Enhancing Engineering Analysis and Simulation through e-Learning and Blended Models

1. e-learning and blended models – Contribution to quality improvement of engineering analysis and simulation Dr. U. Chandrasekhar Visiting Professor Mechanical Eng. Dept., IIT Bombay & Former Additional Director – GTRE DRDO WOSA 2018 7-9 September, New Delhi

2. Context of the Problem - Analysis & Simulation Practices in Indian and Global Scenario • Engineering analysis & Simulation practices evolved rapidly in India during the past 15 to 20 years • Analysis & simulations activities are largely represented by FEM / CFD / Analysis of Mechanism / Multiphysics – Corresponds to multiple branches Aero / Auto / Mech / Production / Electronics • Role of these analysis and simulation techniques spans over entire product development cycle • Other than IT / ITES domains, CAE is the domain in which Indian engineers have created a niche for themselves • Global engineering giants like Airbus, Daimler, GE, Volvo, GM, Honeywell Renault Nissan, etc., have engineering development centres in India

3. Aeronautical / Automotive / Biomedical / Civil / Electronic / Mechanical Systems Engineers are involved in developing real-world solutions for national and global engineering modules and systems for a variety of user groups

4. FEM – Method of Teaching Late 80’s to mid 90’s – Emphasis on mathematical treatment / Inversion of matrices / higher order equations / Non linearity concept was largely not captured & static analysis was the go to mode along with experimental mechanics Mid 1990s to Early 2000 – FEM Solvers with limited ability / limited computational ability 2005 to 2018 – Versatile solvers / phenomenal improvements in computational power / FEM & CFD have moved from ‘optional; subject status to “program core” status in many institutions. Tools – ANSYS / NASTRAN / ABAQUS / Hypermesh

5. Contemporary Real World Applications • Dynamic / Transient / Non-linear Phenomena / Digital Twins / Multibody Dynamics • Globally distributed work packages • Need for appreciation for physics • Agility to switch from one modelling protocol to other in quick time

6. Traditional Model Lab Session & Assignments FEM Theory - Classes E-learning Model FEM Concepts & Application - Videos Assignments • Observations (2014 Workshop ) • Student use FEM methods as per defined procedure (routinely) with no effort on understanding physics • Lack of a connect with design aspects • Lab sessions and simplified problems – avoid complexity • No emphasis on standards • Industry has to invest great time and effort on ‘retraining’ or ‘extended orientation programs’ A few modules for basics – more on advanced topics like dynamics, FM, turbulence modelling, structural optimisation etc.

7. Defining the frame work – Collaboration with Industries and Professional Association Carried out in close collaboration with NAFEMS, an International Association dedicated to the cause of engineering modelling, analysis and simulation (Similar to ASTM for Material Testing) Within NAFEMS - a dedicated group works on “Education & Training Aspects” due to which we were able to connect with several industry partners Interactions with a wide spectrum of stakeholders (50 plus enterprises) – Bangalore / Hyderabad / Pune / Chennai Core Engineering Companies – TVS Motors, HAL, DRDO GTRE, NAL, L&T, GE, GM, Mercedes Benz, Mahindra CAE Companies – ANSYS, TCS, Cyient, HCL, Infosys, Quest Design Houses – Altair Engineering, Innovent, Honeywell Academia – IISc, IITs, NITs, faculty from a few NBA accredited programs (mechanical / auto / aero departments ) and others

8. Industry Interaction Led to • Repository of Project Ideas • Readiness of industry EXPERTS to involve in defining outcomes of Learning Models and developing the course contents • Visiting Faculty / Involvement in Assessment Processes • Inputs for Improvement of Employability • Preparing the students for global roles - Idea of a Certification for Learning Outcomes that is Recognised Internationally • Team Dynamics / Communication Aspects (Reporting of results )

9. Blended Model – Focus of this Study FEM Lab + Industry Led Sessions FEM Theory Classes

10. Overall Features of the Study Comparative Studies – Traditional Model and Blended Learning Models • 3 Year study (2014-2017) • Control group of ~ 280 students each year • Close association with engineering industries Development of a suitable teaching-learning model for improving the quality engineering modelling, analysis and simulation subjects (FEM) Quality Enhancement • Problem Solving (beyond the normal) • Learning Ability (new platforms ) • Efficiency (time taken) • Alignment with Industry Expectations (adherence to standards) • Placements (spinoff benefit)

11. Methodology • Series of Videos recorded by industry experts with about 15 to 20 years of - Indian and UK experts • About 50% of the class room sessions where conducted in CAE / FEM lab (In contrast to traditional method wherein only 25% of the classes were held in FEM lab) – Many of these sessions facilitated by industry practitioners • These sessions were used for understanding the physics of the problem, benchmark problems, discussion on various application aspects, • Problem solving in individual and group modes, report making

12. Inputs to Course Instructors • Understanding of the physics • Ability to properly interpret the results (after post processing) and give inputs to the design process • Use of benchmarks and standards • Novelty in approach – Non-linearity / design optimisation (Topics outside the syllabus, but very relevant to industry needs) • Assessment by industry expert + course instructor • Problem Solving – Open end situations • Determine the maximum principal stress at a location (Typical question) • Design a light-weight implant ……. (open ended )

13. Correctness of Work Methodology Exam Performance (University) Design Approach Career Awareness Syllabus Coverage Project Reporting

14. Students’ Perception • Frustration in initial stage – felt that they had to work more in blended model compared to the traditional model • New concepts and more advanced topics – video lecturers could be re-watched in blended model • They felt that they can learn new concepts also through self learning - confidence for solving the new design and analysis problems (even if they were beyond the classroom topics) • They felt that they had enough time for discussion and learning and also helped them to connect with peers • Instructor properly assessed the learned skills in blended model ONE BIG QUESTION – IF WE DO BLENDED MODE, WILL WE GET JOBS, AS WE ARE WORKING WITH INDUSTRY EXPERTS ?

15. Led to a Project in INDO-UK Higher Education Partnership Programme • Industry Academic Partnership Program under Indo UK Initiative • UK – NAFEMS, Simpleware, Swansea University • India – Faculty from four programs (Tier 1 and Tier 2) – One of them is NBA Accredited • “Computational Mechanics” – Improve the quality of Teaching and also Contribute to Employability • Started in 2018 (2 year project)

16. Globally Recognised Certification Program for Analysis and Simulation Proficiency • PSE (Professional Simulation Engineer) • No examinations / most of the emphasis is on continuous learning and demonstrate the same through documentation and evidences • Series of interactions between Mentor – Mentee • 1st batch of Indian Engineers Certified – European Projects

17. Acknowledging the support of • Dr. K. S. Raghavan, Discipline Chief, Cyient, Hyderabad • Dr. Sri Hari Kumar, TCS • Dr.DileepMahanty, Ashley Eng. Services / NMIMS • Dr.RamajayaThilagam, DRDO / Hindustan Univeristy • Mr.Kalaivanan, Aeronautical Society of India • Dr. K. Elangovan, Asst. Innovation Director, MHRD Innovation Cell

18. Engineering Drawing / Graphics • Fundamental to all engineering activities • Initial Delivery – Mini Drafter / Drawing Boards / Focus on 2D Sketching with Pencil • Next Mode – Modelling Software (Autocad) – Computer aided design – Limited 3D modelling • Current Stage – Students start off with 3D modelling – Several Options Google Sketchup, tinkercad, GrabCAD (freeware) • Tens of thousands of CAD models on science / engineering / arts / technology are available for instantaneous downloads • Students design reasonable complex assemblies like Formula Cars / Micro Satellites / Drones from early semesters

19. Engineering Drawing / Graphics • CS / IT / Electronics – Why should we learn engineering drawing, we know how to make 3D models ? • Where shall we use in IT companies ? • Disconnect with drawing classes – handled by junior teachers – feeling of boredom / ennui • Right in first semester – Drawing to Digital Fabrication • Start with 3D modelling – let them create products • Individual / Team • Integrate 3D printers / Scanners into classes • Exhibit the projects • Towards the end teach drawing fundamentals as necessary

20. Projects by first year students

21. Projects by first year students – ornithopter

22. Students’ Perception & Reception to Digital Fabrication • Developed almost 350 projects in first year itself • Showed lot of innate desire to complete the modelling task even it is complicated • No ‘phobia’ of drawing examination • When combined with 3D printing / 3D scanner – they had a sense of empowerment • Showed extended engagement with the topic – continued the use beyond the class hours • AICTE Approach (physics / chemistry - freedom to choose topics based on branch ) – Similar philosophy Taiwan / Vietnam / Singapore – Digital fabrication Route Connected their creations with “real-world” modules – some of them embedded electrical and electronic modules

23. Thank You Dr. U. Chandrasekhar profuc.edu@gmail.com