1 IEEE Teacher In-Service Training Program Intercon August 2007 Piura, Peru

2 Program Background and Scope

3 What are we trying to accomplish? l Train you (IEEE volunteers in Student Branches) to train pre-university teachers l The teachers will use the experiments in their classes l Thereby bringing engineering and engineering design into the classroom

4 What are we trying to accomplish? l Train you (IEEE volunteers in Student Branches) to approach the school system l in order to make the teacher training possible l Make this activity sustainable and long-term l Definition of success: l You have trained teachers to use TISP in the classroom l The teachers have adopted TISP in their regular classes

5 The Long-term Goals l Develop Student Branch “champions” who will create collaborations with local pre-university community to promote hands-on experimentation related to engineering l Enhance the level of technological literacy of pre- university educators l Encourage pre-university students to pursue technical careers, including engineering l Increase the general level of technological literacy of pre-university students

6 Why Participate in a Teacher In-Service Program? Increase the level of technological literacy of: l Teachers l Students l The local school community l Make all of them see the importance, beauty and human side of engineering

7 Why Participate in a Teacher In-Service Program? l Improve the image IEEE and the engineering profession l …in the eyes of pre-university educators and students l Promote engineering as a program of study and career choice l Encourage IEEE member participation l Make students who will not become engineers aware of engineering

8 Have fun Why Participate in a Teacher In-Service Program?

9 Activities To Date l More than 55 presentations l More than 1400 pre-university educators have participated l Science, technology and mathematics educators l These educators represent more than 150,000 students

10 Here is what teachers told us: l They would use the concepts presented by TISP in their teaching l Using TISP would enhance the level of technological literacy of their students l [90% agreement]

11 What you need to do… l Organize a group of volunteers (3-5) to offer TISP workshops l Prepare a demonstration and a presentation l With the help of your faculty advisor, approach a school or an administrative office responsible for a school l Present and explain the program and offer to conduct a workshop for teachers of mathematics, science and technology

12 l EAB will financially support student branches attending this training l This support is for the purchase of materials and supplies needed to conduct a TISP session with teachers l This support is for at least one year after this training How to pay for TISP?

13 Re-useable materials and hardware. Counting the Cost

14 Counting the Cost Expendables

15 Stay in Touch with Us… l IEEE Educational Activities Board 445 Hoes Lane, Piscataway, NJ l l

16 Questions or Comments?

17 Build Your Own Robot Arm Intercon 2007 Moshe Kam and Douglas Gorham, IEEE Educational Activities

18 What will we do today? l We will build a robot arm from simple materials l The arm would pick up a plastic cup from a distance of 45cm l Lift the cup to a height of at least 15cm l Bring the cup back to rest and release it l If we have time… lift and release a 625ml water bottle

19 You cannot get too close… Cup Student Robot Arm 45cm You cannot get any closer than 45cm to the cup at any time

20 Why is this experiment useful to teachers and students? l It teaches technological design l It requires mathematical calculations for design l It relates to the studies of motion and force l It requires communication in writing (design) and orally (explaining the design principles)

21 Principles & Standards for School Mathematics l Geometry: l Use visualization, spatial reasoning, and geometric modeling to solve problems l Analyze characteristics and properties of two- and three- dimensional geometric shapes and develop mathematical arguments about geometric relationships l Problem Solving: l Recognize and apply geometric ideas in areas outside of the mathematics classroom l Apply and adapt a variety of appropriate strategies l Communication: l Communicate mathematical thinking coherently and clearly to peers, teachers, and others

22 Outline and Procedures l Divide into teams of two (2) l Review the requirements l Discuss a solution and create a sketch of your design l Build a model of your design with given materials l Test your model

23 Redesign after testing l Discuss and agree upon a redesign l If needed after testing, or l to enhance the previous design l Rebuild your robot arm l Retest your model l Answer reflection questions as a team

24 Reflection Questions l What was one thing you liked about your design? What is its main weakness? l Are there algebraic and physical principles that can be applied to this activity? l What is one thing you would change about your design based on your experience? l How would you modify the instructions to create a better experience for the participants?