sensitisation workshop 2014

Sensitisation Workshop 2014

Participating Countries Antigua

Barbados

Belize

Dominica

St. Lucia

Guyana

Tampa (Hillsborough County)

Trinidad & Tobago

OverviewTarget•Secondary school students.

Challenge•Identify a challenge facing your school or community, and using science, technology, engineering and mathematics (STEM), develop effective, innovative and sustainable solutions to the challenge identified.

Systematic knowledge of the physical or material world through observation and experimentation.

Systematic knowledge of the physical or material world through observation and experimentation.

The application of scientific knowledge, processes and devices for practical purposes.

The application of scientific knowledge, processes and devices for practical purposes.

The utilization of concepts in science, mathematics and technology to design and build structures, machines, materials, processes,

systems and devices.

The utilization of concepts in science, mathematics and technology to design and build structures, machines, materials, processes,

systems and devices.

The study of measurements, properties and relationships using numbers and symbols.

The study of measurements, properties and relationships using numbers and symbols.

The integrated study of science, technology, engineering and mathematics designed to encourage problem-solving

through discovery.

The integrated study of science, technology, engineering and mathematics designed to encourage problem-solving

through discovery.

Meeting the needs of current generations without compromising the needs of future ones, so that society can co-exist in

continuous harmony.

Meeting the needs of current generations without compromising the needs of future ones, so that society can co-exist in

continuous harmony.

The 5 Pillars of SustainabilitySUSTAINABILITY

McConville and Mihelcic, Environmental Engineering Science, 24(7):937-948, 2007

Implies that non-renewable and other natural resources are not depleted nor destroyed for short-term improvements. Implies that non-renewable and other natural resources are not depleted nor destroyed for short-term improvements.

Environment

SUSTAINABILITY


Implies that sufficient local resources and capacity exist to continue the project in the absence of outside resources. Implies that sufficient local resources and capacity exist to continue the project in the absence of outside resources.

Environment Economic

The 5 Pillars of Sustainability

SUSTAINABILITY


Process which fosters empowerment and ownership within members of the community through direct participation in decision-making. Process which fosters empowerment and ownership within members of the community through direct participation in decision-making.

Environment Economic Community Participation


SUSTAINABILITY


Involves increasing the alignment of development projects with local priorities.Involves increasing the alignment of development projects with local priorities.

PoliticalCohesionEnvironment Economic

Community Participation


SUSTAINABILITY


Implies that the project is socially acceptable because it is built on an understanding of local traditions and core values. Implies that the project is socially acceptable because it is built on an understanding of local traditions and core values.

Socio - CulturalRespect




SUSTAINABILITY


Socio- CulturalRespect



Social


National Competition

High Schools: Antigua & Barbuda, Barbados, Belize, Dominica, Guyana, St. Lucia, Trinidad & Tobago, Tampa (Hillsborough County)

Ambassador Programme to Florida (Museum of Science & Industry, Kennedy Space Center, Disney’s EPCOT Center)

Flow Chart

The national winner and teacher who endorsed the project from each Challenge Country will participate in a 7-day trip to Florida

Kennedy Space Center Lunch with an astronaut & tour

Museum of Science & Industry (MOSI)Hurricane Simulator, Idea Zone, Bank of America Butterfly Garden

Disney EPCOT CenterLiving with the Land Tour; Imagination EXPO

University of South Florida Engineering Education; Patel School of Global Sustainability

Ambassador Programme

Prizes Learning Materials

An all-expenses-paid STEM Ambassadors Programme for student team leader + supervising teacher

Challenge Shields & Specialty Certificates

Who can Enter? All private or public secondary educational institutions recognised by the national Ministry of Education.• Each institution may be represented by a student,

or group of students who are: – full time students at the institution, – legal residents – home schooled students or those students

whose School is not entering the CompetitionEach institution may enter multiple groups. A student can only be entered in one project.

04/20/23

Online ApplicationThis will consist of an abstract and design proposal:

Abstract – This should be 250 words in length and includes the name of the school, the title and description of the project.

Design Proposal – This is due 2 weeks after submission of the abstract and should be 6-12 pages in length.

Design ProposalThere are 10 compulsory components:

Title page Problem Statement and Significance of Problem Objectives of the Project Approach to Proposed Solution The Competition Resources Needed Timetable Use of STEM Community Involvement and Community Impact References

04/20/23

Class A – Biology, Agriculture and Environmental Sciences

Class B – Engineering, Physical Sciences and Computer Science

Entrants will be asked to indicate the category in which they would like their project to be judged.

Project Categories

04/20/23

Oral Presentation:

• ‘Elevator Pitch’ – Entrants will be given 2 minutes to present their project

• Power point presentation - 2/3 slides

Online Voting:

• There will be a ‘People’s Choice’ Award

• These points will not contribute to final points for projects

Presentation

Relevance to Sustainable Communities Creativity and Innovation Content and Knowledge of Project Project Plan and Design Difficulty of project STEM Linkage Methods of Investigation Presentation Answering Questions Public or Community Engagement

Judging Criteria

Entry Example Topics

•Rain gardens for storm water management.•Mobile App for energy conservation in buildings.•Solar/wind energy systems for fans that cool classrooms.

•Cafeteria waste separation & composting for school garden.

Information technology

Chemistry

Integrated science

AgricultureEngineering

Geography

Physics

Technical Drawing

Biology

Lots of linkages toCXC curricula

Mat

h

04/20/23

Where possible a mentor will• Provide feedback on ideas• Answer questions related to ideas• Review competition materials• Share expertise & experiences.

Mentors may be online or in person

Mentors will be matched to teams based on projects, location etc.. through the website

Mentors

Project Example 1Title: DRINKING CHAMP

We want to reduce the abundance of plastic used and seen on my high school compound by eliminating disposable plastic water bottles, encouraging students and staff to use reusable bottles, and developing new ways to provide safe drinking water at my school.

We want to reduce the abundance of plastic used and seen on my high school compound by eliminating disposable plastic water bottles, encouraging students and staff to use reusable bottles, and developing new ways to provide safe drinking water at my school.

The Challenge

Exact questions that I will put on my bottled water use survey. •Do you buy bottled water?•How many bottles do buy on average per day?•How much do you spend per week on bottled water?•Would you prefer to have free tap water more readily available than buying bottled water?•Do you support efforts to introduce water fountains on campus to help the environment and cut your spending?

Investigative Methods

• Surveys• Cost Analysis• Online searches

Some facts about bottled water Taken from Pacific Institute (2006) “Bottled Water and Energy A Pacific Institute Fact Sheet”

• Roughly 3.4 MJ of energy makes a typical 1 L plastic bottle.

• Manufacturing a ton of PET produces around 3 tons of carbon dioxide (CO2), a greenhouse gas.

• 3 L of water needed to make 1 L of bottled water.• Total amount of energy required for every bottle is

equivalent, on average, to filling a plastic bottle ¼ full with oil.

Research Findings

Percentage of persons at School X who would drink fountain water. Total sample size n = 230.

Research Findings

The Solution

Water fountain with refillable station for bottles. Image taken from elkayusa.com.

It would take less than two school terms to cover the costs of 8 fountains if everyone who bought bottled water donated their bottled water money to the fountain fund instead.

The Solution

Link to STEM

Project Topic Link to STEM

Algebra, consumer arithmetic Mathematics

Terrestrial environment, solid waste, pollution

Integrated Science

Water quality Chemistry

Project Example 2Title: ELIMINATING FLOODING IN OUR SCHOOL YARD

Our school compound has little green space as the entire yard is covered with concrete. When it rains the water runs off our property and floods the street below, making it difficult for us to access the school. We envision a series of projects that will add beneficial green space to our school yard and provide live laboratories for our classes, while simultaneously reducing the amount of storm water that leaves our yard.

Our school compound has little green space as the entire yard is covered with concrete. When it rains the water runs off our property and floods the street below, making it difficult for us to access the school. We envision a series of projects that will add beneficial green space to our school yard and provide live laboratories for our classes, while simultaneously reducing the amount of storm water that leaves our yard.

The Challenge

Observations

250

m – Rain BarrelRG – Rain GardenBG – Butterfly Garden

KEY

Design Solution

Harvest rainwaterThe Solution

The SolutionPervious Walkways

The SolutionRain Garden

Link to STEMProject Topic Link to STEM

Algebra, rounding of numbers, consumer arithmetic, surface area and volume

Mathematics

Terrestrial environment, water and the aquatic environment

Integrated Science

Mapping, scale drawings, water cycle, inland pollution

Geography

Growth and reproduction Biology

Project Example 3Title: RELIABLE ELECTRICITY FOR OUR VILLAGE

Our school and its surrounding community do not have reliable electricity. The electricity is sometimes off for more than 12 hours. At school we often need to recharge the batteries of our two laptops or our cell phones when the electricity supply is off. Our farmers and fishermen have the same problem. There are several abandoned vehicles in our village. Our proposal is to remove the alternators and batteries from these vehicles and use them to generate and store electricity. To do this we would make wind turbines by designing our own blades and attaching them to the alternators. We will use the old batteries to store the electricity produced, and we will design a circuit to convert the DC power from the battery to 110 VAC.

Our school and its surrounding community do not have reliable electricity. The electricity is sometimes off for more than 12 hours. At school we often need to recharge the batteries of our two laptops or our cell phones when the electricity supply is off. Our farmers and fishermen have the same problem. There are several abandoned vehicles in our village. Our proposal is to remove the alternators and batteries from these vehicles and use them to generate and store electricity. To do this we would make wind turbines by designing our own blades and attaching them to the alternators. We will use the old batteries to store the electricity produced, and we will design a circuit to convert the DC power from the battery to 110 VAC.

The Challenge

Investigative Methods• At the school fair, we will get community

participation by asking people to donate parts from their abandoned vehicles, and we will also collect donations for the purchase of the components for the DC-AC converters

• We will study how: an alternator generates electricity, simple electric circuits, and we will design our DC-AC converter circuits with help from our teacher and examples we see on the Internet.

The Solution

Our turbine blades will be made of wood and will be shaped similar to those on large industrial wind power systems. The structure that supports the windmill will also be made from wood

Alternator

Battery

Sample Circuit for DC-AC conversion

Turbine blade design

Expected ResultsAfter we make the first prototype we will recruit other school friends to help us build several of these wind turbines for our community. The expected results are:•Electricity at all times during the day in school to keep our computers running•Electricity at night in some homes so we can do our homework with high quality light•Electricity for a street light a busy street intersection in our village•Happy farmers who can keep their cell phones charged at all times to check price fluctuations for their crops and order supplies.

Link to STEM

Project Topic Link to STEM

Electricity and magnetism PhysicsCircuit design Physics

Principles of operation of the battery

Chemistry

Calculations of output power Mathematics

Acknowledgments

Hypothetical project scenarios developed by Dr. Maya Trotz,

Dr. Sheena FrancisMs. Anastasia Deonarinesingh

Prof. Cardinal Warde

Thank You

More [email protected] http://caribbeanscience.org https://www.facebook.com/sagicorvisionaries http://www.sagicorvisionaries.com http://www.youtube.com/sagicorvisionaries

Sagicor Financial Corporation Caribbean Science FoundationCaribbean Examinations Council

sensitisation workshop 2014

Documents

integrated study of

mathematics stem

sufficient local resources

local priorities

natural resources

challenge country

absence of outside resources

study of measurements