Selected Engineering, Research and Education Projects

Throughout my career, I have contributed to projects that connect engineering design, digital technology, research, heritage preservation, additive manufacturing and education. These projects demonstrate my ability to move between practical engineering challenges, computer-aided design, technical analysis, research and the delivery of meaningful learning experiences.

Innovative Hi-Rail Vehicle Development

Project period: 2005–2006
Collaborators: Puffing Billy Railway and Swinburne University of Technology
Engineering platform: Autodesk Inventor
Project area: Mechanical design, rail maintenance and road-rail vehicle development

As part of a collaborative project between Puffing Billy Railway and Swinburne University of Technology, I contributed to the design and development of a specialised hi-rail vehicle concept for rail-line inspection and maintenance.

Hi-rail vehicles, also known as road-rail vehicles, are designed to operate on conventional roads and railway tracks. Their dual-mode capability enables maintenance personnel to travel efficiently to sections of a railway that may be difficult to access using standard road vehicles. For Puffing Billy Railway, the project presented an opportunity to examine how a modern maintenance vehicle could support operations across its historic narrow-gauge network.

A Nissan Patrol was selected as the proposed base vehicle. The project commenced with the three-dimensional scanning of the vehicle’s front and rear sections so that accurate geometric information could be incorporated into the engineering design process.

Using Autodesk Inventor, the project team developed three-dimensional models of the proposed modifications and examined how the vehicle chassis could accommodate the additional rail equipment. The concept included specialised rail wheels and a hydraulically operated lifting and deployment mechanism that would allow the vehicle to transition between road and rail operation.

My involvement contributed to the development and documentation of the mechanical concept, including the integration of the hydraulic mechanism, rail-wheel assemblies and supporting chassis modifications. The project required careful consideration of vehicle geometry, structural integration, mechanical clearances, stability and the practical requirements of railway maintenance.

This experience strengthened my ability to apply computer-aided design to a complex, real-world engineering problem. It also demonstrated the importance of considering the complete operating environment when modifying an existing vehicle for a specialised purpose.

The project represented an important stage in my development as a mechanical designer because it brought together three-dimensional scanning, vehicle modification, hydraulic systems, mechanical design and rail-maintenance requirements within one integrated engineering challenge.

Digital Preservation of Puffing Billy Railway Heritage

Project period: 2006
Collaborators: Puffing Billy Railway and Swinburne University of Technology
Project supervision: Mr Ian Black
Engineering platform: Autodesk Inventor
Project area: Heritage engineering, CAD reconstruction and technical documentation

In 2006, I participated in a collaborative engineering project focused on preserving the historical drawings and technical information associated with several of Puffing Billy Railway’s heritage locomotives.

The project scope included the 2-6-2T NA class locomotives 3A, 6A, 7A, 8A, 12A and 14A, together with the G class Garratt locomotive G42. These locomotives form an important part of Australia’s railway history, but much of their original engineering information existed only as ageing paper drawings and blueprints.

The purpose of the project was to help convert this historical technical information into accurate digital engineering records that could support future preservation, maintenance, repair and component fabrication.

The work began with the careful review, scanning and organisation of original engineering drawings. These records were then interpreted and progressively translated into two-dimensional drawings and three-dimensional computer-aided design models using Autodesk Inventor.

As part of the project team, I contributed to the conversion of traditional engineering documentation into modern digital formats. This required close attention to dimensions, geometry, component relationships and the original design intent of the locomotives.

Where appropriate, component information such as dimensions, materials, tolerances and distinctive engineering features was incorporated into the digital documentation. This helped create a more accessible technical resource for future maintenance and restoration activities.

The project required a balance between modern engineering technology and respect for historical authenticity. The objective was not to redesign the locomotives, but to preserve their original engineering information accurately while making it easier for future engineers, maintainers and restoration specialists to access and use.

This experience showed me that computer-aided design can serve purposes beyond new product development. Digital engineering can also play an important role in preserving technical heritage, protecting historical knowledge and supporting the continued operation of significant mechanical assets.

Participating in this project strengthened my capabilities in engineering drawing interpretation, three-dimensional modelling, technical documentation and detailed design reconstruction. It remains one of the most meaningful examples in my career of modern technology being used to support the preservation of engineering history.

Quantitative Analysis of 3D-Printed PPE for COVID-19

Research period: 2020
Institution: Deakin University
Academic supervision: Dr James Novac
Research area: Additive manufacturing, PPE, quantitative analysis and emergency production

During the COVID-19 pandemic, I completed a research thesis at Deakin University titled Quantitative Analysis of 3D Printing of PPE for COVID-19.

The research was undertaken during a period when healthcare systems and communities around the world were facing serious shortages of personal protective equipment. Conventional manufacturing and international supply chains were under significant pressure, creating an urgent need to investigate alternative methods of producing essential items.

My research examined the potential of additive manufacturing to support the production of selected PPE and related components during the emergency response.

A range of 3D-printable designs was selected for analysis, including face-shield components, mask-related components and ventilator-related parts. The study applied a quantitative methodology to compare several practical factors affecting the feasibility of producing these items through 3D printing.

The analysis considered:

• The number and complexity of components required

• The type and quantity of printing material used

• The time required to manufacture each item

• The electrical power consumed during production

• The estimated cost of 3D-printed production

• Comparisons with commercially available alternatives

By examining these variables, the research evaluated not only whether the components could be produced, but also whether additive manufacturing represented a practical, timely and economically reasonable response under emergency conditions.

The study also considered the resource and environmental implications of distributed production, including material consumption and energy use. This was important because rapid manufacturing solutions must be evaluated in terms of efficiency, sustainability and responsible use of resources, not only their technical feasibility.

The thesis strengthened my capabilities in quantitative research, data collection, comparative analysis, engineering evaluation and evidence-based decision-making. It also deepened my understanding of the limitations and opportunities associated with additive manufacturing.

Most importantly, the research reinforced my belief that 3D printing is more than a prototyping technology. When appropriately designed, evaluated and managed, it can contribute to emergency response, local manufacturing, healthcare innovation and supply-chain resilience.

This research became an important influence on my later work through ORIUS3D, where I have continued to promote the practical, educational and industrial applications of additive manufacturing.

ORIUS3D STEM and Advanced Manufacturing Education Initiative

Project period: 2023–Present
Organisation: ORIUS3D
Primary location: Mauritius, with broader activity across the Indian Ocean region and Africa
My role: Founder, programme developer and technical trainer
Project area: STEM education, additive manufacturing, CAD, advanced manufacturing and workforce development

Through ORIUS3D, I established an education and technology initiative designed to increase access to additive manufacturing, digital design and advanced engineering knowledge.

The project was developed around a central belief: emerging manufacturing technologies should not be limited to large companies, specialist laboratories or highly developed industrial centres. Students, teachers, technicians, entrepreneurs and working professionals should also have opportunities to understand and use these technologies.

In Mauritius, I have designed and delivered programmes for learners at multiple educational and professional levels:

• Primary-school students discovering engineering and design concepts

• Secondary-school students developing practical STEM skills

• Tertiary students exploring engineering, CAD and manufacturing applications

• Teachers and trainers seeking to integrate technology into education

• Technicians, engineers and professionals developing industry-relevant capabilities

The programmes introduce participants to the complete journey from an initial idea to a manufactured product. Depending on the learner group and programme objectives, activities may include design thinking, three-dimensional modelling, preparation of digital files, slicing, printer configuration, material selection, safe machine operation and evaluation of completed components.

Rather than presenting 3D printing as an isolated technology, I connect it with broader STEM and advanced-manufacturing concepts. Learners are encouraged to understand the relationship between design, materials, machinery, electronics, sustainability, problem-solving and real-world applications.

Some ORIUS3D programmes have also incorporated Arduino technology, renewable-energy concepts and applied engineering activities. This creates opportunities for learners to work across mechanical design, electronics, programming and physical prototyping.

A particularly meaningful part of the project has been my collaboration with the Rajiv Gandhi Science Centre in Mauritius. Through this collaboration, I developed and delivered practical workshops that introduced young learners to digital design and additive manufacturing.

Students were guided through the process of developing an idea, creating a digital model and producing a physical object using a 3D printer. These workshops allowed learners to experience engineering as an active and creative process rather than only as a theoretical subject.

The initiative has also included technical demonstrations, educator engagement, equipment support and professional training. At tertiary and professional levels, the focus can extend to functional prototyping, design optimisation, manufacturing limitations, material behaviour, equipment operation and the potential industrial applications of additive manufacturing.

Across ORIUS3D’s broader regional activities, I have delivered more than 100 workshops and technical training sessions, engaging more than 500 students, educators and professionals in additive manufacturing, CAD and practical engineering learning.

The value of the project is not measured only by the number of sessions delivered. Its wider purpose is to build local capability. By helping people understand how advanced manufacturing technologies operate, ORIUS3D supports greater confidence, creativity and independence in the development of local solutions.

The initiative also aims to encourage future careers in science, technology, engineering and mathematics. For younger students, the programmes provide an engaging introduction to engineering and innovation. For tertiary learners and professionals, they create opportunities to develop practical skills that are increasingly relevant to modern manufacturing and industry.

Through this continuing project, I bring together my experience in mechanical engineering, CAD, additive manufacturing, research, technical training and entrepreneurship. ORIUS3D has become a practical platform through which I can support innovation, education and workforce development while helping learners understand how technology can be used to solve real problems.

Project Portfolio Summary

These projects represent different stages of my development, but they are connected by a consistent professional purpose.

The Puffing Billy hi-rail project allowed me to contribute to the development of a specialised mechanical system for railway maintenance. The locomotive digitisation project demonstrated how modern CAD technology could support the preservation of historical engineering knowledge. My Deakin University thesis examined the role of additive manufacturing during a major global health emergency. Through ORIUS3D, I have transformed this combination of engineering, technology and research into practical education and regional capability development.

Together, these projects demonstrate my experience in:

• Mechanical and machine design

• Autodesk Inventor and digital engineering

• Three-dimensional scanning and CAD reconstruction

• Hydraulic and mechanical system integration

• Heritage engineering and technical documentation

• Additive-manufacturing research and evaluation

• Quantitative and comparative analysis

• STEM programme development

• Technical training and workshop facilitation

• Education across primary, secondary, tertiary and professional levels

• Innovation, entrepreneurship and regional technology development

My project work reflects my broader professional identity: a mechanical engineer, additive-manufacturing specialist and technical educator committed to using engineering knowledge to preserve the past, solve present-day problems and prepare people for the technologies of the future.