Teachers Institute IIYour Facilitators:Beth Eschenbach, Ph.D.*Jim Zoellick +Erin Cearley*#Lonny Grafman*Andrea Allen*+Steven Medina*Assessment: Brandie Wilson, M.A.Environmental Resources Engineering*Schatz Energy Research Center+Redwood Sciences Project#

Outline for the WeekMonday What is Design?Buoyancy and Heat Transfer – Penny Boats & Save the PenguinsTues. & WednesdayChemistry, Design and Hydrogen Fuel CellsThursday & FridayPhysics - Bridge DesignThursday Afternoon & Dinner (4-7)Work with local engineers to incorporate engineering into your own lesson plans

Outline for the DayCheck InPre – AssessmentWhy are we here?Introductions & ExpectationsBuoyancy Design ProblemBreakWhat is DesignThurs. AssignmentLunchHeat-Transfer: Save the Penguins Teamwork DiscussionHow to use curriculum in your class?Post-AssessmentMinute Paper

The Shrinking PieOnly 4% of 9th graders graduate in S&EUp to 60% lost in college32% CCC transfers from Susan Hackwood, Board member of California Council on Science and Technology

Only 4% of 9th graders graduate in S&E

Up to 60% lost in college

32% CCC transfers

California’s racial diversification 2006-2020 projection20062020Source: Department of Finance.from Susan Hackwood, Board member of California Council on Science and Technology

Failure to achieve in education will have economic consequencesfrom Susan Hackwood, Board member of California Council on Science and TechnologyProjected Change in Personal Income per Capita by State, 2000-2020Source: National Center for Higher Education Management Systems (2005)

The future of engineering depends on preparedness and interest of school children. We all must play a greater role in developing the future engineering student.We need morebetter prepared K-12 STEM teachers.National effort to “market and brand” engineering so students, teachers and parents will know what engineering is.

National effort to “market and brand” engineering so students, teachers and parents will know what engineering is.

Rather than focus on skills in math and science, we need to convey the excitement and impact of engineering.Engineers Shape The Future!Engineering Is Essential To Our Health, Happiness and Safety!Engineers Make A World Of Difference!Engineers Are Creative Problem Solvers!

Summer 2007 - CSU Deans of Engineering request funding for CSU Engineering Academies to recruit (and retain) a larger and more diverse pool of engineering students.Dec. 2007 - Proposal to Bring 20,000 New Engineers to California’s Workforce by 2014Source: http://gov.ca.gov/about/arnold

Project Goalto facilitate the presentation of more engineering concepts in our region’s K-12 classrooms in order to expand and diversify the pool of incoming students who are well prepared and eager to enter as engineering majors.Source: http://www.calstate.edu/college/map.shtml

The Design Your Future: North Coast Engineering Academies has three components:1.Teacher Professional Development2. Co-Curricular offering of ENGR 215 Introduction to Design3. Community Building: Teachers, Students, & Engineers.3. Community Building: Teachers, Students, Parents & Engineers.

Thank you to Principal Jennifer Lane, Teacher Forrest Stamper and the Hoopa Valley High School ENGR 215 class for trying our pilot course.

Name GameFirst person to learn everyone’s name in the room will get a $20 certificate to the HSU bookstore.

DYF Teacher Institute Introductions & ExpectationsPlease state your name, what you are teaching this fall, and what you are hoping to get our of our institute this week.

Design products and processes to meet needs and solve problemsSeek to understand the natural worldMathandScienceEngineeringTechnologySystems of products and processesbuilt from engineering designsAdapted from Massachusetts Science and Technology/Engineering Curriculum Framework, October 2006, page 81. by Richards, Schnittka& Donohue, ASEE 2009Relationship between STEM Disciplines

The engineering design process provides a framework for inquiry based learning1. Identify the need or problem 2. Research the need or problem 8. Redesign3. Develop possible solutions7. Communicate the solutions4. Select the best possible solution(s)6. Test and evaluate5. Construct a prototypeMassachusetts Science and Technology/Engineering Curriculum Framework, October 2006, page 84. Adapted by Richards, Schnittka & Donohue, ASEE 2009

Introduction to ETKETKs (Engineering Teaching Kits) were developed at Univ. of Virginia by Senior Engineering Students. ETKs include:Teacher’s guide with unit overviewReview of relevant conceptsPlans for five 50 minute activity periodsAssessment instrumentsYou will receive paper & electronic versions of ETKs materials

Today we will consider students’ misconceptions and take a constructivist approach to learning

A body immersed in a fluid is subject to an upward force equal in magnitude to the weight of the displaced fluidArchimedes supposedly derived this principle from noting that the amount of water spilled from his bath was equal in volume to the submerged part of his bodyhttp://en.wikipedia.org/wiki/Buoyancy and http://www.juliantrubin.com/bigten/archimedesprinciple.htmladapted by Richards, Schnittka & Donohue, ASEE 2009Let’s try it with buoyancy and Archimedes principle.

Completely submerged objects with equal masses, but different volumes, will experience different buoyant forces.In a more dense the fluid, the upwards force will be greater because the fluid displaced will weigh more.More on buoyancy…Density Matters!!

Design Objective: Using one piece of foil, design a vessel that will float and carry the highest number of pennies.You have ____ minutesWork in groups of ____ PeopleMake sure everyone gets to “touch”

Minute PaperWhat is the most important thing you have learned today?What questions do you still have?Feedback