Introducing Engineering into Texas
State Math and Science Curricula
Abigail C. Perkins and Carol L. Stuessy
Texas A&M University, College Station
November 10, 2011
SSMA 2011
Colorado Springs, CO
Mission Statement
To increase high school teachers’ and students’ literacy about
earthquake engineering by integrating appropriate knowledge,
skills, and tools into STEM mathematics and science
classrooms.
Phases of EEEP
Phase 1. Design Team
– Develop, field-test, and revise materials
Phase 2. Teacher Workshop
– Integrating innovation into STEM classrooms
Phase 1: Design Team Overview
• Foundation for 2012 EEEP
Teacher Workshop
– July 18-23, 2011
– Texas A&M University
• Earthquake engineeringbased instructional
materials
Phase 1: Design Team Background
Team
Member
Science
Math
Civil
Engineering
Sci. Ed.
Interdisc.
Professors (2)
(1)
(1)
Students (6)
Masters (2)
Ph.D. (2) Ph.D. (1)
Undergrad (1)
H. S. Teachers Earth Sci. (1) Algebra II,
(3)
Physics (2)
Calculus (1)
Distributed Expertise:
• Diverse backgrounds
• Conducive to authentic development
Phase 1: Design Team Objectives
• Provide hands-on, minds-on experience about:
– Roles of the engineer
– Integrated STEM domains
• Produce:
– Recommendations for workshop activities
– Classroom lessons
Phase 1 Product:
Classroom Lesson Example
Risk Awareness
The epicenter of an earthquake
occurs X mi away from a bullet
train traveling at 220 mph. If
they’re traveling in opposite
directions, and the earthquake
propagates with a speed of Y
mph, calculate the impulse of the
collision. How many people
would survive?
Seismic hazard map of the
southeastern U.S. provided
by the U.S. Geological
Survey
http://usgs.gov/ hazards
Phase 1 Product: Graph Analysis Lesson
Title of Lesson
Earthquake: Graph Analysis
Learning Question
What one can learn from graphs?
Student Performance
Expectation
a) Construct /analyze position-time graph
b) Construct /analyze a product of exponential decay
function and periodic motion
c) Richter scale literacy
Key Understandings
a) Slope as a rate of change
b) Amplitude and its relation to energy
c) Common logarithm and its applications
Lesson Synopsis
The students will be using worksheets with some data
representations
TEKS
IPC: 2C, 2D, 3C, 4A, PHYSICS 2A, 2C, 7A, 7B, 7C,
Learning Resources
Worksheets
Phase 1 Product: Harmonic Motion Lesson
Title of Lesson
Learning Question
Student Performance
Expectation
Harmonic Motion
What is harmonic motion and why it is important to study
this type of motion
a) Differentiate translational and harmonic motion
b) Identify important parameters describing harmonic
motion
c) How to construct a position-time graph that describes
periodic motion
Key Understandings
a) Period of motion, frequency
b) Amplitude of motion
c) The idea of damped oscillation
Lesson Synopsis
The students will be using physics simulations to
conceptualize the properties of harmonic motion
TEKS
IPC: 2C, 2D, 3C, 4A, PHYSICS 2A, 2C, 7A, 7B, 7C,
Learning Resources
http://phet.colorado.edu/en/simulation/mass-spring-lab
Phase 1: Feedback
“Now I can explain a lot better as to
why buildings fail and show how
engineers can test and make
structures that will not fail -or at
least stay in one piece and not
hurt people. Now I can
incorporate the engineering part
into a lesson so that it will
become a true STEM lesson for
my kiddos.”
-Design Team Teacher, Earth
Science
Phase 2: Teacher Workshop Overview
• Goal: Enable participants to design and
implement materials integrating earthquake
engineering into their own classrooms
• 24 teachers
• Texas A&M University
– June 10-16, 2012
• Provisions
Phase 2: Content Focus
• Earthquake engineers minimize risk
– link natural w/ designed environments
• Learners’ “needs to know”
• Urban infrastructure components:
– Water
– Transportation
– Communication
– Power
Phase 2: Component Interconnectivity
Phase 2: What Teachers May Expect
• Social learning
• Networked
communications portal
• Exemplary models of
teaching
Exemplary Activity Example:
Jell-O and Broccoli Simulation
• Simulates how
structures respond to
earthquakes
• Manually shake table to
mimic earthquake
• Attached sensors
generate graphical
representations
Summary: The Future of EEEP
EEEP aims to create a workshop that will benefit
teachers by:
• Contextualizing earthquake engineering into
STEM
• Lesson plans
– Individualized
– Field-tested
• Elucidating the science and math of everyday life
• Collaborating
• Integrate models and simulations
Acknowledgements
• Design team
Professors, teachers, students
• EEEP developers and facilitators
Drs. Carol Stuessy and Gary Fry
• Major support for EEEP is provided by the National Science
Foundation
• Design team 2011 and teacher 2012 workshops hosted by
Questions?
Comments?
Recommendations?
Criticisms?