It is evident that technology is soaring and changing and adapting to new ways. This brings out a need to ponder over and re-evaluate the standards and methodology of engineering education in India.
Tackling multidisciplinary situations for engineers have become prevalent in every product line. Owing to remote diagnostics, to observability and controllability in real-time, to control theory, sensors and actuators must all be well acquainted by a mechanical engineer. However, the inception point for any mechanical design is the holistic appreciation of physics and technological aspects of the components being designed that go to make a sub-assembly or a machine.
In this blog series on engineering learning, we will discuss physics gaps between industry and academia and subsequently, we will discuss the pedagogical ideas to bridge the gap.
In order to provide perfect clarity on what is being discussed, we pick up a specific discussion on vibration margin for a typical shaft. Now let us map learning in machine design to expectations:
To appreciate all the above aspects, no advanced physics is required. It is just the ability to generalise and think critically from a typical aero/auto product perspective. Hence classroom design is characterised by too many assumptions, but real-time design eliminates all assumptions and physical conditions are accounted for.
A young engineer need not appreciate every facet of design in detail, but he or she needs to be sensitised and must have basic physics-awareness so that the right question is asked to the right industry expert to exploit their engineering data and literature.
At INNOVENT engineering solutions, we sensitise the young engineers and learners about these facets and quantify most of them without a mathematical burdening, using various pedagogical approaches and rigorous real-life like animations. Let us discuss the same in detail in our next blog episode of the same series.