IEEE Teacher
In-Service Training Program
Region 9
17-18 August 2007
Rio de Janeiro, Brasil
Program Background and Scope
What are we trying to accomplish?


Train IEEE volunteers to train preuniversity teachers
The teachers will use the lesson plans in
their classes

Thereby bringing engineering and engineering
design into the classroom
What are we trying to accomplish?

Train IEEE volunteers to approach schools and
school systems

in order to make the teacher training possible

Make this activity sustainable and long-term

Definition of success:


You have trained teachers to use TISP in the
classroom
The teachers have adopted TISP in their
regular classes
The Long-term Goals




Develop Section and Student Branch “champions”
who will create collaborations with local preuniversity community to promote hands-on
experimentation related to engineering
Enhance the level of technological literacy of preuniversity educators
Encourage pre-university students to pursue
technical careers, including engineering
Increase the general level of technological literacy of
pre-university students
Why Participate in a
Teacher In-Service Program?
Increase the level of technological
literacy of:




Teachers
Students
The local school community
Make all of them see the importance,
beauty and human side of engineering
Why Participate in a
Teacher In-Service Program?

Improve the image IEEE and the
engineering profession




…in the eyes of pre-university educators and
students
Promote engineering as a program of
study and career choice
Encourage IEEE member participation
Make students who will not become
engineers aware of engineering
Why Participate in a
Teacher In-Service Program?
Have fun
Activities To Date


More than 55 presentations
More than 1400 pre-university educators
have participated


Science, technology and mathematics
educators
These educators represent more than
150,000 students
Here is what teachers told us:


They would use the concepts
presented by TISP in their teaching
Using TISP would enhance the level
of technological literacy of their
students

[90% agreement]
What you need to do…




Organize a group of volunteers (3-5) to offer TISP
workshops
Prepare a demonstration and a presentation
Approach a school or school system personnel
responsible for schools
Present and explain the program and offer to
conduct a workshop for teachers of mathematics,
science and technology
How to pay for TISP?



EAB will financially support student
branches attending this training
This support is for the purchase of materials
and supplies needed to conduct a TISP
session with teachers
This support is for at least one year after
this training
Counting the Cost
Re-useable materials and hardware.
Counting the Cost
Expendables
Stay in Touch with Us…




IEEE Educational Activities Board
445 Hoes Lane, Piscataway, NJ 08854
BeuteN@cput.ac.za
d.g.gorham@ieee.org
m.kam@ieee.org
Questions or Comments?
Rotational Equilibrium:
A Question of Balance
Teacher In Service Program (TISP)
Rio de Janeiro, Brasil; Piura, Peru and Cape Town,
South Africa
Nico Beute, South Africa Section
August 2007
What are we going to do today?




Simulate a TISP activity
Provide an opportunity for Section
Champions in Region 9 to experience first
hand what we are trying to do with
teachers
Motivate Section champions to conduct
TISP sessions with educators throughout
the pre-university educational system
Learn from educators what is required
Lesson content

We will build a Mobile to meet
specifications

Including basic calculations of design
parameters


In teams of 2
We will develop specifications for a
second Mobile and then build it
Lesson Plan Document



Overall summary
Alignment to education standards
Teacher resources
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Materials required
Theory
Concepts and definitions
Answer key
Student resources
Student worksheet
How does this lesson align with
Educational Standards in South Africa ?
Alignment to National Curriculum
Statements

Critical Outcomes

As a result of the activities, all learners should develop and
demonstrate the ability to;
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
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identify and solve problems and make decisions using critical and
creative thinking;
work effectively with others as members of a team, group,
organisation and community;
organise and manage themselves and their activities responsibly
and effectively;
collect, analyse, organise and critically evaluate information;
communicate effectively using visual, symbolic and/or language
skills in various modes;
use science and technology effectively and critically showing
responsibility towards the environment and the health of others;
and
demonstrate an understanding of the world as a set of related
systems by recognising that problem solving contexts do not exist
in isolation.
Learning Outcomes of
Mathematics: Grade 10

As a result of the activities, all learners should develop and
demonstrate the ability to;


Generate as many graphs as necessary, initially by means of pointby-point plotting, supported by available technology, to make test
conjectures and hence to generalise the effects of the parameters a
and g on the graphs of the functions.(10.2.2)
Investigate, generalise and apply the effect of the following
transformations of the point (x; y):



A translation of p units horizontally and q units vertically;
A reflection in the x-axis, the y-axis or the line y = x.
(10.3.4)
Demonstrate an appreciation of the contribution to the history of the
development and use of geometry and trigonometry by various
cultures through a project. (10.3.7)
Learning Outcomes of
Physical Science: Grade 10

As a result of the activities, all learners should develop and
demonstrate the ability to;




plan and conduct a scientific investigation to collect data
systematically with regard to accuracy, reliability and the need to
control one variable. (10.1.1)
seek patterns and trends in information collection and link it to
existing scientific knowledge to help draw conclusions. (10.1.2)
Communicate information and conclusions with clarity and precision
(10.1.4)
Apply scientific knowledge in familiar, simple contexts. (10.2.2)
Learning Outcomes of
Mechanical Technology: Grade 10

As a result of the activities, all learners should develop
and demonstrate the ability to;




present assignments by means of a variety of communication
media. (10.2.5)
describe the functions of appropriate basic tools and equipment
(10.3.2)
explain the use of semi-permanent joining applications (10.3.5)
distinguish between different types of forces found in engineering
components by graphically determining the nature of these forces
(10.3.6)
Learning Outcomes of Civil
Technology Grade 10

As a result of the activities, all learners should develop and
demonstrate the ability to;




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present assignments by means of a variety of communication media.
(10.2.5)
describe the properties and the use of materials in the built
environment. (10.3.2)
describe functions, use and care of basic tools and equipment.
(10.3.3)
demonstrate an understanding of applicable terminology. (10.3.5)
distinguish between different types of forces found in load bearing
structures. (10.3.6)
list different manufacturing process or construction methods. (10.3.7)
identify quantities of materials for small projects. (10.3.9)
explain the use of different joining applications. (methods) (10.3.10)
Today’s activity:
Build a Mobile
Focus and Objectives


Focus: demonstrate the concept of rotational
equilibrium
Objectives
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Learn about rotational equilibrium
Solve simple systems of algebraic equations

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Apply graphing techniques to solve systems of algebraic
equations
Learn to make predictions and draw conclusions
Learn about teamwork and working in groups
Anticipated Learner Outcomes

As a result of this activity, students
should develop an understanding of

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Rotational equilibrium
Systems of algebraic equations
Solution techniques of algebraic equations
Making and testing predictions
Teamwork
Concepts the teacher needs to
introduce
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Mass and Force
Linear and angular acceleration
Center of Mass
Center of Gravity
Torque
Equilibrium
Momentum and angular momentum
Vectors
Free body diagrams
Algebraic equations
Theory required

Newton’s first and second laws

Conditions for equilibrium
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S F = 0 (Force Balance)
S t = 0 (Torque Balance)
Translational
Rotational
Conditions for rotational equilibrium

Linear and angular accelerations are zero
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Torque due to the weight of an object

Techniques for solving algebraic equations

Substitution, graphic techniques, Cramer’s Rule
Mobile

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A Mobile is a type of kinetic sculpture
Constructed to take advantage of the principle of
equilibrium
Consists of a number of rods, from which
weighted objects or further rods hang


The objects hanging from the rods balance each other,
so that the rods remain more or less horizontal
Each rod hangs from only one string, which gives it
freedom to rotate about the string
http://en.wikipedia.org/wiki/Mobile_(sculpture) 3 August 2006
Historical Origins


Name was coined by Marcel Duchamp in 1931 to
describe works by Alexander Calder
Duchamp

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French-American artist, 1887-1968
Associated with Surrealism and Dada
Alexander Calder


American artist, 1898-1976
“Inventor of the Mobile”
Standing Mobile, 1937
Lobster Tail and Fish
Trap, 1939, mobile
Mobile, 1941
Hanging Apricot,
1951, standing mobile
Alexander Calder on building a mobile
"I used to begin with fairly complete drawings,
but now I start by cutting out a lot of shapes....
Some I keep because they're pleasing or
dynamic. Some are bits I just happen to find.
Then I arrange them, like papier collé, on a table,
and "paint" them -- that is, arrange them, with
wires between the pieces if it's to be a mobile, for
the overall pattern.
Finally I cut some more of them with my shears,
calculating for balance this time."
Calder's Universe, 1976.
Our Mobiles

Version 1

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A three-level Mobile with four weights
Tight specifications
Version 2

An individual design under general
constraints
Version 1

A three-level four-weight design
Level 1
Level 2
Level 3
Materials

Rods made of balsa wood sticks, @30cm long
(dowel rods, skewers can also work)

Strings made of sewing thread or fishing string

Coins or washers

240 weight paper

Adhesive tape

Paper and pens/pencils
Tools and Accessories

Scissors

30cm Ruler

Hole Punchers

Band Saw (optional)

Pens
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Marking pen

Wine/water glasses

Calculator (optional)

Binder clips
Instructions and basic constraints

Weights are made of two standard
washers taped to a circular piece of
cardboard

One washer on each side


If you wish to do it with only one washer it will be
slightly harder to do
Each weight is tied to a string

The string is connected to a rod 5mm from the edge
5 mm
Rods of level 3 and 2 are tied to rods of level 2 and 1 respective
at a distance of 5mm from the edge of the lower level rod
5 mm
Level 1
Level 2
Level 3
Designing the Mobile
Write and solve the equations for xi And yi
(i=1,2,3)
Level 3


W x1 = W y1
x1 + y1 = 290
290 mm
Level 2


2W x2 = W y2
x2 + y2 = 290
Level 1
3W x3 = W y3
x3 + y3 = 290
Solve Equations for Level 1
By substitution
3 W x3 = W y3
(1)
x3 + y3 = 290
(2)
From (1): y3 = 3x3
(3)
Substitute (3) in (2): 4x3 = 290 or x3 = 72.5mm
(4)
From (2) y3 = 290 – x3 or y3 = 217.5mm
(5)
Level 1 (Experimental vs Calculated)
Calculated:
4W x3 = 2W y3
W=2.05 gram
2 X3 = Y3
X3 + Y3 = 305
3X3 = 305
X = 102
Y = 203
Experimental:
X = 110
Y = 195
F=4W+2W
= 6W
4W
2W
Level 1
(Including bar weight)
Bar weighs 2.75 g
Washer: 2.05 g
X + Y = 305
4*2.05 X + 2.75/305*X *
X/2
= 2*2.05 Y + 2.75/305*Y
* Y/2
8.2X+0.0045X2
= 4.1(305X)+0.0045*(305-X)2
= 1250.5-4.2X+418.62.745X+
0.0045X2
(8.2+4.2+2.745)X
= 1250.5+418.6
X=110
Y=195
Same as Experimental
value
F=2W+W
= 3W
a
a
2W
4W
2W
X*b
Y*b
Hints



Sewing thread is much easier to work with
than fishing line
Use at least 40cm strings to connect
levels
If you are very close to balance, use
adhesive tape to add small amount of
weight to one of the sides
Solve Equations for Level 1
Using Cramer’s Rule
3 W x3 = W y3
(1)
x3 + y3 = 290
(2)
From (1): y3 = 3x3 or 3x3-y3=0
(3)
From (1) and (2) using Cramer’s rule
0
x3 
1
290 1
290

 72.5
3 1
4
1 1
3
0
1 290 870
y3 

 217.5
3 1
4
1 1
Solve Equations for Level 1
Using Graphics
Generate points for:
Y3 = 3X3
Y3 = 290 - X3
Numerical values for graph
x3
y3
0
50
100
150
200
0
150
300
450
600
y3
290
240
190
140
90
Graphic Solution
800
y
600
y=3x
400
y=290-x
200
0
0
50
100
x
x and y in mm
The intersection is at
x=72.5mm y=217.5mm
150
200
Graphic solution from handout
Activity 1: Build Version-1 Mobile


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Record actual results
Compare expected values to actual
values
Explain deviations from expected
values
Version 2

Design a more complicated mobile

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First, provide a detailed design and diagram with
all quantities

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More levels (say 5)
Three weights on lowest rod, at least two on each one of
the other rods
Different weights
Show all calculations, specify all weights, lengths, etc.
Then, build, analyze and provide a short report
Report


Description of the design, its objectives and main
attributes
A free body diagram of the design

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A description of the final product


All forces and lengths should be marked
Key calculations should be shown and explained
Where and in what areas did it deviate from the design
Any additional insights, comments, and
suggestions
Questions for Participants
What was the best attribute of your design?

What is one thing you would change about your design based on
your experience?

What approximations did we make in calculating positions for strings?
How did they affect our results?

How would the matching of design to reality change if we…
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

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
Used heavier weights
Used heavier strings
Used strings of different lengths connected to the weights
Used heavier rods
To educators:



How does this lesson plan relate to what
you teach
Can you implement this lesson plan in your
classroom?
Questions, comments, reflections
How to Begin a TISP activity?
Two pronged approach:

Build relationships with schools and
school districts


Teachers, headmasters, principals,
superintendents
Build interest in the membership
The IEEE Volunteer and TISP



IEEE Members are very generous with
their time
IEEE Members are very willing to share
their experiences
Educational Outreach events get
enthusiastic volunteer support
Two types of TISP volunteers



TISP Champions - take responsibility to
establish and maintain a TISP program in
“their” school system
TISP Trainers - energetic supporters of the
initiative, willing to interact with teachers
and serve as “coaches” during TISP
presentations
You need BOTH
Teacher In-Service Program
The South African Experience
August 2007
Nico Beute
National Development needs

Shortage of engineers in South Africa as in
many developing countries



Need for career guidance
Enlarge pool of school leavers equipped to
study engineering



Engineers are needed to provide the infrastructure
needed for development
High drop out rate of engineering students
Many other careers need maths, science and
technology
Improve problem solving skills of learners
The Immediate Objectives



Train IEEE volunteers to train preuniversity teachers, so that the teachers
can be more effective in bringing
engineering and engineering design into
the classroom.
Train IEEE volunteers to approach the
school system in order to make the
teacher training possible.
Make this activity sustainable and longterm.
TISP in South Africa


Training workshop held on 4-5 August
2006
Approximately 90 participants



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60 engineers
30 from education departments
Excellent participation of Education
Departments both during planning
stage and follow up workshops
About 400 teachers were involved in the
programme during 2006
We tried to meet the needs of
South African Education Departments





We listen to what educators say
We try to understand educational principles
We co-operate with educators, and do not try
to tell them what to do
Practical examples help the school child to
understand difficult concepts
Show them what an engineer does
What we have achieved and what we
want to achieve in South Africa





Workshop on 4 and 5 August was attended by 60 keen
engineers and 30 officials from the National Department
and most provincial Education departments
After the workshop we sent questionnaires to
participants asking if they are still committed
Engineers in South Africa are ready and keen to help
our teachers. This is proved by the feedback after the
workshop
We now have regular planning meetings for follow up
workshops for teachers
The educational challenge in the technological field in
SA is enormous - but we are ready to face it
Purpose of TISP Workshops
For Educators and Engineers to join forces
to:





Present Selected Lesson Plans
Evaluate Lesson Plans
Suggest improvements
Plan Training Sessions
Identify Presenters for Training Sessions
Presenters for Teacher Training In-Service Programmes for 2007
IEEE / SAIEE / SAIMechE / DoE
Venue
Lesson Plan
Presenters
Sponsor
TISP Workshop
1.
2.
3.
4.
5.
CAD
Give me a Brake
Give Binary a Try
The Dumpy Level
Bridge Building
1.
2.
3.
4.
5.
Jaco Myburg and Willem Goodchild
Hugh Jeffery and Benny Trollip
Vaughn Stone and Jan Randewijk
Andre Fourie
Johan van Staden
Tri-CAD Education
SAIMechE
SAIEE & WCED
Gauteng Education
Gauteng Education
1.
2.
3.
4.
5.
CAD
Give me a Brake
Give Binary a Try
The Dumpy Level
Bridge Building
1.
2.
3.
4.
5.
Jaco Myburg
Jan Mostert and
Rina Mostert and Suliman Loonat
Andre Fourie
Johan van Staden
1.
2.
3.
4.
5.
CAD
Give me a Brake
Give Binary a Try
The Dumpy Level
Bridge Building
1.
2.
3.
4.
5.
Jaco Myburg
Hugh Jeffery and
Vaughn Stone and Jan Randewijk
Andre Fourie
Johan van Staden
1.
2.
3.
4.
5.
CAD
Give me a Brake
Give Binary a Try
The Dumpy Level
Bridge Building
1.
2.
3.
4.
5.
Jaco Myburg
Jan Mostert and
Mdu Ngema and Suliman Loonat
Andre Fourie
Johan van Staden
1.
2.
3.
4.
5.
CAD
Give me a Brake
Give Binary a Try
The Dumpy Level
Bridge Building
1.
2.
3.
4.
5.
Jaco Myburg
David Kyereahene-Mensah and
Vaughn Stone and
Johan Fourie
Johan van Staden
Cape Town
5&6 Aug 2007
Subject advisor training
Gauteng
3 - 7 Sept 2007
Subject advisor training
Cape Town
10 – 14 Sept 2007
Teacher Training
Gauteng
24 – 29 Sept 2007
Teacher Training
KwaZulu Natal
24 – 29 Sept 2007
What leads to success?


Involve Education Departments
It needs a driver –



Be a catalyst - involve others




eg SAIEEE, SAIME, ECSA, Companies &
University
Get volunteers who believe in it
Target volunteers
Get funding – travel & material


an engineer and someone in education
on national scale, on regional scale
IEEE,SAIEE, SAIME, Companies, Universities
Get an active planning team
Remember

We do it for our youth

The future of our country
We have Many New Lesson Plans
Give Binary A Try
Computer arithmetic and
ALU design
Hand Biometrics Technology Biometrics
Sail Away
Watercraft design
Simple Kitchen Machines
Simple Machines
Dispenser Designs
Design: user satisfaction,
costs, materials
Engineering Ups and Downs Elevators
Build a Big Wheel
Ferris Wheels
If you cannot find what you want
consider creating it!
Plan Times and Places

Special Events



Places



Teacher conferences
Meetings of teacher organizations
College Campuses
Teacher conference venues
If you need funds for a special event
you can almost always get it if you ask
well ahead of time
Follow-up Activities/Metrics


Count the number of educators who participated in
your teacher in-service program
Be sure that teachers complete the 12 item
questionnaire




EAD will tabulate the results
Follow-up with teachers to determine the level of
implementation of the concepts and activities
Consider a sign in sheet to include an email address
Consider sending a follow-up postcard/e-mail to
attendees
Questions or Comments