Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Pre-College Engineering Education
This project focuses on integrating an engineering design activity with learning an advanced mathematical concept. One of the goals of STEM education is to enhance students’ learning in math and science. The engineering design approach provides students with an authentic learning experience where they solve real world problems using scientific and mathematical knowledge. The problem-solving experience in engineering design not only helps students learn complicated math and science concepts in tangible ways, but also provides an opportunity to apply those learned concepts into real world problem-solving. Sometimes, however, the integrative STEM education is criticized for being too easy or difficult in light of students' developmental stages. Therefore, in this presentation, the authors will show proper STEM lessons targeted to high school students by aligning the high school geometry in Common Core State Standards for Mathematics. The lessons, titled M-Arch, were designed to teach the concept of trigonometry while students are constructing an arch bridge using a mathematic formula. In civil engineering, an arch bridge is a bridge with abutments at each end shaped as a curved arch. To build an arch bridge, a team of students will be asked to design seven pieces of bricks to make a half circle of arch. Then, students will learn how to calculate the widths of both bottom and top of each wood brick by applying the trigonometry formula. Using the values from the mathematical calculations, students will cut out seven pieces of wood and assemble them to make an arch bridge. The presenters will share the engineering and mathematical activities, as well as sample student work. Through this design activity, students will learn the concept of trigonometry in an easy way and apply the concept into the design task with the hands-on activity. Additionally, the students reported that they were motivated in learning engineering and mathematics and were interested in STEM careers after taking this design activity.
Sung, E., & Bartholomew, S. R., & Strimel, G. J. (2018, June), Learning Advanced Mathematics Through Engineering Design (Resource Exchange) Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30752
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2018 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015