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Contextualizing Energy Balance Problems

Contextualizing Energy Balance Problems . Julia Thompson Engineering Education Graduate student, Purdue University thomps87@purdue.edu Dr. Brent Jesiek , Purdue University. Pop Quiz – Problem 1.

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Contextualizing Energy Balance Problems

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  1. Contextualizing Energy Balance Problems Julia Thompson Engineering Education Graduate student, Purdue University thomps87@purdue.edu Dr. Brent Jesiek, Purdue University

  2. 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:

  3. Problem 2- please see hand out Answer: a. b. http://www.cnn.com/2010/WORLD/americas/01/18/haiti.airdrop/index.html c – e: Discussion

  4. Discussion- What are the pros/cons of problem 1 when using it as an example in an engineering class • Benefits: • Limitations:

  5. 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

  6. Discussion- What are the pros/cons of problem 2 when using it as an example in an engineering class • Benefits: • Limitations:

  7. 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

  8. Literature on contextualized problems • Limitations: • Can be difficult to understand the technical material in work study problems [5] • Requires time [6] • 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]

  9. 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

  10. 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.

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