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    Edward k12 Economics Data

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    This document analyzes two popular engineering economics textbooks to determine which topics from the textbooks could be taught at the high school level. The document finds that: 1) Nearly 100% of the content in both textbooks is based on pre-calculus level mathematics and does not require skills in physics or chemistry. 2) Only a small portion (less than 1%) of one of the textbooks involves calculus-level mathematics concepts. 3) Based on this analysis, most or all of the topics covered in the textbooks could potentially be taught to high school students.

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    Edward k12 Economics Data

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    This document analyzes two popular engineering economics textbooks to determine which topics from the textbooks could be taught at the high school level. The document finds that: 1) Nearly 100% of the content in both textbooks is based on pre-calculus level mathematics and does not require skills in physics or chemistry. 2) Only a small portion (less than 1%) of one of the textbooks involves calculus-level mathematics concepts. 3) Based on this analysis, most or all of the topics covered in the textbooks could potentially be taught to high school students.

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    This document analyzes two popular engineering economics textbooks to determine which topics from the textbooks could be taught at the high school level. The document finds that: 1) Nearly 100% of the content in both textbooks is based on pre-calculus level mathematics and does not require skills in physics or chemistry. 2) Only a small portion (less than 1%) of one of the textbooks involves calculus-level mathematics concepts. 3) Based on this analysis, most or all of the topics covered in the textbooks could potentially be taught to high school students.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    103 views4 pages

    Edward k12 Economics Data

    Uploaded by

    api-254586275
    This document analyzes two popular engineering economics textbooks to determine which topics from the textbooks could be taught at the high school level. The document finds that: 1) Nearly 100% of the content in both textbooks is based on pre-calculus level mathematics and does not require skills in physics or chemistry. 2) Only a small portion (less than 1%) of one of the textbooks involves calculus-level mathematics concepts. 3) Based on this analysis, most or all of the topics covered in the textbooks could potentially be taught to high school students.

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    © All Rights Reserved
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    of 4

    0

    Engineering Analytic Principles and Predictive


    Computational Skills for K-12 Students:
    Statistics on High School
    Age-Possible Engineering Economics Topics to
    Engineering and Technology Educators and Curriculum Developers
    Edward Locke
    ([email protected])
    Thursday, November 6, 2014
    Monterey Park, California, USA

    Original Research Data


    Sources of Data
    Table 1 lists (1) the college-level Textbooks 1 and 2 used for the extraction of
    analytic and predictive principles and computational formulas related to the subject of
    engineering economics, and (2) the instructors or students solution manuals used to doublecheck for the mathematics computational skills needed for the study of various topics of
    engineering economics contained in the selected Textbooks 1 and 2.
    Table 1. Data Source (Engineering Economics Textbooks)
    Textbook 1
    Title
    Authors
    Publisher
    Year
    ISBN
    Number of Pages

    Textbook 2

    Engineering Economic Analysis, 10th Edition


    Donald G. Newnan, Jerome P. Lavelle, and Ted G.
    Eschenbach
    Oxford University Press
    2009
    978-0-19-539463-4
    605

    Engineering Economy, 13th Edition


    William G. Sullivan, Elin M. Wicks, and James T. Luxhoj
    Prentice Hall (Pearson)
    2006
    0-13-148649-7
    664

    Initial Determination of High School Age-Possible Engineering Economics Topics


    The outcome of this research is very encouraging. Tables 2A and 2B indicate that:
    (1). for Textbook 1, 100% of all sections, and 100 % of the volume in the selected Textbook
    1 is based on pre-calculus mathematics skills; and (2). for Textbook 2, 99.3% of all sections,
    and 99.4 % of the volume is based on pre-calculus mathematics skills; and (3) no prior
    mastery of physics and chemistry concepts or skills is needed for reading and homework
    assignments.
    Table 2A. Statistic on Textbook 1 (Engineering Economic Analysis, 10th Edition, by Donald
    G. Newnan, Jerome P. Lavelle, and Ted G. Eschenbach)
    Pre-Calculus Level Concepts and Skills Found in All Chapters/Sections
    Mathematics
    Physics
    Chemistry
    [four operations], [power],
    [root], [inequality], [log],
    [natural log], [limit], [infinity],
    [chart], [flow chart], [graph],
    [percentage], and [summation]

    N/A

    N/A

    Page Information
    Page
    Number of
    Numbers
    Pages
    1-605
    605

    Calculus Level Mathematics


    Chapters/Sections
    N/A
    N/A
    0
    Chapters with Pre-Calculus Level Mathematics Concepts and Skills ONLY
    Volume = Total Number of Pages Number of Pages with Calculus Skills = 605 - 0 = 605 pages
    Number of Chapters = Total Number of Chapters Number of Chapters with Calculus Skills = 17 0 = 17 chapters

    Concepts and Skills


    N/A

    Statistical Summary
    Total Number of Pages Covered by Text
    (Excluding Index): 605

    Total Numbers of Chapters:


    17

    2
    Percentage of Pre-Calculus Sections
    Number of Pre - Calculus Chapters
    100%
    % Pre -Calculus
    Total Number of Chapters

    Percentage of Sections with Calculus Skills


    Number of Sectionss with Calculus Skills
    % Calculus
    100%
    Total Number of Sections

    0
    100% 0%
    17

    17
    100% 100.0%
    17

    Total Numbers of Chapters with Pre-Calculus Skills Only:


    Total Number of Pages with Pre-Calculus Skills Only:
    21 out of 21
    605 out of 605
    Percentage of Pre-Calculus Volume:

    Number of Pre - Calculus Pages


    605
    100%
    % Pre -Calculus
    100% 100.0%
    Total Number of Pages
    605

    Conclusion on the Textbook:


    (1)
    (2)
    (3)
    (4)
    (5)

    This book is one of the most popular textbooks on the subject and has been used at East Los Angeles College and many other places.
    For all practical purposes, no pre-requisite skills are needed in physics or chemistry.
    The mathematics concepts and skills required for the study of the topics are minimal and they are all at pre-calculus level.
    All topics in this textbook could be high school age-possible.
    Nevertheless, this course does require students to have a higher level cognitive maturity, and the difficult part is to use appropriate
    pedagogy to get abstract ideas into the brain of high school students.

    Table 2B. Statistic on Textbook 2 (Engineering Economy, 13th Edition, by William G.


    Sullivan, Elin M. Wicks, and James T. Luxhoj)
    Pre-Calculus Level Concepts and Skills Found in All Chapters/Sections
    Mathematics
    Physics
    Chemistry
    [four operations], [power],
    [root], [inequality], [log],
    [natural log], [limit], [infinity],
    [chart], [flow chart], [graph],
    [percentage], and [summation]

    N/A

    Page Information
    Page
    Number of
    Numbers
    Pages

    N/A

    Calculus Level Mathematics


    Concepts and Skills
    Chapters/Sections
    [first integral], [first derivative] Section 12.2.The Distribution of Random Variables
    500-503
    4
    Chapters with Pre-Calculus Level Mathematics Concepts and Skills ONLY
    Volume = Total Number of Pages Number of Pages with Calculus Skills = 664 - 4 = 660 pages
    Number of Sections = Total Number of Sections Number of Sections with Calculus Skills = 139 1 = 138 sections

    Statistical Summary
    Total Number of Pages Covered by Text
    (Excluding Index): 664
    Percentage of Pre-Calculus Sections
    Number of Pre - Calculus Chapters
    100%
    % Pre -Calculus
    Total Number of Chapters

    138

    100% 99.3%
    139

    Total Numbers of Chapters and Sections:


    14, 139
    Percentage of Sections with Calculus Skills
    Number of Sections with Calculus Skills
    % Calculus
    100%
    Total Number of Sections

    100
    %

    0
    .
    7
    %

    139

    Total Number of Chapters with Pre-calculus Mathematics


    Total Number of Pages with Pre-Calculus Skills Only:
    Skills: 14 out of 14
    660 out of 664
    Total Number of Sections with both Pre-calculus and Calculus
    Mathematics Skills: 1 out of 139
    Percentage of Pre-Calculus Only Volume:

    Number of Pre - Calculus Pages


    660
    100%
    % Pre -Calculus
    100% 99.4%
    Total
    Number
    of
    Pages
    664

    Conclusion on the Textbook:


    (1)
    (2)
    (3)
    (4)
    (5)
    (6)

    This book has been used at East Los Angeles College and many other places, and is one of the most popular ones on the subject.
    For all practical purposes, no pre-requisite skills are needed in physics or chemistry.
    The mathematics concepts and skills required for the study of the topics are minimal and most of them are at pre-calculus level.
    Only one section covering 4 pages involves 8 formulas using [first integral] and the implied [first derivative] calculus skill, and
    these skills could be treated as a special mathematics topic, or these Sections could be eliminated altogether.
    The overwhelming majority of all topics in this textbook could be high school age-possible.
    Nevertheless, this course does require students to have a higher level cognitive maturity, and the difficult part is to use appropriate
    pedagogy to get abstract ideas into the brain of high school students.

    3
    Conclusions and Recommendations
    This report has presented (1) information about two popular college-level engineering
    economics textbooks selected for the initial determination and selection of high school agepossible topics (Table 1), and (2) the outcome of the research on the inclusion of mathematics,
    physics and chemistry concepts and skills needed for reading and homework assignments
    (Tables 2A and 2B). The following are recommended: (1) Pilot study: High schools could
    conduct pilot pedagogic experiments to determine the actual age-feasibility and ageappropriateness of all engineering economics-related analytic knowledge content identified in
    Tables 2A and 2B, using the selected Textbooks 1 and 2; and K-12 mathematics and science
    teachers could use the same Tables 2A and 2B as references to incorporate engineering
    economics topics into respective curriculum; and (2) Curriculum development: Existing K12 engineering and technology curriculum developers could use the Tables 2A and 2B as
    references for the development of new K-12 engineering instructional materials or for the
    incorporation of engineering economics-related knowledge and skills into their previously
    developed instructional materials.
    About the Author:
    Edward Locke is a product designer, CADD specialist, digital graphic artist, and independent scholar on K12
    STEAM issues. He taught engineering graphics and CADD technology with product design projects to students
    from diverse ethnic backgrounds (Latino, Vietnamese-, African-, Caucasian-Americans, and others) at Santa
    Ana College, California (2000-2007) as an adjunct instructor, practiced product design and graphic design
    (1994-2014), pursued graduate studies at California State University Los Angeles (2004-2007) and then at the
    University of Georgia as a National Center for Engineering and Technology Education Fellow (2007-2009). He
    graduated in 2009 with an Education Specialist degree from the College of Education, Department of
    Workforce Education, Leadership and Social Foundations at The University of Georgia, Athens. He is
    currently working on issues of K12 engineering and technology curriculum, in collaboration with professors of
    the Engineering Department, at East Los Angeles College; and he could be reached at
    [email protected]. Edward Lockes professional works, college-level textbooks and instructional
    materials, as well as research writings and curriculum development documents are featured in his four websites:
    (1) Scholar STEAM K12 Plus (K12 engineering and technology curriculum at
    http://scholarsteamk12plus.weebly.com/), (2) SuniSea Products (consumer product design, engineering graphics
    and CADD technology at http://suniseaproducts.weebly.com/), (3) SuniSea Design (graphic design and visual
    communication at http://suniseadesign.weebly.com/), and (4) SuniSea Creation (traditional and digital arts at
    http://suniseacreation.weebly.com/).

    Acknowledgement:
    This is to acknowledge the assistance and advice provided by Professor Jose Ramirez, Professor Kamyar
    Khashayar, Professor Humberto Gallegos, and Professor Artin Davidian, at the Engineering Department, as
    well as Learning Assistance Center Director Maria Elena Yepes, and Instructional Aide Elizabeth Arroyo, at
    East Los Angeles College, in supporting the agenda to improve K12 STEAM education in the United States on
    the basis of my published Vision Paper.

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