Course Introduction

Problem & Project Based Learning (PBL) is the goal of curriculum planning, integrating basic interdisciplinary disciplines, and designing a series of interdisciplinary integrated courses.

Initially, the program provides a broad understanding of various fields of study and opportunities to interact and collaborate with peers in different fields. In the middle and late stages, we provide in-depth study of various cross-disciplinary streaming courses.

The courses are divided into:

1. Common Compulsory Courses Set by the University : core compulsory courses of the University and general courses
2. Common Compulsory Courses Set by the School of Engineering : Compulsory courses and optional courses for the Bachelor’s Program
3. Cross-sector streaming courses : Main sector courses and cross-sector courses, with graduation topics as the final goal of course learning

Credits are due as follows :

Intelligent Machinery

In order to solve the problems of labor shortage and mass production of customized products, major industrial countries have promoted various policies and industrial development plans, such as Germany’s “Industry 4.0,” the United States’ “Advanced Manufacturing Partnership (AMP),” Japan’s “Industrial Revitalization Program,” South Korea’s “Manufacturing Innovation 3.0 Policy,” mainland China’s “Made in China 2025,” and our own country’s “Intelligent Machinery”. In general, the term “Industry 4.0” in Germany is often used to describe changes in the current production model. “Industry 4.0″ actually refers to the fourth industrial revolution. In the first Industrial Revolution, after Watt improved the steam engine, the production mode evolved into power mechanization. The Second Industrial revolution featured the assembly line for large-scale manufacturing and assembly of industrial production. The third Industrial Revolution consists of the application of information technology for program-controlled production automation and the application of robots in industrial production. Finally, the fourth Industrial Revolution is defined as the application of emerging “information and communication” technology. Through the Internet of Things (IoT), all machines and equipment are integrated in series, and Data is collected by sensors and transmitted to the cloud. Big Data is then applied for analysis, and artificial intelligence (AI) is used. AI can achieve more intelligent automated production and supply chain integration capability through the intelligent control of production equipment according to different management needs and process control.

Under the concept of “Industry 4.0,” the “intelligent machinery” industry of Taiwan is based on the solid industrial energy of “precision machinery” and “information communication,” combined with the technologies of “intelligent machinery/robotics,” “Cyber-Physical System (CPS),” “Internet of Things (IoT),” “Big Data,” and “precision management.” In the direction of “intelligent machinery industrialization” and “industrial intelligent mechanization,” Taiwan precision machinery will be upgraded to intelligent machinery, which would establish Taiwan as a key position in the global production and manufacturing supply chain.

In such an industrial context, the new generation of engineers must have knowledge across mechanical, electrical, information, and management fields, as well as the abilities of teamwork, communication, problem solving, etc. Therefore, throughout the interdisciplinary course of “Intelligent Machinery” in our school’s bachelor’s program, students can develop in the following different fields based on the mechanical field:

Intelligent electromechanical control field: further study of electromechanical control technology, which will be applied to the development and application of various intelligent robots and intelligent living equipment.

Intelligent energy saving management: further study of energy technology, big data analysis, and other technologies, which will be applied to developing the energy saving technology of the industrial equipment and production systems urgently needed in Taiwan.

Internet of Things and Big Data: further study of the Internet of Things and big data-related information engineering development technology, which can be clearly integrated with and applied to intelligent machinery equipment and production systems.

Intelligent production system management: further study of courses related to management science to better understand the process of the cyber-physical production system, which will be put into the field of intelligent production system development and planning.

In order to enhance the learning effect through practice, the university has also cooperated with Festo, an international manufacturer of automation systems, to set up a Smart Factory in line with Industry 4.0 specifications on campus and jointly developed practical courses related to intelligent machinery. In the future, we will further integrate the three schools of engineering, information technology, and management in order to jointly construct a complete teaching and research platform regarding intelligent production systems in line with the spirit of Industry 4.0 with German businesses Festo and SAP.

In Taoyuan, where the university is located, relevant industries cover a variety of livelihood industries, traditional industries, the automobile industry, the aerospace industry, the semiconductor electronic and photoelectric industry, etc. The output value ranks the highest among Taiwan. The whole industry can be considered the epitome of Taiwan’s industry. Therefore, students can also participate in enterprise-related internship and research programs through industry-university cooperation between the university and major companies; doing so will cultivate practical problem-solving skills, so that students can seamlessly connect between enterprises and university.

Compulsory credits

Energy Materials

With the development of science and technology alongside the progress of human civilization, both demand and dependence on energy are rapidly increasing. In recent years, due to environmental and climate change caused by over-exploitation and improper development of energy sources, all countries have begun to pay attention to energy issues and the development of cutting-edge energy technology. Through innovative research into clean and renewable energy, the industrial evolution process can maintain the sustainable development of the environment and society. Therefore, more forward-looking “new energy technology” has become a key development project of advanced countries in recent years. Our country has currently listed “green energy technology” as a key investment project in seven industrial innovation plans. In the future, it will promote this industry and develop key technologies in this field, which will also require the training of more talents in the cutting-edge energy sector.

New energy technology includes such interdisciplinary technologies as energy materials and system integration. Energy materials refer to the key materials needed in the transformation and utilization of new energy and the development of new energy technology, which will be the core and foundation of developing new energies. Therefore, in order to improve the efficiency of new energy technologies, developing and designing key energy materials has become an important goal. Accordingly, the main purpose of the course in the field of energy materials is to teach professional material knowledge regarding energy-related applications. The teaching structure consists of four parts: “Material Composition and Microstructure,” “Process and Equipment,” “Material Properties,” and “Performance of Materials in Energy Technology.” This area can also be applied in such cutting-edge energy technologies as solar cells, new generation energy storage components, hydrogen energy, thermal energy management, and micro-electric energy. Combining advanced professional courses like “Special Research” and “Energy System Integration” of various energy technologies extends the depth and breadth of students’ learning in the field of energy materials. Based on the interdisciplinary “Energy Materials” course in our bachelor’s program, students will develop in the following areas:

1. Design of new energy materials: study of new energy materials, new structures, and new effects to improve the utilization and conversion efficiency of energy technologies
2. Rational utilization of energy material resources
3. Energy technology security and environmental sustainability
4. Process and processing technology of material scale production
5. Service life and reliability of energy materials

The university currently has abundant teaching and research resources in “material science” and “Energy Technology” and has also received various government resources, such as the Ministry of Education’s Energy Talent Cultivation Program, the thin film solar cell equipment system talent cultivation program, and a number of national energy programs. Therefore, the university has excellent teaching energy and research achievements. It can provide students with the ideal planning and assistance for their future development in the field of energy materials. Furthermore, with its good geographical position, the university has already formed a satellite research system with the Chinese Academy of Sciences, Industrial Research Institute, and nearby high-tech industrial zones like Taoyuan, Jhongli, Pingchen, and Youshi. Students can also participate in enterprise-related internships and research projects through the cooperation between the university and major companies, which can help them cultivate their practical problem-solving skills, so that they can seamlessly make connections between the university and enterprises.

Compulsory credits

Sustainable Disaster Prevention

Taiwan is located in the Ring of the Pacific Earthquake Belt and the northwest corner of the Pacific Ocean. Its unique geographical position means that earthquakes and typhoons occur frequently. In addition, Taiwan’s active geological environment and the short and torrential nature of its rivers make it common for Taiwan’s plains and hills to undergo obvious changes in topography and geomorphology when influenced by earthquakes and rainfall, and even more severe changes are influenced by human activities, threatening people’s lives and property. Furthermore, in recent years, the frequency and intensity of extreme weather (including earthquakes, rainfall, etc.) have also increased each year. For example, the disasters caused by the Chi-chi Earthquake in 1999 and Typhoon Morakot in 2009 (see the figure below) are so-called extreme events in the design regression cycle. The damage or repair resulting from such disasters can no longer be carried out by traditional analysis or design thinking alone. Sustainable innovative concepts must be incorporated into the traditional disaster prevention system in order to enable the peaceful coexistence of human beings and natural disasters. As a result, such government departments as the Ministry of Science and Technology, the National Earthquake Engineering Research Center, the National Science and Technology Center for Disaster Prevention and Rescue, the Center for Environmental Change of the Academia Sinica, the Central Meteorological Bureau, central or local engineering and water conservancy departments at all levels, and the relevant units of universities and colleges have all invested considerable efforts into the prevention and rescue measures of various disasters in recent years, obtaining results from small to wide areas.

Traditional disaster prevention concepts primarily focus on preparation and prevention before disasters, rapid response during disasters, and post-disaster recovery and review, while the concept of “sustainable disaster prevention” in this field further adjusts the traditional disaster prevention concepts through sustainable design and maintenance. With regard to pre-disaster prevention, in addition to strengthening the investigation and analysis of the potential for various disasters, it may also be necessary to analyze the development trend of possible damage caused by various natural disasters from different angles (wide area or disaster frequency or intensity), in order to provide feedback to the rapid response stage of the disaster and reduce further possible disasters. In the post-disaster recovery and review stage, reviewing the response measures to similar situations based on the intensity and damage caused by natural disasters is also necessary to ensure the most efficient disaster prevention and relief effect from the effort and financial resources invested and reduce the risk of danger to areas of human habitation and activity.

In order to achieve certain training results for students in the field of “sustainable disaster prevention,” students will take interdisciplinary courses such as civil engineering, environmental engineering, construction management, atmospheric science, and earth science in the planning of this field. They will also be equipped with special research plans in different topics. Relevant teachers will lead students to view the sustainable development of disaster prevention and relief from different perspectives and lay a solid foundation for students’ future development. After graduation, in addition to further (1) study of advanced courses and research in the institute, students can (2) participate in disaster prevention and relief work as experts (structural, civil, earth, water conservation, hydraulic technician * note), (3) conduct research in academic institutions or disaster prevention centers, (4) participate in design or analysis work in private enterprises or consulting firms, or (5) join relevant units of central or local government departments to promote sustainable disaster prevention and relief concepts. The development of students after graduation is not limited to the above suggested directions. The courses and topics in the field of “Sustainable Disaster Prevention” in the bachelor’s program of the School of Engineering of National Central University focus on interdisciplinary integration, and the training in related fields also enables students to diversify their future development, so that students in the bachelor’s degree program of the School of Engineering of National Central University can become either generalists or professionals in interdisciplinary fields and become important assets for national and social disaster prevention and relief efforts.

Compulsory credits

Green Technology

The rapid global development of technology in the past decades has brought convenience and progress to human society and life, but it has been accompanied by many negative effects. Industrial and domestic waste pollutes the air, water, and soil and has an irreversible impact on the earth’s environment. In order to solve the above problems, we must move away from today’s traditional linear economy (extraction-manufacturing-waste) and instead further improve the efficiency of resource use and the recycling of waste.

In order to accelerate industrial transformation and upgrading, the country has listed “green energy technology” and “recycling economy” as five plus two innovative industries to drive the growth of next-generation industries in Taiwan. According to the above description, “green technology” can be categorized into the following three major directions: provision of clean energy, improvement of product design, and recycling of resources. With the rise of international environmental awareness, countries are emphasizing methods to save energy and reduce carbon and encouraging innovative green manufacturing processes. Even the production process requires the use of green renewable energy, which refers to the so-called “circular economy” and “sustainable manufacturing process.”

A circular economy focuses on promoting better resource efficiency, eliminating waste, and avoiding pollution of the natural environment by redesigning products and business models. The circular economy addresses not only the manufacture of products, the provision of services, and the consumption of purchases, but also the use of energy (switching from fossil to renewable sources) and the diversification and modularization of production systems to increase resilience. Even the role of investment and finance is included in a circular economy; for example, some pioneers of the circular economy see this as an opportunity to update the “indicators of economic performance.”

The development of green technology is expected to improve production efficiency and optimize the effectiveness of products while improving the utilization of resources and energy, reducing the use and disposal of toxic substances, focusing on recyclable and reusable designs, and reducing the pollution load on the environment in order to improve the environment. Therefore, analyzing and understanding the environmental risks in the process of economic development is necessary in order to identify key areas for the development of green technology in response to each risk.

In light of the development of global high-tech industries, human beings should prioritize the sustainable development of the environment. The School of Engineering’s future “green technology” talent cultivation requires interdisciplinary knowledge in chemical, materials, energy, and environmental engineering, as well as economics, to prepare students for future challenges in process, energy, product design, recycling, and sustainable development. Therefore, during the inter-disciplinary study of “Green Technology” in our bachelor’s program, students can build and develop in different fields on the foundation of chemical engineering:

1. Green process area: innovative and environmentally friendly green processes are proposed for existing chemical products.
2. Development of energy materials: new energy materials are developed to reduce the dependence on existing energy sources and processes.
3. Program design and optimization: energy-saving and sustainable designs are proposed to replace existing processes.
4. Economic assessment of environmental risks: economic analysis is used to find the least environmentally harmful process through a cross-sectional approach.

Our university is located in Northern Taiwan and has long been combined with the Academia Sinica, ITRI, and nearby high-tech industrial areas of Taoyuan, Jhongli, Pingchen, and Youshi (covering a variety of livelihood industries, traditional industries, and semiconductor and electronic industries). Therefore, our bachelor’s degree program can cultivate practical problem-solving skills through industry-academia cooperation, enabling students to seamlessly connect industry and academia, cultivating the technological talents needed in the next century, and developing the green processes and products needed for the future.

Compulsory credits

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