The second edition of this popular textbook has been extensively revised and brought up-to-date with new chapters addressing energy storage and off-grid systems. It provides a quantitative yet accessible overview of the renewable energy technologies that are essential for a net-zero carbon energy system. Covering wind, hydro, solar thermal, photovoltaic, ocean and bioenergy, the text is suitable for engineering undergraduates as well as graduate students from other numerate degrees. The technologies involved, background theory and how projects are developed, constructive and operated are described. Worked examples demonstrate the simple calculation techniques used and engage students by showing them how theory relates to real applications. Tutorial chapters provide background material supporting students from a range of disciplines, and there are over 150 end-of-chapter problems with answers. Online resources, restricted to instructors, provide additional material, including copies of the diagrams, full solutions to the problems and examples of extended exercises.

The second edition of this popular textbook has been extensively revised and brought up-to-date with new chapters addressing energy storage and off-grid systems. It provides a quantitative yet accessible overview of the renewable energy technologies that are essential for a net-zero carbon energy system. Covering wind, hydro, solar thermal, photovoltaic, ocean and bioenergy, the text is suitable for engineering undergraduates as well as graduate students from other numerate degrees. The technologies involved, background theory and how projects are developed, constructive and operated are described. Worked examples demonstrate the simple calculation techniques used and engage students by showing them how theory relates to real applications. Tutorial chapters provide background material supporting students from a range of disciplines, and there are over 150 end-of-chapter problems with answers. Online resources, restricted to instructors, provide additional material, including copies of the diagrams, full solutions to the problems and examples of extended exercises.

The second edition of this popular textbook has been extensively revised and brought up-to-date with new chapters addressing energy storage and off-grid systems. It provides a quantitative yet accessible overview of the renewable energy technologies that are essential for a net-zero carbon energy system. Covering wind, hydro, solar thermal, photovoltaic, ocean and bioenergy, the text is suitable for engineering undergraduates as well as graduate students from other numerate degrees. The technologies involved, background theory and how projects are developed, constructive and operated are described. Worked examples demonstrate the simple calculation techniques used and engage students by showing them how theory relates to real applications. Tutorial chapters provide background material supporting students from a range of disciplines, and there are over 150 end-of-chapter problems with answers. Online resources, restricted to instructors, provide additional material, including copies of the diagrams, full solutions to the problems and examples of extended exercises.

Chapter 11 focuses on EC STEM education. It describes what STEM looks like in EC settings and identifies ways in which STEM elements can be incorporated into children’s learning. The chapter describes how STEM-related play can enhance young children’s appreciation of the world and provides a range of examples that have potential for STEM learning. Digital tools and applications for STEM learning are featured in this chapter.

Labour movements deployed well-known strategies for collective action, but how did the professional class collectivise their interests? The mechanisms by which the professionals achieved and maintained their status in the mid-twentieth century are laid bare by records of an institution unique to Australasia: formal conciliation and arbitration courts. This chapter focuses on a particular event, the Professional Engineers Case, which was brought before the Australian Conciliation and Arbitration Commission between 1957 and 1961. This case shows professionals articulating their class status to argue, in arbitration, for the value of their work to the nation’s collective economic and moral good. This good was linked, for the judges who elevated their salaries, to the individual professional’s investment in education but also to the prospective worth of their virtuous work to the nation. The risk to the nation if unvirtuous people performed professional work was too high to let them fall behind in material terms. To belong to the professional class, it was not enough to be qualified – they also had to perform class in their standard of living. Assuring consumption standards, then, was also a way to assure quality work – and the rationale that enabled the professional class to monetize their virtue.

This chapter considers some practical applications of STEM in the primary classroom with a particular emphasis on STEM’s relationship to mathematics outcomes and the integrity of the mathematics as taught in the STEM context. This will extend to an exploration of Education for Sustainability (EfS) in the primary mathematics classroom, and opportunities for STEM tasks that are based on inquiry within the EfS space.

A comparison of disciplines is helpful for teaching creativity to identify similarities and differences in the creative process. A challenge for all disciplines is to create a balance between teaching higher-level abilities, such as creativity, and the lower-level technical skills required by the discipline. But there are also differences among disciplines. Scientific training emphasizes avoiding mistakes so it is more risk-aversive than training in the arts in which taking risks is often encouraged. Research on science and mathematics learning includes evaluating the effects of exposing preservice elementary teachers to multiple representations, measuring scientific creativity in elementary school students, identifying competencies for scientific reasoning in junior high school, and designing instruction on complex systems at all levels in the curriculum. TRIZ, an acronym for the Russian phrase ‘theory of inventive problem solving’, has influenced the design and evaluation of curricula for engineering students.

This chapter explores how science education concepts may be integrated within STEM education contexts to enable student understanding of those concepts. We outline why STEM education is a strategic priority in many educational jurisdictions and note that a continuum of entry points into STEM education translates into a range of definitions and classroom implementation strategies. Aspects of science education (pedagogical practices, topic areas and skills) that lend themselves to STEM inquiry units are discussed with examples provided of how science concepts may be embedded and assessed.

A brief overview and description of the atmospheric lidar measurement technique is followed by the structure of the atmosphere in terms of the troposphere, stratosphere, and mesosphere, as it is usually presented in atmospheric science and meteorology. The atmosphere is then described in terms of lidar observables at all altitudes, including water vapor; trace gases; clouds; several other kinds of particulate matter; and metal atoms, as well as density, temperature, and winds. Examples of lidar measurements include tropospheric and stratospheric ozone, greenhouse gases, other pollutants, tropospheric and stratospheric aerosols, polar stratospheric clouds, and atoms of sodium, potassium, calcium, and iron in the mesosphere. Finally, the structure and contents of the book are described, and suggestions for further reading are given.

Underground Mathematics tells the story of subterranean geometry, a forgotten discipline that developed in the silver mines of early modern Europe. Seven case studies describe how an original culture of accuracy and measurement paved the way for technical and scientific innovations. Based on a variety of original manuscripts, maps and archive material, it recounts how knowledge was crafted and circulated among practitioners in the Holy Roman Empire and beyond. Specific chapters deal with the material culture of surveying, map-making, expertise and the political uses of quantification. By carefully reconstructing the religious, economic and cultural context of mining cities, Underground Mathematics argues that practical mathematics fruitfully interacted with the world of humanists, scholars and courts. In doing so, it contextualizes the rise of a culture of accuracy and quantification from 1500 to 1800. Subterranean geometry thus proves relevant to broader discussions in the history of science, technology, and knowledge.

Chapter 3, ‘The Mines and the Court’ is set both in the Ore Mountains and at the court of Dresden under August of Saxony (1553–1586). It offers a broader picture of the vibrant intellectual life in mining cities, illustrated here by the example of Annaberg. Local officials and technicians developed remarkable skills in arithmetic and geometry, on which rulers came to rely to map their realms and tame their capricious landscapes. I focus on the careers of two dynasties of practitioners, respectively subterranean surveyors (the Öders) and reckoning masters (the Rieses). After both patriarchs contributed to the economic rise of the city, their descendants became versatile engineers and courtiers of the Saxon Electors. They collaborated with university professors and instrument-makers, using their skills all over the Electorate and beyond, temporarily turning the court of Dresden into a centre of practical mathematics.

Chapter 6, ‘How to Teach It: Finding the Right Direction’, offers a reappraisal of the foundation of mining academies. Subterranean geometry merges here with broader questions about technical education in the eighteenth century. Early attempts to replace the guild-like training and to establish brick-and-mortar institutions prompt a familiar debate between professors and practitioners. Who could best formalize and improve a century-old corpus? Moreover, what was the right way to teach it? Major mining centres, I argue, offered varied solutions to improve theoretical teaching, of which mining academies were but the ultimate step. I focus here on the biography of Johann Andreas Scheidhauer (1718–1784), mining master and autodidact mathematician. His vast geometrical production – unpublished and long forgotten – looms large in the early projects of mining academies, not least through the influence of his student Johann Friedrich Lempe (1757–1801), emblematic professor of the Bergakademie Freiberg.

Underground Mathematics tells the story of subterranean geometry, a forgotten discipline that developed in the silver mines of early modern Europe. Seven case studies describe how an original culture of accuracy and measurement paved the way for technical and scientific innovations. Based on a variety of original manuscripts, maps and archive material, it recounts how knowledge was crafted and circulated among practitioners in the Holy Roman Empire and beyond. Specific chapters deal with the material culture of surveying, map-making, expertise and the political uses of quantification. By carefully reconstructing the religious, economic and cultural context of mining cities, Underground Mathematics argues that practical mathematics fruitfully interacted with the world of humanists, scholars and courts. In doing so, it contextualizes the rise of a culture of accuracy and quantification from 1500 to 1800. Subterranean geometry thus proves relevant to broader discussions in the history of science, technology, and knowledge.

Chaos and complexity are related concepts that help explain patterns in nature, and the inherent limitations we face in trying to interpret them. This chapter is a relatively straightforward examination of these two fields, but it applies them specifically to the biological sciences, demonstrating the constraints on prediction and inference in biological systems, especially evolutionary systems, based on chaos theory. Complexity theory explains how nature can create complex functioning systems, whether they are anatomical or behavioral, and reveals how we can get something as complex as the eye, or consciousness, as an emergent property of a complex system following simple biological or physical rules. The ways in which emergent properties can be contrasted to engineered solutions are emphasized.

Meccano Ltd promoted a particular type of subjectivity: the ‘Meccano Boy’. This construction toy schooled the child in scientific education, social participation, civic roles, life within a profession and in building the material infrastructure of modernity. Playing with Meccano encouraged translation of an intangible idea represented in two dimensions into material forms through the production of three-dimensional compositions of machinery or models. We compare the legal interpretation of this form of play with its broader cultural significance in creating a base of socially connected consumers, orchestrated to extract commercial value from educational play. Meccano did not involve free play or simply making educational models. A toy for making toys, Meccano was marketed as training for adulthood. Through the establishment of Meccano guilds and the relevance of the Meccano Magazine, children, their fathers and a wider brotherhood were interpellated as active developers of Meccano. It was a brand and activity that Meccano designed for international appeal and where the child was happily engaged in play that supported a later life that contributed to international industrialisation.

This chapter describes exemplary curricula in the sciences and engineering that give expression to many of the ideals of decolonization. Despite claims about the value neutrality and universality of the sciences, broadly defined, these exemplars demonstrate how to decolonize curricula in engineering, computer science, occupational therapy, organic chemistry, and archaeology. These curriculum innovators are conscious of the social dimensions of the sciences and what this means for improving the human condition.

The status of the knowledge of early modern craft practitioners and artisans has long been a point of contention among scholars, and several historians recently have argued that artisanal knowledge was central to the emergence of early modern science. This chapter follows attitudes towards craft practitioners and artisans, beginning in antiquity, when many philosophers argued that practical knowledge (techne) was of lesser value than theoretical knowledge (episteme). Following the elevation of the mechanical arts in the Middle Ages and the proliferation of practical how-to manuals in the Renaissance, a growing appreciation for artisanal work grew among philosophers. Renaissance humanists elevated the intellectual status of artistic practice, and iconoclasts like Paracelsus railed against knowledge gained without direct experience, praising instead the knowledge of miners and alchemists. Architects, engineers, and artisans came to embody the Renaissance ideal of the “polymath,” and practical knowledge became a central component of the philosophy of Francis Bacon, as well as the experimental science that was institutionalized by groups such as the Royal Society of London. Following postcolonial critiques of Eurocentrism, some have suggested the history of science should embrace a broader ambit that includes practitioners’ knowledge.