preparing for ngss with engineering practices in science classrooms february 12, 2013 george stickel...

Preparing for NGSS with Engineering Practices in Science

Classrooms

February 12, 2013

George Stickel

SPSU Teacher Education Program

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AbstractAbstract

The promotion of STEM education is enthusiastically embraced by science and math teachers, but the T & E of STEM are less often evident, and typically perplex teachers on how to effectively incorporate into lessons. This presentation will use the Crosscutting Concepts of NGSS to show how to effectively intertwine engineering and science practices into the classroom to promote student learning and success in STEM

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Plan for todayPlan for today

• Frameworks

• ABET

• Your responses

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Engineering in science?Engineering in science?

• Why are we even looking at engineering?

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NGSS: NGSS: A Framework for K-12A Framework for K-12

• Science & engineering practices

• Crosscutting concepts

• Disciplinary core

3d3d

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Science & engineering practicesScience & engineering practices

1. Questions (for science) & problems (for engineering)

2. Models

3. Investigations

4. Data analysis

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Science & engineering practices, cont’Science & engineering practices, cont’

5. Mathematics

6. Explanations (for science) & designing solutions (for engineering)

7. Argument from evidence

8. Obtaining, evaluating, and communicating information

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PracticesPractices

• NOT “skills”

• Stress engagement– p.41 A Framework for K-12 Science

Education

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Practice: Questions/ProblemsPractice: Questions/Problems

• Science: questions

• Engineering: need based problem– Making– Designing

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Questions, expandedQuestions, expanded

• Level 1: Sensory input or qualia questions

• Level 2: Juxtaposition or polar questions

• Level 3: Relationship questions

• Between Levels 2 & 3

• Engineering?

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Practice: ModelsPractice: Models

• Analyze for problems

• Test proposed systems, designs

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Practice: InvestigationsPractice: Investigations

• Collect data

• Test designs

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Practice: Data analysisPractice: Data analysis

• Engineering efficiency

• Engineering effectiveness

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Practice: Mathematics Practice: Mathematics

• applications

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Practice: Explanations & solution Practice: Explanations & solution designdesign

• Based on science

• Meets explicit needs

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Practice: Argument, engineeringPractice: Argument, engineering

• From evidence

• Best solutions

• Meet needs

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Practice: InformationPractice: Information

• Obtain

• Evaluate

• Communicate

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Crosscutting conceptsCrosscutting concepts

1. Patterns

2. Cause and effect: Mechanism and explanation

3. Scale, proportion, and quantity

4. Systems and system models

5. Energy and matter: Flows, cycles, and conservation

6. Structure and function

7. Stability and change

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Crosscutting applicationsCrosscutting applications

• Causality– Cause & effect– Structure & Function

• Patterns

• Systems– Scale– Change & stability– Matter & energy

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SystemsSystems

• organization

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Systems, from engineeringSystems, from engineering

• Structure & material– Components

• Processes– Components

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Your turnYour turn

• Select a unit you teach

• What are the standards?

• What system addresses those standards?

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What is engineering?What is engineering?

• What do engineers do?

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ABET, keys to engineering educABET, keys to engineering educ

• Design a system, component, process

• Analyze & interpret data

• Produce a system, component, process

• Design, produce, improve

• http://www.abet.org/accreditation-criteria-policies-documents/

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Student OutcomesStudent Outcomes

• (a) apply mathematics, science, & engineering

• (b) design and conduct experiments, & analyze and interpret data

• (c) design a system, component, or process with constraints

• (d) function on multidisciplinary teams

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Student Outcomes, cont’Student Outcomes, cont’

• (e) identify, formulate, & solve engineering problems

• (f) understanding ethical responsibility• (g) ability to communicate effectively• (h) understand the impact of engineering

solutions– global,– Economic,– Environmental,– societal context

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Student Outcome, cont’Student Outcome, cont’

• (i) life-long learning

• (j) knowledge, contemporary issues

• (k) ability to use– Techniques,– skills, &– modern engineering tools

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Engineering essenceEngineering essence

• Cycle– Test– Improve

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http://legacy.mos.org/eie/engineering_design.php

Engineering overviewEngineering overview

• Process

• Trade offs

• Trial & error

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Your turnYour turn

• What engineering applications fits the standard that you selected above?

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Some ideasSome ideas

• Create a machine for a children’s museum that would simulate a cell.

• Design an experiment that will prove that only the weight of an object will affect its frictional force. Hint: keep the surfaces made of the same material, and use an incline plane.

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Some more ideasSome more ideas

• Create a game that will simulate the energy dynamics of molecules breaking apart and coming together. Do a storyboard to show the stages you expect to simulate

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Even more ideas 

• Zeus & Hera are wanting to create life on earth, so they assign the lesser gods to engineering teams to create a unit of life. They are to use a space large enough for them to walk through it to do their work. When they are done and have argued their cases to the ruling gods, then they will shrink it down to a miniscule size—they are not sure what to call it, a house, a room, a cubicle, maybe a cell. The teams are to decide what the various processes should be inside the dwelling, to guarantee life.

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Discussions & questionsDiscussions & questions

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Thank youThank you

George W. Stickel, Ph.D.

Associate Professor, Director

Teacher Education

Co-director SPSUTeach

Building J-353

Southern Polytechnic State University

Marietta, GA 30060

678-915-4601 Office

678-915-4602 FAX

http://www.spsu.edu/spsuteach35