Engineering STEM Academy Syllabus
Instructors: Chanell Brooks,Nicole Hare, Matthew Owens
Instructional Support: Margaret Hart Ed. M
Location: TBD
Email: , ,
Description: This class is designed to give K-6 teachers an understanding of the engineering design process and the field of engineering as a whole, including pathways to an engineering career. It will provide participants with opportunities to engage in engineering challenges that will increase their confidence in bringing engineering into their classrooms.
Objectives:
●Engage teams of participants in authentic engineering practices and processes (i.e., participating in the engineering design process as initiated by a design challenge statement, through at least one improvement cycle, and involving communication of results)
●Introduce participants to tools that enable success in engineering; such tools include engineering notebooks, simple tools (e.g., rulers), and more sophisticated technologies (e.g., computer probeware and software, digital multimeters)
●Introduce participants to strategies that enable success in engineering; key strategies include engaging in teams, asking questions, communication about design, and carefully documenting work
●Encourage participants to reflect on multiple experiences with the engineering design process, whether these have occurred within or outside the context of the current professional development opportunity, to reinforce learning about engineering content and practices
●Provide opportunities for participants to learn about engineering fields and professions
●Engage participants in exploring teaching and learning in engineering and how it is similar to, and different from, teaching and learning in science and/or mathematics
●Introduce participants to effective classroom management strategies for enabling learning in engineering
Materials:
Edmodo account
Any materials requested before the session
Attendance Policy
Participants are expected to arrive on time and to participate in all classes as scheduled. If a participant is absent from a class session, she/he is still responsible for completing the class work and homework assigned for every session. Participants can only miss five hours of instruction total, the equivalent of two class sessions. For participants who arrive late, the amount of time missed, rounded up to the nearest half hour, will be included in their missed session time.
Participation
During each class, each participant will be issued a “participation grade” based on his/her engagement in the work. This means that participants should be on task at all times, and all side conversations and use of technology (i.e. cell phones/tablets) should be at a minimum, or not occur at all.
Assignments
All assignments will be graded as satisfactory or unsatisfactory. Participants must earn satisfactory on all assignments to receive course credit. Assignments that are unsatisfactory can be resubmitted once.
Three AUs and three CPD MSDEs will be awarded for the successful completion of the course; ‘successful completion’ will be evaluated based on session attendance, assignment grades, and participation grades.
Statement of Academic Continuity:
Please note that in the event of weather and/or in other extraordinary circumstances, the School of Education may change the normal academic schedule and/or make appropriate changes to course structure, format, and delivery. In the event such changes become necessary, information will be posted on the Edmodo site.
Session 1: Course overview. What is Engineering? What is NOT Engineering? / Provide opportunities for participants to learn about engineering fields and professions
Engage participants in exploring teaching and learning in engineering and how it is similar to, and different from, teaching and learning in science and/or mathematics / #1
Reflection on Reading #1
Session 2: Introduce Challenge #1 (Mousetrap) Mechanical Engineering / Engage teams of participants in authentic engineering practices and processes (i.e., participating in the engineering design process as initiated by a design challenge statement, through at least one improvement cycle, and involving communication of results)
Introduce participants to tools that enable success in engineering; such tools include engineering notebooks, simple tools (e.g., rulers), and more sophisticated technologies (e.g., computer probeware and software, digital multimeters)
Introduce participants to strategies that enable success in engineering; key strategies include engaging in teams, asking questions, communication about design, and carefully documenting work / 3-5-ETS1-2.-Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
3-5-ETS1-3.-Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. / #2
Engineering design process article summary
Session 3: Challenge #1 / Engage teams of participants in authentic engineering practices and processes
Encourage risk-taking by participants
Model effective engineering teaching practices / 3-5-ETS1-2.-Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
3-5-ETS1-3.-Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. / #3
Brainstorm mousetrap design
Session 4: Discussion of Challenge #1 / Introduce participants to tools that enable success in engineering; such tools include engineering notebooks, simple tools (e.g., rulers), and more sophisticated technologies (e.g., computer probeware and software, digital multimeters)
Introduce participants to strategies that enable success in engineering; key strategies include engaging in teams, asking questions, communication about design, and carefully documenting work / 3-5-ETS1-2.-Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
3-5-ETS1-3.-Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. / #4
Instructions/diagram for building
Session 5: Introduce Challenge #2 (Water filter)
Environmental Engineering / Engage teams of participants in authentic engineering practices and processes
Engage participants in exploring teaching and learning in engineering and how it is similar to, and different from, teaching and learning in science and/or mathematics / MS-ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. / #5
Read background articles on water quality around the world
Session 6: Challenge #2 / Engage teams of participants in authentic engineering practices and processes
Encourage participants to reflect on multiple experiences with the engineering design process, whether these have occurred within or outside the context of the current professional development opportunity, to reinforce learning about engineering content and practices / MS-ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
MS-ETS1-4 Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. / #6
Detailed sketch of water filtration prototype
Session 7: Discussion of Challenge #2 / Encourage participants to reflect on multiple experiences with the engineering design process, whether these have occurred within or outside the context of the current professional development opportunity, to reinforce learning about engineering content and practices
Engage participants in exploring teaching and learning in engineering and how it is similar to, and different from, teaching and learning in science and/or mathematics / MS-ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
MS-ETS1-3 Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
MS-ETS1-4 Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. / #7
Report and presentation on team’s water filter
Session 8: Introduce Challenge #3 (Wind Energy)
Electrical Engineering / Engage teams of participants in authentic engineering practices and processes
Enable participants to experience the curriculum that they will teach
Encourage participants to reflect on multiple experiences with the engineering design process, whether these have occurred within or outside the context of the current professional development opportunity, to reinforce learning about engineering content and practices / MS-ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions
MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
MS-ETS1-3 Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. / #8
What is Wind? Evolution of Blade Design
Session 9: Challenge #3 / Engage teams of participants in authentic engineering practices and processes
Enable participants to experience the curriculum that they will teach
Encourage participants to reflect on multiple experiences with the engineering design process, whether these have occurred within or outside the context of the current professional development opportunity, to reinforce learning about engineering content and practices / MS-ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions
MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem
MS-ETS1-3 Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
MS-ETS1-4 Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved / #9 - phet.colorado.edu simulation of EM Induction
Session 10: Discussion of Challenge #3 / Encourage participants to reflect on multiple experiences with the engineering design process, whether these have occurred within or outside the context of the current professional development opportunity, to reinforce learning about engineering content and practices
Engage participants in exploring teaching and learning in engineering and how it is similar to, and different from, teaching and learning in science and/or mathematics / MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
MS-ETS1-3 Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
MS-ETS1-4 Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. / #10
Cost analysis of wind farm in MD
Session 11: Presentations of Interviews / Provide opportunities for participants to learn about engineering fields and professions / #11
Brochure and Presentation of Engineering fields
Session 12: Summary of course / Provide opportunities for participants to learn about engineering fields and professions
Encourage participants to reflect on multiple experiences with the engineering design process, whether these have occurred within or outside the context of the current professional development opportunity, to reinforce learning about engineering content and practices / #11 Continued