Preparing for NGSS with Engineering Practices in Science Classrooms February 12, 2013 George Stickel SPSU Teacher Education Program 1

Abstract The promotion of STEM education is enthusiastically embraced by science and math teachers, but the T & E of STEM are less often evident, and typically perplex teachers on how to effectively incorporate into lessons. This presentation will use the Crosscutting Concepts of NGSS to show how to effectively intertwine engineering and science practices into the classroom to promote student learning and success in STEM 2

Plan for today Frameworks ABET Your responses 3

Engineering in science? Why are we even looking at engineering? 4

NGSS: A Framework for K-12 Science & engineering practices Crosscutting concepts Disciplinary core 3d 5

Science & engineering practices 1.Questions (for science) & problems (for engineering) 2. Models 3.Investigations 4.Data analysis 8 8 6

Science & engineering practices, cont’ 5.Mathematics 6.Explanations (for science) & designing solutions (for engineering) 7.Argument from evidence 8.Obtaining, evaluating, and communicating information 8 8 7

Practices NOT “skills” Stress engagement –p.41 A Framework for K-12 Science Education 8

Practice: Questions/Problems Science: questions Engineering: need based problem –Making –Designing 9

Questions, expanded Level 1: Sensory input or qualia questions Level 2: Juxtaposition or polar questions Level 3: Relationship questions Between Levels 2 & 3 Engineering? 10

Practice: Models Analyze for problems Test proposed systems, designs 11

Practice: Investigations Collect data Test designs 12

Practice: Data analysis Engineering efficiency Engineering effectiveness 13

Practice: Mathematics applications 14

Practice: Explanations & solution design Based on science Meets explicit needs 15

Practice: Argument, engineering From evidence Best solutions Meet needs 16

Practice: Information Obtain Evaluate Communicate 17

Crosscutting concepts 1.Patterns 2.Cause and effect: Mechanism and explanation 3.Scale, proportion, and quantity 4.Systems and system models 5.Energy and matter: Flows, cycles, and conservation 6.Structure and function 7.Stability and change 18

Crosscutting applications Causality –Cause & effect –Structure & Function Patterns Systems –Scale –Change & stability –Matter & energy 19

Systems organization 20

Systems, from engineering Structure & material –Components Processes –Components 21

Your turn Select a unit you teach What are the standards? What system addresses those standards? 22

What is engineering? What do engineers do? 23

ABET, keys to engineering educ Design a system, component, process Analyze & interpret data Produce a system, component, process Design, produce, improve criteria-policies-documents/ 24

Student Outcomes (a) apply mathematics, science, & engineering (b) design and conduct experiments, & analyze and interpret data (c) design a system, component, or process with constraints (d) function on multidisciplinary teams 25

Student Outcomes, cont’ ( e) identify, formulate, & solve engineering problems (f) understanding ethical responsibility (g) ability to communicate effectively (h) understand the impact of engineering solutions –global, –Economic, –Environmental, –societal context 26

Student Outcome, cont’ (i) life-long learning (j) knowledge, contemporary issues (k) ability to use –Techniques, –skills, & –modern engineering tools 27

Engineering essence Cycle –Test –Improve 28

Engineering overview Process Trade offs Trial & error 29

Your turn What engineering applications fits the standard that you selected above? 30

Some ideas Create a machine for a children’s museum that would simulate a cell. Design an experiment that will prove that only the weight of an object will affect its frictional force. Hint: keep the surfaces made of the same material, and use an incline plane. 31

Some more ideas Create a game that will simulate the energy dynamics of molecules breaking apart and coming together. Do a storyboard to show the stages you expect to simulate 32

Even more ideas Zeus & Hera are wanting to create life on earth, so they assign the lesser gods to engineering teams to create a unit of life. They are to use a space large enough for them to walk through it to do their work. When they are done and have argued their cases to the ruling gods, then they will shrink it down to a miniscule size—they are not sure what to call it, a house, a room, a cubicle, maybe a cell. The teams are to decide what the various processes should be inside the dwelling, to guarantee life. 33

Discussions & questions 34

Thank you George W. Stickel, Ph.D. Associate Professor, Director Teacher Education Co-director SPSUTeach Building J-353 Southern Polytechnic State University Marietta, GA Office FAX 35