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Slide 2 A high-school teachers perspective of first-year engineering By Rod Paton Slide 3 Background Teacher Fellow- 2009 The University of Auckland School of Engineering New Zealand Science, Mathematics & Technology Teacher Fellowship Scheme Slide 4 AIM: Study the transition from high-school to first- year engineering. What are the expectations for first-year students? Slide 5 Outline: 1Course 2Research method and results. 3Modes of Learning. 4Forms of Assessment. 5Expectations on students. 6Conclusion 7Questions Slide 6 First-year Engineering: Electrical and Digital Systems Slide 7 Engineering Mechanics Slide 8 First-Year Engineering Mathematical Modelling Biology and Chemistry Introduction to Engineering Design Materials Science Engineering Computation and Software Slide 9 2. Research Method and Results: Slide 10 It is all about: Finding their way into the subject through Problem-Solving Slide 11 3. Modes of Learning: High-School Physics Slide 12 First-Year Engineering: Slide 13 Modes Of Learning Active Learning 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. 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 dont do the work you get off. But there you will get zero and thats it. First year engineering student. Slide 14 Evidence: Slide 15 Instruction Models the process of solving a problem, taking care to make visible as much of his/her implicit though processes as possible. Slide 16 Worked Example 2 Slide 17 Worked Example 2: Is acceleration constant? It is piecewise constant, so treat time intervals separately. Time interval 0 < t 4 s Initial conditions: x Final conditions: a [m/s 2 ] t [s] First, write down the kinematic conditions Next, the kinematic equations -10 40 Slide 18 Problem Sheet Hints The following are hints to help you solve some of the problems. In each case, Ill 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. Slide 19 3. Peer Assessment Slide 20 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. Slide 21 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. Slide 22 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. Slide 23 6. Summary Slide 24 Quote: At School if you didnt know the concepts straight off, the teacher would kind of help you, and just slow down a bit. But here its like you are kind of expected to learn it by yourself. If you are struggling you have to do it on your own time Slide 25 7. Questions Thank You