1. Science Education Institute (RVC College)
NGSS Professional Development Workshop Series Engineering Design and Technology
Science Education Institute (RVC College)
Wil van der Veen
Mariel O’Brien
Stacey van der Veen
Princeton University
Anne Catena
NGSS Teacher Leaders
Martha Friend (Princeton)
Allison Milkosky (Linden)
Alyson Spreen (Denville)
Donna Stumm (Flemington-Raritan)
Patricia Volino-Reinoso (Rahway)

2. What is Engineering?
Individually answer the following questions in your journal:
What is engineering?
What is technology?
How is engineering different from science?
Watch the video and add to your ideas:

3. NGSS Appendix I Engineering Design in the NGSS
Explains why the NGSS includes engineering
Describes science, engineering, and technology
Describes the engineering design process and what students should be able to do
Discusses engineering and equity
Take a moment to read page 1 of NGSS Appendix I.

4. Engineering and Technology
Engineering is a systematic iterative problem solving process to meet human wants or needs.
Engineering results in technologies which are modifications of the natural world to fulfill human wants or needs.

5. Engineering and Science
In science we are trying to understand how the world works.
In engineering we are trying to solve a problem related to a human want or need.

6. Engineering Design Process
Pages 3-5 of Appendix I describe what students should be able to do in grades K-2, 3-5, 6-8, and 9-12.
From NSTA webinar: Engineering Design as a Core Idea by Cary Sneider

7. Engineering is Embedded in all Three Science Disciplines
From NSTA webinar: Engineering Design as a Core Idea by Cary Sneider

8. Engineering is Embedded in all Three Science Disciplines
NGSS Appendix I (pages 6-7) include all performance expectations that incorporate engineering.
Codes: 4-PS3-4
Grade Core Idea Component Idea PE #
Find one of these performance expectations in the standards document.
All performance expectations that incorporate engineering are indicated by an asterisk.

9. Integration of Science and Engineering 5th Grade Classroom
Students are going to design Maglev Trains (magnetic levitation trains)
Students first need to better understand magnets
Video: ( curriculum/resources/magnetic-personality-grade- 5-hollywood-fl)
Additional videos and resources on mos.org/eie (Engineering is Elementary; Boston Museum of Science)

10. Integration of Science and Engineering High School Classroom
Students are going to redesign a Putt Putt Boat.
Students first need to better understand how this boat works.
Video: ( )
Additional videos and resources on mos.org/etf (Engineering the Future; Boston Museum of Science)

11. Phases of the Engineering Design Process

12. Define the Problem We are hired to make the Whirligig a better toy.
Play with the Whirligig, observe how it works, and determine how it is constructed.
What is the engineering problem (that we need to solve)?
What are some things we may want the Whirligig to do better?
What are the criteria for success?
How do we know if our solution is acceptable?
What are the constraints?
Are there time constraints, material constraints, other?

13. Define the Problem (Example)
Problem: Redesign the Whirligig to fall as slow as possible.
Criteria: Redesigned Whirligig should fall slower than the original design.
Operational Constraints: The Whirligig must rotate as it falls to the floor.
Material Constraints: The design for your Whirligig must fit on letter-sized paper. You can only use the materials provided to you.
Time Constraints: You have 30 minutes to test and optimize your solution.

14. Define the Problem
K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
Image courtesy of Edventure More

15. Define the Problem
MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
Image courtesy of the Museum of Science, Boston

16. Develop and Test Solutions
Carefully observe the Whirligig as it falls and determine how it behaves.
Think about and then write down the science that we need to understand to find solutions that work.

17. Develop and Test Solutions
Consider what you now know about the science of Whirligigs.
Make changes to the Whirligig design based on your understanding of how it works and test it.
Make predictions and compare them with the test results.
Keep your proto types.

18. Develop and Test Solutions
K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
Image courtesy of 4-H National Council

19. Develop and Test Solutions
MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
Image courtesy of the Museum of Science, Boston

20. Optimize the Solution Select the solution: That worked best.
Is the most promising
Meets the criteria and constraints
Think about the science that we need to understand to optimize our solution.
Improve the “best” solution by testing it further and by changing one variable and keeping the other variables the same.
Based on a variety of tests optimize the solution.

21. Optimize the Solution
K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
Image courtesy of 4-H National Council

22. Optimize the Solution
MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. HS-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.
Image courtesy of the Museum of Science, Boston

23. Reflection
Refer to the following handout in the Folder: Three Dimensions of the NGSS
Discuss the following questions with your table group:
What science and engineering practices did you engage in?
What crosscutting concepts did you use?

24. Science and Engineering Practices
Asking questions and defining problems
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematical and computational thinking
Constructing explanations and designing solutions
Engaging in argument from evidence
Obtaining, evaluating, and communicating information

25. Crosscutting Concepts
Patterns
Cause and Effect
Scale, Proportion, and Quantity
Systems and System Models
Energy and Matter
Structure and Function
Stability and Change

26. Engineering Design Process
Our example is adapted from: Rider/Princeton/RVCC Gap Analysis Project
“Disciplinary Core Ideas in Engineering” by Anne Catena

27. My Backyard is Full of Flying Insects
What do we need to know about insects to help us define the problem that we need to solve?

28. NGSS Appendix E Progressions within the NGSS
Progressions are based on our current best understanding of student learning in grades K-12.
The ideas are intentionally placed to ensure that, over time, students will build a deep understanding of the overarching Disciplinary Core Ideas.
Grade level for grades K to 5 can be found near the upper right corner of each grade K-2 and grade 3-5 boxes.
Take a moment to browse through Appendix E

29. NGSS Appendix E Progressions within the NGSS
“My backyard is full of flying insects!”
Look at our questions on the Chart
Find the science ideas that students need to understand at your grade level and that are relevant to my backyard situation.

30. “Especially the Gnats Bother Me!”
The life span of gnats is four months.
The female can produce­ as many as 300 eggs in fermenting or decaying organic matter.
Gnats love fungus and fungus loves moisture such as compost buckets and over-watered potted plants.
Spiders eat gnats and other insects.
Brainstorm possible engineering problems related to my backyard situation.
An engineering problem is a statement that describes what a solution should be able to do.

31. Engineering Problem: How to Attract Spiders?
Reality check!
“I also don’t like spiders”
Spiders are big!
Many spider webs are gone by afternoon or evening when we want to be in the backyard.

32. Engineering Problem Design Artificial Spider Webs
Discuss with your table group the criteria (for success) and the constraints for this engineering problem.
What do we need to know about insects to help us develop and test solutions for this engineering problem?

33. More Research …
Spider webs have different designs for different purposes.

34. More Research …
Not all webs are sticky; some are made of tangled silk charged with static electricity.
Spider silk is extremely strong: five times stronger than steel and twice as strong as Kevlar.
Spider silk can stretch about 30 percent longer than its original length without breaking.
By understanding how spider webs work, humans have solved problems that meet their wants and/or needs: Biomimicry.

35. Develop and Test Solutions
Design and test a variety of artificial spider webs.
Use a model in which the ball is the insect, the thread is the spider’s silk and the ring is where the spider attaches the web to the yard.
Related science content that students need to understand:
Forces and motion
Interactions
Energy and energy transfer

36. Lesson Planning Template A. Define the Problem
Make a list of engineering lessons we used.
Make a list of science lessons that provide opportunities to integrate engineering.
If the engineering problem is already defined, we need to work backwards and think of a scenario or situation that may lead to defining a similar or other relevant engineering problem.

37. Example: “Egg Drop” Problem
Design and build a system that will protect an egg from a 1 meter drop.
Criteria
The egg cannot smash or crack.
Constraints
Materials that can be used and a set time to complete the design challenge.

38. Example: “Egg Drop” Scenario
A trucking company carries eggs from the Midwest to New Jersey. They have been receiving complaints that many of the eggs are broken or cracked on arrival.
Possible Engineering Problems:
Improve roads
Improve the truck’s suspension
Protect the eggs

39. Alternative “Egg Drop” Problem
Design better protection for the eggs so they don’t break in transport.
Criteria
The egg cannot smash or crack.
Constraints
Packaging should be cheap and not take up too much space time limit.

40. Lesson Planning Template B/C. Develop, Test, and Optimize the Solution
Use NGSS Appendix E and identify the science content that students need to understand.
Science ideas covered in previous lessons.
Make time to learn these science ideas.
Engineering scenarios provide motivation to learn and opportunities to apply the science.
This leads to deeper student understanding of science content and an increased appreciation of how science is connected to their lives.