IEEE EAB Teacher In-service Program Presentation

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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
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IEEE Quick Facts

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

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Workshop Objectives

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

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What is Technological Literacy?

• Technological literacy is the ability to use,
  manage, assess and understand technology. (STL,
  2000, p. 242)
• 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.
  20-21)
• 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)

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Key Ideas

• Technology is the modification of the natural
  world in order to satisfy perceived human needs
  and wants (ITEA, STL, p. 242).
• Technology is essential in teaching and learning
  mathematics it influences the mathematics that
  is taught and enhances students learning (PS, p.
  11).
• 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).

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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.
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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
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Rotational Equilibrium A Question of Balance

• Museum of Science, Boston
• Ralph Painter, Florida West Coast Section
• Douglas Gorham, IEEE Educational Activities
• 24 March 2006

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Principles Standards for School Mathematics

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

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National Science Education Standards

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

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Standards for Technological Literacy

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

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Rotational Equilibrium- Step One

• Prepare the materials
• Cut 36-inch balsa into three 31 cm (310 mm)
  pieces.

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Rotational Equilibrium- Step One

• Mark each piece at the center, 0 cm and 30 cm.
• Tie a slip knot and make a loop in one end of the
  thread.
• Lasso a piece of balsa. Snug the loop at the
  center point.

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Rotational Equilibrium- Step One

• Hold the piece up to see if the balsa stick
  balances. If not, balance the piece with small
  pieces of tape.
• Repeat the balance test for each piece of balsa.

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Rotational Equilibrium- Step One

• Make the weights
• Secure two pennies to one side of an index card
  using cellophane tape.
• Fold the index card in half with the pennies on
  the inside.
• Close the index card with tape.

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Rotational Equilibrium- Step One

• 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.
• Attach the straight end of the thread to a weight
  with a small piece of tape
• Repeat for all four weights

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Rotational Equilibrium- Step One

• Attach a weight to each end of a balsa stick and
  snug the loops at the 0 cm and the 30 cm marks.
• This piece is the bottom beam of the mobile.

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Rotational Equilibrium- Step One

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

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Rotational Equilibrium- Step One

• Assemble the mobile.
• Attach the string at the center of the bottom
  beam to the free end of the middle beam.
• Attach the string at the center of the middle
  beam to the free end of the top beam.

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Rotational Equilibrium- Step Two

• Predict the balance points for each of the beams
  by summing torques (or moments) about the
  balance point of each beam.
• This sounds difficult, but is actually very
  simple!!

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Rotational Equilibrium- Step Two
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Rotational Equilibrium- Step Two

• For the bottom beam

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Rotational Equilibrium- Step Two

• 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

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Rotational Equilibrium- Step Two

• For the middle beam

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Rotational Equilibrium- Step Two

• 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

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Rotational Equilibrium- Step Two

• For the top beam

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Rotational Equilibrium- Step Two

• 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

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Rotational Equilibrium- Step Three

• Mark the predicted balance points on each beam.
• Move the support threads to the predicted balance
  points.

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Rotational Equilibrium- Step Three

• Raise the mobile, one beam at a time.
• Adjust the positions of the support threads as
  needed to achieve actual balance.
• Record your results

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Rotational Equilibrium- Step Four

• Analyze your results
• Did the mobile balance at the predicted points?
• Why or why not?

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Rotational Equilibrium- Step Five

• The method we used for solving the system of
  equations is called substitution.
• The lesson plan also solves the problem
  graphically and by the method of determinants.

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Reflection

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

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ZOOM INTO ENGINEERING

• Students explore and experiment with basic
  engineering principles through fun, hands-on
  activities
• A focus on problem solving and inquiry-based
  learning
• Grades K-5
• Aligned with education standards
• Activity guide available
• www.asce.org/kids

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BUILDING BIG

• A focus on problem solving and inquiry-based
  learning
• Grades 6-8
• Aligned with education standards
• Includes a Hands On Glossary of engineering
  terms
• Activity guide available
• www.asce.org/kids

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IDEAS
Low-Cost, Hands-On Engineering Projects For
Middle School Math, Science And
Technologywww.asme.org/education/precollege/

• Alternative Energy - Wind Powered Machines
• Amusement Park And Playground Physics
• Buoyant Vehicles
• Geodesic Domes And Sheltering Structures
• Historical Catapults
• Investigating Isaacs Ideas
• Slow Roller And Friction Experiments

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ENGINEERS SOLVE PROBLEMS

• Engineers Who They Are And What They Do
• The Wonderful World Of Gears
• Why Do Planes Fly?
• Amusement Park Roller Coaster
• How Tall Is That Flagpole Anyway?
• Waste Not, Want Not - How To Get Rid Of Your
  Garbage
• Ethics For Students

Includes Lesson Rationale, Objectives, Lesson
Plan And Enrichment Activities
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TEACHER IN-SERVICE PROGRAM

• Engineers Develop and Present Technologically
  Oriented Topics To Pre-College Educators
• Includes Practical, Applicable, Hands-On
  Activities
• Promotes Mathematics, Science and Technological
  Literacy
• 15 Lesson plans available in English and Spanish
  at http//www.ieee.org/web/education/preuniversi
  ty/tispt/lessons.html

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IEEE VIRTUAL MUSEUM

• IEEE History Center Outreach Project for
  Educators, Parents and Students Age 10-18
• Examines History of Technology
• Demonstrates How Various Technologies Work
• Increases Understanding of the Impact of
  Engineering and Technology on Society

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WEBSITE RESOURCES

• IEEE- www.ieee.org/organizations/eab/precollege
• ACS- www.acs.org/edresources.htm
• ASCE- www.asce.org/kids
• Virginia Tech- www.teched.vt.edu/ctte
• Texas- www.texastechnology.com
• NASA-
• http//aesp.nasa.okstate.edu/florida
• NCTM- www.nctm.org
• ITEA- www.iteawww.org

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WEBSITE RESOURCES CONTD

• ASME- www.asme.org/education/precollege/
• NAE- www.nae.edu/techlit
• Project Lead The Way- www.pltw.org
• APS- www.aps.org
• NSTA- www.nsta.org
• SAE- www.awim.sae.org
• www.gettech.org
• www.library.advanced.org/11686/

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Contact Information

• IEEE
• Ralph Painter
• rdpainter_at_tecoenergy.com
• Douglas Gorham
• d.g.gorham_at_ieee.org
• Allison Ickowicz
• a.m.ickowicz_at_ieee.org
• ASCE
• Jane Howell
• jhowell_at_asce.org
• ASME
• Marina Stenos
• stenosm_at_asme.org