MATERIALS AS AN INTRODUCTION TO SCIENCE

AND TECHNOLOGYAaron S Blicblau

Swinburne University of Technologyablicblau@swin.edu.au

FEISEngineering and Science Education Research (ESER)

Group

First International Conference of STEM in Education: 26 & 27 November 2010 Queensland University of Technology, Brisbane, Australia

Advancing education through STEM.

Many scientific principles can be learnt by an understanding of materials behaviour for

different situationsconsiderable preliminary work on materials in schools and life generally forms the basis of students’ later work in science and technology

hacknmod.com

• Early childhood • curiosity exploration investigation purposeful play

observation

• Primary • trial-and-error make and break measurement

• Junior secondary• science for living + science inquiry + contemporary

science/research

• Senior secondary = physics, chemistry, biology • +

• Tertiary applications-based multi-disciplinary science course • ? other specialised courses?

Where are the Materials?

As students progress in their learning of basic science and mathematics, they can apply this

knowledge to analyze the behaviour of materials as components or structures

• . Hidden amongst all the scientific and technological concepts are the properties and applications of materials-

• Science– Physics– Chemistry– Maths.

tradeget.com

Kindergarten students make art by drawing, painting, moulding clay, weaving or stitching with fibres and fabrics, constructing three-dimensional objects, and so on,

all utilising the properties and processes of materials science and engineering

artprojectsforkids.orggrade2browville.blogspot.com

Further work at the primary levels and kindergarten programs encourage exploration and invention in the visual arts.

amily.jmmyers.com

In early primary levels, students manipulate playdough, compose with leather appliqué, construct with paper mache, or play with icy poles

makethemyourself.com

Analysis of school curricula indicates that materials science is taught in various guises using examples of materials or “stuff” disguised as mathematics, physics, chemistry, and technology

student activities may include building spaghetti bridges, freezing and heating water, comparing the weight and nature of different materials NOT necessarily understanding or realising the scientific and engineering basis involving materials

universe.nasa.gov

Materials science is taught in various guises using examples of materials or “stuff” disguised as mathematics, physics, chemistry, and technology

http://www.okanagan.bc.ca/departments/engineeringtechnologies/spaghettibridge.html

building spaghetti bridges aka real bridges

Moulding clay utilises rheological properties of polymers, leather appliqué employs composite materials processing.

ehow.com

eco-cubby.typepad.com

. At university, “stuff” is discovered in courses about materials science, engineering, and

technology.

The integration of materials into tertiary studies is developed from the realization of students’

basic knowledge of scientific concepts and principles gained from junior and senior school

about “stuff

In Victorian, there are thousands of students in the primary level and middle secondary level who all are exposed to some aspects of MSE in various guises in their science subjects.

mse.gatech.edu

Primary* Secondary* Year 12# Physics# Chemistry#

2006 307576 222826 42887 6827 8671

2007 306223 222290 41377 6831 8891

2008 305005 223331 42294 6490 8935

2009 306304 223422 41200 6697 9005

So how many students in Victoria- enrolments over the 1-12 levels. (DEECD, 2010)?

*government schools #all schools

Derived from VCE enrolment data http://www.vcaa.vic.edu.au/vcaa/vce/statistics

Victorian Student Physics and Chemistry Enrolments as a proportion of all year 12 enrolments from 2006-2010 which is where much of materials concepts are taught.

2006 2007 2008 2009 20100

5

10

15

20

25

Physics Chemistry

Year of Enrolment

Perc

enat

ge o

f Yea

r 12

Enro

lmen

t

Derived from VCE enrolment data http://www.vcaa.vic.edu.au/vcaa/vce/statistics

Total enrolments in Unit 4 VCE Sciences

0

2000

4000

6000

8000

10000

12000

14000

16000

Year

Num

ber o

f stu

dent

s

Biology

Chemistry

Physics

Psychology

VCE Unit 4 Science enrolments indicating the spread of materials teaching in different

science areas

• Presentation at the 2008 STAV/AIP Physics Conference

• Maria James, VCAA• 15 February 2008

Differential in student numbers between Units 1&2, and Units 3&4 VCE Physics

0

100

200

300

400

500

Year

Dec

reas

e in

stu

dent

s

Unit 1 to Unit 2

Unit 3 to Unit 4

• Presentation at the 2008 STAV/AIP Physics Conference• Maria James, VCAA

• 15 February 2008

VCE Unit enrolments incorporating many materials concepts in units 1 and 2, eg Nuclear physics, Energy from the nucleus, and from unit 3, Materials and their use .

Enrolment decreases between student year levels- but unit 2 and unit 3 contain materials

concepts!Differential in student numbers between Units 1&4, and

Units 2&3 VCE Physics

0

1000

2000

3000

4000

5000

1995

1996

1997

1998

1999

2000

2001

2002

2003

2004

2005

2006

2007

Year

Dec

reas

e in

stu

dent

s

Unit 2 to Unit 3

Unit 1 to Unit 4

• Presentation at the 2008 STAV/AIP Physics Conference• Maria James, VCAA

• 15 February 2008

Tertiary pre-requisites

• Do tertiary pre-requisites impact on student VCE study selection?

• 13.8 % of Science-requiring tertiary courses have Chemistry as a prerequisite

• 3.9% of Science-requiring tertiary courses have Physics as a prerequisite

• 0.6% of Science-requiring tertiary courses have Biology as a prerequisite

• 21.6% of Science-requiring tertiary courses have Mathematics Methods (either) as a prerequisite

• Presentation at the 2008 STAV/AIP Physics Conference• Maria James, VCAA

• 15 February 2008

Students are able to use knowledge acquired at school in both their everyday life and to

further their academic knowledge• Despite most students not enrolling in physics or

chemistry in years 11 and 12, • because of their early exposure to “matter’ and; ”stuff”

all students have a grounding in basic MSE

ga.rhul.ac.uk

Underlying ideas teachers should have for teaching about materials

• Properties of Materials• How strong is it?• Changes in materials• What is the effect of temperature• Production of Materials• How do I make it?• Describing and Identifying materials• What is it made from?• Using Materials• Where can I use it?

Question Answer

What are objects made of? An object is made of a material

What are materials? A material is composed of substances

What is a substance? A substance is composed of one or more elements

What are properties of objects?

Strong, weak light, heavy, breakable

What are properties of materials?

Strong, weak light, heavy, breakable

What observable properties distinguish objects and material?

Shape, size, weight

Developing a student’s curiosity of the Material world.

Enhancing a student’s interest in the Material world.

• Early explorations in science, during the middle and later years of high school the students investigate the Natural and engineering aspects of materials

ecosalon.com

For example they may describe

• interactions between large beams in buildings,

• or the effect of temperature on strength,

• the application of magnetic and non-magnetic materials,

• and perhaps the development of highly technical objects and structures.

panoramio.com

Impact on science studies for middle level of high school

• assess the form, function, potential and suitability of materials • select and use materials in order to achieve desired effects • understand the physical, chemical and aesthetic characteristics of materials • use various types and combinations of materials • understand and use tools and items of equipment that are suited to

manipulation of material • create specific products and effects using materials • process, preserve and recycle materials • appreciate the environmental impact of the use of different materials • explore how materials were used and modified in the past and how

emerging materials are being developed • use materials safely and judiciously.

By the time students reach years 11 and 12 of high school, they have usually decided

which areas or discipline they wish to specialise in so that they are able to achieve

their entry into a tertiary course.• physics and chemistry, these contain

specific units or sections dealing with materials.

• students who are not so academically inclined, they also are able to choose subjects which contain substantial materials content. - albeit on a non-theoretical basis -commonly referred to as technology subjects.

Specific examples of the Year 12 core Physics and Chemistry

Physics ChemistryMaterials Related Materials Related

Content Content

Detailed study 3 and 4 Materials and their use in structures. The type of force acting upon the material, the shape of the material and how the material is used can influence the behaviour of a structure.•analyse and explain the properties of construction materials, •and evaluate the effects of forces and loads on structures and materials. •extends physics ideas to use of synchrotron radiation to investigate the structure and chemical bonding of particular materials and provides examples of important applications of this technology qualitatively, and simple two-dimensional diffraction patterns..

Area of study 2 Materials•focuses on the structure, properties, and applications of materials. •investigate how the bonding models were developed to explain the properties of materials. use these models to explain the properties and structure of metals, ionic compounds, and molecular, covalent network lattice and covalent layer lattice substances. •explore the role of surfaces in the applications of nanotechnology. •investigate the uses of materials and how these have changed. • Eg corrosion prevention or limitation and carbon nanotubes and self-repairing materials. •development and application of ‘smart’ materials.

Preliminary MSE Tertiary Studies • At most universities the first

year of most engineering courses encompass major scientific concepts learnt in high school physics and chemistry with mathematical skills often employed as the tool of analysis.

• These concepts are quickly expanded upon to involve practical applications in major engineering situations.

Teaching area of materials science and engineering is used to combine the

knowledge students may have gained in school from their involvement with science

subjects• containing elements of physics, chemistry, and mathematics,

together with historical facts allied to technological developments.

• Examples of teaching school scientific concepts are expanded and formulated to develop a transition to engineering situations.

• These are given through case studies, laboratory work, oral presentations, tutorial activities, e.g. building bridges and the oft used written reports

What have the students learnt?

• What the students often do not realise is that they have already started to learn about these MSE areas at primary and high school level without realising the engineering relationships

http://www.zimbio.com/Shoes+And+Fashion/articles/4859/Asics+Gel+Kayano+15+Running+Shoes

surpassresins.com

computescotland.com

This preliminary education in “matter” and stuff” lays the groundwork for their future as

engineers in a socially responsible society

inhabitat.com

• at the primary stage, • within science at the

intermediate levels• and within physics and

chemistry at the final stages of high school

• enhance students’ knowledge and understanding of the world around them.

• The development of materials within general learning

• For those continuing to tertiary studies in engineering, they have received a comprehensive preparation in one of the basic elements of engineering.

herdinggrasshoppers.blogspot.com

• students may be unaware of this upon entering university

CONCLUDING REMARKS • Materials, and the innovation and inventiveness

surrounding their use, is vital given our society's continually changing needs

• Schools have an important function in teaching students how objects are put together- and made from materials

• The integration of materials engineering education in grades K 12 will better arm students with ‐essential tools and skills to enter into everyday life, the workforce orpostsecondary education.

cartoonistgroup.com

MATERIALS AS AN INTRODUCTION TO SCIENCE

AND TECHNOLOGYAaron S Blicblau

Swinburne University of Technologyablicblau@swin.edu.au

FEISEngineering and Science Education Research (ESER)

Group

?

First International Conference of STEM in Education: 26 & 27 November 2010 Queensland University of Technology, Brisbane, Australia

Advancing education through STEM.