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Be My Valentine

For Valentine's Day, you decided to give your friend a homemade gift. You happen to be an electronic hobbyist that has some copper tape, a 2032 battery, and three LED lights. You also have other materials for decoration. You want the card to light up when your friend completes an interaction.

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Test your ideas

Head to Tinkercad
Click on <+ New>
Select <circuit>
The program populates the pieces you need in Basic.
Create a circuit and click <Start Simulation>
Refine your design until you have a circuit that works.

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Build your card

This Photo by Unknown author is licensed under CC BY-NC-ND.

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Was that Engineering?

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Engineering Design Process

There’s more than one.

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There are plenty of other design process models....

Many models, no ONE model
Many commonalities
Design process models reveal STRATEGIES:

Problem formulation
Solution generation
Solution modeling and analysis
Solution verification
Iteration
Planning and moving forward
Innovation

…STRATEGIES that are used many times throughout the process depending on the situation

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What is Technology?

Is it always the “new thing”?

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Which picture(s) represent technology?

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Which picture(s) represent technology?

…all of the ways that people have modified the natural world to meet their basic needs and to realize their dreams.”

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A Take Away…..

An important takeaway for you today is that object classified as technology cannot be de-technologized!

Teachers often become concerned when performance expectations call for students to design and build a technological device.

Student performances calling for such design can be interpreted to mean designing technology that is new to student not necessarily something that has never been invented before.

The focus is on the development of technology through the systematic process of engineering design which uses the result of scientific investigation to solve a problem.

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Another take away….

Many classrooms around the nation already utilize invention conventions, and innovation days that focus on the creative elements of problem solving.

Under the NGSS these existing practices should be strengthened by the intentional application of science in these creative endeavors.

Many students have invented creative solutions to problems such as water filtration but simply cannot explain the science being applied in the solution which is the most definitive difference between engineering and invention.

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Engineering - Innovation - Invention

Invention - making a product or new process for the very first time.
Innovation - the improvement of an existing product or process
Technology - all the ways that people have modified the natural world to meet their basic needs and realize their dreams
Engineering - knowledge of math and natural sciences is applied with judgement to develop ways to utilize materials and forces of nature to benefit mankind.

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Science and Engineering Practices

Engineers do a lot of the same things as scientists

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Science and Engineering Practices

Practice 1 Asking Questions and Defining Problems
Practice 2 Developing and Using Models
Practice 3 Planning and Carrying Out Investigations
Practice 4 Analyzing and Interpreting Data
Practice 5 Using Mathematics and Computational Thinking
Practice 6 Constructing Explanations and Designing Solutions
Practice 7 Engaging in Argument from Evidence
Practice 8 Obtaining, Evaluating, and Communicating Information

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Practice 1: Asking questions and defining problems

While science begins with questions, engineering begins with defining a problem to solve. However, engineering may also involve asking questions to define a problem, such as: What is the need or desire that underlies the problem? What are the criteria for a successful solution? Other questions arise when generating ideas, or testing possible solutions, such as: What are the possible trade-offs? What evidence is necessary to determine which solution is best?

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Practice 2: Developing and Using Models

In engineering, models may be used to analyze a system to see where or under what conditions flaws might develop, or to test possible solutions to a problem. Models can also be used to visualize and refine a design, to communicate a design features to others, and as prototypes for testing design performance.

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Practice 3: Planning and Carrying Out Investigations

The purpose of engineering investigations might be to find out how to fix or improve the functioning of a technological system or to compare different solutions to see which best solves a problem.
Engineers use investigations to gain data essential for specifying design criteria and to test their designs. Like scientists, engineers must control variables.

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Practice 4: Analyzing and Interpreting Data

Engineers make decisions based on evidence that a given design will work; they rarely rely on trial and error. Engineers often analyze a design by creating a model or prototype and collecting extensive data on how it performs, including under extreme conditions. Analysis of this kind of data not only informs design decisions and enables the prediction or assessment of performance but also helps define or clarify problems, determine economic feasibility, evaluate alternatives, and investigate failures.

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Practice 5: Using Mathematics and Computational Thinking

In engineering,mathematical and computational representations of established relationships and principles are an integral part of design.

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Practice 6: Constructing Explanations and Designing Solutions

In engineering, the goal is a design rather than an explanation. The process of developing a design is iterative and systematic, as is the process of developing an explanation or a theory in science. Engineers’ activities, however, have elements that are distinct from those of scientists. These elements include specifying constraints and criteria for desired qualities of the solution, developing a design plan, producing and testing models or prototypes, selecting among alternative design features to optimize the achievement of design criteria, and refining design ideas based on the performance of a prototype or simulation

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Practice 7: Engaging in Argument from Evidence

In engineering, reasoning and argument are needed to identify the best solution to a design problem. Student engagement in scientific argumentation is critical if students are to understand the culture in which scientists live, and how to apply science and engineering for the benefit of society. As such, argument is a process based on evidence and reasoning that leads to explanations acceptable by the scientific community and design solutions acceptable by the engineering community.

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Practice 8: Obtaining, Evaluating, and Communication Information.

Engineers cannot produce new or improved technologies if the advantages of their designs are not communicated clearly and persuasively.

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The takeaway...

If students are answering a question about the natural or designed world, it is SCIENCE.

If students are solving a problem or meeting a need, it is ENGINEERING.

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Where the rubber meets the road

Putting things into practice.

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Four approaches to integrating engineering in the science classroom

Extending a science inquiry activity by adding an engineering challenge

Wrapping a design challenge around an existing unit

Emphasizing the connections between science and engineering

Considering the societal and environmental implications around a technological change.

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1. Extending a science inquiry by adding an engineering challenge

Students who demonstrate understanding can: MS-PS1-6. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.*
First, students determine substances, when mixed, releases thermal energy. (2 powders and 1 liquid)
Second, students analyze a hand warmer device.
Third, students devise a device.
Fourth, students narrow their choice to 1 powder and 1 liquid (budget cut).
Last, students maximize heat generation.

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2. Wrapping a design challenge around an existing unit

Yeast Mobile
Bridge between force and motion and matter units
Set up competition
Emphasis on repeatability of design
Constraints are needed to keep things even among student groups.

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3. Emphasizing the connections between science and engineering

Large Metropolis City has put its water treatment for its citizens out to bid. There is more than one treatment facility in the area connected to the water distribution system of Large Metropolis City. The Large Metropolis City wants each firm to design and construct a model of their water treatment process. A sample of untreated water given to each firm to pass through the model. To determine improvement, each sample tested both prior and after treatment. Treated water must be clear in appearance with no odor, have a pH within 6.5 to 8.5, and a minimal conductivity result. Each company is restricted to the materials list provided below: balance, conductivity tester, graduated cylinder, pH strips, plastic cups, newspaper, sharpie marker, plastic water bottle, rubber band, cheesecloth, plastic wrap, waste container, utility knife, masking tape, paper clip, cotton balls, coffee filter, activated carbon, gravel, sand, uncooked macaroni, cardboard, plastic meat trays, alum, pool coagulant, jars, and panty hose.

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4. Considering societal/environmental implications around change.

This is a picture of Henderson Island located in the Pacific Ocean. Notice the plastic and waste.

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Design Brief

Background Statement
Provides context for challenge including client and end user
Challenge Statement
Describes the task
Criteria
Desired features of a solution
Constraints
Materials, cost and time (Elementary School)
Scientific principles and other relevant knowledge (Middle School)
Cost, safety, reliability, aesthetics, social, cultural, and environmental impacts (High School)
Tools
Items that can be used when creating the product but cannot become part of the product.

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STRUCTURE OF TASKS

General Structure of the Task

Background………………………………………………………………………………………………………………………………………………………….

Challenge Statement………………………………

………………………………………………………………………………………………………………………………………………...

Information Students should be able to find in the General Structure of the Task

Client - Who is the consumer of the final product?
Product - What are the making?
Criteria - How do they know they met expectations?
Constraints - Items that cause students to rethink their design.

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The distance a spoon flips a Ping-Pong ball can be predicted. Design a �system using a plastic spoon to cause a foam golf ball to fly X cm on the first attempt.

Which variables to do you need to keep stable or constant?
Which variables are you changing to cause the ball to fly different distances?
Why is important to only change one variable at a time?
What advantage do we have of thinking about the flipper and the ball as a system?

Does this follow the task structure? Can students get all the information from the task?

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Classroom implementation

What do you want students to learn?
What do students need to know to demonstrate learning?
What activities do you need to use?
How will you make it 3 dimensional?
How are you going to assess things?
What is the science, engineering, math, and technology?

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Be My Valentine