introduction to engineering presentation

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• TeachEngineering
• What Is Engineering and What Is Design?

Lesson What Is Engineering and What Is Design?

Grade Level: 5 (5-7)

Time Required: 45 minutes

Lesson Dependency: None

Subject Areas: Science and Technology

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Engineering connection, learning objectives, worksheets and attachments, more curriculum like this, introduction/motivation, associated activities, vocabulary/definitions, additional multimedia support, user comments & tips.

Engineers apply their in-depth understanding of scientific and mathematical subjects to design and create devices, structures and systems that improve our lives. While scientists investigate what already exists and discover new knowledge by peering into the unknown, engineers create what has not been—they make things that have never existed before. Engineering teams follow the steps of the engineering design process: understand the need/problem, brainstorm different designs, select the best design, make a plan, create and test a prototype(s), and improve it until a satisfactory solution is achieved. The process is cyclical and may begin at, and return to, any step.

After this lesson, students should be able to:

• Define engineering and identify different engineering disciplines/fields.
• Define design and provide examples.
• Identify the different steps in the design cycle and apply it to an example.

Educational Standards Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards. All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN) , a project of D2L (www.achievementstandards.org). In the ASN, standards are hierarchically structured: first by source; e.g. , by state; within source by type; e.g. , science or mathematics; within type by subtype, then by grade, etc .

Ngss: next generation science standards - science, international technology and engineering educators association - technology.

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State Standards

Missouri - science.

Humans have designed the many objects you see around you—-the classroom and school, your house, the refrigerator, bicycle, cell phones and computers you use, roads and cars—almost everything that doesn't occur naturally! How do engineers go about designing all these varied items? Indeed, what is engineering? And what is design?

(Show students the What Is Engineering? video )

Today we will look at the various fields of engineering, and then learn about the design cycle. Let's get started.

(Continue by showing the presentation and delivering the content in the Lesson Background section.)

Lesson Background and Concepts for Teachers

This first lesson in the unit introduces students to engineering and design, which prepares them for the unit's subsequent design challenges that use LEGO® MINDSTORMS® taskbots.

Be ready to show students the 19-slide What Is Engineering? What Is Design? Presentation , a Microsoft ® PowerPoint ® file, to teach the lesson. Have ready a computer/projector with Internet access to also show students an online vide and a website. In advance, make copies of the Engineering & Design Pre/Post Quiz (two per student), provided both as attachments and slides, and the What Is Engineering? What Is Design? Worksheet (one per student).

What Is Engineering? What Is Design? Presentation Outline (slides 1-19)

• Administer the pre-quiz by handing out paper copies; the quiz is also on slide 2 . The answers are provided for the teacher on slide 3 for discussion after students have completed the quiz.
• ( slide 4 ) Introduce students to the "big" challenges being presently considered by engineers, including a list of 14 "grand challenges for engineers of the 21st century," listed on slide 5 .
• ( slide 6 ) Define engineering, and then inform students that many types or "fields" of engineering exist. Show them the excellent, 4:17-minute "What Is Engineering?" video (link on slide 6 and in the Additional Multimedia Support section).
• ( slides 7-10 ) Take students through the various types of engineering disciplines via the American Society for Engineering Education website. Click on the interactive flashcards on the ASEE's Engineering—Go for It! (eGFI) web page to explore different disciplines. Then read through 23 engineering discipline examples presented on three slides.
• ( slide 11 ) Define the broad concept of design as "creating something that does not exist." Point out that design is not limited to engineering, for example you could conceptually "design a story."
• Introduce the engineering design process using the ASEE definition and the six steps that are presented in the cyclical graphic on slide 12 . The steps include 1) state the problem, 2) generate ideas, 3) choose the best solution, 4) create a prototype or object, 5) test, evaluate and improve it, 6) present the results and final solution. These steps are repeated (iterated) as often as necessary until a good solution is achieved. Sometimes the design process is called the "design cycle" or "design loop."
• An alternate but equivalent design cycle is provided on slide 13 . In this description of the design process, the steps are: 1) ask/concept, 2) imagine/preliminary designs, 3) plan/definitive design, 4) create, and 5) improve/iterate. Read the questions under each step, which helps students understand what to think about and do at each stage.
• If time permits, have students conduct some of the 20 Engineering is Elementary engineering design units developed for elementary students, some of which are listed on slide 14 (see the source URL in the Additional Multimedia Section). At a minimum, review the academic subjects, design challenges and engineering types on the slide to show students examples of the range of engineering challenges that exist, even for K-12 students. Then make the point that the concept of design is applicable to life problems in general, and inform students that they will be given a non-engineering design challenge next—to design a picnic—as described on the next slide.
• ( slide 15 ) Introduce the design challenge: To design a picnic for your friends. Provide each student with a worksheet. Give students 15 minutes to individually come up with their ideas for each of the steps of the design cycle (on slide 13 ). A list of example questions for students to answer as they develop their picnic designs are provided for the teacher on slide 16 .
• After 15 minutes, assemble students as a class and discuss the picnic design challenge, especially focusing on what they learned and issues encountered.
• Administer the post-quiz by handing out paper copies; the quiz is also on slide 17 and is exactly the same as the pre-quiz. The answers are provided on slide 18 . Vocabulary terms and definitions are provided on slide 19 . Next, conduct the associated activity Maze Challenge where students are introduced to the logic for solving a maze. 
• Maze Challenge - For their first design challenge of the unit, students are introduced to the logic for solving a maze. They observe a blindfolded student volunteer being guided through a classroom maze by the simple verbal instructions of another student. Then student groups apply that logic to program LEGO robots to navigate through a maze, first with no sensors, and then with sensors.

design: Loosely defined, the art of creating something that does not exist.

engineering: The use of science and mathematics to solve problems to improve the world around us.

engineering design process: A series of steps used by engineering teams to guide them as they develop new solutions, products or systems. The process is cyclical and may begin at, and return to, any step.

Pre-Lesson Assessment

Pre-Quiz: Before starting the lesson, administer the two-question Engineering & Design Pre/Post Quiz by handing out paper copies (also on slide 2). Students' answers reveal their base knowledge about engineering and design. Example answers are provided on the Engineering & Design Pre/Post Quiz Answer Key (and slide 3). Administer the same quiz at lesson end.

Post-Introduction Assessment

Learning about Engineering and Design: Throughout the presentation, observe students and ask questions about the content to assess their engagement and level of understanding. If computers are available for each student or small student groups, pause on slide 7 and let students explore the interactive engineering discipline flashcards on the ASEE's eGFI website (link in Additional Multimedia Support section). Ask students to explain what they learned about at least one specific field of engineering.

Picnic Design Worksheet: Have students complete the What Is Engineering? What Is Design? Worksheet by explaining how they would follow all the engineering design process steps to design a picnic for their friends. This exercise assesses students' comprehension of the design process, provides them with practice in thinking through all the design process steps, and connects the engineering design process to every day design problems. Refer to the Worksheet Example Answers Outline for how students might do this.

Lesson Summary Assessment

Post-Quiz: At lesson end, administer the Engineering & Design Pre/Post Quiz again by handing out paper copies (also on slide 16). Compare students' answers to their pre-quiz answers to assess how well they learned the concepts during the course of the lesson. Expect to see different and more-varied post-quiz answers. Example answers are provided on the Engineering & Design Pre/Post Quiz Answer Key (and slide 17).

During the lesson presentation, show students the University of Newcastle's excellent 4:17-minute video, "What Is Engineering?" at https://www.youtube.com/watch?v=bipTWWHya8A .

During the lesson presentation, let students explore the interactive engineering discipline flashcards on the American Society for Engineering Education's "Engineering—Go for It!" website at http://www.egfi-k12.org/# .

Consider downloading and conducting some of the 20 free engineering design units for elementary students from the Museum of Science, Boston's excellent "Engineering is Elementary" website at http://www.eie.org/eie-curriculum/curriculum-units. In the presentation, a placeholder at slide 14 indicates a good point to conduct them in class, as time permits.

In advance of teaching this lesson, review the reasons why teaching K-12 engineering in your classroom is valuable for your young students at the "Why K-12 Engineering?" web page at https://www.teachengineering.org/whyk12engr.php.

See good resources about engineering careers at the Discover Engineering website at http://www.discovere.org/discover-engineering/engineering-careers.

Students are introduced to an important engineering element—the gear. Different types of gears are used in many engineering devices, including wind-up toys, bicycles, cars and non-digital clocks. Students learn about various types of gears and how they work in machines.

Students gain a rigorous background in the primary human "sensors," as preparation for comparing them to some electronic equivalents in the associated activity. Students learn the concept of "stimulus-sensor-coordinator-effector-response" to describe the human and electronic sensory processes.

eGFI (Engineering—Go for It!). American Society for Engineering Education. (A multitude of K-12 teacher and student STEM resources) http://www.egfi-k12.org/#

"Engineering." Last updated December 2014. Wikipedia, The Free Encyclopedia. Accessed December 2013.http://en.wikipedia.org/wiki/Engineering

Introduction to the Grand Challenges for Engineering. Last modified June 30, 2008. National Academy of Engineering of the National Academies. Accessed December 2013. (The NAE has identified 14 grand challenges for engineering in the 21st century that fall under four broad realms of human concern.) http://www.engineeringchallenges.org/cms/8996/9221.aspx

Contributors

Supporting program, acknowledgements.

This curriculum was developed under National Science Foundation GK-12 grant no. DGE 0440524. However, these contents do not necessarily represent the policies of the National Science Foundation, and you should not assume endorsement by the federal government.

Last modified: March 1, 2020

A Comprehensive Guide to Mechanical Engineering Presentations

• Mechanical Engineering

Welcome to our easy-to-follow guide on creating impactful mechanical engineering presentations.

Whether you’re a student or a professional in the field, this guide is here to help you present technical information clearly and confidently.

We’ll start by explaining why it’s crucial to know your audience and adjust your talk to fit their knowledge level.

Then, we’ll share effective ways to organize your presentation to grab and hold attention, including how to make slides that are both eye-catching and full of useful information.

You’ll also learn the best way to speak confidently and handle any questions from the audience smoothly.

Our goal is for you to be able to share your ideas and findings in a way that is interesting and convincing.

Understanding Your Audience

When you’re getting ready to give a talk on mechanical engineering, it’s really important to think about who will be listening. For example, if your audience knows a lot about different areas of engineering, you’ll want to explain things differently than if they were all experts in how fluids move or how heat works.

You want to make sure your talk is just right—not too simple or too complex—so that people stay interested and aren’t confused. It’s crucial to be clear and use words that precisely describe what you mean without being confusing. Use pictures or charts to help tell your story and make sure they’re easy to see and understand.

When you’re speaking, try to fill in any knowledge that your audience might be missing so they can fully grasp what you’re saying. For instance, if you’re talking about a new pump design, don’t just throw out technical terms. Instead, say something like, ‘This new pump design can move water much faster because it has a more efficient blade shape, similar to how a ceiling fan with curved blades moves air more effectively.’ This way, you’re giving a specific example that’s easy to visualize, which helps your audience understand the benefit of the design.

Always check that your words and pictures are spot on and that you’re writing like you’re having a conversation with someone. Your goal is to give a rich, detailed talk that everyone in your audience can learn from.

Structuring Your Presentation

Start your engineering talk by explaining its goal and what you’ll discuss. This helps your listeners follow along and understand the information better. Open with an engaging introduction that explains why the topic matters. If needed, include a section on previous research to lay the groundwork for your points.

Make the main part of your talk about important themes or discoveries, using numbers and studies to back up what you’re saying. Design each slide to stand on its own and add to the story you’re telling. End by going over the key points and suggesting ideas for further study or how the work can be used. Make sure to leave time for questions and talks.

Designing Effective Slides

Creating good slides is very important for explaining complex ideas in mechanical engineering in a clear and brief way.

When you make slides, pick a straightforward, professional-looking template that doesn’t take away from what you’re trying to say. Use text and background colors that stand out against each other so people can read your slides from far away.

Keep your text short and to the point, using key phrases and bullet points, because too much text can be too much for your audience. Add clear diagrams, schematics, or simulations that show mechanical processes or parts; make sure these images are clear and accurately labeled.

When you show data, use graphs or charts that are easy to understand, with a clear legend and the right scale. Keep your font size, style, and how your slides change the same throughout to make your presentation smooth.

Double-check that all your technical details are correct and try to give a lot of information without making your slides too busy.

Delivering With Confidence

A mechanical engineer’s delivery should exude confidence, as it reinforces the credibility of the presentation and engages the audience effectively.

To project this assurance, the engineer must be well-versed in the subject matter, demonstrating technical proficiency throughout the discourse. Mastery of the topic facilitates a clear and articulate explanation of complex concepts, ensuring that the details are communicated with precision.

It is imperative that the presenter practices the material extensively, which not only hones the delivery but also prepares them for potential inquiries, allowing for detailed responses delivered with authority.

Utilizing a steady pace and maintaining eye contact can further convey a sense of confidence, making the information presented not just understood but respected.

Handling Questions Skillfully

While delivering with confidence is crucial, adeptly handling audience questions is equally important in demonstrating a mechanical engineer’s expertise during a presentation.

When approached with inquiries, it is imperative to listen attentively, ensuring that the question is fully understood before formulating a response. This not only shows respect for the individual’s query but also allows for a precise and tailored answer.

Engineers should aim to communicate their responses with clear, unambiguous language, avoiding overly technical jargon unless it is audience-appropriate.

Furthermore, when a question falls outside the presenter’s scope of knowledge, it is vital to acknowledge this candidly, offering to follow up with additional information post-presentation if possible. Such an approach maintains credibility and fosters an environment of professional integrity.

For a mechanical engineering presentation to be effective, it’s essential to know who you’re talking to and make your story easy to follow. This helps you connect with your audience and makes it easier for everyone to learn and grow professionally.

Creating slides that grab attention is also crucial. Well-designed visuals can enhance understanding and engage your audience.

Speaking with confidence is another important aspect. When you present with confidence, you convey credibility and expertise, which helps your audience trust the information you’re sharing.

Lastly, being good at answering questions is essential. Mechanical engineering concepts can be complex, and your audience may have inquiries. Being prepared and knowledgeable in your responses will further enhance your presentation’s effectiveness.

By getting these key elements right, even the toughest engineering ideas can be explained so everyone understands. It is through effective communication that professionals in mechanical engineering can thrive and succeed.

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Introduction to Engineering

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Written by Samuel Bechara, PhD

Edited by Isabella Kaze, Dylan Scheller, and Seth Wilson

Introduction to Engineering is a free, online textbook designed to provide students with a comprehensive understanding of the fundamental concepts of engineering. The textbook was designed from the ground up to be interactive and engaging for the modern 21 st  century learner. The textbook provides students with the tools they need to succeed in their future engineering courses. With its online format and interactive components (including interactive code boxes), students can learn at their own pace and reinforce their understanding of the material.

This interactive textbook is organized into three main modules: Units and Conversions, Excel, and MATLAB Programming. In the Units and Conversions module, students will learn how to use the International System of Units (SI) and convert between different units of measurement. The students will also learn concepts behind dimensions and dimensional analysis. The Excel module teaches students how to use Excel for engineering calculations, data analysis, and visualization. The MATLAB Programming module introduces students to programming concepts using MATLAB. Students will learn how to write basic programs and analyze data using MATLAB. The module includes interactive coding exercises and quizzes to help students master the material.

Browse Course Material

Course info, instructors.

• Juliana Furgala
• Jennifer Swanson
• David Maurer
• Maxsimo Salazar
• Amanda C. Prescott
• Cristina Gath

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• Engineering

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Ll educate: introduction to engineering concepts, introduction.

Welcome to the MIT Lincoln Laboratory introduction to the engineering discipline. In this course, we will illustrate the many ways that an engineering degree can be used, not only in an engineering career, but in a wide array of technical and scientific careers. What makes this course unique is the set of examples we will be using. These examples are actual projects that MIT Lincoln Laboratory engineers have completed! We will use these projects to demonstrate how engineering provides a wonderful, skill-based foundation for a host of disciplines.

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Introductory video by Max Salazar and Bich Vu.

So, first, what is engineering? Here’s what the Oxford Languages Dictionary says:

en·gi·neer·ing /ˌenjəˈniriNG/ noun the branch of science and technology concerned with the design, building, and use of engines, machines, and structures. the work done by, or the occupation of, an engineer the action of working artfully to bring something about  Definitions from Oxford Languages

Engineering is not only a career path and discipline; it involves creativity, thinking outside the box, and pushing current technologies into the future. What’s more, engineering makes possible the invention of technologies and products that don’t even exist yet!

The latter is something at which MIT Lincoln Laboratory excels. Our innovations have helped us build a reputation as an organization that can help solve some of the world’s biggest problems using research and development (R&D)—our bread and butter. For example, the Laboratory has supported disaster relief efforts by deploying laser radar imaging technologies to survey disaster zones from the air. Instead of manufacturing and selling the products we design like a normal company would, MIT LL turns its inventions over to the client who paid for the research (the Department of Defense, for example), or to another company who will license the technology and take it to market. More on that later.

What is so exciting about engineering is that there are not only many different types of engineers (such as nuclear, mechanical, computer, software, bioengineering, etc.), but the core skills learning in engineering degree programs are applicable anywhere. Think of engineering as a way of disciplined thinking—it provides a scientific and mathematical process to frame a problem and create one or more solutions to that problem. 

You’ve probably learned in your science classes that in order to solve a problem, you first need to:

• Create a hypothesis about what the issue is
• Plan an experiment that proves or disproves that hypothesis
• Run the experiment
• Analyze the results
• Decide whether the hypothesis is correct or not

That is called problem solving , and it is the basis for all engineering (and science). What makes engineering different from science is that you get to build stuff (the development part of R&D). As the definition above states, engineers use science, mathematics, materials, and ingenuity to build engines, machines and structures. They can be tiny engines that travel in someone’s bloodstream to evaluate the health of a patient, or huge structures that take someone to Mars and back. Your imagination is the limit (well, and the budget for that project).

Engineering is the art of intentional problem solving, using mathematical and scientific principles, to produce an optimized solution.

You don’t have to be the master of all mathematical and scientific fields and concepts to be an engineer (which would probably take a lifetime to learn and not give you any time to actually make a living). That’s what teams are for. Most engineering projects involve multiple people with different skill sets and knowledge that, combined with creativity and hard work, determine the best solution (or solutions—there may not only be one) for that particular problem.

As we said earlier, there are core engineering skills that that allow you to leverage the fundamental sciences to solve interesting problems. In any engineering program these would include math, statistics, and the physical sciences (e.g., chemistry or physics). Along with these technical skills, you will need to know how to communicate your ideas to others through presentations, technical writing, and documentation. You may also want to think about taking computer programming courses, as most employers will be looking for a solid computer background as well as your engineering knowledge and skillset.

Depending on what type of engineer you want to be, you will gain additional skills that focus around your specialty. You may need to learn about materials and their properties (which materials engineers do), or understand how physics and materials work together when building, for example, a dam (as civil engineers do). A nuclear engineer may work in a nuclear reactor, develop the next US nuclear missile, or build a nuclear engine to power the next generation of submarines or rocket to Mars. An electrical engineer might work on a sensor that tests the air for chemical weapons, or monitors the health and wellbeing of a soldier out on patrol, signaling when the soldier is dehydrated or has a fever.

The next chapter will lay out the different types of engineering fields, but what we’re trying to point out here is that there are additional skills incorporated into whatever branch of engineering you choose. However, the core skillset that all engineers learn will set you up to be whatever type of engineer you choose.

What is also great about engineering is that it is available to people with varying scientific degrees and professional backgrounds. For example, someone with a Bachelor of Science in biology and a Masters in mechanical engineering—and who also tested blood in a diagnostic laboratory for five years— may be in as high demand on the engineering job market as someone with both a BS and an MS in biochemical engineering who starts working straight out of school. It is the combination of skills and knowledge that makes good engineers.

Having a range of experiences not only helps you start a career in an area that excites you, but helps you determine which paths you may want to take in the future as you mature. Having a range of professional and academic experiences also enables you to change fields or work on different types of projects. In this way, you will build a solid core of knowledge that you can use throughout your working life. You will want to keep learning, deepening your experience by working on different teams and projects, and eventually you will be acknowledged as an expert.

How do you decide what type of engineer you want to be, though? MIT Lincoln Laboratory hopes that this course will help you at least narrow down the possibilities—or broaden your understanding for the field of engineering—so that you have some data and knowledge about what those possibilities are.

You are leaving MIT OpenCourseWare

General Engineering Introduction/Presentations

Engineering presentations are the most important part of an introduction to engineering class. Typically they are the easiest way to get points. Getting an A without making presentations constantly should be impossible. Words, concepts, tension, inspiration, materials, tasks, success, and next steps are all sharpened in presentations. It is impossible to engineer without presentations. Presentations help engineers figure out how to create project documentation that doesn't need talking to be complete.

Engineering presentations fall into these categories: Problem Statements, Status Update, Project Review and Final. These are any presentation's goals: planting questions, inviting participation, and getting help.

• 1 Engineering Art
• 2 General Advice
• 3 Problem Statements
• 4 Status Update
• 5 Design Review
• 6.1 Poster Sessions
• 6.2 Presentations

Engineering Art [ edit | edit source ]

Engineering presentations are similar to art evaluated by the instructor in front of the class. Unlike other school work, art and engineering work is evaluated in comparison with the rest of the class. The project is displayed with the work of all other project teams. And you don't get to do it over if you messed up. There it is, for everyone to see. You can't talk your way out of it.

"Messing up" is very different in an engineering class. Engineers don't hide ugliness. Ugly can have still be functional (see Kludgy ). Engineers don't hide failure. Describe the failure. Let other engineers in the audience define the problem or suggest solutions.

The toughest criticism is going to come from your instructor during presentations. Suppose you can not attract an audience among your classmates. Suppose you start the presentation with "it's not working", "it's not finished" and stop because short presentations are good. Your instructor is going to start lecturing. "It's not working" is life/food/joy to an engineer. The definition "Finished" is never clear. Ever heard of "shoot the engineer?" "It's not finished" immediately starts a host of scale/scope/cost/time/materials/alternatives/availability conversations that are critical to engineering success. And you use "not finished, not working" as an excuse to not talk? that is not engineering.

Artists have art shows, engineers have project days. Professional engineering art is on permanent display and is juried by consumers. It doesn't matter how hard you work. It doesn't matter what your experience or expertise is. Nothing is fair. Engineers can fail because they are a day late in the real world. Be prepared to present at any time. Expect help not judgement.

General Advice [ edit | edit source ]

Assume you are presenting to fellow engineers. Do not try to educate them with a tutorial or snow with details. Engineers want summary statements that provide starting points for conversations. Strive for short presentations (where the agenda is controlled) and long conversations.

Engineering presentations are an art form that involves skipping over some detail. Detail needs to be set up like a joke. Some detail needs to be skipped. Some detail needs to be shrunk to a sound byte. Some detail needs to be covered in a foggy, unclear way that stimulates questions. Communicating all detail is impossible. The goal is to communicate enough detail to create respect. The goal is to have all the details at ones finger tips and be able to plunge to the depths if stimulated by a question.

Unsolved, non-trivial problems stimulate an engineering audience. They will begin asking non-trivial questions. Try to anticipate the questions with clearly planned answers. Write unplanned questions down and prepare answers for the next presentation.

Problem Statements [ edit | edit source ]

Projects start with trying to figure out what's wanted. The audience is other engineers within the firm. Do not start with a solution and then try to reverse engineer back to a problem statement. This will loose respect.

Problem statements are short paragraphs. The next step is list requirements. Requirements are words describing characteristics or features of the project. Requirements are translated into numbers and then tests.

The best problem statements cause engineers to dream about possibilities at night. The problem gets stuck in an engineers brain like a song. There is no way to get rid of it. Thoughts about the project inspire a flood of ideas. They inspire the audience.

Early engineering presentations start off harvesting the collective mind of the audience. Engineers should present to a variety of audiences for this purpose.

Status Update [ edit | edit source ]

The goal of a progress report or status update is to reassure the client, principal investigator or instructor that the project is proceeding on track, ask for a re-assessment of the project, ask to renegotiate the problem statement or solicit ideas/opinions from the audience. A decision matrix requires solicitation of ideas and opinions from the audience.

Design Review [ edit | edit source ]

The Design Review is the most interesting of all engineering presentations. Design reviews occur within medium to large engineering companies. The goal is to present clearly the problem, propose some solutions and solicit the creative thoughts of all other engineers within the company.

Design Review presentations can appear brutal to a non-engineer observer. The goal is to come up with all possible failure scenarios, all possible solutions. Facts are important. Politics, economics, ego, feelings and opinions are not. A design review is not kind.

Managers select engineers for project teams. It is during design reviews that managers see which engineers might work together. Projects can be long or short. Projects can be taken from one group of engineers and handed to another. Individual people on a project may be there only for a specific part of the project. Design Review is really the beginning of the project.

Some four year engineering colleges have a design review once a week. This is where students see each other present their projects. Students get ideas about character, enthusiasms, and abilities of their classmates. This is where project teams begin to form.

A design review is uniquely an engineering institution. If the engineering firm fails, it looses money and dies. If design fails, people may die. For these reasons, design reviews ignore feelings and often people come out of them mad, misunderstood and motivated to set the record straight. All this serves the engineering firm well. Design reviews are where the brilliant, the bold and the hard working engineers shine.

Final Presentation [ edit | edit source ]

Poster sessions [ edit | edit source ].

Both in real life and in college, you will attend trade shows, paper presentations or special events where potential customers, clients, employers, donors, and investors are walking around. They are all looking at posters .. which are eye catching graphics and information. Engineers try to stand by their posters and engage people walking by in one on one conversations. Crowds may gather to listen in. This is where engineering business gets done. These conversation are called "face time." This is where respect is won, contact information is exchanged and everyone is inspired.

Poster sessions may last for an hour and then one moves to deliver a final presentation.

Presentations [ edit | edit source ]

Presentations are 10 to 15 minutes. They are like a Ted conference video. Poster sessions often feel more rewarding because more information is delivered in better personal context. The goal of final presentations is to talk to the collective. The goal is to NOT stimulate questions or engage the audience. All questions that the audience may come up with should be known ... because of all the other presentations given. Each question should be answered with a respectable sound byte. Other questions should be avoided ... by not bringing up the topic or sequence of topics that caused them in the first place.

Final presentations are practiced, polished performances that attract donations, make other engineers want to work for your firm, work in the same area, sell product/services and hopefully go viral once uploaded to the internet. Perhaps the goal is to secure funding for more work on the project.

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Introduction to Engineering

Jul 23, 2014

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

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Introduction to Engineering Introduction to The Engineer

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

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

Scientists & Engineers Introduction to The Engineer

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Anything that is built must first be engineered, or planned out. An engineer is a person who designs and builds complex products, machines, systems, or structures. Engineers want to know how and why things work. They have scientific training that they use to make practical things. Engineers often specialize in a specific branch of engineering. The field of engineering is divided into branches such as civil, electrical, mechanical, and chemical engineering. Many types of engineering must be performed to design and build a complicated system such as a spacecraft. For example, a spacecraft has electrical, mechanical, and propulsion systems. All those different systems must be designed before the whole spacecraft can work. The engineering design process is a series of steps that engineers use to guide them as they solve problems. During the design process, engineers:

• Identify the problem or challenge.
• Identify design requirements and limitations on the design due to available resources and the environment.
• Brainstorm possible solutions to the problem or challenge.
• Generate ideas and develop the most promising ones.
• Explore possibilities and the pros and cons of each.
• Select an approach by identifying the design that appears to solve the problem best.
• Build a model or prototype.
• Refine the design by identifying changes that need to be made and improving the model or prototype.

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