The following is the pedagogical approach that will be adhering to: “Bloom’s Taxonomy”.
The steps in this approach are as follows:
Critical thinking is essential to identify the unobvious facets of a situation, which when evaluated with a feel for numbers, makes practical sense. Visualization can not be limited only to drawing and reading. It could be figuring out how a mechanism works or the stress distribution in a complex geometry. Problem solving is the ability to connect varied facets of a situation, after identifying via critical thinking and visualizing. The traits must be complimented by knowledge of design process, engineering materials and basic familiarity with assembly and manufacture. Thus our pedagogies build a holistic engineering skill.
Developed in-house, this is a powerful pedagogy based on the philosophy that problem solving is easier than problem coining. A simple concept of the Poisson’s ratio is related to several engineering applications be it a pipe joint, geology, finite element method, plates, composites, or a rotating bolted joint. This makes learning integrated and holistic which is the expectation of an industry. To explain one situation “When a Poisson’s ratio assumes a value 0.5, the bulk modulus becomes infinite, locking the volumetric response”.
This pedagogy is designed from practical analysis. Viewpoint of an interference fit – the loads must be identified which is followed by material modelling. The next step is to analyze the integrity of the fit either via an XLS or a detailed finite element analysis. Certain failure modes, such as fretting, must be analyzed with component history and liaising with manufacture and assembly teams during the design phase.