MEAM 5490: From Estimation to Empowerment

In the realm of education and engineering, where precision often reigns supreme, there exists a distinctive course that challenges traditional norms. Associate Professor Igor Bargatin spearheads MEAM 5490, Order-of-Magnitude Estimation for Terrestrial and Space Engineering, hoping to teach three fundamental skills: (1) Order of Magnitude Estimation, (2) Knowledge Transfer Across Disciplines, and (3) Navigating Ambiguity.

Order of Magnitude Estimation

In a departure from the pursuit of pinpoint accuracy, students are encouraged to embrace the concept of order of magnitude estimation. Within the class, a margin of error, spanning a factor of three, is deemed acceptable. Through whimsical yet thought-provoking challenges, such as theoretically assessing how long Pinnochio’s nose could grow before it reached it’s breaking point, mechanical engineering students are tasked with thinking outside-the-box, make assumptions, and be okay with unknowns.

Knowledge Transfer Across Disciplines

“People often get used to a certain style of problem in a classroom, and they can do it well, and they can do well in an exam,” explains Bargatin. “But when they need to use the same concepts and formulas in a real life scenario, they freeze up.” MEAM 5490 challenges students to synthesize knowledge and formulas from diverse fields, encouraging them to apply concepts learned in one domain to solve problems in unfamiliar contexts. By breaking down the barriers between disciplines, students learn to adapt and thrive in real-world scenarios where problems are rarely neatly packaged within the confines of a single subject.

“I learned a lot of skills on how to break down certain problems,” MEAM Senior Nicolas Kahn explains. “It’s not just about applying formulas; it’s about understanding the problem’s context and which branches of engineering are relevant.” This approach empowered him to tackle challenges with greater confidence and envision potential solutions beyond surface-level answers.

In a similar vein, what truly resonated with MEAM Senior, Simone Vorperian, was the class’s capacity to cultivate a holistic understanding of engineering principles. From exploring theoretical scenarios involving flying dinosaurs to unraveling the mysteries of orbital mechanics, each lesson broadened her perspective on the interconnectedness of scientific disciplines.

Navigating Ambiguity

Approaching and dealing with ill-posed problems is a real-life skill that can be used by engineers in and outside of academia. Engineering in the real world often confronts individuals with ambiguous or incomplete problems, demanding the ability to make informed assumptions. MEAM 5490 equips students with the confidence and skills to tackle such challenges head-on, emphasizing the importance of critical thinking and independent problem-solving. “A lot of the problems I had never encountered before,” said MEAM senior Nicolas Khan, who took the class in the Fall 2023 semester. “But once you start doing them, you learn that ‘oh this wasn’t actually that scary, ‘this was just another problem in disguise,’ or ‘I can break this down.’ It’s never as complicated as I’m trying to make it out to be.”

But how are these skills cultivated within the classroom? Professor Bargatin’s approach is as dynamic as the subject matter itself. Through a myriad of examples, from calculating the maximum length of Pinocchio’s nose to analyzing the energy efficiency of airships versus airliners, each problem serves as a stepping stone towards mastery. “Last semester [in my senior design class], we had to do first order estimations of our projects,” explained Khan when asked how he’s used his new skills, “and I was the one in my group that did the numbers. I don’t think I would have been able to do it without [MEAM 5940.]”

One distinctive aspect of MEAM 5490 is its emphasis on student autonomy. Not content with merely regurgitating prescribed solutions, students are challenged to craft their own problems, grapple with them independently, and present their findings—a testament to their growth and proficiency in engineering thought.

The course’s impact extends far beyond the confines of the classroom. Professor Bargatin’s students find themselves equipped with a toolkit of skills that permeate every facet of their lives. Simone recalled using order of magnitude over winter break, “One of my friends was in Boston and I thought, OK, how far away is Boston? I don’t have to look this up, let me estimate this.” MEAM 5490 instills in its participants a mindset of curiosity, adaptability, and resilience.