Films, a division of Esquire, Inc. 14 min., sd.,
color, 16 mm. © Perspective Films, a division of Esquire, Inc.;
4Sep74; MP26056.
MP26057.
Flatworm symbiont. Harper and Row, Publishers, Inc. 6 min., si.,
color, Super 8 mm. in cartridge. (Transparent animals) Add. ti:
Bdelloura candida. Appl. au: Robert Day Allen. © Harper and Row,
Publishers, Inc.; 15Sep74; MP26057.
MP26058.
Paramecium. Harper and Row, Publishers, Inc. 6 min., si., color,
Super 8 mm. in cartridge. (Transparent animals) Appl. au: Robert
Day Allen. © Harper and Row, Publishers, Inc.; 15Sep74; MP26058.
MP26059.
Faces. Warren Schloat Productions, Inc. 5 min., sd., color, 16 mm.
Based on the book by Barbara Brenner. © Warren Schloat
Productions, Inc.; 1May73; MP26059.
MP26060.
Popcorn lady. Warren Schloat Productions, Inc. 11 min., sd., color,
16 mm. Appl. au: Simeon Hyde, 3rd. © Warren Schloat Productions,
Inc.; 1Jun73; MP26060.
MP26061.
Raccoon story: a Menomini Indian folktale. Warren Schloat
Productions, Inc. Made by Coyote Productions. 8 min., sd., color, 16
mm. © Warren Schloat Productions, Inc.; 1Mar74 (in notice: 1973);
MP26061.
MP26062.
The Fayette story. Warren Schloat Productions, Inc. 54 min., sd.,
color, 16 mm. © Warren Schloat Productions, Inc.; 1Aug71 (in
notice: 1970); MP26062.
MP26063.
The Pig story. Silver Burdett. Made by Davidson Films, Inc. 6 min.,
sd., color, 16 mm. (Mathematics for elementary school students—
whole numbers) Appl. au: General Learning Corporation, employer
for hire. © General Learning Corporation; 24Jun74 (in notice: 1973);
MP26063.
MP26064.
Shape up. Silver Burdett. Made by Davidson Films, Inc. 7 min., sd.,
color, 16 mm. (Mathematics for elementary school students—whole
numbers) Appl. au: General Learning Corporation, employer for
hire. © General Learning Corporation; 16Apr74 (in notice: 1973);
MP26064.
MP26065.
Something’s missing. Silver Burdett. Made by Davidson Films, Inc.
8 min., sd., color, 16 mm. (Mathematics for elementary school
students—whole numbers) Appl. au: General Learning Corporation,
employer for hire. © General Learning Corporation; 19Jun74 (in
notice: 1973); MP26065.
MP26066.
The Beast of Ragoo Lagoon. Silver Burdett. Made by Davidson
Films, Inc. 7 min., sd., color, 16 mm. (Mathematics for elementary
school students—whole numbers) Appl. au: General Learning
Corporation, employer for hire. © General Learning Corporation;
7Mar74 (in notice: 1973); MP26066.
MP26067.
How big is a million? Silver Burdett. Made by Davidson Films, Inc.
6 min., sd., color, 16 mm. (Mathematics for elementary school
students—whole numbers) Appl. au: General Learning Corporation,
employer for hire. © General Learning Corporation; 18Mar74 (in
notice: 1973); MP26067.
MP26068.
1975 Valiant and Duster. Chrysler Corporation. 8 mm., sd., color,
20Sep74; MP26068.
MP26069.
The Small cars from Chrysler Corporation. Chrysler Corporation. 8
min., sd., color, Super 8 mm. Appl. au: Ross Roy, Inc. © Chrysler
Corporation; 11Oct74; MP26069.
MP26070.
1975 Fury, 1975 Coronet. Chrysler Corporation. 8 mm., sd., color,
11Oct74; MP26070.
MP26071.
Chrysler Cordoba. Chrysler Corporation. 8 min., sd., color, Super 8
mm. Appl. au: Ross Roy, Inc. Chrysler Corporation; 20Sep74;
MP26071.
MP26072.
1975 Charger Special Edition. Chrysler Corporation. 8 min., sd.,
color, Super 8 mm. Appl. au: Ross Roy, Inc. © Chrysler Corporation;
20Sep74; MP26072.
MP26073.
1975 Coronet. Chrysler Corporation. 8 min., sd., color, Super 8
mm. Appl. au: Ross Roy, Inc. © Chrysler Corporation; 20Sep74;
MP26073.
MP26074.
1975 Dodge Monaco. Chrysler Corporation. 8 min., sd., color,
20Sep74; MP26074.
MP26075.
1975 Plymouth Gran Fury. Chrysler Corporation. 8 mm., sd., color,
20Sep74; MP26075.
MP26076.
1975 Fury Sport, Fury Salon, Fury Custom, Road Runner. Chrysler
Corporation. 8 min., sd., color, Super 8 mm. Appl. au: Ross Roy, Inc.
© Chrysler Corporation; 20Sep74; MP26076.
MP26077.

Full Download Original PDF Engineering Your Future A Brief Introduction To Engineering 6th Edition PDF

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(Original PDF) Engineering Your Future

A Brief Introduction to Engineering 6th

00-Oakes-FM.indd 7 10/25/16 7:52 PM

introduced new concepts in transportation, power, satellite communications,

Joseph Bordogna, former president of IEEE, adds:

New to the Sixth Brief Edition

■■ Chapter 1, “The Heritage of Engineering,” replaces “The History of

00-Oakes-FM.indd 8 10/25/16 7:52 PM

different majors, and a variety of related information. This material includes

00-Oakes-FM.indd 9 10/25/16 7:52 PM

Anil Acharya, Alabama A&M University

Spyros Andreou, Savannah State University

00-Oakes-FM.indd 10 10/25/16 7:52 PM

Keith Gardiner, Lehigh University

00-Oakes-FM.indd 11 10/25/16 7:52 PM

The Heritage of Engineering

01-Oakes-Chap01.indd 1 10/27/16 7:31 PM

The profession in which knowledge of the mathematical and natural sciences,

This definition places three responsibilities on an engineer: (1) to develop ­judgment

01-Oakes-Chap01.indd 2 10/27/16 7:31 PM

No profession unleashes the spirit of innovation like engineering. From research to

1.2 The Beginnings of Engineering: The Earliest Days

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found improved ways to provide food,

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1.3 Early Cities

Figure 1.1 The Step Pyramid at Sakkara. Source: © iStockPhoto

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Figure 1.2 The Great Pyramid of Khufu. Source: © iStockPhoto

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Engineering the Temples of Greece

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Figure 1.3 Machu Picchu in present-day Peru.

Figure 1.4 The Parthenon in Athens.

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Aqueducts and Roads

Figure 1.5 Roman aqueduct. Source: © iStockPhoto

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Transportation, including the design and construction of roads, continues to be an

The Great Wall of China

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Figure 1.6 The Great Wall of China. Source: © iStockPhoto

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This definition places three responsibilities on an engineer: (1) to develop judgment