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Principles of engineering, pier sun ho
- 1. Academy of EngineeringSessionPrinciples of Engineering Integrated CurriculumPier Sun HoKathleen Harris
- 2. 2Workshop Objectives andExpectationsThis workshop is intended to:Familiarize teacher teams with the integrated curriculum modelIntroduce POE and its associated integrated curriculumPrepare participants for implementing the curriculumIntroduce the participants to a sample culminating engineering project
- 3. Continuum of CurriculumIntegration ConceptualBASIC INTERMEDIATE ADVANCED
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- 6. Tier IIntroduction toEngineering DesignPrinciples of EngineeringDigital ElectronicsTier IIAerospace EngineeringBiotechnical EngineeringCivil Engineering and ArchitectureComputer Integrated ManufacturingTier IIIEngineering Design and Development6
- 7. Principles Of EngineeringUnit1: Energy and PowerKey Concepts:Mechanisms
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- 10. Design ProblemPrinciples OfEngineeringUnit 2: Control SystemsKey Concepts:Machine Control
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- 12. Design ProblemPrinciples OfEngineeringUnit 3: Materials and StructuresKey Concepts:Statics
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- 15. Design ProblemPrinciples OfEngineeringUnit 4: Statistics and KinematicsKey Concepts:Statistics
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- 17. Design Problem11Integrated CurriculumOverviewThere are 2 curriculum units for Principles of EngineeringSemester 1: Bridge BuilderSemester 2: Bombs AwayEach unit includes:Lesson plans for the four academic subject areas and POERelevant national standards alignmentTeacher resources (background info, answer keys, rubrics)Student resources (handouts, worksheets, labs)
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- 19. Unit OverviewSubunit 1introduces students to the study of external ballistics and the science and math that governs objects in ballistic trajectoriesSubunit 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 SubjectTopics and ContentEnglish Language ArtsBiographiesArgumentation and debateSocial StudiesWorld War II—Battle of Britain, Dresden bombingCold War—Cuban Missile CrisisSciencePhysical Science/Physics—Trajectory motionMathematicsQuadratic equationsArcs and chords, basic trigonometry
- 21. Subunit 1: Ready,Aim, Fire15
- 22. Ballistic MotionBallistics: Studyof projectiles, objects propelled by an initial launch force ExamplesSports (football, basketball, baseball, soccer, golf, etc.)Missiles/Bombs/BulletsBulletsFountainsFireworks
- 23. Subunit 1: Ready,Aim, Fire17
- 24. Approaching a DropTarget
- 25. Do You….?Drop payloadwhen you are directly above the targetDrop payload before you get to the target?Drop payload after you’ve passed the target?
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- 28. Kinematics and ProjectileMotion (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 verticalHorizontal motion is independent of vertical motionBasic typical assumptionsAir resistance is negligibleCurvature of the Earth is negligibleForce of gravity is constant at -9.8 m/s2 or -32 ft/s2
- 29. Analysis of ProjectileMotion: DistanceHorizontal Direction (x) represents the range, or distance the projectile travelsVertical direction (y) represents the altitude, or height, the projectile reachesCalculating DisplacementS = vi t + ½ at2Sx = r = vixt + ½ axt2 = vixtSy = h = viyt + ½ ayt2 = viyt + ½ gt2 hr
- 30. Analysis of ProjectileMotion: VelocityHorizontal velocity (Vx) is constant since there is no acceleration in the horizontal directionVertical velocity (Vy) is affected by the gravity; the vertical velocity of a projectile is zero at the height of its trajectory
- 31. Analysis of ProjectileMotion: VelocitySOH – CAH - TOA
- 32. Subunit 1: Ready,Aim, Fire26
- 33. Mountain Matchup27Castle DAltitude150 mCastle CAltitude 50 mCastle D KnightsAltitude 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 t250 m = vyt + ½ (-9.8) t250 m = (54.3)t + (-4.9)t2SOH – CAH – TOA!V0= 56 m/ssin 76° = Opp / HypVy= ?Θ= 76°0.97 = Vy / 56Vy = 0.97 x 56Vy = 54.3 m/s
- 34. Mountain Matchup28Castle DAltitude150 mCastle CAltitude 50 mCastle D KnightsAltitude 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)t24.9 t2 - 54.3 t + 50 m = 0t = 1 s or 10.1 s
- 35. Subunit 1: Ready,Aim, Fire29
- 36. Subunit 2: ThePrice of War 30
- 37. Bombing StrategiesTactical BombingTargets:Enemy military forces and other military targets and enemy strongholdsGoal: Direct and immediate negative influence on the battlefrontEffect: DirectStrategic 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 areasGoal: Eliminate the enemy's capability and will to sustain a war effortEffect: Delayed
- 38. Right or Might?SpanishCivil WarGuernica, 1937World War IILondon Blitz, 1940-1941Pearl Harbor, 1941Allied bombing at Dresden, 1945Hiroshima and Nagasaki, 1945VietnamOperation Rolling Thunder, 1965-1968Post-Cold WarKosovo, 1999Iraq, 2003
- 39. Subunit 2: ThePrice of War 33
- 40. ARE You Convincing?Assertion: Begin with a statement that describes your main pointThe voting age should be lowered to 16Reasoning: 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 societyEvidence: 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 IssuesSelectone 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 WarGuernica, 1937World War IILondon Blitz, 1940-1941Pearl Harbor, 1941Allied bombing at Dresden, 1945Hiroshima and Nagasaki, 1945VietnamOperation Rolling Thunder, 1965-1968Post-Cold WarKosovo, 1999Iraq, 2003
- 42. Subunit 3: TooClose for Comfort36
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- 44. Subunit 3: TooClose for Comfort38
- 45. Cuban Missile CrisisRoleplay39
- 46. Subunit 3: TooClose for Comfort40
- 47. Build an AdjustableBallistic DeviceNotched Craft Sticks (15)GlueBinder Clips (2)Rubber Bands (4)Masking TapeProtractorCatapult should be capable of firing at multiple angles and be mounted on a cardboard base
- 48. Test your TrajectoriesSetup your catapultTest your catapult for at least three anglesDo at least 5 trials and average the range for each angleUsing the average data, create a graph illustrating the range of your catapult
- 49. Battleship!Mount your catapulton 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 fireA hit can be on any part of the battleship (no bounces!), 2 hits required to sinkGoal: Sink the enemy battleships before they sink you
- 50. Implementing Integrated CurriculumCommonPlanning Time Curriculum Mapping and Lesson Discussion
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- 55. Implementing Integrated CurriculumCurriculumMapping and Lesson DiscussionRevising lessons: This lesson doesn’t fit my scope and/or standardsRemoving lessons: We don’t have that subject teacher on our teamAdding lessons: My subject isn’t represented in the unitCommon Planning Time! We don’t have time/structure to fit this into our school yearSingle subject integrationParallel/Paired integration49
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- 57. Bridge EngineeringSpan physicalobstaclesDesign depends on purpose and settingWhat 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?
Editor's Notes
- #3 Review the workshop objectivesEmphasize intention (presentation of curriculum integration model) – curriculum is starting point, not ending point
- #5 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.
- #6 Ask how many familiar with IEDBriefly describe IED if many are unfamiliarExplain why these particular subjects were included in unit (typical grade 9) and that we’ll discuss what do to if your subject is not represented, or your team is missing a subject from this unit
- #8 MechanismsProfessional InterviewSimple Machine InvestigationSimple Machine Practice ProblemsGearsPulleys and SprocketsGears, Pulleys, and Sprockets Practice ProblemsCompound Machine DesignUnderstanding Thread NotesEnergy Sources Energy SourcesEnergy DistributionElectrical CircuitsMechanical Efficiency WinchMechanical System EfficiencyEnergy Applications Solar Hydrogen SystemsSolar Hydrogen AutomobileThermodynamicsRenewable InsulationDesign Problem: Renewable Electrical Energy Generation and DistributionCreate an electrical energy generation and distribution system that utilizes wind, solar electric, and fuel cell energy conversion systems.The project simulates the supply of electricity to industrial and residential customers under conditions including wind and light, no light, and including minimal and maximum industrial and residential demands.LEDs represent consumers
- #9 Machine Control Career Field DescriptionInputs and OutputsFlowchartingBasic ProgrammingMachine Control DesignFluid Power Fluid Power ApplicationsPneumatic DemonstrationPneumatic Brake DesignHydraulic Demonstration Hydraulic Lift Design fischertechnik® Pneumatic Components Fluid Power Practice ProblemsDesign Problem – Garbage SorterUtilizes electromotor AND pneumatic automationRecyclable materials include transparent plastic, steel, aluminum, and wood
- #10 Statics Career Demand, Salary, and Education CentroidsBeam DeflectionFree Body DiagramsCalculating Force VectorsCalculating MomentsStep-by-Step Truss SystemsCalculating Truss ForcesTruss DesignMaterial Properties Product AnalysisManufacturing ProcessesRecyclingMaterial Testing Engineering CalculationsMaterial Testing TemplateMachining the Test SamplesSPCExtreme Condition Portable Communication DeviceStudents design a communication device enclosure. A radio receiver undergoes extreme condition usage testing and must be functional afterwards.Students explore load test, submersion, rapid temperature change, impact test, and final load test.
- #11 StatisticsCareer Reflection, Abstract, and Presentation Statistical Data ExplorationCandy StatisticsControl ChartsKinematicsSelf-Propelled Vehicle DesignAcceleration Due to GravityProjectile MotionArmy Simulations – Firing Range, Mountain Pass, Obstacle Course, Parachute DropDesign Problem Projectile LauncherDesign, build, and test a device that will launch a projectile varying distances with precision and accuracy.Must be adjustable to different angles, including: 10, 20, 30, 40, 45, 50, 60, 70, 80.Must have the same initial velocity at any adjusted angle.Must be able to launch a projectile at least 15 ft.
- #12 Review unitsExplain that they won’t necessarily correspond with semester 1 and 2, depending on your POE teacher, etc.Explain what each unit provides (what is in the binder)
- #13 Unit 2 is Bombs AwayIntegrated around kinematics unit in POE where students build ballistic device
- #14 Review unit structure and “themes” of each subunit
- #15 Review major subject topicsTwo lessons aren’t in curriculum binderEnglish lesson on memoirs and biography where student read excerpt from Rocket Boys (by Homer Hickam) which was made into movie, October SkyChemistry lesson on fireworks
- #16 POE will introduce unit in Lesson 1.1, similar to existing kinematics unit introduction
- #17 Explain what ballistics isAsk for examplesProvide examples
- #18 Jump right into physics/math that govern trajectory motion
- #19 Set up scenario where cargo plane is attempting to drop food supplies at village
- #20 Ask participants to predict when you drop payload. Tell science teachers not to answer!! Get predictionsReveal answer
- #21 Explain why students often have misconceptions
- #22 Describe actual motion taking place
- #23 Define kinematicsReview Newtonian assumptions
- #24 Explain formula and calculation of distance traveled, both along x and y axis
- #25 Explain “separation” of velocity into two vectors
- #26 Explain how if initial velocity and angle is known, right triangle trig can be used to solve for Vx and Vy
- #27 A lot of math skills are needed to solve such equations
- #28 Go through this example
- #30 Two missing lessons, download them off internet
- #31 History connection #1 is also WWII connection, ethics of major bombing campaigns
- #32 Describe difference between tactical and strategic bombing in wartime Usually everyone agrees tactical bombing is necessaryStrategic bombing is more controversialWhen does strategic bombing cross the line into “terror” bombing?
- #33 Lots of controversial bombing has taken placeReview the different examples
- #34 Bring in english teacher to teach/practice argumentation and debate
- #35 We’re going to use ARE format, but you can use any debate formatDescribe ARE
- #36 Have participants pick one controversial bombing and construct pro and con arguments in small groups.Share out argumentsRemind teachers that there is NO right or wrong answer (regardless of their personal views) Goal is help students see importance of being informed about defending their own position AND understanding the arguments of opposition (both to the open minded, and in order to refute arguments effectively)
- #37 Final math connection is geometry
- #38 (no activity)Lesson uses the idea of ballistic missile motion to introduce arcs and chords (i.e., which firing a missile to other side of earth, you can’t assume the curvature is negligible anymore)NOTE: This is not accurate representation of what’s going on in ballistic missile range calulcations!!! Given that, teachers may or may not wish to include!
- #39 Idea of ballistic motion and ICBM’s can provide another US history connection, Cuban Missile Crisis
- #40 (no activity)Describe background of Cuban Missile CrisisUse this topic to make a link back to engineeringIn lesson, students will do a roleplay activity where they take on the role of different ExComm members
- #41 Unit culminates in building of ballistic devicePOE lesson is slightly altered to mount BD on “battleship” and play a battleship game
- #42 Break participants into groups of 4Give out kit and challenge Show a sample BD, they can build that one or choose another designMust be adjustable to several firing anglesShow “battleship” (3’ x 1’ cardboard) where catapults will be mounted
- #43 Have them test catapult at variety of different angles and make graphRemind them they’ll use graph to determine “firing” solution while playing battleship game
- #44 Explain rulesGive 30 minutes to build
- #45 Review implementation considerations (see IED presentation)
- #50 Review changing/adding/removing lessons, etc
- #51 First unit starting pointExplain where this unit fits into the POE curriculum Describe culminating project (build balsa wood bridge)
- #52 Introduce the engineering theme of unit: bridge engineeringReview purpose of bridgesReview design considerations
- #53 Review overall organization of unit (that is has 3 subunits)Briefly describe the “theme” of each subunit
- #54 Quickly review the major subject area content topics covered by this unit
- #55 Explain that POE teacher introduces the unit in lesson 1.1This is a typical lesson for POE teachers (they probably do something like this at the start of materials unit anyway)
- #56 Next section on Math/physics of bridges
- #57 Time for culminating project, build a balsa wood truss bridge