Monthly Archives: August 2017

Re-engineering engineering

More than a decade ago, when I was a Department Head for Mechanical Engineering, people used to ask me ‘What is Mechanical Engineering?’.  My answer was that mechanical engineering is about utilising the material and energy resources available in nature to deliver goods and services demanded by society – that’s a broad definition.  And, mechanical engineering is perhaps the broadest engineering discipline, which has enable mechanical engineers to find employment in a wide spectrum areas from aerospace, through agricultural, automotive and biomedical to nuclear and solar energy engineering.  Many of these areas of engineering have become very specialised with their proponents believing that they have a unique set of constraints which demand the development of special techniques and accompanying language or terminology.  In some ways, these specialisms are like the historic guilds in Europe that jealously guarded their knowledge and skills; indeed there are more than 30 licensed engineering institutions in the UK.

In an age where information is readily available [see my post entitled ‘Wanted: user experience designers‘ on July 5th, 2017], the role of engineers is changing and they ‘are integrators who pull ideas together from multiple streams of knowledge’ [to quote Jim Plummer, former Dean of Engineering at Stanford University in ‘Think like an engineer‘ by Guru Madhaven].  This implies that engineers need to be able work with a wide spectrum of knowledge rather than being embedded in a single specialism; and, since many of the challenges facing our global society involve complex systems combining engineering, environmental and societal components, engineering education needs to include gaining an understanding of ecosystems and the subtleties of human behaviour as well as the fundamentals of engineering.  If we can shift our engineering degrees away from specialisms towards this type of systems thinking then engineering is likely to enormously boost its contribution to our society and at the same time the increased relevance of the degree programmes might attract a more diverse student population which will promote a better fit of engineering solutions to the needs of our whole of global society [see also ‘Where science meets society‘ on September 2nd 2015).

For information on the licensed engineering institutions in the UK see: https://www.engc.org.uk/about-us/our-partners/professional-engineering-institutions/

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Steamy show

The Australian Academy of Technology and Engineering published a report sometime ago called ‘Technology is really a way of thinking‘.  They were right.  Once you become an engineer, then you can’t help looking at everything through the same ‘technology’ lens.  Let me give you an example.

A couple of weekends ago we went to see  ‘Anthony and Cleopatra‘ performed by the Royal Shakespeare Company in Stratford-upon-Avon.  It was a magnificient spectacle and a captivating performance, especially by Josette Simon as Cleopatra.  Before the performance started, we couldn’t help noticing the columns of steam forming in the auditorium from the ceiling downwards.  Initially, we thought that they were a stage effect creating an atmosphere in the theatre; but then I realised, it was ‘steam’ forming as the air-conditioning pushed cold air into the auditorium.  It’s the same effect that sometimes causes alarm on an aircraft, when it appears that smoke is billowing into the cabin prior to take-off.

The air in the theatre was a mixture of air and water vapour that was warm enough that the water was completely gaseous, and hence, invisible.  However, when the air-conditioning pumped cold air into the theatre, then the mixture of air and water was cooled to below the dew point of the water vapour causing it to condense into small droplets that were visible in the auditorium’s downlighters, forming the columns of ‘steam’.  Of course, the large mass of warm air in the auditorium quickly reheated the cold air, causing the droplets to evaporate and the columns of steam to disintegrate.  Most people just enjoyed the play; it’s just the technologists that were preoccupied with what caused the phenomenon!

If you want a more technical explanation, in terms of partial pressures and psychrometry, then there is an Everyday Engineering Example lesson plan available : 5E lesson plan T10 – psychrometric applications.

Picture: https://www.rsc.org.uk/shop/item/30200-anthony-and-cleopatra-poster-2017/