June 14, 2015
June 14, 2015
June 17, 2015
K-12 & Pre-College Engineering
26.1015.1 - 26.1015.3
Internalizing the Symbolic World: Using Low-Cost Shake Tables to Convey Earthquake Engineering Concepts to K-12 Students (Curriculum Exchange)In order to improve college level academic performance, engineering students must be exposedto and excited about their fields from an early age. This is exemplified through the variety ofSTEM initiatives in place across the United States that target primary and secondary schoolstudents. However, demonstrating challenging concepts that require complex mathematics,which most students have yet to be exposed to, is difficult. This task is exacerbated if studentsfeel lost in the concepts and become disengaged.To address these issues, a series of engineering learning modules capitalizing on the use of acommercially available instructional shake table were developed. The modules were designed togive K-12 students a firm base in earthquake engineering concepts by having them engage in avariety of hands on and dynamic projects. Modules cover topics such as shear walls, soilliquefaction, and frame design; each with varying resource requirements. The includedsecondary school capstone project is a seismic design module in which students (a) developcomputer models to aid in structural design, (b) determine seismic loading on a structure, (c)compare force demands to material capacities to ensure adequate design, (d) construct and test aphysical model per imposed specifications and constraints, and (e) optimize a performanceindex. The seismic design modules duration is twenty in-class hours at a unit cost of $2 perstudent.In each module concepts are broken down to their fundamental levels and presented to studentsthrough a combination of lectures, videos, peer instruction, in-class demonstrations, andconstruction based projects to increase student comprehension. The modules goals are to buildthe students knowledge base through interactive activities, generate excitement aboutengineering, and develop a physical intuition about engineering concepts. The modules havebeen deployed in three secondary schools in Southern California with positive results. This paperbriefly describes a small selection of these modules along with the targeted learning objectives.
Kjolsing, E., & Van Den Einde, Y. (2015, June), Internalizing the Symbolic World: Using Low-cost Shake Tables to Convey Earthquake Engineering Concepts to Secondary School Students (K-12 Division: Curriculum Exchange) Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24352
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