Introduction to engineering design, pier sun ho

816 views

Published on

Published in: Business, Technology
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
816
On SlideShare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
27
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide
  • Review the workshop objectivesEmphasize intention (presentation of curriculum integration model) – curriculum is starting point, not ending point
  • So we have our overly general curriculum map. What are the natural connections between subject areas?Here’s a obvious one, right? In English, you learn to write persuasive compositions, how to evaluate credibility, in fiction and nonfiction. In fiction, there’s the unreliable narrator. In nonfiction, you need to vet source for bias, and so on. Both are directly related to being conducting and evaluating courtroom testimony. Sometimes though there doesn’t seem to be a connection. DNA, and circles? Doesn’t seem to go together. But hey, you know they are connected? They both can be used in the course of a criminal investigation. DNA sequencing can be used to convict or exonerate suspects, calculation of area and perimeter are used when establishing a search region. You know the suspect left the crime scene an hour ago in a car, you can calculate how far he could have traveled and then use that to establish a search reasonable area. And in the technical class, criminal investigation leads to trials and courtroom testimony. Using that real world context, you can bring link a large range of content topics. So, when looking at your own projects, some things to consider. What are new, different connections that might be made between subject areas, who can you go to for fresh look and new suggestions? From the other side, do you have connections that are kind of shoehorned in there? That happens, oh, we have to get US history in somehow. But the connection is weak. If you can’t make strong authentic connections, maybe they don’t belong, or maybe you need to consider rethinking the overarching unit theme. It’s hard to throw out a project that you did a lot of work on, especially if students find it fun. But if it’s just fun, and not covering real standards, or not hanging together cohesively, it’s probably not producing the measurable outcomes you want.
  • In NYS the course is called Drawing and Design for Production. Introduction to Engineering Design is a high school course that is appropriate for 9th or 10th grade students. IED is a foundation course. The course assumes no previous knowledge, but students should be concurrently enrolled in college preparatory mathematics and science.
  • Unit 1Tools that engineers use to solve problemsSteps in the design process ***Basic rules of technical sketchingMeasurement and statistics ***How to create a product from conception to reality
  • Unit 2Knowledge and use of CAD modeling software, including how toCalculate area, surface area, volume, and weight of 3D solids ***Properly document technical drawings ***Apply design process steps to solve a problem ***
  • Unit 3In this lesson students will*** identify visual, *** functional, or *** structural issues with their reverse-engineered products, ***initiate product improvements by writing design briefs, participate in group brainstorming sessions to develop creative ideas, use matrices to make design decisions, develop innovative solutions, and ***communicate their designs through technical reports.
  • It is important for the students to understand that an acceptable solution is one that fits the constraints and specifications of the design brief. There is no one right way to solve a design problem, but there is always a more functional, structurally sound, cost effective, visually pleasing, and environmentally friendly way.In this unit students will be grouped into virtual design teams based on their interests. Students will learn about group norms, establish rules of acceptable behavior, develop management strategies, and work across virtual boundaries to research and develop solutions to problems of their choosing.
  • Introduce two unitsExplain that they are not necessarily semester 1 and 2 Describe what each unit includes (have them open binder to examples, if necessary)
  • Review the workshop objectivesEmphasize intention (presentation of curriculum integration model) – curriculum is starting point, not ending point
  • Introduce first unit as culminating in designing and building a model ship/boatExplain addition to IED curriculum (first semester projects didn’t include good integrated unit possibilities)Doesn’t add much to IED sequence (can practice normal Inventor skills using this project, and a few days for building)
  • Describe importance of engineering in marine environment as a fieldAcknowledge some schools aren’t near water, but marine engineering is still relevant
  • Review theme of each subunit
  • Review major academic topics covered in unit
  • Explain that introductory lesson always introduced the unit and is taught by PLTW teacher to frame the rest of the unit
  • Briefly describe man’s history of seafaring (long-standing)Use the next slides of various boats and ships to review the idea that boats come in many different shapes and sizes that are governed by their intended purpose and anticipated water environment
  • Introduceenglish connectionLiterature associated with sailing, etc, introduces and contextualizes the activity of ship design
  • One instructional strategy we suggest is Literature CircleAsk an English teacher to explain and then summarize (or refine/correct, if necessary)Review the possible roles
  • Explain that we will practice this strategy using excerpt from Life of Pi, one of the suggested readingsGive summary of book prior to excerpt: Pi is teenager, moving with family (and family business, zoo animals) from India to Canada. Near beginning of book, cargo ship they are sailing on sinks. Much of novel about Pi’s survival experience on lifeboat.Have them get into groups, assign roles, and read excerpt, and discuss in small groupsThen discuss as large group.
  • Move on to Social Studies connectionsWorld War II, many engineering innovations results from necessity in wartime
  • Give brief description of situation in Europe prior to invasion of NormandyPoint out primary sources in curriculum binder describing invasion analysis
  • Explain that Rommel was anticipating invasion and prepared defenses
  • Review each of the defensesHave participants use page 1-87 to brainstorm possible countermeasures to defenses
  • Share out brainstormed countermeasuresDescribe some of the actual innovations developed
  • Move on to Math/Science connection
  • Review this problem to make sure people know what’s going on and didn’t get lostVolume of submerged portion: 108 cm3Volume of total object: 120 cm3Possible dimensions: 4 cm x 5 cm x 6 cm
  • Last subunit focuses on designing and building a model. Also includes a geography lesson on waterways around the worldand in English student apply the earlier lessons to write a short story that takes place on their designed boat
  • Test modelsAsk for questions/comments
  • Next unit, reverse engineeringDescribe reverse engineering unit in IED
  • Ask participants to define reverse engineeringAsk for examples in real worldDefine and share actual examples
  • Review major academic content covered in unit
  • Move on to English connectionTechnical communication/writing is key in engineeringWhen communication is poor, a lot of things can go wrong
  • Review implementation considerations (see IED presentation)
  • Review changing/adding/removing lessons, etc
  • Introduction to engineering design, pier sun ho

    1. 1. Academy of Engineering SessionIntroduction to Engineering Design Integrated Curriculum<br />Pier Sun Ho<br />Rob Atterbury<br />
    2. 2. 2<br />Workshop Objectives and Expectations<br />This workshop is intended to:<br />Familiarize teacher teams with the integrated curriculum model<br />Introduce IED and its associated integrated curriculum<br />Prepare participants for implementing the curriculum<br />Introduce the participants to a sample culminating engineering project<br />
    3. 3. Continuum of Curriculum Integration<br /> Conceptual<br />BASIC INTERMEDIATE ADVANCED<br />
    4. 4.
    5. 5. Integrated Curriculum Overview<br />5<br />
    6. 6. Tier I<br />Introduction to Engineering Design<br />Principles of Engineering<br />Digital Electronics<br />Tier II<br />Aerospace Engineering<br />Biotechnical Engineering<br />Civil Engineering and Architecture<br />Computer Integrated Manufacturing<br />Tier III<br />Engineering Design and Development<br />6<br />
    7. 7. Introduction to Engineering Design<br />-IED-<br />The major focus of the IED course is to expose students to design process, research and analysis, teamwork, communication methods,  global and human impacts, engineering standards, and technical documentation.<br />
    8. 8. Introduction to Engineering Design<br />Unit 1: Introduction to Design<br />Key Concepts:<br /><ul><li>Design Process
    9. 9. Technical Sketching and Drawing
    10. 10. Measurement and Statistics
    11. 11. Puzzle Cube</li></li></ul><li>Introduction to Engineering Design<br />Unit 2: Design Solutions<br />Key Concepts:<br /><ul><li>Geometric Shapes and Solids
    12. 12. Dimensions and Tolerances
    13. 13. Advanced Modeling Skills
    14. 14. Advanced Designs</li></li></ul><li>Introduction to Engineering Design<br />Unit 3: Reverse Engineering<br />Key Concepts:<br />Visual Analysis<br />Functional Analysis<br />Structural Analysis<br />Product Improvement by Design<br />
    15. 15. Introduction to Engineering Design<br />Unit 4: Virtual Design Project<br />Key Concepts:<br />Engineering Design Ethics<br />Design Teams<br />
    16. 16. 12<br />Curriculum Overview<br />There are 2 curriculum units for Introduction to Engineering Design<br />Semester 1: Ship Shape<br />Semester 2: Reverse Engineering<br />Each unit includes:<br />Lesson plans for the four academic subject areas and IED<br />Relevant national standards alignment<br />Teacher resources (background info, answer keys, rubrics)<br />Student resources (handouts, worksheets, labs)<br />
    17. 17. 13<br />Workshop Objectives and Expectations<br />This workshop is intended to:<br />Familiarize teacher teams with the integration of each subject area into the unit<br />Prepare participants for implementing the curriculum<br />Communicate the intention of the curriculum developers for unit enactment<br />Discuss revisions and planning decisions unique to your site<br />Introduce the participants to a sample culminating engineering project<br />
    18. 18. Unit 1Ship Shape<br />
    19. 19. Engineering in the Marine Environment<br />Safely and efficiently move a variety of cargoes across the world’s oceans <br />Effectively project your nation’s economic, political, and military objectives across the seas <br />Protect your nation’s coastline, resources, and waterborne trade <br />Safely explore and wisely exploit the abundant resources found in the ocean’s depths and in its ice covered areas<br />Provide better boats and ships for entertainment, sport, and recreational boating<br />
    20. 20. Unit Overview<br />Subunit 1 lessons introduce to ships and ship design and provide some historical context to the importance of naval architecture and marine engineering<br />Subunit 2 lessons introduce the basic math and science involved in naval architecture and other marine engineering fields<br />Subunit 3 lessons provide students with the opportunity to apply their knowledge academic knowledge to a design challenge<br />
    21. 21. Major Academic Subject Topics and Content<br />English Language Arts<br />Using figurative language, and writing short stories<br />Technical writing<br />Social Studies<br />Geography—Influence of major waterways on cultures around the world<br />World History—World War II and the invasion of Normandy<br />Science<br />Physical Science/Physics—Density, buoyancy, center of mass<br />Biology—Adaptations in marine animals<br />Mathematics<br />Area and volume<br />Simple quadratic equations<br />
    22. 22. Subunit 1: High Seas Adventure<br />18<br />
    23. 23. Early sailing vessels<br />
    24. 24. Egyptians and Phoenicians<br />
    25. 25. Chinese Junk<br />
    26. 26. Tall Ships<br />
    27. 27. Container Ships<br />
    28. 28. Recreational Boating (Cigarette Boat)<br />
    29. 29. Modern Military Fleet<br />
    30. 30. Military Transports<br />
    31. 31. Air Boats<br />
    32. 32. Subunit 1: High Seas Adventure<br />28<br />
    33. 33. Literature Circles (p 1-35)<br />Student-directed discussion groups<br />Each student assigned a different role/perspective during reading and discussion<br />Possible roles: moderator, psychologist, lexicographer, anthropologist, and many others<br />
    34. 34. Life of Pi<br />Assign roles within your group<br />Read Chapter 37 <br />Keep your literature circle role in mind<br />Discuss your reaction to the reading as a group<br />
    35. 35. Subunit 1: High Seas Adventure<br />31<br />
    36. 36. Setting the Stage<br />Europe, May 1943<br />Allies begin preparations to retake the Europe <br />
    37. 37. WWII German Defenses of Coastal France<br />
    38. 38. Beach Defenses<br />
    39. 39. World War II Engineering Innovations<br />Higgins Boat<br />Duplex Drive (DD) Tank<br />Bobbin Tank<br />Sherman Flail Tank<br />
    40. 40. Subunit 2: Sink or Swim<br />36<br />
    41. 41. Float or Founder?<br />
    42. 42. Float or Founder?<br />
    43. 43. Gravitational Force<br />39<br />AKA Weight!<br />
    44. 44. Gravitational Force<br />Weight = mass •accelerationgravity<br />Fgrav = m • g<br />Fgrav= 250 g• 9.8<br />Fgrav= 2450 <br />40<br />
    45. 45. How about the Buoyant Force?<br />
    46. 46. 42<br />
    47. 47. Archimedes’ Principle<br />43<br />= <br />Buoyant forceon thesubmerged object<br />Weight of <br />displaced fluid<br />
    48. 48. 44<br />
    49. 49. One Last Substitution: Mass of the Fluid<br />45<br />Density () of water = 1 g/cm3<br />
    50. 50. r<br />USS Yogurt<br />h<br />Calculating Buoyant Force<br />Fbuoyant = ( •Vsubmerged)• g<br />Fbuoyant = ( •Vsubmerged)• 9.8<br />Fbuoyant = (1 •Vsubmerged)• 9.8 <br />Fbuoyant = (1 • 330cm3)• 9.8 <br />Fbuoyant = 3234 <br />V =  r2 h<br />V =  • (3.5 cm)2 • 8.6 cm <br />V ≈330 cm3<br />
    51. 51. Will She Float?<br />Compare the gravitational force and buoyant force acting on the ship<br />Fgrav≟Fbuoyant<br /> 2540 ≟3234<br />Fgrav < Fbuoyant<br />Seaworthy!<br />
    52. 52. A Little Trick, Just This Once<br />
    53. 53. DIY Calculations<br />1/10 of this box is above water<br />The box has a mass of 108 grams<br />What is the volume of the submerged portion?<br />What is the volume of the total box?<br />What possible dimensions might the box have?<br />49<br />
    54. 54. Subunit 3: Float Your Boat<br />50<br />
    55. 55. Introduction to Design<br />
    56. 56. Activity Expectations<br />As a group, design plans for a boat that fulfills the specifications and constraints of the challenge<br />Build a testable model using the materials provided – draw a line at the anticipated waterline<br />Be prepared to: <br />Describe the challenge and constraints<br />Give the dimensions of your boat<br />Defend its design as buoyant<br />Give a brief summary explaining your design decisions <br />
    57. 57. 2 possible challenges<br />Speedboat<br />Must have length-to-width ratio of at least 4:1.<br />Must have a pointed bow.<br />Must have a V-shaped hull.<br />Must have load capacity (and seating) for at least two passengers (100 g).<br />Must have a maximum freeboard of 2 cm when loaded.<br />Life Raft<br />Must have capacity for nine people (450 g).<br />Must have a flat-bottomed hull.<br />Must minimize use of materials.<br />Must have a minimum freeboard of 3 cm when loaded.<br />53<br />
    58. 58. Subunit 3: Float Your Boat<br />54<br />
    59. 59. Unit 2Reverse Engineering<br />
    60. 60. What is Reverse Engineering?<br />Discover the technological principles of a device, object or system through analysis of its structure, function and operation<br />Teardown, analyze, copy and/or redesign <br />Reverse engineering can be done on <br />Mechanical designs<br />Software<br />Microchips<br />Automotive<br />Consumer products<br />Chemicals<br />Electronics <br />
    61. 61. Major Academic Subject Topics and Content<br />English Language Arts<br />Writing humorous anecdotes<br />Writing technical descriptions and instructions <br />Social Studies<br />World History—Intelligence gathering during World War II<br />Science<br />Physical Science/Physics—Simple machines<br />Biology—Nature of science <br />Mathematics<br />Combinations and permutations<br />
    62. 62. 58<br />
    63. 63. Implementing Integrated Curriculum<br />Common Planning Time <br />Curriculum Mapping and Lesson Discussion<br />
    64. 64. 60<br />
    65. 65. 61<br />
    66. 66. 62<br />
    67. 67. 63<br />
    68. 68. Implementing Integrated Curriculum<br />Curriculum Mapping and Lesson Discussion<br />Revising lessons: This lesson doesn’t fit my scope and/or standards<br />Removing lessons: We don’t have that subject teacher on our team<br />Adding lessons: My subject isn’t represented in the unit<br />Common Planning Time! <br />We don’t have time/structure to fit this into our school year<br />Single subject integration<br />Parallel/Paired integration<br />64<br />
    69. 69. Thanks for Attending!Download curriculum materials from the NAF curriculum library<br />Contact us with questions and suggestions!<br />Pier Sun Ho<br />psunho@ConnectEdCalifornia.org<br />

    ×