Approaches to the teaching of design : an engineering subject centre guide

This booklet seeks to provide a resource for all those with an interest in design, and the education and training of engineering students to carry out the design process. A brief description of the internal and external requirements for design in the engineering curriculum is followed by a review of different approaches to design teaching currently employed in engineering schools and universities worldwide. Suggestions for further reading about each approach and a reference section are also provided

Fiber propagation of vector modes

Here we employ both dynamic and geometric phase control of light to produce radially modulated vector-vortex modes, the natural modes of optical fibers. We then measure these modes using a vector modal decomposition set-up as well as a tomography measurement, the latter providing a degree of the non-separability of the vector states, akin to an entanglement measure for quantum states. We demonstrate the versatility of the approach by creating the natural modes of a step-index fiber, which are known to exhibit strong mode coupling, and measure the modal cross-talk and non-separability decay during propagation. Our approach will be useful in mode division multiplexing schemes for transport of classical and quantum states.Comment: 6 pages, 4 figures, 1 tabl

The effects of adult guidance and peer discussion on the development of children's representations: evidence from the training of pedestrian skills

It was hypothesised that practical training is effective in improving children's pedestrian skills because adult scaffolding and peer discussion during training specifically promote E3 level representation (linguistically-encoded, experientially-grounded, generalisable knowledge), as defined by Karmiloff-Smith's (1992) representational redescription (RR) model. Two studies were conducted to examine in detail the impact of this social input, in the context of simulation-based training in roadside search skills. Five- to eight-year-olds were pre-tested on ability to detect relevant road crossing features. They then participated in four training sessions designed to promote attunement to these, under peer discussion condition vs adult guidance conditions (Study 1), and adult-child vs adult-group conditions (Study 2). Performance at post-test was compared to that of controls who underwent no training. Study 1 found that children in the adult guidance condition improved significantly more than those in the peer discussion or control conditions, and this improvement was directly attributable to appropriation of E3 level representations from adult dialogue. Study 2 found that progress was greater still when adult scaffolding was supplemented by peer discussion, with E3 level representation attributable to children's exploration of conflicting ideas. The implications of these findings for the RR model and for practical road safety education are discussed

Two-photon optics of Bessel-Gaussian modes

In this paper we consider geometrical two-photon optics of Bessel-Gaussian modes generated in spontaneous parametric down-conversion of a Gaussian pump beam. We provide a general theoretical expression for the orbital angular momentum (OAM) spectrum and Schmidt number in this basis and show how this may be varied by control over the radial degree of freedom, a continuous parameter in Bessel-Gaussian modes. As a test we first implement a back-projection technique to classically predict, by experiment, the quantum correlations for Bessel-Gaussian modes produced by three holographic masks, a blazed axicon, binary axicon and a binary Bessel function. We then proceed to test the theory on the down-converted photons using the binary Bessel mask. We experimentally quantify the number of usable OAM modes and confirm the theoretical prediction of a flattening in the OAM spectrum and a concomitant increase in the OAM bandwidth. The results have implications for the control of dimensionality in quantum states.Comment: 8 pages, 10 figure

Child development and the aims of road safety education

Pedestrian accidents are one of the most prominent causes of premature injury, handicap and death in the modern world. In children, the problem is so severe that pedestrian accidents are widely regarded as the most serious of all health risks facing children in developed countries. Not surprisingly, educational measures have long been advocated as a means of teaching children how to cope with traffic and substantial resources have been devoted to their development and provision. Unfortunately, there seems to be a widespread view at the present time that education has not achieved as much as had been hoped and that there may even be quite strict limits to what can be achieved through education. This would, of course, shift the emphasis away from education altogether towards engineering or urban planning measures aimed at creating an intrinsically safer environment in which the need for education might be reduced or even eliminated. However, whilst engineering measures undoubtedly have a major role to play in the effort to reduce accidents, this outlook is both overly optimistic about the benefits of engineering and overly pessimistic about the limitations of education. At the same time, a fresh analysis is clearly required both of the aims and methods of contemporary road safety education. The present report is designed to provide such an analysis and to establish a framework within which further debate and research can take place

Teaching International Students (TIS) : An Engineering Perspective with a Focus on Group and Project-Based Work

The study described in this report forms part of the Teaching International Students (TIS) Project being co-ordinated by the Higher Education Academy (HEA) along with the UK Council for International Student Affairs (UKCISA). The aim of the project is to recommend ways in which academic staff can enhance the learning of international students. Several HEA Subject Centres are involved with the project and this report detaisl work by the Engineering Subject Centre, which has a focus on group and project-based working. Higher Education Statistics Agancy (HESA) data from 2008/9 was screened for those engineering schools and departments within UK universities that were identified as having recruited signnificant proportions of international students. Twelve universities were chosen from across the mission groups [see Table 1] and staff at a sample of 11 engineering units from withing eight of these institutions were consulted [see Table 2]. The purpose of the consultation was to access perceptions and activities in the teaching and support of international students and to assess factors in students' engagement in group and project-based working. The consultation with staff was undertaken through semi-structured interviews using a brief questionnaire [see Appendix A] that had been sent to interviewees in advance so the they had time to consider their responses. transcriipts of the interviews were written up as case studies and these are rpesented in the supplementary appendices [Appendices 1 to 3]. Analysis and extracts ffrom the 11 case studies were used to distil information on current and possible future practices surrounding international students, particularly on the students' interactions with group and project-based work