Mary LeBoulangerConrad High SchoolDallas ISD

Mentor:

Dr. Bryan BoulangerCivil Engineering Dept.Texas A&M University

Water????

….Not enough, not clean enough,

Let’s fix it!!!!!

Pranav Nagarnaik

Dr. Bryan Boulanger

Ishan Desai

Yhousuf Jamal

Was that a snake????Catch it!!!!!

NASA water reclamation project!

Infinity and Beyond.......

“…Because it’s the right thing to do…” Dr. Stephen Carpenter Prof. of Art Ed. And Visual Culture Texas A&M University

Goals

Instilling a profound feeling of hope and determination in my students that through education they can make a difference in this world

create and test a filtercollect and manipulate real world, meaningful

data. Use technology that may not be familiarLink science and math in real world

investigations. Encourage investigation and design

principles

Day 1:• Pretest• Videos• Journaling• Build a water filter

http://stemsummit.tamu.edu/resources/nasa/Water_Filtration_Engr_Design_Challenge-SEEC.ppt

Day 2:1. Gather

water 2. Examine the water

3. Filter water through the ceramic filters

4. Measure and graph flow rate.

Day 3:

1. Determine the water needed for a family for a day.

2.Determine time required to filter water for a family.

3. Enter data on a table and a graph, calculate filters needed for a village.

4. Display their posters and do a gallery walk

Day 4:• Finish filters. Filter a stock solution

measure and graph data.• Use a colorimeter, a pH meter, and salinity

probe. • If this data shows a correlation determine

a linear regression to fit the data.

Day 5:

1. PUR demonstration2. Determine cost of water using PUR

3. Compare the cost of using the clay filter and the PUR 4. Choose “Best” Method

5. Participate in a Socratic Seminar

VocabularySome vocabulary that will be incorporated into the lessons:

• Domain• Range• Continuous data• Discrete data• Slope• Rate• Direct variation• Dependent

• Independent• Constant• Solution• Formula• Equation• Correlation• Scatter plot

Materials:• Various materials for constructing

filters• Water testing apparatus including a

colorimeter, pH meter, salinity meter, microscope, etc.

• PUR packets• Various containers for the water• Poster paper, markers, graph paper

etc. for producing five representation posters of data.

• Graphing calculators, computers and other technology for researching and calculating information.

After the unit has been completed students will be given a post test to determine the impact of the lessons.

This post test will include questions from WEBCCAT that cover the topics of:• Scatter plots• Correlation• Graphing• Tables• Equations• Solutions to systems of equations by

graphing

TAKS Objectives covered:• A wide range of topics dealing with graphing• Multiple representations of data• Formulating equations from data• Solutions to pairs of linear equations• Some science objectives will be discussed• Some social studies topics will be discussed

Acknowledgements:• A special thanks to our mentor, Dr. Bryan

Boulanger for the time he has spent with us, the knowledge he has shared and for the work he is doing.

• Thank you to all the E3 folks that have made this a fantastic learning experience.

• Thank you to all the E3 participants. I feel I truly have made wonderful friends and found fantastic resources for knowledge and inspiration.

• Thank you to my partner Kamilah that has made this so much more fun and has reminded me why God gave children to young people! Good Luck.

• Thank you to the NSF for realizing how important it is for teachers to have the opportunity to “learn” and for making this possible