sample stem_ ruler_with_mastercam.pdf

APPLIED CNC STEM ACTIVITIES - RULER PROJECT

Applied CNC STEM Activities - Ruler ProjectCopyright: 1998 - 2014 In-House Solutions Inc. All rights reserved

Software: Mastercam X7

Author: Stephie Holmquist Johnson, Jonathan Schawrtz, Mariana Lendel

ISBN: 978-1-77146-110-8

Date: July 16, 2014

Notice

In-House Solutions Inc. reserves the right to make improvements to this manual at any time and without notice.

Disclaimer Of All Warranties And Liability

In-House Solutions Inc. makes no warranties, either express or implied, with respect to this manual or with respect to the software described in this manual, its quality, performance, merchantability, or fitness for any particular purpose. In-House Solutions Inc. manual is sold or licensed "as is." The entire risk as to its quality and performance is with the buyer. Should the manual prove defective following its purchase, the buyer (and not In-House Solutions Inc., its distributer, or its retailer) assumes the entire cost of all necessary servicing, repair, of correction and any incidental or consequential damages. In no event will In-House Solutions Inc. be liable for direct, indirect, or consequential damages resulting from any defect in the manual, even if In-House Solutions Inc. has been advised of the possibility of such damages. Some jurisdictions do not allow the exclusion or limitation of implied warranties or liability for incidental or consequential damages, so the above limitation or exclusion may not apply to you.

CopyrightsThis manual is protected under International copyright laws. All rights are reserved. This document may not, in whole or part, be copied, photographed, reproduced, translated or reduced to any electronic medium or machine readable form without prior consent, in writing, from In-House Solutions Inc.

TrademarksMastercam is a registered trademark of CNC Software, Inc.

Microsoft, the Microsoft logo, MS, and MS-DOS are registered trademarks of Microsoft Corporation; N-See is a registered trademark of Microcompatibles, Inc.; Windows 7 and Windows 8 are registered trademarks of Microsoft Corporation.

About the Authors

Stephanie Kaye Holmquist, Ph.D.

Dr. Stephanie (Stephie) Kaye Holmquist is President and CEO of Holmquist Educational Consultants, Inc., a national career and technology education consulting firm in business since 1998. She received a Ph.D. from the University of South Florida in Career and Workforce Education with an emphasis in Curriculum and Instruction, with a focus on Educational Robotics. Stephie consults throughout the country, specializing teacher training that creates a link between academics, vocational education and industry. She consults nationally in the area of Career and Technical Education and academic integration, and specializes in STEM education. Recently, she has had ongoing consulting contracts with Aurora, Colorado, New Haven, CT (Magnet schools), as well as in the following Florida counties: Miami-Dade, Broward (Ft. Lauderdale), and Charlotte. Her model STEM labs in Jacksonville, Miami, and Charlotte Counties have won "Outstanding Technology Program of Excellence Awards for the State of Florida" from the International Technology and Engineering Educators Association (ITEEA). She is a Daughter of The Nile and is the recipient of numerous awards from the Technology Student Association, & Epsilon Pi Tau, (Distinguished Service, & Laureate). Other professional memberships include: Phi Kappa Phi, Phi Theta Kappa, Sigma Alpha Iota, ITEEA, ACTE, FACTE, FTEEA, & NSTA.

Jonathon Schwartz

Jonathan Schwartz graduated from the University of California, Davis and worked in industry for years before returning to Harvard University for a Masters in Math Education. He has taught all levels of math from Elementary Level to Pre-Calculus for the last nineteen years. Additionally, he is an avid woodworker and has taught CNC Manufacturing and Pre-Engineering for the last ten years. His Passion is to bring these subjects together so that all students can see the importance and application of math skills.

Mariana Lendel

Mariana Lendel has a Bachelor Degree from Transilvania University of Brasov, Faculty of Mechanical Engineering, Precision Mechanics. Mariana has over ten years of experience as a CNC programmer and for over 15 years, Mariana has been a Mastercam instructor and the author of all Mastercam Training materials developed by In-House Solutions.

Instructor Guidebook - Applied CNC STEM Activities - Ruler Project

TABLE OF CONTENTS

GETTING STARTED

Section 1: Measurement Basics ................................................................................... 1Lesson Plan .............................................................................................................................................2

Instructor Notes ......................................................................................................................................5

Rubric ......................................................................................................................................................8

Scavenger Hunt - Worksheet 1 ...............................................................................................................9

Making Sense of Numbers - Worksheet 2 - Part 1 ...............................................................................10



Pre/Post Test - Measurement ..............................................................................................................14

Section 2: Building the Ruler ..................................................................................... 17Lesson Plan ...........................................................................................................................................18

Instructor Notes ....................................................................................................................................23

Rubric ....................................................................................................................................................46

CAD/CAM/CNC overview - Worksheet 1 ..............................................................................................47

CNC Machining - Worksheet 2 ..............................................................................................................48

Mastercam graphic User Interface - Worksheet 3 ...............................................................................49

Ruler Geometry Creation -Worksheet 4 ...............................................................................................55

Toolpath Creation - Worksheet 5 .........................................................................................................77

Pre/Post Test -Building the Ruler-CNC .................................................................................................96

Section 3: Additional STEM Activities ........................................................................ 97Activity One: Biopsychology - Lesson Plan ...........................................................................................98

Activity One: Biopsychology - Instructor Notes ..................................................................................102

Activity One: Biopsychology - Rubric .................................................................................................105

Activity One: Biopsychology -Worksheet ...........................................................................................106

Activity Two: Mechanical Advantage - Lesson Plan ............................................................................111

Activity Two: Mechanical Advantage - Instructor Notes ....................................................................114

Activity Two: Technology - Mechanical Advantage - Rubric ...............................................................117

Activity Two: Mechanical Advantage - Worksheet .............................................................................118

Activity Three: Suspension Bridge - Lesson Plan ................................................................................121

Activity Three: Suspension Bridge - Instructor Notes .........................................................................124

Table of Contents

Instructor Guidebook - Applied CNC STEM Activities - Ruler Project

TABLE OF CONTENTS

Activity Three: Suspension Bridge - Rubric .........................................................................................125

Activity Three: Suspension Bridge - Worksheet .................................................................................126

Activity Four: Balancing Act - Lesson Plan ..........................................................................................128

Activity Four: Balancing Act - Instructor Notes ...................................................................................130

Activity Four: Balancing Act - Rubric ...................................................................................................131

Activity Four: Balancing Act - Worksheet ...........................................................................................132

Activity Five: The Pressure is On - Lesson Plan ...................................................................................133

Activity Five: The Pressure is On - Instructor Notes ...........................................................................135

Activity Five: The Pressure is On - Rubric ...........................................................................................137

Activity Five: The Pressure is On - Worksheet 1 .................................................................................138

Activity Five: The Pressure is On - Worksheet 2 .................................................................................140

Pre/Post Test - STEM Activities ...........................................................................................................141

Answer Key ............................................................................................................ 143

Applied CNC STEM Activities - Ruler Project Page|1

SECTION 1: MEASUREMENT BASICS

Page |2 Applied CNC STEM Activities - Ruler Project

LESSON PLAN SECTION 1: MEASUREMENT BASICS

LESSON PLAN

Primary Subject Area: STEM with a concentration on Math.

Time Requirement: 3-4 Class Periods.

Rational: Number sense is a fundamental key to math education and is integral for school, life and career. Many students have taken years of math classes and never had the opportunity to apply what they have learned. This particular section is about making STEM meaningful through the use of projects that apply key math skills.

Standards:

Common Core Math:Middle School: 6.RP:

Understand ratio concepts and use ratio reasoning to solve problems. 6.NS:

Apply and extend previous understandings of multiplication and division to divide fractions by fractions.Compute fluently with multi-digit numbers and find common factors and multiples.

7.RP: Analyze proportional relationships and use them to solve real-world and mathematical problems.

7.NS: Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.

7.EE: Use properties of operations to generate equivalent expressions.Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

8.NS: Know that there are numbers that are not rational, and approximate them by rational numbers.

High School: N-RN:

Use properties of rational and irrational numbers. N-Q:

Reason quantitatively and use units to solve problems. A-REI:

Understand solving equations as a process of reasoning and explain the reasoning.ELA:

Writing Standards: Range of Writing: 10.0.Literacy in History/Social Studies, Science, and Technical Subjects: Integration of Knowledge and Ideas: 7.0.



ITEEA STL Standards:Middle School: Standard 12-J: Use tools and calculators in various applications.

High School: Standard 12-P: Use computers and calculators to access, retrieve, organize, process, maintain, interpret, and

evaluate data and information in order to communicate.

Vocabulary:

Decimal

Fraction

Line Gauge

Irrational Number

Rational Number

Rounding

Rule or Ruler

Scale

Triangular Architects Scale

Materials:

Instructor Lecture Notes Student STEM Journals Student Worksheet 1- Scavenger Hunt Student Worksheet 2- Making Sense of Numbers (Sections 1-3) Demonstration Materials such as: Triangular Architects Scale, Ruler, Caliper, Protractor, Micrometer, Dial

Indicators, Various Gauges, etc. Access to internet and projects to explain Decimal Equivalent Chart

Procedures:

Step 1: Administer "Pre/Post Test" to Students. Explain that this will demonstrate how much they have learned once the assigned activities have been completed.

Step 2: Instructor Lecture: Introduce (or reinforce as appropriate) the concept of basic measurement utilizing instructor notes.

Step 3: Have students go through Worksheet 1- Scavenger Hunt.

Step 4: Instructor Lecture: Introduce (or reinforce as appropriate) the conversion of a fraction to a decimal and visa versa.

Step 5: Have students complete Worksheet 2 - Making Sense of Numbers: Section 1.



Step 6: Instructor Lecture: Introduce (or reinforce as appropriate) the markings on a ruler and associated math concepts.

Step 7: Have students continue on to Worksheet 2- Making Sense of Numbers: Section 2.

Step 8: Discuss the correct way to write and say numbers.

Step 9: Have students continue on to Worksheet 2- Making Sense of Numbers: Section 3.

Step 10: Have students enter their thoughts, what they have learned and how it applied to STEM in their STEM Journals.

Extension and Research Activities:

Have students choose a career or industry and write a research report on what types of measurement tools are used. Ask them to explain how these tools are used and why they are important.

Have students report on the history and use of measurement tools throughout history.

Assessment:

1) Grade Worksheet 1 - Scavenger Hunt.

2) Grade Worksheet 2 - Making Sense of Numbers (Sections 1-3).

3) Grade research reports.

4) Grade utilizing rubric for Activity One.

NOTE: You should set 5-10 minutes aside before the end of each class for the student journal entry.


RUBRIC SECTION 1: MEASUREMENT BASICS

Name: ______________________

Period: __________

RUBRIC

Comments:

Indicators of Learning

Novice(1 pt)

Apprentice(2 pt)

Intermediate(3 pt)

Master(4pt)

MeasurementTools

Student does not exhibit and

understanding

Student exhibits minimal

understanding

Student exhibits adequate

understanding

Student exhibits complete

understanding

Decimal to Fraction

Conversion


understanding


understanding


understanding


understanding

Reading a Ruler Student does not exhibit and

understanding


understanding


understanding


understanding

Expression of Numbers in Written and

Verbal Formats


understanding


understanding


understanding


understanding


SECTION 2: BUILDING THE RULER


LESSON PLAN SECTION 2: BUILDING THE RULER

LESSON PLAN

Primary Subject Area: STEM with a concentration on Engineering and Math.


Rational: Engineering is key to having a strong foundation in STEM. This activity applies what they have learned about science and math to manufacture a ruler using a CNC (Computer numeric control) milling machine. Note: This lesson refers to the Mastercam Graphic Interface. Feel free to adapt if using another program.

Standards:

Common Core Math:Middle School:

6. RP: Understand ratio concepts and use ratio reasoning to solve problems.

6.NS:Apply and extend previous understandings of multiplication and division to divide fractions by fractions.Compute fluently with multi-digit numbers and find common factors and multiples.

7. RP: Analyze proportional relationships and use them to solve real-world and mathematical problems.

7. NS: Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.


High School:

N-RN: Use properties of rational and irrational numbers.

N-Q: Reason quantitatively and use units to solve problems.

A-REI: Understand solving equations as a process of reasoning and explain the reasoning.

ELA: Writing Standards:

Range of Writing: 10.0. Literacy in History/Social Studies, Science, and Technical Subjects:

Integration of Knowledge and Ideas: 7.0.



Next Gen Standards:Middle School:

MS-PS2-2: Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object.

ITEEA STL Standards:Middle School:

Standard 2-M: Technological systems include input, processes, output, and at times, feedback.Standard 12-J: Use tools and calculators in various applications.

High School:

Standard 12-P: Use computers and calculators to access, retrieve, organize, process, maintain, interpret, and evaluate data and information in order to communicate.

Vocabulary:

2D/3D Construction

Alignment

Angle

Attributes

Back plot

CAD - Computer Aided Design

CAM - Computer Aided Machining

CNC - Computer Numeric Control

Chaining

Clearance

Color

Contour

Depth

Diameter

Distance

Display

Endpoint

Engraver

Feed Plane



Function Prompt

Horizontal

G-code

View

Geometry

Graphic Area

Grid

Groups

GUI-Graphical User Interface

Isometric

Level

Linking Parameters

Line Style

Line Width

Marker Line

Menu

Mirror

MRU Toolbar

Operations Manager

Origin

Parallel

Plane

Point Style

Quick Mask Toolbar

Rectangle

Retract

Ribbon Bar

Ruler

Scale

Solid Manager

Spindle Speed

Status Bar

Stock



Stock Origin

Tangent

Toolbar

Toolpath

Translate

Trim

Utilities

View Port XYZ Axes

Wireframe

WCS-Work Coordinate System

Z Depth

Materials:

Instructor Lecture Notes Wood for Ruler Student STEM Journals Student MasterCam Graphic User Interface - Worksheet 3 Student Ruler Geometry Creation - Worksheet 4 Student Toolpath Creation -Worksheet 5 MasterCam or other similar program CNC Mill Access to internet for research

Procedures:

Step 1: Instructor Lecture: Introduce (or reinforce as appropriate) the concept of CNC Machining.

Step 2: Review key vocabulary words.

Step 3: Review use of CNC machine and safety as appropriate

Step 4: Have each student answer the questions in CAD/CAM/CNC Overview - Worksheet.

Step 5: Have each student work through MasterCam Graphic User Interface - Worksheet.

Step 6: Briefly review student work before allowing them to proceed.

Step 7: Review key concepts for the upcoming activity with the class.

Step 8: Have students work through Geometry Creation - Worksheet

Step 9: Briefly review student work before allowing them to proceed.

Step 10: Have students work through Toolpath Creation - Worksheet.

Step 11: Review CNC Safety rules.

Step 12: Distribute stock to each student for ruler.



Step 13: Have each student machine their ruler as appropriate. Be sure each student labels their ruler with their name.

Step 14: Evaluate each completed ruler for accuracy.



Have students choose a career or industry that utilizes CNC machinery and write a research report. Have students report on the history and use of CNC throughout history.

Assessment:

1) Evaluate Accuracy for Workssheets One through Four.

2) Grade reports as listed in extension and research activities.

3) Grade Section Two rubric.

NOTE: Allow 5-10 minutes before the end of each class for the student journal entry.


RUBRIC SECTION 2: BUILDING THE RULER

Name: ______________________

Period: __________

RUBRIC

Comments:


Novice(1 pt)

Apprentice(2 pt)

Intermediate(3 pt)

Master(4pt)

CAD/CAM/CNC Overview


understanding


understanding


understanding


understanding

Mastercam GUI Student does not exhibit and

understanding


understanding


understanding


understanding

Ruler Geometry Creation


understanding


understanding


understanding


understanding

Ruler Toolpath Creation


understanding


understanding


understanding


understanding


SECTION 3: ADDITIONAL STEM ACTIVITIES


ACTIVITY ONE: BIOPSYCHOLOGY - LESSON PLAN SECTION 3: STEM ACTIVITIES

This section is designed to integrate science and math activities into engineering and technology coursework. If possible, it is best to partner up with both the science and math instructors for these projects in order to assist with the introduction of the basic concepts and formulas. However, each activity is designed for any instructor to administer. The notes in this section will be detailed per activity.

ACTIVITY ONE: BIOPSYCHOLOGY - LESSON PLAN

Primary Subject Area: STEM

Time Requirement: 3-4 Class Periods

Rational: Biomechanics is the study of movement relating to biological systems such as ourselves. In this activity, students utilize their arms and their ruler to see how quickly they can react to a situation.

Standards:

Common Core Math:Middle School: 6.EE:

Apply and extend previous understandings of arithmetic to algebraic expressions.Reason and solve one-variable equations and inequalities.Represent and analyze quantitative relationships between dependent and independent variables.

6.SP: Develop understanding of statistical variability.Summarize and describe distributions.

6.NS:Apply and extend previous understandings of multiplication and division to divide fractions by fractions.Compute fluently with multi-digit numbers and find common factors and multiples.




7.SP:Use random sampling to draw inferences about a population.Draw informal comparative inferences about two populations.

8.EE: Work with radicals and integer exponents.Understand the connections between proportional relationships, lines, and linear equations.

8.F:Define, evaluate, and compare functions.Use functions to model relationships between quantities.


ACTIVITY ONE: BIOPSYCHOLOGY - LESSON PLAN SECTION 3 - STEM ACTIVITIES

High School: N-RN:

Extend the properties of exponents to rational exponents.Use properties of rational and irrational numbers.

N-Q: Reason quantitatively and use units to solve problems.

N-CN:Perform arithmetic operations with complex numbers.Represent complex numbers and their operations on the complex plane.Use complex numbers in polynomial and equations.

A-SSE:Interpret the structure of expressions.Write expressions in equivalent forms to solve problems.

A-APR:Perform arithmetic operations on polynomials.Understand the relationship between zeros and factors of polynomials.Use polynomial identities to solve problems.Rewrite rational expressions.

A-ACED: Create equations that describe numbers and relationships.

A-REI: Understand solving equations as a process of reasoning and explain the reasoning.

S-ID: Summarize, represent, and interpret data on a single count or measurement variable.

S-IC: Understand and evaluate random processes underlying statistical experiments.Make inferences and justify conclusions from sample surveys, experiments, and observational studies.

ELA: Writing Standards:

Research to Build and Present Knowledge 7.0.Range of Writing: 10.0.

Literacy in History/Social Studies, Science, and Technical Subjects:Integration of Knowledge and Ideas: 7.0.Key Ideas and Details: 3.0.Integration of Knowledge and Ideas: 7.0. 8.0, 9.0.Range of reading: 10.

Next Gen Standards:Middle School: MS-LS1-8.

Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.


ACTIVITY ONE: BIOPSYCHOLOGY - LESSON PLAN SECTION 3: STEM ACTIVITIES

High School: HS-LS1-3.

Plan and conduct investigation to provide evidence that feedback mechanisms maintain homeostasis.ITEEA STL Standards:Middle School: Standard 12-J:

Use tools and calculators in various applications.High School: Standard 12-P:

Use computers and calculators to access, retrieve, organize, process, maintain, interpret, and evaluate data and information in order to communicate.

Vocabulary:

Acceleration

Biomechanics

Biopsychology

Distance

Gravity

Reaction

Formulas:

The formula for reaction time is:

d = (1/2) gt2

Where,

d = the distance the object falls (cm)

g = the acceleration of gravity (9.8 m/s2)

t = the time the object was falling (s)

Solving for time the equation becomes:

t = (2 x d 9.8)

NOTE: Since the metric system is the standard method of measurement in science, it will be used in this activity for calculations. The conversion chart will provide the information necessary for the calculation.


ACTIVITY ONE: BIOPSYCHOLOGY - LESSON PLAN SECTION 3 - STEM ACTIVITIES

Materials:

Instructor Lecture Notes Student STEM Journals Student Worksheet 1- Biopsychology Ruler Demonstration Materials such as: Triangular Architects Scale, Ruler, Caliper, Protractor, Micrometer, Dial

Indicators, Various Gauges, etc. Access to internet and projects to explain Decimal Equivalent Chart

Procedures:

Step 1: Instructor Lecture: Introduce (or reinforce as appropriate) biopsychology. Explain the Reaction Time Formula (Note: it is important to go over the use of the metric conversion chart). Review; averages, mean, median, and mode, as well as lone graphs.

Step 2: Put students into teams of two.

Step 3: Have students complete Worksheet 1 - Biopsychology.



Have students research Biopsychology and how to write a report as to how it relates to engineering. Have students take home the activity and ask others to volunteer. Then discuss the results in class.

Assessment:

1) Grade Activity One - Biopsychology - Worksheet.

2) Grade utilizing rubric for this activity.



ACTIVITY ONE: BIOPSYCHOLOGY - RUBRIC SECTION 3 - STEM ACTIVITIES

Name: ______________________

Period: __________

ACTIVITY ONE: BIOPSYCHOLOGY - RUBRIC

Comments:


Novice(1 pt)

Apprentice(2 pt)

Intermediate(3 pt)

Master(4pt)

Biomechanics Student does not exhibit and

understanding


understanding


understanding


understanding

Reaction Time Formula


understanding


understanding


understanding


understanding

Results of Statistical Data


understanding


understanding


understanding


understanding

Team Player Student did not work with

partner and had to be separated

Student worked with partner, but

was issued numerous warnings

Student worked with partner with

a minimum of issues

Student worked well with partner


ACTIVITY TWO: MECHANICAL ADVANTAGE -LESSON PLAN SECTION 3 - STEM ACTIVITIES

ACTIVITY TWO: MECHANICAL ADVANTAGE -LESSON PLAN



Rational: Machines make work easier. Students will use what they have learned about simple machines to calculate the mechanical advantage of a 1st class lever.

Standards:

Common Core Math:Middle School: 6.RP:

Understand ratio concepts and use ratio reasoning to solve problems. 6.NS:

Apply and extend previous understandings of multiplication and division to divide fractions by fractions.Compute fluently with multi-digit numbers and find common factors and multiples.




High School: N-RN:

Use properties of rational and irrational numbers. N-Q:

Reason quantitatively and use units to solve problems. A-REI:

Understand solving equations as a process of reasoning and explain the reasoning.ELA: Writing Standards:




ACTIVITY TWO: MECHANICAL ADVANTAGE -LESSON PLAN SECTION 3: STEM ACTIVITIES

Next Gen Standards:Middle School: MS-PS2-2.

Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object.

ITEEA STL Standards:Middle School: Standard 2-M:

Technological systems include input, processes, output, and at times, feedback. Standard 12-J:

Use tools and calculators in various applications.

High School: Standard 12-P:

Use computers and calculators to access, retrieve, organize, process, maintain, interpret, and evaluate data and information in order to communicate.

Vocabulary:

1st Class Lever

2nd Class Lever

3rd Class Lever

Effort

Equilibrium

Fulcrum

Force

Gravity

Input

Load

Mechanical Advantage

Output

Resistance

Work


ACTIVITY TWO: MECHANICAL ADVANTAGE -LESSON PLAN SECTION 3 - STEM ACTIVITIES

Formulas:

Work: W= F x D (Work = Force x Distance)

Mechanical Advantage (MA) =

If you want to use length instead of force:

Mechanical Advantage (MA) =

Materials:

Instructor Lecture Notes Student STEM Journals Student Worksheet 2- Mechanical Advantage Ruler 20 weights (Pennies or Washers) per team Pencil

Procedures:

Step 1: Instructor Lecture: Introduce (or reinforce as appropriate) 1st, 2nd, and 3rd class levers. Discuss and give examples of the formulas for work and mechanical advantage.


Step 3: Have students complete Worksheet 2 - Mechanical Advantage.



Have students chose a STEM field and research how the use of mechanical advantage helps make work in that field easier.

Assessment:

Grade Activity Two - Mechanical Advantage - Worksheet. Grade utilizing rubric for this activity.



ACTIVITY TWO: TECHNOLOGY - MECHANICAL ADVANTAGE - RUBRIC SECTION 3 - STEM ACTIVITIES

Name: ______________________

Period: __________

ACTIVITY TWO: TECHNOLOGY - MECHANICAL ADVANTAGE - RUBRIC

Comments:


Novice(1 pt)

Apprentice(2 pt)

Intermediate(3 pt)

Master(4pt)

Identify the 3 Classes of Levers


understanding


understanding


understanding


understanding

Identify the location of the

components for all 3 Classes of

Levers


understanding


understanding


understanding


understanding

Calculation and Application of

Mechanical Advantage


understanding


understanding


understanding


understanding

Material Safety Students handling of

materials was unsafe

Materials were taken away

Students handling of tools was barely safe

and required numerous warnings

Students handling of tools was mostly safe, but required at

least one warning

Students handling of tools was safe and no warnings were

given


ACTIVITY THREE: SUSPENSION BRIDGE - LESSON PLAN SECTION 3 - STEM ACTIVITIES

ACTIVITY THREE: SUSPENSION BRIDGE - LESSON PLAN



Rational: The use of suspension bridges are key to civil engineering. They can easily be built to cross long spans.

Standards:

LA: Writing Standards:



Next Gen Standards:Middle School: MS-ETS1-2:

Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

High School:HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.

ITEEA STL Standards:Middle School: Standard 5-F:

Decisions to develop and use technologies often put environmental and economic concerns in direct competition with one another.

Standard 12-J: Use tools and calculators in various applications.


ACTIVITY THREE: SUSPENSION BRIDGE - LESSON PLAN SECTION 3: STEM ACTIVITIES

High School: Standard 5-L:

Decisions regarding the implementation of technologies involve the weighing of trade-offs between predicted positive and negative effects on the environment.

Standard 12-P: Use computers and calculators to access, retrieve, organize, process, maintain, interpret, and evaluate data and information in order to communicate.

Vocabulary:

Anchorage

Cables

Suspenders

Tension

Tower

Compression

Span

Suspension

Materials:

Instructor Lecture Notes Student STEM Journals Ruler (two per team) Table String about 1 times as long as the table (per team) Tape (strong enough to adhere to the table)

Procedures:

Step 1: Instructor Lecture: Introduce (or reinforce as appropriate) The various types of bridges. Discuss the pros and cons of each type of bridge, when they are used, and how each has an effect on the environment.


Step 3: Have students complete Worksheet 3-Suspension Bridge.




ACTIVITY THREE: SUSPENSION BRIDGE - LESSON PLAN SECTION 3 - STEM ACTIVITIES


Research the history of suspension bridges.

Assessment:

1) Grade Activity Three - Suspension Bridge - Worksheet.



ACTIVITY THREE: SUSPENSION BRIDGE - RUBRIC SECTION 3 - STEM ACTIVITIES

Name: ______________________

Period: __________

ACTIVITY THREE: SUSPENSION BRIDGE - RUBRIC

Comments:


Novice(1 pt)

Apprentice(2 pt)

Intermediate(3 pt)

Master(4pt)

Identify the Various Types of

Bridges


understanding


understanding


understanding


understanding

Identify the parts of a Suspension

Bridge


understanding


understanding


understanding


understanding

Team Player Student did not work with





a minimum of issues








least one warning


given


ACTIVITY FOUR: BALANCING ACT - LESSON PLAN SECTION 3: STEM ACTIVITIES

ACTIVITY FOUR: BALANCING ACT - LESSON PLAN



Rational: Understanding the concept of center of gravity is key to numerous STEM concepts, especially in the field of engineering.

Standards:



Integration of Knowledge and Ideas: 7.0.Next Gen Standards:Middle School: MS-ETS1-2:

Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

High School: HS-ETS1-3:

Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.

ITEEA STL Standards:Middle School: Standard 9-G:

Brainstorming is a group problem-solving design process in which each person in the group presents his or her ideas in an open forum.


The process of engineering design takes into account a number of factors.


ACTIVITY FOUR: BALANCING ACT - LESSON PLAN SECTION 3 - STEM ACTIVITIES

Vocabulary:

Balance

Equilibrium

Gravity

Hypothesis

Materials:

Instructor Lecture Notes Student STEM Journals Ruler (one per team) Table String about 1 feet long (per team) Hammer (one per team)

Procedures:

Step 1: Instructor Lecture: Introduce (or reinforce as appropriate) the concepts of center of gravity, and equilibrium.


Step 3: Have students complete Worksheet 4- Balancing Act.



Have each team of students research other tricks of balance. Then plan a "show" where each team demonstrates and explains their trick to the rest of the class.

Assessment:

1. Grade Activity Four - Balancing Act - Worksheet.

2. Grade utilizing rubric for this activity.



ACTIVITY FOUR: BALANCING ACT - RUBRIC SECTION 3 - STEM ACTIVITIES

Name: ______________________

Period: __________

ACTIVITY FOUR: BALANCING ACT - RUBRIC

Comments:


Novice(1 pt)

Apprentice(2 pt)

Intermediate(3 pt)

Master(4pt)

Equilibrium Student does not exhibit and

understanding


understanding


understanding


understanding

Creating a Hypothesis


understanding


understanding


understanding


understanding

Use of Scientific Terms to

Describe the Experiment

Student did not work with





a minimum of issues








least one warning


given


ACTIVITY FIVE: THE PRESSURE IS ON - LESSON PLAN SECTION 3 - STEM ACTIVITIES

ACTIVITY FIVE: THE PRESSURE IS ON - LESSON PLAN

Primary Subject Area: STEM - With an emphasis on Science (Scientific Method)


Rational: Understanding the concept of atmospheric pressure is important to a variety of STEM applications. In this activity, students will utilize scientific method to conduct a simple activity to prove air pressure exists.

Standards:



Integration of Knowledge and Ideas: 7.0.ITEEA STL Standards:Middle School: Standard 9-G:

Brainstorming is a group problem-solving design process in which each person in the group presents his or her ideas in an open forum.


The process of engineering design takes into account a number of factors.

Vocabulary:

Atmospheric Pressure

Barometer

Hypothesis

Scientific Method

Materials:

Instructor Lecture Notes Student STEM Journals Ruler (one per team) Table Newspaper (Two full sheets per team)


ACTIVITY FIVE: THE PRESSURE IS ON - LESSON PLAN SECTION 3: STEM ACTIVITIES

Procedures:

Step 1: Instructor Lecture: Introduce (or reinforce as appropriate) the concept of Atmospheric pressure and its importance to STEM oriented careers. Review the sequence involved with the use of scientific method for experiments.


Step 3: Have students complete Worksheet 5 - The Pressure is On.

Step 4: Schedule time for each group's presentation that they worked on in Step 8.



Have each student research and write a report about a career where atmospheric pressure is particularly important.

Assessment:

1) Grade Activity Five - The Pressure is On - Worksheet.




ACTIVITY FIVE: THE PRESSURE IS ON - RUBRIC SECTION 3 - STEM ACTIVITIES

Name: ______________________

Period: __________

ACTIVITY FIVE: THE PRESSURE IS ON - RUBRIC

Comments:


Novice(1 pt)

Apprentice(2 pt)

Intermediate(3 pt)

Master(4pt)

Atmospheric Pressure is a

Force Exerted by the Weight of

the Air


understanding


understanding


understanding


understanding

The Scientific Process


understanding


understanding


understanding


understanding

The Experiment and how it Relates to

Atmospheric Pressure


understanding


understanding


understanding


understanding

Presentation Student does not exhibit an

understanding of the concept







sample stem_ ruler_with_mastercam.pdf

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consequential damages

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