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Design It! Build It! Test It! Engineering Design in the Classroom
- 1. Design It! Build It! Test It! Engineering Design in the Classroom eMINTS National Center Conference February 28, 2014
- 2. Design It! Build It! Test It! http://emintsdesign.weebly.com/ Michelle Kendrick eMINTS Program Coordinator Nancy Shively 5 – 8th Grade Science Holy Rosary School – Monroe City Who are you?
- 3. Why Design?
- 5. Team Building Groups of Four I am …. I do Team Name
- 6. Design It! Build It! Test It! In your group: Brainstorm – What does this company need? What do children need? What must your design provide?
- 7. Design It! Build It! Test It! We must create a toy that…. 1. 2. 3. 4.
- 8. Design It! Build It! Test It! In your group, build the best chassis you can. What materials should you use? What variables should you test? What do you know about testing variables?
- 9. Design It! Build It! Test It! How did your group do? What decisions did you make? What things did you learn about building the chassis?
- 10. Brainstorm – Can you create a car that moves forward using only gravity for power? Play and sketch
- 11. In your group create a graphic that represents how your group approached the design.
- 12. Design Models Stanford School of Design
- 13. Design Models Engineering is Elementary
- 16. Our Model Educreations Design Model
- 17. Does our model represent modern design thinking? What are our goals?
- 18. We decided…. Model for messiness. Focus on the Science Practices • Controlling variables • Multiple trials • Measurement Plan the content ahead but weave it in where it fits…. Just in time learning.
- 19. Think to Learn Sylvia Libow Martinez Gary Stager, Ph.D. Think Make Improve
- 21. Introduce the Problem Letter from Earth Toy Designs Team-Building Form teams and build their capacity to work together
- 23. Team Building
- 27. Design and Build the Chassis Think • Force and Motion / Simple Machine content Science • Imagine, Sketch, Plan practices: Make • Build chassis and test Controlling Improve variables • Change one variable at a time • discuss with peers, • consult an expert
- 28. Design
- 29. Reflect Connections to science content. Making the most of mistakes. Working well together.
- 30. Think - Gravity What do we know about gravity? Researched Galileo’s Gravity Experiments Designed their own experiments to test Galileo’s theory. • Dropped objects of same size with different weight • Dropped object with different size but same weight.
- 31. Build the Cruiser - Think
- 34. Improve
- 35. Final Car Run
- 36. Final Car Run
- 37. Data Table
- 38. Graph What is the relationship between speed and the line on your graph?
- 39. Reflection What did you learn from your mistakes? What did you learn from watching the other cars? What did you learn about working together? What did you learn about force and motion that you might use in your life? Simple machines?
- 41. Then what?
- 45. How might you use design-based engineering tasks?
- 46. Photo Credits http://www.flickr.com/photos/13541606@N08/8047750359 Sam Whited http://www.flickr.com/photos/60717588@N02/6236771148 Zeros http://galeria.dibujos.net/letras-y-numeros/numeros/numero-0pintado-por-angelik102-9774643.html Car Design http://www.clker.com/clipart-3056.html Arrows http://blog.calicospanish.com/
Editor's Notes
- Science teachers – Stand upElementary MSHigh SchoolTech SpecialistsOthers?
- eMINTS – How might we help teachers transition to the NGSS?One challenge – focus on engineering design as a fundamental part of classroom learning Today – is often after school club or a high school electiveGoal – prepare students for a future of science and designOur goal = an engineering task while learning science contentCC connections
- Groups brainstorm – set timer for 2 minutesShare out and record on chart paper. – We must create a toy that….. List their ideas here.
- Give 15 minutes to build.
- Have a couple groups share our their design.
- Paper for drawing, supplies for playing, electronic sketchingSet timer for 10 minutes --- then check where they are.
- Share their designs and their approach.
- So this is the design task we wanted to give our students.We looked at several design models to figure out the best approach
- Talk about Do students learn the design steps?... CautionWorld in Motion Approach vs our approach
- Talk about Do students learn the design steps?... CautionWorld in Motion Approach vs our approach
- Talk about Do students learn the design steps?... CautionWorld in Motion Approach vs our approach
- Here is what we came up with…. Integrating content knowledge with design. We designed a lesson based around these steps.As we moved forward – we realized our model isn’t what was really happening in the classroom. Based upon your experiences here, what do you think was more realistic?
- Did the model represent what we wanted to happen?Modern design thinking. Technology has changed the scope of design thinking.Historically – less opportunity for tinkering. Prototyping could be very expensive.Computer Technology has changed the landscape. New design has arisen from “playing” with computer simulation.In the end – after the playing you must sure of your design. But there are multiple paths to that final goal.What is our learning goal?Do we want our students to memorize a design process that they can apply to any situation?Or do we want them to learn to tinker, play, solve problems and think?Compare to the scientific method.
- Talk about the group that did not bring their materials.
- Evernote – for engineering notebooks
- Use a famous notebook to introduce.Use Evernote for an electronic notebook.
- Force and Motion / Simple Machine ContentReview of text material identifying vocabulary (what I know, need to know)KWL chart with entire class (Guiding and adding questions as necessary)Categorize questions and give to groups to research with a jigsaw formatShare research information within groupsClass discussionQuizWhen you played with the chassis – how many of you had trouble with wheelsDo wheels turn? Or does the axle turn?A misconception for these 6th graders.
- Another misconception for 6th graders.
- Need an initial plan but will change as they test and redesign.Encourage them to change their drawings as they make changes --- take notes on those changes.Discuss differences between the two drawings.
- Need an initial plan but will change as they test and redesign.Encourage them to change their drawings as they make changes --- take notes on those changes.Discuss differences between the two drawings.
- Need an initial plan but will change as they test and redesign.Encourage them to change their drawings as they make changes --- take notes on those changes.Discuss differences between the two drawings.
- Continual cycle of changing, testing, changing testing.Simulation helped with stuckness.
- Class designed a test togetherShare scoring form from the website Here is the equation for calculating speed. How might we calculate the average speed of our cruisers over the test run?
- World in Motion has tests designed for:Distance, accuracy, amount of weight a vehicle can carry, travels for longest time
- Rube Goldberg representing the digestion of your lunch.
- Cain’s Arcade
- New school – waste neutral
- MakerspacesWho has heard of?Re-establishing the importance of play and tinkering.
- Ending --- Parker’s story