Conference Session

Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Leslie Wilkins, Maui Economic Development Board

Tagged Divisions

K-12 & Pre-College Engineering

or higher and 47% from those $45,000 - $50,0003. Only34% of the student participants were female. However, the first event was notably successful inreaching younger students: 71% of attendees were freshman or sophmores.Year TwoThe second annual event was held in March, 2000. It was dubbed “I Am The Future, A HighTech Maui Boot Camp.” This time nine local tech companies helped plan, coordinate, andpresent the program to 50 students and 10 educators. Staff from the companies again presentedinformation on the range of job responsibilities and preparation required. In addition, a specialsession was held for teachers and counselors on the education requirements and desired skill setsfor new hires. Information on internships available at the Park

Conference Session

Supporting Diversity in Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lyndsey Alyssa Wright, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines

Tagged Divisions

K-12 & Pre-College Engineering

of the class filled in coloring sheetsabout the water cycle. Students were asked to identify the aquifer on their coloring sheets, andthere was a concurrent discussion about the importance of unpolluted aquifers and pure wellwater.A more complete description of the Spectroscope activity is provided in the Appendix of thispaper. Lesson plans for the remaining activities are available upon request from the first authorof this paper.Impact:This program is in its early stages of development. As such, a formal assessment program is inthe process of being developed. The future assessment plan will include evaluations of thestudents’ attitudes toward science and engineering, the knowledge development in these areasand students’ self-reports of

Conference Session

K-12 Professional Development II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ronald H Rockland, New Jersey Institute of Technology; Levelle Burr-Alexander, New Jersey Institute of Technology; Howard S. Kimmel, New Jersey Institute of Technology; John D. Carpinelli, New Jersey Institute of Technology; Linda S Hirsch, New Jersey Institute of Technology; Thomas Michael Tylutki, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

appropriate input/output (I/O) devices and LEGO components; construct a physical model; and write a software program that integrates the NXT brick for the computer-assisted surgery. 3. Illustrate the science, technology, and mathematics principles that are integrated into mock computer-assisted medical procedures and select the appropriate student performance indicators from the state content standards. 4. Apply an engineering design process to research, design, construct, computer program, and communicate robot designs for mock surgical procedures. 5. Prepare one or more lesson plans that integrate mock surgical procedures into the school/district curriculum, and propose instructional strategies or practices such

Conference Session

Curriculum Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

MD B. Sarder, University of Southern Mississippi

Tagged Divisions

K-12 & Pre-College Engineering

capabilities andthey help the company meet a schedule constraint if manufacturing the good is outside theschedule plan. There are also challenges and shortfalls with outsourcing. First there are alwaysthe cultural differences when outsourcing the work to overseas companies. This includescommunication issues that stem from differences in language and just simply the processes foraccomplishing the same task. Job loss in the U.S. is another side effect to outsourcing. Someexperts argue that outsourcing takes up the lower-level jobs and that allows Americans doperform the higher value jobs. But what that argument does not address is the impact it has onthe Americans that lose the lower-level jobs or the rising unemployment rate in the U.S. Manyworkers

Conference Session

Supporting Diversity in Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chung Hyuk Park, Georgia Institute of Technology; Ayanna Howard, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

sufficiently fast transfer rate.The Wiimote also has a BT module that can be interfaced wirelessly with the host PC. ThePC that controls the communication thus opens two BT connections, one with the NXT robotand the other with the Wiimote, handles the signals and manages the multi-modal feedbackprocess. Page 23.492.4Using this platform, programming instructions were developed that utilized screen readers torelay visually depicted information on the computer console and a lesson plan that provided1-on-1 instruction on basic programming syntax, compiling and downloading program to therobot, etc. The teaching protocol used was a modification on the NXT

Conference Session

Lessons learned

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ibrahim F. Zeid, Northeastern University; Ramiro g Gonzalez, Boston Arts Academy High School; Cassandra Wallace, Boston Arts Academy High School

Tagged Divisions

K-12 & Pre-College Engineering

of EBL in our courses, thechanges we have made, the obstacles we faced in integrating EBL into our chemistry andphysics/math courses, the results, students’ reactions and feedback, and what we have learned.We also present how we implemented our action plans we developed during the PD in ourclassrooms. One important lesson we have learned is to build capacity in the same high school,i.e. the more teachers who train and use the EBL methodology, the better and more effective theimplementation and the support system are as teachers can bounce ideas off of each other. Page 25.736.2 Introduction

Conference Session

Exemplary Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Lisa Pruitt, University of California, Berkeley; Eli Patten, University of California at Berkeley; Sara Atwood, University of California, Berkeley

Tagged Divisions

K-12 & Pre-College Engineering

plan in a specified format - A two-minute “elevator speech” demonstration for their peers, teachers and science center staff - Feedback on the project day from the elementary school students and science center staff as well as from course instructor and graduate student instructors - A write-up which detailed the project development, evaluation and lessons learned - Team members’ evaluations.The undergraduate students were asked to think about their exhibits from the point of view of the5th graders. Each group was asked to develop their learning objectives, explain their “hook” (how Page 15.236.6they planned to draw

Conference Session

Think Outside the Box! K-12 Engineering Curriculum

Collection

2010 Annual Conference & Exposition

Authors

Brittany Luken, Georgia Institute of Technology; Stacey Mumbower, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

Transportation Engineering. Duringthis session, six graduate students facilitated the three abovementioned activities. Severalimportant lessons were learned during the first implementation of the activities. First off, whenusing them in rotation it was determined that Activity 3 was shorter than the other two activities.Thus, to compensate, that lesson was expanded on by letting students make an original plan forhow everyone gets to their destinations and then posing questions that made some change theiroriginal plan. For example, students were questioned on whether or not the direction they hadtheir car traveling would be affected by rush hour traffic. By posing this and similar questions,students got to explore more factors that go into logistics

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Eric Daney, Downingtown Area School District & Villanova University; Aaron P. Wemhoff, Villanova University; Gerard F. Jones, Villanova University

Tagged Divisions

K-12 & Pre-College Engineering

grant and lays out theframework of instruction for a project-based unit focused on the structure and function of datacenters as well as their energy consumption. This project plans to be included as the culminatingproject for the established study of energy and energy consumption undertaken in the UniversalPhysic and Introduction to Engineering courses.II. The Framework The Essential QuestionThe question that is the central focus of the learning in this unit and is to be addressed by eachstudent team by the culmination of the project is: How can data centers make better use ofinfrastructure to improve efficiency in energy consumption? Project AimsProject aims are the intangible outcomes of a learning experience that cannot be

Conference Session

K-12 Outreach and Out-of-School Time Engineering Programming and Research

Collection

2014 ASEE Annual Conference & Exposition

Authors

Erin Jablonski, Bucknell University; Margot A. Vigeant, Bucknell University

Tagged Divisions

K-12 & Pre-College Engineering

engineering. Page 24.493.3There is a wealth of literature related to the need to draw diverse talent into STEM fields, and toinspire interest early in students‟ academic careers. If we are to build the capacity of pre-collegestudents to be leaders and innovators in the global technological workforce of the future, asarticulated in the National Action Plan for Addressing the Critical Needs of the U.S. Science,Technology, Engineering, and Mathematics Education System, and re-iterated in Preparing theNext Generation of STEM Innovators: Identifying and Developing Our Nation’s Human Capital,“the Nation must enhance its „ability to produce a numerate and

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Deborah Besser P.E., University of St. Thomas; Debra Monson, University of St. Thomas

Tagged Divisions

K-12 & Pre-College Engineering

are, including assessment plans; • analyze engineering education content and pedagogy; • list appropriate academic standards and resources.Multiple readings and discussions continued throughout and after the term online. Requiredreadings included: • A Framework for Science Education: Practices, Cross Cutting Concepts and Core Ideas,6 • The NSTA Reader's Guide to A Framework for K-1 Science Education,7 • Next Generation Science Standards1, • How People Learn: Brain, Mind, Experience and School8 and • Engineering in K-12 Education3.Course Content ModulesCourse content reflects experiences created to help the course participants construct a highquality engineering unit for K-12 students. Experiential learning was included in

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Crystal Jean DeJaegher, University of Virginia; Jennifer L. Chiu, University of Virginia

Tagged Divisions

K-12 & Pre-College Engineering

, intelligent process inwhich designers generate, evaluate, and specify concepts for devices, systems, orprocesses whose form and function achieve clients’ objectives or users’ needs whilesatisfying a specified set of constraints”.9 With the incorporation of engineering into theNext Generation Science Standards, engineering design becomes increasingly importantin K-12 settings. Precollege students and teachers are now charged with understandingengineering concepts and processes, such as defining problems, developing models,planning investigations, analyzing data, using mathematics, information technology, orcomputational thinking, designing solutions, and engaging in argument from practice1. Inthese settings it is also important to understand how

Conference Session

Middle School Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Cher C. Hendricks, Georgia Institute of Technology; Barbara Burks Fasse Ph.D., Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

interest in science-related activities, we plan to replicate this study next year once thefull-year curriculum in in place to determine whether an extended period in the SLIDERcurriculum can lead to changes in these areas. We have, in fact, collected baseline survey dataon the 7th graders who will be instructed with the SLIDER curriculum in their 8th grade year.Though this study supports the theory that instruction in PBL can positively affect students’attitude about science and their confidence in their science ability, it should be noted that thestudy took place in one school with a non-random sample. Additionally, due to constraints at theschool, we were not able to implement the full SLIDER curriculum and had to rely on a shorterintervention

Conference Session

Descriptions of Curricular and Model Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amy Hsiao, Memorial University of Newfoundland

Tagged Divisions

K-12 & Pre-College Engineering

extent ofknowledge, readiness, and comfort level of science teachers in teaching engineering andtechnology innovation.An extensive literature search was also conducted on pre-existing science experiment orlaboratory kits produced by other universities and published as peer-reviewed research, as wellas websites that sell products for science teachers in high school.ResultsThe response rate was 40% out of the total questionnaires distributed, with 90% of the responsesreceived online. In addition, 90% of the respondents were from schools outside of St. John’s, thecapital city of NL. Sixty-two (62%) percent of the respondents were male; 38% were female.Of all respondents, 71% indicated that they were aware of at least one student who had plans

Conference Session

Middle School Engineering Programs, Curriculum, and Evaluation

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mary Elizabeth Spencer, Queen's University; David S. Strong, Queen's University

Tagged Divisions

K-12 & Pre-College Engineering

specific topics such as chemistry and physics. Other includes ideas that did not follow acommon theme, some examples are know how to read floor plans, welding, and understandingmaterials. Page 22.601.7 Question 4 25 Percentage of Responses 20 15 10 5 0 Test

Conference Session

Gender and Minority Issues in K-12 Engineering

Collection

2010 Annual Conference & Exposition

Authors

Joan Kowalski, Penn State University - New Kensington; Tracie L. Brockhoff, Penn State University - New Kensington

Tagged Divisions

K-12 & Pre-College Engineering

, consequently, increase recruitment efforts and enrollment at XXXXUniversity, including XXXX XXXX. This effort is in direct relation to the XXXX CampusRecruitment and Retention Plan (Objective 3) which seeks to "integrate women from diverseeducational backgrounds into the engineering, engineering technology, and science programs atthe [XXXX XXXX] Campus to ensure their success and retention." The program is also gearedtoward reaching minority females in particular, which addresses Campus Goal D" to provide aholistic, caring and supportive learning environment for students of all ages, races, creed andgender."2 Eisenberg, Alissa. "Across country, more females in engineering." theDP.com. N.p., 14 Mar. 2007. Web. 25 Feb. 2010. .3 "WISE Institute K-12

Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2010 Annual Conference & Exposition

Authors

Tom Benton, University of Texas, Austin; Taylor Martin, Univ of Texas at Austin

Tagged Divisions

K-12 & Pre-College Engineering

 content and challenge type than time with the tool.  However, it is relatively easy to imagine a role that any of the above content categories might have played in week one’s vehicle design challenge; this increase is not obviously due to the prescriptions of the reverse engineering challenge.  The teachers had also recently completed creation of their first design challenge, including creating a lesson plan describing several days’ worth of activities in the classroom.  Having connected the first week’s challenge back to the classroom may play some plausible role in the change, especially as ‘Technology Content’ appears for the first time in more than half of the groups.  Also, teachers were free to choose their own subject for the reverse

Conference Session

Addressing the NGSS, Part 3 of 3: Supporting High School Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Erin Shaw, University of Southern California; Minh Tuan La, University of Southern California; Richard Phillips; Erin B. Reilly, University of Southern California Annenberg Innovation Lab

Tagged Divisions

K-12 & Pre-College Engineering

since high school when he attended Center for Advanced Technologies in Florida. His passion leads him to constantly ponder on how evolving technologies can be deployed to find it’s applicable usage. After completing his studies in USC, Minh pursues a career in Software Engineering.Richard Phillips Richard Phillips, University of Southern California Richard Phillips is an undergraduate student at the University of Southern California majoring in Computer Science and Business Administration. He was a sophomore when he wrote this paper, and is expected to graduate in 2016. He plans on getting his Masters in Computer Science as part of USC Viterbi Engineering School’s progressive degree program in 2017. After

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

James F. Groves, University of Virginia; Leigh R. Abts, University of Maryland, College Park; Gail Lynn Goldberg

Tagged Divisions

K-12 & Pre-College Engineering

many. To allow engineering to be taught effectively acrossthe K-12 education spectrum, particularly by teachers who themselves may not have studied orpracticed engineering, it is critical to articulate the important elements of engineering and toprovide specific assessment criteria that can be used to evaluate student proficiency with eachelement. As the elements and related assessment criteria are clearly defined, teachers can beginto consider lesson plans that teach engineering concepts at the appropriate level for theirstudents. This paper describes an ongoing effort to:  Identify engineering design as a cornerstone of K-12 engineering education,  Define expected learning outcomes for students studying engineering design

Conference Session

Addressing the NGSS, Part 3 of 3: Supporting High School Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Julia M. Ross, University of Maryland, Baltimore County; Jenny Daugherty, Purdue University, West Lafayette; Rodney L Custer, Black Hills State University

Tagged Divisions

K-12 & Pre-College Engineering

as alignment ofcontent with engineering concepts articulated in science standards, inclusion of well crafted,open-ended design challenges, and designed to enhance student engagement with scienceconcepts. The Teacher Practices themes include sub-components focused on items such asquality of group-based activities, encouragement of students to engage in thoughtful pre-planning, the generation of multiple solutions, and active reflection on engineering designpractices. As was the case with identifying the major categories, the leadership team engaged innumerous conversations and the sub-categories have gone through multiple iterations.Next, we developed descriptions of what implementation would look like across a spectrum ofimplementation

Conference Session

Outreach Along the K-12 Pathways to Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Susan A. Pruet, Mobile Area Education Foundation; James Van Haneghan, University of South Alabama; Melissa Divonne Dean, Engaging Youth through Engineering

Tagged Divisions

K-12 & Pre-College Engineering

of the STEM disciplines.IntroductionNumerous reports, beginning with Rising Above the Gathering Storm2 (and more recently fromthe President’s Council of Advisors on Science and Technology (PCAST)3 & 4, have raised ournation’s awareness of the dire need to transform K-12 education in order to prepare and inspirethe vast numbers of K-12 students needed to meet our nation’s STEM-dependent workforceneeds. In the summer of 2006, to address and rise above one city’s own “gathering storm,”business and community leaders approached the Mobile Area Education Foundation (MAEF)and requested their leadership in addressing K-12 issues related to STEM workforce needs forthe region. Following a year of collaboration and planning, a pilot initiative

Conference Session

Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Eugene Brown, Virginia Tech; Robert Kavetsky, Office of Naval Research; Robert L. Stiegler, NSWCDD; Peter N. Squire, NSWCDD; Juanita Jo Matkins, College of William and Mary; Gail Hardinge, College of William and Mary; John A. McLaughlin, McLauglin Associates

Tagged Divisions

K-12 & Pre-College Engineering

Page 11.1423.1 JOHN MCLAUGHLIN – Dr. McLaughlin is a senior consultant in strategic planning, performance measurement, and program evaluation. He is presently working on several projects including the Environmental Protection Agency, Health and Human Services Administration on Aging and Centers for Medicare and Medicaid Services, as well serving as the lead evaluation consultant to seven national centers.© American Society for Engineering Education, 2006 Page 11.1423.2© American Society for Engineering Education, 2006 VDP--A Mentor-Focused Middle School Outreach ProgramAbstractThe Virginia Demonstration Project (VDP) is a science and math

Conference Session

Ensuring Access to K - 12 Engineering Programs

Collection

2006 Annual Conference & Exposition

Authors

Taryn Bayles, University of Maryland-Baltimore County; Ted Foster, University of Maryland-Baltimore County; Dean Sheridan, Glen Elg High School, Howard County Public Schools, Maryland; Carolyn Parker, George Washington University

Tagged Divisions

K-12 & Pre-College Engineering

mechanism must be constructed ONLY with the provided materials. Two launches were allowed for distance (counting only the furthest distance) and four launches at the target (counting each of the four launches for accuracy). The ping pong ball had to be launched by one selected team member from the constructed mechanism, which had to be free standing and not taped to the launching table or floor starting position. Thirty minutes was allocated for the design, planning and construction phase. – The materials provided were: • 3 plastic cups • 10 tongue depressors • 8 rubber bands • 1 plastic spoon • 8 thumb tacks

Conference Session

Outreach to K-12 Females

Collection

2013 ASEE Annual Conference & Exposition

Authors

Muhittin Yilmaz, Texas A&M University-Kingsville (TAMUK); Nuri Yilmazer, Texas A&M University, Kingsville; Eusebio Cuellar Torres, Texas A&M University-Kingsville; Tamara Denise Guillen, Texas A&M University-Kingsville

Tagged Divisions

K-12 & Pre-College Engineering

Element up to 5 points Attendance Points (Max. 25 Points) 0-3 Absences up to 25 points School Attendance Record 4-6 Absences up to 15 points 7 or more Absences up to 5 points STEM Subjects: A total of eight STEM projects, popular to the South Texas students,from electrical, computer, environmental, mechanical, industrial, chemical, and architecturalengineering disciplines were developed by the faculty members under implicit lesson plans toexpose the students to STEM fields, to promote student enthusiasm

Conference Session

K-12 Engineering Resources: Best Practices in Curriculum Design, Part 2 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Aran W Glancy, University of Minnesota, Twin Cities; Tamara J Moore, Purdue University; Siddika Selcen Guzey, University of Minnesota, Twin Cities; Corey A Mathis, Purdue University; Kristina Maruyama Tank, Iowa State University; Emilie A. Siverling, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

K-12 Engineering Education5Key Indicator DescriptionProcess of Design (POD) Design processes are at the center of engineering practice. Solving engineering problems is an iterative process involving preparing, planning and evaluating the solution. Problem and Background Identification or formulation of engineering problems and research (POD-PB) and learning activities necessary to gain background knowledge Plan and Implement (POD-PI) Brainstorming, developing multiple solutions, judging the relative importance of constraints and the creation of a prototype, model or

Conference Session

Assessment and Evaluation of K-12 Engineering Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

David G. Rethwisch, University of Iowa; Melissa Chapman Haynes, Professional Data Analysts; Soko S. Starobin, Iowa State University; Frankie Santos Laanan, Iowa State University; Tom Schenk Jr., Northwestern University

Tagged Divisions

K-12 & Pre-College Engineering

glass) into binsto mimic sorting of recyclable materials. The marbles are sorted based on their opacity, which isdetermined by shining a light on the marble and determining the amount of ohms received by asensor on the other side. Students utilize software to adjust the sensitivity of the sensor, which is Page 25.107.3crucial for performance. 2 PLTW’s curriculum contains detailed daily lesson plans and is disseminated throughrigorous professional development courses. All PLTW teachers must attend a two week summertraining institute for each

Conference Session

The Role of Robotics in K-12 Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Cher C. Hendricks, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Tamra Williams Ogletree, University of West Georgia

Tagged Divisions

K-12 & Pre-College Engineering

, Georgia Institute of Technology Meltem Alemdar is a Research Scientist in Center for Education Integrating Science, Mathematics, and Computing (CEISMC) at Georgia Institute of Technology. Alemdar has experience evaluating programs that fall under the umbrella of educational evaluation, including K-12 educational curricula, after-school programs, and comprehensive school reform initiatives. Across these evaluations, she has used a vari- ety of evaluation methods, ranging from multi-level evaluation plan designed to assess program impact to methods such as program monitoring designed to facilitate program improvement. Her leadership evaluation work includes serving as a lead evaluator on NASA’s electronic professional

Conference Session

High School Engineering Programs, Curriculum, and Evaluation

Collection

2011 ASEE Annual Conference & Exposition

Authors

James C. Baygents, University of Arizona; Jeffrey B. Goldberg, University of Arizona; Jane Hunter, University of Arizona

Tagged Divisions

K-12 & Pre-College Engineering

this lead-time must be considered in planning. We also spoke with students and parents if necessary to explain the program.• Administering the classes and blending our processes with existing university systems – the University has well-structured processes for application and bill paying and these were constraints on the program. We went into each class to ensure that students filled out the applications appropriately. For billing, the COE rebated tuition in order to make the class affordable and competitive with community college tuition rates.• Community building – besides the teacher training, we held community building events for teachers and administrators. One of our strategies to help improve teacher

Conference Session

Core Concepts, Standards, and Policy in K-12 Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mike Ryan, Georgia Institute of Technology; Brian D. Gane, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

experience and context, by design, demands that students actuallyapply the science content knowledge and skills they learn in class.In PBIL, students identify what they know, what they need to learn more about, plan how theywill learn more, conduct research, and deliberate over the findings all together in an attempt tomove through and solve the problem. Working together in groups allows students to shareknowledge and to build off the ideas and knowledge of others. Through the nature of thiscollaborative setting, students often are in the position where they need to engage in articulation,justification, and explanation behaviors. PBIL promotes content learning and skills developmentbecause it focuses on the exchange of ideas and provides intrinsic

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Tirupalavanam G. Ganesh, Arizona State University; Lisa Stapley Randall, Arizona State University; Johnny Thieken, Arizona State University

Tagged Divisions

K-12 & Pre-College Engineering

have the necessary knowledge on how toextract the three different types of contaminants. The new teams were instructed to work throughthe following steps of the engineering design process to meet the challenge: identify the problem,gather information, imagine, plan, build, and test. Teams then presented their completed waterfiltration device, described their design, and reported their test results.Materials. The following materials were provided to each team of three students: aluminum foil,plastic wrap, paper towels, scissors, rubber bands, metric rulers, three or four 12 or 16 oz clean Page 22.442.6plastic drinking bottles (e.g., water, Coke