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IEEE Teacher In-Service Training Program

Intercon 2007

4-5 August 2007Piura, Peru

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Program Background and Scope

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What are we trying to accomplish?

Train you (IEEE volunteers in Student Branches) to train pre-university teachers

The teachers will use the experiments in their classes

Thereby bringing engineering and engineering design into the classroom

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What are we trying to accomplish?

Train you (IEEE volunteers in Student Branches) to approach the school system

in order to make the teacher training possible

Make this activity sustainable and long-term

Definition of success: You have trained teachers to use TISP in the

classroom The teachers have adopted TISP in their

regular classes

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The Long-term Goals Develop Student Branch “champions” who will create

collaborations with local pre-university community to promote hands-on experimentation related to engineering

Enhance the level of technological literacy of pre-university educators

Encourage pre-university students to pursue technical careers, including engineering

Increase the general level of technological literacy of pre-university students

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Why Participate in a Teacher In-Service Program?

Increase the level of technologicalliteracy of:

TeachersStudentsThe local school community

Make all of them see the importance, beauty and human side of engineering

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Why Participate in a Teacher In-Service Program?

Improve the image IEEE and the engineering profession

…in the eyes of pre-university educators and students

Promote engineering as a program of study and career choice

Encourage IEEE member participation

Make students who will not become engineers aware of engineering

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Have fun

Why Participate in a Teacher In-Service Program?

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Activities To Date More than 55 presentations

More than 1400 pre-university educators have participated

Science, technology and mathematics educators

These educators represent more than 150,000 students

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Here is what teachers told us:

They would use the concepts presented by TISP in their teaching

Using TISP would enhance the level of technological literacy of their students

[90% agreement]

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What you need to do…

Organize a group of volunteers (3-5) to offer TISP workshops

Prepare a demonstration and a presentation

With the help of your faculty advisor, approach a school or an administrative office responsible for a school

Present and explain the program and offer to conduct a workshop for teachers of mathematics, science and technology

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EAB will financially support student branches attending this training

This support is for the purchase of materials and supplies needed to conduct a TISP session with teachers

This support is for at least one year after this training

How to pay for TISP?

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Re-useable materials and hardware.

Counting the Cost

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Counting the CostExpendables

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Stay in Touch with Us…

IEEE Educational Activities Board

445 Hoes Lane, Piscataway, NJ 08854

d.g.gorham@ieee.org m.kam@ieee.org

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Questions or Comments?

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Build Your Own Robot Arm

Intercon 2007

Moshe Kam and Douglas Gorham, IEEE Educational Activities

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What will we do today?

We will build a robot arm from simple materials

The arm would pick up a plastic cup from a distance of 45cm

Lift the cup to a height of at least 15cm Bring the cup back to rest and release it

If we have time… lift and release a 625ml water bottle

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You cannot get too close…

Cup

Student

Robot Arm

45cm

You cannot get any closer than 45cm to the cup at any time

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Why is this experiment useful to teachers and students?

It teaches technological design

It requires mathematical calculations for design

It relates to the studies of motion and force

It requires communication in writing (design) and orally (explaining the design principles)

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Principles & Standards for School Mathematics

Geometry: Use visualization, spatial reasoning, and geometric

modeling to solve problems Analyze characteristics and properties of two- and three-

dimensional geometric shapes and develop mathematical arguments about geometric relationships

Problem Solving: Recognize and apply geometric ideas in areas outside of

the mathematics classroom Apply and adapt a variety of appropriate strategies

Communication: Communicate mathematical thinking coherently and

clearly to peers, teachers, and others

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Outline and Procedures Divide into teams of two (2)

Review the requirements

Discuss a solution and create a sketch of your design

Build a model of your design with given materials

Test your model

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Redesign after testing

Discuss and agree upon a redesign If needed after testing, or to enhance the previous design

Rebuild your robot arm

Retest your model

Answer reflection questions as a team

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Reflection Questions What was one thing you liked about your design?

What is its main weakness?

Are there algebraic and physical principles that can be applied to this activity?

What is one thing you would change about your design based on your experience?

How would you modify the instructions to create a better experience for the participants?