Applied Mathematics in Ferroelectricity and Piezoelectricity

As ferroelectric device development is really an interdisciplinary area between physics, electrical, and mechanical engineering, my courses are open to any department students without setting particular "prerequisite courses" in the curriculum. However, in order to teach the course materials smoothly, I set a "Prerequisite Knowledge Check", which examines the students' basic physics knowledge (high school and freshmen-level), covering physics, electrical, and mechanical engineering. Refer to "Prerequisite Knowledge Check" on page xiv after List of Contents. This quiz (exactly the same over 30 years) is conducted on the first class-day, is evaluated, and the teaching level is changed every year. The figure below Descriptionted the average score (among 10 in total) change with year on Prerequisite Knowledge Check for the "Micromechatronics" course. In the 1990s and early 2000s, the average score was constantly 70-80%. However, in the middle of the 2000s, the average score decreased year-by-year, and most recently, it is around only 30-40%; there was significant reduction of basic engineering knowledge during 2005-2015. Note that since the National Ranking of the Penn State University has not been dropped significantly in these 10 years, this may not be related to the student-quality degradation of the Penn State University. Rather, the author believes the basic knowledge degradation in the graduate students seems to be a general tendency due to the generation difference in the educational principle. The author points out that the "turning point" of the average score in the middle of 2000s coincides with the "Google Search Engine" starting time.
In the Pre-"Google" age, we analyzed and calculated the physical model by ourselves, and checked the correctness from the published papers (if any) in the library. After finishing the experiment and summarizing our results, we used to approach the published papers in order to find whether our result is reasonable, or is explainable by some theories. On the contrary, the "Google" generation takes a rather different approach. When the author indicates the need to research something new, many of my current Ph. D. graduate students take the following research steps: (1) searching the recent research papers on the indicated topics on "Google", (2) summarizing the results, picking up the unstudied parts by believing the published results are correct, (3) setting the research plan for himself/herself. Recently, even the reader's professor ("Google generation") may order you to "search the recent published papers on the indicated topics" as your first job task. Actually, the author's generation is disappointed with the current students' lack of skills or capabilities on various fundamental mathematical skills, such as linear differential equations, linear algebra (tensor/matrix), or even unit exchange of simple calculations between [cgs], [MKS], and nch-pound units. As there are many pieces of computer software available on these analyses and calculations, the students are reluctant to remember the basic knowledge and mathematical skills.

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