Tacit knowledge is traditionally defined as knowledge that is not explicit or that is difficult to express or transfer from someone else. This description of what it is not makes the definition itself tacit knowledge which is not very helpful. Management guides resolve this by giving examples, such as aesthetic sense, or innovation and leadership skills which are elusive skills that are hard to explain [see ‘Innovation out of chaos‘ on June 29th 2016 and ‘Clueless on leadership style‘ on June 14th, 2017]. In engineering, there are a series of skills that are hard to explain or teach, including creative problem-solving [see ‘Learning problem-solving skills‘ on October 24th, 2018], artful design [see ‘Skilled in ingenuity‘ on August 19th, 2015] and elegant modelling [see ‘Credibility is in the eye of the beholder‘ on April 20th, 2016]. In a university course we attempt to lay the foundations for this tacit engineering knowledge; however, much of it is gained in work through experience and becomes regarded by organisations as part of their intellectual assets – the core of their competitiveness and source of their sustainable technology advantage. In our work on integrated nuclear digital environments, from which digital twins can be spawned, we would like to capture both explicit and tacit knowledge about complex systems throughout their life cycle which will extend beyond the working lives of their designers, builders and operators. One of the potential advantages of digital twins is as a knowledge management system by duplicating the life of the physical system and thus allowing its safer and cheaper operation in the long-term as well as its eventual decommissioning. However, besides the very nature of tacit knowledge that makes its capture difficult, we are finding that its perceived value as an intellectual asset renders stakeholders reluctant to discuss it with us; never mind consider how it might be preserved as part of a digital twin. Research has shown that tacit knowledge sharing is influenced by environmental factors including national culture, leadership characteristics and social networks [Cai et al, 2020]. I suspect that all of these factors were present in the heyday of the UK civil nuclear power industry when it worked together to construct advanced and complex systems; however, it has not built a power station since 1995 and, at the moment, new power stations are cancelled more often than built, which has almost certainly depressed all of these factors. So, perhaps we should not be surprised by the difficulties encountered in establishing an integrated nuclear digital environment despite its importance for the future of the industry.
Category Archives: Learning & Teaching
Homework practical exercises in structural mechanics
Last week I wrote about the practical exercises that I have been setting as homework in my first year undergraduate course on thermodynamics. The instruction sheets that I published had been used by thousands of learners on my MOOC, Energy! The Thermodynamics of Everyday Life; and slightly modified versions had been used by more than a thousand students at the University of Liverpool. A few years ago, I produced another MOOC called ‘Understanding Superstructures’ which also contained three practical exercises for online learners to perform in their kitchens. I have not used them as part of a blended undergraduate course but nevertheless they have been completed by hundreds of participants in the MOOC. I have decided to share them for colleagues to use in support of first year courses on the Mechanics of Solids or the Mechanics of Structures. There is strong food flavour and no additional equipment is needed. Please feel free to use them to support your teaching.
Instruction sheets for thermodynamics practical exercises as homework:
Structural collapse | Crushing and toppling of towers
Stress concentrations | Newspaper tension tests
Residual stresses | Bending carrots
Thermodynamics labs as homework
Many of my academic colleagues are thinking about modifying their undergraduate teaching for next academic year so that they are more resilient to coronavirus. Laboratory classes present particular challenges when access and density of occupation are restricted. However, if the purpose of laboratory classes is to allow students to experience phenomena, to enhance understanding, to develop intuition and to acquire skills in using equipment, making measurements and analysing data, then I believe this can achieved using practical exercises for homework. I created practical exercises, that can be performed in a kitchen at home, as part of a Massive Open Online Course (MOOC) about thermodynamics [See ‘Engaging learners on-line‘ on May 25th, 2016]. I have used the same exercises as part of my first year undergraduate module on thermodynamics for the past four years with similar levels of participation to those experienced by my colleagues who run traditional laboratory classes [see ‘Laboratory classes thirty years on‘ on May 15th, 2019]. I have had a number of enquiries from colleagues in other universities about these practical exercises and so I have decided to make the instruction sheets available to all. Please feel free to use them to support your teaching.
The versions below are from the MOOC entitled ‘Energy: Thermodynamics in Everyday Life‘ and provide information about where to obtain the small amount of equipment needed, and hence are self-contained. Although the equipment only costs about £20, at the University of Liverpool, we lend our students a small bag of equipment containing a measuring beaker, a digital thermometer, a plug-in power meter and a plumber’s manometer. I also use a slightly different version of these instructions sheets that provide information about ‘lab’ reports that students must submit as part of their coursework.
I reported on the initial introduction of blended learning and these practical exercises in Patterson EA, 2019, Using everyday examples to engage learners on a massive open online course, IJ Mechanical Engineering Education, 0306419018818551.
Instruction sheets for thermodynamics practical exercises as homework:
Energy balance using the first law of thermodynamics | Efficiency of a kettle
Ideal gas behaviour | Estimating the value of absolute zero
Overall heat transfer coefficient | Heat losses from a coffee cup & glass
Walking and reading during a staycation
I am on vacation this week though, due to the restrictions on our movement imposed to prevent the spread of the coronavirus, it will a be staycation in our house. We usually go to the Lake District at this time of year to walk and read; so, I might make another virtual expedition [see: ‘Virtual ascent of Moel Famau‘ on April 8th, 2020], perhaps to climb Stickle Pike and Great Stickle this time. I was asked recently about books I would recommend prospective science and engineering students to read in preparation for to going to university. It is not the first time that I have been asked the question. This time I thought I should respond via this blog since the disruption brought about by the pandemic probably means that many prospective students will have more time and less preparation prior to starting their university course. So, here are six books that are all available as ebooks, and might be of interest to anyone who is staying home to counter the spread of coronavirus and has time to fill:
[1] It is hard to find good novels either written by an engineer or about engineering [see ‘Engineering novelist‘ on August 5th, 2015]; however, Nevil Shute’s novel ‘Trustee from the toolroom‘ [Penguin Books, 1960] satisfies all of these criteria.
I have more than 40 years experience of engineering science so I am not the best person to ask about books that will appeal to young people just starting their journey in the field; however two books that have been popular recently are: [2] ‘Storm in a teacup: the physics of everyday life‘ by Helen Czerski [Penguin Books, 2016] and [3] ‘Think like an engineer‘ by Guru Madhavan [One World Publications, 2016]
Regular readers of this blog might have spotted some of my favourite science books in the lists of sources at the end of posts. Perhaps my top three at the moment are:
[4] Max Tegmark, Our Mathematical Universe, Penguin Books Ltd, 2014. [see: ‘Converting wealth into knowledge and back to wealth‘ on January 6th, 2016; ‘Trees are made of air‘ on April 1st, 2015; ‘Is the Earth a closed system? Does it matter?‘ on December 10th, 2014 & ‘Tidal energy‘ on September 17th, 2014]
[5] Susan Greenfield, A Day in the Life of the Brain, London: Allen Lane, 2016 [see: ‘Digital hive mind‘ on November 30th, 2016; ‘Gone walking‘ on April 19th, 2017 & ‘Walking through exams‘ on May 17th, 2017].
[6] Carlo Rovelli, The Order of Time, Penguin, 2019 [see: ‘We inhabit time as fish inhabit water’ on July 24th, 2019 and ‘Only the name of the airport changes‘ on June 12th, 2019].
Of course, I should not omit the books that I ask students to read for my own first year module in thermodynamics:
Peter Atkins, A very short introduction to thermodynamics, Oxford: OUP, 2010.
Manuel Delanda ‘Philosophy and Simulation: The Emergence of Synthetic Reason‘, London: Continuum Int. Pub. Group, 2011 [see: ‘More violent storms‘ on March 1st, 2017; ‘Emergent properties‘ on September 16th, 2015 & ‘Emerging inequality‘ on March 5th, 2014].