Day 2: Nature of Science Day 2: Nature of Science and Engineering NSE 3-6 and Engineering NSE 3-6

MSTP Region 11 Teacher MSTP Region 11 Teacher CenterCenter

Today’s Trainers: Tamara Moore and Gillian Roehrig

Goals and AgendaGoals and AgendaTeachers will experience an integrated engineering and science lesson

Engineering is Elementary (EiE)Lighten Up: Designing Lighting Systems

Correlating the EiE unit to State Standards

Connecting to the Connecting to the StandardsStandards

EiE-Engineering is EiE-Engineering is ElementaryElementaryEiE was developed by the Museum of

Science in Boston in 2003. Funded by NSF grant.

Integrate engineering and technology into science lessons that you currently teach.

Does not explicitly teach the science, adds on to deepen knowledge by combining one field of engineering with science content.

The units are not built upon each other; so they can be taught as a stand alone or in any order.

http://www.mos.org/EiE

EiE-Engineering is EiE-Engineering is ElementaryElementaryThe main goal of EiE:Increase children’s technological

literacy. Increase elementary educators’ abilities

to teach engineering and technology to their students.

Modify the educational systems to include engineering at the elementary level.

Conduct research and assessment to further the first three goals and contribute knowledge about engineering teaching and learning at the elementary level.

An Overview of EiE Kits for An Overview of EiE Kits for grade 3-5grade 3-5

Unit Title Science Topic Engineering Field

Water, Water Everywhere: Designing water filters

Water Environmental

Marvelous Machines: Making Work Easier Simple Machines

Industrial

Sounds like Fun: Seeing Animal Sounds Sound Acoustic

Just Passing through: Designing Model Membranes

Organisms Bioengineering

An Alarming Idea: Designing Alarm Circuits

Electricity Electrical

A Stick in the Mud: Evaluating a Landscape

Landforms Geotechnical

Thinking Inside the Box: Designing a Plant Package

Plants Package

The Attraction is Obvious: Designing a Maglev System

Magnetism Transportation

Now You are Cooking: Designing Solar Ovens

Energy Green

A Long Way Down: Designing Parachutes Astronomy Aerospace

Solid as Rock: Replicating an Artifact Rocks and Minerals

Materials

A Slick Solution: Cleaning an Oil Spill Ecosystem Environmental

Taking the Plunge: Designing Submersibles

Sinking and Floating

Ocean

Lighten Up: Designing Lighting Systems Light Optical

No Bones About It: Designing Knee Braces

Human Body Biomeical

EiE Story BooksEiE Story Books

Teacher GuideTeacher Guide

Each EiE Unit includes:Lesson plansDuplication Masters (e.g., student

handouts) leveled for Basic and Advanced abilities.

Assessment materialsReferences for background

resources

Teacher Guide Structure Teacher Guide Structure Overview Prep LessonLesson 1: Engineering StoryLesson II: A broader view of an

engineering fieldLesson III: Scientific data to

inform engineering designLesson IV: Engineering design

challengeAssessment

More on EiE More on EiE

Story books: $6.99Teacher guides: $45

Materials kits: most around $300

EiE Educator Resources: search for content connections, multimedia tools, and supporting documents

1. Omar’s Time to Shine (Prep: 10-15 min., lesson: 90-120 min.)

2. Think Like an Optical Engineer (Prep: 20-25 min., lesson: 60-75 min.)

3. Shedding Light on It (Part I: Prep: 35-40 min., lesson: 75-90 min., Part II: Prep: 45-60 min., lesson: 55-60 min.)

4. Designing a Lighting System (Part I: prep: 15-20 min. lesson: 55-60 min., Part II: prep: 10-15 min. lesson: 90-120 min.)

Overview of “Lighten Up: Overview of “Lighten Up: Designing a Lighting Designing a Lighting System” System”

As I walk around, I stay with you.I’m sometimes ahead of you and

sometimes behind you.If you were smaller, I would be too.If you come toward me, I often get

bigger (especially at night).If you shine a light on me, I

disappear.What Am I?

Individually:What is a shadow?

Where do shadows come from?

Are there different kinds of shadows?

ShadowsShadows

The riddle says “If you come toward me, I often get bigger.”◦Why might some shadows change size as you move while others do not?

ShadowsShadows

Pinhole LabPinhole Lab

Predict:Observe:Explain:

Pinhole LabPinhole LabExplore what happens to the position

of the spot of illumination when you move the maglite tip either to the right or to the left, or upward or downward. Describe your observations.

What strategy did you use to make a successful prediction; that is, how did you decide where to mark the screen?

Pinhole LabPinhole Lab

Write a statement (hypothesis) or draw a picture that explains your observations when you move the maglite from left to right.

Pinhole LabPinhole LabLights travels from a source in all

directions.Lights travels in straight linesA light ray diagram is a convenient

way of representing how light travels in a specific situation.

Pinhole LabPinhole LabImagine that you set up two maglites

as suggested in the picture to the right.

Predict:Observe:Explain:

Pinhole LabPinhole Lab

Add light rays to the following top-view diagram to show where the dots of illumination would appear on the screen.

Shadows LabShadows LabNew experimental set-up

In the pinhole activity we developed two hypotheses: 1. Light leaves a point source in many directions and 2. Light travels in straight-line paths. Are these ideas supported by this new experimental evidence?

Shadows LabShadows LabPredict what you will see if you move

the maglite closer to the blocker.

ObserveExplain

Shadows LabsShadows LabsIn the pinhole activity we

developed two hypotheses or main ideas: 1. Light leaves a point source in many directions and 2. Light travels in straight-line paths. Are these ideas supported by this new experimental evidence?

Shadows LabShadows Lab

Shadows LabShadows LabImagine that you placed two

maglites in front of the blocker, as suggested in the picture. Predict what you will see on the screen.

ObserveExplain

Shadows LabShadows LabDraw a light ray diagram

describing what happens with the two maglitesTM

Shadows LabShadows Lab S3. Below is a not-to-scale diagram of the sun, moon and

part of the earth’s surface. The diagram shows an occasional situation when the moon’s orbit places it between the earth and the sun.

For each observer, indicate whether they would be located in the umbra part of the shadow, the penumbra part, or in a region where there is no shadow.

Suppose each observer looked in the direction of the sun through dark glasses (to protect their eyes). Indicate whether each observer would ‘see’ all of the sun, part of the sun, or none of the sun (that is, it would appear as a dark disc).

Mirror LabMirror LabIn this experiment we extend our

investigation of light to consider what happens when light interacts with a shiny surface

PredictObserveExplain

mirror

Index card

Mirror LabMirror Lab

Intensity DemoIntensity DemoWhat happens to our ability to

see the image as we move the flashlight?

As the distance that the light travels from its source increases, the intensity of the light decreases

Lesson 1: Omar’s Time to Lesson 1: Omar’s Time to ShineShine

Read the storyDiscuss optical

engineeringIntroduce ideas

about lightIntroduce the

engineering design process

Lesson 1: Omar’s Time to Lesson 1: Omar’s Time to ShineShine

What type of work do optical engineers do?

What did you learn about engineering from Omar?

Technologies Optical Engineers Design and Improve

Lesson 1: Omar’s Time to Lesson 1: Omar’s Time to ShineShine

Let’s add to our poster “What we know about light?”

Lesson 1: Omar’s Time to Lesson 1: Omar’s Time to ShineShine

How did Omar use the engineering design process to help him design a lighting system?

Lesson 2: Think Like an Lesson 2: Think Like an Optical EngineerOptical EngineerExplore how light interacts with a

variety of materialsLearn vocabulary around lightConnect findings to the work of

optical engineers

Lesson 3: Shedding Light Lesson 3: Shedding Light on Iton It

Explore how light travels in a straight line until it comes in contact with another medium

Experiment with reflecting light using mirrors to determine the law of reflection

Explore the relationship between the distance of an object from a light source & the intensity of light on that object.

Engineering Design Engineering Design ChallengeChallenge

When Ancient Egyptian tombs were re-discovered in the 1920’s, people wanted to make copies of the hieroglyphs and paintings inside the tombs to display in museums around the world.Artists were sent to the tombsThey needed light inside the tombsThey only had one light source… the sun!

Engineering Design Engineering Design ChallengeChallenge

Your engineering team needs to design a lighting system to light as many of the hieroglyphs inside the Egyptian tomb as possible using only mirrors and one light source.

You will tell a documentary film crew about your lighting system design when you are finished.

Criteria and ConstraintsCriteria and ConstraintsWhat does our lighting system

need to do?What requirements do we need

to meet?What are our constraints?

Lesson 3: Shedding Light Lesson 3: Shedding Light on Iton ItMost of Lesson 3 are activities:

◦Path of light activity◦Angle of reflection activity◦Intensity activity

This content was covered in the Shadows Lab.

Lesson 3: Shedding Light Lesson 3: Shedding Light on Iton It

Vulture Hieroglyphs!

How can we make sure the artists can see the details of the hieroglyphs clearly enough to copy them accurately?

Let’s look into the tomb. Is the light intenseenough to copy them?

Light Intensity MeterLight Intensity MeterBecause there is already some light

in the box, you’ll need to evaluate the intensity of the light on each hieroglyph.

Don’t remove lid!!! Use the viewing doors to peek inside.

Fill in sheet 3-15Record the highest number block for

each hieroglyph A-F.

Light Intensity and Light Intensity and DistanceDistanceDraw the paths the light took to

illuminate each hieroglyph A – F on Handout 3-16

Turn in flashlights.

Your engineering team needs to design a lighting system to light as many of the hieroglyphs inside the Egyptian tomb as possible using only mirrors and one light source.

You will tell a documentary film crew about your lighting system design when you are finished.

Engineering Design Challenge

Lesson 4: Designing a Lighting Lesson 4: Designing a Lighting SystemSystem

Engineering DesignEngineering DesignWhat is a system?

◦A system is a group of parts or steps that interact to achieve a goal.

What are the main parts of our system designs?◦The light and mirrors

Is a system a technology? How do you know?◦A technology is anything that people design

to solve a problem or meet a need. Systems can be designed to help solve problems.

Evaluating our designsEvaluating our designsIntensity Score

◦We will use handout 4-11 in the same manner as we did in Lesson 3. Transfer the intensity score to sheet 4-6

Cost score:◦See the Lighting System Materials Price

Sheet (4-10)◦Transfer total cost to cost score by

using sheet 4-6Intensity Score + Cost Score = Total

Imagine!Imagine!Individually, brainstorm at least

two ideas for how to light the hieroglyphs (4-4)

Share ideas with your group

Plan!Plan!In your groups, plan for your

design using the two handouts marked 4-5.

Improve!Improve!Fill out sheet 4-9

Then start again with Plan then Create…

The interview!!!◦See page 4-12 for the interview…

Many ways to implement this!

Connecting to the Connecting to the StandardsStandards

An Overview of EiE Kits for An Overview of EiE Kits for grade 3-5grade 3-5

Unit Title Science Topic Engineering Field

Water, Water Everywhere: Designing water filters

Water Environmental

Marvelous Machines: Making Work Easier Simple Machines

Industrial

Sounds like Fun: Seeing Animal Sounds Sound Acoustic

Just Passing through: Designing Model Membranes

Organisms Bioengineering

An Alarming Idea: Designing Alarm Circuits

Electricity Electrical

A Stick in the Mud: Evaluating a Landscape

Landforms Geotechnical

Thinking Inside the Box: Designing a Plant Package

Plants Package

The Attraction is Obvious: Designing a Maglev System

Magnetism Transportation

Now You are Cooking: Designing Solar Ovens

Energy Green

A Long Way Down: Designing Parachutes Astronomy Aerospace

Solid as Rock: Replicating an Artifact Rocks and Minerals

Materials

A Slick Solution: Cleaning an Oil Spill Ecosystem Environmental

Taking the Plunge: Designing Submersibles

Sinking and Floating

Ocean

Lighten Up: Designing Lighting Systems Light Optical

No Bones About It: Designing Knee Braces

Human Body Biomeical

Characteristics of Good Characteristics of Good Engineering CurriculaEngineering CurriculaContextScience/Math Content

◦(even better if there are other content too)

Scientific Inquiry◦Could include design of experiments

Engineering Design◦Design cycles ◦Redesign

Exit SlipExit SlipWhich of the EiE curricula are you

most interested in implementing? Why?

On a separate piece of paper, answer the question above and write one personal reflection from this training that you would like to share with the MSTP Instruction Team.

Turn this in as you leave.