julia thompson engineering education graduate student, purdue university [email protected] dr....
TRANSCRIPT
Contextualizing Energy Balance Problems
Julia Thompson
Engineering Education Graduate student, Purdue University
Dr. Brent Jesiek, Purdue University
Contextualizing Energy Balance Problems
We are going to be introducing two problems, both use the same
1
Pop Quiz Problem 1
An object whose mass is 400 kg is located at an elevation of 25 m above the surface of the earth. For g=9.78 m/s2, determine the gravitational potential energy of the object, in kJ, relative to the surface of the earth.
Answer:
Problem 2- please see hand out
Answer:
http://www.cnn.com/2010/WORLD/americas/01/18/haiti.airdrop/index.html
a.
b.
c e: Discussion
Discussion- What are the pros/cons of problem 1 when using it as an example in an engineering class
Benefits:
Limitations:
Discussion- What are the pros/cons of problem 1 when using it as an example in an engineering class
Benefits:
Tests core technical material
Core ideas can be replicated in more complex systems
Low cognitive load, thus more working memory can be devoted to technical material
Limitations:
Many students find the material not engaging/motivating
Difficult to understand how material connects to real world applications
Discussion- What are the pros/cons of problem 2 when using it as an example in an engineering class
Benefits:
Limitations:
Discussion- What are the pros/cons of problem 2 when using it as an example in an engineering class
Benefits:
Clear understanding how the technical concept is used in real world application
Directly connects technical material to design and societal components
Limitations:
Takes more time
Increases cognitive load of a problem
Literature on contextualized problems
Benefits:
Brings opportunity to integrate social dimensions with technical content as required by ABET [1]
Increases interest and motivation especially for women [2-4]
Potentially increases learning [2,5]
Limitations:
Can be difficult to understand the technical material in work study problems [5]
Requires time [6]
Vision and next steps
Ultimately, create course content that helps students develop an image of engineering that explicitly incorporates social dimensions.
Current/next steps
Observing a thermodynamics course
Work with mechanical engineering professors to pilot content
Conduct interviews with students
References
[1]ABET Engineering Accreditation Commission. "Criteria For Accrediting Engineering Programs," http://abet.org/forms.shtml#For_Engineering_Programs_Only
[2]J. Holman, and G. Pilling, Thermodynamics in Context, Journal of Chemical Education, vol. 81, no. 3, pp. 373-375, 2004.
[3]A. Stinner, Contextual Setting, Science Stories, and Large Contest problems: Toward a more Humanistic Science Education, Humanistic Science Education, vol. 79, no. 3, pp. 555-581, 1995.
[4]D. Kilgore, C. Atman, K. Yasuhara et al., Considering Context: A Study of First-Year Engineering Students Journal of Engineering Education, pp. 14, 2007.
[5]R. Moreno, M. Reisslein, and G. Ozogul, Pre-college Electrical Engineering Instruction: Do Abstract or Contextualized Representations Promote Better Learning?, in Frontiers in Education Conference, San Antonio, 2009.
[6]D. Riley, Employing Liberative Pedagogies in Engineering Journal of Women and Minorities in Science and Engineering, vol. 9, no. 2, pp. 137-58, 2003.