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Part 3

Part 3. Antarctic Night Lesson Plan. Clarkson Honors student Kara Butterfield worked with the FIRST team advisor, teachers and SLL-BOCES instructional specialists to refine one of the workshop lesson plans called “Antarctic Night ”

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Part 3

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  1. Part 3

  2. Antarctic Night Lesson Plan • Clarkson Honors student Kara Butterfield worked with the FIRST team advisor, teachers and SLL-BOCES instructional specialists to refine one of the workshop lesson plans called “Antarctic Night” • designed to have students explore the insulating properties of common materials, e.g., cotton balls • uses FLL technology with Robolab and a Vernier surface temp sensor for data logging • designed for 5/6th grade students • In February, this lesson was implemented for ~125 students

  3. Implementation Details • Worked with 5th and 6th grade classes in the Massena school district • 4 day lesson plan: • Intro • Construction • Testing • Analysis • Lesson specific testing administered before and after classroom implementation, including an attitudinal survey • All Clarkson IRB approved

  4. Day 1: Intro • Overview of the lesson plan • During a trip to Antarctica: what sleeping bag materials would keep you the warmest? • Technology overview • NXT brick • Vernier temperature sensor • Reasons for using robotic technology

  5. Day 2: Sleeping Bag Design • Class discussion on insulators • Students chose materials to use as insulators to create a “sleeping bag” for their hand, e.g.: • Feathers • Bubble wrap • Paper towels • Cotton batting • Wool cloth

  6. Day 2: Design Students building a sleeping bag with Kara

  7. Day 3: Testing • Goal: to determine which insulators were the most efficient at keeping your hand warm • Technology used: • NXT brick running Robolab code for data sampling (provided to students) • Vernier surface temperature sensor used to take samples (student run) • Data uploaded to computer for analysis using Excel (mentor guided)

  8. Day 3: Testing Students testing their sleeping bags with the support of Clarkson student mentors

  9. Day 4: Analysis • Class discussion on experimental results • which sleeping bags were most effective and why?

  10. Results • Statistical analysis of pre/post testing showed significant learning occurred among students • Reflective and attitudinal feedback showed enthusiasm increased towards STEM learning and careers after the experience • Discussions/questions about STEM fields were explored with students throughout • Made use of the FLL (or FTC) infrastructure that is already available to participating CoSer school districts; extending the reach of the FIRST programs into the classroom

  11. Questions? For more information contact: James J. Carroll, Associate ProfessorDepartment of Electrical and Computer EngineeringWallace H. Coulter School of EngineeringClarkson University, Box 5720Potsdam, NY 13699-5720(315)268-7726 [voice] // (315)268-7600 [fax]Email: jcarroll@clarkson.edu

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