Eee 101 int eng handout parts 1 10

FACULTY OF ENGINEERING DEPARTMENT OF ELECTRICAL AND ELECTRONIC ENGINEERING

EEE 101 INTRODUCTION TO ELECTRICAL AND ELECTRONIC ENGINEERING

Year : 1

Credit Hour: 3

Academic Term: Fall

Coordinator: Prof. Dr. Erzat Erdil

Catalog Description: Definition of engineering. Engineering disciplines. Basic elements of electrical engineering. Basic devices, circuits, and systems. Renewable energy conversion. Seminar-meeting and audio-visual learning, regarding social, ethical, environmental and ecological aspects of the engineering profession. Introduction to Technical Report Writing, oral and written presentation tools and techniques.

Goals: Introduction to basic elements of engineering with emphasis on Electrical-Electronic engineering. Study social and ethic aspects together with cooperation and team-working spirit required among different disciplines of engineering. Gain some experience in clear convey of information and technical report writing techniques.

COURSE DESCRIPTION Learning objectives •

At the end of this course, students will be able to:

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1.

express their knowledge in a given written or oral format.

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2.

be aware of social, ethical, environmental and ecological aspects of the engineering profession.

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3.

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Reference Text:

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Course Handout (can get a soft copy from the department)

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Dick White and Roger Doering, Electrical Engineering Uncovered, 2nd Edition, Prentice Hall.

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There are many links regarding engineering, some of which are listed below.

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www.tryengineering.org www.asce.org www.jets.org

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History

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http://www.creatingtechnology.org/history.htm#2

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Who should be an engineer?

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http://www.nd.edu/~mjm/engineer.essay.pdf

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fun quizzes

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http://quiz.engineering.com/quizviewer.aspx?quizid=1

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http://quiz.engineering.com/quizviewer.aspx?quizid=2

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Jobs in Engineering

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http://www.bls.gov/oco/print/ocos027.html

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Lecture Topics:

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1.

Departmental orientation, meeting staff members.

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2.

Introduction to engineering, history of engineering.

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3.

Basic elements of electrical-electronic engineering.

have a basic understanding of basic elements of electrical engineering.

www.careercornerstone.org

www.asme.org

http://www.new-sng.com/history.cfm

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4.

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5. Basic concepts and circuits.

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6.

Basic semiconductors devices.

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7.

Engineering Design, Success, Team-Work

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8.

Technical report writing and oral presentation.

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9.

Sustainability

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10. Engineering Ethics

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Attendance:

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Attendance is compulsory.

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Evaluation:

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Performance is subject to continuous evaluation. The grading policy and percentage weights are as follows:

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Type of Examination

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Mid-term Examination:

40%

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Final examination:

60%

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Students are expected to obtain at least 50% marking from Final Examination and 60 % weighed marking for successful completion of the course.

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Outcome Coverage:

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(a) Understanding of professional, environmental, ecological and ethical responsibility. (b) Ability to communicate effectively. Students are introduced to basic written and oral communication skills. Term projects involve oral presentations with audio-visual aids, and provide an interactive analyses and criticism by the audience.

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(c) Broad education necessary to understand the impact of engineering solutions in a global and societal context and the importance of cooperation among the different engineering disciplines. Term project topics include the social and global impact of engineering and technology.

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(d) Recognition of the need for, and an ability to engage in life-long learning. The coverage of a wide spectrum of contemporary engineering issues in the term projects creates an awareness of the necessity of life-long learning.

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(e) Knowledge of contemporary issues. The various topics covered by the term projects provide a perspective on contemporary engineering issues.

Seminar-meeting and audio-visual sessions.

Percentage weights

INTRODUCTION

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WHAT IS ENGINEERING?

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What comes to mind when the words “engineer” or “engineering” is pronounced?

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Who is an engineer? What does an engineer do? How does engineering work affect lifestyle?

WHAT DOES AN ENGINEER DO?

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Solves problems

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Makes things work more efficiently

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Uses mathematics, sciences and engineering principles

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Engineering is problem solving profession that is dedicated to improve living standards of human kind. Engineers use knowledge of advanced mathematics, natural sciences and engineering principles to improve and create devices, technologies and methods for better utilisation of available resources.

Engineers search for possible structural flaws caused by East Coast earthquake (8/24/2011)

New energy-harvesting technology captures energy of human motion to power portable electronics (8/23/2011)

General Motors' new concept vehicle, the EN-V: can drive itself and talk to other vehicles on the road (7/7/2011) media.gm.com/content/.../news/news...gm.../news/us/.../0324_env

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1 million electric vehicles on the road by 2015

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80 percent of the nation’s electricity from renewable sources by 2035

Think about what this means about the future of engineering!!

Definition of Engineering •

ABET (Accreditation Board for Engineering and Technology) has developed a definition of engineering, as below, that explains what is expected of engineers in few words.

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“Engineering is 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 utilize, economically, the materials and forces of nature for the benefit of mankind.”

(Mühendislik, çalışarak, tecrübe kazanarak ve uygulama ile kazanılan matematik ve tabii bilimlerinin akıllı kullanımı ile doğal kaynakları ve doğanın gücünü insanoğlunun yararına sunmak için ekonomik yöntemler geliştiren bir meslektir. )

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A college freshman, attending a recent football game, tried to explain to a senior citizen sitting next to him why it was impossible for the older generation to understand his generation.

“You grew up in a different world, an almost primitive one " the student said, …the young people of today have grown up with HDTV, cell phones, space travel and spaceships

visiting Mars. We have nuclear energy, electric and hydrogen cars, computers with light-speed processing...and”, pausing to take another drink of soda.

The Senior citizen took advantage of the break in the student's explanation and said, "You're right, son. We didn't have those things when we were young, so we invented them, designed them, tested them, mass-produced them Now, the question is…… what are you going to do for the next generation?"

How /Why did you selected engineering as your major?

1. “Because of the engineering classes at my high school” 2. “I did well in math or science.”

3. “My mother told me “be an engineer or die”.”

4. ”My father and brother are engineers.”

5. “I’ve always been curious as to how things work.”

6. “I like to fix things” 7. “I heard that the salaries are higher than for other majors”

Guess what?

Most engineers discover engineering in Colleges and Universities.

Family and friends have a lot of influence on our decisions At the end, however, it is your decision •

Earnings for engineers vary significantly by specialty, industry, experience and education.

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As a group, engineers earn some of the highest average starting salaries among those holding bachelor’s degrees.

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There are many fields of engineering each concentrating on a specific part of technological development. Cooperation among engineering disciplines and team work is essential for productive, reliable and safe completion of projects. The list below, summarize some engineering disciplines.

A partial list of different types of engineering: •

• Aerospace Engineers: Design and build aircraft. Whether it’s for commercial

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airlines or for NASA, they take care of our flying needs.

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• Agricultural Engineers: Concern themselves with our nutrition. They design agricultural machinery, equipment and agricultural structures.

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• Architectural Engineers: Design buildings to be strong and stand up against the forces of nature.

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• Biomedical Engineers: Work closely with doctors to research and design medical equipment and materials.

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• Ceramic Engineers: Convert materials into ceramic products. One of their most famous and frequently used inventions is the toilet bowl.

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• Chemical Engineers: Use chemistry to create and improve materials, like plastics.

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• Civil Engineers: Design and build structures, such as bridges and dams, that are used by the public.

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• Computer Engineers: Design and create computer hardware, such as microprocessors, and the software that makes them run.

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• Construction Engineers: Oversee large construction operations, such as airports, malls, factories, high-rise structures and water treatment facilities.

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• Electrical Engineers: Design electronic systems and the manufacture of electrical and electronic equipment and devices.

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• Engineering Managers: Lead teams of engineers and other specialists that are working on a project. They also focus on research and development operations.

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• Engineering Physicists: Apply math and physics to research engineering.

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• Environmental Engineers: Design solutions relating to environmental issues, such as alternative fuel resources, water and air quality.

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• Geological Engineers: Study the composition and structure of the earth, and the history of past plant and animal life. They apply scientific knowledge and experience to design and analyze systems for the benefit of mankind.

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• Geotechnical Engineers: A branch of civil engineering concerned with the engineering behavior of earth materials.

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• Industrial Engineers: Refine processes and equipment so they operate efficiently.

They work to eliminate wastes of time, money, materials, energy, and other resources.

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• Manufacturing Engineers: Design manufacturing operations and equipment to produce products such as the equipment that mixes cookie dough and forms it into cookies.

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• Marine/Ocean Engineers: Design structures for use in and around the water.

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Material Engineers: Investigate the relationship between the structure and property of materials in order to improve existing products.

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• Mechanical Engineers: Design and develop all things mechanical, such as automobiles, engines, motorcycles, dishwashers, and toasters.

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• Metallurgical Engineers: Focus on the using the earth’s minerals and how they can be used by other types of engineering.

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• Mining Engineers: Find deposits of coal, metals and minerals in the earth. They also design mines and mining equipment.

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• Nuclear Engineers: Focus on the harnessing nuclear power and the management of nuclear power plants.

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• Petroleum Engineers: Find oil and gas deposits and design the processes associated with extracting and refining them into products.

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• Software Engineers: Design and create software applications for computers, such as presentation, word processing, accounting, and database products.

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• Surveying Engineers: Determine the correct locations for projects, such as a highway expansion project, a bridge or a dam.

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• Systems Engineers: Design and improves the operation of integrated systems involving people, materials, equipment, and energy. For example, they may design the flight patterns for commercial airlines.

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PLACES TO LEARN MORE:

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There are many links regarding engineering, some of which are listed below.

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www.tryengineering.org; www.careercornerstone.org; www.asme.org; www.asce.org; www.jets.org;

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HISTORY

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http://www.creatingtechnology.org/history.htm#2

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http://www.new-sng.com/history.cfm

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Who should be an engineer?

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http://www.nd.edu/~mjm/engineer.essay.pdf

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fun quizzes

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http://quiz.engineering.com/quizviewer.aspx?quizid=1

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http://quiz.engineering.com/quizviewer.aspx?quizid=2

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Jobs in Engineering

http://www.bls.gov/oco/print/ocos027.html

PART 1. HISTORY OF ENGINEERING •

2. HISTORY OF ENGINEERING

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The history of engineering can be roughly divided into four overlapping phases, each marked by a revolution:

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Pre-scientific revolution: The prehistory of modern engineering features ancient master builders and Renaissance engineers such as Leonardo da Vinci.

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Industrial revolution: From the eighteenth through early nineteenth century, civil and mechanical engineers changed from practical artists to scientific professionals.

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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.

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Information revolution: As engineering science matured after the war, microelectronics, computers, and telecommunications jointly produced information technology.

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Pre-scientific revolution phase:

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The forerunners of engineers, who were practical artists and craftsmen, preceded mainly by trial and error. Many ancient monuments still arouse 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.

The name, used for builders of ingenious fortifications or makers of ingenious devices, was closely related to the notion of ingenuity, which was captured in the old meaning of “engine” until the word was taken over by steam engines and its like.

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Industrial revolution phase:

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The first phase of modern engineering emerged with Scientific Revolution. Galileo’s systematic explanations and adaptation of 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.

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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.

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Second industrial revolution phase:

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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 opened new frontiers for ocean exploration. Aeronautic engineers turned the ancient dream of flight into a travel convenience for ordinary people.

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, and individual inventions were organized into systematic innovations.

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Information revolution phase:

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Research and development boomed in all fields of science and technology after World War II, partly because of the Cold War. The explosion of engineering research, which used to lag behind natural science, was especially impressive

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Engineering was also stimulated by new technologies, notably aerospace, microelectronics, computers, novel methods of communications from the Internet to cell phones. Turbojet and rocket engines propelled aeronautic engineering into unprecedented levels. Utilization of atomic and nuclear power brought nuclear engineering. Undreamed advanced in materials science provided new tools for engineering.

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Above all, microelectronics, telecommunications, and computer engineering joined force to precipitate the information revolution in which intellectual chores are increasingly alleviated by machines.

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To lead the progress of these sophisticated technologies, engineers have remade themselves by reforming educational programs and expanding research efforts.

Intensive engineering research produced not only new technologies but also bodies of powerful systematic knowledge: the engineering sciences and systems theories in information, computer, control, and communications.

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Engineers developed extensive theories of its own and firmly established itself as a science of creating, explaining, and utilizing manmade systems. This period also saw maturation of graduate engineering education and the rise of large-scale research and development organized on national level.

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So far the physical sciences – physics and chemistry – have contributed most to technology. They will continue to contribute, for instance in the emerging nanotechnology that will take over the torch of the microelectronics revolution.

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Increasingly, they are joined by biology, which has been transformed by the spectacular success of molecular and genetic biology. Biotechnology is a multidisciplinary field, drawing knowledge from biology, biochemistry, physics, information processing and various engineering expertise. The cooperation and convergence of traditional intellectual disciplines in the development of new technology is the trend of the future. Environment, ecology and engineering ethics became concerns of the discipline.

PART 2 LIFE LONG LEARNING All professionals are expected to keep up with the changes/advances of their profession.

Engineers need to keep up with the advances of science and technology: -New Tools, Measurement Techniques, -Manufacturing Methods -New Materials, Products, -New Local and Environmental laws

Some examples of engineering problems: Cars: 1. Safety-crash test 2. Pollution 3. Gas consumption 4. Metal and tire recycling.

Computers: 1. Battery life and safety (laptops) 2. Recycling of special components 3. Size, weight, cost, capacity, speed.

Non invasive medical diagnostic equipment.

Traffic congestion.

Can you think of other “engineering� problems

EXAMPLE: The design of a laptop must meet the following: Light weight

--- Large screen

Small in size --- Comfortable key board.

Reduced price --- Many functions (DVD, Phone, Internet, Graphics, etc.)

The engineer must find an “optimum” design to satisfy the given constraints.

IDEA - TO - PRODUCT

ENGINEERING DESIGN IS A PROCESS.

A process is a series of inter-depended operations each one with a set of input and output requirements.

Basic process step:

Input

Output

QUESTION : Does team work play any role in the engineering process?

THE BASIC ELEMENTS OF A PROCESS Manpower (people with skills, team work) Material

(raw material, components)

Machinery (tools, etc.)

Methods

(procedures for test, assembly etc.)

Money

(investment to start with)

THE STORY OF ENGINEERING KNOWLEDGE Once upon a time….there was a gifted engineer who had retired after 35 years.

Several years later, his company contacted him regarding an impossible problem they were having with their multi-million dollar system.

The engineer reluctantly took the challenge and after he spend several hours studying the system hardware, he marked a small “x” with a marker, on a particular component and told management to replace it.

The company received a bill for $50,000.

Management immediately asked for an itemized accounting for the charges.

The Engineers Itemized Accounting One black marker …………...... $1.00 Knowing where to place it….$49,999 Science: Study the laws of nature and generates new knowledge.

Engineering: Converts science into technology Technology into useful products.

It requires creativity, judgment, imagination, experience, What About Math: One of the best engineering tools

WHAT SCIENCE TELL US ABOUT MAGNETS?

Magnetic field

SCIENCE

SCIENCE TELLS US

FROM SCIENCE TO ENGINEERING

So, What Engineers Do????

1. Design products.

2. Design machinery to build those products.

3. Design plants in which those products are made.

4. Design the systems that ensure the quality and efficiency of the manufacturing process.

5. Design, plan and supervise the construction of buildings, highways, transit systems.

6. Develop and implement ways to extract, process and use raw materials such as petroleum and natural gas.

7. Harness the power of the sun, and wind to satisfy the power needs.

THE ENGINEERING DESIGN PROCESS

Sketch

1. Identify the need 2. Define the Problem 3. Search 4. Constraints 5. Criteria 6. Design,

Model

7. Alternative solutions 8. Analysis /Test

Build

9. Decisions 10. Specifications 11. Communication

PART 3. SIGNALS, CIRCUITS, AND COMPUTERS Electronic Circuits and Components An “Electronic Circuit “ is a combination of electronic components and conductive wires interconnected in a way as to achieve an outcome: - Achieve a current /voltage of a certain value (signal) - Amplify a signal - Transfer data

The purpose of an electronic component is to allow the designer to control the flow of current as to achieve a specified result/output.

Active Components (have directionality). Semiconductor devices-transistors Passive Components (Have no directionality). Resistors, capacitors, inductors, diodes (diodes and polarized capacitors must be installed in a specified way)

Robotic Component Functional Summary

PART 4. SIGNALS, CIRCUITS, AND COMPUTERS Electricity Used to deliver energy: – Lights – Heat (electric oven, microwave oven, electric heater, hair dryer, etc.)

– Motion (fan, elevator, washing machine…)

Used for representation and processing of information – Computer, TV, radio, cell phone…

What is a ‘signal’?

A signal is a voltage (or current) that represents a quantity or a piece of information.

Examples: • The voltage across the door bell or light bulb

• The voltage across the speedometer (car speed) • The voltage across the earphone lines • The voltage across the printer cable wires (a message) Types of Signals • Analog: A dimmer light switch continuously increases/decreases the current.

• Digital : An On/Off light switch applies a fixed, predetermined voltage.

Analog Signal & Digital Signal An analog signal’s voltage (or current) level represents a physical quantity.

I=V/R 100 miles 5v

Current meter

The current represents the water level.

1. Higher water level => 2. higher float position => 3. lower resistance => 4. higher current (V/R) => 5. higher current meter reading => higher water level reading

Digital Signal A digital signal carries information by the state (high or low) of the voltage level.

ON

V=5v (logic 1)

OFF

V=0v (logic 0)

1000 miles

V

Voltage Level vs. Logic State

5v High (1) 3.5v 1.5v 0v

Low (0)

Digital Signal has a high noise immunity level eg. the level of noise that can be added to the signal without affecting its state.

Bits, Bytes and Words Bits: (20) One ‘bit’ can only represent a binary state: 0 or 1, on or off, stop or go.

Bytes. (23) One byte consists of 8 bits.

Words: (24 or 25) One word consists of 16 bits (or 32 bits, depending on the computer).

A 4-bit binary number 8 (MSB) 4 2 1 (LSB)

Binary Code In a computer, a binary number is used to represent: (1) Numerical values (2) Characters and symbols (A, a, ¥,+, ‫ﮗ‬, @, ….)

(3) Picture, sound, video, etc.

(4) Machine language (for math operations, etc.)

(5) others …

An example of a binary coding Q1: What is the decimal value of the 4-bit binary number 0101?

Q2. What do we call the bit that is in the leftmost position in a binary number?

A: SNB B: LMB C: MSB D: LSB E: USB

Number of bits

Number of different values that can be represented

4-bit (1 nibble)

24 =16

8-bit (1 byte)

28 = 256

10-bit

210 = 1024

16-bit (1 word)

216=65536

32-bit

232=4294967296

Digital Communication Parallel connection: a dedicated wire for each bit (needs a lot of wires).

Circuit A

(LSB) b0 b1 b2 b3

Circuit B

(MSB) b15

Serial connection: bits are sent sequentially (takes long time ). b0 b1 b2 b3……….

Circuit A

0 1 0 0 11 1

b15 1

Circuit B

Analog Signal vs. Digital Signal 1. Analog signals Pros: high resolution, efficient transmission, (1 wire, 1 signal), no delay, ‘real world’ signals.

Cons: Difficult to process (perform operations, storage), susceptible to noise.

2. Digital Signals Pros: high immunity to noise, easy to process Cons: needs a lot of ‘bits’ and circuits, data processing delay

Analog – Digital Conversion

Q3. Which of the following is NOT an advantage of a digital signal: A: Easy to perform math operation B: Easy to store C: High noise immunity D: Need less circuitry.

E: All the above

VEX Microcontroller

VEX Controller Program Memory Data Memory

PC Central Processing Unit (CPU)

Input Output Ports

Sensors Motors

CPU: Executing instructions, performing arithmetic and logic operations. It is the ‘brain’ of the computer.

Memory: Memory is for keeping program and data.

IO Port: Gateway to and from the external devices.

Infrared Emitting Beacons These beacons ‘flash’ infrared light at 1 kHz (the red one) and 10 kHz (the green one).

This flashing light allows the receiver circuit to tune to the targeted beacon and distinguish the light emitted by the beacons from the ambient light.

Infrared Receiver Board

Q4: What is the abbreviated name of the circuit in a computer that performs arithmetic operation?

A: USB B: AOU C: CPU D: AIO E: MOU

PART 5. ENGINEERING SUCCESS & TEAMWORK Success?

Think for a minute . . .

What does success mean to you?

Which of these people most closely represents your idea of success?

Sabanc覺, Yuri Gagarin, Zeki M羹ren, Ferrari, Bill Gates

Which description most closely represents your idea of success?

Rich and famous, Achieved your desired goal, A job with decent pay, Respected by colleagues, A real leader ?

Success: Achievement of a Goal Success means something different to each of us What kind of success are we talking about today?

To be successful professionally - To become a successful engineer - To have a successful engineering career ?

What makes a Successful Engineer?

I want to be a successful engineer. How do I get there?

1. Master technical knowledge 2. Develop soft skills --- communication, teamwork, leadership, social skills, interpersonal skills, professionalism, sense of responsibility, dependability, maturity, confidence, positive attitude‌..

Technical knowledge vs. Soft skills Which one is more important ?

Soft Skills!!

* Technical knowledge is a minimum requirement.

TEAMWORK “Teamwork” - Dictionary definitions  Teamwork is the ability to work together toward a common vision.  It is the ability to direct individual accomplishments toward organizational objectives.  It is the spark that allows common people to attain uncommon results.

A team is a small group of people with complementary skills who are committed to a common purpose, performance goals and approach, for which they hold themselves accountable.

The Benefits of Working in Teams 1. Accomplish more in: • Quantity • Complexity 2. Generate more solutions/brainstorming ideas.

3. Gain exposure to various points of view.

4. Develop/use “critical thinking” and “evaluation” skills.

5. Improve conflict resolution skills 6. Improve communication skills 7. Accomplish projects an individual cannot do – Most engineering projects are too large or too complex for one individual to complete alone. Imagine trying to build the Fatih Sultan Mehmet Bridge all by yourself!

8. Brainstorm More Solution Options - Different people looking at the same problem will find different solutions.

9. Detect Flaws in Solutions - A team looking at different proposed solutions may also find pitfalls that an individual might miss.

10.Build Community - Members of effective teams can form personal bonds which are good for individual and workplace morale. In the university, students on teams often form bonds that extend beyond the classroom.

11.Exposure to different points of view - As you are exposed to methods and ideas that other people have, you learn different ways of approaching a problem.

12.Critical Thinking and Evaluation Skills – You must use these skills to evaluate the complex issues of team project goals and to formulate appropriate solutions and plans.

13.Conflict Resolution Skills - Yes, teams have conflicts, but you can develop the skills to facilitate solutions to conflicts so that the team remains functional.

14.Students may do more academic work - Some students may accomplish more in order to keep up with the rest of the team.

15.Communication Skills - A team relies on communication among members.

1. Actively and effectively listen to their team members to understand their ideas and concerns.

2. Effectively articulate their ideas or their concerns to others.

3. Provide genuinely constructive feedback to team members

Teamwork Enhances Learning  Teamwork provides the opportunity for collaborative learning.  Teamwork keeps members motivated.

 People (students, engineering colleagues) are the best motivators of other people.  Teaching others is the deepest form of learning.  Teamwork helps speed up the solution process.  IT IS how engineering professionals work and learn.

Team Skills 1. Listening: Listen to other people's ideas. When people are allowed to freely express their ideas, these initial ideas will produce other ideas.

2. Questioning: Ask questions, interact, and discuss the objectives of the team.

3. Persuading: Individuals are encouraged to exchange, defend, and then to ultimately rethink their ideas.

4. Respecting: Treat others with respect and support their ideas.

5. Helping: Help one's coworkers, which is the general theme of teamwork.

6. Sharing: Share with the team to create an environment of teamwork.

7. Participating: All members of the team are encouraged to participate in the team.

PART 6. ENGINEERING DESIGN What do these “creations” have in common?

They are “created” for a purpose, a “function.” Most fulfill multiple functions.

All have some sort of shape, a “form.”

The shape relates to the function, the usage of the device, materials implementation, aesthetics, and many other factors.

All are made by using “material.”

Virtually all have “cost” considerations.

Others have: safety, environmental, simplicity, aesthetics, usability, comfort, ‌considerations.

The Key Elements of Product Design

 Function: All products and services have one or more.

It is the reason you are building the product.

It is the purpose of your design.

 Form: The final form of a product, or a structure, is the result of many factors: -The way you achieve the function, the “solution”, -The available material, their use , their properties, and their influence on aesthetics, cost, environment etc.

 Materials: The availability and properties have direct effect on the form of the product: strength, weight, flexibility, weathering, environmental impact, aesthetics, temperature, cost, etc.

Importance per Discipline / Product CE

ME

EE

CompE

Function

High

High

High

High

Form

High

High

Medium

Medium

Material

High

High

Medium

Medium

Aesthetics

High

Medium

Low*

Question 1 The final form of a structure is the result of the following factor(s): a. The use of the material b. The properties of the material c. The way the function is achieved. d. The cost and availability of the material e. All of the above Question 2 The three most important elements of a design are?

A. Form, Shape, Looks B. Form, Shape, Size

Low*

C. Purpose, Scope, Cost D. Function, Form, Materials E. Responsibility, Applicability, Compatibility.

Design‌ a definition 'Design is the decision making process by which an idea is transformed into an outcome� ( product or service)

Engineering Design is a Process

Video about design http://www.youtube.com/watch?v=jUks3N3KliA

http://www.youtube.com/watch?v=NugRZGDbPFU&feature=rela ted

The Engineering Design Process Need for the product or the service There has to be a need for the product or the service.

Who defines it? Society – Government, Market: Customer – Consumer

Need for: Transportation, Communication, Health, Education, Foodprocessing, preservation, delivery, Defense, Entertainment, Comfort, Business , …

Customer Requirements What customer ordered: product or services. (You may have to help your customer define his need) Define The Need: Once the need has been established, the first step of the engineering process is to define the problem on hand.

BUT, before you define a problem you need to understand it.

Evaluate the project constraints.

Translate customer requirements into a workable/ engineering concept.

Consider now as an example a TURBINE PROJECT.

Gather Information (Research) for all “How to” elements.

10 – 30% of an engineers time can be spend on this step.

It is continuous rather than a one step activity (“Learning Curve” applies)  Applicable engineering principles  Materials, properties, procurement .  Tools and equipment, how to operate.  Etc.

Learning Curve (Lifelong Learning)

Brainstorming: An activity designed to generate a lot of ideas/solutions.

Quantity is of importance - design has many solutions Build on the ideas of others Focus on Function - No criticism - All ideas are welcome - No limits or boundaries - No hesitation Sketching : a graphical presentation of an idea

Modeling Functional Performance Data collection Data Analysis Decision Analyze failures Redesign Utilize alternate solutions

Constraints: Turbine height = 17 in

Stiffness vs. light weight

Criteria: “constraints” you place on your design, for best performance, based on your design, materials , safety, environmental…

If you had to build the turbine: Land, excavation, cost, location, access

Beyond the design steps

Documentation  Design Specifications  Assembly Procedures  Test Procedures  Materials Specification  Technical Communications To Manufacturing for mass production

PART 7. WRITTEN COMMUNICATION Examples of Technical Writing • Annual Report: 12-month summary and evaluation of finances and activities • Environmental Impact Report (EIR) • Feasibility Study: consequences of possible actions • Final Report: results of completed work • Lab Report: results of experiments, procedures • Incident Report: description of injury or hazardous material spill • Justification Report: explanation for actions taken • Maintenance Report: product repair and service record for a given period • Personnel Report: evaluation of an employee's work • Preliminary Report: task analysis • Progress Report: work accomplished to date • Research Report: summary of research completed • Sales Report: sales figures for a given period • Trip Report: expenses and activities • Meeting Minutes

Goal of your reports • Someone could replicate what you did without you having to talk with him or her in person.

• Synthesize and summarize what you have learned. (This is an important part of the learning process) Getting Started to Writing or Speaking 

Determine your purpose.

What’s my purpose?



Determine your audience.

Who is my audience?

What’s my purpose?

• Informative • Persuasive • Analysis • Instructions Who is my audience?

• Business • Technical • General Public • Age Group • Gender • Culture

Parts of a Report • Title Page • Summary/Abstract/ Executive Summary • Table Of Contents • Introduction • Theory • Experimental Set up OR Design Procedure • Results • Conclusions • References • Appendix Summary • This section goes after the title page but before the table of contents • Designed for the busy person • Introduce project (what it is, what you did) • Summarize key results (performance data) • Summarize what you learned Use Equations • Instead of a sentence like this: The factors of the power include voltage (volts), which is equal to the current (amps) multiplied by the resistance. Just write: Power (watts) is calculated using the following equation: P=V*I

where V is voltage (volts) and I is current (amps).

Use pictures/sketches • Here is the description from a report: We took a geometric view on the matter and decided to construct a 90 degree angle using simply two sets of wooden beams after measuring the angles of each beam. We set them parallel to one another to maximize the strength of our design. • Can you figure out what the structure looked like?

Using Figures to Clarify As shown in Figure 1, the support structure consisted of a right triangle made of two wood pieces to provide stiffness in the direction of the wind.

In addition, two small triangular elements were installed at the based in the perpendicular direction to resist potential loads from the side and minimize oscillation.

Figure 1: Turbine support structure provides resistance to loads in two perpendicular directions.

Use Headings and Subheadings 3. Design and Construction 3.1 Turbine Blade Design 3.2 Support Structure Design 3.3 Construction sequence

Results Include tables of key data and graphs of key results This section MUST include text to describe what is in each of the tables.

A Table is NOT a Figure

What does this results graph represent?

0.7

a. Voltage vs. power

0.6

b. Current vs. power

0.5

c. Power vs. blade speed

0.4 Series1 0.3

d. I have no idea

0.2

e. Voltage vs. current

0.1

0 1.5

2

2.5

3

3.5

Can you figure it out now?

Turbine Power versus Voltage at Wind Speed of 20 mph 0.7

Power Reading (watts)

0.6 0.5 0.4 0.3 0.2 0.1 0 1.5

2

2.5

3

3.5

Voltage Reading (volts)

Figure 1: Turbine power generally decreased with increased voltage. The circled voltage readings are suspect.

What is wrong with this stiffness graph?

0.8

a. Nothing

0.7

Displacement (mm)

0.6

b. Load and displacement axes are reversed

0.5 0.4 0.3

c. Load is in kg

0.2 0.1

d. Scale on x-axis is not proportional to values b, c, and d

0 0.1

0.2

0.4

0.5

1

2

Load (kg)

The same data plotted correctly 25

Load (N)

20

load = 28.093 (disp) 15

10

5

0 0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

Displacement (mm)

Be Concise – Eliminate Unnecessary Words • Wordy: – In the graph that shows load against displacement (Figure 1) displays the stiffness of the structure where the displacement increases as the load increases. The stiffness that we got from our project is 6.08 N/mm.

• Concise – The calculated stiffness was 6.08 N/mm, which is slope of the linear relationship between load and displacement in Figure 1.

State Your Reasoning • No clear reason – We decided to create a three blade rotor because we believed this would give us the best possible results.

– Clear reason – We decided to create a three blade rotor because a three blade configuration is the most stable (Jones, 2008).

Reference List • Alphabetize by author • If there is no author, use the title to alphabetize.

Example Cunningham, W., & Cunningham, M. (2006). Principles of environmental science: Inquiry and applications. New York: McGraw Hill.

National Renewable Resource Laboratory (NREL). (2006). U.S. PV Cell Costs.

Retrieved September 27, 2008 from Data360 Web site http://www.data360.org/dsg.aspx?Data_Set_Group_Id=605 Wind Energy FAQ. (2009). Retrieved January 27, 2009 from American Wind Energy Association Web Site http://www.awea.org/faq/rsdntqa.html

Refer to Reference in Text • According to Betz’ Law, only 59% of the kinetic energy in the wind can be converted to mechanical energy using a wind turbine (Betz’, 2003).

Reference List Betz’ Law. (2003). Retrieved October 28, 2008 from Danish Wind Industry Association website http://www.windpower.org/en/tour/wres/betz.htm

Pitfalls to Avoid • Extremely Long Paragraphs – A paragraph that is one page long is likely too long • Identify the main points you are trying to make • Use the main points as topic sentences • Use three or four sentences in paragraph to build on topic sentence.

• One sentence paragraphs – You can not fully develop an idea in one sentence

Spellcheck Your Report I have a spelling checker.

It came with my PC. It plainly marks four my revue mistakes I cannot sea.

I’ve run this poem threw it.

I’m sure your please too no.

Its letter perfect in its weigh— My checker tolled me sew.

Proofread Your Report Aoccdrnig to a rscheearch sduty at an Elingsh uinervtisy, it deosn’t mttaer in what order the ltteers in a word are, the only iprmoetnt thing is that the frist and lsat ltteer is at the rghit pclae. The rset can be a total mses and you can still raed it wouthit a porbelm. This is bcuseae we do not raed ervey lteter by it slef but the word as a wlohe.

PART 8. ORAL COMMUNICATION Complete the following sentence: “When I speak in front of an audience, . . .” a. I feel really confident, like Mehmet Ali Erbil in front of the camera. b. I feel fine as long as I know the topic well. c. My knees are shaking so much that I look like a mechanical doll, but I can do it. d. I wish I could be anywhere else, even at an exam.

Purpose of this slide To provide YOU with a set of presentation guidelines to help improve your oral communication skills.

Build a foundation of basic skills for the future Provide specific tips for successful presentations What is a presentation?

•

An oral/visual form of communication.

•

A preferred method of the industrial and business environment.

•

Is it “acting”? Is it a “performance”? Is it “show and tell”?

Why present?

•

To sell, explain, justify, your design, solution, ideas, to colleagues, management, customers.

•

Remember: - you are presenting yourself in addition to your project.

- the audience are listening and watching you.

An Oral Presentation is Different from a Written Report •

Time sensitive (specific time allotment)

•

Fleeting (confused listeners cannot flip the page and review what was said)

•

Spoken (intonation, pronunciation, style, speed)

•

Visual (gestures, body language, eye contact, graphics)

Oral presentation starts with: What is my purpose?

Who is my audience?

General Format of a Presentation

Basic Good Practices -Use the L2 rule: Large ( font: 20-22 minimum) and Loud (voice) -Use simple font: Arial, Helvetica if available, or similar.

Sometimes the computer doesn’t support them.

-Use bullets: Short phrases, “one line” sentences.

No more that 2.5 lines per sentence maximum.

-Use past tense: The project has been completed.

-Use third person: State what the team did, not what you did.

-Organize in terms of goals, processes, and outcomes Not as a chronological journal Remember: You are not presenting nor writing to dear diary.

Powerpoints •

Color and background selection: –

•

Timing: Estimate ½ - 2 minutes per slide.

–

•

Give time to the audience to absorb the information.

PPT animation effects: Keep it simple.

–

•

What may look good on a PC screen 18 in. away may not be visible at 25-40 ft.

Remember that not every line needs animation and not every slide needs an image.

Each and every slide should have a heading and/or subheading.

Formatting Graphics •

Charts – Preferred over tables.

–

•

Tables (when appropriate): –

•

Must be completely labeled: title (other that x vs. y), parameter names and units.

titles, section headings, highlight specific data, (do not read the entire table, use charts instead.)

Math (when appropriate): show the formula and final answer only.

–

Skip all the calculations

•

Drawings, sketches, pictures etc.

–

Each one must have a sequence number and a title (what are the audience are looking at?). Do not clutter the slide.

Perfecting Your Presentation Rehearsal: (individually and as a team.)

–

Figure out •

Who is doing what part

•

How to hand off sections.

–

Some individuals may need more rehearsal time that others.

–

Have a dry run the day before, and in the same environment as the final presentation, if at all possible.

Delivery 1. Team presentation •

Presenter: Maintain eye contact with the audience. Stand ~ 90˚ and near the edge of the viewing screen.

•

Rest of the team positioning: Stay out of the viewing screen path. Do not become a distraction;

•

Room environment: Presenting team is in control of lights, noise, chairs, and any other obstacle. Adjust as needed.

•

Team organization: Sequence of events and of presenters.

•

Dress code: Appropriate for the audience. (Lose the hat, gum, etc.)

2. Reading from notes: An absolute no.

You participated in the design, assembly, and test of the project, you can present it without “Cue-Cards”.

They make you look like you don’t know what you are doing.

3. Enthusiasm: An absolute must. (best thing since sliced bread).

Slides for Beginning of Presentation 1. Title Slide: –

Sets the stage; The 1st impression.

–

Title, Date, Location.

–

Names of all team members and possible titles of responsibility. (Names of presenter on individual slides can also be practical and shows organization.)

2. Introduction slide: (The beginning) –

Must always have one. Connects with the audience.

–

What is the presentation all about? It may include an outline to indicate where the presentation is going.

–

Its purpose/goal.

The Middle Section 1. Design: Your final design concept 2. Built/Assembly: Sequential sets of activities. Use lists, table formats, flow charts.

3. Test: Summary of test set up/procedure, summary of measurements, plots.

4. Performance evaluation: 1. Compare test/performance results to project criteria.

2. Good performance meets/exceeds given criteria.

The End Section –

–

Conclusions: •

On information already presented (not on anything new).

•

Review of presentation’s key points/ accomplishments.

Recommendations: If any.

…This concludes our presentation - are there any questions?... this will wake up those who are asleep.

Main Points •

Three main parts of a presentation.

•

PPT techniques: Font size and type, color etc.

•

Identifying and labeling visual aids.

•

Appearance and body language of the presenter(s).

Recommendations for A+ Presentations •

Review project and presentation guidelines

•

Generate a rough draft of your presentation

•

Coordinate and review with the team.

•

REHEARSE

PART 9. SUSTAINABILITY

A Definition "sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs."

(Our Common Future, Brundtland Commission of the United Nations, 1987)

What are some current issues that are driving engineers (and others) to think about sustainability in design?

What do you think?

If all people on Earth had the same consumption habits as Americans do, how many Earths would be needed to provide what the world’s population would consume?

A) 1 Earth B) 2 Earths C) 6 Earths D) 20 Earths

When you put your plastics on the curb for recycling, what happens to them?

1. They all get recycled 2. Many of them get thrown away If you wanted to make a product of plastic, which of the following would make it easiest to recycle? (VISIT BELOW) http://environment.about.com/od/earthtalkcolumns/a/recycleplastics.htm A. Type 1

B. Type 3

C. Type 5

D. Type 6

E. I don’t know Which of these materials saves the most energy by recycling it?

A. Plastic B. Lead C. Steel D. Aluminum E. Paper VISIT http://www.recyclemetals.org/about_metal_recycling http://www.foe.co.uk/resource/briefings/paper_recycling.html

Watch the film : The Story of Stuff http://www.youtube.com/storyofstuffproject#p/u/7/k5kHACjrdEY http://www.youtube.com/storyofstuffproject#p/u/22/9GorqroigqM http://www.youtube.com/storyofstuffproject#p/u/2/Se12y9hSOM0 As you watch think about how this applies to engineering

Sustainability is not a new concept The U.S. National Environmental Policy Act of 1969 declared as its goal a national policy to "create and maintain conditions under which [humans] and nature can exist in productive harmony, and fulfill the social, economic and other requirements of present and future generations of Americans."

Three models of the three dimensions of sustainability (TBL triple bottom line, people, planet, profit)

Elements of Sustainability Economic – example: develop a process to use industrial waste rather than have to pay to get rid of it Social – develop products that don’t disproportionally affect one population Environmental – example: develop processes and products that minimize pollution

Measuring Sustainability One method – Sustainability Dashboard Impacts on people, economy, environment combined in Policy Performance Index (PPI)

How do we judge if a product or service is sustainable?

Life Cycle Assessment (Life Cycle Analysis, Cradle to Grave Analysis) Audit the total impact of the product’s (service’s) 1. resources 2. manufacturing 3. use 4. disposal In terms of 5. energy 6. materials

Life Cycle Assessment (LCA) Categories of assessed damages  Greenhouse gases (CO2, CH4, N2O, H2O, etc.)  Ozone layer depletion  Smog  Mineral & fossil fuel depletion  Habitat destruction  Eutrophication  Pollutants  Desertifcation Sustainability Examples  Dell notebooks shipped in bamboo packaging  Bamboo - highly renewable material as alternative to molded paper pulp, foams and corrugated cardboard

 CA Academy of Sciences  Green roof – natural insulation  Insulation from recycled jeans  Photovoltaics

 Shuto Expressway- Japan  Bridge lights powered using electricity generated from vibration caused by autos

Examples of what some universities are doing?  Some universities signed Talloires Declaration, a 10-point action plan for incorporating sustainability and environmental literacy in teaching, research,

operations and outreach at colleges and universities (see http://www.ulsf.org/programs_talloires.html )  Reduce consumption by 15% by the end of FY 2010, as compared to 2003/04.  Remodeled and new buildings - LEED* Certification  Artificial turf at stadium (106 gallons water per annum per stadium)

Talloires Declaration? (see http://www.ulsf.org/programs_talloires.html ) Composed in 1990 at an international conference in Talloires, France, this is the first official statement made by university administrators of a commitment to environmental sustainability in higher education. The Talloires Declaration (TD) is a ten-point action plan for incorporating sustainability and environmental literacy in teaching, research, operations and outreach at colleges and universities. It has been signed by over 350 university presidents and chancellors in over 40 countries.

Green Collar Jobs  Solar energy  Wind energy  Public transit  Green Building design and construction  Design/manufacturing of sustainable products  Recycling and material reuse  Energy efficient automobiles  Environmental compliance specialist  Many more . . .

References  Dashboard of Sustainability. (2009, January 2). In Wikipedia, The Free Encyclopedia.

Retrieved 14:55, November 24, 2009, from http://en.wikipedia.org/w/index.php?title=Dashboard_of_Sustainability&oldid=2614 19740

 EPA. 2009. Sustainability: Basic Information. Retrieved Nov 1, 2009 from http://www.epa.gov/sustainability/basicinfo.htm  Life Cycle Assessment. (n.d.) Retrieved Nov 11, 2009 from http://www.scienceinthebox.com/en_UK/sustainability/lifecycleassessment_en.html  What is a Green Collar Job, Exactly? May 26, 2008. Time. Retrieved Nov 10, 2009 from http://www.time.com/time/health/article/0,8599,1809506,00.html

PART 10 ETHICS ETHICS IS FUNDAMENTAL TO ENGINEERING Ethics and ethical reasoning are vitally important in engineering Decisions made by engineers usually have serious consequences to people -- often to multitudes of people.

Ethics and ethical reasoning guide decision-making.

Consider the results of the March 11, 2011 8.9 magnitude earthquake near Sendai, Japan.

The damage to the Fukushima I Nuclear Power Plant (Fukushima Dai-ichi) has led

people worldwide to rethink the ethics of nuclear power.

Notice the issues that come up in these discussions: ISSUE #1: HEALTH AND SAFETY RISKS: Danger to current and future generations from leakage of radio-isotopes used in nuclear power.

A particularly toxic radio-isotope is Plutonium-239 (half-life = 24,110 yrs) Normally, 10 half lives are required before a Pu-239 contaminated area is considered safe again, in the case of plutonium, roughly 250,000 years.

So if Plutonium-239 leaked, -- say, due to an earthquake -- it would cause a health risk for roughly 8000 generations!!

Notice the issues that come up in these discussions: ISSUE #1: HEALTH AND SAFETY RISKS, FURTHER CONSIDERATIONS: The use of nuclear power may increase our knowledge of radioisotopes used for medical purposes.

Notice the issues that come up in these discussions: CONSEQUENCES OF ALTERNATIVES TO NUCLEAR POWER. ISSUE #2: DEPLETION OF RESOURCES: Fossil fuels, oil, natural gas and coal, are non-renewable. These sources also affect the goal of health through pollution and climate changes.

Notice the issues that come up in these discussions: CONSEQUENCES OF ALTERNATIVES TO NUCLEAR POWER. ISSUE #3: COMPARATIVE ECONOMIC COSTS OF RENEWABLE SOURCES. Renewable sources such as hydro-electric-power, wind power, solar power, geo-thermal heat, agricultural biomass and tides do not cause the environmental hazards that fossil-fuels do.

But renewable sources must be balanced with the amount of energy needed to produce and maintain them and consequent environmental hazards. Currently, for example, the energy required to manufacture and install solar energy systems comes from fossil fuels.

If you look carefully at the kind of reasoning that goes on in such discussions, you’ll find that it involves certain goals such as, in this case, health, safety and bio-diversity. The reasoning then focuses on finding the best – or at least the reasonably better -- means for obtaining those goals.

This type of reasoning is often called practical reason.

It uses different methods from mathematics and the sciences.

Ethical reasoning is a type of practical reasoning which concerns in particular certain societal or life-form goals, such as justice, equality, freedom, health and safety.

Let’s consider further the difference between theoretical and practical reasoning.

An example of mathematical reasoning:

A graph of y = x2, a parabola. What is the slope of y = x2 at y=1 and x=1? Answer: 2 Why is the answer: 2 (and y´ = 2x for any value of x)?

Notice how we offer an overriding principle, law or rule to answer the question ‘Why?’ in mathematical and scientific reasoning. Consider how practical reasoning operates differently from theoretical (scientific and mathematical) reasoning.

Take a simple case: Say you have a cold.

What do you do?

You have some hot tarhana soup?

Notice that there is not an overriding principle or theory involved, but a goal, in this case health and a means, chicken soup. Specifically, we have no overriding theory that explains exactly how the chemistry of chicken soup affects the enzymes and anti-bodies so as to speed up the recovery from a cold. But nonetheless chicken soup speeds up the recovery from colds.

Again, the lack of an overriding principle, law or rule that provides an exact and unique answer doesn’t mean that there is NO reasoning involved.

First we need distinguish between law and ethics. Law, as ethics, is also based on practical reason, but the justification for law is different from ethics. Laws sometimes remain enforced when they are not ethically justifiable. As a result law and ethics may conflict.

Legal(yasal)

Legal

&

&

Moral(ahlaki)

Immoral

Illegal

Illegal

&

&

Moral

Immoral

Legal & Moral

Having a Child.

Legal & Immoral

Owning a slave pre-civil war in the US.

Illegal & Moral

Smoking Cigarettes?

Illegal & Immoral

Killing an innocent person.

To determine the relevant goals and means to those goals we need to look at concrete cases. Why does practical reasoning, and so too ethics and law, require studying concrete cases?

Why Cases?

Consider again nuclear power. The ends generally remain the same -- in this case health, safety and bio-diversity -- but the means will change as resources, knowledge and technologies change. Suppose an effective medical treatment is discovered for radioactive poisoning. Such a medical breakthrough would change profoundly the means-goal reasoning regarding nuclear power.

So why Cases?

Cases – and the case method – is elemental to ethics (and law) because the means, and to a lesser extent, the goals, change historically. Cases call upon the means and goals that are relevant to the present day.

Let’s look at a concrete case involving civil engineering.

You’re an engineer who works for the Ankara-Istanbul Road Commission. Your job centers on: maintaining the safety of the roads going through the Bolu Mountains.

Factors to consider: A. The traffic on roads and highways through the Bolu mountains continues to increase.

B. In the past five years there has been a growing increase in the number of accidents.

(Particularly bad accidents involve motorists crashing into to trees which are close to the pavement) C. Some of the worst accidents have occurred on a three mile stretch on E5 Highway where a stand of ancient redwoods closely lines the highway.

D. Two law suits have been filed against the “road commission� for not maintaining road safety.

But both law suits were dismissed because the drivers were well in excess of the 70-kmph speed limit. Given the increase in traffic, the E5 Road Commission keeps on pressing you, the engineer, to come up with a plan to make the roads more safe.

Nejjla Sinirli, a spokesperson for a citizens’ environmental group, says: … “These accidents are the faults of careless drivers. Sue the drivers if they don’t drive safely.” …“Let’s preserve natural beauty and ecological integrity around us while we can.”

Ethical practical reasoning, recall, is about finding the best – or at least the better -- means to a goal. But often we find ourselves in a situation when more than one goal applies. It’s in such situations that we usually find ourselves in an ethical quandary. So what do we do when goals conflict?

In general, your goals as engineers are spelled out in engineering professional codes, such as - - 1. The National Society of Professional Engineers (NSPE) Code of ethics. visit http://www.nspe.org/Ethics/codeofethics/index.htm 2. The Engr. Professional Organizations for all engineering disciplines have their own code of ethics (IEEE, ASCE, ASME, ASQC, etc) Since your problem is a case in civil engineering, let’s say you review the fundamental principles in the “Code of Ethics of the American Society of Civil Engineers”. (ASCE) The Code declares: Engineers uphold and advance the integrity, honor and dignity of the engineering profession by: 1. using their knowledge and skill for the enhancement of human welfare and the environment; 2. being honest and impartial and serving with fidelity the public, their employers and clients; 3. striving to increase the competence and prestige of the engineering profession; and 4. supporting the professional and technical societies of their disciplines.

The code spells out your general professional goals. But, it can’t tell you what to do in any particular case, such as the problem with vehicle/tree collisions on Highway E5.

The code, in fact, underlines the conflict you’re trying to resolve.

Fundamental principle #1 of the CE Code, says you should use your skill and knowledge to enhance “human welfare and the environment.” --- So, then you should preserve the trees.

But fundamental principle #2 of the CE Code says you should “honestly and impartially” serve the public, your employer and clients. --- So you should serve the motorists and widen the road and chop down the trees.

How can you apply practical ethical reasoning?

An age-old technique involves making analogies with paradigm cases which are understood as ethical and then examining and altering the features until a creative solution is found. The technique is traditionally known as analogical reasoning.

You start with a paradigm case.

What is a paradigm case, (an ideal case), of a good highway for Highway E5?

It would have: a. minimal obstacles to traffic flow. b. grading to offset centrifugal force at turns. c. texture to minimize slippage during rain. d. postings of clear signage. e. protection against collisions through medians and guardrails.

Then you move from the paradigm case to problematic cases that fall short of the ideal to different degrees.

Now you think ‘analogically.’

Are there any analogies, or similar features, that emerge from some of the features of the paradigm case that would move towards resolving the conflicting goals?

What about the last feature in the paradigm case: (e) “protection against collisions through medians and guardrails”?

You think about analogies to guardrails.

What about stone wall guard rails?

If such stone walls were properly contoured, they could both guide the motorists away from colliding with the trees and at the same time leave openings for the living trees.

You have a possible solution to this ethical dilemma.

Maybe you’ll need to propose a feasibility study and test the proposal, perhaps through models, but does it satisfy both conflicting goals. It’ll make the three mile stretch on Highway E5 safer from tree collisions and at the same time preserve the rustic character of the redwoods -- and the trees themselves.

Question #1 Which of the following depends primarily upon theoretical, that is, mathematical/scientific reasoning?

A. Picking a spouse or romantic partner.

B. Determining the safest way to drive home during a hail storm.

C. Deciding whether to major in computer science or electrical engineering?

Predicting how long you’ll live if you smoke one-half pack of cigarettes a day.

Question #2 Which of the following relies primarily on practical ethical reasoning?

A. Deciding who to vote for SJSU student body president.

B. Deciding whether to complain about a your lab group’s members copying another students’ work.

C. Deciding whether to spend part of Christmas vacation with your parents or at the beach.

D. All of the above.

Let’s go back to the Ankara-Istanbul road safety case: You could start with the other side of the ethical dilemma: “your goal to preserve the environment.”

You consider the stand of ancient redwood trees alongside the three mile stretch of Highway E5.

Again you’d consider a paradigm case.

In this instance it would be the paradigm case (ideal case) of an ecologically well-managed redwood forest along Ankara-Istanbul.

The ideal treatment of the forest would likely involve: No cutting down of the redwoods.

Protecting trees from toxic or contaminant human emissions.

Permitting human access to the forest through trails, and, as the saying goes, enforcing that visitors “take only pictures and leave only footprints.”

Then, as before, you move from the paradigm case to problematic cases that fall short of the ideal to different degrees. You came to your first problematic case: One feature of paradigm case was: “No cutting down of the redwoods.”

Obviously, in your first plan this feature was “problematic,” because you were going to cut down five ancient redwoods.

So, again, you think ‘analogically.’

Are there any analogies, or similar features, that emerge from the features of the paradigm case that would move towards resolving the conflicting goals?

What about the last feature in the paradigm case: “Permitting human access to the forest through trails, and, as the saying goes, enforcing that visitors ‘take only pictures and leave only footprints.’”

Now think about analogies to the ways people can access the forest.

What if the five trees were removed but done so to a. create a public facility for visitors to study and learn about the redwood forest and . . . b. to provide better access to forest trails.

This second solution would clearly be more expensive than the first . But it would respond to both goals: 1st : the motorists’ safety; 2nd : the environmental concerns.

Now let’s go over what we have covered so far. There are certain kinds of problems that are treated by practical reasoning. For engineers they come up very often and can have very serious consequences.

There are two main parts to handling ethical problems: 1st . Understanding the conflicting goals that make up the ethical dilemma.

2nd . Considering paradigm cases that apply to each goal.

An example of a very simple personal ethical problem (1st part): A friend calls you and says s/he is desperate and needs you to “help her/him get through the night.” Say, you also have final exam tomorrow. Your performance on the final exam will weigh heavily on your future job prospects.

Let’s remember that as in every ethical problem, there’s a conflict of goals involved.

In this case they are: a- Loyalty to your friend; b- Attending to your own self-improvement

In the Ankara-Istanbul motorist safety case, the conflict was between: i- The goal of ensuring the safety of motorists on highways ii- The goal of preserving ancient Redwood trees

The 2nd main part of ethical problem-solving consists in considering paradigm cases that apply to each goal, such as: a- the paradigm case of the safe road in Highway E5 b- the paradigm case of forest preservation in Ankara-Istanbul County.

In fact the method of analogy in ethical problem-solving has much in common with creative product design. A highly successful design firm in Ankara is called IPDevelopment.

In one case, the problem to be solved at IP Development was devising a better shopping cart.

In fact, the final product was developed by considering functional similarities with other carts and containers. At one point it was useful to consider the openness of tricycle as a paradigm. At another point, it helped to consider a mobile file rack.

Thinking analogically about the tricycle and mobile file rack suggested features of the future shopping cart.

Similarly in the SECOND main part of ethical problem-solving, you seek a creative solution drawing on analogies to paradigm cases that satisfy both goals.

--The less successful solutions to ethical problems will be simple compromises.

--In the Ankara-Istanbul motorist case, for example, you might make a simple compromise between the conflicting goals. --For example, you propose to cut down only three Redwoods and “live with� the protests coming from the environmental group. This is an obvious (but poorer) solution.

Ethical problem solving is a skill.  As you take on engineering assignments, you’ll increasingly will become aware of where ethical problems arise.  Your ethical problem-solving will get easier with practice.  But working through “case studies” can prepare you to deal with real situations more effectively.

A Question Why do you think that ethical-problem solving begins with paradigm cases?

One More Question Why does relying on paradigmatic cases imply that ethical reasoning can never be fully handled by scientific/mathematical reasoning?