Importance of Engineering Education
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Transcript of Importance of Engineering Education
Teachers Institute IIYour Facilitators:
Beth Eschenbach, Ph.D.*Jim Zoellick +
Erin Cearley*#
Lonny Grafman*Andrea Allen*+
Steven Medina*
Environmental Resources Engineering*Schatz Energy Research Center+
Redwood Sciences Project#
Assessment: Brandie Wilson, M.A.
Outline for the Week
Monday • What is Design?• Buoyancy and
Heat Transfer – Penny Boats & Save the Penguins
Tues. & Wednesday
• Chemistry, Design and Hydrogen Fuel Cells
Thursday & Friday• Physics - Bridge
Design
Thursday Afternoon & Dinner (4-7)
• Work with local engineers to incorporate engineering into your own lesson plans
Outline for the Day
• Check In• Pre – Assessment• Why are we
here?• Introductions &
Expectations• Buoyancy Design
Problem• Break• What is Design• Thurs.
Assignment
• Lunch• Heat-Transfer:
Save the Penguins • Teamwork
Discussion• How to use
curriculum in your class?
• Post-Assessment• Minute Paper
The Shrinking Pie
•Only 4% of 9th graders graduate in S&E
•Up to 60% lost in college
•32% CCC transfers
from Susan Hackwood, Board member of California Council on Science and Technology
Source: Department of Finance.
California’s racial diversification 2006-2020 projection
Other9.2%
Asian12.1%
White42.8%
Hispanic35.9%
Other8.7%
Asian12.5%
White37.4%
Hispanic41.4%
2006 2020
from Susan Hackwood, Board member of California Council on Science and Technology
Failure to achieve in education will have economic consequences
Projected Change in Personal Income per Capita by State, 2000-2020Source: National Center for Higher Education Management Systems (2005)
from Susan Hackwood, Board member of California Council on Science and Technology
The future of engineering depends on preparedness and interest of school
children. We all must play a greater role in developing the future engineering
student.• We need more better
prepared K-12 STEM teachers.
• National effort to “market and brand” engineering so students, teachers and parents will know what
engineering is.
Rather than focus on skills in math and science, we need to convey the
excitement and impact of engineering.
Engineers Are Creative Problem Solvers!Engineers Shape The Future!Engineering Is Essential To Our Health, Happiness and Safety!
Engineers Make A World Of Difference!
Summer 2007 - CSU Deans of Engineering request funding for CSU
Engineering Academies to recruit (and retain) a larger and more
diverse pool of engineering students.
Dec. 2007 - Proposal to Bring 20,000 New Engineers to California’s Workforce by 2014
Source: http://gov.ca.gov/about/arnold
Project Goal
to facilitate the presentation of more
engineering concepts in our region’s K-12
classrooms
in order to expand and diversify
the pool of incoming students
who are well prepared and eager
to enter as engineering majors.Source: http://www.calstate.edu/college/map.shtml
The Design Your Future: North Coast Engineering Academies has three
components:
1.Teacher Professional Development
2. Co-Curricular offering of ENGR 215 Introduction to Design
3. Community Building: Teachers, Students, & Engineers.
3. Community Building: Teachers, Students, Parents & Engineers.
Thank you to Principal Jennifer Lane, Teacher Forrest Stamper and the Hoopa Valley High School ENGR 215 class for trying our pilot
course.
Name Game
• First person to learn everyone’s name in the room will get a $20 certificate to the HSU bookstore.
DYF Teacher Institute Introductions & Expectations
Please state your name,
what you are teaching this fall, and
what you are hoping to get our of our
institute this week.
Adapted from Massachusetts Science and Technology/Engineering Curriculum Framework, October 2006, page 81. by Richards, Schnittka & Donohue, ASEE 2009
Mathand
Science Engineering
Technology
Seek to understand the natural world
Design products and processes to meet needs and solve problems
Systems of products and processes
built from engineering designs
Relationship between STEM Disciplines
Massachusetts Science and Technology/Engineering Curriculum Framework, October 2006, page 84. Adapted by Richards, Schnittka & Donohue, ASEE 2009
1. Identify the need or
problem
6. Test and evaluate
7. Communicate the solutions
4. Select the best possible
solution(s)
5. Construct a prototype
2. Research the need or
problem
8. Redesign
3. Develop possible solutions
The engineering design process provides a framework for inquiry
based learning
Introduction to ETK
ETKs (Engineering Teaching Kits) were developed at Univ.
of Virginia by Senior Engineering Students. ETKs
include:• Teacher’s guide with unit overview• Review of relevant concepts• Plans for five 50 minute activity periods• Assessment instruments
You will receive paper & electronic versions of ETKs materials
Today we will consider students’ misconceptions and take a constructivist
approach to learning
A body immersed in a fluid is subject to an upward force equal in magnitude to the weight of the displaced fluid
http://en.wikipedia.org/wiki/Buoyancy and http://www.juliantrubin.com/bigten/archimedesprinciple.htmladapted by Richards, Schnittka & Donohue, ASEE 2009
Archimedes supposedly derived this principle from noting that the amount of water spilled from his bath was equal in volume to the submerged part of his body
Let’s try it with buoyancy and Archimedes principle.
• Completely submerged objects with equal masses, but different volumes, will experience different buoyant forces.
• In a more dense the fluid, the upwards force will be greater because the fluid displaced will weigh more.
More on buoyancy… Density Matters!!
Design Objective: Using one piece of foil, design a vessel that will float and carry the highest number of pennies.
You have ____ minutes
Work in groups of ____ People
Make sure everyone gets to “touch”
Minute Paper
• What is the most important thing you have learned today?
• What questions do you still have?• Feedback