Teaching Physical Science, Technology, and Engineering

Goals 1. To distinguish science, technology, and engineering. 2. To become aware of community resources and instructional materials. 3. To engage in a hands on physical science and technology activity.

Distinguishing Science, Technology, and Engineering Science: Body of knowledge and a way of finding out about the natural world. Science: Body of knowledge and a way of finding out about the natural world. Technology: Any thing or process that people create and use to solve a problem. Technology: Any thing or process that people create and use to solve a problem. Engineering: The process of designing under constraint to seek solutions for society problems and needs. Engineering: The process of designing under constraint to seek solutions for society problems and needs. Source: Museum of Science NCTL

Readings About Science and Technology Carin et. Al. Text Carin et. Al. Text pp in Carin et. al. text. pp in Carin et. al. text. Section II: Physical Science Activities in Carin et. al. text. Section II: Physical Science Activities in Carin et. al. text. National Science Education Standards National Science Education Standards pp , “K-4 Science and Technology Content Standard” pp , “K-4 Science and Technology Content Standard”

Physical Science and Technology Community Resources Community Resources Community Resources Museum of Science, Boston NCTL Museum of Science, Boston NCTL Museum of Science, Boston NCTL Museum of Science, Boston NCTL Providence Children’s Museum Providence Children’s Museum Providence Children’s Museum Providence Children’s Museum Rhode Island School of the Future Rhode Island School of the Future Rhode Island School of the Future Rhode Island School of the Future DOD Starbase in Newport, RI Click on Location-Click on RI. DOD Starbase in Newport, RI Click on Location-Click on RI. DOD Starbase DOD Starbase

Physical Science and Technology Resources FOSS and STC Modules in Rhode Island FOSS and STC Modules in Rhode Island FOSS and STC Modules in Rhode Island FOSS and STC Modules in Rhode Island Marbles, Tracks, and Ramps (K) Marbles, Tracks, and Ramps (K) FOSS Balance and Motion (Grade 1) FOSS Balance and Motion (Grade 1) DACTA Simple Machines (Grade 2) DACTA Simple Machines (Grade 2) STC Sound (Grade 3) STC Sound (Grade 3) STC Electric Circuits (Grade 4) STC Electric Circuits (Grade 4) STC Floating and Sinking (Grade 5) STC Floating and Sinking (Grade 5) STC Floating and Sinking (Grade 5) STC Floating and Sinking (Grade 5)

Physical Science and Technology Resources Museum of Science’s Engineering is Elementary Museum of Science’s Engineering is ElementaryEngineering is ElementaryEngineering is Elementary Learning Outcomes: To learn about what engineering and technology are and what engineers do To learn about what engineering and technology are and what engineers do To learn about various fields of engineering To learn about various fields of engineering To apply the engineering design process To apply the engineering design process 20 Unit Overview 20 Unit Overview Curriculum Materials Curriculum Materials Connections to Science Kits Connections to Science Kits

RI GSEs in Science 5-8 Understandings PS1 (5-6) Students demonstrate an understanding of characteristic properties of matter by … 1a comparing the masses of objects of equal volume made of different substances. 2a recognizing that different substances have properties, which allow us to identify them regardless of the size of the sample.

RI GSEs in Science 5-8 Assessment Targets PS1 (5-8) INQ-1 Investigate the relationships among mass, volume and density. PS1 (5-8) INQ+POC –2 Given data about characteristic properties of matter (e.g., melting and boiling points, density, solubility) identify, compare, or classify different substances.

RI GSEs in Engineering & Technology Assessment Targets ET2.3 (3-4) Students demonstrate an understanding of effective design by: 3a. exploring the process of solving a real world problem. 3b. using age-appropriate construction materials to build a model to solve a specific problem. 3c. testing, troubleshooting, and evaluating a basic design solution. 3d. documenting the advantages and disadvantages of multiple designs

Engaging Scenario The Wreck of the Edmund Fitzgerald Freighter sank in storm in Crew of 29 perished. The wreck is considered the most famous marine disaster in Great Lakes history.Great Lakes Source:

My Focus Question

Class Focus Question How can we design a boat to carry cargo and float? How can we design a boat to carry cargo and float?

Prediction Draw a design of an aluminum boat you think will float and carry cargo. I think this design can float and carry cargo because…

Planning-Procedure Gather Materials at Materials Display Table Gather Materials at Materials Display Table Each Group of Two Each Group of Two 1 Tray 1 Tray 2 Aluminum foil sheets 2 Aluminum foil sheets 1 Bag of washers 1 Bag of washers 1 Basin 1 Basin 2 Paper towels 2 Paper towels Test Test Design. Test. Record. Reflect. Design. Test. Record. Reflect.

Data/Observations Design-Test 1 Cargo (Number of Washers) =

Making Meaning What did you notice while building your boats? What did you notice while building your boats? What boat designs held the most cargo? Least cargo? What boat designs held the most cargo? Least cargo? What factors affected the ability of your boat to float and carry cargo? What factors affected the ability of your boat to float and carry cargo?

Form and Function A. Flat (flat boat) for travel in shallow water B. Round with keels (trawler) for stability and travel in deep water C. Multi-hulled (catamaran) for stability and travel in deep water OTHER Tapered (canoe) for efficient travel through water Source: M. Hebrank and T. GuentensbergerM. Hebrank and T. Guentensberger

Planning-Procedure Clean-up Person Clean-up Person - Dry your table with paper towels. - Return your materials display table. Place aluminum foil for recycling container. Place aluminum foil for recycling container. Dry basin and washers. Dry basin and washers. Dispose wet paper towels. Dispose wet paper towels.

Claims and Evidence - I know this to be true: - Here is the evidence:

Conclusion - I learned I used to think (prediction) Now I think…. Now I think….

Next Steps - New Questions - I want to know... - I want to try this...

Goals 1. To distinguish science, technology, and engineering. 2. To become aware of community resources and instructional materials. 3. To engage in a hands on physical science and technology activity.