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Transcript of PARC final report compiled
OUTCOME REPORT: SUSTAINABILITY OUTREACH FOR NORTHERN NEW MEXICO 2015-2016
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Summary of Accomplishments
What were the major goals for the project?
Design a 1-2 hour modular program including energy kits from the PARC outreach
website
Deployable kit teaching about sustainability and renewable energy
5-10 events in the first year serving ~20 students per event (100-200 participants in the
first year)
Collaboration with partner organizations to recruit program facilitators and the
community of students and teachers in NM as participants
Collaboration with Explora which will continue to teach the program or modules of the
program for years to come
What was accomplished under these goals?
Major Events/Activities
Date Event/Activity Location Number of participants (type)
7/17/2015 Explora Adult Night Explora Museum Albuquerque, NM
250 (adults)
10/1/2015 Santa Fe HS Innovation Academy
Santa Fe High School Santa Fe, NM
100 (5 groups of 20 students)
10/2/2015 Santa Fe HS Innovation Academy
Santa Fe High School Santa Fe, NM
100 (5 groups of 20 students)
10/8/2015 NM MESA Middle School NM Highlands University Las Vegas, NM
60 (3 groups of 20 students)
11/12/2015 Santa Fe HS Innovation Academy
Santa Fe High School Santa Fe, NM
10 (teachers)
3/21/2016 Farming For Fuels Outreach Corrales Library Corrales, NM
40 (2 groups of 20 students)
3/30/2016 Farming For Fuels Spring Break Camp
Explora Museum Albuquerque, NM
17 (students)
Totals 7 events with multiple groups of participants at most events
All over NM including urban centers and rural communities
577 total 317 students 10+ teachers 250 adults
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Future Events/Activities
Date Event/Activity Location Number of Participants (type)
5/12/2016 Outreach Anton Chico, NM 117 (students expected)
Unknown Experiment Bar Explora Museum Albuquerque, NM
1000+ (museum visitors)
6/6/2016-8/5/2016
Summer Camps Explora Museum Albuquerque, NM
Unknown (students)
Unknown/ Many
Family Science and Outreach Events
NM Unknown (students and adults)
Unknown/ Many
Teacher Development Seminars NM Unknown (teachers)
Specific Objectives
Develop a deployable modular program that teaches about sustainability and renewable
energy
Include a diverse audience, specifically children grades K-12
Generate curriculum related to PARC and DOE missions which include sustainability
and renewable energy
Significant Results and Outcomes
Modular program developed which included the fish sustainability game (Appendix 1),
coke can calorimeter to measure energy in different renewable and non-renewable
resources (Appendix 2), and making something out of corn plastic (Appendix 3)
Nearly 600 participants since July 2015 far exceeding the goal of 100-200 participants.
At least 10 teachers (SF Innovation Academy) plus many others at Explora Adult Night
(unknown number of teachers) were given the knowledge and tools to teach parts of the
modular program in their own classrooms
Impact reaching across New Mexico including in rural Las Vegas, NM, urban centers of
Albuquerque and Santa Fe
Modules of the program will be taught in the future at Explora museum during summer
camps (summer 2016), at the Experiment Bar inside Explora Science Museum (rotating
experiments for all museum visitors), during professional development seminars for NM
educators, and during family science events and outreach events (similar to events done
in 2015/2016 so far)
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What opportunities for training and professional development has
this provided?
Dr. Nesia Zurek – leadership, outreach, collaboration, and networking
Allison Brody – contributed program modules to Explora’s education and outreach
Who contributed to the project?
Name Designation Role Nesia Zurek Postdoctoral Fellow
PARC University of New Mexico
Primary coordinator
- Grant writer - Program design - Generated contacts at partner
organizations
- Facilitated learning
Andrew Shreve Director Center for Biomedical Engineering University of New Mexico
PARC sponsor
- Grant contributor
Gabe Montano Staff Scientist Los Alamos National Labs
PARC sponsor
- Grant contributor
Allison Brody Education Director Explora
Explora Coordinator
- Program design - Facilitated learning - Maintains and promotes program at
Explora
Andres Barrera Guerrero
Educator Explora
Educator - Facilitated learning
Kevin Dilley Educator Explora
Educator - Facilitated learning
Tara Henderson Education Services Manager Explora
Outreach Coordinator - Scheduled outreach events
Kristin Leigh Deputy Director & Director of Community Engagement Explora
Explora Contact
Eric Meyer STEM Learning Coordinator Explora
Program design
Matt Makofske Director of Administration and Special Projects Explora
Explora Contact
Erin Plut Administrative Coordinator PARC
Support - Grant support
Kaslina Love Mosley Manager, Research Administration and Operations PARC Washington University
Support - Grant support
Rachel Ruggirello Education & Outreach Coordinator PARC Washington University
Support
- Grant support
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Appendix 1: Sustainability Fishing
Game
Goals
Participants define sustainability and
carrying capacity
Reinforce basic math skills: Addition,
subtraction, percentages, and counting
Learn cause and effect on the environment
due to resource use/overuse
Materials
60 fish cards per table
1 copy of the Replenishment Rate Cheat
Sheet (See page 8) per table
1 copy of the Fishing Game Instructions (See page 6) per table
3-4 Daily Tally Sheet (See page 7) per table
Pens/pencils
Procedure
1. Seat 4-5 participants per table
2. Briefly explain instructions to the fishing game (See Fishing Game Instructions,
on Page 6)
3. Round 1 – no rules
4. Round 2 – government comes in and only allows each person to take 1 fish from
the pond each day
5. Round 3 – replenishment rate downgraded to 10% per day
6. Debrief
a. Ask students what they thought the object of the game was?
i. Possible answers: to get the most fish by the end of the game, to
get to day 10 with fish still in the pond
b. What happens when one person or group of people use more than their
fair share?
i. Rest of society suffers (eg. if one person got 3 fish one day another
person maybe didn’t get any, in real life they might starve)
c. Ask students to define sustainability based on what they learned during
the game?
Figure 1: Prototype Fishing Game
used at Explora’s Adult Night
7/17/2015.
OUTCOME REPORT: SUSTAINABILITY OUTREACH FOR NORTHERN NEW MEXICO 2015-2016
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i. The resource (in this case the fish) replenishes at least as fast as
we use it up
ii. Our actions do no harm on the environment (eg. if the great blue
heron eats the fish and there are no more fish in the pond, what
happens to the heron?)
iii. Cost per unit is reasonable
Modifications/Comments
More or less rounds of the game can be played depending on time allotted
References
"The Cloud Institute for Sustainability Education - The Fish Game." The Cloud Institute
for Sustainability Education - The Fish Game. The Cloud Institute for Sustainability
Education, n.d. Web. 07 Apr. 2016.
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Sustainability Fishing Game Rules
1. Sit as a group of 4-5 people per table.
2. Choose 1 person to track number of fish on Daily Tally Sheet.
3. Place 20 fish cards in the center of the table.
4. Each round of the game will go on for 10 “days.”
5. Each “day”, every person fishes 0-3 fish from the pond.
6. At the end of the “day,” write down on the Daily Tally Sheet the number of
fish left in the pond.
7. “Overnight” the fish replenish at a rate of 25%. Round up to the nearest whole number of fish. The total number of fish in the pond can never be more than 20 fish. Use the Replenishment Rate Cheat Sheet to determine how many fish to add back to the pond.
8. Write the number of fish added back to the pond on the Daily Tally Sheet.
9. Repeat steps 5-8 for 10 “days” total.
10. When you finish the round let the facilitator know and ask for “rules” for the next round.
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The Fishing Challenge Rules You have 10 days to catch as many fish as you can.
Each day, you will choose whether to catch one, two, or three fish for the day. There are two other
fisher folk also trying to catch as many fish as they can. At the end of each day, record the totals.
The lake can only support 20 fish total. Every night, the fish in the lake will reproduce at a rate of 25%.
Daily Tally Sheet
Day Number of Fish Left Number of Fish
Replenished
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7
Day 8
Day 9
Day 10
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Replenishment Rate Cheat Sheet
Number of Fish If replenish at 25%, then
add
16-19 Up to 20 fish
15 4
14 4
13 3
12 3
11 3
10 3
9 2
8 2
7 2
6 2
5 1
4 1
3 1
2 1
1 1
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Appendix 2: Amount of energy in different resources using a coke can
calorimeter.
Goals
Determine amount of energy in different renewable and non-renewable
resources
Discover why some sources of energy are not equal
Using tools such as a scale, ring stand, and thermometer
Basic math including addition and subtraction and making comparisons (greater
than or less than)
Materials
2 empty coke cans
2 probe thermometers
2 ring stands with wire mesh supports
Bunsen burner/lighter
Scale
Measuring cup
Water
Different sources of energy (eg. coal,
wood, corn chips, corn nuts)
Temperature Tracking Sheet (See
page 11)
Procedure
1. Set up ring stands holding the coke cans closely above the wire mesh
2. Put equal amounts of water in each coke can [for calculation of actual amount of
energy (in calories) use 100mL of water]
3. Put probe of thermometer in each coke can
4. Mass out 1 gram of different energy sources to be tested and place on the wire
mesh
5. Write down starting temperature of water on the Temperature Tracking Sheet
6. Light the energy sources on fire and place below the coke cans
7. Wait until energy source is completely burned and record final temperature on
Temperature Tracking Sheet
8. Subtract starting temperature from the final temperature to get change in
temperature and record difference on Temperature Tracking Sheet
Figure 1: Nesia Zurek helping with
the coke can calorimeter at Explora’s
Adult Night 7/17/2016.
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9. Compare changes in temperature from different energy sources to compare
amount of energy per gram of each source (larger temperature change = more
energy)
10. Repeat for different energy sources
Modifications/Comments
This experiment requires use of an open flame and produces smoke
o Preform in a fume hood or outside to prevent turning on smoke alarms
o Keep a fire extinguisher close by in case of fire
o Do not preform outside with high winds
As part of a modular program, this experiment can be included or excluded
depending on the safety of the conditions
Get creative and choose a variety of energy sources
To calculate actual number of calories (unit of energy) use the following equation
o Q = mCpΔT
o Q = heat absorbed by water, m = mass of water in grams, Cp = 1 cal/g °C,
∆T = change in temperature (Celsius)
o For 100mL of water m=100g
References
"Food Calorimetry." Food Calorimetry. Carolina Biological Supply Company, n.d. Web.
07 Apr. 2016.
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Temperature Tracking Sheet – Coke Can Calorimeter
Energy source Starting Temp Ending Temp Change in Temp (ending temp – starting temp)
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Appendix 3: Making Corn Plastic
Goals
Learn about bio-products and how they are
replacing products made from non-renewable
resources such as oil
Explore properties of biodegradable products
made from corn
Learn about measurements and ratios
Participants make corn plastic to take home (Figure 1)
Materials (Figure 2)
Corn starch
Water
Corn oil
Food color/watercolor
Measuring spoons
(teaspoons and/or
tablespoons)
Small cups
Plastic pipettes
Small silicon baking molds
Microwave
Procedure
1. Measure 1 tablespoon corn starch into small cup
2. Measure 1.5 tablespoons water into cup
3. Add a couple drops of corn oil into cup
4. Add a couple drops of food color/water color into cup
5. Stir well
6. Pour mixture into small silicon baking mold
7. Microwave for 20-30 seconds on high
8. Remove (Warning: mixture will be hot)
9. Let corn plastic cool before removing from mold
Modifications/Additional Comments
For introduction and speaking portion of this module talk about the following:
Figure 2: Materials used A) Corn starch, B) Corn
oil, C) Food color/watercolor, D) Small cups, E)
Plastic pipettes, and F) Silicon baking molds. Photo
taken 3/21/2016 at Farming for Fuels outreach in
Corrales.
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o Most plastic we use today is made from non-renewable sources such as
oil
o Corn plastic is renewable
o Corn plastic is biodegradable
o Other potential sources of bio-products include algae, trees, other plants,
and insects
o Other bio-products made from renewable resources include biodiesel,
building materials, adhesives, textiles, and biomedical applications such
as tissue scaffolds and drug delivery vehicles.
This learning module can get messy
o Best done on non-porous surfaces such as lab benches and floors that
can easily be cleaned such as tile
o Facilitator can wear an apron but the color does wash out of clothing
o No PPE necessary
References
"Photosynthetic Antenna Research Center." Biomass Energy Kit. PARC, n.d. Web. 07
Apr. 2016.