stem exposition 2015 workshop #2 november 17, 2014 edmonds school district
TRANSCRIPT
STEM EXPOSITION 2015Workshop #2
November 17, 2014
Edmonds School District
Agenda• Welcome & Introductions• Teacher Check In• Brief Overview of STEM Expo • Getting Started• Student Proposals• Next Steps• Managing Materials & Data• Sign In/Evaluations/Time Sheets
Who Are We?
Mary Glodowski – CTE STEM TOSA
• Who are you?• Where do you teach?• What grades?• Have you participated in the STEM Expo before?
Checking In• Quick Check In Form
• Helps me to organize our time• Helps me to address your needs• Helps me to follow up when needed
• Thank you!
Your Name & School ________________________________________
Two things that are going well1.2.
Two things with which support is needed1.2.
BRIEF OVERVIEW OF THE STEM EXPOSITIONQuick Logistics
Categories
STEM Exposition 2015
Tuesday, March 31, 2015
6-8pm
Mountlake Terrace High School
(Registration opens February 9)
Categories (find full descriptors at http://www.edmonds.wednet.edu/Page/8333 and http://
www.edmonds.wednet.edu/Page/8398 )
Scientific Inquiry Essay
Computer Sciences
STEM Club Projects
STEM Classroom Demonstrations
Science Investigation
Engineering Design
GETTING STARTEDIdea Resources
Teacher Criteria and Constraints
Helping Students to Explore IdeasConsider using a thematic approach
Example• Together we can feed the world.• Together we can build a secure energy future.• Together we can protect people and the environment.• Together we can be innovative anywhere.
~ DuPont Challenge
Visit our STEM Competitions page for links to events that help students develop focused ideas to explore.http://www.edmonds.wednet.edu/Page/11071
Google Fair 2015’s “Stuck for Ideas?” strategy has been especially helpful!
Know your own Criteria & Constraints
Professional Satisfaction Stress
Criteria: What do you want your students to gain from this experience? Leadership? Use of Science & Engineering Practices? Connections to the Community? Collaborative Learning? Communication Skills? Critical Thinking?
Constraints: What are your own challenges this year?Time? Resources? Classroom Space? Expertise?
Need Support? Colleagues, Parents, Mary Glodowski
YEAH for YOU!
STUDENT PROPOSALSTeacher’s Role
Helping Students Develop Strong Proposals
Teacher’s Role• All projects must be approved.• YOU are the “Approver”!
EXCEPT FOR THESE CIRCUMSTANCES:• You aren’t sure if it is strong proposal• Your student wants to use the following in a project:
• human subjects (even if it’s just to ask them questions for a survey),• vertebrate animals (animals with a backbone) • animal tissue• disease causing agents• any micro-organisms (bacteria, viruses, fungi)• DNA• Radiation• controlled or hazardous substances• Explosives• chemicals not generally found in a household
• Contact Mary Glodowski – I am the one who approves!
Characteristics of a Strong Proposal• Safe• Authentic & purposeful• Shows student’s passion • Does not re-create an encyclopedia article• Developed from an informed background• Specific question to investigate (experimentation or
writing) or a specific problem to address (engineering/invention)
• Realistic criteria/constraints set by students and involved adults
• Multiples – trials, resources, prototypes
Volcano? Just say NO!
How can you guide this student towards a stronger question?
How can you guide this student towards a better plan?
NEXT STEPS FOR THE PROJECTScience and Engineering Practices
NGSS Science & Engineering Practices
ScienceOnly
BothScience and Engineering
EngineeringOnly
Asking Questions Defining Problems Developing and Using Models Planning and Carrying out Investigations
Analyzing and Interpreting Data
Using Mathematics and Computational Thinking
Constructing Explanations Designing Solutions Engaging in Argument from Evidence Obtaining, Evaluating, & Communicating
Information
Science Procedure
• Approved Proposal
• Investigative Question or Hypothesis
• Materials List
• Step by Step Procedure including• Many Controlled Variables• ONE Manipulated Variable• ONE Responding Variable• MULTIPLE trials or tests
Engineering Prototype
• Approved Proposal
• Clear Cut Defined Problem to Solve
• Materials List
• Preliminary Design & Prototype including• Criteria & Constraints• Sketches, drawings, models
MANAGING MATERIALS & DATAWorkshop #2
November 17, 2014
Edmonds School District
What Kind of Data Do Scientist and Engineers Use?
• Determine how researchers in your field of study interpret their data.
• Take note of any mathematical formulas or equations that will be needed to describe the results of the experiment
• Take note of any information that will be needed to build a prototype.
Take Notes Each Day of the Project• Observations• Potential problems• Example of project notebook entry
Notice errors are crossed out,never erased.
Take Pictures• Observational data
• Reminders of events
• Use for display boards
Working with Variables• A VARIABLE something that is capable of being changed
and this is what you measure.
• The CONTROLLED VARIABLES are the things you intentionally keep the same.
• The MANIPULATED VARIABLE is the ONE thing that you do change.
• The RESPONDING VARIABLE is the ONE thing that is affected by what you have change. It should be measurable and will be recorded as your DATA.
Other Terms:
Manipulated = Independent Responding = Dependent
Data Table Example
TITLE
Manipulated
Variable
(units)
Responding Variable
(units)
Trial 1 Trial 2 Trial 3 Average
Manipulated Variable information is on the left.Responding Variable is in the columns on the right.
Graphing DataDetermine the type of graph appropriate for your data.
• Bar Graphs – show relationships between variables
• Line Graphs – show change over time, trends, continuous data
• Circle/Pie Graphs – show how percentages equal the whole
• Resource: Create a Graph from Kid Zone (NCES)
http://nces.ed.gov/nceskids/createagraph/
Variables and Graphs
Responding Variable(What I
Measured)
Manipulated Variable(What I Changed)
Questions to Ask When Looking at Data• Did I collect enough data?
• Is the data accurate?
• Did my results match my hypothesis?If, yes...
• How does the data support this conclusion?
If no… • How does the data support this conclusion?
NOTE: Hypotheses are SUPPORTED or NOT SUPPORTED. They are not “proved” or “right” or “wrong”.
This is just wrong – on so many levels!
Thank You!• Did you sign in?• Time Sheets – “STEM Exposition Teacher Workshop #2”• Evaluations