The Development of a Pre-College Engineering Curriculum for High School Students: Design and
Implementation
Dale Harrell1, Mohannad Bataineh1, Eman El-Sheikh2 and John Spolski3,
1 Dale Harrell, Electrical and Computer Engineering, University of West Florida, [email protected]
1 Mohannad Bataineh, Electrical and Computer Engineering, University of West Florida, [email protected]
2 Eman El-Sheikh, Department of Computer Science, University of West Florida, [email protected]
3 John Spolski, Assistant Principal, Choctawhatchee High School
Abstract - In an effort to increase awareness in science and engineering education in the northwest Florida region, the University of West Florida engineering department initiated a pre-college engineering program to be implemented over the four years of high school education, The program is designed to include four basic and intermediate level courses specifically tailored towards electrical and computer engineering and computer science majors. Statistical data show increasing demand for engineers in the northwest Florida region due to possible increase in scientific activities at two of the largest navy and air force bases in the nation. This trend seems to be the case at the national level as well. Participating students who successfully complete the four year program will earn university credits fully transferable to the University of West Florida, and possibly other public and private universities and colleges throughout the United States.
Simultaneously students will satisfy high school graduation requirements and receive weighted credits.
Index Terms – Pre-College, Outreach, Pre-Engineering, High School.
INTRODUCTION
In an effort to increase awareness of science and engineering education in the northwest Florida area, the University of West Florida engineering department, in partnership with the Okaloosa County School District, initiated a pre-college engineering program to be implemented over the four years of high school education. The program is designed to include four basic and intermediate level courses specifically tailored towards electrical and computer engineering and computer science majors. Statistical data show increasing demand for engineers in this region due to an increase in scientific activities at two of the nation’s largest military bases. The National Science Board also conducted a scientific study and predicted an increasing demand for engineers over the next few years [1].
The authors and other engineering and science educators agree that increased efforts are needed to involve and educate students at both the middle and high school levels about
science and engineering disciplines [2]. This paper presents the motivation behind this initiative and describes the different preparatory stages of the program curriculum, course offerings, student selection process, mentoring, and performance. It also analyzes some of the challenges faced by the authors in implementing the program.
This academically rigorous program, initially started at Choctawhatchee High School in the 2003-2004 school year, may expand to other Florida high schools in the future.
Classes are offered to selected freshmen and sophomores who show an aptitude and serious interest in advanced sciences, mathematics and engineering. The program will also offer senior level students the opportunity to co-op at local high tech industries for academic credit. Participating students who successfully complete the four year program will earn university credits fully transferable to the University of West Florida while simultaneously satisfying high school graduation requirements. The university level credits will be provided at no cost to students or parents.
SELECTION PROCESS
In the summer of 2003 Choctawhatchee High School and the Okaloosa County School District joined with the University of West Florida and University of Florida to create a Pre- Engineering Program. This program offers students in the middle grades an opportunity to engage in an introductory engineering curriculum and progress to the high school level.
In the high school, college professors, from the partnering universities, take an active role in the instruction and planning of a four-year track.
The marketing strategy for pre-engineering program was critical for a successful beginning. The 8th grade orientation turned out to be an excellent mode of relaying this new program tied to career prep and college credit. This program will challenge students in the interesting topics of engineering leaving with the student a taste of what this field is like. The parents listened carefully during the orientation small table sessions as to the advantages of the program. The message was simple and clear: Pre-Engineering at Choctaw with UWF/UF will provide you with a firm foundation for future engineering endeavors.
0-7803-8552-7/04/$20.00 © 2004 IEEE October 20 – 23, 2004, Savannah, GA A student immersed in engineering at the high school
level would:
• Save time and money post high school by pursuing a field they are actually interested in;
• Earn college credit from the UWF/UF joint program that would transfer to state institutions;
• Experience classroom and lab instruction from a university instructor;
• Participate in interesting field visits to gulf power, universities, and local bases where engineering applications could be observed.
Choctawhatchee High School and the OCSD quickly put together some news coverage via the NWFL Daily News and WEAR Channel 3. These quick blips of PR supported the program by raising the student and parent awareness levels of this particular curriculum offering.
The students at the high school were interviewed in the summer prior to the program startup to ensure success and proper placement. The selection interview looked at specific criteria including standardized test scores, past academic progress, and time management skills. Since engineering requires a firm math foundation, Algebra in the ninth grade was the minimum requirement while Geometry was preferred.
During registration and orientation a list of potential applicants was created so that a letter (attached) could be sent at a later time. Interestingly, the interview schedule grid that was planned for a two-week window turned out to be a summer long process as the new information migrated through the community. Each student completed a 15-20 minute interview with the instructor and the assistant principal. A parent/guardian in attendance was required at the interview that focused on the student’s past academic accomplishments, his or her interests to pursue math and science, and test scores.
As each student completed an interview, a custom schedule was discussed and sketched out based on each student’s core academics and intended extracurricular activities. The program comprised of two sections 5th and 6th period began very smoothly. As the school year began Choctawhatchee High School continued to invite WEAR and the NWFL Daily News, which sustained that wave of community support. This special program was sold as a solid and streamline curriculum option that would run concurrently with the rest of the students’ busy schedules.
COURSE DEVELOPMENT
The program is designed to include four introductory and intermediate level courses specifically tailored towards students who show high aptitude and serious interests in science and engineering majors. Participating students who successfully complete the four year program will earn university credits fully transferable to the University of West Florida, and possibly other public and private universities and colleges nationwide.
The program curriculum includes two introductory level courses, namely: (i) Concepts in Engineering, (ii) Computer
Applications in Science and Engineering, and two intermediate level courses, namely: (iii) Analog and Digital Electronics, and (iv) Computer Integrated Manufacturing. The courses are offered to 9th, 10th, 11th, and 12th grade students, respectively. In addition, the program will offer students a chance to participate in senior level academic engineering internships in related areas.
Concepts in Engineering
This course is designed to stimulate and maintain the students’
interests in the field of engineering. It also provides students an insight into the various fields of engineering as well as the appropriate computational skills required for success in subsequent courses in their respective engineering programs.
The curriculum maximizes students’ learning outcomes by focusing on the knowledge, skills, and tools necessary for high school student to compete at the college level. Students who successfully complete this course will have an understanding of the basic engineering problem solving skills, how engineering involves and what engineers are involved with in the work environment, and the various fields of engineering.
The course also includes the history and future of engineering on international and global scales, the impact of engineering on the environment, and engineering ethics.
Computer Applications in Science and Engineering
This introductory level course in computer programming using Java will help students develop the knowledge and skills needed to analyze and solve basic engineering problems. The course introduces students to the fundamentals of developing correct, coherent programs using the Java programming language, with an emphasis on developing programming solutions to scientific and engineering problems. For example, students will develop applications for Boolean algebra and logic design. Students are expected to develop an ability to analyze and design solutions for engineering problems by applying knowledge of mathematics, science, and engineering.
Students will learn the fundamentals of object-oriented design and development, and about the fundamental system development process, including analysis, design, implementation, documentation, and testing.
Analog and Digital Electronics
This course will introduce students to basic analysis of electrical and electronic circuits. The course also includes a laboratory component in instrumentation, devices and systems. The laboratory component allows students to work collaboratively in teams on various lab projects. The course will provide students with a broad range of electrical engineering topics and the skills necessary to join the electrical and computer engineering fields. Students will be also exposed to the use of modern electronics workbench for analysis, design and performance evaluation of electronic circuits.
Computer Integrated Manufacturing
This course is uniquely designed to involve students in basic engineering project design from initiation to fruition. Each student will work with engineers on actual applications and on developing solutions to real world problems. Students will get first hand experience with engineering topics and skills. This course utilizes both the classroom and laboratory settings. It will also provide students a chance to learn to work in teams on various projects, lab, and homework assignments.
ENGINEERING PROJECTS
A major component of the pre-engineering program at Choctaw High School is the wide variety of hands-on group projects. The projects range from gum drop and tooth pick tower design and build, to mouse trap powered vehicles, to local and regional competitions such as the IEEE SouthEastern Conference High School Robotics Competition and the Jacobs-Sverdrop Spring High School Engineering Competition. These projects are designed to stimulate interest in design and build criteria while re-enforcing theory and concepts learned in the classroom. The projects are assigned to stimulate critical thinking skills, higher-order learning, active learning, collaborative learning via teamwork, writing skills and presentation skills. These projects also give the student the opportunity to experience, on a smaller scale, what engineers go through to accomplish their assigned tasks. Last but not least the projects are designed so that students can have fun. A description of some of the student projects, with photographs, is provided below. Some of the projects are complete while others are on going.
Gum Drop Towers
The gum drop tower design and build project included a series of one day events spread out over a three week period. The course topics investigated during this period included support structures and related stress. In the first event the students were divided into teams of three and asked to design a tower using gumdrops and round toothpicks that would stand erect without leaning for a specific period of time. Students could utilize a maximum of 50 gumdrops and an unlimited amount of toothpicks. At the end of 20 minutes the students were given the required materials and asked to assemble their design. After 10 minutes, each student group critiqued their design and how the design could be improved.
In next design and build phase students were assigned to different three person groups and asked to design the tower over again using the same materials as utilized in the first trial.
After building the towers the students again critiqued their designs and how they could be improved using their newly acquired knowledge.
The final design and build phase incorporated six students in a group. This time each group was instructed to design and build the tower utilizing an unlimited amount of gumdrops.
Again the towers were build as designed and the designs critiqued by the students. Finally students were asked to write
up there results, what they had learned, and how the project had helped them to better understand the concepts taught in class.
Mouse Trap Car
The purpose of this project was to experiment with ways to increase the distance of mouse trap powered vehicles. This activity provided the students with the opportunity to design and build a car using a mouse trap as the propulsion mechanism. The students had to provide cost projections, analyze the relevant data, and communicate the results through a written report and public presentation. The students were required to discuss the components used in building the car why alternative power is becoming more important to consumers, problems encountered with their design and construction, and any changes to their original plan. Students were divided into groups of three.
FIGURE 1
SECOND PLACE MOUSE TRAP CAR TEAM
The students were provided with ridged vehicle size specifications and that the mouse trap was to be the only source of power. Other constraints for the project included no mouse trap spring modification and the mouse trap could not be used to “throw” the vehicle. Student groups found that moment arm length, the addition of moment arms, wheel thickness and diameter, car weight, and the use of pulleys and gears effected both speed and distance performance.
Each student group collected time and distance data for three trial runs. They then calculated the speed of their car for each trial and used the data to evaluate the performance of their vehicle as concerns its strengths and weaknesses. The students then wrote a report on their design, build, cost analysis, and performance of their mouse trap powered
0-7803-8552-7/04/$20.00 © 2004 IEEE October 20 – 23, 2004, Savannah, GA vehicle. The students then presented the results in the
classroom, via a power point presentation, to the class.
Problems encountered with this project were few. The vast majority of groups put great thought and effort into their design and there were no personality conflicts. However two groups did very little with respect to design and construction and thus their cars’ performance numbers were poor when compared to other groups. Math skills were adequate for equation fitment using scatter plots and in connecting the line’s slope to vehicle speed characteristics. English skills of most groups were adequate but serious grammatical problems were found in some groups. Suggestions for future projects of this type include: use of group member assessment, and clearer instructions on grading/assessment.
FIGURE 2
FIRST PLACE MOUSE TRAP CAR TEAM
COMPETITIONS
IEEE Southeast Conference Robot Challenge for High School Students
IEEE Region 3 this year sponsored a high school robotics competition. The competition is open to all high schools in Region 3 with the first twenty high schools registering for the competition getting a free 2 leg robot kit. The competition involves four main components, a written report worth 25 points, robot construction worth 20 points, robot performance in competition with other entries worth 40 points, and an oral report (video option) worth 15 points. The idea behind this competition is to give area high school students a taste of what it is like to be an engineer and to have fun [3].
The instructor selected six students to be the core participants with two alternates. All eight of the students are
to be involved in all components of the competition.
Currently the robot is progressing very rapidly and team members are very excited about going to the competition. The students decided to do the optional video presentation because it seems to be more interesting.
This competition was selected because of its low cost, ease of mentor access, written and oral components, and travel distance and time requirements. Suggestions for future competitions of this type would include participation by all pre-engineering students in a school competition (multiple robot teams) with the winner of the school competition going on the Region 3 competition, involvement of the high school student media center.
FIGURE 3
MEMBERS OF THE TWO LEG ROBOT COMPETITION
Jacobs Sverdrup High School Engineering Competition
Jacobs Sverdrup is the technology company of the Jacobs Engineering Group and they sponsor a Spring High School Engineering Competition in the Okaloosa School District.
This competition is open to high school groups that are interested in engineering, physics, science or related topics.
The competition features three distinct areas for student participation; 1) Popsicle stick bridge design and construction, 2) Mouse trap powered vehicle design and construction, and 3) Rubber band powered wooden airplane design and construction. Jacobs sponsors this competition to spur student interest in engineering and its related fields and to entice high school students into the engineering fields when they attend college [4].
The pre-engineering students decided to participate in the popsicle stick bridge design and construction competition. The rules for the bridge are that the bridge can not weight more than 210 grams, must be of a specific length, use only white
school glue as the adhesive, and must also accommodate the testing device. The testing device measures how much weight the bridge can support before it collapses. There is no written component involved in this competition.
This competition was chosen because of construction low costs, ease of incorporation into the curriculum, little or no travel costs, and mentor availability. The competition is scheduled for April.
FIGURE 4
STUDENT WORKING ON BRIDGE CONSTRUCTION FOR COMPETITION
FUTURE PROGRAM ASSESSMENT
Assessment of the program is on going. Areas of interest include student performance compared to other classes, why students drop out of the program, how well the pre- engineering student perform in local and regional competitions, high school graduation rates, college acceptance rates, college attendance rates, and college graduation rates.
Also of interest is minority participation.
CONCLUSION
An academically rigorous pre-engineering program has been successfully designed and implemented. The program’s main objective is to help students with high aptitude and serious interests in science and engineering majors make a decision whether this field of study is the right choice for them in college. The program includes four fundamental engineering courses to be implemented over four years of students’ high school experience. The courses are designed to stimulate and maintain the students’ interests in the field of engineering as well save them time and money post high school by pursuing a field they are actually interested in. Participating students who successfully complete the four year program will earn
university credits fully transferable to the University of West Florida, and possibly other public and private universities and colleges nationwide.
REFERENCES
[1] National Science Board, "Science and Engineering Indicators 2000", National Science Foundation 2000, Arlington, VA, NSB-00-1.
[2] Hirsch, L, S, et al, "High School Student’s Attitudes To and Knowledge About Engineering", 33rd ASEE/IEEE Frontiers in Education
Conference, Nov 5-8, 2003, Boulder, Colorado.
[3] “IEEE SoutheastCon 2004 Pre-College Program”, IEEE SoutheastCon 2004 website, 2004
[4] “Spring High School Engineering Competition”, Jacobs Sverdrup Technologies, Inc., Fort Walton Beach, FL, 2004
