* select an investigation that could be used to answer a specific question. * analyze and...
TRANSCRIPT
S T E M*Select an investigation
that could be used to answer a specific question.
*Analyze and communicate findings from multiple investigations of similar phenomena to reach a conclusion.
*Use data from a simple investigation to determine how temperature change affects the rate of evaporation and condensation.
*Describe factors that influence the rate at which different types of material freeze, melt, or evaporate
*Evaluate an invention that solves a problem and determine ways to improve the design.
*Students will use technology tools to enhance learning, increase productivity, andpromote creativity.
*Students will use productivity tools to collaborate in constructing technology enhancedmodels, prepare publications, and produce other creative works.
*Students will demonstrate an understanding of the nature and operation oftechnology systems.
*Use place value understanding to round decimals to any place.
*Read, write, and compare decimals.
*Add and divide decimals.
*(Solve problems involving surface area and volume.)
*Convert among different-sized standard measurement units within a given system and use these conversions in solving multi-step, real-world problems.
Mrs. O’Dell has a fountain in her garden. During July she must refill the fountain everyday or the water level will drop so low her pump will stop working and she’ll have to buy a new one. Mrs. O’Dell is too busy to refill her fountain everyday. Design a new fountain for her that will reduce the rate at which the water evaporates.
Test Results
Which material conducts the least heat?
Which surface area reduces the rate at which the water will evaporate?
Which mat co
Question #1eat?
Which surface area reduces
the rate Question #2
Design
Test Results
CONDUCTION LAB Place equal
amounts of Crisco on the end of each rod.
Press down until the end of the rod shows through the Crisco.
Prepare the timer.
Set the rods in the hot water and start the timer.
Record the time when each rod’s Crisco begins to slide down the rod. Be sure to convert minutes to seconds and to write the milliseconds as a decimal.
Conduction LAB: what the students do Repeat the
experiment 2-3 times.
Average the melting times.
Round the average to the nearest hundredth.
Order the averages to show the fastest to the slowest conductors of heat.
Graph the data.
AFTER Completing the Surface Area Lab
Use SolidWorks software to virtually design the fountain based on your knowledge of the best surface area and material.
Use a 3-D printer to physically create a model.
HOW LONG IT TOOK FOR LARD TO MELT
Test 1 Test 20
100
200
300
400
500
600
700
800
GlassCopperPlasticBrassSteel
WHY DID PLASTIC MELT THE LARD LAST?
The plastic will not conduct heat. The plastic will not melt lard as fast
because it does not conduct enough heat to melt it as fast as steel, copper, and brass
The plastic is an insulator not a conductor.
SURFACE AREA
EVAPORATION
Test 1Test 2
0
5
10
15
20
25
30
35
Test tube
Beaker
Petri dish
Test tubeBeakerPetri dish
STEM
Experiments
Investigations
STEM
Digital
Cameras
Computers PowerPoint Excel
Timers
SmartBoard
STEM
Each student in the group should sketch his or her own ideas as the group discusses ways to solve the problem. Labels and arrows should be included to identify parts and how they might move. These drawings should be quick and brief.
STEM
test 1 test 20
5
10
15
20
25
30
35
test tubepetri dishbeaker
Rem
ain
ing w
ate
r in
mL
Conversions,
rounding,
comparing & ordering,
graphing
STUDENT COMMENTS
DURING STEM LESSONS…
“Mrs. O’Dell we forgot to do math!” (after 20 minutes of rounding and ordering decimals while working with our data)
“I like math like this!”