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NGSS Professional Development Workshop Series

Engineering Design and TechnologyScience Education Institute (RVC College)

Wil van der Veen

Mariel O’Brien

Stacey van der Veen

Princeton University

Anne Catena

NGSS Teacher Leaders

Martha Friend (Princeton)

Allison Milkosky (Linden)

Alyson Spreen (Denville)

Donna Stumm (Flemington-Raritan)

Patricia Volino-Reinoso (Rahway)

What is Engineering?

Individually answer the following questionsin your journal:

●What is engineering?

●What is technology?

●How is engineering different from science?

Watch the video and add to your ideas:

http://www.youtube.com/watch?v=bipTWWHya8A2

NGSS Appendix IEngineering Design in the NGSS

●Explains why the NGSS includes engineering

●Describes science, engineering, and technology

●Describes the engineering design process and what students should be able to do

●Discusses engineering and equity

Take a moment to read page 1 of NGSS Appendix I.

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Engineering and Technology

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●Engineering is a systematic iterative problem solving process to meet human wants or needs.

●Engineering results in technologies which are modifications of the natural world to fulfill human wants or needs.

Engineering and Science

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● In science we are trying to understand how the world works.

● In engineering we are trying to solve a problem related to a human want or need.

Pages 3-5 of Appendix I describewhat students should be able to doin grades K-2, 3-5, 6-8, and 9-12.

Engineering Design Process

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From NSTA webinar: Engineering Design as a Core Idea by Cary Sneider

Engineering is Embeddedin all Three Science Disciplines

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From NSTA webinar: Engineering Design as a Core Idea by Cary Sneider

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Engineering is Embeddedin all Three Science Disciplines

●NGSS Appendix I (pages 6-7) include all performance expectations that incorporate engineering.

●Codes: 4-PS3-4

Grade Core Idea Component Idea PE #

●Find one of these performance expectations in the standards document.

●All performance expectations that incorporate engineering are indicated by an asterisk.

Integration of Science and Engineering5th Grade Classroom

●Students are going to design Maglev Trains (magnetic levitation trains)

●Students first need to better understand magnets

●Video: (http://www.eie.org/eie-curriculum/resources/magnetic-personality-grade-5-hollywood-fl)

Additional videos and resources on mos.org/eie (Engineering is Elementary;Boston Museum of Science)

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Integration of Science and EngineeringHigh School Classroom

●Students are going to redesign a Putt Putt Boat.

●Students first need to better understand how this boat works.

●Video: (http://link.brightcove.com/services/player/bcpid888056069)

Additional videos and resources on mos.org/etf (Engineering the Future;Boston Museum of Science)

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Phases of theEngineering Design Process

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Define the ProblemWe are hired to make the Whirligig a better toy.

● Play with the Whirligig, observe how it works, and determine how it is constructed.

● What is the engineering problem (that we needto solve)?

o What are some things we may want the Whirligigto do better?

● What are the criteria for success?

o How do we know if our solution is acceptable?

● What are the constraints?

o Are there time constraints, material constraints, other?

●Problem: Redesign the Whirligig to fall as slow as possible.

●Criteria: Redesigned Whirligig should fall slower than the original design.

●Operational Constraints: The Whirligig must rotate as it falls to the floor.

●Material Constraints: The design for your Whirligig must fit on letter-sized paper. You can only use the materials provided to you.

●Time Constraints: You have 30 minutes to test and optimize your solution. 13

Define the Problem(Example)

Define the ProblemK-2-ETS1-1. Ask questions,make observations, and gather information about a situationpeople want to change to definea simple problem that can be solved through the development of a newor improved object or tool.

3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteriafor success and constraintson materials, time, or cost. 14

Image courtesy of Edventure More www.edventuremore.org

Define the ProblemMS-ETS1-1. Define the criteriaand constraints of a design problem with sufficient precision to ensurea successful solution, taking into account relevant scientific principles and potential impacts on peopleand the natural environmentthat may limit possible solutions.

HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that accountfor societal needs and wants.

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Image courtesy of the Museum of Science, Boston

Develop and Test Solutions●Carefully observe the Whirligig as it falls

and determine how it behaves.

●Think about and then writedown the science that weneed to understand to findsolutions that work.

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Develop and Test Solutions●Consider what you now know about the

science of Whirligigs.

●Make changesto the Whirligig designbased on your understandingof how it works and test it.

●Make predictions and comparethem with the test results.

●Keep your proto types.

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Develop and Test SolutionsK-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solvea given problem.

3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

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Image courtesy of 4-H National Council

Develop and Test SolutionsMS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how wellthey meet the criteria and constraints of the problem.

HS-ETS1-3. Evaluate a solutionto a complex real-world problem based on prioritized criteria and trade-offs that account for a rangeof constraints, including cost,safety, reliability, and aesthetics,as well as possible social, cultural, and environmental impacts.

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Image courtesy of the Museum of Science, Boston

Optimize the Solution●Select the solution:o That worked best.o Is the most promisingo Meets the criteria and constraints

●Think about the science that we need to understand to optimize our solution.

● Improve the “best” solution by testing it further and by changing one variable and keeping the other variables the same.

●Based on a variety of tests optimize the solution.

Optimize the SolutionK-2-ETS1-3. Analyze data from tests of two objects designed to solvethe same problem to comparethe strengths and weaknessesof how each performs.

3-5-ETS1-3. Plan and carry outfair tests in which variablesare controlled and failure pointsare considered to identifyaspects of a model or prototypethat can be improved.

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Image courtesy of 4-H National Council

Optimize the SolutionMS-ETS1-4. Develop a modelto generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

HS-ETS1-4. Use a computer simulation to model the impactof proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

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Image courtesy of the Museum of Science, Boston

ReflectionRefer to the following handout in the Folder:Three Dimensions of the NGSS

Discuss the following questionswith your table group:

●What science and engineering practicesdid you engage in?

●What crosscutting concepts did you use?

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Science and Engineering Practices1. Asking questions and defining problems

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematical and computational thinking

6. Constructing explanations and designing solutions

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

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Crosscutting Concepts1. Patterns

2. Cause and Effect

3. Scale, Proportion, and Quantity

4. Systems and System Models

5. Energy and Matter

6. Structure and Function

7. Stability and Change

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Engineering Design Process

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Our example is adapted from:Rider/Princeton/RVCC Gap Analysis Project“Disciplinary Core Ideas in Engineering” by Anne Catena

My Backyard is Full of Flying Insects

What do we need to know about insects to help us define the problem that we need to solve?

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NGSS Appendix EProgressions within the NGSS

●Progressions are based on our current best understanding of student learning in grades K-12.

●The ideas are intentionally placed to ensure that, over time, students will build a deep understanding of the overarching Disciplinary Core Ideas.

●Grade level for grades K to 5 can be found near the upper right corner of each grade K-2 and grade 3-5 boxes.

Take a moment to browse through Appendix E

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NGSS Appendix EProgressions within the NGSS

“My backyard is full of flying insects!”

●Look at our questions on the Chart

●Find the science ideas that students need to understand at your grade level and that are relevant to my backyard situation.

“Especially the Gnats Bother Me!”●The life span of gnats is four months.

●The female can produce as many as 300 eggsin fermenting or decaying organic matter.

●Gnats love fungus and fungus loves moisturesuch as compost buckets and over-wateredpotted plants.

●Spiders eat gnats and other insects.

Brainstorm possible engineering problemsrelated to my backyard situation.

An engineering problem is a statement that describes what a solution should be able to do.

Engineering Problem:How to Attract Spiders?

Reality check!

●“I also don’t like spiders”

●Spiders are big!

●Many spider webs are gone by afternoon or evening when we want to be in the backyard. 31

Engineering ProblemDesign Artificial Spider Webs

●Discuss with your table group the criteria(for success) and the constraintsfor this engineering problem.

●What do we need to know about insectsto help us develop and test solutionsfor this engineering problem?

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More Research …Spider webs have different designsfor different purposes.

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More Research …●Not all webs are sticky; some are made of tangled

silk charged with static electricity.

●Spider silk is extremely strong: five times stronger than steel and twice as strong as Kevlar.

●Spider silk can stretch about 30 percent longer than its original length without breaking.

●By understanding how spider webs work,humans have solved problems that meettheir wants and/or needs: Biomimicry.

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Develop and Test Solutions●Design and test a variety of artificial spider webs.

●Use a model in which the ball is the insect,the thread is the spider’s silk and the ringis where the spider attaches the web to the yard.

●Related science content that students need to understand:

o Forces and motion

o Interactions

o Energy and energy transfer 35

Lesson Planning TemplateA. Define the Problem

Make a list of engineering lessons we used.

Make a list of science lessons that provide opportunities to integrate engineering.

If the engineering problem is already defined,we need to work backwards and think of a scenario or situation that may lead to defininga similar or other relevant engineering problem.

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Example: “Egg Drop”Problem

Design and build a system that will protect an egg from a 1 meter drop.

Criteria

The egg cannot smash or crack.

Constraints

Materials that can be used and a set time to complete the design challenge.

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Scenario

A trucking company carries eggs from the Midwest to New Jersey. They have beenreceiving complaints thatmany of the eggs are brokenor cracked on arrival.

Possible Engineering Problems: Improve roads Improve the truck’s suspension Protect the eggs

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Example: “Egg Drop” Scenario

Problem

Design better protection for the eggs so they don’t break in transport.

Criteria

The egg cannotsmash or crack.

Constraints

Packaging should be cheap and not take up too much space time limit.

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Alternative “Egg Drop” Problem

Lesson Planning TemplateB/C. Develop, Test, and Optimize the Solution

Use NGSS Appendix E and identify the science content that students need to understand.

o Science ideas covered in previous lessons.

o Make time to learn these science ideas.

Engineering scenarios provide motivation to learn and opportunities to apply the science.

This leads to deeper student understanding of science content and an increased appreciation of how science is connected to their lives.

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