national institute of aerospace research and graduate ... substitute combine adapt magnify/minify...
TRANSCRIPT
Tonight’s Goal
3
To:
37607
Message:
345177
5
Why We Hope You’re Here
• To encourage students to pursue STEM careers
• To learn techniques and activities to use with K-12 students
• To share what you’ve learned with your others in your region and section
• To make learning engaging!
6
A Unique Opportunity
Keymakers By: Philip Ward
7
Some people see a closed door, and turn away.
Others see a closed door, try the knob if it doesn't open...
they turn away.
8
Still others see a closed door, try the knob,
if it doesn't open, they find a key,
if the key doesn't fit... they turn away.
9
A rare few see a closed door, try the knob,
if it doesn't open, they find a key,
if the key doesn't fit... They make one.
10
11
Ice Breaker 3-2-1
3: Things you have in common with the other people at your table
2: Important take-aways from the video
1: Way you can Make a Difference (Individually- Write this one on a sticky note.)
12
Individual Challenge
Using one entire piece of 8.5” x 11” copy paper, construct a paper airplane that will carry the maximum amount of paperclips the furthest distance.
You must be ready to test your paper airplane in 15 minutes.
13
The Requirements
• All Paperclip Airplanes Must:
• Use the entire sheet of 8.5” x 11” paper
• Use the paperclips provided and attach them without the use of any other materials
• Contain at least 2 fixed wings
According to Merriam Webster air·plane noun \ˈer-ˌplān\ : a powered heavier-than-air aircraft with fixed wings from which it derives most of its lift
14
Point Calculations
Total Points= 10d + 5p
Where:
d = distance rounded to the nearest foot
p = the number of paperclips attached
15
Time Remaining
15:00
16
The Engineering Process
17
SCAMPER
Substitute
Combine
Adapt
Magnify/Minify
Put to Other Use
Eliminate
Reverse/Rearrange
18
Redesign
Use the Engineering Process to redesign your paperclip airplane. You will need to demonstrate your new design in a fly-off in 10 minutes.
Your airplane must continue to contain the required elements.
19
The Requirements
• All Paper Airplanes Must:
• Use the entire sheet of 8.5” x 11” paper
• Use the paperclips provided and attach them without the use of any other materials
• Contain at least 2 fixed wings
20
Time Remaining
10:00
21
Debriefing
What did we learn?
What concepts can we teach from this?
22
Debriefing
• Hands-On Activity: Paperclip Airplanes
• Grade Range: K- 12
• Possible Concepts Taught:
• Four Forces of Flight (Thrust, Drag, Lift, Weight)
• Center of Gravity
• Generating a Hypothesis
• Stability and Control
• Multiple Variables
• Force and Motion
• Optimization
24
Today’s Student …
• Is a visual and kinesthetic learner
• Is hyper-connected to the real world via social media
• Expects technology in their classroom
• Places a high value on interactivity and active learning
• Depends on transferable skills
25
Elementary School (K-5)
• Want to understand “why?”
• Require concrete examples of concepts
• Enjoy pictures, videos, models, props
• Recommendations:
• Hands-on activities
• Movement activities (younger students)
• Power Point presentations (older students)
26
Middle School (6-8)
• Want to understand “how?”
• Enjoy concrete examples of concepts
• Connect academics to real-world
• Enjoy pictures, videos, models, props
• Recommendations:
• Hands-on activities
• PowerPoint presentations with visual media
• Connections between topics and real-world
27
High School (9-12)
• Want to understand “why not?”
• Connect academics to real-world
• Enjoy being spoken to rather than spoken above
• Recommendations:
• Hands-On Activities
• PowerPoint presentations with visual media
• Connections between topics and real-world
• More specific content – extend into college-level
28
Use the materials provided to design a shock-absorbing Mars Lander that protects our astronauts. You must be ready to test your design in 15 minutes.
Team Challenge
29
The Requirements
• All Mars Landers Must Use a Maximum of:
• 8 straws
• 3 index cards
• 1 Dixie cup (3oz)
• 1 piece of cardboard
• 3 rubber bands
• 10 Marshmallows (small)
• Your “astronaut cabin” (cup) may NOT contain any type of lid or covering
30
Testing
• “Astronauts” (large marshmallows) will be added to the “astronaut cabin” at the time of the drop
• No other items may be inside the “astronaut cabin” with the astronauts
• All Mars will be dropped from a height of 2 feet onto a table.
• You MAY NOT TEST your Mars Lander prior to the official competition.
31
Time Remaining
15:00
32
Redesign
Use the Engineering Process to redesign your Mars Lander. You will need to demonstrate your new design in 10 minutes.
Your Mars Lander must continue to contain the required elements.
33
The Learning Pyramid
Read 10%
Audio Visual 20%
Demonstration 30%
Discussion Group 50%
Practice by Doing 75%
Immediate Use 90%
Source: NTL Institute
Lecture 5%
34
The Requirements
• All Mars Landers Must Use a Maximum of:
• 8 straws
• 3 index cards
• 1 Dixie cup (3oz)
• 1 piece of cardboard
• 3 rubber bands
• 10 Marshmallows (small)
• Your “astronaut cabin” (cup) may NOT contain any type of lid or covering
35
Time Remaining
10:00
36
Debriefing
What did we learn?
What concepts can we teach from this?
37
Debriefing
• Hands-On Activity: Mars Lander
• Grade Range: 3- 9
• Possible Concepts Taught:
• Potential and Kinetic Energy
• Measurement
• Data Collection and Analysis
• Acceleration Due to Gravity
• Air Resistance
• Engineering Design Process
• Constructing an Experiment
38
When You’re in the Classroom
• Communicate with the teacher prior to your visit
• Ask about student needs
• Share lesson with the teacher and ask for help with supplies
• Create a lesson that is engaging and appropriate for students
• Make connections between your job and the student’s world
• “An open mind is a creative mind”
40
Contact Information
Elana Slagle
STEM K-12 Committee Chair