Principles of Engineering
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Developed by:
Wayne D. Lang
Rapid City Central High School
Rapid City, SD

Introduction:
The Introduction to Engineering course was developed in 1985 as a Technology Education course at Rapid City Central High School.  It was designed so that students could blend the creative design process with realistic problem-solving activities, giving them an opportunity to fully realize ideas.  The course was created by the teacher who was heavily influenced by the writings of Woody Flowers and George Beakley.  During a 1996 curriculum project, the course was renamed Principles of Engineering.

The main intent was to help students discover their place on the engineering team and to determine if their aptitudes and interests were in the realm of the scientist, the engineer, the technician, or the craftsperson.  Projects relating to several engineering fields were included so students could experience different roles within the team.

The course content was organized around several themes: the engineering team; the process of design; technical communications; materials science; modeling processes and prototyping, and realistic design projects.  In addition, students experienced and applied the engineering process to stimulate career awareness.

Originally the course met one 50-minute period per day over the course of a full year but it easily fit into other scheduling arrangements.  This elective course was open to grade 11 and 12 students and had no prerequisites.  Ideally, students were either enrolled in or had already completed Algebra, Geometry, Chemistry, or Physics.

Course Objectives:
Upon completion of the course, each student was able to:

• Recognize the core concepts of technology and the need for problem-solving
• Communicate graphically using sketching, drafting, and computer-aided-design
• Communicate through technical writing and oral presentations
• Apply the attributes of design through creative thinking and optimization
• Identify, evaluate, and test engineering materials
• Make prototypes and mathematical models with workshop tools, modeling components, and computers
• Participate as a member of an engineering team
• Apply the design process to mechanical, structural, and other systems
• Test and assess designs, products, and information

Instructional Philosophy and Expected Results:

Students learned about the work done by engineers and technicians as they prepared designs, produced prototypes, and tested their results.  Students actively developed their technological problem-solving skills as they worked with structural, mechanical, electrical, and computer-control activities.  During the course, students worked through the Design Process, individually and in teams.  To encourage creative thinking, most assigned activities were open-ended in nature.  Beginning projects were instructor-planned.  As the year progressed, students gradually assumed more and more control of projects.  The final project, a major effort based on their personal interests, was an example of problem-finding as much as problem-solving.

Throughout the activity sequence, students were expected to learn and apply new technical information to the design projects.  This new material was delivered through reading, lecture and demonstration, Internet research, self-paced modular lessons and computer-aided-instruction.  Students were also expected to use business and higher education contacts during the investigation phase of the design process.  Design projects were developed so they linked to the students' existing knowledge and skills.  Whenever possible, the teacher related the engineering process with mathematical and scientific knowledge.  Discussions about class projects were used as opportunities for the teacher to motivate students to seek more educational challenges.

Course Assessment:
Student assessment was based on how well the design process was applied to authentic situations.  Students were evaluated on how well they synthesized prior knowledge, new knowledge, hands-on skills, and creativity within constraints.  Student work was evaluated and graded according to the following components:

• Knowledge - 40%: Written tests, written reports, vocabulary
• Application - 40%: Laboratory activities and design projects were evaluated according to a rubric based on the Design Process
• Productivity - 20%: A rubric was used to evaluate the following items during projects: Effective use of time, Use of facilities & equipment, Safety, Cooperation with others, and Following procedures.

Research:
In 1993 the author conducted thesis research to determine the influence of the course on students.  Over 80% of former students responded to a follow-up study.  The respondents indicated that the greatest positive influences on their work and education resulted from the personal, small-team, and large-team design projects, from idea-generation sessions, and from learning to use Computer Aided Design software. 

In general, the study concluded that the structure of the course benefited students and that small-team problem-solving activities should be used most often in engineering courses.  Details about the study may be found in the thesis document at the Chester Fritz Library, University of North Dakota, Grand Forks. The title of the thesis is A Study to Ascertain the Influence of a Technological Problem-Solving Course on Student Career and Education Goals.

Contact Information:
Wayne D. Lang
Rapid City Central High School
433 N. 8th Street
Rapid City, SD  57701
E-mail: wlang@aptustechnologies.com