This document outlines the Engineering is Elementary (EiE) curriculum. It defines technology as anything human-made used to solve problems or fulfill desires. EiE teaches engineering concepts through technology examples from different countries. Lessons include an engineering story, the relevant engineering field, how science informs design, and an engineering design challenge. The engineering design process involves defining a problem, brainstorming solutions, planning/creating one idea, and testing/improving the design.
Engineering involves applying scientific and mathematical principles to solve problems through design and construction. It uses the engineering design process which consists of 8 steps: identifying the problem, researching the problem, developing solutions, selecting the best solution, constructing a prototype, testing and evaluating solutions, communicating solutions, and redesigning if needed. There are many fields of engineering including aerospace, biomedical, civil, electrical, and mechanical engineering. Engineers design and develop new products, use science and math principles, conduct tests, create and build things, and solve problems.
Engineering career presentation for middle schoolikfly2002
Engineering Week -like (aka Career Day) presentation targeted toward middle schoolers. This discusses what engineers do, similarity to inventors, famous inventors, a "make a sandwich" instructions exercise, and engineering career information.
This document discusses the importance of labeling and naming concepts in engineering. It argues that assigning descriptive and memorable labels is a critical first step in problem solving and developing understanding. The document outlines Socrates' and Aristotle's emphasis on categorization and naming. It also discusses how labeling new phenomena allows for further modeling and social spread of ideas. The document advocates that engineering education should focus more on teaching students the proper names of systems and components to lay the foundation for better understanding and engineering.
Engineers dream up creative solutions to invent, design, and create things that improve lives. There are many types of engineering careers including chemical, civil, electrical, and mechanical engineering with various specializations within each field. Engineering is an enjoyable and important career that pays well and allows people to make a difference through their work.
An in-depth look at how interaction design, industrial design and service design are merging together to form a super-discipline and what this all means for designers.
This is my presentation from the ISDE7 / WALIS / NRM Conference held in Perth. It focuses on my personal experiences with citizen science and the environment over the last couple of years.
Engineering involves applying scientific and mathematical principles to solve problems through design and construction. It uses the engineering design process which consists of 8 steps: identifying the problem, researching the problem, developing solutions, selecting the best solution, constructing a prototype, testing and evaluating solutions, communicating solutions, and redesigning if needed. There are many fields of engineering including aerospace, biomedical, civil, electrical, and mechanical engineering. Engineers design and develop new products, use science and math principles, conduct tests, create and build things, and solve problems.
Engineering career presentation for middle schoolikfly2002
Engineering Week -like (aka Career Day) presentation targeted toward middle schoolers. This discusses what engineers do, similarity to inventors, famous inventors, a "make a sandwich" instructions exercise, and engineering career information.
This document discusses the importance of labeling and naming concepts in engineering. It argues that assigning descriptive and memorable labels is a critical first step in problem solving and developing understanding. The document outlines Socrates' and Aristotle's emphasis on categorization and naming. It also discusses how labeling new phenomena allows for further modeling and social spread of ideas. The document advocates that engineering education should focus more on teaching students the proper names of systems and components to lay the foundation for better understanding and engineering.
Engineers dream up creative solutions to invent, design, and create things that improve lives. There are many types of engineering careers including chemical, civil, electrical, and mechanical engineering with various specializations within each field. Engineering is an enjoyable and important career that pays well and allows people to make a difference through their work.
An in-depth look at how interaction design, industrial design and service design are merging together to form a super-discipline and what this all means for designers.
This is my presentation from the ISDE7 / WALIS / NRM Conference held in Perth. It focuses on my personal experiences with citizen science and the environment over the last couple of years.
This document provides an overview of STEM fields and how they work together to solve problems and develop new technologies. It discusses the roles of scientists, technologists, mathematicians, and engineers. Scientists investigate the natural world, technologists apply science and math to designs, mathematicians use numbers and symbols to solve problems, and engineers create designed systems and technologies. The document then gives an example of how each field contributed to the development of the pencil. It emphasizes that teams working across disciplines can accomplish more than individuals.
Engineering Intro slideshow for high schoolDIANALENNON3
This document provides an introduction to engineering by explaining what engineers do, how they work with other STEM fields like science and math to solve problems, and how they use their skills and knowledge to invent or innovate technologies that improve lives and solve human needs and wants. It discusses different types of engineers and examples of problems they work to address, and poses discussion questions about potential new products or systems and what engineers might be involved.
This document discusses technology education and its importance for students. It defines technology as the application of knowledge, resources, materials, tools, and information to extend human capabilities and control the natural and human-made environments. It then provides examples of technology projects for students, outlining the six step project method of describing problems, researching solutions, designing, planning, constructing, and evaluating projects. The document argues that technology education teaches real-world problem solving skills across different subjects and improves student motivation by applying classroom knowledge to tangible problems. It also helps students learn teamwork and communication through group projects.
This document provides an introduction to engineering. It explains that engineering uses scientific, technological, and mathematical knowledge to solve practical problems. Engineers work to solve many kinds of problems and can invent new products/systems or innovate existing ones. Examples are given of different types of engineers and the problems they might work on, such as designing GPS systems, finding cures for diseases, or creating robots to explore other planets. The document discusses how STEM fields work together to solve problems based on human needs and wants.
Engineering design is a systematic, intelligent process in which engineers
generate, evaluate, and specify solutions for devices, systems, or processes whose
form(s) and function(s) achieve clients’ objectives and users’ needs while satisfying
a specified set of constraints. In other words, engineering design is a thoughtful
process for generating plans or schemes for devices, systems, or processes that attain
given objectives while adhering to specified constraints.
Contact me at naseel@live.com
This document discusses the relationships between physics, technology, and society. It defines science as understanding the natural world, with examples like volcanoes and atoms. Physics discovers facts and relationships and creates theories to make sense of them. Technology is defined as using science to develop products that help people, with examples like Xerox machines and cellphones. Basic home technologies are listed as the television, computer, and appliances. The document discusses how physics drives new technologies and how technology allows new scientific experiments. It concludes that science and technology improve life through innovation and development.
The document summarizes the technological process. It defines technology as applying knowledge and skills to solve problems and meet needs. It then outlines the stages of a technological process: analyzing needs, proposing solutions, developing an idea, constructing a solution, and evaluating. It provides examples of a process sheet to plan construction and the components of a final report to document the process used and solution obtained.
The document defines key concepts in the technological process:
1) Technology is the practical application of knowledge and skills to solve problems and meet needs through technological objects or systems.
2) The technological process involves analyzing a need, proposing and selecting solutions, developing the idea, constructing and testing it, then evaluating and reporting on the results.
3) An important part of the process is creating a process sheet that plans construction by outlining tasks, responsibilities, materials, tools, procedures, and timelines.
Technology makes our lives easier by helping us with daily tasks like eating, drinking, washing, and entertainment. Any object we use goes through a process of creation requiring knowledge in various areas. This process involves drawing designs, choosing suitable materials, understanding material properties, conducting tests, working with tools, analyzing structures, learning about electricity, and using computers. The technological design process addresses a problem or need by identifying it, exploring solutions, building an object, and testing it works as intended.
This document provides instructions for students to design and present their idea for "the perfect gadget". It encourages students to be creative in developing an original, practical, and user-friendly technological invention. It outlines that students will present their gadget to the class, who will take notes to ask questions afterwards, and that presentations should introduce the product, describe its technical features and benefits over other products, and give pricing and availability details.
Transforming the Silent "E" in STEM - Engaging Educators to Encourage Enginee...Society of Women Engineers
This document contains biographical information about three female engineers - Alison Peterson, Britney Head, and Katharyn Van Petten - who work or have worked for ExxonMobil and AbbVie. It also discusses encouraging more students, especially women and minorities, to pursue engineering careers by highlighting engineering's societal benefits, providing hands-on learning experiences, and educating teachers on career opportunities in STEM fields through events like facility tours and engineering design challenges. The document advocates framing engineering as an opportunity for creative problem solving that can help address important challenges.
This document provides guidance and activities for an English teacher to discuss the impact of technology with students. It includes the following:
1. Suggested discussion topics about how technology has influenced different fields like health, transportation, education, and how the changes could be good or bad.
2. An activity where students research in groups how technology has impacted a assigned field and present their findings.
3. An open discussion activity about how technology helps and hinders food production in agriculture.
4. A news article about a building constructed in 48 hours using prefabricated materials, and discussion questions about how technology enabled this construction.
5. A follow up group activity where students research and present surprising technological
The document proposes a waste management system that uses robotic technology and AI to separate dry and wet waste. Sensors would sense the type of material and signal robotic arms to separate items into paper, plastic, and metal. These recycled materials could then be supplied to relevant companies. The system aims to reduce environmental pollution while generating income. A team of two students and one mentor plan to develop a prototype over three years with milestones at 50%, 80%, and 100% completion. Funding would support prototype development.
Design: Steps in design process, Mechanical Properties (Strength, Toughness, Hardness, Ductility, Malleability, Brittleness, Elasticity, Plasticity, Resilience, Creep), and selection of Engineering materials, Applications of
following materials in Engineering – Aluminum, Plastic, Steel, Brass, Cast Iron, Copper, Rubber.
Mechanism (Descriptive Treatment Only): Definition and comparison of Mechanism and Machine, Four Bar Mechanism, Slider Crank Mechanism.
Sameer Mitter | Difference between Technology and Information Technology & Sc...Sameer Mitter
Sameer Mitter explains the difference between technology and Information technology and science. These are three important pillars for a successful life.
This document defines technology and outlines the steps of the technological process. Technology is defined as the practical application of knowledge and skills to create solutions that satisfy needs or solve problems. The technological process involves 7 steps: 1) identifying the problem, 2) exploring ideas, 3) proposing solutions, 4) selecting the best idea, 5) defining an action plan, 6) building, and 7) testing. It also discusses the rules for working safely in the workshop, including tool management, cleaning responsibilities, and safety precautions.
The document provides information about designing a prosthetic arm for a classmate who recently lost part of her arm below the elbow. It outlines the design challenge which is to create a low-cost prosthetic device that allows her to perform daily tasks. The device must meet criteria such as costing less than $40 and weighing less than 3kg. It also describes the performance tasks the device will be evaluated on, including tossing balls into targets at various distances and placing objects in a container. Background research activities are suggested to inform the design such as patent searches, reverse engineering, and user interviews.
Scientific research and discoveries have significantly improved modern life. Key scientists like Copernicus, Newton, Curie, and Pasteur made contributions that changed our understanding of physics, chemistry, and medicine. Without scientific advances, we would lack many modern technologies and medical treatments. Proper water filtration is also important, as unsafe water can spread disease. Filters work by using porous materials to remove particles from water through permeability and percolation. Understanding water's physical properties helps design effective filtration systems.
The document summarizes case studies and presentations from the 2014 California STEM Summit about reform and innovation in STEM teacher preparation through collaborations between California State Universities and school districts. Key areas discussed include reshaping teacher preparation programs, enhancing STEM educators' skills, and strategies for empowering teachers to teach common core state standards in math and next generation science standards. Specific examples of partnerships between Sacramento City Unified School District, Fresno Unified School District, and California State Universities are presented.
The document discusses the Commission on Teacher Credentialing's efforts to strengthen teacher preparation programs in California to better align with the Common Core State Standards and Next Generation Science Standards. It outlines challenges these new standards present and the Commission's role in setting standards for subject matter knowledge, teacher preparation programs, examinations, and induction. It also summarizes recommendations from the Teacher Preparation Advisory Panel related to strengthening STEM education and revising science credential areas.
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This document provides an overview of STEM fields and how they work together to solve problems and develop new technologies. It discusses the roles of scientists, technologists, mathematicians, and engineers. Scientists investigate the natural world, technologists apply science and math to designs, mathematicians use numbers and symbols to solve problems, and engineers create designed systems and technologies. The document then gives an example of how each field contributed to the development of the pencil. It emphasizes that teams working across disciplines can accomplish more than individuals.
Engineering Intro slideshow for high schoolDIANALENNON3
This document provides an introduction to engineering by explaining what engineers do, how they work with other STEM fields like science and math to solve problems, and how they use their skills and knowledge to invent or innovate technologies that improve lives and solve human needs and wants. It discusses different types of engineers and examples of problems they work to address, and poses discussion questions about potential new products or systems and what engineers might be involved.
This document discusses technology education and its importance for students. It defines technology as the application of knowledge, resources, materials, tools, and information to extend human capabilities and control the natural and human-made environments. It then provides examples of technology projects for students, outlining the six step project method of describing problems, researching solutions, designing, planning, constructing, and evaluating projects. The document argues that technology education teaches real-world problem solving skills across different subjects and improves student motivation by applying classroom knowledge to tangible problems. It also helps students learn teamwork and communication through group projects.
This document provides an introduction to engineering. It explains that engineering uses scientific, technological, and mathematical knowledge to solve practical problems. Engineers work to solve many kinds of problems and can invent new products/systems or innovate existing ones. Examples are given of different types of engineers and the problems they might work on, such as designing GPS systems, finding cures for diseases, or creating robots to explore other planets. The document discusses how STEM fields work together to solve problems based on human needs and wants.
Engineering design is a systematic, intelligent process in which engineers
generate, evaluate, and specify solutions for devices, systems, or processes whose
form(s) and function(s) achieve clients’ objectives and users’ needs while satisfying
a specified set of constraints. In other words, engineering design is a thoughtful
process for generating plans or schemes for devices, systems, or processes that attain
given objectives while adhering to specified constraints.
Contact me at naseel@live.com
This document discusses the relationships between physics, technology, and society. It defines science as understanding the natural world, with examples like volcanoes and atoms. Physics discovers facts and relationships and creates theories to make sense of them. Technology is defined as using science to develop products that help people, with examples like Xerox machines and cellphones. Basic home technologies are listed as the television, computer, and appliances. The document discusses how physics drives new technologies and how technology allows new scientific experiments. It concludes that science and technology improve life through innovation and development.
The document summarizes the technological process. It defines technology as applying knowledge and skills to solve problems and meet needs. It then outlines the stages of a technological process: analyzing needs, proposing solutions, developing an idea, constructing a solution, and evaluating. It provides examples of a process sheet to plan construction and the components of a final report to document the process used and solution obtained.
The document defines key concepts in the technological process:
1) Technology is the practical application of knowledge and skills to solve problems and meet needs through technological objects or systems.
2) The technological process involves analyzing a need, proposing and selecting solutions, developing the idea, constructing and testing it, then evaluating and reporting on the results.
3) An important part of the process is creating a process sheet that plans construction by outlining tasks, responsibilities, materials, tools, procedures, and timelines.
Technology makes our lives easier by helping us with daily tasks like eating, drinking, washing, and entertainment. Any object we use goes through a process of creation requiring knowledge in various areas. This process involves drawing designs, choosing suitable materials, understanding material properties, conducting tests, working with tools, analyzing structures, learning about electricity, and using computers. The technological design process addresses a problem or need by identifying it, exploring solutions, building an object, and testing it works as intended.
This document provides instructions for students to design and present their idea for "the perfect gadget". It encourages students to be creative in developing an original, practical, and user-friendly technological invention. It outlines that students will present their gadget to the class, who will take notes to ask questions afterwards, and that presentations should introduce the product, describe its technical features and benefits over other products, and give pricing and availability details.
Transforming the Silent "E" in STEM - Engaging Educators to Encourage Enginee...Society of Women Engineers
This document contains biographical information about three female engineers - Alison Peterson, Britney Head, and Katharyn Van Petten - who work or have worked for ExxonMobil and AbbVie. It also discusses encouraging more students, especially women and minorities, to pursue engineering careers by highlighting engineering's societal benefits, providing hands-on learning experiences, and educating teachers on career opportunities in STEM fields through events like facility tours and engineering design challenges. The document advocates framing engineering as an opportunity for creative problem solving that can help address important challenges.
This document provides guidance and activities for an English teacher to discuss the impact of technology with students. It includes the following:
1. Suggested discussion topics about how technology has influenced different fields like health, transportation, education, and how the changes could be good or bad.
2. An activity where students research in groups how technology has impacted a assigned field and present their findings.
3. An open discussion activity about how technology helps and hinders food production in agriculture.
4. A news article about a building constructed in 48 hours using prefabricated materials, and discussion questions about how technology enabled this construction.
5. A follow up group activity where students research and present surprising technological
The document proposes a waste management system that uses robotic technology and AI to separate dry and wet waste. Sensors would sense the type of material and signal robotic arms to separate items into paper, plastic, and metal. These recycled materials could then be supplied to relevant companies. The system aims to reduce environmental pollution while generating income. A team of two students and one mentor plan to develop a prototype over three years with milestones at 50%, 80%, and 100% completion. Funding would support prototype development.
Design: Steps in design process, Mechanical Properties (Strength, Toughness, Hardness, Ductility, Malleability, Brittleness, Elasticity, Plasticity, Resilience, Creep), and selection of Engineering materials, Applications of
following materials in Engineering – Aluminum, Plastic, Steel, Brass, Cast Iron, Copper, Rubber.
Mechanism (Descriptive Treatment Only): Definition and comparison of Mechanism and Machine, Four Bar Mechanism, Slider Crank Mechanism.
Sameer Mitter | Difference between Technology and Information Technology & Sc...Sameer Mitter
Sameer Mitter explains the difference between technology and Information technology and science. These are three important pillars for a successful life.
This document defines technology and outlines the steps of the technological process. Technology is defined as the practical application of knowledge and skills to create solutions that satisfy needs or solve problems. The technological process involves 7 steps: 1) identifying the problem, 2) exploring ideas, 3) proposing solutions, 4) selecting the best idea, 5) defining an action plan, 6) building, and 7) testing. It also discusses the rules for working safely in the workshop, including tool management, cleaning responsibilities, and safety precautions.
The document provides information about designing a prosthetic arm for a classmate who recently lost part of her arm below the elbow. It outlines the design challenge which is to create a low-cost prosthetic device that allows her to perform daily tasks. The device must meet criteria such as costing less than $40 and weighing less than 3kg. It also describes the performance tasks the device will be evaluated on, including tossing balls into targets at various distances and placing objects in a container. Background research activities are suggested to inform the design such as patent searches, reverse engineering, and user interviews.
Scientific research and discoveries have significantly improved modern life. Key scientists like Copernicus, Newton, Curie, and Pasteur made contributions that changed our understanding of physics, chemistry, and medicine. Without scientific advances, we would lack many modern technologies and medical treatments. Proper water filtration is also important, as unsafe water can spread disease. Filters work by using porous materials to remove particles from water through permeability and percolation. Understanding water's physical properties helps design effective filtration systems.
The document summarizes case studies and presentations from the 2014 California STEM Summit about reform and innovation in STEM teacher preparation through collaborations between California State Universities and school districts. Key areas discussed include reshaping teacher preparation programs, enhancing STEM educators' skills, and strategies for empowering teachers to teach common core state standards in math and next generation science standards. Specific examples of partnerships between Sacramento City Unified School District, Fresno Unified School District, and California State Universities are presented.
The document discusses the Commission on Teacher Credentialing's efforts to strengthen teacher preparation programs in California to better align with the Common Core State Standards and Next Generation Science Standards. It outlines challenges these new standards present and the Commission's role in setting standards for subject matter knowledge, teacher preparation programs, examinations, and induction. It also summarizes recommendations from the Teacher Preparation Advisory Panel related to strengthening STEM education and revising science credential areas.
The document discusses building cross-sector partnerships to support STEM education. It describes Silicon Valley Education Foundation's approach of drawing on the time, talent, and treasure of partners from education, nonprofit, and corporate sectors. These partnerships provide complementary resources like access to students, teachers, and facilities from schools; curriculum expertise and professional development from nonprofits; and computer resources, classroom mentors, and consulting help from companies. The presentation outlines challenges like mission creep, partners feeling threatened, and limited resources, and provides tools for building effective partnerships through a partnership fit test and portfolio impact vs. sustainability matrix.
The Central Coast STEM Collaborative is a network of stakeholders committed to promoting STEM education. Their vision is for an innovative STEM learning culture where people of all backgrounds can contribute to a sustainable future. Current work includes enhancing community involvement in STEM, facilitating STEM events, providing online opportunities, and mapping workforce needs. They partner with schools in San Luis Obispo and Santa Barbara counties through programs like Partners in Education and Science after Dark.
This document lists 5 topics: Science, Technology, Engineering, Art, and Math. It appears to be an acronym for STEAM, which refers to integrating arts with STEM (Science, Technology, Engineering, and Math) subjects in education. The document highlights key disciplines that are often combined in interdisciplinary or transdisciplinary approaches to learning.
This document outlines a STEM education policy agenda for California with the goals of providing quality STEM learning experiences, developing great STEM educators, and creating innovative STEM networks. It discusses the need to design standards and accountability systems to better support STEM teaching and learning aligned with college and career expectations. It also stresses the importance of redesigning teacher preparation, credentialing policies, and professional learning to attract and support more STEM educators. Finally, it advocates for building partnerships to increase efficiency and sustainability of STEM programs through aligned educational and economic investments.
The document summarizes the background and successful practices of the Center for African American Achievement in Engineering (CAAAE) and its Dr. Frank S. Greene Scholars Program (GSP). The GSP provides support to Black students in STEM fields, with 100% of scholars graduating from high school and college, 75% attending 4-year universities, and 40% obtaining STEM degrees. The program's success is attributed to high expectations for both scholars and involved parents, who are required to donate time monthly and financially support the program through an annual fee.
The document summarizes a STEM teacher preparation program between CSU Long Beach and Long Beach Unified School District. The program provides intensive training to 150 pre-service and in-service elementary teachers through a year-long residency program. It aims to change the culture of STEM teaching from the ground up by training teachers to teach integrated STEM disciplines through inquiry. The program involves collaboration between university faculty, school leaders, and partner organizations to provide research-based professional development and support to both new and experienced teachers.
This document discusses Engineering Pathways, a program aimed at attracting and retaining a more diverse student body in engineering programs. It outlines obstacles such as a lack of shared culture and long math sequences before calculus. The program aims to get students through calculus and intro science in one year with support like math workshops and tutoring. It provides examples of partner colleges and funding sources for similar programs. Diagrams illustrate hands-on problem solving activities and workshops addressing topics like unit conversions and estimating areas/volumes. Passing rate data is also included.
The document outlines the vision and goals of the East Bay STEM Network which aims to connect employers, educators, and other stakeholders in Alameda and Contra Costa counties to improve STEM educational outcomes. The Network has a steering committee of 60 members from diverse sectors and a backbone staff. It takes a cradle-to-career approach through four action groups focusing on early STEM learning, out-of-school STEM programs, STEM professional learning communities for educators, and STEM college and career pathways. The college and career pathways group aims to increase the number of students pursuing STEM degrees and careers by developing articulated pathways from high school to postsecondary programs.
The document describes the new L.A. Regional STEM Hub, which aims to connect STEM professionals with educators to provide students access to high-quality STEM education and careers. The hub will focus on teacher professional development, student project-based learning opportunities, connecting education providers to industry, and advancing supportive STEM policies. It will serve as a network linking various regional stakeholders in K-12 education, higher education, early education, after-school programs, businesses, nonprofits, and philanthropic organizations involved in STEM.
This document summarizes a presentation given at the 2014 STEM Summit about new assessments in STEM fields in California. It discusses the Smarter Balanced Field Test for English and math that will take place in March-June 2014. It also discusses requirements for science assessments, including continuing current state tests in 2013-14 and plans to develop new science assessments aligned with the Next Generation Science Standards. The presentation provided an overview of the field test, requirements for participation, and preparation resources available. It also summarized a previous science computer-based test tryout and next steps around developing new science assessments.
This document provides an overview of the Local Control Funding Formula (LCFF) in California. It explains that LCFF aims to give more local control over funding by providing a base grant amount to districts plus supplemental funding for low-income students, English learners, and foster youth. It outlines the accountability process where districts must adopt a 3-year Local Control and Accountability Plan (LCAP) with input from parents and community to outline goals and expenditures. The document encourages districts to engage stakeholders early in the planning process and leverage LCFF to advance STEM goals that close achievement gaps.
The document outlines the OC STEM Initiative which aims to develop a regional network to support STEM learning opportunities for students in after-school and summer programs. It identifies five key components of a successful STEM network: (1) partnerships with K-12 schools, (2) a backbone organization, (3) local funders, (4) science centers, and (5) community champions. It also presents a logic model and overview of the OC STEM Regional Innovation Support Provider network which connects partners across multiple counties to improve STEM programs, professional development for educators, and outcomes for students. The overall goal is to ensure all students and educators have the skills and support needed for students to be competitive in 21st century STE
This document summarizes a presentation on online professional development for STEM educators. It introduces two examples of online PD programs, Click2SciencePD and the NMC Academy, which provide interactive learning modules and mini-courses. Attendees then discussed adopting and adapting these models, creating more networks of opportunities, and incentives for participation. The discussion concluded with recommendations for how to promote STEM PD 3.0 across California through these online networks and models.
The document discusses recommendations for improving K-12 STEM teacher training and development in California. It finds that current teacher training is disjointed and does not adequately prepare teachers in math and science content or skills. The key recommendations are to create a coherent, progressive system of teacher training that integrates content, pedagogy and clinical practice; increase the math and science capacity of teacher training programs; and form strong partnerships between teacher preparation programs and school districts. Revising standards and linking credentials to demonstrated competencies are also recommended. The goal is to transform the system to better support great STEM teachers and produce STEM-literate students.
The document summarizes an agenda for a seminar on STEM courses offered by the Endeavour Academy for middle and high school students. It provides an overview of the Endeavour Institute's mission to inspire students through hands-on STEM learning. It also discusses how new standards in Common Core math and English, Next Generation Science Standards, and computer-based assessments require focusing more on skills like problem-solving in addition to content knowledge. An example activity demonstrates teaching graphing concepts through motion detection.
The document summarizes a presentation by Kim Jacobson from the Hasso Plattner Institute of Design at Stanford titled "Designing Learning in Our Evolving World". The presentation discusses using design thinking and embracing experimentation and collaboration to promote innovation in education. It advocates for teaching students real-world problem solving and creativity over finite answers, and empowering them with skills like computer programming that can change the world.
The document discusses addressing STEM solutions from a systems perspective. It notes that California community colleges serve over 2.4 million students across 112 colleges. It then discusses focusing investments and workforce training by region and high-demand sectors to better align with California's economy. Specific sectors like advanced manufacturing, health, and IT are identified. The document proposes braiding together different funding sources like state, private, and federal money to support targeted regional workforce training in priority industries.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
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9
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2. What comes to mind when you
hear the word “technology”?
3. Technology in a Bag
• What is the technology?
• What does your technology do?
What problem does it solve?
• How else could you use it?
• What material is it made of?
• What other materials could it be made
of?
4. • How is the shape of the technology
important to its function?
• How do the properties of the material
contribute to the function?
• What are the benefits of one material over
another?
5. Reflection
• Is there anything you would add to or
remove from our original technology list?
• Is there anything in this room that is NOT
a technology?
6. In EiE, we define
technology as:
Anything human-made that is
used to solve a problem or
fulfill a desire.
Technology can be an object, a
system, or a process.
7. Redesign
• If we were to think about redesigning the
spoon so that it functioned better as a
shovel, what would you change and why?
• Who uses their knowledge of science and
material properties to design
technologies?
10. What is the problem?
You need to solve this problem. What do
you want to know before you start?
11. Constraints and Criteria
• 100 index cards and 1 foot of tape
• Can uses scissors as a tool, not apart of
the design
• May not test using the actual statue until
after the deadline
• Elevate the statue at least 2 ft. ( no
hanging from ceiling)
• Must support the statue for 10 seconds
• You have 12.5 minutes
13. The Engineering Design Process
Criteria
Constraints
Sci. info
Brainstorming
No evaluation
IMAGINE
ASK
THE GOAL
To solve a problem by
developing or improving
a technology.
IMPROVE
PLAN
Get
specific
with one
idea
CREATE
And test
14. EiE Units
Science Topic
Eng Field
Technology
Country
Water
Insects/Plants
Wind & Weather
Simple Machines
Earth Materials
Balance & Forces
Sound
Organisms
Electricity
Solids & Liquids
Landforms
Plants
Magnetism
Energy
Solar System
Rocks & Minerals
Floating & Sinking
Ecosystems
Light
Human Body
Environmental
Agricultural
Mechanical
Industrial
Materials
Civil
Acoustical
Bioengineering
Electrical
Chemical
Geotechnical
Package
Transportation
Sustainable
Aerospace
Materials
Oceans
Environmental
Optical
Biomedical
Water Filters
India
Pollinators
Dominican Rep
Windmills
Denmark
Chip Factory Design
USA (Af Am)
Walls
China
Bridges
USA (Hisp)
Sound Representation Ghana
Model Membranes
El Salvador
Alarm Circuits
Australia
Playdough Process
Canada
Bridge Siting
Nepal
Plant Package
Jordan
Maglev Vehicle
Japan
Solar Cooker
Botswana
Parachute
Brazil
Replicate an Artifact
Russia
Submersible
Greece
Oil Spill Remediation USA (Nat Am)
Lighting System
Egypt
Knee Brace
Germany
15. EiE Teacher Guide Structure
• Lesson 1: Engineering Story
• Lesson 2: A Broader View of an
Engineering Field
• Lesson 3: Scientific Data
Inform Engineering Design
• Lesson 4: Engineering
Design Challenge
Editor's Notes
Divide participants into groups of two or three. Tell them to take two minutes to brainstorm answers to the following questions:
What comes to mind when you hear the word “technology?”
How might your students answer this question?
Ask participants to share their answers and list them in the text box above or on the board or chart paper. Common responses: Anything electronic like cell phones, computers, iPods; anything mechanical like cars, machines; things that are new or high-tech.
Give one “mystery bag” to each small group and explain that it contains a technology. Be sure to include one object (i.e., a plastic spoon), one system (i.e., a juice box or glue stick), and one process (i.e., a recipe card).
Give participant groups five to ten minutes to discuss the following questions regarding their technology:
What is the technology?
What does your technology do? What problem does it solve?
How else could you use it?
What materials are used to make it?
What other materials could be used to make it?
After five to ten minutes, ask three to five groups to share their technologies. While the groups are presenting, ask:
How is the shape of the technology important to its function?
What are the properties of the materials used to make the technology? How do these properties contribute to its function?
What are the benefits of one material over another?
Do you think this technology would function differently if it was made of a different material? How so?
Be sure to include the object, the system, and the process in the discussion, in order to broaden participants’ thinking about what technology is. You might want to start with the object, then the system, and then the process, as these are increasingly more complex concepts for participants.
Once groups have finished presenting, return to the original list of technology examples that participants brainstormed (Slide 2). Ask:
Now that you’ve examined and discussed these different examples of technologies, would you like to add anything to this list or remove anything?Common responses: Yes, technology is anything that is human-made and solves a problem; it makes life easier; it doesn’t have to be electronic; tools are technology.
Work with participants to come up with a definition of “technology” as a group.
Tell participants that EiE has come up with a definition of technology very similar to their descriptions. (NEXT SLIDE)
In EiE, we define technology as:
Anything human-made or used to solve a problem or to fulfill a desire. Technology can be an object, a system, or a process.
As a quick assessment of participants’ understanding, you might ask the group:
Is there anything in this room that is NOT a technology? How do you know?
Can you identify a technology in this room that is a system?
Can you give an example of a technology that is a process?
(
Finally, begin to segue into the “What is Engineering?” (Tower Power) Activity by returning to one of the technologies groups shared earlier. (Choose something that is a very simple object. We suggest a plastic spoon.) Scaffold the connection between technology and engineering with this series of questions (here demonstrated with a disposable, plastic spoon as the technology):
What is one of the alternative functions that you mentioned earlier for this plastic spoon? Common responses: a shovel, a catapult, a drumstick to bang on a pot, a prop to dangle from your nose, etc.
If you were to think about redesigning this spoon so that it functioned better as a shovel (or use another example that participants came up with), what would you change and why? Common responses: I would make the handle longer for more leverage; I would make it out of metal for more strength; I would make the scoop end larger and broader to move more dirt; I would make the handle more lightweight and slightly curved so it would be comfortable to carry and to use.
Briefly summarize participants’ responses. For example, based on the common responses listed above, you might say:
From your answers, I hear you using your knowledge of simple machines (leverage), material properties (metal for increased strength), and ergonomics, as well as your shoveling experience (lightweight shovel and curved handle) as you suggest changes to the spoon.
Then ask:
Who do you think does this kind of work? Who uses their knowledge of science, material properties, and sometimes ergonomics to design technologies? Common response: Engineers.
Continue with the segue from “What is Technology?” (Technology in a Bag) by explaining to participants:
Now that we have reached some understanding about the relationship between technology and engineering, it would be useful for all of us to have a common engineering experience so that we can explore the process by which engineers create technologies.
Set the context for this quick design challenge with a short story. One example used by EiE is shown below. Feel free to provide your own story for your group; it’s most fun to come up with a scenario that is locally relevant.
The Museum of Science is about to open a psychology exhibit and because, cross-culturally, animals often symbolize different personality traits, the museum is planning to display statues of different animals in the main lobby as a way to entice visitors to come to the exhibit.
Show participants the statue (the six-inch tall stuffed animal) and place it on the floor. (NEXT SLIDE)
[NOTE: SLIDE IS ANIMATED.]
Ask:
What is the problem if we leave the statue like this? Common responses: The statue is too small; you can’t see it; visitors might step on it; etc.
Record their thoughts in the “What is the problem?” text box above.
CLICK SLIDE.
Tell participants that it is going to be their job, as engineers, to solve this problem. Ask:
In order to solve this problem, what do you want to know?
List participants’ questions in the text box above or on chart paper/white board. Common questions include:
What materials are available?
Can we change the statue?
How much time do we have?
What is the budget?
How much space is available for display?
How will we know if we are successful?
How long does the structure need to hold the statue?
How far off the ground does the statue need to be?
Do we have to make our design aesthetically pleasing?
Separately address each of the questions raised by participants. As you answer, clearly address the constraints and criteria of the design challenge. Make sure to include and add, if necessary:
The materials available will be limited to 100 index cards and 12” of cellophane tape.
The scissors are provided as a tool and cannot be used as a component of their design.
You will not be able to use the actual statue to test your design until after the deadline, but you are welcome to hold the statue to get an idea of its mass.
Aim to elevate the statue at least two feet off the table.
Your structure must support the statue for at least 10 seconds.
Your deadline is 18 minutes from now.
Divide participants into groups of two to four. Have them collect their materials and tools and get to work. As each group is designing and building, circulate and ask:
What are you designing? Tell me about the structural elements you decided to use.
Why do you think your tower design will be successful?
Once time is up, ask all participants to stand in a large circle so that they can easily see all the different solutions that were created. Debrief with the whole group by asking:
What do you notice that is similar about all of these solutions?
What do you notice that is different about them?
Allow each team to test their tower structure with the stuffed animal to determine whether their structure can support the “statue.” Before they test, ask some of the groups:
Tell us about your design. What are some of the design features your team decided to use?
Why did you choose to use those features?
If it fits in with your discussion, you might point out that their assumptions and statements may evoke questions that could be answered using inquiry-based science. For example, the common belief that triangles are the strongest structural shape may inspire questions about the orientation of the triangles and what “strong” means.
After all the teams have tested, independent of success or failure, ask:
Now that you have had a chance to test your own design and to observe others’ designs, how would you improve your tower structure if given the opportunity?
Have participants return to their seats.
Ask them to think about what they and their teammates did to create their structural solutions. (NEXT SLIDE)
Ask:
What were some of the “action words” that describe what you did during the design process?Common responses: cutting, planning, talking, stressing, taping, folding, collaborating, modifying, testing, etc.
(NOTE: While you can list their responses in the text boxes above, we recommend doing this on a white board, if possible, so that you can put all responses in a single column. This will make it easier to facilitate the next piece of the activity.)
Explain to participants that they should take a look at the list of “action words” they created and think about the order in which they performed these actions in the engineering of their towers. The “action words” listed will vary from workshop to workshop, but, for example, if two of the words are “folding” and “brainstorming” you might ask:
Which did you do first when you were engineering—fold or brainstorm?
Continue to prompt the participants with similar types of questions. As you facilitate their reflection, it is likely that they will order the “action words,” into an order similar to the EiE Engineering Design Process. As they do so, notice that most of the words that they chose will naturally be categorized into the five steps of the EDP. Participants may also mention that sometimes the order of their actions wasn’t linear; they sometimes returned to certain actions over and over again in a cyclical manner, such as building, testing, troubleshooting, and redesigning.
When they have finished creating their own EDP with the list of “action words,” tell them that the EDP that they produced together is very similar to EiE’s version. (NEXT SLIDE)
Explain that engineers always begin their deign process with a goal. (CLICK SLIDE)
Ask:
What was your goal in this activity? Common responses: To design a structure that was at least two feet tall and could support the statue.
Tell participants that even though we have already established that the Engineering Design Process is cyclical, many engineers begin working towards their goal by asking questions (CLICK TO REVEAL ASK STEP)
Ask:
What were some of the questions that you asked before the challenge when I asked you, “In order to solve this problem, what do you want to know?”Common responses: What are the materials? What is the deadline? (Constraints) How high does the structure have to be? How long does it have to display the statue? (Criteria)
As they respond, ask them which of their questions were about constraints and criteria. Also, point out that some of their questions were related to the scientific information needed to complete the challenge.
(CLICK SLIDE) Then reveal the “Imagine” step of the EDP. Ask:
What are the “action words” listed that fit into the “Imagine” category?
Repeat the above procedure for each of the remaining EDP steps: “Plan,” “Create,” and “Improve.”
Explain that this representation of the EDP, as described by EiE, is a general summary of the cyclic nature of the development of technology. The process may begin with the “Improve” step if the technology is an existing one. Often, engineers move between a few steps many times or follow the steps out of order.
Summarize this activity by noting that it flows in the same way as an EiE unit. In an EiE unit, students are introduced to the Engineering Design Process and the challenge through a context-setting story. In addition, the five-step EDP highlighted here is the same process that students use in Lessons 3 and 4 of every EiE unit to guide them as they design and improve a technology.
Also be sure to point out that in this activity, the Engineering Design Process was a problem solving process that they used quite instinctively and that this will be true for their students as well.
Participants might ask about how the EiE EDP wound up with five steps, especially when several state standards and national frameworks list EDPs with a greater number of steps. If so, explain that the EiE EDP is based on many of these existing EDPs that were primarily designed for middle and high school students. As those EDPs were far too complicated for younger students, EiE simplified the EDP down to five, single-word steps, that still echo those steps in the more complicated processes.
EiE has developed 20 different engineering units that link to the 20 science content topics that are most commonly taught in elementary schools.
Every EiE unit has a common structure:
Lesson 1 introduces the field of engineering, the EDP, and the design challenge through a story.
Lesson 2 presents a broader view of the field of engineering with an additional activity.
Lesson 3 starts the Engineering Design Process (EDP) by prompting students to “Ask “questions about the design challenge and then to collect data to answer some of their questions. This scientific data will then help students to make informed decisions when designing their technology.
Lesson 4 continues to have students “Ask” about the design challenge constraints and criteria, and also leads them through the remaining four steps of the EDP: “Imagine,” “Plan,” “Create,” and “Improve,” as they work in groups to design a technology.