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					What is Engineering?
Day 1: 6-12 STEM Integration
MSTA Region 11 Teacher Center
Goals for Day 1 – What is Engineering?
     “To investigate and experience what
       engineering is” through:
      Defining engineering and design
      Differentiating between engineering and
       mathematics and science
      Participating in engineering activities
      Articulating the need for engineering in
       the classroom
Agenda for Day 1 – What is Engineering?
      Morning   session
       ◦ Working with Mike Lindstrom
       ◦ Concept mapping
       ◦ Hands-on engineering
      Afternoon   session
       ◦ Preparing students for post-secondary
       ◦ A talk with an engineer
       ◦ Wrap-Up and PLC information
What is Engineering?
 In your teams create a concept map that
  portrays your ideas about “What is
 Be as detailed as possible
 You will have about 20 minutes to work.
Gallery Walk
 Decide how your team is going to
  present your concept map for the gallery
 Post your poster on a wall on the room’s
  perimeter where everyone will be able to
  see it. Keep it manned.
 Walk around the room to view other
  groups’ concept maps.
Reflection Questions
 Were there aspects of engineering that
  your team did not think about?
 Are there things you saw that you do not
  think are engineering-related?
 How do you think your students’ would
  describe engineering?
Wind Energy
 How can we use wind energy?
 Where should wind turbines be built?
 What are the positive and negative effects
  of wind turbines?
Brainstorm: Wind Energy
   What factors influence the power output
    of a wind turbine?
The Design Cycle
                                             Step 1: What is the

                      Step 8: How can you
                                                                    Step 2: How have
                     use your new ideas to
                                                                    others solved this?
                     improve your design?

                                                                                    Step 3: What are the
     Step 7: How do you                                                              design criteria and
    learn from the designs                                                              constraints?
           of others?                                                               Brainstorm possible

                     Step 6: How does it                           Step 4: Which of the
                     work? Try it and test                         possible solutions do
                             again.                                    you choose?

                                                Step 5: Build
 Engineering Challenge
You are working for a power company that
harnesses alternative forms of energy. Your boss
has asked your team to design the wind turbine
blade unit to get high power output.

However, there are costs involved in testing, so you
must plan carefully! (Next slide has costs)

You must keep track of your expenses in a way
that is easily understandable and explainable.
   Engineering Constraints
Budget: $10,000 for today’s testing
 each test you run (turning on the fan and using
  multimeter) costs $800,
 initial costs for each white plastic blade is $200
 initial costs for each balsa blade is $400
 to change the shape of a set of blades costs
  ◦   $100 for 1-3 blades in the set
  ◦   $200 for 4-6 blades in the set
  ◦   $300 for 7-9 blades in the set
  ◦   $400 for 10-12 blades in the set
Engineering Challenge Gallery Walk
   On a post-it poster:
    ◦ Summarize what you have learned so far
      about blade unit design.
    ◦ What would be your next steps?
   Post on the wall
    ◦ Walk around to get ideas about how other
      teams addressed this engineering challenge
The Design Cycle
Please Help Us!
 Please break-down your wind turbine and
  carefully place it in the box.
 Put blades in grocery bag and label them
  for next time.
 Lunch
 Meet in Biological Sciences Room 64
    ◦ Be ready to go at 1:30.
Preparing Students for Post-Secondary Education

     How are these educational experiences
      different from your experiences as a college
     How can you help to prepare students for
      academic experiences in college?
     What technological aspects of instruction
      have you learned about that could potentially
      benefit your current teaching?
     What are other educational “take aways”?
    A Discussion with an Engineer
   What is engineering?
    ◦ What do engineers do?
    ◦ What separates engineering from science and
    ◦ What is engineering design? Redesign? Reverse
    ◦ What are historical elements of engineering?
    ◦ What are other elements of engineering?
Professional Learning Community
   4 PLC Meetings before November
    ◦ Conduct a “what is engineering” concept
      mapping activity in your class
    ◦ Plan to implement an engineering activity in
      your classroom (before January meeting)
    ◦ Plan for the re-design phase of the wind
      turbine activity
Exit Slip
“To investigate and experience what
  engineering is”
 Write down what happened today that
  brought you closer to meeting this
  objective. Also, write down any questions
  that you have about the day’s objective.
 On a separate piece of paper, write one
  thing from this reflection that you would
  like to share with Gillian, Tamara, & Sean.
 Turn this in as you leave.

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