Middle School Math & Engineering VMI STEM Conference October 2014 Presented by Diane Leighty.
Transcript of Middle School Math & Engineering VMI STEM Conference October 2014 Presented by Diane Leighty.
Your 1st Design Challenge
• Materials– 2 sheets of paper– NO OTHER Materials may be used!
• Challenge– Build a tower as tall as you can make it that will stand
on its own.
Sharing & Discussion
• What was the most challenging aspect of this task?
• If you could have one additional resource, what would it be and why?
• What mathematics do you see in this task?
• What other skills are needed to be successful in this task? Process Standards?
Engineering Skills For ALL!
Communication Creativity/Inventiveness Critical Thinking Skills/Problem
Solving Applied math & science Research skills Collaboration – team work!
What Engineers DO…. Math
Calculating beam sizes, duct sizes, concrete thickness
Utilizing formulas A lot of simple addition, subtraction,
multiplication, division Must Avoid Mistakes!
Science Analyze Forces (Wind, Earthquake, Gravity) Understand Airflow (Ductwork) Utilize Heat Transfer Theory (Cooling Water,
Boilers)
Knowledge and Skills Required
Routine Daily Requirements Reading Graphs Field Measurements XYZ Coordinate Interpretation Develop Microsoft Excel spreadsheets Converting metric to US Standard Converting “Ft-in” to decimal Scaling drawings (ratio)
Science Standards K-121. Develop and use an experimental design in scientific inquiry. 2. Use the language of science to communicate understanding. 3. Investigate phenomena using technology. 4. Apply scientific concepts, skills, and processes to everyday experiences. 5. Experience the richness and excitement of scientific discovery of the natural world through the collaborative quest for knowledge and understanding.
Science Standards K-127. Develop scientific dispositions and habits of mind including: • curiosity; • demand for verification; • respect for logic and rational thinking; • consideration of premises and consequences; • respect for historical contributions; • attention to accuracy and precision; and • patience and persistence.
8. Develop an understanding of the interrelationship of science with technology, engineering and mathematics.
Math Process Goals
The content of the mathematics standards is intended to support the following five goals for students: becoming mathematical problem solvers, communicating mathematically, reasoning mathematically, making mathematical connections, using mathematical representations to model and interpret practical situations.
Math Standards Of Learning
Computation
Measurements, unit conversions
Size, shape, material characteristics
Data collection, graphical representation
Scale models
Valid conclusions from analyzing data
Experimental results in written form
Your 2nd Design Challenge Materials
One box Tape Scissors Paper bag to collect “parts”.
Challenge Build a new box out of the original one that
is now a cube with the same volume as the original box.
Plan a design for your box
Measure your box and calculate its volume.
Calculate the lengths of the sides of the new box that will be in the shape of a cube.
Determine how the materials will be used in the creation of the cube.
Implement your design- 15 minutes
Build your box. What is the surface area of your box? What materials are left over? What is the
surface area of these materials?
Discussion
Share your new box with the group.
How do the surface areas of the original and new box compare?
How and when to use?
What mathematics is used? Is there more that can be done
with the information collected? If so, what?
Create Your Design Design a geometric “solid” that:
Uses all of the toothpicks; Has at least 6 sides. Will not bend, twist, or collapse easily
when pushed on.
Implement Your Design
Build your design. Test your design by gently pushing
on all sides. If time allows improve your design
or create a different design that will meet the criteria.
Share Results
Share with the whole group your design, and how well it “worked” – was it able to sustain itself from the force of a “push”?
Application of the Lesson
What is needed in order for your students to successfully complete this design challenge?
How can you adapt this lesson for your students?
What questions can you ask the students?
What’s Next? Lessons in the classroom One per 9-week grading period Integrate into regular curriculum –
NOT an add-on! Keep it SIMPLE! Work together. As your PTO/parents to contribute
materials.
Where can we get the lessons?
Children’s Engineering websites http://www.childrensengineering.com/ http://www.doe.virginia.gov/VDOE/Instruction/
CTE/te/K-5/Engineering/ http://www.childrensengineering.com/
everydaydesignbriefs.htm
Additional Resources for Middle School Teachers
ASCE Building Big Educators’ Guide at www.pbs.org/wgbh/buildingbig/educator/index.html provides classroom exercises in understanding bridges, domes, skyscrapers, dams, tunnel and local wonders.
West Point Bridge Contest – an annual internet based interactive bridge design contest at bridgecontest.usma.edu
Richmond Joint Engineers Council Engineers’ Week annual paper competition.
ASCE Engineers’ Week Bridge Design Competition at the Richmond Science Museum.
ASME Engineers’ Week Egg Drop Competition at the Richmond Science Museum.
Annual Girls in Engineering hosted by the SWE at the Richmond Science Museum.
Local Engineering Association representatives available to speak to middle school classes from ASCE and VTCA as well as many others.