STEM: STEM: Inquiry, Inquiry, Connections, RedesignConnections, Redesign

David Huls, Seth NelsenPam Branlund

Lakeville South High School

• By 2014, students will need a strong foundation in STEM fields to compete for tomorrow’s jobs

• The graduates of 2023 will be competing in the global marketplace

• These graduates are today’s kindergardeners

Design ProjectsMEAs - Model

Eliciting ActivitiesRedesignIntegration

The Process of Implementing STEM

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.

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.

“Save the Penguins”◦ Using various

materials and a budget, the task was to keep an ice cube from melting in a very hot atmosphere.

Model Eliciting ActivitiesMEAs

are designed to encourage students to build mathematical models in order to solve complex problems

Who’s the fastest runner?

Model Eliciting Activities

????

Redesign Activity

• Windmill Redesign

–Redesign blades– Experiment with

gear ratios–Consider

limitations of testing with a fan

Across Subjects• Projects can bring in aspects from every subject.

From technical writing; to visual arts; to math and science

Make Some BubblesUsing the materials provided you are going to assemble a device that can cause electrolysis of water

A company might use this process someday to fill hydrogen powered vehicles

2 H2O(l) → 2 H2(g) + O2(g)

Tinkering vs FollowingHalf 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.

Activities We Implemented

• Clearing a Path to the Heart

• Cereal Box Redesign• Barbie Bungees• Submarine Design

Goal was to improve the flow of blood through a blocked artery

Used everyday materials to reduce the blockage

Cereal Box Redesign• Measure the dimensions

of a cereal box and determine the volume and the surface area

• Redesign the box to contain the same volume but with less surface area

• Calculate savings in material used

• Discuss benefits of redesign

Barbie Bungee Jumping• How 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 heights

• Discuss accuracy of equations

SubmarinesDesign 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.

Redesigning “Canned” LabsTake the instructions away and give a clearly defined question.

Results will vary, but students do a lot more thinking and tinkering

Title: Friction Lab Purpose: 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 force Hypothesis 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 Friction

Determine 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 blocks

 

Friction Lab

Using 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?