1. Teach · Volunteer · Donate www.awim.org

2. Teach · Volunteer · Donate www.awim.org Chris Ciuca SAE International AWIM Program Manager

3. Teach · Volunteer · Donate www.awim.org Collegiate Design Series (CDS) Scholarships & Awards Established in 1905 as the Society of Automobile Engineers, Inc. SAE International now encompasses all mobility engineering interests. Established in 1986 as an educational foundation that funds SAE International educational outreach programs. SAE International Pre-College Educational ProgramsSAE International Collegiate Educational Programs

4. Teach · Volunteer · Donate www.awim.org

5. Teach · Volunteer · Donate www.awim.org

6. Teach · Volunteer · Donate www.awim.org is Building Bridges Through AWIM Business / Industry Industry Program Coordinator STEM Volunteers School District School / District Program Coordinator Curriculum Development Professional Training Materials (Orders/Shipping) Relationship Building Classroom Teacher

7. Teach · Volunteer · Donate www.awim.org - Sections AWIM Partnerships Cleveland Municipal School District Plymouth-Canton School District Student Automotive Design Challenge

8. Teach · Volunteer · Donate www.awim.org How Is AWIM Delivered in this Structure ?

9. Teach · Volunteer · Donate www.awim.org AWIM Delivery Models 2011 Students Reached Traditional Classroom Programing (44,400) OST Programing (8,000) (16.4% growth over 2010)

10. Teach · Volunteer · Donate www.awim.org Scientific literacy is the knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity. A scientifically literate person is defined as one who has the capacity to: understand, experiment & reason ask, find, or determine answers to questions describe, explain, and predict natural phenomena gather information and engage in social conversation about the validity of the conclusions identify scientific issues underlying national and local decisions and express positions that are scientifically and technologically informed evaluate the quality of scientific information pose and evaluate arguments based on evidence and to apply conclusions (US National Center for Education Statistics, 2011) STEM - Focus on Scientific Literacy

11. Teach · Volunteer · Donate www.awim.org Current National Challenges Only 32% of fourth-graders, 31% of eight-graders, and 21% of twelfth-graders scored “proficient” in science - only 1% of twelfth-graders scored “advanced” in science (National Assessment of Educational Progress, 2009). Forecasts and performance statistics from companies suggest increased demand for skilled workers (AIA: Industry’s Response to the Workforce Challenge, 2008). Aging and retirement patterns are likely to alter the composition of the science and engineering labor force. 26% of S&E Workers were older than age 50 in 2006 (NSF: Science & Engineering Indicators 2006). More than 50 percent of all engineering doctoral degrees awarded by U.S. engineering colleges go to foreign nationals — many of whom are not eligible for U.S. security clearances (AIA: Industry’s Response to the Workforce Challenge, 2008). Five percent of U.S. bachelor’s degrees are in engineering, compared to 20 percent in Asia (NSF: Science and Engineering Indicators, 2010). One-third of US students intending to major in engineering switch majors before graduating (Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future, 2007).

12. Teach · Volunteer · Donate www.awim.org When Should Exposure to Scientific Literacy Take Place? Factors Investigated to Improve on Current Challenges & Implementation of STEM : What does quality STEM education look like now? When does STEM programing typically take place (grade level & time of day)? What is missing? How can we improve? If we make changes, when does it take place in already “full” school day? If we expand to lower grade levels are the teacher ready; does expansion require training?

13. Teach · Volunteer · Donate www.awim.org “Literacy-Based” STEM in an Integrated Setting To succeed in the society of tomorrow, all children need an education that prepares them to understand and apply concepts in science, technology, engineering, and mathematics (STEM) in a real-world integrated setting. In addition to becoming literate in these disciplines, students must also: learn to solve complex problems using tools from all disciplines communicate clearly raise & resolve questions/problems assimilate information work cooperatively toward common goals (SAE International – A World In Motion, 2011)

14. Teach · Volunteer · Donate www.awim.org So…how do we do this and still have time to teach all the other stuff ???

15. Teach · Volunteer · Donate www.awim.org Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas Student Practices for K-12 Classrooms 1)Asking Questions (science) and Defining Problems (engineering) 2)Developing and Using Models 3)Planning and Carrying Out Investigations 4)Analyzing and Interpreting Data 5)Using Mathematics, Information and Computer Technology & Computational Thinking 6)Constructing Explanations (science) and Designing Solutions (engineering) 7)Engaging in Argument from Evidence 8)Obtaining, Evaluating, and Communicating Information (National Academies, 2011)

16. Teach · Volunteer · Donate www.awim.org What Does the AWIM Student Experience Look Like?

17. Teach · Volunteer · Donate www.awim.org AWIM STEM Challenges Primary Elementary Middle School Rolling ThingsSkimmerMotorized Toy Car Pinball ChallengeJetToyGlider Inspired by NatureGravity CruiserGravity Cruiser Straw RocketsFuel Cell

18. Teach · Volunteer · Donate www.awim.org AWIM Engineer Design Experience (EDE) How do Engineers Solve a Problem? Set Goals Build Knowledge Design Build & Test Present

19. Teach · Volunteer · Donate www.awim.org STEM Skills Introduced through ALL AWIM Challenges Critical Thinking Project Management Communications Inquiry & Analysis Teamwork & Collaboration Engineering Design assess a new situation define goals & establish objectives design a team name, logo & slogan conduct formal testing participate as a member of a team set goals formulate questions for scientific analysis; generate and evaluate ideas maintain portfolios/design logs of work develop & produce drawings and diagrams measure & record outcomes practice cooperation & compromise to reach group consensus build knowledge gather & interpret data identify & set priorities prepare written & oral reports make qualitative & quantitative observations assign team member roles & responsibilities design synthesize information & make predictions organize & present data prepare presentation aids & materials establish relationships among variables and make predictions understand group dynamics build & test integrate and apply learning propose & test solutions deliver oral presentations use the scientific method of experimentation, questioning, trial/ variable testing evaluate team & individual performance present

20. Teach · Volunteer · Donate www.awim.org STEM Skills Specific to Individual AWIM Challenges Primary Challanges SkimmerJetToy Gravity Cruiser Motorized Toy Car GliderFuel Cell gather, organize, and display data in pictures, tables, and graphs explore potential & kinetic energy calculate area analyze data scientific troubleshooting develop a prototype measure speed, distance & time explore gravity identify symmetry conduct distance measurements optimize variable performance calculate ratios & fractions calculate area of a complex figure perform electrolysis to collect hydrogen explore probability conduct distance/length measurements calculate; radius, diameter & circumference conduct weight, length/distance measurements use formulas analyze survey data design hydrogen storage systems explore biology & natural design create design specifications, drawings & models formulate questions for scientific analysis build a fulcrum & lever arm and use/build simple machines & structures calculate average/mean & median construct scale drawings explore turning an electrical charge in mechanical energy explore weight, thrust, lift & drag explore properties of materials conduct time measurements calculate diameter measure torque & rim force calculate chord and determine aspect ratios explore the chemistry of the PEM fuel cell explore Newton’s Laws of Motion and dozens more… explore forces & motion and dozens more… explore energy, forces & motion and dozens more… explore forces, speed & motion and dozens more… explore energy, forces, speed & motion and dozens more…

21. Teach · Volunteer · Donate www.awim.org AWIM – Primary Level Grades K-3

22. Teach · Volunteer · Donate www.awim.org The Integrated AWIM Student Experience Includes: Primary Level Education (SAE International, 2011) Guided Opportunities to Question Ideas & Define Problems Literature to Facilitate Questioning of Concepts & Ideas Play & Guided Experimentation for Investigation Building Physical Models Manipulating Variables Collecting, Recording & Analyzing Data Building Tables & Graphs Making Predictions Designing Solutions Pair-Share & Group Discussions Communicating Ideas Turn & Talk Strategies (Partner Interaction) Sharing & Interpreting (Whole Group) Presenting a Solution

23. Teach · Volunteer · Donate www.awim.org Primary Education Recording & Analyzing Data Variable Testing Literacy-Based Design Challenges Real-life & fictitious connections to STEM concepts through customized literature leads to… (Kindergarten - 3 rd Grade)

24. Teach · Volunteer · Donate www.awim.org Rolling Things Challenge Variable TestingRecording Data for Analysis Challenge Overview: Students explore the story, The Three Little Pigs Sledding Adventure. Based on the scientific concepts presented in the story, students explore toy cars and car performance. Students launch the cars from ramps and investigate the effects that different ramp heights and car weights have on distance traveled. Students make adjustments for performance through variable testing. (Kindergarten - 3 rd Grade)

25. Teach · Volunteer · Donate www.awim.org Pinball Challenge Challenge Overview: Students explore the concept of optimizing a design by designing and building a pinball game. The story of Malarkey & the Big Trap introduces students to the concept of improving a design through experimentation and data analysis. Students test the launch ramp to explore how launch position affects the behavior of the pinball. Students make their games more challenging by adding targets, walls, and bumpers to the game board. Book Illustrations (Kindergarten - 3 rd Grade)

26. Teach · Volunteer · Donate www.awim.org Engineering Inspired By Nature Challenge Challenge Overview: Students investigate methods in which seeds are dispersed in nature through the story, One Upon a Time in the Woods. The story leads the students to further explore seeds dispersed by the wind. Students use the designs of nature to develop paper helicopters and parachutes and perform variable testing to improve performance. Sample Book IllustrationWhirly Copter (Kindergarten - 3 rd Grade)

27. Teach · Volunteer · Donate www.awim.org Straw Rockets Challenge Challenge Overview: Students explore the early life of Dr. Robert Goddard through the age appropriate biography, The Rocket Age Takes Off. Investigating Goddard’s early trials and tribulations to create the first liquid fueled rocket engine, students begin to uncover the work necessary to optimize a design. Students use a design process to build and perform variable testing on straw rockets. Design goals include farthest and highest flight. Sample Book Illustration Straw Rocket (Kindergarten - 3 rd Grade)

28. Teach · Volunteer · Donate www.awim.org AWIM - Elementary Level Grades 4-6

29. Teach · Volunteer · Donate www.awim.org The Integrated AWIM Student Experience Includes: Elementary Level Education (SAE International, 2011) Guided Opportunities to Question Ideas & Define Problems Use of all STEM subjects (and beyond) to Solve Design Questions Play & Guided Experimentation for Investigation Building Physical Models Manipulating Variables Collecting, Recording & Analyzing Data Building Tables & Graphs Making Predictions Designing Solutions Engineering Design Team – Teamwork Communicating Ideas Presenting a Solution

30. Teach · Volunteer · Donate www.awim.org Elementary Education Design Challenges (4 th - 6 th Grade) Skimmer Challenge JetToy Challenge Gravity Cruiser Challenge International Competitions STEM Volunteer Student & Teacher Support In-Class Programming Informal & OST Learning Experiences

31. Teach · Volunteer · Donate www.awim.org Skimmer Challenge (4 th - 6 th Grade) Challenge Overview: Students construct paper sailboats and test the effects of different sail shapes, sizes, and construction methods to meet specific performance criteria. Friction, forces, the effect of surface area and design are some of the physical phenomena students encounter in this challenge. Sample Design Log Pages

32. Teach · Volunteer · Donate www.awim.org JetToy Challenge (4 th - 6 th Grade) Challenge Overview: Students make balloon-powered toy cars that meet specific performance criteria: distance traveled, weight carried, accurate performance, and speed. Jet propulsion, friction, air resistance, and design are the core scientific concepts students explore in this challenge. Sample Design Log Pages

33. Teach · Volunteer · Donate www.awim.org Gravity Cruiser Challenge (6 th - 8 th Grade) Challenge Overview: Students focus on understanding the relationships between the “sweep” of the lever arm, the number of winds the string makes around the axle, and the distance the gravity cruiser travels. They also investigate how the diameter of the wheels, the diameter of the axles, and the amount of weight placed on the lever affect the gravity cruiser’s speed and distance. This challenge introduces a rich activity in critical thinking and learning how to use the experimental method to test hypotheses and solve an engineering problem. Sample Design Log Pages

34. Teach · Volunteer · Donate www.awim.org AWIM – Middle School Level Grades 6-8

35. Teach · Volunteer · Donate www.awim.org The Integrated AWIM Student Experience Includes: Middle School Level Education (SAE International, 2011) Guided Opportunities to Question Ideas & Define Problems Use of all STEM subjects to Solve Design Questions Social Studies – Consumer/Market Research & Targeting Customers Language Arts – Preparing Written Proposals, Oral Presentations & Planning Manuscript Content Guided Experimentation for Investigation Building Physical Models Manipulating Variables Collecting, Recording & Analyzing Data Building Tables & Graphs Making Predictions Designing Solutions Engineering Design Team – Teamwork Communicating Ideas Presenting a Solution

36. Teach · Volunteer · Donate www.awim.org Middle Education Design Challenges (6 th - 8 th Grade) Informal & OST Learning Experiences Fuel Cell Challenge Motorize Toy Car Challenge Gravity Cruiser Challenge In Class Programming International Competitions Student Ingenuity

37. Teach · Volunteer · Donate www.awim.org Gravity Cruiser Challenge (6 th - 8 th Grade) Challenge Overview: Students focus on understanding the relationships between the “sweep” of the lever arm, the number of winds the string makes around the axle, and the distance the gravity cruiser travels. They also investigate how the diameter of the wheels, the diameter of the axles, and the amount of weight placed on the lever affect the gravity cruiser’s speed and distance. This challenge introduces a rich activity in critical thinking and learning how to use the experimental method to test hypotheses and solve an engineering problem. Sample Design Log Pages

38. Teach · Volunteer · Donate www.awim.org Motorized Toy Car Challenge (6 th - 8 th Grade) Challenge Overview: Students develop new designs for electric gear driven toys. To meet a specific set of design requirements, students must write proposals, draw sketches, and work with models to develop a plan. Force and friction, simple machines, levers and gears, torque and design are core concepts covered. Sample Design Log Pages

39. Teach · Volunteer · Donate www.awim.org Glider Challenge (6 th - 8 th Grade) Challenge Overview: Students explore the relationship between force and motion and the effects of weight and lift on a glider. The glider activity culminates in a book-signing event where each design team presents its prototype and the class presents its manuscript of Glider designs. Students learn the importance of understanding consumer demands and the relationships between data analysis and variable manipulations. Sample Design Log Pages

40. Teach · Volunteer · Donate www.awim.org Fuel Cell Challenge (6 th - 8 th Grade) Challenge Overview: Student teams design a toy car that uses a PEM (Proton Exchange Membrane) fuel cell to power the electric motor. Elements of electrical currents, Green Design, and transformations of energy are explored as the teams develop their product. Sample Design Log Pages

41. Teach · Volunteer · Donate www.awim.org How Do We Know the AWIM Model Works ?

42. Teach · Volunteer · Donate www.awim.org AWIM Longitudinal Research Study 5-Year Independent Longitudinal Research Study The Data Tells the Story… AWIM Students Independently Pursue More “STEM” Related Courses After an AWIM Experience AWIM Students Demonstrate a Strong Knowledge of “Engineering” and related fields of study/work First Time AWIM Teachers Felt More Knowledgeable and Comfortable Delivering Physical Science Principles in the Classroom

43. Teach · Volunteer · Donate www.awim.org Teacher Benefits Source: 5-Year AWIM Longitudinal Study Conducted by: Goodman Research Group Teachers felt more knowledgeable about Physical Science content Teachers felt more comfortable teaching Physical Science concepts Teachers enjoyed teaching Physical Science more than prior to their AWIM experience Industry Volunteers made it easier to lead hands-on activities, work with small student groups, and teach the science content Industry Volunteers made the teachers feel that they learned more science content Teacher Perceptions: After Using AWIM

44. Teach · Volunteer · Donate www.awim.org Volunteer Impact Source: 5-Year AWIM Longitudinal Study Conducted by: Goodman Research Group A little over half of the students had teachers who partnered with a volunteer in Year 1 49% of students remembered having a volunteer visit the classroom during AWIM –71% of them learned what engineers do –54% of them became more interested in engineering –29% of them wanted to find out more about engineering Students’ Perceptions: One Year After Intervention

45. Teach · Volunteer · Donate www.awim.org Contact Us Thanks! www.awim.org cciuca@sae.org 724.772.4038