Conference Session

Fundamental: K-12 Students and Engineering Design Practices (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Amber L. M. Kendall, Tufts University Center for Engineering Education and Outreach

Tagged Divisions

K-12 & Pre-College Engineering

. a. What can you tell me about these bridges? b. What is good about this bridge? What is good about the other bridge? c. What is bad about this bridge? What is bad about the other bridge? 3. Which bridge do you think is the best bridge? Why do you think it is the best? 4. Ok, so this bridge isn't the best bridge. Can you think of how you would redesign it to make it better? Here are some LEGO bricks, and a Billy Goat, and two chairs.Figure 4. Kindergarten Interview ProtocolWhen asked to recall the specifications of the original bridge-building challenge, 2/3 of thegroups listed length, and 2/3 listed strength/sturdiness, which were explicitly stated in thechallenge. However, students also recalled some emergent

Conference Session

Research to Practice: STRAND 4 – K-12 Engineering Resources: Best Practices in Curriculum Design (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kristin M Brevik, North Dakota State College of Science; Kristi Jean, North Dakota State College of Science; Frank M. Bowman, University of North Dakota; Bradley Bowen, North Dakota State University

Tagged Divisions

K-12 & Pre-College Engineering

College of Science. She holds a Ph.D. from Georgia Institute of Technology, M.S. from Lehigh University and a B.S. from the University of North Dakota, all in Chemical Engineering. She serves as a female role model in K-12 STEM outreach and is trained in project design that incorporates scaling, sustaining and behavior influence strategies.Dr. Frank M. Bowman, University of North Dakota Dr. Frank Bowman is Associate Professor, Tom Owens Fellow, and Associate Chair in the Department of Chemical Engineering at the University of North Dakota. He holds a Ph.D. from the California Institute of Technology and a B.S from Brigham Young University, both in Chemical Engineering. His research interests include atmospheric

Conference Session

Descriptions of Outreach Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Craig J. Gunn, Michigan State University

Tagged Divisions

K-12 & Pre-College Engineering

-university.html3. Reynolds, B., M.M. Mehalik, M.R. Lovell, and C.D. Schunn. 2009. “Increasing student awareness of and interestin engineering as a career option through design-based learning.” International Journal of Engineering Education. Page 22.758.7

Conference Session

Broadening Participation

Collection

2012 ASEE Annual Conference & Exposition

Authors

Meagan C. Ross, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

well in math as boys2 Gender A Girls can achieve equally well in science as boys3 Gender B I am more likely to encourage a girl to pursue a STEM career than a boy I encourage boys to choose math and science classes when selecting4 Gender B coursework I encourage girls to choose math and science classes when selecting5 Gender B coursework6 Gender K I know that females are underrepresented in STEM occupations7 Gender K I know that stereotypes can lower girls' aspirations for STEM careers8 Bias A Most people perceive engineering as masculine9 Bias A Most people

Conference Session

K-12 Engineering and Pre-College Outreach Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Kauser Jahan, Rowan University; Kathleen Sernak, Rowan University

Tagged Divisions

K-12 & Pre-College Engineering

by a local high school teacher to allow the teachers toend their long day on a creative note. Teachers were taught a special technique of using a gridon an existing picture and preparing their own paintings. This exercise was also connected toengineering via simple examples such as the following: a) the role of engineers in developing materials such as paints, colors, dyes etc. b) the legacy of Leonardo Da Vinci to engineering c) the infusion of grids and the concepts of scaling.Assessment: Data is available from the summer of 2006 when the first ECT workshop wasoffered. Daily surveys were conducted to gauge the quality of the workshop activities.Participants were also encouraged to provide comments about every activity. Survey results

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

Page 24.820.9 of Technology Studies, 36(1), retrieved from: http://scholar.lib.vt.edu/ejournals/JOTS/v36/v36n1/daugherty.html4. Williams, C. B., Lee, Y. S., Gero, J. S., & Paretti, M. C. (2012, October). Examining the Effect of Design Education on the Design Cognition: Measurements from Protocol Studies. In 2012 Frontiers in Education Conference Proceedings (pp. 1-6). IEEE.5. Collins, A., Brown, J. S., & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American Educator, 6(11), 38-46.6. White, B., & Frederiksen, J. (2005). A theoretical framework and approach for fostering metacognitive development. Educational Psychologist, 40(4), 211- 223.7

Conference Session

K-12 Engineering Outreach Programs

Collection

2008 Annual Conference & Exposition

Authors

Susan Powers, Clarkson University; Bruce Brydges, SUNY Potsdam; Gail Gotham, SLL BOCES; James Carroll, Clarkson University; Peter Turner, Clarkson University; Douglas Bohl, Clarkson University

Tagged Divisions

K-12 & Pre-College Engineering

G ApplicationTaxonomy to add a second dimension E(Figure 1), 10 thereby providing anexcellent framework to capture the Comprehension A B“rigor and relevance” that hands-on Acquisition Application Awarenessand project-based learning can bring to world predictable situations

Conference Session

Engineering in High Schools

Collection

2008 Annual Conference & Exposition

Authors

Mitchell Nathan, University of Wisconsin - Madison; Natalie Tran, University of Wisconsin - Madison; Allen Phelps, University of Wisconsin - Madison; Amy Prevost, University of Wisconsin - Madison

Tagged Divisions

K-12 & Pre-College Engineering

. Thecurriculum-analysis procedures include the following steps: (a) Identify specific learning goals toserve as the intellectual basis for the analysis; (b) Make a preliminary inspection of thecurriculum materials to see whether they are likely to address the targeted learning goals; (c)Analyze the curriculum materials for alignment between content and the selected learning goals; Page 13.1268.5(d) Analyze the curriculum materials for alignment between instruction and the selected learning 5goals; (e) Summarize the relationship between the curriculum

Conference Session

Ensuring Access to K - 12 Engineering Programs

Collection

2006 Annual Conference & Exposition

Authors

Lawrence Genalo, Iowa State University; Jamie Gilchrist, Iowa State University

Tagged Divisions

K-12 & Pre-College Engineering

LEGO Egg Drop Paper Egg Drop Standards Used Programming Basic Domain/topic/benchmark A. Science as Inquiry NSES · abilities necessary to do scientific inquiry X X X B Physical Science NSES

Conference Session

Fundamental: K-12 Students and Engineering Design Practices (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mary McCormick, Tufts University; Jessica Watkins, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

called for a shift in the focusof student learning in engineering design from specific content knowledge4 todisciplinary core ideas and practices2. This shift requires that educators, curriculumwriters, and researchers develop student learning experiences that share central aspects ofprofessional engineering situations – i.e., problems that are open-ended, ill-defined, andoccur within rich, socio-material contexts5. To develop informed approaches, thecommunity needs a deeper understanding of the phenomenological aspects of studentlearning and engagement that unfold in rich, multilayered learning situations6-8. In thiswork, we examine how students learn to manage “messy” design situations9, in whichthey must make assumptions, accommodate

Conference Session

Engineering in K-12 Science and Mathematics Standards

Collection

2013 ASEE Annual Conference & Exposition

Authors

Tamara J Moore, University of Minnesota, Twin Cities; Kristina Maruyama Tank, University of Minnesota, Twin Cities; Aran W Glancy, University of Minnesota, Twin Cities; Jennifer Anna Kersten, University of Minnesota, Twin Cities; Forster D Ntow, University of Minnesota, Twin Cities

Tagged Divisions

K-12 & Pre-College Engineering

, and water supply issues), which will help to bring about an awareness of realistic problems that exist in today’s ever changing global economy. Example Standard - Pennsylvania 3.4.6.B: Describe how economic, political, and cultural issues are influenced by the development and use of technology. (grade 6)"" Page 23.1234.9""" A well-designed K-12 engineering education should expose students to the ethical considerations inherent in the practice of engineering. They have the responsibility to use

Conference Session

Addressing the NGSS, Part 1 of 3: Supporting K-8 Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mary McCormick, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

’ actions and reasoning in this phase align with NGSS performanceexpectations. They are planning and carrying out investigations (3-5-ETS1-3): they havedeveloped a test (“running water through it on a sink”) to test the permeability of multiplematerials (e.g., “cloth” and “lighter material”) with the intent of identifying an optimal solutionfor a required flow rate (“a cup every 20 minutes”). In doing so, they are also accessingdisciplinary core ideas, such narrowing the scope of their problem space (ETS1.A) anddeveloping possible solutions (ETS1.B). Additionally, the boys are taking constraints intoaccount, such as availability of materials, (3-5-ETS1-1), communicating with each other as theytest (3-5-ETS1-2), and evaluating test outcomes based on

Conference Session

Engineering Collaboration: Faculty & Student in K-12 Programs

Collection

2010 Annual Conference & Exposition

Authors

Robert Edwards, Penn State Erie, The Behrend College; Kathryn Holliday-Darr, Pennsylvania State University-Erie, The Behrend College; Melanie Ford, Pennsylvania State University, Erie

Tagged Divisions

K-12 & Pre-College Engineering

of the American Society for Engineering Education Annual Conference & Exposition, 2004.4. L. J. Genalo, M. Bruning, B. Adams, “Creating a K-12 Engineering Educational Outreach Center,” Proceedings of the 2000 American Society for Engineering Education Annual Conference & Exposition, 2000.5. L. Anderson, K. Gilbride, “Bringing Engineering to K-12 Classrooms – Initiatives and Results,” Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition, 2003.6. http://www.pltw.org7. http://www.TryEngineering.org8. E. Mazur, A. Fagen, C. Crouch, J. P. Callan, “Classroom Demonstrations: Learning Tools or Entertainment?,” American Journal of Physics, 2004. 72(6

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nicole D. Berge, University of South Carolina; Charles E. Pierce, University of South Carolina

Tagged Divisions

K-12 & Pre-College Engineering

, 1988, pp. 38-43.3. Pierce, C.E., Caicedo, J.M., and Flora, J.R.V. “Engineering EFFECTs: Strategies and Successes in Introduction to Civil Engineering,” 4th Annual First-Year Engineering Education (FYEE) Conference, 2012, Pittsburgh, PA, pp. F2B1-6.4. Pierce, C., Caicedo, J., Flora, J., Timmerman, B., Graf, W., Nichols, A., and Ray, T. “Engaging Students in Critical Thinking: An Environmental Engineering EFFECT,” ASEE Annual Conference & Exposition, AC 2010-1752, 2010, 10 pp. Page 23.1315.45. Wait, I.W., “Solar Power System Design to Promote Critical Thinking in Freshman Engineering Students,” ASEE

Conference Session

Pre-Service Development Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kristen Bethke Wendell, University of Massachusetts Boston

Tagged Divisions

K-12 & Pre-College Engineering

not dothis immediately. Instead, the conversation takes off in the direction of proposing features for anabove-bed storage device. About two minutes in, after several options for storage access havebeen voiced, PST F notices the post-it notes and asks if they should write on them. Four out ofthe six group members do so at this point. The resulting post-it notes say “Locker Safe,” “built inchest w/keypad,” “high cubby/door; sliding drawers,” and “crawl space over bed w/removableladder.” A discussion of the “chest w/ keypad” idea leads PST B to decide the product should becalled “Chameleon Safe.” After PST F reminds the group that a solution has to be pitched to therest of the class, they brainstorm options for the safe’s locking mechanism. PST

Conference Session

Fundamental: Home, Parents, and Other Out-of-School Issues Related to K-12 and Pre-college Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jacob Inman, INSPIRE Institute for Pre-College Engineering Education; Monica E Cardella, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

. Page 26.814.11AcknowledgementsThis study was supported by the INSPIRE Institute for Pre-College Engineering at PurdueUniversity.References[1] Cech, Erin A. 2013. "The Self-Expressive Edge of Occupational Sex Segregation." American Journal of Sociology 119(3):747-89[2] Ceci, S. J. & Williams, W.M. (2011). Understanding Current Causes of Women's Underrepresentation in Science.Proceedings of the National Academy of Sciences, 108, doi:10.1073/pnas.1103900108 .[3] Meece, J. L., Glienke, B. B., & Burg, S. (2006). Gender and motivation. Journal of School Psychology, 44, 351−373[4] Auster, C. J., & Mansbach, C. S. (2012). The gender marketing of toys: An analysis of color and type of toy on the

Conference Session

Assessing Perceptions of Engineers and Engineering

Collection

2006 Annual Conference & Exposition

Authors

Olga Pierrakos, Virginia Tech; Michael Alley, Virginia Tech; Pavlos Vlachos, Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

be able to (a) articulate and recognize the role and importance of engineering insociety, (b) identify physical mechanisms and phenomena relevant to various simple everyday Page 11.1407.6applications, (c) appreciate the interdisciplinary and multidisciplinary character of modernengineering, and (d) develop awareness of emerging engineering fields and of future researchtrends and challenges. Furthermore, the specific objectives varied for each group of students considering eachgroup’s educational level. For the freshmen engineers, the main objective was to introduce themto various research areas as a means of illustrating the diversity

Conference Session

Addressing the NGSS, Part 1 of 3: Supporting K-8 Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Morgan M. Hynes, Purdue University, West Lafayette; Tamara J. Moore, Purdue University; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

those that kept going through the redesign phase and he had some setbacks and ... he's a slacker kid that really stepped up.Sonya recognizes something that makes the creation technically advanced (namely, themechanism that helps it climb stairs), but maybe not quite able to identify what exactly makesthe configuration technically difficult. This may be due to her own lack of engineering ortechnology knowledge in this case. Maria comments on her students’ technical know-how: Maria: Technical knowledge it was ok because they were both working very hard. One day Student A was absent and Student B was doing. I don't know for some reason he destroyed the whole thing and the next day

Conference Session

Outreach to K-12 Females

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jani M Pallis, Cislunar Aerospace, Inc.; Jill L McNitt-Gray, University of Southern California

Tagged Divisions

K-12 & Pre-College Engineering

tunnel for either atour or for actual usage. With the exception of 2012’s program, the wind tunnel’s testsection was large enough to place a cycle with an athlete into the tunnel. The girls wereallowed to stand inside the tunnel as well as observe a variety of flow visualization andaudio (they could hear when the drag was reduced) techniques used to determineaerodynamic drag.The athlete stationed in the wind tunnel on a cycle tested a baseline (unmodified helmet)and each student team’s modified helmet. In 2012, a wind tunnel with a smaller testsection was used. Each helmet was tested on a Styrofoam wig head holder. Figure 2 a) Tuft Test and b) Modified HelmetsBiomechanics - Motion Capture and Analysis (Lecture, Hands-on

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

John C. Bedward, North Carolina State University; Eric N. Wiebe, North Carolina State University; Lauren Madden, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering


overview

 
 
b.
Relates
lesson
to
previous

 




lessons/activities

c.
Assesses
prior
knowledge

 
d.
Uses
science
notebooks*
 
e.
Uses
graphics**
 
Scale:
1­
Present
0­
Absen
t*Notebooks
use
will
be
addressed
in
detail
later
on
in
protocol.**Graphics
will
be
addressed
in
detail
later
on
in
protocol

II.
EVENT
LOG/SYNOPSIS:
Instructions:

Create
an
event‐driven
synopsis
for
the
class
period
describing
both
teacher
and
student
actions
during
each
event.

Shorthand
codes
for
modes
of
instruction
and
teaching
materials
can
be
found
in
the
table
below
the
log.

Refer
to
graphics
as
Graphic
A,
B,
etc.,
as
these

Conference Session

Secondary (6-12) Outreach

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nancy Healy, Georgia Institute of Technology; Angela Berenstein

Tagged Divisions

K-12 & Pre-College Engineering

a final contest to see who had the best working Rube Goldberg device (launchinga ping pong ball with nitinol wire as the trigger; it also included information on energy transfers).With the camp revision, we also developed a new evaluation instrument that continued using the“general” information questions but expanded to include questions pertaining to contentknowledge. We wanted to know if camp participants understood the nano concepts and if theyhad gains in science content knowledge. Figure 1a & b provides examples of the type of contentknowledge questions. The instrument was first used in summer camps in rural South Georgiathat were associated with a teacher professional development program. This program requiredthe teachers to offer

Conference Session

Engineering in High School

Collection

2006 Annual Conference & Exposition

Authors

Tammy VanDeGrift, University of Portland; Sheryl Burgstahler, University of Washington; Richard Ladner, University of Washington; Annemarie Poginy, University of Portland

Tagged Divisions

K-12 & Pre-College Engineering

theCollege of Engineering and Computer Science, the College of Education, and Computing andCommunications at the University of Washington. This Center undertakes a variety of activitiesthat lead to college and career success for people with disabilities. One of these programs iscalled the DO-IT Scholars program. DO-IT Scholars are high school students who want topursue postsecondary studies and careers but face significant challenges due to their disabilities.The program has three key components: (a) residential Summer Study on the university campus,(b) year-round computer and Internet activities, and c) work-based learning.While participating in the program, DO-IT Scholars develop social, academic, and career skillsin preparation for postsecondary

Conference Session

Engineering in High School

Collection

2006 Annual Conference & Exposition

Authors

Don Engelberg, Queensborough Community College; Cheryl Bluestone, Queensborough Community College; Amy Bieber, Queensborough Community College; James Valentino, Queensborough Community College; Patrick Wallach, Queensborough Community College; Joseph Goldenberg, Queensborough Community College; Clara Wajngurt, Queensborough Community College; Paul Marchese, Queensborough Community College

Tagged Divisions

K-12 & Pre-College Engineering

2006-518: QCC TECHASCEND: NSF-SPONSORED AFTER-SCHOOL PROGRAMAIMED AT POTENTIAL TECHNICIANSDon Engelberg, Queensborough Community College Principal Investigator Dr. Don Engelberg holds a B. S. degree from the Massachusetts Institute of Technology and M. A. and Ph. D. degrees in physics from Columbia University. In addition to coordinating the entire TechASCEND project, he served as instructor for the fiber optics unit. Dr. Engelberg has served as P. I. for two previous NSF grants related to fiber optic telecommunications. In addition to his publications related to physics education, he has published on nuclear and particle physics and the history of physics. He has also directed grants under the

Conference Session

Engineering in High Schools

Collection

2008 Annual Conference & Exposition

Authors

David Crismond, The City College of New York

Tagged Divisions

K-12 & Pre-College Engineering

reasoning is critical for students to noticeflaws in their designs, change them and so improve the quality of their final products through theprocess of iterative design. Teaching students diagnostic reasoning in the context of doing Page 13.1259.2technological or engineering design can become an authentic context in K-12 settings for: (a) Teaching science and engineering science concepts related to how the device works; (b) Using inquiry-like observational skills and the capability to zoom in/zoom out attention when analyzing products; (c) Developing a description of the desired behavior of the planned device; and, (d

Conference Session

Research to Practice: STRAND 4 – K-12 Engineering Resources: Best Practices in Curriculum Design (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marion Usselman, Georgia Institute of Technology; Mike Ryan, Georgia Institute of Technology; Jeffrey H Rosen, Georgia Institute of Technology; Jayma Koval, Georgia Institute of Technology; Sabrina Grossman, CEISMC: Georgia Tech; Nancy Anna Newsome, CEISMC - Georgia Tech; Marcela Nicole Moreno, CEISMC

Tagged Divisions

K-12 & Pre-College Engineering

content and practicesusing LEGO Mindstorms NXT as the instructional manipulative. Using Design-BasedImplementation Research (DBIR) methods, the team has documented the curriculum designdecisions that resulted from iterative cycles of A) design and creation of materials, B) teacherprofessional learning sessions, C) enactment by teachers in 8th grade classrooms, D) observationand data collection, and E) problem redefinition and curriculum redesign. These activities havetaken place in a diverse set of public schools, ranging from a low-income but fairly stable ruralschool, to a suburban school with a rapidly changing demographic population and high studentturnover, to a stable and high performing affluent school.This paper will focus on the benefits

Conference Session

Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Elizabeth Eschenbach, Humboldt State University; James H. Johnson, Howard University; Chris Brus, University of Iowa; Dan Giammar, Washington University; Bette Grauer, McPherson High School; Patricia Carlson, Rose-Hulman Institute of Technology; Liesl Hotaling, Stevens Institute of Technology; Gbekeloluwa Oguntimein, Morgan State University; Steven Safferman, Michigan State University; Tim Wentling, National Center for Supercomputing Applications

Tagged Divisions

K-12 & Pre-College Engineering

community, government, and industry. The goals ofvertical collaboration are to (a) enhance environmental science education at all levels, (b)accelerate the exchange of information and ideas between educators and students from K-12through post-graduate education, and (c) promote the development of relationships betweenindividual educators that will be mutually beneficial. The goals of vertical collaboration will bemet by (a) providing forums for interaction among educational groups that currently haveminimal contact, (b) creating hands-on and virtual educational activities for multi-level groups,and (c) establishing multi-level collaboration as core components of WATERS Network projects.Further, the cyberinfrastructure of WATERS Network can provide

Conference Session

Thinking, Reasoning, and Engineering in Elementary School

Collection

2009 Annual Conference & Exposition

Authors

Irene Mena, Purdue University; Brenda Capobianco, Purdue University; Heidi Diefes-Dux, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

. Each test focused on threedomains of knowledge: 1) knowledge of specific science and mathematics content; 2) knowledgeof the engineering design process; and 3) knowledge of the work of different types of engineers.Science and mathematics concepts and related content were determined by the teachers; in Page 14.1057.5grades 3 and 4, this was simple machines and in grade 5, water. An example of a contentquestion included the following: A simple machine: A) makes energy; B)uses energy to completea task; C)does not involve energy; D)does not need energy to do work. An example of a designquestion was: Mary and Tom are working on the design of a soccer

Conference Session

Pre-Service Development Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Daniel Tillman, The University of Texas at El Paso (UTEP)

Tagged Divisions

K-12 & Pre-College Engineering

. How does an instructional technology course featuring digital fabrication activities affect preservice elementary teachers' science teaching efficacy beliefs? 2. What are preservice elementary teachers’ strategies to use instructional Page 23.517.3 technology and digital fabrication activities within science teaching in the future?  MethodsThis study collected data from 42 preservice elementary teachers enrolled in one of threesections of an undergraduate course, Teaching With Technology, in two consecutiveacademic semesters. The first two sections (Section A and B) of the course constitutedthe intervention group, and 25% of the

Conference Session

Innovative K-12 Engineering Programs

Collection

2008 Annual Conference & Exposition

Authors

Jacqueline Isaacs, Northeastern University; Jay Laird, Metaversal Studios; Lisa Regalla, Museum of Science Boston; Carol Barry, University of Massachusetts-Lowell; Ahmed Busnaina, Northeastern University

Tagged Divisions

K-12 & Pre-College Engineering

dominant force, causing Harold to plummet to the floor.In World 1, players also learn about the effects of surface area on adhesion and can crawl toincrease contact with the surface and thus, increase adhesion. In addition, Harold can takeadvantage of the water “power-up” item, which is found scattered through the levels, totemporarily increase his adhesion. Finally, Harold can lure enemies onto rough surfaces, whichdecreases adhesion, making it easier for enemies (or Harold) to be pulled off the ceiling and fall. Figure 2 a & b: Depictions of Harold, as Geckoman, evading enemy assault in Worlds 2 and 3In World 2 – a puddle on the laboratory floor shown in Fig.2a, Harold is still at the nanoscale

Conference Session

Best Practices in K-12 and University Partnerships

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mercedes McKay, Stevens Institute of Technology; Stacy S. Klein-Gardner, Vanderbilt University; Kathy Ann Zook, Adams 50 School District; Megan Yoder, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines; Michael Hacker, Hofstra University; David Burghardt, Hofstra University; David Crismond, City College of the City University of New York; Christopher Malanga; Timothy James Johnson, S. F. Austin High School, Houston ISD; Brent C Houchens, Rice University

Tagged Divisions

K-12 & Pre-College Engineering

and the reasons we use them was discussed as wellas the impractical and unlikely potential of removing hydrates from our environment. On dayfour, the students began to build their own environments using plasticine clay and plasticshoeboxes. These environments were filled with water and later polluted using dirty motor oil. Avariety of measurements were taken and mathematically tracked, as is described in Appendix A.Additionally, pictures of students’ environments are provided in Appendix B. Before simulatingan oil spill, the students developed a plan and brainstormed methods for cleaning theirenvironments using materials that they would be responsible for bringing to class. The last day ofthe lesson, Megan led a class discussion on what the