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TOOLKIT
= PIMC A FIRST COURSE IN ENGINEERING
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Addison-Wesley Publishing Company, Inc.
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COVER STORY
The Printed Page
Manufacturing Coordinator: Janet Weaver Pictured on the cover of The Engineer's
Printing and Binding: R. R. Donnelley
Toolkit is the Pathfinder—a “solar-powered
flying wing” designed for low-speed, high-
Cover and Overview Photo Credits
altitude flight. With a wing span compara-
Cover: Photo ©James Caccavo/Zuma
Images; background illustration ble to a Boeing 737, it weighs in at just 400
©lan Worpole pounds and has no rudders, no fins, no tail,
Photo 1: Courtesy of NASA and no pilot! The Pathfinder is one of a
Photo 2: Courtesy of Jet Propulsion series of solar planes developed and built
Laboratory by Dr. Paul MacCready and his team of
Photo 3: ©David Parker/SPL/Photo engineers at AeroVironment Inc., in Simi
Researchers, Inc.
Valley, California. Engineers at the
Photo 4: ©Brownie Harris/The Stock
Lawrence Livermore National Laboratory in
Market
Livermore, California, designed, engi-
Photo 5: Courtesy of M.E. Raichle, Wash.
neered, and continue to administer the
Univ., St. Louis
Photo 6: ©Chuck O’Rear/Westlight Pathfinder solar plane. This laboratory also
Photo 7: Courtesy of Lockheed. Photo by is designing the next iteration of solar
Russ Underwood. planes, the Helios (plans for which appear
Photo 8: ©Roger Ressmeyer/Starlight behind the photograph of the Pathfinder).
Photo 9: ©George Haling/Photo With the Helios, engineers hope to come
Researchers, Inc.
even closer to realizing the dream of “eter-
Photo 10: Courtesy of Keith Wood,
nal flight”; it will include an on-board
Promega, Inc. The programs, worksheets, and examples energy storage system that can provide the
presented in this book have been energy needed during night flight.
included for their instructional value.
As with most contemporary engineer-
They have been tested with care but are
ing projects, designing solar planes requires
not guaranteed for any particular pur-
the efforts of engineers from a variety of
pose. The publisher does not offer any
disciplines—aeronautical, computer, electri-
warranties or representations, nor does it
accept any liabilities with respect to the cal, environmental, and mechanical, to
programs, worksheets, or examples. name a few. Still other teams of engineers
are needed to design on-board equipment
Copyright © 1996 by Addison-Wesley to support specific missions, such as moni-
Publishing Company, Inc. toring dangerous weather systems or track-
ing the release of toxins into the atmos-
All rights reserved. No part of this publi- phere.
cation may be reproduced, or stored in a Contemporary design examples such as
database or retrieval system, distributed,
these are presented throughout The Engi-
or transmitted in any form or by any
neer’s Toolkit, highlighting the interdiscipli-
means, electronic, mechanical, photo- ISBN: 0-8053-6335-1
nary teamwork that characterizes engi-
copying, recording, or otherwise without
neering today.
the prior written permission of the pub- Addison-Wesley Publishing Company, Inc.
lisher. Printed in the United States of 2725 Sand Hill Road
America. Published simultaneously in Menlo Park, CA 94025
Canada.
Tools for a New Curriculum
he Engineer’s Toolkit is not Especially written and designed Here are the six key pedagogical
a conventional textbook. It for The Engineer’s Toolkit, the mod- features you'll find in the Toolkit
was inspired by the needs ules present a consistent teaching modules that teach programming lan-
of instructors like you, who methodology adapted from the work guages or software tools:
are engaged in developing a of Delores Etter, author of the
new curriculum in introductory engi- spreadsheet and Fortran Toolkit mod- @ The five-step problem-solving
neering courses. They are searching ules, as well as Structured Fortran 77 process is explained and illus-
for new ways to prepare, motivate, for Scientists and Engineers. Each of trated in terms of the particular -
and engage first-year students. They the Toolkit authors has applied language or software tool being
want to create a link for taught. It is then used
their students between the throughout the module
prerequisite math and sci- in applications, num-
ence courses and the wide faves) bered examples, and
range of engineering disci- end-of-chapter exercises
plines that build on that or problems.
knowledge. These instruc- TOOLKIT Applications based on
tors also want to ensure the Ten Great Engineer-
that their students master ing Achievements and
the skills of team-building, A FIRST COURSE IN ENGINEERING representing a wide
communications, and com- variety of engineering
puter use—skills they need disciplines demonstrate
to solve problems success- the five-step problem-
fully in subsequent courses solving process.
and in the real world of “What If?” problems
work. You and your col- immediately follow
leagues are also experi- applications in the soft-
menting with hands-on ware tools modules,
design projects so students asking students to mod-
understand that design is a ify assumptions, data,
or variables in the appli-
process and that, funda-
mentally, engineering cation and to solve the
means solving problems. new problems that
Universities and colleges result.
Numbered examples
are responding in unique
demonstrate key ele-
ways to the changing land-
ments of a language or
scape of introductory engi-
neering. This very uniqueness creates Dr. Etter’s five-step problem-solving application program by providing
a new challenge when you are search- process to a wide variety of program- fully worked-out solutions.
ing for the right text to support your ming languages and application pro- “Try It!” exercises test students’
unique course. The Engineer's Toolkit grams. A consistent approach, style, knowledge of sections within a
takes on that challenge. You choose level, and tone means you and your chapter and frequently require
from a rich set of course materials students don’t have to switch gears work at the computer.
that introduce fundamental concepts every time you begin to teach or learn End-of-chapter material includes
of engineering and teach essential anew tool. summaries of essential points, a
skills and tools. Each tool is pre- key word list, and a set of exer-
sented as a single module. You deter- cises or problems that gradually
mine which modules will best satisfy increase in complexity.
These pedagogical features are
your course goals, and
also described from a student’s
Addison-Wesley binds those modules
point of view in the section “The
into the exact book your students
Toolkit Methodology.”
need.
How To Design Your Custom Textbook
A sample course goal: To introduce engineering, teach a programming language, word processing and CAD techniques.
Review Your Choices:
Professional _
Concepts and Skills Programming Languages Software Tools
a
Select Your Modules:
With Your Custom Textbook!
DESIGN YOUR OWN neers. You can mix and match as your If you plan to teach programming
TOOLKIT course demands. and introduce your students to
In a course that combines an design and basic CAD techniques,
The Toolkit menu consists of three overview of engineering disciplines you might combine Engineering
modules that teach programming lan- with essential computer applications Design and Problem Solving, C for
guages, thirteen modules that teach and the basic design process, you Engineers, and AutoCAD Essentials
software tools, and three modules might, for example, combine Explor- for a book of about 550 pages.
that focus on core engineering con- ing Engineering, Engineering Design The Toolkit modules are also avail-
cepts and skills—Engineering Design and Problem Solving, Quattro Pro for able separately, and each custom text
and Problem Solving, Exploring Engi- Engineers, and Microsoft Word for includes this Overview, which intro-
neering, and Math Practice for Engi- Engineers for a book of about 460 duces instructors and students to
pages. the Toolkit methodology.
FUTURE MODULES your suggestions for additional sup- @ on the disk that includes the
plements. Instructor’s Guide
Each year Addison-Wesley will release
Supplements via the Internet A @ via our FTP site:
additional modules to keep pace with selection of supplementary material ftp://aw.com/cseng/toolkit/igs/
the development in introductory for The Engineer’s Toolkit, including via our Toolkit home page on the
engineering courses. We welcome transparency masters, is available on World Wide Web:
your suggestions for future modules the Internet via anonymous FTP. The http://www.aw.com/cseng/toolkit/
in The Engineer’s Toolkit. Please cor-
URL for accessing this material is
respond with us at the Internet ftp://aw.com/cseng/toolkit. Modules with Data Files include
address
Instructor’s Guides Instructor’s AutoCAD Essentials, Illustrating with
Guides for the modules you choose AutoSketch, FORTRAN 77 for Engi-
[email protected] will be provided upon adoption of neers, Fortran 90 for Engineers, C for
The Engineer’s Toolkit. Engineers, Quattro Pro for Engineers,
or by regular mail at Each Instructor’s Guide opens with Lotus 1-2-3 for Engineers, Microsoft
an overview of the module subject Excel for Engineers, TK Solver for
Toolkit matter, suggested methods of Engineers, and Mathematica for Engi-
Addison-Wesley Publishing instruction, comments on tests and neers.
Company, Inc. quizzes, and a general discussion of
2725 Sand Hill Road software version and platform issues Errata for Published Modules: Errata
Menlo Park, CA 94025 (if applicable). notices for published modules will be
Each Instructor’s Guide also available online at:
Toolkit information is also available describes how to order the module http://www.aw.com/cseng/toolkit/
on the World Wide Web at topics to support various syllabi.
A chapter-by-chapter section pre-
http://www.aw.com/cseng/toolkit/ sents teaching strategies, points to FIRST ASSIGNMENT
emphasize and special challenges for
The next section of this Overview is
each chapter, solutions to the end-of-
ELECTRONIC chapter problems, and additional directed to your students. It explains
the teaching and learning strategies
SUPPLEMENTS AND problems and solutions.
adopted by our authors throughout
Student Data Files Student Data
SUPPORT MATERIAL
the Toolkit. The final section intro-
Files, including the data, applications,
duces students to the Ten Great Engi-
Addison-Wesley offers a range of and program files that support end-
neering Achievements. We invite you
support materials for The Engineer's of-chapter problems in specific mod-
to read on and hope you will assign
Toolkit, both printed and electronic. ules, will be available in the following
this section to your students early in
We welcome your comments on the ways:
your course.
effectiveness of these materials and
THE ENGINEER’S TOOLKIT MODULES
Title Author
The Toolkit Methodoloc
elcome to The Engi- A GENERAL PROCESS make you an efficient student and a
neer’s Toolkit! This FOR SOLVING promising graduate. Each application
book has been espe- program or programming language
PROBLEMS
cially created to sup- module builds on this general prob-
port your work in what A key feature of The Engineer's lem-solving method:
is probably your first course in Engi- Toolkit is its emphasis on developing
neering. Unlike other textbooks you problem-solving skills. Problem solv-
. Define the problem.
have studied, The Engineer’s Toolkit ing is one of the foundations of all
. Gather information.
was customized by your instructor to engineering activity. In The Engineer’s
. Generate and evaluate
include the exact material you need, Toolkit you'll find a five-step method
potential solutions.
and only the material you need. In for solving the problems given in
. Refine and implement
essence, The Engineer’s Toolkitis a each module. Some engineers will tell
the solution.
collection of modules that teach engi- you they use a nine-step process; oth-
uFWFuH. NVe-r=if y the solution
neering concepts and skills, software ers can condense their process down
through testing.
tools, and programming languages. to four. There’s nothing magic about
Your instructor has selected the
the number, but you will find that
appropriate modules for your course, learning and following a consistent
and Addison-Wesley has bound those method for solving problems will
modules into this custom book.
Introduction. Each application is fully
described and explained so that you
have sufficient information to com-
plete step 1.
C FOR ENGINEERS
66 QUATTRO PRO FOR ENGINEERS
void init_array(struct sample_type array[MAX_RAINFALLS] [MAX_SITES])
{
and choosing it. An icon will be on this page for each graph int row, col; /* Loop control variables */
book. Choose the icon of the graph you want to rename wit!
and select Properties|Current Object. The Name dialog box for (row=0; row < MAX_RAINFALLS; ++row)
in which you may type the new name of the graph and then cl for (col=0; col < MAX_SITES; ++col){
Saving and printing graphs is similar to saving and prin array[row][col].date.day = 0;
sheets. The graph is automatically saved when you save the array[row][col].date.month = 0;
file. You can print the graph either by itself or with the spr¢ array[row] [col].date.year = 0;
print the graph by itself, select the graph using Graph|Ed: array[row][col].time.hour = 0;
choose File|Print. If you have placed the graph as a floating g array[row][col].time.minutes = 0;
spreadsheet, it is printed when you print the spreadsheet. array[row][col].h_concentration = 0.0;
array[row][col].ph_level = 0.0;
Try It Change the name of the GRAPH] graph in the FILTER] spread
oO NALIN. Then print the graph.
Carefully examine the definition of init_arrayQ. Notice that the pa-
rameter array is declared as a two-dimensional array of structures. In the
Application 1 QUALITY CONTROL body of this function access is made to elements within array using the
familiar subscript notation. Once a particular element has been accessed in
Manufacturing Engineering Wthhies nmeavnenre r,t het hea cfcieesldsse do f ftihealtd sitsr uicttsuelrfe aa res tarucccteusrsee,d iutss infgie ltdhse daroet oapcecreastsoerd.
In a manufacturing or assembly plant, quality control receives| using a second dot operator, as in the statement
tion. One of the key responsibilities of a quality control engin’
ldeactta accacnu rabtee usdaetda toon idtehnet iqfuya litthye opfr otbhle emp roadruecats bine itnhge maasnsuefmaul array(row][col].date.month = 0;
the materials being used in the product.
Because the dot is an operator, it can be combined with other operators in
Circuit Board Defects this way.
In this application, information collected over a one-year perid There are many powerful ways to use structures in a program, and this
specify both the type of defects and the number of defects de section provides you with only an introduction. In the following application
assembly of printed circuit boards. These defects have been you will learn how structures can be used to extend the mathematical power
four categories: board errors, chip errors, processing errors, of C to include complex arithmetic.
tion errors. Board errors are typically caused by defects in thq
of the printed circuits. Chip errors are caused by defective in
cuit (IC) chips that are added to the board; these IC chips inch Application 1 FREQUENCY DISTRIBUTION GRAPHING
chips, microprocessor chips, and digital filter chips. Processi Industrial Engineering
typically caused by errors in inserting the chips in the board;
is often done by manufacturing robots, and the robot progr4 Quality-control engineers monitor the quality of an automated produc-
be incorrect, or the chips being inserted can be packaged iy tion line by tracking the number of defective parts coming off the line
order. Connection errors are solder errors that occur when thd within a particular period. If the frequency of defective parts rises dra-
through the solder machine; these errors can be caused by matically for a given period, the engineer is alerted that a problem exists
board or an incorrect solder temperature. and can take action to fix the problem. Such frequencies can be depicted
using a bar graph such as the one shown in Figure 7-5. In this graph, the
Spreadsheet for a Quality Analysis Report horizontal axis represents the number of defects detected and the verti-
You want to develop a spreadsheet that summarizes the qu cal axis represents data collection periods.
data that has been collected each month for a year. This data
number of defects in each of the four categories of defects dig
summary report should compute totals and percentages fo
year and defect totals for each quarter. Later in this chapter
the data in the spreadsheet to generate pie, bar, and line grap)
From C for Engineers
From Quattro Pro® for Engineers
CHAPTER 4 ENGINEERING GRAPHS
CHAPTER 7 COMPOSDAITA TTEYPE S 185
1. Problem Statement
Generate a summary of the quality control monthly data over the past ull 1. Deftihe nProeble m
wyeiatrh. qIunacrltuedrel y totottaallss . and percentages of the four defect categories along The problem is how to write a program that will read the number of
defective parts for each half-hour in a single day and store them as ele-
ments in a one-dimensional array. This array is to be used to display a
frequency distribution graopnh t he computer's display monitor.
2. Input/Output Description
Begin the spreadsheet using a solution template containing a title,
description, and the parameters of the spreadsheet. The monthly data ull 2. Gather information
represents the input parameters. Figure 4-11 contains a window of the
report template. The input data for this program is a frequency count of defective parts
for each half-hour beginning with 12:00 midnight on one day and run-
ning to 12:00 midnight of the following day, consecutively. Hence there
Figure 4-11 will be 48 frequency counts, each of which will be a single integer value.
Report Template
ToNtaoln -DNeufmebcetirv eo f BBooaarrddss = Produced =
Defective Boards = a ull 3. Generataen d Evaluate Potential Solutions
=H Defect Analysis:
we The problem can be decomposed into two general parts: reading fre-
Gstect type Count’ Percentage quency data and displaying the frequency graph. Although there are 48
‘BKSoooalrnddee r . : : ¢ a.d dtaahblteea f fcooolrll looewcnitlniygo nssso tmeiepn s :ao fg itvheens ed apye,r iiot dis.s p Sooss,i rbelaed itnhga tf frreeqquueennccyy ddaattaa riesqa uviariels-
Quarterly Defect Analysis:
DeBfoeacrtds DefecCths ip PrDaotcee ss. DSeofledcetr Toecttasl RReeaadd aanndd cchheecckk neaucmhb erf reoqf uepnecryi oddsa taf orv alwuhei ch data is available
The structure chart shown in Figure 7-6 reflects the design of a pro-
gram to solve this problem as shown below:
3. Hand Example Do
Prompt user for number of data values
Generate a sample set of data: Read number
While num<b 0e orr > 48
Boards Boards
Passed Rejected Number of Defects diFsrterqiubeunticoyn |
Board Chip Process Solder graph
34 12 +
15 5
24 6
18 3 number || “| - a I
10 3
3 4
7 5
2i1n18} 66cj nRuemcabhdeeacrkn do f { Lforaedwq iutaehrn rcayy ;4 fGreegnqreuarepanhtc ey 4|4
34 1 data values data
VW 2 wo-RONo-won
Figure 7-6 Structure Chart for DistribuPtliototnin g
From Quattro Pro® for Engineers
From C for Engineers
Step 1. In both applications you are Step 2. This step asks you to gather Step 3. You are now ready to gener-
asked to define the problem. The information that you need to pro- ate and evaluate potential solu-
introductory description gives lots of pose a solution. In these applications tions. In C you create a structure chart
clues to help you. you need to prepare the data that will to illustrate the design of a program
be used to generate quality analysis that can solve the problem. In Quattro
reports. Pro, the hand example shows how the
gathered data will be used to deter-
mine the algorithm in step 4.
A SPECIFIC FIVE-STEP to solve new problems. For instance, control. Each has been fully worked
step 1 of the five-step problem-solv- out using the five-step process. Fol-
PROCESS
ing process calls for the same kind of low these steps to see how easy it is
Each module adapts this general thinking process whether you are to learn this problem-solving process.
method and refines it according to using a programming language like
the kinds of problems solved by the Fortran 90, a computer-aided design
tool or language being taught. Chap- package like AutoCAD, or an equa-
ter 1 of each programming language tion solver like MATLAB.
and application program module We illustrate the five-step prob-
describes the specific five-step lem-solving process with a pair of
process used in that module. applications from The Engineer's
As you work through The Engi- Toolkit. Both of the examples pre-
neer’s Toolkit, you'll find that this sented here deal with the collection
consistent approach makes it easier and tracking of data related to quality
APPLICATIONS Engineering to celebrate its silver
anniversary in 1989. Studying these
These two applications are among
applications will help you see the
hundreds in which Toolkit authors
kinds of problems faced by engineers
demonstrate the five-step problem-
from different disciplines and better
solving method. As you gain experi-
Step 4. In this step you write a C pro- understand how large problems are
ence using this method with various
gram based on the structure chart and broken into smaller solvable prob-
software tools and languages, you'll
algorithms developed in the previous lems. This Overview concludes with a
find you can approach new problems
steps. You will now refine and imple- description of the Ten Great Engi-
with confidence, and you'll begin to
ment the solution. With Quattro Pro, neering Achievements.
identify the appropriate tool or lan-
this step means developing the formu-
guage for the problem at hand. Learn-
las that will be used to compute the
ing to choose the right tool for a spe-
values listed in the summary report.
cific engineering problem is an
important part of your education.
Step 5. In the final step you verify the
Many of the applications in The
solution through testing. In C this
Engineer’s Toolkit are based on the
involves entering a variety of values
Ten Great Engineering Achievements
(value testing) to confirm that the pro-
chosen by the National Academy of
gram generates valid output. In Quat-
tro Pro the spreadsheet is tested with
several sets of data to verify the accu-
racy of the computations. Accuracy is
confirmed by comparing the spread-
sheet calculations to the values deter-
mined in the hand example.
68 QUATTRO PRO FOR ENGINEERS
a 4. Algorithm Development C FOR ENGINI EERS
The spreadsheet now contains everything except the formulas for com- ail 4. Refine and Implement a Solution
puting the summary information for the report. Develop the formulas in
the order needed to compute the values. Also, try to minimize the number The structure chart and algorithms developed in the previous section are
of computations. For example, since you generate error sums by quarters, implemented as the program in Example 7-10.
add the quarterly sums to get yearly sums instead of adding all the
monthly sums to get yearly sums. It would be good practice to verify each
of these formulas by referring to Figures 4-10 and 4-11. ais. Verify and Test the Solution
D29 @SUM(D11..D22) Total non-defective boards
To properly test this program, you should enter a variety of values for
D30 @SUM(E11..E22) Total defective boards first input, including 0, 48, values below 0, values above 48, and valid
E28 +D29+D30 Total boards values. Selecting values along the boundaries is known as boundary value
E29 +D29/$ES28 Percent non-defective boards testing. You should do the same for the actual frequency values. Given
BE4340 @CSoUpMy (Gf1r1o.m .GE1293 ) PQeuracretnetr dIe bfoeactridv ed ebfoeactrsd s t(ehrer oirn) pu1t9 v1a4l u1e9s 2—0,3 t(heer roour)t pu5t5 (oefr rtohri)s p1r0o—g9r a(me rriosr ) 15 16 13 14 20 9 96
B45 @SUM(G14..G16) Quarter II board defects
pere estatetrrced
SRR EERE RRR
SeeeReR ERE
5. Testing JESSa Eit i
APRRAAR RRR RARA
An important part of developing a spreadsheet is testing it with several aetkekeRe
sets of data to verify the accuracy of the computations. Using the sample SEUISOI SER I R
set of data from the hand example, you can easily check the accuracy of ReRRRRRRE RRR
the spreadsheet calculations by comparing them to the hand example. SSUS OOS eRe
You should make minor changes in this data and check the report to be » SO©AMRENRDRU EWRNAHREE R
sure that corresponding changes occur in the report summary. In this ' -- 5---10---15---20---25---30---35---40---45---50
report you want to be sure that the report would be generated correctly if
there were no errors in one of the categories. Be sure to change the corre-
sponding sums of boards rejected. The corresponding report generated,
shown in Figure 4-12, shows that there were no process defects during any
of the four quarters. This chapter introduced you to one-, two- and three-dimensional arrays, as
well as structures. Arrays and structures offer a cohesive means of storing
composite collections of data. Arrays are used for grouping items of the
Figure 4-12 same type and meaning, whereas structures allow you to group related
RPerpoocrets siw.n igt h DNeof ects ToDNteoalfn e-cNDtueifmvebece trBi ovaeorf dBBosoaa =rr ddss =P roduced = 12221076 91821.,.4362483%% iintietmisa liwzie tha rrdaiyfsf eraenndt mtaynpiesp ulaantde methaen ienlgesm.e nYtos u inl eaanr naerdr ayh.o wY outo adlescol alreea rnaendd
how to define a structure, declare structure variables, and manipulate the
DDeeBffoeeaccrttd ATnyapley sis: Cou10n0t,’ Pe4r8c.e5n4t%a ge fciaenl dsb ei nc oa msbtirnucetdu ret.o Failnlaolwl y,y oyuo u tol ecarrenaetde tahrarta ytsh eosfe sctormupcotusrietse, dsattrau cttuyrpeess
IC Chip 6 32.04% containing arrays, and structures containing other structures.
Process tt) 0.00%
Solder 40 19.42%
Quarterly Defect Analysis
Quarter Board Chip Process Solder Total
Defects: Defects Defects Defects Defecis
tU ] 2244 21B0 i0) 26 677
i 2 14 0 6 40
iV % 19 it) 8 62
From Quattro Pro® for Engineers
From C for Engineers
