The incursion of disruptive technologies, such as the Internet of Things, information technologies, cloud computing, digitalization and artificial intelligence, into current production processes has led to a new global industrial revolution called Industry 4.0 or Manufacturing 4.0. This new revolution proposes digitization from one end of the value chain to the other by integrating physical assets into systems and networks linked to a series of technologies to create value. Industry 4.0 has far-reaching implications for production systems and engineering education, especially in the training of mechatronic engineers. In order to face the new challenges of the transition from manufacturing 3.0 to Industry 4.0 and 5.0, it is necessary to implement innovative educational models that allow the systematic training of engineers. The competency-based education model has ideal characteristics to help mechatronic engineers, especially in the development of specific competencies. This article proposes 15 technical considerations related to generic industrial needs and disruptive technologies that serve to determine those specific competencies required by mechatronic engineers to meet the challenges of Industry 4.0 and 5.0.

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This article introduces a new kinematic modeling method used to analyze coupled rigid multibody movements. The method was applied to the study of a 5R planar parallel mechanism's kinematics and consists of analyzing two fixed configurations of the mechanism to systematize the rotational relationships between the two structures. Mathematical models were developed using complex numbers. The inverse kinematic problem was modeled as a system of eight nonlinear equations and eight unknowns, which was solved with Newton-Raphson's method. Subsequently, with the inverse problem model, a numerical database related to the mechanism configurations, including singular positions, was generated to train a multilayer neural network. The Levenberg-Marquardt algorithm was used for network training. Finally, an interpolated linear path was used to understand the efficiency of the trained network.

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The origin of an automotive structural mechanical failure can be originated by diverse causes, due for example to the structural geometry, the materials of manufacture, the processes of manufacture and the mechanical loads, that appear during the time of service for the that were designed, among other causes. The determination of the mechanical causes that provoke such failures is not a simple task, so it is recommended to apply systematic methods that allow identifying and characterizing them efficiently. Currently, there are experimental and computational tools, which can be used of an integral way to assess failures, locate them and give them a practical solution. In this article an efficient method is presented, which was used to identify and quantify the causes that originated mechanical structural failures (generated by cracks) in a bus. Through a numerical method, was searched for and found the solution to the problem, which was implemented and evaluated. The method integrates experimental and numerical tools for the analysis of stresses and deformations (photoelasticity and electrical extensometry) required for the study of failures. Static tests (torsion and flexion) and braking, curving and travel tests were carried out, with the purpose of obtaining data of stresses and strains that would allow evaluating the mechanical conditions of the bus. The load conditions of the tests were a Gross Vehicle Weight (PBV) and PBV + 20%. To carry out the road tests, only the information of the edges and potholes was considered, since they turned out to be the events that caused the highest levels of stress. The study was carried out on a prototype bus, which did not present structural mechanical failures. The case study presented in this paper refers to finding the causes and the solution to a problem of a failure by a fissure located on the floor of a bus. Finally, the results obtained show the efficiency of the proposed analysis method as well as the integration of the experimental and numerical tools used, in a systematic and integral way identifying the causes that originated a failure in the structure of the bus. Keywords: Mechanical failures, experimental methods, numerical methods for stress analysis, automotive structures.

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La Educación Basada en Competencias se perfila como un enfoque educativo para apoyar a la Educación 4.0. De la misma manera, las metodologías activas son técnicas que se están aplicando para poder formar a los ingenieros en el contexto de la Industria 4.0. En este sentido, la Universidad La Salle Noroeste desde el año 2011 tiene implementado un programa de competencias en todos sus programas académicos y capacita a sus profesores mediante un diplomado abierto. En este artículo se presentan algunos resultados de la aplicación del modelo por competencias aplicado a las carreras de ingeniería de la Universidad La Salle Noroeste. Se describe la definición del modelo de competencias lasallistas y la aplicación de las metodologías activas en materias de ingeniería. Para mostrar un caso de estudio, se tomará en cuenta el Aprendizaje Basado en Proyectos el cual fue utilizado para impulsar los aprendizajes de la materia de Automatización en la carrera Ingeniería Industrial en Calidad logrando resultados importantes. El tema tratado se refiere a la sincronización de sistemas productivos.