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MATERIALS AS AN INTRODUCTION TO SCIENCE
AND TECHNOLOGY
Aaron S BlicblauSwinburne University of Technology
ablicblau@swin.edu.auFEIS
Engineering and Science Education Research (ESER) Group
First International Conference of STEM in Education: 26 & 27 November 2010 Queensland University of Technology, Brisbane, Australia
Advancing education through STEM.
Many scientific principles can be learnt by an understanding of materials behaviour for
different situationsconsiderable preliminary work on materials in schools and life generally forms the basis of students’ later work in science and technology
hacknmod.com
• 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?
Where are the Materials?
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
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
artprojectsforkids.orggrade2browville.blogspot.com
Further work at the primary levels and kindergarten programs encourage exploration and invention in the visual arts.
amily.jmmyers.com
In early primary levels, students manipulate playdough, compose with leather appliqué, construct with paper mache, or play with icy poles
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
http://www.okanagan.bc.ca/departments/engineeringtechnologies/spaghettibridge.html
building spaghetti bridges aka real bridges
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
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
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
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.
2006 2007 2008 2009 20100
5
10
15
20
25
Physics Chemistry
Year of Enrolment
Perc
enat
ge o
f Yea
r 12
Enro
lmen
t
Derived from VCE enrolment data http://www.vcaa.vic.edu.au/vcaa/vce/statistics
Total enrolments in Unit 4 VCE Sciences
0
2000
4000
6000
8000
10000
12000
14000
16000
Year
Nu
mb
er
of
stu
de
nts
Biology
Chemistry
Physics
Psychology
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
Differential in student numbers between Units 1&2, and Units 3&4 VCE Physics
0
100
200
300
400
500
Year
Dec
reas
e in
stu
den
ts
Unit 1 to Unit 2
Unit 3 to Unit 4
• 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 .
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
0
1000
2000
3000
4000
5000
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
Year
Dec
reas
e in
stu
den
ts
Unit 2 to Unit 3
Unit 1 to Unit 4
• 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?
Question Answer
What are objects made of? An object is made of a material
What are materials? A material is composed of substances
What is a substance? A substance is composed of one or more elements
What are properties of objects?
Strong, weak light, heavy, breakable
What are properties of materials?
Strong, weak light, heavy, breakable
What observable properties distinguish objects and material?
Shape, size, weight
Developing a student’s curiosity of the Material world.
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 ChemistryMaterials Related Materials Related
Content 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 two-dimensional 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/articles/4859/Asics+Gel+Kayano+15+Running+Shoes
surpassresins.com
computescotland.com
This preliminary education in “matter” and stuff” lays the groundwork for their future as
engineers in a socially responsible society
inhabitat.com
• 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.
• The development of materials within general learning
• For those continuing to tertiary studies in engineering, they have received a comprehensive preparation in one of the basic elements of engineering.
herdinggrasshoppers.blogspot.com
• students may be unaware of this upon entering university
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
MATERIALS AS AN INTRODUCTION TO SCIENCE
AND TECHNOLOGY
Aaron S BlicblauSwinburne University of Technology
ablicblau@swin.edu.auFEIS
Engineering and Science Education Research (ESER) Group
?
First International Conference of STEM in Education: 26 & 27 November 2010 Queensland University of Technology, Brisbane, Australia
Advancing education through STEM.
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