Lesson Plan. Preparation

Transcription

1 Lesson Plan Course Title: Concepts of Engineering and Technology Session Title: Introduction to Engineering Fundamentals and Civilization - Part 1 Definitions Performance Objective: After completing Part 1 of this lesson, students will be able to identify how the developments of engineering and technology influenced society and the development of civilization to the teacher s satisfaction. Specific Objectives: Differentiate between science, technology, and engineering Identify how developments in science influence developments in technology and vice versa List some of the most important technologies in each time period Differentiate between the scientific process and the engineering design process Describe how technology influences their life and the world around them Identity the ethical considerations of technology and undesired consequences Preparation TEKS Correlations: This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result in the elimination of any or all of the TEKS listed. Concepts of Engineering and Technology: (c)(1)(a)(b)(c)(d)...investigate and report on the history of engineering science;...identify the inputs, processes, and outputs associated with technological systems;...describe the difference between open and closed systems;...describe how technological systems interact to achieve common goals; Interdisciplinary Correlations: Physics: (c)(2)(a)(b)(c)(d)...know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section;...know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories;...know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but may be 1

2 subject to change as new areas of science and new technologies are developed;...distinguish between scientific hypotheses and scientific theories; (c)(3)(d)...explain the impacts of the scientific contributions of a variety of historical and contemporary scientists on scientific thought and society; English: (b)(6)(A)(B) expand vocabulary through wide reading, listening, and discussing; rely on context to determine meanings of words and phrases such as figurative language, idioms, multiple meaning words, and technical vocabulary; (b)(7)(A)(I)(J) establish a purpose for reading such as to discover, interpret, and enjoy; use study strategies such as skimming and scanning, note taking, outlining, and using study-guide questions to better understand texts; read silently with comprehension for a sustained period of time; Teacher Preparation: Introduction to Engineering Fundamentals and Civilization is a 3-part lesson. Teachers should review Part 1 Definitions; Part 2 History; and Part 3 Technology and all supporting documents such as PowerPoint presentations and notes; Definitions handout; Matching Activity handout; and Quiz to be prepared to deliver all 3 parts of this lesson. References: Hacker et al. (2010). Engineering and Technology, 1 st ed. Delmar, Cengage Learning. Karsnitz, O Brian, Hutchinson (2008). Engineering Design: An Introduction, 1 st ed. Delmar, Cengage Learning. Gomez, Oakes, Leone (2008). Engineering Your Future, 2 nd ed. Great Lakes Press. Rogers, Wright, Yates (2010). Gateway To Engineering, 1 st ed. Delmar Cengage Learning. Wikipedia Other references as noted Instructional Aids: 1. PowerPoint presentation - Part 1 2. PowerPoint notes Part 1 3. Definitions handout 4. Warm-up activity (slide 2) Materials Needed: 1. Pen or pencil 2. Paper 3. Cell phone 2

3 Equipment Needed: 1. Computer 2. Overhead projector Learner Preparation: None required. Introduction Introduction (LSI Quadrant I): SAY: Today we are going to be learning about the differences between science, technology, and engineering. ASK: Can anyone tell me the difference science and engineering? ASK: Can anyone tell me the difference between engineering and technology? SHOW: (Hold up a cell phone.) SAY: This is an example of technology. ASK: What is some of the science that is involved in how this works? ASK: Can anyone describe the engineering process involved in its design and operation? Outline Outline (LSI Quadrant II): Instructors can use the PowerPoint presentation, slides, handouts, and note pages in conjunction with the following outline. MI Outline Notes to Instructor I. Technology and society A. Bell work: Have students write out their definitions of science, technology, and engineering before you define them. B. We want to lay out a foundation of engineering and technology development, and how those developments influenced society and the development of civilization. C. Agriculture allowed people to stop constant foraging for food; water systems (aqueducts, plumbing, piping) allowed large numbers of people to live together. D. Discuss the ABET definition of engineering, how it is practical and pragmatic, how it uses practice, experience, and judgment. Begin PPT presentation. For bell work, have students work on Warm-up Activity (slide 2) We want to look at some of the big issues about how technology changes society, and about how current technology has the capacity to change society. Are these changes by design, do they all improve quality of life? Slides 3-4 Each slide is meant to be discussed. Have 3

4 some background knowledge, and challenge the students to make some contributions to the discussion.. II. Technology examples A. Need to leverage the fact that there are lots of examples of technology, that students use a lot of technology, and that they are interested in it, how it s used, what it does for them. B. Cell phones, the internet, the ipod, new developments happen all the time. Ask them how these new developments will make changes, the way CDs replaced albums and the ipod replaced CDs. How video games are replacing television and portable media is changing how we consume media. D. Does marketing influence the popularity of technology, or does everything that has equal merit have equal dissemination? With examples like the cell phone and the internet, students can see how their life is affected, and how society has changed during their lifetime. III. Technical terms and definitions A. There are a number of important terms and definitions students need to know. B. Definitions make great bell work; either have some definitions on the board for students to write down, or have them do computer based research.. Pick and choose some of the definitions from the definitions resource handout. Introduce the topic here, use definitions to start off day 2. IV. Science vs. engineering vs. technology A. Go over each definition, highlighting the definitions and the differences. B. Explain requirements, criteria, and constraints for an engineer. C. Give some examples of some items, talk about how things like size and cost affect how it is made, it looks, it is used. What has happened to technology as it has evolved? D. Smaller lighter cheaper. You want to try to get students to bring up other examples, get them to think of engineering as a process. Slides 5-8 4

5 V. How science influences technology and technology influences science A. They go hand in hand. Developments in one area lead to and allow developments in another. B. Use pair-share to have students give examples to each other. Slides 9-12 VI. The scientific process vs. the engineering design process A. One is linear, one is cyclical. B. Go over each step to reinforce the understanding they should already have. You want to reinforce the concepts they learned in their science classes. Slides 13 and 14. Use slide 15 if time allows. For day 2, start off with definitions, but have students discuss some of the questions to ponder, or have them come up with their own examples where science improves technology and technology improves science. The next module is the history of engineering. Verbal Linguistic Logical Mathematical Visual Spatial Musical Rhythmic Bodily Kinesthetic Intrapersonal Interpersonal Naturalist Existentialist Application Guided Practice (LSI Quadrant III): Using Definitions Handout, students will pair-share and teach each other the terms and definitions. They may do computer-based research to look up the meaning. 5

6 Independent Practice (LSI Quadrant III): Students will complete Warm-up Activity, doing computer-based research to look up the meaning of words on the handout, writing out definitions on a piece of paper. Summary Review (LSI Quadrants I and IV): Question: Most of the questions should involve definitions. Answer: They can write or answer orally. Question: How does engineering differ from technology? Answer: Engineering is a process, technology is the resulting artifact. Question: What is the difference between the scientific method and the engineering design process? Answer: Science is generally trying to find an answer to a question. Engineering is an iterative (cyclical) process of design and improvement. Question: Are all technical innovations good? Answer: No. They all solve some problem, but they may be solving a problem created by another technology. Technologies that create more problems than they solve (some would consider nuclear power here, or Viagra, or the handgun, the bomb) can be considered. Evaluation Informal Assessment (LSI Quadrant III): Oral question/answer. Students will complete definitions teacher has on the board from terms in the Definitions handout. Formal Assessment (LSI Quadrant III, IV): No formal assessment in Part 1 of this lesson. Extension Extension/Enrichment (LSI Quadrant IV): 1. Students can write a paper on what they think is the most important technology of the twentieth century. 2. Students can write a paper on what they think will be the next important technical developments for the future. 3. They can research on the internet, create a PowerPoint presentation, or do a camtasia video. 6

7 Introduction to Engineering Fundamentals and Civilization Part 1 Definitions Science: knowledge of principles and causes; especially, such knowledge when it relates to the physical world and its phenomena, the nature, constitution, and forces of matter, the qualities and functions of living tissues, etc. Technology: the practical application of science to commerce or industry. Generally takes the form of an artifact. Engineering: originally, the art of managing engines; in its modern and extended sense, the art and science by which the mechanical properties of matter are made useful to man in structures and machines; ABET: The profession in which knowledge of the mathematical and natural sciences, gained by study, experience, and practice, is applied with judgment to develop ways to use, economically, the materials and forces of nature for the benefit of mankind. Artifact: any object made by human beings, especially with a view to subsequent use. An object produced or shaped by human craft. Iterative: repeating, cyclical. Innovation: a new way of doing something; an improvement on an existing form, composition or processes. Constraint: limitation or restriction. Trade-off: the exchange of one thing for another of more or less equal value, especially to effect a compromise. Ergonomics: human factors engineering, an applied science that coordinates the design of devices, systems, and physical working conditions with the capacities and requirements of the worker. Standards: something considered by an authority or by general consent as a basis of comparison; those morals, ethics, habits, etc., established by authority, custom, or an individual as acceptable. Inventions: a new, useful process, machine, improvement, etc., that did not exist previously and that is recognized as the product of some unique intuition or genius, as distinguished from ordinary mechanical skill or craftsmanship. Entrepreneur: a person who organizes and manages any enterprise, especially a business, usually with considerable initiative and risk. 7

8 Economics: financial considerations; the science that deals with the production, distribution, and consumption of goods and services, or the material welfare of humankind. Models: a representation, generally in miniature, to show the construction or appearance of something; a simplified representation of a system or phenomenon, as in the sciences or economics, with any hypotheses required to describe the system or explain the phenomenon, often mathematically. Criteria: a standard of judgment or criticism; a rule or principle for evaluating or testing something. Ethics: a system of moral principles. System: an assemblage or combination of things or parts forming a complex or unitary whole. Infrastructure: the fundamental facilities and systems serving a country, city, or area, as transportation and communication systems, power plants, and schools. Capital: the wealth, whether in money or property, owned or employed in business by an individual, firm, corporation, etc. Society: a highly structured system of human organization for large-scale community living that normally furnishes protection, continuity, security, and a national identity for its members. Culture: the behaviors and beliefs characteristic of a particular social, ethnic, or age group. Smelting: to fuse or melt (ore) in order to separate the metal contained; to obtain or refine (metal) in this way. Alloy: a substance composed of two or more metals, or of a metal or metals with a nonmetal, intimately mixed, as by fusion or electrodeposition. Pragmatic: of or pertaining to a practical point of view or practical considerations. 8