dyfsummerinstituteiiintro-090804201906-phpapp02

8/3/2019 dyfsummerinstituteiiintro-090804201906-phpapp02

1/22

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.


2/22

Outline for the Week

Monday What is Design?

Buoyancy and Heat

Transfer PennyBoats & Save thePenguins

Tues. & Wednesday

Chemistry, Designand Hydrogen FuelCells

Thursday & Friday Physics - Bridge

Design

Thursday Afternoon &Dinner (4-7)

Work with localengineers to

incorporateengineering into yourown lesson plans


3/22

Outline for the Day

Check In Pre Assessment

Why are we here?

Introductions &Expectations

Buoyancy DesignProblem

Break

What is Design

Thurs. Assignment

Lunch Heat-Transfer: Save

the Penguins

Teamwork Discussion How to usecurriculum in yourclass?

Post-Assessment Minute Paper


4/22

The Shrinking Pie

Only 4% of 9thgraders graduate inS&E

Up to 60% lost incollege

32% CCC transfers

from Susan Hackwood, Board member ofCalifornia Council on Science and Technology


5/22

Source: Department of Finance.

Californias racial diversification

2006-2020 projection

Other9.2%

Asian

12.1%

White42.8%

Hispanic

35.9%

Other8.7%

Asian

12.5%

White

37.4%

Hispanic

41.4%

2006 2020



6/22

Failure to achieve in education will have economicconsequences

Projected Change in Personal Income per Capita by State, 2000-2020

Source: National Center for Higher Education Management Systems (2005)



7/22

The future of engineering depends onpreparedness and interest of school

children. We all must play a greater role indeveloping the future engineering student.

We need morebetter

prepared K-12 STEM teachers.

National effort to market and

brand engineering so

students, teachers andparents will know what

engineering is.


8/22

Rather than focus on skills in math andscience, 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!


9/22

Summer 2007 - CSU Deans ofEngineering request funding for CSU

Engineering Academies to recruit (andretain) a larger and more diverse pool

of engineering students.

Dec. 2007 - Proposal toBring 20,000 NewEngineers to Californias

Workforce by 2014Source: http://gov.ca.gov/about/arnold


10/22

Project Goal

to facilitate the presentation of more

engineering concepts in our regions K-12

classroomsin 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.shtm


11/22

The Design Your Future: North CoastEngineering Academies has three components:

1.Teacher Professional Development

2. Co-Curricular offering of ENGR 215Introduction to Design

3. Community Building: Teachers,Students, & Engineers.

3. Community Building: Teachers,Students, Parents & Engineers.


12/22

Thank you to Principal Jennifer Lane, TeacherForrest Stamper and the Hoopa Valley High School

ENGR 215 class for trying our pilot course.


13/22

Name Game

First person to learn everyones name in

the room will get a $20 certificate to theHSU bookstore.


14/22

DYF Teacher InstituteIntroductions & Expectations

Please state your name,

what you are teaching this fall, and

what you are hoping to get our of our

institute this week.


15/22

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 understandthe natural world

Design productsand processes tomeet needs andsolve problems

Systems of products andprocesses

built from engineering designs

Relationship between STEMDisciplines


16/22

Massachusetts Science and Technology/Engineering Curriculum Framework,

October 2006, page 84. Adapted by Richards, Schnittka & Donohue, ASEE 2009

1. Identifythe need or

problem

6. Test andevaluate

7.Communicatethe solutions

4. Select thebest possiblesolution(s)

5. Construct aprototype

2. Researchthe need or

problem

8. Redesign

3. Developpossiblesolutions

The engineering design process provides aframework for inquiry based learning

E (E


17/22

Introduction to ETK

ETKs (Engineering TeachingKits) were developed at Univ. of

Virginia by Senior EngineeringStudents. ETKs include:

Teachers guide with unit overview

Review of relevant concepts

Plans for five 50 minute activity periods

Assessment instruments

You will receive paper & electronicversions of ETKs materials


18/22

Today we will considerstudents misconceptions and

take a constructivist approachto learning


19/22

A body immersed in a fluid is subject to anupward force equal in magnitude to the weight ofthe displaced fluid

http://en.wikipedia.org/wiki/Buoyancy and http://www.juliantrubin.com/bigten/archimedesprinciple.htmladapted by Richards, Schnittka & Donohue, ASEE 2009

Archimedes supposedlyderived this principle fromnoting that the amount ofwater spilled from his bath

was equal in volume to thesubmerged part of his body

Lets try it with buoyancy andArchimedes principle.
http://en.wikipedia.org/wiki/File:Buoyancy.svg


20/22

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 buoyancyDensity Matters!!


21/22

Design Objective: Using onepiece of foil, design a vessel

that will float and carry thehighest number of pennies.

You have ____ minutesWork in groups of ____ People

Make sure everyone gets to touch


22/22

Minute Paper

What is the most important thing youhave learned today?

What questions do you still have?

Feedback

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