A month or so ago I gave a lecture entitled ‘Establishing FACTS (Fidelity And Credibility in Tests & Simulations)’ to the local branch of the Institution of Engineering Technology (IET). Of course my title was a play on words because the Oxford English Dictionary defines a ‘fact’ as ‘a thing that is known or proved to be true’ or ‘information used as evidence or as part of report’. One of my current research interests is how we establish predictions from simulations as evidence that can be used reliably in decision-making. This is important because simulations based on computational models have become ubiquitous in engineering for, amongst other things, design optimisation and evaluation of structural integrity. These models need to possess the appropriate level of fidelity and to be credible in the eyes of decision-makers, not just their creators. Model credibility is usually provided through validation processes using a small number of physical tests that must yield a large quantity of reliable and relevant data [see ‘Getting smarter‘ on June 21st, 2017]. Reliable and relevant data means making measurements with low levels of uncertainty under real-world conditions which is usually challenging.
These topics recur through much of my research and have found applications in aerospace engineering, nuclear engineering and biology. My lecture to the IET gave an overview of these ideas using applications from each of these fields, some of which I have described in past posts. So, I have now created a new page on this blog with a catalogue of these past posts on the theme of ‘FACTS‘. Feel free to have a browse!
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).