123 TOP D.C. Motors - Electrical Engineering Multiple Choice Questions and Answers

Latest D.C. Motors Interview Questions and Answers List

1. No-load speed of which of the following motor will
be highest ?
(a) Shunt motor
(b) Series motor
(c) Cumulative compound motor
(d) Differentiate compound motor
Ans: b
2. The direction of rotation of a D.C. series motor
can be changed by
(a) interchanging supply terminals
(b) interchanging field terminals
(c) either of (a) and (b) above
(d) None of the above
Ans: b
3. Which of the following application requires high
starting torque ?
(a) Lathe machine
(b) Centrifugal pump
(c) Locomotive
(d) Air blower
Ans: c
4. If a D.C. motor is to be selected for conveyors,
which rriotor would be preferred ?
(a) Series motor
(b) Shunt motor
(c) Differentially compound motor
(d) Cumulative compound motor
Ans: a
5. Which D.C. motor will be preferred for machine
tools ?
(a) Series motor
(b) Shunt motor
(c) Cumulative compound motor
(d) Differential compound motor
Ans: b
6. Differentially compound D.C. motors can find
applications requiring
(a) high starting torque
(b) low starting torque
(c) variable speed
(d) frequent on-off cycles
Ans: b
7. Which D.C. motor is preferred for elevators ?
(a) Shunt motor
(b) Series motor
(c) Differential compound motor
(d) Cumulative compound motor
Ans: d
8. According to Fleming's left-hand rule, when the
forefinger points in the direction of the field or flux,
the middle finger will point in the direction of
(a) current in the conductor aovtaat of conductor
(c) resultant force on conductor
(d) none of the above
Ans: a
9. If the field of a D.C. shunt motor gets opened
while motor is running
(a) the speed of motor will be reduced %
(b) the armature current will reduce
(c)  the motor will attain dangerously high speed 1
(d) the motor will continue to nuvat constant speed
Ans: c
10. Starters are used with D.C. motors because
(a) these motors have high starting torque
(b) these motors are not self-starting
(c) back e.m.f. of these motors is zero initially
(d) to restrict armature current as there is no back
e.m.f. while starting
Ans: d
11. In D.C.  shunt motors as load is reduced
(a) the speed will increase abruptly
(b) the speed will increase in proportion to reduction
in load
(c) the speed will remain almost/constant
(d) the speed will reduce
Ans: c
12. A D.C. series motor is that which
(a) has its field winding consisting of thick wire and
less turns
(b) has a poor torque
(c) can be started easily without load
(d) has almost constant speed
Ans: a
13. For starting a D.C. motor a starter is required
because
(a) it limits the speed of the motor
(b) it limits the starting current to a safe value
(c) it starts the motor
(d) none of the above
Ans: b
14. The type of D.C. motor used for shears and
punches is
(a) shunt motor
(b) series motor
(c) differential compoutid D.C. motor
(d) cumulative compound D.C. motor
Ans: d
15. If a D.C. motor is connected across the A.C.
supply it will
(a) run at normal speed
(b) not run
(c) run at lower speed
(d) burn due to heat produced in the field winding by
.eddy currents
Ans: d
16. To get the speed of D.C, motor below the normal
without wastage of electrical energy is used.
(a) Ward Leonard control
(b) rheostatic control
(c) any of the above method
(d) none of the above method
Ans: a
17. When two D.C. series motors are connected in
parallel, the resultant speed is
(a) more than the normal speed
(b) loss than the normal speed
(c) normal speed
(d) zero
Ans: c
18. The speed of a D.C. shunt motor more than its
full-load speed can be obtained by
(a) decreasing the field current
(b) increasing the field current
(c) decreasing the armature current
(d) increasing the armature current
Ans: a
19. In a D.C. shunt motor, speed is
(a) independent of armature current
(b) directly proportional to  the armature current
(c) proportional to the square of the current
(d) inversely proportional to the armature current
Ans: a
20. A direct on line starter is used: for starting
motors
(a) up to 5 H.P.
(b) up to 10 H.P.
(c) up to 15 H.P.
(d) up to 20 H.P.
Ans: a
21. What will happen if the back e.m.f. of a D.C.
motor vanishes suddenly?
(a) The motor will stop
(b) The motor will continue to run
(c) The armature may burn
(d) The motor will run noisy
Ans: c
22. In case of D.C. shunt motors the speed is
dependent on back e.m.f. only because
(a) back e.m.f. is equal to armature drop
(b) armature drop is negligible
(c) flux is proportional to armature current
(d) flux is practically constant in D:C. shunt motors
Ans: d
23. In a D.C. shunt motor, under the conditions of
maximum power, the current in the armature will be
(a) almost negligible
(b) rated full-load current
(c) less than full-load current
(d) more than full-load current
Ans: d
24. These days D.C. motors are widely used in
(a) pumping sets
(b) air compressors
(c) electric traction
(d) machine shops
Ans: c
25. By looking at which part of the motor, it can be
easily confirmed that a particular motor is D.C.
motor?
(a) Frame
(b) Shaft
(c) Commutator
(d) Stator
Ans: c
26. In which of the following applications D.C. series
motor is invariably tried?
(a) Starter for a car
(b) Drive for a water pump
(c) Fan motor
(d) Motor operation in A.C. or D.C.
Ans: a
27. In D.C. machines fractional pitch winding is used
(a) to improve cooling
(b) to reduce copper losses
(c) to increase the generated e.m.f.
(d) to reduce the sparking
Ans: d
28. A three point starter is considered suitable for
(a) shunt motors
(b) shunt as well as compound motors
(c) shunt, compound and series motors
(d) all D.C. motors
Ans: b
29. In case-the conditions for maximum power for a
D.C. motor are established, the efficiency of the
motor will be
(a) 100%
(b) around 90%
(c) anywhere between 75% and 90%
(d) less than 50%
Ans: d
30. The ratio of starting torque to full-load torque is
least in case of
(a) series motors
(b) shunt motors
(c) compound motors
(d) none of the above
Ans: b
32. In D.C. motor which of the following can sustain
the maximum temperature rise?
(a) Slip rings
(b) Commutator
(c) Field winding
(d) Armature winding
Ans: c
33. Which of the following law/rule can he used to
determine the direction of rotation of D.C. motor ?
(a) Lenz's law
(b) Faraday's law
(c) Coloumb's law
(d) Fleming's left-hand rule
Ans: d
34. Which of the following load normally needs
starting torque more than the rated torque?
(a) Blowers
(b) Conveyors
(c) Air compressors
(d) Centrifugal pumps
Ans: b
35. The starting resistance of a D.C. motor is
generally
(a) low
(b) around 500 Q
(c) 1000 Q
(d) infinitely large
Ans: a
36. The speed of a D.C. series motor is
(a) proportional to the armature current
(b) proportional to the square of the armature
current
(c) proportional to field current
(d) inversely proportional to the armature current
Ans: d
37. In a D.C. series motor, if the armature current is
reduced by 50%, the torque of the motor will be
equal
to
(a) 100% of the previous value
(b) 50% of the previous value
(c) 25% of the previous value
(d) 10% of the previous value
(e) none of the above
Ans: c
38. The current drawn by the armature of D.C.
motor is directly proportional to
(a) the torque required
(b) the speed of the motor
(c) the voltage across the terminals
(d) none of the above
Ans: a
39. The power mentioned on the name plate of an
electric motor indicates
(a) the power drawn in kW
(b) the power drawn in kVA
(c) the gross power
(d) the output power available at the shaft
Ans: d
40. Which D.C. motor has got maximum self loading
property?
(a) Series motor
(b) Shunt motor
(c) Cumulatively compounded 'motor
(d) Differentially compounded motor
Ans: d
41. Which D.C. motor will be suitable along with
flywheel for intermittent light and heavy loads?
(a) Series motor
(b) Shunt motor
(c) Cumulatively compounded motor
(d) Differentially compounded motor
Ans: c
42. If a D.C. shunt motor is working at no load and if
shunt field circuit suddenly opens
(a) nothing will happen to the motor
(b) this will make armature to take heavy current,
possibly burning it
(c) this will result in excessive speed, possibly
destroying armature due to excessive centrifugal
stresses (d) motor will run at very slow speed
Ans: c
43. D.C. series motors are used
(a) where load is constant
(b) where load changes frequently
(c) where constant operating speed is needed
(d) in none of the above situations.
Ans: d
44. For the same H.P. rating and full load speed,
following motor has poor starting torque
(a) shunt
(b) series
(c) differentially compounded
(d) cumulativelyc'ompounded
Ans: c
45. In case of conductively compensated D.C.
series motors, the compensating winding is
provided
(a) as separately wound unit
(6) in parallel with armature winding
(c) in series with armature winding
(d) in parallel with field winding
Ans: c
46. Sparking at the commutator of a D.C. motor may
result in
(a) damage to commutator segments
(b) damage to commutator insulation
(c) increased power consumption
(d) all of the above
Ans: d
47. Which of the following motor is preferred for
operation in highly explosive atmosphere ?
(a) Series motor
(b) Shunt motor
(c) Air motor
(d) Battery operated motor
Ans: c
48. If the supply voltage for a D.C. motor is
increased, which of the following will decrease ?
(a) Starting torque
(b) Operating speed
(c) Full-load current
(d) All of the above
Ans: c
49. Which one of the following is not the function of
pole shoes in a D.C. machine ?
(a) To reduce eddy current loss
(b) To support the field coils
(c) To spread out flux for better uniformity
(d) To reduce the reluctance of the magnetic path
Ans: a
50. The mechanical power developed by a shunt
motor will be maximum when the ratio of back
e.m.f. to applied voltage is
(a) 4.0
(b) 2.0
(c) 1.0
(d) 0.5
Ans: d
51. The condition for maximum power in case of
D.C. motor is
(a) back e.m.f. = 2 x supply voltage
(b) back e.m.f. = | x supply voltage
(c) supply voltage = | x back e.m.f.
(d) supply voltage = back e.m.f.
Ans: b
52. For which of the following applications a D.C.
motor is preferred over an A.C. motor ?
(a) Low speed operation
(b) High speed operation
(c) Variable speed operation
(d) Fixed speed operation
Ans: c
53. In D.C. machines the residual magnetism is of
the order of
(a) 2 to 3 per cent
(6) 10 to 15 per cent
(c) 20 to 25 per cent
(d) 50 to 75 per cent
Ans: a
54. Which D.C. motor is generally preferred for
cranes and hoists ?
(a) Series motor
(b) Shunt motor
(c) Cumulatively compounded motor
(d) Differentially compounded motor
Ans: a
55. Three point starter can be used for
(a) series motor only
(b) shunt motor only
(c) compound motor only
(d) both shunt and compound motor
Ans: d
56. Sparking, is discouraged in a D.C. motor
because
(a) it increases the input power con-sumption
(b) commutator gets damaged
(c) both (a) and (b)
(d) none of the above
Ans: b
57. Speed control by Ward Leonard method gives
uniform speed variation
(a) in one direction
(b) in both directions
(c) below normal speed only
(d) above normal speed only.
Ans: b
58. Flywheel is used with D.C. compound motor to
reduce the peak demand by the motor, compound
motor will have
to be
(a) level compounded
(b) under compounded
(c) cumulatively compounded
(d) differentially compounded
Ans: c
59. Following motor is used where high starting
torque and wide speed range control is required.
(a) Single phase capacitor start
(b) Induction motor
(c) Synchronous motor
(d) D.C. motor
(e) None of the above
Ans: d
60. In a differentially compounded D.C. motor, if
shunt field suddenly opens
(a) the motor will first stop and then run in opposite
direction as series motor
(b) the motor will work as series motor and run at
slow speed in the same direction
(c) the motor will work as series motor and run at
high speed in the same direction
(d) the motor will not work and come to stop
Ans: a
61. Which of the following motor has the poorest
speed regulation ?
(a) Shunt motor
(b) Series motor
(c) Differential compound motor
(d) Cumulative compound motor
Ans: b
62. Buses, trains, trolleys, hoists, cranes require
high starting torque and therefore make use of
(a) D.C. series motor
(b) D.C. shunt motor
(c) induction motor
(d) all of above motors
Ans: a
63. As -the load is increased the speed of D.C.
shunt motor will
(a) reduce slightly
(b) increase slightly
(c) increase proportionately
(d) remains unchanged
Ans: a
64. The armature torque of the D.C. shunt motor is
proportional to
(a) field flux only
(b) armature current only
(c) both (a) and (b)
(d) none of the above
Ans: b
65. Which of the following method of speed control
of D.C. machine will offer minimum efficiency ?
(a) Voltage control method
(b) Field control method
(c) Armature control method
(d) All above methods
Ans: c
66. Usually wide and sensitive speed control is
desired in case of
(a) centrifugal pumps
(b) elevators
(c) steel rolling mills
(d) colliery winders
Ans: d
67. The speed of a motor falls from 1100 r.p.m. at
no-load to 1050 r.p.m. at rated load. The speed
regulation of the motor is
(a) 2.36%
(6) 4.76%
(c) 6.77%
(d) 8.84%
Ans: b
68. The armature voltage control of D.C. motor
provides
(a) constant torque drive
(b) constant voltage drive
(c) constant current drive
(d) none of the above
Ans: a
69. As there is no back e.m.f. at the instant of
starting a D.C. motor, in order to prevent a heavy
current from flowing though the armature circuit
(a) a resistance is connected in series with
armature
(b) a resistance is connected parallel to the
armature
(c) armature is temporarily open circuited
(d) a high value resistor is connected across the
field winding
Ans: a
70. The speed of a D.C. shunt motor can be
increased by
(a) increasing the resistance in armature circuit
(b) increasing the resistance in field circuit
(c) reducing the resistance in the field circuit
(d) reducing the resistance in the armature circuit
Ans: b
71. If I2 be the armature current, then speed of a
D.C. shunt motor is
(a) independent of Ia
(b) proportional to la
(c) varies as (Ia)
(d) varies as la
Ans: a
72. In case the back e.m.f. and the speed of a D.C.
motor are doubled, the torque developed by the
motor will
(a) remain unchanged
(6) reduce to one-fourth value
(c) increase four folds
(d) be doubled
Ans: a
73. At the instant of starting when a D.C. motor is
put on supply, it behaves like
(a) a highly resistive circuit
(6) a low resistance circuit
(c) a capacitive circuit
(d) none of the above
Ans: b
74. The speed of a D.C. motor can be varied by
varying
(a) field current
(b) applied voltage
(c) resistance in series with armature
(d) any of the above
Ans: d
75. Which one of the following is not necessarily the
advantage of D.C. motors over A.C. motors ?
(a) Low cost
(b) Wide speed range
(c) Stability
(d) High starting torque.
Ans: a
76. For a D.C. shunt motor if the excitation is
changed
(a) torque will remain constant
(b) torque will change but power will remain
constant
(c) torque and power both will change
(d) torque, power and speed, all will change
Ans: b
77. Which motor has the poorest speed control?
(a) Differentially compounded motor
(b) Cumulatively compounded motor
(c) Shunt motor
(d) Series motor
Ans: d
78. The plugging gives the
(a) zero torque braking
(b) smallest torque braking
(c) highest torque braking
(d) none of the above
Ans: c
79. The armature voltage control of D.C. motor
provides
(a) constant voltage drive
(b) constant current drive
(c) constant torque drive
(d) none of the above
Ans: c
80. If a D.C. motor designed for 40°C ambient
temperature is to be used for 50°C ambient
temperature, then the motor
(a) of lower H.P. should be selected
(6) of higher H.P. should be selected
(c) can be used for 50°C ambient temperature also
(d) is to be derated by a factor recommended by
manufacturer and select the next higher H.P. motor
Ans: d
81. If the terminals of armature of D.C. motor are
interchanged, this action will offer following kind of
braking
(o) regenerative
(b) plugging
(c) dynamic braking
(d) none of the above
(e) any of the above
Ans: b
82. Which of the following motors one will choose to
drive the rotary compressor ?
(a) D.C. shunt motor
(b) D.C. series motor
(c) Universal motor
(d) Synchronous motor
Ans: d
83. If the speed of a D.C. shunt motor is increased,
the back e.m.f. of the motor will
(a) increase
(b) decrease
(c) remain same
(d) become zero
Ans: a
84. Why are the D.C. motors preferred for traction
applications ?
(a) Torque and speed are inversely proportional to
armature current
(b) Torque is proportional to armature current
(c) Torque is proportional to square root of
armature current
(d) The speed is inversely proportional to the torque
and the torque is proportional to square of armature
current
Ans: d
85. Which of the following motors is usually used in
house-hold refrigerators ?
(a) D.C. shunt motor
(b) D.C. series motor
(c) Single phase induction motor (split phase start or
induction run motor)
(d) Reluctance motor
(e) Synchronous motor
Ans: c
86. Which of the following motors is most suitable
for signalling devices and many kinds of timers ?
(a) D.C. shunt motor
(b) D.C. series motor
(c) Induction motor
(d) Reluctance motor
Ans: d
87. Which motor should not be started on no-load ?
(a) Series motor
(b) Shunt motor
(c) Cumulatively compounded motor
(d) Differentially compounded motor.
Ans: a
88. Ward-Leonard control is basically a
(a) voltage control method
(b) field divertor method
(c) field control method
(d) armature resistance control method
Ans: a
89. For constant torque drive which speed control
method is preferred ?
(a) Field control
(b) Armature voltage control
(c) Shunt armature control
(d) Mechanical loading system
Ans: b
90. In Ward-Leonard control the lower limit of
speed is imposed by
(a) residual magnetism of the generator
(b) core losses of motor
(c) mechanical losses of motor and generator
together
(d) all of the above
Ans: a
91. The main disadvantage of the Ward-Leonard
control method is
(a) high initial cost
(b) high maintenance cost
(c) low efficiency at Hght loads
(d) all of the above
Ans: d
92. Regenerative method of braking is based on
that
(a) back e.m.f. is less than the applied voltage
(b) back e.m.f. is equal to the applied voltage
(c) back e.m.f. of rotor is more than the applied
voltage
(d) none of the above
Ans: b
93. The hysteresis loss in a D.C. machine least
depends on
(a) Frequency of magnetic reversals
(b) Maximum value of flux density
(c) Volume and grade of iron
(d) Rate of flow of ventilating air
Ans: d
94. In a D.C. generator all of the following could be
the effects of iron losses except
(a) Loss of efficiency
(b) Excessive heating of core
(c) Increase in terminal voltage
(d) Rise in temperature of ventilating air
Ans: c
95. The losses occurring in a D.C. generator are
given below. Which loss is likely to have highest
proportion at rated load of the generator ?
(a) hysteresis loss
(b) field copper loss
(c) armature copper loss
(d) eddy current loss
Ans: c
96. Which of the following loss in a D.C. generator
varies significantly with the load current ?
(a) Field copper loss
(b) Windage loss
(c) Armature copper loss
(d) None of the above
Ans: c
97. Torque developed by a D.C. motor depends
upon
(a) magnetic field
(b) active length of the conductor
(c) current flow through the conductors
(d) number of conductors
(e) radius of armature
(f) all above factors
Ans: f
98. D.C. shunt motors are used for driving
(a) trains
(b) cranes
(c) hoists
(d) machine tools
Ans: d
99. In a manual shunt motor starter
(a) over load relay is connected in series and no
volt relay in parallel with the load
(6) over load relay is connected in parallel and no
volt relay in series with the load
(c) over load relay and no volt relay are both
connected in series with the load
(d) over load relay and no volt relay are both
connected in parallel with the load
Ans: a
100. Which of the following steps is likely to result
in reduction of hysteresis loss in a D.C. generator ?
(a) Providing laminations in armature core
(b) Providing laminations in stator
(c) Using non-magnetic material for frame
(d) Using material of low hysteresis co-efficient for
armature core material
Ans: d
101. Which of the following loss in a D.C. generator
is dissipated in the form of heat?
(a) Mechanical loss
(b) Core loss
(c) Copper loss
(d) All of the above
Ans: d
102. Which of the following losses are significantly
reduced by laminating the core of a D.C. generator ?
(a) Hysteresis losses
(b) Eddy current losses
(c) Copper losses
(d) Windage losses
Ans: b
103. The total losses in a well designed D.C.
generator of 10 kW will be nearly
(a) 100 W
(b) 500 W
(c) 1000 W
(d) 1500 W
Ans: b
104. The condition for maximum efficiency for a
D.C. generator is
(a) eddy current losses = stray losses
(b) hysteresis losses = eddy current losses
(c) copper losses = 0
(d) variable losses = constant losses
Ans: d
105. D.C. generators are normally designed for
maximum efficiency around
(a) full-load
(b) rated r.p.m.
(c) rated voltage
(d) all of the above
Ans: a
106. In a D.C. generator, the iron losses mainly take
place in
(a) yoke
(b) commutator
(c) armature conductors
(d) armature rotor
Ans: d
107. D.C. generators are installed near the load
centres to reduce
(a) iron losses
(b) line losses
(c) sparking
(d) corona losses
Ans: b
108. The purpose of retardation test on D.C. shunt
machines is to find out
(a) stray losses
(b) eddy current losses
(c) field copper losses
(d) windage losses
Ans: a
109. Which of the following tests will be suitable for
testing two similar D.C. series motors of large
capacity ?
(a) Swinburne's test
(b) Hopkinson's test
(c) Field test
(d) Brake test
Ans: c
110. Hopkinson's test on D.C. machines is
conducted at
(a) no-load
(b) part load
(c) full-load
(d) overload
Ans: c
111. During rheostat braking of D.C. series motors
(a) motor is run as a generator
(b) motor is reversed in direction
(c) motor is run at reduced speed
Ans: a
112. For which types of D.C. motor, dynamic
braking is generally used ?
(a) Shunt motors
(b) Series motors
(c) Compound motors
(d) All of the above
Ans: d
113. Which method of braking is generally used in
elevators ?
(a) Plugging
(b) Regenerative braking
(c) Rheostatic braking
(d) None of the above
Ans: a
114. In variable speed motor
(a) a stronger commutating field is needed at low
speed than at high speed
(b) a weaker commutating field is needed at low
speed than at high speed
(c) same commutating field is needed at low speed
than at high speed
(d) none of the above is correct
Ans: b
115. When the armature of a D.C. motor rotates,
e.m.f. induced is
(a) self-induced e.m.f.
(b) mutually induced e.m.f.
(c) back e.m.f.
(d) none of the above
Ans: c
116. Where D.C. motor of H.P. 12 or more requires
frequent starting, stopping, reversing and speed
control
(a) drum type controller is used
(b) three point starter is used
(c) four point starter is used
(d) all above can be used
Ans: a
117. If a D.C. shunt motor is working at full load and
if shunt field circuit suddenly opens
(a) this will make armature to take heavy current,
possibly burning it
(6) this will result in excessive speed, possibly
destroying armature due to excessive centrifugal
stresses
(c) nothing will happen to motor
(d) motor will come to stop
Ans: a
118. D.C. motor is to drive a load which has certain
minimum value for most of the time and some peak
value for short
duration. We will select the
(a) series motor
(b) shunt motor
(c) compound motor
(d) any of the above
Ans: a
119. D.C. motor is to a drive a load which is almost
nil for certain part of the load cycle and peak value
for short duration. We will select this
(a) series motor
(b) shunt motor
(c) compound motor
(d) any of the above
Ans: c
120. Which D.C. motor has got maximum self
relieving property ?
(a) Series motor
(6) Shunt motor
(c) Cumulatively compounded motor
(d) Differentially compounded motor
Ans: a
121. In the D.C. motor the iron losses occur in
(a) the field
(b) the armature
(c) the brushes
(d) the commutator
Ans: b
122. The speed of a D.C. shunt motor is required to
be more than full load speed. This is possible by
(a) reducing the field current
(b) decreasing the armature current
(c) increasing the armature current
(d) increasing the excitation current
(e) none of the above methods
Ans: a
123. One D.C. motor drives another D.C. motor. The
second D.C. motor when excited and driven
(a) runs as a generator
(b) does not run as a generator
(c) also runs as a motor comes to stop after
sometime
Ans: a

What should a first year graduate student do in Mechanical Engineering School?

This was the answer posted by a person which I find very useful this may not fit our Indian curriculum but try to fall in line and learn So I have written this like the advice I would give myself if I could travel back in time or what I really hope to see in the undergrads. I hope you don't get discouraged/put off.

First thing:

Solid works/ProE/Auto CAD/Rhino/ Blender/CATIA and GD&T are not skills for degree'd engineers. You don't do a BS/ME for draftsmanship. It's like putting MS Office on your resume. You can pick that skill up on your own time. Second thing: I am talking about becoming an engineer here. You know, the kind that build rockets and microengines (Sandia MEMS Home Page ). I have nothing against grades, but I don't care very much for them. So I am not talking about getting the best grades.
Now. Here's what you need to acquire proficiency in through your 4-year BS.

1. Programming -

Start with Mat lab/Python. Then graduate to C++. An example of a programming goal would be to use this to create your own computational graphics engines. Why? Because this teaches you about visualizing vectors, arrays, transforms and leads you to higher-dimensional algebra. Make sure you can understand and implement Runge-Kutta family of algorithms before you think you are done. A recommendation would be to ditch Windows and move to some flavor of Linux or Mac. You need to understand concepts behind batch/shell scripting and importing open source scripts to embed inside your own. If you don't do anything else in your freshman or sophomore years, that's fine. But make sure you master this.

2. Linear algebra and differential equations -

Now, most ME syllabi force the courses on you early on. But very few MEs truly understand these topics. This is the source of all ME theory. I CANNOT STRESS THIS ENOUGH! Most ME professors DO NOT understand linear algebra or its importance   they will fuck it up for you so you will be confused/ avoid derivative topics forever. Don't take these courses offered inside your department - take them from CS or EE or Math professors. Or learn it from Gilbert Strang on Youtube. Tie this together with your programming to create numerical simulations. Do NOT take these courses until you are done with your programming.

3. Statistics -

Take this twice. Audit it as a freshman. Then take the course again as a senior. This will be the single most important course you ever take as a professional in any field.

4. Engineering mathematics -

The rest of your life depends on this. Pay attention to spatial transforms, Fourier analysis, Complex analysis, Potential theory, PDEs, Interpolation/curve fitting, optimization theory. Look for ways to implement these concepts using your programming skills. If you ever wonder about the usefulness of any of this, or you get the choice to skip a few topics - you are doing it wrong. Good engineers use these concepts EVERYDAY.

5. Dynamics/Advanced dynamics -

Take this in the Physics department. ME profs screw it up here again, they focus on the mechanics of algebraic manipulation and don't explain concepts very well. Your objective would be to be able to independently construct FBDs of complex interacting mechanisms, and generate classical non/autonomous, non/linear differential equations that describe the time-history of the system. Develop a familiarity with index notation and tensors and operator spaces. Your indicial programming experience will really help you here.

6. Statics/Solid mechanics -

Master Timoshenko Goodier/Theory of elasticity. Even if it takes you the rest of your life. If you got through point 2, you should be able to point out the inefficiency of the SFDs and BMDs and Mohr's circle concepts. Try  visualizing the simple cases while cognizant that life is not simple. Use your programming finesse to program numerical solutions to your ODEs and equations.

7. Vibration theory -

If you actually got through point 2, you will find this a breeze. All they do here is study a second order, non/homogenous, non/ autonomous non/dimensionalized ordinary differential equation and the effects of parametric variations (mkc, forcing frequency). If you got through 5, you should be able to figure out all the base excitation, seismic perturbation, isolation, rotating machinery concepts. If you got through 6, then plates/beam vibration problems. If you got through 2 & 4, you will be able to work through MDOF systems and all the modal analysis techniques. This is where you segue to coupled SHO/QHO concepts.

8. Thermodynamics/Fluidics -

I am not the right person to advise on these topics. But they are pretty straightforward at the undergraduate level and mostly applications of differential equations and continuum mechanics.


If you followed instructions so far, everything else is a straightforward application of what you  should have learned by now. That's all you really need to be a degree'd mechanical engineer - math and physics. Everything else is a specialization and extension of domains from the presented fields into specific tasks. This is also where you start encountering professional jargon. And don't let terms/eponymous scare you off.

Also mechanical engineers don’t generally design machines from scratch – hobbyists and mathematicians do. We follow standards for our industry, mix and match components, or use well defined algorithms to create a new one. There are concepts in kinematic chains, algebraic linkage synthesis and design that are used here. So sure you can read about gears and machinery and 4-bar linkages and cams and geneva wheels, but it is highly improbable that you, as an ME, will create one. It is more likely that a technician or a sheet metal worker will create something utterly brilliant. So if that’s what you want to do, figure on grad school. You can however use your solid mechanics skills to design the components to withstand pyrotechnic impacts.

I skip over manufacturing and 'product engineering' classes because they are shit, when taught in school. You can't master manufacturing sitting in a class, and you certainly are never going to learn enough in school about how to design a full product.

Those axiomatic design principles and synthetics and product life cycle management and idealization and Gantt charts and brainstorming processes are bullshit. Nobody in real life does that. Those who do, are not engineers. If you really want to understand manufacturing, skim through Manufacturing Processes for Design Professionals by Rob Thompson, then go talk with people on shop floors, or watch how it's made on Youtube. If you really want to understand the product design process, follow Kickstarter h/w startup stories.

Do not ever waste your time on survey or presentation courses. Avoid attending school seminars if you are not interested in the topic. You should attend all seminars that promise to show you math or process or cool videos. You want to keep an ear out for examples and case studies that show explicit details of how systems get modeled/ implemented using math or experiments. Avoid 'design' seminars (usually a peddler from Wharton or Sloan or Kellog) - they are pretty, but pointless.
Take all lab classes you can. ALL of them. All you can afford. Pottery too, if you have that option. Just drop in to watch other people work if you got the free time. Pottery as well. Use the equipment there till you break it - You are paying for it anyway. Make all the mistakes you can ever imagine there. AND DON'T FUCK AROUND IN THE MACHINE SHOP BRO!!!
Amongst other advice, find a PhD student about to graduate every year and get them to mentor you. Don’t believe in that ‘I am busy’ crap – they all are usually on Quora or editing Wikipedia anyway. I
speak from experience. Pick people from diverse fields – machine learning, operations optimization, public policy, neurobiology, kernel development … You want to understand what they do, how they do it, what they use to do it and create a possible job network. You don’t want seniors to mentor you because, unless they go to grad school, they will never be in any position to introduce you to great opportunities on time scales relevant to your interests.

Now, let's talk about being a professional mechanical engineer

9. Read ISO/ASME/ASTM/ASTC/ASMI (standards organizations) standard practices. That's the only
place where they really tell you how theory meets practice. If you believe your university doesn't provide you access to those - Sue them! Beg/ borrow/steal. Whatever. But if you really want to know how things are done; Read the standards. Not the website and their discussion forums. Read the standards.

10. Take/Audit courses on electromagnetism, digital electronics, electrical theory, VLSI/Silicon based
designs, electrical machinery. You should be able to design your own motor driver/filter/power regulator/multivibrator circuits and implement them on PCBs. Start dipping into embedded microcontrollers here. This is where you C++ experience should start paying off.

11. Signal processing - Audio/image/Power signals
- Master the topic of discrete Fourier transforms/ spectral densities and how they are used and calculated. Figure out how digital sampling and digital filters work and how filters and masks get designed. Move on to z-transforms and recursive filters. Your statistics background starts to become useful here. At least figure out how to manipulate images using pixel-array math.

12. Control systems -
THIS ties up everything. And THIS was the topic that really got you into ME. You didn't join ME to make bridges or prepare CAD layouts for GE ovens or tractor engines or boiler
chambers for plants or be a grease monkey. You joined ME to make structures that move, intelligently. If you have done things right so far, this is where you will get to have fun. It ties together your dynamics and linear algebra first,  then programming, signal processing and statistics
next, finally you implement it all using your electronics/embedded skills.

13. Instrumentation – People have equipment that costs between a thousand dollars to over several million. You need to learn how to use them, AND how to construct them. You will find that making equipment is always cheaper than buying a turnkey system from a manufacturer. So companies prefer to design/assemble their own systems. This should segue into design of experiments/statistical validation. Your goal should be to know how to hook up the hydraulic pressure gauge in an EMD  F51PHI locomotive cab suspended 10 ft up in a shed to an office in Minnesota.
Along with instrumentation, you will frequently need to develop software to control the instruments. Some people use labview, but with your mastery of C/matlab you will do better. If you want to get into finite elements, you can’t do that in undergrad. All you will learn is to push buttons. Most engineers only think they understand FEA – they actually don’t. It takes practice, study  and experience. The pretty pictures don’t mean much by themselves. So I will say go to grad school or intern with a practicing consultant.
That should about cover your basics and get you a good job. But if you want to get a great job, you will  need professional degrees or exhibit skills in some of the following. So, on to specialization:

1. Fracture/fatigue/materials on the nanoscale .
2. MEMS – Look up Sandia National Labs/MEMS.
Biggest opportunity for MEs since all companies are moving from R n D to ramping up production right about now. Micro machining and processing technologies research is active as well. MOEMS was hot, sensors are sizzling, actuators not so much, lab-on-chip was meandering about, last I checked. Significant effort underway on determining lifetime/reliability as well. People were excited about energy harvesting, but that seems to be toned down now. Lot’s of material science opportunities.

3. Microfluidis – These guys blow bubbles through micro channels! Look up lab-on-a-chip.

4. Bioengineering – Tissue printing/engineering! There’s also research on mechanical characterization of bio-materials (bones/ligaments/ RBCs)

5. Medical devices/robotics – da Vinci/intuitive. Also swallowable robots and cameras. Lots of health monitoring devices and OR assistants. 6. Robotics/control systems – Typically, you need to be core CS/EE for this. They are the ones doing most of this research. But you can create opportunities for yourself by choosing to focus on dynamic structure design or kinematics or something on that order. Look up Hod Lipson/ Cornell or Red Whittaker/CMU or Marc Raibert/ex  CMU/MIT leg labs or Rob Wood/Harvard forinspiration. Google and Amazon have raised this field’s profile over the last couple of years.
Look up compliant mechanisms/robots, autonomous vehicles, haptics, telepresence, Raytheon XOS II,... Lot’s of bullshit in the name of ‘assistive robotics’ (that no one can or will want to afford or
use, and medicare won’t support).

7. Control systems/avionics –
I worked on optimizing damage-resilient, real-time coolant distribution through nuclear subs, my ex-boss worked on guidance systems for the Pershing/Hera systems. This is a mature engineering field at the moment (not much RnD) but scope for new applications.

8. Thermo research – They do crazy things with combustion, not my domain.

9. Nonlinear dynamics – Applied theory, predicting weather(?!), galloping (hopf) systems, .. this field
goes on till quantum cryptography and then some.

10. Aerospace vehicles – SpaceX. Etc. Vibrations theory, dynamical systems and controls. Your
vibrations theory needs to be strongly coupled.

11. Infrastructure – Given Keystone or fracking, infrastructure is going to undergo another massive
boom.

12. Petroleum - …

13. FEA – Meshing and geometry algorithms, data compression, rendering are being researched

14. Energy – fuel cell research, the cryptozoology equivalent in ME They’ve been at it for a while, but it seems to be a funding generation ploy.

15. Marine systems - …
16. Theoretical systems –
Lots of work on rule based machine learning based design synthesis, structural optimization (back in early 2000’s it was all about simulated annealing and genetic algos, now they call it machine learning), dynamic self modeling, multi-agent systems,

17. MAV/Flight dynamics – Concentrated around rotor craft/flapping wing architectures. Mostly experimental, some theoretical research going on.

18. ICE research – Very avoid!

19. Tribology - Nonlinear dynamics of rate state dependent friction generate P/S/Love/Rayleigh wave phenomena used to predict earthquakes. Studying hydrodynamic lubrication of journal bearings is a trifle boring compared to that.

I have written this like the "Survival guide for mechanical engineers on the journey to create astonishing engineering". This is written with Indian undergrads in mind. So I tend to be didactic, and, in the spirit of times, use hyperbole to signify importance (no selfies, however. Much disappoint.). I also abuse education professionals profusely - But that's only my personal experience – all the additional work I had to put in because courses were not designed right, or because a newly hired asst professor was in charge of a particular course that they had no experience in or because the lecturer, had this distracting accent and circuitous description that just beat about the bush more than I could keep track of or maybe because most of the freshman courses, specially non-core ME courses, are generally fanned out to temp  staff/lecturers that generally don't know jackshit about how things are done or don’t care. So you see, personal failing on my part. That's my excuse for the abuse. And there's catharsis involved as well. So I apologize in advance.

Tips for teaching first class!

As you take on what is likely to be a new experience of having full responsibility for teaching courses in your field, you will also be learning to balance the time you spend on teac​hing, research, and service to your department and the University. Even if you have already had full course responsibility as a Teaching Assistant, you will be taking on a new role of authority in the eyes of the students.

The following tips are meant to help you strengthen your effectiveness as you make the transition into
this new phase of your teaching career:
Take Advantage of the Resources Available to You
Before the Semester Starts: Course Planning
Before Each Class Session or Office Hour
During Each Class Session
After Each Class Session
Working with Students
Recommended Reading

Take Advantage of the Resources Available to You

Do your research.
Ask your colleagues about what you can expect of Washington University students. Ask them what they wish they would have known about teaching before they taught their own courses for the first time. Your colleagues can provide helpful insights about teaching specific courses and about teaching
in general (what works and what doesn’t).
Learn about and participate in Teaching Center programs.
The Teaching Center’s professional-development programs for faculty include workshops (such as a lunch-time series for junior faculty), Teaching Strategies handouts, and scholarship on teaching and learning. Gina Frey, Executive Director of The Teaching Center, is available to observe your teaching and to consult with you on teaching matters, such as course planning, improving student learning, and grading.

Before the Semester Starts: Course Planning

Start by defining course goals.
Rather than beginning by defining the content your course will cover, start by defining your goals for
student learning. Establishing what you want your students to learn (including both knowledge and skills) will help you determine the appropriate content, teaching methods, assignments, and exams. Consider your expected enrollment.
Keep in mind that the methods and approaches you use will be shaped not only by your course goals,
but also by the size of the class and the types of students who will be taking the course (majors or non-majors; first-years, seniors, or a mix; etc.). 

Begin the process early, at least six months in advance if possible.
Give yourself plenty of time to plan the course as well as to order or otherwise make available to students all necessary materials. If you plan to set up a course Web site, seek out any needed technical assistance well ahead of time.
Blackboard , the University’s learning-management system, offers a convenient means of creating a Web-based community for each of your courses. The Campus Bookstore asks for book orders in April for the following fall semester and in October for the following spring semester. The University
Libraries can place materials on "reserve" (electronically or in hard copy) for your students. For information, go to Library. You can also post electronic documents on Blackboard . If you are planning to put together a photocopied packet of readings for students, be advised that it can take several months to obtain copyright clearance from publishers.
Set high, but realistic, expectations for student learning and achievement.
Your students will rise to the occasion and meet your expectations, but only if you plan and approach the course in a way that will provide them with the tools they need to succeed.
Develop assignments and exams that will help your students advance their thinking.
For example, begin with assignments that require them to recall information and define terms, then work up to lengthier assignments and exams that ask them to apply, analyze, synthesize, and evaluate. Establish the course policies.
Establishing all course policies, including those pertaining to academic integrity, grading, and attendance, before the class begins will go a long way toward preventing problems. Keep in mind that
it is always easier to set clear, even rigid policies at the outset and then be flexible later on, when the occasion warrants, than to try to enforce more rigid policies later in the semester. When applying course policies and discussing them with students, make it clear that fairness to all students is your goal. All policies should be included in the course syllabus.
If you are supervising Teaching Assistants (TAs), communicate with them before the semester begins. Determine and explain all TA roles and responsibilities. Ensure that TAs understand, and have opportunities to ask questions about, the course content and policies. Check out your classroom and any available multimedia.
You can see details (including photos) of your classroom by using the Classroom Directory on the Teaching Center Web site. However, it is always best to visit the classroom yourself, so that you can familiarize yourself with the layout and any available multimedia.
Take time to prepare for the first day.
Prepare to teach , rather than just to introduce the course and its requirements, the first time you meet with students so that you can give them a sense of what to expect in the course. You should also be prepared to explain all course requirements and policies, and to give students a clear idea of what you will expect in terms of their participation
Practice your first class session, preferably in the classroom where you will teach. Rehearse how you
will use the chalkboard, how you will manage the time, when you will pause to ask questions, how you will present yourself, etc.

Before Each Class Session or Office Hour Prepare.

Preparation is the best cure for nervousness or uncertainty. Ensure that you have a grasp on the course content as well as access to all necessary materials, including textbooks, lab equipment, and other resources.
As you prepare for each class, help session, or office hour, do not merely go over the same content that the students are learning. Take a broader view, considering the ideas and assumptions behind the content and anticipating questions that students, who may be seeing this material for the first time,
will ask you. Having a “Plan B” ready to go if your “Plan A” does not go as anticipated will help you maintain confidence and control. For example, sometimes a discussion that you expected to last 15 minutes is over in 5, but still achieves the goals you had in mind. Rather than letting the class go early because you have run out of ideas, you can devote the remaining time to another activity that will help the students learn the material (e.g., summarizing the key ideas of the day, asking the students to list what they see as the key ideas, or presenting a problem or mystery that you will solve during the next class).
Plan to use a variety of teaching methods
Expect that your students will bring into the course different learning preferences. While some may be active learners who prefer to solve problems in order to learn concepts, others are reflective learners who prefer to master concepts through uninterrupted reflection. Recognize your own learning preferences and make efforts to extend your approach beyond those preferences. In other words, do not assume that you can teach  something in the same way that you learned it and get the same results with all of your students . You can be most effective if you combine teaching methods to reach as many students as possible: for example, combine verbal and visual explanations, explain concepts using both a “big-picture” and a detail-oriented approach, and give students opportunities for active learning and reflection.
Get organized.
No matter what teaching methods you are using, you can enhance your students’ learning and gain their appreciation if your classes are well organized. Each class period should have a clear beginning,
middle, and end.
Try not to “cover” too much material in a single class period; include time to summarize important points and make connections to material that you covered during the last session.
You can present more information and ideas in a lecture, for example, if you do not summarize and make connections; however, you will reduce the likelihood that the students will learn and retain all
of the material.
Get emotionally ready for each class.
Set aside time right before you teach to focus your mind on your goals for that day and to look forward to teaching—to interacting with students, helping them learn the day’s material, and responding to the questions and ideas that they bring to class.

During Each Class Session

Arrive early, start on time, and end on time.
Showing your respect for everyone’s time will encourage your students to do the same. Arriving at the classroom early will allow you not only to set up for class but also to talk with students  informally.
This informal interaction will help you establish a rapport with your students, which will in turn help
them feel confident to participate in class and to ask for help when they need it. Interact with students; include opportunities for active learning.
Demonstrate from the first class that you are interested in what students are thinking. Include plenty of opportunities for students to ask and answer questions. While a lecture course will provide fewer opportunities for interaction than a discussion course, you will find that students will be able to learn and retain more material if you pause every 15-20 minutes to ask questions or to ask students to apply a theory, solve a problem, or discuss a debated point.
Show passion for the subject and for your students’  learning.
One of the most effective ways to inspire your students to learn is to show that you are truly interested in, and excited about, the course content and their learning.
When responding to your students’ questions and comments, use both verbal and non-verbal cues to show them that you are listening and engaged.
Do not use this time to look down at your notes or remind yourself of the next topic. Students can perceive these actions as indications that you are not truly listening to what they are saying.
Be flexible.
Be prepared to have good days and bad days in the classroom. If you are not getting good results teaching in a particular way, try something new. For example, if the students in your discussion or recitation section are extremely quiet, break them up into smaller groups to solve a problem or answer a set of questions.
If students appear bored, include more opportunities for active learning.
Pause in the middle of class to have students ask and answer questions, provide examples, or solve problems. Do not assume that students look bored because they know the material and then decide to speed up your pace; it may be instead that they are having trouble understanding what you are presenting to them. It may also be that they are sleep-deprived, as college students often are.
If you do not know the answer to a question, say so. Tell the students that you will find an answer, and then get back to them. Present the answer to the entire group during the next class; do not let the
matter drop. You do not need to be all-knowing to maintain your credibility. One way to lose it, in  act, is to bluff by giving an answer of which you are unsure and that students may later find out to be
untrue. Model intellectual curiosity and honesty. Your enthusiasm to learn something new will inspire
your students to follow your example.
When asking questions, do not be afraid of silence. Often, silence means that students are thinking. Do  not give in to the temptation to end the silence by answering your own questions, which will only convince students that if they wait long enough, they will not have to think because you will supply the answers for them. Wait 5-10 seconds for an answer. If, at that point, you are getting blank stares and quizzical expressions, rephrase your question.

After Each Class Session

Jot down brief notes on how it went.
Take five minutes to note what worked and what didn’t, as well as any new ideas that occurred to you while teaching. Include these notes in your lecture notes or lesson plan, so that they will be readily accessible when you are preparing for the next session or teaching the same course again. If you wait until the end of the semester to reflect on how the entire course went, you will have forgotten the specific details that will be helpful to you later.
Make any necessary adjustments to your plan for the next class session.
For example, will you need to clarify or review any material from the session that just ended? Will you need to start at a different point than that which you had anticipated? Do you need to make changes in the way that you present material? Is there anything you can do to improve student participation? Anticipate questions that students may ask in office hours, review sessions, or subsequent classes.
Prepare answers, as well. Do not stick to the material itself. Take a step back to consider why this material is important, what difficulties a novice learner might have with it, and how you might explain it in ways that appeal to different learning preferences (e.g. visual vs. verbal methods).

Working with Students

Learn about your students.
As with anything that you are communicating, you  can be most effective when you shape what you are teaching for your specific audience. In general, be cognizant of your students’ level of familiarity with the course material, as well as their relative intellectual capabilities: for example, undergraduate students will not be prepared to discuss ideas at the same level of complexity and ambiguity that you became accustomed to as a graduate student.  Therefore, you may need to adjust your own language and approach when teaching undergraduates.
The more you know about your students’ academic backgrounds and abilities, the better able you will
be to help them learn what you would like them to learn. You can learn about your students by asking your colleagues about their teaching experiences, by paying attention to the kinds of questions that students ask, or by administering diagnostic exams or informal first-day questionnaires.
Be proactive when dealing with student concerns and complaints.
Some students will feel comfortable coming to you throughout the semester to ask questions. Others
will struggle on their own and need encouragement to seek help in office hours or help sessions. First- year college students, some of whom may be accustomed to excelling academically with less effort than is now required, may have a particularly tough time asking for help. Presenting yourself as
approachable and interested in their questions and concerns will go a long way toward encouraging students to ask for assistance when they need it.
When students come to you with a complaint, take the time to listen to what they have to say before responding. Keep the discussion calm and focused. When you do respond, keep in mind the importance of sticking to your course policies (e.g., on grading and attendance) and University policies (e.g., on academic integrity violations). To ensure fairness for all students, you should make exceptions only when circumstances warrant, and not in order to end a conflict with an individual student. If a student is complaining about a grade, explain the justification behind the grade, but eventually turn the conversation to strategies the student can use to improve her or his performance on the next assignment or exam, or in future courses.
Seek out assistance when you need it.
Often, a student’s academic performance is affected by non-academic issues such as medical concerns or personal problems. If you suspect this may be the case, or if you have simply noticed that a student’s academic performance has declined suddenly, you may find it helpful to consult with the student’s academic advisor or Student Health Services.

Recommend Reading

In last always recommend your students some good reading, so that  they learn themselves how to face problems or create queries, because what student learn from a teacher is just a recommendations of a subject and after that he had to use his knowledge and grab the subject, so its always better to recommend them some good stuff for reading related to latest research, good books, magazines or papers...

10 things you can do after B.Tech

If you ask a question on yourself that, after BTech what can I do? Here is the explanation about it. Once you have completed your B.Tech the world becomes your oyster and there are a variety of things that you can do. You have all most all avenues that are open to you after you have completed your graduation in engineering. Here are the 10 things that you can do after B.Tech.

1. Directly go in for an MBA
If you want to, you can go in for a MBA directly after the completion of the graduation. For this you will need to first appear for all the entrance exams such as CAT, XAT, SNAP etc so that you can get admission in a reputed college. It was one of the option if you have doubts related to question after BTech what can I do.

2. Specialize in your field of study  In case you are not interested in doing an MBA, you can go in for an M.Tech, and specialize in the field of study that you chose for your graduation. For this also, you will need to start preparing for the exams well in advance.
3. Get selected in the campus interviews  In case you do not want to pursue higher education then you have the option of getting into a company soon after your graduation and for this you need not go around looking for a job as there are many companies that will be coming for campus recruitment to your college.

4. Pick up a diploma course in an area of your interest
After you have done your B.Tech you can now go in for a diploma course in something that you like, it can be painting, music, writing or anything else that you want to pursue.

5. Appear for the Civil services exams
This is a great option for those who have thought like after BTech what can I do and want to be a part
of the administration and after the completion of your graduation you can give your complete attention to the preparation of the UPSC examinations that are very tough and need a lot of focus.

6. Try journalism
This is a great option after completing your graduation. There are many reputed colleges in the country for journalism and you can join any of them after clearing the entrance exam. Make sure that you have the language and other personal qualities before you go in for journalism.

7. Set up your own business
If you do not want to go in for further studies or for that matter work as an employee in anyone else’s
company you can set up a business of your own and work by yourself or in partnership.

8. Try to be an actor or go in for modelling
This may not sound like a practical idea but in case you do have the looks to be a model or the talent to become an actor then you can try for either of them and if your luck is good, you might be the next big star.

9. Go in for animation
There are many animation courses that are available and you just need to join them and as it is an interesting field of study. You are sure to enjoy the course and later you can take it up professionally.

10. Go to Abroad
It is also a good option and you will get global exposure in case you choose to study abroad. Also, you will be able to pick up a job while you are studying there and might also want to permanently settle there in the future.
These are the 10 things to do after BTech. Choose ant one of them or go on the road that is less traveled. Whatever it is, make sure that you indulge in something that you really want to do, if you want to stay happy. I think this article gave some idea who are having a question after BTech what can I do.

How to Qualify SSC Exams

How to Qualify SSC Exams –

CGL, CHSL, Steno, JE, Police, Translator, etc Collect the syllabus of the ssc exam. You can download it from the official website of SSC. Get the ssc exam books of a better publication and also get the separate books for each of the section of ssc exam paper.

• Make a time table of your study.
• Study for at least 4 hrs a day for a year.
• Study with full concentration and try to clear your basics of the topics.
• Remember shortcuts of doing the questions and also create your own shortcuts to solve the problems faster.
• You can also buy various books for learning shortcuts for solving problems for ssc exam.
• Remember the shortcut techniques to solve the problem given the ssc exam paper faster. It will help solve the ssc exam paper quickly and you can solve more questions as it will improve your speed.
• You need to work on your speed of solving problems. For that practice one previous year question paper daily to improve your speed putting yourself in the time limit.
• Work more on your weaker sections and make them stronger with practice. Practice more and more because practice make a men perfect.
• In the ssc paper, solve as many questions as you can but only do those which you know well.
• Don’t do those question which you are not sure about. Remember there is negative marking in the ssc exams.
• If you got stuck on a particular question then move on to next one but don’t waste your precious time on particular question.
• Always wear a watch while giving any type of paper as it will keep you updated with time.  Work on your quickness to solve problems and build speed of solving problem.
• Most of the aspirants fails in these tests because of the time limit.
• Work harder with consistency will lead you to qualify this exam.

Important Tips for SSC JE

• The difficulty level of the exam is not very high. A diploma holder in engineering can easily attempt the paper. Thus, focus on the basics of engineering than solving tough problems. 
• Take as many practice tests as possible before  the exam. Make sure you time your attempts. It is as much about speed as it is about accuracy in SSC Junior Engineer Exam 2014.
• Make sure you reach the exam center well before time. This way, you won’t be stressed, which always helps you perform better in an exam.
• Attempt those questions first that you are absolutely sure about. You don’t need to attempt different sections in a specific order. Thus, you can always go back and forth between sections.
• Attempt the easy questions in all the sections first and then attempt the tough questions. As far as possible, do not play the guessing game. 
• A thumb of rule you can follow is if you know  more than 50% of the paper, you must not take undue risks and guess answers. 
• There is negative marking involved. However, if you know less than 50% of the paper, it could be worthwhile to take calculate risks.
• Paper-II is a subjective paper. Make sure you practice the subjective method of answering questions too. You must know the correct method of solving numerical problems of engineering.

If you clear the cutoff marks for paper-I and paper-II, you will have to go through an interview round. It is important that you start preparing for the interview as well from the time of the written test. Practice answering common interview questions such as
“Why do you want to join SSC?”;
“Tell us about yourself”; some common engineering theoretical concepts etc.

Tips and tricks for solving the papers

Tips and tricks for solving the papers

• The first motto while solving the question papers is to utilize your time optimally.

• The Objective Paper-I consists of 120 questions which are evenly based on English and General Studies. The questions on the topics of rearrangement of sentences and Comprehension are tedious and time consuming so it is suggested to solve those questions after completion of rest of the paper.

• While solving the comprehension part first read the passage then read the questions asked and then mark the lines which are related to the questions.

• If you are not able to solve a particular question then don’t waste your time on it and don’t get disheartened. Move to other questions and solve tough question at the end.

• While solving technical objective papers, try to solve the questions on theory first and then work on numerical questions as there is Negative Marking for each wrong answer and cut off is to be cleared in these papers hence never try to mark those answers on which you are not confident.

• On third day of examination there are two conventional papers. Before solving the paper, first of all read the question paper thoroughly and mark those questions in which you can perform your best.

• Write the answers, step by step in tidy manner to give an impressive presentation and by doing this the candidate will not miss the essential points and formulae. If some diagram is required try to make well labeled and neat diagram with freehand sketch. You will get the credit for orderly, effective, and exact expression combined with due economy of words in the conventional papers of the examination.
• Write formulae in the numerical, S.I units of concerned quantities and answers as well.

Steps to enhance your performance

1. The examination requires consistency, never say die spirit and most important is self motivation. Healthy ideas grow in healthy mind so alongwith studies do devote some time for recreation this will make enhance the memorizing power and efficiency.

2. Keep safely documents related to examination such as acknowledgment of application, hall ticket, application number and other details. This is to avoid last minute tension for obvious things.

3. One day before the examination don’t study much, just revise the important notes which you have made. Relax and sleep for atleast 6 hours so that you write exam with fresh mind.

4. Keep atleast 2 sharpened pencils, eraser, sharpener, 2 pens, calculator, hall ticket, etc. in your examination kit. Leave for your exam timely and don’t study much on the same day during travelling.

8 things i wish someone told me when i waspreparing for IES..

By an Anonymous IES aspirant
I was not perfect. No one in my whole family or friends never actually thought about IES leave alone clearing it. Even when my college friend talked about it in 4 year it was something unachievable at least for (non studious) me.
Now when i look back there is definitely a experience advantage. That's why if one in family become an IAS, his brother,sister,cousins etc have a huge chance of making it into services. Furthermore, 8 things i wish someone told me when i was preparing for IES.. Please don't mock me if you already know!!

1. IES is a damn easy exam of course you need to work your butts off. What i mean to say that in class all the examples we do are the toughest one's. IES is a mix bag of easy, damn easy and little difficult one's.Most questions are repetitive.Once you have understood the concepts,they all seem the
same.

2. Objective exam is much easier to score but you need to do the subjective question's practise to get hold of concepts.Yes, solving only objective one's will give you half knowledge.It's solved questions
in book will give you complete picture and prepare you for new questions just in case.

3. Revise revise revise Your ability to forget is monumentary.I read p k nag thermo at least 10 times sincerely apart from class notes. But my mock interview i had forgotten 2nd law. Just like that.This is the golden rule for success.Don't trust your brain..

4. Comfort level for environment . As you know Delhi has harsh environment. So unlike me (kanjoos makhichoos) invest in a heater in winter and cooler in summers. I recall wasting entire afternoon in summers in my heated up room and morning and nights fighting cold in winters. It's a sheer waste of
time.Buy a comfortable chair and bed and gadda too.Don't think it's for few months, Think of it as an investment for concentration in studies.

5. Don't set a time table when not following it up to hilt gives you frustrations. Just get up and start reading until you feel hungry or tired. If you waste time in getting your body to follow your time table.It's useless.

6. Do not buy foreign author books No matter how much our teachers criticize Indian authors, they are value for money and time. Don't forget you are not here for research purposes, only competitive exam purposes.I bought kalpakjian, popov and tried to read them. You need extra dimag to actually understand them in first place and they were of no use at all.

7. Library Oh God!! how much i wish i had known these library hidden in Delhi when i was preparing. They are such a nice place to sit away from the familiarity and claustrophobic sleepy atmosphere of your room with no one disturbing you. Some even give tea and nice lunch. Most of them have air conditioning and subscription of newspapers and magazines.And they are located near the saket too. Look for them nearby your room and you will find them if your are lucky.

8. NPTEL Videos and others available on you tube.You will be surprised to find huge study material online, But please don't overdo it. Only in your spare time take a look to memorize the concept or understand it.

I've been meaning to tell 10 but i can't recall anymore. Please comment if anything in this post interests you..

Books on the subject of HeatTransfer

There are a lot of books on the subject of Heat Transfer by different authors with different approaches to the subject. Based on your need you can pick out one from them. I would categories them for you
If you are preparing for some examination like GATE/IES , the go for RC Sachdeva /PK Nag / DS Kumar/R.K. Rajput. All are likely same with little differences. Out of these RC Sachdeva & PK Nag have insisted somewhat less on problems & more on theory when compared to DS Kumar and R.K. rajput.
If you are there for developing a deep insight into the subject & explore it , I would suggest you to go for Incropera/ Younus A Cengel / JP Holman. Incropera is also considered as the bible of Heat Transfer! JP Holman is brief while Younus A Cengel will put forward the beauty of Heat Transfer with practical problems & elaborate the typical higher order differential equations in detail.

Except these books, I won't suggest you to try any other book as they will just waste your time & will mess up your concepts.

Railways JE Reference Books – RRB Books

Railways JE Reference Books – RRB Books

1. Non-Technical Section

(1) General Studies
S. No.                      Book Title                                                                             Author
1.           General Studies 2015 for IES, PSUs                                        Made Easy Publication
2.           General Knowledge 2015                                                         Arihant Publication
3.           General Knowledge 5th Edition                                                 Lucent Publication
4.           14000+ Objective Questions - General Studies 2015 Edition        Arihant Publication
5.           Lucent's Objective General Knowledge                                     Lucent Publication
(2) General Intelligence and Reasoning
S. No.                      Book Title                                                                           Author
1. A Modern Approach To Verbal & Non-Verbal Reasoning                     R. S. Aggarwal
2. A New Approach to Reasoning : Verbal, Non - Verbal & Analytical       Arihant Publications
3. General Mental Ability Logical Reasoning & Analytical                        Kalinjar Publication
Ability MCQs 1000+Q
(3) Arithmetic Ability
S. No.                      Book Title                                                                            Author
1. Quantitative Aptitude For Competitive Examinations                               R. S. Aggarwal
2. How to Prepare for Quantitative Aptitude for the CAT
Common Admission Test                                                                               Arun Sharma
3. Quantitative Aptitude Quantum CAT: Common
Admission Test For Admission into IIMs                                                 Sarvesh K Verma

2. Technical Section

•   Question Banks :

(1) Electronics Engineering :
S. No.                  Book Title                                                                                Author
1. Handbook Series of Electronics and Communication Engineering      Arihant Publications
2.IES, GATE, PSUs: A Handbook on Electronics and
Communication Engineering                                                             Made Easy Publications
3. Question Bank In Electronics And Communication
Engineering                                                                                           Prem R Chadha
4. Detailed Solutions In Electronics & Communication
For Competitons                                                                                   Satish K Karna
5. Gateway To PSUs                                                                             Upkar Prakashan
6. Question Bank in Electronics and Communication Engineering           J B Gupta

(2) Electrical Engineering :
S. No.                   Book Title                                                                        Author
1. Handbook Series of Electrical Engineering                                         Arihant Publications
2.IES, GATE, PSUs: A Handbook on Electrical Engineering              Made Easy Publications
3. Question Bank In Electrical Engineering                                       S. K. Katria & Sons
4. Theory, Objective Questions with Detailed Solutions
in Electrical for Competitions                                                          Galgotia Publication
5. Objective Electrical Technology                                                S.chand Publishing

(3) Mechanical Engineering :
S. No                                  Book Title                                                          Author
1.Conventional & Objective Type Questions &
Answers on Mechanical Engineering for Competitions                           R. K. Jain
2. Mechanical Engineering                                                              R S Khurmi , J K Gupta
3.IES, GATE, PSUs: A Handbook on Mechanical Engineering           Made Easy Publications
4. Mechanical Engineering Handbook                                                  Arihant Publications
5. 5200 Fully Solved MCQ for IES, GATE & PSUs :
Mechanical Engineering                                                                 Made Easy Publications

(4) Civil Engineering :
S. No.                               Book Title                                                                  Author
1. IES, GATE, PSUs: A Handbook on Civil Engineering                       Made Easy Publications
2. Handbook on Civil Engineering IES, GATE, PSUs &
Other Competitive Exams                                                                            Made Easy Publications
3. Fully Solved Multiple Choice Questions for IES,
GATE, PSUs Civil Engineering                                                      Made Easy Publications
4. Civil Engineering : Objective Type and Conventional
Questions and Answers                                                                                  R. Agor
5. Civil Engineering (Conventional & Objective Type)                      R. S. Khurmi, J. K. Gupta

 Practice Papers :

English Editions
S. No.             Book Title                                                        Author
1. Indian Railways Junior Engineer Group Electrical : 15 Practice Sets        Arihant Publication
2. RRB - Junior Engineer Recruitment Examination : Electrical Engineering       G. K. Publications
3. Indian Railways Junior Engineer Group Electronics : 15 Practice Sets          Arihant Publication
4. RRB - Junior Engineer Recruitment Examination : Electronics Engineering       G. K. Publications
5. Indian Railways Junior Engineer Group Mechanical : 15 Practice Sets               Arihant Publication
6. RRB - Junior Engineer Recruitment Examination : Mechanical Engineering        G. K. Publications
7. Indian Railways Junior Engineer Group Civil : 15 Practice Sets                      Arihant Publication
8. RRB - Junior Engineer Recruitment Examination : Civil Engineering               G. K. Publications

Railways SSE Reference Books – RRB Books

Railways JE Reference Books – RRB Books

1. Non-Technical Section

(1) General Studies
S. No.                      Book Title                                                                             Author
1.           General Studies 2015 for IES, PSUs                                        Made Easy Publication
2.           General Knowledge 2015                                                         Arihant Publication
3.           General Knowledge 5th Edition                                                 Lucent Publication
4.           14000+ Objective Questions - General Studies 2015 Edition        Arihant Publication
5.           Lucent's Objective General Knowledge                                     Lucent Publication
(2) General Intelligence and Reasoning
S. No.                      Book Title                                                                           Author
1. A Modern Approach To Verbal & Non-Verbal Reasoning                     R. S. Aggarwal
2. A New Approach to Reasoning : Verbal, Non - Verbal & Analytical       Arihant Publications
3. General Mental Ability Logical Reasoning & Analytical                        Kalinjar Publication
Ability MCQs 1000+Q
(3) Arithmetic Ability
S. No.                      Book Title                                                                            Author
1. Quantitative Aptitude For Competitive Examinations                               R. S. Aggarwal
2. How to Prepare for Quantitative Aptitude for the CAT
Common Admission Test                                                                               Arun Sharma
3. Quantitative Aptitude Quantum CAT: Common
Admission Test For Admission into IIMs                                                 Sarvesh K Verma

2. Technical Section

•   Question Banks :

(1) Electronics Engineering :
S. No.                  Book Title                                                                                Author
1. Handbook Series of Electronics and Communication Engineering      Arihant Publications
2.IES, GATE, PSUs: A Handbook on Electronics and
Communication Engineering                                                             Made Easy Publications
3. Question Bank In Electronics And Communication
Engineering                                                                                           Prem R Chadha
4. Detailed Solutions In Electronics & Communication
For Competitons                                                                                   Satish K Karna
5. Gateway To PSUs                                                                             Upkar Prakashan
6. Question Bank in Electronics and Communication Engineering           J B Gupta

(2) Electrical Engineering :
S. No.                   Book Title                                                                        Author
1. Handbook Series of Electrical Engineering                                         Arihant Publications
2.IES, GATE, PSUs: A Handbook on Electrical Engineering              Made Easy Publications
3. Question Bank In Electrical Engineering                                       S. K. Katria & Sons
4. Theory, Objective Questions with Detailed Solutions
in Electrical for Competitions                                                          Galgotia Publication
5. Objective Electrical Technology                                                S.chand Publishing

(3) Mechanical Engineering :
S. No                                  Book Title                                                          Author
1.Conventional & Objective Type Questions &
Answers on Mechanical Engineering for Competitions                           R. K. Jain
2. Mechanical Engineering                                                              R S Khurmi , J K Gupta
3.IES, GATE, PSUs: A Handbook on Mechanical Engineering           Made Easy Publications
4. Mechanical Engineering Handbook                                                  Arihant Publications
5. 5200 Fully Solved MCQ for IES, GATE & PSUs :
Mechanical Engineering                                                                 Made Easy Publications

(4) Civil Engineering :
S. No.                               Book Title                                                                  Author
1. IES, GATE, PSUs: A Handbook on Civil Engineering                       Made Easy Publications
2. Handbook on Civil Engineering IES, GATE, PSUs &
Other Competitive Exams                                                                            Made Easy Publications
3. Fully Solved Multiple Choice Questions for IES,
GATE, PSUs Civil Engineering                                                      Made Easy Publications
4. Civil Engineering : Objective Type and Conventional
Questions and Answers                                                                                  R. Agor
5. Civil Engineering (Conventional & Objective Type)                      R. S. Khurmi, J. K. Gupta

 Practice Papers :

English Editions
S. No.             Book Title                                                        Author
1. Indian Railways Junior Engineer Group Electrical : 15 Practice Sets        Arihant Publication
2. RRB - Junior Engineer Recruitment Examination : Electrical Engineering       G. K. Publications
3. Indian Railways Junior Engineer Group Electronics : 15 Practice Sets          Arihant Publication
4. RRB - Junior Engineer Recruitment Examination : Electronics Engineering       G. K. Publications
5. Indian Railways Junior Engineer Group Mechanical : 15 Practice Sets               Arihant Publication
6. RRB - Junior Engineer Recruitment Examination : Mechanical Engineering        G. K. Publications
7. Indian Railways Junior Engineer Group Civil : 15 Practice Sets                      Arihant Publication
8. RRB - Junior Engineer Recruitment Examination : Civil Engineering               G. K. Publications