This document provides an overview of an integrated curriculum workshop for a Principles of Engineering course. The objectives are to familiarize teacher teams with the integrated curriculum model, introduce the POE curriculum and associated projects, and prepare teachers for implementation. It describes two sample curriculum units - one on bridges and one on ballistics. Each unit incorporates lessons from different subject areas like math, science, English and social studies around an engineering theme. It also provides resources for teachers to map, discuss, and collaboratively plan the lessons.

1. Academy of Engineering SessionPrinciples of Engineering Integrated Curriculum Pier Sun Ho Kathleen Harris

2. 2 Workshop Objectives and Expectations This workshop is intended to: Familiarize teacher teams with the integrated curriculum model Introduce POE and its associated integrated curriculum Prepare participants for implementing the curriculum Introduce the participants to a sample culminating engineering project

3. Continuum of Curriculum Integration Conceptual BASIC INTERMEDIATE ADVANCED

5. Integrated Curriculum Overview

6. Tier I Introduction to Engineering Design Principles of Engineering Digital Electronics Tier II Aerospace Engineering Biotechnical Engineering Civil Engineering and Architecture Computer Integrated Manufacturing Tier III Engineering Design and Development 6

8. Energy Sources

9. Energy Applications

11. Fluid Power

13. Materials Properties

14. Material Testing

16. Kinematics

18. Unit 2Bombs Away

19. Unit Overview Subunit 1 introduces students to the study of external ballistics and the science and math that governs objects in ballistic trajectories Subunit 2 lessons examine the history of atmospheric ballistic weapons use in conflicts in the 20th century, including evaluation of the rationale and the ethical issues surrounding the aftermath. Subunit 3 lessons explore issues associated with ballistic missiles and provide student the opportunity to apply their knowledge in a design challenge

20. Major Academic Subject Topics and Content English Language Arts Biographies Argumentation and debate Social Studies World War II—Battle of Britain, Dresden bombing Cold War—Cuban Missile Crisis Science Physical Science/Physics—Trajectory motion Mathematics Quadratic equations Arcs and chords, basic trigonometry

21. Subunit 1: Ready, Aim, Fire 15

22. Ballistic Motion Ballistics: Study of projectiles, objects propelled by an initial launch force Examples Sports (football, basketball, baseball, soccer, golf, etc.) Missiles/Bombs/Bullets Bullets Fountains Fireworks

23. Subunit 1: Ready, Aim, Fire 17

24. Approaching a Drop Target

25. Do You….? Drop payload when you are directly above the target Drop payload before you get to the target? Drop payload after you’ve passed the target?

26. But, but…!

27. What’s Happening? Courtesy of NOAA

28. Kinematics and Projectile Motion (page 1-11) Kinematics is the study of the geometry of motion and is used to relate displacement, velocity, acceleration and time without reference to the cause of motion. Projectile Motion is in two directions – horizontal and vertical Horizontal motion is independent of vertical motion Basic typical assumptions Air resistance is negligible Curvature of the Earth is negligible Force of gravity is constant at -9.8 m/s2 or -32 ft/s2

29. Analysis of Projectile Motion: Distance Horizontal Direction (x) represents the range, or distance the projectile travels Vertical direction (y) represents the altitude, or height, the projectile reaches Calculating Displacement S = vi t + ½ at2 Sx = r = vixt + ½ axt2 = vixt Sy = h = viyt + ½ ayt2 = viyt + ½ gt2 h r

30. Analysis of Projectile Motion: Velocity Horizontal velocity (Vx) is constant since there is no acceleration in the horizontal direction Vertical velocity (Vy) is affected by the gravity; the vertical velocity of a projectile is zero at the height of its trajectory

31. Analysis of Projectile Motion: Velocity SOH – CAH - TOA

32. Subunit 1: Ready, Aim, Fire 26

33. Mountain Matchup 27 Castle D Altitude 150 m Castle C Altitude 50 m Castle D Knights Altitude 0 m It’s time for a fight in the heights. Unfortunately, you don’t have the high ground, but that doesn’t mean you don’t know what you’re doing. The artillery chief has set the cannons at a 76° angle and tells you to fire with an initial velocity of 56 m/s. How long will it take your cannonball to reach the castle? Sy = vyt + ½ a t2 50 m = vyt + ½ (-9.8) t2 50 m = (54.3)t + (-4.9)t2 SOH – CAH – TOA! V0= 56 m/s sin 76° = Opp / Hyp Vy= ? Θ= 76° 0.97 = Vy / 56 Vy = 0.97 x 56 Vy = 54.3 m/s

34. Mountain Matchup 28 Castle D Altitude 150 m Castle C Altitude 50 m Castle D Knights Altitude 0 m It’s time for a fight in the heights. Unfortunately, you don’t have the high ground, but that doesn’t mean you don’t know what you’re doing. The artillery chief has set the cannons at a 76° angle and tells you to fire with an initial velocity of 56 m/s. How long will it take your cannonball to reach the castle? 50 m = (54.3)t + (-4.9)t2 4.9 t2 - 54.3 t + 50 m = 0 t = 1 s or 10.1 s

35. Subunit 1: Ready, Aim, Fire 29

36. Subunit 2: The Price of War 30

37. Bombing Strategies Tactical Bombing Targets: Enemy military forces and other military targets and enemy strongholds Goal: Direct and immediate negative influence on the battlefront Effect: Direct Strategic Bombing: Targets: Infrastructure such as industrial plants, port facilities, and railway bridges, as well as more widespread bombing of an enemy's cities and other civilian-populated areas Goal: Eliminate the enemy's capability and will to sustain a war effort Effect: Delayed

38. Right or Might? Spanish Civil War Guernica, 1937 World War II London Blitz, 1940-1941 Pearl Harbor, 1941 Allied bombing at Dresden, 1945 Hiroshima and Nagasaki, 1945 Vietnam Operation Rolling Thunder, 1965-1968 Post-Cold War Kosovo, 1999 Iraq, 2003

39. Subunit 2: The Price of War 33

40. ARE You Convincing? Assertion: Begin with a statement that describes your main point The voting age should be lowered to 16 Reasoning: Follow with the “because” part of an argument where you support the assertion you’ve just made. Because allowing younger people to vote would increase their involvement in politics and society Evidence: Support your reasoning with multiple pieces of evidence from multiple unbiased sources For example, politicians are more likely to listen to what kids have to say if they have a vote

41. Debate Ethical Issues Select one of the conflicts listed to the right (or another conflict your table is familiar with) and debate the following: Was the strategic bombing during this conflict justified? Spanish Civil War Guernica, 1937 World War II London Blitz, 1940-1941 Pearl Harbor, 1941 Allied bombing at Dresden, 1945 Hiroshima and Nagasaki, 1945 Vietnam Operation Rolling Thunder, 1965-1968 Post-Cold War Kosovo, 1999 Iraq, 2003

42. Subunit 3: Too Close for Comfort 36

43. 37 Arcs and Chords

44. Subunit 3: Too Close for Comfort 38

45. Cuban Missile Crisis Roleplay 39

46. Subunit 3: Too Close for Comfort 40

47. Build an Adjustable Ballistic Device Notched Craft Sticks (15) Glue Binder Clips (2) Rubber Bands (4) Masking Tape Protractor Catapult should be capable of firing at multiple angles and be mounted on a cardboard base

48. Test your Trajectories Set up your catapult Test your catapult for at least three angles Do at least 5 trials and average the range for each angle Using the average data, create a graph illustrating the range of your catapult

49. Battleship! Mount your catapult on a “battleship” Place your battleship on the grid Each square is 1’ x 1’ On your turn, you can do any combination of the following: move up to three space, rotate 90 and/or fire A hit can be on any part of the battleship (no bounces!), 2 hits required to sink Goal: Sink the enemy battleships before they sink you

50. Implementing Integrated Curriculum Common Planning Time Curriculum Mapping and Lesson Discussion

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55. Implementing Integrated Curriculum Curriculum Mapping and Lesson Discussion Revising lessons: This lesson doesn’t fit my scope and/or standards Removing lessons: We don’t have that subject teacher on our team Adding lessons: My subject isn’t represented in the unit Common Planning Time! We don’t have time/structure to fit this into our school year Single subject integration Parallel/Paired integration 49

56. Unit 1Bridge Builder

57. Bridge Engineering Span physical obstacles Design depends on purpose and setting What is the main traffic (cars, pedestrians) of the bridge? How much traffic will there be? How far does the bridge need to span? What is the terrain around the obstacle? How much clearance is needed beneath the bridge? Are aesthetics a consideration?

58. Unit Overview Subunit 1 lessons introduce to the form and function of bridges, the different types of bridge designs, where and why bridges are built in specific locations, and a mini case study of Brooklyn Bridge Subunit 2 lessons introduce the basic math and science involved bridge engineering and bridge maintenance Subunit 3 lessons provide students with the opportunity to apply their academic and engineering knowledge to a design challenge: balsa wood truss bridge

59. Major Academic Subject Topics and Content English Language Arts Narrative nonfiction Interpreting technical reports Writing news articles Social Studies Gilded Age urbanization, industrialization, innovation, and politics Science Force calculations, vectors, and free body diagrams Corrosion Environmental impact and mitigation Mathematics Solving and graphing linear equations (Trigonometry)

60. Subunit 1: Form and Function 54

61. Subunit 2: Structural Support 55

62. Subunit 3: Build Your Bridge 56

63. Thanks for Attending!Download curriculum materials from the NAF curriculum library Contact us with questions and suggestions! Pier Sun Ho psunho@ConnectEdCalifornia.org