Grad Show 23

Haroon Waseem

Fusion Odyssey

The world of engineering is constantly evolving, and students must be equipped with the skills they need to keep up. That’s why I am proposing the development of an interactive simulation-based digital education system for engineering design concepts. This innovative system will prioritize engineering design in the curriculum, giving students the tools they need to apply these concepts in real-world engineering projects and make valuable contributions to their industry.

To ensure that this digital education system aligns with learning objectives and outcomes, I will be working closely with teachers and education experts. My goal is to develop a system that complements existing teaching methods and integrates seamlessly into the curriculum. I understand that there may be potential barriers to adoption, such as access to technology or resistance to change. That’s why I am focusing on the aspect that the system is user-friendly and accessible to all.

I am committed to inclusivity and equity in all aspects of my work. That’s why I’ll be considering the perspectives and needs of all stakeholders, including students, teachers, and education experts from diverse backgrounds. I’ll take steps to minimize potential biases in my research design and analysis, ensuring that everyone has an equal opportunity to benefit from this innovative education system.

While there may be limitations to my research project, I’ll be taking a rigorous approach to data analysis and research methods to ensure the validity of my findings. I’ll also be prioritizing the safety and well-being of my research participants, taking all necessary measures to minimize potential risks and maximize potential benefits.

Overall, the development of this digital education system has the potential to revolutionize education and training in engineering design. By providing students with the necessary tools and resources to excel in the workforce and contribute meaningfully to society, I’ll be helping to build a brighter future for all.

Genesis

As a child with curiosity, I always found myself being told no whenever I tried opening up my toy cars. Primarily because of my inability to put those back together. Being a curious student, I always found myself absorbing more knowledge in the fab lab and working on engineering projects than in the classroom. Always enjoying working on engineering projects, I had found myself invested in the machine shops much more than sitting in a lecture hall listening to the professor.

Self-reflecting on it made me realize it was because of the disconnect between my education and the real world. Equations and theories that never made sense were uninteresting, unlike designing projects and bringing them to life. Seeing my project come to fruition after spending so much time on it was incredibly satisfying, something that could never have been matched within the classroom.

All of this led me to wonder how I could learn better and connect more with the knowledge in books. How could I bridge the gap between theoretical knowledge and its practical application in the real world? As I started working on this project, I also wondered how I could have visualized this information in a more engaging and fun way, one that would help me connect the dots between daily life and the stories behind it.

As a student, I realized that traditional classroom lectures were not the only way to learn. I found that hands-on learning and working on projects allowed me to understand concepts more deeply and retain the information better. I believe that this type of learning is particularly beneficial for students who struggle to connect with traditional learning methods.

My experience has taught me that students need to be able to see the practical applications of the concepts they are learning. They need to understand how theoretical knowledge can be used to solve real-world problems. By connecting this void between theory and practice, students are more likely to retain the information and be motivated to learn more.

Many students, including myself, struggle with abstract concepts that are difficult to visualize. However, if we can find a way to make these concepts more tangible, they can become easier to understand. For example, using diagrams, animations, or simulations to explain the invisible (scenarios and situations we can’t see every day) can be incredibly helpful. That was the start of the project that lies ahead!

A metal sheet being cut by an angle grinder portraying the element of learning by doing.

“When we practice something, we are involved in the deliberate repetition of a process with the intention of reaching a specific goal. The words deliberate and intention are key here because they define the difference between actively practicing something and passively learning it.”

Thomas Sterner - The Practicing Mind

Why so?

It is important to bridge the gap between theory and practice in scientific education, particularly for high school students who are developing their understanding of more complex concepts. Providing hands-on learning experiences and opportunities to apply engineering design principles can help students visualize and better grasp abstract concepts.

Engaging students in activities that require them to think creatively and solve real-world problems using scientific concepts and principles can be particularly effective. This approach can help students develop practical skills, such as critical thinking, problem-solving, and communication, while also reinforcing their knowledge of scientific principles.

As you step into the engineering lab, you can’t help but notice the hum of activity around you. Students huddle around their workstations, their faces illuminated by the glow of their computer screens as they delve into their latest projects. The ambience is thick with the sound of typing and clicking, and the occasional burst of laughter or excited chatter.

Making your way through the maze of workstations your eyes are drawn to a group of students gathered around a large monitor. As you approach, you realize that they are working on an interactive simulation-based digital education system, a cutting-edge tool designed to help them visualize the application of technical concepts in real-life situations.

The students are deeply engrossed in their work, their attention fixed on the monitor as they manipulate the simulation and experiment with different scenarios. They are completely immersed in the experience, and it’s clear that the system has captured their imaginations and sparked their creativity.

One of the students, a young woman with an intense gaze, notices your presence and invites you to join them. “We’re testing out the simulation for our latest project,” she explains. “We’re exploring how different design choices impact the efficiency of a wind turbine system. It’s really cool – we can see the impact of each change we make in real-time!”

As you settle in to watch, you’re struck by the incredible detail and complexity of the simulation. The students are able to tweak every aspect of the system, from the angle of the blades to the height of the tower, and the simulation provides instant feedback on the impact of each change. It’s clear that this technology has the potential to revolutionize the way engineering and design concepts are taught and applied.

As the simulation continues, the students begin to debate the merits of various design choices, their arguments backed up by the data provided by the system. They’re clearly deeply invested in the project, and it’s clear that the system has helped them to develop a deep understanding of the technical concepts they’re exploring.

As you watch, you’re struck by the incredible potential of this technology to transform the way we teach and learn engineering and design. It’s clear that this system has the power to make abstract concepts tangible and accessible, and to foster a new generation of engineers and designers who are deeply engaged with the technical challenges of our time.

A progressive schematic of students of different educational level

Scheme of student bodies to be learnt about.

Tinker Train

Introduce
Before kicking off any lesson plan, every student must get to refresh or rebuild the prior knowledge required to understand the current lesson plan. This step ensures they grasp the grassroots-level information first and can associate the right concept with the vocabulary as we dive deeper and learn more.

Examine
In any pedagogical approach, it’s vitally important that students are engaged and connected to the topic under discussion. One way to do this is by engaging students in the lesson by using visual aids such as diagrams, images, or videos that can help them visualize and understand the concept better. These can be developed as immersive and interactive for students by allowing them to examine or observe the phenomenon. This way, they build a story with particular causes and effects.

Understand
Once the students have set the basis through examining, they have a story to connect. It can help them transition into the next phase of learning where they get to understand the scientific principles behind the phenomenon they just learned. These scientific principles help them build stronger connections on what factors are important to consider when developing the computational model of any given system. Understanding the driving principles helps building accurate information models in the students’ minds.

Imagine
Learning the basics right allows their minds to wander infinitely without being confused while grasping the surreal experiences that we don’t see or experience in everyday life; what happens if you hit the earth with a needle at the speed of light? If students have a core understanding of the driving concepts, they can have a scientifically accurate basis to model this scenario and provide an analytical solution. While they are able to visualize this in the learning platform, it builds up a stronger basis for developing computational methods.

Gamify
To take it all up a notch, the best way to practice is to play and to make it more fun. While gamifying the development of numerical problems can make that more fun, it can also be represented as the application of the concepts as part of engineering practice.

This approach helps students see the science around them in everyday life. It means they are always learning on the go and being amazed by the world around them.

This step in the framework can summatively assess the students’ performance to aid in teachers’ understanding.

Synthesize
The factual assessment of sustained knowledge is to be able to apply that knowledge in creative ways to find out solutions to different problems. As a reflection of the whole learning process, students reflect on the lesson learned by taking on a different problem with their peers. This collaborative approach helps them build a practice of teamwork and collaboration. Students will discuss and build on their knowledge to solve the new mission brief while illustrating, describing, or just drawing the system-level differences. Teachers can facilitate this step as a formative assessment to understand mental models developed by students.

Visual Representation of the Tinker Train Framework

A workflow of how science education can be taught in a steps to go through a lesson plan with an engaging and effective manner

Haroon Waseem

Genesis

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Tinker Train

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