Modeling in STEMModeling in STEMDay 3: STEM Integration MSTA Region 11 Teacher Center

Modeling in STEMModeling in STEM

Goals

1.Teachers helping students develop connections among STEM disciplines through representation and translation.2.Teachers helping students elicit their mathematical, scientific, and engineering thinking through modeling.

Sequence of the DaySequence of the DayUnderstanding Paper AirplanesPaper Airplane Contest Model-

Eliciting ActivityUnderstanding MEAs and their

DesignChoices of MEA ParticipationPlans for implementation

ReviewReviewYou have implemented a lesson

now.◦Prepare for a gallery walk of your

postersKeep a record of ideas you have

heard from others in terms of what you might be able to use in your classroom.

Engineering ThinkingEngineering Thinking

Review Lesh Translation Review Lesh Translation ModelModel

Lesh & Doerr (2003)

Let’s play with Paper Let’s play with Paper AirplanesAirplanesGet in teams of 3-4

◦Each person in your team choose a different paper airplane to build.

Make a target somewhere in the room with a starting point of about 10 paces.

Fly your plane and the other planes in your group◦Can you hit the target?◦Can you make the plane “float” toward

the target?

Let’s play with Paper Let’s play with Paper AirplanesAirplanesRecord your observations about:

◦What contributed to the differences in the plane flights? Pilot? Construction? Plane properties? What else?

◦Which plane was the most accurate?◦Which plane was the best floater?

Paper Airplane ContestPaper Airplane ContestIndividually:Read the newspaper article and

answer the readiness questions. In your teams: Read the problem statement and

answer the team questions together.Create a procedure for the judges of

the paper airplane contestBe prepared to share your solutions

in a 2 minute presentation.

Representations RevisitedRepresentations RevisitedIn your groups, jot down your ideas

about what representations were elicited in this problem.

How can you as a teacher foster multiple representations on this problem? Translations between representations?

What are the “big” conceptual ideas that are elicited in this problem?

Ideas from the FieldIdeas from the Field

DON’T DO

Practical Advice for Implementing MEAs

Expect an MEA to be an “easy fix”

Fixate on a “right” solution

Give students “hints” Isolate teams from one

another Just have students

hand in workMove on to next unit

Prepare by KNOWING the MEA content

Let students explore/failAsk students questionsBuild in time for teams

to share partial solutions

Spend time critiquing each others’ work

Connect MEA content to formal principles

Ideas from the FieldIdeas from the FieldStudent work from the Paper

Airplane MEA◦You have been provided with 2 student

team samples of work.◦What do you see in these responses?◦What are some of the good STEM ideas

represented?◦What are some of the misconceptions?◦How well did they communicate their

understandings?

Samples of student workSamples of student workIn response to your need for an adequate equation to judge the paper plane entrees in the categories of the most accurate flyer and the best floater, we have created and tested equations for each. Each equation went through a period of trial and error and thus proved to be the most fair for the required criterion.

For the first category of the most accurate flyer, we determined that the distance and the angle from the target should be factored into the equation and we realized that if those two factors went into a shape, a triangle, the hypotenuse was missing. Because of this missing component, we determined that the equation for a hypotenuse in a triangle would be most effective for finding accuracy. The equation: distance from the target2 + angle from the target2 = accuracy2, was tested against sample data and it proved to be most effective. The equation proved that the Golden Flyer with the plane Hornet would be the most accurate overall.

For the second category of the best floater, we determined that the average time in the air for each plane would work as the equation needed. The equation: (a+b+c)/3 was tested and proved to work because the time in the air is the only component needed for floating. The equation proved that Hornet was the best floater and Pacific Blue was the best pilot.

Thank you for considering our equations to help better the judging and fairness of this prestigious competition.

Samples of student workSamples of student workWe believe that certain measurements obtained during this competition should be brought into account in the judging, however, we believe some areas hold more value than others. Since we are looking to find the best floater and the most accurate plane, we have divided the measurements to suit the requirements of the category. For the floating competition the planes will be judged based on time in flight and the distance from the start. For the accuracy competition the planes will be judged based on the distance from the target and the angle from the target. We will take the averages of all the measurements to keep the planes from winning from one good toss.

For the floating competition, we feel that the planes should be mainly judged on the time spent in the air. For this research we have decided on the equation (Average Time)2 x (Average Distance) = Score. We incorporated distance to avoid people making planes that launch straight up, and we feel that a floater should travel a distance and not dive straight down. It should resemble the path of a glider. We decided to square the average time to put more emphasis on the time in the air. In this competition, the highest score wins.

For the accuracy competition, we decided the planes should be judged on the distance from the target and the angle. For this reason we have developed the formula 2(Average Distance from Target) + |Average Angle from Target| = Score. We will take the absolute value of the angle so the score will not be affected by a negative angle and the distance will be doubled to make it more important than the angle. For this competition the lowest score wins.

a system that explains, describes, or represents another system

contains elements, operations, and relations that allow for logical relationships to emerge

sometimes not sufficient to completely describe the system it represents◦ if it is a useful model, it closely

approximates the system in a manner that people can use when working with the system without being unnecessarily complex

What is a model?What is a model?

Model-Eliciting Activities (MEAs) are client-driven, open-ended, realistic problems that involve the development or design of mathematical/scientific/engineering models

These are broadening classroom experiences that tap the diversity of learning styles and strengths that students bring to the classroom

Intended to make advanced STEM content and substantive problem-solving experiences accessible to a diversity of students

Nature ofNature ofModel-Eliciting ActivitiesModel-Eliciting Activities

Nature of MEAs:Realistic problems with a clientRequire team of problem solversProduct is the process for solving

the problem◦End product is a model that the client

can use

Model-Eliciting ActivitiesModel-Eliciting Activities

How MEAs Have Helped◦Framework for constructing highly open-ended realistic problems Require model development Support development of teaming and communication skills

◦Meaningful contexts for students◦Increase student engagement: addressing diversity and under-represented populations

Motivation for Using MEAsMotivation for Using MEAs

Who was the client?

What did the client need?

How did your team go about meeting that need?

Paper Airplane Contest Paper Airplane Contest MEAMEA

Model-Construction◦ Description: Ensures the activity requires the

construction of an explicit description, explanation, or procedure for a mathematically significant situation

◦ What is a model? Elements Relationships among elements Operations that describe how elements interact

What models are the students developing when they solve this MEA?

MEA Design PrinciplesMEA Design Principles

Reality◦ Description: Requires the activity be posed in a

realistic engineering context and be designed so that the students can interpret the activity meaningfully from their different levels of ability and general knowledge.

◦ Realistic contexts are constructed by: Gathering information from actual sources Making simplifying assumptions when information is

conflicting, missing, or difficult for students to use

What knowledge do students bring to this problem?

MEA Design PrinciplesMEA Design Principles

Self-Assessment◦ Description: Ensures that the activity contains

criteria students can identify and use to test and revise their current ways of thinking Students recognize the need for model Students use the client’s criteria to inform

refinements to their model Students must judge for themselves when they have

met the client’s needs

What is provided in this MEA that students can use to test their ways of thinking?

MEA Design PrinciplesMEA Design Principles

Model-Documentation◦Description: Ensures that the students

are required to create some form of documentation that will reveal explicitly how they are thinking about the problem situation

What documentation are the students being asked to produce in this MEA?

MEA Design PrinciplesMEA Design Principles

““Thought-Revealing”Thought-Revealing”

What can student documentation tell us?

What information, relationships, and patterns does the solution (model) take into account?

Were appropriate ideas and procedures chosen for dealing with this information?

Were any technical errors made in using the preceding ideas and procedures?

Model Share-Ability and Re-Usability◦ Description: Requires students produce solutions

that are shareable with others and modifiable for other engineering situations

◦ Biggest challenge for students Tendency is to create a solution only for the

situation as given and only readable by the creators

We are looking for the students to construct a model that: Someone else can pick up and use Could be used to solve similar problems

Extent to which students can achieve this can be used in feedback and assessment strategies

MEA Design PrinciplesMEA Design Principles

Effective Prototype◦ Description: Ensures that the solution

generated must provide a useful learning prototype for interpreting other situations Want the situations or concepts used in

creating the model to be useful in future coursework & practice

What are the “big” conceptual ideas?

MEA Design PrinciplesMEA Design Principles

To which standards does this MEA connect?◦Consider math, science, and

engineering

Are there standards to which all MEAs connect? Which ones?

How can this help you as a teacher trying to integrate STEM?

Connections to StandardsConnections to Standards

Choose an MEAChoose an MEAAluminum Bats

◦ Students use micrographs to measure average grain size in aluminum (strength of materials) so the coach can choose better bats.

Ancient Crocodile◦ Students compare the modern day animals with their

prehistoric cousins to help the camper decide the size of the ancient beaver whose teeth he discovered.

Departing on Time◦ Students use airline departure times to compare

airlines for the Spanish Club so they don’t miss their connecting flight.

You might want to have at least one representative at each MEA

MEA DiscussionMEA DiscussionWhat standards were addressed

in this MEA?What were the big ideas elicited

in this MEA?What are possible follow-up

activities that could be done after this MEA?

Did you go through the express-test-revise cycle?

Plan for MEA UsePlan for MEA UseRead over the teacher materials that

come with one of the MEAs we did today.Make an implementation plan with your

team. This plan should include all parts of the LESA model or the 5E model.◦Launch, Explore, Share/Summarize, Apply◦Engage, Explore, Explain, Elaborate, Evaluate

Include ideas for extensions to this problem.

Exit SlipExit SlipOn a separate piece of paper,

reflect on how modeling is represented in your discipline and how it could be used to help integrate STEM in your classroom.

Hand your exit slip to one of the facilitators as you leave the session.