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Statics for K12
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 statics, 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
A careful analysis of the course content as revealed by the college-level textbook used in the statics course has lead to the conclusion that for all practical purposes, about 56% of all knowledge content in the selected textbook could be taught to elementary school students (Presenting a List of High School 9th Grade Age-Possible Statics Topics to Engineering and Technology Educators and Curriculum Developers, pages 15-17). Thus, the research on this subject has been completed.
Possible Grade-Level to Introduce this Subject
High school 9th Grade and up.
Original Research Data Tables
Complete Report
edward_k12_statics_report.pdf | |
File Size: | 1011 kb |
File Type: |
Textbooks Used as Sources of Data
Vector Mechanics for Engineers Statics, 7th Edition, written by Ferdinand P. Beer & E. Russell Johnston & Elliot R. Eisenberg, and published by McGraw-Hill Higher Education, 2003 (ISBN 0-07-230493-6), and accompanying Instructor’s and Solutions Manual to Accompany Vector Mechanics for Engineers – Statics, 7th Edition, Volume 1 (ISBN 10: 0072536055) and Instructor’s and Solutions Manual to Accompany Vector Mechanics for Engineers – Statics, 7th Edition, Volume 2 (ISBN 10: 0072962623)
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Vector Mechanics for Engineers Statics, 7th Edition, written by Ferdinand P. Beer & E. Russell Johnston & Elliot R. Eisenberg, 600 pages long, is one of the most popular textbooks on statics and has been used at Los Angeles City College and many other places. Mathematics concepts and skills at both pre-calculus and calculus levels, as well as knowledge and skills in chemistry and in calculus-based physics are required as pre-requisites for reading this textbook and for completing the home work assignments. All pre-requisites are listed in the relevant research paper: Presenting a List of High School 9th Grade Age-Possible Statics Topics to Engineering and Technology Educators and Curriculum Developers.
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Age-Possible Engineering Analytic Principles and Predictive Computational Skills for K-12 Students:
Presenting a List of High School 9th Grade Age-Possible Statics Topics to Engineering and Technology Educators and Curriculum Developers
This document presents a list of topics of statics together with relevant formulas and mathematics, physics and chemistry pre-requisites, for the development of high school age-possible engineering instructional materials. In addition, it lists the page numbers of a college-level statics textbook, which could be used as references in the development of high school age-possible instructional materials.
Presenting a List of High School 9th Grade Age-Possible Statics and Fluid Mechanics Topics and Estimating the Time Slot Needed for Their Coverage in High School Schedule
This document lists the page numbers of two college-level engineering textbooks (on the subjects of statics and fluid mechanics), which could be used as references in the development of high school age-possible engineering instructional materials. In addition, the document presents a practical conceptual framework for estimating the allocation of time needed for teaching the above high school age-possible statics and fluid mechanics topics in high school classrooms, using standard high school mathematics, physics and chemistry textbook as references for comparison, in terms of the organization of topics, homework assignment, structure and other factors (pp. 11-18). This document has been originally developed for publication in peer-reviewed journal.
Presenting a List of High School 9th Grade Age-Possible Statics Topics to Engineering and Technology Educators and Curriculum Developers
This document presents a list of topics of statics together with relevant formulas and mathematics, physics and chemistry pre-requisites, for the development of high school age-possible engineering instructional materials. In addition, it lists the page numbers of a college-level statics textbook, which could be used as references in the development of high school age-possible instructional materials.
Presenting a List of High School 9th Grade Age-Possible Statics and Fluid Mechanics Topics and Estimating the Time Slot Needed for Their Coverage in High School Schedule
This document lists the page numbers of two college-level engineering textbooks (on the subjects of statics and fluid mechanics), which could be used as references in the development of high school age-possible engineering instructional materials. In addition, the document presents a practical conceptual framework for estimating the allocation of time needed for teaching the above high school age-possible statics and fluid mechanics topics in high school classrooms, using standard high school mathematics, physics and chemistry textbook as references for comparison, in terms of the organization of topics, homework assignment, structure and other factors (pp. 11-18). This document has been originally developed for publication in peer-reviewed journal.
Original Research Data:
The table below constitutes the original research data, which lists the engineering knowledge content from every topics covered in two popular college-level engineering textbooks, with the knowledge and skills in mathematics, physics and chemistry needed as cognitive pre-requisites to effectively study these engineering topics, and then compare these lists with Georgia Performance Standards (available in 2009),which lists the topics of mathematics, physics and chemistry that K-12studentsare required to master at each grade level, to determine at what grade level a particular topics of engineering could possibly be studied effectively. Notice that these data tables shave not been altered since their completion as research projects for graduate studies, and the term “Age-Appropriate” should be changed to “Age-Possible” to be more rational and realistic according to strict academic standards. Later on, after this website has been fully established, volunteer engineering professors will be recruited to review the data.
High School Appropriate Statics Tables for High School Appropriate Engineering Content Knowledge in the Infusion of Engineering Design into K-12 Curriculum
The table below constitutes the original research data, which lists the engineering knowledge content from every topics covered in two popular college-level engineering textbooks, with the knowledge and skills in mathematics, physics and chemistry needed as cognitive pre-requisites to effectively study these engineering topics, and then compare these lists with Georgia Performance Standards (available in 2009),which lists the topics of mathematics, physics and chemistry that K-12studentsare required to master at each grade level, to determine at what grade level a particular topics of engineering could possibly be studied effectively. Notice that these data tables shave not been altered since their completion as research projects for graduate studies, and the term “Age-Appropriate” should be changed to “Age-Possible” to be more rational and realistic according to strict academic standards. Later on, after this website has been fully established, volunteer engineering professors will be recruited to review the data.
High School Appropriate Statics Tables for High School Appropriate Engineering Content Knowledge in the Infusion of Engineering Design into K-12 Curriculum
I completed the research on this subject in one month as part of my
Graduation Project for the Education Specialist degree from the University of
Georgia College of Education, as a National Center for Engineering and
Technology Education Graduate Fellow (2007-2009) financed by the National Science
Foundation
我在获得美国全国科学基金会赞助作为美国全国工程技术教育中心研究生就读于佐治亚州大学教育学院期间(2007年至2009年)撰写教育专家学位毕业课题论文时花费一个月时间完成了本科目的研究
我在获得美国全国科学基金会赞助作为美国全国工程技术教育中心研究生就读于佐治亚州大学教育学院期间(2007年至2009年)撰写教育专家学位毕业课题论文时花费一个月时间完成了本科目的研究
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!