Engineering Institute Handbook 2018-2019

ENGINEERING INSTITUTE HANDBOOK

www.westislandcollege.ab.ca

7410 Blackfoot Trail SE Calgary, AB

West Island College Calgary

@WICYYC

Tel: 403.255.5300

West Island College Calgary

@WICYYC

ENGINEERING INSTITUTE HANDBOOK Table of Contents Purpose/Promise/Need 4 Premise of Curriculum 5 Program Overview 6 Module A: Engineering Institute Courses

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Module B: Engineering and Leadership Experience

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Module C: Engineering Clubs, Activities, and Seminars

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Module D: Post-Secondary Experiences

at the University of Calgary

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Module E: Project-Based Learning

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Engineering Institute Awards and Scholarships

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Engineering Advisory Panel 19

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Chief Innovation Officer & Head of Strategic Planning and Initiatives: Mr. Scott Bennett scottbennett@mywic.ca Engineering Institute Co-ordinator Mrs. Maddy Mills maddymills@mywic.ca phone: 403.255.5300 ext. 272 fax: 403.252.1434

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Purpose

To provide each and every student the opportunity to engage in an engineering program with the intention of preparing him/her to have success at a post-secondary level.

Promise

To provide a rigorous and relevant academic program to prepare students for an education in the engineering field with opportunities to connect to the engineering world.

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Rigour and relevance near/at the college level

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Standards-infused and accelerated pace

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Project/problem-based learning

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Incorporate technology as problem solving tool

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Teacher as adviser/facilitator/mentor

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Teamwork emphasized

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Connections to local engineering professionals and post-secondary students, professors and administrators

Need Approximately 20 percent of the WIC graduating class express an interest in entering the engineering field in post-secondary institutions. This is a niche that needs to be filled and enriched. This program is designed for those interested in the many fields of engineering including: Petroleum Biomedical Oil and Gas

Chemical and Materials Electrical and Computer Software

Mechanical Energy

Civil and Environmental Geomatics

STEM LipSync Buildathon

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Premise of Curriculum The program is designed to: •

Challenge students with relevant, rigorous, engineering-focused content

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Give students invaluable engineering experiences within the engineering community while in a Junior and Senior High School environment

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Take students to the next level in learning; each student will learn to think critically, to work in teams, and to use his/her academic knowledge and skills to solve complex engineering-related problems in the world of today and tomorrow

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Create a program that is responsive to the needs of the engineering community

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Empower students with real-world experiences; the certificate of completion can also be used as a valuable portfolio piece to include in résumés and post-secondary applications

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Provide students with opportunities for mentoring, internship, networking and job shadowing

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Guide students in the process of interviewing, drafting a résumé, referencing, library research and citation, all of which are essential to university preparation

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Focus students’ studies and define fields of interest

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Facilitate success in achieving acceptance to engineering-related programs of choice

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Broaden students’ horizons and contribute to their enjoyment of exploring new fields of interest

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Engage and intrigue some students who may not have considered this field or, for those set on a path, reaffirm their direction

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Program Overview Students may start participating in the program in Grade 7 and will be required to meet a number of criteria in order to be eligible for the West Island College Engineering Institute Certificate. The current program consists of five modules described below.

Module A: Engineering Institute Courses Module B: Engineering and Leadership Experiences Module C: Engineering Clubs and Activities Module D: Post-Secondary Experiences at the University of Calgary Module E: Project-Based Learning

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Module A: WIC Engineering Institute Courses There are many courses offered to students from Grade 8 to Grade 12. Students will be required to complete any six of the following courses offered in order to be eligible for the Engineering Institute Certificate; one of these courses must be an Advanced Placement (AP) course. The list and descriptions of the required engineering-related courses which are provided at the College are listed below: Grade 8 Coding/Robotics Grade 9 Engineering Simple Models Mathematics 30 Physics 30 Mathematics 31

Physics 35 AP

Mathematics 35 AP

Chemistry 30

Biology 30 Chemistry 35 AP Biology 35 AP

Computer Science 101

Chemistry 30 (5 Credits) Chemistry 30 consists of four units of study: thermochemical changes, electrochemical changes, chemical changes of organic compounds, and chemical equilibrium focusing on acid-based systems.

AP Chemistry 35 (3 Credits) Chemistry 35 AP expands the scientific and related technological knowledge and skills acquired in Chemistry 20 and 30 that will enable students to further understand and interpret their world. It also provides an important introduction to a range of fundamental topics such as atomic theory and atomic structure, chemical bonding, nuclear chemistry, gases, liquids and solids, solutions, reaction types, stoichiometry, equilibrium, kinetics, and thermodynamics. By completing the Chemistry 35 AP course, students experience an enrichment of material supporting their studies at a first-year university level.

Biology 30 (5 Credits) Biology 30 consists of four units of study: nervous and endocrine systems, reproduction and development, cell division, genetics and molecular biology, and population and community dynamics.

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AP Biology 35 (3 Credits) Biology 35 AP expands the scientific and related technological knowledge and skills acquired in Biology 20 and 30 that will enable students to further understand and interpret their world. It also provides an important introduction to a range of fundamental topics such as Biology 20/30 review, phylogeny and classification of organisms, genetics, and plant physiology. By completing the Biology 35 AP course, students experience an enrichment of material supporting their studies at a first-year university level.

Physics 30 (5 Credits) Physics 30 consists of four units of study: momentum and impulse, forces and fields, electromagnetic radiation, and atomic physics.

AP Physics 35 (5 Credits) Physics 35 AP expands the scientific and related technological knowledge and skills acquired in Physics 30 that will enable students to further understand and interpret their world. It also provides an important introduction to a range of fundamental concepts not included in the Physics 30 course, such as thermodynamics, electrical circuit theory, and fluid dynamics. By completing the Physics 35 AP course, students experience an enrichment of material supporting their studies at a first-year university level.

Grade 9 Engineering Simple Models This course begins with Grade 9 students consolidating their knowledge and understanding of simple machines by investigation using hands-on activities.

Students are then further introduced to the Engineering Design Process through project-based learning experiences while working in teams as they develop solutions to real-world challenges.

University of Calgary SET Challenge Day

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Coding/Robotics 8 Students will be introduced to computer hardware followed by other basics such as buying and building a computer. Other applications that will be explored include Photoshop and TinkerCAD with three sub-topics: media (iMovie/Garage Band), coding (HTML/Javascript) and physical computing (Arduino).

Mathematics 30-1 (5 Credits) This course sequence is designed to provide students with the mathematical understandings and critical-thinking skills identified for entry into post-secondary programs that require the study of calculus. Topics include algebra and number, measurement, relations and functions, trigonometry and permutations, combinations, and binomial theorem.

Mathematics 31 - Calculus (5 Credits) Mathematics 31 emphasizes the theoretical and practical development of topics in the algebra of functions, trigonometry, differential calculus, and integral calculus up to a standard acceptable for entry into all first-year programs in mathematics, science, engineering, and business. The course is designed to bridge the gap between the Mathematics 10-20-30 course sequence and the calculus course sequences offered by post-secondary institutions. The focus of the course is to examine functions that describe changing situations as opposed to the more static situations encountered in previous mathematics courses.

AP Mathematics 35 (3 Credits) AP Mathematics 35 is primarily focused on the development of a student’s understanding of the concepts in calculus and providing experience with its methods and applications. The first unit addresses the concepts of functions, graphs, and limits. Unit two explores the characteristics and applications of derivatives. Unit three looks at the properties and applications of integrals while also exploring the fundamental theorem of calculus along with the techniques of anti-differentiation.

Computer Science 101 (5 Credits) Students will work toward completing 5 Career and Technology Studies (CTS) Alberta Education credits pertaining to the fields of computer programming/ coding and robotics. With the goal of completing a semester-long project focussed on the Human Centered Design Projects. The 5 CTS modules are: •

Computer Science1010: Computer Science 1

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Computer Science 1110: Structured Programming 1

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Computer Science 1120: Structured Programming 2

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Computer Science 1240: Robotics Programming 1

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Enterprise and Innovation 1010: Challenge Opportunity

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Module B: Engineering and Leadership Experience Michael Fullan identifies a number of global competencies for students in Deep Learning: Engage the World Change the World. The focus on the 6 C’s – character, citizenship, collaboration, communication, creativity, and critical thinking is a movement away from set knowledge to the skills of entrepreneurship, creativity, and problem-solving, suggesting a new set of competencies is necessary to thrive in this accelerating world (Fullan, 2017, p.

16-17). Deep learning work has students tackling problems relevant to their life circumstances, immunizes and protects against social and emotional difficulties thus building positive mental health and resilience (Fullan, 2017, p. 22). Engaging students in authentic tasks that engage them deeply while providing meaningful ways to learn critical numeracy and literacy skills (Fullan, 2017, p. 24).

There are a number of ways for students to gain engineering experience at West Island College. Students will commit to the experiences where they are involved in preparation, planning, implementation, and/or reflection. These opportunities are highly personal and students are expected to thoughtfully reflect on where and how they will participate.

In order to achieve the Engineering Institute Certificate, students must complete any three of the following criteria provided in the two sections below; one of which must be a leadership experience.

Section 1: Interaction with Engineering Community Students will benefit from these engineering opportunities by gaining: •

Hands-on project-based experiences

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Career exploration and interaction with professionals

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Better understanding of the difference between theory and practice of engineering-related occupations

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Engineering insight from guest presenters

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Observational internship — students see first hand how people in the engineering community interact

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Networking — students connect with people in the community with similar interests

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Mentorship — students are mentored by a member of the engineering community

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Telus Spark Science Centre Telus Spark Science Centre offers a number of different workshops that enrich students’ learning such as: Marble Machines

Spectacular Reaction

Hydraulic Challenge

Pipeline Challenge

Electricity Blocks

Extreme Temperature

Action, Reaction, Contraption

Beakerhead All students have the opportunity to attend Beakerhead. This event brings together art and engineering from across the city, province, country, and world to build, compete, and exhibit interactive works of art and engineered entertainment during a week-long smash up of art, science and engineering each fall.

Grade 7 Annual Engineering Challenge This challenge is a project completed by all Grade 7 students in which small groups of students are tasked with completing an engineering activity. The successful groups are able to complete the task by following the simple rules and using basic resources. Some past tasks have included rolling a golf ball as slow as possible down an incline, building the strongest toothpick bridge, building a mousetrap powered cart that travels the farthest, and building a device that maintains the integrity of two eggs which fall from a three-metre height.

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Section 2: Participation in Leadership Opportunities Students may choose to engage in a number of various leadership camps or activities. Five formal leadership programs meet the requirement for the Engineering Institute Certificate.

In addition, student participation in WIC leadership roles such as WICAA, Student Council and the Prefect Board may also be recognized for their leadership experience. Other leadership experiences gained outside of the College may be recognized here, although these would be at the discretion of the Chief Innovation Officer & Head of Strategic Planning and Initiatives and the Engineering Institute Co-ordinator.

Sailing Education Adventures (S.E.A.) Students may participate in this five-day leadership program in Victoria, where they will gain the understanding of working as a team while learning to operate a sailing vessel.

Duke of Edinburgh Award This award was founded by Prince Philip in 1956; it operates in over 100 countries and boasts more than four million young participants. Students may participate in activities based on four program areas: community service, personal skill development, physical recreation, and adventurous journey. A minimum requirement is the Bronze Award.

CAIS Junior & Senior Student Leadership Conference Students may have the opportunity to attend the CAIS Student Leadership Conference. The Conference is designed for students by students. Each spring, approximately 130 Canadian independent school student leaders come together to develop their leadership skills, complete a service project, and liaise with like-minded leaders from Canada’s top schools.

Shad Valley (Grades 10-12) It is an intense STEM-based program that focuses on academic learning through lectures, workshops, labs and group projects. SHAD is not like high school. The SHAD learning environment is very different: living in residence at one of our host university campuses away from home, students will be challenged to embrace and expand their understanding of science and its applications in real situations.

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SHAD challenges students to “think outside the box” and beyond what they have learned to-date at school. Developing engineering prototypes, applying scientific principles, coupled with understanding business when it comes to developing an idea from its inception, to its creation, to realization is a key part of the program.

Swiss Summer School Grade 10 or 11 students may participate in WIC’s four-week academic/leadership program in Gstaad, Switzerland. Students will complete their Math 20-1, English 20-1, or English 30-1 course of studies and will also be exposed to a variety of leadership experiences, outdoor activities, site visits, and cultural interactions.

Module C: Engineering Clubs and Activities Students can participate in a variety of relevant clubs and activities offered at the College. In order to receive the Engineering Institute Certificate, students must receive credit for any three of the following engineering opportunities that are offered throughout the course of their time at WIC.

In-class Engineering Challenges (Grade 8) Working in teams, students compete against each other by experiencing a variety of engineering challenges throughout the term.

Engineering Club (Grades 7 to 12) A range of workshops will be presented for students to enjoy throughout the year. Students will be able to focus on a number of skills that will support them

Grade 9 girls STEM

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on a pathway towards an engineering degree at the same time as providing useful experiences that will help them with individual projects. Topics may include Electric Circuits, Electronics, 3D Printing, and Computer Programming to name a few. Students may also continue work on their own select projects.

University Prep Math – Extensions to the Alberta Curriculum (Grade 12) Students may attend lectures to help bridge the gap between high school math and the courses at some post-secondary institutions. Topics covered during these sessions will include linear algebra, reasoning, proofs, complex numbers, and extensions to calculus. These sessions are designed to expose students to concepts they will be using at university in business, engineering, or sciencebased disciplines.

FIRST Lego League Robotics Club (Grades 7 to 9) FIRST® LEGO® League introduces young students to the fun and excitement of science and technology whilst working as a team to program an autonomous robot to score points on a thematic playing surface and create innovative solutions to a problem; all while being guided by the FLL Core Values.

During the first semester, junior students with prior FLL programming experience are invited to form a team to tackle the annual challenge. This team will then attend an official FLL tournament to compete against other teams.

During the second semester, junior students new to FLL Robotics will have the opportunity to learn how to program an EV3 robot module and complete a number of tasks in preparation for the following year’s FLL challenge.

University of Calgary Women in Engineering Day

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MATLAB Club (Grades 11 to 12) MATLAB stands for MATrix LABoratory. Students will work with the software which is built up around vectors and matrices. This makes the software particularly useful for linear algebra but MATLAB is also a great tool for solving algebraic and differential equations and for numerical integration. This will be a challenging program geared for seniors only.

DISCOVER! (Grades 7 to 9) This junior club is led by senior students and enables Grades 7-9 students to have fun finding out more about STEM (Science, Technology, Engineering, and Math) in their everyday lives. Students get involved in a variety of activities and can also bring along project ideas to develop. The focus of the club is for students to enjoy a hands-on approach to discovering more things about the world around them.

STEM Club (Grades 7 to 9) Students may participate in a variety of after school and weekend boot camps put on by STEM Learning Labs which include Web Development (HTML/CSS), Art & Tech Mash-Up, and Python Coding Level I & II.

Excel 101 (Grades 9 to 12) Students will have the opportunity to gain more hands-on exposure to this MS Excel spreadsheet program. The College will offer two different level workshops.

Level 1 will introduce students to entering and manipulating data, introduce formulas and cell formatting. Students will learn a number of functions: minimum, maximum, average, and concatenate. Level 2 will introduce students to more specific functions as well as sorting and filtering. Other topics will include creating and embedding charts along with graphs.

Module D: Post-Secondary Experiences at the University of Calgary Students will understand how professors and university students operate in a post-secondary engineering program. They will learn the requirements necessary to gain entrance to those programs and will have the opportunity to gain a variety of post-secondary experiences. Students will be required to complete any two of the following experiences.

Please note: the University 101 seminar is required by all students.

University 101 (Grade 12) – Mandatory session Students will have the opportunity to attend a number of different workshops that deal with topics such as references/citations, life and balance, résumés and interviews, networking with alumni, post-secondary planning, as well as budgeting and financial literacy.

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Women in Engineering Day – Schulich School of Engineering (Grades 10 to 11) An interactive and fun annual event designed to introduce Grade 10 and 11 girls to career opportunities in engineering, as well as convey the social value and relevance of engineering disciplines. Components include information on engineering and its diverse fields, an interactive and fun design competition, department demonstrations, an engineering student life presentation, and a lively and informative panel discussion led by successful female engineers from industry.

Science, Engineering and Technology (SET) Challenge (Grades 10 to 12) An annual event spearheaded by the Let’s Talk Science Outreach Program, the Science, Engineering and Technology Challenge pits teams of students against one another in friendly competition and, in the process, offers students countless opportunities to network, collaborate, and investigate – and win great prizes and support for their school science departments in the process.

WIC Engineering Case Challenge

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Schulich Engineering Outreach Lab (Grades 10 to 12) Engineering faculty and students will connect with the College to provide an introductory presentation on their faculty; they will also offer a variety of team projects for students to work on. Possible projects may include construction activities, reservoir exploration and robot demonstrations.

Module E: Project-Based Learning Project-based learning is designed for senior high students who are interested in gaining experience in working on team engineering projects. Students will form teams, commit to a project, and make a formal presentation to a panel of judges upon completion of their project. Students will work with a teacher adviser and professional engineer to assist and guide them during the program. In order to receive the Engineering Institute Certificate, students must get credit for one of the three following engineering projects.

Senior Engineering Project (Grades 10 to 12) A select group of senior high students may work on a team project. Students will brainstorm a product, check the intellectual property background, and work on the design and materials using a 3D printer. They will be asked to factor in the costs, parts, and production that go into making their product. Suggested products may include designing reusable coffee pods, a gardening hand tool utilizing ergonomic design, a cell phone case, or an iPhone non-powered speaker.

The final stage will address how the team will market and package their product.

A four-month project, this will require a full commitment on the part of the selected students.

WIC Engineering Case Challenge

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WIC Senior Engineering Challenge (Grades 10 to 12) Senior students are invited to take part in an all-day case competition incorporating an engineering challenge with a business aspect to the project. The day culminates with teams of students presenting their solution and conclusion to a professional panel who assess students using a detailed rubric. Through this exercise, students receive useful feedback while participating in a fun activity.

STEM LipSync Buildathon (Grades 10 to 12) Students create technology to improve their community in remarkable ways.

Students will create LipSyncs which are mouth-controlled devices that allow quadriplegics and people with limited or no hand movement to use touchscreen devices like smartphones and tablets. LipSyncs are created by Makers Making Change, a nonprofit that designs assistive technologies that help people with disabilities overcome daily challenges.

Engineering Institute Awards and Scholarships The Payne Family Shield The Payne Family Shield is awarded annually to the graduating student who has the highest combined mark in Mathematics 30, Mathematics 31, and Mathematics 35 AP.

The Andrea Bailey Memorial Shield In memory of Andrea Bailey (class of ’93), the College awards an annual book scholarship to a female student who will pursue post-secondary studies in Science or Engineering.

Payne Family Shield Presentation 2018

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Engineering Institute Advisory Panel We would like to express our appreciation to the members of the WIC Engineering Advisory Panel for their time, energy, guidance and support:

Mr. Firas Ali

Mr. Dave Rushford

Alliance Manager of Projects and

Senior VP and COO, Quicksilver

Execution, Fluor

Resources Canada Inc.

Mr. Dwight Barton

Mr. Ranny Shibley (WIC alumnus)

Advisor, Encana Corporation

President and CEO at RJS Capital Inc.

Mr. Scott Bennett

Dr. Claire Sumner

Chief Innovation Officer & Head of

Science Teacher and Learning Leader,

Strategic Planning and Initiatives,

West Island College

West Island College

Ms. Milana Trifkovic

Ms. Chantal Gionet

Assistant Professor, Chemical and

CEO and Head of School,

Petroleum Engineering

West Island College

Mr. Luke Heck (WIC alumnus)

Mr. True Wilson (WIC alumnus) EIT, Imperial Oil

Analyst, Deloitte

Ms. Alana Kitchen Chemical Engineering, Queens University

Mrs. Maddy Mills Engineering Institute Co-ordinator, West Island College

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Be Bold.

Be Brave.

Be Ready.

OWN YOUR FUTURE