Advancing education through STEM.
MATERIALS AS AN
INTRODUCTION TO SCIENCE
AND TECHNOLOGY
Aaron S Blicblau
Swinburne University of Technology
ablicblau@swin.edu.au
FEIS
Engineering and Science Education Research
(ESER) Group
First International Conference of STEM in Education: 26 & 27 November 2010
Queensland University of Technology, Brisbane, Australia
Many scientific principles can be learnt by an
understanding of materials behaviour for
different situations
considerable preliminary work on materials in
schools and life generally forms the basis of
students’ later work in science and technology
hacknmod.com
Where are the Materials?
• Early childhood
• curiosity exploration investigation purposeful play
observation
• Primary
• trial-and-error  make and break
 measurement
• Junior secondary
• science for living + science inquiry + contemporary
science/research
• Senior secondary = physics, chemistry, biology
• +
• Tertiary applications-based multi-disciplinary science course
• ? other specialised courses?
As students progress in their learning of basic
science and mathematics, they can apply this
knowledge to analyze the behaviour of materials
as components or structures
• . Hidden amongst all the
scientific and technological
concepts are the properties and
applications of materials• Science
– Physics
– Chemistry
– Maths.
tradeget.com
Further work at the primary levels and
kindergarten programs encourage exploration
and invention in the visual arts.
Kindergarten students make art by drawing, painting,
moulding clay, weaving or stitching with fibres and
fabrics, constructing three-dimensional objects, and
so on,
all utilising the properties and processes of materials
science and engineering
grade2browville.blogspot.com
artprojectsforkids.org
In early primary levels, students manipulate
playdough, compose with leather appliqué,
construct with paper mache, or play with icy
poles
amily.jmmyers.com
makethemyourself.com
Analysis of school curricula indicates that
materials science is taught in various guises
using examples of materials or “stuff” disguised
as mathematics, physics, chemistry, and
technology
student activities may include
building spaghetti bridges,
freezing and heating water,
comparing the weight and
nature of different materials
NOT necessarily
understanding or realising the
scientific and engineering basis
involving materials
universe.nasa.gov
Materials science is taught in various guises
using examples of materials or “stuff”
disguised as mathematics, physics, chemistry,
and technology
building spaghetti bridges aka real bridges
http://www.okanagan.bc.ca/departments/engineeringtechnologies/spaghettibridge.html
Moulding clay utilises rheological properties
of polymers, leather appliqué employs
composite materials processing.
ehow.com
eco-cubby.typepad.com
. At university, “stuff” is discovered in courses
about materials science, engineering, and
technology.
The integration of materials into tertiary studies
is developed from the realization of students’
basic knowledge of scientific concepts and
principles gained from junior and senior school
about “stuff
In Victorian,
there are thousands of students
in the primary level
and middle secondary level
who all are exposed to some aspects of MSE
in various guises in their science subjects.
mse.gatech.edu
So how many students in Victoria- enrolments
over the 1-12 levels. (DEECD, 2010)?
*government schools #all schools
Primary*
Secondary*
Year 12#
Physics#
Chemistry#
2006
307576
222826
42887
6827
8671
2007
306223
222290
41377
6831
8891
2008
305005
223331
42294
6490
8935
2009
306304
223422
41200
6697
9005
Derived from VCE enrolment data http://www.vcaa.vic.edu.au/vcaa/vce/statistics
Victorian Student Physics and Chemistry
Enrolments as a proportion of all year 12
enrolments from 2006-2010 which is where
much of materials concepts are taught.
Percenatge of Year 12 Enrolment
Physics
Chemistry
25
20
15
10
5
0
2006
2007
2008
2009
Year of Enrolment
Derived from VCE enrolment data http://www.vcaa.vic.edu.au/vcaa/vce/statistics
2010
VCE Unit 4 Science enrolments indicating the
spread of materials teaching in different
science areas
Total enrolments in Unit 4 VCE Sciences
Number of students
16000
14000
12000
Biology
10000
Chemistry
8000
Physics
6000
Psychology
4000
2000
0
95 996 997 998 999 000 001 002 003 004 005 006 007
9
1
1
1
1
1
2
2
2
2
2
2
2
2
Year
•
Presentation at the 2008 STAV/AIP
Physics Conference
•
Maria James, VCAA
•
15 February 2008
VCE Unit enrolments incorporating many
materials concepts in units 1 and 2, eg
Nuclear physics, Energy from the nucleus, and
from unit 3, Materials and their use .
Differential in student numbers between Units 1&2, and
Units 3&4 VCE Physics
400
300
Unit 1 to Unit 2
200
Unit 3 to Unit 4
100
0
19
95
19
96
19
97
19
98
19
99
20
00
20
01
20
02
20
03
20
04
20
05
20
06
20
07
Decrease in students
500
Year
•
Presentation at the 2008 STAV/AIP Physics Conference
•
Maria James, VCAA
•
15 February 2008
Enrolment decreases between student year
levels- but unit 2 and unit 3 contain materials
concepts!
Differential in student numbers between Units 1&4, and
Units 2&3 VCE Physics
4000
3000
Unit 2 to Unit 3
2000
Unit 1 to Unit 4
1000
0
19
95
19
96
19
97
19
98
19
99
20
00
20
01
20
02
20
03
20
04
20
05
20
06
20
07
Decrease in students
5000
Year
•
Presentation at the 2008 STAV/AIP Physics Conference
•
Maria James, VCAA
•
15 February 2008
Tertiary pre-requisites
• Do tertiary pre-requisites impact on student VCE
study selection?
• 13.8 % of Science-requiring tertiary courses have
Chemistry as a prerequisite
• 3.9% of Science-requiring tertiary courses have
Physics as a prerequisite
• 0.6% of Science-requiring tertiary courses have
Biology as a prerequisite
• 21.6% of Science-requiring tertiary courses have
Mathematics Methods (either) as a prerequisite
•
Presentation at the 2008 STAV/AIP Physics Conference
•
Maria James, VCAA
•
15 February 2008
Students are able to use knowledge acquired
at school in both their everyday life and to
further their academic knowledge
• Despite most students not enrolling in physics or
chemistry in years 11 and 12,
• because of their early exposure to “matter’ and;
”stuff” all students have a grounding in basic MSE
ga.rhul.ac.uk
Underlying ideas teachers should have for
teaching about materials
•
•
•
•
•
•
•
Properties of Materials
How strong is it?
Changes in materials
What is the effect of temperature
Production of Materials
How do I make it?
Describing and Identifying
materials
• What is it made from?
• Using Materials
• Where can I use it?
Developing a student’s curiosity of the
Material world.
Question
What are objects made of?
What are materials?
What is a substance?
What are properties of
objects?
What are properties of
materials?
What observable properties
distinguish objects and
material?
Answer
An object is made of a
material
A material is composed of
substances
A substance is composed of
one or more elements
Strong, weak light, heavy,
breakable
Strong, weak light, heavy,
breakable
Shape, size, weight
Enhancing a student’s interest in the Material
world.
• Early explorations in
science, during the
middle and later years
of high school the
students investigate the
Natural and
engineering aspects of
materials
ecosalon.com
For example they may describe
• interactions between large
beams in buildings,
• or the effect of
temperature on strength,
• the application of magnetic
and non-magnetic
materials,
• and perhaps the
development of highly
technical objects and
structures.
panoramio.com
Impact on science studies for middle level of
high school
• assess the form, function, potential and suitability of materials
• select and use materials in order to achieve desired effects
• understand the physical, chemical and aesthetic characteristics of
materials
• use various types and combinations of materials
• understand and use tools and items of equipment that are suited to
manipulation of material
• create specific products and effects using materials
• process, preserve and recycle materials
• appreciate the environmental impact of the use of different
materials
• explore how materials were used and modified in the past and how
emerging materials are being developed
• use materials safely and judiciously.
By the time students reach years 11 and 12
of high school, they have usually decided
which areas or discipline they wish to
specialise in so that they are able to achieve
their entry into a tertiary course.
• physics and chemistry, these
contain specific units or sections
dealing with materials.
• students who are not so
academically inclined, they also are
able to choose subjects which
contain substantial materials
content. - albeit on a non-theoretical
basis -commonly referred to as
technology subjects.
Specific examples of the Year 12 core Physics
and Chemistry
Physics
Materials Related
Content
Chemistry
Materials Related
Content
Detailed study 3 and 4 Materials and their use
in structures. The type of force acting upon
the material, the shape of the material and
how the material is used can influence the
behaviour of a structure.
•analyse and explain the properties of
construction materials,
•and evaluate the effects of forces and loads on
structures and materials.
•extends physics ideas to use of synchrotron
radiation to investigate the structure and
chemical bonding of particular materials and
provides examples of important applications of
this technology qualitatively, and simple twodimensional diffraction patterns..
Area of study 2 Materials
•focuses on the structure, properties, and
applications of materials.
•investigate how the bonding models were
developed to explain the properties of materials.
use these models to explain the properties and
structure of metals, ionic compounds, and
molecular, covalent network lattice and covalent
layer lattice substances.
•explore the role of surfaces in the applications of
nanotechnology.
•investigate the uses of materials and how these
have changed.
• Eg corrosion prevention or limitation and carbon
nanotubes and self-repairing materials.
•development and application of ‘smart’
materials.
Preliminary MSE Tertiary Studies
• At most universities the first
year of most engineering
courses encompass major
scientific concepts learnt in
high school physics and
chemistry with mathematical
skills often employed as the
tool of analysis.
• These concepts are quickly
expanded upon to involve
practical applications in
major engineering situations.
Teaching area of materials science and
engineering is used to combine the
knowledge students may have gained in
school from their involvement with science
subjects
• containing elements of physics, chemistry, and mathematics,
together with historical facts allied to technological
developments.
• Examples of teaching school scientific concepts are expanded
and formulated to develop a transition to engineering
situations.
• These are given through case studies, laboratory work, oral
presentations, tutorial activities, e.g. building bridges and the
oft used written reports
What have the students learnt?
• What the students often do not realise is that they
have already started to learn about these MSE areas
at primary and high school level without realising the
engineering relationships
http://www.zimbio.com/Shoes+And+Fashion/articl
es/4859/Asics+Gel+Kayano+15+Running+Shoes
computescotland.com
surpassresins.com
This preliminary education in “matter” and
stuff” lays the groundwork for their future as
engineers in a socially responsible society
inhabitat.com
• The development of materials within
general learning
• at the primary stage,
• within science at the
intermediate levels
• and within physics and
chemistry at the final
stages of high school
• enhance students’
knowledge and
understanding of the
world around them.
• For those continuing to tertiary studies in
engineering, they have received a
comprehensive preparation in one of the basic
elements of engineering.
• students may be
unaware of this
upon entering
university
herdinggrasshoppers.blogspot.com
CONCLUDING REMARKS
• Materials, and the innovation and inventiveness
surrounding their use, is vital given our society's
continually changing needs
• Schools have an important function in teaching
students how objects are put together- and made
from materials
• The integration of materials engineering education
in grades K‐12 will better arm students with
essential tools and skills to enter into everyday life,
the workforce or
postsecondary education.
cartoonistgroup.com
Advancing education through STEM.
?
MATERIALS AS AN
INTRODUCTION TO SCIENCE
AND TECHNOLOGY
Aaron S Blicblau
Swinburne University of Technology
ablicblau@swin.edu.au
FEIS
Engineering and Science Education Research
(ESER) Group
First International Conference of STEM in Education: 26 & 27 November 2010
Queensland University of Technology, Brisbane, Australia