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STEM: Inquiry, Connections, Redesign

STEM: Inquiry, Connections, Redesign. David Huls , Seth Nelsen Pam Branlund Lakeville South High School. By 2014, students will need a strong foundation in STEM fields to compete for tomorrow’s jobs. The graduates of 2023 will be competing in the global marketplace

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STEM: Inquiry, Connections, Redesign

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  1. STEM: Inquiry, Connections, Redesign David Huls, Seth Nelsen Pam Branlund Lakeville South High School

  2. By 2014, students will need a strong foundation in STEM fields to compete for tomorrow’s jobs

  3. The graduates of 2023 will be competing in the global marketplace • These graduates are today’s kindergardeners

  4. The Process of Implementing STEM • Design Projects • MEAs - Model Eliciting Activities • Redesign • Integration

  5. Lesh Translation Model • Lesh translation model as a guide for curriculum development. • Classroom teachers can use the Lesh translation model to guide how they implement district-adopted curriculum within their classrooms.

  6. Design Projects • Windmill Project • Introduction to Engineering Projects • With a set budget and prices for materials and tests our groups were to get the highest voltage output possible.

  7. Design Projects • “Save the Penguins” • Using various materials and a budget, the task was to keep an ice cube from melting in a very hot atmosphere.

  8. Model Eliciting Activities • MEAs • are designed to encourage students to build mathematical models in order to solve complex problems • Who’s the fastest runner?

  9. Model Eliciting Activities ????

  10. Redesign Activity • Windmill Redesign • Redesign blades • Experiment with gear ratios • Consider limitations of testing with a fan

  11. Across Subjects • Projects can bring in aspects from every subject. From technical writing; to visual arts; to math and science

  12. Activity Make Some Bubbles Using the materials provided you are going to assemble a device that can cause electrolysis of water A company might use this process someday to fill hydrogen powered vehicles 2 H2O(l) → 2 H2(g) + O2(g)

  13. Tinkering vs Following Half of the groups were given no instructions and allowed to explore on their own. The other half were given instructions and told how to assemble the device.

  14. Activities We Implemented • Clearing a Path to the Heart • Cereal Box Redesign • Barbie Bungees • Submarine Design

  15. Clearing a Path to the Heart • Goal was to improve the flow of blood through a blocked artery • Used everyday materials to reduce the blockage

  16. Clearing a Path to the Heart

  17. Cereal Box Redesign • Measure the dimensions of a cereal box and determine the volume and the surface area • Redesign the box to contain the same volume but with less surface area • Calculate savings in material used • Discuss benefits of redesign

  18. Barbie Bungee Jumping • How many rubber bands are needed to have Barbie bungee jump closest to the ground without hitting her head? • Derive an equation for the number of rubber bands needed for various heights • Discuss accuracy of equations

  19. Submarines Design a submarine to: float - sink - float or sink – float - sink - Incorporated many topics from physical science. - Students notions about when something will sink or float are challenged.

  20. Redesigning “Canned” Labs Take the instructions away and give a clearly defined question. Results will vary, but students do a lot more thinking and tinkering

  21. Title: Friction Lab • Purpose: • To determine the relation surface type to friction force • to determine the relation of mass to friction force • to determine the relation of surface area to friction force • Hypothesis 1: Friction force is __________ related to mass. • Hypothesis 2: Friction force is __________ on smooth surfaces than on rough surfaces. • Hypothesis 3: Friction force is __________ related to surface area. • Materials • wood blocks • spring scale • surfaces (table, linoleum floor, lab table, rug) • balance • Procedure: • Part A: Relation of Mass and Friction • Determine the mass of each block. • Attach a spring scale to the block and pull. • Read the scale to determine the friction force between each surface and each type of block.(remember that the friction force between a block and a surface equals the force you need to exert to move the block at constant velocity) • Record your data in a data chart! • Put one block on top of the other (doesn’t matter which types) and add the masses. • Determine the friction force again for the different surfaces. • Record your data in a data chart. • Repeat with 3 blocks Directions Read Carefully

  22. Friction Lab Using the equipment provided at your lab stations, answer the following questions. • Does the type of surfaces touching each other effect the force of friction? • Does a change in surface area of like surfaces cause a change in the force of friction? • If the force of friction the same for when an object is moving versus just before it begins to move?

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