3 By 2014, students will need a strong foundation in STEM fields to compete for tomorrow’s jobs
4 The graduates of 2023 will be competing in the global marketplace These graduates are today’s kindergardeners
5 The Process of Implementing STEM Design ProjectsMEAs - Model Eliciting ActivitiesRedesignIntegration
6 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.
7 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.
8 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.
9 Model Eliciting Activities MEAsare designed to encourage students to build mathematical models in order to solve complex problemsWho’s the fastest runner?
11 Redesign Activity Redesign blades Experiment with gear ratios Windmill RedesignRedesign bladesExperiment with gear ratiosConsider limitations of testing with a fan
12 Across SubjectsProjects can bring in aspects from every subject. From technical writing; to visual arts; to math and science
13 Activity Make Some Bubbles Using the materials provided you are going to assemble a device that can cause electrolysis of waterA company might use this process someday to fill hydrogen powered vehicles2 H2O(l) → 2 H2(g) + O2(g)
14 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.
15 Activities We Implemented Clearing a Path to the HeartCereal Box RedesignBarbie BungeesSubmarine Design
16 Clearing a Path to the Heart Goal was to improve the flow of blood through a blocked arteryUsed everyday materials to reduce the blockage
18 Cereal Box RedesignMeasure the dimensions of a cereal box and determine the volume and the surface areaRedesign the box to contain the same volume but with less surface areaCalculate savings in material usedDiscuss benefits of redesign
19 Barbie Bungee JumpingHow 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 heightsDiscuss accuracy of equations
20 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.
22 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
23 Directions Read Carefully Title: Friction LabPurpose:To determine the relation surface type to friction forceto determine the relation of mass to friction forceto determine the relation of surface area to friction forceHypothesis 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.Materialswood blocksspring scalesurfaces (table, linoleum floor, lab table, rug)balanceProcedure:Part A: Relation of Mass and FrictionDetermine 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 blocksDirectionsRead Carefully
24 Friction LabUsing 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?