Transcript Engineering Design and Technology

NGSS Professional Development Workshop Series
Engineering Design and Technology
Science 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)
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What is Engineering?
Individually answer the following questions
in 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=bipTWWHya8A
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NGSS Appendix I
Engineering 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
● 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.
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Engineering and Science
● 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.
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Engineering Design Process
Pages 3-5 of Appendix I describe
what students should be able to do
in grades K-2, 3-5, 6-8, and 9-12.
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From NSTA webinar: Engineering Design as a Core Idea by Cary Sneider
Engineering is Embedded
in all Three Science Disciplines
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From NSTA webinar: Engineering Design as a Core Idea by Cary Sneider
Engineering is Embedded
in 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.
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Integration of Science and Engineering
5th Grade Classroom
● Students are going to design Maglev Trains
(magnetic levitation trains)
● Students first need to better understand magnets
● Video: (http://www.eie.org/eiecurriculum/resources/magnetic-personality-grade5-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 Engineering
High 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/bcpid88
8056069)
Additional videos and resources on mos.org/etf
(Engineering the Future;
Boston Museum of Science)
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Phases of the
Engineering Design Process
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Define the Problem
We 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 need
to solve)?
o What are some things we may want the Whirligig
to 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?
Define the Problem
(Example)
● 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.
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Define the Problem
K-2-ETS1-1. Ask questions,
make observations, and gather
information about a situation
people want to change to define
a simple problem that can be solved
through the development of a new
or improved object or tool.
3-5-ETS1-1. Define a simple design
problem reflecting a need or a want
that includes specified criteria
for success and constraints
on materials, time, or cost.
Image courtesy of
Edventure More
www.edventuremore.org
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Define the Problem
MS-ETS1-1. Define the criteria
and constraints of a design problem
with sufficient precision to ensure
a successful solution, taking into
account relevant scientific principles
and potential impacts on people
and the natural environment
that may limit possible solutions.
HS-ETS1-1. Analyze a major global
challenge to specify qualitative and
quantitative criteria and constraints
for solutions that account
for societal needs and wants.
Image courtesy of the
Museum of Science,
Boston
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Develop and Test Solutions
● Carefully observe the Whirligig as it falls
and determine how it behaves.
● Think about and then write
down the science that we
need to understand to find
solutions that work.
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Develop and Test Solutions
● Consider what you now know about the
science of Whirligigs.
● Make changes
to the Whirligig design
based on your understanding
of how it works and test it.
● Make predictions and compare
them with the test results.
● Keep your proto types.
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Develop and Test Solutions
K-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 solve
a 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.
Image courtesy of 4-H
National Council
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Develop and Test Solutions
MS-ETS1-2. Evaluate competing
design solutions using a systematic
process to determine how well
they meet the criteria and constraints
of the problem.
HS-ETS1-3. Evaluate a solution
to a complex real-world problem
based on prioritized criteria and
trade-offs that account for a range
of constraints, including cost,
safety, reliability, and aesthetics,
as well as possible social, cultural,
and environmental impacts.
Image courtesy of the
Museum of Science,
Boston
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Optimize the Solution
● Select the solution:
o That worked best.
o Is the most promising
o 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 Solution
K-2-ETS1-3. Analyze data from tests
of two objects designed to solve
the same problem to compare
the strengths and weaknesses
of how each performs.
3-5-ETS1-3. Plan and carry out
fair tests in which variables
are controlled and failure points
are considered to identify
aspects of a model or prototype
that can be improved.
Image courtesy of 4-H
National Council
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Optimize the Solution
MS-ETS1-4. Develop a model
to 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 impact
of proposed solutions to a complex
real-world problem with numerous
criteria and constraints on
interactions within and between
systems relevant to the problem.
Image courtesy of the
Museum of Science,
Boston
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Reflection
Refer to the following handout in the Folder:
Three Dimensions of the NGSS
Discuss the following questions
with your table group:
● What science and engineering practices
did you engage in?
● What crosscutting concepts did you use?
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Science and Engineering Practices
1. 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 Concepts
1. 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
Our example is adapted from:
Rider/Princeton/RVCC Gap Analysis Project
“Disciplinary Core Ideas in Engineering” by Anne Catena
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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 E
Progressions 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 E
Progressions 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.
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“Especially the Gnats Bother Me!”
● The life span of gnats is four months.
● The female can produce as many as 300 eggs
in fermenting or decaying organic matter.
● Gnats love fungus and fungus loves moisture
such as compost buckets and over-watered
potted plants.
● Spiders eat gnats and other insects.
Brainstorm possible engineering problems
related 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.
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Engineering Problem
Design Artificial Spider Webs
● Discuss with your table group the criteria
(for success) and the constraints
for this engineering problem.
● What do we need to know about insects
to help us develop and test solutions
for this engineering problem?
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More Research …
Spider webs have different designs
for 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 meet
their 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 ring
is 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
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Lesson Planning Template
A. 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 defining
a 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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Example: “Egg Drop” Scenario
Scenario
A trucking company carries eggs from the Midwest
to New Jersey. They have been
receiving complaints that
many of the eggs are broken
or cracked on arrival.
Possible Engineering Problems:

Improve roads

Improve the truck’s suspension

Protect the eggs
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Alternative “Egg Drop” Problem
Problem
Design better protection for the eggs so they don’t
break in transport.
Criteria
The egg cannot
smash or crack.
Constraints
Packaging should be cheap and not take up too
much space time limit.
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Lesson Planning Template
B/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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