High School Engineering Design Training Day 2 Copyright 2013, Oregon University System, All Rights Reserved

Workshop Goals Increase understanding of the Oregon Science Engineering Design Standards Engage in the Engineering Design Process Use teaching strategies that engage students in “ Science as Practice ” by incorporating engineering design to learn science content

Agenda Day 2 8:00-9:45 How the Engineering Design Process applies to teaching and learning science in high school 9:45-10:00 Break 10:00-11:45 Hands-on lesson featuring the Engineering Design Process for learning Life Science 11:45-12:30 Lunch 12:30-1:45 Hands-on lesson featuring the Engineering Design Process for learning Physical Science 1:45-2:00Troubleshooting as a learning opportunity 2:00-2:15 Break 2:15-3:15 Formative Assessment of the Engineering Design Process 3:15-4:15Using Engineering Design in Your Classroom 4:15-4:30Closing discussion

Engineering Design Standards Form Two Groups Create a Poster Description of ED Standards –Words –Sketches –Callouts –Diagrams –Use Space Needed

ED Standards Poster Tour –Visit 5 posters –5 minutes at each –Provide feedback with sticky notes Review your Poster Feedback –5 minutes to discuss Whole Group Share –5 minutes to discuss Engineering Design Standards

The Engineering Design Process for High School

Index Card Chair Engineering Build a chair Use index cards Support at least one can 20 minutes to build and test

Index Card Chair Engineering Engineering Criteria ‒ Must resemble a chair or a chair with an attached footstool ‒ Be able to pick up the chair as one piece ‒ Support the weight of at least one can Engineering Constraints ‒ Use only 6 index cards and 1 foot of tape ‒ No paper clips, glue, staples, etc. ‒ Free standing -- not attached to anything for support

What Should Students Know About –Identifying a problem? –Proposing a potential solution? –Designing a prototype? –The EDP in general? –Defining a problem or a need? –Listing criteria and constraints? –Describing a possible solution using science principles? –Designing and constructing a possible solution? –Describing the cost, safety, appearance and environmental impact of the solution as well as what will happen if it fails?

Additional Questions When you were given the challenge, what did you do or think? Which designs were the most effective? Why? How many designs did you try to build before you got one that could support the weight? Did you brainstorm different solutions? Did that help you make a decision as to what would be the best chair to build? Would it have helped to have other tools to build your chair? What would happen if the chair failed?

BREAK