IEEE Teacher In-Service Training Program

Region 9

17-18 August 2007Rio de Janeiro, Brasil

Program Background and Scope

What are we trying to accomplish?

Train IEEE volunteers to train pre-university teachers

The teachers will use the lesson plans in their classes

Thereby bringing engineering and engineering design into the classroom

What are we trying to accomplish?

Train IEEE volunteers to approach schools and school systems

in order to make the teacher training possible

Make this activity sustainable and long-term

Definition of success: You have trained teachers to use TISP in the

classroom The teachers have adopted TISP in their

regular classes

The Long-term Goals Develop Section and Student Branch “champions”

who will create collaborations with local pre-university community to promote hands-on experimentation related to engineering

Enhance the level of technological literacy of pre-university educators

Encourage pre-university students to pursue technical careers, including engineering

Increase the general level of technological literacy of pre-university students

Why Participate in a Teacher In-Service Program?

Increase the level of technologicalliteracy of:

TeachersStudentsThe local school community

Make all of them see the importance, beauty and human side of engineering

Why Participate in a Teacher In-Service Program?

Improve the image IEEE and the engineering profession

…in the eyes of pre-university educators and students

Promote engineering as a program of study and career choice

Encourage IEEE member participation

Make students who will not become engineers aware of engineering

Have fun

Why Participate in a Teacher In-Service Program?

Activities To Date More than 55 presentations

More than 1400 pre-university educators have participated

Science, technology and mathematics educators

These educators represent more than 150,000 students

Here is what teachers told us:

They would use the concepts presented by TISP in their teaching

Using TISP would enhance the level of technological literacy of their students

[90% agreement]

What you need to do…

Organize a group of volunteers (3-5) to offer TISP workshops

Prepare a demonstration and a presentation

Approach a school or school system personnel responsible for schools

Present and explain the program and offer to conduct a workshop for teachers of mathematics, science and technology

EAB will financially support student branches attending this training

This support is for the purchase of materials and supplies needed to conduct a TISP session with teachers

This support is for at least one year after this training

How to pay for TISP?

Re-useable materials and hardware.

Counting the Cost

Counting the CostExpendables

Stay in Touch with Us…

IEEE Educational Activities Board

445 Hoes Lane, Piscataway, NJ 08854

BeuteN@cput.ac.za d.g.gorham@ieee.org m.kam@ieee.org

Questions or Comments?

Rotational Equilibrium: A Question of Balance

Teacher In Service Program (TISP)

Rio de Janeiro, Brasil; Piura, Peru and Cape Town, South Africa

Nico Beute, South Africa SectionAugust 2007

What are we going to do today?

Simulate a TISP activity Provide an opportunity for Section

Champions in Region 9 to experience first hand what we are trying to do with teachers

Motivate Section champions to conduct TISP sessions with educators throughout the pre-university educational system

Learn from educators what is required

Lesson content

We will build a Mobile to meet specifications Including basic calculations of design

parameters In teams of 2

We will develop specifications for a second Mobile and then build it

Lesson Plan Document

Overall summary Alignment to education standards Teacher resources

Materials required Theory Concepts and definitions Answer key

Student resources Student worksheet

How does this lesson align with Educational Standards in South Africa ?

Alignment to National Curriculum Statements

Critical Outcomes As a result of the activities, all learners should develop and

demonstrate the ability to; identify and solve problems and make decisions using critical and

creative thinking; work effectively with others as members of a team, group,

organisation and community; organise and manage themselves and their activities responsibly

and effectively; collect, analyse, organise and critically evaluate information; communicate effectively using visual, symbolic and/or language

skills in various modes; use science and technology effectively and critically showing

responsibility towards the environment and the health of others; and

demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation.

Learning Outcomes of Mathematics: Grade 10

As a result of the activities, all learners should develop and demonstrate the ability to;

Generate as many graphs as necessary, initially by means of point-by-point plotting, supported by available technology, to make test conjectures and hence to generalise the effects of the parameters a and g on the graphs of the functions.(10.2.2)

Investigate, generalise and apply the effect of the following transformations of the point (x; y):

A translation of p units horizontally and q units vertically; A reflection in the x-axis, the y-axis or the line y = x. (10.3.4)

Demonstrate an appreciation of the contribution to the history of the development and use of geometry and trigonometry by various cultures through a project. (10.3.7)

Learning Outcomes of Physical Science: Grade 10

As a result of the activities, all learners should develop and demonstrate the ability to;

plan and conduct a scientific investigation to collect data systematically with regard to accuracy, reliability and the need to control one variable. (10.1.1)

seek patterns and trends in information collection and link it to existing scientific knowledge to help draw conclusions. (10.1.2)

Communicate information and conclusions with clarity and precision (10.1.4)

Apply scientific knowledge in familiar, simple contexts. (10.2.2)

Learning Outcomes of Mechanical Technology: Grade 10

As a result of the activities, all learners should develop and demonstrate the ability to;

present assignments by means of a variety of communication media. (10.2.5)

describe the functions of appropriate basic tools and equipment (10.3.2)

explain the use of semi-permanent joining applications (10.3.5)

distinguish between different types of forces found in engineering components by graphically determining the nature of these forces (10.3.6)

Learning Outcomes of Civil Technology Grade 10

As a result of the activities, all learners should develop and demonstrate the ability to;

present assignments by means of a variety of communication media. (10.2.5)

describe the properties and the use of materials in the built environment. (10.3.2)

describe functions, use and care of basic tools and equipment. (10.3.3)

demonstrate an understanding of applicable terminology. (10.3.5) distinguish between different types of forces found in load bearing

structures. (10.3.6) list different manufacturing process or construction methods. (10.3.7) identify quantities of materials for small projects. (10.3.9) explain the use of different joining applications. (methods) (10.3.10)

Today’s activity:Build a Mobile

Focus and Objectives

Focus: demonstrate the concept of rotational equilibrium

Objectives Learn about rotational equilibrium Solve simple systems of algebraic equations

Apply graphing techniques to solve systems of algebraic equations

Learn to make predictions and draw conclusions Learn about teamwork and working in groups

Anticipated Learner Outcomes

As a result of this activity, students should develop an understanding of

Rotational equilibrium Systems of algebraic equations Solution techniques of algebraic equations Making and testing predictions Teamwork

Concepts the teacher needs to introduce

Mass and Force Linear and angular acceleration Center of Mass Center of Gravity Torque Equilibrium Momentum and angular momentum Vectors Free body diagrams Algebraic equations

Theory required

Newton’s first and second laws

Conditions for equilibrium F = 0 (Force Balance) Translational = 0 (Torque Balance) Rotational

Conditions for rotational equilibrium Linear and angular accelerations are zero

Torque due to the weight of an object

Techniques for solving algebraic equations Substitution, graphic techniques, Cramer’s Rule

Mobile

A Mobile is a type of kinetic sculpture

Constructed to take advantage of the principle of equilibrium

Consists of a number of rods, from which

weighted objects or further rods hang The objects hanging from the rods balance each other,

so that the rods remain more or less horizontal Each rod hangs from only one string, which gives it

freedom to rotate about the string

http://en.wikipedia.org/wiki/Mobile_(sculpture) 3 August 2006

Historical Origins

Name was coined by Marcel Duchamp in 1931 to describe works by Alexander Calder

Duchamp French-American artist, 1887-1968 Associated with Surrealism and Dada

Alexander Calder American artist, 1898-1976 “Inventor of the Mobile”

Lobster Tail and Fish

Trap, 1939, mobile

Hanging Apricot,1951, standing mobile

Standing Mobile, 1937

Mobile, 1941

Alexander Calder on building a mobile

"I used to begin with fairly complete drawings, but now I start by cutting out a lot of shapes.... Some I keep because they're pleasing or dynamic. Some are bits I just happen to find.

Then I arrange them, like papier collé, on a table, and "paint" them -- that is, arrange them, with wires between the pieces if it's to be a mobile, for the overall pattern.

Finally I cut some more of them with my shears, calculating for balance this time."

Calder's Universe, 1976.

Our Mobiles

Version 1 A three-level Mobile with four weights Tight specifications

Version 2 An individual design under general

constraints

Version 1

A three-level four-weight design

Level 1

Level 2

Level 3

Materials

Rods made of balsa wood sticks, @30cm long (dowel rods, skewers can also work)

Strings made of sewing thread or fishing string Coins or washers 240 weight paper

Adhesive tape

Paper and pens/pencils

Tools and Accessories

Scissors

Hole Punchers

Pens

Wine/water glasses

Binder clips

30cm Ruler

Band Saw (optional)

Marking pen

Calculator (optional)

Instructions and basic constraints

Weights are made of two standard washers taped to a circular piece of cardboard

One washer on each side If you wish to do it with only one washer it will be

slightly harder to do

Each weight is tied to a string The string is connected to a rod 5mm from the edge

5 mm

Level 1

Level 2

Level 3

5 mm

Rods of level 3 and 2 are tied to rods of level 2 and 1 respectively, at a distance of 5mm from the edge of the lower level rod

Designing the Mobile

Level 3 W x1 = W y1

x1 + y1 = 290

Level 2 2W x2 = W y2

x2 + y2 = 290

Write and solve the equations for xi And yi (i=1,2,3)

290 mm

Level 1

3W x3 = W y3

x3 + y3 = 290

Solve Equations for Level 1

3 W x3 = W y3 (1)

x3 + y3 = 290 (2)

From (1): y3 = 3x3 (3)

Substitute (3) in (2): 4x3 = 290 or x3 = 72.5mm (4)

From (2) y3 = 290 – x3 or y3 = 217.5mm (5)

By substitution

Level 1 (Experimental vs Calculated)

Calculated:4W x3 = 2W y3

W=2.05 gram2 X3 = Y3

X3 + Y3 = 3053X3 = 305X = 102Y = 203

Experimental:X = 110Y = 195

F=4W+2W = 6W

4W2W

Level 1 (Including bar weight)

Bar weighs 2.75 gWasher: 2.05 g

X + Y = 305

4*2.05 X + 2.75/305*X * X/2 = 2*2.05 Y + 2.75/305*Y * Y/2

8.2X+0.0045X2

= 4.1(305-X)+0.0045*(305-X)2 = 1250.5-4.2X+418.6-2.745X+ 0.0045X2

(8.2+4.2+2.745)X = 1250.5+418.6

X=110Y=195

Same as Experimental value

F=2W+W = 3W

Y*bX*b

2W 4W 2W

aa

Hints

Sewing thread is much easier to work with than fishing line

Use at least 40cm strings to connect levels

If you are very close to balance, use adhesive tape to add small amount of weight to one of the sides

Solve Equations for Level 1

3

0 1

290 1 29072.5

3 1 4

1 1

x

3 W x3 = W y3 (1)

x3 + y3 = 290 (2)

From (1): y3 = 3x3 or 3x3-y3=0 (3)

From (1) and (2) using Cramer’s rule

Using Cramer’s Rule

3

3 0

1 290 870217.5

3 1 4

1 1

y

Solve Equations for Level 1

Generate points for:

Y3 = 3X3

Y3 = 290 - X3

Using Graphics

Numerical values for graph

0 0 29050 150 240

100 300 190150 450 140200 600 90

x3 y3 y3

Graphic Solution

0

200

400

600

800

0 50 100 150 200

x

y

y=3x

y=290-x

The intersection is at x=72.5mm y=217.5mm

x and y in mm

Graphic solution from handout

Activity 1: Build Version-1 Mobile

Record actual results

Compare expected values to actual values

Explain deviations from expected values

Version 2

Design a more complicated mobile More levels (say 5) Three weights on lowest rod, at least two on each one of

the other rods Different weights

First, provide a detailed design and diagram with all quantities

Show all calculations, specify all weights, lengths, etc.

Then, build, analyze and provide a short report

Report

Description of the design, its objectives and main attributes

A free body diagram of the design All forces and lengths should be marked Key calculations should be shown and explained

A description of the final product Where and in what areas did it deviate from the design

Any additional insights, comments, and suggestions

Questions for Participants What was the best attribute of your design?

What is one thing you would change about your design based on your experience?

What approximations did we make in calculating positions for strings? How did they affect our results?

How would the matching of design to reality change if we… Used heavier weights Used heavier strings Used strings of different lengths connected to the weights Used heavier rods

To educators: How does this lesson plan relate to what

you teach Can you implement this lesson plan in your

classroom?

Questions, comments, reflections

How to Begin a TISP activity?

Two pronged approach:

Build relationships with schools and school districts

Teachers, headmasters, principals, superintendents

Build interest in the membership

The IEEE Volunteer and TISP

IEEE Members are very generous with their time

IEEE Members are very willing to share their experiences

Educational Outreach events get enthusiastic volunteer support

Two types of TISP volunteers

TISP Champions - take responsibility to establish and maintain a TISP program in “their” school system

TISP Trainers - energetic supporters of the initiative, willing to interact with teachers and serve as “coaches” during TISP presentations

You need BOTH

Teacher In-Service ProgramThe South African Experience

August 2007

Nico Beute

National Development needs

Shortage of engineers in South Africa as in many developing countries

Engineers are needed to provide the infrastructure needed for development

Need for career guidance Enlarge pool of school leavers equipped to

study engineering High drop out rate of engineering students Many other careers need maths, science and

technology Improve problem solving skills of learners

The Immediate Objectives

Train IEEE volunteers to train pre-university teachers, so that the teachers can be more effective in bringing engineering and engineering design into the classroom.

Train IEEE volunteers to approach the school system in order to make the teacher training possible.

Make this activity sustainable and long-term.

TISP in South Africa

Training workshop held on 4-5 August 2006

Approximately 90 participants 60 engineers 30 from education departments

Excellent participation of Education Departments both during planning stage and follow up workshops

About 400 teachers were involved in the programme during 2006

We tried to meet the needs of South African Education Departments

We listen to what educators say We try to understand educational principles We co-operate with educators, and do not try

to tell them what to do Practical examples help the school child to

understand difficult concepts Show them what an engineer does

What we have achieved and what we want to achieve in South Africa

Workshop on 4 and 5 August was attended by 60 keen engineers and 30 officials from the National Department and most provincial Education departments

After the workshop we sent questionnaires to participants asking if they are still committed

Engineers in South Africa are ready and keen to help our teachers. This is proved by the feedback after the workshop

We now have regular planning meetings for follow up workshops for teachers

The educational challenge in the technological field in SA is enormous - but we are ready to face it

Purpose of TISP Workshops

For Educators and Engineers to join forces to:

Present Selected Lesson Plans Evaluate Lesson Plans Suggest improvements Plan Training Sessions Identify Presenters for Training Sessions

Presenters for Teacher Training In-Service Programmes for 2007 IEEE / SAIEE / SAIMechE / DoE

Venue Lesson Plan Presenters Sponsor

TISP Workshop

Cape Town5&6 Aug 2007

1. CAD2. Give me a Brake3. Give Binary a Try4. The Dumpy Level5. Bridge Building

1. Jaco Myburg and Willem Goodchild2. Hugh Jeffery and Benny Trollip3. Vaughn Stone and Jan Randewijk4. Andre Fourie5. Johan van Staden

Tri-CAD EducationSAIMechESAIEE & WCEDGauteng EducationGauteng Education

Subject advisor training

Gauteng3 - 7 Sept 2007

1. CAD2. Give me a Brake3. Give Binary a Try4. The Dumpy Level5. Bridge Building

1. Jaco Myburg2. Jan Mostert and3. Rina Mostert and Suliman Loonat4. Andre Fourie5. Johan van Staden

Subject advisor training

Cape Town10 – 14 Sept 2007

1. CAD2. Give me a Brake3. Give Binary a Try4. The Dumpy Level5. Bridge Building

1. Jaco Myburg2. Hugh Jeffery and3. Vaughn Stone and Jan

Randewijk4. Andre Fourie5. Johan van Staden

Teacher Training

Gauteng24 – 29 Sept 2007

1. CAD2. Give me a Brake3. Give Binary a Try4. The Dumpy Level5. Bridge Building

1. Jaco Myburg2. Jan Mostert and3. Mdu Ngema and Suliman Loonat4. Andre Fourie5. Johan van Staden

Teacher Training

KwaZulu Natal24 – 29 Sept 2007

1. CAD2. Give me a Brake3. Give Binary a Try4. The Dumpy Level5. Bridge Building

1. Jaco Myburg2. David Kyereahene-Mensah and3. Vaughn Stone and4. Johan Fourie5. Johan van Staden

What leads to success?

Involve Education Departments It needs a driver –

an engineer and someone in education on national scale, on regional scale

Be a catalyst - involve others eg SAIEEE, SAIME, ECSA, Companies &

University Get volunteers who believe in it Target volunteers Get funding – travel & material

IEEE,SAIEE, SAIME, Companies, Universities Get an active planning team

Remember

We do it for our youth

The future of our country

We have Many New Lesson Plans

Give Binary A Try Computer arithmetic and ALU design

Hand Biometrics Technology Biometrics

Sail Away Watercraft design

Simple Kitchen Machines Simple Machines

Dispenser Designs Design: user satisfaction, costs, materials

Engineering Ups and Downs Elevators

Build a Big Wheel Ferris Wheels

If you cannot find what you want consider creating it!

Plan Times and Places Special Events

Teacher conferences Meetings of teacher organizations

Places College Campuses Teacher conference venues

If you need funds for a special event you can almost always get it if you ask well ahead of time

Follow-up Activities/Metrics

Count the number of educators who participated in your teacher in-service program

Be sure that teachers complete the 12 item questionnaire

EAD will tabulate the results

Follow-up with teachers to determine the level of implementation of the concepts and activities

Consider a sign in sheet to include an email address

Consider sending a follow-up postcard/e-mail to attendees

Questions or Comments