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1 PROFESSIONAL ADAPTABLE INDISPENSABLE INVENTIVE CREATIVE Engineering the Future: working together to enhance understanding, commitment and participation in engineering It is a fun way to learn engineering skills and to link real-life situations to the theory they learn in class. People rely on bridges to cross streams, valleys and railroad tracks. But how do they work and why are they different shapes e.g.beam bridges, suspension bridges, arch bridges and cantilever bridges? Engineers take into consideration the distance to be spanned, the type of traffic crossing the bridge, the weight on the bridge at one time, the landscape below and on either side of the bridge, before they can determine the size and shape of the bridge and which materials to use. Fun with Bridges and KNex Through the activity the pupils learn that engineering involves: working as part of a team, using each others strengths and developing each others weaknesses, cooperation, negotiating, listening, sharing ideas and tasks. Working to a set specification with limited resources and in a set time. Thinking about what is required, considering different options, finding an optimum solution, designing, building, testing and redesigning a product. Follow instructions, critically analysing them and amending if necessary. Dealing with success and failure. Problem solving. Having a good sense of humour. The SI pupils were involved in 2 related activities and S5/6 pupils came in to help with the whole day event: designing, building and testing a bridge made from paper, straws and sellotape to destruction, to see which design would hold the most weight without collapsing – this took 3 x 50 minute periods. a whole day event when they built a Knex fairground attraction from a set of instructions, then built another from their own design. This activity linked in with the units on Forces and Energy. The pupils used collaborative learning to work as a team, brainstorming ideas, choosing a design and building it, modifying it as necessary, and selecting a variety of materials within a set budget. Development of engineering skills – Other activities The S1 pupils at Tarbert Academy also took part in a whole day event when they worked in groups to design, build and showcase a small electric car. Each group was given a tray of resources and a specification sheet – the design was left entirely up to the group. Resources - wire, bulbs and holders, batteries, switches, a motor, a buzzer, paper, pipe cleaners, wiggly eyes, plastic sheet, wooden and plastic wheels, wooden axles, balsa wood, sellotape, Blu tac, elastic bands, LEDs, paint and paintbrushes. The specification included: working headlights, horn and indicators; seat and seatbelt; driver; motor that turned the wheel and it had to look nice. Some of the pupils went on to design, build and race a large, sit-in electric car. Why Engineering? It was a totally new experience for the pupils, so they were all very motivated as it looked to them, as if they were getting a full day off lessons to play. The pupils were all engaged all of the time. They worked well as a team delegating jobs to different people, each person taking responsibility for a different task. They enjoyed the experience of deciding between themselves what they would do. Made you think Didnt realise that science could be so much fun It wasnt like learning Can we do this again next week? Skills developed Thinking, applying knowledge, creativity, problem-solving, collaboration, working to a remit, deadline and budget … Successful learners: Thinking, applying their knowledge to practical activities, making a new product. Confident individuals:They were proud to have designed and made the different objects. Responsible citizens:Taking responsibility for tasks, ensuring specifications are met. Effective contributors:All pupils took part and ideas were shared. Curriculum for Excellence SciencesSCN 1-15aSCN 2-07aSCN 1-15a TechnologiesTCH 3-01aTCH 3-07a TCH3-12a TCH 2-14a TCH 3-14a Engineering the Future aims to develop a sustainable model of activities that enhance the learning experiences of pupils, develops their knowledge and understanding of contemporary engineering and smoothes the transition into engineering from school to university. Tarbert Academy and Lanark Grammar School Partnerships Sheena Telford 1, Gerry Patterson 2 and Catrina Bryce 3. 1.Tarbert Academy, Argyll, Scotland 2.Lanark Grammar School, Lanark, Scotland 3.Department of Electronics and Electrical Engineering, University of Glasgow, Scotland Description of engineering experience Motivation, engagement and pupil response Skills developed, links to Curriculum for Excellence and the four capacities

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