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.
Display during opening of class – DO NOT distribute handouts yet.
Have teachers sign in
Encourage participants to hold questions so that the whole group can hear/participate.

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!)
Depending on the familiarity of the class with thumb drives, this might best be demonstrated on the instructor display. ALLOW AT LEAST 10 MINUTES TO GET THIS DONE, especially the FIRST time.
We will have about one thumb drive for 5 or 6 class members.

3. Agenda Administrative Introduction to Engineering Introductions
Survey(s)
Handouts
Files
Syllabus
Blackboard/computer use
Introduction to Engineering
Introduction to this course
A design experience
The Process Behavior of engineering
A brief overview of what will happen in this class. Just display.
This slide should take the MINIMUM possible amount of time. We encourage participants to read and ask questions, rather than tell them what’s on the paper!
Later are a few slides that might be used for introductions and a minimal review of handouts and syllabus.

4. Introductions Rich McNamara (Mesa) Anna Haywood Lindsley (Tempe)
George Woods (Scottsdale)
Please customize for your class(es). There MIGHT be time for full introductions of class members to the instructors (they presumably know each other by now!), but it is more important that they be introduced to the instructors. You should not allow more than 10 minutes to this.
You might consider requesting participants to wear nametags for a few weeks until you all know them.

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.
We need the PFEAS survey filled out. Linda will provide instructions on how to distribute, instruct, collect.
Should take no more than 20 minutes (?)
About 0:40

6. Handouts First Day: please read in detail at your convenience
Handouts can be given out now:
First Day/Getting Started
Schedule

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)
Have a few paper copies of IntoToEngWork.doc ready for those who do not have working laptops, give them out as necessary.
About 1:00

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.
This is a Build slide. Display, minimal explanation.

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.
This is a build slide. It is unlikely that the class participants will really understand these without having already studied engineering; the slide are more for reassurance than anything.

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’:
This is a build slide

13. Your meta-assignment
While completing the group task about 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.
Also a build slide
THIS IS THE MORE IMPORTANT PART OF THE ASSIGNMENT, ESPECIALLY for the instructor – instructors should pay attention to evidence of these displayed by the teachers: Body language, choices of approach, dividing up tasks as opposed to collaborating on them, explicit use of ‘math language’ ‘science language’ during the exercise itself, try to take notes.
Make sure teachers have the IntoToEngWork file open on each laptop (or a paper copy to work on open)

14. Please capture your work!
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!
Build Slide
Apollo 13: play Chapter 6 – 50:15 – 54:00 (cue: Roger, You’re venting)
At a distance of 199,990 miles from the Earth, Mission Control asks Apollo to ‘stir’ the oxygen tanks. These tanks contained liquid O2 which needed to be stirred occasionally to prevent solidification. After giving the O2 tanks ‘a stir’, a problem occurs when a short causes a explosion occurs. Multiple alarms begin to go off. While mission control claims that a quadruple failure just isn’t possible, that it must be an instrumentation failure, the crew mentions ‘bangs, shimmies and lurches’. Finally Jim Lovell aboard the craft observes through window #1 that the space craft is venting some form of gas into space.
Show the following Clips:
Chapter 6 to “Houston we have a problem”
Tell class that the oxygen tanks blew
Chapter 10- 1:15:07 to 1:17:04
Chapter 12- 1:19 49 to 1:21:00
Then put your box on the table:
Materials: ONE BOX for the class with a heat gun some tools (wire cutters! Make sure scissors are not used to cut wire otr pipe cleaners!) – PLUS a ziploc bag for each group of 3-5.
Materials: tissue wrapping paper ( 8 sheets per 4 students, different styles )
scissors ( 1 pair per 4 students )
scotch tape ( 1 or 2 rolls per 4 students ) and packing tape (one or 2 rolls oper group
pennies (post 1993, for uniformity; about 10 per 4 students)
rulers (one or two for the class)
string (one hank for each group)
wire ( one hank for the class )
wire cutters ( one for the class )
Glue stick (2-3 for each group)
Cardboard (lots of misc-sized pieces – bring misc bits of other paper as well, rolls tubes, whatever you can scrounge)
One heat gun for the class
One bag with safety pins, paper clips, wire ties, twist ties, binder clips.
rubber bands (one pack per class
Instructors: remind participants to RECORD as much as possible; allow participants to use anything they can (legally) find useful; DO NOT HELP; constantly validate PROCESSES; do NOT validate results. Encourage participants to be active, but DO NOT lay out a process for them; if they ask for help, ask them questions: “have you ever seen a hot air balloon before? Does remembering what you’ve seen help you? Have you ever designed anything before? What do you remember about your other design experiences?” etc.
Our goal is to MOTIVATE A STRUCTURED DESIGN PROCESS – we do not expect a whole lot of success (measured as balloons that work) from this; we DO want the teachers to observe their own processes. If someone asks “what is the purpose of this?” answer – it has multiple purposes, including to get you to ask that question!

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?
Make sure teachers have been taking notes all along. Try to enforce that they do not over-write their own notes with ‘better’ ideas from the class: we want THEIR “naïve” notes, NOT their summary of others’ notes.
Goal: make teachers AWARE of their processes or lack thereof. Most will immediately tinker, few will have planned, few will have tried to analyze FIRST. Few will have used math/science principles; those that do will often use them incorrectly. PLEASE LET THEM MAKE MISTAKES, PLEASE HELP THEM PAY ATTENTION TO WHAT THEY ARE DOING/THINKING

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.
COLLECT ANSWERS FROM TEACHERS BEFORE REVEALING OUR REASONS.
(Build slide)
This is the motivation for the exercise, for this class, and to a large extent, for the course!
ALL of these points will be illustrated again and again throughout the semester.
Transition: “so, where do we start, talking about engineering? What IS engineering?

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.
The course motivation.
Around 2:00 point.
If past 2:15, we can leave out slides 20 through 37 for week 2.

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?
Elicit comments.
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 / impacts that engineering has had (will have?) on society:
Early Society / Historical
Modern Past
Current
Anticipated (Future)
This will be captured in the IntroToEngWork.doc document
Following the report out slide are a bunch of examples – use what you like but do not digress too far!
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?
Elicit some responses, THEN build the slide
A build slide

21. Some of our answers Pre Christian Era 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
Examples: pick only one or 2 of these slides and pick one or two items from it to comment on.

22. Some of our answers 1 – 1700 CE 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
examples

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
examples

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
examples

25. Some of our answers 1950 CE – present
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
examples

26. NAE: top 20 of 20th century Electrification Automobile Airplane
Water Supply and Distribution
Electronics
Radio and Television
Agricultural Mechanization
Computers
Telephone
Air Conditioning and Refrigeration
Highways
Spacecraft
Internet
Imaging
Household Appliances
Health Technologies
Petroleum and Petrochemical Technologies
Laser and Fiber Optics
Nuclear Technologies
High-performance Materials
These examples are from the National Academy of engineering.(
Few undergraduate students come up with many of these: in terms of real or potentially improved (?) quality of life for large numbers of people, these have had huge impact
You might challenge your class: NOT A SINGLE PERSON IN THE CLASS will be free of plastic SOMEWHERE on or in their clothing/shoes. They are also almost certain to have aluminum in their possession. Before the Hall-Herault aluminum refining process, aluminum was a JEWELRY metal because of its expense are rarity. Aluminum was selected as the material to be used for the apex of the Washington Monument, at a time when one ounce cost twice the daily wages of a common worker in the project; aluminum was a semiprecious metal at that time.
Or you could share the story about antibiotics during WWII: supplies were so limited that soldiers with venereal disease were given preference over soldiers with wounds, as soldiers with VD, once treated, could go back into combat. Also that before common availability of antibiotics, death from childbirth complications was common; an ear infection could KILL you.
For information on how these were selected, go to

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!
A Build sldie
ELICIT SOME RESPONSES BEFORE SHARING OURS
We will devote at least one entire module to this later on.
For now, ask them to note a few ideas.

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?
We will address this throughout the course.
Elicit ideas. 2 minutes to write down?

29. Introduction to engineering design
Engineering design is the process of devising a system, component, or process to meet desired 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’.
Present briefly, let teachers comment if they like.
*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
Sometimes attributed to Einstein. Von Karman was an aeronautical engineer
From Wikipedia:
Kármán's fame was in the use of mathematical tools to study fluid flow, and the interpretation of those results to guide practical designs. He was instrumental in recognizing the importance of the swept-back wings that are ubiquitous in modern jet aircraft. von Kármán died in Craters on Mars and the Moon are named in his honor. His name appears in at least the following concepts:
Foppl-von Karman equations (large deflection of elastic plates)
Born-von Karman lattice model (crystallography)
Chaplygin-Karman-Tsien approximation (potential flow)
Falkowich-Karman equation (transonic flow)
Karman constant (wall turbulence)
Karman line (aerodynamics/astronautics)
Karman trail (flow past obstacle)
Karman-Howarth equation (turbulence)
Karman-Nikuradse correlation (viscous flow)
Karman-Pohlhausen parameter (boundary layers)
Karman-Treffz transformation (airfoil theory)
Prandtl-von Karman law (velocity in open channel flow)
von Karman integral equation (boundary layers)
von Karman ogive (supersonic aerodynamics)
von Karman vortex street (flow past cylinder)
von Karman-Tsien compressibility correction

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
Don’t spend too much time on – we will spend an entire class on just this.

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?
A Build Slide
IMPORTANT MOTIVATTION: YES, we (the course designers) believe that it IS the process that 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?
Spend some time with this. Perhaps ask if the teachers can recognize whether some of these processes occurred during their balloon design 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
(source?)

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

36. An analysis of how the process actually happens
This is from work done by the Atman group at the University of Washington. Freshman, senior engineering students’ (more recently: engineering professionals’) design behaviors were mapped onto a ‘standard’ process, the quality of the deign they came up with was assessed independently (blind). Salient points:
There is LOTS of jumping around: even in the last 15 minutes the people are performing information gathering.
Modeling consumes much of the time
The group with the lower quality score (bottom) actually spent MORE time modeling
The research results showed as strong correlation between the frequency of jumping and the quality of the design
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

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:
Contact with questions about course organization
Take questions. Normally, there will be a questions slide before the main content of the class begins.

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!
Excel is THE work-horse spreadsheet / calculation / information tool used in business and industry
Excel (20 minutes – PLEASE try to make sure this time is spent!)
Week 1:
In-Class Goals (instructors):
Determine level of comfort with Excel for teachers

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)”
In-Class Goals (teachers):
Introduction to Excel (Volume of a sphere)
Input equation
Input variable using cell reference in equation
Input variable using named cell
Treasure hunt: Pi (introduction to help menu)

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

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 , , ,
If you put the wrong label on a cell, strangely enough, you need to go to Insert/names/define then delete the name & then rename(!)

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

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
This is a sponge activity – available just in case there is extra time
A sponge activity is an activity available in case significant extra time (hah!) is available. These activities can be expanded as necessary

47. Engineering Design Process
Needs Assessment
Problem Formulation
Abstraction and Synthesis
Analysis
Implementation
Did you perform any of these steps during YOUR exercise?
Spend some time with this. Perhaps ask if the teachers can recognize whether some of these processes occurred during their balloon design 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!) *
This might best be demonstrated on the instructor display. ALLOW AT LEAST 10 MINUTES TO GET THIS DONE, especially the FIRST time.
*your first initial followed by your last name, e.g. rmcnamara

50. For next class . . . Assignments: Reading Bring to class:
Assignment #1 (Use the TUTORIAL file!)
Reading
Skim Chapters 1-3 in Fogler & LeBlanc
Bring to class:
Your laptop
Use the TUTORIAL to see how future assignments will be completed.
The TUTORIAL will guide them through how to complete assignments electronically, complete the self assessment and the pre & post reflection.