Haas, T. (2015, June), Algebra 2 & the Engineering Design Process  Paper presented at 2015 ASEE Workshop on K-12 Engineering Education, Seattle, Washington. 10.18260/1-2--17076

\bibitem{asee_peer_17076}
  Haas, T. (2015, June), \emph{Algebra 2 \& the Engineering Design Process}
  Paper presented at 2015 ASEE Workshop on K-12 Engineering Education, Seattle, Washington.
  10.18260/1-2--17076

Thomas Haas.  "Algebra 2 & the Engineering Design Process".  2015 ASEE Workshop on K-12 Engineering Education, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/17076 Internet.  07 Jul, 2024

\bibitem{asee_peer_17076}
  Thomas Haas.
  "Algebra 2 \& the Engineering Design Process".
  \emph{2015 ASEE Workshop on K-12 Engineering Education, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/17076 Internet.  07 Jul, 2024

@INPROCEEDINGS{asee_peer_17076
author = "Thomas Haas"
title = "Algebra 2 \& the Engineering Design Process"
booktitle = "2015 ASEE Workshop on K-12 Engineering Education"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/17076}
number = {10.18260/1-2--17076}
}

TY  - CPAPER
AB  -                        WORKSHOP PROPOSAL FORM                2015 Annual ASEE K-12 Workshop on Engineering Education             “Authentic Engineering: Representing & Emphasizing the E in STEM”                               Presented by Dassault Systems                                      Saturday, June 13, 2015                                      8:00 A.M. – 5:00 P.M.                                   Sheraton Seattle | Seattle | WAPlease complete this form, save it as a PDF file only and upload it through the ASEE PaperManagement system as shown in the K12 Workshop Presenter’s Kit.All notifications will be by email from the ASEE Paper Management system.NOTE: To ensure that emails are not obstructed by spam blockers, please make sure to WHITELIST theemail addresses: monolith@asee.org and conferences@asee.org and s.harrington-hurd@asee.org.Direct questions to Stephanie Harrington-Hurd, ASEE K-12 Activities Manager, at s.harrington-hurd@asee.org. Additional workshop details are available at: http://www.asee.org/K12Workshop.Thank you!                                                Deadline                             Friday, January 23, 2015 by 5:00PM EST                     Presenters will be notified of acceptance status by March 14.                                Late submissions will not be accepted.                    Advanced Workshop Registration will open December 6, 2013.                                SUBMISSION INFORMATIONProvide the first and last name of each presenter, including affiliations. If there is more than onepresenter, designate one person as the organizer and provide only that person’s contactinformation. The organizer is responsible for communicating to co-presenters.Number of Presenters: 1Presenter Name(s):1) Last: Haas First: Thomas Affiliation: University of Cincinnati CEEMS & Norwood HighSchool2) Last        First           Affiliation3) Last        First           AffiliationContact Person’s Name: Thomas HaasContact Person’s Email: haas.t@norwoodschools.orgContact Person’s Phone: 513-252-4207Contact Person’s Alternate Phone: 513-924-28912015-ASEE-K12-Proposal-Form-haas         Page 1 of 6                     WORKSHOP PROPOSAL FORM                2015 Annual ASEE K-12 Workshop on Engineering Education             “Authentic Engineering: Representing & Emphasizing the E in STEM”                               Presented by Dassault Systems                                      Saturday, June 13, 2015                                      8:00 A.M. – 5:00 P.M.                                   Sheraton Seattle | Seattle | WAPlease provide a one-paragraph bio for each presenter (in the order listed above). The bio shouldnot exceed 70 words and should be written as you would want it to appear on the ASEE websiteand program materials.1) Thomas Haas: Thomas joined the United States Air Force in 2004 as an F-16 AvionicsTechnician. During 42 months of active duty service, Thomas received Airman of the Quarterand was nominated for the Technician of the Year. After leaving the Air Force, he received hisBachelors in Secondary Education and Mathematics from the University of Cincinnati in 2012.Thomas is currently teaching math and Foundations of Engineering at Norwood High School.2)3)                                WORKSHOP INFORMATIONProposed Title:Algebra II and the Engineering Design ProcessAbstract: Please provide a concise description that includes the workshop’s learning objectives(maximum 750 characters). The abstract is used on the ASEE website, program materials, andotherK-12 Workshop promotional activities.Participants will explore how to make Algebra II standards in the Common Core Math Standardsseem more relevant to students by creating engaging instructional modules incorporating theengineering design process. Specifically, they will investigate how to enhance students’understanding of quadratic equations as they are applied to real life situations. Participants willapply the engineering design process to solve a stunt movie challenge. The challengeencompasses collecting data to determine if it follows a line/curve of best fit in order to find asolution using the two developed equations.Workshop Description. Please provide a detailed description of the proposed workshop that, atminimum, explicitly addresses the following (maximum 4,000 characters):         a. Learning objectives         b. Hands-on activities and interactive exercises         c. Materials that participants can take with them2015-ASEE-K12-Proposal-Form-haas         Page 2 of 6                     WORKSHOP PROPOSAL FORM                2015 Annual ASEE K-12 Workshop on Engineering Education             “Authentic Engineering: Representing & Emphasizing the E in STEM”                               Presented by Dassault Systems                                      Saturday, June 13, 2015                                      8:00 A.M. – 5:00 P.M.                                   Sheraton Seattle | Seattle | WA           d. Practical application for teachers and outreach staffAlgebra offers some rich opportunities for teachers to show students real world applications ofthe complex concepts they learn in class. The concepts learned in Algebra II have a wide varietyof uses in engineering. The workshop will focus on how to use a challenge that students canrelate to in order to encourage students to generate a deeper understanding of important AlgebraII concepts.Specifically, a high school Algebra II teacher will demonstrate how to enhance students’understanding of quadratic functions and their graphs. Participants will be split into groups andissued a challenge to develop a model based on a real life stunt (similar to the one in Fast andFurious with two cars drag racing over train tracks just before the train goes through).Participants will be asked to work through the beginning steps of the engineering design processto create a method to solve the challenge. Using laptops that are supplied from the presenter,participants will analyze a student created video of a CO2 car being fired in order to generatedistance and time data. They will then use that data to generate an equation from the suppliedgraphing calculators based on the r2 values found for the linear regression and the quadraticregression. Discussion of how the equation of the CO2 car can be compared to the equation of thefree falling object in order to solve the challenge will lead to how the students completed theengineering design process to find a solution to the challenge. The goal is to time the stuntperfectly so that the free falling object nearly misses the CO2 car. Videos of students’ success andfailure will be shown at the end as well as student testimonials of the project. The testimonialswill show a higher level of student engagement and a deeper understanding of quadraticfunctions as a result of the challenge. The engineering design process is stressed during thechallenge to show students a proven method that is used by professionals to tackle challenges orsocietal issues. Students are encouraged at the end of the project to use the process to solve otherreal life problems. Hard copies of lesson plans will be provided to attendees.Authentic Engineering Connection. Identify and describe how you will explicitly address theways in which your lesson or activity is representative of the processes, habits of mind andpractices used by engineers, or is demonstrative of work in specific engineering fields. At leastone of those must be within the first four listed, below; i.e., do not only check “other”. Check allthat apply:          Use of an engineering design process that has at least one iteration/improvement          Attention to specific engineering habits of mind          Attention to engineering practices (as described in the NGSS/Framework and as          practiced by engineers)          Attention to specific engineering careers or fields related to the lesson/activity          Other (please describe below)2015-ASEE-K12-Proposal-Form-haas         Page 3 of 6                     WORKSHOP PROPOSAL FORM                2015 Annual ASEE K-12 Workshop on Engineering Education             “Authentic Engineering: Representing & Emphasizing the E in STEM”                               Presented by Dassault Systems                                      Saturday, June 13, 2015                                      8:00 A.M. – 5:00 P.M.                                   Sheraton Seattle | Seattle | WAProvide a description of how you will explicitly address these aspects of authentic engineering inyour workshop (maximum 2,000 characters):The challenge required students to outline the steps used in the engineering design process inorder to progress in solving the challenge. Students were forced to brainstorm methods to solvethe challenge as well as detail a sketch of how they were going to create their equations that theCO2 car and free falling object were going to be generated. If the r2 values that they were findingfrom their data were not above 85%, then the students were required to collect new data using adifferent method. After each group was tested, they were required to write about why their carwas successful or not as well as how they would have made it more successful if they were to gothrough the process again.Students approached engineering in a different light. In previous challenges that involvedengineering, students were required to build or modify an object. However, in this challenge,students are tasked to focus on the modeling aspect of engineering in order to have a desiredoutcome in a scaled down version of a real world event. Students analyzed data to createequations and graphs that describe two different events that occurred, then altered their equationsbased on what they could affect in real life in order to transform their graphs into what needed tohappen during their test.Diversity. This year is the American Society for Engineering Education’s “Year of Action onDiversity.” It is essential that we have a diverse engineering workforce to solve diverseproblems. To do that and to have an engineering-literate public, it is essential that we reach everypreK-12 student with high-quality engineering education, drawing on issues of access and equityin the classroom and in the curriculum. Reviewers would like to know how your proposedworkshop will address diversity.Provide a description of how you will explicitly address diversity – e.g., diversity with respect togender/sex, ethnicity or race, special education inclusion, socio-economic status, or LGBT status– in your workshop (maximum 2,000 characters):The challenge that is being presented was created for students who attend a school where morethan 50% of the student’s population comes from low-income and/or single parent households.The challenge showed students that they can study and model real world challenges with low-cost materials and using basic technology. Students were given the freedom to paint their CO2cars any way they would like to help express their groups’ identity. Many students tookadvantage of this and painted their cars with flowers on it, racing stripes, anime characters, or tolook like the bat-mobile.This challenge has many different entry points and tasks to be solved to enable students from alldifferent abilities to jump in and help define a solution. The challenge needs people in the group2015-ASEE-K12-Proposal-Form-haas         Page 4 of 6                     WORKSHOP PROPOSAL FORM                2015 Annual ASEE K-12 Workshop on Engineering Education             “Authentic Engineering: Representing & Emphasizing the E in STEM”                               Presented by Dassault Systems                                      Saturday, June 13, 2015                                      8:00 A.M. – 5:00 P.M.                                   Sheraton Seattle | Seattle | WAto generate ideas to find the equations for the free falling object and CO2 car, sketch how thegroup is setting up to determine the equations, graph the equations once they are found, andmany other tasks to be accomplished throughout the challenge.Are there any online components to the proposal or presentation? (Note that these onlinecomponents may only be available to presenters or those who have their wireless subscriptions,since wireless may not be available during the workshop sessions.)          No          Yes       Please describe:Grade Level Target Audience (check all that apply):  Primary (EC–2)  Elementary (3–5)  Middle School (6-8)  High School (9-12)Maximum Number of Participants:25     If this number is greater than 25, please describe how your workshop will equally engage     all participants.All Seating is Classroom (tables and chairs).Audio Visual Equipment Requests:Note: An LCD projector, screen and podium with attached microphone are provided. Requestsfor additional equipment or resources (e.g., internet connection or laptops) will incur extracharges. If you do not have additional requests, please indicate with “Not applicable.”Not applicable                                            Reminder:2015-ASEE-K12-Proposal-Form-haas         Page 5 of 6                       WORKSHOP PROPOSAL FORM                    2015 Annual ASEE K-12 Workshop on Engineering Education                 “Authentic Engineering: Representing & Emphasizing the E in STEM”                                   Presented by Dassault Systems                                      Saturday, June 13, 2015                                      8:00 A.M. – 5:00 P.M.                                   Sheraton Seattle | Seattle | WAPresenters must register and pay the registration fee to support their workshop attendance                                  and audio/video costs.                       Thank you for completing this proposal form!  Please review this document prior to submitting it to ensure that all items are complete.                                          ASEE USE ONLYDate Received:Received By:Proposal ID Number:2015-ASEE-K12-Proposal-Form-haas         Page 6 of 6
AU  - Thomas Haas
CY  - Seattle, Washington
DA  - 2015/06/13
PB  - ASEE Conferences
TI  - Algebra 2 & the Engineering Design Process
UR  - https://peer.asee.org/17076
DO  - 10.18260/1-2--17076
ER  -