A high-school teacher’s perspective of first-year engineering

1. A high-school teacher’s perspective of first-year engineering By Rod Paton

2. Background Teacher Fellow- 2009 The University of Auckland School of Engineering New Zealand Science, Mathematics & Technology Teacher Fellowship Scheme

3. AIM: • Study the transition from high-school to first-year engineering. • What are the expectations for first-year students?

4. Outline: • Course • Research method and results. • Modes of Learning. • Forms of Assessment. • Expectations on students. • Conclusion • Questions

5. First-year Engineering:Electricaland DigitalSystems

6. Engineering Mechanics

7. First-Year Engineering Mathematical Modelling Biology and Chemistry Introduction to Engineering Design Materials Science Engineering Computation and Software

8. 2. Research Method and Results:

9. It is all about: Finding their ‘way into’ the subject through Problem-Solving

10. 3. Modes of Learning:High-School Physics

11. First-Year Engineering:

12. Modes Of Learning Active Learning Self-Directed Learning “ You go to class and learn stuff . But there is no one to make sure you do it. At high-school if you don’t do the work you get off. But there you will get zero and that’s it.” – First –year engineering student. • “When the lecturer is general enthusiast about what they are teaching you then it is so much easier to learn. And get interested yourself” - First-year engineering student.

13. Evidence:

14. Instruction Models the process of solving a problem, taking care to make visible as much of his/her implicit though processes as possible.

15. Worked Example2

16. a [m/s2] 0 4 t [s] -10 Worked Example 2: x Is acceleration constant? It is piecewise constant, so treat time intervals separately. Time interval 0 < t ≤ 4s First, write down the kinematic conditions Final conditions: Initial conditions: Next, the kinematic equations

17. Problem Sheet Hints • The following are hints to help you solve some of the problems. In each case, I’ll try to outline the toughest concept in the question, but it still remains your responsibility to solve them. • Sheet 1: Kinematics of Particles, Rectilinear Motion • Method: draw a clear sketch, which shows the beginning and end of the motion you are interested in. Write down the kinematic conditions: the time, position, and velocity at the points of interest.

18. 3. Peer Assessment

19. 4. Peer-group Learning Truss Project • In groups of 3 (or 4 ) Design and Build a truss bridge. • The structure must span a 450mm gap and support as big a load as possible while satisfying the requirements.

20. Learning outcomes • 1. Demonstrate the ability to solve-problems by producing clear, structured and effective solutions. Improve knowledge of problem solving skills through practice. • 2. Have sufficient basic conceptual knowledge of engineering-physics, biology and chemistry to analysis engineering type problems. That is beyond repeating theory and formulas. • 3. Identify and use the connections between multiple external representations of physical systems to familiar and unfamiliar situations. • 4. Able to use mathematical reasoning as a short hand for conceptual reasoning and demonstrate a coherent understanding of physics, mathematics and design principles.

21. 5. Conclusion • Assumes major responsibility for personal learning and development. • Contributes to others’ learning and development. • Takes initiative in using a variety of resources to meet learning needs. • Basic understanding of L3 achievements standards.

22. 6. Summary

23. Quote: • “At School if you didn’t know the concepts straight off, the teacher would kind of help you, and just slow down a bit. But here it’s like you are kind of expected to learn it by yourself. If you are struggling you have to do it on your own time”

24. 7. Questions Thank You