IEEE Teacher In-Service Training Program Region 9 17-18 August 2007 Rio de Janeiro, Brasil.
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Transcript of IEEE Teacher In-Service Training Program Region 9 17-18 August 2007 Rio de Janeiro, Brasil.
IEEE Teacher In-Service Training Program
Region 9
17-18 August 2007Rio de Janeiro, Brasil
Program Background and Scope
What are we trying to accomplish?
Train IEEE volunteers to train pre-university teachers
The teachers will use the lesson plans in their classes
Thereby bringing engineering and engineering design into the classroom
What are we trying to accomplish?
Train IEEE volunteers to approach schools and school systems
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
The Long-term Goals Develop Section and 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
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
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
Have fun
Why Participate in a Teacher In-Service Program?
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
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]
What you need to do…
Organize a group of volunteers (3-5) to offer TISP workshops
Prepare a demonstration and a presentation
Approach a school or school system personnel responsible for schools
Present and explain the program and offer to conduct a workshop for teachers of mathematics, science and technology
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?
Re-useable materials and hardware.
Counting the Cost
Counting the CostExpendables
Stay in Touch with Us…
IEEE Educational Activities Board
445 Hoes Lane, Piscataway, NJ 08854
Questions or Comments?
Rotational Equilibrium: A Question of Balance
Teacher In Service Program (TISP)
Rio de Janeiro, Brasil; Piura, Peru and Cape Town, South Africa
Nico Beute, South Africa SectionAugust 2007
What are we going to do today?
Simulate a TISP activity Provide an opportunity for Section
Champions in Region 9 to experience first hand what we are trying to do with teachers
Motivate Section champions to conduct TISP sessions with educators throughout the pre-university educational system
Learn from educators what is required
Lesson content
We will build a Mobile to meet specifications Including basic calculations of design
parameters In teams of 2
We will develop specifications for a second Mobile and then build it
Lesson Plan Document
Overall summary Alignment to education standards Teacher resources
Materials required Theory Concepts and definitions Answer key
Student resources Student worksheet
How does this lesson align with Educational Standards in South Africa ?
Alignment to National Curriculum Statements
Critical Outcomes As a result of the activities, all learners should develop and
demonstrate the ability to; identify and solve problems and make decisions using critical and
creative thinking; work effectively with others as members of a team, group,
organisation and community; organise and manage themselves and their activities responsibly
and effectively; collect, analyse, organise and critically evaluate information; communicate effectively using visual, symbolic and/or language
skills in various modes; use science and technology effectively and critically showing
responsibility towards the environment and the health of others; and
demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation.
Learning Outcomes of Mathematics: Grade 10
As a result of the activities, all learners should develop and demonstrate the ability to;
Generate as many graphs as necessary, initially by means of point-by-point plotting, supported by available technology, to make test conjectures and hence to generalise the effects of the parameters a and g on the graphs of the functions.(10.2.2)
Investigate, generalise and apply the effect of the following transformations of the point (x; y):
A translation of p units horizontally and q units vertically; A reflection in the x-axis, the y-axis or the line y = x. (10.3.4)
Demonstrate an appreciation of the contribution to the history of the development and use of geometry and trigonometry by various cultures through a project. (10.3.7)
Learning Outcomes of Physical Science: Grade 10
As a result of the activities, all learners should develop and demonstrate the ability to;
plan and conduct a scientific investigation to collect data systematically with regard to accuracy, reliability and the need to control one variable. (10.1.1)
seek patterns and trends in information collection and link it to existing scientific knowledge to help draw conclusions. (10.1.2)
Communicate information and conclusions with clarity and precision (10.1.4)
Apply scientific knowledge in familiar, simple contexts. (10.2.2)
Learning Outcomes of Mechanical Technology: Grade 10
As a result of the activities, all learners should develop and demonstrate the ability to;
present assignments by means of a variety of communication media. (10.2.5)
describe the functions of appropriate basic tools and equipment (10.3.2)
explain the use of semi-permanent joining applications (10.3.5)
distinguish between different types of forces found in engineering components by graphically determining the nature of these forces (10.3.6)
Learning Outcomes of Civil Technology Grade 10
As a result of the activities, all learners should develop and demonstrate the ability to;
present assignments by means of a variety of communication media. (10.2.5)
describe the properties and the use of materials in the built environment. (10.3.2)
describe functions, use and care of basic tools and equipment. (10.3.3)
demonstrate an understanding of applicable terminology. (10.3.5) distinguish between different types of forces found in load bearing
structures. (10.3.6) list different manufacturing process or construction methods. (10.3.7) identify quantities of materials for small projects. (10.3.9) explain the use of different joining applications. (methods) (10.3.10)
Today’s activity:Build a Mobile
Focus and Objectives
Focus: demonstrate the concept of rotational equilibrium
Objectives Learn about rotational equilibrium Solve simple systems of algebraic equations
Apply graphing techniques to solve systems of algebraic equations
Learn to make predictions and draw conclusions Learn about teamwork and working in groups
Anticipated Learner Outcomes
As a result of this activity, students should develop an understanding of
Rotational equilibrium Systems of algebraic equations Solution techniques of algebraic equations Making and testing predictions Teamwork
Concepts the teacher needs to introduce
Mass and Force Linear and angular acceleration Center of Mass Center of Gravity Torque Equilibrium Momentum and angular momentum Vectors Free body diagrams Algebraic equations
Theory required
Newton’s first and second laws
Conditions for equilibrium F = 0 (Force Balance) Translational = 0 (Torque Balance) Rotational
Conditions for rotational equilibrium Linear and angular accelerations are zero
Torque due to the weight of an object
Techniques for solving algebraic equations Substitution, graphic techniques, Cramer’s Rule
Mobile
A Mobile is a type of kinetic sculpture
Constructed to take advantage of the principle of equilibrium
Consists of a number of rods, from which
weighted objects or further rods hang The objects hanging from the rods balance each other,
so that the rods remain more or less horizontal Each rod hangs from only one string, which gives it
freedom to rotate about the string
http://en.wikipedia.org/wiki/Mobile_(sculpture) 3 August 2006
Historical Origins
Name was coined by Marcel Duchamp in 1931 to describe works by Alexander Calder
Duchamp French-American artist, 1887-1968 Associated with Surrealism and Dada
Alexander Calder American artist, 1898-1976 “Inventor of the Mobile”
Lobster Tail and Fish
Trap, 1939, mobile
Hanging Apricot,1951, standing mobile
Standing Mobile, 1937
Mobile, 1941
Alexander Calder on building a mobile
"I used to begin with fairly complete drawings, but now I start by cutting out a lot of shapes.... Some I keep because they're pleasing or dynamic. Some are bits I just happen to find.
Then I arrange them, like papier collé, on a table, and "paint" them -- that is, arrange them, with wires between the pieces if it's to be a mobile, for the overall pattern.
Finally I cut some more of them with my shears, calculating for balance this time."
Calder's Universe, 1976.
Our Mobiles
Version 1 A three-level Mobile with four weights Tight specifications
Version 2 An individual design under general
constraints
Version 1
A three-level four-weight design
Level 1
Level 2
Level 3
Materials
Rods made of balsa wood sticks, @30cm long (dowel rods, skewers can also work)
Strings made of sewing thread or fishing string Coins or washers 240 weight paper
Adhesive tape
Paper and pens/pencils
Tools and Accessories
Scissors
Hole Punchers
Pens
Wine/water glasses
Binder clips
30cm Ruler
Band Saw (optional)
Marking pen
Calculator (optional)
Instructions and basic constraints
Weights are made of two standard washers taped to a circular piece of cardboard
One washer on each side If you wish to do it with only one washer it will be
slightly harder to do
Each weight is tied to a string The string is connected to a rod 5mm from the edge
5 mm
Level 1
Level 2
Level 3
5 mm
Rods of level 3 and 2 are tied to rods of level 2 and 1 respectively, at a distance of 5mm from the edge of the lower level rod
Designing the Mobile
Level 3 W x1 = W y1
x1 + y1 = 290
Level 2 2W x2 = W y2
x2 + y2 = 290
Write and solve the equations for xi And yi (i=1,2,3)
290 mm
Level 1
3W x3 = W y3
x3 + y3 = 290
Solve Equations for Level 1
3 W x3 = W y3 (1)
x3 + y3 = 290 (2)
From (1): y3 = 3x3 (3)
Substitute (3) in (2): 4x3 = 290 or x3 = 72.5mm (4)
From (2) y3 = 290 – x3 or y3 = 217.5mm (5)
By substitution
Level 1 (Experimental vs Calculated)
Calculated:4W x3 = 2W y3
W=2.05 gram2 X3 = Y3
X3 + Y3 = 3053X3 = 305X = 102Y = 203
Experimental:X = 110Y = 195
F=4W+2W = 6W
4W2W
Level 1 (Including bar weight)
Bar weighs 2.75 gWasher: 2.05 g
X + Y = 305
4*2.05 X + 2.75/305*X * X/2 = 2*2.05 Y + 2.75/305*Y * Y/2
8.2X+0.0045X2
= 4.1(305-X)+0.0045*(305-X)2 = 1250.5-4.2X+418.6-2.745X+ 0.0045X2
(8.2+4.2+2.745)X = 1250.5+418.6
X=110Y=195
Same as Experimental value
F=2W+W = 3W
Y*bX*b
2W 4W 2W
aa
Hints
Sewing thread is much easier to work with than fishing line
Use at least 40cm strings to connect levels
If you are very close to balance, use adhesive tape to add small amount of weight to one of the sides
Solve Equations for Level 1
3
0 1
290 1 29072.5
3 1 4
1 1
x
3 W x3 = W y3 (1)
x3 + y3 = 290 (2)
From (1): y3 = 3x3 or 3x3-y3=0 (3)
From (1) and (2) using Cramer’s rule
Using Cramer’s Rule
3
3 0
1 290 870217.5
3 1 4
1 1
y
Solve Equations for Level 1
Generate points for:
Y3 = 3X3
Y3 = 290 - X3
Using Graphics
Numerical values for graph
0 0 29050 150 240
100 300 190150 450 140200 600 90
x3 y3 y3
Graphic Solution
0
200
400
600
800
0 50 100 150 200
x
y
y=3x
y=290-x
The intersection is at x=72.5mm y=217.5mm
x and y in mm
Graphic solution from handout
Activity 1: Build Version-1 Mobile
Record actual results
Compare expected values to actual values
Explain deviations from expected values
Version 2
Design a more complicated mobile More levels (say 5) Three weights on lowest rod, at least two on each one of
the other rods Different weights
First, provide a detailed design and diagram with all quantities
Show all calculations, specify all weights, lengths, etc.
Then, build, analyze and provide a short report
Report
Description of the design, its objectives and main attributes
A free body diagram of the design All forces and lengths should be marked Key calculations should be shown and explained
A description of the final product Where and in what areas did it deviate from the design
Any additional insights, comments, and suggestions
Questions for Participants What was the best attribute of your design?
What is one thing you would change about your design based on your experience?
What approximations did we make in calculating positions for strings? How did they affect our results?
How would the matching of design to reality change if we… Used heavier weights Used heavier strings Used strings of different lengths connected to the weights Used heavier rods
To educators: How does this lesson plan relate to what
you teach Can you implement this lesson plan in your
classroom?
Questions, comments, reflections
How to Begin a TISP activity?
Two pronged approach:
Build relationships with schools and school districts
Teachers, headmasters, principals, superintendents
Build interest in the membership
The IEEE Volunteer and TISP
IEEE Members are very generous with their time
IEEE Members are very willing to share their experiences
Educational Outreach events get enthusiastic volunteer support
Two types of TISP volunteers
TISP Champions - take responsibility to establish and maintain a TISP program in “their” school system
TISP Trainers - energetic supporters of the initiative, willing to interact with teachers and serve as “coaches” during TISP presentations
You need BOTH
Teacher In-Service ProgramThe South African Experience
August 2007
Nico Beute
National Development needs
Shortage of engineers in South Africa as in many developing countries
Engineers are needed to provide the infrastructure needed for development
Need for career guidance Enlarge pool of school leavers equipped to
study engineering High drop out rate of engineering students Many other careers need maths, science and
technology Improve problem solving skills of learners
The Immediate Objectives
Train IEEE volunteers to train pre-university teachers, so that the teachers can be more effective in bringing engineering and engineering design into the classroom.
Train IEEE volunteers to approach the school system in order to make the teacher training possible.
Make this activity sustainable and long-term.
TISP in South Africa
Training workshop held on 4-5 August 2006
Approximately 90 participants 60 engineers 30 from education departments
Excellent participation of Education Departments both during planning stage and follow up workshops
About 400 teachers were involved in the programme during 2006
We tried to meet the needs of South African Education Departments
We listen to what educators say We try to understand educational principles We co-operate with educators, and do not try
to tell them what to do Practical examples help the school child to
understand difficult concepts Show them what an engineer does
What we have achieved and what we want to achieve in South Africa
Workshop on 4 and 5 August was attended by 60 keen engineers and 30 officials from the National Department and most provincial Education departments
After the workshop we sent questionnaires to participants asking if they are still committed
Engineers in South Africa are ready and keen to help our teachers. This is proved by the feedback after the workshop
We now have regular planning meetings for follow up workshops for teachers
The educational challenge in the technological field in SA is enormous - but we are ready to face it
Purpose of TISP Workshops
For Educators and Engineers to join forces to:
Present Selected Lesson Plans Evaluate Lesson Plans Suggest improvements Plan Training Sessions Identify Presenters for Training Sessions
Presenters for Teacher Training In-Service Programmes for 2007 IEEE / SAIEE / SAIMechE / DoE
Venue Lesson Plan Presenters Sponsor
TISP Workshop
Cape Town5&6 Aug 2007
1. CAD2. Give me a Brake3. Give Binary a Try4. The Dumpy Level5. Bridge Building
1. Jaco Myburg and Willem Goodchild2. Hugh Jeffery and Benny Trollip3. Vaughn Stone and Jan Randewijk4. Andre Fourie5. Johan van Staden
Tri-CAD EducationSAIMechESAIEE & WCEDGauteng EducationGauteng Education
Subject advisor training
Gauteng3 - 7 Sept 2007
1. CAD2. Give me a Brake3. Give Binary a Try4. The Dumpy Level5. Bridge Building
1. Jaco Myburg2. Jan Mostert and3. Rina Mostert and Suliman Loonat4. Andre Fourie5. Johan van Staden
Subject advisor training
Cape Town10 – 14 Sept 2007
1. CAD2. Give me a Brake3. Give Binary a Try4. The Dumpy Level5. Bridge Building
1. Jaco Myburg2. Hugh Jeffery and3. Vaughn Stone and Jan
Randewijk4. Andre Fourie5. Johan van Staden
Teacher Training
Gauteng24 – 29 Sept 2007
1. CAD2. Give me a Brake3. Give Binary a Try4. The Dumpy Level5. Bridge Building
1. Jaco Myburg2. Jan Mostert and3. Mdu Ngema and Suliman Loonat4. Andre Fourie5. Johan van Staden
Teacher Training
KwaZulu Natal24 – 29 Sept 2007
1. CAD2. Give me a Brake3. Give Binary a Try4. The Dumpy Level5. Bridge Building
1. Jaco Myburg2. David Kyereahene-Mensah and3. Vaughn Stone and4. Johan Fourie5. Johan van Staden
What leads to success?
Involve Education Departments It needs a driver –
an engineer and someone in education on national scale, on regional scale
Be a catalyst - involve others eg SAIEEE, SAIME, ECSA, Companies &
University Get volunteers who believe in it Target volunteers Get funding – travel & material
IEEE,SAIEE, SAIME, Companies, Universities Get an active planning team
Remember
We do it for our youth
The future of our country
We have Many New Lesson Plans
Give Binary A Try Computer arithmetic and ALU design
Hand Biometrics Technology Biometrics
Sail Away Watercraft design
Simple Kitchen Machines Simple Machines
Dispenser Designs Design: user satisfaction, costs, materials
Engineering Ups and Downs Elevators
Build a Big Wheel Ferris Wheels
If you cannot find what you want consider creating it!
Plan Times and Places Special Events
Teacher conferences Meetings of teacher organizations
Places College Campuses Teacher conference venues
If you need funds for a special event you can almost always get it if you ask well ahead of time
Follow-up Activities/Metrics
Count the number of educators who participated in your teacher in-service program
Be sure that teachers complete the 12 item questionnaire
EAD will tabulate the results
Follow-up with teachers to determine the level of implementation of the concepts and activities
Consider a sign in sheet to include an email address
Consider sending a follow-up postcard/e-mail to attendees
Questions or Comments