DOCUMENT RESUME ED 384 311 HE 028 424 AUTHOR Bellamy, Lynn; McNeill, Barry W. TITLE Active Learning in the Engineering Classroom. INSTITUTION Arizona State Univ., Tempe, Coll. of Engineering and Applied Sciences. SPONS AGENCY National Science Foundation, Arlington, VA. PUB DATE 94 CONTRACT NSF-USE-9156176 NOTE 205p.; Some materials and format were developed by the Arizona State University Organic Continuous Quality Improvement Team. For related documents, see HE 028 423-428. PUB TYPE Guides Classroom Use Instructional Materials (For Learner) (051) EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS *Active Learning; Classroom Techniques; Cognitive Processes; Cognitive Style; *College Instruction; *Engineering Education; Higher Education; Homework; Learning Strategies; *Small Group Instruction; *Student Evaluation; Teacher Workshops; *Teaching Methods; Teaching Styles;- Teamwork IDENTIFIERS *Competency Matrix ABSTRACT This document consists of a workshop presentation on active learning in the engineering classroom. Eight sessions focus on: (1) the format and purpose of the workshop, which is designed to help instructors use active learning principles in the classroom; (2) the state of instruction in the engineering sciences; (3) the stages of knowledge and learning and the use of competency matrices in student evaluation; (4) the essential elements of active learning, including positive interdependence, individual accountability, group processing, and face-to-face interaction; (5) a proposed learning culture and the effectiveness of various learning and teaching styles; (6) the roles of team leaders, facilitators, and members in team-based active learning; (7) the structure and design of active learning exercises and homework problems; and (8) student evaluation. An appendix contains notes on change in the learning environment, the process of change, and levels of learning. (MDM) *********************************************************************** ,, Reproductions supplied by EDRS are the best that can be made * from the original document. ***********************************************************************
Transcript
DOCUMENT RESUME
ED 384 311 HE 028 424
AUTHOR Bellamy, Lynn; McNeill, Barry W.TITLE Active Learning in the Engineering Classroom.INSTITUTION Arizona State Univ., Tempe, Coll. of Engineering and
Applied Sciences.SPONS AGENCY National Science Foundation, Arlington, VA.PUB DATE 94
CONTRACT NSF-USE-9156176NOTE 205p.; Some materials and format were developed by
the Arizona State University Organic ContinuousQuality Improvement Team. For related documents, seeHE 028 423-428.
PUB TYPE Guides Classroom Use Instructional Materials (ForLearner) (051)
EDRS PRICE MF01/PC09 Plus Postage.DESCRIPTORS *Active Learning; Classroom Techniques; Cognitive
ABSTRACTThis document consists of a workshop presentation on
active learning in the engineering classroom. Eight sessions focuson: (1) the format and purpose of the workshop, which is designed tohelp instructors use active learning principles in the classroom; (2)
the state of instruction in the engineering sciences; (3) the stagesof knowledge and learning and the use of competency matrices instudent evaluation; (4) the essential elements of active learning,including positive interdependence, individual accountability, groupprocessing, and face-to-face interaction; (5) a proposed learningculture and the effectiveness of various learning and teachingstyles; (6) the roles of team leaders, facilitators, and members inteam-based active learning; (7) the structure and design of activelearning exercises and homework problems; and (8) student evaluation.An appendix contains notes on change in the learning environment, theprocess of change, and levels of learning. (MDM)
,, Reproductions supplied by EDRS are the best that can be made* from the original document.***********************************************************************
Forming GroupsFocus on Facilitator SignalIssue BinReflection (the Academic Journal)Code of Cooperation
."..
Session 2. (20 minutes / 30 minutes total)
Why are we (me and my absent team member) here?How did we get here?What is our basic operating premise?
Question: How should Engineering Faculty become awareof the need for change?
Active Learning Delivery: Formulate-Share-Listen-Create (Think-Pair-Share)
Session 3. ( 15 minutes / 45 minutes total)
What Should We Expect from Education?
Levels of Knowledge and Learning
Stages of Knowledge (Mr. House of Hewlett Packard)Stages of Learning (Bloom's Cognitive Domain Taxonomy)
Evaluation Matrix (Competency Matrix)
I;
1
I
I1
IIIIIIIIII
Session 4. (20 minutes / 65 minutes total)
Essential Elements of Active Learning (PIGS Face)
Active Learning Delivery: Jigsaw
Session 5. (20 minutes / 85 minutes total)
A Proposed Leamin 'ulture : Video Tape (6 minutes)
N.B. Workshop Notes Include Materials from the Video Tape
Session 6. (15 minutes / 100 minutes total)
Active Learning (Bits and Pieces)
Team Roles and Responsibilities
Forming Groups
Code of Cooperation (revisited)
Cooperative Learning Structures and Procedures
Cooperative Learning Bromides
BREAK (20 to 30 minutes but lunch or next day is better)
Session 7. (60 minutes / 60 minutes total)
Heirarchical Structures for Students
Active Learning Exercise : Conservation of Linear Momentum
Prompt (summary of today's material)Structure (for the task)Task (problem or whatever to illustrate today's material)Individual Accountability Check Sheet
Session 8. (30 minutes/90 minutes total)
Evaluation Revisited
Principles of Good Practice for Assessing Student LearningStudent Assessment Using a Competency MatrixGrades and the Matrix
Process Check
Reflection
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ram
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xper
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nthu
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tere
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xper
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vie
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Purp
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Exp
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tand
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and
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earn
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ngin
eeri
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lass
room
-A
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ility
to a
pply
the
stur
uctu
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nd p
rici
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in th
ecl
assr
oom
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ed o
n a
sim
ulat
ed c
lass
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exp
erie
nce
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us o
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igna
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Issu
e B
in
Ref
lect
ion
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., th
e A
cade
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Jou
rnal
)
Cod
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pera
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e 4
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roup
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Gro
ups
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ill b
eap
prop
riate
for
this
wor
ksho
p.
+ T
ake
a se
at a
n an
yta
ble
or a
rran
ge th
ech
airs
in th
e ro
om to
acc
omm
odat
e5
or m
ore
peop
le.
Mak
e an
effo
rt to
sea
tyou
rsel
f with
peo
ple
you
don'
t kno
w
or a
tlea
st d
on't
know
ver
yw
ell (
i.e.,
as th
e st
uden
tsdo
in
clas
s on
the
first
day
!)
f;
MM
MM
MU
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Slide 5
17
us o
n F
acili
tato
r' S
igna
l
The
fac
ilita
tor
need
syo
uat
tent
ion:
Rai
seyo
urha
nds
toin
;orm
you
r ne
ighb
ors
Fini
shyo
urse
nten
ce
Do
NO
T f
inis
hyo
urpa
ragr
aph
Tur
n to
war
d th
e Fa
cilit
ator
1111
111
all
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IN
il W
AM
I N
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IIM
OSr
iSl
ide
6
-11\
siss
ue B
in (
a us
eful
tool
11)
Som
eone
will
be
assi
gned
to b
e th
eIs
sue
Bin
Col
lect
orT
he fo
llow
ing
issu
es w
ill b
eas
sign
ed to
the
issu
e B
in:
-top
ics
that
will
or
may
be
addr
esse
dla
ter
-que
stio
ns th
at c
an o
r sh
ould
be
defe
rred
unt
il th
e en
d of
the
wor
ksho
p-i
tem
s th
at c
an o
r sh
ould
be
the
subj
ect o
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ksho
psP
arap
hras
e th
e is
sue
and
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rd o
n th
ebo
ard
or a
pie
ce o
fpa
per
whi
chis
alw
ays
visi
ble
At t
he c
oncl
usio
n of
the
sess
ion
orw
orks
hop,
the
issu
es in
the
issu
e bi
n ar
e br
ough
t out
, one
at a
time,
and
dis
cuss
ed to
see
if th
ey a
rest
ill is
sues
.A
ny is
sues
whi
ch r
emai
n af
ter
the
disc
ussi
on m
ust b
ead
dres
sed
in a
futu
re w
orks
hop.
19,A
UM
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Slide 7
ectio
n (t
he A
cade
mic
Jou
rnal
)
Wha
t is
a Jo
urna
l? A
jour
nal i
s a
plac
e to
pra
ctic
e w
ritin
g an
d th
inki
ng.
It di
ffers
from
a d
iary
in th
at it
shou
ld n
ot b
e m
erel
y a
pers
onal
rec
ordi
ng o
f the
day
's e
vent
s. It
diff
ers
from
you
r cl
ass
note
book
inth
at it
sho
uld
not b
e m
erel
y an
obj
ectiv
e re
cord
ing
of a
cade
mic
dat
a. T
hink
of y
our
jour
nal r
athe
r as
a pe
rson
al r
ecor
d of
you
r ed
ucat
iona
l exp
erie
nce,
incl
udin
g th
iscl
ass,
oth
er c
lass
es, a
nd y
our
curr
ent e
xtra
curr
icul
ar li
fe..
Wha
t to
Writ
e. U
se y
our
jour
nal t
o re
cord
per
sona
l rea
ctio
ns to
cla
ss, t
opic
s, s
tude
nts,
teac
hers
.M
ake
note
s to
you
rsel
f abo
ut id
eas,
theo
ries,
con
cept
s, p
robl
ems.
Rec
ord
your
thou
ghts
, fee
lings
,m
oods
, exp
erie
nces
. Use
you
r jo
urna
l to
argu
e w
ith th
e id
eas
and
read
ings
in th
e co
urse
and
toar
gue
with
me,
exp
ress
con
fusi
on, a
nd e
xplo
re p
ossi
ble
appr
oach
es to
prob
lem
s in
the
cour
se.
Whe
n to
Writ
e. T
ry to
writ
e in
you
r jo
urna
l at l
east
thre
e or
four
tim
es a
wee
k (a
side
from
you
rcl
assr
oom
ent
ries)
.It
is im
port
ant t
o de
velo
p th
e ha
bit o
f usi
ng y
our
jour
nal e
ven
whe
n yo
u ar
e no
tin
an
acad
emic
env
ironm
ent.
Goo
d id
eas,
que
stio
ns, e
tc. d
on't
alw
ays
wai
t for
con
veni
ent t
imes
for
you
to r
ecor
d th
em.
How
to W
rite.
You
sho
uld
writ
e ho
wev
er y
ou fe
el li
ke w
ritin
g. T
he p
oint
is to
thin
k on
pap
er w
ithou
tw
orry
ing
abou
t the
mec
hani
cs o
f writ
ing.
The
qua
ntity
you
writ
e is
as
impo
rtan
t as
the
qual
ity. U
sela
ngua
ge th
at e
xpre
sses
you
r pe
rson
al v
oice
--
lang
uage
that
com
es n
atur
al to
you
.
t
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Slide 8
Sug
gest
ions
:
ctio
n(t
he A
cade
mic
Jou
rnal
con
tinue
d)
1. C
hose
a n
oteb
ook
you
are
com
fort
able
with
' I r
ecom
men
d a
smal
l (6"
x 9
") lo
osel
eaf.
2. D
ate
each
ent
ry; i
nclu
de ti
me
of d
ay.
3. D
on't
hesi
tate
to w
rite
long
ent
ries
and
deve
lop
your
thou
ghts
as
fully
as
poss
ible
.4.
Use
a p
en (
penc
ils s
mea
r, b
ut a
re o
k if
you
pref
er th
em).
5. U
se a
new
pag
e fo
r ea
ch n
ew e
ntry
.6.
Incl
ude
both
"ac
adem
ic"
and
"per
sona
l" en
trie
s; m
ixed
or
sepa
rate
as
you
like.
Inte
ract
ion
-- P
rofe
ssor
. I'll
ask
to s
ee y
our
jour
nal a
t lea
st tw
ice
durin
g th
e te
rm; I
'll r
ead
sele
cted
ent
ries
and,
upo
n oc
casi
on, a
rgue
with
you
or
com
men
t on
your
com
men
ts. M
ark
any
entr
y th
at y
ou d
on't
wan
t me
to r
ead
and
I'll h
onor
you
rpr
ivac
y. N
one
of th
e di
alog
ue w
ithyo
u w
ill a
ffect
how
muc
h yo
ur jo
urna
l is
"wor
th."
A g
ood
jour
nal w
ill b
e fu
ll of
lots
of l
ong
entr
ies
and
refle
ct a
ctiv
e, r
egul
ar u
se.
Inte
ract
ion
-- C
ores
pond
ent.
Cho
ose
a co
lleag
ue (
a fe
llow
stu
dent
in y
our
grou
p, fo
r ex
ampl
e)to
rea
d an
d re
spon
d to
you
r jo
urna
l ent
ries.
Ada
pted
uy
Kar
l Sm
ith fr
om F
ulw
iler,
T.
Tea
chin
g w
ith w
ritin
g. P
orts
mou
th, N
H; B
oynt
on/C
ook,
198
7.
MN
ail
MI
NIB
SIN
MI
Ili M
SII
IIII
IN
W N
M N
M M
IN N
M M
I M
NSl
ide
9
Of C
oope
ratio
n
1.E
VE
RY
mem
ber
is r
espo
nsib
le fo
r th
e te
am's
pro
gres
s an
d su
cces
s.2.
Atte
nd a
ll te
am m
eetin
gs a
nd b
e on
tim
e.3.
Com
e pr
epar
ed.
4.C
arry
out
ass
ignm
ents
on
sche
dule
.5.
List
en to
and
sho
w r
espe
ct fo
r th
e co
ntrib
utio
ns o
f oth
er m
embe
rs; b
e an
act
ive
liste
ner.
6.C
ON
ST
RU
CT
IVE
LY c
ritic
ize
idea
s, n
ot p
erso
ns.
7.R
esol
ve c
onfli
cts
cons
truc
tivel
y.8.
Pay
atte
ntio
n, a
void
dis
rupt
ive
beha
vior
.9.
Avo
id d
isru
ptiv
e si
de c
onve
rsat
ions
.10
.O
nly
one
pers
on s
peak
s at
a ti
me.
11.
Eve
ryon
e pa
rtic
ipat
es, n
o on
e do
min
ates
.12
.B
e su
ccin
ct, a
void
long
ane
cdot
es a
nd e
xam
ples
.13
.N
o ra
nk in
the
room
.14
.M
aint
ain
conf
iden
tialit
y; w
ho s
ays
wha
t sta
ys in
the
team
roo
m;
min
utes
, res
ults
, rep
orts
, etc
. are
sha
red
with
app
ropr
iate
indi
vidu
als.
15.
Ask
que
stio
ns w
hen
you
do n
ot u
nder
stan
d.16
.A
ttend
to y
our
pers
onal
com
fort
nee
ds a
t any
tim
e bu
t min
imiz
e te
am d
isru
ptio
n.17
.H
AV
E F
UN
HI
18.
?
adap
ted
from
the
Boe
ing
Airp
lane
Gro
up te
am M
embe
r T
rain
ing
Man
ual
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NM
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M IN
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Slid
e 10
are
we
here
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ISSl
ide
11
How
did
we
get h
ere
?A
ie Y
.
The
Way
We
The
Way
itW
ish
it ha
dS
houl
d H
ave
Hap
pene
dH
appe
ned
(1)
(1)
We
read
the
The
Boa
rd o
n E
ngin
eerin
g E
duca
tion
Wor
king
Pap
er o
n M
ajor
Issu
es in
Eng
inee
ring
Edu
catio
n, s
ectio
n III
.B U
nder
grad
uate
Eng
inee
ring
Exp
erie
nce,
Issu
e #2
-A
re T
each
ing
met
hods
app
ropr
iate
?, O
ptio
ns fo
r A
ctio
n (I
ssue
#2)
,O
ptio
n "G
" : I
ncre
ase
facu
lty a
war
enes
s of
cog
nitiv
e re
sear
ch,
and
deci
ded
to d
o so
met
hing
abo
ut fi
ndin
g ou
t wha
t we
don'
t kno
w.
The
Way
itR
eally
Hap
pene
d
(2)
How
sho
uld
it ha
ve h
appe
ned
in a
wel
l run
inst
itutio
n of
hig
her
educ
atio
n?
(3)
In a
sta
te o
f des
pair
and
desp
erat
ion
abou
t our
faile
d at
tem
pts
at im
prov
ing
stud
ent p
erfo
rman
ce in
our
cou
rses
, we
wer
e ch
asin
g an
y an
d al
l rab
bits
,po
ssum
s an
d ra
ccoo
ns w
hen
we
fell
quite
by
acci
dent
into
the
swam
p of
cogn
itive
sci
ence
whe
re w
e st
ill la
ngui
sh k
now
ing
we
don'
t kno
w a
nyth
ing!
w.
um e
ms
ma
am a
m E
ms
we
ma
am m
om a
mm
m m
um Slid
e 12
itive
Sci
ence
Dom
ains
Psyc
hom
otor
(doi
ng)
Con
ativ
e
(ins
tinct
)
MI M
I NM
IM
N O
M N
MM
I MI
NM
IS
lide
13
omul
ate-
Sha
re-L
iste
n i-C
reat
e
Foc
usQ
uest
ion
How
sho
uld
chan
ge ta
ke p
lace
in a
wel
lru
n in
stitu
tion
of h
ighe
r ed
ucat
ion
?
1. F
orm
ulat
eyo
ur a
nsw
erto
the
ques
tion
(indi
vidu
ally
)
2. T
urn
to th
epe
rson
next
toyo
u (f
ind
a pa
rtne
r)
Sha
reyo
ur a
nsw
er
List
en c
aref
ully
toyo
ur p
artn
er's
ans
wer
3. C
reat
e a
new
ans
wer
thro
ugh
disc
ussi
on
1
1
Slide 14
d these truths cdso to be self evident:
Life is for learning.
Different people learn differently
and have a right to pursue learning
in their own style
as well as
a. need to learn the styles of others.
Everyone is an educational institution has
something to teach
and something to learn.
Life is eclectic.
No one way of teaching,
learning,
or leading
fits all situations.
We don't succeed until we all succeed (12)
ME
MI
=II
I11
1111
MIN
INN
NM
I M
I N
EI
MN
MI
E®
i E
MI
MIM
IM
III
II1
MIN
...T
HE
ST
UD
EN
T IS
...
..
.a
criti
cal a
nd im
port
antm
embe
r of
the
Uni
vers
ity f
amily
..w
orki
ng h
ard
to d
evel
op h
is o
r he
r po
tent
ial t
o its
ful
lest
.
..
.a
fles
h an
d bl
ood
hum
an b
eing
with
fee
lings
and
em
otio
ns.
Slid
e 15
..
.m
ultif
acet
ed-
old,
you
ng, b
lack
, whi
te, r
ed, b
row
n, y
ello
w, m
ale,
fem
ale,
mar
ried,
sin
gle,
libe
ral,
cons
erva
tive,
ric
h, a
nd p
oor.
..
.th
e pu
rpos
e of
our
wor
k.
Stu
dent
s pa
y us
a c
ompl
imen
t by
trus
ting
us to
ser
ve th
em.
A m
essa
ge b
roug
ht to
you
by
the
Ass
ocia
ted
Stu
dent
s of
Ariz
ona
Sta
te U
nive
rsity
0
MI
NM
MN
WM
NM
NM
it I
NN
MIN
In
IMO
NE
IM
INI
NE
IN
SE
MI
NM
I
"MIA
Sho
uld
We
Exp
ect
Fro
m E
duca
tion
?"(8
, 9)
Slid
e 16
:* K
now
ledg
e --
ena
bles
us
to u
nder
stan
d w
hat w
e le
arn
in r
elat
ions
hip
to w
hat w
eal
read
y kn
ow
:* K
now
-How
--
enab
les
us to
do,
it p
uts
know
ledg
e to
wor
k
: Wis
dom
--
the
abili
ty to
dec
ide
wha
t is
impo
rtan
tan
d w
hat i
s no
t
:* C
hara
cter
(3)
--
a co
mbi
natio
n of
Kno
wle
dge,
Kno
w-H
owan
d W
isdo
m, c
oupl
ed w
ith m
otiv
atio
nho
nest
y, in
itiat
ive,
cur
iosi
ty, t
ruth
fuln
ess,
inte
grity
, coo
pera
tiven
ess,
abili
ty to
wor
k al
one,
abi
lity
to w
ork
in a
gro
up, s
elf e
stee
m(f
rom
Cov
ey, 7
Hab
its o
f Hig
hly
Effe
ctiv
e P
eopl
e...
)
NIB
IIIIII
IO
M M
INM
IMI
NM
INN
MIN
UK
EM
IM
INI
NM
IM
illIM
OIII
MI
MN
Ell
\Sta
ges
of K
now
ledg
e,3
1
You
do
not k
now
that
you
do
not k
now
(unc
onsc
ious
inco
mpe
tent
)
You
kno
w th
at y
ou d
o no
t kno
w(c
onsc
ious
inco
mpe
tent
)
You
kno
w th
at y
ou k
now
(con
scio
us c
ompe
tent
)
You
do
not k
now
that
you
kno
w(u
ncon
scio
us c
ompe
tent
)
'Mr.
Hou
se -
Hew
lett
Pac
kard
41.
Slid
e 17
MIN
MI
NM
I N
I N
E N
M N
M N
M M
I IM
O M
I M
NIN
N M
N I
ON
Mil
MIN
Stag
es o
f K
now
ledg
eR
elat
ing
Aw
aren
ess
and
Com
pete
nce
Leve
ls
,4(
Con
'pet
ence
(Le
vel o
f Lea
rnin
g)
2Y
ou k
now
that
you
do
not k
now
(Cor
sdou
s In
conp
eten
ce)
You
kno
wth
at y
ou k
now
(for
sci
ous
Oor
rpet
erce
)
3
1
You
do
not k
now
that
you
do
not k
now
(Lhc
crsc
ious
Inco
rrpe
teno
e)
You
do
not k
now
that
you
kno
w
(Ilic
orsd
ous
Oor
rpet
ence
)
4
Law
HO
-1
'Oon
scio
us C
orrp
eten
ce T
he M
ark
of a
Cor
rpet
ent I
nstr
ucto
r,P
erso
nnel
jour
nal J
uly,
197
9, p
p. 5
38-5
39
Hig
h
Low
.t 1t)
Slid
e 18
Mill
NM
MIN
MO
NM
WO
IIIIII
IIE
MI
NM
I MI M
I MN
II111
MN
INN
IIII1
IIMII
Slid
e 19
her
Vie
w o
f Sta
ges
of L
earn
ing
(6)
Kno
wle
dge
I hav
e ba
sic
info
rmat
ion,
but c
anno
t exp
lain
it to
oth
ers.
: Com
preh
ensi
onI U
nder
stan
ding
I und
erst
and
and
can
expl
ain
this
info
rmat
ion
to o
ther
s (r
equi
res
know
ledg
e).
App
licat
ion
I can
app
ly th
is c
once
pt o
r in
form
atio
n to
diffe
rent
situ
atio
ns(r
equi
res
know
ledg
ean
d co
mpr
ehen
sion
).4r
-`-
±
.1 4
illy
Ni M
N N
M N
M N
M I
NN
INN
OM
MS
OM
III
1
Slid
e 20
her
Vie
w o
f Sta
ges
ofLe
arni
ng(C
ontin
ued)
Ana
lysi
s &
Syn
thes
isI c
an p
lay
with
the
conc
ept,
brea
k it
apar
tan
d cr
eate
new
var
iatio
ns(r
equi
res
know
ledg
e an
d co
mpr
ehen
sion
).
:* E
valu
atio
n
Hav
ing
gone
thro
ugh
the
prec
edin
g st
ates
,I h
ave
a de
ep a
ppre
ciat
ion
for
this
conc
ept
(req
uire
s kn
owle
dge,
com
preh
ensi
on,
appl
icat
ion,
and
ana
lysi
s &
syn
thes
is).
UM
MI I
NN
MN
MN
NM
OM
ININ
N M
I MI I
N M
I MI M
NM
N IN
N M
I OM
pete
ncy
Mat
rix
A 's
nap
shot
' of a
per
son'
s le
velo
f lea
rnin
gfo
r a
varie
ty o
f con
cept
s or
ski
lls
:* A
n L
mat
rix o
f con
cept
s to
be
lear
ned
vers
usst
ages
(or
leve
ls)
of le
arni
ng
:* T
hem
atrix
is fi
lled
out b
y pe
rson
bei
ngev
alua
ted
Slid
e 21
:*It
mus
t be
cons
truc
ted
by th
e pe
rson
res
pons
ible
for
(1)
esta
blis
hing
the
cour
se o
bjec
tives
, and
(2)
desi
gnin
gbo
th th
e le
arni
ng e
xper
ienc
es a
ndas
sess
men
t ins
trum
ents
req
uire
d to
achi
eve
the
cour
se o
bjec
tives
.
III
MI
MI
NM
=I
NM
OM
EN
MIN
I11
1111
1M
EI
NM
MIM
I M
B
le E
valu
atio
n M
atri
xIn
stru
ctio
ns fo
r fil
ling
in th
e m
atrix
Slid
e 22
a. F
or e
ach
com
pete
ncy
area
dar
ken
the
row
up
toan
d in
clud
ing
the
colu
mn,
whi
ch in
dica
tes
your
cur
rent
leve
lof
lear
ning
for
the
com
pete
ncy.
You
can
ref
er to
the
follo
win
g pa
ges
toas
sist
you
in u
nder
stan
ding
the
mea
ning
of t
hese
leve
ls o
f lea
rnin
g.
b. If
you
do
not k
now
or
reco
gniz
e a
com
pete
ncy
area
then
you
onl
ybl
ank
the
first
col
umn
(Bef
ore
Kno
wle
dge)
c. E
ach
time
you
re-e
valu
ate
your
sta
te o
f lea
rnin
gfo
r a
com
pete
ncy,
if y
our
leve
l of l
earn
ing
has
incr
ease
dth
en m
ove
the
bar
fart
her
to th
e rig
ht u
sing
a d
iffer
ent c
olor
or
patte
rnto
fill
in th
e co
lum
n(s)
.
Com
pete
ncy
Cat
egor
yC
ompe
tenc
ies
Bef
ore
Kno
wle
dge
Kno
wle
dge
Com
preh
ensi
onA
pplic
atio
nA
naly
sis
Syn
thes
isE
valu
atio
n
Coo
pera
tive
Lear
ning
Cod
e of
Coo
pera
tion
Fac
e to
Fac
e In
tera
ctio
nIn
divi
dual
Acc
ount
abili
tyJi
gsaw
Str
uctu
re B
efor
e T
ask
Str
uctu
red
Con
trov
ersy
Tea
ms
Gat
ekee
per
Sto
rmin
gT
eam
Div
ersi
tyT
eam
Mem
ber
Ass
essm
ent
Com
pete
ncy
Mat
rixG
rade
sK
now
ledg
eK
now
-How
Sta
ges
of L
earn
ing
_
5 i
'7"
i )t 1
1)
UN
MI N
M M
I In
INN
INN
EN
MI N
MN
11IN
NN
MI
1111
11
Slid
e 23
s,s,
entia
lEle
men
tsof
Act
ive
Lear
ning
(4)
:P
ositi
ve In
terd
epen
denc
e
Indi
vidu
al A
ccou
ntab
ility
Gro
up P
roce
ssin
g
:*S
ocia
l Ski
lls
:* F
ace
to F
ace
Inte
ract
ion
"P I
G S
Fac
e"
ail N
M IM
ON
IBW
WI M
IN
M M
IN M
IIM
O M
I Mil
Mil
Slid
e 24
Sim
ple
Jigs
aw E
xerc
ise
Cou
nt o
ff in
you
r gr
oups
from
1 to
5+
Dep
endi
ng o
n yo
urnu
mbe
r yo
u w
ill r
ead
apa
ragr
aph
(2 m
inut
es)
-1'
s re
ad a
bout
Pos
itive
Inte
rdep
ende
nce
-2'
s re
ad a
bout
Indi
vidu
al A
ccou
ntab
ility
3's
read
abo
ut G
roup
Pro
cess
ing
-4'
s re
ad a
bout
Soc
ial S
kills
5's
read
abo
ut F
ace
to F
ace
Inte
ract
ion
+ P
repa
re a
30
seco
ndtu
toria
l on
your
rea
ding
tote
ach
your
oth
er g
roup
mem
bers
wha
t you
have
lear
ned
(2 m
inut
es)
In s
eque
nce
deliv
er th
e tu
toria
ls(4
min
utes
)I w
ill c
all,
at r
ando
m, f
or d
iscu
ssio
n of
thes
epa
ragr
aphs
(2
min
utes
)
INN
MI
1111
111
111
NM
I MI
1111
1111
11N
M N
M11
111
NE
1E
11M
B E
llS
lide
25
Posi
tive
Inte
rdep
ende
nce
Pos
itive
Inte
rdep
ende
nce
exis
ts w
hen
stud
ents
bel
ieve
that
they
are
linke
d w
ith o
ther
s in
a w
ay th
at o
ne c
anno
t suc
ceed
unl
ess
the
othe
rm
embe
rs o
f the
gro
up s
ucce
ed (
and
vice
ver
sa).
Stu
dent
s ar
e w
orki
ng to
geth
er to
get
the
job
done
. In
othe
r w
ords
,st
uden
ts m
ust p
erce
ive
that
they
"si
nk o
r sw
im to
geth
er."
In a
pro
blem
-sol
ving
ses
sion
, pos
itive
inte
rdep
ende
nce
is s
truc
ture
d by
grou
p m
embe
rs
(1)
agre
Jing
on
the
answ
er a
nd s
olut
ion
stra
tegi
es fo
r ea
ch p
robl
em(g
oal i
nter
depe
nden
ce)
and
(2)
fulfi
lling
ass
igne
d ro
le r
espo
nsib
ilitie
s (r
ole
inte
rdep
ende
nce)
.
Oth
er w
ays
of s
truc
turin
g po
sitiv
e in
terd
epen
denc
e in
clud
e ha
ving
com
mon
rew
ard,
bei
ng d
epen
dent
on
each
oth
er's
res
ourc
es, o
r a
divi
sion
of l
abor
.r.
.U
'
IIIni
l MN
NM
OM
UM
MN
En
1111
111
NM
NM
MN
NM
I11
111
NE
IV
II
Slid
e 26
.-4\
ncliv
idua
l Acc
ount
abili
ty
Indi
vidu
al a
ccou
ntab
ility
/Per
sona
l Res
pons
ibili
ty r
equi
res
the
teac
her
toen
sure
that
the
perf
orm
ance
of e
ach
indi
vidu
al s
tude
nt is
ass
esse
d an
d th
ere
sults
giv
en b
ack
to th
e gr
oup
and
the
indi
vidu
al.
The
gro
up n
eeds
to k
now
who
nee
ds m
ore
assi
stan
ce in
com
plet
ing
the
assi
gnm
ents
and
gro
up m
embe
rs n
eed
to k
now
they
can
not "
hitc
h-hi
ke"
onth
e w
ork
of o
ther
s.
Com
mon
way
s to
str
uctu
re in
divi
dual
acc
ount
abili
ty in
clud
e:
givi
ng a
n in
divi
dual
exa
m to
eac
h st
uden
t,
rand
omly
cal
ling
on in
divi
dual
stu
dent
s to
pre
sent
thei
r gr
oup'
s an
swer
,
4. g
ivin
g an
indi
vidu
al o
ral e
xam
whi
le m
onito
ring
grou
p w
ork
(e.g
.,w
hile
the
indi
vidu
al s
tude
nt is
del
iver
ing
an 'e
xper
t' tu
toria
l to
a sm
all g
roup
).
v,.
INN
NIB
it IN
N M
N IN
NM
INI M
I IN
NN
UN
INN
1111
111
MI N
M N
M N
M IN
NN
MI
4ms
Grp
up P
roce
ssin
g
Slid
e 27
Gro
up p
roce
ssin
g (e
.g.,
proc
ess
chec
k) in
volv
es a
gro
up d
iscu
ssio
nof
how
wel
l the
y ar
e ac
hiev
ing
thei
r go
als
and
how
wel
l the
y ar
e m
aint
aini
ngef
fect
ive
wor
king
rel
atio
nshi
ps a
mon
gm
embe
rs.
At t
he e
nd o
f the
ir w
orki
ngpe
riod
the
grou
ps p
roce
ss th
eir
func
tioni
ng b
yan
swer
ing
two
ques
tions
:
(1)
Wha
t is
som
ethi
ng e
ach
mem
ber
did
that
was
hel
pful
for
the
grou
pan
d
(2)
Wha
t is
som
ethi
ng e
ach
mem
ber
coul
d do
to m
ake
the
grou
p ev
enbe
tter
tom
orro
w?
Suc
h pr
oces
sing
: (1)
ena
bles
lear
ning
gro
ups
to fo
cus
on g
roup
mai
nten
ance
,(2
) fa
cilit
ates
the
lear
ning
of
colla
bora
tive
skill
s, (
3) e
nsur
es th
at m
embe
rsre
ceiv
e fe
edba
ck o
n th
eir
part
icip
atio
n,an
d (4
) re
min
ds s
tude
nts
to p
ract
ice
colla
bora
tive
skill
s co
nsis
tent
ly.
G
EN
INN
INN
INN
NW
NM
NM
WM
MN
INN
MS
EN
NM
NM
NM
I ao
INN
Soc
ial (
colla
bora
tive)
ski
lls a
re n
eces
sary
for
effe
ctiv
e gr
oup
func
tioni
ng.
Stu
dent
s m
ust h
ave
and
use
the
need
ed le
ader
ship
,de
cisi
on-
mak
ing,
trus
t-bu
ildin
g, c
omm
unic
atio
n, a
nd c
onfli
ct-m
anag
emen
tsk
ills.
Slid
e 28
The
se s
kills
hav
e to
be
taug
ht ju
st a
s pu
rpos
eful
ly a
nd p
reci
sely
as
acad
emic
ski
lls.
Man
y st
uden
ts h
ave
neve
r w
orke
d co
oper
ativ
ely
in le
arni
ngsi
tuat
ions
and
, the
refo
re, l
ack
the
need
ed s
ocia
l ski
lls fo
r do
ing
so.
G3
MIM
I M
E N
M O
M N
IS M
N N
M S
IMN
MI
NO
NM
Ole
MB
MB
IIII
NII
IIII
oF
ace
Inte
ract
ion
Slid
e 29
Fac
e to
face
pro
mot
ive
inte
ract
ion
exis
ts a
mon
g st
uden
tsw
hen
stud
ents
oral
ly e
xpla
in to
eac
h ot
her
how
to s
olve
pro
blem
s,
disc
uss
with
eac
h ot
her
the
natu
re o
f the
con
cept
s an
dst
rate
gies
bei
ngle
arne
d,
teac
h th
eir
know
ledg
e to
cla
ssm
ates
, and
expl
ain
to e
ach
othe
r th
e co
nnec
tions
bet
wee
n pr
esen
t and
pas
tlea
rnin
g.
Thi
s fa
ce to
face
inte
ract
ion
is p
rom
otiv
e in
the
sens
e th
atst
uden
ts h
elp,
assi
st, e
ncou
rage
,an
d su
ppor
t eac
h ot
her's
effo
rts
to le
arn.
G5
f4
IMO
MN
1111
11M
I NM
Ilia
it111
1M
I NIB
0011
INN
IMO
IMO
II=IN
N IN
Cla
ssro
omF
acili
tato
rs
Inst
ruct
ions
for
Jigs
aw
lex
jigsa
w E
xam
ple
Dep
loym
ent F
low
Cha
rtC
lass
1. C
ount
off
2. L
ocat
e E
xper
t tab
lefo
r yo
ur n
umbe
r.
_
Jigs
awE
xper
tT
eam
sG
roup
s
For
m th
e--
001
Exp
ert G
roup
s
OE
xper
t Gro
ups
Lear
n T
heir
Mat
eria
l
OE
xper
t Gro
ups
Pre
pare
The
ir 3
Min
ute
Tut
oria
l
Slid
e 30
1. C
ount
orR
eass
embl
e1-
4111
1of
f-
---
:2.
Loc
ate
Jigs
aw ta
ble
for
your
num
ber
Qpi
{Edu
cate
the
1N
on-e
xper
ts
0ol
lP
repa
re &
Giv
e R
epor
to
-.1
I
U d
G f
St
Nil
NM
MN
Mal
NE
IIM
O N
O I
MO
MN
IM
O11
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IN M
I N
M M
I M
IMI
MI
INN
MI
A P
ropo
sed
Lear
ning
Cul
ture
E M A L
ME
ET
ING
S IN
CLA
SS
( F
F )
QU
ALI
TY
PR
INC
IPLE
S
AN
DA
CT
IVE
TE
AM
TR
AIN
ING
LEA
RN
ING
ME
ET
ING
S O
UT
SID
E O
F C
LAS
S (
F -
F )
T E L E P 11 0 N E
Slid
e 31
Grp
MI M
il81
111
MIN
INN
MIS
IMO
IMO
IMO
IMO
INIM
NU
N11
11N
MN
EN
NM
I
NA
ctiv
e (C
oope
rativ
e) L
earn
ing
A te
chni
que
used
in th
e cl
assr
oom
whi
ch e
mpl
oys
stud
ent-
stud
ent a
ndst
uden
t-fa
cilit
ator
(fa
culty
) in
tera
ctio
nin
var
ious
form
s to
con
vert
the
lear
ning
envi
ronm
ent f
rom
PA
SS
IVE
to A
CT
IVE
Enh
ance
s le
arni
ng
+ S
ubst
antia
lly im
prov
es r
eten
tion
Incr
ease
s in
val
ue a
s th
e m
ater
ial
incr
ease
s in
con
cept
ual d
iffic
ulty
Slid
e 32
t
INN
NM
INN
NM
MI I
liIN
NIN
N N
MN
EI
MB
NM
INN
MI I
n S
IM M
I
Tra
inin
g La
bora
torie
s
Bet
hel,
Mai
ne
Lect
ure
Rea
ding
Aud
io-V
isua
l
Dem
onst
ratio
n
Ave
rage
Ret
entio
nR
ate
5% 10%
20%
30%
Dis
cuss
ion
Gro
up
Pra
ctic
e by
Doi
ng
50%
75%
Tea
ch O
ther
s / I
mm
edia
te U
se90
%
Slid
e 33
S,'
INN
1111
11M
I IN
N M
I OM
MI I
NN
INN
MI M
N11
111
EN
NM
I NM
1111
111
7.1
of L
earn
ing
/ Ano
ther
Vie
w
We
Ten
d to
Rem
embe
r
Our
Lev
el o
fIn
volv
emen
t
{10
%/ R
eadi
ngV
erba
l Rec
eivi
ng
Vis
ual
P A S S V E
20%
/Hea
ring
Wor
ds \
30%
/Loo
king
at P
ictu
res
50%
Wat
chin
g a
Mov
ie
Look
ing
at a
n E
xhib
itR
ecei
ving
Wat
chin
g a
Dem
onst
ratio
n
See
ing
it D
one
on L
ocat
ion
Par
ticip
atin
g in
a D
iscu
ssio
nP
artic
i-A C T V E
70%
Giv
ing
a T
alk
patin
g
Doi
ng
Doi
ng a
Dra
mat
ic P
rese
ntat
ion
90%
Sim
ulat
ing
the
Rea
l Exp
erie
nce
Doi
ng th
e R
eal T
hing
Effe
ctiv
enes
s of
Lea
rnin
g M
odes
Slid
e 34
4'0
MN
INN
OM
NM
Mill
RIO
MS
- IM
Oill
VIII
MS
MN
MI I
NS
MI
Slid
e 35
Con
sequ
ence
s of
Tea
chin
gan
dLe
arni
ng S
tyle
Mis
mat
ch(F
elde
r, F
IE M
eetin
g, N
ashv
ille
1992
)
Stu
dent
s:-
Bec
ome
frus
trat
ed, b
ored
and
inat
tent
ive
-D
o po
orly
on
test
s-
Get
dis
cour
aged
abo
ut th
e co
urse
,cu
rric
ulum
, the
mse
lves
-Cha
nge
to a
noth
er c
urric
ulum
or
drop
out
Fac
ulty
:G
et d
efen
sive
or
host
ileQ
uest
ion
thei
r ch
oice
of p
rofe
ssio
n;fo
cus
on r
esea
rch
Soc
iety
lose
s po
tent
ially
exce
llent
eng
inee
rs:
-vi
sual
, act
ive,
ref
lect
ive
lear
ners
(mos
t stu
dent
s)
-in
duct
ive
lear
ners
and
sen
sors
(exp
erim
enta
lists
, pla
nt e
ngin
eers
)
-gl
obal
lear
ners
(sy
stem
s th
inke
rs,
crea
tive
rese
arch
ers)
II)
Slide 36
Co; sequences ... summary
Students may tend toward
1. Sensing or intuitive perception
2. Visual or verbal input
3. Inductive or deductive organization
4. Active or reflective processing
5. Sequential or global understanding
All combinations of types are needed inscience and engineering
Most of our teaching is abstract (intuitive),verbal, deductive, and sequential. Students inour classes tend to be passive.
To best serve all our students we should bereaching all types, not just one.
If we don't, students suffer, we suffer, andsociety loses valuable contributors.
Mil
NM
Ka
iit>
tAM
MN
M a
n M
N IN
N N
I IN
S M
I MI
1111
11M
B IN
N
Slid
e 37
Exi
erpt
s fr
om a
rev
iew
of R
icha
rdV
aigh
ts's
Har
vard
Ass
essm
ent
Sem
inar
s(1
990
and
1992
Rep
orts
)*
"...t
he s
ingl
e te
achi
ngte
chni
que
that
dom
inat
es b
oth
the
1990
and
199
2re
port
s is
the
use
of s
mal
l gro
ups
:* S
mal
l gro
up w
ork
was
con
side
red
ases
peci
ally
effe
ctiv
e fo
r sc
ienc
e m
ajor
s an
dw
omen
and
as v
irtua
lly e
ssen
tial f
orw
omen
in m
ath
and
scie
nce.
"
*Jim
Coo
per,
Coo
pera
tive
Lear
ning
and
Col
lege
Tea
chin
g,V
olum
e 4,
Num
ber
1, F
all 1
993,
page
15
6)
MN
MI N
MI M
I NB
MN
8111
111
ale
MI N
M M
I IN
SN
S M
I NM
MIN
MN
Slid
e 38
t Em
ploy
ers
Wan
t : A
Sum
mar
y
Lear
ning
to L
earn
List
enin
g an
d O
ral C
omm
unic
atio
n
Com
pete
nce
in R
eadi
ng, W
ritin
g, a
nd C
ompu
tatio
n
Ada
ptab
ility
: Cre
ativ
e T
hink
ing
and
Pro
blem
Sol
ving
Per
sona
l Man
agem
ent:
Sel
f-E
stee
m, G
oalS
ettin
g/M
otiv
atio
nan
d P
erso
nal/C
aree
r D
evel
opm
ent
Gro
up E
ffect
iven
ess:
Inte
rper
sona
l Ski
lls, N
egot
iatio
n, a
ndT
eam
wor
k
Org
aniz
atio
nal E
ffect
iven
ess
and
Lead
ersh
ip
Sou
rce:
Wor
kpla
ce B
asic
s: T
he S
kills
Em
ploy
ers
Wan
t,A
mer
ican
Soc
iety
for
Tra
inin
g an
d D
evel
com
ent a
nd U
.S. D
epar
tmen
t of L
abor
,E
mpl
oym
ent a
nd T
rain
ing
Adm
inis
trat
ion,
198
8.
C'
C.,
1
NM
1111
3Il
eIM
OII
IIII
IMO
UM
OM
1E
11 M
I N
MI
OM
IM
O M
I O
M I
NN
NM
Slid
e 39
Ben
efits
to S
tude
nts
No, "I
und
erst
and
the
mat
eria
l bet
ter.
""W
e le
arn
by te
achi
ng e
ach
othe
r."
: "...
stay
mor
efo
cuse
d fo
r a
long
er ti
me"
: "...
high
er le
velo
f con
cent
ratio
n."
"...
incr
ease
d ab
ility
to e
xpre
ss s
elf."
: "...
impr
oved
team
part
icip
atio
n."
: "...
taug
ht m
ere
spon
sibi
lity
to th
e gr
oup.
"".
..les
s no
tes,
mor
e le
arni
ng ti
me.
""I
t has
bro
ught
my
mar
k up
."S
ourc
e: B
CIT
stu
dent
cou
rse
eval
uatio
ns (
1991
)
S3
NM
OM
1E
111
1111
1IN
N M
I M
N N
S SO
MN
1111
1110
1M
IMI
MI
1111
111
1111
111
110
Slid
e 40
Tea
min
g
Is u
sed
to e
nhan
ce th
e pe
rfor
man
ce o
f a 'g
roup
'(i.
e., g
roup
==
> T
eam
)
App
lies
both
INS
IDE
and
OU
TS
IDE
the
clas
sroo
m
+A
pplie
s to
bot
h fa
culty
and
stu
dent
s
Doe
s N
OT
just
hap
pen;
trai
ning
is r
equi
red
!
fu 5
NM
1111
111
JIM
INN
IMO
MI M
N11
1111
1111
111
NM
NM
IIN
N M
I MI a
llN
MI M
O M
N M
N
ity P
rinci
ples
Sta
ndar
dize
d pr
oces
ses,
ele
men
tary
tool
s, a
nda
philo
soph
yem
ploy
ed to
indu
ce a
sys
tem
icch
ange
in th
e le
arni
ng e
nviro
nmen
t
+ E
lem
ents
incl
ude:
cont
inuo
us im
prov
emen
t of t
he p
roce
ss o
f edu
catio
ngu
ided
by
timel
y fe
edba
ck fr
om c
usto
mer
scr
iterio
n-ba
sed
asse
ssm
ent (
e.g.
, a c
ompe
tenc
y m
atrix
)te
stin
g as
a fe
edba
ck m
echa
nism
,no
t as
a m
etho
d fo
r in
trod
ucin
g va
rianc
etr
ust r
athe
r th
an fe
arco
oper
atio
n, n
ot c
ompe
titio
n, a
t all
leve
lsde
velo
ping
intr
insi
c, n
ot e
xtrin
sic
mot
ivat
ion
an in
tegr
ated
cur
ricul
umpa
tienc
e an
d pe
rsis
tenc
e
Slid
e 41
MN
PIN
OM
NM
INII
III
IIII
MIN
1111
111
MN
Mil
INN
I®
NM
EM
I M
I M
INN
MI
Slid
e 42
d P
ract
ice
inU
nder
grad
uate
Edu
catio
n (2
)1.
Enc
oura
ges
Stu
dent
-Fac
ulty
Con
tact
2. E
ncou
rage
s C
oope
ratio
n A
mon
gS
tude
nts
3. E
ncou
rage
s A
ctiv
e Le
arni
ng
4. G
ives
Pro
mpt
Fee
dbac
k
5. E
mph
asiz
es T
ime
on T
ask
6. C
omm
unic
ates
Hig
h E
xpec
tatio
ns
7. R
espe
cts
Div
erse
Tal
ents
and
Way
s of
Lea
rnin
g
INN
Mil
MN
NM
I NI N
O M
I MI M
I MI N
MI =
IM
I MI M
N N
M IN
N N
MS
lide
43
mR
oles
& R
espo
nsib
ilitie
s(B
its&
Pie
ces)
Tea
m L
eade
r
Lead
s te
am th
roug
h pr
oble
m s
olvi
ng p
roce
ss
Inve
sts
appr
opria
te a
mou
nt o
f tim
e on
the
proj
ect
Mai
ntai
ns a
ccur
ate
reco
rds
of te
am a
ctiv
ities
and
resu
lts
Pre
pare
s fo
r ea
ch te
am m
eetin
g
Pro
vide
s st
ruct
ure
and
guid
ance
to a
llow
max
imum
part
icip
atio
n
Influ
ence
s te
am d
ecis
ions
equ
ally
with
team
mem
bers
1111
1111
MI
INN
NM
I N
MM
EI
NM
IN
M11
111
NM
UM
I=
IN
N11
1111
Rol
es &
Res
pons
ibili
ties
(con
tinue
d)T
eam
Mem
ber
Inve
sts
appr
opria
te ti
me
onth
e pr
ojec
t
:* Is
com
mitt
ed a
nd fu
lly in
volv
ed in
proj
ect
Par
ticip
ates
equ
ally
in:
-Def
inin
g pr
oble
ms
Inve
stig
atin
g pr
oble
ms
-Def
inin
g so
lutio
ns
-Doc
umen
ting
solu
tions
Rep
rese
nts
his/
her
orga
niza
tion'
sin
tere
st
'
Slid
e 44
ailll
I11
OM
INN
MN
In IN
NM
IN
EI
IMO
MN
NM
II M
N M
N
Rol
es &
Res
pons
ibili
ties
(con
tinue
d)T
eam
Fac
ilita
tor
Slid
e 45
:* A
ssis
ts te
am le
ader
s in
trai
ning
team
mem
bers
:* S
ugge
sts
alte
rnat
ive
met
hods
and
proc
edur
es
:* F
unct
ions
as
a co
ach/
cons
ulta
nt to
the
team
Ass
ures
und
erst
andi
ng o
f the
team
pro
cess
:* R
emai
ns n
eutr
al
:* M
onito
rs th
e pr
oces
s ra
ther
than
the
task
Atte
nds
team
mee
tings
and
pro
vide
s fe
edba
ck o
n te
am's
proc
ess
and
prog
ress
Li
1101
1111
111
1111
1N
M 1
E11
NM
MO
OM
1E11
IMO
IMO
1111
1N
MI
MN
IN
N11
1111
r
eR
oles
& R
espo
nsib
ilitie
s(c
ontin
ued)
Add
ition
al T
eam
Mem
ber
Rol
es
Tea
m R
ecor
der
Writ
es d
own
all t
he id
eas
and
mat
eria
l gen
erat
ed d
urin
g th
e w
orki
ng m
eetin
gT
eam
Enc
oura
ger
Mak
es s
ure
that
eve
ryon
e on
the
team
is g
ettin
g po
sitiv
e re
cogn
ition
for
thei
r co
ntrib
utio
nT
eam
Gat
ekee
per
Mak
es s
ure
that
all
mem
bers
of t
he te
am a
re p
artic
ipat
ing
Tea
m D
evil'
s A
dvoc
ate
Mak
es s
ure
that
opp
osin
g id
eas
are
brou
ght u
p an
d di
scus
sed
Tea
m T
imer
Mak
es s
ure
that
team
sta
ys o
n its
tim
e bu
dget
for
the
vario
us ta
sks
Tea
m R
esou
rce
Hol
der
Thi
s pe
rson
hol
ds te
am r
esou
rces
(e.g
., ca
lcul
ator
s, in
stru
ctio
ns, p
aper
& p
enci
ls, e
tc.)
Slid
e 46
ME
IN
MI
MI
ME
I N
M N
MI
MI
11E
1E
MI
=II
INN
NM
IM
IN11
1111
11E
MI
eftl"
N
ST
UD
EN
TE
AM
CO
MP
OS
ITIO
N
(Bits
& P
iece
s)
Slid
e 47
ST
UD
EN
T T
EA
M
TE
AM
LEA
DE
R
TE
AM
ME
MB
ER
S
in m
any
role
se.
g., R
ecor
der,
etc.
TE
AM
FA
CIL
ITA
TO
R
0!)
IOU
INN
1=1
NM
MI M
S M
I NM
SM
IIN
M M
N N
M1E
11I=
IIIII
INN
MN
ing
Gro
ups
(Bits
&P
iece
s)
Slid
e 48
:*G
roup
s of
4 a
nd 5
are
bes
tfo
r m
ost c
oope
rativ
e le
arni
ngac
tiviti
es
Str
ive
for
dive
rsity
with
in e
ach
grou
p
+ B
est
if in
stru
ctor
form
s gr
oups
but t
his
is n
ot c
ritic
al if
gro
ups
have
div
ersi
ty
:*T
he in
stru
ctor
may
cho
ose
tore
form
ulat
e th
e gr
oups
durin
g th
e se
mes
ter
(per
haps
as
man
y as
five
times
)
A g
roup
mem
ber
may
NO
T b
eex
pelle
d fo
r an
y re
ason
but m
ay e
lect
not
to p
artic
ipat
etw
t.)
o
1111
1IN
NIN
N E
N N
M N
W M
I E
N N
M E
NN
E N
M N
M N
M N
M N
IBIN
NN
MI
Fow
ling
Gro
ups
(con
tinue
d)
Lon
gte
rm te
am s
ucce
ssis
enh
ance
dby
team
div
ersi
ty :
cons
ider
inte
rest
s an
d ab
ilitie
s-w
ork
expe
rien
ceet
hnic
or
cultu
ral a
ttrib
utes
gend
er-
lear
ning
sty
les
- mar
ital s
tatu
s, f
amily
com
posi
tion
geog
raph
ical
loca
tion
of r
esid
ence
1.03
Slid
e 49
01
1111
1N
M I
NN
NM
I O
M M
I IN
SN
MI
NS
11N
1M
NM
IMI
NM
II11
NM
MB
NM
Of C
oope
ratio
n (r
evis
ited)
Slid
e 50
1.E
VE
RY
mem
ber
is r
espo
nsib
le fo
r th
e te
am's
pro
gres
s an
d su
cces
s.2.
Atte
nd a
ll te
am m
eetin
gs a
nd b
e on
tim
e.3.
Com
e pr
epar
ed.
1.C
arry
out
ass
ignm
ents
on
sche
dule
.5.
List
en to
and
sho
w r
espe
ct fo
r th
e co
ntrib
utio
ns o
f oth
erm
embe
rs; b
e an
act
ive
liste
ner.
6.C
ON
ST
RU
CT
IVE
LY c
ritic
ize
idea
s, n
ot p
erso
ns.
7.R
esol
ve c
onfli
cts
cons
truc
tivel
y.8.
Pay
atte
ntio
n, a
void
dis
rupt
ive
beha
vior
.9.
Avo
id d
isru
ptiv
e si
de c
onve
rsat
ions
.10
.O
nly
one
pers
on s
peak
s at
a ti
me.
11.
Eve
ryon
e pa
rtic
ipat
es, n
o on
e do
min
ates
.12
.B
e su
ccin
ct, a
void
long
ane
cdot
es a
nd e
xam
ples
.13
.N
o ra
nk in
the
room
.14
.M
aint
ain
conf
iden
tialit
y; w
ho s
ays
wha
t sta
ys in
the
team
roo
m;
min
utes
, res
ults
, rep
orts
, etc
. are
sha
red
with
app
ropr
iate
indi
vidu
als.
15.
Ask
que
stio
ns w
hen
you
do n
ot u
nder
stan
d.16
.A
ttend
to y
our
pers
onal
com
fort
nee
ds a
t any
tim
e bu
t min
imiz
e te
amdi
srup
tion.
17.
HA
VE
FU
N H
I18
.?
adap
ted
from
the
Boe
ing
Airp
lane
Gro
up te
am M
embe
r T
rain
ing
Man
ual
1.05
MI
VII
IN
MI
MI
1111
111
11IN
N N
M O
MIN
Sal
NM
EM
I M
I O
MB
MO
=II
me
Coo
pera
tive
Lear
ning
Oct
ures
and
Pro
cedu
res
(7)
(Bits
& P
iece
s):*
Thi
nk-P
air-
Sha
re o
r F
orm
ulat
e-S
hare
-Lis
ten-
Cre
ate
:*N
umbe
red
Hea
ds T
oget
her
Sim
ple
Jigs
awan
d E
xten
ded
or C
ompl
ex J
igsa
w
Gro
upD
iscu
ssio
n w
ith T
alki
ng C
hips
:* T
hree
Min
ute
Ess
ay
:*S
truc
ture
d C
ontr
over
sy(3
,(2
I
Slid
e 51
NM
I M
E M
I M
INIM
O N
M E
MI
NM
MI
MIN
INN
NM
I O
M M
S N
u E
MI
MI
MIN
MIN
Cod
pera
tive
Lear
ning
Bro
mid
es(B
its &
Pie
ces)
0 !)
Con
tact
Bef
ore
Wor
k(i.
e., p
rovi
ded
for
som
e br
ief e
xcha
nge
betw
een
part
icip
ants
)
41eg
in W
ith th
e E
nd in
Min
d(i.
e., s
peci
fy th
e ob
ject
ive
or c
ompe
tenc
ies
of th
e ex
perie
nce)
Nee
d to
Kno
w B
efor
e K
now
ledg
e(i.
e., d
evel
op a
n in
tere
st in
or
need
to k
now
the
mat
eria
l, or
com
pete
ncie
s, to
be
real
ized
from
the
expe
rienc
e)
Str
uctu
re B
efor
e T
ask
(i.e.
, com
mun
icat
e th
e st
ruct
ure
or h
ow th
e ta
sk is
to b
eac
com
plis
hed
befo
re c
omm
enci
ng th
e ta
sk)
Slid
e 52
NM
Mil
MI
1111
111
MN
NS
INN
NIB
1111
MI
NIB
MI M
il M
I
pera
tive
Lear
ning
Bro
mid
es(c
ontin
ued)
Bal
ance
Pro
cess
(th
e H
ow)
with
Con
tent
(th
e W
hat)
(i.e.
, dur
ing
the
expe
rienc
e, b
alan
ce th
e tim
e an
d fo
cus
on th
epr
oces
s as
wel
l as
on th
e C
onte
nt/T
ask/
Pro
duct
)
Che
ck fo
r U
nder
stan
ding
at C
ritic
al P
oint
s or
Tim
es(e
.g.,
have
som
eone
par
aphr
ase
the
stru
ctur
e, ta
sk, o
r co
nclu
sion
befo
re p
roce
edin
g w
ith th
e ne
xt s
tep)
Ik
Pro
cess
Che
ck(e
.g.,
perf
orm
a p
roce
ss c
heck
at t
he e
nd o
f the
exp
erie
nce
orat
impo
rtan
t int
erim
ste
ps u
sing
"+
delta
", c
heck
lists
or
othe
rfo
rms
to o
btai
n tim
ely
feed
back
from
the
part
icip
ants
)
Ref
lect
ion
(i.e.
, pau
se fo
r br
ief o
r ev
en e
xten
ded
perio
ds to
thin
k ab
out w
hat y
ou h
ave
lear
ned
and/
or th
e pr
oces
s us
ed to
lear
n; k
eep
an a
cade
mic
jour
nal o
f you
r re
flect
ions
Slid
e 53
MIN
NM
Me
INN
NU
BN
M N
M M
N M
I MN
EN
MI I
NN
EN
NM
MI N
M N
M
Slid
e 54
Hie
xarc
hica
lSt
ruct
ures
for
Stu
dent
s
Mid
nigh
tRid
er's
Hyp
othe
ses
For
low
er le
vel E
ngin
eeri
ng S
cien
ce c
ours
es(a
nd to
pics
whi
ch a
re a
ssig
ned
prim
arily
at t
he K
now
ledg
e,C
ompr
ehen
sion
and
Ana
lysi
s L
evel
s of
Lea
rnin
g in
any
cour
se),
- it
is th
e re
spon
sibi
lity
of th
e te
ache
r to
dev
elop
and
pre
sent
hier
arch
ical
str
uctu
res
for
the
cont
ent.
A r
easo
nabl
e an
d ap
prop
riat
e st
ruct
ure,
both
for
the
stud
ents
and
for
act
ive
lear
ning
in g
ener
al,
- ca
n be
dedu
ced
from
a r
efle
ctiv
e re
view
of
the
teac
her's
orig
inal
,lec
ture
cou
rse
note
s.
NM
I OM
OM
MI M
IN
MI M
I MI M
I11
1111
MI
is M
N M
I NM
I OM
NM
Slid
e 55
tent
,Pro
cedu
ral a
nd C
ondi
tiona
l
CO
NT
EN
T
CO
NC
EP
TS
AN
DT
HE
OR
Y
PR
OC
ED
UR
AL
AN
ALY
SIS
AN
ALY
SIS
AN
DT
EC
HN
IQU
ES
CO
ND
ITIO
NA
L
AS
SU
MP
TIO
NS
AN
DD
EC
ISIO
NS
.M
I MI
1111
11lll
llllo
llN
MI
MIN
NM
MI
1111
111
1111
1111
III11
IMO
NM
I MI
Slid
e 56
Ns
Kno
wle
dge
Typ
es (
a st
ruct
ure)
The
fir
st ty
pe o
f kn
owle
dge
(fir
st in
the
sens
e of
the
orde
r w
e ch
oose
to d
iscu
ss it
, not
in it
s su
prem
acy
toot
her
form
s) is
con
tent
. Con
tent
kno
wle
dge
incl
udes
phy
sics
or
basi
c pr
inci
ples
of
syst
ems.
For
exa
mpl
e,in
a p
endu
lum
(as
in a
ll re
al s
yste
ms)
line
ar a
nd a
ngul
ar m
omen
tum
, and
tota
l ene
rgy
can
be a
ccou
nted
for.
To
do th
is, a
n un
ders
tand
ing
of w
hat e
nerg
y an
d m
omen
tum
are
, as
wel
l as
an u
nder
stan
ding
of
the
forc
es o
f gr
avity
and
air
res
ista
nce
are
need
ed. T
his
know
ledg
e m
ight
be
labe
led
cont
ent.
The
con
tent
know
ledg
e in
this
text
will
bui
ld o
n fu
ndam
enta
l;; e
stab
lishe
d in
you
r pr
evio
us c
ours
es. T
he in
tent
is n
otto
intr
oduc
e va
st a
mou
nts
of c
onte
nt.
The
sec
ond,
and
mos
t com
mon
kno
wle
dge
type
in th
is te
xt, i
s pr
oced
ural
.Pr
oced
ural
kno
wle
dge
incl
udes
the
proc
ess
or m
etho
dolo
gy w
hich
you
app
ly to
und
erst
and
syst
ems.
For
exa
mpl
e, to
app
ly th
eco
nten
t kno
wle
dge
that
ang
ular
mom
entu
m is
con
serv
ed in
the
pend
ulum
, you
mus
t det
erm
ine
the
forc
esac
ting
on th
e sy
stem
. Thi
s ca
n be
don
e be
st b
y dr
awin
g a
free
-bod
y di
agra
m. T
here
is a
pro
cedu
re, o
rco
rrec
t way
, to
draw
a f
ree-
body
dia
gram
, if
one
does
not
pos
sess
suc
h pr
oced
ural
kno
wle
dge
it w
ill b
edi
ffic
ult t
o ap
ply
cont
ent k
now
ledg
e.T
he th
ird
type
of
know
ledg
e co
ntai
ned
in th
is c
ours
e is
con
ditio
nal.
Con
ditio
nal k
now
ledg
e is
use
d to
deci
de w
hen
vari
ous
met
hodo
logi
es a
re a
pplic
able
. For
exa
mpl
e, if
a p
oint
on
the
pend
ulum
is f
ixed
toth
e E
arth
, you
mus
t dec
ide
if th
e E
arth
sho
uld
be a
ssum
ed f
ixed
, rot
atin
g ab
out i
ts a
xis,
or
hurl
ing
thro
ugh
spac
e.T
his
cour
se w
ill e
mph
asiz
e to
dev
elop
men
t of
proc
edur
al a
nd c
ondi
tiona
l kno
wle
dge
by p
rovi
ding
prac
tice
in th
e de
sign
and
ana
lysi
s of
com
plex
dev
ices
. The
obj
ectiv
e is
to a
llow
you
to g
ain
som
e of
the
expe
rien
ce n
eces
sary
to m
ake
impo
rtan
t eng
inee
ring
dec
isio
ns a
bout
the
desi
gn a
nd a
naly
sis
of c
ompl
expr
oces
ses.
The
text
will
als
o re
info
rce
know
ledg
efo
r un
ders
tand
ing
why
a s
yste
m b
ehav
es a
s it
does
,an
d to
mak
e de
sign
du
cisi
ons
base
d on
des
ired
beh
avio
r.
Eve
rett,
Lou
is J
.,U
nder
stan
ding
Eng
inee
ring
Sys
tem
s V
ia C
onse
rvat
ion,
199
2, M
cGra
w-H
ill, N
ew Y
ork
11
A_i
4
1i8
IIIII
ISM
SIM
I111
it M
I MI
MO
OM
NM
MN
MN
Slid
e 57
A H
iera
rchi
cal S
truc
ture
for
Ele
men
tary
Mec
hani
cs'°
Phy
sics
Con
cept
s
Con
cept
ual
Kno
wle
dge
Rot
atio
nal
New
ton'
sLa
ws
Ene
rgy
Ang
ular
Mom
entu
mM
omen
tum
Con
serv
atio
nW
ork-
Ene
rgy
of E
nerg
yT
heor
em`U
mbr
ella
'C
once
pts
Pot
entia
l
Tra
nsla
tiona
lS
prin
gO
ther
Gra
vita
tiona
l
(1/2
) lc
m (
1) 2
cm(
1/2)
IA (
132A
Ope
ratio
nal
Kno
wle
dge
119
KK
R +
KT
(1/2
) m
V2c
mK
+ U
Eto
t= 0
mgy
10 M
estr
e, J
ose
P.,
"Cog
nitiv
e A
spec
ts o
f Lea
rnin
g an
d T
each
ing
Sci
ence
" (D
RA
M,
Pre
-Col
lege
Tea
cher
Enh
ance
men
t in
Sci
ence
and
Mat
hem
atic
s: S
tatu
s, is
sues
and
Pro
blem
s
(GM
m)
/ rin
tbe
Fcl
s
Ope
ratio
nal
Def
initi
ons
Standard Format for Engineering Science Homework Problems
NOTE: WORD PROBLEMS TO BE CONVERTED TO MATH NOTATION
* LABELLED SKETCH OF THE SYSTEM AND SURROUNDINGS(N.B. INCLUDING AN APPROPRIATE COORDINATE SYSTEM)
* SPECIFICATIONSAND DA TA
[MATHNOTATION]
T @ GAS = 100 DEG F ( i.e., NOT CONSTANT TEMP. )
Q @ VESSEL = 0 ( i.e., NOT ADIABATIC )
[i.e., DO NOT SIMPLY COPY THE PROBLEM OUT OF THE BOOK.]
SPECIFICATIONS : INFORMATION PROVIDED BY HUMAN BEINGS ANDTHEREFORE SUBJECT TO CHANGE
DATA INFORMATION INHERENT IN NATURE ANDTHEREFORE "INVARIANT"
PARAMETERS INFORMATION IN WHICH BOTH HUMAN BEINGSAND NATURE HAVE A ROLE IN DETERMINING
* REQUIRED T @ VESSEL = ?
[MATHNOTATION]
* ASSUMPTIONS :
(ESSENTIAL)1) SYSTEM IS GAS [MATH NOTATION ]
2) TIME PERIOD 1 HOUR [WHERE APPROPRIATE]
NOTE: LEAVE SPACE FOR ASSUMPTIONS ANDINSERT THEM AS THEY ARISE DURING YOUR
ANALYSIS PROCESS.
* ANALYSIS NEAT NEAT NE AT
* T @ VESSEL 87.3 DEG F WITH UNITS!IN A BOX!
* REFLECTIONS : A BRIEF DISCUSSION OF OBSERVATIONS ANDCONCLUSIONS DERIVED FROM THIS PROBLEM(WHAT WAS LEARNED?)
121
CONSERVATION PRINCIPLES IN ENGINEERING, ECE 394A
PARTICLE DYNAMICS OR KINETICS (BOTH SIDES 1)
N.B. The PARTICLE is the system (or 'free body')
N.B. Linear momentum and mechanical energy are NOT INDEPENDENTfor particles or RIGID BODIES !
LINEAR MOMENTUM
IN/OUT IN/OUT = ACCUMULATIONBY FLOW BY EXTERNAL
FORCES(N) (N) (N)
0 E f- EXTERNAL= MSYS d t G)
N.B. Constant mass system ; no flow in or out I
Coordinate system , position vectors , unit vectors changingwith time , time period?
maG
MECHANICAL ENERGY
IN/OUT IN/OUT = ACCUMULATIONBY FLOW BY EXTERNAL
FORCE(E/t) (POWER, E/t) (E/t)
0 Eci7
N.B. Constant mass system ; no flow in or out
d ^msys dt (EK + SYS
Coordinate system , position vectors , unit vectors changingwith time , time period?
QUESTION : Would inelastic collisions change the unsteady stateaccounting for mechanical energy ? If so, how ? If not,why not?
QUESTION : Would the unsteady state accounting for mechanical energy beuseful in solving the trajectory problem with air resistance(i.e., drag)? Explain.
By the end of this course, the student should be able to:
1. list the physical quantities that are conservedand those that can be accounted for;
2. state the general conservation laws for those properties that are conservedand state the general accounting balances for the properties which are not
conserved.
3. For a specific engineering problem:
a. identify an appropriate system, surroundings and time period based on averbal or written description of the problem or a visual observation of thephysical system;
b. identify the quantities to be conserved and those that can be accountedfor in the system and surroundings;
c. construct the appropriate conservation laws and accounting balances;
td. delineate the specifications and data required for the model if thenumber of independent equations is to equal the number of unknowns;
e. make appropriate assumptions, but retain the important elements of theproblem;
f. state whether the model is descriptive or predictive;
g. solve the resulting equations which describe the model;
h. discuss the physical relevance of the numerical values for the solutionand the physical relevance of the problem in general;
i. state the distinction between the mathematical model and the physicalreality the model attempts to describe;
In addition, the student should:
4. develop a cooperative attitude towards learning;
List the Unknowns and Identify the Result Variables(N.B. The number of result variable
should equal the number of equations)
Select Values for the Appropriate Set of Variables andQuantify the System Behavior or Response
Document the Solution.N.B. Include the Procedural and Conditional Informationused in the model (e.g., vector loops) which will be ofvalue in preparing entries for the Competency Matrix.
UNDERSTANDING ENGINEERING SYSTEMS VIA CONSERVATION, ECE 394C
IISKETCH :
AN EXAMPLE OF THE PROCEDURE
VU 0 0
AT
t = 0
(i.e., it's moving !)
POSSIBLE DOF (Flows or Motions)
1. Motion PARALLEL to the incline (up or down)
2. Rotational motion (i.e., it 'tips')
3. Motion PERPENDICULAR to the incline(i.e., rotation causes the center of gravity to move
vertically)4. Thermal energy flow due to friction
RELEVANT FLOWS OR MOTIONS
1. Motion PARALLEL to the incline
Conditions :
* Assume the block does NOT rotate;therefore it does NOT move vertically
Neglect thermal energy effects
INDEPENDENT FLOWS OR MOTIONS
1. Motion PARALLEL to the incline
Conditions :
* None
ACTUAL DOF : 1
PP,-,44- r"J'
IISYSTEM EXTENT :
I
11
PREDICT THE BEHAVIOR
What is the motion of the block if the applied force is constant?
Data : g
Specifications : F , m , 0
Parameters:
ORDER :
POSSIBLE ACCUMULATIONS
1. Linear Momentum (LM) PARALLEL to the Incline
2. Kinetic Energy (KE) due to Linear Motion
3. Gravitational Potential Energy (GPE)
INDEPENDENT ACCUMULATIONS
1. LM or KE (State Variable ,
2. GPE (State Variable , h)
CONDITIONS :
LB and KE can both be determined from the linear velocity
N
I 82
AUXILLARY VARIABLES
DOF ORDER = 1 2 = -1 , NO INFORMATION
MATHEMATICAL MODEL
CONSERVATION AND ACCOUNTING EQUATIONS
1 F fk mg SING = d (mv)
OTHER FIRST ORDER ODE's
2 v = d (N.B. Also a Constraint !)at
* CONSTRAINTS
4
fk = AT
N mg COS 0 = 0 ; N 0
N.B. The block must be in contact with the incline orthere is no friction and no frictional force.
MODEL VARIABLES
* EQUATION 1
9 : F, fk , m, g, O,
* EQUATION
2 : X , X0
2
* EQUATION
2 : µk , N
EQUATION 4
V , V0 ,
0 : NO ADDITIONAL VARIABLES
TOTAL 9 + 2 + 2 + 0 13
3
t, to
PROC-04r.rn
ANALYSIS
13 VARIABLES
- 4 EQUATIONS
9 UNKNOWNS
1 DATA (g)
3 SPECIFICATIONS (F , m e)
- 1 PARAMETER ( gk )
3 INITIAL CONDITIONS ( x , v , to0 0
NET t 1 (OK , t is the independent variable !)
UNKNOWNS
1. v (t)
2. x (t)
3. N
4. 4
5. t (the independent variable)
THE NUMBER OF
RESULT VARIABLES
EQUALS THE
NUMBER OF EQUATIONS
N.B. The value of one o' these variables must be specifiedsince there are only 4 equations.
NOTE : If the independent variable t is NOT specified,the solution process may require a trial and error process.
11:in4 PROC1O4r r"
1 UNDERSTANDING ENGINEERING SYSTEMS VIA CONSERVATION, ECE 394C
IISKETCH :
1
ANOTHER EXAMPLE OF THE PROCEDURE
V = o R
\To 0 0
AT
t = 0
(i.e., it's moving !)
IPOSSIBLE DOF (Flows or Motions)
11. Motion of the block PARALLEL to the incline (up or down)
2. Rotational motion of the block (i.e., it 'tips')
II 3. Motion of the block PERPENDICULAR to the incline(i.e., rotation causes the center of gravity to move vertically)
I4. Thermal energy flow due to friction between the block and incline
5. Motion of the spring PARALLEL to the incline
RELEVANT FLOWS OR MOTIONS
II1. Motion of the block PARALLEL to the incline
2. Motion of the spring PARALLEL to the incline
Conditions :
* Assume the block does NOT rotate;therefore it does NOT move vertically
* Neglect thermal energy effects
11 =DEPENDENT FLOWS OR MOTIONS
I1. Motion of the block PARALLEL to the incline
1 2. Motion of the spring PARALLEL to the incline
Conditions :
:: :L
None
(1:
.B. hold the right end of the spring AND hold the block)
ACTU DOF
11 Iii
I
SYSTEM EXTENT :
1
IPREDICT THE BEHAVIOR
What is the motion of the block if the winch velocity is constant?
11DATA : g SPECIFICATIONS : m , , V ; PARAMETERS : µk k
ORDER :
POSSIBLE ACCUMULATIONS
11
1. Linear Momentum (LM) of the block PARALLEL to the Incline
2. Kinetic Energy (KE) of the block due to Linear Motion
3. Gravitational Potential Energy (GPE) of the block
4. Spring Potential Energy (SPE)
RELEVANT, INDEPENDENT ACCUMULATIONS
1. LM or KE of the block (State Variable , v)
2. GPE of the block (State Variable , h)
1 3. SPE (state variable, X2 X1 1)
CONDITIONS :
* LM and KE can both be determined from the linear velocity
1. 52
ALXILLARY VARIABLES
DOF - ORDER = 2 3 = -1 , NO INFORMATION
MATHEMATICAL MODEL
Erir- EF = dt ( KE + PE)
dUdt 0
N. B . BOTH GPE AND SPE
CONSERVATION AND ACCOUNTING EQUATIONS
1 F fkv =
ddt
{m
ICEB GP'sEa
(v2 + g SINE) ) +2 2
X1
PESPRING
-1)2
OTHER FIRST
V
V =
ORDER
d
ODE's
(N.B.
(N.B.
(N.B. THIRD ORDER !)
ALSO A CONSTRAINT !)
ALSO A CONSTRAINT !)
2 dtdx2
3 dt
CONSTRAINTS (INCLUDING "DEFINING RELATIONSHIPS"
4
5
4 = 11k IV (N.B. Also a Constraint !)
N m g COS e = o
(X20
N.B. The block must be in contact with the inclineor there is no friction and no frictional force.
constants
'1'10-1)21
IIMODEL VARIABLES
* EQUATION 1
(IC) ( IC/S ) (IC)
I15 : F , V , fk , V , Vo to
I* EATI ON
0 :
I* EQUATION
0 :
* EQUATION
2 : µk , N
I* EQUATION
0 :
2
3
4
5
* TOTAL 15 + 0 + 0 + 2 =
ANALYSIS
17
17 VARIABLES
5 EQUATIONS
1 DATA ( g)
3 SPECIFICATIONS (m 0 , V)
2 PARAMETERS (ilk ,
4 INITIAL CONDITIONS ( Vo , X20 , Xi0 I) to
2 UNKNOWNS (1 OF WHICH IS t)
N . B . REMEMBER t IS THE INDEPENDENT VARIABLE !
CONCLUSION : SEARCH FOR MORE EQUATIONS !
MATHEMATICAL MODEL (CONTINUED)
* BLOCK LM , SPRING "DEFINING RELATIONSHIP" ?
* CONSERVATION AND ACCOUNTING EQUATIONS
16 F- f k = dt ( m v)d
CONSTRAINTS (INCLUDING "DEFINING RELATIONSHIPS")
N
F = k [ ( x2 x1) 1 1N .B . Also a Constraint !
(CONTINUED)ANALYSIS
2 VARIABLES (FROM PREVIOUS PAGE)
1 PARAMETER (/ FROM 7 )
3
2 EQUATIONS 6 AND 7
1 PARAMETER (1)
0 t IS THE INDEPENDENT VARIABLE !NOT OK ,
N.B. THEREFORE 1 OF THE 7 EQUATIONS IS DEPENDENT
NOTE THE FOLLOWING RELATIONSHIPS !
1. TEsysTE2,1) = dt
( ME mocK) ( P E SPRING)d
2.d t (MEBLOCK) (LAIBLOCK j)
d(GPEBLocK)dt d t
3. F ( V v ) dd t
(PESPRING )
4 F = k [ ( x x1) 1 ]
)
uNictqowNs
1. F
2. fk THE NUMBER OF
3. v RESULT VARIABLES
4. x1 EQUALS THE
5. x2 NUMBER OF EQUATIONS
6. t
7. N
Select a value for t or any other of the unknowns and solve
the
NOTES :
independent equations for the remaining unknowns
(N.B. called 'result variables')
Eliminate the total energy equation due to its complexity !
1
CONSERVATION PRINCIPLES IN ENGINEERING, ECE 394A
DEMING'S FOURTEEN POINTS - REVISED FOR ECE 394
1) Create constancy of purpose toward improvement of knowledge, know-how,wisdom, and character through education with the aim to become competitive andto stay productive in society.
Problem : Instructors are not ready to deal with wisdom and character .
2) Adopt the new Philosophy. We are in a new economic age. Instructors, students,and administrators must awaken to challenge, must learn their responsibilities,and take on leadership for change.
3)
Problem : Admidstration is unwilling to support major changes.
Cease dependence on grades to achieve quality. Eliminate the need for testing ona mass basis by building quality into the student in the first place.
Problem: Criticism by society and future employers who believe that the futureperformance of any employee can be predicted based on test takingand grades obtained.
4) End the practice of educating and evaluating academic success on the basis ofgrades. Maximize instead the competency of the graduates. Streamline thefaculty so that courses based on competency levels are taught by the same groupof instructors.
1 5) Exceed employers' expectations of graduates' quality through continualimprovement of the educational process; thus, continually maximizing graduates'competency.
6) Institute faculty development courses in such areas as communication and inter
e"
personal skills.
The aim of teachers should be to help students and themselves increase thequality of education. Teachers need to be retrained, and teachers and studentsneed to cooperate in the learning environment.
1 8) NO FEAR!
1
The student and teacher should abolish all grades, tests, etc. and should worktogether so everyone benefits and succeeds.
1 J71 4PT 394.F92
9) NO BOXES !
Integrate classes so student has one broad body of knowledge instead of manylittle ones that sh/he might not be able to connect. Different instructors mustteam together to avoid any barrier problems.
10) Quit complaining about student success rate, start change in educational process.
Problem : Inflexible institutions due to fear of change.
11) Eliminate grades, competition between students. Substitute cooperative learning.
12) Remove barriers that rob students and teachers of confidence in the educationalprocess. This means concentration on the quality of education in the studentsrather than the quantity of the education (i.e., taking responsibility for one's selfeducation).
13) Institute a vigorous program for the need of quality education which willultimately improve self and community.
14) All teachers and students must work together to instill a more rapid and smoothmodification of the current system to reinforce commitment and leadership.
Problem : Inflexible institutions due to fear.
1417_394. F92
THE DEFINITE INTEGRAL
Distance travelled = Integral of velocity function
Definition:
The definite integral is a limit of Riemann sums.
/ (t)dt = f (t; )At)n.-0
1=0
a=to t1 t2
Interpretation of the definite integral:
Distance travelled = Integral of the velocity function.
Total Change = Integral of the rate of change.
Area under graph = Integral of postiive function.
Average value of f(x) from a to b =1 rb
a Jaf (x) dx
The fundamental theorem of calculus
b
If f = F' then j f (t) dt = F(b) F (a)
109
tn=
STRUCTURENot all the following need to apply to each problem
DEFINE THE PROBLEM
Draw a picture. Label everything that might be involved inthe problem. List the given data in the picture.
Identify all relevant variables.
Which variables are a function of which variables?
Write down formulas for the function where possible.(There is no need yet to simplify them at this time.)
Sketch graphs of the functions. Completely label thegraphs.
Obtain numerical values / estimates;what are reasonable ranges for the variables.)
DECIDE ON A SOLUTION STRATEGY
What is (are) the unknown(s)?
Which mathematical structures are applicable?
What are possible solution methods?
SOLVE THE PROBLEM
Is the solution exact? If not, do you have error estimates?
PREPARE A REPORT
TASK'
Section 3.3, Exercise 11
If you jump out of an airplane and your parachutefails to open, your downward velocity t secondsafter the jump is approximated by
v (t) = .(3- (1 )
where g = 9.81sect
and k =0.2sec-1
(a) Write an expression for the distance you fallin T seconds.
(b) If you jump from 5000 meters above ground,for approximately how many seconds do youfall before hitting the ground?
ti
'Deborah Hughes-Hallet et al., Calculus, Preliminary Edition
