Incorporating Incorporating Engineering into a K-12 Engineering into a K-12 curriculumcurriculum

Angel BrownEmily Christianson

Problems in the ClassroomProblems in the ClassroomStudents not remembering a majority of

the content being taught.A decrease in the amount of

engagement in the learning process.A decrease in the number of students

interested in continuing their education beyond middle school and high school.

A decrease in the number of students passing standardized tests.

District DynamicsDistrict Dynamics

72% of the student body living in poverty

70% minority population

High percentage of ELL and Special Education students

District Dynamics District Dynamics

Columbia Heights also has a strong Advanced Placement program.

Students reading at an 11th and 12th grade level

8th graders taking a 10th grade math course

Questions RemainQuestions RemainWhy do so many kids begin to

underperform once they hit middle school?

Why are the high school teachers finding the students unprepared in the skills of math, reading, and science?

If I know that teachers are hitting the basic content, why aren’t the students carrying the information over to the next school year?

What can I do?What can I do?

2007-2009: MN Science Museum2009-2010: University of Minnesota

There is no absolute method for teaching engineering in a K - 12 classroom.

CMS Engineering Method

CMS Engineering MethodCMS Engineering Method

The ChallengeThe Challenge Using an Existing Unit: write a summary of the

unit, phrasing it as a problem to be solved.   Example: Heights Storage released two workers

last week due to downsizing. Angry, the workers tore the labels off several containers before leaving the building. The containers held a variety of powders ranging from sugar and salt to lithopone which is used in paints and enamels. Before the company can ship out the merchandise they must be able to re-label the containers. Heights Storage is willing to pay $750 to cover lab expenses, but they must have the results of your work by Monday, July 19th. Work completed after that day will receive a decrease in pay of 10% off the original number.

Challenge Should Challenge Should Address…Address…State standards

Current events and/or links to another class

Student interests

Client Parent/student Real engineers Company reps Other teachers/spouses Written

The ChallengeThe ChallengeConstraints

Time – create a work timeline Materials or budget

The challenge gives the students practice with reading comprehension as well as an understanding that what they are reading is important.

Example ChallengeExample Challenge

ResearchResearch

Books Other Classes

Where the major content lessons can be initially taught◦ Math

◦ Science

◦ Content Readings

◦ How to take notes

◦ Research Methods

◦ How to cite reference

ResearchResearch

Computers Professionals

Tell the students to focus on what they believe they will need to help them to solve the problem. This will encourage the students to begin to assimilate what is being taught into possible solutions as well as encourage a sense of independence.

ResearchResearch

Peers Teachers

After the content lessons have been taught, have the class brainstorm additional topics they should research in order to have enough knowledge to begin the design process.

ResearchResearch

The research section will yield a lot of information and will overwhelm many students. If you have them layout their work on a single page it will be easier for them to see what they know and what they still need to find.

Research Picture Reference

1 ____________________________________________________

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Design: Design: synthesize info from researchsynthesize info from research

Thumbnail Sketches: The students pull the research together in a variety of ways looking for possible solutions to the problem.◦ Discuss the definition

of plagiarism.

◦ High School = 10-15 thumbnail sketches

◦ Middle School = 3-5 sketches

◦ Elementary = 3 sketches

Idea 1

Materials Product Strengths Product

Weaknesses

DesignDesignDetail Drawing:

◦ What is already known as well as elements not known.

◦ Engineering Field: if changes are made to the detail design during the building phase, the engineer must circle the change on the detail drawing, provide the date of the change, and the reason for making the change.

Building Instructions What do I know? What do I need to

find out?

Engineering Teams JobsEngineering Teams Jobs Designer: To draw the sloppy copy of the detail

design for the team to use as they build. To draw the final copy of the detail drawing to turn in to the teacher.

Accountant: To keep a running total of the money spent, calculate taxes, and shop for supplies.

Assembler: To work with the builder to keep the building process moving. Find out what needs to be done, and get it done

Builder: To take charge of the building process by determining what needs to be done each day. Daily jobs include: testing materials for strength, flexibility; building sections of the design, talk to accountant about needed supplies, etc

Build – Test - RedesignBuild – Test - Redesign

Content◦ Scale Drawings◦ Templates◦ Blueprints◦ Prototypes –

Redesign as needed◦ Review challenge to

make sure all of the client needs are being addressed.

◦ Building time◦ Mini content lessons◦ Gallery walks

Build – Test - RedesignBuild – Test - Redesign

Prototype Template

Build – Test - RedesignBuild – Test - Redesign

Time Management

For a 6 week unit, the challenge through the design will take up to 4 ½ weeks. After the initial work has been completed, the students will need about one week of building time. The last 3-4 days are dedicated to communicating the finished product to the client.

Time Line

Mon Tues

Wed Thur

Fri

Build – Test - RedesignBuild – Test - Redesign

Store: have a cart or a backroom set up to hold a variety of supplies that the students can purchase. This forces the students to manage a budget, calculate tax, and consider the physical properties of the materials they are purchasing. Also, you will see a decrease in the amount of waste.

Team Budget SheetTeam Budget SheetMaterial/Item Amt. Price

Per Item

Subtotal

Amount of Tax

(6.875%)

Total Price

Amount of

Money Left

EXAMPLE: masking tape 2 meters $10 per meter $20 $20 x 0.0725 = $1.45

$20 + $1.45 = $21.45

$200 - $21.45 = $178.55

Alex Ha HardwareAlex Ha Hardware

BudgetsBudgetsWhen determining a budget think about

the kinds and amounts of materials needed, tools that will need to be rented, and pad the budget a bit in order to allow for testing of materials and mistakes.

 You do want the budget to be tight

enough to force students to consider their purchases thoughtfully. This will lend authenticity to the design process.

 

Too Small / Too BigToo Small / Too Big  For budgets that are too large,

challenge the students to come in under budget by a certain percentage in order to earn bonus points.

 For budget too small, encourage the

students to bring in supplies from home to donate to the store, then barter with them. This will help them to see the value in materials.

When is the unit over?When is the unit over?

Am I Done Yet?◦ Product Fair◦ Panel

Presentation◦ Project Runway

for Prosthetics◦ Competitions

Suspension Bridge Product Fair

MarketingMarketing

Crane Competition

6th Grade

KARE-11 Chair-ity

$100 $100

Portfolio

Panel Presentation

Recycling Unit

Panel Presentation

Project Runway for Project Runway for ProstheticsProsthetics

Assessment StrategiesAssessment Strategies◦Rubrics Product Presentation Pay Check

◦Research grade◦Design Grade◦Pay Check Grade / CEO checks◦Budget Grade◦Client Grade◦Teacher Grade

Sample UnitSample UnitState Standards

Math6.1.1.4 Determine equivalences among fractions, decimals and

percents; select among these representations to solve problems.

6.1.2.3 Determine the rate for ratios of quantities with different units.

Science6.2.2.2.1 Recognize that when the forces acting on an object are

balanced.6.2.2.2.2 Identify the forces acting on an object and describe how

the sum of the forces affects the motion of the object.

Engineering6.1.2.2.1 Apply and document an engineering design process that

includes identifying criteria and constraints, making representations, testing and evaluation, and refining the design as needed to construct a product or system that solves a problem.

Challenge PracticeChallenge Practice ROLLER COASTER CHALLENGE  

Unfortunately for Minnesota’s Mall of America, their primary child attraction, Nickelodeon Universe, has failed to attract the same large crowds that Camp Snoopy used to generate. Mall organizers would like to hire your company to redesign the theme of the park to attract more elementary and middle school age children. They also want you to redesign the roller coaster to make it more exciting.

 You will be given seven class days to research, design, and build a prototype of the roller coaster as well as a sign with the new park’s name. Mall owners are looking for a coaster with exciting hills, valleys, loops, and spirals that will pull older children into the park. The speed of the coaster is also important. Organizers want the ride to be fun, but they don’t want it to be too long. They feel that if the riders have to wait too long to get onto the ride, they will opt to leave to go shopping or dining.

 Each team will be given a budget of $500.00 to build the coaster and park sign. You need to make sure that your model will fit into the seven acre (292,000 sq. ft.) park and that the design leaves room for shoppers to walk below the ride. The Mall of America is a four story building, roughly 20 feet per story, therefore, the ride may not rise higher than 75 feet, leaving 5 feet of headroom.