T04 Tool A, B, C, D for

Engineering

K-12 Alliance @WestEd 2015

Session Outcome
Use tools and processes to design
instruction that integrates
science and engineering practices with the
disciplinary core ideas of physical, life,
earth and space science, and engineering
design.

K-12 Alliance @WestEd 2015

Brainstorm
Make a T-Chart
Brainstorm situations where people use forces to
solve problems, e.g., oiling a squeaking door
Record your ideas on the left side of the chart
On the right side of the chart brainstorm science
concepts about forces related to the situations

K-12 Alliance @WestEd 2015

Situations where people use

forces to solve problems

Science content related to

solving problems

Helmets for sports

Devices can minimize the force of a

collision

Dental Floss

Motion of the floss removes the film

of bacteria before it turns to plaque

Recycled dragsters go faster with

slicker wheels

Improved rolling friction can increase

the motion of a wheel

Bumpy handicapped ramps on curbcuts

Friction impedes motion

Water towers

Balanced forces keep the towers in

place, gravity allows the flow of
water

Door latches

Magnetic forces allow the latches to

stay closed

Tug-of-War game with a static flag

Forces on the static flag sums zero

Conceptual Flow Prompt

What should an exiting middle school
student understand about forces to
solve everyday problems?

K-12 Alliance @WestEd 2015

Forces Conceptual Flow

Example of a Collaborative Conceptual
Flow with DCIs and PES

F o rce s ca n b e
d e s c r ib e d b y
s tre n g th a n d
d ir e c tio n .

PS2.A

T h e s tre n g th
o f fo rc e s c a n
b e m e a su re d
a n d co m p a re d .

PS2.A
PS2-2

Physical interactions between objects can be

described using the concept of forces.

O b je c t s in c o n ta c t
w it h e a c h o t h e r
e x e rt fo rc e s o n
e a c h o t h e r , i. e . ,
f r i c t io n , e l a s t i c ,
a n d p u s h / p u l l.

A s t a t ic o b j e c t
h a s m u lt i p l e
f o r c e s a c t in g
o n it , t h e s e
fo rc e s s u m
ze ro .

U n b a la n c e
d fo rc e s
cause a
c h a n g e in
m o tio n .

P S2 .A !

PS2.A
PS2-1

For a pair of interacting

object, the force
exerted by the first
object on the second
object is equal but in
the opposite direction.
(Newtons 3rd Law)

F r i c t io n
im p e d e s
m o t io n .

PS2.B

Forces at a distance
can be explained by
force fields that extend
through space.

Force fields can be

mapped by their
effect on objects.

Gravitational,
magnetic and
electrical forces act
at a distance.

Gravitational force
of Earth pulls
objects toward the
center of Earth.

PS2.B
PS2.B
G re a te r
th e m a s s
of an
o b je c t, th e
m o re fo rc e
t o m o v e it .

F r ic t i o n c a n b e u s e d t o
s o lv e p r o b l e m s i n o u r
e v e r y d a y l iv e s .

PS2.A
PS2-2

PS2.B

Electrical and
magnetic
forces can be
repulsive or
attractive.

Engineering Conceptual Flow

Example of a Conceptual Flow for Engineering
!

ETS-1-1

ETS-1-3
Engineering design processes are used to design and improve solutions.

ETS1.B

ETS1.A
Establish
protocols to
determine ways
to analyze
design criteria,
constraints,
design choices.

There are many

variables in
design choices.

Identify data
(qualitative/qua
ntitative) and
how it will be
collected and
organized.

Basic statistics
are used to
determine
patterns and
relationships in
the data.

ETS1.C
ETS-1-2

Conceptual Flow Developed by the K-12 Alliance/WestEd

K-12 Alliance @WestEd 2015

Design choices
will have one of
these effects on
performance:
positive,
negative, or
neutral.

Different parts
of a design
solution can be
combined for a
better solution.

Combined Forces and Engineering CF

P S 2 .A !

K-12 Alliance @WestEd 2015

Learning Chunk CF
Example of a
Learning Chunk
Conceptual Flow

P S 2 .A !

K-12 Alliance @WestEd 2015

Situations where people use

forces to solve problems

Science content related to

solving problems

Recycled dragsters go faster with

slicker wheels

Devices can minimize the force of a

collision Improved rolling friction can
increase the motion of a wheel

Dental Floss

Motion of the floss removes the film

of bacteria before it turns to plaque

Safety helmets for sports

Devices can minimize the force of a

collision

Bumpy handicapped ramps on curbcuts

Friction impedes motion

Water towers

Balanced forces keep the towers in

place, gravity allows the flow of
water

Door latches

Magnetic forces allow the latches to

stay closed

Tug-of-War game with a static flag

Forces on the static flag sums zero

PQP Chart

K-12 Alliance @WestEd 2015

Tool D
From Conceptual Flow to
Preliminary Sequence to 5Es

K-12 Alliance @WestEd 2015

5E Learning Sequence
Big Ideas
Starts with a problem
Is student-centered; not teacherdirected
Moves students from their prior
knowledge to the concepts you want
students to learn
Provides 3D learning
Takes place over timebut not in one
period/lesson!
K-12 Alliance @WestEd 2015

Preliminary Learning Sequence

Template

Design the 5E
Learning Sequence
What
teachers
are
doing

What
students
are
doing

Science
Concepts
(DCI,
SEP,
CCC)

Use the concepts

from the
preliminary
sequence to
develop the
Instructional
Conceptual Flow

K-12 Alliance @WestEd 2015

Modified 5E Instructional Model

Original 5E Instructional Model Developed by BSCS.

Concept Column added by K-12 Alliance/WestEd

Backwards Mapping
Use the SEP, CCC
and CCSS from the
Preliminary
Sequence Template
to Identify What
Teachers and
Students Are Doing
to Address the
Concept

K-12 Alliance @WestEd 2015

Tool D Review
Refer to Your Conceptual Flow, PQP
Chart and Cross Cutting Concepts
Select a Learning Chunk
Determine a Preliminary Learning
Sequence and complete the Preliminary
Learning Sequence Template
Create the 5 E Learning Sequence
Design learning experiences for each
day
K-12 Alliance @WestEd 2015

Brainstorm
Decide on the dates for your TLC sequence

Fall- 9/19 and 10/24

OR
Winter 2/6 and 3/5
Decide what science content you will build
the unit around.

K-12 Alliance @WestEd 2015

Brainstorm
Make a T-Chart
Brainstorm problems related to the science
content you will be studying in the unit you
are developing.
Record your ideas on the left side of the chart
On the right side of the chart brainstorm
science concepts related to your problems

K-12 Alliance @WestEd 2015

Tool D
Follow the steps on Handouts H8 and
H9 to plan your unit. Staff developers
are on hand to help! Cadre is here to
help with content and engineering.

K-12 Alliance @WestEd 2015

Gots and Needs

What did you learn?
What do need help with?

K-12 Alliance @WestEd 2015