MATERIALS AS AN INTRODUCTION TO SCIENCE AND TECHNOLOGY

1. Advancing education through STEM. MATERIALS AS AN INTRODUCTION TO SCIENCE AND TECHNOLOGY Aaron S BlicblauSwinburne University of Technologyablicblau@swin.edu.au FEIS Engineering and Science Education Research (ESER) Group First International Conference of STEM in Education: 26 & 27 November 2010Queensland University of Technology, Brisbane, Australia

2. 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

3. 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?

4. 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

5. Further work at theprimary 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

6. In early primary levels, students manipulate playdough, compose with leather appliqué, construct with paper mache, or play with icy poles makethemyourself.com amily.jmmyers.com

7. 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

8. 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

9. Moulding clay utilises rheological properties of polymers, leather appliqué employs composite materials processing. ehow.com eco-cubby.typepad.com

10. . At university, “stuff” is discovered in courses about materials science, engineering, and technology.

11. 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

12. 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

13. So how many students in Victoria- enrolments over the 1-12 levels. (DEECD, 2010)? *government schools #all schools Derived from VCE enrolment data http://www.vcaa.vic.edu.au/vcaa/vce/statistics

14. 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. Derived from VCE enrolment data http://www.vcaa.vic.edu.au/vcaa/vce/statistics

15. VCE Unit 4 Science enrolments indicating the spread of materials teaching in different science areas • Presentation at the 2008 STAV/AIP Physics Conference • Maria James, VCAA • 15 February 2008

16. 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 . • Presentation at the 2008 STAV/AIP Physics Conference • Maria James, VCAA • 15 February 2008

17. Enrolment decreases between student year levels- but unit 2 and unit 3 contain materials concepts! • Presentation at the 2008 STAV/AIP Physics Conference • Maria James, VCAA • 15 February 2008

18. 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

19. 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

20. 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?

21. Developing a student’s curiosity of the Material world.

22. 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

23. 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

24. 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.

25. 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.

26. Specific examples of the Year 12 core Physics and Chemistry

27. 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.

28. 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

29. 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 computescotland.com http://www.zimbio.com/Shoes+And+Fashion/articles/4859/Asics+Gel+Kayano+15+Running+Shoes surpassresins.com

30. This preliminary education in “matter” and stuff” lays the groundwork for their future as engineers in a socially responsible society inhabitat.com

31. 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.

32. 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

33. 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 orpostsecondary education. cartoonistgroup.com

34. Advancing education through STEM. ? MATERIALS AS AN INTRODUCTION TO SCIENCE AND TECHNOLOGY Aaron S BlicblauSwinburne University of Technologyablicblau@swin.edu.au FEIS Engineering and Science Education Research (ESER) Group First International Conference of STEM in Education: 26 & 27 November 2010Queensland University of Technology, Brisbane, Australia