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Support Of Study On Engineering Technology From Physics And Mathematics

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Conference

2008 Annual Conference & Exposition

Location

Pittsburgh, Pennsylvania

Publication Date

June 22, 2008

Start Date

June 22, 2008

End Date

June 25, 2008

ISSN

2153-5965

Conference Session

Web-Based Learning in Engineering Technology

Tagged Division

Engineering Technology

Page Count

14

Page Numbers

13.1123.1 - 13.1123.14

DOI

10.18260/1-2--4035

Permanent URL

https://peer.asee.org/4035

Download Count

117

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Paper Authors

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Djafar Mynbaev New York City College of Technology

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Candido Cabo New York City College of Technology

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Candido Cabo

Dr. Candido Cabo got his MS degree in Electrical Engineering from Universidad Politecnica de Madrid (Spain) and his Ph.D. in Biomedical Engineering from Duke University (Durham, North Carolina). Before joining New York City College of Technology/CUNY (City Tech), he was a postdoctoral fellow at the SUNY Health Sciences Center at Syracuse, and a research scientist at Columbia University in New York. Professor Cabo is currently the chairman of the Department of Computer Systems Technology at City Tech. His current research interest is the use of computer simulations to understand complex biological systems.

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Roman Kezerashvili New York City College of Technology

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Janet Liou-Mark New York City College of Technology

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Support of study on Engineering Technology from Physics and Mathematics Abstract

An approach that provides students with an ability to transfer learning in physics and mathematics to the engineering-technology courses through e-teaching and e-learning process is proposed. E-modules of courses in mathematics, physics, computer systems technology, and electrical and telecommunications engineering technology have been developed. These modules being used in the Blackboard and Web-based communications systems create a virtual interdisciplinary learning community, which helps the students to transfer knowledge from physics and mathematics to their study in engineering technology.

Introduction

Engineering is the science that made the properties of matter and the sources of power useful to humans. Technology turns engineering ideas into practical devices, structures, machines, and products. People working in engineering technology apply the principles of physics and mathematics, among others, to practical technical problems. Since engineering relies on the application of mathematics and science to development of useful products or technologies, it is engineering that turns ideas into reality. At the same time, the practical needs met by engineering technology stimulate further development of physics and mathematics. Therefore, engineering technology, physics and mathematics are interconnected and work in unison.

Mathematics, being one of the foundations of engineering, has, on the other hand, always been one of the largest stumbling blocks, causing first-year students to drop out of engineering programs1. Even most engineering-technology students understand that having a good foundation in mathematics is essential to successfully complete a degree in their program, they struggle with the discipline and often give up pursuing the major.

Physics is the study of the physical world and physics is an indispensable component in engineering curricula because technology is based on our knowledge of physical laws. Physics remains the leader of the modern natural sciences, the theoretical basis of modern engineering and, as no any other science, promotes the development of creative and critical thinking in future engineers. Good training in physics also provides a solid foundation for lifelong learning. However, research in physics education in different countries shows that students at the college and even university levels continue to hold fundamental misunderstandings of the world around them. Science learning remains within the classroom context and just a small percentage of students are able to use the knowledge gained at school for solving various problems of the larger physical world 2,3. In most of the courses, students listen to lectures without strong connections to their everyday experiences. Students usually do not have the opportunity to form their own ideas; they rarely get a chance to work in a way where they are engaged in discovery and building and testing models to explain the world around them, like the scientists do.

One of the problems in engineering technology education is that the students do not correlate closely engineering and science subjects and do not always transfer the knowledge they acquired

Mynbaev, D., & Cabo, C., & Kezerashvili, R., & Liou-Mark, J. (2008, June), Support Of Study On Engineering Technology From Physics And Mathematics Paper presented at 2008 Annual Conference & Exposition, Pittsburgh, Pennsylvania. 10.18260/1-2--4035

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