A double-edged sword: Use of computer algebra systems in first-year Engineering Mathematics and Mechanics courses

Many secondary-level mathematics students have experience with graphical calculators from high school. For the purposes of this paper we define graphical calculators as those able to perform rudimentary symbolic manipulation and solve complicated equations requiring very modest user knowledge. The use of more advanced computer algebra systems e.g. Maple, Mathematica, Mathcad, Matlab/MuPad is becoming more prevalent in tertiary-level courses. This paper explores our students’ experience using one such system (MuPad) in first-year tertiary Engineering Mathematics and Mechanics courses. The effectiveness of graphical calculators and computer algebra systems in mathematical pedagogy has been investigated by a multitude of educational researchers (e.g. Ravaglia et al. 1998). Most of these studies found very small or no correlation between student use of graphical calculators or exposure to computer algebra systems with future achievement in mathematics courses (Buteau et al. 2010). In this paper we focus instead on students’ attitude towards a more advanced standalone computer algebra system (MuPad), and whether students’ inclination to use the system is indicative of their mathematical understanding. Paper describing some preliminary research into use of computer algebra systems for teaching engineering mathematics

Reflecting on our own learning: incorporating diverse worldviews into teaching and learning activities.

CONTEXT The teacher’s experience is frequently overlooked as a source of useful data on teaching practice. Nelson (2003, p. 85) points out that “every class is potentially an experiment from which the data are either discarded or never gathered.” This paper presents two academics’ reflections on the impact of their training in te reo Maori and tikanga Maori on their teaching activities. PURPOSE To reflect on academics’ learning of Maori language and culture in order to design teaching and learning activities that incorporate Maori language and the Maori worldview. APPROACH The paper uses three of Brookfield’s (1998) four lenses of reflection on teaching practice. RESULTS The first academic considered it was important to enable students to adequately explore the worldviews of the diverse stakeholders they will design products for in future and to test students on their understanding of these in order to satisfy cultural aspects of the graduate profile outcomes. The second academic found benefits of the use of Maori language in class in creating an atmosphere reflective of the principles of the Treaty of Waitangi. Each academic found something to learn from the other’s work. CONCLUSIONS Adding the Maori language and worldview enables the classroom to better reflect New Zealand’s bi-cultural environment and student projects to better meet the needs of diverse stakeholder groups, and also explicitly addresses the cultural aspects of the graduate profile

The development of personal growth, self-awareness & graduate attributes in engineering & design factory students – Part 1

CONTEXT Engineering, like many workforces, is adapting to the technological advances the world is experiencing which is creating new engineering roles as well as requiring more links between roles. This, therefore, is putting pressure on undergraduate students to enter a workforce that is constantly evolving and to quickly feel comfortable to contribute meaningfully. Currently, engineering education tends to focus heavily on technical teaching and practical experiments with little emphasis on work-ready skills. The use of student-centered teaching & learning pedagogies is essential engineering disciplines though are still assessed heavily on outcomes rather than process; with repetition of a skill seen as growth. This paper is an investigation into how a Level 7 engineering project and Design Factory Module can develop and enhance student’s growth which in turn, can create students who can assimilate faster into the workforce. PURPOSE The purpose of this study is to understand the engineering educational approach to prepare students for industry and to record the progression of student’s personal growth, self-awareness, and graduate attributes, which are measured against our observations. APPROACH OR METHODOLOGY/METHODS The Engineering project and Design Factory courses have industry connections and are believed to create the most change in personal growth of students. This study involves ongoing collection of student data from semi-structured interviews at the beginning, middle and end of year. The interviews collect data about the learners’ profile, learners’ progress, and employability skills self-assessment to analyse their competency throughout the course. As well as this, part of the Design Factory course assessment includes a personal development plan which measures the soft skill development of the students during their study. ACTUAL OUTCOMES Early indications show students want involvement in industry projects, participate in hands on exercises and practical learnings to gain work-ready skills. Students tend to rate themselves highly on their employability skills, until placed in a situation that is new to them. As more data is received (over a long term study) this study will help identify graduate attribute areas which require development and aid in identifying activities that work the best for student growth. CONCLUSIONS Reid and Ferguson state, “To develop and enhance student’s growth, it is necessary to praise a student’s professional learning – not just a student’s intelligence”. This study is a first step to building on this statement, by creating an understanding of engineering students needs in relation to future engineering employability

Engineering research showcase: Cross-disciplinary engineering projects for improving learners’ capabilities and community

For ITP research, working in collaboration or partnership plays a key role in improving learners’ capabilities and community involvement. This paper consisted of two showcases presenting how engineering education helps learners and communities. The first showcase is the cross-disciplinary engineering project, which is a fully interactive model that has user input producing tangible output to help learners understand the concept of engineering principles. The Exercycle is designed to have the user input of mechanical rotational energy by pedalling. From the gear train, mechanical input is transferred to the pump where the user input converts to the optimal pump operating speed. Water gets then pumped from the lower reservoir to the upper reservoir gaining potential energy. Water then flows back to the lower reservoir via a micro-hydro generator. It results in electrical energy in the power bank which can be used to charge a digital device. The second showcase is to improve transport accessibility for the community, specifically older people those aged over 65 living in rural and small towns by proposing a user optimised public transport service. The students involved in this study investigated the choices of individual elderly citizens over various mode choice options and the critical components of active transport service in Waikato. The results were supporting the demands for a new transport service in NZ rural and small-towns and justified where the elderly life restricts the mode of transport used due to socio-demographics, travel behaviours and the characteristics of mobility such as modal affordability, accessibility, and availability

A double-edged sword: Use of computer algebra systems in first-year Engineering Mathematics and Mechanics courses

Many secondary-level mathematics students have experience with graphical calculators from high school. For the purposes of this paper we define graphical calculators as those able to perform rudimentary symbolic manipulation and solve complicated equations requiring very modest user knowledge. The use of more advanced computer algebra systems e.g. Maple, Mathematica, Mathcad, Matlab/MuPad is becoming more prevalent in tertiary-level courses. This paper explores our students’ experience using one such system (MuPad) in first-year tertiary Engineering Mathematics and Mechanics courses. The effectiveness of graphical calculators and computer algebra systems in mathematical pedagogy has been investigated by a multitude of educational researchers (e.g. Ravaglia et al. 1998). Most of these studies found very small or no correlation between student use of graphical calculators or exposure to computer algebra systems with future achievement in mathematics courses (Buteau et al. 2010). In this paper we focus instead on students’ attitude towards a more advanced standalone computer algebra system (MuPad), and whether students’ inclination to use the system is indicative of their mathematical understanding. Paper describing some preliminary research into use of computer algebra systems for teaching engineering mathematics

Thermal Power Stirling - Green Heat Engine

Primary energy consumption growth averaged 2.2% in 2017, up from 1.2% in 2016. Natural gas accounted for the largest increase in energy consumption followed by renewable energy and oil. Global oil growth averaged 1.7 million barrels per day, natural gas consumption rose by 96 million cubic metres and coal consumption increased by 25 tonnes of oil equivalent and power generation rose by 2.8%. This caused the Carbon emissions to grow by 1.6% after little or no growth from 2014 to 2016. Carbon emissions pose a great threat to the planet as they are the main contributors to greenhouse effects and global warming. To minimise this, a great deal of money and research is being put into renewable and green sources of energy. One of these renewable sources of energy is solar energy. A Stirling engine provides a cheap and easy way of converting this solar energy into electrical energy while also providing a higher efficiency than gasoline or diesel engines. The aim of this project is to design and build a Stirling Engine which produces electricity using sunlight as the main source of heat energy. The working fluid for this project would be air at atmospheric pressure and the electricity generated would be sufficient enough to do some useful work and would present this system as an alternative form of environmentally friendly electricity generator

Incorporating effective teaching pedagogies to improve learning and teaching approaches globally

From secondary to tertiary level, educational development relies comprehensively on teaching elements and strategies, it is about learning to think and act in ways that will apply safety measures to the future wellbeing of our students. Learner centered teaching not only includes authentic and modernised teaching, but it includes a mix of planning, continual management, and measure changes of learning (Harper, Chen, & Yen, 2004). This paper presents range of efficient teaching pedagogies with a reflection element, which are also supported with adult learning theories to standardise and prove their effectiveness globally. PURPOSE To apply and measure the effectiveness of innovative learning and teaching pedagogies by analysing student performances in Wintec, New Zealand. In addition to that, to attain qualitative and standardised teaching and learning approaches. APPROACH Illustrating the most significant theme of innovation in learning and teaching. The paper has taken the approach describing and applying five major teaching pedagogies such as flipped classroom, inquiry-based learning, active learning, differentiated learning and reflective teaching. For justification, it also comprises of Adult Learning Theories (ALT) such as social and situated learning, social constructivism and behaviourist theory. These ALTs are sourced from the book, University Teaching in Focus by L. Hunt & D. Chalmers, 2012. RESULTS The preliminary analysis revealed that overall student participation has risen with positive feedback and acceptance of the modernised learning and teaching environment. All courses utilised and established these innovative teaching pedagogies with range of learner centered activities described in the research paper. These innovative pedagogies resulted in effective learnings with improved summative grades and increased student participation in formative assessments. Overall, the authors of this research found benefits of students leading the sessions, becoming problem solvers and developing employability skills. CONCLUSIONS Overall, the analysis of the results showed that learner centered teaching is accomplished from the approach of applying innovative teaching pedagogies. The use of these pedagogies aligned efficiently with the development of student adoption to become competent in the new teaching environment. Also, the students’ feedback demonstrated positive outlook towards adapting this shift to modernised teaching

Development of innovative cross-disciplinary engineering showcase

The development of engineering education relies substantially on interactive showcases and practical knowledge. The cross-disciplinary engineering showcase is designed to be fully interactive by having user input, producing a tangible output, and to understand distinct elements from each of the engineering disciplines such as, civil, mechanical and electrical (CME). The showcase operates from the input of mechanical rotational energy by the user pedalling the exercycle. Mechanical energy is then transferred to the pump via a gear train, which converts the user input of 30 rpm to the optimal pump operating speed of 2900 rpm. Further, it is used to pump water from the lower eservoir to the upper reservoir via one of the three flow paths, which the user can select by opening or closing flow valves. Once the water reaches a given height, it then flows back to the lower reservoir via a micro-hydro generator. As a result, it generates electrical energy stored in a power bank that can be used by the user to charge a digital device. Also, the showcase has a QR code to digital media, which will provide an additional explanation/exposition of the presented engineering principles to the user/students. The aim of this project is to develop a cross- disciplinary engineering showcase to enhance student learnings by interpreting the CME engineering principles in schools, institutes, and universities

Thermal power stirling: Green heat engine

Primary energy consumption growth averaged 2.2% in 2017, up from 1.2% in 2016. Natural gas accounted for the largest increase in energy consumption followed by renewable energy and oil. Global oil growth averaged 1.7 million barrels per day, natural gas consumption rose by 96 million cubic metres and coal consumption increased by 25 tonnes of oil equivalent and power generation rose by 2.8%. This caused the Carbon emissions to grow by 1.6% after little or no growth from 2014 to 2016. Carbon emissions pose a great threat to the planet as they are the main contributors to greenhouse effects and global warming. To minimise this, a great deal of money and research is being put into renewable and green sources of energy. One of these renewable sources of energy is solar energy. A Stirling engine provides a cheap and easy way of converting this solar energy into electrical energy while also providing a higher efficiency than gasoline or diesel engines. The aim of this project is to design and build a Stirling Engine which produces electricity using sunlight as the main source of heat energy. The working fluid for this project would be air at atmospheric pressure and the electricity generated would be sufficient enough to do some useful work and would present this system as an alternative form of environmentally friendly electricity generator