Abiodun O.

STEM (SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS) INRTODUCTION STEM education is the learning of science, technology, engineering and mathematics in an interdisciplinary or integrated approach. Students gain and apply knowledge, deepen their understanding and develop creative and critical thinking skills within an authentic context. It may include inquiry and project-based learning. STEM education for all students: raising expectations and enhancing the quality of student learning in STEM fostering quality teaching and leadership in STEM innovative ways of delivering STEM education Actively engaging students in authentic and challenging STEM learning experiences, creating learning environments that foster innovation and creativity is fundamental to the success of STEM education in schools. UNIT 1: LESSON: BALLOON AERONAUTICS National Science Education Standards: Physical Science:  Properties of Objects and Materials (K-4) Science as Inquiry: Abilities necessary to do scientific inquiry Science and Technology Standard: Understanding about Science and Technology Standards for Technology Literacy: The Nature of Technology. Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solivng. The Designed World. Students will develop an understanding of and be able to select and use transportation technologies. Knowledge gained from other fields of study has a direct effect on the development of technological products and systems. LEARNING OUTCOMES After doing this activity, students should be able to: Understand practical applications of Newton’s Laws of Motion Use the model of the balloon to understand the different forces that act on the rocket Collect data from the experiment and graph the result INTRODUCTION Engineers of all disciplines use their understanding Newton’s laws of motion to quantify the “invisible” forces acting on all objects. Just like a ball can be twirled on the end of a string, satellites and spacecraft stay in orbit around the Earth due to the balance between gravitational and centripetal forces. Eventually, satellites slow down due to the minuscule drag in the upper atmosphere, to the point at which gravity pulls them out of orbit. To keep them in orbit, engineers exploit the second law by designing thrusters that burn fuel and expel it from the thruster. The spacecraft moves forward in an amount equal to the force of the gas leaving the thruster, causing enough movement to reorient the path of the object and keep it in orbit. MATERIALS Plastic drinking straw Plastic bag, about the size of an inflated balloon Paper streamers 25 ft. of fishing line (20-50g weight) or string (nylon [slippery] string works better than twine [rough]) Long, tube-shaped balloon Tape measure or meter stick Motivation Start with an in-class demonstration. For example, have a student or the teacher stand on a skateboard and throw a basketball. What happens? Have a student or the teacher throw a basketball filled with lead weights or similar, very heavy object (this could be dangerous; be very careful not to fall). What happens? (Answer: The student or teacher rolls backwards on the skateboard.) ACTIVITY Copyright © Image created by Ashleigh Bailey, Integrated Teaching and Learning Laboratory, University of Colorado at Boulder, 2005 Gather materials and choose appropriate locations for students to set up the experiment. With the Students: 1. Have students vote on which of Newton’s three laws of motion applies to the flight of rockets. Tabulate votes on the board. (Answer: Trick question! All three laws apply.) 2. Hand out a worksheet to each student. 3. Tape a drinking straw along the side of a plastic bag (see diagram) *can also just tape balloon to straw* 4. Tape streamers along the open edge of the plastic bag. 5. Thread the string through the straw.   6. Tie each end of the string to a chair, and pull the chairs apart so that the string is taut (see diagram). 7. Position the bag at one end of the string, with the open end of the bag facing toward the chair. 8. Blow up a balloon and put it into the bag, holding the balloon closed. 9. Count down to zero, and let go of the balloon. . . ZOOMMM! 10. Have students measure the distance their balloon rocket traveled on the string and complete the worksheet. 11. While waiting for other students to finish their worksheets, students with completed worksheets should compare their answers with their peers. 12. Review and discuss the worksheet answers with students. Lesson 5: Cup-a-Phone Length: 2- 30/40 minute sessions Performance Expectations: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Materials: - Paper cups and Styrofoam cups - bar of soap - Cotton string (precut into 36 inch pieces) - paper clips - Fishing line - scissors Engage: the tutor will draw a giant web on an anchor chart and write “Communication” in the middle. Ask students for examples of how people can communicate. Examples: calling, texting, sign language, Morse code, social media, light signals, yelling, school bells, barking, movement. (Keep this web for a lesson and journal page later in the unit) Students will then be guided through the making of a cup-a-phone. Directions: Give each student 1 piece of cotton string and 2 paper cups. The students need to poke a hole in the bottom of their cup with their pencil and put the string through it. Then they need to tie a paper clip to the end of the sting inside the cup. Repeat for the other cup. Explore: Students need to collaborate with a partner to try out their phones. Let them explore and come up with the answers about how the phones work. Some students may need to go in the hallway to hear each other. Explain: After students have had a chance to explore with their paper cup-a-phone bring them together as a whole group and discuss what made it possible for them to hear each other. Key idea: vibrating materials make sound and sound can make materials vibrate. Engage/Explore/Evaluate: (Suggestion- 2nd 30-40 minute session) Students are now going to use different materials to design and build a device that allows them to communicate over a distance. They are going to make another phone but need to make their own decisions on materials and record their observations. It’s time for them to be scientists! Directions: They will choose one variable; string length, Styrofoam cup or fishing line. Encourage them to only have 1 variable. Then they will make a hypothesis, record their observations and evidence and come to a conclusion. This is going to be used as an assessment so try not to guide students but let them explore and come to their own conclusions.