Conference Session

Teaching Technological Literacy - College Courses and Minors

Collection

2010 Annual Conference & Exposition

Authors

Austin Talley, University of Texas, Austin; Christina White, Columbia University; Kristin Wood, University of Texas, Austin; Richard Crawford, University of Texas at Austin

Tagged Divisions

Technological Literacy Constituent Committee

: Products and Innovations, focuses on innovation in the contextof the engineering design process. This course is team taught, featuring two tenuredMechanical Engineering professors and two doctorial candidates (one in MechanicalEngineering and the other in Education, Curriculum and Teaching). Due to the phasedimplementation of the curriculum reform, the college of engineering does not yet requireundergraduate students to take a signature course. Resulting from this situation, non-engineering majors populate this engineering signature course.As part of the development of this new course, we carefully documented curriculumdevelopment and assessment, thereby facilitating communication among the teachingteam members. To this end the teaching team

Conference Session

Engineering Courses for Non-engineers

Collection

2009 Annual Conference & Exposition

Authors

William Loendorf, Eastern Washington University; Terence Geyer, Eastern Washington University

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Technological Literacy Constituent Committee

comfortable, while othersextended human capabilities and increased productivity. Page 14.759.2Today modern innovative technologies are routinely studied as part of the college curriculum ina wide variety of majors. This is especially true in the engineering fields. Students' learn how toutilize modern tools, machines, and devices to design, develop, and manufacture an assortmentof new products. However, little time is devoted to studying technologies from the past tounderstand their importance and significance to society.A new course was developed a few years ago to expose students to technologies from the pastand fill this void. This junior level

Conference Session

Technological Literacy and K-12 Engineering

Collection

2009 Annual Conference & Exposition

Authors

Nataliia Perova, Tufts University; Chris Rogers, Tufts University; David Henry Feldman, Tufts University

Tagged Divisions

Technological Literacy Constituent Committee

AC 2009-2037: INVESTIGATION OF THE SUCCESSFUL EFFORT TO CHANGEEDUCATIONAL CURRICULUM FRAMEWORKS IN MASSACHUSETTS TOINCLUDE ENGINEERING AND TECHNOLOGYNataliia Perova, Tufts University Nataliia got her M.S. in Mathematics, Science, Technology and Engineering education from Tufts University in 2008 and M.S. in Electrical Engineering in 2005 from Tufts University and B.S. in Electrical Engineering from Suffolk University. Nataliia is currently a research assistant at Harvard Graduate School of Education where she is involved in the research project on mathematics education. She is also doing research on using engineering approaches to teach science to college students.Chris Rogers, Tufts

Conference Session

Technological Literacy for K-12 and for Community College Students: Concepts, Assessment, and Courses

Collection

2010 Annual Conference & Exposition

Authors

Stephen O'Brien, The College of New Jersey

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Technological Literacy Constituent Committee

AC 2010-2311: TECHNOLOGICAL LITERACY IN A K-5 TEACHERPREPARATION PROGRAMStephen O'Brien, The College of New Jersey Page 15.1194.1© American Society for Engineering Education, 2010 Technological literacy through a K-5 teacher preparation program IntroductionAttaining a certain level of technological literacy in our society is important for a variety ofreasons. In this extremely technologically-rich age, citizenry will need to participateeffectively in our democratic society on a variety of complex problems; such as globalwarming, energy supply, quick-paced biomedical advances, complicated healthcare reformand statistical-based arguments

Conference Session

Engineering Courses for Non-engineers

Collection

2009 Annual Conference & Exposition

Authors

Robert J. Gustafson; Bruce Trott, Ohio State University

Tagged Divisions

Technological Literacy Constituent Committee

experts.Technological StudiesTwo options are available for the core element of the Technological Studies minor. For the firstcore option, two new courses are included specifically to introduce technological concepts for anon-engineering audience. Technical and practical aspects of several technology areas will beexplored. A prerequisite of one science course from Biology, Chemistry or Physics, as these areconsidered fundamental sciences, is required. The natural science requirement assures at leastsome exposure in this area. The second core option may appeal to those who have the highermathematics prerequisite and want a quantitatively more rigorous approach. Facility withcomputational technology is needed for technology considerations, leading to the

Conference Session

Installing & Assessing Technology Literacy Courses

Collection

2006 Annual Conference & Exposition

Authors

John Krupczak, Hope College; Greg Pearson, National Academy of Engineering; David Ollis, North Carolina State University

Tagged Divisions

Technological Literacy Constituent Committee

gauging the impact of efforts to enhance technological literacy and to planning future efforts. This is troubling, since substantial federal as well as private monies and expectations are being invested in such things as curriculum, instructional materials, museum exhibits, and television programming that are meant in part or whole to boost understanding of technological issues. With this problem in mind and with funding from the National Science Foundation, the National Academy of Engineering and National Research Council embarked in 2003 on a major study of assessment for technological literacy. The goal of the project was to determine the most viable approach or approaches for assessing technological literacy in

Conference Session

Defining Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

Kathryn Neeley, University of Virginia

Tagged Divisions

Technological Literacy Constituent Committee

2006-426: FROM "HOW STUFF WORKS" TO "HOW STUFF WORKS": ASYSTEMS APPROACH TO THE RELATIONSHIP OF STS AND"TECHNOLOGICAL LITERACY"Kathryn Neeley, University of Virginia Kathryn Neeley is a Virginia Engineering Foundation Faculty Fellow and an associate professor in the Department of Science, Technology, and Society in the School of Engineering and Applied Science at the University of Virginia. She is a former chair of the Liberal Education Division of ASEE. Page 11.652.1© American Society for Engineering Education, 2006 From “How Stuff Works” to “How STUFF Works”: A Systems

Conference Session

Technology Literacy for Engineering Students

Collection

2007 Annual Conference & Exposition

Authors

Shayna Stanton, Student; Michael Bailey, Brigham Young University

Tagged Divisions

Technological Literacy Constituent Committee

12.1610.1© American Society for Engineering Education, 2007 Whose Job is it? Technological Literacy in SocietyAbstractThis research explores the effects of technology on society, especially the technologicallyilliterate, who struggle under the surge of modern consumer technologies that penetrate themarket. Whose responsibility is it to educate the average American? Who should train them tocontrol the technologies they deal with every day? Who should show them how to accesstechnology in order to enable them to protect and educate themselves?Is it the role of engineers, the creators and developers of new technology, to teach society tounderstand that technology? Should educators conduct outreach programs to train thecommunities in

Conference Session

Improving Technical Understanding of All Americans

Collection

2008 Annual Conference & Exposition

Authors

Elaine Cooney, Indiana University-Purdue University-Indianapolis; Karen Alfrey; Steve Owens, Indiana University - Purdue University-Indianapolis

Tagged Divisions

Technological Literacy Constituent Committee

of Educational Objectives: The Classification of Educational Goals: Handbook I, Cognitive Domain. 1956, New York: Longmans, Green.15. Riley, D., et al. Learning/assessment: A tool for assessing liberative pedagogies in engineering education. in ASEE Annual Conference. 2006. Chicago, IL, United States: American Society for Engineering Education, Chantilly, VA 20153, United States.16. Wheeler, E. and R.L. McDonald, Writing in engineering courses. Journal of Engineering Education, 2000. 89(4): p. 481-486.17. Richards, B., et al. Integrating critical thinking and writing curriculum into freshman engineering. in ASEE Annual Conference. 2001. Albuquerque, NM, United States: American Society for

Conference Session

Improving Technical Understanding of All Americans

Collection

2008 Annual Conference & Exposition

Authors

Kara Harris, College of Technology - Purdue University

Tagged Divisions

Technological Literacy Constituent Committee

AC 2008-688: RECRUITMENT IN ENGINEERING/TECHNOLOGY TEACHEREDUCATION: FACTORS THAT INFLUENCE FEMALESKara Harris, College of Technology - Purdue University Page 13.1029.1© American Society for Engineering Education, 2008 Recruitment and Retention in Engineering/Technology Teacher Education: Factors that Influence Females It is not breaking news that there is an under representation of females in Science,Technology, Engineering, and Mathematic (STEM) disciplines nationwide (NationalAcademy of Engineering, 2004). In fact, studies indicate that enrollment (both male andfemale) in Engineering/Technology Teacher Education (ETTE) programs have been on adownward spiral

Conference Session

Engineering and Technology for Everyone

Collection

2009 Annual Conference & Exposition

Authors

John Krupczak

Tagged Divisions

Technological Literacy Constituent Committee

. The NationalAcademy of Engineering in two reports: Technically Speaking: Why All Americans Need toKnow More about Technology (2002), and Tech Tally: Approaches to Assessing TechnologicalLiteracy (2006), describe and define characteristics of a technologically literate citizen.Technological literacy implies understanding of all of the diverse technological productsproduced by engineering, not just computers and information technology. The National ScienceFoundation (NSF) sponsored a working group led by the American Society for EngineeringEducation (ASEE) Technological Literacy Constituent Committee to develop standardized andreadily adoptable undergraduate engineering courses for non-engineers. This group reviewedcourses already being offered

Conference Session

Engineering for Nonengineers: Ideas & Results

Collection

2008 Annual Conference & Exposition

Authors

Kathryn Neeley, University of Virginia; W. Bernard Carlson, University of Virginia; Sarah Pfatteicher, University of Wisconsin - Madison; Bruce Seely, Michigan Technological University; Douglass Klein, Union College; Ronald Miller, Colorado School of Mines

Tagged Divisions

Technological Literacy Constituent Committee

Science Foundation (NSF) sponsored and the NAE hosted a workshopaimed at developing successful models for technological literacy courses at the college level. Theapproach advocated in this paper arose in one of the breakout groups at that workshop.The name “Technology in Context” captures the central idea behind the approach: courses thatcombine specific engineering or scientific knowledge with an understanding of the historical,social, and ethical context in which the technology is arises and is implemented. Three keyfeatures define the approach: 1. Start with existing courses and modify them so that they explicitly pursue TL outcomes and help students develop TL traits. This aspect leverages existing faculty expertise and

Conference Session

Engineering for Nonengineers: Ideas & Results

Collection

2008 Annual Conference & Exposition

Authors

Vince Bertsch, Santa Rosa Junior College

Tagged Divisions

Technological Literacy Constituent Committee

infrastructure (water, electrical power, transportation, communication, etc.).Curriculum Process UpdateThe proposal and review process required for a UC or CSU transferable course is a lengthy one.Proposals are only accepted by the UC in the early Fall for an effective date the following Fallsemester. The local college’s process necessitates further time. Our college curriculumcommittee established a deadline for new courses in mid May. Initial drafts of the course outlinefor Engr 12, How Stuff Works, The Science Behind Things, were reviewed by another memberof the Engineering & Physics Department at Santa Rosa Junior College in early April of 2007.With the retirement of the department’s shared support staff person, it was initially unclear if

Conference Session

Teaching Technological Literacy - College Courses and Minors

Collection

2010 Annual Conference & Exposition

Authors

Kelli Huser, Iowa State University; Thomas Kelly, Iowa State University; Mani Mina, Iowa State University; Seth Ballou, Iowa State University; Joseph Crispin, Iowa State University

Tagged Divisions

Technological Literacy Constituent Committee

identify the technological impactsover time. The students in this class chose to pursue medicine, agriculture, currency, and waterresources, and either these or other topics may be utilized to teach this concept. Student directionand input made this course more approachable to non-engineering students and allowed them toidentify more easily with technological concepts. We have found that this design for impacts oftechnology to enhance technological literacy was effective, and that a similar design could beeffective at other institutions.Bibliography 1. Petrina, S. (1992). Curriculum Change in Technology Education: A Theoretical Perspective on Personal Relevance Curriculum Designs. Journal of Technology Education , 37-47. 2. Medicine

Conference Session

Technology Literacy for Non-Engineers

Collection

2007 Annual Conference & Exposition

Authors

AnnMarie Thomas, University of Saint Thomas; Mark Breitenberg, Art Center College of Design

Tagged Divisions

Technological Literacy Constituent Committee

). New courses such as “Robotics,” “Nanotechnology,” “The Futureof Science and Technology” (including an ethics component), and a variety of courses insustainable technology and ecology have all opened up new ways of thinking aboutdesign and its applications. But the course that best exemplifies all of our educationalaims in the new science curriculum is “Nature’s Design,” the focus of this paper.Using biology as a method to teach design, engineering and/or architecture is anincreasing trend. In 2005, a paper2 written by Dennis Dollens, architect and educator atthe Universitat Internacional de Catalunya, looked at examples of incorporatingbiomimetic concepts and theory into the teaching of architecture and industrial design. Itshould be noted

Conference Session

Technology Literacy for Non-Engineers

Collection

2007 Annual Conference & Exposition

Authors

John Blake, Austin Peay State University

Tagged Divisions

Technological Literacy Constituent Committee

and use. Science alonemay be sufficient to explain the proposed mechanism for global warming, yet getting from theproblem to a solution without catastrophic disruption to human society requires more than justscientific knowledge; it requires engineering knowledge and the ability to use technology.How do we add the study of engineering and technology to the curriculum? How do we attractstudents? What are we, as engineering and engineering technology faculty, best prepared toteach about engineering and technology?The most straightforward method for us as faculty to address this issue is to offer a course (orcourses) in technological literacy. For this to be successful, we must develop a course that bothserves the purpose of teaching

Conference Session

Defining Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

Greg Pearson, National Academy of Engineering; David Ollis, North Carolina State University

Tagged Divisions

Technological Literacy Constituent Committee

2006-695: WHAT IS TECHNOLOGICAL LITERACY AND WHY DOES ITMATTER?David Ollis, North Carolina State UniversityGreg Pearson, National Academy of Engineering Greg Pearson is a Program Officer with the National Academy of Engineering in Washington, D.C. In that role, he develops and manages new areas of activity within the NAE Program Office related to technological literacy, public understanding of engineering, and engineering ethics. He currently serves as the responsible staff officer for the NSF-funded study, Assessing Technological Literacy in the United States, and the State Educators’ Symposium on Technological Literacy project, funded by the U.S. Department of Education. He previously

Conference Session

Teaching Technological Literacy - College Courses and Minors

Collection

2010 Annual Conference & Exposition

Authors

John Krupczak, Hope College; Mani Mina, Iowa State University; Robert J. Gustafson, Ohio State University; James Young, Rice University

Tagged Divisions

Technological Literacy Constituent Committee

Page 15.418.1© American Society for Engineering Education, 2010 Development of Engineering-Related Minors for Non-Engineering StudentsAbstractMany Americans lack even a rudimentary understanding of the principles underlying thetechnology essential for daily life. Engineering concepts are pervasive in decision making withinindustry, government, education, and health care, yet most decisions in these sectors are made bypeople with little or no formal engineering education. This research will develop minors to beoffered by engineering units as an approach to developing technological competence in non-engineers. A collaboration between Iowa State University, Ohio State University, Hope College,and Rice University is building on the promising

Conference Session

Defining Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

John Krupczak, Hope College; David Ollis, North Carolina State University

Tagged Divisions

Technological Literacy Constituent Committee

analysis and cost of fuel cells. Page 11.1239.4Considerable time is spent on hydrogen generation, storage & distribution. Class followsthe ‘inquiry- based learning’ pedagogy, not the traditional lecture/exam model. Anyoneinterested in energy policy & the new hydrogen economy is invited to participate. Noprerequisites. All interested students are encouraged to enroll.“The Hidden World of Engineering,” William Hammack, University of Illinois atUrbana-Champaign11 Simple objects shape our lives, yet are engineering masterpieces. To unveil thishidden world, the course uses a humanistic approach. Designed to appeal to all majors, ituses human

Conference Session

Technological Literacy and the Educated Person

Collection

2010 Annual Conference & Exposition

Authors

John Heywood, Trinity College Dublin

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Technological Literacy Constituent Committee

discourses delivered to the Catholics of Dublin. 2. In occasional lectures and essays addressed to the members of the Catholic University. Longmans, Green, London. This edition was reprinted in 1947 with a preface and introduction by C. F. Harrold and also published by Longmans, Green. It is this issue that is referenced in the text10. Newman, J. H (1890) Fifteen Sermons Preached before the University of Oxford. 3rd ed. Rivingtons, London.11. See for example chapter 6 of Heywood, J (2005). Engineering Education. Research and Development in Curriculum and Instruction. IEEE/Wiley, New York.12. loc.cit ref 10. 14th Sermon para 21 – p 28713. ibid14. Saupe, J. L (1961) in P. Dressel (ed).. Evaluation in Higher Education, Houghton

Conference Session

Installing & Assessing Technology Literacy Courses

Collection

2006 Annual Conference & Exposition

Authors

Matthew Ohland, Clemson University

Tagged Divisions

Technological Literacy Constituent Committee

to first-year engineering programs.The United States Military Academy core curriculum requires that all graduates develop a basicknowledge of physical systems. A five course engineering sequence ensures that all graduatesare technologically literate at a high level. The approach gives non-engineering students anappreciation for various engineering topics from the first and second year.28,29 The United StatesNaval Academy has a similar core curriculum.30Since 2002, the University of New Haven has offered a first year engineering course intended forengineering and non-engineering students. Introduction to Engineering is project based andrequired of first-year engineering students, who develop a basic foundation of engineeringknowledge in

Conference Session

Technological Literacy - Courses, Educational and Accreditation Standards

Collection

2010 Annual Conference & Exposition

Authors

John Blake, Austin Peay State University

Tagged Divisions

Technological Literacy Constituent Committee

courses will focus on specific aspects of the student’s chosen area of engineering andtechnology, especially on developing the student’s abilities in analysis, design, and application oftechnology, these students also need to develop an understanding of the connections betweentechnology and society.Many institutions require new engineering and engineering technology students to take at leastone first year course in the major. These courses are intended to introduce students to the subjectof engineering and technology, to help them see the road ahead to the degree, and to assist thestudent in developing some basic abilities needed for future courses. This course is also likely tobe expected to cover certain EAC or TAC of ABET program learning

Conference Session

Improving Technical Understanding of All Americans

Collection

2008 Annual Conference & Exposition

Authors

Daniel Engstrom, ITEA/Cal U

Tagged Divisions

Technological Literacy Constituent Committee

. Paired t-test analyses showed that teachers perceived I3 units to cover all fifteen technological concepts toa significantly greater extent than their current curriculum. This finding points to a need forelementary education to include more technology education units such as I3 so studentsunderstand concepts such as the Engineering Design Process, designing, constructing, problemsolving, and technology. Many of these concepts were taught through hands-on learning andboth field test teachers and students praised this approach by providing oral comments duringsite visits and written comments on review forms.This was a very important finding and plans are being made to use the Technological Conceptsurvey in further research. If this finding can be

Conference Session

Service Courses for Non-Engineers

Collection

2008 Annual Conference & Exposition

Authors

John Krupczak, Hope College; Timothy Simpson, Pennsylvania State University; Vince Bertsch, Santa Rosa Junior College; Kate Disney, Mission College; Elsa Garmire, Dartmouth College; Barbara Oakley, Oakland University; Mary Rose, Ball State University

Tagged Divisions

Technological Literacy Constituent Committee

curriculum materials for theK-12 audience [15]. In the midst of these efforts, Engineering departments offering courses ontechnological topics for non-engineering students remain relatively uncommon[16].The recent history of efforts to address the technological literacy of undergraduates can be tracedback to 1982 when the Alfred P. Sloan Foundation launched the New Liberal Arts Program(NLA). The goal was to improve the quality of education that undergraduates receive in theareas of technology and quantitative reasoning [17-19]. The Sloan Foundation sponsoreddevelopment of a variety of courses on technological topics for non-science majors. The NLAProgram broke new ground in establishing technology as the intellectual peer of science at thecollege

Conference Session

Engineering and Technology for Everyone

Collection

2009 Annual Conference & Exposition

Authors

Mani Mina, Iowa State University; Ryan M. Gerdes, Iowa State University

Tagged Divisions

Technological Literacy Constituent Committee

addressinternational-level challenges by working with politicians and technical people. In short, we needa national-level technological literacy program. Our school hopes to contribute to this effort bycreating a new minor program (Engineering Studies) for nonengineering students that providestraining to create a new, more technologically informed frame of mind for future leaders.The structure of institutions of higher education has made it difficult for nonengineers to developany depth of understanding about engineering and technology. An engineering major has anelaborate curriculum, requires substantial prerequisite courses, and is difficult to pursue incombination with another field of study. Science courses emphasize knowledge of the naturalworld but

Conference Session

Technological Literacy - Courses, Educational and Accreditation Standards

Collection

2010 Annual Conference & Exposition

Authors

Yoojung Chae, Purdue University; Senay Purzer, Purdue University; Monica Cardella, Purdue University

Tagged Divisions

Technological Literacy Constituent Committee

their learning experienceas and how to promote students' learning who show giftedness in the Engineering and Technology areas.Senay Purzer, Purdue University Senay Purzer is an Assistant Professor in the School of Engineering Education at Purdue University. She is also the Co-Director of Assessment Research for the Institute for P-12 Engineering Research and Learning (INSPIRE). She received a Ph.D. and a M.A in Science Education, Department of Curriculum and Instruction from Arizona State University. Her creative research focuses on collaborative learning, design & decision-making, and the role of engineering self-efficacy on student achievement.Monica Cardella, Purdue University

Conference Session

Technology Literacy for Non-Engineers

Collection

2007 Annual Conference & Exposition

Authors

David Ollis, North Carolina State University

Tagged Divisions

Technological Literacy Constituent Committee

helpful in pin-up sessions and desk critiques.Challenges and barriers to their learning Hard to identify a new design problem, given a lab device.(i.e., no customer or safety or aesthetic complaint given to start design approach) Devices were often older devices, not cutting edge versions. The separate engineering lab didn’t fit with the way designers work. Would have liked to “check out” the device and live with it while they were working. A number of students bought their own devices. Would have liked to see a female lab assistant (Industrial Design enrollment is about 40% female).feedback via interviews, we conclude that the device laboratory clearly provided anenhancement of learning

Conference Session

Technology Literacy for Non-Engineers

Collection

2007 Annual Conference & Exposition

Authors

Lawrence Whitman, Wichita State University; James Steck, Wichita State University; David Koert, Wichita State University; Larry Paarmann, Wichita State University

Tagged Divisions

Technological Literacy Constituent Committee

developed for the class and the results of theworkshop held in August 2006. The desired outcome of the class is that technologically non-proficient citizens will be better prepared to function in a global, technology-intense world.Introduction/ Motivation “Are we providing students with the intellectual skills and background they will need toappreciate and continue learning about SME&T [Science, Mathematics, Engineering andTechnology] throughout their lives?”1. There is a growing need to build a broad base ofunderstanding and appreciation of engineering principles that lies behind much of our technologytoday. These skills need to be established in those students who would never take an engineeringclass. The new liberal education must include

Conference Session

Technology Literacy for Non-Engineers

Collection

2007 Annual Conference & Exposition

Authors

Jan DeWaters, Clarkson University; Susan Powers, Clarkson University; Mary Graham, Clarkson University

Tagged Divisions

Technological Literacy Constituent Committee

AC 2007-1069: DEVELOPING AN ENERGY LITERACY SCALEJan DeWaters, Clarkson University Jan DeWaters, PE is currently pursuing a PhD degree in Environmental Science and Engineering at Clarkson University, with a focus on energy and environmental education. She has several years of experience as the curriculum coordinator for Clarkson's Project-Based Learning Partnership Program and is director of the Partners in Engineering Program that provides mentoring and engineering activities for eighth grade girls.Susan Powers, Clarkson University Susan E. Powers, PhD, PE is a Professor of Civil and Environmental Engineering and Associate Dean in Engineering for Research and Graduate studies at Clarkson

Conference Session

Technology Literacy for Engineering Students

Collection

2007 Annual Conference & Exposition

Authors

Camille George, University of St. Thomas; Elise Amel, University of Saint Thomas; Christopher Greene, University of Saint Thomas

Tagged Divisions

Technological Literacy Constituent Committee

substances should be approached prudently. This paperdescribes two hands-on activities that elucidate this common and influential technology. Bothactivities can be used in a standard, undergraduate engineering laboratory or in a technologyliteracy course that fulfills the common science with lab requirement in a liberal arts program.In one activity, laboratory refrigeration trainers, instrumented with thermocouples and pressuregages, are connected to laptop computers programmed with a graphical interface. Easilyunderstandable graphics enable the visualization of the 1st and 2nd laws of thermodynamics. Therequired work input, the relationship of energy transfer through phase-change and the principalsof heat transfer all come alive by manipulating