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An Introduction To Mechanical Engineering Enhanced SI Edition Jonathan Wickert

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CONVERSIONS BETWEEN U.S. CUSTOMARY UNITS AND SI UNITS (Continued)

Times conversion factor

U.S. Customary unit Equals SI unit
Accurate Practical

Moment of inertia (area)

inch to fourth power in.4 416,231 416,000 millimeter to fourth
power mm4
inch to fourth power in.4 0.416231 � 10�6 0.416 � 10�6 meter to fourth power m4
Moment of inertia (mass)
slug foot squared slug-ft2 1.35582 1.36 kilogram meter squared kg·m2
Power
foot-pound per second ft-lb/s 1.35582 1.36 watt (J/s or N·m/s) W
foot-pound per minute ft-lb/min 0.0225970 0.0226 watt W
horsepower (550 ft-lb/s) hp 745.701 746 watt W
Pressure; stress
pound per square foot psf 47.8803 47.9 pascal (N/m2) Pa
pound per square inch psi 6894.76 6890 pascal Pa
kip per square foot ksf 47.8803 47.9 kilopascal kPa
kip per square inch ksi 6.89476 6.89 megapascal MPa
Section modulus
inch to third power in.3 16,387.1 16,400 millimeter to third power mm3
inch to third power in.3 16.3871 � 10�6 16.4 � 10�6 meter to third power m3
Velocity (linear)
foot per second ft/s 0.3048* 0.305 meter per second m/s
inch per second in./s 0.0254* 0.0254 meter per second m/s
mile per hour mph 0.44704* 0.447 meter per second m/s
mile per hour mph 1.609344* 1.61 kilometer per hour km/h
Volume
cubic foot ft3 0.0283168 0.0283 cubic meter m3
cubic inch in.3 16.3871 � 10�6 16.4 � 10�6 cubic meter m3
cubic inch in.3 16.3871 16.4 cubic centimeter (cc) cm3
gallon (231 in.3) gal. 3.78541 3.79 liter L
gallon (231 in.3) gal. 0.00378541 0.00379 cubic meter m3
*An asterisk denotes an exact conversion factor
Note: To convert from SI units to USCS units, divide by the conversion factor

5
Temperature Conversion Formulas T(°C) � � �[T(°F) � 32] � T(K) � 273.15
9
5
T(K) � � �[T(°F) � 32] � 273.15 � T(°C) � 273.15
9
9 9
T(°F) � � �T(°C) � 32 � � �T(K) � 459.67
5 5

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Enhanced Fourth Edition

An Introduction to

Mechanical
Engineering
SI Edition

An Introduction to

Mechanical
Engineering
SI Edition

Jonathan Wickert
Iowa State University

Kemper Lewis
University at Buffalo—SUNY

Australia ● Brazil ● Mexico ● Singapore ● United Kingdom ● United States

Copyright 2021 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
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Enhanced Fourth Edition, SI Edition
Jonathan Wickert and Kemper Lewis Unless otherwise noted, all content is © Cengage.
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Print Number: 01 Print Year: 2019

Preface to the SI Edition xi

Student’s Preface xii
Instructor’s Preface xiv
Digital Resources xx
About the Authors xxiv

CHAPTER 1 The Mechanical Engineering Profession 1

1.1 Overview 1
The Elements of Mechanical Engineering 2
1.2 What Is Engineering? 4
1.3 Who Are Mechanical Engineers? 10
Mechanical Engineering’s Top Ten Achievements 11
The Future of Mechanical Engineering 18
1.4 Career Paths 20
1.5 Typical Program of Study 22
Summary 26
Self-Study and Review 26
Problems 27
References 30

CHAPTER 2 Mechanical Design 31

2.1 Overview 31
2.2 The Design Process 35
Requirements Development 39
Conceptual Design 40
Detailed Design 41
Production 46
2.3 Manufacturing Processes 49
Summary 56
Self-Study and Review 57
Problems 57
References 62

vii

CHAPTER 3 Technical Problem-Solving

and Communication Skills 63
3.1 Overview 63
3.2 General Technical Problem-Solving Approach 68
3.3 Unit Systems and Conversions 69
Base and Derived Units 70
International System of Units 70
United States Customary System of Units 73
Converting Between the SI and USCS 77
3.4 Significant Digits 82
3.5 Dimensional Consistency 83
3.6 Estimation in Engineering 91
3.7 Communication Skills in Engineering 95
Written Communication 96
Graphical Communication 98
Technical Presentations 99
Summary 104
Self-Study and Review 104
Problems 104
References 111

CHAPTER 4 Forces in Structures and Machines 112

4.1 Overview 112
4.2 Forces in Rectangular and Polar Forms 114
Rectangular Components 115
Polar Components 115
4.3 Resultant of Several Forces 116
Vector Algebra Method 117
Vector Polygon Method 118
4.4 Moment of a Force 123
Perpendicular Lever Arm Method 123
Moment Components Method 124
4.5 Equilibrium of Forces and Moments 130
Particles and Rigid Bodies 130
Free Body Diagrams 132
4.6 Design Application: Rolling-Element Bearings 140
Summary 148
Self-Study and Review 149
Problems 150
References 165

CHAPTER 5 Materials and Stresses 166

5.1 Overview 166
5.2 Tension and Compression 168
5.3 Material Response 176
5.4 Shear 187
5.5 Engineering Materials 192
Metals and Their Alloys 193
Ceramics 194
Polymers 195
Composite Materials 196
5.6 Factor of Safety 200
Summary 204
Self-Study and Review 206
Problems 207
References 219

CHAPTER 6 Fluids Engineering 220

6.1 Overview 220
6.2 Properties of Fluids 223
6.3 Pressure and Buoyancy Force 230
6.4 Laminar and Turbulent Fluid Flows 237
6.5 Fluid Flow in Pipes 240
6.6 Drag Force 247
6.7 Lift Force 257
Summary 263
Self-Study and Review 265
Problems 265
References 273

CHAPTER 7 Thermal and Energy Systems 274

7.1 Overview 274
7.2 Mechanical Energy, Work, and Power 276
Gravitational Potential Energy 276
Elastic Potential Energy 277
Kinetic Energy 277
Work of a Force 278
Power 278
7.3 Heat as Energy in Transit 282
Heating Value 283

Specific Heat 284

Transfer of Heat 286
7.4 Energy Conservation and Conversion 294
7.5 Heat Engines and Efficiency 298
7.6 Internal-Combustion Engines 303
Four-Stroke Engine Cycle 304
Two-Stroke Engine Cycle 307
7.7 Electrical Power Generation 309
Summary 319
Self-Study and Review 320
Problems 321
References 328

CHAPTER 8 Motion and Power Transmission 329

8.1 Overview 329
8.2 Rotational Motion 331
Angular Velocity 331
Rotational Work and Power 333
8.3 Design Application: Gears 338
Spur Gears 338
Rack and Pinion 341
Bevel Gears 343
Helical Gears 344
Worm Gearsets 345
8.4 Speed, Torque, and Power in Gearsets 347
Speed 347
Torque 349
Power 350
8.5 Simple and Compound Geartrains 350
Simple Geartrain 350
Compound Geartrain 352
8.6 Design Application: Belt and Chain Drives 358
8.7 Planetary Geartrains 364
Summary 372
Self-Study and Review 373
Problems 374
References 385

Appendix A 386
Appendix B 387
Index 390

T
his version of An Introduction to Mechanical Engineering, Enhanced Fourth
Edition has been adapted to incorporate the International System of Units
(Le Système International d’Unités or SI) throughout the book.

Le Système International d’Unités

T
he United States Customary System (USCS) of units uses FPS (foot−
pound−second) units (also called English or Imperial units). SI units
are primarily the units of the MKS (meter−kilogram−second) system.
However, CGS (centimeter−gram−second) units are often accepted as SI units,
especially in textbooks.

Using SI Units in this Book

I
n this book, we have used both MKS and CGS units. USCS (U.S. Customary
Units) or FPS (foot-pound-second) units used in the U.S. Edition of the book
have been converted to SI units throughout the text and problems. However,
in case of data sourced from handbooks, government standards, and product
manuals, it is not only extremely difficult to convert all values to SI, but it also
encroaches upon the intellectual property of the source. Some data in figures,
tables, and references, therefore, remains in FPS units. For readers unfamiliar
with the relationship between the USCS and the SI systems, a conversion table
has been provided inside the front cover and Section 3.3 covers unit conversions
between the two systems.
To solve problems that require the use of sourced data, the sourced values can
be converted from FPS units to SI units before they are to be used in a calculation.
To obtain standardized quantities and manufacturers’ data in SI units, readers
may contact the appropriate government agencies or authorities in their regions.

Purpose

T
his textbook will introduce you to the ever-emerging field of mechanical
engineering and help you appreciate how engineers design the hardware
that builds and improves societies all around the world. As the title implies,
this textbook is neither an encyclopedia nor a comprehensive treatment of the
discipline. Such a task is impossible for a single textbook, and, regardless, our
perspective is that the traditional four-year engineering curriculum is just one of
many steps taken during a lifelong education. By reading this textbook, you will
discover the “forest” of mechanical engineering by examining a few of its “trees,”
and along the way you will be exposed to some interesting and practical elements
of the profession called mechanical engineering.

Approach and Content

T
his textbook is intended for students who are in the first or second years
of a typical college or university program in mechanical engineering
or a closely related field. Throughout the following chapters, we have
attempted to balance the treatments of technical problem-solving skills,
design, engineering analysis, and modern technology. The presentation
begins with a narrative description of mechanical engineers, what they do,
and the impact they can have (Chapter 1). Seven “elements” of mechanical
engineering are emphasized subsequently in Chapter 2 (Mechanical Design),
Chapter 3 (Professional Practice), Chapter 4 (Forces in Structures and
Machines), Chapter 5 (Materials and Stresses), Chapter 6 (Fluids Engineering),
Chapter 7 (Thermal and Energy Systems), and Chapter 8 (Motion and Power
Transmission). Some of the applications that you will encounter along the
way include commercial space travel, 3-D printing, Boeing’s 787 Dreamliner,
medical device design, nanomachines, internal combustion engines, robotics,
sports technology, advanced materials, micro-fluidic devices, automatic
transmissions, and renewable energy.
What should you be able to learn from this textbook? First and foremost,
you will discover who mechanical engineers are; what they do; and what
technical, social, and environmental challenges they solve with the technologies
they create. Section 1.3 details a “top ten” list of the profession’s achievements.
By looking at this list, you will recognize how the profession has contributed to
your day-to-day life and society around the world in general. Second, you will
find that engineering is a practical endeavor with the objective of designing
things that work, that are cost-effective to manufacture, that are safe to use,
and that are responsible in terms of their environmental impact. Third, you will
learn some of the calculations, estimates, and approximations that mechanical
engineers can perform as they solve technical problems and communicate
xii

their results. To accomplish their jobs better and faster, mechanical engineers
combine mathematics, science, computer-aided engineering tools, experience,
and hands-on skills.
You will not be an expert in mechanical engineering after having read
this textbook, but that is not our intention, and it should not be yours. If our
objective has been met, however, you will set in place a solid foundation of
problem-solving, design, and analysis skills, and those just might form the basis
for your own future contributions to the mechanical engineering profession.

Approach

T
his textbook is intended for a course that provides an introduction to
mechanical engineering during either the freshman or sophomore years.
Over the past decade, many colleges and universities have taken a fresh
look at their engineering curricula with the objective of positioning engineering
content earlier in their programs. Particularly for the freshman year, the formats
vary widely and can include seminars on “who are mechanical engineers” and
“what do they do,” innovative design experiences, problem-solving skills, basic
engineering analysis, and case studies. Courses at the sophomore level often
emphasize design projects, exposure to computer-aided engineering, principles
of engineering science, and a healthy dose of mechanical engineering hardware.
Core engineering-science courses (for example, strength of materials,
thermodynamics, fluid mechanics, and dynamics) have evolved since the post–
World War II era into their present, relatively mature states. On the other hand,
little if any standardization exists among introductory mechanical engineering
courses. With limited discipline-specific instructional materials available for
such courses, we believe that an important opportunity remains for attracting
students, exciting them with a view of what to expect later in their program
of study and in their future careers, and providing them with a foundation of
sound engineering analysis, technical problem-solving, and design skills.

Objectives

W
hile developing the fourth edition of this textbook, our objective has
been to provide a resource that others can draw upon when teaching
introductory mechanical engineering to first-year and second-
year students. We expect that most such courses would encompass the bulk
of material presented in Chapter 1 (The Mechanical Engineering Profession),
Chapter 2 (Mechanical Design), and Chapter 3 (Technical Problem Solving and
Communication Skills). Based on the level and contact hours of their particular
courses, instructors can select additional topics from Chapter 4 (Forces in
Structures and Machines), Chapter 5 (Materials and Stresses), Chapter 6
(Fluids Engineering), Chapter 7 (Thermal and Energy Systems), and Chapter 8
(Motion and Power Transmission). For instance, Section 5.5 on materials
selection is largely self-contained, and it provides an introductory-level student
with an overview of the different classes of engineering materials. Similarly,
the descriptions in Sections 7.6 and 7.7 of internal-combustion engines and
electrical power plants are expository in nature, and that material can be
incorporated in case studies to demonstrate the operation of some important
mechanical engineering hardware. Rolling-contact bearings, gears, and belt and
chain drives are similarly discussed in Sections 4.6, 8.3, and 8.6.
xiv

This textbook reflects our experiences and philosophy for introducing

students to the vocabulary, skills, applications, and excitement of the mechanical
engineering profession. Our writing has been motivated in part by teaching
introductory mechanical engineering courses at our respective universities.
Collectively, these courses have included lectures, computer-aided design and
manufacturing projects, product dissection laboratories (an example of which
is discussed in Section 2.1), and team design projects (many of which have been
adapted into the new open-ended design problems at the end of each chapter).
A number of vignettes and case studies are also discussed to demonstrate for
students the realism of what they are learning, including the “top ten” list of
previous mechanical engineering achievements and a list of the top emerging
fields in mechanical engineering both developed by the American Society of
Mechanical Engineers (Section 1.3); the fourteen “grand challenges” from the
National Academy of Engineering (NAE) (Section 2.1); design innovation,
patents, and a summary of the recently updated patent protection system
in the United States (Section 2.2); the design of the Boeing 787 Dreamliner
(Section 2.3); the loss of the Mars Climate Orbiter spacecraft and the refueling
error on Air Canada Flight 143 (Section 3.1); the Deepwater Horizon oil spill
disaster (Section 3.6); the design of a heart implant (Section 4.5); the design
of products and materials for extreme environments (Section 5.2); the design
of advanced materials for innovation applications (Section 5.5); microfluidic
devices (Section 6.2); blood flow in the human body (Section 6.5); sports
technology (Sections 6.6 and 6.7); global energy consumption (Section 7.3);
renewable energies (Section 7.5); internal combustion engines (Section 7.6);
solar power generation and the development of innovative energy solutions
through crowdsourcing (Section 7.7); nanomachines (Section 8.3); and
advanced geartrains for next generation engines (Section 8.5).
The “Focus on . . .” boxes in each chapter are used to highlight some of these
interesting topics and other emerging concepts in mechanical engineering.

Content

W
e certainly have not intended this textbook to be an exhaustive
treatment of mechanical engineering, and we trust that it will not be
read in that light. Quite the contrary: In teaching first-year and second-
year students, we are ever conscious of the mantra that “less really is more.” To
the extent possible, we have resisted the urge to add just one more section on
a particular subject, and we have tried to keep the material manageable and
engaging from the reader’s perspective. Indeed, many topics that are important
for mechanical engineers to know are simply not included here; this is done
intentionally (or, admittedly, by our own oversight). We are confident, however,
that students will be exposed to those otherwise omitted subjects in due course
throughout the remainder of their engineering curricula.
In Chapters 2 through 8, we have selected a subset of mechanical engineering
“elements” that can be sufficiently covered for early students to develop useful
design, technical problem-solving, and analysis skills. The coverage has been
chosen to facilitate the textbook’s use within the constraints of courses having

various formats. While there is more material here than can be comfortably
covered in a single semester, instructors should find a reasonable menu from
which to choose. In particular, we have selected content that we have found to
1. Match the background, maturity, and interests of students early in their
study of engineering
2. Expose students to the significance of mechanical design principles in the
development of innovative solutions to technical challenges that face our
global societies
3. Help students think critically and learn good problem-solving skills,
particularly with respect to formulating sound assumptions, making
order-of-magnitude approximations, performing double-checks, and
bookkeeping proper units
4. Convey aspects of mechanical engineering science and empiricism that
can be applied at the freshman and sophomore levels
5. Expose students to a wide range of hardware, innovative designs,
engineering technology, and the hands-on nature of mechanical
engineering
6. Generate excitement through applications encompassing space flight, 3-D
printing, Boeing’s 787 Dreamliner, medical device design, nanomachines,
engines, robotics, sports technology, consumer products, advanced
materials, micro-fluidic devices, automotive transmissions, renewable
energy generation, and more
To the extent possible at the freshman and sophomore levels, the exposition,
examples, and homework problems have been drawn from realistic applications.
You will find no masses on inclined planes or block-and-tackle systems in this
textbook. Because we find engineering to be a visual and graphical activity,
we have placed particular emphasis on the quality and breadth of the nearly
three hundred photographs and illustrations, many of which were provided by
our colleagues in industry, federal agencies, and academe. Our view has been
to leverage that realism and motivate students through interesting examples
that offer a glimpse of what they will be able to study in later courses and,
subsequently, practice in their own careers.

New in the Fourth Edition

I
n preparing this fourth edition, we have made many of the types of changes
that one would expect: Sections have been rewritten and reorganized, new
material has been added, some material has been removed, new example
problems have been created, and small mistakes have been corrected. Over
20 new homework problems have been developed and over 30 new figures have
been included. We are excited about the new homework problems, as they are
all open-ended problems whose solutions depend upon the set of assumptions
made. While these problems do not have a single correct answer, there are
better answers and worse answers. Therefore, students are challenged to
consider their problem-solving approach, the validity of their assumptions, and

the appropriateness of their answers. These new problems are included as the
last homework problems in each chapter and have been developed to be used in
group settings, including flipped classroom environments. These larger open-
ended problems are denoted with an asterisk “*”.
We have attempted to remain faithful to the philosophy of the
first three editions by emphasizing the importance of the mechanical
engineering profession to solving global problems, including new information
in Chapter 1 on recent professional trends, technology development, traditional
and emerging mechanical engineering career paths, and knowledge areas. Also,
in Chapter 1, we update, in Figure 1.2, the energy range that mechanical engineers
are creating devices or machines to produce and/or consume. We tighten the
presentation of the top past accomplishments in mechanical engineering and
add a discussion about the top emerging fields within mechanical engineering
adapted from a recent report from ASME.
In Chapter 2, new material is included on global design patents, and the
new patent law in the United States. The previous case studies from Chapter 2
and one from Chapter 7 are now located on the student companion website.
Throughout the book, we have continued the use of the improved pedagogical
format comprising the problem’s statement, approach, solution, and discussion.
In particular, the discussion portion is intended to highlight why the numerical
answer is interesting or why it makes intuitive sense. Symbolic equations are
written alongside the numerical calculations. Throughout the textbook, the
dimensions appearing in these calculations are explicitly manipulated and
canceled in order to reinforce good technical problem-solving skills.
The “Focus on . . .” boxes contain topical material, either conceptual or
applied, that broadens the textbook’s coverage without detracting from its flow.
New topics in the “Focus on . . .” boxes include the emerging career opportunities
for mechanical engineers; product archaeology “digs”; global design teams; the
types of engineering estimations used in predicting the oil flow rates during
the Deepwater Horizon disaster; ineffective communication practices using
illustrative technical charts; innovative design opportunities that arise from
engineering failure analysis; design of devices for extreme environments;
development of new engineering materials; the crowdsourcing of innovative
solutions to global energy challenges; and the design of advanced automotive
geartrains to address fuel economy standards.
As was the intent with the first three editions, we have attempted to
make the fourth edition’s content readily accessible to any student having a
conventional secondary school background in mathematics and physics. We
have not relied on any mathematics beyond algebra, geometry, and trigonometry
(which is reviewed in Appendix B), and in particular, we have not used any
cross-products, integrals, derivatives, or differential equations. Consistent
with that view, we have intentionally not included a chapter that addresses the
subjects of dynamics, dynamic systems, and mechanical vibration (ironically,
my own areas of specialization). We remain focused on the earliest engineering
students, many of whom will be studying calculus concurrently. Keeping those
students in mind, we feel that the added mathematical complexity would
detract from this textbook’s overall mission.

Supplements

S
upplements for instructors are available on the Instructor’s Resource
Center at http://login.cengage.com.

● Case Studies: We have shifted some of the case studies in previous

editions to the student website without any loss of content in the text.
The case studies were longer design applications of the chapter concepts
and as such, they function well as effective reference information for the
students who want to explore the chapter concepts further.
● Instructor’s Solutions Manual: As was the case with the first three
editions, the enhanced fourth edition is also accompanied by a detailed
Instructor’s Solutions Manual. With the exception of some “open-ended”
problems at the end of each chapter, the manual contains a solution to
each of the numerical problems in this textbook. The description and
style of these solutions (stating the problem, writing a brief approach,
making appropriate assumptions, making sketches, carrying out
calculations, keeping track of units and significant figures, checking one’s
work, discussing the validity of the solution, and so forth) are intended to
guide students with respect to the formatting of their own work.
● Lecture Note PowerPoints: We have created PowerPoint presentations
for each chapter that capture the primary teaching points, along with a
number of the figures and tables from the chapters.

Acknowledgments

I
t would have been impossible to develop the four editions of this textbook
without the contributions of many people and organizations, and at the
outset, we would like to express our appreciation to them. Generous support
was provided by the Marsha and Philip Dowd Faculty Fellowship, which
encourages educational initiatives in engineering. Adriana Moscatelli, Jared
Schneider, Katie Minardo, and Stacy Mitchell, who are now alumni of Carnegie
Mellon University, helped to get this project off the ground by drafting many
of the illustrations. The expert assistance provided by Ms. Jean Stiles in
proofreading the textbook and preparing the Instructor’s Solutions Manual was
indispensable. We very much appreciate the many contributions she made.
Our colleagues, graduate students, and teaching assistants at Iowa State
University, Carnegie Mellon, and the University at Buffalo—SUNY provided
many valuable comments and suggestions as we wrote the editions. We would
specifically like to thank Adnan Akay, Jack Beuth, Paul Steif, Allen Robinson,
Shelley Anna, Yoed Rabin, Burak Ozdoganlar, Parker Lin, Elizabeth Ervin,
Venkataraman Kartik, Matthew Brake, John Collinger, Annie Tangpong,
Matthew Iannacci, James Lombardo, Phil Odonkor, Erich Devendorf,
Phil Cormier, Aziz Naim, David Van Horn, Brian Literman, and Vishwa
Kalyanasundaram for their comments and help. We are likewise indebted

to the students in our courses: Fundamentals of Mechanical Engineering

(Carnegie Mellon), Introduction to Mechanical Engineering Practice (University
at Buffalo—SUNY), and Design Process and Methods (University at Buffalo—
SUNY). Their collective interest, feedback, and enthusiasm have always
provided much-needed forward momentum. Joe Elliot and John Wiss kindly
offered the engine dynamometer and cylinder pressure data to frame the
discussion of internal-combustion engines in Chapter 7. Solutions to many of
the homework problems were drafted by Brad Lisien and Albert Costa, and we
appreciate their hard work and conscientious effort.
In addition, the following reviewers of the first, second, third, and fourth
editions were kind enough to let us benefit from their perspectives and teaching
experience: Terry Berreen, Monash University; John R. Biddle, California State
Polytechnic University at Pomona; Terry Brown, University of Technology
(Sydney); Peter Burban, Cedarville University; David F. Chichka, George
Washington University; Scott Danielson, Arizona State University; Amirhossein
Ghasemi, University of Kentucky; William Hallett, University of Ottawa; David
W. Herrin, University of Kentucky; Robert Hocken, University of North Carolina
(at Charlotte); Damir Juric, Georgia Institute of Technology; Bruce Karnopp,
University of Michigan; Kenneth A. Kline, Wayne State University; Pierre
M. Larochelle, Florida Institute of Technology; Steven Y. Liang, Georgia Institute
of Technology; Per Lundqvist, Royal Institute of Technology (Stockholm); William
E. Murphy, University of Kentucky; Petru Petrina, Cornell University; Anthony
Renshaw, Columbia University; Oziel Rios, University of Texas-Dallas; Hadas
Ritz, Cornell University; Timothy W. Simpson, Pennsylvania State University; K.
Scott Smith, University of North Carolina (at Charlotte); Michael M. Stanisic,
University of Notre Dame; Gloria Starns, Iowa State University; David J. Thum,
California Polytechnic State University (San Luis Obispo); and David A Willis,
Southern Methodist University. We are grateful for their detailed comments and
helpful suggestions.
On all counts, we have enjoyed interacting with the editorial staff at
Cengage. As the textbook’s publisher, Tim Anderson was committed to
developing a high-quality product, and it has been a continuing pleasure
to collaborate with him. We would also like to acknowledge MariCarmen
Constable, Alexander Sham, and Andrew Reddish for their contributions to the
enhanced fourth edition, along with Rose Kernan of RPK Editorial Services.
They managed production with skill and professionalism and with a keen eye
for detail. To each, we express our thanks for a job well done.

New Digital Solution for Your

Engineering Classroom

W
ebAssign is a powerful digital solution designed by educators to
enrich the engineering teaching and learning experience. With
a robust computational engine at its core, WebAssign provides
extensive content, instant assessment, and superior support.
WebAssign’s powerful question editor allows engineering instructors to
create their own questions or modify existing questions. Each question can use
any combination of text, mathematical equations and formulas, sound, pictures,
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specific number of decimal places, respond with a computed answer, or
answer within a different tolerance value than the default.
xx

Visit https://www.webassign.com/instructors/features/ to learn more. To create

an account, instructors can go directly to the signup page at http://www
.webassign.net/signup.html.

WebAssign Features for Students

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Within WebAssign, a “Read It” button at the bottom of each question links
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problem they need to complete, enabling support at the precise moment of
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MindTap Reader

A
vailable via WebAssign, MindTap Reader is Cengage’s next-generation
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student. It offers a variety of tools to help our future engineers learn chapter
concepts in a way that resonates with their workflow and learning styles.

● Personalize their experience

Within the MindTap Reader, students can highlight key concepts, add notes,
and bookmark pages. These are collected in My Notes, ensuring they will have
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With access to the book’s internal glossary, students can personalize their
study experience by creating and collating their own custom flashcards. The
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A
vailable on iOS and Android smartphones, the Cengage Mobile App
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To learn more and download the mobile app, visit https://www.cengage.com
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Jonathan Wickert serves as Senior Vice President and Provost

at Iowa State University and is responsible for the university’s educational,
research, and extension and outreach programs. He previously served as
department chair and dean at Iowa State, and before then was a member of

Photo courtesy of Dave Gieseke

the faculty at Carnegie Mellon University. Dr. Wickert received his B.S., M.S.,
and Ph.D. degrees in mechanical engineering from the University of California,
Berkeley, and he was a postdoctoral fellow at the University of Cambridge.
The Society of Automotive Engineers, the American Society for Engineering
Education, and the Information Storage Industry Consortium have recognized
Dr. Wickert for his teaching and research, and he was elected a fellow of the
American Society of Mechanical Engineers and the National Academy of Jonathan Wickert
Inventors. As a researcher and consultant in the field of mechanical vibration,
he has worked with companies and federal agencies on a diverse range of
technical applications including computer data storage; the manufacture of
sheet metal, fiberglass, polymers, and industrial chemicals; automotive brakes;
radial flow gas turbines; and consumer products.

Kemper Lewis serves as Chair of the Mechanical and Aerospace

© 2011 University at Buffalo/Douglas Levere

Engineering Department at the University at Buffalo – SUNY where he also
holds a faculty appointment as Professor. He teaches and conducts research in
the areas of mechanical design, system optimization, and decision modeling.
As a researcher and consultant, he has worked with companies and federal
agencies on a wide range of engineering design problems including turbine
engine product and process design; optimization of industrial gas systems;
air and ground vehicle design; innovation in consumer product design; and
manufacturing process control for thin film resistors, heat exchangers,
and medical electronics. Dr. Lewis received his B.S. in mechanical engineering
and B.A. in Mathematics from Duke University, and his M.S. and Ph.D. degrees Kemper Lewis
in mechanical engineering from the Georgia Institute of Technology. He has
served as associate editor of the ASME Journal of Mechanical Design, on the
ASME Design Automation Executive Committee, and on the National Academies
Panel on Benchmarking the Research Competitiveness of the United States in
Mechanical Engineering. Dr. Lewis has received awards in recognition of his
teaching and research from the Society of Automotive Engineers, the American
Society for Engineering Education, the American Institute of Aeronautics and
Astronautics, and the National Science Foundation. He was also elected fellow
of the American Society of Mechanical Engineers.

xxiv

An Introduction to

Mechanical
Engineering
SI Edition

The Mechanical
Technical Engineering
Problem-Solving
Profession
and Communication Skills CHAPTER
OBJECTIVES

■ Describe some of the differences ■ List some of the products, processes,

among engineers, mathematicians, and hardware that mechanical engineers
and scientists. design.
■ Discuss the type of work that mechanical ■ Recognize how the mechanical engineering
engineers do, list some of the technical profession’s “top ten” list of achievements
issues they address, and identify has advanced our society and improved
the impact that they have in solving day-to-day lives.
global, social, environmental, and ■ Understand the objectives and format
economic problems. of a typical curriculum for mechanical
■ Identify some of the industries and engineering students.
governmental agencies that employ
mechanical engineers.

▸▸ 1.1 Overview

I
n this introductory chapter, we describe who mechanical engineers are,
what they do, what their challenges and rewards are, what their global
impact can be, and what their notable accomplishments have been.
Engineering is the practical endeavor in which the tools of mathematics and
science are applied to develop cost-effective solutions to the technological
problems facing our society. Engineers design many of the consumer products
that you use every day. They also create a large number of other products that
you do not necessarily see or hear about because they are used in business
and industrial settings. Nevertheless, they make important contributions
to our society, our world, and our planet. Engineers develop the machinery
that is needed to manufacture most products, the factories that make them,
and the quality control systems that guarantee the product’s safety and
performance. Engineering is all about making useful things that work and
impact lives.

The Elements of Mechanical Engineering

The discipline of mechanical engineering is concerned in part with certain
“elements”:
●● Design (Chapter 2)
●● Professional Practices (Chapter 3)
●● Forces (Chapter 4)
●● Materials (Chapter 5)
●● Fluids (Chapter 6)
●● Energy (Chapter 7)
●● Motion (Chapter 8)
Mechanical engineers invent machines and structures that exploit those
elements in order to serve a useful purpose and solve a problem. Original
design and the practical issue of making something that works are the themes
behind any engineering endeavor. An engineer creates a machine or product
to help someone solve a technical problem. The engineer might start from a
blank sheet of paper, conceive something new, develop and refine it so that
it works reliably, and—all the while—satisfy the constraints of safety, cost,
and manufacturability.
Robotic welding systems (Figure 1.1), internal combustion engines, sports
equipment, computer hard disk drives, prosthetic limbs, automobiles, aircraft,
jet engines, surgical tools, and wind turbines are some of the thousands of
technologies that mechanical engineering encompasses. It would not be
much of an exaggeration to claim that, for every product you can imagine,
a mechanical engineer was involved at some point in its design, materials
selection, temperature control, quality assurance, or production. Even if a
mechanical engineer didn’t conceive or design the product per se, it’s still a
safe bet that a mechanical engineer designed the machines that built, tested,
or delivered the product.
Mechanical engineering has been defined as the profession in which
power-producing and power-consuming machines are researched, designed,

Figure 1.1
Robots are used in
environments that
require precise and
repetitive tasks such
as industrial assembly
lines and in extreme
environments like this
deep sea repair on a
corroded pipe.
Paul Fleet/Shutterstock.com

Ultrasonic Machine SpaceX Falcon

motor tools Heavy rocket
1029 W 1026 W 1023 W 1W 103 W 106 W 109 W
Figure 1.2
Watts Mechanical engineers
work with machines
Tritium Athlete Automobile Power that produce or
battery engine plant consume power over a
remarkably wide range.

and manufactured. In fact, mechanical engineers devise machines that produce

or consume power over the remarkably wide scale shown in Figure 1.2, ranging
from nanowatts (nW) to gigawatts (GW). Few professions require a person
to deal with physical quantities across so many orders of magnitude (one
quintillionfold or a factor of 1,000,000,000,000,000,000), but mechanical
engineering does. At the lower end of the power range, batteries powered by
the decay of the hydrogen isotope tritium can generate nanowatts of power
for sensors, electronic equipment, and small precision ultrasonic motors, such
as those used in a camera’s autofocus lens. Moving upward in power level, an
athlete using exercise equipment, such as a rowing machine or a stair climber,
can produce up to several hundred watts over an extended period of time.
The electric motor in an industrial drill press might develop 1000 W, and
the engine on a sport utility vehicle is capable of producing about 100 times
that amount of power. At the upper end of the scale, SpaceX’s Falcon Heavy
rocket (Figure 1.3) produces approximately 1,350,000,000 W at liftoff. Finally,
a commercial electrical power plant can generate one billion watts of power,
which is an amount sufficient to supply a community of 800,000 households
with electricity.

Figure 1.3
The Falcon Heavy
rocket from SpaceX,
which is able to
lift into orbit the
equivalent of a Boeing
737 jetliner loaded
with passengers, crew,
luggage, and fuel.
HO/Reuters/Landov

▸▸ 1.2 What Is Engineering?

T
he word “engineering” derives from the Latin root ingeniere,
meaning to design or to devise, which also forms the basis of the
word “ingenious.” Those meanings are quite appropriate summaries
of the traits of a good engineer. At the most fundamental level, engineers
apply their knowledge of mathematics, science, and materials—as well as
their skills in communications and business—to develop new and better
technologies. Rather than experiment solely through trial and error,
engineers are educated to use mathematics, scientific principles, and
computer simulations (Figure 1.4) as tools to create faster, more accurate,
and more economical designs.
In that sense, the work of an engineer differs from that of a scientist,
who would normally emphasize the discovery of physical laws rather than
apply those phenomena to develop new products. Engineering is essentially
a bridge between scientific discovery and product applications. Engineering
does not exist for the sake of furthering or applying mathematics, science,
and computation by themselves. Rather, engineering is a driver of social
and economic growth and an integral part of the business cycle. With that
perspective, the U.S. Department of Labor summarizes the engineering
profession as follows:
Engineers apply the theories and principles of science and mathematics to research
and develop economical solutions to technical problems. Their work is the link
between perceived social needs and commercial applications. Engineers design
products, machinery to build those products, plants in which those products are
Figure 1.4 made, and the systems that ensure the quality of the products and the efficiency of
On a day-to-day basis,
the workforce and manufacturing process. Engineers design, plan, and supervise
mechanical engineers the construction of buildings, highways, and transit systems. They develop and
use state-of-the-art implement improved ways to extract, process, and use raw materials, such as
cyber-enabled tools petroleum and natural gas. They develop new materials that both improve the
to design, visualize, performance of products and take advantage of advances in technology. They
simulate, and improve harness the power of the sun, the Earth, atoms, and electricity for use in supplying
products.
Copyright © Kevin C. Hulsey.

(a) (b)

the Nation’s power needs, and create millions of products using power. They
analyze the impact of the products they develop or the systems they design on
the environment and on people using them. Engineering knowledge is applied
to improving many things, including the quality of healthcare, the safety of food
products, and the operation of financial systems.
Many students begin to study engineering because they are attracted to the
fields of mathematics and science. Others migrate toward engineering careers
because they are motivated by an interest in technology and how everyday
things work or, perhaps with more enthusiasm, how not-so-everyday things
work. A growing number of others are impassioned by the significant impact
that engineers can have on global issues such as clean water, renewable energy,
sustainable infrastructures, and disaster relief.
Regardless of how students are drawn to it, engineering is distinct
from the subjects of mathematics and science. At the end of the day, the
objective of an engineer is to have built a device that performs a task that
previously couldn’t have been completed or couldn’t have been completed so
accurately, quickly, or safely. Mathematics and science provide some of the
tools and methods that enable an engineer to test fewer mock-ups by refining
designs on paper and with computer simulations, before any metal is cut or
hardware is built. As suggested by Figure 1.5, “engineering” could be defined
as the intersection of activities related to mathematics, science, computer
simulation, and hardware.
Approximately 1.5 million people are employed as engineers in the United
States. The vast majority work in industry, and fewer than 10% are employed by
federal, state, and local governments. Engineers who are federal employees are

Mathematics

Engineering

Hardware Science

Figure 1.5
Engineers combine
their skills in
mathematics, science,
Computer simulation computers, and
hardware.

often associated with such organizations as the National Aeronautics and Space
Administration (NASA) or the Departments of Defense (DOD), Transportation
(DOT), and Energy (DOE). About 3–4% of all engineers are self-employed,
working mostly in consulting and entrepreneurial capacities. Further, an
engineering degree prepares students to work in a wide range of influential
fields. In a recent list of the CEOs from the Standard & Poor’s 500, 33% have
undergraduate degrees in engineering, which is almost three times the number
as those who earned business administration or economics degrees. Similar
surveys showed that 28% of the CEOs in the Fortune 50 had an undergraduate
engineering degree. Of the 13 major industry sectors, engineering was the
most popular major for CEOs in nine of them:1
●● Business services
●● Chemicals
●● Communications
●● Electricity, gas, and sanitary
●● Electronic components
●● Industrial and commercial machinery
●● Measuring instruments
●● Oil and gas extraction
●● Transportation equipment
This is understandable since engineers know that successful problem solving
starts with effective information gathering and sound assumptions. They
know how to process information to make decisions while taking into account
unknown parameters. They also know when to isolate facts and emotions in
their decisions while being incredibly innovative and intuitive.
Although engineering majors are well represented in top business
leadership positions, their representation in top political and civic leadership
positions is mixed. Currently, only 9 of the 540 members of the 114th United
States Congress are engineers2 down from 11 engineers in the 113th United
States Congress.3 However, eight of the nine members of a recent top civic
leadership committee in China have engineering degrees.4 In addition,
the three most recent Presidents of China have all been engineers. While
government service may not be your career ambition, leaders all over the world
in all disciplines are realizing that a broad range of skills in both hard and
soft sciences is necessary in a world where globalization and communication

1
Spencer Stuart, “Leading CEOs: A Statistical Snapshot of S&P 500 Leaders” (Chicago, 2008).
2
Lucey, B., “By the Numbers: How well do you know the 114th Congress?” http://www
.dailynewsgems.com/2015/01/by-the-numbers-how-well-do-you-know-the-114th-congress.html,
January 25, 2015.
3
“Engineers in Politics,” https://www.asme.org/career-education/early-career-engineers/me-today
/me-today-march-2013-issue/engineers-in-politics
Norman R. Augustine, Is America Falling off the Flat Earth? (Washington, DC: The National
4

Academies Press, 2007).

Agricultural, 0.2%
Mining and geological, All other engineers,
including mining safety, 0.5%
7.8%
Marine engineers and naval
architects, 0.4% Civil, 16.9%
Biomedical, 1.3%
Nuclear, 1.1%
Petroleum, 2.3%
Materials, 1.6%
Chemical, 2.2%
Environmental, 3.4%
Aerospace, 4.6%
Mechanical, 16.7%

Computer hardware, 5.0%

Electrical and
electronics, 19.6% Industrial, including
health and safety, 16.4%

Figure 1.6
Percentages of
technologies are making geographic divisions increasingly irrelevant. As a engineers working
result, the field of engineering is changing and this textbook encompasses in the traditional
engineering fields and
many of these changes in how engineers need to view, model, analyze, solve,
their specializations.
and disseminate the technical, social, environmental, economic, and civic
Based on data from the United States
challenges from a global perspective. Department of Labor.
Most engineers, while earning a degree in one of the major branches, end
up specializing. Though 17 engineering specialties are covered in the Federal
Government’s Standard Occupational Classification (SOC) system, numerous
other specialties are recognized by professional societies. Further, the major
branches of engineering have many subdivisions. For example, civil engineering
includes the subdivisions of structural, transportation, urban, and construction
engineering; electrical engineering includes the subdivisions of power,
control, electronics, and telecommunications engineering. Figure 1.6 depicts
the distribution of engineers in the major branches, as well as several other
specializations.
Engineers develop their skills first through formal study in an accredited
bachelor’s degree program and later through advanced graduate studies and/
or practical work experience under the supervision of accomplished and senior
engineers. When starting a new project, engineers often rely on their reasoning,
physical intuition, hands-on skills, and the judgment gained through previous

technical experiences. Engineers routinely make approximate “back-of-the-

envelope” calculations to answer such questions as, “Will a 7.5-kW engine be
powerful enough to drive that air compressor?” or “How many g’s of acceleration
must the blade in the turbocharger withstand?”
When the answer to a particular question isn’t known or more information
is needed to complete a task, an engineer conducts additional research using
such resources as books, professional journals, and trade publications in
a technical library; sites such as Google Scholar or CiteSeer; engineering
conferences and product expositions; patents; and data provided by industry
Lifelong learning vendors. The process of becoming a good engineer is a lifelong endeavor, and
it is a composite of education and experience. One can make a good argument
that it is not possible to build a lifelong career on only the material that was
learned in college. As technologies, markets, and economies quickly grow and
evolve, engineers are constantly learning new approaches and problem-solving
techniques and informing others of their discoveries.

Focus On mechanical
engineering jobs
As you begin your formal mechanical CAD models, part sourcing, and assembly of
engineering education, keep the outcome support equipment. You will take responsibility
of your degree in mind. As your education of some subset of our environmental tests
process continues, either formally with which include sine and random vibration
more degrees or informally with on the job testing, acoustics testing, shock testing,
© Winniper Free Press. Reprinted with permission.

training, the immediate outcome is a job that and mechanism characterization. You will
matches your skills, passions, and education. contribute detailed design documentation
While you may have some perceptions about including test plans and reports, test
where mechanical engineers work, you may procedures, assembly drawings and assembly
be surprised to find mechanical engineering instructions as needed to the satellite or
opportunities in almost every company. For supporting equipment designs. You will own
instance, a quick search reveals the following production design-work such as CAD Figure 3.3
updates
positions for candidates with a bachelor level incorporating lessons learned, The
drawing fixes,
landing of Air
degree in mechanical engineering. and clarification documents. Canada Flight 143
Yeamake/Shutterstock.com

Google/Skybox Imaging General Requirements:

Description Summary: You will design in
●● Collaborate with other engineers to estab-
CAD our next generation satellite (a large,
lish the best solution or design
complex assembly) making sure parts
fit properly together and the CAD model ●● Design mechanical parts with an acute
matures efficiently with the program; early awareness of manufacturability and strive
layout in a lightweight model up through for simplicity
detailed models representing “as built.” ●● Plan complex tests on a critical piece
You will be responsible for small-to-medium of hardware

●● Work hands-on in the machine shop to project goals, and contribute positively to

Claudio Divizia/Shutterstock.com
prototype, assemble completed designs, the engineering community
and run tests
●● Experience with mechanical engineering Amazon
360b/Shutterstock.com

fundamentals (thermodynamics, fluid dy- Description Summary: Given the rapid growth
namics, mechanics of materials) of our business, we can achieve Earth’s biggest
selection and still manage to offer lower
Apple, Inc. prices every day to customers by providing
Description Summary: Lead the design, cutting-edge automation technology and
development and validation of sensor excellent decision support tools/services. If
technologies including owning the end-to- you are seeking an environment where you
end mechanical development and integration can drive innovation, want to apply state-of-
of a sensor module into a product, with the-art technologies to solve extreme-scale
responsibilities including: real world problems, and want to provide
●● Brainstorming design concepts and visible benefit to end-users in an iterative
executing design concepts in all phases fast paced environment, the Amazon Prime
of a development cycle Air Team is your opportunity. You will work
with an interdisciplinary team to execute
●● Generating innovative designs with cross-
product designs from concept to production,
functional teams while driving design
including design, prototyping, validation,
towards Apple’s cosmetic requirements
testing and certification. You will also work
●● Defining mechanical component outlines with manufacturing, supply chain, quality and
and assembly schemes outside vendors to ensure a smooth transition
●● Generating dimensional and tolerance to production.
analysis
General Requirements:
●● Participating in the development of new
manufacturing processes ●● Experience designing and analyzing robust,
●● Design validation and characterization mechanical systems
from prototype bring-up to product testing ●● Enjoy problem solving and possess practi-
cal knowledge of prototype design as well
General Requirements: as production run manufacturing methods
●● 3D CAD experience required ●● Experience with PTC CREO with knowledge
●● Scientific method, experimental process, of robust part design, managing large assem-
root cause analysis blies and creating detailed documentation
●● Applied knowledge in flex circuits, printed ●● Strong hands on experience with the abil-
circuit boards, material science and basic ity to craft simple proof-of-concept models
chemistry is beneficial in-house
●● Excellent written and verbal communica- ●● Thorough understanding and use of prin-
tion skills and people skills; ability to inter- ciples, theories and concepts in mechani-
act with management, team members and cal, aerospace, or robotics engineering
external vendors and design
●● Teamwork: the candidate must be able to In this textbook, we cover a number of these
communicate well with cross-functional skills to help you prepare to be a successful
team members, be able to efficiently col- professional in the dynamic field of mechanical
laborate with team members to achieve engineering.

▸▸ 1.3 Who Are Mechanical Engineers?

T
he field of mechanical engineering encompasses the properties of forces,
materials, energy, fluids, and motion, as well as the application of those
elements to devise products that advance society and improve people’s
lives. The U.S. Department of Labor describes the profession as follows:
Mechanical engineers research, develop, design, manufacture and test tools,
engines, machines, and other mechanical devices. They work on power-
producing machines such as electricity-producing generators, internal
combustion engines, steam and gas turbines, and jet and rocket engines. They
also develop power-using machines such as refrigeration and air-conditioning
equipment, robots used in manufacturing, machine tools, materials handling
systems, and industrial production equipment.
Mechanical engineers are known for their broad scope of expertise and
for working on a wide range of machines. Just a few examples include the
microelectromechanical acceleration sensors used in automobile air bags;
heating, ventilation, and air-conditioning systems in office buildings; land,
ocean, and space robotic exploration vehicles; heavy off-road construction
equipment; hybrid gas-electric vehicles; gears, bearings, and other machine
components (Figure 1.7); artificial hip implants; deep-sea research vessels;
robotic manufacturing systems; replacement heart valves; noninvasive
equipment for detecting explosives; and interplanetary exploration spacecraft
(Figure 1.8).
Based on employment statistics, mechanical engineering is one of the largest
engineering fields, and it is often described as offering the greatest flexibility
of career choices. In 2013, approximately 258,630 people were employed as
mechanical engineers in the United States, a population representing over
16% of all engineers. The discipline is closely related to the technical areas
of industrial (254,430 people), aerospace (71,500), and nuclear (16,400)

Figure 1.7
Mechanical engineers
design machinery and
power–transmission
equipment using
various types of gears
as building-block
components.
Reprinted with permission by Niagara
Gear Corporation, Boston Gear
Corporation, and W. M. Berg,
Incorporated.

Figure 1.8
The Mars Exploration
Rover is a mobile
geology laboratory
used to study the
history of water on
Mars. Mechanical
engineers contributed
to the design,
propulsion, thermal
control, and other
aspects of these
robotic vehicles.
NASA/JPL/Cornell University

engineering, since each of those fields evolved historically as a spin-off from

mechanical engineering. Together, the fields of mechanical, industrial, aerospace,
and nuclear engineering account for almost 39% of all engineers. Emerging
fields like biotechnology, materials science, and nanotechnology are expected
to create new job opportunities for mechanical engineers. The U.S. Bureau of
Labor Statistics predicts an increase of nearly 20,000 mechanical engineering
jobs by the year 2022. A degree in mechanical engineering can also be applied to
other engineering specialties, such as manufacturing engineering, automotive
engineering, civil engineering, or aerospace engineering.
While mechanical engineering often is regarded as the broadest of the
traditional engineering fields, there are many opportunities for specialization
in the industry or technology that interests you. For example, an engineer
in the aviation industry might focus her career on advanced technologies for
cooling turbine blades in jet engines or fly-by-wire systems for controlling an
aircraft’s flight.
Above all else, mechanical engineers make hardware that works. An
engineer’s contribution to a company or another organization ultimately is
evaluated based on whether the product functions as it should. Mechanical
engineers design equipment, it is produced by companies, and it is then sold
to the public or to industrial customers. In the process of that business cycle,
some aspect of the customer’s life is improved, and society as a whole benefits
from the technical advances and additional opportunities that are offered by
engineering research and development.

Mechanical Engineering’s Top Ten Achievements

Mechanical engineering isn’t all about numbers, calculations, computers,
gears, and grease. At its heart, the profession is driven by the desire to
advance society through technology. One of the most important professional

1. The automobile
2. The Apollo program
3. Power generation
4. Agricultural mechanization
Table 1.1 5. The airplane
Top Ten Achievements 6. Integrated-circuit mass production
of the Mechanical
7. Air conditioning and refrigeration
Engineering
Profession Compiled 8. Computer-aided engineering technology
by the American 9. Bioengineering
Society of Mechanical 10. Codes and standards
Engineers

organizations in the field is ASME, founded as the American Society of

Mechanical Engineers, which currently “promotes the art, science, and practice
of multidisciplinary engineering and allied sciences around the globe.” ASME
surveyed its members to identify the major accomplishments of mechanical
engineers. This top ten list of achievements, summarized in Table 1.1, can
help you better understand who mechanical engineers are and appreciate
the contributions they have made to your world. In descending order of the
accomplishment’s perceived impact on society, the following milestones were
recognized in the survey:
1. The automobile. The development and commercialization of the
Figure 1.9 automobile were judged as the profession’s most significant achievement
Mechanical engineers in the twentieth century. Two factors responsible for the growth of
design, test, and automotive technology have been high-power, lightweight engines
manufacture and efficient processes for mass manufacturing. In addition to engine
advanced automotive improvements, competition in the automobile market has led to advances
systems, such as in the areas of safety, fuel economy, comfort, and emission control
this (a) suspension (Figure 1.9). Some of the newer technologies include hybrid gas-electric
system, (b) automatic vehicles, antilock brakes, run-flat tires, air bags, widespread use of
transmission, and composite materials, computer control of fuel-injection systems, satellite-
(c) six-cylinder gas- based navigation systems, variable valve timing, and fuel cells.
electric hybrid engine.
Copyright © Kevin C. Hulsey.

(a) (b) (c)

Figure 1.10
Astronaut John
Young, commander
of the Apollo 16
mission, leaps from
the lunar surface at
the Descartes landing
site as he salutes the
United States flag.
The roving vehicle is
parked in front of the
lunar module.
NASA/Charlie Duke

2. The Apollo program. In 1961, President John F. Kennedy challenged

the United States to land a man on the Moon and return him safely to
Earth. The first portion of that objective was realized fewer than ten years
later with the July 20, 1969 landing of Apollo 11 on the lunar surface.
The three-man crew of Neil Armstrong, Michael Collins, and Buzz Aldrin
returned safely several days later. Because of its technological advances
and profound cultural impact, the Apollo program was chosen as the
second most influential mechanical engineering achievement of the
twentieth century (Figure 1.10).
The Apollo program was based on three primary engineering
developments: the huge three-stage Saturn V launch vehicle that produced
some 33.4 million newtons of thrust at liftoff, the command and service
module, and the lunar excursion module, which was the first vehicle ever
designed to be flown only in space.
3. Power generation. One aspect of mechanical engineering involves
designing machinery that can convert energy from one form to another.
Abundant and inexpensive energy is recognized as an important factor
behind economic growth and prosperity, and the generation of electrical
power is recognized as having improved the standard of living for billions of
people across the globe. In the twentieth century, entire societies changed
as electricity was produced and routed to homes, businesses, and factories.
Although mechanical engineers are credited with having developed
efficient technologies to convert various forms of stored energy into
more easily distributed electricity, the challenge to bring power to every
man, woman, and child around the globe still looms for mechanical
engineers. As the supply of natural resources diminishes and as fuels
become more expensive in terms of both cost and the environment,
mechanical engineers will become even more involved in developing
advanced power-generation technologies, including solar, ocean, and
wind power systems (Figure 1.11, see page 14).

(a) (b) (c)

Figure 1.11
Mechanical engineers 4. Agricultural mechanization. Mechanical engineers have developed
design machines for technologies to improve significantly the efficiency in the agricultural
producing energy from industry. Automation began in earnest with the introduction of
a variety of renewable powered tractors in 1916 and the development of the combine, which
sources, such as (a) greatly simplified harvesting grain. Decades later, research is underway
solar power towers, to develop the capability for machines to harvest a field autonomously,
(b) wave energy without any human intervention using advanced machinery,
power plants , and GPS technology, and intelligent guidance and control algorithms
(c) innovative wind (Figure 1.12). Other advances include improved weather observation
turbines.
and prediction, high-capacity irrigation pumps, automated milking
(a) © PM photos/Alamy. (b) Science machines, and the digital management of crops and the control of pests.
Source. (c) eldeiv/Shutterstock.com
5. The airplane. The development of the airplane and related technologies
for safe powered flight were also recognized by the American Society of
Mechanical Engineers as a key achievement of the profession.
Mechanical engineers have developed or contributed to nearly
every aspect of aviation technology. Advancements in high-performance
military aircraft include vectored turbofan engines that enable the pilot to
redirect the engine’s thrust for vertical takeoffs and landings. Mechanical

Figure 1.12
Robotic vehicles under
development can learn
the shape and terrain
of a field of grain
and harvest it with
essentially no human
supervision.
Reprinted with permission of the National
Robotics Engineering Consortium.

Figure 1.13
This prototype of the
X-48B, a blended wing-
body aircraft, is being
tested at the full-scale
wind tunnel at NASA
Langley Research
Center in Virginia.
NASA/Jeff Caplan

engineers design the combustion systems, turbines, and control systems

of such advanced jet engines. By taking advantage of testing facilities
such as wind tunnels (Figure 1.13), they have also spearheaded the design
of turbines, development of control systems, and discovery of lightweight
aerospace-grade materials, including titanium alloys and graphite-fiber-
reinforced epoxy composites.
6. Integrated-circuit mass production. The electronics industry has
developed remarkable technologies for miniaturizing integrated circuits,
computer memory chips, and microprocessors. The mechanical engineering
profession made key contributions during the twentieth century to the
manufacturing methods involved in producing integrated circuits. While
the vintage 8008 processor that was first sold by the Intel Corporation in
1972 had 2500 transistors, the current SPARC M7 processor from Oracle
has over 10 billion transistors (Figure 1.14, see on page 16).
Mechanical engineers design the machinery, alignment systems,
advanced materials, temperature control, and vibration isolation that
enable integrated circuits to be made at the nanometer scale.
The same manufacturing technology can be used to produce other
machines at the micro or nano level. Using these techniques, machines
with moving parts can be made so small that they are imperceptible to
the human eye and can be viewed only under a microscope. As shown
in Figure 1.15 (see page 16), individual gears can be fabricated and
assembled into geartrains that are no bigger than a speck of pollen.
7. Air conditioning and refrigeration. Mechanical engineers invented
the technologies of efficient air conditioning and refrigeration. Today,
these systems not only keep people safe and comfortable, but also
preserve food and medical supplies in refrigeration systems. Like other
infrastructures, we typically do not recognize the value of air conditioning
until it is gone. In a record European heat wave during the summer of

Figure 1.14
Mechanical
engineers have
been instrumental
in developing the
manufacturing
technologies that are
necessary to build
billions of electronic
components on
devices such as the
Oracle SPARC M7.
Courtesy of Intel.

2003, for instance, over 10,000 people—many elderly—died in France as

a direct result of the searing temperatures.
8. Computer-aided engineering technology. The term “computer-aided
engineering” (CAE) refers to a wide range of automation technologies
in mechanical engineering, and it encompasses the use of computers
for performing calculations, preparing technical drawings, simulating
performance (Figure 1.16), and controlling machine tools in a factory.
Over the past several decades, computing and information technologies
have changed the manner in which mechanical engineering is practiced.
As an example, the Boeing 777 was the first commercial airliner to be
developed through a paperless computer-aided design process. The 777’s
design began in the early 1990s, and a new computer infrastructure had
to be created specifically for the design engineers. Conventional paper-
and-pencil drafting services were nearly eliminated. Computer-aided
design, analysis, and manufacturing activities were integrated across
some 200 design teams that were spread over 17 time zones. Because the
plane had over 3 million individual components, making everything fit
Figure 1.15 together was a remarkable challenge. Through the extensive usage of CAE
Mechanical engineers
design and build
machines that are
microscopic in size.
These tiny gears are
dwarfed by a spider
mite, and the entire
geartrain is smaller
than the diameter of a
human hair.
Courtesy of Sandia National Laboratories.

Figure 1.16
(a) Mechanical
engineers use
computer simulations
to analyze and visualize
the flow of air around
aircraft including the
Harrier Jet.
Science Source
(a) (b) (b) A dynamic
tools, designers were able to check part-to-part fits in a virtual, simulated simulation of the flow
of blood through an
environment before any hardware was produced. Current CAE tools are
artery of the brain
being developed for diverse computing platforms including leveraging
is used to observe
mobile devices, cloud computing technologies, and virtual machines. the interaction
9. Bioengineering. The discipline of bioengineering links traditional between plasma
engineering fields with the life sciences and medicine. Although and blood, helping
bioengineering is considered an emerging field, it ranked in the engineers design
American Society of Mechanical Engineer’s top ten list not only for the medical devices
advances that have already been made, but also for its future potential in and helping doctors
understand disease
addressing medical and health-related problems.
diagnosis and
One objective of bioengineering is to create technologies to expand
treatment.
the pharmaceutical and healthcare industries, including drug discovery,
Joseph A. Insley and Michael E. Papka,
genomics (Figure 1.17), ultrasonic imaging, artificial joint replacements, Argonne National Laboratory.
cardiac pacemakers, artificial heart valves, and robotically assisted surgery
(Figure 1.18, see page 18). For instance, mechanical engineers apply the
principles of heat transfer to assist surgeons with cryosurgery, a technique
in which the ultralow temperature of liquid nitrogen is used to destroy
malignant tumors. Tissue engineering and the development of artificial
organs are other fields where mechanical engineers contribute, and they
often work with physicians and scientists to restore damaged skin, bone, and
cartilage in the human body.

Figure 1.17
Mechanical engineers
design and build
automated test
equipment that is used
in the biotechnology
industry.
science photo/Shutterstock.com

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Preface to the SI Edition xi

CHAPTER 1 The Mechanical Engineering Profession 1

CHAPTER 2 Mechanical Design 31

CHAPTER 3 Technical Problem-Solving

CHAPTER 4 Forces in Structures and Machines 112

CHAPTER 5 Materials and Stresses 166

CHAPTER 6 Fluids Engineering 220

CHAPTER 7 Thermal and Energy Systems 274

Specific Heat 284

CHAPTER 8 Motion and Power Transmission 329

Le Système International d’Unités

Using SI Units in this Book

Approach and Content

This textbook reflects our experiences and philosophy for introducing

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● Case Studies: We have shifted some of the case studies in previous

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■ Describe some of the differences ■ List some of the products, processes,

The Elements of Mechanical Engineering

Ultrasonic Machine SpaceX Falcon

and manufactured. In fact, mechanical engineers devise machines that produce

▸▸ 1.2 What Is Engineering?

Academies Press, 2007).

Computer hardware, 5.0%

technical experiences. Engineers routinely make approximate “back-of-the-

Google/Skybox Imaging General Requirements:

▸▸ 1.3 Who Are Mechanical Engineers?

engineering, since each of those fields evolved historically as a spin-off from

Mechanical Engineering’s Top Ten Achievements

organizations in the field is ASME, founded as the American Society of

(a) (b) (c)

2. The Apollo program. In 1961, President John F. Kennedy challenged

(a) (b) (c)

engineers design the combustion systems, turbines, and control systems

2003, for instance, over 10,000 people—many elderly—died in France as

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While we cannot and do not solicit contributions from states where

International donations are gratefully accepted, but we cannot make

Section 5. General Information About

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CHAPTER 3 Technical Problem-Solving