“If you just do electronics, but have no idea how to make the mechanical parts work, you can’t find really creative solutions. You have to see ways to solve problems across different domains,” says Trumper. “MIT students tend to have seen lots of math and lots of theory. The hands-on part is really critical to build that skill set; with hands-on experiences they’ll be more able to imagine how other things might work when they’re designing them.”
“Students have to be able to work out things on a piece of paper, and make sketches, and write down key calculations in order to be creative,” says MIT professor of mechanical engineering David Trumper , who has been teaching class 2.737 (Mechatronics) since he joined the Institute faculty in the early 1990s. The subject is electrical and mechanical engineering combined, he says, but more than anything else, it’s design.
The field of mechatronics is multidisciplinary and interdisciplinary, occupying the intersection of mechanical systems, electronics, controls, and computer science. Mechatronics engineers work in a variety of industries — from space exploration to semiconductor manufacturing to product design — and specialize in the integrated design and development of intelligent systems. For students wanting to learn mechatronics, it might come as a surprise that one of the most powerful teaching tools available for the subject matter is simply a pen and a piece of paper.
Audrey Cui ’24, now a graduate student in electrical engineering and computer science, confirms that Trumper “really emphasizes being able to do back-of-the-napkin calculations.” This simplicity is by design, and the critical thinking it promotes is essential for budding designers.
“Sitting behind a computer terminal, you’re using some existing tool in the menu system and not thinking creatively,” says Trumper. “To see the trade-offs, and get the clutter out of your thinking, it helps to work with a really simple tool — a piece of paper and, hopefully, multicolored pens to code things — you can design so much more creatively than if you’re stuck behind a screen. The ability to sketch things is so important.”
Trumper studies precision mechatronics, broadly, with a particular interest in mechatronic systems for demanding resolutions. Examples include projects that employ magnetic levitation, linear motors for driving precision manufacturing for semiconductors, and spacecraft attitude control. His work also explores lathes, milling applications, and even bioengineering platforms.
Class 2.737, which is offered every two years, is lab-based. Sketches and concepts come to life in focused experiences designed to expose students to key principles in a hands-on way and are very much informed by what Trumper has found important in his research. The two-week-long lab explorations range from controlling a motor to evaluating electronic scales to vibration isolations systems built on a speaker. One year, students constructed a working atomic force microscope.
“The touch and sense of how things actually work is really important,” Trumper says. “As a designer, you have to be able to imagine. If you think of some new configuration of a motor, you need to imagine how it would work and see it working, so you can do design iterations in your imagined space — to make that real requires that you’ve had experience with the actual thing.”
He says his former late colleague, Woodie Flowers SM ’68, MEng ’71, PhD ’73, used to call it “running the movie.” Trumper explains, “once you have the image in your mind, you can more easily picture what’s going on with the problem — what’s getting hot, where’s the stress, what do I like and not like about this design. If you can do that with a piece of paper and your imagination, now you design new things pretty creatively.”
Flowers had been the Pappalardo Professor Emeritus of Mechanical Engineering at the time of his passing in October 2019. He is remembered for pioneering approaches to education, and was instrumental in shaping MIT’s hands-on approach to engineering design education.
Class 2.737 tends to attract students who like to design and build their own things. “I want people who are heading toward being hardware geeks,” says Trumper, laughing. “And I mean that lovingly.” He says his most important objective for this class is that students learn real tools that they will find useful years from now in their own engineering research or practice.
“Being able to see how multiple pieces fit in together and create one whole working system is just really empowering to me as an aspiring engineer,” says Cui.
For fellow 2.737 student Zach Francis, the course offered foundations for the future along with a meaningful tie to the past. “This class reminded me about what I enjoy about engineering. You look at it when you’re a young kid and you're like ‘that looks like magic!’ and then as an adult you can now make that. It's the closest thing I've been to a wizard, and I like that a lot.”
