IEEE EAB Teacher In-service Program Presentation Museum of Science, Boston Ralph Painter, Florida West Coast Section Douglas Gorham, IEEE Educational Activities 24 March 2006

IEEE Quick Facts l More than 365,000 members, including 68,000 students, in over 150 countries. l 311 Sections in ten geographic regions worldwide. l About 1,450 chapters that unite local members with similar technical interests. l More than 1,300 student branches at colleges and universities in 80 countries. l 39 societies and 5 technical councils representing the wide range of technical interests. l 128 transactions, journals and magazines. l More than 300 conferences worldwide each year. l About 900 active IEEE standards and more than 400 in development. l Volunteerism is a core value of IEEE

Workshop Objectives l To promote an awareness of the need for technological literacy l To provide a hands-on demonstration of mathematics, engineering, and technology for classroom use l To promote awareness of the connections between mathematics, science, and technology standards l To provide information about resources available to support mathematics, science, and technology instruction

What is Technological Literacy? l Technological literacy is the ability to use, manage, assess and understand technology. (STL, 2000, p. 242) l Change is a ubiquitous feature of contemporary life, so learning with understanding is essential to enable students to use what they learn to solve the new kinds of problems they will inevitably face in the future. (PS, 2000, p ) Students’ work with scientific investigations can be complemented by activities in which the purpose is to meet a human need, solve a human problem, or develop a product…(NSES, 1996, pg. 161)

Key Ideas l Technology is the modification of the natural world in order to satisfy perceived human needs and wants (ITEA, STL, p. 242). l Technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students’ learning (PS, p. 11). l Any presentation of science without developing an understanding of technology would portray an inaccurate picture of science (National Research Council, National Science Education Standards, p. 190).

“Technically Speaking” Report “As a society, we are not even fully aware of or conversant with the technologies we use every day. In short, we are not ‘technologically literate.’ “ Source: NAE. (2002). Technically Speaking: Why All Americans Need to Know More About Technology. p. 1. Washington, DC: National Academy Press.

Percentage of Science Degrees Awarded Science degrees include life sciences, physical sciences, mathematics, statistics, computer sciences, engineering, manufacturing, and building Source: Organization of Economic Cooperation and Development

Rotational Equilibrium: A Question of Balance Museum of Science, Boston Ralph Painter, Florida West Coast Section Douglas Gorham, IEEE Educational Activities 24 March 2006

Principles & Standards for School Mathematics l Data Analysis and Probability: l Formulate questions that can be addressed with data and collect, organize and display relevant data to answer them l Develop and evaluate inferences and predictions based on data l Algebra: l Understand patterns, relations, and functions; l Represent and analyze mathematical situations and structures using algebraic symbols; l Use mathematical models to represent and understand quantitative relationships; l Analyze change in various contexts.

National Science Education Standards Standard A: Science as Inquiry: l Abilities necessary to do scientific inquiry l Understandings about scientific inquiry Standard B: Physical Science: l Understanding of motions and forces l Interactions of energy and matter Standard E: Science and Technology l Abilities of technological design l Understandings about science and technology l Communicate the process of technological design Standard K-12: Unifying Concepts and Processes l Evidence, models, and explanations

Standards for Technological Literacy Students will develop an understanding of… l Standard 8. the attributes of design. l Standard 10. the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving. Students will develop… l Standard 11. the abilities to apply the design process.

Rotational Equilibrium- Step One l Prepare the materials l Cut 36-inch balsa into three 31 cm (310 mm) pieces.

Rotational Equilibrium- Step One l Mark each piece at the center, 0 cm and 30 cm. l Tie a slip knot and make a loop in one end of the thread. l “Lasso” a piece of balsa. Snug the loop at the center point.

Rotational Equilibrium- Step One l Hold the piece up to see if the balsa stick balances. If not, balance the piece with small pieces of tape. l Repeat the balance test for each piece of balsa.

Rotational Equilibrium- Step One l Make the weights l Secure two pennies to one side of an index card using cellophane tape. l Fold the index card in half with the pennies on the inside. l Close the index card with tape.

Rotational Equilibrium- Step One l Make a loop in one end of the thread using a slip knot. Cut the thread about 4 to 6 inches (10 to 15 cm) long so there is a loop on one end. l Attach the straight end of the thread to a weight with a small piece of tape l Repeat for all four weights

Rotational Equilibrium- Step One l Attach a weight to each end of a balsa stick and snug the loops at the 0 cm and the 30 cm marks. l This piece is the bottom beam of the mobile.

Rotational Equilibrium- Step One l Attach a single weight to one end of a balsa stick and snug the loop at the 0 cm mark. l This piece is the middle beam of the mobile. l Make another just like it for the top beam.

Rotational Equilibrium- Step One l Assemble the mobile. l Attach the string at the center of the bottom beam to the free end of the middle beam. l Attach the string at the center of the middle beam to the free end of the top beam.

Rotational Equilibrium- Step Two l Predict the balance points for each of the beams by summing torques (or “moments”) about the balance point of each beam. l This sounds difficult, but is actually very simple!!

Rotational Equilibrium- Step Two

l For the bottom beam:

Rotational Equilibrium- Step Two l For the bottom beam: W X = W Y, Therefore, X = Y Also, X + Y = 300 mm. So, by substitution, X + X = 300 mm, or 2 X = 300 mm. Therefore X = 150 mm and Y = 150 mm

Rotational Equilibrium- Step Two l For the middle beam:

Rotational Equilibrium- Step Two l For the middle beam: 2W X = W Y. Therefore, 2X = Y. Also, X + Y = 300 mm. So, by substitution, X + 2X = 300 mm, or 3 X = 300 mm. Therefore X = 100 mm and Y = 200 mm

Rotational Equilibrium- Step Two l For the top beam:

Rotational Equilibrium- Step Two l For the top beam: 3W X = W Y. Therefore, 3X = Y. Also, X + Y = 300 mm. So, by substitution, X + 3X = 300 mm, or 4 X = 300 mm. Therefore X = 75 mm and Y = 225 mm

Rotational Equilibrium- Step Three l Mark the predicted balance points on each beam. l Move the support threads to the predicted balance points.

Rotational Equilibrium- Step Three l Raise the mobile, one beam at a time. l Adjust the positions of the support threads as needed to achieve actual balance. l Record your results

Rotational Equilibrium- Step Four l Analyze your results l Did the mobile balance at the predicted points? l Why or why not?

Rotational Equilibrium- Step Five l The method we used for solving the system of equations is called “substitution.” l The lesson plan also solves the problem graphically and by the method of determinants.

Reflection l What was one thing you liked about your design? l Are there algebraic principles that can be applied to this activity? l Are there geometric principles used in this activity? l What is one thing you would change about your design based on your experience? l How might you incorporate this activity into your classroom instruction?

ZOOM INTO ENGINEERING l Students explore and experiment with basic engineering principles through fun, hands-on activities l A focus on problem solving and inquiry- based learning l Grades K-5 l Aligned with education standards l Activity guide available l

BUILDING BIG l A focus on problem solving and inquiry-based learning l Grades 6-8 l Aligned with education standards l Includes a ‘Hands On Glossary’ of engineering terms l Activity guide available l

IDEAS l Alternative Energy - Wind Powered Machines l Amusement Park And Playground Physics l Buoyant Vehicles l Geodesic Domes And Sheltering Structures l Historical Catapults l Investigating Isaac’s Ideas l Slow Roller And Friction Experiments Low-Cost, “Hands-On” Engineering Projects For Middle School Math, Science And Technology

l Engineers: Who They Are And What They Do l The Wonderful World Of Gears l Why Do Planes Fly? l Amusement Park Roller Coaster l How Tall Is That Flagpole Anyway? l Waste Not, Want Not - How To Get Rid Of Your Garbage l Ethics For Students ENGINEERS SOLVE PROBLEMS Includes Lesson Rationale, Objectives, Lesson Plan And Enrichment Activities

TEACHER IN-SERVICE PROGRAM l Engineers Develop and Present Technologically Oriented Topics To Pre-College Educators l Includes Practical, Applicable, Hands-On Activities l Promotes Mathematics, Science and Technological Literacy l 15 Lesson plans available in English and Spanish at: tispt/lessons.html tispt/lessons.html

IEEE VIRTUAL MUSEUM l IEEE History Center Outreach Project for Educators, Parents and Students Age l Examines History of Technology l Demonstrates How Various Technologies Work l Increases Understanding of the Impact of Engineering and Technology on Society

WEBSITE RESOURCES l IEEE- l ACS- l ASCE- l Virginia Tech- l Texas- l NASA- l l NCTM- l ITEA-

WEBSITE RESOURCES CONT’D l ASME- l NAE- l Project Lead The Way- l APS- l NSTA- l SAE- l l

Contact Information IEEE Ralph Painter Douglas Gorham Allison Ickowicz ASCE Jane Howell ASME Marina Stenos