Introduction to Engineering PISA • Summer 2007 Introduce ourselves (all of us) Assess who is in the room… Chem, Bio, General, etc…

Engineering Our Future NJ Collaborative effort to bring exemplary pre-engineering curricula into mainstream NJ K-12 education Launched in 2005 with at $500K grant from & $1.2M NSF grant Aimed at changing policy to require engineering as integral component of K-12 Engineering Our Future New Jersey (EOFNJ) is a collaborative effort between Stevens Institute of Technology, New Jersey Department of Education, the Museum of Science, Boston, and other partners to bring exemplary technology and pre-engineering curricula to mainstream New Jersey K-12 education. The goal of the Engineering Our Future New Jersey project is to ensure that all K-12 students in New Jersey experience pre-engineering curricula, with a focus on innovation, as a required component of their elementary, middle, and high school education within the next five years. The EOFNJ program is transitioning from the pilot phase into a state-wide implementation phase. This paper will provide an overview of the EOFNJ program, describe the current program efforts, describe the exemplary curricula used at the middle school level in the EOFNJ program, and offer preliminary evaluation results of the middle school pilot study. Multi-pronged plan to attain goal: Ensure that all children in New Jersey experience pre-engineering curricula, with a focus on innovation, as a required component of their elementary, middle, and high school education within the next five years. Launched in 2005 with NJ funding Pilot program for 35 teachers from 32 diverse schools in NJ Aimed at changing policy to require engineering as integral component of K-12 Currently taught mainly as elective or extracurricular

Why K-12 Engineering? Economic need: 85% of economic growth due to technological innovation (NAP, 2005) Shortages of technical workers Need to create new pathways to engage ALL students in engineering Need to engage and motivate students to persist in science and math

Rising Above the Gathering Storm K-12 Education Fewer than 1/3 of US 4th-grade and 8th-grade students performed at or above a level of called “proficient” in mathematics, “proficiency” was considered the ability to exhibit competence with challenging subject matter. Alarmingly, about 1/3 of the 4th graders and 1/5 of the 8th graders lacked the competence to perform even basic mathematical computations. In 2000, 93% of students in grades 5-9 were taught physical science by a teacher lacking a major or certification in the physical sciences (chemistry, geology, general science, or physics). In 1995(the most recent data available), US 12th graders performed below the international average for 21 countries on a test of general knowledge in mathematics and science.

Worrisome Indicators Higher Education In South Korea, 38% of all undergraduates receive their degrees in natural science or engineering. In France, the figure is 47%, in China, 50%, and in Singapore 67%. In the United States, the corresponding figure is 15%.

Economics A company can hire 9 factory workers in Mexico for the cost of 1 in America. A company can hire 8 young professional engineers in India for the cost of 1 in America. During 2004, China overtook the U.S. to become the leading exporter of information technology products, according to OECD.

Recommendations 10,000 Teachers = 10 Million Minds Increase America’s talent pool by vastly improving K-12 science & math education. Recruit science & math teachers Summer institutes Science & math master’s programs New curriculum materials modeled Sustain & strengthen the nation’s commitment to research ($) Make the U.S. the most attractive setting in which to study and perform research so that we can develop, recruit, and retain the best and the brightest students, scientists, and engineers. Ensure that the U.S. is the premier place in the world to innovate.

Revolutionary New Idea "Remarkable new technology is introduced into the school system and experts predict education will be revolutionized. The technology will, as never before, allow the widespread dissemination of new concepts and ideas that stimulate young minds and free the teacher for more creative pursuits. Yet, the magic fails to materialize, and within a few years articles appear in the popular press asserting that the failure obviously arises from the teachers not being skilled enough in the new technology.“ Excerpt from the New York Times in an article by Peter Lewis in the 1840’s describing the introduction of the blackboard.

Toxic Popcorn

Toxic Popcorn A can of highly toxic popcorn has contaminated a circle of approximately 8 feet in diameter. The toxic area extends to the ceiling. If the toxic popcorn is not transferred to a safe container for decontamination, it will contaminate and destroy the entire city. The popcorn is estimated to have a safe life of exactly 30 minutes before it explodes. It’s up to us to save the city!

Toxic Popcorn Design Challenge Inside the circle you will find two cans. One (unsafe container) is half full of the toxic popcorn. The other (safe) container is available for decontamination. Find a way to safely transfer the toxic popcorn from the unsafe container to the safe container, using only the materials provided to you.

Toxic Popcorn Criteria No one may cross the plane of the circle with any part of the body. The popcorn and containers can not cross the plane of the circle. Only the ropes & tire tube may cross. No spills are allowed. You may use only the materials provided. The popcorn must be transferred with in 30 minutes or there will be a disaster.

Engineering Design Process

Thomas Edison’s Design Log Motive for Design log: Holding them accountable with the lesson…by writing what they have done down Metacognition…Reflecting on the EDP… Thomas Edison had over 3000 journals detailing his ideas, experiments, and patent applications. He continually reviewed them as a source for ideas! Here is a sample of his notebooks… Your design journals are an important part of the process…so I’d each team record the design process when we do our next design challenge. Lets take what we just learned and use it in our next challenge… With the toxic popcorn activity I was your robot…next you will build me… When I say robot what comes to mind Williamstown? The idea of machines imitating human actions and appearance has been around for a long time… but Real robots wouldn’t become possible until the 1950s and 1960s, with the invention of transistors and integrated circuits. Compact, reliable electronics and a growing computer industry added brains to the existing machines.

Science/Technology/Engineering What is the difference between science, technology, and engineering? How do they interrelate? Take a few minutes to individually answer the below questions. Next work in pairs to discuss your individual answers. Finally, your will share with the class what your team of two discussed.

Engineering Misconceptions Engineering is boring Engineering is for guys Engineers are geeks Engineers work alone Engineers are only good in math & science Engineers work with trains, electricity or bridges Source: Engineers Week

Engineers & Engineering Engineers are dynamic leaders. Engineering is all around us. Careers in engineering span the alphabet Innovative problem solvers Team players People who make a difference! Aerospace Civil Biomedical Nuclear

Contact Information www.stevens.edu/ciese/eofnj Augusto Macalalag • 201.216.5045 augusto.macalalag@stevens.edu Dawna Schultz • 201.216.5655 dawna.schultz@stevens.edu

Science/Technology/Engineering Scientist use technologies created by engineers to conduct their research. In turn, engineers often use knowledge developed by scientists to inform the design of the technologies they create. Science, engineering, and technology are all situated in a larger society that determines what science and engineering get done. Human values, needs, and problems determine in large part what questions scientists investigate and what problems engineers tackle. In turn technological products of science and engineering influence society and change human culture. Scientists investigate the natural world Science- a body of knowledge Seeks to describe and understand the natural world and its physical properties Scientific knowledge can be used to make predictions Sciences uses a process-the scientific method-to generate knowledge Engineers create the designed world. Engineering-Design under constraint Seek Solutions for societal problems and needs Aims to produce the best solution given resources and constraints Engineering uses a process- the engineering design process- to produce solutions and technologies Technology: Body of knowledge, processes, and artifacts that result from engineering Almost everything made by humans to solve a need is a technology Examples of technology include pencils, shoes, cell phones, and process to treat water. Source: www.mos.org/eie