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

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: http://www.cnn.com/2010/WORLD/americas/01/18/haiti.airdrop/index.html a. b. 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 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] Limitations: Can be difficult to understand the technical material in work study problems [5] Requires time [6]

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.