Connecting Engineering, Science & Mathematics

1. Connecting Engineering, Science & Mathematics Class1 Introduction to Engineering (For EVERY CLASS SESSION): Please turn on and log in to your laptop BEFORE class begins.

2. Info Transfer: Downloading • Plug in the thumb drive • Under “My Computer” look for the new drive; open (double click) it • Look for the folder “CESM_Download_1” • Copy the entire folder to your desktop (ask for help if you need it!)

3. Agenda • Administrative • Introductions • Survey(s) • Handouts • Files • Syllabus • Blackboard/computer use • Introduction to Engineering • Introduction to this course • A design experience • The Process Behavior of engineering

4. Introductions • Rich McNamara (Mesa) • Anna Haywood Lindsley (Tempe) • George Woods (Scottsdale)

5. Survey • This pre-course instrument is adapted from the Pittsburgh Freshman Engineering Attitude Survey – the only Engineering education related survey with a significant data base.

6. Handouts • First Day: please read in detail at your convenience

7. Computer Use • We will bring thumb drives to each class with the next week’s relevant files. • You will be using your laptops in EVERY class – please bring them, have them powered up and ready to go BEFORE class begins.

8. A note about work load • In order to get participants ‘doing’ engineering ASAP, THIS COURSE IS HEAVILY FRONT-LOADED – the work load will be heavy in the first few weeks: we apologize, and it WILL taper off, but our experience is that it can feel overwhelming at first.

9. As we begin with the content. . . • Make sure your laptops are on, and Word processing program open; load the file IntoToEngWork.doc (alternatively, make sure you have a paper copy of the handout for recording the work in this class)

10. Course Objective Course Objective: To transfer a working knowledge of the Engineering Profession and Engineering Design Process to STEM (Science, Technology, Engineering & Mathematics) secondary teachers, in such a way to reinforce teachers’ concepts and skill from the first 3 Pathways courses. As demonstration of this working knowledge, teachers will be able to incorporate engineering design concepts and practices into their disciplinary teaching in such a way as to enhance their students’ creative-problem solving and analytical problem solving skills.

11. Course Objective • Our intent is not to transform you or your students into engineers • Our intent is to provide a working knowledge of the engineering approaches, heuristics, habits of mind - the ‘tools of the trade’ • With thoughtful purpose, this working knowledge will allow you to incorporate engineering design into your disciplinary teaching in a manner that reinforces and enhances your students’ education.

12. What do engineers do? • We are going to let you try your hand at behaving like engineers • You will work in groups of four • We will give you your assignment in a minute – but first, this is your ‘meta-assignment’:

13. Your meta-assignment • While completing the group taskabout to be assigned, on your laptops: • Make note of what you do • Make note of what you think • Make note of your attitudes/beliefs • Make note of group process • Make note of what tools/skills from your STEM training (including Pathways courses) you utilize.

14. Your Assignment • View the following clips (from Apollo 13) • Use the materials provided • You have 30 minutes • Please record as much as possible on your work record (IntroToEngWork.doc – INDIVIDUALLY) • Construct a ‘hot air balloon’ that will lift at least two pennies aloft for, at least 7 seconds after being filled with hot air from a heat gun. Please capture your work!

15. Reporting (Please do not over-write your notes with notes from this reporting session!) • Describe what you did. • Describe what you were thinking. • How did your attitudes/beliefs affect your approaches and thinking? • What comments do you have regarding your group processing? • What tools/skills from your STEM training (including Pathways courses) did you utilize?

16. Why did we do this? • We wished to illustrate: • Engineering problems are often very vaguely defined (problem definition) • There are often multiple paths to a good answer • There are often multiple good answers! • The available resources (time, materials, information) are ALWAYS limited.

17. This course • Although most of you can accomplish a reasonable level of design; our goal is to demonstrate how much more efficient, logical, successful is a structured process • You will learn and experience the engineering design methodology: A structured process for accomplishing engineering design.

18. Engineering Defined? The profession in which knowledge of the mathematical and natural sciences, gained by study, experience, and practice, is applied with judgment to develop ways to use the materials and forces of nature for the benefit of mankind.* Does this differ from “mathematics” or “chemistry” or physics” or “geology? How? Please capture your work! *Definition of the Accreditation Board for Engineering and Technology

19. Big Picture Background The definition is rather broad: some specifics? • Individually Spend 3 minutes to write down what you believe are major contributions / impactsthat engineering has had (will have?) on society: • Early Society / Historical • Modern Past • Current • Anticipated (Future) Please capture your work!

20. Engineering Impacts Report out • Were the impacts all positive? • Were the choices strongly Western-centric? • Is it easy to tease out the engineering vs. the math or chemistry or physics or biology or geology elements of the contribution/impact?

21. Some of our answers • Egypt and Mesopotamia (pyramids) • Engineering the Temples of Greece • The Roman Roads and Aqueducts • The Great Wall of China • Quality of wrought iron is improved • Swords are mass produced • Siege towers are perfected • Greeks develop manufacturing • Concrete is used for arched bridges, roads and aqueducts in Rome. Pre Christian Era

22. Some of our answers • Gunpowder is perfected • Cotton and silk manufactured • Silk and glass industries develop • First toilet is invented in England • Galileo constructs a refractive telescopes • Otto von Guerick first demonstrates the existence of a vacuum • Issac Newton constructs first reflecting telescopes 1 – 1700 CE

23. Some of our answers • Industrial Revolution begins in Europe • James Watt patents his first steam engine • First building made completely of cast iron built in England • Machine automation is first introduced in France • Railroad locomotive is designed and manufactured • Single wire telegraph line is developed • Reinforced concrete is first used • First synthetic plastic material is created • Bessemer develops process for stronger steel in mass quantities • First oil well drilled in Pennsylvania • Typewriter is perfected 1700 – 1875 CE

24. Some of our answers • Telephone is patented in US by Alexander Graham Bell • Thomas Edison invents the light bulb and the phonograph • Gasoline engine developed by Gottlieb Daimler • Automobile introduced by Karl Benz • Wright brothers complete first sustained flight • Ford develops first diesel engines in tractors • First commercial flight between Paris and London • John Logie Baird invents a primitive form of television • First atomic bomb is used • The transistor is invented 1875 – 1950 CE

25. Some of our answers • Computers first introduced into the market, are common by 1960 • Sputnik I (first artificial satellite) put into space by USSR • First communication satellite — Telstar —is put into space • The first moon landing • The First supersonic flight of the Concorde • Columbia space shuttle is reused for space travel • First artificial heart is successfully implanted • Robots travel on Mars • The “Chunnel” between England and France is finished • GPS is used to predict and report weather conditions, as well as, many other consumer applications 1950 CE – present

26. NAE: top 20 of 20th century Electrification Automobile Airplane Water Supply and Distribution Electronics Radio and Television Agricultural Mechanization Computers Telephone Air Conditioningand Refrigeration Highways Spacecraft Internet Imaging Household Appliances Health Technologies PetroleumandPetrochemical Technologies Laser and Fiber Optics NuclearTechnologies High-performance Materials For information on how these were selected, go to http://www.greatachievements.org/?id=4247

27. Some Motivation: Engineering and K-12 STEM education • Why might engineering be of interest in K-12 STEM education? • Some of our answers: • To enhance creative problem-solving & analytical problem solving skills in STEM education • As a basis for developing an integrated learning framework for STEM learning • Other reasons we hope will be revealed during the semester! Please capture your work!

28. What engineers do • What is the key process(es) that mathematicians engage in? • What is the key process(es) that scientists engage in? • What is the key process(es) that engineers engage in?

29. Introduction to engineering design Engineering design is the process of devising a system, component, or process to meetdesired needs. It includes a decision making process in which the basic sciences and mathematics and engineering sciences are applied to convert resources optimally to meet objectives or optimize ‘goodness’. *again, from the Accreditation Board for Engineering and Technology

30. A pithy quote by a famous engineer “The scientist describes what is: the engineer creates what never was.” Theodor von Kármán Biogr. Mem. FRS 26 (1980) 110

31. Scientists and engineers • Scientists seek technical answers to understand / describe / predict natural phenomenon • Engineers study technical problems with a practical application always in mind For example: • Scientists might study atomic structure to understand the nature of matter; engineers might study atomic structure to make smaller and faster microchips

32. Engineering Design • What is engineering design? Engineering design is a process that creates an artifact to meet a need. (but so is musical composition, cooking . . . ?) • Perhaps the PROCESS is what makes it unique?

33. One Description of the Engineering Design Process Needs Assessment Problem Formulation Abstraction and Synthesis Analysis Implementation Did you perform any of these steps during YOUR exercise? Please capture your work!

34. An alternate description • Identify the Problem • Define the Problem • Research and gather Data • Brainstorm Solutions • Analyze • Develop Models and Test • Make the decision • Communicate and Specify • Implement

35. What’s wrong with these? • They are too linear, too ‘neat’

36. An analysis of how the process actually happens From: “A comparison of freshman and senior engineering design processes,” C.J. Atman, J.R. Chimka, K.M. Bursic and H.L. Nachtmann, Design Studies 20 (2) 1999, pp 131-152

37. STEM processes • During this course we will spend significant time on comparison of Scientific Inquiry, Mathematical Problem Solving, Engineering Design

38. Burning Questions? CESM course Coordinator: Veronica Burrows, Associate Prof. of Chemical Engineering, ASU: 480-965-4557 burrows@asu.edu Contact with questions about course organization

39. Introduction to Excel • Excel is THE work-horse spreadsheet / calculation / information tool used in business and industry. • We will use it throughout the semester, building your skills gradually. • The best advice we have: use the help menu, save often, and don’t be afraid to experiment!

40. Very Basic Excel • Open Excel on your laptops • In Cell A8 enter “radius (cm)” • In Cell B8 enter the number 23.5 • In Cell F3 enter “sphere” • In Cell F4 enter “volume (cc)”

41. Entering an Equation • If you know how to do this: in Cell G7, enter a formula that will calculate the volume of a sphere of the radius in Cell B8 – use a value of p of 3.1416

42. Equations • Excel knows that what you’re entering is an equation when it begins with “=” ! • It will calculate with numbers or with the contents of a cell (variables) • Try different values for the radius • If you know how to do this: name cell B8 “radius”

43. Naming cells • Naming cells makes writing equations MUCH easier! • If you put a name label on the wrong cell , , ,

44. Treasure Hunt • Instead of writing 3.1416 for Pi, Excel has a function that can be used. • How might we find this?

45. Excel this Semester • We will do some Excel in every class, early on, and probably through the term.

46. Remainder of this session • Let’s go back to Apollo

47. Engineering Design Process Needs Assessment Problem Formulation Abstraction and Synthesis Analysis Implementation Did you perform any of these steps during YOUR exercise? Please capture your work!

48. Remainder of this session • Review your notes from the Balloon Design activity: how did your approaches compare to behaviors in the movie? To the “engineering process” discussed.

49. Submitting (Uploading) • Save your file on your desktop: ilastname_ IntoToEngWork.doc • Plug in the thumb drive • Under “My Computer” look for the new drive; open (double click) it • Look for the folder “CESM_Submit_1” • Copy your file to this folder (ask for help if you need it!) * *your first initial followed by your last name, e.g. rmcnamara

50. For next class . . . • Assignments: • Assignment #1 (Use the TUTORIAL file!) • Reading • Skim Chapters 1-3 in Fogler & LeBlanc • Bring to class: • Your laptop