Bottomley, L., & Parry, E. A. (2015, June), Teaching Sound in Elementary, Middle and High School Physical Science Using Engineering Design  Paper presented at 2015 ASEE Workshop on K-12 Engineering Education, Seattle, Washington. 10.18260/1-2--17121

\bibitem{asee_peer_17121}
  Bottomley, L., \& Parry, E. A. (2015, June), \emph{Teaching Sound in Elementary, Middle and High School Physical Science Using Engineering Design}
  Paper presented at 2015 ASEE Workshop on K-12 Engineering Education, Seattle, Washington.
  10.18260/1-2--17121

Laura Bottomley and Elizabeth Anne Parry.  "Teaching Sound in Elementary, Middle and High School Physical Science Using Engineering Design".  2015 ASEE Workshop on K-12 Engineering Education, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/17121 Internet.  20 Apr, 2024

\bibitem{asee_peer_17121}
  Laura Bottomley and Elizabeth Anne Parry.
  "Teaching Sound in Elementary, Middle and High School Physical Science Using Engineering Design".
  \emph{2015 ASEE Workshop on K-12 Engineering Education, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/17121 Internet.  20 Apr, 2024

@INPROCEEDINGS{asee_peer_17121
author = "Laura Bottomley and Elizabeth Anne Parry"
title = "Teaching Sound in Elementary, Middle and High School Physical Science Using Engineering Design"
booktitle = "2015 ASEE Workshop on K-12 Engineering Education"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/17121}
number = {10.18260/1-2--17121}
}

TY  - CPAPER
AB  -                      WORKSHOP PROPOSAL FORM                2015 Annual ASEE K-12 Workshop on Engineering Education             “Authentic Engineering: Representing & Emphasizing the E in STEM”                               Presented by Dassault Systems                                     Saturday, June 13, 2015                                     8:00 A.M. – 5:00 P.M.                                  Sheraton Seattle | Seattle | WAPlease complete this form, save it as a PDF file only and upload it through the ASEE PaperManagement system as shown in the K12 Workshop Presenter’s Kit.All notifications will be by email from the ASEE Paper Management system.NOTE: To ensure that emails are not obstructed by spam blockers, please make sure to WHITELIST theemail addresses: monolith@asee.org and conferences@asee.org and s.harrington-hurd@asee.org.Direct questions to Stephanie Harrington-Hurd, ASEE K-12 Activities Manager, at s.harrington-hurd@asee.org. Additional workshop details are available at: http://www.asee.org/K12Workshop.Thank you!                                                Deadline                             Friday, January 23, 2015 by 5:00PM EST                     Presenters will be notified of acceptance status by March 14.                                Late submissions will not be accepted.                    Advanced Workshop Registration will open December 6, 2013.                                SUBMISSION INFORMATIONProvide the first and last name of each presenter, including affiliations. If there is more than onepresenter, designate one person as the organizer and provide only that person’s contactinformation. The organizer is responsible for communicating to co-presenters.Number of Presenters: 2Presenter Name(s):1) Bottomley Laura             Affiliation NC State University2) Parry       Elizabeth       Affiliation NC State UniversityContact Person’s Name: Laura BottomleyContact Person’s Email: laurab@ncsu.eduContact Person’s Phone: 919-515-3263Contact Person’s Alternate Phone: 919-349-85102015-ASEE-K12-Proposal-Form              Page 1 of 7                     WORKSHOP PROPOSAL FORM                2015 Annual ASEE K-12 Workshop on Engineering Education             “Authentic Engineering: Representing & Emphasizing the E in STEM”                               Presented by Dassault Systems                                     Saturday, June 13, 2015                                     8:00 A.M. – 5:00 P.M.                                  Sheraton Seattle | Seattle | WAPlease provide a one-paragraph bio for each presenter (in the order listed above). The bio shouldnot exceed 70 words and should be written as you would want it to appear on the ASEE websiteand program materials.1) Dr. Laura Bottomley, Teaching Associate Professor of Electrical Engineering and ElementaryEducation, is also the Director of Women in Engineering and The Engineering Place at NC StateUniversity. She has been working in the field of engineering education for over 20 years. She isdedicated to conveying the joint messages that engineering is a set of fields that can use all typesof minds and every person needs to be literate in engineering and technology. She is an ASEEFellow.2) Elizabeth Parry is an expert in engineering education, especially elementary, havingtransitioned from an industry job at IBM over 20 years ago. She is a partner for the Engineeringis Elementary Curriculum from the Museum of Science, Boston. She is well known for coachingschools as they transform themselves to engineering magnets or as they use engineering as avehicle for teaching the curriculum. Liz is the chairperson of an ASEE Board Committeelooking at making strategic plans for ASEE’s involvement in K-12 Engineering.                                WORKSHOP INFORMATIONProposed Title:Teaching Sound in Elementary, Middle and High School Physical ScienceAbstract: Please provide a concise description that includes the workshop’s learning objectives(maximum 750 characters). The abstract is used on the ASEE website, program materials, andotherK-12 Workshop promotional activities.This workshop uses an engineering design challenge to teach about the aspects of sound,including its wave nature, how it transfers energy, how it has frequency and intensity and howhumans make use of the nature of sound for our own interests. Participants are challenged tobuild a device that will reduce the volume of a Bluetooth speaker without distorting its sound.The workshop makes use of IPad apps and a decibel meter to measure sound intensity andfrequency spread.Workshop Description. Please provide a detailed description of the proposed workshop that, atminimum, explicitly addresses the following (maximum 4,000 characters):          a. Learning objectives      The workshop learning objectives include teaching participants how to use a deeply      integrated STEM activity to teach the learning standards outlined below. Participants2015-ASEE-K12-Proposal-Form              Page 2 of 7                     WORKSHOP PROPOSAL FORM               2015 Annual ASEE K-12 Workshop on Engineering Education            “Authentic Engineering: Representing & Emphasizing the E in STEM”                              Presented by Dassault Systems                                     Saturday, June 13, 2015                                     8:00 A.M. – 5:00 P.M.                                  Sheraton Seattle | Seattle | WA       will also learn classroom management techniques for use in an open-ended design       challenge with students from grades K-12. The workshop will be differentiated       appropriately and customized to those in attendance. Participants will also learn how to       use the activity with both hearing and hearing impaired students to teach the same       standards.           b. Hands-on activities and interactive exercises:               The workshop will include multiple hands-on activities. Participants will               construct a resonance chamber and use it to learn about the wave nature of sound               and how sound waves change frequency and intensity. The main design               challenge will ask participants to use the engineering design process to solve the               problem of reducing the sound coming out of a Bluetooth speaker playing music               for a classroom activity. They will be challenged to use what they have already               learned about sound in the resonance chamber activity to reduce the sound               volume without distorting the music.           c. Materials that participants can take with them:              Participants will receive the activity write-up (attached to this proposal), materials              list and suggestions and several writings about classroom management and              pedagogy for encouraging deep learning in STEM activities implemented as              engineering design challenges.           d. Practical application for teachers and outreach staff              The activity fits equally well inside and outside of the classroom. The activity              itself has practical applicability, as the scenario is very engaging to students of all              ages. Careful choice of the music played can make it quite fun!Related standards:NGSS: Grade K-2 Physical Science: Sound can make matter vibrate, and vibrating matter can makesound.Grade 6-8 Physical Science: A simple wave model has a repeating pattern with a specificwavelength, frequency, and amplitude, and mechanical waves need a medium through whichthey are transmitted. This model can explain many phenomena including sound and light. Wavescan transmit energy.Grade 9-12 Physical Science: The wavelength and frequency of a wave are related to oneanother by the speed of the wave, which depends on the type of wave and the medium throughwhich it is passing. Waves can be used to transmit information and energy.Grade K-2 Engineering:  K-2- Ask questions, make observations, and gather information about a situation people2015-ASEE-K12-Proposal-Form              Page 3 of 7                    WORKSHOP PROPOSAL FORM               2015 Annual ASEE K-12 Workshop on Engineering Education            “Authentic Engineering: Representing & Emphasizing the E in STEM”                              Presented by Dassault Systems                                    Saturday, June 13, 2015                                    8:00 A.M. – 5:00 P.M.                                 Sheraton Seattle | Seattle | WAETS1-1. want to change to define a simple problem that can be solved through the development          of a new or improved object or tool.  K-2- Develop a simple sketch, drawing, or physical model to illustrate how the shape of anETS1-2. object helps it function as needed to solve a given problem.  K-2- Analyze data from tests of two objects designed to solve the same problem to compareETS1-3. the strengths and weaknesses of how each performs.Grade 3-5 Engineering:  3-5- Define a simple design problem reflecting a need or a want that includes specifiedETS1-1. criteria for success and constraints on materials, time, or cost.  3-5- Generate and compare multiple possible solutions to a problem based on how wellETS1-2. each is likely to meet the criteria and constraints of the problem.  3-5- Plan and carry out fair tests in which variables are controlled and failure points areETS1-3. considered to identify aspects of a model or prototype that can be improved.Grade 6-8 Engineering:         Define the criteria and constraints of a design problem with sufficient precision to MS- ensure a successful solution, taking into account relevant scientific principles andETS1-1. potential impacts on people and the natural environment that may limit possible         solutions. MS- Evaluate competing design solutions using a systematic process to determine how wellETS1-2. they meet the criteria and constraints of the problem.         Analyze data from tests to determine similarities and differences among several design MS-         solutions to identify the best characteristics of each that can be combined into a newETS1-3.         solution to better meet the criteria for success. MS- Develop a model to generate data for iterative testing and modification of a proposedETS1-4. object, tool, or process such that an optimal design can be achieved.Grade 9-12 Engineering:HS-ETS1A. Defining and delimiting engineering problemsHS-ETS1B. Developing possible solutionsHS-ETS1C. Optimizing the design solutionCCSS MathematicsGrades K-5: Represent and interpret data.Grades 6-12 Mathematical Practices: Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically.2015-ASEE-K12-Proposal-Form             Page 4 of 7                     WORKSHOP PROPOSAL FORM                2015 Annual ASEE K-12 Workshop on Engineering Education             “Authentic Engineering: Representing & Emphasizing the E in STEM”                               Presented by Dassault Systems                                     Saturday, June 13, 2015                                     8:00 A.M. – 5:00 P.M.                                  Sheraton Seattle | Seattle | WA Attend to precision.Standards for Technological LiteracyGrades K-12 Design:    Students will develop an understanding of the attributes of design.    Students will develop an understanding of engineering design.    Students will develop an understanding of the role of troubleshooting, research and       development, invention and innovation, and experimentation in problem solving.Authentic Engineering Connection. Identify and describe how you will explicitly address theways in which your lesson or activity is representative of the processes, habits of mind andpractices used by engineers, or is demonstrative of work in specific engineering fields.i At leastone of those must be within the first four listed, below; i.e., do not only check “other”. Check allthat apply:          Use of an engineering design process that has at least one iteration/improvement          Attention to specific engineering habits of mind          Attention to engineering practices (as described in the NGSS/Framework and as          practiced by engineers)          Attention to specific engineering careers or fields related to the lesson/activity          Other (please describe below)Provide a description of how you will explicitly address these aspects of authentic engineering inyour workshop (maximum 2,000 characters):The workshop requires the use of the EDP to solve the problem given. The participants definethe problem, brainstorm solutions, build models to solve those solutions, test the models, takedata, analyze the data and iterate until they have a solution that they bring to the final test andanalysis stage. Each of the habits of mind (as defined by the NAE) is discussed in the course ofthe workshop as the facilitators highlight as the participants apply them: optimism in persisting,systems thinking in combining many materials that each have different effects on the sound,ethics as they share materials, communication as they pitch their solutions, collaboration as theywork on a team to develop a solution to the problem, and creativity as they use materials thatthey have likely never used for the purpose at hand before. The engineering practices are allused, as outlined in the links to standards above. Finally, the facilitators will outline theconnections to electrical engineering, materials engineering and mechanical engineering.Diversity. This year is the American Society for Engineering Education’s “Year of Action onDiversity.” It is essential that we have a diverse engineering workforce to solve diverseproblems. To do that and to have an engineering-literate public, it is essential that we reach everypreK-12 student with high-quality engineering education, drawing on issues of access and equity2015-ASEE-K12-Proposal-Form              Page 5 of 7                     WORKSHOP PROPOSAL FORM                2015 Annual ASEE K-12 Workshop on Engineering Education             “Authentic Engineering: Representing & Emphasizing the E in STEM”                               Presented by Dassault Systems                                     Saturday, June 13, 2015                                     8:00 A.M. – 5:00 P.M.                                  Sheraton Seattle | Seattle | WAin the classroom and in the curriculum. Reviewers would like to know how your proposedworkshop will address diversity.Provide a description of how you will explicitly address diversity – e.g., diversity with respect togender/sex, ethnicity or race, special education inclusion, socio-economic status, or LGBT status– in your workshop (maximum 2,000 characters):The activity has been specifically designed to appeal to students of any gender equally, due tothe topic of the problem. During the workshop, the facilitators will outline teaching methods toensure that both boys and girls participate equally.One unique aspect of this workshop on sound is the way in which it has been designed to appealto both hearing and hearing impaired students. At each stage of the workshop, the sound is madevisible. For younger (and even older) students, the resonance chambers illustrate the way thatsound vibrations change with pitch and intensity. The use of the IPad Visible Sound App showshow energy is distributed among different frequencies and literally makes the sound visible toeach student.Are there any online components to the proposal or presentation? (Note that these onlinecomponents may only be available to presenters or those who have their wireless subscriptions,since wireless may not be available during the workshop sessions.)          No          Yes       Please describe:Grade Level Target Audience (check all that apply):The activity has been done with students in each of the grade bands.  Primary (EC–2)  Elementary (3–5)  Middle School (6-8)  High School (9-12)Maximum Number of Participants:25     If this number is greater than 25, please describe how your workshop will equally engage     all participants.2015-ASEE-K12-Proposal-Form              Page 6 of 7                       WORKSHOP PROPOSAL FORM                    2015 Annual ASEE K-12 Workshop on Engineering Education                 “Authentic Engineering: Representing & Emphasizing the E in STEM”                                   Presented by Dassault Systems                                      Saturday, June 13, 2015                                      8:00 A.M. – 5:00 P.M.                                   Sheraton Seattle | Seattle | WAAll Seating is Classroom (tables and chairs).Audio Visual Equipment Requests:Note: An LCD projector, screen and podium with attached microphone are provided. Requestsfor additional equipment or resources (e.g., internet connection or laptops) will incur extracharges. If you do not have additional requests, please indicate with “Not applicable.”N/A                                        Reminder:Presenters must register and pay the registration fee to support their workshop attendance                                  and audio/video costs.                       Thank you for completing this proposal form!  Please review this document prior to submitting it to ensure that all items are complete.                                          ASEE USE ONLYDate Received:Received By:Proposal ID Number:2015-ASEE-K12-Proposal-Form              Page 7 of 7
AU  - Laura Bottomley
AU  - Elizabeth Anne Parry
CY  - Seattle, Washington
DA  - 2015/06/13
PB  - ASEE Conferences
TI  - Teaching Sound in Elementary, Middle and High School Physical Science Using Engineering Design
UR  - https://peer.asee.org/17121
DO  - 10.18260/1-2--17121
ER  -