1 / 20

Adapting to a changing highschool population

Changes in the EE curiculum resulting from math and physics deficiencies. Adapting to a changing highschool population. Cora Salm , Jan Eijkel, Erik Faber, Ferdi van der Heijden, Mathieu Odijk University of Twente, The Netherlands. Observed problems with freshman students.

deepak
Download Presentation

Adapting to a changing highschool population

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Changes in the EE curiculum resulting from math and physics deficiencies Adapting to a changing highschool population Cora Salm, Jan Eijkel, Erik Faber, Ferdi van der Heijden, Mathieu Odijk University of Twente, The Netherlands

  2. Observed problems with freshman students High school students have problems with: mathematical manipulations addiction to graphical calculator physical insight in equations University differs from high school 40-hour work week discipline 5.5 mentality not ok eagerness to understand Additionally Large variation in knowledge and skills

  3. highschool math proficiency Day 1 at university After 5 weeks remedial teaching Similar results at all 3 technical universities

  4. Problems caused by ? government, new teching methods, old fashioned university teachers, too high expectations, MTV, economy …… SOLUTION New introductory course so that other teachers get “good” students. 8.5 European credits

  5. Introducion EE and electronics Aim: solve all observed problems, fun and selecting • motivating and real EE • Preview of first 2.5 years • Show relations between courses • especially why math can be usefull • Challenging and fun. Cover most topics in EE and point forward Intertwine classes, excersizes, remedial math. Labworks and project Final project: challenging, novel, feasable.

  6. What do we want to teach • Psychological • Basic math • Enlarge physical insight • Introduction EE and electronics

  7. Psychological: Attitude change • How to motivate students • Lot of classes • Guarantee to succes if you work hard • Not preparedNo grade • Test during lectures • Mix theory /experimental work • Questions designed in a way that calculator is no use Work hard (40 hours/wk) Also study at home Do NOT aim at 5.5 Eagerness to understand Calulator only helps if you know what to put in

  8. Mathematical manipulations 2 equations 2 unknowns Integration Differentiation Abstract thinking Manipulate formulas Fractions Logarithmics Exponents, Sine, cosine… • How to upgrade math skills • Hide the math in EE-excersizes • Fluent transition remedial math and new academic math • Assume they know nothingshow everything on the blackboard • Do not tell them they know nothing! • Have extra examples ready

  9. Enlarge physical insight Equations describe relations in the real world Transfer to other domains “If you understand more you need to know less” How to increase physical insight Analog situation in other domain Distill equations (not only solve) Drilling + lots of lectures

  10. The basis of EE 50% real first year Level of lectures and exams 50% real more phenomenological but with advanced lab work Instrumental electronics measurment Network analysis Control systems Intro Fourier Transform modulation and filtering Waves

  11. Impact of remedial teaching on math test

  12. 20 20 15 15 # correct answers 10 10 # correct answers 5 5 0 0 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 Highschool Math grade Highschool Math grade Largest impact for good students

  13. Is the math test a good indicator ? Exit test predicts IEEE grade (first acadamic EE class) Entrance test predicts Calculus 1 (first acadamic math class) 10 10 9 1st test 9 8 Calculus I 8 7 7 6 6 grade grade 5 5 4 4 3 3 2 2 2nd test 1 1 IEEE 0 0 1 3 5 7 9 1 3 5 7 9 11 high school math grade high school math grade

  14. Other results • Large attendence in class • Students ask questions/interact • Students put in 90-115% of the studyload • Math still perceived math as boring (65%) but usefull (80%) BUT • Unclear if students also put in more time in parallel classes • Studying without teacher (homework) still to be learned later on

  15. Final project: Build a weather station Relating to physics Temperature Rain Wind speed Wind direction

  16. Final project: Build a weather station Relating to EE electronics USB read out calibration signal/noise

  17. Final project: Build a weather station Motivation

  18. Does it work outside the specs???

  19. Summary Novel Introductory class IEEE Intertwines theory, math repair, excersizes, labwork Large improvement on the math proviciency test Students work hard and are motivated Program can easily be adapted when highschool program changes again Student are more lazy and need external motivators (compared to the good old days…..)

  20. This work was sponsored by WO-SPRINT and Nationale Kennisbank Wiskunde Vaardigheden THANK YOU FOR YOUR ATTENTION

More Related