~Please Note~ |
| |
ALL Vanderbilt University Virtual School video conferences are scheduled on
CENTRAL time and are for Published Date(s) and Time(s) ONLY.
|
|
|
|
CAREERS in ENGINEERING |
| |
|
|
| Target Audience |
|
Education: Grade(s): 10, 11, 12 |
| |
|
|
| Primary Disciplines |
|
Career Education, Community Interests, Sciences, Technology/Information Science |
| |
|
|
| Program Description |
|
Engineers design products, machinery to build those products, plants in which those products are made, and the systems that ensure the quality of the products and the efficiency of the workforce and manufacturing process.
Engineers design, plan, and supervise the construction of buildings, highways, and transit systems. They develop and implement improved ways to extract, process, and use raw materials, such as petroleum and natural gas. They develop new materials that both improve the performance of products and take advantage of advances in technology. They harness the power of the sun, the Earth, atoms, and electricity for use in supplying the Nation?s power needs, and create millions of products using power. They analyze the impact of the products they develop or the systems they design on the environment and on people using them. Engineering knowledge is applied to improving many things, including the quality of healthcare, the safety of food products, and the operation of financial systems.
Engineers consider many factors when developing a new product. For example, in developing an industrial robot, engineers determine precisely what function the robot needs to perform; design and test the robot?s components; fit the components together in an integrated plan; and evaluate the design?s overall effectiveness, cost, reliability, and safety. This process applies to many different products, such as chemicals, computers, gas turbines, helicopters, and toys.
In addition to design and development, many engineers work in testing, production, or maintenance. These engineers supervise production in factories, determine the causes of breakdowns, and test manufactured products to maintain quality. They also estimate the time and cost to complete projects. Some move into engineering management or into sales. In sales, an engineering background enables them to discuss technical aspects and assist in product planning, installation, and use.
Most engineers specialize. More than 25 major specialties are recognized by professional societies, and the major branches have numerous subdivisions. Some examples include structural and transportation engineering, which are subdivisions of civil engineering; and ceramic, metallurgical, and polymer engineering, which are subdivisions of materials engineering. Engineers also may specialize in one industry, such as motor vehicles, or in one field of technology, such as turbines or semiconductor materials.
This video conference will feature an overall discussion of engineering followed by discussion on some of the 14 branches of engineering: Aerospace; agricultural; biomedical; chemical; civil; computer hardware; electrical and electronics, except computer; environmental; industrial, including health and safety; materials; mechanical; mining and geological, including mining safety; nuclear; and petroleum engineering.
Engineers in each branch have a base of knowledge and training that can be applied in many fields. Electronics engineers, for example, work in the medical, computer, communications, and missile guidance fields. Because there are many separate problems to solve in a large engineering project, engineers in one field often work closely with specialists in other scientific, engineering, and business occupations.
Engineers use computers to produce and analyze designs; to simulate and test how a machine, structure, or system operates; and to generate specifications for parts. Using the Internet or related communications systems, engineers can collaborate on designs with other engineers around the country or even abroad. Many engineers also use computers to monitor product quality and control process efficiency. They spend a great deal of time writing reports and consulting with other engineers, as complex projects often require an interdisciplinary team of engineers. Supervisory engineers are responsible for major components or entire projects. |
| |
|
|
| Program Format |
|
The video conference will be a 20-25 minute presentation and may include visuals or audiovisuals to enhance the presentation.
This will be followed by an interactive 10-15 minute question/answer session with students. |
| |
|
|
| Objectives |
|
OBJECTIVES:
Students:
*are provided a problem statement and background information
*are led through a basic engineering design methodology;
*brainstorm and develop potential solutions as a team;
*are introduced to research and design
*develop researching skills and investigate engineering careers
*distinguish differences between careers and jobs.
*develop potential career paths
*investigate and research the educational requirements necessary for a career in engineering |
| |
|
|
| Vocabulary Words & Definitions |
|
These vocabulary words are for CIVIL and STRUCTURAL ENGINEERING:
Abutment -
the outermost end supports on a bridge, which carry the load from the deck
Anchorage -
a secure fixing, usually made of reinforced concrete to which the cables are fastened
Aqueduct -
a bridge or channel for conveying water, usually over long distances
Arch Bridge -
a curved structure that converts the downward force of its own weight, and of any weight pressing down on top of it, into an outward force along its sides and base
Arch Dam -
a dam with an arched shape that resists the force of water pressure; requires less material than a gravity dam for the same distance
Architect -
a person who designs all kinds of structures; must also have the ability to conceptualize and communicate ideas effectively -- both in words and on paper -- to clients, engineers, government officials, and construction crews
Beam -
a rigid, usually horizontal, structural element
Beam Bridge -
a simple type of bridge, composed of horizontal beams supported by vertical posts
Bedrock -
the solid rock layer beneath sand or silt
Bend -
to curve; bending occurs when a straight material becomes curved; one side squeezes together in compression, and the other side stretches apart in tension
Brace -
(n.) a structural support; (v.) to strengthen and stiffen a structure to resist loads
Brittle -
characteristic of a material that fails without warning; brittle materials do not stretch or shorten before failing
Buckle -
to bend under compression
Buttress -
a support that transmits a force from a roof or wall to another supporting structure
Cable -
a structural element formed from steel wire bound in strands; the suspending element in a bridge; the supporting element in some dome roofs
Civil Engineer -
an engineer who plans, designs, and supervises the construction of facilities essential to modern life
Cement -
a binding material, or glue, that helps concrete harden
Column -
a vertical, structural element, strong in compression
Compression -
a pressing force that squeezes a material together
Concrete -
a mixture of water, sand, small stones, and a gray powder called cement
Continuous Span Beam Bridge -
simple bridge made by linking one beam bridge to another; some of the longest bridges in the world are continuous span beam bridges
Deck -
supported roadway on a bridge
Deform -
to change shape
Dome -
a curved roof enclosing a circular space; a three-dimensional arch
Dynamite -
a blasting explosive, based on nitroglycerin, but much safer to handle than nitroglycerin alone
Electrical Engineer -
an engineer concerned with electrical devices and systems and with the use of electrical energy
Embankment Dam -
a dam composed of a mound of earth and rock; the simplest type of gravity dam
Engineering -
a profession in which a knowledge of math and natural science is applied to develop ways to utilize the materials and forces of nature for the benefit of all human beings
Environmental Engineer -
an engineer who designs and operates systems to provide safe drinking water and to prevent and control pollution in water, in the air, and on the land
Force -
any action that tends to maintain or alter the position of a structure
Geodesic Dome -
a dome composed of short, straight pieces joined to form triangles; invented by Buckminster Fuller
Geotechnical Engineer -
an engineer who evaluates and stabilizes foundations for buildings, roads, and other structures
Gravity Dam -
a dam constructed so that its great weight resists the force of water pressure
Joint -
a device connecting two or more adjacent parts of a structure; a roller joint allows adjacent parts to move controllably past one another; a rigid joint prevents adjacent parts from moving or rotating past one another
Load -
weight distribution throughout a structure; loads caused by wind, earthquakes, and gravity, for example, affect how weight is distributed throughout a structure
Masonry -
a building material such as stone, clay, brick, or concrete
Mechanical Engineer -
an engineer who applies the principles of mechanics and energy to the design of machines and devices
Monolithic Dome -
a dome composed of a series of arches, joined together with a series of horizontal rings called parallels
Movable Bridge -
a bridge in which the deck moves to clear a navigation channel; a swing bridge has a deck that rotates around a center point; a drawbridge has a deck that can be raised and lowered; a bascule bridge deck is raised with counterweights like a drawbridge; and the deck of a lift bridge is raised vertically like a massive elevator
Perimeter -
the distance around the outside of a shape
Pier -
a vertical supporting structure, such as a pillar
Pile -
a long, round pole of wood, concrete, or steel driven into the soil by pile drivers
Pressure -
a force applied or distributed over an area
Reinforced Concrete -
concrete with steel bars or mesh embedded in it for increased strength in tension; in pre-tensioned concrete, the embedded steel bars or cables are stretched into tension before the concrete hardens; in post-tensioned concrete, the embedded steel bars or cables are stretched into tension after the concrete hardens
Richter Scale -
used to measure the magnitude of an earthquake; introduced in 1935 by the seismologists Beno Gutenberg and Charles Francis Richter
Shear -
a force that causes parts of a material to slide past one another in opposite directions
Silt -
sediment particles ranging from 0.004 to 0.06 mm (0.00016 to 0.0024 inch) in diameter
Span -
(n.) the distance a bridge extends between two supports; (v.) to traverse a specific distance
Story -
floor of a skyscraper
Structural Engineer -
an engineer who investigates the behavior and design of all kinds of structures, including dams, domes, tunnels, bridges, and skyscrapers, to make sure they are safe and sound for human use
Suspension Bridge -
a bridge in which the roadway deck is suspended from cables that pass over two towers; the cables are anchored in housings at either end of the bridge
Truss -
a rigid frame composed of short, straight pieces joined to form a series of triangles or other stable shapes |
| |
|
|
| Participant Preparation |
|
Students should have SOME familiarity with this subject. Teacher should brainstorm with students before the video conference and ask students to prepare some sample questions to ask presenter during the interactive question/answer session.
Please have students that will ask questions seated near a microphone. Please make sure you understand how to mute and unmute your microphones. |
| |
|
|
| Suggestions for Pre Program Activities |
|
Structures
In these activities, students will explore some experiments in CIVIL ENGINEERING.
Loads and Forces. Experiment 1. Buckling
Push on the ends of a piece of uncooked spaghetti. The sideways bending is called buckling. The compression force that you apply causes complex internal forces that bend the spaghetti sideways. If you push hard enough, it will snap. The snapping starts on the edge where the tension force within the spaghetti is great enough to pull it apart.
Brittle materials like spaghetti, stone or glass break rather easily this way. Stone columns must be made so they won't buckle--because once they start to buckle, they will collapse.
Beams. Experiment 2
Make a clapper bridge out of a flat rubber eraser. First mark the eraser with some parallel lines. Push on it. It is hard to break, but you can see something else too. The lines spread apart at the bottom edge. When you increase the load on the bridge, you are producing tension on the bottom edge. (You can also see compression on the top edge.) Long, heavy stone beams don't work because stone can't take much tension without cracking.
Arches. Experiment 3
Try making a thin, flexible arch of cardboard. Bend it carefully--a crease will make a weak spot and spoil the arch. Support the ends first with two small books. Push down to see how the arch pushes out on these abutments. Then use a whole pile of books. Push down to see how the arch pushes out on these abutments. Then use a whole pile of books at each end. When you push down, you will see the arch buckle at the sides.
Triangles and Trusses. Experiment 4
You can do these experiments with coffee stirrers and pieces of pipe cleaners. You can also use drinking straws and paper clips, strips of wood, and small finishing nails, or even toothpicks and miniature marshmallows.
Here's the basic connection with coffee stirrers: Using 4 stirrers and 4 joiners, make a square frame. Notice that you can change its shape easily into a new form (a parallelogram).
Now attach one more stirrer with two joiners to make the parallelogram into two triangles. A triangle tends to retain its shape when you push or pull on it. When you push on one corner, for instance, the other two corners try to spread apart, but the opposite sides holds them together. When you load this truss frame by pushing on it, it will keep its shape much better. Now build a structure using triangles as the basic building unit.
Suspension Bridge. Experiment 5
Tie a string between two books. Push down on the string. The "cable" pulls down and inward, toppling the books.
Now set up the books on a board. Pass the string over the books to thumbtack-anchors. Push down slowly, harder and harder. You'll be able to put a lot of load on the string-cable; you may even be able to push hard enough to lift the thumbtacks out of the board. |
| |
|
|
| Suggestions for Post Program Activities |
|
Plastic Bag Ice Cream
Overview: In this activity students will engage in an activity of CHEMICAL ENGINEERING.
Students will learn how to lower the freezing point of water and how ice cream forms as a solution freezes. This activity works best when students follow along with a teacher's step-by-step demonstration.
Materials: needed for class of 30 students.
4 qts. (1 gal.) of milk (2% milk will work)
4 qts. whipping cream (Rich's non-dairy coffee creamer works well and is less expensive)
8 cups of sugar
1 bottle vanilla
30 small plastic ziploc bags
30 large plastic ziploc bags (1 gal. size)
30 plastic spoons
crushed ice
rock salt or food grade salt
nuts, fruit or chocolate syrup if desired
Materials needed for each student:
1 small plastic bag
1 large plastic bag
1/4 cup sugar
1/2 cup (120 mL) milk
1/2 cup (120 mL) creamer
1/4 teaspoon vanilla
1 plastic spoon
1/2 to 3/4 of a cup of rock salt
3/4 cup of crushed ice
Prelab preparation: Use a permanent marker to mark each plastic cup at the 1/4, 1/2 and the 1 cup levels. This will help the students when they measure the ingredients.
Procedure: Use the plastic cup to measure 1/4 cup of sugar by filling it to the first mark from the bottom of the cup.
Transfer the sugar into the small bag.
Fill the plastic cup to the 1/2 mark with milk. DO NOT TRANSFER IT TO THE BAG.
Add enough creamer (1/2 cup) to the milk to bring the total volume in the cup to the 1 cup mark.
Add approximately 1/4 teaspoon of vanilla to the milk/creamer mixture. With smaller children the teacher may want to assist the student.
Carefully transfer the contents of the cup into the small bag which contains the sugar. Close the bag securely.
Place the smaller plastic bag inside the larger bag.
Surround the smaller bag with several cups of crushed ice.
Pour 1/2 to 3/4 of a cup of salt over the ice and seal the larger bag securely.
Knead or roll back and forth on a table or desk top. Be careful not to put too much pressure on the bags.
After 10 minutes check the mixture to see if it is frozen. If not, continue kneading.
When the mixture is frozen, simply remove the smaller bag and eat the ice cream directly from the bag. (Add nuts, fruit or chocolate if desired.)
Purpose and background: Ice keeps things cold because it absorbs heat energy from its surroundings. The freezing point of a liquid is the temperature at which it turns into a solid. In this activity the salt is added to the ice; it lowers the freezing point and the ice begins to melt.
In order for the ice to melt it must absorb heat energy from its surroundings (in this case the ice cream mixture). This causes the temperature of the mixture to drop and the mixture freezes. |
| |
|
|
| National Standards to which this program aligns |
|
1. Engineering Design
Broad Concept: Engineering design involves practical problem solving, research, development, and invention and requires designing, drawing, building, testing, and redesigning.
1.1 - Identify and explain the steps of the engineering design process (e.g. identify the problem, research the problem, develop possible solutions, select the best possible solution(s), construct a prototype, test and evaluate, communicate the solution(s), and redesign).
1.2 - Demonstrate knowledge of pictorial and multi-view drawings (e.g. orthographic projection, isometric, oblique, perspective) using proper techniques.
1.3 - Demonstrate the use of drafting techniques with paper and pencil or computer-aided design (CAD) systems when available.
1.4 - Apply scale and proportion to drawings (e.g. 1/4" = 1'0").
1.5 - Interpret plans, diagrams, and working drawings in the construction of a prototype.
2. Construction Technologies
Broad Concept: Various materials, processes, and systems are used to build structures.
2.1 - Distinguish among tension, compression, shear, and torsion and explain how they relate to the selection of materials in structures.
2.2 - Identify and explain the purposes of common tools and measurement devices used in construction, (e.g. spirit level, transit, framing square, plumb bob, spring scale, tape measure, strain gauge, venturi meter, pitot tube).
2.3 - Describe how structures are constructed using a variety of processes and procedures (e.g. welds, bolts, and rivets are used to assemble metal framing materials).
2.4 - Identify and explain the engineering properties of materials used in structures (e.g. elasticity, plasticity, thermal conductivity, density).
2.5 - Differentiate the factors that affect the design and building of structures, such as zoning laws, building codes, and professional standards.
2.6 - Calculate quantitatively the resultant forces for live loads and dead loads.
3. Energy and Power Technologies - Fluid Systems
Broad Concept: Fluid systems are made up of liquids or gases and allow force to be transferred from one location to another. They also provide water, gas, and oil, and remove waste. They can be moving or stationary and have associated pressures and velocities.
3.1 - Differentiate between open (e.g. irrigation, forced hot air system) and closed (e.g. forced hot water system, hydroponics) fluid systems and their components such as valves, controlling devices, and metering devices.
3.2 - Identify and explain sources of resistance (e.g. 45° elbow, 90° elbow, type of pipes, changes in diameter) for water moving through a pipe.
3.3 - Explain Bernoulli's Principle and it's effect on practical application (e.g. airfoil design, spoiler design, carburetor).
3.4 - Differentiate between hydraulic and pneumatic systems and provide examples of appropriate applications of each as they relate to manufacturing and transportation systems.
3.5 - Explain the relationship between velocity and cross sectional areas in the movement of a fluid.
3.6 - Solve problems related to hydrostatic pressure and depth in fluid systems.
4. Energy and Power Technologies - Thermal Systems
Broad Concept: Thermal systems involve transfer of energy through conduction, convection and radiation and are used to control the environment.
4.1 - Differentiate among conduction, convection, and radiation in a thermal system (e.g. heating and cooling a house, cooking).
4.2 - Give examples of how conduction, convection, and radiation are used in the selection of materials (e.g. home and vehicle thermostat designs, circuit breakers).
4.3 - Identify the differences between open and closed thermal systems (e.g. humidity control systems, heating systems, cooling systems).
4.4 - Explain how environmental conditions influence heating and cooling of buildings and automobiles.
4.5 - Identify and explain the tools, controls, and properties of materials used in a thermal system (e.g. thermostats, R Values, thermal conductivity, temperature sensors).
5. Energy and Power Technologies - Electrical Systems
Broad Concept: Electrical systems generate, transfer and distribute electricity.
5.1 - Describe the different instruments that can be used to measure voltage (e.g. voltmeter, multimeter).
5.2 - Identify and explain the components of a circuit including a source, conductor, load and controllers (controllers are switches, relays, diodes, transistors, integrated circuits).
5.3 - Explain the relationship between resistance, voltage, and current (Ohm's Law).
5.4 - Determine the voltages and currents in a series circuit and a parallel circuit.
5.5 - Explain how to measure voltage, resistance, and current in electrical systems.
5.6 - Describe the differences between Alternating Current (AC) and Direct Current (DC).
6. Communication Technologies
Broad Concept: The application of technical processes to exchange information includes symbols, measurements, icons, and graphic images.
6.1 - Identify and explain the applications of light in communications (e.g. reflection, refraction, additive and subtractive color theory).
6.2 - Explain how information travels through different media (e.g. electrical wire, optical fiber, air, space).
6.3 - Compare the difference between digital and analog communication devices.
6.4 - Explain the components of a communication system (e.g. source, encoder, transmitter, receiver, decoder, storage, retrieval, and destination).
6.5 - Identify and explain the applications of laser and fiber optic technology (e.g. telephone systems, cable television, medical technology, and photography).
7. Manufacturing Technologies
Broad Concept: Manufacturing processes can be classified into six groups: casting and molding,
forming, separating, conditioning, assembling, and finishing.
7.1 - Explain the manufacturing processes of casting and molding, forming, separating, conditioning, assembling, and finishing.
7.2 - Differentiate the selection of tools and procedures used in the safe production of products in the manufacturing process (e.g. hand tools, power tools, computer-aided manufacturing, three-dimensional modeling).
7.3 - Explain the process and the programming of robotic action utilizing three axes. |
Website Questions/Comments
Contact Virtual School Webmaster, Mike Majett
Email: mike.majett@Vanderbilt.edu
Phone: (615) 343-1018 IP:129.59.139.23
|Back to top|
|
