1. Flinn Activities to Integrate STEM Education Presented by: Jodi Bauer

2. Today’s Activities  Hands-On Activity  Build a Binder Clip Catapult  Demonstrations  Cartesian Diver Design Challenge  Biomimicry – Flinn STEM Design Challenge™

3. STEM Integration  STEM Definitions  Technology: any modification of the natural world made to fulfill human needs or desires.  Engineering: a systematic and often iterative approach to designing objects, processes, and systems to meet human needs and wants.  Application of science: any use of scientific knowledge for a specific purpose. *from A Framework for K-12 Science Education, National Research Council

4. STEM Integration  Scientific Inquiry v. Engineering Design  Similarities natural, logical STEPS that facilitate a desired outcome develop scientific habits of mind increase understanding of concepts “construct” and apply knowledge  Scientific Inquiry  “generate and test scientific models to determine which models best explain and predict natural phenomena”  Engineering Design  “generate desired outcomes to meet specific needs and wants”  Bruxvoort, Crystal, and James Jadrich. "Don't Short Circuit STEM Instruction." The Science Teacher 83.1 (2016): 23-28. Scientifi c Inquiry Both Engineeri ng Design *ask questions *construct explanations *define problem *design solutions *develop & use models *design & conduct experiments *analyze and interpret data *argument from evidence *communicate Crismond, David. "Design Practices and Misconceptions. Helping Beginners in Engineering Design." The Science Teacher 80.1 (2013): 50-54.

5. STEM Integration  Levels of Scientific Inquiry & Engineering Design  Confirmation – verify a principle through activities with known results  Structured – investigate a teacher- presented question or problem following a prescribed procedure  Guided – research and design a procedure to investigate a question or solve a design problem presented by the teacher  Open – investigate topic-related questions formulated through student- designed or selected procedures

6. STEM Integration  Questions to Consider  What do I want students to learn from this activity?  What prior knowledge do students need to conduct this activity?  What skills do students need to conduct this activity successfully? Have they acquired them?  Do students have the mathematical skills to process data into meaningful results?

7. STEM Integration  Engineering Design Process  “The crux of the design process is creating a satisfactory solution to a need. The need may be to improve an existing situation or to eliminate a problem. In any case, it is what engineering is all about—using knowledge and know-how to achieve a desired outcome.”  Lee Harrisberger, Engineersmanship… The Doing of Engineering Design

8. Build A Binder Clip Catapult Engineering Practices Asking Questions Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Disciplinary Core Ideas PS2: Motion and Stability: Forces and Interactions PS3: Energy ETS1: Engineering Design Crosscutting Concepts Patterns Cause and Effect Energy and Matter Structure and Function

9. Build A Binder Clip Catapult  Materials  One kit per 4 people  Each person: –4 tongue depressors –1 binder clip –4 cable ties –1 Velco dot –1 bottle cap –3 pom poms

10. Build A Binder Clip Catapult  Procedure1. Align one tongue depressor on top of a second one and fasten together with a cable tie 2.5-3 cm from one end. Pull cable tie tight. 2. Insert 1 metal arm of binder clip between the 2 tongue depressors, past the cable tie. Repeat with 2 other tongue depressors & other metal arm.

11. Build A Binder Clip Catapult  Procedure 3. Insert a 3 rd cable tie through the binder clip and around the 2 tongue depressors; pull as tightly as possible. Repeat with the 4 th cable tie on the other side. 4. Attach a Velcro dot on top of one tongue depressor about 1 cm from end. Attach matching Velcro dot to bottom of cap and press cap firmly to tongue depressor.

12. Build A Binder Clip Catapult  Design Challenges  Criteria  Constraints  Improve the prototype to generate the greatest launching distance.  Design a catapult to launch a specific projectile to consistently hit a target 3 meters away.  Hit a target 3 meters away  Specific projectile  Percent accuracy  Materials allowed  Cost  Size  Time

13. Build A Binder Clip Catapult  Clean Up  Return scissors and extra pom poms to the kit box  Return Visor goggles to their boxes  You can keep your catapult

14. Cartesian Diver Design Challenge  Density Activity  Teacher demonstrate standard diver  Students observe and sketch what is happening  Explain in their own words

15. Cartesian Diver Design Challenge  Lesson on density…  Revisit & Assess  Assign Design Challenge

16. Cartesian Diver Design Challenge OPEN BOTH CLOSED *pressure applied, *D = m/v*pressure applied, H2O moved into diver compressed diver *mass increased *mass stays the same *volume same *volume decreased*advantage over closed = easily open = once built, modified less likely to change

17. Cartesian Diver Design Challenge Descending Divers Design a set of three divers that descends in a specific order. STOPLIGHT DIVER Criteria: Each diver must descend at a different time Toy must have a theme Constraints: Minimum 3 divers Maximum 6 divers Manufacture on a budget Teacher discretion Problem: Design and manufacture a new Cartesian diver toy.

18. Cartesian Diver Design Challenge Retrieving Divers Create a diver that retrieves a sunken diver from the bottom of the bottle. Whirligig Divers Produce a diver that spins the most on one dive.

19. Biomimicry – Flinn STEM Design Challenge  Activity  STEM in the biology classroom  Overarching Purpose  Utilize STEM integration to introduce the concept of biomimicry  Baseline activity introduces:  Scientific Concepts – biomimicry, adaptations  Problem – temperature regulation within a frigid environment  Possible solution – “fat” insulation  Design Challenge:  student’s use what has been learned from the baseline activity and apply it to a unique problem and develop a unique solution

20. Biomimicry – Flinn STEM Design Challenge  Biomimicry In Action –Control  3 volunteers  Procedure: –Place one hand into plastic bag, make a fist, release air and rubber band forearm –Repeat with a second bag –Record time hand submerged –Remove bags Ryan 120 Taylor 100 Maria 37

21. Biomimicry – Flinn STEM Design Challenge  Biomimicry In Action –Experimental  Procedure: –Place predetermined amount of vegetable shortening into one of the plastic bags –Place opposite hand into the empty plastic bag, make a fist, release air and rubber band forearm –Place opposite, bagged hand into plastic bag with vegetable shortening, coat hand, release air and rubber band forearm –Record time hand submerged –Remove bags and discard Ryan 210 Taylor 549 Maria 1630

22. Biomimicry – Flinn STEM Design Challenge  Biomimicry In Action  Flinn STEM Design Challenge: –“Engineer a product that solves a human challenge using nature as the primary resource.” –Use the Engineering Design Process –Same human challenge, multiple solutions –Group’s choice