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Capstone Engineering Design & Research
This page is reserved for online publications of research data, articles, and other documents, peer-reviewed or not, as well as any constructive criticism, comments and advice, related to the determination of K-12 age-possible topics in capstone engineering design and research, as an instrument for the implementation of the ideas explored in the vision paper titled Proposed Model for a Streamlined, Cohesive, and Optimized K-12 STEM Curriculum with a Focus on Engineering.
Research Conclusion
Capstone Engineering Design for K12 is suitable for the 12th Grade after students have completed all high school engineering and technology courses and thus, have enough academic and hands-on abilities to entertain meaningful engineering design projects. The multidisciplinary engineering “capstone” design
projects for 12th Graders would use various models of engineering
design process, including (a) “creative, conceptual and light analytical,” (b)
“engineering and technology experiment,” (c) “analytic reduction” for
“well-structured design problems,” and (d) “system thinking” for
“ill-structured” and “capstone” projects.
Possible Grade-Level to Introduce this Subject
High school 12th Grade only.
Original Research Data Tables
Complete Report
edward_k12_capstone_report.pdf | |
File Size: | 468 kb |
File Type: |
Textbooks Used as Sources of Data
Introduction to Engineering Design and Problem Solving, by Eide, Jenison, Mashaw, and Northub, is a short textbook (228 pages long, with 6 Chapters divided into 49 Sections), that describes engineering design process. This book is suitable for the first engineering design project course at the upper-division level of undergraduate engineering program, or a high school capstone engineering design course. All pages of the book have been carefully and thoroughly analyzed. The content of the book is "informational" and "descriptive," involving very little mathematics skills, which are limited to the following: [four operations], [diagram], [graphs] (bar chart, etc.), and [significant digit]. Thus, the book or any book with similar knowledge content is also suitable for high school students in terms of mathematics preparation.
Engineering Design, by Rudolph J. Eggert, 388 pages long, with 14 Chapters divided into 85 Sections, is a handy textbook for a college or university undergraduate senior year design project course, as a reference for understanding engineering design process. For all chapters except Chapter 10 (Design for X: Failure, Safety, Tolerances, Environment), the mathematics concepts and skills required for reading include only the very basics such as [four operation], [power], [root], [units], [chart], and [graphs]. Chapter 10 (Design for X: Failure, Safety, Tolerances, Environment) involves additional statistics topics with statistics formulas based on [first integral] skill, such as [probability density function]. No physics or chemistry skills except at descriptive or informational level is required. Topics of probabilities and statistics, engineering economics and engineering ethics are covered in this book as well. For all practical purposes, this book could be used by high school graduation year students, in the Capstone Engineering Design & Research course in the futuristic K12 Engineering and Technology curriculum as explored in the Vision Paper.
Fundamentals of Engineering Design, 2nd Edition, by Barry Hyman, 579 pages long, with 10 Chapters divided into 109 Sections, covers many topics related to engineering design process, such as concept generation, probabilities and statistics, project planning, engineering economics and others. The content of this book is basically descriptive and informational. Little prior knowledge or skills in physics or chemistry is needed for reading and homework assignments. Mathematics-based predictive and computational formulas contained in some pages are mostly at pre-calculus level; and they include [four operations], [inequality], [root], [limits], [flow chart], [trigonometric functions], [flow diagram], [summation], [data tables] and [matrix].
2 Chapters (6
Sections) involve beginning calculus skills, which could be taught as special
mathematics topics, or the Chapters or Sections could be omitted. In Section 5.2 Basic Probability Concepts (pages 212-215), Section 5.4 Functions of a Random Variable (pages 226-228), Section 5.6 Reliability (pages 235-240), beginning calculus skills such as [first integral], [first and second derivatives], and [first and second partial derivatives] are used together with other formulas for statistics based on pre-calculus mathematics skills such as [mean and standard deviations], [standard normal distribution], and [normal distribution]. The same beginning calculus skills appear again in Section 10.7 Nonlinear Programming, Section 10.8 Global Optimum, and Section 10.11 Lagrange Multipliers (pages 512-522, 536-542, and 550-553). Since the proposed course of Capstone Engineering Design & Research is "generic" in nature and the book is basically informational, a few sections with calculus skills could be omitted or the skills could be taught as special topics. Therefore, this book could be used in the Capstone Engineering Design and Research course in the futuristic K12 Engineering and Technology curriculum, as explored in the Vision Paper.
The Mechanical Design Process, 3rd Edition, written by David G. Ullman, 398 pages long, is a suitable textbook for a high school graduation year capstone engineering design course in the mechanical engineering pathways. Although in the cited examples, mathematics concepts and skills such as [four operations], [power], [function], graph], [schematics], [summation], [root], [power], [chart], [graph], [probability], [first integral], and [partial derivative], as well as physics concepts such as [rotation], [force], and [energy] are used, the content in this book is basically descriptive and informational.
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Product Design Techniques in Reverse Engineering and New Product Development, written by Kevin Otto and Kristin Wood, 1049 pages long, with 19 Chapters (125 Sections), covers a full range of topics in product engineering and design, from concept ideation, engineering experimentation, through prototyping, to ecological and economic factors; and it includes many valuable do's and don'ts hints for appropriate design practices for product components. As stated by Maurice F. Holms, Vice President and Chief Engineer of Product Design at Xerox Corporation in the Forward (page xvii), this book offers "an approach to 'state-of-art' engineering methods, tools, and processes that when utilized within the discipline of an overall product development process, depicts a very powerful practice of design." It covers many real-world cased of product engineering and design. The content of this book is basically descriptive and informational and include no homework assignment using engineering predictive and computational formulas. After careful and thorough examination of all pages in this book, it has been concluded that out of a total of 1049 pages, and mostly in citing real-world product engineering and design case studies including those from patent libraries,
(1) Only about 120 pages include pre-calculus level mathematics skills such as [four operations], [power], [root], [trigonometric functions], [summation], [inequality], [set], [table], [chart] and [graph]; and the pages involved are pages 326, 346, 347, 435, 485, 486, 496, 504, 514, 523, 524, 526, 552-555, 610, 618, 626-628, 630-633, 639, 651-660, 688, 689, 698, 702, 703, 739, 765, 784-787, 794, 795. 802-804, 810, 813, 815, 817-820, 823-825, 828, 867-870, 900-908, 916, 917, 920-926, 929-933, 937, 939-948, 958, 961, 973, and 992-995. (2) Only about 30 pages contain formulas using beginning calculus skills such as [first order integral], [first degree derivative], and [first degree partial derivative]; and the pages involved are pages 522, 525, 634, 636, 637, 805-809, 814, 826, 827, 907, 949, 991, and 1001-1007. This book is age-possible for the high school level Capstone Engineering Design and Research course, in the futuristic K12 Engineering and Technology curriculum explored in the Vision Paper. This book could be used in the Engineering Graphics, CADD (Computer-Aided Drafting/Design) & Product Design for K12 course as well. An Introduction to Mechanical Engineering, written by Jonathan Wickert, and 313 pages long, with 8 Chapters divided into 48 Sections, is intended for students in the first or second years of a college or university program in mechanical engineering. This book gives a general overview of some topics of science and mechanical engineering, such as machine components and tools, forces in structures and fluids, materials and stresses, thermal and energy systems, motion of machinery, and mechanical design. Some chapters are purely descriptive and informational in knowledge content, while others involve review of basic physics with scientific principles and computational formulas. The mathematics concepts skills needed for understanding the content of the book are all at pre-calculus level, such as [four operations], [length], [volume], [systems of units], summation], [square], [trigonometric functions], [right triangle], and [oblique triangles], except in Section 7.6 (Engine and Compressor Mechanisms),
where beginning calculus skills such as [first derivative], [first integral, and [chain
rule] are found in page 257. These could be taught as special mathematics topics or the involved Section could be omitted.
The physics and chemistry concepts and skills involved in the topics of this book are very basic and could be taught as special topics as well; they include [force], [mass], [gravity], [density], [time], [moment of force], [energy], [work], [pressure], [power], [heat], [luminous intensity], [viscosity], [angular velocity], and [torque]. The topics in the book include basic concepts and computational skills usually covered in typical strength of materials, fluid mechanics, heat transfer, and mechanical design courses, including [stress], [strain], [elastic potential energy], [temperature], [specific heat], [thermal conductivity], and topics in gear train design. Carefully selected chapters in this book could be used in the Capstone Engineering Design and Research course in the futuristic K12 Engineering and Technology curriculum, as explored in the Vision Paper.
151 pages long, with 10 Chapters divided into 37 Sections, Schiavone's Engineering Success is a handy book that teaches how to succeed in college undergraduate engineering program. In this book, in the examples cited, some mathematics concepts and skills such as [four operations], [function], [trigonometric functions], [power], [root], [infinity], [inequality], [summation], [limit], [radius], [area of triangle](base and heights), and even calculus ones such as [first integral], [first derivative], [second integral], [second derivative], and [chain rule] have been used; similarly, physics concepts such as [velocity] (linear and angular), [acceleration], [time], [energy], [work], and [mass] appear in some cited examples. However, the content of the book is basically descriptive and informational. Thus, for all practical purposes, this book is suitable for high school students in the capstone engineering design project course.
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362 pages long, with 6 Chapters (27 Sections), Technology and the Future is a collection of thought-provoking articles by scholars across the Nation and world-wide, dealing with a wide variety of subjects related to the interaction between technology and other issues such as morals, business ethics, economics, politics, civil rights, legal implications, climate change, ecology, genetics, stem cell research, and terrorism, which are directly or indirectly related to the development of technologies, at a philosophical and metaphysical level. One of the scholars even uses the expression of "Technology: The Opiate of the Intellectuals" to question our age-old assumption that tends to place an equal sign between technology and progress. This book is descriptive and informational, no mathematics skill is needed for reading.
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Industrial product design:
Industrial Product Design in the Age of Globalization and Digital Revolution
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RESEARCH OUTCOMES Navigator:
(1) Engineering Foundation (Introduction to STEAM for K12, Statics for K12, Dynamics for K12, Strength of Materials for K12, Engineering Materials for K12, Statistics& Probabilities for K12, and Engineering Economics for K12);
(2) Mechanical Engineering (Mechanical Design for K12, Fluid Mechanics for K12, Aerodynamics for K12, Heat Transfer for K12, Thermodynamics for K12);
(3) Engineering Technology (CADD& Product Design for K12, Manufacturing Processes for K12, Engineering Programming for K12);
(4) Civil Engineering (Introduction to Computerized Civil Engineering Design for K12, Introduction to Global Positioning System & Land Surveying for K12, Introduction to Structural Design for K12);
(5) Electrical Engineering (Introduction to Electrical & Electronics Devices for K12, Introduction to Circuit Analysis & Simulation for K12, Introduction to Robotics & Programming for K12);
(6) Capstone Engineering Design and Research;
(7) Available K12 STEAM Learning Resources;
(8) Mathematics Pre-requisites for Undergraduate Engineering Programs;
(9) Recommended Artistic Skills for STEM Professionals.
(1) Engineering Foundation (Introduction to STEAM for K12, Statics for K12, Dynamics for K12, Strength of Materials for K12, Engineering Materials for K12, Statistics& Probabilities for K12, and Engineering Economics for K12);
(2) Mechanical Engineering (Mechanical Design for K12, Fluid Mechanics for K12, Aerodynamics for K12, Heat Transfer for K12, Thermodynamics for K12);
(3) Engineering Technology (CADD& Product Design for K12, Manufacturing Processes for K12, Engineering Programming for K12);
(4) Civil Engineering (Introduction to Computerized Civil Engineering Design for K12, Introduction to Global Positioning System & Land Surveying for K12, Introduction to Structural Design for K12);
(5) Electrical Engineering (Introduction to Electrical & Electronics Devices for K12, Introduction to Circuit Analysis & Simulation for K12, Introduction to Robotics & Programming for K12);
(6) Capstone Engineering Design and Research;
(7) Available K12 STEAM Learning Resources;
(8) Mathematics Pre-requisites for Undergraduate Engineering Programs;
(9) Recommended Artistic Skills for STEM Professionals.
Freedom and opportunities! You will have the right to a high quality K12 science, technology, engineering, arts and mathematics (STEAM) education!
¡Libertad y oportunitades! ¡Usted va a tener el derecho a una K12 educación de alta calidad en ciencia, tecnología, ingenería, artes y matematica (CTIAM)!
自由和机会!你们将拥有接受高质量的、贯穿幼儿园到中小学阶段的科学、技术、工程、艺术和数学教育的权利!
¡Libertad y oportunitades! ¡Usted va a tener el derecho a una K12 educación de alta calidad en ciencia, tecnología, ingenería, artes y matematica (CTIAM)!
自由和机会!你们将拥有接受高质量的、贯穿幼儿园到中小学阶段的科学、技术、工程、艺术和数学教育的权利!
Contact Information: Edward Locke ([email protected])