Getting Started with Engineering
Posted: Thursday, September 15th, 2016
by Meredith Casalino
Having been in the classroom for nine years, I have seen all sorts of crazy things. One of those things is that kids will rise to virtually any challenge you give them, and if you let them build something you will have them completely hooked! For the last three years I have had the incredible privilege to work on a strong 9th grade team at Da Vinci Communications, dedicated to interdisciplinary project based learning. Through this experience I was given the freedom, guidance, and support to integrate engineering into my physics classroom and have seen the power of this practice first hand.
Teaching kids processes to use in order to think and create like an engineer is a great way to get started. In my classroom I used the Project Lead the Way engineering design process, but there are lots of different takes on the engineering design process out there. I do recommend teaching your kids an engineering design process and sticking to it in order for them to have a richer, more meaningful engineering experience. Many schools or districts have one that they prefer so you many not even have to find one on your own. An engineering design process should include lots of flexibility, as well as ways to generate, evaluate, test, and revise multiple solutions to a single problem.
Engineering practices can be incorporated in different ways, for different purposes, and at different scales in a science classroom. I have used basic engineering challenges when students have switched groups. These may or may not connect to the current physics content the kids were working on but they definitely required collaboration, communication, and critical thinking skills of all members of the new group. I have introduced my kids to engineering games, both hands-on and digital. I have given kids individual engineering challenges and projects that they had to complete individually, and some they needed to complete as a group. We have even done projects where kids had an individual design challenge, which they then had to incorporate into a larger group deliverable. The vast majority of the time projects combined both science and engineering content, but there is also a time and a place to practice engineering skills, especially since it can help enforce 21st century skills along the way.
I have included brief descriptions of some of the larger projects my students completed, along with some of the beginning details to give you some ideas of where you could start integrating engineering, too. There are also some resources at the end to find other engineering challenges and projects both big and small.
Be Heard is a signature project that all of the Da Vinci high schools do. Our team has done this project in a couple different ways over the years, incorporating everything from poetry and Romeo and Juliet in English, to statistics and music mixing in math and computer science, but it always involves the students making headphones in my class. In physics I usually pair this project with electricity, magnetism, and electromagnetic induction topics. My students usually completed a project on circuits previous to this project which allowed me to focus on magnetism, electromagnetism, and, of course, engineering. Headphones are much easier to make than it seems like they should be, and with some wire, a neodymium magnet, and an audio jack you can have your very own working headphones.
Our team has also put on TEDx events, and my kids completed two different projects for these events. For two years my kids had to complete an individual lighting structure in which they had to use a combination circuit to light up a certain number of lights. This structure also had to be representative of their TED talk that they wrote in English class and was displayed at the actual event. One year the kids created a hands-on demonstration of a certain physics topic and put on a small physics demo fair before the TEDx event. The kids had to physically construct the demonstration and present it to all of our guests before the event.
During our Cultivating Community Project, my kids learned all about energy through the lens of renewable energy and green spaces. They had to design and construct a green space for our school’s blacktop area and write up an energy profile of our school, their home, and their home city. These profiles incorporated their knowledge and understanding of energy including conservation of energy, types of energy, transformation of energy, and renewables, as well as how green spaces can impact those energies. They presented their findings to a panel to persuade the city to incorporate more green spaces, as well as actually constructing their own green space at our school.
Pinterest.com It may sound funny but there are TONS of great ideas on how to incorporate engineering and various engineering challenges. Often all you need is an idea, a challenge question, and a possible list of supplies
Tryengineering.org There are lots of lesson plans, games, and project ideas here!
pbskids.org/designsquad While the site seems like it is more for younger kids, a lot of the projects can be easily adapted for big kids!
Meredith Casalino is a CSTA member who taught at Da Vinci Communications High School the last 3 years and recently became the STEM coordinator for the Orange County Department of Education.
Posted: Wednesday, October 12th, 2016
by Jessica Sawko
In June 2016 California submitted a waiver application to discontinue using the old CST (based on 1998 standards) and conduct two years of pilot and field tests (in spring 2017 and 2018, respectively) of the new science assessment designed to support our state’s current science standards (California Next Generation Science Standards (CA-NGSS) adopted in 2013). The waiver was requested because no student scores will be provided as a part of the pilot and field tests. The CDE received a response from the U.S. Department of Education (ED) on September 30, 2016, which provides the CDE the opportunity to resubmit a revised waiver request within 60 days. The CDE will be revising the waiver request and resubmitting as ED suggested.
At its October 2016 North/South Assessment meetings CDE confirmed that there will be no administration of the old CST in the spring of 2017. (An archive of the meeting is available at http://www.cde.ca.gov/ta/tg/ai/infomeeting.asp.) Learn More…
Posted: Thursday, September 22nd, 2016
by Carol Peterson
1) To celebrate the 100th anniversary of the National Park Service, Google has put together a collection of virtual tours combining 360-degree video, panoramic photos and expert narration. It’s called “The Hidden Worlds of the National Parks” and is accessible right from the browser. You can choose from one of five different locales, including the Kenai Fjords in Alaska and Bryce Canyon in Utah, and get a guided “tour” from a local park ranger. Each one has a few virtual vistas to explore, with documentary-style voiceovers and extra media hidden behind clickable thumbnails. Ideas are included for use in classrooms. https://www.engadget.com/2016/08/25/google-offers-360-degree-tours-of-us-national-parks/. Learn More…
Posted: Thursday, September 22nd, 2016
CSTA is pleased to announce the winners of the 2016 CSTA Awards for Distinguished Contributions, Margaret Nicholson Distinguished Service Award, 2014 and 2015 PAEMST-Science recipients from California, and the 2016 California PAEMST Finalists. The following individuals and organizations will be honored during the 2016 California Science Education Conference on October 21- 23 in Palm Springs. This year’s group of awardees are truly outstanding. Please join us in congratulating them!
Margaret Nicholson Distinguished Service Award
The Margaret Nicholson Distinguished Service Award honors an individual who has made a significant contribution to science education in the state and who, through years of leadership and service, has truly made a positive impact on the quality of science teaching. This year’s recipient is John Keller, Ph.D. Dr. Keller is Associate Professor, Cal Poly San Luis Obispo and Co-Director, Center for Engineering, Science, and Mathematics Education, Cal Poly San Luis Obispo. In her letter of recommendation, SDSU science education faculty and former CSTA board member Donna Ross wrote: “He brings people together who share the desire to make a difference in the development and implementation of programs for science teaching. Examples of these projects include the Math and Science Teaching Initiative (MSTI), Noyce Scholars Program, Western Regional Noyce Initiative, and the Science Teacher and Researcher (STAR) program.” Through his work, he has had a dramatic impact on science teacher education, both preservice and in-service, in California, the region, and the country. He developed and implemented the STEM Teacher and Researcher Program which aims to produce excellent K-12 STEM teachers by providing aspiring teachers with opportunities to do authentic research while helping them translate their research experience into classroom practice. SFSU faculty member Larry Horvath said it best in his letter:“John Keller exemplifies the best aspects of a scientist, science educator, and mentor. His contributions to science education in the state of California are varied, significant, and I am sure will continue well into the future.” Learn More…
Posted: Tuesday, September 20th, 2016
by Peter A’hearn
NGSS is a big shift. Teachers need to learn new content, figure out how this whole engineering thing relates to science, and develop new unit and lesson plans. How could NGSS possibly make life easier?
The idea that NGSS could make our lives easier came to me during the California State NGSS Rollout #1 Classroom Example lesson on chromatography. I have since done this lesson with high school chemistry students and it made me think back to having my own students do chromatography. I spent lots of time preparing to make sure the experiment went well and achieved the “correct” result. I pre-prepared the solutions and organized and prepped the materials. I re-wrote and re-wrote again the procedure so there was no way a kid could get it wrong. I spent 20 minutes before the lab modeling all of the steps in class, so there was no way to do it wrong. Except that it turns out there were many. Learn More…
Posted: Tuesday, September 20th, 2016
by Robert C. Victor. Twilight sky maps by Robert D. Miller. Graph of evening planet setting times by Dr. Jeffrey L. Hunt
Our evening twilight chart for September, depicting the sky about 40 minutes after sunset from SoCal, shows brilliant Venus remaining low, creeping from W to WSW and gaining a little altitude as the month progresses. Its close encounter within 2.5° N of Spica on Sept. 18 is best seen with binoculars to catch the star low in bright twilight. The brightest stars in the evening sky are golden Arcturus descending in the west, and blue-white Vega passing just north of overhead. Look for Altair and Deneb completing the Summer Triangle with Vega. The triangle of Mars-Saturn-Antares expands as Mars seems to hold nearly stationary in SSW as the month progresses, while Saturn and Antares slink off to the SW. Learn More…