AC 2012-4393: SUBWAY MAP VISUALIZATION TOOL FOR INTEGRAT-ING THE NAE GRAND CHALLENGES FOR ENGINEERING INTO THEPHILADELPHIA AND KENYAN HIGH SCHOOL CHEMISTRY CURRIC-ULA

Mr. Jared P. Coyle, Drexel University

Jared Coyle is a fourth-year Ph.D. candidate in electrical engineering at Drexel University. He earneda B.S. degree in chemical engineering from Drexel University in 2008. Coyle is a former NSF IGERTFellow and current NSF GK-12 Fellow who has spent two years bringing modern scientific perspectivesto Philadelphia High School for Girls in the School District of Philadelphia. Coyle’s current researchincludes the study of wearable power generation and display technologies.

Dr. Adam K. Fontecchio, Drexel University

c©American Society for Engineering Education, 2012

Page 25.1205.1

Subway map visualization tool for integrating the NAE Grand Challenges for Engineering into the high school chemistry and

physics curriculum.

Abstract

Making the required science curriculum interesting, relevant and engineering-focused in a K-12 classroom is a challenge for all instructors. There are few, if any, visual instructional materials available that connect classroom STEM curriculum to real world problems. This work highlights a subway map visualization tool for seamless integration of the National Academy of Engineering’s (NAE) Grand Challenges of Engineering into three distinct curricula: Chemistry in Philadelphia High School for Girls and Chemistry and Physics in the Kenyan national standards. Through the use of this tool, students acquire “tokens of knowledge.” These tokens are lessons and/or activity modules that correlate with one specific intersection of a Grand Challenge and each curriculum unit. The concept of “graffiti” is also used; students are encouraged to write their thoughts, feelings and responses on the map throughout the year. Quantitative (Likert based) measures are used to assess the effectiveness of this visual learning tool.

1. Introduction

It is commonly known and agreed upon that there exists a great need for the integration of engineering and technology literacy into the K-12 science curriculum[1]. While many states have encouraged the integration of science and technology literacy standards[2], the integration of such standards into the classroom environment is challenging for an instructor and requires a large amount of time. And so while the state curricula throughout the country contain various standards for technological literacy, there exists a fundamental disconnect between the existing classroom curricula, teacher training in engineering and technology, and the available time and resources to form an effective integration.

One method for aiding teachers in enhancing curriculum-integrated activities is to go through externally funded programs such as the NSF RET and NSF GK12 programs. This work was carried out through funding provided by the NSF GK12 program. This specific GK12 grant pairs 10 teachers with 10 Ph.D Students and is designed to help bring the National Academy of Engineering’s (NAE) Grand Challenges of Engineering [3] to the forefront in science classrooms throughout inner city schools. As a part of the program, all fellows design classroom modules that integrate their own research, one specific NAE grand challenge, and the rigorous demands of the state standards in science. The goal of these modules is to spark curiosity in underprivileged and minority students so that they pursue engineering related careers and consider the social implications of the engineering grand challenges.[4, 5] The modules designed by the NSF GK12 fellows and their teacher pairs are first piloted within a single classroom and then shared within the program community. These activities are then disseminated through various educational platforms such as Teach Engineering[6]. While many activity repositories such as these exist for teachers to use and adapt in their own classrooms, many feel overwhelmed by the sheer amount of information and the relatively low quality or curricular compatibility of much of the available content. This paper includes a visualization technique correlated to existing modules (all developed by NSF GK12 fellows) that helps to reduce the need for instructors to independently search for directly relevant modules for their classrooms.

Page 25.1205.2

There are few, if any, visual instructional materials available that connect the classroom science curriculum to real-world engineering problems. This is likely due to the low number of visual mediums that allow so much information to be presented in an aesthetically appealing manner.[7-9] We believe, however, that subway maps are the perfect medium for such a task. This work seamlessly integrates the National Academy of Engineering’s (NAE) Grand Challenges of Engineering into the curriculum in three separate environments: two chemistry classrooms in Philadelphia school district’s (Chemistry subway map), two Chemistry classrooms in rural Kenya (Chemistry Matatu map) and two Physics classrooms in rural Kenya (Physics Matatu map). These maps are designed as vessels for conveying the cross-correlation between the two topics. Each subway/matatu line (color) features one of the NAE Engineering Grand Challenges. As a subway/matatu line passes through an individual station (each station stands for a different curriculum unit), an explicit connection is implied. This work brings together two realities familiar to subway and matatu riders in the city-wide area: tokens/fares and graffiti. We capitalize on these in the development of this valuable assessment tool.

Throughout the year, students acquire “tokens of knowledge.” These tokens are lessons, laboratory activity modules or full units that correlate with one specific intersection of a Grand Challenge and the associated curriculum unit. Each token also features a specific engineering focus such as electrical or mechanical engineering. For example, at the intersection of Providing Access to Clean Water and Unit 1: Matter and Energy, the students perform a laboratory activity

Figure 1 - Metro Map Visualization Tool

Page 25.1205.3

for which they are given an open-ended problem. In one such inquiry, students must remove dirt, iron and sulfur from water. This laboratory correlates directly with the study of homogeneous and heterogeneous mixtures, compounds, and base elements, and solids, liquids and gases. The class then discusses how urban design and environmental engineering are integral factors in addressing this issue. Similar activities are provided for each intersection on the map.

In the American classrooms, the concept of “graffiti” is also used; students are encouraged to write their thoughts, feelings and responses on the map throughout the year. These records provide insight into student learning and are utilized throughout the class, with greater focus placed on challenges where student interest is high, but familiarity is low. In all classrooms, quantitative measurements in the form of externally administered surveys and in-class performances are utilized to determine the efficacy of this tool in promoting students’ engineering knowledge and a desire to pursue a career in an engineering-related field.

2. Methodology

First, it was necessary to create a network of relationships between the Chemistry curriculum and the NAE grand challenges. And while it is difficult to find connections between some of the grand challenges and the traditional chemistry curriculum, at least one curricular integration was made with each grand challenge. This resulted in a total of 30 modules, which range in scope from classroom demonstrations to problem based learning labs and up to entire unit topical

Chemistry Unit NAE Grand Challenge Associated Lesson Engineering Type Token of Knowledge Unit 1: Matter and Energy Preventing Nuclear Terror Phases of Matter Electrical Lesson: Remote Sensing? Make Solar Energy Economical Units of Energy Mechanical Lesson: Energy of the Sun Secure Cyberspace The Scientific Method Comp. Sci. Activity: Crack My Password Provide Access to Clean Water Pure Substances Civil, Environmental PBL Lab: Letter to the King Unit 2: Atomic Structure Provide Energy from Fusion Nucleus Nuclear Lesson: Power of the Sun Preventing Nuclear Terror Line Spectra/Orbitals Optical Activity: Detect the danger Make Solar Energy Economical EM Spectrum Electrical Activity: Liquid Crystal Thermometers Unit 3: Periodic Table Engineer the Tools of Scientific

Discovery Element properties All Project: Pet Elements

Restore and Improve Urban Infrastructure

Organic Materials Chemical, Mechanical

Unit: Marcellus Shale

Advance Health Informatics Semiconductors Computer Activity: Computer Disassembly Make Solar Energy Economical Element Properties Electrical Lesson: Power from the Sun Secure Cyberspace Element Properties Comp. Sci. Lesson: Fiber Optic Cable Provide Energy from Fusion Origin of the Elements Electrical, Nuclear Lesson: Origin of the Elements and

Tokomak Unit 4: Ionic Bonding Engineer Better Medicines Atoms v. Ions Chemical Lesson: Useful dissolving Manage the Nitrogen cycle Naming of Compounds Mat. Sci Activity: Discover the Mole Unit 5: Covalent Bonding Engineering Better Medicines Organic Molecules Chemical Lesson: A Drug’s Life Manage the Nitrogen cycle Covalent Bonding Environmental Unit: Marcellus Shale Unit 6: Chemical Reactions

Enhance virtual reality General Chemical Reactions Electrical, Chemical Activity: Visualizing Protein Behavior

Engineer Better Medicines Factors controlling chemical reactions

Chemical Activity: Process Engineering 101

Manage the Nitrogen Cycle General Chemical Reactions Environmental Lesson: Engineering and Environmental Ethics

Provide energy from fusion Nuclear Reactions Nuclear Lesson: E = mc2

Preventing nuclear terror Nuclear Reactions Nuclear Lesson: E = mc2 Unit 7: Stoichiometry Develop carbon sequestration methods Stoichiometry Chemical, Mat. Sci. Lesson: Suck it Up, Balance it Right Unit 8: Gas Laws Enhance virtual reality Individual Gas Laws Mechanical Lesson: Ultrasonic Force Feedback Provide Access to Clean Water Absorption Environmental Unit: Marcellus Shale Develop carbon sequestration methods Gas volumes Chemical Unit: Marcellus Shale Unit 9: Intermolecular forces

Develop Carbon Sequestration Method

Hydrogen Bonding Mat. Sci. PBL Lab: Fake Snow

Unit 10: Solutions Provide Access to Clean Water Solubility Chemical Unit: Marcellus Shale Unit 11: Equilibrium Reverse engineer the brain Equilibrium Electrical Lesson: Chemical Action Potential Unit 12: Acids and Bases Restore and Improve Urban

Infrastructure Oxidation/Reduction Architectural Activity: Understanding and Limiting

Corrosion Table 1 - Metro Map Engineering Connection and Tokens of Knowledge Guide P

age 25.1205.4

studies. A full list of all the “tokens of knowledge” for the Philadelphia curriculum is included in Table 1.

The primary map visual tool was printed on a large poster and then laminated (it could then be used as a white board). It was placed in the front of the classroom and used whenever connections were being made to the curriculum. The tool was also used to demonstrate the inter-related and cumulative nature of the chemistry curriculum as a whole. Students were encouraged to see the connectivity between their previous studies and the current unit.

Philadelphia High School for Girls and Munoru Highlands School for Boys were chosen as the pilot locations for the use of the subway map visualization tool. Philadelphia High School for Girls was chosen because it is a socio-economically diverse (64.8% African American, 9.8% Latino, 58.2% Low Income) public school. All of the students ride the subway to school, and are thus integrally familiar with metro maps such as the one shown in Figure 1. Munoru Highlands School for Boys was also included in the pilot study because it is in partnership with Philadelphia High School for Girls and Drexel University. The matatu maps were introduced within the context of a visiting scholar program and are currently being used without the consistent presence of an NSF GK12 fellow. All of the students at Munoru Highlands School for Boys are regular matatu users.

2.1 Metro Map Metrics

All of this work was performed as a pilot study in 4 Chemistry classrooms and 2 Physics classrooms in the two previously mentioned schools. Each classroom in the Philadelphia had about 30 students, for a total of 63 students. In Kenya, a total of 20 students participated in the pilot study. In order to create a baseline comparison, multiple classrooms under the guidance of the same instructor without use of the visual tool were included in a number of the metro map metrics. Both qualitative and quantitative metrics were used in examining the efficacy of the metro map visualization tool.

2.1.1 Graffiti

On the second school day of the year, the students in Philadelphia were broken up into groups of four and given permission to draw their own ‘graffiti’ on the subway map. If they were

Figure 2 - Graffiti Activity Example

Page 25.1205.5

unfamiliar with what they saw, they were encouraged to write this. If there were topics of particular interest to a specific group, they were also encouraged to indicate that in their graffiti. As a result, a set of 14 metro maps containing anecdotal evidence of student background knowledge was generated. The information that the students wrote down was characterized in 5 ways: Total response (Did the students give any response at all?), Positive and Negative Response (Did the students respond positively or negatively to the idea?) and Informed and Uninformed Response (Did the students demonstrate pre-existing and accurate knowledge about a subject?).

This graffiti method is also being carried out during the middle of the year in January and again at the end of the school year in late May. An analysis of the initial graffiti response may be found in the results section. Additionally, ‘graffiti’ (using dry erase markers) on the large laminated map was used throughout the year during individual lessons as a tool for the instructor

to gauge student engagement in the classroom activities.

2.1.2 Use of NSF GK12 program metrics

As a part of the NSF GK12 program, student interest in engineering is assessed through the use of a third party partner. This partner aided in the collection of data about the American students’ STEM interest and awareness. The data was then analyzed to determine the improvements in student interest in STEM fields. Meanwhile, a Likert metric was designed by the third party partner for use in the Kenyan classrooms.

3. Results and Discussion

A qualitative result of significant importance lies in the instructor experience with the poster. Not only did our classroom instructor at Philadelphia High School for Girls find that the visual tool was useful in connection curricular ideas, but other teachers commented on the utility of such a device, and their own desire to use it. Of particular utility was the ability to continually refer back to previous lessons and units, which reinforced student confidence and recollection. Students also appeared to make better connections with the NAE Grand Challenges and the Chemistry topics being studied in class.

In Kenya, there has been an overwhelmingly positive response. All of the science instructors at Munoru Highlands School for Boys are now using matatu maps in the classroom. Interest has been so high that use of the matatu maps at Alliance High School, the highest-performing high school in Kenya for over 5 years in a row, will begin in the coming school year.

3.1 Graffiti

Figure 3 - Graffiti Session Results

Page 25.1205.6

Initial response to the concept of graffiti was tepid. Students were hesitant to put down their own thoughts. Instead, they were looking for the right answer. After about 10 minutes, however, the students had warmed up to the idea and were actively placing their thoughts and feelings on the map. They became more receptive to writing down things about which they were uncertain or did not know entirely. By the end of the activity, student response was overwhelmingly positive, with over 92% responding that the activity had been helpful in engaging them to think about what they were to learn over the year.

When the overall results from the initial graffiti sessions were compiled, certain patterns became clear. Results from this first session are shown in Figure 3. First, students engaged with certain topics much more often than others. Specifically, the top four responses each received over a 70% response rate: Prevent Nuclear Terror, Secure Cyberspace, Provide Access to Clean Water and Engineer Better Medicines. Student background knowledge, however, was consistently existent in only two of the Grand Challenges: Make Solar Energy Economical and Secure Cyberspace. On the other extreme, students responded with uninformed responses at particularly high rates for Providing Access to Clean Water, Developing Carbon Sequestration Methods,

Providing Energy from Fusion, and Engineering the Tools of Scientific Discovery (about 80% of responses indicated a clear misunderstanding or an explicitly stated lack of awareness about the subject). It may also be noted that there was an overwhelmingly positive response to the challenge of engineering better medicines, demonstrating a specific area of pre-existent student interest. The concept of graffiti was used only at Philadelphia High School for Girls, as its use in Munoru Highlands School for Boys would have been considered culturally inappropriate.

0 2 4 6 8

10 12

Freq

uenc

y o

f Res

pons

es

Total Response Positive Response Negative Response

Informed Response Uninformed Response

Page 25.1205.7

3.2 NSF GK12 Program Metrics: Philadelphia High School for Girls

The NSF GK12 program’s partner provided information acquired for the program’s annual report. In this metric, students were given a series of multiple choice and free response questions

related to engineering interest and awareness. These questions ranged in scope from the students’ professional goals to their knowledge of individual companies that hire engineers. Initial results from the first two surveys (taken 2½ months apart) demonstrate progress in student understanding as it relates to the topics being covered by the Metro Map Visualization Tool.

One element of the survey focuses on student professional goals. In this element, students are asked about their educational and professional aspirations. When asked about the highest level of education that students desired to obtain, responses demonstrated no statistically significant changes from the start-of year and mid-year surveys. However, when asked if students could see themselves becoming an engineer, there was a clear and definitive uptick in student awareness. 60% of the students initially stated in September that they could not see themselves becoming an engineer. By the middle of December this number dropped to 53.7%. The majority of the students whose answers changed said now they could see themselves becoming an engineer. When compared to surveys conducted the previous year, this represents a marked increase in engineering awareness that did not happen until later in the year in previous years of this GK12 program. This may be attributed to the increased focus placed on engineering as a part of using the Metro Map Visualization Tool.

0 10 20 30 40 50 60 70

Yes No Not Sure

Perc

enta

ge R

espo

nse

Could you see yourself becoming an engineer one day?

Survey 1 Survey 2

Figure 4 – Engineering Self-Efficacy

0  5  10  15  20  25  30  35  

%  of  Students  Responded  

What  types  of  companies  do  engineers  work  for?  

Survey  1   Survey  2  Figure 5 – NSF Survey Results: Engineers’ Employment

Page 25.1205.8

A second element of the NSF Program Survey focuses on student awareness of engineering concepts (especially engineering concepts as they relate to the National Academy of Engineering’s grand challenges. This begins with an understanding of the kind of problems that engineers solve. Between the first and second survey, student response to the two ‘fake’ problems introduced decreased substantially (see Error! Reference source not found.). Meanwhile, student awareness of the engineering challenges remained the same or improved. Of particular interest is the dramatically increased (a 15% jump) student awareness of the issue of Providing Access to Clean water. This is consistent with the results from the beginning of year graffiti session (Section 3.1), which demonstrated that Providing Access to Clean water was one of the grand challenges about which students were most uninformed.

The NSF program surveys also demonstrated that students were more aware of the real-world implications of engineering positions. When asked what types of companies engineers work for, 29% of the students originally were unaware of any companies for which an engineer might work. In the second survey, this number had decreased to only 7% of responses. The biggest increase in student awareness came in answers such as big corporations, Apple and construction (Civil and Architectural Engineers). The work of these corporations correlates well with the tokens of knowledge students are expected to have picked up on their journey along the Metro Map. Lastly, student awareness of the role of engineering in the invention process increased 3-fold. 9% of students originally recognized that engineers’ work involves inventing new technologies. By the second survey, 32% of respondents recognized the prevalence of invention amongst engineers.

3.3 NSF GK12 Program Metrics: Munoru Highlands School for Boys

It was determined, due to the different context in which the matatu maps are being used for Munoru Highlands School for Boys, that a different series of Likert questions would be posed to the Kenyan students using the Matatu maps. These questions were a part of a larger series of questions examining the efficacy of an NSF GK12 visiting scholar program being developed at Drexel.

After being introduced to the Chemistry and Physics matatu maps and using them in the classroom for 2 weeks, 19 students were asked 5 different individual questions related to the Matatu map. The result of this portion of the survey is included in Figure 7. In these results, it is

0

10

20

30

40

50

60

70

Correct Grammar in Newspaper Articles

Arrange Amtrak Time Schedules

Provide Access to Clean Water

% O

f Stu

dent

Res

pons

e

Types of Problems that Engineers Solve

Survey 1 Survey 2

Figure 6 - NSF Survey - Types of Problems

Page 25.1205.9

made abundantly clear that the matatu map is effective in 3 manners: (1) it is effective in generating interest within a classroom context, (2) it is effective in connecting the real world to science and (3) it is effective in helping the students to better understand the context and concepts of modern engineering disciplines.

In a free response where students were asked about their favorite part of the many elements within the Drexel NSF GK12 visiting scholar program, 7 of the 19 students responded that the matatu maps were the best part of the program. In fact, one student states that “the matatu map made me interested in learning engineering and also see myself working as a professional engineer.” Another student stated that “when [the NSF GK12 fellow] brought the matatu map it helped a lot.” Other students used descriptions such as “very interesting” and “new and useful” to describe the map.

A control group of 25 students participated in the NSF GK12 visiting scholar program without using the matatu maps. In examining the differences between the two groups (Figure 8), the effectiveness of the matatu map is revealed. First, students who had used the matatu map were more likely to have higher levels of self-efficacy when considering careers in engineering. The students who used the matatu map exhibited a greater change in preference towards engineering disciplines across 3 separate questions.

Figure 7 - NSF Survey: Matatu Map Questions

Page 25.1205.10

4. Conclusion and Continuing Work

In this work it has been postulated that by integrating the curriculum and engineering by means of a visual tool, both student and teacher are better served. Both qualitative and quantitative arguments with preliminary results have been established. Students and teachers responded positively and explicitly touted the utility of the metro map visualization tool. The graffiti sessions further demonstrated student interest. When considering the graffiti results, NSF GK12 program statistically demonstrated enhanced student awareness of engineering concepts. Lastly, increased student awareness concerning the field of engineering was effectively demonstrated.

Research and analysis of this metro map visualization tool is continuing currently. Upon the completion of the current academic year, student progress using the tool throughout the entire year will be compared to that of their peers. This will allow for a comprehensive regression analysis of the results. Finally, our GK12 program is looking to expand the implementation of the metro map visualization concept in other GK12 classrooms throughout four different inner city schools and many Kenyan schools in the coming calendar year.

5. Acknowledgements

We would like to acknowledge the NSF GK12 Grant for providing the funding to execute the work in this paper. We would also like to thank our external partner group for its help in acquiring and compiling the NSF survey data.

Figure 8 - NSF Survey: Engineering Efficacy

Page 25.1205.11

6. Supplemental Documentation

What methods can we use to deter terrorists from using nuclear devices to

hurt us? !

Preventing Nuclear Terror! Make Solar Energy Economical!

Why do your school and home not have solar panels on top of them?!

Secure Cyberspace!

Are your Facebook and Twitter passwords secure? How could you protect them from

being hacked? !

Provide Energy from Fusion!

How can we replicate the immense power generated within the sun? What

are the barriers to making this work?!

Provide Access to Clean Water!

Do you know if your drinking water is clean? How would you test it? How could

Kenya make its water safer to drink?!

Develop Carbon Sequestration Methods!

How could we capture excess CO2 from the atmosphere? What effects would this

have?!

Wiki: yourhandinthefuture.wikispaces.com!Tumblr: yourhandinthefuture.tumblr.com!

Twitter: @GHSChemistry!Twitter Hashtag: #YHITF !

Advance Personalized Learning!

Acknowledgements: NSF NAE Grant Challenges GK12 Grant, Drexel University Nanophotonics Group, Drexel University Department of Electrical and Computer Engineering, Administration at Philadelphia High School for Girls, Drexel University Office of the Provost, Drexel University College of Engineering, Munoru Highlands School, Charles Gichia Munoru, National Academy of Engineering!

Kenyan Chemistry Forms 2 & 3 - Matatu Map!Jared Coyle1 and Susan Mburu2!

1ECE Department, Drexel University;! 2Science Department, Philadelphia High School for Girls !

Advance Health Informatics!

How could quick and immediate access to all of your previous health records improve your

quality of life? How would such access benefit society as a whole?!

Engineer the Tools of Scientific Discovery!

How will new devices impact the measurement of incredibly small things and incredibly large things? !

Restore and Improve Urban Infrastructure!

How would you improve the efficiency of how your local town is organized (city streets,

building architecture, etc.) and run (water dept, parking authority, etc.)?!

Engineer Better Medicines!

Did you ever wish you could have a medicine manufactured just for you?

What benefits would this provide?!

Reverse Engineer the Brain!

What do you think would be possible if scientists fully understood the brain? What if engineers could then create a thinking machine capable of emulating human

intelligence?!

Manage the Nitrogen Cycle!

Why do we need so many fertilizers to grow our food?!

Enhance Virtual Reality!What could be added to your television and other

devices to make using them a more immersive experience?!

6.0.0$Structure$of$the$Atom$and$Periodic$Table$

7.0.0$Chemical$Families:$Pa=erns$in$Proper?es$

8.0.0$Structure$

and$$Bonding$10.0.0$Effect$of$

an$Electric$Current$on$Substances$

11.0.0$Carbon$

12.0.0$Gas$Laws$

13.0.0$The$Mole:$Formulae$and$Chemical$Equa?ons$

14.0.0$Organic$Chemistry$I:$Hydrocarbons$

16.0.0$Sulphur$

16.0.0$Nitrogen$

17.0.0$Chlorine$

Page 25.1205.12

7. Works Cited

1. National Committee on Science Education, S., Assessment, and C. National Research, National Science Education Standards1996: The National Academies Press.

2. C. Koehler, D.G., D. Moss, E. Faraclas, K. Kazerounian. Are concepts of technical & engineering literacy inclued in state curriculum standards? A regional overview of the nexus between technical & engineering lieteracy and state science frameworks. in 2006 American Society for Engineering Education Annual Conference. 2006. Chicago, IL.

3. Grand Challenges for Engineering. 2011; Available from: http://www.engineeringchallenges.org/.

4. Nieusma, D. and X. Tang. Teaching the unbalanced equation: Technical opportunities and social barriers in the NAE grand challenges and beyond. in 118th ASEE Annual Conference and Exposition, June 26, 2011 - June 29, 2011. 2011. Vancouver, BC, Canada: American Society for Engineering Education.

5. Huettel, L. Connecting theory and practice: Laboratory-based explorations of the NAE Grand Challenges. in 118th ASEE Annual Conference and Exposition, June 26, 2011 - June 29, 2011. 2011. Vancouver, BC, Canada: American Society for Engineering Education.

6. Teach Engineering. 2011; Available from: http://www.teachengineering.org/.

Kenyan Physics Forms 2 & 3!Matatu Map!

Enhance Virtual Reality!

What could be added to your television and other devices to

make using them a more immersive experience?!

Manage the Nitrogen Cycle!

Why do we need so many fertilizers to grow our food?!

Advance Health Informatics!How could quick and immediate access to all of your previous health records improve your quality of life? How would such access benefit society as a whole?!

What methods can we use to deter terrorists from using nuclear devices to

hurt us? !

Preventing Nuclear Terror!Wiki: yourhandinthefuture.wikispaces.com!Tumblr: yourhandinthefuture.tumblr.com!

Twitter: @GHSChemistry!Twitter Hashtag: #YHITF !

Advance Personalized Learning!

Provide Access to Clean Water!

Do you know if your drinking water is clean? How would

you test it? How could Kenya make its water safer to drink?!

Provide Energy from Fusion!

How can we replicate the immense power generated within the sun? What

are the barriers to making this work?!

Engineer Better Medicines!

Did you ever wish you could have a medicine

manufactured just for you? What benefits would this

provide?!

Make Solar Energy Economical!

Why do your school and home not have solar panels on top of them?!

Secure Cyberspace!

Are your Facebook and Twitter passwords secure? How could you protect them from

being hacked? !

Engineer the Tools of Scientific Discovery!

How will new devices impact the measurement of incredibly small things and incredibly large things? !

Develop Carbon Sequestration Methods!

How could we capture excess CO2 from the atmosphere? What effects

would this have?!

Reverse Engineer the Brain!

What do you think would be possible if scientists fully understood the brain? What if engineers could then create a thinking machine capable of emulating human

intelligence?!

Restore and Improve Urban Infrastructure!How would you improve the efficiency of how your local

town is organized (city streets, building architecture, etc.) and run (water dept, parking authority, etc.)?!

Jared Coyle1 and Susan Mburu2!1ECE Department, Drexel University;!

2Science Department, Philadelphia High School for Girls !

Acknowledgements: NSF NAE Grant Challenges GK12 Grant, Drexel University Nanophotonics Group, Drexel University Department of Electrical and Computer Engineering, Administration at Philadelphia High School for Girls, Drexel University Office of the Provost, Drexel University College of Engineering, Munoru Highlands School, Charles Gichia Munoru, National Academy of Engineering!

11.0.0$Magne*sm$

12.0.0$Measurements$II$

13.0.0$Turning$Effect$of$Force$

14.0.0$Equilibrium$Centre$of$Gravity$

15.0.0$Reflec*on$at$Curved$Surfaces$

16.0.0$M

agne

*c$Effe

ct$of$

Electric$Current$

17.0.0$Hoo

ke’s$Law

$

18.0.0$W

aves$

19.0.0$Sou

nd$

20.0.0$Fluid$Flow$

21.0.0$Linear$M

o*on

$

22.0.0$Refrac*on

$of$Light$

23.0.0$New

ton’s$L

aws$o

f$Mo*

on$

24.0.0$W

ork,$Ene

rgy,$Pow

er$and

$Machine

s$

25.0.0$Current$Electric

ity$

26.0.0$W

aves$II$

27.0.0$Electosta*cs$II$

28.0.0$Hea*n

g$Eff

ect$

of$Electric

$Current$

29.0.0$Qua

n*ty$of$H

eat$

30.0.0$Gas$Law

s$

Page 25.1205.13

7. Gestwicki, P. Work In progress - Curriculum visualization. in 38th ASEE/IEEE Frontiers in Education Conference, FIE 2008, October 22, 2008 - October 25, 2008. 2008. Saratoga Springs, NY, United states: Institute of Electrical and Electronics Engineers Inc.

8. Kabicher, S. and R. Motschnig-Pitrik. Coordinating curriculum implementation using Wiki-supported graph visualization. in 2009 Ninth IEEE International Conference on Advanced Learning Technologies (ICALT), 15-17 July 2009. 2009. Piscataway, NJ, USA: IEEE.

9. Kaltenbach, M. and R. Guo, A curriculum based visual interface for course authoring and learning. SIGCUE Outlook, 2001. 27(2): p. 37-45.

Page 25.1205.14