stem project sampler - frey scientific · are engage, explore, explain, elaborate and evaluate. the...

1 Online www.cpoScience.com Phone 800.932.5227 Fax 800.282.9560

STEM Project SamplerSTEM Project Sampler

www.cpoScience.comwww.cpoScience.com

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Online www.cpoScience.com Phone 800.932.5227 Fax 800.282.9560

With the advent of the STEM initiatives from Washington DC, education is changing its approach to teaching. The Frameworks for K–12 Science Education further defines the new Core Ideas by including frameworks for Engineering, Technology, and Applications of Science. Instructional models stress the following:

• Students learn how science is utilized. And students come to appreciate the distinctions and relationships between engineering, technology and the applications of science.

• Students understand the distinction between the scientific method and engineering design cycle, and how to integrate each when investigating questions and problems. The scientific method focuses on results while the design cycle stresses process and design.

• Teachers have training in inquiry-based methods and know how to integrate STEM in their instruction. Inquiry-based teaching is the major instructional method used in all CPO products. CPO fosters and supports the concept that students learn while doing. By using CPO instructional materials and equipment, students understand how science and engineering are applied in the real world.

What is STEM Education?

STEM refers to the fields and applications of science, technology, engineering and mathematics. STEM initiatives promote education in these related areas so that students are prepared to study STEM fields in college and pursue STEM-related careers. Schools with a strong emphasis on STEM education often integrate science, technology, engineering and mathematics into the entire curriculum.

How does CPO incorporate STEM?

CPO Science has inquiry-based programs that require students to collaborate while conducting investigations. In the process, students learn how science is connected to real-world events. Students work together to conduct and design experiments to achieve desired results. Students use technology such as Data Collectors to collect data, and they create models to prove their findings.

STEM initiatives incorporate the 5E’s instructional model into the curriculum. The 5E’s are Engage, Explore, Explain, Elaborate and Evaluate. The CPO Science product line was designed based on the 5E Instructional Model.

Correlations to the Engineering, Technology and Applications of Science frameworks have been prepared to make it easy for you to integrate the STEM initiatives into your classes with CPO products.

Science, Technology, Engineering and Mathematics (STEM)

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3 Questions? Need more info? Visit www.cpoScience.com

THE ENGINEERING CYCLETo teach STEM and the integration of science and engineering practices, CPO Science has developed an interpretation of the engineering cycle. This process, described below, is used by engineers and designers to create and improve products and services.

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CPO SCIENCE AND STEMThe Next Generation Science Standards (NGSS) will call for the integration of core science concepts with science and engineering practices. STEM (science, technology, engineering and math) is an approach to teaching and learning that connects academic disciplines to engineering and technology applications.

KEY PRACTICE SCIENTISTS...

Asking questions (science) and defining problems (engineering)

Ask questions about a phenomenon to establish what is known and unknown. Example: How does acceleration depend on force and mass?

Developing and using modelsConstruct and use models and simulations to help develop explanations about natural phenomenon. Example: Use a car and ramp to model motion.

Planning and carrying out investigations

Identify relevant variables, decide how they will be measured, and collect data. Example: Identify and control variables in the system including force, mass, and slope of the ramp.

Analyzing and interpreting dataUse a range of tools including graphs, tables, statistics, and visualizations to identify patterns in data. Example: Make a graph of speed vs. position of the car as it moves down the ramp.

Using mathematics and computational thinking

Model relationships among physical variables using mathematical formulas. Use formulas to make predictions. Example: Identify the mathematical relationship between force, mass, and acceleration. Predict acceleration given mass and force.

Constructing evidence-based explanations (for science) and designing solutions (for engineering)

Construct theories and statements, based on multiple lines of evidence, that explain phenomena in the natural world. Example: Based on the data, as force increases (constant mass), so does acceleration. As mass increases (constant force), acceleration decreases.

Engaging in argument from evidence

Identify the best possible explanation for a natural phenomena and defend it with strong evidence based on data. Example: Based on the data collected from experiments with a car and ramp system, acceleration caused by a force is proportional to force and inversely proportional to mass.

Obtaining, evaluating, and communicating information

Communicate ideas clearly and persuasively and learn about the results of other scientists. Use graphs, tables, diagrams, and equations to support proposed explanations. It is important that other scientists are able to interpret and derive meaning from reports and presentations.

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A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012)

Questions? Need more info? Visit www.cpoScience.com 5

TABLE OF CONTENTS

Harvesting the Wind 6

Building Design 8

The Benefits of Biodiversity 10

The Structure and Function of Bones, Ligaments, and Muscles 12

The NGSS are based on A Framework for K–12 Science Education released by the National Research Council in 2011. The Framework identifies key science and engineering practices that should be taught in science classrooms. These key practices and how they apply to science and engineering are outlined below:

Science

Engineering

A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012)

ENGINEERS...

Begins with a problem that needs to be solved.Example: How do we improve the efficiency of a wind turbine?

Make use of models and simulations to test possible solutions to a problem. Example: Build a model of a wind turbine to test its power output based on blade placement and shape.

Identify relevant variables, decide how they will be measured, and collect data. This helps them identify the effectiveness, efficiency, and durability of their designs. Example: Identify and test the variables that affect the efficiency of a wind turbine such as blade shape, number, and placement.

Use a range of tools to identify patterns in data and interpret the results of their tests. Example: Construct a graph of wind speed vs. power output of different turbine designs for comparison.

Use mathematical and computational representations of established relationships as part of the design process. Example: Structural engineers use mathematical formulas to calculate the ability of a blade material and design to withstand stress under various conditions.

Identify solutions to problems that are based on scientific knowledge and models. Each proposed solution results from a process of balancing criteria (how it must perform) and constraints (limiting factors such as budget, safety, and feasibility). Example: Design a windpower turbine that is cost effective, efficient, and aesthetically pleasing.

Collaborate with peers during the design process to select the most promising solution among many competing ideas. Formulate evidence based on test data and defend their conclusions or revise designs in order to identify the best possible solution. Example: Choose the best possible design for the windpower turbine based on evidence.

Express ideas in writing and through presentations with the use of tables, graphs, diagrams and models. Also engage in extended discussions with peers. Engineers also need to be able to interpret and evaluate shared information in order to apply it usefully.


S T E M P R O J E C T

There is a new kind of farm that is unlike any other—it

doesn’t produce food—it produces energy from wind. These

farms can reduce our dependence on fossil fuels by generating

electricity from the powerful forces in wind.

A wind turbine is almost the opposite of a fan. A fan uses

electricity to make wind; a turbine uses wind to make

electricity. Wind turns the turbine’s blades, which spins a shaft

that connects to a generator, which produces electricity. In this

way, wind energy can be “harvested” so that you can turn on a

light or use a toaster.

The biggest problem with wind power is obvious: Wind comes

and goes. It cannot be counted on to blow when electricity is

needed. It does not blow at a steady rate. Also, the best sites

for wind farms are often in remote locations, in mountains or

deserts, far from cities where the most electricity is needed.

Better methods of harvesting in areas with less wind speed

are needed.

Imagine that you are a wind industry engineer who designs,

analyzes, and tests wind turbines to improve performance.

You start by building working models. What is the best design

for an efficient wind turbine?

Harvesting the WindWhat is the best design for a wind turbine that can harvest the maximum amount of energy?

Class STEM Project: HARVESTING THE WIND

IdentIfy A needThe goal of this project is to design, build and test a working model of a wind turbine that can generate the most electricity with a medium wind speed. The first step is to develop a problem statement for your project. Use the questions below to help you write your statement.

• What is a problem or need in this scenario?

• Who has the problem or need?

• Why is it important to address the need?

ReseARchDo some Internet research to find some answers to these questions:

a. How are wind turbines designed to maximize the amount of wind power harvested from a site?

b. What are the components of a wind turbine and what is the function of each component?

c. What important questions remain to be answered by engineers and analysts who study wind energy?

specIfy RequIRementsWorking in groups of 3-5 classmates, design, build and test a model wind turbine using the materials your teacher provides.

a. What are the criteria for your wind turbine?

b. What are the constraints for your wind turbine?

select desIgn Your model wind turbine will be built from the materials your teacher provides your team. The materials provided will include a base, a turbine with slots to attach blades and also slots to place magnets, different numbers and shapes of blades, and magnets from which you will be able to vary number and location in the turbine.

1. Based on your research, select blade shape and number of blades you want to use in your design.

2. Select the number and orientation of magnets that you will use in your design. Write down the function of the magnets in a wind turbine.

3. Sketch your design, label its parts, and list their functions.

BuIld pROtOtypeBuild your wind turbine model and do a preliminary test to make sure it works.

test And evAluAteDesign a test to determine how much power your model wind turbine generates at a medium fan speed. Conduct your test and collect data. Make revisions to your design and retest until your group is satisfied that your wind turbine design generates the maximum power.

cOmmunIcAtePresent your design and data to the class for feedback and suggestions.

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The Engineering Cycle

Class STEM Project: HARVESTING THE WIND




Buildings provide us with shelter from all weather

conditions. For example, climate control systems keep

a building cool in the summer and warm in the winter.

However, these systems take energy. According to the

Environmental Protection Agency, buildings in the

United States account for 39 percent of total energy

use. Most of this energy comes from burning fossil

fuels. Burning fossil fuels is a process that contributes

to global warming, pollution, and health problems.

Energy-efficient building designs can reduce energy

use and dependence on fossil fuels. One way to make

buildings more efficient is to design them for the

climate in which they are built. For example, buildings

in hot climates might use double panes of glass.

The double panes block some ultraviolet light and

reduce overheating and the need for air conditioning.

Buildings in sunny climates may be built with large

windows to let in natural light and reduce the need for

electric light.

Science, engineering, and technology provide

strategies and tools for designing energy-efficient

buildings. In this project, you will use science,

engineering, and technology to design an

improvement to your school building that will make it

more energy-efficient given the climate of your area.

Building Design How can you design your school building to be more energy-efficient?

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IdentIfy A needDevelop a problem statement for your project. Use the questions below to help you write your statement.

• Whatistheweatherandclimatelikeinyourarea?

• Basedontheclimateofyourarea,yourjobistomakeoneenergy-efficientimprovementtoyourschoolbuilding.Whatwillitbe?

• Howcanyouusescience,engineering,andtechnologytoimprovetheenergy-efficiencyofyourschoolbuilding?

ReseARchDo some Internet research to find answers to these questions:

a. Whatisthedifferencebetweenweatherandclimate?

b. Comeupwithalistofcriteriaandconstraintsfordesigninganenergy-efficientbuilding.Youwillfirstwanttoresearchanddefinetheterm“energy-efficient.”

c. Whyisyourideaforimprovingyourschoolbuildingagoodideagiventheclimateofyourarea?

d. Whatarethebestwaystoimplementyouridea?Inotherwords,whatkindsofmaterialsandproductsdoyouneed?

specIfy RequIRementsWorkingingroupsof2-3classmates,describeyourrecommendedimprovementtoyourschoolbuildingintheformofashortreport.Includeanswerstothesequestionsinyourreport.

a. Whatarethecriteriaforyourimprovement?

b. Whataretheconstraintsforyourimprovement?

c. Howisscienceusedinimplementingyourimprovement?

d. Howisengineeringandtechnologyusedinimplementingyourimprovement?

select desIgnWorking in groups of 2-3 classmates, select a design for your recommended improvement to your school building.

Your work should include the following:

1. Asummaryofoneormoreparagraphsdescribingthedesign(theimprovement).

2. Adiagramofthedesignthatislarge(onposterboard),clear,colorful,andthoroughlylabeled.

3. Asimpleexperimentthatdemonstrateshowyourdesignwillimproveenergyefficiency.Collectdataandproduceagraphthatcomparestwoscenarios.(Example:Installingawhite,reflectiveroofonyourschoolwouldmakeitcooler.Anexperimentcanbeusedtodemonstratetemperaturechangesinsideacontainercoveredindarkmaterialcomparedtothoseinacontainercoveredinwhitematerial.)

4. Anexplanationofthescience,engineering,andtechnologyusedandappliedtobuildthisdesign.

5. Alistofresourcesused(shouldbe4ormore).

BuIld pROtOtypeUsethediagramofyourdesigntocreateasimpleprototypemodelthatillustrateshowitworks.Thisprototypemodelwillbereviewedbyyourclassandteacher.

test And evAluAteYourclasswillreviewyourmodelandmakesuggestionsforchanges.Yourteacherwillsetupasessionbetweenyourgroupandtheclasstodiscusstheirfeedback.

cOmmunIcAteAttheendofthismodule,youwillpresentyourproducttoapanelofcommunitymembersforevaluation.Thepanelwillusetheevaluationtooltoprovidefeedbackandsuggestions.

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Class STEM Project: BUILDING DESIGN




Did you know that rhinos once roamed

Europe? Evidence of this comes from cave

paintings made by early Europeans. And not too

long ago, rhinos were commonly found in African

and Asian savannas. Today, very few rhinos

survive outside national parks and reserves. They

are threatened by poaching (due to the value of

their horns) habitat loss due to growing human

populations, and the destruction of forests. In

fact, all of the species of rhinos in Africa and Asia

are considered endangered and one species, the

western rhino, is considered to be extinct.

In 2011, the government of Nepal announced

an increase in the population of greater one-

horned rhinos. A census counted a total of 534

rhinos in Nepal, which is an increase of 99 rhinos

from the population recorded in 2008. This

increase is a direct result of actions taken by the

government and other organizations to ensure

biodiversity in Nepal.

The Benefits of BiodiversityWhy and how should we protect our endangered species?

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• Whatisaproblemorneedinthisscenario?

• Whohastheproblemorneed?

• Whyisitimportanttoaddresstheneed?

ReseARchDo some Internet research to find some answers to the following questions:

a. Arethereanyendangeredspeciesinyourregionofthecountry?Ifso,arethereanyeffortsintheregiontohelpprotectthem?

b. Listsomecriteriainvolvedinprotectinganendangeredspecies.

c. Listsomeconstraintsinprotectinganendangeredspecies.

d. Whatresourcesdocommunitieshaveaccesstowhentheydecidetoprotectanendangeredspecies?

specIfy RequIRementsWorkingingroupsof2–3classmates,youwillresearchanendangeredspeciesanddesignaproposaltoprotectthespeciesfromextinction.Yourproductwillbeeitheranelectronicpresentationorwebsite,abrochure,orexhibitaboutthespeciesyouchose.

a. Whatarethecriteriaforyourproduct?

b. Whataretheconstraintsforyourproduct?

select desIgnYour product should include the following information:

1. Informationaboutthespeciesincludingadescription,photos,itshabitat,foodsources,andotherneeds(territory,sunlight,temperature,etc.).

2. Agraphofitspopulationovertimeand,ifpossible,agraphcomparingchangesinitshabitatovertime.

3. Anexplanationofthethreatstothespecies’survivalincludinghumanactivity,climatechange,declineinpopulation(geneticvariation),andtheintroductionofnewspeciestoitshabitat.

4. Asummaryofcurrentconservationstrategies,organizationsthatareinvolved,legislation,andvolunteeropportunities.

5. Aproposaldevelopedbyyourgroupforenhancingthesurvivalofthespecies.Yourproposalshouldapplysomeofthescienceconceptsyouwilllearninthismoduleincludinggeneticvariation,adaptations,naturalselection,andbiodiversity.

BuIld pROtOtypeCompleteadraftofyourproductthatcanbereviewedbyyourclassandteacher.

test And evAluAteTheclasswillreviewyourproductandmakesuggestionsforchanges.Yourteacherwillsetupasessionbetweenyourgroupandtheclasstodiscusstheirfeedback.

cOmmunIcAteAttheendofthismodule,youwillpresentyourproducttoapanelofcommunitymembersforevaluation.Thepanelwillusetheevaluationtooltoprovidefeedbackandsuggestions.

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Class STEM Project: The benefiTs of biodiversiTy




Shane enjoys outdoor activities such as

hiking and cross-country skiing--and, he always

brings his 4 year old lab mix Halley with him.

A few months ago, Shane noticed that Halley

was limping and holding up her left hind leg.

As the weeks progressed, the limp got worse,

especially after exercise. After an examination,

his veterinarian diagnosed a rupture in Halley’s

cranial cruciate ligament (CCL). The vet informed

Shane that over time, the rupture would get

worse and eventually result in arthritis. While

there is no known cure for CCL ruptures, surgery

was the best option treating Halley’s condition.

The doctor recommended a procedure known

as TPLO (Tibial Plateau Leveling Osteotomy) for

Halley. The procedure would be very expensive

and the recovery period would be long and

difficult. Shane wondered if there are other

options and wanted to do some research before

making a decision.

Imagine you are a consumer in Shane’s position.

You want to find the best treatment available

to treat Shane’s dog. Research the available

treatment options for CCL disease in canines

and prepare a presentation that will help Shane

make the best decision.

Bones, Ligaments, and MusclesHow can we correct the structure and function of an injured knee?

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• Whatistheproblemorneedinthisscenario?

• Whohastheproblemorneed?

• Whyisitimportanttoaddresstheneed?

ReseARchDo some Internet research to find some answers to these questions:

a. Whatisthestructureandfunctionofthecanineknee?

b. Whatisthefunctionofthecranialcruciateligament?

c. WhatisCCLdisease?Whatarethecauses?Whatarethesymptoms?

d. WhataresomedifferentsurgicaltreatmentoptionsthatcurrentlyexistforCCLdisease?

e. WhatarethecriteriaandconstraintstoconsiderwhentreatingCCLdisease?

specIfy RequIRementsWorkingingroupsof2-3classmates,designabrochure,website,orelectronicpresentationthatwillhelpaconsumermakethebestdecisionfortreatingcanineCCLdisease.

a. Whatarethecriteriaforyourproduct?

b. Whataretheconstraintsforyourproduct?

select desIgnYour product should include the following information:

1. InformationonCCLdiseaseincludingadescription,thesymptoms,andhowthediseaseisdiagnosed.

2. AthreedimensionalmodelofthecaninekneethatshowsthebonesandligamentsinvolvedandthatcanbeusedtodemonstratehowtheCCLworks.

3. Atablethatcomparesatleast3surgicaltreatmentoptions.Thisshouldprovideinformationabouthowtheprocedureworks,costestimates,recoveryinformation,possiblecomplications,andprosandcons.

4. AninterviewwithalocalveterinarianaboutCCLdiseaseanditstreatment.

BuIld pROtOtypeCompleteadraftofyourproductthatcanbereviewedbyyourclassandteacher.

test And evAluAteTheclasswillreviewyourproductandmakesuggestionsforchanges.Yourteacherwillsetupasessionbetweenyourgroupandtheclasstodiscusstheirfeedback.

cOmmunIcAteAttheendofthismodule,youwillpresentyourproducttoapanelofdogownersforevaluation.Thepanelwillusetheevaluationtooltoprovidefeedbackandsuggestions.

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Class STEM Project: The sTrucTure and funcTion of bones, ligamenTs, and muscles



Category Needs much improvement

Needs some improvement Good Excellent Score

Scientific Content

Scientific information is not accurate or complete

Includes essential concepts but contains one to two factual errors

Includes essential concepts with some examples. Subject knowledge is good

Covers the concepts in-depth with details and examples. Subject knowledge is accurate

Graphs and Models

Graphs/models are not accurate and difficult to read and interpret

Graphs/models are somewhat accurate, and difficult to read and interpret

Graphs/models are accurate, easy to read and interpret, and mathematically correct

Graphs/models are accurate, easy to read and interpret, mathematically correct, and use technology

Teamwork Fewer than half of the team members can answer content questions and discuss their role

Half of the team members can answer content questions and discuss their role

Most team members can answer content questions and discuss their role

All team members can answer content questions and discuss their role

Relevance of Information

Information sources are not documented

Information is somewhat current, accurate, and obtained from two documented sources

Information is current, accurate, and obtained from three documented sources

Information is current, accurate, and obtained from four or more documented sources

Presentation Delivery not smooth and audience attention lost

Delivery not smooth or well-rehearsed but interesting to the audience

Somewhat interesting and well-rehearsed and holds audience attention much of the time

Interesting, well-rehearsed with a smooth delivery that holds audience attention

Product Does not perform well and does not meet the design requirements

Performs reasonably well but does not meet all of the design requirements

Performs well and meets the design requirements

In addition to performing well and meeting design requirements, the product is creative and aesthetically pleasing

STEM PROJECT: Evaluation Sheet

Class STEM Project: EVALUATION

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