Engineering The Future - High School Math

Fred Hopps, Beverly High SchoolNorm Immerman, Drury High SchoolGary Janulewicz, Mashpee High SchoolCharles Kacamburas, Winchester High SchoolAnne Kirkman, Franklin High SchoolRoss Kowalski, Norwell High SchoolThomas Kress, Northampton High SchoolErica Lamica, Westfield Vocational Technical HighSchoolKevin Lauritsen, Worcester Vocational High SchoolDonald Lavin, Shrewsbury High SchoolAndrew Leblanc, Nashoba Regional High SchoolTodd Les, East Longmeadow High SchoolKurt Lichtenwald, Gloucester High SchoolMichael Looney, Mashpee High SchoolRebecca Lothrop, Clearway SchoolJames Louis, TechBoston AcademyRobert MacMillan, Shrewsbury High SchoolTeresa Marx, Excel High SchoolMike McClaughlin, Lunenburg High SchoolSean McGowan, Bedford High SchoolRobert Melnik, Minnechaug Regional High SchoolBob Meltz, Manchester-Essex Regional High SchoolRick Merullo, Ipswich High SchoolKarla Montano, Tyngsborough High SchoolDan Moriarty, Whitman-Hanson Regional HighSchoolPaul Muller, English High SchoolPeter Nassiff, Burlington High SchoolDan Nelson, Milford High SchoolWinston Nicholls, Boston Community LeadershipAcademyAlexander Njoku, Boston Arts AcademySal Nocella, Mashpee High SchoolMartin Nugent, East Bridgewater High SchoolRich Nycz, Norwell High SchoolMark O’Malley, Lunenburg High SchoolMatt Ostrander, Wahconah Regional High SchoolVictor Pereira, Excel High SchoolAnn Perry, Bishop Feehan High SchoolDavid Potts, Nauset Regional High SchoolJoseph Ramos, Somerset High SchoolBruce Rawley, Millbury Memorial Junior-SeniorHigh SchoolBob Richard, Pembroke High SchoolDavid Roberts, Westfield Vocational High SchoolElizabeth Roberts, Monument Mountain RegionalHigh SchoolEngineering the Future Teacher Guide 2008 Museum of Science, Bostonmos etf tg FM.indd 7Mike Rontaine, Murdock Middle High SchoolThomas Rosa, Milford High SchoolPeter Rosen, Clearway SchoolDon Ross, Dedham High SchoolDeborah Rossman, Pathfinder Regional VocationalTechnical High SchoolNiki Russell, Frontier Regional SchoolStephen Saxenian, South Amheart CampusNancy Schalch, Beverly High SchoolLuke Simpson, Chatham High SchoolJohn Skorupski, Belchertown High SchoolRichard Skrocki, Shepherd Hill Regional HighSchoolStephen Smith, Newburyport High SchoolHelen Sullivan, Tyngsborough High SchoolKaren Tatro, Gateway Regional High SchoolAllyn Taylor, Burncoat High SchoolJoye Thaller, The Engineering SchoolJim Thomas, Amhearst Regional High SchoolBill Travers, Danvers High SchoolStephen Tulli, Ayer High SchoolMarsha Turin TechBoston AcademyDavid Utz, Wahconah Regional High SchoolPhil Vachon, Burlington High SchoolRay Vallee, Murdock Middle High SchoolJohn Vdovjak, Ludlow High SchoolLaurette Viteritti, Swampscott High SchoolDave Vose, Canton High SchoolMietian Wang, Boston Community LeadershipAcademyAnja Wade, Quaboag Regional Middle/High SchoolPeter Wahlstrom Quoba Regional High SchoolErica Wilson, The Engineering SchoolDavid Young, Hopedale High SchoolJoseh Zahka, Bedford High SchoolMichiganJoe Grigas, Lake Fenton High SchoolGerti Schrattenthaler, Detroit Community HighSchoolJennifer Tews, Lake Fenton High SchoolNew HampshireScott Edwards, Woodsville High SchoolKaren Fabianski, Conval High SchoolKen Martin, Laconia High School - Huot TechnicalCenterGil Morris, Conval High SchoolAcknowledgemmentsvii8/29/07 10:21:17 AM

New JerseyAnat Firnberg, Tenafly High SchoolJohn Grater, Burlington County Institute ofTechnologyFrances Kenny, North Arlington High SchoolJames Lincoln, Marylawn of the Oranges AcademyPeter Murdoch, Marine Academy of Science andTechnologyMichael Polashenski, Mountain Lakes High SchoolCurt Rodney Taylor, Delran High SchoolDario Sforza, Secaucus High SchoolDennis Villavicencio, Plainfield High SchoolGeraldv Votta, Williamstown High SchoolRobert Weldon, Burlington City High SchoolKenneth White, Mountain Lakes High SchoolPennsylvaniaCharlene Berti, Wyoming Area Secondary CenterJosh Elliott, Carl Sandburg Middle SchoolKevin Hardy, Gettysburg Area High SchoolVermontCarl DeCesare, Southwest Vermont CareerDevelopment CenterKen Fritjofsen, Spaulding High SchoolDaniel Lejeunesse, Spaulding High SchoolAdrian Sebborn, Southwest Vermont CareerDevelopment CenterTom McSweeney, Spaulding High SchoolMiranda Voegeli, Spaulding High SchoolNew YorkRayhan Ahmed, Metropolitan Corporate AcademyAyodeji Awolusi, Freedom Academy High SchoolSusana Hernandez Automotive High SchoolSharon Percival-Calder, Freedom Academy HighSchoolAaron Nolan, Charter School for AppliedTechnologiesviiimos etf tg FM.indd 8Engineering the Future Teacher Guide 2008 Museum of Science, Boston8/29/07 10:21:17 AM

Welcome!Welcome to Engineering the Future: Science, Technology,and the Design ProcessEngineering the Future is a full-year course designedto introduce students to the world of technology andengineering, as a first step in becoming technologicallyliterate citizens. Additionally, the course will helpbeginning high school students answer the question,“Why should I study math, science, and engineeringif I don’t plan on a technical career?” Through thiscourse’s practical real-world connections, students havean opportunity to see how science, mathematics, andengineering are part of their everyday world, and whyit is important for every citizen to be technologically andscientifically literate.Engineering the Future maps directly to the Standards forTechnological Literacy (ITEA 2000), Benchmarks for ScienceLiteracy (AAAS 1993), and National Science EducationStandards (NRC, 1996), as well as many state scienceframeworks. Major goals of the course, which refl ectthese standards, are as follows:Goal 1. Students will develop a deep and richunderstanding of the term “technology.” Studentslearn that the technologies we take for granted—TVsand DVDs, refrigerators and furnaces, the food on our dinner plates, cars and power plants—werecreated by people through “the engineering design process.”Goal 2. Students develop their abilities to use the engineering design process. Students take onthe role of engineers and apply the engineering design process to define and solve problems byinventing and improving products, processes, and systems.Goal 3. Students will understand the complementary relationships between science,mathematics, technology, and engineering. By learning about the work of practicing engineers,students get an “insider’s view” of how engineers apply mathematical skills and scientificknowledge to solve problems and meet human needs and desires.Goal 4. Students will understand how advances in technology affect human society, and howhuman society determines which new technologies will be developed. Students learn through avariety of examples how everyone is affected by changes in technology and how people infl uencefuture technological development by the choices they make as workers, consumers, and citizens.Engineering the Future Teacher Guide 2008 Museum of Science, BostonWelcomeix

Goal 5. Students will be able to apply fundamental concepts about energy to a wide variety ofproblems. The concept of energy is fundamental to all of the sciences, but it is also challenging tolearn. So, as to build a useful mental model of energy, students will learn to apply the same energyprinciples to thermal, fluid, and electrical systems.In brief, the course is intended to help today’s high school students understand the ways in whichthey will engineer the world of the future—whether or not they choose to pursue technical careers.Instructional materials for Engineering the Future include an Engineer’s Notebook and textbook foreach student, and this Teacher Guide.The Engineer’s Notebook guides students in their day-to-day activities. It provides detailedinstructions and datasheets for design challenges and supporting activities, as well as rubricsso that students will understand how their work will be evaluated. The Notebook is divided intofour booklets for the four major projects of the course. Each booklet is hole-punched so it can beinserted into a 3-ring binder, and pages are perforated so that a task can be torn out neatly, stapled,and given to the teacher for assessment.The textbook is written from the viewpoint of practicing engineers. Men and women from variousethnic and cultural backgrounds tell what it’s like to practice their profession, and how they cameto do what they do. Through these first-person stories, students learn important concepts thatrelate to their own design projects.Assessment Tools for this course include:1) In-class assessments. The task guidelines suggest ways to lead discussion and observestudent work, which will help you determine how well students are learning and makeappropriate course corrections.2) Project rubrics. Rubrics for assessing individual and team performance on creativeengineering design tasks are included in the Engineer’s Notebook so that students can see howtheir work will be evaluated.3) End-of-unit tests. This Teacher Guide includes four project tests, which you can administer toyour students after each quarter of the course.The most important element of the course is you, the teacher.Your understanding of the content, your enthusiasm for the subject,and your ability to engage your students in creative and analyticthinking are by far the most important resources at your command. mos etf tg FM.indd 10Engineering the Future Teacher Guide 2008 Museum of Science, Boston8/29/07 10:21:18 AM

Table of ContentsIntroduction: Answers to frequently asked questions . . . . . . . .Why engineering? . . . . . . . . . . . . . . . . . . . . . . . . . . .Where does this course fit in the high school curriculum? . . . .Who should teach this course? . . . . . . . . . . . . . . . . . . . .Which department should be responsible for this course? . . . .What are the goals of this course? . . . . . . . . . . . . . . . . . .Why focus on safety? . . . . . . . . . . . . . . . . . . . . . . . . .What do students need to know about energy? . . . . . . . . . .Why is teamwork important? . . . . . . . . . . . . . . . . . . . .What math and science will students learn? . . . . . . . . . . . .What facilities and equipment are required? . . . . . . . . . . . .What teaching methods are used in this course?. . . . . . . . . .How do the tasks incorporate the “Five Es”?. . . . . . . . . . . .Why are readings and discussions important? . . . . . . . . . . .Why is the course organized around projects? . . . . . . . . . . .What are the tasks? . . . . . . . . . . . . . . . . . . . . . . . . . .Why should you collaborate with other teachers? . . . . . . . . .How can you best communicate with your school community? .How can you learn more about teaching ETF? . . . . . . . . . . .We invite your feedback . . . . . . . . . . . . . . . . . . . . . . .References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ls List: Everything you need to teach the course . . . . . . . . . . xxOrientation to the Project Guidelines . . . . . . . . . . . .Project 1.0 Design the Best Organizer in the World .Task 1.1What Is Engineering? . . . . . . . . . . . .Task 1.2Design a Cell Phone Holder . . . . . . . .Task 1.3Engineering Drawing . . . . . . . . . . . .Task 1.4Define the Problem . . . . . . . . . . . . .Task 1.5Research the Problem . . . . . . . . . . . .Task 1.6Develop Possible Solutions . . . . . . . . .Task 1.7Choose the Best Solution . . . . . . . . . .Task 1.8Create a Prototype . . . . . . . . . . . . . .Task 1.9Test and Evaluate . . . . . . . . . . . . . .Task 1.10Communicate the Solution . . . . . . . . .Task 1.11Redesign . . . . . . . . . . . . . . . . . . .Engineering the Future Teacher Guide 2008 Museum of Science, Boston.xxxxxxxxxxxxxxxxxxxxxxxxxxTable of Contentsxi

Project 2.0Task 2.1Task 2.2Task 2.3Task 2.4Task 2.5Task 2.6Task 2.7Task 2.8Task 2.9Project 3.0Task 3.1Task 3.2Task 3.3Task 3.4Task 3.5Task 3.6Task 3.7Task 3.8Task 3.9Project 4.0Task 4.1Task 4.2Task 4.3Task 4.4Task 4.5Task 4.6Task 4.7Task 4.8Design a Building of the Future . . . . . . . . . . . . . . .Define the Problem . . . . . . . . . . . . . . . . . . . . . . .Identify the Loads the Building Must Support . . . . . . . .Use Failure Analysis to Design a Safer Building . . . . . . .Test Construction Materials for Strength . . . . . . . . . . .Describe Mechanical Properties of Materials . . . . . . . . .Experiment with Concrete . . . . . . . . . . . . . . . . . . .Make Your Building Energy Efficient . . . . . . . . . . . . .Make a Scale Drawing of Your Building Design . . . . . . .Design a Building of the Future! . . . . . . . . . . . . . . . .Improve a Patented Boat Design . . . . . . . . . . . . . . .Putt-Putt Boats and Patents . . . . . . . . . . . . . . . . . .Manufacture a Putt-Putt Boat . . . . . . . . . . . . . . . . .Investigate Fluid Systems . . . . . . . . . . . . . . . . . . . .Develop a Manufacturing Press . . . . . . . . . . . . . . . .Investigate Heat Engines . . . . . . . . . . . . . . . . . . . .The Rocket Effect . . . . . . . . . . . . . . . . . . . . . . . .Investigate Resistance in Pipes . . . . . . . . . . . . . . . . .Redesign the Putt-Putt Boat . . . . . . . . . . . . . . . . . .Present Your Patent . . . . . . . . . . . . . . . . . . . . . . .Electricity and Communication Systems . . . . . . . . . .Create a Scoreboard Code . . . . . . . . . . . . . . . . . . .Design a Mouse Detector . . . . . . . . . . . . . . . . . . . .Design a Communication System . . . . . . . . . . . . . . .Explore Circuits with an Ammeter . . . . . . . . . . . . . .Explore Circuits with a Voltmeter . . . . . . . . . . . . . . .Design a Fan Control System . . . . . . . . . . . . . . . . . .Provide Energy to a Lighthouse . . . . . . . . . . . . . . . .Analyze Consumer Electronic . . . . . . . . . . . . . . . . xxxxxxxxxTeacher Guide to the Textbook . . . . . . . . . . . . . . . . . . . . . . . . xxAssessment Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxxiimos etf tg FM.indd 12Engineering the Future Teacher Guide 2008 Museum of Science, Boston8/29/07 10:21:19 AM

IntroductionThe idea that all students shouldlearn about technology andengineering is relatively new onthe educational landscape. Thehigh school curriculum we take forgranted today was largely shapedby the Committee of Ten, chairedby Harvard President Charles W.Eliot. More than a century ago, theCommittee published a definitivereport about what all students shouldlearn (Eliot, 1893).The Committee’s report called forhigh school students to study Englishand mathematics, modern languages,history and geography, and the sciences—physics, astronomy, chemistry, and natural history,which we now call biology. Except for dropping the requirement that all students should studyancient Latin and Greek, the Committee of Ten’s report still describes the high school curriculumof today.Now, after more than a century, an educational revolution is gaining momentum. Nationalleaders in government, industry, and education have realized that in order to maintain ourstrength among industrialized nations, we must build a technologically literate citizenry. A majorstep in accomplishing this goal was taken in 2000 by the International Technology EducationAssociation with the publication of standards that describe what everyone should know and beable to do in the areas of technology and engineering (ITEA, 2000). In 2001, the Commonwealthof Massachusetts followed suit with the first state-level curriculum framework that mandatestechnology and engineering be taught to all students at all levels K–12 (Massachusetts, 2001). Arecent state-by-state analysis (Koehler et. al, 2007) found that nearly all state frameworks call forsome technology and engineering education with an emphasis on technology and society issues,while a number of states—New York, Pennsylvania, Vermont, and Delaware—call for the kind ofin-depth learning about the engineering design process found in the Massachusetts framework.In 2002, the National Academy of Engineering published an infl uential report that presents acompelling case for making technology an integral part of everyone’s education. According to thereport, entitled Technically Speaking: Why All Americans Need to Learn More About Technology:As far into the future as our imaginations can take us, we will face challenges thatdepend on the development and application of technology. Better health, moreabundant food, more humane living and working conditions, cleaner air and water,more effective education, and scores of other improvements in the human conditionare within our grasp. But none of these improvements is guaranteed, and manyproblems will arise that we cannot predict. To take full advantage of the benefitsEngineering the Future Teacher Guide 2008 Museum of Science, BostonIntroductionxiii

and to recognize, address, or even avoid the pitfalls of technology, Americans mustbecome better stewards of technological change. Present circumstances suggest thatwe are ill prepared to meet that goal. This report represents a mandate—an urgentcall—for technological literacy in the United States. (Pearson, 2001)Nonetheless, there is still widespread misunderstanding about the curriculum needed to supporttechnological literacy. National leaders speak of the need for education in science, technology,engineering, and mathematics (STEM), but they often emphasize only science and mathematics tothe exclusion of technology and engineering. Engineering the Future is aimed at bridging the gapbetween the abstract knowledge of science and mathematics and the critical problems we facetoday, and that our students will encounter in the world of tomorrow.Why engineering?Engineering and technology are two sides of the same coin. Technologies are the processes andproducts that people have developed to solve problems or meet human needs and desires.Engineering is the practice of modifying or creating new technologies. The term “engineering”has been selected for the title of this course, rather than “technology,” for the following reasons(Wicklein, 2003): A focus on engineering helps to clarify that this course is about technology education (thedesigned world) rather than educational technology (use of computers in teaching). The term “engineering” is better understood and valued than “technology” by the generalpublic, although misconceptions about both terms are common. The fundamental principles of engineering (especially the design process and usingsystems) provide a solid framework to design and organize a curriculum. Engineering provides an ideal platform for integrating mathematics, science, andtechnology.Just as science education is associated with professional scientists, engineering education isassociated with professional engineers. Both engineers and scientists are well-compensatedand highly respected career pathways, and it’s important that all students learn about theseprofessions before they make choices in their school careers that would rule either of them out.xivmos etf tg FM.indd 14Engineering the Future Teacher Guide 2008 Museum of Science, Boston8/29/07 10:21:20 AM

Where does this course fit in the highschool curriculum?Engineering the Future is not intended to providetraining in specific vocations. It is meant to help allstudents—whether they eventually choose to attenda university, another tertiary education institution,or enter the world of work—better understand thedesigned world and the wide variety of career pathsa person might take in designing, manufacturing,maintaining, or using technologies.For some students, the course will open careerinterests that would otherwise have lain dormant,until it is too late for them to enroll in electivescience and math courses, and gain entry to technicalstudies at a college or university. Consequently, theintended placement of this course is in the first yearof a high school student’s career.Alternatively, Engineering the Future can serve as acapstone course for high school juniors or seniors, sothat students can apply to practical situations all thatthey learned in high school, ranging from scienceand math to history, social studies, communication—even art and music. You may also use this courseto provide an excellent in

High School Mike Rontaine, Murdock Middle High School Thomas Rosa, Milford High School Peter Rosen, Clearway School Don Ross, Dedham High School Deborah Rossman, Pathfinder Regional Vocational Technical High School Niki Russell, Frontier Regional School Stephen Saxenian, South Amheart C