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Academy of Engineering Session Principles of Engineering Integrated Curriculum

Academy of Engineering Session Principles of Engineering Integrated Curriculum. Pier Sun Ho Kathleen Harris. Workshop Objectives and Expectations. This workshop is intended to: Familiarize teacher teams with the integrated curriculum model

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Academy of Engineering Session Principles of Engineering Integrated Curriculum

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  1. Academy of Engineering SessionPrinciples of Engineering Integrated Curriculum Pier Sun Ho Kathleen Harris

  2. Workshop Objectives and Expectations This workshop is intended to: • Familiarize teacher teams with the integrated curriculum model • Introduce POE and its associated integrated curriculum • Prepare participants for implementing the curriculum • Introduce the participants to a sample culminating engineering project

  3. Continuum of Curriculum Integration Conceptual BASIC INTERMEDIATE ADVANCED

  4. Integrated Curriculum Overview

  5. Tier I • Introduction to Engineering Design • Principles of Engineering • Digital Electronics • Tier II • Aerospace Engineering • Biotechnical Engineering • Civil Engineering and Architecture • Computer Integrated Manufacturing • Tier III • Engineering Design and Development

  6. Principles Of Engineering Unit 1: Energy and Power • Key Concepts: • Mechanisms • Energy Sources • Energy Applications • Design Problem

  7. Principles Of Engineering Unit 2: Control Systems • Key Concepts: • Machine Control • Fluid Power • Design Problem

  8. Principles Of Engineering Unit 3: Materials and Structures • Key Concepts: • Statics • Materials Properties • Material Testing • Design Problem

  9. Principles Of Engineering Unit 4: Statistics and Kinematics • Key Concepts: • Statistics • Kinematics • Design Problem

  10. Integrated Curriculum Overview There are 2 curriculum units for Principles of Engineering • Semester 1: Bridge Builder • Semester 2: Bombs Away Each unit includes: • Lesson plans for the four academic subject areas and POE • Relevant national standards alignment • Teacher resources (background info, answer keys, rubrics) • Student resources (handouts, worksheets, labs)

  11. Unit 2Bombs Away

  12. Unit Overview • Subunit 1 introduces students to the study of external ballistics and the science and math that governs objects in ballistic trajectories • Subunit 2 lessons examine the history of atmospheric ballistic weapons use in conflicts in the 20th century, including evaluation of the rationale and the ethical issues surrounding the aftermath. • Subunit 3 lessons explore issues associated with ballistic missiles and provide student the opportunity to apply their knowledge in a design challenge

  13. Major Academic Subject Topics and Content • English Language Arts • Biographies • Argumentation and debate • Social Studies • World War II—Battle of Britain, Dresden bombing • Cold War—Cuban Missile Crisis • Science • Physical Science/Physics—Trajectory motion • Mathematics • Quadratic equations • Arcs and chords, basic trigonometry

  14. Subunit 1: Ready, Aim, Fire

  15. Ballistic Motion • Ballistics: Study of projectiles, objects propelled by an initial launch force Examples • Sports (football, basketball, baseball, soccer, golf, etc.) • Missiles/Bombs/Bullets • Bullets • Fountains • Fireworks

  16. Subunit 1: Ready, Aim, Fire

  17. Approaching a Drop Target

  18. Do You….? • Drop payload when you are directly above the target • Drop payload before you get to the target? • Drop payload after you’ve passed the target?

  19. But, but…!

  20. What’s Happening? Courtesy of NOAA

  21. Kinematics and Projectile Motion (page 1-11) • Kinematics is the study of the geometry of motion and is used to relate displacement, velocity, acceleration and time without reference to the cause of motion. • Projectile Motion is in two directions – horizontal and vertical • Horizontal motion is independent of vertical motion Basic typical assumptions • Air resistance is negligible • Curvature of the Earth is negligible • Force of gravity is constant at -9.8 m/s2 or -32 ft/s2

  22. h r Analysis of Projectile Motion: Distance • Horizontal Direction (x) represents the range, or distance the projectile travels • Vertical direction (y) represents the altitude, or height, the projectile reaches Calculating Displacement • S = vi t + ½ at2 • Sx = r = vixt + ½ axt2 = vixt • Sy = h = viyt + ½ ayt2 = viyt + ½ gt2

  23. Analysis of Projectile Motion: Velocity • Horizontal velocity (Vx) is constant since there is no acceleration in the horizontal direction • Vertical velocity (Vy) is affected by the gravity; the vertical velocity of a projectile is zero at the height of its trajectory

  24. Analysis of Projectile Motion: Velocity SOH – CAH - TOA

  25. Subunit 1: Ready, Aim, Fire

  26. Castle D Altitude 150 m Castle C Altitude 50 m Castle D Knights Altitude 0 m Mountain Matchup It’s time for a fight in the heights. Unfortunately, you don’t have the high ground, but that doesn’t mean you don’t know what you’re doing. The artillery chief has set the cannons at a 76° angle and tells you to fire with an initial velocity of 56 m/s. How long will it take your cannonball to reach the castle? Sy = vyt + ½ a t2 50 m = vyt + ½ (-9.8) t2 50 m = (54.3)t + (-4.9)t2 SOH – CAH – TOA! V0= 56 m/s sin 76° = Opp / Hyp Vy= ? Θ= 76° 0.97 = Vy / 56 Vy = 0.97 x 56 Vy = 54.3 m/s

  27. Castle D Altitude 150 m Castle C Altitude 50 m Castle D Knights Altitude 0 m Mountain Matchup It’s time for a fight in the heights. Unfortunately, you don’t have the high ground, but that doesn’t mean you don’t know what you’re doing. The artillery chief has set the cannons at a 76° angle and tells you to fire with an initial velocity of 56 m/s. How long will it take your cannonball to reach the castle? 50 m = (54.3)t + (-4.9)t2 4.9 t2 - 54.3 t + 50 m = 0 t = 1 s or 10.1 s

  28. Subunit 1: Ready, Aim, Fire

  29. Subunit 2: The Price of War

  30. Bombing Strategies • Tactical Bombing • Targets: Enemy military forces and other military targets and enemy strongholds • Goal: Direct and immediate negative influence on the battlefront • Effect: Direct • Strategic Bombing: • Targets: Infrastructure such as industrial plants, port facilities, and railway bridges, as well as more widespread bombing of an enemy's cities and other civilian-populated areas • Goal: Eliminate the enemy's capability and will to sustain a war effort • Effect: Delayed

  31. Right or Might? • Spanish Civil War • Guernica, 1937 • World War II • London Blitz, 1940-1941 • Pearl Harbor, 1941 • Allied bombing at Dresden, 1945 • Hiroshima and Nagasaki, 1945 • Vietnam • Operation Rolling Thunder, 1965-1968 • Post-Cold War • Kosovo, 1999 • Iraq, 2003

  32. Subunit 2: The Price of War

  33. ARE You Convincing? • Assertion: Begin with a statement that describes your main point • The voting age should be lowered to 16 • Reasoning: Follow with the “because” part of an argument where you support the assertion you’ve just made. • Because allowing younger people to vote would increase their involvement in politics and society • Evidence: Support your reasoning with multiple pieces of evidence from multiple unbiased sources • For example, politicians are more likely to listen to what kids have to say if they have a vote

  34. Select one of the conflicts listed to the right (or another conflict your table is familiar with) and debate the following: Was the strategic bombing during this conflict justified? Spanish Civil War Guernica, 1937 World War II London Blitz, 1940-1941 Pearl Harbor, 1941 Allied bombing at Dresden, 1945 Hiroshima and Nagasaki, 1945 Vietnam Operation Rolling Thunder, 1965-1968 Post-Cold War Kosovo, 1999 Iraq, 2003 Debate Ethical Issues

  35. Subunit 3: Too Close for Comfort

  36. Arcs and Chords

  37. Subunit 3: Too Close for Comfort

  38. Cuban Missile Crisis Roleplay

  39. Subunit 3: Too Close for Comfort

  40. Build an Adjustable Ballistic Device • Notched Craft Sticks (15) • Glue • Binder Clips (2) • Rubber Bands (4) • Masking Tape • Protractor Catapult should be capable of firing at multiple angles and be mounted on a cardboard base

  41. Test your Trajectories • Set up your catapult • Test your catapult for at least three angles • Do at least 5 trials and average the range for each angle • Using the average data, create a graph illustrating the range of your catapult

  42. Battleship! • Mount your catapult on a “battleship” • Place your battleship on the grid • Each square is 1’ x 1’ • On your turn, you can do any combination of the following: move up to three space, rotate 90 and/or fire • A hit can be on any part of the battleship (no bounces!), 2 hits required to sink • Goal: Sink the enemy battleships before they sink you

  43. Implementing Integrated Curriculum • Common Planning Time • Curriculum Mapping and Lesson Discussion

  44. Implementing Integrated Curriculum • Curriculum Mapping and Lesson Discussion • Revising lessons: This lesson doesn’t fit my scope and/or standards • Removing lessons: We don’t have that subject teacher on our team • Adding lessons: My subject isn’t represented in the unit • Common Planning Time! • We don’t have time/structure to fit this into our school year • Single subject integration • Parallel/Paired integration

  45. Unit 1Bridge Builder

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