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Bringing Engineering Design into High School Science Classrooms: The Heating/Cooling Unit

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Abstract

Infusing engineering design projects in K-12 settings can promote interest and attract a wide range of students to engineering careers. However, the current climate of high-stakes testing and accountability to standards leaves little room to incorporate engineering design into K-12 classrooms. We argue that design-based learning, the combination of scientific inquiry and engineering design, is an approach that can be used to meet both K-12 educators’ and engineering advocates’ goals. This paper describes an 8-week high school curriculum unit, the Heating/Cooling System, in which engineering design is used to teach students central and difficult chemistry concepts such as atomic interactions, reactions, and energy changes in reactions. The goals of the paper are to (1) describe this successful design-based unit, (2) provide guidelines for incorporating design-based learning into other science topics, and (3) provide some evidence of its value for teaching difficult chemistry concepts and increasing interest in engineering careers.

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Acknowledgements

This material is based upon work supported by the National Science Foundation under Grants EEC-0502035 and EHR-0227016. Any opinions, findings, and conclusions or recommendations expressed in this paper are those of the authors and do not necessarily reflect the views of the National Science Foundation.

Author information

Authors and Affiliations

  1. Learning Research & Development Center, University of Pittsburgh, 3939 O’Hara St, Pittsburgh, PA, 15260, USA

    Xornam S. Apedoe, Birdy Reynolds & Christian D. Schunn

  2. Department of Psychology, Virginia Commonwealth University, 806 West Franklin St, P.O. Box 842018, Richmond, VA, 23284, USA

    Michelle R. Ellefson

Authors
  1. Xornam S. Apedoe
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  2. Birdy Reynolds
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  3. Michelle R. Ellefson
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  4. Christian D. Schunn
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Corresponding author

Correspondence to Xornam S. Apedoe.

Appendix

Appendix

Chemical Concept Inventory Sample Item 1

The diagram represents a mixture of S atoms and O2 molecules in a closed container.

figure a

Which diagram shows the results after the mixture reacts as completely as possible according to the equation:

figure b

Chemical Concept Inventory Sample Item 2

100 mL of water at 25°C and 100 mL of alcohol at 25°C are both heated at the same rate under identical conditions. After 3 min the temperature of the alcohol is 50°C. Two minutes later the temperature of the water is 50°C. Which liquid received more heat as it warmed to 50°C?

  1. a.

    The water.

  2. b.

    The alcohol.

  3. c.

    Both received the same amount of heat.

  4. d.

    It is impossible to tell from the information given.

What is the reason for your answer to the question above?

  1. a.

    Water has a higher boiling point than the alcohol.

  2. b.

    Water takes longer to change its temperature than the alcohol.

  3. c.

    Both increased their temperatures 25°C.

  4. d.

    Alcohol has a lower density and vapor pressure.

  5. e.

    Alcohol has a higher specific heat so it heats faster.

ACS Sample Item 1

In any chemical reaction energy is

  1. a.

    Always absorbed.

  2. b.

    Always released.

  3. c.

    Released as heat.

  4. d.

    Usually not involved.

  5. e.

    Either absorbed or released.

ACS Sample Item 2

When KCl dissolves in distilled water, which of the following, other than water molecules, are in the solution?

  1. a.

    KCl molecules.

  2. b.

    K and Cl atoms.

  3. c.

    K+ and Cl− ions.

  4. d.

    KCl− ions.

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Apedoe, X.S., Reynolds, B., Ellefson, M.R. et al. Bringing Engineering Design into High School Science Classrooms: The Heating/Cooling Unit. J Sci Educ Technol 17, 454–465 (2008). https://doi.org/10.1007/s10956-008-9114-6

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  • DOI: https://doi.org/10.1007/s10956-008-9114-6

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