assignment meaning in engineering

Engineering Assignment Writing Secrets Revealed

Engineering students have likely heard the term "assignment" more times than they'd care to admit. But beyond the initial groan, these assignments serve a crucial purpose in your academic journey. They're not just about grades; they're your training ground for developing the critical skills you'll need to excel in the real world of engineering.

Types of Assignments for Engineering Students

Here are 5 most common types of engineering assignments that you may encounter in college:

Solving Problems

These assignments challenge students to apply engineering principles and scientific knowledge to analyze and solve real-world or hypothetical problems. They may involve calculations, simulations, or designing solutions that meet specific criteria.

Design Projects

In these assignments, students take on the role of engineers and design a product, system, or process. This could involve creating detailed drawings, using computer-aided design (CAD) software, or building a prototype.

Research and Analysis

Engineering is a research-driven field, and these assignments expose students to gathering data, conducting experiments, and analyzing results. Engineering students will face writing research papers, presenting findings, or drawing conclusions based on data.

Computer Simulations

Modern engineering heavily relies on computer modeling and simulation. These assignments involve using software to create virtual models of systems or processes to analyze their behavior and performance.

Technical Writing and Communication

Effective communication is essential for engineers. These assignments focus on developing writing skills, such as writing technical reports, proposals, or user manuals. Students may also be required to give presentations or participate in technical discussions.

Can’t Handle Engineering Assignments?

Some problems require a touch of a professional writer!

Essential Engineering Assignment Writing Steps

An engineering assignment can feel like a daunting mountain to climb. But with a structured approach, you can conquer them and emerge a more adept engineer. Or, you can drop us a line, saying, ‘ write my assignment for me ,’ and keep the time required to fulfill the task to yourself.

1. Deep Dive into the Mission (Estimated Time: 15-30 minutes)

Don't just skim the instructions for your engineering assignments. Become an investigator, meticulously scrutinizing the details. Highlight key requirements, deadlines, and any grading rubrics provided. 

These are the clues that lead to a successful resolution. Don't hesitate to ask your professor or teaching assistant to clarify any ambiguities. Remember, asking questions demonstrates initiative and helps avoid costly misunderstandings later.

Many professors provide grading rubrics – consider them your secret weapon. Analyze these rubrics carefully. They serve as a roadmap, ensuring your project addresses all the expected aspects and maximizes your potential score.

2. Break it Down and Conquer Piece by Piece (Estimated Time: 30-60 minutes)

Imagine that complex engineering assignment writing as a dense forest. Breaking it down into smaller, more manageable tasks is like chopping down individual trees. Each task becomes a stepping stone, leading you closer to the final solution.

Here's where prioritization comes in. Analyze the complexity and due dates of each task. Tackle the most challenging or time-sensitive tasks first. Think strategically about the sequence in which completing tasks will benefit you most.

Finally, create a to-do list that reflects your prioritized tasks. This is your action plan. Use whatever format suits you best – a physical list, a digital planner, or sticky notes on a wall. Visual tracking of your progress provides a sense of accomplishment and keeps you motivated.

3. Assemble Your Engineering Arsenal (Estimated Time: 1-2 hours)

Think of your knowledge and resources as your engineering arsenal. Dust off your course materials – textbooks and notes are valuable starting points. Review relevant sections to refresh your memory on foundational concepts and identify gaps in your understanding.

The online world can be your library. Explore reputable websites, scholarly databases, and even engineering forums (with a critical eye) to find additional resources. Look for data sets that might be relevant to your project or even case studies that showcase similar problems and resolutions.

Finally, identify any software or tools required for the engineering assignment and familiarize yourself with their capabilities. Can they be used to analyze data, create simulations, or generate visualizations? Understanding these tools empowers you to approach the problem from multiple angles.

4. Formulate a Strategic Battle Plan (Estimated Time: 30-60 minutes)

Every good engineer needs a plan. Now's the time to choose your weapon – a problem-solving approach that best suits the assignment. Brainstorming techniques, mind maps, or creating flowcharts can help organize your thought process and identify different avenues to explore.

Don't underestimate the power of a rough sketch! Sketching out initial ideas, potential findingd, or design layouts helps solidify your thought process and identify potential roadblocks early on. Visualizing your approach to engineering assignments can also spark new ideas and lead to creative solutions.

Create a rough action plan based on your chosen approach and initial sketches. This is your battle plan, outlining your steps to achieve your goal. Think logically about the sequence of tasks and how they build upon each other.

5. Tackle the Tasks with Focus and Discipline (Estimated Time: Ongoing)

Momentum is key. Start with less complex tasks to build confidence and get a sense of accomplishment. Completing smaller engineering assignment writing tasks provides a mental boost and motivates you to tackle bigger challenges.

Utilize your study schedule effectively. Allocate dedicated time blocks for focused work on specific tasks on your to-do list. This will help avoid procrastination and ensure steady progress towards your goal.

Try to minimize distractions. Silence notifications, put your phone away, and find a quiet study space to maintain concentration and maximize your productivity. Remember, focus, and discipline are essential tools in any engineering project.

6. Seek Allies and Guidance When Needed (Estimated Time: Variable)

Engineering is rarely a solitary pursuit. Don't be afraid to reach out to classmates for help on specific concepts or challenges. Explaining a concept to someone else can solidify your own understanding. Collaboration can also spark new ideas and lead to more creative solutions.

Tutors and learning centers offered by your university are valuable resources. They provide guidance and can clarify tricky concepts. Utilize these resources to bridge any knowledge gaps and ensure you're on the right track.

Finally, your professor is your powerhouse. Don't hesitate to seek assistance during office hours or via email for complex issues or roadblocks with an engineering assignment.

7. Test Your Solutions Like a Scientist (Estimated Time: Variable)

A good engineer never assumes their solution is perfect. Now comes the crucial step of testing your solutions thoroughly. Think of yourself as a scientist conducting an experiment.

Run simulations for your engineering assignments if applicable. For example, if you're designing a bridge, use simulation software to analyze its structural integrity under different load conditions. Analyze the results obtained and compare them to your expectations. Did your solution meet the design criteria? Are there any unexpected weaknesses or areas for improvement?

8. Refine and Polish Your Engineering Masterpiece (Estimated Time: Variable)

Based on your testing and self-evaluation, it's time to iterate on your approach and refine your solutions. Identify areas where your solutions might be weak or incomplete. Are there alternative approaches or additional calculations needed?

Embrace the iterative process – it's a core principle of engineering. Don't be afraid to go back and revise your initial ideas based on your findings. This might involve conducting further research, exploring different software functionalities, or even consulting with your professor or classmates.

Once your solutions are refined, it's time to draft, revise, and polish your report. Here, clarity and conciseness are key. Document your design process in a clear and organized manner, explaining the rationale behind your decisions.

Include relevant visuals like diagrams, simulations, or technical drawings to support your explanations. These visuals should be professional-looking and easy to understand.

Finally, proofread meticulously for any errors in grammar, spelling, punctuation , or calculations. A well-written and polished report demonstrates your professionalism and attention to detail.

9. Submit and Reflect on Your Engineering Journey (Estimated Time: 15-30 minutes)

Don't underestimate the importance of submitting your engineering assignment writing on time. Meet all deadlines and submit your assignment using the designated method.

But your journey doesn't end there. Take some time to reflect on your learning experience. Identify areas where you excelled and areas where you faced challenges. Did you learn any new software skills? Did you discover a more efficient problem-solving approach?

Reflecting on your experiences helps solidify your understanding and prepares you for future engineering challenges. This continuous learning process is essential for success in the field.

Assignment, novation and construction contracts - What is your objective?

Consider a not too hypothetical situation where the parties to a construction project (employer, contractor and sub-contractor) enter into a Deed of Assignment intending that the employer, having lost confidence in the contractor, would directly engage the sub-contractor to complete the sub-contract works. But what if no assignment has taken place? What are the terms of the contract under which the sub-contractor carries out the works for the employer?

Potential risks with assignment

In construction projects, main contractors often assign the benefit of their key sub-contracts to the employer in the event of contractor default and consequent termination of the main contract. The employer can then enforce the rights in the sub-contract against the sub-contractor, including rectification of the works and the performance of particular obligations.

However, there are potential risks associated with assignment in these situations as the Technology and Construction Court’s decision in Energy Works (Hull) Ltd v MW High Tech Projects UK Ltd demonstrated. We discussed this decision in Assigning a sub-contract on termination: which rights is the contractor giving up? In this case, the nature of the assignment meant that the main contractor could not pursue claims made by the employer against its sub-contractor under the sub-contract. This limited the main contractor’s ability to ‘pass on’ any liability it had under the main contract to the sub-contractor.

But what if the Deed of Assignment does not take effect as an assignment?

Assignment v novation

Both assignment and novation are forms of transferring an interest under a contract from one party to another. However, they are very different and in their effect. An assignment transfers the benefit of a contract from one party to another, but only the benefit, not the burden. In contrast, a novation will transfer both the benefit and the burden of a contract from one party to another. A novation creates a new contractual relationship - a ‘new’ contract is entered into.

Another key difference with novation is that the consent of all parties concerned must be obtained, which is why novation is almost always effected through a tripartite agreement. In the case of an assignment, it is not always necessary to obtain consent, subject to what the specific terms of the contract provide.

When deciding whether to assign or novate, parties should consider (i) whether there is in fact a burden to novate, (ii) whether the novatee will be willing to take on the burden, (iii) whether all parties will consent to the novation and indeed enter into the agreement. If there is no burden under the contract to transfer, then an assignment is likely to be the most appropriate way to transfer the interests.

Is the Deed for an assignment or a novation?

Although a document may be labelled a Deed of Assignment, if it has references to the transfer of ‘ responsibilities and obligations ’ and is a tripartite agreement these are characteristic of a novation as opposed to an assignment.

A key issue in such circumstances is to ascertain whether making use of the words ‘ assigning ’ and ‘ assignment ’ actually affects the characteristics of the document.

There has been some consideration of this characterisation issue by the courts. In the case of Burdana v Leeds Teaching Hospitals NHS Trust [2017] EWCA Civ 1980, by majority the Court of Appeal decided that on the facts of the case, although the Deed of Assignment in question referred to an ‘ assignment ’ of the benefit and burden, on proper analysis there was indeed a novation.

Furthermore, in the case of Langston Group Corporation v Cardiff City FC [2008] EWHC 535, Briggs J made it evident that even though the variation agreement in question did not use the word ‘ novation ’ and did not describe itself as such, the circumstances and effect of the agreement was indeed a novation and a new contract had been created.

It may be the case that even if a document does not describe itself as a novation, yet has the key characteristics of one, then as a matter of interpretation the courts would accept that the document takes effect as a novation.

Key characteristics of a novation

If entering into a document that purports to be a Deed of Assignment, tread carefully as it may well take effect as a novation, particularly if the following characteristics are present:

• It is a tripartite agreement;
• All the parties give their consent;
• The novator has been released from its obligations;
• There has been an acceptance of the terms of the novation on the part of the novatee and the substituted party; and
• There is a vesting of remedies.

What is your objective?

Although a document may well be labelled as an assignment, it may have the characteristics of and take effect as novation. Parties need to be cautious and consider what they want to achieve when assessing whether to assign rights or to novate them along with obligations.

This article was written by Anna Sowerby and Eveline Strecker. For more information, please contact Anna  or your usual Charles Russell Speechlys contact.

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FREE K-12 standards-aligned STEM

curriculum for educators everywhere!

Find more at TeachEngineering.org .

Engineering Design Process

The engineering design process emphasizes open-ended problem solving and encourages students to learn from failure . This process nurtures students’ abilities to create innovative solutions to challenges in any subject!

The engineering design process is a series of steps that guides engineering teams as we solve problems. The design process is iterative , meaning that we repeat the steps as many times as needed, making improvements along the way as we learn from failure and uncover new design possibilities to arrive at great solutions.

Overarching themes of the engineering design process are teamwork and design . Strengthen your students’ understanding of open-ended design as you encourage them to work together to brainstorm new ideas, apply science and math concepts, test prototypes and analyze data—and aim for creativity and practicality in their solutions. Project-based learning engages learners of all ages—and fosters STEM literacy.

Browse all K-12 engineering design process curriculum

Ask: identify the need & constraints.

Engineers ask critical questions about what they want to create, whether it be a skyscraper, amusement park ride, bicycle or smartphone. These questions include: What is the problem to solve? What do we want to design? Who is it for? What do we want to accomplish? What are the project requirements? What are the limitations? What is our goal?

Research the Problem

This includes talking to people from many different backgrounds and specialties to assist with researching what products or solutions already exist, or what technologies might be adaptable to your needs.

Imagine: Develop Possible Solutions

You work with a team to brainstorm ideas and develop as many solutions as possible. This is the time to encourage wild ideas and defer judgment! Build on the ideas of others! Stay focused on topic, and have one conversation at a time! Remember: good design is all about teamwork! Help students understand the brainstorming guidelines by using the TE handout and two sizes of classroom posters .

Plan: Select a Promising Solution

For many teams this is the hardest step! Revisit the needs, constraints and research from the earlier steps, compare your best ideas, select one solution and make a plan to move forward with it.

Create: Build a Prototype

Building a prototype makes your ideas real! These early versions of the design solution help your team verify whether the design meets the original challenge objectives. Push yourself for creativity, imagination and excellence in design.

Test and Evaluate Prototype

Does it work? Does it solve the need? Communicate the results and get feedback. Analyze and talk about what works, what doesn't and what could be improved.

Improve: Redesign as Needed

Discuss how you could improve your solution. Make revisions. Draw new designs. Iterate your design to make your product the best it can be. And now, REPEAT!

Check out our high school engineering design unit

Engineering-Design Aligned Curricula

The TeachEngineering hands-on activities featured here, by grade band, exemplify the engineering design process.

Students perform research and design prosthetic prototypes for an animal to use for its survival. They research a set of pre-chosen animals and their habitats. They then create habitats for their animals to live and model 3D prosthetics for the animals to use with modeling clay.

Design a customized table top supply organizer inspired by the natural home of a ladybug—or any other insect of a student's choosing—to hold all of their classroom supplies! By the end of this activity, students will understand the properties of biomimicry and the engineering design process.

Students investigate what causes them to become sick during the school year. They use the engineering design process to test the classroom lab spaces for bacteria. After their tests, they develop ideas to control the spread of germs within the classroom.

Students use the engineering design process to design a bridge out of silkworm cocoons that can hold at least 50 grams. Students can use other materials to supplement the silk bridge, but have a $10 budget.

A unique activity for young learners that combines engineering and biology, students design an optimal environment for red wiggler worms in a compost bin.

In this activity, students design and build model houses, then test them against various climate elements, and then re-design and improve them. Using books, websites and photos, students learn about the different types of roofs found on various houses in different environments throughout the world....

Your students have been hired to build a pop rocket, but on a tight budget. Engineering design usually has some constraints and you won’t always have access to the materials you think you might need. But through brainstorming and trial and error, a viable rocket launch is definitely possible!

In this maker challenge, students follow the engineering design process and use water-absorbing crystals to create a bandage that can be used in a traumatic situation, like a car accident or hiking accident.

Working individually or in pairs, students compete to design, create, test and redesign free-standing, weight-bearing towers using Kapla® wooden blocks. The challenge is to build the tallest tower while meeting the design criteria and minimizing the amount of material used—all within a time limit.

Students learn about providing healthcare in a global setting and the importance of wearing protective equipment when treating patients with infectious diseases like Ebola. They learn about biohazard suits, heat transfer through conduction and convection and the engineering design cycle. Student tea...

Students learn about convection, conduction, and radiation in order to solve the challenge of designing and building a small insulated cooler with the goal of keeping an ice cube and a Popsicle from melting. This activity uses the engineering design process to build the cooler as well as to measure ...

Students learn about the process of reverse engineering and how this technique is used to improve upon technology. Students analyze push-toys and draw diagrams of the predicted mechanisms inside the toys. Then, they disassemble the toys and draw the actual inner mechanisms.

Students design and create sensory integration toys for young children with developmental disabilities—an engineering challenge that combines the topics of biomedical engineering, engineering design and human senses. Students learn the steps of the engineering design process (EDP) and how to use it ...

Students learn how to engineer a design for a polymer brush—a coating consisting of polymers that represents an antifouling polymer brush coating for a water filtration surface.

Students design and build a mechanical arm that lifts and moves an empty 12-ounce soda can using hydraulics for power. Small design teams (1-2 students each) design and build a single axis for use in the completed mechanical arm.

Grades 9-12

Students experience the engineering design process as they design and construct lower-leg prostheses in response to a hypothetical zombie apocalypse scenario. Building on what they learned and researched in the associated lesson, they design and fabricate a replacement prosthetic limb using given sp...

Students research and learn about simple machines and other mechanisms through learning about a Rube Goldberg machine. Student teams design and build their own Rube Goldberg devices that incorporate at least six simple machines. This project is open-ended with much potential for creativity and fun.

During this engineering design/build project, students investigate many different solutions to a problem. Their design challenge is to find a way to get school t-shirts up into the stands during home sporting events. They follow the steps of the engineering design process to design and build a usabl...

Students explore energy efficiency, focusing on renewable energy, by designing and building flat-plate solar water heaters. They calculate the efficiency of the solar water heaters during initial and final tests and compare the efficiencies to those of models currently sold on the market (requiring ...

Students design, build and evaluate a spring-powered mouse trap racer. For evaluation, teams equip their racers with an intelligent brick from a LEGO© MINDSTORMS© EV3 Education Core Set and a HiTechnic© acceleration sensor.

Welcome to TeachEngineering’s Engineering Design Process curricula for Grade K-2 Educators!

Create popsicles using the engineering design process! In this activity, students work to solve the problems of a local popsicle shop while learning how scientific and engineering concepts play a part in behind-the-scenes design.

Maker Challenge

Students employ the engineering design process to create a device that uses water-absorbing crystals for use during a flood or storm surge. They use (or build) a toy house, follow the engineering design process to build their device, and subject the house to tests that mimic a heavy flood or rising ...

Given scrap cardboard, paper towel tubes, scissors, and glue, how could a student invent their own backscratcher? Engage in the process of how real engineers design products to meet a desired function.

Students design a way for mint plants to keep a constant moisture level for 72 hours. The mint plants must be kept moist since they are young and just starting to establish growth.

In this maker challenge, students use the engineering design process to design a covering for a portable wheelchair ramp for their school. The design must be easy to use, and allows people to move up the ramp easily and go down slowly.

Welcome to TeachEngineering’s Engineering Design Process curricula for Grade 3-5 Educators!

As students learn about the creation of biodomes, they are introduced to the steps of the engineering design process, including guidelines for brainstorming. They learn how engineers are involved in the design and construction of biodomes and use brainstorming to come up with ideas for possible biod...

In this multi-day activity, students explore environments, ecosystems, energy flow and organism interactions by creating a scale model biodome, following the steps of the engineering design process.

Working as if they are engineers who work for (the hypothetical) Build-a-Toy Workshop company, students apply their imaginations and the engineering design process to design and build prototype toys with moving parts. They set up electric circuits using batteries, wire and motors. They create plans ...

Whether on Earth or in space, life-threatening illnesses may occur if the water we drink is of poor quality. It’s up to your students to design and build a filtration system for the International Space Station so they can guarantee astronauts get the safe and clean water they need.

Students pretend they are agricultural engineers during the colonial period and design a miniature plow that cuts through a "field" of soil. They are introduced to the engineering design process and learn of several famous historical figures who contributed to plow design.

Students learn how to use wind energy to combat gravity and create lift by creating their own tetrahedral kites capable of flying. They explore different tetrahedron kite designs, learning that the geometry of the tetrahedron shape lends itself well to kites and wings because of its advantageous str...

Students learn the basics of engineering sneakers and shoes. They are challenged to decide on specific design requirements, such as heavy traction or extra cushioning, and then use different materials to create working prototype shoes that meet the design criteria. Includes worksheets.

For this maker challenge, students decide on specific design requirements (such as good traction or deep cushioning), sketch their plans, and then use a variety of materials to build prototype shoes that meet the design criteria.

Students design a temporary habitat for a future classroom pet—a hingeback tortoise. The students investigate hingeback tortoise habitat features as well as the design features of such a habitat. Each group communicates and presents this information to the rest of the class after they research, brai...

When a person gets injured in the wilderness and needs medical attention, rescuers might use a device called a mountain rescue litter specifically designed for difficult evacuations. Design and build a small-sized prototype to save some (potatoes’) lives!

Student teams are challenged to navigate a table tennis ball through a timed obstacle course using only the provided unconventional “tools.” Teams act as engineers by working through the steps of the engineering design process to complete the overall task with each group member responsible to accomp...

Students explore the engineering design process within the context of Dr. Seuss’s book, Bartholomew and the Oobleck. Students study a sample of aloe vera gel (the oobleck) in lab groups. After analyzing the substance, they use the engineering design process to develop and test other substances to ma...

Build a model race car out of lifesaver candies, popsicle sticks, straws, and other fun materials! Have students learn about independent, dependent, and control variables, and find out who can make the fastest car given their new knowledge.

Students explore the use of wind power in the design, construction and testing of "sail cars," which, in this case, are little wheeled carts with masts and sails that are powered by the moving air generated from a box fan. The scientific method is reviewed and reinforced with the use of controls and...

Students engage in the second design challenge of the unit, which is an extension of the maze challenge they solved in the first lesson/activity of this unit. Students extend the ideas learned in the maze challenge with a focus more on the robot design. Specifically, students learn how to design the...

Student groups are challenged to program robots with color sensors to follow a black line. Learning both the logic and skills behind programming robots for this challenge helps students improve their understanding of how robots "think" and widens their appreciation for the complexity involved in pro...

As part of a design challenge, students learn how to use a rotation sensor (located inside the casing of a LEGO® MINDSTORMS ® EV3 motor) to measure how far a robot moves with each rotation. Through experimentation and measurement with the sensor, student pairs determine the relationship between the ...

As the first engineering design challenge of the unit, students are introduced to the logic for solving a maze. Student groups apply logic to program LEGO® MINDSTORMS® EV3 robots to navigate through a maze, first with no sensors, and then with sensors.

Student pairs experience the iterative engineering design process as they design, build, test and improve catching devices to prevent a "naked" egg from breaking when dropped from increasing heights. To support their design work, they learn about materials properties, energy types and conservation o...

Students apply what they have learned about the engineering design process to a real-life problem that affects them and/or their school. They choose a problem as a group, and then follow the engineering design process to come up with and test their design solution.

Students experience the engineering design process as they design and build accurate and precise catapults using common materials. They use their catapults to participate in a game in which they launch Ping-Pong balls to attempt to hit various targets.

Students employ the full engineering design process to research and design prototypes that could be used to solve the loss of sea turtle life during a hurricane. Students learn about sea turtle nesting behaviors and environmental impacts of hurricanes. Students work collaboratively to build structur...

Students learn how engineering design is applied to solve healthcare problems by using an engineering tool called simulation. While engineering design is commonly used to study and design everything from bridges, factories, airports to space shuttles, the use of engineering design to study healthcar...

Students learn about civil engineers and work through each step of the engineering design process in two mini-activities that prepare them for a culminating challenge to design and build the tallest straw tower possible, given limited time and resources. In the culminating challenge (tallest straw t...

Students apply their knowledge of constructing and programming LEGO® MINDSTORMS® robots to create sumobots—strong robots capable of pushing other robots out of a ring. To meet the challenge, groups follow the steps of the engineering design process and consider robot structure, weight and gear ratio...

Students learn about health risks caused by cooking and heating with inefficient stoves inside homes. They simulate the cook stove scenario and follow the engineering design process steps, including iterative trials, to increase warmth inside a building while reducing air quality problems. A student...

Students work together in small groups, while competing with other teams, to explore the engineering design process through a tower building challenge. They are given a set of design constraints and then conduct online research to learn basic tower-building concepts. During a two-day process and usi...

Students are introduced to the engineering design process, focusing on the concept of brainstorming design alternatives. They learn that engineering is about designing creative ways to improve existing artifacts, technologies or processes, or developing new inventions that benefit society.

Students' understanding of how robotic ultrasonic sensors work is reinforced in a design challenge involving LEGO® MINDSTORMS® EV3 robots and ultrasonic sensors. Student groups program their robots to move freely without bumping into obstacles (toy LEGO people).

Student pairs design and construct small, wind-powered sail cars using limited quantities of drinking straws, masking tape, paper and beads. Teams compete to see which sail car travels the farthest when pushed by the wind (simulated by the use of an electric fan). Students learn about wind and kinet...

Welcome to TeachEngineering’s Engineering Design Process curricula for Grade 6-8 Educators!

Student teams are challenged to design assistive devices that modify crutches to help people carry things such as books and school supplies. Given a list of constraints, including a device weight limit and minimum load capacity, groups brainstorm ideas and then make detailed plans for their best sol...

Students gain experience with the software/system design process, closely related to the engineering design process, to solve a problem. The lesson culminates in a hands-on experience with the design process as students simulate the remote control of a rover.

Students design, build and test looping model roller coasters using foam pipe insulation tubing. They learn about potential and kinetic energy as they test and evaluate designs, addressing the task as if they are engineers. Winning designs have the lowest cost and best aesthetics. Three student work...

Students design and develop a useful assistive device for people challenged by fine motor skill development who cannot grasp and control objects. In the process of designing prototype devices, they learn about the engineering design process and how to use it to solve problems.

Students learn more about assistive devices, specifically biomedical engineering applied to computer engineering concepts, with an engineering challenge to create an automatic floor cleaner computer program. Following the steps of the design process, they design computer programs and test them by pr...

Students groups use balsa wood and glue to build their own towers using some of the techniques they learned from the associated lesson.

Student teams are challenged to design models of Egyptian funerary barges for the purpose of transporting mummies through the underworld to the afterlife. Students design and build prototypes using materials and tools like the ancient Egyptians had at their disposal.

Students become product engineers in a bouncy ball factory as they design and prototype a polymer bouncy ball that meets specific requirements: must be spherical in shape, cannot disintegrate when thrown on the ground, and must bounce.

Students are introduced to the concept and steps of the engineering design process and taught how to apply it. In small groups, students learn of their design challenge (improve a cast for a broken arm), brainstorm solutions, are given materials and create prototypes.

Students become familiar with the engineering design process as they design, build, and test chair prototypes.

In this activity, students undertake a similar engineering challenge as they design and build a filter to remove pepper from an air stream without blocking more than 50% of the air.

Following the steps of the engineering design process and acting as biomedical engineers, student teams use everyday materials to design and develop devices and approaches to unclog blood vessels. Through this open-ended design project, they learn about the circulatory system, biomedical engineering...

Students design and build small doghouses to shelter a (toy) puppy from the heat—and create them within constraints. They apply what they know about light energy and how it travels through various materials, as well as how a material’s color affects its light absorption and reflection. They test the...

Students explore how mass affects momentum in head-on collisions and experience the engineering design process as if they are engineers working on the next big safety feature for passenger cars. They design, create and redesign impact-resistant passenger vehicle compartments for small-size model car...

Students are given a biomedical engineering challenge, which they solve while following the steps of the engineering design process. In a design lab environment, student groups design, create and test prototype devices that help people using crutches carry things, such as books and school supplies.

Students build an electric racer vehicle using Tinkercad to design blades for their racers. Students print their designs using a MakerBot printer. Students race their vehicles to see which design travels the furthest distance in the least amount of time.

In this two-part activity, students design and build Rube Goldberg machines. This open-ended challenge employs the engineering design process and may have a pre-determined purpose, such as rolling a marble into a cup from a distance, or let students decide the purposes.

Students use the engineering design process to design, create, and test a pedometer that keeps track of the number of steps a person takes. This maker challenge exposes students to basic coding, micro:bit processor applications, and how programming and engineering can be used to solve health problem...

Students program the drive motors of a SparkFun RedBot with a multistep control sequence—a “dance.” Doing this is a great introduction to robotics and improves overall technical literacy by helping students understand that we use programs to control the motion and function of robots, and without the...

Students gain an understanding of the factors that affect wind turbine operation. Following the steps of the engineering design process, engineering teams use simple materials (cardboard and wooden dowels) to build and test their own turbine blade prototypes with the objective of maximizing electric...

Students further their understanding of the engineering design process (EDP) while applying researched information on transportation technology, materials science and bioengineering. Students are given a fictional client statement (engineering challenge) and directed to follow the steps of the EDP t...

Students design, build, and test model race cars made from simple materials (lifesaver-shaped candies, plastic drinking straws, Popsicle sticks, index cards, tape) as a way to explore independent, dependent and control variables.

Students use the engineering design process to solve a real-world problem—shoe engineering! Working in small teams, they design, build and test a pair of wearable platform or high-heeled shoes, taking into consideration the stress and strain forces that it will encounter from the shoe wearer.

Students' understanding of how robotic color sensors work is reinforced in a design challenge involving LEGO® MINDSTORMS® robots and light sensors. Working in pairs, students program LEGO robots to follow a flashlight as its light beam moves around.

Students further their understanding of the engineering design process while combining mechanical engineering and bioengineering to create an automated medical device.

Students apply the concepts of conduction, convection and radiation as they work in teams to solve two challenges. One problem requires that they maintain the warm temperature of one soda can filled with water at approximately human body temperature, and the other problem is to cause an identical so...

Using ordinary classroom materials, students act as biomedical engineering teams challenged to design prototype models that demonstrate semipermeability to help medical students learn about kidney dialysis. A model consists of two layers of a medium separated by material acting as the membrane. Grou...

Students brainstorm, design, and build a cooler and monitor its effectiveness to keep a bottle of ice water cold in comparison to a bottle of ice water left at room temperature. Students engage in design by choosing from a range of materials to build their prototype.

Students learn about how biomedical engineers create assistive devices for persons with fine motor skill disabilities. They do this by designing, building and testing their own hand "gripper" prototypes that are able to grasp and lift a 200 ml cup of sand.

Based on their experience exploring the Mars rover Curiosity and learning about what engineers must go through to develop a vehicle like Curiosity, students create Android apps that can control LEGO® MINDSTORMS® robots, simulating the difficulties the Curiosity rover could encounter. The activity go...

Acting as biomedical engineers, students design, build, test and redesign prototype heart valves using materials such as waterproof tape, plastic tubing, flexible plastic and foam sheets, clay, wire and pipe cleaners. They test them with flowing water, representing blood moving through the heart.

Students further their understanding of the engineering design process (EDP) while being introduced to assistive technology devices and biomedical engineering. They are given a fictional client statement and are tasked to follow the steps of the EDP to design and build small-scale, off-road wheelcha...

Student groups create and test oil spill cleanup kits that are inexpensive and accessible for homeowners or for big companies to give to individual workers—to aid in home, community or environmental oil spill cleanup process.

Design and construct a bridge for a local city that will have a high strength-to-weight ratio and resist collapse. Have students use their understanding of the engineering design process—and a lot of wooden craft sticks—to achieve their goals.

Using paper, paper clips and tape, student teams design flying/falling devices to stay in the air as long as possible and land as close as possible to a given target. Student teams use the steps of the engineering design process to guide them through the initial conception, evaluation, testing and r...

Students learn how biomedical engineers work with engineers and other professionals to develop dependable medical devices. Student teams brainstorm, sketch, design and create prototypes of suction pump protection devices to keep fluid from backing up and ruining the pump motors.

Students experience the steps of the engineering design process as they design solutions for a real-world problem that negatively affects the environment. They use plastic tubing and assorted materials such as activated carbon, cotton balls, felt and cloth to create filters with the capability to re...

Students are asked to design a hockey stick for a school’s new sled hockey team. Using the engineering design process, students act as material engineers to create hockey sticks that have different interior structures using multiple materials that can withstand flexure testing.

Working as if they were engineers, students design and construct model solar sails made of aluminum foil to move cardboard tube satellites through “space” on a string. Working in teams, they follow the engineering design thinking steps—ask, research, imagine, plan, create, test, improve—to design an...

Students follow the steps of the engineering design process to create their own ear trumpet devices (used before modern-day hearing aids), including testing them with a set of reproducible sounds.

Student pairs design, build, and test model vehicles capable of rolling down a ramp and then coasting freely as far as possible. The challenge is to make the vehicles entirely out of dry pasta using only adhesive (such as hot glue) to hold the components together.

Students are challenged to design, build and test small-scale launchers while they learn and follow the steps of the engineering design process. For the challenge, the "slingers" must be able to aim and launch Ping-Pong balls 20 feet into a goal using ordinary building materials such as tape, string...

Students act as engineers to solve a hypothetical problem that has occurred in the Swiss Alps due to a natural seismic disaster. Working in groups, they follow the engineering design process steps to create model sleds that meet the requirements to transport materials to people in distress that live...

Students learn more about how muscles work and how biomedical engineers can help keep the muscular system healthy. Following the engineering design process, they create their own biomedical device to aid in the recovery of a strained bicep.

In this activity, student groups design and build three types of towers (guyed or cable-supported, free-standing or self-standing, and monopole), engineering them to meet the requirements that they hold an egg one foot high for 15 seconds.

A classic engineering challenge involves designing and building devices that can deliver necessary goods to “Toxic Island.” Working within specific constraints, students design a device that must not touch the water or island, and must deliver supplies accurately and quickly.

Students work as teams of engineers to design and build their own trebuchets. They research how to build and test their trebuchets, evaluate their results, and present their results and design process to the class.

Students are given a difficult challenge that requires they integrate what they have learned so far in the unit about wait blocks, loops and switches. They incorporate these tools into their programming of the LEGO® MINDSTORMS® robots to perform different tasks depending on input from a sound sensor...

Students are challenged to design and build rockets from two-liter plastic soda bottles that travel as far and straight as possible or stay aloft as long as possible. Guided by the steps of the engineering design process, students first watch a video that shows rocket launch failures and then partic...

Students apply their knowledge of scale and geometry to design wearables that would help people in their daily lives, perhaps for medical reasons or convenience. Like engineers, student teams follow the steps of the design process, to research the wearable technology field (watching online videos an...

Students reinforce an antenna tower made from foam insulation so that it can withstand a 480 N-cm bending moment (torque) and a 280 N-cm twisting moment (torque) with minimal deflection.

Students further their understanding of the engineering design process while combining mechanical engineering and bio-engineering to create assistive devices. During this extended activity (seven class periods), students are given a fictional client statement and required to follow the steps of the ...

Welcome to TeachEngineering’s Engineering Design Process curricula for Grade 9-12 Educators!

In this culminating activity, student groups act as engineering design teams to derive equations to determine the stability of specific above-ground storage tank scenarios with given tank specifications and liquid contents. With their flotation analyses completed and the stability determined, studen...

Students apply the design process to the problem of hiding a message in a digital image using steganographic methods, a PictureEdit Java class, and API (provided as an attachment). They identify the problems and limitations associated with this task, brainstorm solutions, select a solution, and impl...

Students develop an app for an Android device that utilizes its built-in internal sensors, specifically the accelerometer. The goal of this activity is to teach programming design and skills using MIT's App Inventor software (free to download from the Internet) as the vehicle for learning.

Students explore augmented reality programs, including muscle and bone overlays and body tracking recording program, using Unity and Microsoft Visual Studio and develop ways to modify, enhance, and redesign the program to meet a particular real-world need.

Students follow the steps of the engineering design process as they design and construct balloons for aerial surveillance. Applying their newfound knowledge, the young engineers build and test balloons that fly carrying small flip cameras that capture aerial images of their school.

Students learn about human proteins, how their shapes are related to their functions and how DNA protein mutations result in diseases. Then, in a hypothetical engineering scenario, they use common classroom supplies to design and build their own structural, transport and defense protein models to he...

Student teams design their own booms (bridges) and engage in a friendly competition with other teams to test their designs. Each team strives to design a boom that is light, can hold a certain amount of weight, and is affordable to build.

Students use Arduino microcontrollers and light-sensitive resistors (photocells) to sense the ambient light levels in a room and turn LEDs on and off based on those readings. They are challenged to personalize their basic night-lights with the use of more LEDs, if/else statements and voltage divider...

Students gain practice in Arduino fundamentals as they design their own small-sized prototype light sculptures to light up a hypothetical courtyard. They program Arduino microcontrollers to control the lighting behavior of at least three light-emitting diodes (LEDs) to create imaginative light displ...

Students learn how to control an Arduino servo wirelessly using a simple phone application, Bluetooth module and an Android phone. This prepares them to wirelessly control their own projects.

Student teams design and build shoe prototypes that convert between high heels and athletic shoes. They apply their knowledge about the mechanics of walking and running as well as shoe design (as learned in the associated lesson) to design a multifunctional shoe that is both fashionable and function...

Students use servos and flex sensors to make simple, one-jointed, finger robots. They use Arduino microcontrollers, create circuits and write code to read finger flexes and send angle info to servos. They explore the constrain, map and smoothing commands. Can teams combine fingers to create an entir...

Student teams design, construct, test and improve small working models of water treatment plant processes to filter out contaminants and reclaim resources from simulated wastewater. They keep to a materials budget and earn money from reclaimed materials. They conduct before/after water quality tests...

Students are introduced to the biomechanical characteristics of helmets, and are challenged to incorporate them into designs for helmets used for various applications.

Students design and create their own nano-polymer smartphone case. Students choose their design, mix their nano-polymer (based in silicone) with starch and add coloring of their choice. While students think critically about their design, they embed strings in the nano-polymer material to optimize bo...

Student teams create laparoscopic surgical robots designed to reduce the invasiveness of diagnosing endometriosis and investigate how the disease forms and spreads. Using a synthetic abdominal cavity simulator, students test and iterate their remotely controlled, camera-toting prototype devices, whi...

Students learn about the mathematical characteristics and reflective property of ellipses by building their own elliptical-shaped pool tables. After a slide presentation introduction to ellipses, student “engineering teams” follow the steps of the engineering design process to develop prototypes, wh...

Following the steps of the iterative engineering design process, student teams use what they learned in the previous lessons and activity in this unit to research and choose materials for their model heart valves and test those materials to compare their properties to known properties of real heart ...

Students design, build and test small-sized vehicle prototypes that transfer various types of potential energy into motion. To complete the Go Public phase of the legacy cycle, students demonstrate their understanding of how potential energy may be transferred into kinetic energy.

Students explore how to modify surfaces such as wood or cotton fabric at the nanoscale. They create specialized materials with features such as waterproofing and stain resistance. The challenge starts with student teams identifying an intended user and developing scenarios for using their developed ...

Students apply their understanding of light polarization and attenuation to design, fabricate, test and refine their own prototype sunglasses that better reduce glare and lower light intensity compared to available sunglasses, and better protect eyes from UVA and UVB radiation. They meet the project...

High school students design, build, and test model race cars made from simple materials (lifesaver-shaped candies, plastic drinking straws, Popsicle sticks, index cards, tape) as a way to explore independent, dependent and control variables.

Students work as materials and chemical engineers to develop a bouncy ball using a select number of materials. They develop a plan of what materials they might need to design their product, and then create, test, and evaluate their bouncy ball.

Student pairs design, redesign and perform simple experiments to test the differences in thermal conductivity (heat flow) through different media (foil and thin steel). Then students create visual diagrams of their findings that can be understood by anyone with little background on the subject, appl...

Students follow the steps of the engineering design process to design an improved smartphone case. As if they are materials engineers, they evaluate how to build a smartphone case and study physical properties, chemical properties, and tessellations. They analyze materials, design and improve a prot...

Student teams design, build and test small-sized gliders to maximize flight distance and an aerodynamic ratio, applying their knowledge of fluid dynamics to its role in flight. Students experience the entire engineering design process, from brainstorming to CAD (or by hand) drafting, including resea...

Students learn how to connect Arduino microcontroller boards to computers and write basic code to blink LEDs. Provided steps guide students through the connection process, troubleshooting common pitfalls and writing their first Arduino programs. Then they independently write their own code to blink ...

Students control small electric motors using Arduino microcontrollers to make little spinning fans made with folded and glued paper sticky notes. They build basic circuits and modify code, before applying the principles to create their own more-complicated motor-controlled projects. Advanced project...

Students create a water bottle from common materials used in purification tools that can clean dirty water as an inexpensive alternative to a modern filter. Students may iterate upon their design based off their experiment and the designs of their classmates after initial testing.

Students take on the challenge of assembling a light sensor circuit in order to observe its readings using the Arduino Serial Monitor. They also create their own unique visualization through software called Processing. They learn how to use calibration and smoothing along the way to capture a better...

Students investigate Python and Jupyter Notebook to analyze real astronomical images in order to calculate the interstellar distance to a star cluster across the Milky Way from our own Solar System. They learn how to write Python code that runs in a Jupyter Notebook so they can determine the brightn...

Student teams follow the steps of the engineering design process as they design and build architecturally inspired cardboard furniture. Given a list of constraints, including limited fabrication materials and tools, groups research architectural styles, brainstorm ideas, make small-scale quick proto...

Students apply their knowledge of linear regression and design to solve a real-world challenge to create a better packing solution for shipping cell phones. They make composite material packaging containers using cardboard, fabric, plastic, paper and/or rubber bands to create four different-weight p...

Students learn how engineers harness the energy of the wind to produce power by following the engineering design process as they prototype two types of wind turbines and test to see which works best. Students also learn how engineers decide where to place wind turbines, and the advantages and disadv...

Students experience the engineering design process as they design, fabricate, test and redesign their own methods for encapsulation of a (hypothetical) new miracle drug. The objective is to delay the drug release by a certain time and have a long release duration—patterned after the timed release re...

In this hands-on activity, student groups design, build, test and improve devices to pump water as if they were engineers helping a rural village meet their drinking water supply. Students keep track of their materials costs, and calculate power and cost efficiencies of the prototype pumps.

Students practice human-centered design by imagining, designing and prototyping a product to improve classroom accessibility for the visually impaired. Student teams follow the steps of the engineering design process to formulate their ideas, draw them by hand and using free, online Tinkercad softwa...

Students write Arduino code and use a “digital sandbox” to create new colors out of the three programming primary colors: green, red and blue. They develop their own functions, use them to make disco light shows, and vary the pattern and colors of their shows.

Student teams each design, build and test a composite material for use as a concrete building block for shantytown use. The design challenge constraints include: using inexpensive and readily available materials, chemically resistant, physically durable, cost-effective and aesthetically pleasing. Th...

Refreshed with an understanding of the six simple machines; screw, wedge, pully, incline plane, wheel and axle, and lever, student groups receive materials and an allotted amount of time to act as mechanical engineers to design and create machines that can complete specified tasks.

Students engineer a working pair of shin guards for soccer or similar contact sport from everyday materials. Since many factors go into the design of a shin guard, students follow the engineering design process to create a prototype.

Students work through an online tutorial on MIT's App Inventor to learn how to create Android applications. Using those skills, they create their own applications and use them to collect data from an Android device accelerometer and store that data to databases.

Students learn about the engineering design process and how products may be reinvented to serve new purposes. Working in groups, students design a type of slime. After creating their slime, the teacher turns out the lights and the students see that the slime they made actually glows in the dark!

Students are challenged to design and program Arduino-controlled robots that behave like simple versions of the automated guided vehicles engineers design for real-world applications. Using Arduino microcontroller boards, infrared (IR) sensors, servomotors, attachable wheels and plastic containers (...

Students imagine they are stranded on an island and must create the brightest light possible with the meager supplies they have on hand in order to gain the attention of a rescue airplane. In small groups, students create circuits using items in their "survival kits" to create maximum voltage, measu...

Students work within constraints to construct model trusses and then test them to failure as a way to evaluate the relative strength of different truss configurations and construction styles. Within each group, each student builds two exact copies of the team's truss configuration using his/her own ...

Students are challenged to find a way to get school t-shirts up into the stands during sporting events. They work with a real client (if possible, such as a cheerleading squad, booster club or band) to determine the requirements and constraints that would make the project a success, including a budg...

Biomedical engineers design, create, and test health technology that measure all sorts of physical functions in the body, including heartbeat. Students play the role of biomedical engineers in this activity and create a device that helps visualize heartbeats.

Students use a variety of common office and household supplies to design a boat. Their goal: to not only design the fastest boat, but also take into account how much mass or “cargo” the boat can carry, the stability of the boat in the water, the total mass of the boat, boat aesthetics, and how much ...

Students are challenged to design and build wind chimes using their knowledge of physics and sound waves, and under given constraints such as weight, cost and number of musical notes it must generate.

Students learn how to send signals (such as from buttons or sensors) from one system to another using XBee radio communication modules. By activity end, they are able to control LEDs and motors wirelessly using Arduino microcontrollers and XBee shields. Introduces the concept of the Internet of thin...

Browse Course Material

Course info, instructors.

• Prof. Daniel Frey
• Prof. David Gossard

Departments

• Mechanical Engineering

As Taught In

• Robotics and Control Systems
• Mechanical Design

Learning Resource Types

Design and manufacturing i, design handbook: engineering drawing and sketching.

To see an animated version of this tutorial, please see the Drawing and Drafting section in MIT’s Engineering Design Instructional Computer System. (EDICS)

Drawing Handout Index

Isometric drawing.

Orthographic or Multiview Drawings

Dimensioning

Drawing tools.

Assembly Drawings

Cross-Sectional Views

Half-sections.

Sections of Objects with Holes, Ribs, etc.

More Dimensioning

Where to Put Dimensions

Introduction

One of the best ways to communicate one’s ideas is through some form of picture or drawing. This is especially true for the engineer. The purpose of this guide is to give you the basics of engineering sketching and drawing.

We will treat “sketching” and “drawing” as one. “Sketching” generally means freehand drawing. “Drawing” usually means using drawing instruments, from compasses to computers to bring precision to the drawings.

This is just an introduction. Don’t worry about understanding every detail right now - just get a general feel for the language of graphics.

We hope you like the object in Figure 1, because you’ll be seeing a lot of it. Before we get started on any technical drawings, let’s get a good look at this strange block from several angles.

Figure 1 - A Machined Block.

The representation of the object in figure 2 is called an isometric drawing. This is one of a family of three-dimensional views called pictorial drawings. In an isometric drawing, the object’s vertical lines are drawn vertically, and the horizontal lines in the width and depth planes are shown at 30 degrees to the horizontal. When drawn under these guidelines, the lines parallel to these three axes are at their true (scale) lengths. Lines that are not parallel to these axes will not be of their true length.

Figure 2 - An Isometric Drawing.

Any engineering drawing should show everything: a complete understanding of the object should be possible from the drawing. If the isometric drawing can show all details and all dimensions on one drawing, it is ideal. One can pack a great deal of information into an isometric drawing. However, if the object in figure 2 had a hole on the back side, it would not be visible using a single isometric drawing. In order to get a more complete view of the object, an orthographic projection may be used.

Orthographic or Multiview Drawing

Imagine that you have an object suspended by transparent threads inside a glass box, as in figure 3.

Figure 3 - The block suspended in a glass box.

Then draw the object on each of three faces as seen from that direction. Unfold the box (figure 4) and you have the three views. We call this an “orthographic” or “multiview” drawing.

Figure 4 - The creation of an orthographic multiview drawing.

Figure 5 - A multiview drawing and its explanation.

Which views should one choose for a multiview drawing? The views that reveal every detail about the object. Three views are not always necessary; we need only as many views as are required to describe the object fully. For example, some objects need only two views, while others need four. The circular object in figure 6 requires only two views.

Figure 6 - An object needing only two orthogonal views.

Figure 7 - An isometric view with dimensions.

We have “dimensioned” the object in the isometric drawing in figure 7. As a general guideline to dimensioning, try to think that you would make an object and dimension it in the most useful way. Put in exactly as many dimensions as are necessary for the craftsperson to make it -no more, no less. Do not put in redundant dimensions. Not only will these clutter the drawing, but if “tolerances” or accuracy levels have been included, the redundant dimensions often lead to conflicts when the tolerance allowances can be added in different ways.

Repeatedly measuring from one point to another will lead to inaccuracies. It is often better to measure from one end to various points. This gives the dimensions a reference standard. It is helpful to choose the placement of the dimension in the order in which a machinist would create the part. This convention may take some experience.

There are many times when the interior details of an object cannot be seen from the outside (figure 8).

Figure 8 - An isometric drawing that does not show all details.

We can get around this by pretending to cut the object on a plane and showing the “sectional view”. The sectional view is applicable to objects like engine blocks, where the interior details are intricate and would be very difficult to understand through the use of “hidden” lines (hidden lines are, by convention, dotted) on an orthographic or isometric drawing.

Imagine slicing the object in the middle (figure 9):

Figure 9 - “Sectioning” an object.

Figure 10 - Sectioning the object in figure 8.

Take away the front half (figure 10) and what you have is a full section view (figure 11).

Figure 11 - Sectioned isometric and orthogonal views.

The cross-section looks like figure 11 when it is viewed from straight ahead.

To prepare a drawing, one can use manual drafting instruments (figure 12) or computer-aided drafting or design, or CAD. The basic drawing standards and conventions are the same regardless of what design tool you use to make the drawings. In learning drafting, we will approach it from the perspective of manual drafting. If the drawing is made without either instruments or CAD, it is called a freehand sketch.

Figure 12 - Drawing Tools.

"Assembly" Drawings

An isometric view of an “assembled” pillow-block bearing system is shown in figure 13. It corresponds closely to what you actually see when viewing the object from a particular angle. We cannot tell what the inside of the part looks like from this view.

We can also show isometric views of the pillow-block being taken apart or “disassembled” (figure 14). This allows you to see the inner components of the bearing system. Isometric drawings can show overall arrangement clearly, but not the details and the dimensions.

Figure 13 - Pillow-block (Freehand sketch).

Figure 14 - Disassembled Pillow-block.

A cross-sectional view portrays a cut-away portion of the object and is another way to show hidden components in a device.

Imagine a plane that cuts vertically through the center of the pillow block as shown in figure 15. Then imagine removing the material from the front of this plane, as shown in figure 16.

Figure 15 - Pillow Block.

Figure 16 - Pillow Block.

This is how the remaining rear section would look. Diagonal lines (cross-hatches) show regions where materials have been cut by the cutting plane.

Figure 17 - Section “A-A”.

This cross-sectional view (section A-A, figure 17), one that is orthogonal to the viewing direction, shows the relationships of lengths and diameters better. These drawings are easier to make than isometric drawings. Seasoned engineers can interpret orthogonal drawings without needing an isometric drawing, but this takes a bit of practice.

The top “outside” view of the bearing is shown in figure 18. It is an orthogonal (perpendicular) projection. Notice the direction of the arrows for the “A-A” cutting plane.

Figure 18 - The top “outside” view of the bearing.

A half-section is a view of an object showing one-half of the view in section, as in figure 19 and 20.

Figure 19 - Full and sectioned isometric views.

Figure 20 - Front view and half section.

The diagonal lines on the section drawing are used to indicate the area that has been theoretically cut. These lines are called section lining or cross-hatching . The lines are thin and are usually drawn at a 45-degree angle to the major outline of the object. The spacing between lines should be uniform.

A second, rarer, use of cross-hatching is to indicate the material of the object. One form of cross-hatching may be used for cast iron, another for bronze, and so forth. More usually, the type of material is indicated elsewhere on the drawing, making the use of different types of cross-hatching unnecessary.

Figure 21 - Half section without hidden lines.

Usually hidden (dotted) lines are not used on the cross-section unless they are needed for dimensioning purposes. Also, some hidden lines on the non-sectioned part of the drawings are not needed (figure 12) since they become redundant information and may clutter the drawing.

Sectioning Objects with Holes, Ribs, Etc.

The cross-section on the right of figure 22 is technically correct. However, the convention in a drawing is to show the view on the left as the preferred method for sectioning this type of object.

Figure 22 - Cross section.

The purpose of dimensioning is to provide a clear and complete description of an object. A complete set of dimensions will permit only one interpretation needed to construct the part. Dimensioning should follow these guidelines.

• Accuracy: correct values must be given.
• Clearness: dimensions must be placed in appropriate positions.
• Completeness: nothing must be left out, and nothing duplicated.
• Readability: the appropriate line quality must be used for legibility.

The Basics: Definitions and Dimensions

The dimension line is a thin line, broken in the middle to allow the placement of the dimension value, with arrowheads at each end (figure 23).

Figure 23 - Dimensioned Drawing.

An arrowhead is approximately 3 mm long and 1 mm wide. That is, the length is roughly three times the width. An extension line extends a line on the object to the dimension line. The first dimension line should be approximately 12 mm (0.6 in) from the object. Extension lines begin 1.5 mm from the object and extend 3 mm from the last dimension line.

A leader is a thin line used to connect a dimension with a particular area (figure 24).

Figure 24 - Example drawing with a leader.

A leader may also be used to indicate a note or comment about a specific area. When there is limited space, a heavy black dot may be substituted for the arrows, as in figure 23. Also in this drawing, two holes are identical, allowing the “2x” notation to be used and the dimension to point to only one of the circles.

Where To Put Dimensions

The dimensions should be placed on the face that describes the feature most clearly. Examples of appropriate and inappropriate placing of dimensions are shown in figure 25.

Figure 25 - Example of appropriate and inappropriate dimensioning.

In order to get the feel of what dimensioning is all about, we can start with a simple rectangular block. With this simple object, only three dimensions are needed to describe it completely (figure 26). There is little choice on where to put its dimensions.

Figure 26 - Simple Object.

We have to make some choices when we dimension a block with a notch or cutout (figure 27). It is usually best to dimension from a common line or surface. This can be called the datum line of surface. This eliminates the addition of measurement or machining inaccuracies that would come from “chain” or “series” dimensioning. Notice how the dimensions originate on the datum surfaces. We chose one datum surface in figure 27, and another in figure 28. As long as we are consistent, it makes no difference. (We are just showing the top view).

Figure 27 - Surface datum example.

Figure 28 - Surface datum example.

In figure 29 we have shown a hole that we have chosen to dimension on the left side of the object. The Ø stands for “diameter”.

Figure 29 - Exampled of a dimensioned hole.

When the left side of the block is “radiuses” as in figure 30, we break our rule that we should not duplicate dimensions. The total length is known because the radius of the curve on the left side is given. Then, for clarity, we add the overall length of 60 and we note that it is a reference (REF) dimension. This means that it is not really required.

Figure 30 - Example of a directly dimensioned hole.

Somewhere on the paper, usually the bottom, there should be placed information on what measuring system is being used (e.g. inches and millimeters) and also the scale of the drawing.

Figure 31 - Example of a directly dimensioned hole.

This drawing is symmetric about the horizontal centerline. Centerlines (chain-dotted) are used for symmetric objects, and also for the center of circles and holes. We can dimension directly to the centerline, as in figure 31. In some cases this method can be clearer than just dimensioning between surfaces.

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Key takeaways

Successful project management depends on a team-wide understanding of roles and responsibilities. Using a RACI matrix to assign and define each role is a great way to keep a project on track and positioned for success.

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How Does a RACI Chart Help Project Managers?

Project managers use RACI charts to keep track of team roles and relay those responsibilities to the larger team. The matrix defines clear roles and responsibilities for individual team members across the various phases of the project, breaking the roles down into four types. Each letter of the project management acronym stands for a designation: those who are Responsible and Accountable for project deliverables, those who should be Consulted as work begins, and stakeholders who need to be Informed of ongoing progress, roadblocks, and updates. 

Read more: Project Management Phases

RACI Matrix Definitions 

Responsible.

The individual(s) with responsibility for the task or deliverable is typically responsible for developing and completing the project deliverables themselves. The responsible parties are typically hands-on team members who make direct contributions toward the completion of the project. The responsible team is comprised of the project’s “doers”, working hands-on to ensure that each deliverable is completed. 

Some examples of responsible parties are:

• Project Managers
• Business Analysts
• Graphic Designers
• Copywriters

Accountable

Accountable parties ensure accountability to project deadlines, and ultimately, accountability to project completion. This group frequently also falls under the informed category.

Some examples of accountable parties are:

• Product Owners
• Signature Authorities
• Business Owners
• Key Stakeholders

Consulted individuals’ opinions are crucial, and their feedback needs to be considered at every step of the game. These individuals provide guidance that is often a prerequisite to other project tasks, for example, providing legal guidance on a project throughout the process. If you are working on new product development or expansion, this could essentially be the entire organization.

Some examples of consulted parties are:

• Legal Experts
• Information Security and Cybersecurity Experts
• Compliance Consultants

Informed persons are those that need to stay in the loop of communication throughout the project. These individuals do not have to be consulted or be a part of the decision-making, but they should be made aware of all project updates. Typically, this party are business owners or stakeholders that are more interested in viewing the project at a 30,000-foot view.  Keep this group on your cc list for awareness of topics, decisions, and progress – that includes making them part of the initial project kickoff and project demos as optional attendees. This group often also falls under the accountable group.

Some examples of informed parties are:

• Project Committee Members
• External Stakeholders

Read more: DACI vs RACI Model Guide

Why Are RACI Roles Important?

The same way a requirements traceability matrix provides accountability to project requirements by mapping out the relationship between these requirements and the project work, RACI roles provide a sense of organization and clarity for teams that are looking to divide roles and keep team members accountable for their contributions. Considering that 27% of projects go over budget, for reasons like scope creep and lack of defined roles, RACI roles help position a project for success and avoid common pitfalls. 

Moreover, RACI roles help ensure that communication between all roles is ongoing. When you consider that nearly half of all project spending is at risk of being wasted due to a lack of effective team-based communication, it becomes all that more important to prioritize. Ultimately, teams who prioritize communication and well-defined roles are better off, and RACI roles help teams achieve that goal faster – while providing accountability for each team member’s unique contributions to the success of the project. 

Read More: Top 10 Main Causes of Project Failure

How to Create a RACI Matrix 

If you’re looking to implement a RACI matrix as part of your team’s project planning process, take these steps to create a RACI matrix.

Ensure that you have a thorough understanding of the project and its demands before outlining any further steps by communicating with key stakeholders and decision-makers.

Determine the list of key activities and deliverables from the director of program management or other leadership. 

Determine who is needed to be a part of the project or initiative.

Determine the project roles and responsible job titles and persons for each activity and deliverable.

Hold review sessions with key members of the team for alignment, and if you haven’t already, host a kickoff meeting with the entirety of the team and key stakeholders to unveil the matrix, address questions, and more. 

If the project has already started, it’s not too late to implement a RACI matrix.

• Outline the story. Using research from multiple sources, do a, b, c, and d.
• Utilize steps 2 and 3 (shown above). Ensure the right groups are assigned and engaged. 
• Hold a review session. Ensure that the team acknowledges and discusses the plan and the roles assigned.

Read more: 8 Factors That Lead to Successful Projec ts

Examples of a RACI Matrix

As shown above, a RACI matrix helps break down what roles individuals will play as work is carried out and to what extent they will be involved in the project overall. The horizontal axis represents each person on the project team and the vertical axis represents each task.

Each square of the matrix represents an individual, a task, and that individual’s role within the project, either responsible, accountable, consulted, or informed. In this situation, for example, the project manager is accountable for accessing risk, defining performance requirements, creating designs, executing construction, and approving construction work. However, they are only informed about approving construction work and defining functional and aesthetic needs.

Read more: Understanding Different Types of Stakeholders and Their Roles

Our FREE Downloadable RACI Matrix Template

Who creates the raci matrix.

The RACI matrix — sometimes called RACI model, RACI diagram, or simply just RAC — is created by the project manager at the start of the project as a key part of establishing the initial human resources planning for the project. Because miscommunication is a common threat to any project, RACI charts are a great asset to teams dealing with any type of project, from very simple projects to extremely complex ones. 

Common Mistakes When Creating a RACI Matrix

• Failure to plan ahead: Utilizing a RACI matrix should not be your first step in project planning. Having a fully assembled project team and at least a general idea of a task list and project plans is a better place to start before preparing a matrix.
• Working with too large a team: A RACI matrix is likely not the best bet for a large team, as it will make the matrix hard to understand and overly complex.
• Not communicating with the project team: A RACI matrix should help organize tasks and responsibilities that have already been introduced to the project team – no one likes to be blindsided. Be sure to host a kickoff meeting with the team first before creating a RACI matrix.

Frequently Asked Questions

Implementing a RACI matrix takes more than just a few emails and sporadic conversations – it takes consistent communication and planning. You should host a kickoff meeting to introduce the matrix to the team and make a plan to continue meeting at predetermined times throughout the project lifecycle. 

Here are a few more tips to keep in mind as you implement your RACI matrix within the team dynamic:

• Get everyone prepared. Send the document around to the meeting distribution as read-ahead material, requesting feedback if there are any major concerns. 
• Roll out each role for the team . During the meeting, conduct a review of the tasks and responsible parties. Do not rush through this review, but rather ensure enough time in your project kickoff for this important aspect. (Be certain to clarify the definitions of RACI to avoid ambiguity.)
• Consider changes and update accordingly. After the meeting, send out the notes documenting acceptance or updates to the RACI. In addition to sending out the notes, request any corrections within a reasonable yet defined timeframe. Clarify that if no changes are requested, each person is acknowledging their role and committing to the project tasks as outlined.
• Stay in touch. Consider a quick review with the entire team each quarter or every six months for longer projects to ensure it remains up-to-date and not simply another document in the repository but a relied-upon artifact.

As you implement the RACI matrix…

• Encourage teamwork and foster collaboration whenever possible.
• Don’t fear updates – make changes and adjustments as needed (but be sure to communicate those changes clearly to all parties).
• Earlier is better. Roll out your matrix plan to the team BEFORE you plan to implement it for the best results. 
• Have a clear-cut understanding of the project scope and how each role connects to the overall project goal.

For “Responsible” Parties:

• Make sure your project’s definition of Responsible is clear on who holds the “decider” role for the project or project phase’s completion, and what the dimensions of that responsibility will be.
• Ensure that all parties are aware of their role and responsibilities within the matrix.

For “Accountable” Parties: 

• When multiple Accountable team members must exist, use your definitions to make clear which individual is accountable for a given project element, and how that individual needs to interact with other Accountable team members.
• Ensure that there is only one “Accountable” party assigned per task.
• Be sure that the Accountable party has the authority and power to oversee the task as the accountable party.

For Consulted and Informed Parties: 

• Consulted parties are often high-level decision-makers with heavy schedules. Make sure you’re clear on their availability ahead of time.
• Similar to Consulted parties, Informed parties are often less hands-on and have less understanding of day-to-day project operations. As the project goes on, make sure to keep detailed notes to keep the Informed party up-to-date on key information. 
• Understand the ways that these parties like to communicate and create a plan to reach them early – whether that’s over phone calls, emails, video calls, or from within your project management system’s collaboration tools.
• Knowing the difference between who needs to be consulted versus informed can be a challenge if there is ambiguity about project roles. Consider what aspects of the project different team members need to know to do their jobs, and then bake those into your definitions.

RACI Matrix Pros & Cons

• Increased Engagement: RACI helps engage project participants in the project lifecycle. 
• Enhanced Project Planning: Project managers make project planning more organized, efficient, and detailed.
• Identifiable Improvement Opportunities: Areas of improvement are more easily identified.
• Easier Collaboration: Use of a RACI matrix creates a clear path for leadership to sign off on project steps, as project documentation in the RACI model is heavily emphasized.
• Better Communication: Improves overall group communication as a whole.
• Group Accountability: Assists groups, especially larger project teams, stay connected and accountable to their roles and project goals
• Limitations on Role Scope: The RACI model does not provide details on role scope, especially for responsible parties. These gaps in detail also affect other team roles, for example, another gap in a RACI is the determination of who is responsible for verifier and signatory.
• Limits on Task Details and Scope: While a RACI matrix can provide an overview of who is responsible for different tasks, it will not state what needs to be done.
• Not Aligned to the Agile Methodology: Project managers using an agile methodology like scrum may find it redundant since accountability, ownership, and ongoing communication is built into the scrum framework (i.e., product owner, scrum master, and daily standups with the team). Additionally, agile focuses on team-based delivery and accountability, while the RACI framework and alternatives focus on individual responsibility and autonomous accountability.

Read more: Top 10 Causes of Project Failure

Free RACI Matrix Templates

A number of project management software solutions include a native RACI matrix template. Here are just a few we’ve found:

Colorful RACI Chart Template

We love this template from Smartsheet because it’s colorful, thorough, and includes room for every party involved in the project. 

Pastel Colored RACI Matrix Template

This template from the Academy to Innovate HR is a great choice for project managers who want to organize their team roles with an easy-on-the-eyes chart that evolves beyond the simple spreadsheet. 

Simple RACI Chart from Clickup

These RACI templates from Clickup have enough variety to fit any of your project needs, but are simple enough for even beginner PMs to use.

Detailed RACI Matrix Template

This template is a great starter template for anyone looking to explore RACI charts in their project management strategy . As an added bonus – it comes with the RACI definitions already built in!

Excel-Based RACI Chart Template

Are you an Excel or Google Sheets user looking to take advantage of the RACI matrix? An Excel-formatted template from Project Management Docs can be just the solution for you. This template is a great template for users who want a chart that comes in a pre-formatted structure.

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Assignment Problem: Meaning, Methods and Variations | Operations Research

After reading this article you will learn about:- 1. Meaning of Assignment Problem 2. Definition of Assignment Problem 3. Mathematical Formulation 4. Hungarian Method 5. Variations.

Meaning of Assignment Problem:

An assignment problem is a particular case of transportation problem where the objective is to assign a number of resources to an equal number of activities so as to minimise total cost or maximize total profit of allocation.

The problem of assignment arises because available resources such as men, machines etc. have varying degrees of efficiency for performing different activities, therefore, cost, profit or loss of performing the different activities is different.

Thus, the problem is “How should the assignments be made so as to optimize the given objective”. Some of the problem where the assignment technique may be useful are assignment of workers to machines, salesman to different sales areas.

Definition of Assignment Problem:

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Suppose there are n jobs to be performed and n persons are available for doing these jobs. Assume that each person can do each job at a term, though with varying degree of efficiency, let c ij be the cost if the i-th person is assigned to the j-th job. The problem is to find an assignment (which job should be assigned to which person one on-one basis) So that the total cost of performing all jobs is minimum, problem of this kind are known as assignment problem.

The assignment problem can be stated in the form of n x n cost matrix C real members as given in the following table:

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Code of Ethics

Nspe code of ethics for engineers.

  Download : NSPE Code of Ethics   Download : The NSPE Ethics Reference Guide for a list of all cases through 2019.

Preamble Engineering is an important and learned profession. As members of this profession, engineers are expected to exhibit the highest standards of honesty and integrity. Engineering has a direct and vital impact on the quality of life for all people. Accordingly, the services provided by engineers require honesty, impartiality, fairness, and equity, and must be dedicated to the protection of the public health, safety, and welfare. Engineers must perform under a standard of professional behavior that requires adherence to the highest principles of ethical conduct.

I. Fundamental Canons Engineers, in the fulfillment of their professional duties, shall:

• Hold paramount the safety, health, and welfare of the public.
• Perform services only in areas of their competence.
• Issue public statements only in an objective and truthful manner.
• Act for each employer or client as faithful agents or trustees.
• Avoid deceptive acts.
• Conduct themselves honorably, responsibly, ethically, and lawfully so as to enhance the honor, reputation, and usefulness of the profession.

II. Rules of Practice

• If engineers' judgment is overruled under circumstances that endanger life or property, they shall notify their employer or client and such other authority as may be appropriate.
• Engineers shall approve only those engineering documents that are in conformity with applicable standards.
• Engineers shall not reveal facts, data, or information without the prior consent of the client or employer except as authorized or required by law or this Code.
• Engineers shall not permit the use of their name or associate in business ventures with any person or firm that they believe is engaged in fraudulent or dishonest enterprise.
• Engineers shall not aid or abet the unlawful practice of engineering by a person or firm.
• Engineers having knowledge of any alleged violation of this Code shall report thereon to appropriate professional bodies and, when relevant, also to public authorities, and cooperate with the proper authorities in furnishing such information or assistance as may be required.
• Engineers shall undertake assignments only when qualified by education or experience in the specific technical fields involved.
• Engineers shall not affix their signatures to any plans or documents dealing with subject matter in which they lack competence, nor to any plan or document not prepared under their direction and control.
• Engineers may accept assignments and assume responsibility for coordination of an entire project and sign and seal the engineering documents for the entire project, provided that each technical segment is signed and sealed only by the qualified engineers who prepared the segment.
• Engineers shall be objective and truthful in professional reports, statements, or testimony. They shall include all relevant and pertinent information in such reports, statements, or testimony, which should bear the date indicating when it was current.
• Engineers may express publicly technical opinions that are founded upon knowledge of the facts and competence in the subject matter.
• Engineers shall issue no statements, criticisms, or arguments on technical matters that are inspired or paid for by interested parties, unless they have prefaced their comments by explicitly identifying the interested parties on whose behalf they are speaking, and by revealing the existence of any interest the engineers may have in the matters.
• Engineers shall disclose all known or potential conflicts of interest that could influence or appear to influence their judgment or the quality of their services.
• Engineers shall not accept compensation, financial or otherwise, from more than one party for services on the same project, or for services pertaining to the same project, unless the circumstances are fully disclosed and agreed to by all interested parties.
• Engineers shall not solicit or accept financial or other valuable consideration, directly or indirectly, from outside agents in connection with the work for which they are responsible.
• Engineers in public service as members, advisors, or employees of a governmental or quasi-governmental body or department shall not participate in decisions with respect to services solicited or provided by them or their organizations in private or public engineering practice.
• Engineers shall not solicit or accept a contract from a governmental body on which a principal or officer of their organization serves as a member.
• Engineers shall not falsify their qualifications or permit misrepresentation of their or their associates' qualifications. They shall not misrepresent or exaggerate their responsibility in or for the subject matter of prior assignments. Brochures or other presentations incident to the solicitation of employment shall not misrepresent pertinent facts concerning employers, employees, associates, joint venturers, or past accomplishments.
• Engineers shall not offer, give, solicit, or receive, either directly or indirectly, any contribution to influence the award of a contract by public authority, or which may be reasonably construed by the public as having the effect or intent of influencing the awarding of a contract. They shall not offer any gift or other valuable consideration in order to secure work. They shall not pay a commission, percentage, or brokerage fee in order to secure work, except to a bona fide employee or bona fide established commercial or marketing agencies retained by them.

III. Professional Obligations

• Engineers shall acknowledge their errors and shall not distort or alter the facts.
• Engineers shall advise their clients or employers when they believe a project will not be successful.
• Engineers shall not accept outside employment to the detriment of their regular work or interest. Before accepting any outside engineering employment, they will notify their employers.
• Engineers shall not attempt to attract an engineer from another employer by false or misleading pretenses.
• Engineers shall not promote their own interest at the expense of the dignity and integrity of the profession.
• Engineers shall treat all persons with dignity, respect, fairness and without discrimination.
• Engineers are encouraged to participate in civic affairs; career guidance for youths; and work for the advancement of the safety, health, and well-being of their community.
• Engineers shall not complete, sign, or seal plans and/or specifications that are not in conformity with applicable engineering standards. If the client or employer insists on such unprofessional conduct, they shall notify the proper authorities and withdraw from further service on the project.
• Engineers are encouraged to extend public knowledge and appreciation of engineering and its achievements.
• Engineers are encouraged to adhere to the principles of sustainable development 1 in order to protect the environment for future generations.
• Engineers shall continue their professional development throughout their careers and should keep current in their specialty fields by engaging in professional practice, participating in continuing education courses, reading in the technical literature, and attending professional meetings and seminars.
• Engineers shall avoid the use of statements containing a material misrepresentation of fact or omitting a material fact.
• Consistent with the foregoing, engineers may advertise for recruitment of personnel.
• Consistent with the foregoing, engineers may prepare articles for the lay or technical press, but such articles shall not imply credit to the author for work performed by others.
• Engineers shall not, without the consent of all interested parties, promote or arrange for new employment or practice in connection with a specific project for which the engineer has gained particular and specialized knowledge.
• Engineers shall not, without the consent of all interested parties, participate in or represent an adversary interest in connection with a specific project or proceeding in which the engineer has gained particular specialized knowledge on behalf of a former client or employer.
• Engineers shall not accept financial or other considerations, including free engineering designs, from material or equipment suppliers for specifying their product.
• Engineers shall not accept commissions or allowances, directly or indirectly, from contractors or other parties dealing with clients or employers of the engineer in connection with work for which the engineer is responsible.
• Engineers shall not request, propose, or accept a commission on a contingent basis under circumstances in which their judgment may be compromised.
• Engineers in salaried positions shall accept part-time engineering work only to the extent consistent with policies of the employer and in accordance with ethical considerations.
• Engineers shall not, without consent, use equipment, supplies, laboratory, or office facilities of an employer to carry on outside private practice.
• Engineers in private practice shall not review the work of another engineer for the same client, except with the knowledge of such engineer, or unless the connection of such engineer with the work has been terminated.
• Engineers in governmental, industrial, or educational employ are entitled to review and evaluate the work of other engineers when so required by their employment duties.
• Engineers in sales or industrial employ are entitled to make engineering comparisons of represented products with products of other suppliers.
• Engineers shall conform with state registration laws in the practice of engineering.
• Engineers shall not use association with a nonengineer, a corporation, or partnership as a "cloak" for unethical acts.
• Engineers shall, whenever possible, name the person or persons who may be individually responsible for designs, inventions, writings, or other accomplishments.
• Engineers using designs supplied by a client recognize that the designs remain the property of the client and may not be duplicated by the engineer for others without express permission.
• Engineers, before undertaking work for others in connection with which the engineer may make improvements, plans, designs, inventions, or other records that may justify copyrights or patents, should enter into a positive agreement regarding ownership.
• Engineers' designs, data, records, and notes referring exclusively to an employer's work are the employer's property. The employer should indemnify the engineer for use of the information for any purpose other than the original purpose.

Footnote 1 "Sustainable development" is the challenge of meeting human needs for natural resources, industrial products, energy, food, transportation, shelter, and effective waste management while conserving and protecting environmental quality and the natural resource base essential for future development.

As Revised July 2019

By order of the United States District Court for the District of Columbia, former Section 11(c) of the NSPE Code of Ethics prohibiting competitive bidding, and all policy statements, opinions, rulings or other guidelines interpreting its scope, have been rescinded as unlawfully interfering with the legal right of engineers, protected under the antitrust laws, to provide price information to prospective clients; accordingly, nothing contained in the NSPE Code of Ethics, policy statements, opinions, rulings or other guidelines prohibits the submission of price quotations or competitive bids for engineering services at any time or in any amount.

Statement by NSPE Executive Committee

In order to correct misunderstandings which have been indicated in some instances since the issuance of the Supreme Court decision and the entry of the Final Judgment, it is noted that in its decision of April 25, 1978, the Supreme Court of the United States declared: "The Sherman Act does not require competitive bidding." It is further noted that as made clear in the Supreme Court decision:

• Engineers and firms may individually refuse to bid for engineering services.
• Clients are not required to seek bids for engineering services.
• Federal, state, and local laws governing procedures to procure engineering services are not affected, and remain in full force and effect.
• State societies and local chapters are free to actively and aggressively seek legislation for professional selection and negotiation procedures by public agencies.
• State registration board rules of professional conduct, including rules prohibiting competitive bidding for engineering services, are not affected and remain in full force and effect. State registration boards with authority to adopt rules of professional conduct may adopt rules governing procedures to obtain engineering services.
• As noted by the Supreme Court, "nothing in the judgment prevents NSPE and its members from attempting to influence governmental action . . ."

NOTE : In regard to the question of application of the Code to corporations vis-à-vis real persons, business form or type should not negate nor influence conformance of individuals to the Code. The Code deals with professional services, which services must be performed by real persons. Real persons in turn establish and implement policies within business structures. The Code is clearly written to apply to the Engineer, and it is incumbent on members of NSPE to endeavor to live up to its provisions. This applies to all pertinent sections of the Code.

Copyright © National Society of Professional Engineers. All rights reserved.

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Assignment, novation and construction contracts - What is your objective?

Consider a not too hypothetical situation where the parties to a construction project (employer, contractor and sub-contractor) enter into a Deed of Assignment intending that the employer, having lost confidence in the contractor, would directly engage the sub-contractor to complete the sub-contract works. But what if no assignment has taken place? What are the terms of the contract under which the sub-contractor carries out the works for the employer?

Potential risks with assignment

In construction projects, main contractors often assign the benefit of their key sub-contracts to the employer in the event of contractor default and consequent termination of the main contract. The employer can then enforce the rights in the sub-contract against the sub-contractor, including rectification of the works and the performance of particular obligations.

However, there are potential risks associated with assignment in these situations as the Technology and Construction Court’s decision in Energy Works (Hull) Ltd v MW High Tech Projects UK Ltd demonstrated. We discussed this decision in Assigning a sub-contract on termination: which rights is the contractor giving up? In this case, the nature of the assignment meant that the main contractor could not pursue claims made by the employer against its sub-contractor under the sub-contract. This limited the main contractor’s ability to ‘pass on’ any liability it had under the main contract to the sub-contractor.

But what if the Deed of Assignment does not take effect as an assignment?

Assignment v novation

Both assignment and novation are forms of transferring an interest under a contract from one party to another. However, they are very different and in their effect. An assignment transfers the benefit of a contract from one party to another, but only the benefit, not the burden. In contrast, a novation will transfer both the benefit and the burden of a contract from one party to another. A novation creates a new contractual relationship - a ‘new’ contract is entered into.

Another key difference with novation is that the consent of all parties concerned must be obtained, which is why novation is almost always effected through a tripartite agreement. In the case of an assignment, it is not always necessary to obtain consent, subject to what the specific terms of the contract provide.

When deciding whether to assign or novate, parties should consider (i) whether there is in fact a burden to novate, (ii) whether the novatee will be willing to take on the burden, (iii) whether all parties will consent to the novation and indeed enter into the agreement. If there is no burden under the contract to transfer, then an assignment is likely to be the most appropriate way to transfer the interests.

Is the Deed for an assignment or a novation?

Although a document may be labelled a Deed of Assignment, if it has references to the transfer of ‘ responsibilities and obligations ’ and is a tripartite agreement these are characteristic of a novation as opposed to an assignment.

A key issue in such circumstances is to ascertain whether making use of the words ‘ assigning ’ and ‘ assignment ’ actually affects the characteristics of the document.

There has been some consideration of this characterisation issue by the courts. In the case of Burdana v Leeds Teaching Hospitals NHS Trust [2017] EWCA Civ 1980, by majority the Court of Appeal decided that on the facts of the case, although the Deed of Assignment in question referred to an ‘ assignment ’ of the benefit and burden, on proper analysis there was indeed a novation.

Furthermore, in the case of Langston Group Corporation v Cardiff City FC [2008] EWHC 535, Briggs J made it evident that even though the variation agreement in question did not use the word ‘ novation ’ and did not describe itself as such, the circumstances and effect of the agreement was indeed a novation and a new contract had been created.

It may be the case that even if a document does not describe itself as a novation, yet has the key characteristics of one, then as a matter of interpretation the courts would accept that the document takes effect as a novation.

Key characteristics of a novation

If entering into a document that purports to be a Deed of Assignment, tread carefully as it may well take effect as a novation, particularly if the following characteristics are present:

• It is a tripartite agreement;
• All the parties give their consent;
• The novator has been released from its obligations;
• There has been an acceptance of the terms of the novation on the part of the novatee and the substituted party; and
• There is a vesting of remedies.

What is your objective?

Although a document may well be labelled as an assignment, it may have the characteristics of and take effect as novation. Parties need to be cautious and consider what they want to achieve when assessing whether to assign rights or to novate them along with obligations.

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