engage express evaluate exhibit - boys & girls clubs of · pdf file ·...

Table of Contents

Module 1: Life Hacks

express

evaluate

exhibit

engage

Middle School Modules


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engage express exhibit evaluate

ABOUT THIS MODULE 3

ACADEMIC VOCABULARY 5

REQUIRED MATERIALS 6

EVENT PLANNER 10

MONDAY: SHORTENING THE PROCESS 11

TUESDAY: TO HACK OR NOT TO HACK? 32

WEDNESDAY: DESIGN AND CONQUER 47

THURSDAY: COULDN’T YOU USE A LIFE HACK? 65

FRIDAY: COMMUNITY SHARING EVENT 75

Table of Contents


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Objective

During the Life Hack Project week, members will construct and rate the efficiency of existing life hacks. Members will evaluate their own lives to identify areas that could use some life hacking. In teams, they will develop original life hacks and select one to develop into a marketable technology. Members will identify a target audience and ideal distributors of the technology.

Driving Questions

What is innovation?

How can we be innovative and efficient at the same time?

How do STEM leaders transform innovative ideas into marketable technology?

Products of the Week

Life Hack Project Journal

BGCA Original Life Hack

Community Sharing Event

Life Hack Presentation

Introduction

This module’s focus is innovation. Innovation is the practice of turning new ideas and approaches into services or products. In the world of business, innovations generally have a cost and satisfy a need. Have you ever had to come up with a new way of doing something to make it easier? Did you create a new tool or technique in the process, for example, make grilled cheese in a toaster by turning the toaster sideways or using duct tape to open a jar? Have you ever made bread with ice cream and flour, or bounced a battery to see if it’s good? These are all examples of “life hacks”. A life hack is a tool or technique that puts a spins on an everyday task and in many cases makes the task easier. It sounds a lot like innovation, but is it? While most life hacks are born of new ideas, they are not always the most efficient or practical. For example, it’s a lot easier to make a grilled cheese on a grill or griddle than putting it in a sideways toaster. That type of life hack is cool, but only useful if the only cooking device available is a toaster. What if you could develop a new technology from the idea of making grilled cheese in a sideways toaster? How marketable is the idea? Do

About This Module


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you think people would buy this technology? In this module, we will explore turning life hacks into true innovations. At the end of this week, members will present and pitch the Life Hack Technology to Club Investors.

Special Notes


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Word Definition

Advertising The activity or profession of creating advertisements for commercial products or services

Efficiency Achieving maximum productivity with minimum wasted effort

Engineering A branch of science and technology concerned with the design, building, and use of engines, machines, and structures.

Heuristics A technique that enables someone to discover or learn something for themselves

Innovation

A way to makes changes in something already established, especially by introducing new methods, ideas or processes

Life hack A strategy or technique designed to manage one’s time and daily activities

Marketing The action or business of promoting or selling products or services

Productivity The sustainable rate that a good or service can be created

Shortcut A shorter alternative route

Academic Vocabulary


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Note: Facilitator Resource materials and handouts are included at the end of the day

and should be printed in advance.

Facilitator

Handout: David Bradley Spotlight

Handout: Logos

Handout: How to Build A Lego House diagram

Handout: A Lego House

Handout: Nail Polish Station Instructions

Handout: Pencil Station Instructions

Ursula Burns Inspires https://www.youtube.com/watch?v=2lTPhHOask4

Life Hack Test, Folding a Shirt in Under 2 Seconds-https://www.youtube.com/watch?v=tNBFQKAmh70

4 Clothing Folding Hacks You Need To Know-http://www.buzzfeed.com/jodyduits/4-clothing-folding-hacks-you-need-to-know#.qjbobkKE2

Sham wow-https://www.youtube.com/watch?v=QwRISkyV_B8

Lifealert/Lifecall- https://www.youtube.com/watch?v=bQlpDiXPZHQ

Snuggie- https://www.youtube.com/watch?v=jxMJlmmnd5g

The Clapper- https://www.youtube.com/watch?v=-pfsyNyx6zM

Logos- https://commons.wikimedia.org/wiki/Main_Page

Legos

2 Loaves of bread

Iceberg Lettuce

Projector

2 Pack of turkey

2 Containers such as a large bowl or trash can

Computer connected to the Internet

Required Materials

https://www.youtube.com/watch?v=2lTPhHOask4

https://www.youtube.com/watch?v=tNBFQKAmh70

http://www.buzzfeed.com/jodyduits/4-clothing-folding-hacks-you-need-to-know#.qjbobkKE2


https://www.youtube.com/watch?v=-pfsyNyx6zM

https://commons.wikimedia.org/wiki/Main_Page


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16 small cones (8 cones per team)

Paper

Sound device such as a cellphone, iPod or mp3 player

Button down shirt

8 Plastic bags

Collection of scattered objects such as binders, pens, notebooks,

folders, etc.

5 Black permeant marker

Pack of Labels

3 Pipettes

Pack of 4X6 index cards

Plastic bowl

2 Rolls of masking tape

6 Bottles of Colored Nail polish

8 Bottles of Clear Nail polish

250 Pencils

26 gal packing peanut

2 Spools of Thread

Sewing needle

50 envelopes

Pack of Red Construction paper

Pack of Green Construction paper

Scissors

2 Set of baggy clothes: oversized pants, button up shirt, and a zip up

jacket

2 Small trash bags

2 Medium cardboard boxes

2 Books

100 Medium-sized rubber bands

50 Paper clips


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2 Jars with lid

2 Wash cloths

Box of plastic wrap

50 Cotton balls

4 Shoes

8 Shoe laces

25 Plastic cups

Scotch Tape

1 per Team

Handout: Keyboard Shortcut Assignment

Handout: How to Build A Lego House diagram

Handout: Life Hack Design Challenge

Life Hack Project Journal

Shallow square Tupperware container such as Rubbermaid Food

Storage containers

Legos

Tape

Butcher paper

2 Sandwich bags

Plastic knife

Computers connected to Internet

Pair of fake gold earrings

2 5oz Toothpaste

Paper plate

6 Plastic spoons

1 Gallon water

Glue

32 oz Plastic Containers

A compilation of materials: popsicle sticks, paper clips, glue, paper,

toilet paper rolls, card board, foil, Styrofoam, legos, t-shirts, etc

Scissors


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Ruler

Pencil or marker for tracing

Magazines

Colored Pencils

Pack of Paper

Markers

Sound device

2 Red plastic cups

20 Ping pong balls

5 cups Sand

Pebbles or beans or beads

1 per Member

Handout: Keyboard Shortcut Assignment

Handout: T-shirt Hack Instructions

Handout: Button Down Shirt Hack Instructions

Magazine

Toilet paper roll

Scissors

Ruler

Tape

Markers

Glue

Construction paper: red and green

Paper

3 Red plastic cups

Pencil

T-shirt

2 Small chip bags

Button down shirt


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Note: Complete the following table early during the week to prepare for the Community

Sharing event. Share the answers with the CPO for approval.

Type of Event on Friday

Event Name

Who’s Invited

Publicity to Use (Circle all that apply, use blank spaces for additional items)

Fliers Website

Invitations

Ads

Event Location

Display Area for Projects

Supplies Needed (Circle all that apply, use blank spaces for additional items)

Chairs Scissors

Tables Markers

Signs CD Player

Tape Video Equipment

Cups Napkins Refreshments (Try to select items that tie into the theme)

Task Assigned to: Due Date:





Event Planner


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Monday Warm-up STEM Spotlight: David Bradley

Location: Learning Center or Art Center Estimated Time: 15 min

What You Need

Handout: David Bradley Spotlight (per facilitator)

Computer connected with Internet (per facilitator)

Projector (per facilitator)

Whiteboard and marker (per facilitator)

How to Prepare Review Steps to Follow for this activity in advance. Set up the work

area and pull out all materials.

Steps to Follow

1 Welcome members to this week’s STEM Innovators Program.

2 Explain that there are 6 weeks in the program and each week that they participate, they will work in a team to complete an engineering design project.

3

Say STEM Innovators is all about leadership. A STEM leader inspires each week. A STEM leader is a visionary who believes they have the potential to solve the world’s most dominant problems. They are teachers, inventors, engineers, mathematicians and scientists who work to improve our lives. William “Bill” Nye, the popular American science educator, is a STEM leader. Steve Wozniak, pioneer in the personal computer revolution of the 1970s. Other than being men, what do they have in common that qualifies them as leaders in STEM?

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STEM Leaders: 1) Think 2) Investigate 3) Create & Innovate 4) Collaborate

Monday: Shortening the Process


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5) Brand & Inspire

5 Explain that as we move through each week, we will focus on different STEM fields. Always starting the week by highlighting a STEM leader.

6

Say This week we focus on engineering. Ask Does anyone know what an engineer does? Have you ever built a device? Or built with blocks? If your answer is yes, then you have an idea of what it takes to be an engineer.

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Explain that engineering is all about creating and fixing things. The serious definition is that engineering is the branch of science and technology concerned with the design, building, and use of engines, machines, and structures.

8 Say For today’s STEM Leader spotlight, we are going to meet David Bradley. Review David Bradley’s biography.

9 Ask Could you imagine a computer that didn’t have CTRL ALT DEL?

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Say It is now a feature that we expect as a part of our computers. Though this computer shortcut cannot be marketed on its own, a computer that is marketed to have this feature, at one point, could have helped understand and sell the product.

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Say Your challenge, this week, is to act like David Bradley. Become a STEM leader that Thinks through a problem. Investigates how to create effective solutions. Creates and Innovates solutions that benefit the process of the team. Collaborates on projects that will benefit others. Brands products and systems so that they can be recognized and trusted. And Inspires others to not be afraid of creativity and trial and error. I want you to put on your engineering hats and get ready for Life Hack.


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Monday Activity 1: Keys to Quickness

Location: Learning Center or Art Center Estimated Time: 30-45 min

Description: Members will learn and practice keyboard shortcuts.

Objective: By the end of this activity, members will see the benefits of working with quickly using shortcuts.

What You Need

Handout: Keyboard Shortcut Assignment (per team)



Computers connected to Internet (per team)

How to Prepare

Review Steps to Follow for this activity in advance. Set up the work area and pull out all materials.

Assign certain colors and fonts to keyboard shortcuts so that members will be able to use them during the activity.

Steps to Follow

1

Say Imagine that you are working on a computer. You have a few different programs open and you decide that while you work, you also want to listen to music. You click the music application that you want to use and then you wait. But soon you realize that your mouse cursor is frozen on the screen, you can’t type anything and no click that you make is registering.

2 Ask What do you do? Members may tell you to shut down or restart the computer but ask how they would go about doing that.

3

Say One approach to solving this problem is to press Ctrl Alt Del (Control Alt Delete). This will bring the screen to a new menu that gives the option to shut down, restart, force-close certain programs, etc. If done correctly, you can restart or even continue working without pressing the off button and damaging the computer. Ctrl Alt Del is a keyboard shortcut that was created by an engineer named David Bradley. This shortcut was designed for computer programmers who need to restart the computer often. It saves time from shutting the computer all the way down, waiting a few seconds for the motor to settle and then restarting. The


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shortcut was accidently printed in a reference guide and made available to the public.

4 In honor of David Bradley, we are going to learn and practice using keyboard shortcuts.

5 Divide members among the number of available computers (1-2 members per computer)

6 Explain that at each computer is a piece of paper with the Keyboard assignment. The keyboard shortcuts are provided.

7 Members will have 15-20 minutes to use the shortcuts as described on the activity sheet.

8 After time is up, ask Were the shortcuts harder or easier?

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Say This activity was a way to introduce and allow you to practice using keyboard shortcuts. Explain that, when learning, keyboard shortcuts can seem difficult at first, but with practice and familiarity, using them makes formatting easier. Some people don’t even use their mouse because they have a strong understanding of how to use a computer to navigate their computer.

10 Instruct members to log off computers.


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Monday Activity 2: Productive Processing


Description: Members will complete an assembly line.

Objective: By the end of this activity, members will learn about productivity and efficiency.

What You Need

Handout: How to Build A Lego House diagram (per facilitator)

Handout: A Lego House (per team)

Handout: How to Build A Lego House diagram (per team)


Legos (per team)

How to Prepare

Review Steps to Follow for this activity in advance. Set up the work


Steps to Follow

1 Say Keyboard shortcuts could be considered a life hack.

2 Ask Can anyone tell me what a life hack is?

3 Say A life hack is a tool or technique that puts a spins on an everyday task and in many cases makes the task easier. Good life hacks make good use of your time and are easy to understand.

4 Ask What does it mean to be productive and efficient?

5 Say Using the picture on the A Lego House handout, each team has to build 10 houses with LEGO® blocks. Organize members into teams and distribute the A Lego House handout to each team.

6 Allow members 10 minutes to work on completing all 10 houses.


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After ten minutes, count the number of houses that are done and how accurate they are to the picture on the A Lego House handout. Have each team record the number of houses they completed or write the number each group complete on the whiteboard.

8 Ask What was your building experience like? Was it easy for you to figure out how to build the house?

9 Say Being productive is not just about getting something done but getting it done well. Efficiency is about being productive while using the least amount of effort possible.

10 Have members break apart the houses and divide the Legos according to size, shape and color (if necessary).

11 Explain that each group will complete the building challenge again only this time I am going to insist you use a specific strategy.

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Say To complete the challenge this time, you are going to use an assembly line. An assembly line is a line of workers who make a product by passing it from one person to the next. As the product is passed each person completes a step towards its assembly.

14 Explain that each member will be responsible for completing specific steps over and over again. Start by having teams divide the LEGO® blocks by color.

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Facilitator’s Note: The following steps can be changed to accommodate the size of the group. The ideal number for groups is 3 or 4. Which means each member will need to complete 2-3 steps at a time.

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Each of the following steps corresponds to the How to Build A Lego House diagram. Use the diagram and the steps to walk members through building a Lego house. Say As I describe the assembly line, each member should follow along and construct the house with the Legos at their station. Doing so will help members become more familiar with how the houses are constructed.

1. One person will gather the first three green Legos and connect them with one square black LEGO® and a rectangular white LEGO®. (Images 1 and 2)

2. The same person will then add the thin white rectangular LEGO® to the other side of the square LEGO®. (Image 3) Next this members will add two black square LEGO® blocks and 4 thin white rectangular LEGO® blocks in an alternating pattern. (Images 4 and 5) Pass the constructed LEGO®

structure off to the next person. 3. The next person will add two white rectangular blocks,

topping off the door and window. (Image 7) 4. This person should then add two red trapezoid LEGO®

blocks, one on each end. (Image 7) And add a white


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rectangular and 2 red trapezoid LEGO®. (Image 8) Pass the LEGO® structure to the next person.

5. The last person will add one red trapezoid, a brown square, a thin trapezoid block and a black small square to begin the chimney. (Images 9 and 10)

6. They will also add two red trapezoids facing in opposite directions. (Steps 11 and 12) And add 2 red triangles to finish the roof and add two more black small squares to extend the chimney. (Steps 13 and 14)

18 Allow members a few minutes to figure out the order of the assembly, who will go first, second, third.

20 Explain the challenge again. Members have 10 minutes to build 10 LEGO® houses in an assembly lines. Reset the timer, adding 10 minutes to the clock and have members begin.

21 When time is up, evaluate the houses completed by each group to make sure they are accurately put together. Have each group share the number of houses completed. Record this number.

22 Instruct members regarding clean up procedures and then gather everyone to discuss what happened.

23 Ask Which attempt was more successful, with or without the assembly line? Why?

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Explain to members that they have just simulated an assembly line. The assembly line takes advantage of the division of labor. This was process was most successfully used by Henry Ford to put cars together. It allowed for more cars to be made at a time. Ford was inspired by the process of modern slaughterhouses after the Industrial Revolution.

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Henry Ford found true benefit in creating cars with an assembly line.

Workers do no heavy lifting.

No stooping or bending over.

No special training required.

There are jobs that almost anyone can do.

Employees didn’t need to know how to put a car together or what

the parts of the car do. They only needed to know how to do their

job.

26 Say The assembly line is just one system that increases productivity. Imagine having to do this activity if you had to make each LEGO® by hand and fit them together. That is how everything


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from cars to teapots to toys used to be created. Engineers sculpted things by hand and if the parts didn’t fit together, they used knives to reshape the pieces and make them fit. A LEGO® house would take a few hours or even a full day to make.

27 Say The assembly line is an innovation. An innovation is a new method, idea, or product.

28 Ask Is the assembly line a life hack? Is the division of labor a life hack? Why?

29 Announce clean-up procedures, collect and store materials.


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Monday Activity 3: Innovating Innovations


Description: Members will develop ideas for a life hack.

Objective: By the end of this activity, members will be understand the steps to take to complete their project.

What You Need

Handout: Life Hack Design Challenge (per member)

Computer connected to Internet (per facilitator)



Life Hack Project Journal (per team)

How to Prepare


Steps to Follow

1

Say. Everyone runs into struggles throughout the day, whether it is in their control such as having wrinkles in a shirt or out of their control like traffic. Often times, it is how we get through each event that prepares us or helps us solve future challenges and create something new. Engineering and innovation.

2 Explain to the members that during this activity they will receive an engineering challenge.

3 Ask What does it mean to work in a team? Have you ever worked in a team? Can you describe how it works?

Say A team is a group of people working together toward a goal. This is also called collaboration. Depending upon the needs of the project, science and engineering team members play a variety of roles. At the head of the team is the team leader. This person is a STEM leader responsible for managing the project:


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1) Coming up with and communicating ideas 2) Making sure team members have what they need to

complete the project 3) Providing information to guide team members 4) Presenting ideas to clients

Say Now it’s time to introduce the project challenge of the week.

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Explain that inventors create things that they believe are useful and have the potential to solve a pressing problem. For this week’s challenge, you will invent life hacks to solve some everyday problems. Say Review the following prompts:

1) Backside Reading Holder You are laying down on your back, watching videos on a device or reading a book. Not only are your arms getting tired from holding it overhead but suddenly your hand slips and the book or device falls right on your face. How can you fix this problem, without just rolling over to your stomach?

2) Stiff Jar Opener You get home and you are starving. You want a sandwich but when you go to open the jar of mayonnaise, the lid will not open. How can you hack opening the hard-to-open jar?

3) Sock to Shins You have new sneakers that you can’t wait to show off. When you get to school, you feel your socks slipping down your ankles and gets bunched up at the bottom of your shoe. It’s uncomfortable to walk around on and it keeps sliding when you pull it up. How would you solve this problem?

4) Member’s choice Think of an object you use or task you complete regularly. Consider some of the challenges you have with this object or task and create a life hack to make the object more useful or task more efficient.

Discuss each Life Hack Design Challenge and have members model the problem expressed in each description. Ask members to discuss their experience with any of the problems. Also, discuss ideas for the member’s choice option.

5 Introduce members to the Engineering Design Process. Explain that this process is similar to the scientific method but was created to


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help engineers solve specific problems. Say to invent a life hack each team will.

1) Define the Problem Select a problem to develop a life hack for from the options provided.

2) Do Background Research

Identify the information necessary to design a life hack for this problem.

3) Specify Requirements

Consider special parameters, requirements and constraints.

4) Brainstorm Solutions Come up with ideas to solve the problem.

5) Choose the Best Solution

Pick an idea to move forward with

6) Do Development Work Map out the details of how to create the life hack. How will it work?

7) Build a Prototype

Create the hack

8) Test and Redesign Test the hack for efficiency and make adjustments as needed.

6 Organize members into teams. Distribute the Life Hack Design Challenge handout and project journals to each team.

7 Walk members through the steps of the engineering design process and how it will work to guide them to completing the life hack challenge.

8 Instruct each team to select a challenge problem and create a question. For example, “How can I design a pair of socks that stay up?”

9 Give teams 5-7 minutes to complete this.


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Once members have completed the first step of the Engineering design challenge, discuss the characteristics of innovation and give examples.

An innovation is something that enhances or improves something. This is often why engineers look for problems in order to create a solution that makes certain tasks easier. (CTRL-ALT-DEL made computer use and programming run more smoothly).

An innovation eliminates something. (CTRL-ALT-DEL eliminated the need to press and hold the start button, which force quits and crashes your computer)

An innovation returns us to something in our past. (CTRL-ALT-DEL made technology use simpler. Instead of having to learn code or know how a computer works, users can relax knowing that they can use the shortcut and easily start over.

An innovation reverses into its opposite over time. (Have you ever used CTRL-ALT-DEL and it doesn’t work or it freezes your computer because there are so many other programs running at the same time? Your shortcut has now become a problem in itself that engineers would work hard to fix using another tool or technique.

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To reinforce the idea. Give members 5 minutes to find innovations around the room or around the club. Encourage members to use the four guidelines that you just went over as they determine what innovations are.

12 When members return, have them share discoveries. Together they can discuss if they agree with each other on what the innovations are.

13

Allow members to use the remaining time to begin planning ideas for the life hack challenge. Based on the problems identified in each prompt, members should brainstorm how they could enhance the problem. Instruct member to record ideas their team’s project journal. Say Each team will record ideas for the project in the journal. This will help you keep track of your ideas as they develop.

14 Instruct member to attach the Life Hack Design Challenge handout to the Life Hack Project Journal.


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Monday Cool Down 15 minutes

Steps to Follow

1 Discuss the importance of being productive.

2 Say STEM leaders solve problems by being productive. If STEM leaders took naps all day, we wouldn’t have the tools that help us make it through the day.

3 Ask What are your experiences with shortcuts? Were these shortcuts successful? Why?

4 Ask Have you ever heard the saying “You have to work smarter, not harder”?

5

Say Leaders in STEM take smart shortcuts. Not every shortcut is worth using because you may overlook something important. But shortcuts that help you complete a task more quickly or under pressure. That is a life hack.

6 Collect materials, and Store for later.


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Monday Handout: David Bradley Spotlight

http://mentalfloss.com/article/51674/history-ctrl-alt-delete

Birthdate: January 4, 1949 Location: Seattle, WA

David Thinks David studied engineering and graduated with a Masters and Ph.D. in electrical engineering. These accomplishments led him to work for IBM, a multinational technology and consulting corporation.

David Investigates As part of his job, David had to understand the wiring of computers. He worked on everything from writing input/output programs to troubleshooting wire-wrap boards.

David Creates and Innovates Along with creating the first personal computer for his company, David has 7 U.S. patents to his name. A patent is a license issued by the government that gives the person the rights to something they have created, preventing someone else from making, selling or using it without permission. One of his patents is the code that he created for the IBM pc, ROM BIOS. He also developed the I/O system for the System/23 Datamaster. Control-Alt-Delete was created to help the process of building a computer run more smoothly and at a faster pace, given their time limit. He never knew that it would save so many personal computers from hardware damage and become a leading shortcut in technology design.


https://en.wikipedia.org/wiki/Input/output

https://en.wikipedia.org/wiki/IBM_System/23

https://en.wikipedia.org/wiki/IBM_System/23


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David Collaborates David worked with 11 other 12 strategists around the clock to hammer out a plan for hardware, software, manufacturing setup and sales strategy for the first IBM PC. The team only had one year (1980-1981) to complete the project, getting the IBM PC fully functional. The process required teamwork to be sure that programming worked as planned.

David Brands David is known for thorough, innovative work. He retired from IBM in 2004. In the years that David was with IBM, computers were a rising invention. Companies like IBM are important to the industry for the accessibility of computers and the internet.

David Inspires With control-alt-delete shortcut inspired people to work faster and smarter. David also worked as an electrical engineering and computer engineering professor, teaching and inspiring students to create the new generation of technological inventions.

http://www-03.ibm.com/ibm/history/exhibits/pc25/pc25_birth.html

http://www-03.ibm.com/ibm/history/exhibits/pc25/pc25_birth.html


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Monday Handout: Keyboard Shortcut Assignment

Follow the instructions to create a document. Use the arrow keys as often as possible.

1. Write one thing that you remember about David Bradley.

2. Return the cursor to the beginning of the line using the Home button.

3. Give this document the title: Getting to Know David Bradley

4. Return the cursor to the beginning of the line using the Home button.

5. Select the title by pressing Shift + Right Arrow Key

6. Once selected, bold and italicize the title using CTRL+B and CTRL+I

7. Increase the size of the title to 24 by pressing CTRL+ ]

8. Undo that change with CTRL+Z until the font is at 16

9. Select the title using Shift + Right Arrow key

10. Center the heading by pressing CTRL+E

11. Write 2 questions underneath your David Bradley statement. Navigate by using the Down Arrow key and the Enter/Return key

12. Save your document by pressing CTRL+S. Save the document in My Documents as Keyboard Shortcut + Your last name

13. Navigate back to the heading and add “all about” between Know and David Bradley. Press CTRL+ Right/Left Arrow key to navigate between words instead of letter by letter.

14. Highlight David Bradley’s name using Shift + Right Arrow key. Underline David Bradley’s name using CTRL+U

15. Undo the last change using CTRL+Z and un-Italicize David Bradley’s name with CTRL+ I

16. Select all text in the document by pressing CTRL+A and increase the size by 3 with CTRL+]

17. Write a byline (By First and Last name) underneath the title

18. Select your byline with Shift + Right Arrow

19. Copy the byline with CTRL+X and paste it underneath your questions with CTRL+V


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20. Select the byline with Shift+ Right Arrow key. Minimize the font to 10-pt using CTRL+[

21. Right Align your byline. Press CTRL+R

22. Underneath the heading, add a picture of a computer and keyboard. When you find a good picture online, copy (CTRL+C) and paste the picture into the document with CTRL+V.

23. Go to Find and Replace. Press CTRL+H. Find all occurrences of periods and replace them with exclamation points. To close out of the dialog box, press ESC key in the upper left hand corner.

24. Add a header that says Summer Brain Gain-Week 3. Reach the header with ALT+V+H

25. Add question marks to the ends of your questions.

26. Spell Check your document using FN+F7

27. Save your document with CTRL+S

28. Select your title using Shift + Right Arrow key and remove all formatting by pressing CTRL+Spacebar

29. Change the font of your title to a style of your choice.

30. Under your questions, above your byline, add one thing that you like about using shortcuts.

31. Save your document one final time using CTRL+S.


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Monday Handout: Building A Lego House

One house breakdown: Green Rectangle-3

Black square-6 Rectangular white-4

Thin white rectangle-6 Red trapezoid-7 Brown square-1 Thin trapezoid-1 Red triangles-2

Image Source: https://blog.pley.com/how-to-build-a-lego-house/


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Monday Handout: How to Build A Lego House


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Monday Handout: Life Hack Design Challenge

Define the Problem (What is the problem that you are trying to solve?) Select a problem to develop a life hack for from the options provided:

□ Backside Reading Holder You are laying down on your back, watching videos on a device or reading a book. Not only are your arms

getting tired from holding it overhead but suddenly your hand slips and the book or device falls right on your face. How can you fix this problem, without just rolling over to your stomach?

□ Stiff Jar Opener You get home and you are starving. You want a sandwich but when you go to open the jar of mayonnaise, the lid will not open. How can you hack opening the hard-to-open jar?

□ Sock to Shins You have new sneakers that you can’t wait to show off. When you get to school, you feel your socks slipping down

your ankles and gets bunched up at the bottom of your shoe. It’s uncomfortable to walk around on and it keeps sliding when you pull it up. How would you solve this problem?

□ Member’s choice Think of an object you use or task you complete regularly. Consider some of the challenges you have with this object or task and create a life hack to make the object more useful or task more efficient. Describe the problem you wish to solve below.

______________________________________________________________________________________

____________________________________________________________________________________________________________

Turn that problem into a question: ____________________________________________________________________________

___________________________________________________________________________________________________________________

Do Background Research (What will you need to know to complete this design?) Identify the information necessary to design a life hack for this problem:

Specify Requirements (Consider special parameters, requirements and constraints) _______________________________________________________________________________________ _______________________________________________________________________________________


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Brainstorm Solutions (Write down all of your ideas. Even if they are silly.)

Choose the Best Solution (Pick an idea to move forward with) _______________________________________________________________________________________ _______________________________________________________________________________________

Do Development (Which of your above ideas is the best? Choose one and map it out. How will it work?)

Build a Prototype (What materials do you need?)

Test and Redesign (Test the hack for efficiency and make adjustments as needed. What happened when you tested your design? How could you re-design it to make it work better?)


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Tuesday Warm-up Against the Clock

Location: Multipurpose room Estimated Time: 15min

What You Need


2 Set of baggy clothes: oversized pants, button up shirt, and a zip up

jacket (per team)

Masking or Painter’s Tape (per facilitator)

Paper (per facilitator)

2 Container (per facilitator)

16 small cones (per facilitator)

2 small trash bags (per facilitator)

8 Plastic bags (per team)

Collection of scattered objects such as binders, pens, notebooks,

folders, etc. (per facilitator)

How to Prepare



Set up for the relay race for two teams.

Create a line with tape for members to stand behind; this is

the starting line.

With enough space between the two lines, create two lines

of tape perpendicular to the starting line. Members from

each team will walk the line like a balance beam to the next

obstacle

At the end of each line of tape, set up a line of 8 cones for

members to weave in and out of.

After each set of cones, lay a pile of clothes (oversized

pants, button up shirt, and a zip up jacket).

Tuesday: To Hack or Not To Hack?


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Scatter a collection of items in each teams path after the

pile of clothes, with enough plastic bags beside the items for

each team member to have one

For the last station of the course, Ball up 21 pieces of paper

and set them down in a pile.

*Facilitator’s Note: If there will be more than 2 teams, the

materials will need to be adjusted. Each team will need a set of

clothes, 8 cones, 8 plastic bags, a starting line, a tape balance beam,

a container and 21 paper balls.

Steps to Follow

1

Say People like life hacks because in many cases they save time. However, does saving time guarantee a great product or service? Or similarly, is taking more time on a project productive? To kick off today’s activities, we are going to figure out how to master time and see if it is our friend or our enemy.

2 Divide members up into 2 or 3 teams.

3

Say In your morning routine, you wake up early to complete certain tasks: showering, brushing your teeth, getting dressed, packing your backpack, and eating breakfast. What would that morning routine look like if you woke up late?

4

Explain each part of the obstacle course. Say Each team member will run through the obstacle course.

1. When I say “go”, each member of the team will stumble to the bathroom, one at a time, by walking the tape like a balance beam.

2. Members will then jog in place with high knees and count to 10.

3. Next run in and out of cones as you would clean around and between your teeth until you get to the pile of clothes.

4. Put on all of the clothing, including buttoning/zipping/buckling clothes then take them all off again because you can’t make up your mind about what to wear.

5. Then run to the next station and gather 3 items to put them in a plastic bag.

6. Finally, carry your bag to the last station. Toss 3 paper balls into the container, representing breakfast. After throwing 3 paper balls into the container, the next person on your team will start.


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5 Explain that each team has 5 minutes to get every teammate through the obstacle course. Members must run the course at a pace that is time efficient and productive.

6 Have members line up in teams behind the finish line.

7 Once ready, say “GO” (and start the timer).

8 When 5 minutes is over, have members count how many teammates made it through the obstacle course in the time given.

9 Help members clean up and then return to seats.

10 Ask What was the hardest part of that challenge?

11

Explain that time management is about balance and while sometimes you only have to account for yourself, most of the time you have to account for others. Think about it, do you have to wait for anyone in order to get to school? Does anyone have to wait for you to get ready, in the morning, before they can leave the house? What happens when someone is running late? How do you affect them? How does that affect you?

12 Say This is how it is to work in a team. When we collaborate on projects, we have to depend on others to do their job like we saw when we formed assembly lines.


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Tuesday Activity 2: Food for Thought


Description: Members will complete a snack hack.

Objective: By the end of this activity, members will re-design snack packaging to make sharing food more accessible

What You Need


Life Hack project Journal (per team)

Small chip bag (per member)

Shallow square sandwich container such as Rubbermaid Food Storage containers (per team)

Plastic knife (per team)

2 Sliced turkey packs (per facilitator)

Iceberg lettuce (per facilitator)

2 Sandwich bags (per team)

2 Slices of bread (per team)

How to Prepare



Complete the life hack to be sure that it works and you know how

to better explain it to members.

Make 20 sandwiches. They can be simple like turkey and lettuce. Include additional ingredients if available. Each gets 2 sandwiches. Store sandwiches individually in sandwich bags.

Steps to Follow

1

Say With a busy schedule, you have to work food into your schedule and sometimes you even have to arrange meals on the go. This is one of the reasons why fast food and vending machines are so popular. The food is convenient, fast and fills you up. Fast food could be considered a form of life hack.

2 Divide members into pairs. Hand each pair 2 sandwiches and a shallow square plastic container with a lid.


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3

Say As of now, you are tired of fast food and vending machines. You and your partner have made sandwiches and must store them in a single container until lunch time. Together, figure out a way to transport both sandwiches without smooshing them in the container.

5 Instruct members to remove the sandwiches from the bags and see if they can arrange them in the container without smashing them. Allow members 2-3 minutes to explore.

6 Once time is up, ask What is stopping both sandwiches from fitting?

7 Give each pair a plastic knife and a few minutes to try again.

8

After 3-5 minutes, have members share solutions. Explain that both sandwiches can be configured in the container by cutting each sandwich in half and laying each half perpendicular to one another in a square along the inside of the container.

9 Say We’ve figured out lunch on the go but what about after school or work? How many of you grab a snack after school?

10 Explain to members that they are having a friend or two come over after school. There’s a bag of chips for everyone to share as a snack.

11 Ask How do you share the bag of chips? Do you open the top and have everyone just reach into the bag? Do you pour out some of the chips onto napkins?

12

Guide members through the chip bag hack (Members may want to complete this hack over a table as some of the chips may spill):

1) Get a bag of chips. 2) Open the bag at the top by pulling two sides of the bag

away from each other. 3) Bring both hands to the bottom of the bag and begin

tucking the bag under and up as though you were rolling it under.

Members should notice that as they roll the bag inward, the chips inside begin to lift toward the top like they would in a bowl.

13 Ask Is this hack effective? Is this hack an innovation? Members can use the previous guideline—Innovations enhance, eliminate, return you to something in your past, and turn into its opposite over time.

14

Say STEM leaders create innovations that fit the lifestyles of an audience. People who eat chips are often young people or people usually on the go. If innovators create a chip hack that requires a fancy machine or a lot of steps, it would solve the problem, but wouldn’t be practical so, people wouldn’t use it.


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15 Explain that users of this hack complain that the chips on the bottom are broken or crushed as a result of the rolling—thus creating another problem.

16 Say your challenge is to come up with a solution to this problem. In teams, you will act like engineers and develop innovations of the “Chip Bag Hack”.

17 Divide members into teams.

18 Allow members 5 minutes to brainstorm solutions with team members.

19 With about 10-15 minutes remaining, have members test and share results.

20 Ask each team, Does the new hack make sharing a snack simpler? Does the new hack leave the chips in tact?

21 If not already organized into project teams, have them meet briefly to discuss the Life Hack challenge. Distribute Life Hack Journals to each team.

22 Say Think about the problem you team is designing a life hack for. Are there any existing solutions? What are some of the pit falls associated with these existing solutions?

23 Instruct members to record these ideas in the Life Hack Project Journal.



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Tuesday Activity 2: Mind Games


Description: Members will strategize how to fill a container with a combination of items.

Objective: By the end of this activity, members will be able to understand heuristics and know how it is helpful and hurtful.

What You Need

Computer connected to Internet (per facilitator)


Whiteboard and markers (per facilitator)

Paper (per member)

Pencil (per member)

20 Ping pong balls (per team)

5 cups Sand (per team)

Pebbles or beans or beads (per team)

Water (per team)

32 oz Plastic Containers (per team)

How to Prepare



Practice fitting all of the materials into the plastic container in order

to demonstrate the process to members during the activity.

Steps to Follow 1

Give members the following questions, allowing 30 sec to complete each answer. Do not share the answers yet.

1. A baseball bat and a ball cost $1.10 together. The bat costs $1 more than the ball. How much does the ball cost? (The ball costs $0.05)

2. Imagine that you are in a race around the track. You just passed the person in second place. What place are you in? (You are in second place)

3. There are three doors. You have to choose a door to go into.


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Behind the first door is poisonous fog. Behind the second door is a lion who hasn’t eaten in 4 months. Behind the third door is a raging fire. Which do you choose? (Door 2. The lion hasn’t eaten in 4 months. It is dead.)

2 Once members have had a chance to answer each question, go over the answers.

3 Ask How do we make our decisions?

4

Say Every day we face hundreds of decisions. Our brains have developed mental shortcuts so that we can move through our day more effectively. These shortcuts are called heuristics: guess and check, common sense or intuition are all examples of heuristics. Imagine walking down the street and a piano is hoisted up over the side walk. Your brain will most likely make the decision to avoid walking under the piano. Why don’t you stop and think about what the probability is that the piano will actually fall on you if you walk under it? Does that seem like a silly thing to do, stop dead in your tracks and assess the risk of walking under something that looks dangerous?

5

Say As society progresses and works to become its most efficient, so have our brains. Our thought processes have adapted to not rationalizing everything. Imagine if every time you went to the grocery store you stopped and rationalized ingredients and brands and compared one sale to another. You would spend a lot of time picking out food. Is that the most efficient use of your time? Is picking out food at the grocery store, the only thing you have to do with your time? No, heuristics is what enables us to run in and out of the store to pick up a few items in no time.

6 Ask Can anyone think of any other examples of heuristics?

7

Say A doctor is an example of a professional that uses heuristics to do their work. They see familiar symptoms in patients and give medicine to treat what they think it is. In some cases, waiting until 100% sure of what the illness is could take days, which could lead to a sicker patient. Police on the other hand are examples of professionals that shouldn’t rely on heuristics because that could lead to actions that have negative consequences. For example, stereotyping and profiling a group of people before finding out more about the situation can lead to unjustified arrests. If police recognize certain characteristics and the brain associates those characteristics with


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negative behavior, innocent people end up being blamed for things that they may not have done.

8 Say So, like any other shortcuts we take, we need to know how to and when to use them.

10 Divide members into teams. Give each team a plastic container, ping pong balls, sand, water, and pebbles.

11 Direct members’ attention to the materials in front of them.

12 Instruct members to figure out how to fit each item inside the container.

13 Give members 5 minutes to fill the containers.

14 Ask Did anyone successfully fit everything into the container? What was your strategy, if you had one?

15 Demonstrate how to fit everything into the container.

16 Say While the initial instinct may be to put in the water or sand first, you actually have to put in the ping pong balls first.

17 Say Next pour in the pebbles. Notice how the pebbles fill in the spaces between ping pong balls.

18 Say Now add the sand. Notice how the sand fills in the spaces between the ping pong balls and the pebbles.

19 Say Finally, add the water, it will take up the least amount of space and fill in any remaining areas.

20

Explain that when the brain faces a task, its goal is to get it done. But some tasks require a bit more strategizing and planning. Sometimes taking that time is better than rushing and then having to redo it.



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Tuesday Activity 3: More Than One Hack

Location: Learning Center or Art Center Estimated Time: 30-45min

Description: Members will explore a life hack for folding t-shirts.

Objective: By the end of this activity, members will understand how complex processes may ruin the efficiency of a life hack.

What You Need

Handout: Button Down Folding Hack Instructions (per member)

Handout: T-shirt hack instructions (per member)

Computer connected to the Internet (per facilitator)



T-shirts (per member)

Magazine (per member)

Button down Shirt (per member)

How to Prepare



Watch the t-shirt hack video,

https://www.youtube.com/watch?v=tNBFQKAmh70 and practice

the t-shirt fold hack to prepare to teach members.

Watch the button up shirt folding hack video,

4 Clothing Folding Hacks You Need To Know-

http://www.buzzfeed.com/jodyduits/4-clothing-folding-hacks-you-

need-to-know#.qjbobkKE2 (From 0:27-0:49) and practice the hack

to prepare to teach members.

Steps to Follow

1 Ask How many of you fold your own clothes?

2 Say The worst part of laundry is folding. No one likes doing it.





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3 Demonstrate how you would traditionally fold a button down shirt. Now, fold it using the button up life hack.

4 Give every member a button down shirt and a magazine. If there are not enough, members can team up.

5 Inform members that they will teach themselves to complete the button down folding hack using the folding instructions. Distribute the Button Down Folding Instructions to each member.

6 Give members 5 minutes to try and practice this hack.

7 Ask Is this hack effective? Would you use it or would you continue folding the way that you usually do? Why or why not?

8

Take a t-shirt and fold it in a traditional way. Then fold a t-shirt with the 2-second life hack or show members the video of the folding hack: Life Hack Test, Folding a T-Shirt in under 2 seconds: https://www.youtube.com/watch?v=tNBFQKAmh70

9 Ask Is this life hack effective? Why or why not? Members will probably say yes.

10 Give every member a t-shirt. If there are not enough, members can team up.

11 Inform members that they will teach themselves to complete the 2-second folding hack using the folding instructions. Distribute the Folding Hack Instructions.

12 Give members 5 minutes to learn and practice the hack. Encourage members to experiment by pinching different areas of the shirt.

13 Ask Was everyone able to complete the hack successfully?

15 Ask What if you pinch different sides of the shirt, does the hack still work? Did anyone find a better way to perform the hack?

16 Once members understand how the hack is supposed to work, have members discuss this life hack design.

17

Ask What is the difference between each shirt hack? Are either of these folding methods processes that you think people should add to their laundry routine? How many of you would just continue to fold shirts the traditional way?

18 Ask Would you consider these hacks an innovation? Are they both efficient and marketable? How could you sell these hacks? Are they



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products, processes or services?

19

Explain that life hacks should make tasks easier. If it takes longer to

execute the hack than to do the original task, it may not be worth

it. However, like the button down shirt hack, because the hack is so

effective, the time it takes to complete the hack may not be a big of

a factor as it is with the t-shirt hack.


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Tuesday Cool Down Estimated Time: 15min

Steps to Follow

1

Say An inventor is someone who creates and produces useful things. Sometimes great inventions are created by accident and other times what was thought to be a great inventions is a flop until its usefulness is identified.

Share the following invention stories with the members: 1) “In 1943, while attempting to create a synthetic rubber

substitute, General Electric researcher James Wright dropped boric acid into silicone oil. The result was a polymerized substance that bounced. It took several years to find a use for the product, but in 1950, marketing expert Peter Hodgson saw its potential as a toy and renamed it Silly Putty. The substance has been manufactured by Binney & Smith, Inc. ever since.”

2) “In 1957, two Hawthorne, New Jersey–based engineers named Marc Chavannes and Alfred W. Fielding set out to invent textured plastic wallpaper. Though their product wasn't well-received, the two turned their misfortune into fortune—literally—when they realized it could be used as packaging material. In 1960, they cofounded Sealed Air Corporation, which now makes a variety of packaging material systems and equipment, bringing in over $3 billion annually.”

Source: http://www.womansday.com/life/a1516/9-unintentional-inventions-106328/

2

Say Life hacks are simple but effective inventions designed to make life easier. Like the examples described above, some are created by accident, where someone stumbles onto the solution to a problem out of desperation or in the midst of a joke. Others are created from existing inventions or processes and then reborn to serve other useful purposes. When coming up with a life hack, remember that your job is to invent something new. Play around with ideas, consider how existing tools and materials can be used to create something useful.



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Tuesday Handout: Button Down Folding Hack Instructions

1. Button the top and bottom buttons on the shirt.

2. Turn the shirt on its front (button side down) with the arms extended to the

sides

3. Put a magazine under the collar, so that the shortest ends of the magazine are

aimed toward the top and bottom of the shirt.

4. Take the end of the left sleeve and the bottom hem on the left side of the shirt

and fold it toward the right side, using the magazine as a crease.

5. With the left sleeve overlapping the right sleeve, pull the end of the left sleeve

toward the left folded corner of the shirt.

6. Take the end of the right sleeve and the bottom hem on the right side of the

shirt and fold it toward the left side, using the magazine as a crease.

7. With the right sleeve extended toward the left side, pull the end of the right

sleeve toward the right folded corner of the shirt.

8. You should now have a slim rectangular shaped fold. Fold the bottom of the shirt

(both sides) up toward the collar of the shirt.

9. With the bottom hem of the shirt just underneath the collar, pull the magazine

out of the shirt.


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Tuesday Handout: T-Shirt Folding Hack Instructions

There are three important points on a shirt to pay attention to.

1. Lay the t-shirt flat against a surface, with the neck of the shirt going to your left and the bottom of the shirt going to your right.

2. Identify the pinch shoulder seam. This is point 2. Halfway down the shirt from

the shoulder seam, at the midpoint of the t-shirt is point 1. Point 3 is in line with the other two points, at the bottom of the shirt.

3. Pinch point 1 at the midline of the shirt with your right hand and pinch point 2 at

the shoulder seam with your left hand.

4. Drag point 2 to point 3, while still pinching point 1.

5. To make the fold, bring pinch point 1 up and away, lifting the shirt off of the table. Continue to hold pinch 2 and 3 together.

6. Create a fold on the t-shirt that is symmetrical with the line between your

original two pinches. You can put down the shirt folded, as it should have fallen into place


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Wednesday Warm-up Alternative uses

Location: Learning Center or Multipurpose Room Estimated Time: 15 min

What You Need

A compilation of varied materials: popsicle sticks, paper clips, glue, paper, toilet paper rolls, card board, foil, Styrofoam, legos, t-shirts, etc. (per team)


Marker (per members)

Butcher paper (per facilitator)

How to Prepare


Cover 4-5 table tops with butcher paper and place a collection of materials at the center of each.

Steps to Follow

1 Say Let’s get you all thinking about the materials that you might be working with.

2 Organize members into project teams and distribute markers. Send members to stations around the room.

3 Instruct members to observe the materials at each station and come up with alternative uses for them. For example, using socks as gloves.

4

Tell members they have 1-minute to record as many alternate uses as they can think of on the chart paper. Encourage members to be creative, making sure to consider the usefulness of each alternative.

5 After a minute, have each team rotate to a new station and repeat the activity.

Wednesday: Design and Conquer


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6 Continue to rotate the teams until each team has had a chance at each station.

7 Once complete, gather the class together and ask for volunteers to share some of the alternative uses they discovered during the exploration.

8 Distribute Life Hack Project Journals and instruct members to write down ideas that can be utilized to complete the life hack challenge.


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Wednesday Activity 1: Other uses for Nail Polish

Location: Tech Center or Learning Center Estimated Time: 30-45min

Description: Members will explore life hacks that use nail polish.

Objective: By the end of this activity, members will be able to demonstrate how common objects can be used to create an innovation.

What You Need

Handout: Nail Polish Station Instructions

Computer with internet access (per facilitator)



5 Black permeant marker (per facilitator)

Pack of Labels (per facilitator)

Tape (per facilitator)

Scissors (per facilitator)

3 Pipettes filled with water (per facilitator)

1 Cup filled with water (per facilitator)

Pair of fake gold earrings (per team)

Pack of 4X6 index cards (per facilitator)

2 Spools of Thread (per facilitator)

Sewing needle (per facilitator)

Box of 25-50 envelopes (per facilitator)

6 Plastic spoons (per team)

6 Bottles of Colored Nail polish (per facilitator)

8 Bottles of Clear Nail polish (per facilitator)

How to Prepare


Set up each alternate uses for nail polish station:


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Station 1: Smudge Proof 1) Blank labels (Individually cut) 2) 5 Permeant markers 3) 1-2 bottles of clear nail polish 4) Cup of water with 3 pipettes 5) Smudge Proof Activity Instructions

Station 2: Envelope seal

1) 2 bottles clear nail polish 2) Blank envelopes 3) Paper 4) Pencils 5) Envelope Seal Activity Instructions

Station 3: Stay Golden

1) Pairs of earrings (1 set per team) 2) 2 bottles of clear nail polish 3) Stay Golden Activity Instructions

Station 4: Threading a needle

1) Spool of thread 2) Scissors 3) Needle 4) Clear nail polish 5) Threading a Needle Activity Instructions

Station 5: Color Coded

1) 6 bottles of different colored nail polish 2) 6 Plastic spoons for each team 3) Blank paper for each team 4) Pencil 5) Color Coded Activity Instructions

Steps to Follow

1 Remind members that life hacks utilize existing materials to solve a problem or make a process more efficient.

2 Say During today’s activity, members will explore life hacks that use nail polish.

3 Explain that each team will travel from one station to the next to exploring a non-traditional uses of nail polish.


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4 Divide the group into project teams. Tell members they will have 5-6 minutes to complete the task at each station.

5 Review the instructions for each activity so that members will know what to do. Assign each member to a station and explain how each team will rotate from one station to the next.

6 Allow members to begin. After each 5 minute cycle shift members to the next station. Refill stations as needed.

7

Once each team has had the opportunity to complete the activity at each station, stop to reflect on the different activities. Ask Which nail polish hack was the most useful? Do you think that some of the hacks would be found useful to different audiences? Which ones? Which nail polish hack would you use at home? Which nail polish hack did you think was the cleverest? Which nail polish hack do you think can be turned into a marketable technology? Explain.



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Wednesday Activity 2: Pencil Hacks

Location: Art Center or Tech Center Estimated Time: 30-45min

Description: Members will explore life hacks that use pencil.

Objective: By the end of this activity, members will be able to demonstrate how common objects can be used to create an innovation.

What You Need

Handout: Pencil Station Instructions

200 Pencils (per facilitator)

26 gal packing peanut (per facilitator)

2 5oz Toothpaste (per team)

Pen (per member)

Paper (per member)

Paper plate (per team)

Plastic bowl (per facilitator)

Masking tape (per facilitator)

How to Prepare


Set up each alternate uses for pencils station: Station 1: Toothpaste Press

1) 2 near empty 5oz tubes of toothpaste. (Squeeze out toothpaste so that there is very little remaining)

2) 1 Paper plate 3) 1 Pencil 4) Toothpaste Press Activity Instructions

Station 2: Make a Splint

1) 2 pencils 2) Masking tape 3) Make a Splint Activity Instructions

Station 3: Chopsticks


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1) 8 Pencils 2) Packing Peanuts 3) Plastic bowl 4) Chopsticks Activity Instructions

Station 4: Drumsticks

1) 12 Pencils 2) Drumsticks Activity Instructions

Station 5: Pick-up Sticks

1) 30 pencils 2) Pick Up Stick Activity Instructions

Steps to Follow

1

Say Life hacks are often born from desperate times, in the heat of the moment. Someone is desperate for a grilled cheese but doesn’t have a working stove, so they use an iron to toast the bread. Or someone is running late for an interview but their shirt collar is wrinkled and they decide to use someone’s flat iron to smooth out the wrinkles. By being forced to work with what you have, you begin creating.

Say During today’s activity, members will explore life hacks that use pencils in non-traditional ways.

Divide the group into project teams. Tell members they will have 5-6 minutes to complete the task at each station.

Review the instructions for each activity so that members will know what to do. Assign each member to a station and explain how each team will rotate from one station to the next.

Allow members to begin. After each 5 minute cycle shift members to the next station. Refill stations as needed.

Once each team has had the opportunity to complete the activity at each station, stop to reflect on the different activities. Ask Which pencil hack was the most useful? Do you think that some of the hacks would be found useful to different audiences? Which ones? Which pencil hack would you use at home? Which pencil hack did you think was the cleverest? Which pencil hack do you think can be turned into a marketable technology? Explain.

Announce clean-up procedures, collect and store materials.


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Wednesday Activity 3: Tinkering Away


Description: Members will complete the Life Hack challenge.

Objective: By the end of this activity, members will use what they know about life hacks to successfully create one that solves a particular problem.

What You Need

Handout: Life Hack Design Challenge from Day 1 Activity 3 (per team)

Life Hack Project Journals (per team)

2 Medium cardboard boxes (per facilitator)

2 Books (per facilitator)

100 Medium-sized rubber bands (per facilitator)

50 Paper clips (per facilitator)

2 Jars with lid (per facilitator)

2 Wash cloths (per facilitator)

Box of plastic wrap (per facilitator)

50 Cotton balls (per facilitator)

4 Shoes (per facilitator)

8 Shoe laces (per facilitator)

10 Pencils (per facilitator)

3 Bottles of nail polish from Nail polish lesson (per facilitator)

Scissors (per team)

Tape (per team)

Glue (per team)


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How to Prepare


Make sure each team’s journal includes the Life Hack Design Challenge handout from Day 1 Activity 3.

Set aside a selection of the following materials for each team’s Life Hack Design Challenge problem.

Backside Reading Holder: Cardboard box, book, rubber bands, paper clips, and string

Stiff Jar Opener: Rubber bands, foil, plastic wrap, jar and wash cloth

Sock to Shins: Balloons, paper clips, cotton balls, shoes, shoe laces

Member’s choice: Cardboard box, Rubber bands, foil, plastic wrap, balloons, paper clips, cotton balls, pencils, nail polish

Steps to Follow

1 Say Now it is time to put what we’ve learned to the work.

2

Say Today is all about creating life hacks. Life hacks are often born from desperate times, in the heat of the moment. Someone is desperate for a grilled cheese but doesn’t have a working stove, so they use an iron to toast the bread. Or someone is running late for an interview but their shirt collar is wrinkled and they decide to use someone’s flat iron to smooth out the wrinkles. By being forced to work with what you have, you begin creating.

3 Organize members into project teams and distribute Life Hack Project journals.

4

Review the Life Hack Design Challenge handout. Discuss the descriptions listed in the Define the Problem section. As the class reviews each description, discuss how the object works or task is completed normally. Discuss the issue/problem that the life hacks will solve.

5

Move down to the Brainstorm Solutions section of the Life Hack Design Challenge handout. Say Notice that during Wednesday activities one and two, each activity highlighted alternate uses for a single object. Name a single object that could be utilized to solve


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the Life Hack Challenge selected by your team.

6

Explain that based on the Life Hack Design Challenge problem selected, each team will get a selection of materials from which they can create a life hack. Remind members that life hacks are often created when traditional means of solving a problem are not available. To recreate this process, some teams will have access to materials that others will not.

7

Present each team with the materials that they will have available to them for the projects.

Backside Reading Holder: Cardboard box, book, rubber bands, paper clips, and string

Stiff Jar Opener: Rubber bands, foil, plastic wrap, jar and wash cloth

Sock to Shins: Balloons, paper clips, cotton balls, shoes, shoe laces

Member’s choice: Cardboard box, Rubber bands, foil, plastic wrap, balloons, paper clips, cotton balls, pencils, nail polish

8

Give members 5-7 minutes to experiment with the materials. Remind members that life hacks are meant to make things simpler, therefore, all of the materials do not need to be incorporated in to the design. A life hack can be less effective if the user has to collect too many extra materials, spend a lot of money or do a lot of work to prepare the hack. The key is to identifying which materials would work best in providing a solution the problem.

9

Once time is up, check in with the whole group to gauge everyone’s direction and progress. Explain that members will present the life hacks they create during the community sharing event. In order to prepare for the presentation, each team needs to prepare a:

1) Demonstration of the problem 2) List of instructions explaining how to set up the life hack 3) Name for the life hack 4) Demonstration of the life hack and how it works

10 Allow members to move forward offering feedback and direction as needed.

11 As members work on life hack designs, remind them to complete the Life Hack Design Challenge handout. Allow members time to test and re-test.


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Wednesday Cool Down Estimated Time: 15 min

Steps to Follow

1

Say Being a STEM leader is about introducing changes to a system, community, process, etc. because you believe those changes will benefit people. Being a STEM leader is also about getting other people to accept and use the changes that you have made. Some people don’t take certain actions because they believe that it is too hard or too complicated, until they actually do it and see the benefits of it.

2 Have members sit in a circle. Encourage members to be comfortable.

3

Explain how the exercise will work. One person at a time will make changes to the members in the circle. This person is currently the leader. Each leader will make one change and no leader can undo a change that another has made. For example, the first leader will say “Everyone has to cross their legs the opposite way that they usually would.” So if members normally tuck their right ankle under their left to sit, they would reverse that. When everyone has made the change, the next leader can say anything accept “re-cross your legs the other way.” The direction can be in regard to facial expression or body positioning. Leaders can have two members in the group switch positions or make one member turn and face the outside of the circle, stand, sit differently or face someone else or sit in the middle of the circle.

4 Play until each member gets to be the leader at least once. The game can go pretty quickly so every member may get 2-3 turns.

5 Ask How did it feel to be making so many changes? Were you comfortable with any of them?

6 Explain to members that having the flexibility to change when a plan isn’t working or when the client doesn’t like an idea is a key leadership quality.


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Wednesday Handout: Nail Polish Station Instructions

Station 1: Smudge Proof Activity Instructions

1) Use the marker to write your name on a label and set this label aside.

2) Next, write your name on another label. 3) On one of the labels, paint over your name with clear nail polish

and set aside to dry. 4) After 2 minutes, use the pipette to drop 3-5 drops of water on

both labels. 5) Allow the drops to sit for 30 sec to 1 minute. 6) Lift both labels up and observe what happens. 7) Adding polish to the label is supposed to prevent the ink from

smudging. Do you think this life hack is useful? Why? ---------------------------------------------------------------------------------------- Station 2: Envelope Seal Activity Instructions

1) Using the paper and pen provided, write a special note to a member of your team.

2) Place this note in an envelope and lick the seal. 3) Copy the note on another sheet of paper. 4) Place this note in a different envelope. Do not seal yet. 5) Using the clear nail polish seal the envelope closed. 6) Pass both envelopes to the member of the team they are

written for and instruct them to open it. 7) Which envelope had the better seal? 8) The first method of sealing the envelope is the traditional

method. Using nail polish to seal the envelop is the hack. What process does this nail polish hack simplify? Do you think this life hack is useful? Explain.

9) Which method of sealing an envelope do you prefer? Explain.


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----------------------------------------------------------------------------------------

Station 3: Stay Golden Activity Instructions

1) Use the clear nail polish to coat a pair of earrings. 2) Set the earrings aside. 3) Do you think these earrings will rust? How would you test

this hypothesis? What result will tell you if your hypothesis is correct?

4) What process does this nail polish hack simplify? Do you think this life hack is useful? Explain.

---------------------------------------------------------------------------------------- Station 4: Threading a needle

1) Unravel thread to the length of a team member’s arm and cut.

2) Brush a coat of clear nail polish on one end of the string. 3) Take turns trying to thread the needle. 4) Unravel another piece of thread to the length of a team

member’s arm and cut. Do not add nail polish to this piece. 5) Take turns trying to thread the needle. 6) Which thread was easier to thread? 7) Which thread represents the common way of threading a

needle? Which represented the nail polish hack? What process does this nail polish hack simplify? Do you think this life hack is useful? Explain.

----------------------------------------------------------------------------------------


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Station 5: Color Coded

1) Using nail polish and plastic spoons, create a color coding systems for these five condiments: Ketchup, mustard, sugar, pepper, salt, and barbecue sauce.

2) Paint each spoon to represent a different condiment. 3) Use the blank paper, pencil and nail polish to create a color

key for the system. 4) What do you think of this nail polish hack? What process does

this hack simplify? Do you think this life hack is useful? Explain.


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Wednesday Handout: Pencil Station Instructions

Station 1: Toothpaste Roll-up Activity Instructions 1) Both tubes of toothpaste are near empty. 2) Try to get the most out of each tube. 3) Use your hands to squeeze the toothpaste out of one on to the

paper plate. 4) Circle the amount of toothpaste squeezed out with a pencil. 5) Place the other 5oz tube of toothpaste on the other side of the

plate. 6) Place the pencil on top of the back edge the tube of toothpaste. 7) Roll the pencil and back end of the toothpaste tube forward.

Think of a fruit roll-up, the toothpaste tube must stay connected to the pencil as it is rolled forward.

8) Once the pencil has rolled all the way to the top of the tube, remove the tube and circle the amount of toothpaste squeezed out with a pencil.

9) The first method is the traditional way of squeezing out tooth paste, the second is the lie hack. Which method squeezed out the most tooth paste?

10) What process does this pencil hack simplify? Do you think this life hack is useful? Explain.

----------------------------------------------------------------------------------------


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Station 2: Make a Splint

1) Pretend a member of the team has just broken a finger and you don’t have access to the proper medical supplies.

2) Select a team member to wear the splint. 3) Place a pencil above and below the index finger and have

another member hold it in place. 4) Secure the pencils to the finger using 2 strips of masking tape.

Making sure the tape is wrapped tight enough to secure, but not so tight that it blocks off circulations.


---------------------------------------------------------------------------------------- Station 3: Chopsticks

1) Using the pencils like chopsticks, move the packing peanuts from the table to the plastic bowl.


----------------------------------------------------------------------------------------

Station 4: Drumsticks 1) Your team is supposed to give a drum performance for the club,

but the club ran out of drumsticks. With your team, use the chopsticks to play the beat of a song you all know.


----------------------------------------------------------------------------------------


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Station 5: Pick-up Sticks

1) It’s time to play Pick-up Sticks, but Wait! You don’t have any pick-up sticks.

2) Use the pencils provided to play the game. 3) Hold the pencils in a bundle in one hand 4) Open your hand to release the pencils. 5) Take turns trying to pick up pencils from the pile without moving

any other pencils. Continue to try and pick up pencils. 6) If you move another pencil, then you lose your turn. 7) What process does this pencil hack simplify? Do you think this

life hack is useful? Explain.


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Thursday Warm-up Tagline

Location: Learning Center or Multipurpose Room Estimated Time: 15min

What You Need

Handout: Logos (per facilitator)


Pencil (per member)

Paper (per team)

How to Prepare


Steps to Follow

1 Say You have created a life hack, a product. You know what your product is and how it works. But how do you get people to remember you?

2

Show members a collection of logos. Have members identify the companies that they recognize. Can members say the taglines of any of these companies? For example, “Campbell’s soup is ‘Mmm good” or KFC’s “Finger-lickin’ good”.

3

Say Branding is about recognition. Companies want you to know and remember them. They do this by using logos, taglines, slogans and jingles. A tagline is a short text or catchphrase use to advertise a product.

4 Organize members into teams and distribute project journals.

5

Explain that each team will come up with a memorable logo and catchy tagline for their life hack. Say For the tag line and logo, remember to:

1) Keep it simple

Thursday: Couldn’t You Use a Life Hack?


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2) Tell a story 3) Catch the attention of your audience

6 Give members 8-10 minutes to create the logo and tag line in the project journal.

7 Allow members time to share and give each team feedback.


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Thursday Activity 1: How Much Is That Hack In The Window?

Location: Art Center or Learning Center Estimated Time: 30-45min

Description: Members will create print advertisements.

Objective: By the end of this activity, members will be able to describe advertising techniques that grab the attention of a customer.

What You Need

Construction paper: red and green (per member)


Scissors (per member)

Magazines (per team)

Pencils (per member)

Poster board (per team)

Markers (per team)

Colored pencils (per team)

How to Prepare


Cut construction paper into square, card-sized pieces

Find a selection of age appropriate advertisements to show members on the projector

Steps to Follow

1 Ask members how they learn about products.

2

Say The public often learns about products and services through advertising. Advertising is when a product, service, or event is showcased in a public medium in order to promote sales or attendance. According to research we come into contact with anywhere from 500-2,000 advertisements a day from television, radio, internet, billboards, etc.


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3 Hand each member a green and red piece of construction paper.

4

Say I am going to show you a set of advertisements. You will look at each one for three seconds. When 3 seconds is over, I will cover the screen. You each have one green and one red piece of paper. If you are interested in viewing the advertisement a bit longer then hold up the red card. I will show you the ad again for 10 more seconds. If you are not interested in the ad, hold up the green card and I will move on to the next ad.

5 Flash a collection magazine ads, walking them one time through the room as fast or as slow as members choose, based on what card they hold up.

6 Ask What ads do you remember? What do you remember about them?

7

Say This is how our brain processes advertisements. We flip through them, most of the time we don’t even know what they were about. The ones we like, we tend to spend more time looking at and maybe we will remember the name of the product or the company in order to look up the product later.

8 Go back to an ad that the members want to spend more time observing.

9 Ask When you look at this ad, where do your eyes go?

10 Ask Why do you think those things caught your attention?

11 Divide members into project teams.

12

Explain that members will create advertisements for their life hacks. Say A store has decided to sell your life hack technology and they need a sign to place in the window that will catch the eye of shoppers.

13 Say Incorporate some of the features that caught your eyes in the magazine ads in the ad for your team’s life hack.

14

Distribute poster board, markers, magazines, and colored pencils to each team to begin working on the print advertisements. Say Advertisements must be direct, grabbing the attention of a specific audience. Ads that are cluttered with too many words and/or images can discourage potential customers. Remember that people are going to see your ad in passing, so you only have a few


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seconds to get their attention. For the Life Hack Design Challenge, each team’s advertisements should have:

1) A headline 2) An image 3) Basic information so that the audience knows what the

advertisement is for 4) Logo 5) A tagline

Information about the company in case the audience wants more information.

15 Allow members 20 minutes to work on the ads.

16 When the time is up, hang each advertisement on the board for members to share and observe.

17

As members review the ads, Ask What do you notice first? Is it clear what the advertisement is promoting? If this ad were on a storefront, would you walk into the store to get more information? Or follow-up by going to the company website?

18 After members have reviewed each advertisement using the above questions to guide the critique, review the key points of advertising.



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Thursday Activity 2: 30 Seconds to Sell


Description: Members will create elevator pitches.

Objective: By the end of this activity, members will be able to explain the importance of persuasive and direct communication.

What You Need

Computer connected with Internet (per facilitator)


Pencil (per member)






Paper (per member)

How to Prepare


Steps to Follow

1 Say Imagine that through the ad your team created, word is getting out about your lie Hack technology and people are interested. How do convince people to buy?

2

Show members the following infomercials:






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3 Ask Would you buy any of these products? Why?

4

Say While some of these infomercials are 2 minutes long, effective commercials can express their purpose and keep an audience’s attention for 30 seconds. This commercial even comes with a demonstration of how the product works.

5 Say To sell the product each team will create an elevator pitch.

6 Organize members into project teams and distribute project journals and pencils.

7

Say An elevator pitch is a short, persuasive speech that is used to sell a product, process, or idea. A successful pitch convinces the audience that the product is relevant to their lives. Sales pitches answer the question, So what?

8 Instruct each team to create a 40-word pitch for the Life Hack technology they created. Give members 10 minutes to complete this in the team journal.

10 After 10 minutes, ask members to shorten the description to 20 words.

11 Allow time for members to share the elevator pitches.




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Thursday Activity 3: Presenting The New and Improved


Description: Members will rehearse Life Hack Design Challenge presentations.

Objective: By the end of this activity, members will be able to present the products of the Lie Hack Design Challenge.

What You Need

Whiteboard with a marker (per facilitator)

Life Hack Prototypes (per team)

Life Hack Project journals (per team)

How to Prepare


Steps to Follow

1

Explain that during the community sharing event, each team will complete a Life Hack Design Challenge presentation for BGCA Club “Investors”. The goal is to get these investors to finance the development of the Life Hack Technology.

2

Each team presentation should include: 1. The traditional way that the problem would be solved 2. The Life Hack Design 3. Tagline 4. Logo 5. How teams would upgrade the hack with funds from

investors.

3 Write these guidelines on the board for teams to refer to.

4 If there are no questions, allow members to work on the presentations. Walk around to offer support and answer any questions that may come up.


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Thursday Cool Down Estimated Time: 15 min

Steps to Follow

1

Say Ursula Burns was a mechanical engineer who started as an intern and now is a businesswoman working as the CEO of Xerox Corporation. Xerox is a business supplies and printing services company.

2 Show members the clip from the Youtube video: Ursula Burns Inspires https://www.youtube.com/watch?v=2lTPhHOask4 (starting at 30:55-36:15)

3 Say Ursula says “Technology should allow you to do significantly more valuable things.”

4 Discuss with members what they think this means. What do members consider valuable and do they feel that most technology does this? Does their life hack do this?



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Thursday Handout: Company Logos


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Steps to Follow

1 Welcome members.

2 Have members share life hacks with each other. Members should offer any ideas or suggestions to teams so that they can try to make any changes in the next activity.

3 Give instructions and times for what will take place today, such as setting up for the event, rehearsing, greeting guests, performing, cleaning-p after the event, etc.

4 Give instructions on the time and place teams should meet before the start of the event. Ask team leaders to be responsible for gathering their members.

Friday Warm-up Debrief


Friday: Community Sharing Event


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Friday Community Event: Setting Up

Location: Gym or other spacious area Estimated Time: 20-30min

Description: Members will follow directions, work together to display projects, and rehearse performances.

Objective: By the end of this activity, members will be able to complete Life Hack Design Presentations

What You Need Previous project materials (per team)

How to Prepare

Complete the event planner earlier in the week to ensure all aspects are addressed.

Designate areas of the gym for each team’s display.

Designate an area for performances.

Steps to Follow

1 Distribute team materials.

2 Allow teams some time to finish off and practice their presentations.

3 Ask teams to display projects in a decorative manner in the assigned areas.


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Friday Community Event: The Event

Location: Gym or other spacious area Estimated Time: 60 to 90min

Description: Members will showcase life hacks.

Objective: By the end of this activity, members will display their ingenuity and share their creations for the community.

What You Need

Completed life hack projects (per team)

How to Prepare

Refer to Event Planner

Steps to Follow

1 Welcome the community.

2

Explain to visitors that members spent the week analyzing productivity and time management skills through the exploration of life hacks. This week members created life hacks that are beneficial and accessible to anyone and then created a marketing plan to share them with others.

3 Say In about 15 minutes, we will gather together so that members can demonstrate.

4 When time is up, alert members to the beginning of presentations.

Resources

Business Dictionary, http://www.businessdictionary.com/definition/innovation.html

http://www.businessdictionary.com/definition/innovation.html


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Define Innovation, http://www.innovationmanagement.se/imtool-articles/how-do-you-define-innovation-and-make-it-practical-and-saleable-to-senior-management/ What Is Innovation?-http://www.inc.com/jeff-degraff/what-is-innovation.html The History of CTRL+ALT+DELhttp://mentalfloss.com/article/51674/history-ctrl-alt-delete How To Build A Lego House-https://blog.pley.com/how-to-build-a-lego-house/ Life Hack Test, Folding a Shirt in Under 2 Seconds-https://www.youtube.com/watch?v=tNBFQKAmh70 Shamwow-https://www.youtube.com/watch?v=QwRISkyV_B8 Lifealert/lifecall- https://www.youtube.com/watch?v=bQlpDiXPZHQ Snuggie- https://www.youtube.com/watch?v=jxMJlmmnd5g The Clapper- https://www.youtube.com/watch?v=-pfsyNyx6zM Ursula Burns Inspires https://www.youtube.com/watch?v=2lTPhHOask4

Company Logos-https://commons.wikimedia.org/wiki/Main_Page

http://www.innovationmanagement.se/imtool-articles/how-do-you-define-innovation-and-make-it-practical-and-saleable-to-senior-management/

http://www.innovationmanagement.se/imtool-articles/how-do-you-define-innovation-and-make-it-practical-and-saleable-to-senior-management/

http://www.inc.com/jeff-degraff/what-is-innovation.html



https://blog.pley.com/how-to-build-a-lego-house/


https://www.youtube.com/watch?v=QwRISkyV_B8

https://www.youtube.com/watch?v=bQlpDiXPZHQ

https://www.youtube.com/watch?v=jxMJlmmnd5g



https://commons.wikimedia.org/wiki/Main_Page

Table of Contents

Module 2: Creative Indicators

express

evaluate

exhibit

engage

Middle School Modules


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ABOUT THIS MODULE 3

ACADEMIC VOCABULARY 5

REQUIRED MATERIALS 7

EVENT PLANNER 13

MONDAY: FLASH COURSE IN BASIC CHEMISTRY 14

TUESDAY: NAME THAT INDICATOR 38

WEDNESDAY: IT’S ALL ABOUT PH 54

THURSDAY: TITRATION NATION 72

FRIDAY: COMMUNITY SHARING EVENT 84

Table of Contents


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Objective Members will explore different indicators and use what they learn to complete a water analysis for a client.

Driving Questions

What is a chemical?

What are chemical indicators and how do we use them?

What are acids and bases?

Who are some leading chemists or chemical engineers that an aspiring chemist can learn from?

How do we use the pH scale?

Products of the Week

Everyday Chemical Dipstick tests

Water Testing Results

Community Sharing Event

Creative Indicator Water Testing Presentations

Ever wonder how people can identify different poisons, or how food scientists know which vitamins and minerals are in foods? Ever seen water samples taken from a body of water, watched crime scene investigators test for different chemicals on T.V., or conducted a pH test? How does that work? Is it magic? No, it’s chemistry!

Chemistry is the study of substances, what kind of matter they are made of and how they combine. Matter is anything that has mass and takes up space. You are exposed to chemistry in everything you do because everything is made of matter. As the study of chemistry has developed over time, scientists have classified different types of matter based on characteristics that define them. Most times when we interact with substances, they are made up of a combination of chemical elements, making it hard to know exactly what they are made of just by looking. Chemical indicators are often used to identify chemical elements in substances. A chemical indicator is a chemical compound

About This Module


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used to show the presence or absence of a chemical substance. Some examples include pH paper, methyl yellow, bromothymol blue, etc. During Creative Indicators members will practice using different indicators to test for chemical substances. As they explore chemistry in the world around them, members will learn how indicators are used to test different substances. By the end of the week, members will use their knowledge to make informed decisions about the water quality of the water in a specific location.

Special Notes Many of the materials in this unit are utilized more than once. Before you begin, review the entire module to note which materials will be used during multiple activities. Portion out materials accordingly.


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Word Definition

Acid A substance made by or used to create a chemical reaction

Alkaline A chemical compound that neutralizes and reacts with acids, turning litmus blue

Base A substance capable of reacting with an acid

Bacteria Microscopic living organisms

Chemical A compound or substance that has been purified or prepared, especially artificially

Chemical Indicator Any substance that gives a visible sign, usually by a color change, of the presence or absence of a threshold concentration of a chemical species

Concentration relative amount of a given substance contained within a solution or in a particular volume of space; the amount of solute per unit volume of solution

Control A quantity that remains constant throughout an experiment

Dipstick A test used to determine changes in a patient’s urine, urine test strip

Hardness Quality in water that is imparted by the presence of dissolved salts

Hydrology The study of water and water quality

Academic Vocabulary


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Lipid A chemical compound used to shows the presence or absence of a chemical substance

Litmus A dye obtained from certain lichens that is red under acid conditions and blue under alkaline conditions

pH A number between 0 and 14 that indicates if a chemical is an acid or a base

Potable Safe to drink

Products The substances created in a chemical reaction

Protein Proteins are large biomolecules, or macromolecules, consisting of one or more long chains of amino acid residues

Reactants The substances used in a chemical reaction

Reagents Substance used for chemical study or reaction

Titration A technique where a solution of known concentration is used to determine the concentration of an unknown solution

Urine A watery waste product produced by the kidneys

Universal Indicator A universal indicator is a blend of pH indicator solutions designed to identify pH of a solution over a wide range of values


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Note: Facilitator Resource materials and handouts are included at the end of the day

and should be printed in advance.

Facilitator

Handout: Joseph Priestley STEM Bio

Handout: Chemicals Around Key

Handout: Engineering Design Process Key

Handout: Chemical Substance tags

Handout: Mocha Choca Propylgoo Indicator Cards

Computer with Internet access

Projector

Whiteboard and marker

Types of Pollutants

https://www.youtube.com/watch?v=yEci6iDkXYw

Water Testing http://pbskids.org/dragonflytv/check_it_outs/water_testing.html

How To Test Drinking Water https://www.youtube.com/watch?v=B1F7-B2608Q

For Kid Cheese Making Video https://www.youtube.com/watch?v=TVVpjVk4Gy8

16-22oz Jar

Lighter/matches

2 Medium Pillar Candles

Pack of plastic cups

25 8oz bottle Carbonated water

Empty bottle of multipurpose cleaner – any size

Hydrogen peroxide – any size

Empty bottle of Rubbing Alcohol – any size

Toothpaste – any size

Required Materials


http://pbskids.org/dragonflytv/check_it_outs/water_testing.html


https://www.youtube.com/watch?v=B1F7-B2608Q

https://www.youtube.com/watch?v=TVVpjVk4Gy8


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Baking Soda – any size

Vinegar – any size

Empty bottle of bleach – any size

Mouthwash – any size

Liquid hand soap – any size

Borax detergent – any size

Air freshener – any size

Vegetable oil – any size

Funnel

3% Hydrogen peroxide

Measuring cups

2-Liter soda bottle

Blanket or towel

10-12oz bottle of Dawn Dish Soap

Packet of dry yeast

10 16oz Clear plastic cups

Straw, stick or pencil

454 grams Insta Snow or sodium polyacrylate

½ gallon bleach

Gallon jug

1-Punch Hole puncher

Scissors

24 inches of yarn

12oz Iodine

20oz Liquid starch

3 Plastic pipette

20 Multi-colored Index Cards

Bag of Cotton balls

4oz Biuret Solution


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16oz bubbles solution

5lb bag of sand

Box of Crackers

Broccoli stalk

Apple

Packet of tuna fish

15mL Sudan III solution

Medium bag of cheese curls

12oz vegetable oil

Banana

Toothpaste

Grapefruit juice

16oz apple juice

120z Vinegar

120z can of Cola soda

18oz Mouthwash

Liquid laundry detergent

16oz Baking soda

Chocolate milk

Shampoo

Red Litmus paper 100 strips

Red Litmus paper 100 strips

Yellow food coloring

2 8oz Lemon juice

Black marker

16oz Baking soda

4 Alka-Seltzer tabs

Quart of milk

Water


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Vinegar

Multicolored markers

Chart Paper

Red Food coloring

12oz Orange juice

12oz Tomato juice

12oz Gatorade

12oz Hi-C

12oz Grape juices

12oz Fruit punch

12oz Cranberry

4 Tablespoons of distilled water

2 Vitamin "C" Reagent tabs

2 Household Water Quality Test Kit

2 Black permanent marker

3 Empty 2L water bottles

3 8oz plastic cups

Aspirin

8oz Calcium Citrate Powder

Small bag of Nitrogen fertilizer

1 per Team

Handout: S&E Team Leader Badge

Handout: Chemical Indicator Testing - Protein

Handout: Chemical Indicator Testing - Lipids

Handout: pH Test 3-Ways

Handout: pH Color Chart - generic

Handout: “Pee” Urine Test Results

Handout: Create a Dipstick Test

Handout: Creative Indicator Water Testing

Handout: Engineering Design Process from Monday


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Household chemicals: toothpaste, mouthwash, perfume, soap, detergent, Windex

8oz Baking soda

12oz water

0.75oz tube of toothpaste

8oz hydrogen peroxide

8oz vinegar

3 16oz clear plastic cups

Plastic spoon

8oz Baking soda

12oz water

Tablespoon

Measuring cup

Food coloring droppers

4 Plastic cups

15 Pipettes

Coffee stirrer

2 Newspapers

Blank Double Clip Lanyard

Pencil

Plastic cup

Paper

Brown paper bags-unglazed

2 Paper plate

2 Plastic spoon

6 3oz cups

16 12oz cup

Pack of 100 Wooden stirrers

12 5oz cups

3 Specimen cups with lids


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pH strips with chart

Food coloring

10 ½ sheets of Multi colored construction paper

Glue stick

Scissors

Sandwich sized Ziploc bag

Blue food coloring

Poster Board

Colored Markers

Black permanent marker

1 per Member

Handout: Chemicals Around

Handout: Chemical Reactions Tracker

Handout: Engineering Design Process

Handout: Chemical Property Equations

Handout: Chemical Indicator Testing

Handout: Water Sample Testing

24 inches of yarn

Carbonated water

Pencil

Plastic cup

pH strips with color chart

Paper Plate

Paper

Individually wrapped (Cheddar, Colby, or Swiss) Cheese bars

5 Pairs of Gloves

Googles


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Note: Complete the following table early during the week to prepare for the Community

Sharing event. Share the answers with the CPO for approval.

Type of Event on Friday

Event Name

Who’s Invited

Publicity to Use (Circle all that apply, use blank spaces for additional items)

Fliers Website

Invitations

Ads

Event Location

Display Area for Projects

Supplies Needed (Circle all that apply, use blank spaces for additional items)

Chairs Scissors

Tables Markers

Signs CD Player

Tape Video Equipment

Cups Napkins Refreshments (Try to select items that tie into the theme)






Event Planner


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Monday Warm-up STEM Spotlight: Joseph Priestley

Location: Learning or Tech center Estimated Time: 20 min

What You Need

Handout: Joseph Priestley STEM Bio (per facilitator)

Computer with Internet access (per facilitator)



16-22oz Jar (per facilitator)

Lighter/matches (per facilitator)

2 medium Pillar Candles (per facilitator)

8oz bottle Carbonated water (per member)

How to Prepare



Practice putting the candle out with the jar before performing the

demonstration in front of members.

Steps to Follow

1 Welcome members to this week’s STEM Innovators Program.

2 Explain that there are 6 weeks in the program and each week that they participate, members will work in a team to complete an engineering design project.

3

Say STEM Innovators is all about leadership. A STEM leader inspires each week. A STEM leader is a visionary who believes they have the potential to solve the world’s most dominant problems. They are teachers, inventors, engineers, mathematicians, scientists, and businesses who work to improve our lives. Dr. Shinya Yamanaka and

Monday: Flash Course in Basic Chemistry


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Dr. James Thompson, stem cell pioneers. Alexander Grothendieck, world renowned mathematician. Reatha Clarke King, research chemist. They are all experts in different STEM fields, but what STEM leadership characteristics do they have in common?

4

STEM Leaders: 1) Think 2) Investigate 3) Create & Innovate 4) Collaborate 5) Brand & Inspire

5 Explain that as we move through each week, we will focus on different STEM fields. Always starting the week by highlighting a STEM leader.

6

Say This week we focus on chemistry. Ask Does anyone know what chemistry is? Have you ever baked cookies? Have you ever seen something rust? If your answer is yes, then you have an idea of how chemistry works.

7 Explain that chemistry is the study of matter and how it changes. Matter is anything made up of atoms so it is anything physical that you can experience with your senses.

8 Say Our STEM Leader spotlight this week is Joseph Priestley. He is a British chemist who lived from 1733-1804. Review Joseph Priestley’s biography.

9 Ask Who has heard of the word oxygen before? What do we use oxygen for? (to breathe)

10 Say Our bodies need oxygen to function. It’s in the air we breathe. Trees release oxygen into the air as waste and we take it in when we inhale.

11 Ask Has anyone ever tried holding their breath? Maybe when you go swimming? What happens after a while?

12

Say Instead of doing that now, we will demonstrate the role oxygen plays in igniting a flame. During this demonstration, it is important that you remain seated. I will be the only person to touch the candle and be near the flame. Do not try to complete this activity outside of this room.

13 Take out a lighter, glass jar, and 2 candles. Light one candle.

14 Explain to members that fire needs heat, fuel and oxygen to burn. There is oxygen in the air, heat and fuel comes from the lighter.


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15 Light the other candle, then cover one with the glass jar.

16 Members will notice the open flame stays strong and the covered flame goes out.

17 Say Without oxygen, the flame will not last.

18 Blow the burning candle out.

19 Say We breathe in oxygen and exhale carbon dioxide.

20 Explain to members that Joseph Priestley also invented carbonated water. Carbonated water is water that has been bonded with carbon dioxide.

21 Ask Has anyone tried it before? Members may know carbonated water as club soda, sparkling water, or seltzer water.

22 Say We are going to try carbonated water.

23 Distribute bottles of carbonated water to members to taste. Say Carbonated water is created when carbon dioxide is dissolved in water.

24 Ask Which one do you think is more refreshing? Regular water or carbonated water?

25

Say Your challenge, this week, is to act like Joseph Priestley. Become a STEM leader that Thinks about the world on a large and small scale Investigates the properties of everyday substances Creates and Innovates things that interest you Collaborates with friends Brands products that are accessible to everyone Inspires people to find new uses for healthy chemicals instead of engineering harmful ones. I want you to put on your chemist hats and get ready for Creative Indicators.


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Monday Activity 1: Chemicals Around

Location: Learning or Tech center Estimated Time: 30-45 min

Description: Members will go on a scavenger hunt to reveal the different chemicals used around them every day.

Objective: By the end of this activity, members will be able to define chemical and recognize how often they interact with chemicals in their everyday lives.

What You Need

Handout: Chemicals Around (per member)

Handout: Chemicals Around Key (per facilitator)




Empty bottle of multipurpose cleaner (per facilitator)

Hydrogen peroxide (per facilitator)

Empty bottle of Rubbing Alcohol (per facilitator)

Toothpaste (per facilitator)

Baking Soda (per facilitator)

Vinegar (per facilitator)

Empty bottle of bleach (per facilitator)

Mouthwash (per facilitator)

Liquid hand soap (per facilitator)

Borax detergent (per facilitator)

Air freshener (per facilitator)

Vegetable oil (per facilitator)

8oz Baking soda (per team)

12oz water (per team)


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0.75oz tube of toothpaste (per team)

8oz hydrogen peroxide (per team)

8oz vinegar (per team)

2 16oz clear plastic cups (per team)

Plastic spoon (per team)


Pencil (per member)

How to Prepare



Set up scavenger hunt materials: 1) Gather household chemicals: multipurpose cleaner bleach,

rubbing alcohol, hydrogen peroxide, toothpaste, mouthwash, liquid hand soap, salt, vinegar, borax detergent, baking soda, vegetable oil, and mouthwash, and air freshener.

2) Empty the multipurpose cleaner, bleach and rubbing alcohol bottles. Refill the multipurpose cleaner, bleach and rubbing alcohol bottles with water.

3) Scatter these items around the room for the scavenger hunt.

Gather the following non-toxic chemical kits together for each

team:

8oz baking soda

12oz water

0.75oz tube of toothpaste

8oz hydrogen peroxide

8oz vinegar

16oz clear plastic cups

Plastic spoon

Steps to Follow

1 Organize members into teams of 3-4 and distribute a nontoxic chemicals kit to each team.

2 Say In front of you is a collection of nontoxic chemicals. You will have 5 minutes to create a new chemical using the materials provided.


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3 When time is up, have members introduce the chemicals they made to the group. Each member should share how they made the chemical and what makes it a chemical.

4 After all members have shared, have everyone clean up and then prepare for the scavenger hunt.

5 Ask What do you think of when you hear the word ‘chemical’?

6 Say Explore the room to find as many “chemicals” as you can. While you are exploring, select one to bring back and share with the class.

7 Allow members to share the items they collect.

8 Point out the ingredients on the back of some of the bottles. Ask Do you see the ingredients that you are familiar with?

9 Have members count the number of words that they recognize and can read.

10 Explain that most of the words that members cannot pronounce or recognize are chemicals. Even some of the words that are recognizable are chemicals.

11 Ask What is a chemical? What do chemicals do? How do we use chemicals?

12

Say Chemicals are all around us and are a part of almost everything. A chemical is a substance made by or used to create a chemical reaction. Some chemicals are natural and safe, while others are manmade and can be toxic.

13 Distribute the Chemicals Around Handout.

14

Explain that each clue describes a commonly used household

chemical. Say As you try to answer each clue, think about chemicals

you are exposed to each day and how they are used: cooking,

cleaning, hygiene (lotion/shampoo), other.

15 Give members 5 minutes to do this.

16 Using the Chemicals Around Key, review and discuss the answers.

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Say that we can assume everything we have created or observed today is a chemical because it was created by or can be used to create a chemical reaction. During the next activity, we will learn what chemical reactions are.


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Monday Activity 2: Chemical Reaction Frenzy

Location: Learning or Tech center Estimated Time: 30-45min

Description: Members will observe and conduct chemical reactions.

Objective: By the end of this activity, members will be able to identify when a chemical reaction occurs.

What You Need

Handout: Chemical Reactions Tracker (per member)




Funnel (per facilitator)

1 cup 3% Hydrogen peroxide (per facilitator)

1 measuring cup (per facilitator)

2-Liter soda bottle (per facilitator)

Blanket or towel (per facilitator)

10-12oz bottle of Dawn Dish Soap (per facilitator)

1 packet of dry yeast (per facilitator)

4 Tablespoons of warm water (per facilitator)

1 16oz plastic cup (per facilitator)

Straw, stick or pencil (per facilitator)

454 grams Insta Snow or sodium polyacrylate (per facilitator)

½ gallon bleach (per facilitator)

1 gallon jug (per facilitator)

Tablespoon (per team)

1 measuring cup (per team)

2 Food coloring droppers (per team)


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4 Plastic cups (per team)

4 pipettes (per team)

Coffee stirrer (per team)

Gloves (per member)

Newspaper (per team)

How to Prepare


Set up materials for the “Elephant toothpaste” reaction. For each team, make sure there is:

2-Liter soda bottle

Cup of hydrogen peroxide

Funnel

Dawn dish soap

Dry active yeast

4 tablespoons of warm water

Food coloring

Empty 16oz cup

Set up materials for the “Expanding snow” reaction. For each team, make sure there is:

Empty 12oz cup

1 ½ tablespoons sodium polyacrylate

Tablespoon

1 cup water

Set up materials for the “Color be gone” reaction. Using the 1 gallon jug, make bleach solution such that 1 cup bleach is added to every 3 cups water. For each team, make sure there is:

1 cup bleach solution with 4 pipettes

1 cup plain water

2 Food coloring droppers

Coffee stirrer

Cover work stations with newspaper.

Steps to Follow

1 Say In the previous lesson, we identified that chemicals are substances created from chemical reactions, but what is a chemical reaction?

2 Say During today’s activity, we are going to complete different chemical reactions and identify characteristics that can be observed when they occur. As you observe each reaction, pay attention to


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the materials you have in the beginning, called reactants, and what you have in the end, called products.

3 Give each member a Chemical Reactions Tracker handout. The handout allows members to write in the reactants and products for each chemical reaction.

4

Draw a chemical reaction equation on the board. (__________________+_________________--> _______________)

5

Grab the “Elephant Toothpaste” reaction materials. Present the ingredients for the “Elephant Toothpaste” demonstration: 2-Liter soda bottle, cup of hydrogen peroxide, funnel, Dawn dish soap, dry active yeast, food coloring, and 4 tablespoons of warm water. Say These are the items that are going to react with one another. In chemistry they are called reactants.

6

On the board, write the name of each reactant on the reactant side of the equation: 1 cup hydrogen peroxide w/dish soap + active yeast in solution _________________________________________.

7 Refer to “1) Elephant Toothpaste” on the Chemical Reactions Tracker handout. Instruct members to copy the reactants on the left side of the equation, as you have written them on the board.

8

Facilitator’s Note—This chemical reaction should be done over a blanket or towel to catch the overflow. Conduct the chemical reaction. Communicate each step as you demonstrate the reaction for the members:

Add 1 cup of hydrogen peroxide and a few squirts of Dawn to the empty soda bottle, using the funnel to keep the space neat.

Swirl the hydrogen peroxide/dish soap combination in the bottom of the bottle.

In a separate cup, mix one packet of dry active yeast with 4 tablespoons of warm water. Mix only to get rid of any pockets of yeast in the water.

Through the funnel, add food coloring and then the yeast mixture to the bottle.

Immediately remove the funnel and stand back.

9 Ask What happened? Use your senses to describe what you saw?


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10 Remind members of the ingredients that caused the reaction. Ask When the ingredients reacted with each other, what was created? Is it the same solution?

11

Explain that chemical reactions occur when the combination of one group of ingredients, creates something new. Like making a cake. You start with a mixture of flour, eggs, sugar, etc., and then after adding heat to the mixture, you get a brand new substance that is squishy, has a new smell and taste.

12 Say In this reaction, we combined water, yeast, peroxide, and soda, to create water (remaining liquid), oxygen (bubbles released) and heat. These are the products.

13

Add the products to the equation on the board. 1 cup hydrogen peroxide w/dish soap + active yeast in solution water + oxygen + heat

14 Refer back to the Chemical Reactions Tracker handout. Instruct members to copy the products on the right side of the “Elephant Toothpaste” chemical reaction equation.

15 Organize members into teams of 2-3 members and distribute gloves.

16

Say Next we are going to explore other reactions to see if we can identify when a chemical reaction has occurred. Review the steps for each chemical reaction.

1. Expanding snow Say for this reaction, we will add water to a chemical called sodium polyacrylate. What do you think is going to happen? Refer to the Chemical Reaction Tracker handout. Have the members fill in the reactants (1 ½ tablespoons of sodium polyacrylate + 1 cup water). Distribute “Expanding snow” materials. Ask What do you notice about the sodium polyacrylate? Describe it. How does it look and feel? Does it give off a smell? Have members conduct a similar observation of the water. Once the observation discussion is complete, walk the members through the activity. Say

Add 1 ½ tablespoons of sodium polyacrylate to a 12oz cup

Carefully dump 1 cup of water into the cup as quickly as possible.


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Ask What did you observe? What happened? Use your senses to describe what you saw? Remind members of the ingredients that created the reaction. Ask When the ingredients reacted with each other, what did they create? Is it the same solution? Say in this reaction our reactant turned into a gel substance. Is that the same or different from what we started with? Return to the Chemical Reaction Tracker handout, have the members complete the right side of the “Expanding Snow” equation, describing the materials produced from the reaction. Members may write “Super absorbent gel” If time permits, allow members to add salt to the gel and observe what happens.

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2. Color be gone Say for this reaction, we will add bleach to colored water. What do you think is going to happen? Refer to the Chemical Reaction Tracker handout. Have the members fill in the reactants (1/2 cup water + 4 drops food coloring + Sodium Hypochlorite solution - bleach). Once complete, distribute materials and walk the members through the activity. Say

Fill a cup with water.

Add 4 drops of food coloring. Using the coffee stirrer, mix the liquid to make it colored.

Have members make observations of both solutions. Ask What do you notice about the food coloring and bleach solution? Describe it. How does it look and feel? Does it give off a smell?

Next, add drops of bleach until the color starts to disappear. You can stir again to mix the bleach solution into the food coloring solution. Continue until the color is gone.

Add a few drops of another color. What happens? (The color doesn't spread out the same way as it did when coloring was added to pure water. It forms swirls, which may disappear if there is enough bleach in the water.)

Remind members of the ingredients that caused the reaction. Ask When the ingredients reacted with each other, what did they create? Is it the same solution? Can we get the color to come back? Does the solution appear to be

http://chemistry.about.com/od/cleanerchemistry/fl/Is-It-Safe-To-Drink-Bleach-Will-It-Kill-You.htm

http://chemistry.about.com/od/cleanerchemistry/fl/Is-It-Safe-To-Drink-Bleach-Will-It-Kill-You.htm


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the same as it was before? Return to the Chemical Reaction Tracker handout. Have the members complete the right side of the “Color be gone” equation, describing the materials produced from the reaction.

18 After all chemical reactions have been conducted, ask Did any reactions have similar products? Members may say color changes, explosions, fizzing, etc.

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Say A chemical reaction occurs when one or more substances comes together to create a new substance. Temperature change, color change, gas or solid forming are all common observations associated with chemical reactions. Which of our experiments would be classified as chemical reactions? Explain why? (All)

Elephant toothpaste: gas formed and temperature change;

Expanding snow: color change and new solid formed

Color be gone: color change new liquid formed

20 Hold up a straw, stick or pencil. Say take this object for example, what is it made of?

21 Return to the Chemical Reaction Tracker handout, number 4. Have the members complete the left side of the equation writing “stick” in for the reactants.

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Break or cut the stick, and then ask, what is produced. Have the members write the name of the broken object on the right side of the equation, in the product section. Ask Did a new substance form? Is breaking (or cutting) the object an example of a chemical reaction?

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Allow members to respond and discuss. Make sure members understand that breaking something doesn’t change it into a new substance, therefore it is not an example of a chemical reaction. Say

1) A pencil when broken can still write 2) A straw when cut in half can still be used to sip or be

remolded in the form of a straw 3) A stick is still a stick, just in a smaller form.

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Have the members identify which reactions represent chemical reactions on the Chemical Reactions Tracker handout. If time permits, have the members share examples of chemical reactions in everyday life, like baking a cake.

25 Give instructions for station clean up and disposal.


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Monday Activity 3: Creative Indicator Challenge


Description: Members will use the Engineering Design Process to start the Creative Indicator project challenge.

Objective: By the end of this activity, members will be able to describe potable water and water testing.

What You Need

Handout: Engineering Design Process (per member)

Handout: Engineering Design Process Key (per facilitator)

Handout: S&E Team Leader Badge (per team)





Blank Double Clip Lanyard (per team)

Types of Pollutants -

https://www.youtube.com/watch?v=yEci6iDkXYw (per facilitator)

Water Testing http://pbskids.org/dragonflytv/check_it_outs/water_testing.html (per facilitator)

How to test Drinking Water https://www.youtube.com/watch?v=B1F7-B2608Q (per facilitator)

How to Prepare


Cut out S&E badges and place it in the lanyards

Review the Engineering Design Process Key to identify which answers the members will fill in on their handouts and prepare discussion.






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Steps to Follow

1 Say In addition to conducting experiments and studying chemicals, chemists work in teams to create safe environments and substances for society.

2 Ask What does it mean to work in a team? Have you ever worked in a team? Can you describe how it works?

4

Say A team is a group of people working together toward a goal. This is also called collaboration. Depending upon the needs of the project, science and engineering team members play a variety of roles. At the head of the team is the team leader. This person is a STEM leader responsible for managing the project:

1) Coming up with and communicating ideas 2) Making sure team members have what they need to

complete the project 3) Providing information to guide team members 4) Presenting ideas to clients

5

Say As we complete our activities this week, each member will have a chance to play the role of team leader. When you are the team leader of your group, you will wear the S&E Team Leader Badge. S & E stands for Science and Engineering.

6 Organize members into teams and select a team leader. Hand each team leader a badge.

7

Say Now it is time to introduce the project challenge of the week: Creative Indicator Water Testing. Creative Indicator Incorporated has just purchased a new building for their headquarters. During the move to the new place there was a huge chemical and oil spill that they suspect has gotten into all of the local water sources. As soon as everything happened, they immediately called in professionals from the National Oceanic and Atmospheric Administration (NOAA) to clean up the spill, but before they can open the building for business, the company wants to hire a group of hydrologists to guarantee that all of the water sources are drinkable. The company has three water samples to test: one sample comes from the faucet, one is municipal water from the local water treatment facility and one is collected from a local well nearby. In order to test the samples, you will be trained to use several chemical indicators. Once each team has completed the training, you will be cleared to begin work on the project.

8 Distribute the Engineering Design Process handout to each team.


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9

Use the key provided to help members walk through the Engineering Design Process handout. As you complete each step, write the answers on the board and have the members fill in missing blanks. Have members check the boxes to show completion.

10

Say The Engineering Design Process is similar to the scientific method but includes steps engineers use to solve problems. Let’s walk through the process together: Define the Problem Say What is the problem that you are trying to solve? Turn that problem into a question. Say Our problem is to find out if the water sources near Creative Indicator Headquarters is drinkable. Do Background Research Say What will you need to know to successfully test each sample?

□ Define Hydrology

Ask What is there to learn about water? What kinds of information would you think is important to know about water?

□ Watch video about water quality and testing

Types of Pollutants https://www.youtube.com/watch?v=yEci6iDkXYw Ask How would you describe drinkable water?

□ Identify characteristics of drinkable water

□ Watch water testing videos

Water Testing


How to test Drinking Water


11 Once handouts are complete, collect materials and store. Review the project challenge and discuss how useful the information collected will be moving forward.





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12 Say Keep what you have learned during this activity in mind as we move through the week.

Monday Cool Down Estimate Time: 15 min

Steps to Follow

1 Say STEM leaders are creative. Being creative requires the use of your imagination to invent new things.

2 Ask Have you ever invented something? It doesn’t have to be an object, it could also be a process.

3 Say We are going to play an improv game.

4

Explain that you are going to start a story. Randomly, members will pick up telling the story when you point to them. Members have to pay attention because the storyteller can change at any time, even in the middle of a sentence. Point to members at different times, as quickly or slowly as desired, having each member continue the story where the previous speaker left off.

5

Ask How did the story change from beginning to end? What do you like about the final product? What would you change about it? What did the story remind you of?

6 Say similar to the way we changed the story, scientists and engineers add on to original or existing ideas to make great new or enhance old things.

7 Collect materials, and store for later.


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Name: Joseph Priestley Birthday: March 13, 1733 Born: Birstall, United Kingdom

1) Joseph Thinks

Joseph Priestley was a scientist and a philosopher who knew six languages and wrote 150 articles in science, math and electricity. While he was qualified as a doctor, Joseph was an amateur scientist, someone who studies and finds interest in science for fun and not as a career. He just wanted to better understand the world around him.

2) Joseph Investigates

Joseph was always experimenting with the substances around him to satisfy his curiosity. He was identify different types of air. What he didn’t realize was that these “airs” were actually different gases.

3) Joseph Creates & Innovates Joseph discovered nitrogen, hydrogen chloride, carbon monoxide, nitrous oxide and oxygen. Oxygen being a crucial part of how we live our lives and as an important component of other elements. He also invented soda water.

Monday Handout: Stem Leader Spotlight


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4) Joseph Collaborates

Asked advice and guidance from Benjamin Franklin as he began to dabble in electricity which led to his first discovery just a year later. Priestley discovered that graphite, which you can find in some pencils, can conduct electricity.

5) Joseph Brands & Inspires

His experiments resulted in discoveries that were expanded on decades later. Knowing that the carbon in graphite could be used to conduct electricity was useful as engineers create generators and resistors for us to use today. Similarly, Priestley’s invention of soda water developed to become the many variations of soda that we enjoy.


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Household Chemical Clues Answer

1 Twice a day, you should use this to start foaming at the mouth.

2 A liquid to keep your hair clean

3 Bar and liquid bubbles

4 Part two of hair cleaning

5 Smell good in a spray bottle

6 Add this to your skin so it’s not dry as a desert

7 Keep the skin from burning

8 Pepper’s best friend

9 Grainy sweetener

10 This liquid tingles the cheeks as you swish it around

11 Balm that softens the lips

12 Hand washing on the go, no soap or water

13 Clear liquid that the body needs to work well

Monday Handout: Chemicals Around


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1. Toothpaste 2. Shampoo 3. Soap 4. Conditioner 5. Perfume 6. Lotion 7. Sunscreen 8. Salt 9. Sweetener 10. Mouthwash 11. Chap stick 12. Hand Sanitizer 13. Water

Monday Handout: Chemicals Around Key


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1) Elephant Toothpaste Chemical Reaction (circle one): Yes or No ______________+ ______________ ______________ + ____________

(Reactants) (Products) 2) Expanding Snow Chemical Reaction (circle one): Yes or No ______________+ ______________ _____________ + ____________

(Reactants) (Products) 3) Color be Gone Chemical Reaction (circle one): Yes or No ______________+ ______________ _____________ + ____________

(Reactants) (Products)

4) Break the Stick Chemical Reaction (circle one): Yes or No ______________+ ______________ _____________ + ____________

(Reactants) (Products)

Monday Handout: Chemical Reactions Tracker


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Monday Handout: S&E Badge Leader

S&E

Badge Leader


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Define the Problem □ What is the problem that you are trying to

solve? Turn that problem into a question. Question: How can we __________________ water sources near Creative Indicator Headquarters to see if it’s drinkable?

Do Background Research What will you need to know to successfully test each sample?

□ Define Hydrology

Hydrology is: __________________________________________________ _____________________________________________________________.

□ Watch video about water quality and testing □ Identify characteristics of drinkable water

1. Drinkable water is called _____________________________ water

2. Free of disease causing ______________________________

3. Good ____________________________________________

4. Good ____________________________________________

5. Clear ____________________________________________

6. Does not contain harmful chemicals ___________________

7. pH Level between _____________ and_________________


Image Source: http://johnstonhealth.org/2014/04/benefits-drinking-water/

Monday Handout: Engineering Design Process


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Define the Problem □ What is the problem that you are trying to

solve? Turn that problem into a question. Question: How can we test water sources near Creative Indicator Headquarters to see if it’s drinkable?

Do Background Research What will you need to know to successfully test each sample?

□ Define Hydrology Hydrology is the study of water and water quality.

□ Watch video about water quality and testing Types of Pollutants - https://www.youtube.com/watch?v=yEci6iDkXYw

□ Identify characteristics of drinkable water 1. Drinkable water is called potable water 2. Free of disease causing organisms 3. Good taste 4. Good odor 5. Clear color 6. Does not contain harmful chemicals 7. pH Level between 6.5 and 8.5


Water Testing http://pbskids.org/dragonflytv/check_it_outs/water_testing.html

How to test Drinking Water https://www.youtube.com/watch?v=B1F7-B2608Q

Image Source: http://johnstonhealth.org/2014/04/benefits-drinking-water/

Monday Handout: Engineering Design Process Key





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Tuesday Warm-up Mocha Choca Propylgoo Indicator

Location: Learning or Tech center Estimated Time: 15 min

What You Need

Handout: Chemical Substance Tags (per facilitator)

Handout: Mocha Choca Propylgoo Indicator Cards (per facilitator)




Hole puncher (per facilitator)


24 inches of yarn (per member)

How to Prepare



Print and cut out enough Chemical Substance Tags for each

member.

Print and cut 5-10 Mocha Choca Propylgoo Indicator Cards so that

you have a large enough deck to complete a few rounds with

members.

For each member, punch a hole in the top left and right corner of

the Chemical Substance Tag handout.

Thread a piece of yarn through each hole and tie a knot so that the

Chemical Substance Tag becomes a wearable sign for each

member.

Tuesday: Name That Indicator


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1 Explain that during today’s activities members will begin to explore chemical indicators. Say what is a chemical indicator? Let’s see if we can model how they work.

2 Arrange members in a horizontal line. Distribute the Chemical Substance Tag sheets, prepared in advance of the lesson, to each member.

3 Say Each sheet represents a specific chemical substance. We are going to test each substance to figure out if Chemical Z is present. Chemical Z is only present in one of the “chemical substances”

4

Say I am going to use a chemical indicator called Mocha Choca Propylgoo to reveal Chemical Z. As I go down the line, each of you will select a Mocha Choca Propylgoo indicator card. This card will tell you how your substance changes when exposed to the chemical indicator, Mocha Choca Propylgoo. When the Mocha Choca Propylgoo indicator comes in contact with Chemical Z that member with have a special response.

5 Walk down the line and pass each member a card. Make sure there are a few GREEN cards in the pile. Have each member read the card out loud and complete the request on the card.

6 Continue allowing members to draw cards until each member has had a turn.

7

Debrief the activity with the members. Explain that although some of the parts of the activity were exaggerated, chemical indicators function similarly, indicating the presence of substances through color changes.

8

Explain that like the Mocha Choca Propylgoo indicator in the activity, chemical indicators are chemical compounds used to show the presence or absence of a chemical substance. They are also used to identify something about a substance for example, identifying if a substance is acidic or basic. When using chemical indicators, scientists look for color changes to identify when a substance is present or absent.

9

Say Most indicators identify one or two components at a time. So if you wanted to know what was in your tea, you would run one test for sugar and then another test for protein or whatever substance you might be looking for.

10 During today’s activities, you will explore how to use different indicators and learn how scientists use them to understand chemical reactions.


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Tuesday Activity 1: Contaminated or Not?

Location: Learning or Tech center Estimated Time: 30-45min

Description: Members will test an area to see if it’s been contaminated with bacteria.

Objective: By the end of this activity, members will be able to describe how indicators are used to test for bacteria.

What You Need





S&E Team Leader Badges (per team)

12oz Iodine (per facilitator)

20oz Liquid starch (per facilitator)

1 plastic pipette (per facilitator)

20 Multi-colored Index Cards (per facilitator)

Bag of Cotton balls (per facilitator)

2 Plastic pipettes (per team)

Plastic cup (per team)

Paper (per team)

Pencil (per team)

Gloves (per member)

How to Prepare



Gloves must be worn when handling iodine. Avoid allowing the

solution to get on skin, clothes or in eyes. Be sure to remind

members to keep solution away from the face and mouth.

Fill 2 pipettes with iodine for each team and place the filled pipettes in a cup.


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Set up test areas around the room:

Divide the index cards so that you can assign a color to each team. For example, 5 pinks, 5 blues, 5 yellows, etc.

Number the back of each card and attach four cotton balls to each index card so that the cotton balls are centered in a square configuration. Make 2 additional cotton index cards to use to demonstrate how to conduct the test.

Use the plastic pipette to add 10 drops of starch to the cotton balls on a selection of random cards. For each set of cards, leave some cards without starch.

Place cards, cotton side up in random places around the room.

Steps to Follow

1 Say Imagine that we are standing in a hospital. The hospital cleaning crew has already cleaned the hospital but it is our job to be sure that every room has been properly sterilized.

2 Explain that members will use an indicator to test for contaminated areas. Remind members that in this case, they hope to find nothing.

3 Divide members into 3-4 teams. Elect an S&E Team Leader and be sure that member wears the badge. Review team leader responsibilities as needed.

4 Assign each team a color. Say the color your team is assigned represents the areas of the “hospital” (classroom) that your team is responsible for testing.

5

Before you begin, explain that around the room are colored index cards representing different sections of the hospital. Members should search the room for cards in the color they’ve been assigned and then drop 3-4 drops of the iodine solution on top of the cotton. Say After dropping the iodine on the cotton ball patch, observe which areas are clear and which areas are contaminated. Contaminated areas will appear dark bluish black and non-contaminated areas will stay iodine brown.

6

Distribute lined paper and pencils to each team to record results. Have members elect one person to record the results of tests. This person will write the number of the area and any changes observed (black or iodine brown).

7 Using the two sample cards prepared in advance, show members how to conduct the test and the difference between a contaminated (black) area and a sterile area (iodine brown).

8 Distribute gloves to each member and discuss safety procedures for handling iodine.


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9 Next, distribute a cup with iodine filled pipettes to each team and send members off to begin testing.

10 Allow 5-10 minutes for testing.

11

Once all areas have been tested, discuss which areas are contaminated and which are sterile. Evaluate the effectiveness of the indicator. Ask if you were a sterilization specialist, would you feel as if the indicator does a good job of identifying sterile and contaminated areas? What more would you want the indicator to show? How obvious was the color change? Could you clearly see each result?

11 Say This activity modeled how some establishments use chemical indicators to test the presence of bacteria or allergens.

12 Ask Why are these kinds of chemical indicators important? What can happen if a hospital is not able to test for bacteria or allergens?

13 Announce clean-up procedures and collect materials.


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Tuesday Activity 2: What’s in my Food? Part I


Description: Members will use chemical indicators to test for the presence of proteins in food.

Objective: By the end of this activity, members will be able to compare chemical indicators.

What You Need

Handout: Chemical Indicator Testing - Protein (per team)






1 Pipette (per facilitator)

4oz Biuret Solution (per facilitator)

16oz bubbles solution (per facilitator)

5lb bag of sand (per facilitator)

Box of Crackers (per facilitator)

Broccoli stalk (per facilitator)

Apple (per facilitator)

Packet of tuna fish (per facilitator)

6 3oz cups (per team)

1 Plastic spoon (per team)


Pipette (per team)

12oz cup filled with water (per team)

Pair of gloves (per member)


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Googles (per member)

How to Prepare



Biurets solution should only be handled by the facilitator. Avoid

contact with face, skin and clothing. Members must wear gloves

and protective goggles. Biurets solution can cause irritation when it

comes in contact with skin.

Protein Test: Create food samples for each team. In individual 3oz

cups, place a sample of:

Sand

Bubble solution

Tuna fish

Apple

Broccoli

Crackers

Leave enough room to add water.

Create sets of test materials for each team:

12oz Cup filled with water

Plate

Spoon

Create a positive and negative Biuret test example using tuna fish

(positive test) and water (negative).

Steps to Follow

1

Say There are a lot of chemical substances in the things we see every day like in our food and drinks, in dirt and plants. We can use different chemical indicators to identify them. Ask Why is it important to know what chemicals make up certain foods?

2

Ask Have you ever heard the word protein? What is protein? What does something with protein in it look like? Can anyone name a source of protein? Members may say meat. Be sure to mention that vegetables like kale, spinach, beans, and certain grains also have significant amounts of protein.

3 Explain that each team will test samples for protein. Members will test sand, bubble solution, tuna fish, apples, broccoli, and crackers for protein.

4 Say To test for proteins, we will use the Biuret solution


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5

Divide members into teams of 3-4 and distribute goggles and gloves. Instruct members to put on gloves. Elect an S&E Team Leader and be sure that member wears the badge. Review team leader responsibilities as needed.

6

Each team will test food and a non-food samples. Demonstrate how to test each sample. The Biuret reagent works by turning the sample substance deep purple in the presence of protein. Show members a positive and negative test using the Biuret reagent.

7

Next, distribute a cup of water and pipette, plates, food samples, and a spoon to each team. Instruct members to crush up the food samples into smaller pieces. Members should do this on plates to keep the area from getting messy and contaminating the sample. Non-food samples can be tested as is.

8 Say Using the cup of water and pipette provided, drop enough water to cover and mix in with the sample.

9

When all cups are set up, walk around and add 3 drops of Biuret solution in each cup. The solution takes 5-7 minutes to work so have members make predictions on the Chemical Indicator Testing handout.

10 Once time is up, assist members in observing samples to see results. Instruct members to fill in the protein section of the Chemical Indicator Testing handout.

11 Once all teams have recorded results, announce clean up procedures. Make sure members do not remove goggles or gloves before everything is cleared and put away.

12

Have members share results. Say Explain what you observed during each test. Describe how each chemical indicator works. What indicated the presence of protein? Would you test water for protein? Why or why not?

13

Review each chemical indicator and what they are used for. Talk about how they are helpful and discuss limitations. For example, does using the biuret solution tell you how much protein is inside of each sample? Ask What more would you want the indicators to show? How obvious were the color changes? Could you clearly see each result?


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Tuesday Activity 3: What’s in my Food? Part II


Description: Members will use chemical indicators to test for the presence of lipids in food.

Objective: By the end of this activity, members will be able to compare and describe chemical indicators.

What You Need

Handout: Chemical Indicator Testing - Lipids (per team)






15mL Sudan III solution (per facilitator)

1 Pipette (per facilitator)

12oz vegetable oil (per facilitator)

2 Bananas (per facilitator)

Medium bag of cheese curls (per facilitator)

Plastic spoon (per team)



Brown paper bags-unglazed (per team)

Pipette (per team)

12oz cup filled with water (per team)

6 Wooden stirrers (per team)

1 Pair of gloves (per member)



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How to Prepare



Sudan III solutions should only be handled by the facilitator. Avoid

contact with face, skin and clothing. Members must wear gloves

and protective goggles. Sudan III is flammable.

Cut up a brown paper bag into patches for the grease spot test.

Lipid test: Create food samples for each team. In individual 5oz

cups, prepare 2 sets of the following samples for each lipid test:

1 cheese curl, 1 teaspoon vegetable oil, and piece of banana

Create sets of test materials for each team:

12oz Cup filled with water

Plate

Spoon

Wooden stirrers

Create a positive and negative grease spot test example.

Create a positive and negative Sudan III test example.

To view an example of the activity, see,

https://www.youtube.com/watch?v=M3CRDErBeiU

Steps to Follow

1 Ask Can someone name a food or substance that contains fat? (Oil, butter, avocado, chips, nuts, peanut butter, yogurt, etc.)

2

Explain that fats are a kind of lipid. Lipids are substances that do not really dissolve in water but will dissolve in alcohol. Fats provide the body with fatty acids that reduce the risk of heart attacks and other diseases. They also offer the body with a long-lasting source of energy.

3

Say There are two tests that identify fats in foods: The grease spot test and the Sudan III test. We will run both tests and compare to see how each test indicates the presence of fat. One test may be more effective. The Sudan III test turns fat samples red. The grease spot test sounds like what it is. When we hear oil, butter, wax, etc., we think of a greasy, slick texture. Samples with this texture or that leave behind grease spots often contain lipids.

4 Demonstrate how members will perform the grease spot and the Sudan III tests. Be sure to remind members to keep materials away from the face and mouth.


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5

Say Each team will test 2 pairs of samples. Organize members into teams of 3 and distribute gloves. Elect an S&E Team Leader and be sure that member wears the badge. Review team leader responsibilities as needed.

6 Distribute spoons to each team and the following sample set:


7

Instruct members to crush the food samples and put them in small plastic cups. Members should do this on plates to keep the area from getting messy and contaminating the sample. The non-food samples do not need to be crushed. Just place the sample in a separate cup.

8

Distribute wooden stirrers, water cups and pipettes. Have members add enough drops to form a solution. Make sure members add the same number of water drops to each sample. Have members use a wooden stirrer to mix up each sample. Make sure members know to use a different stirrer for each sample.

9 Walk around and add 3-5 drops of the Sudan III Dye to each plastic cup. Have members use a new wooden stirrer to mix up each sample.

10 While members wait for results, have members test the 2nd sample set using the grease spot test.

11 Distribute brown paper, pencils and new samples to each team.


12 Instruct members to write the name of each sample on individual slips of brown paper and then smudge the sample, rubbing it back and forth against the paper.

13 Instruct members to fill in the lipid section of the Chemical Indicator Testing handout under lipids: Grease spot and Sudan III.

14 Once all teams have recorded results, announce clean up procedures. Make sure members do not remove goggles or gloves before everything is cleared and put away.

15

Have members share results. Say Explain what you observed during each test. Describe how each chemical indicator works. What indicated the presence of lipids? What are ways that lipids can get in to your water supply? (oil spills)

16

Review each chemical indicator and what each is used for. Talk about how they are helpful and discuss the limitations of each one. For example, which lipid test would be best for determining if a water samples is contaminated with lipids? Explain. Ask What more would you want the indicators to show? How obvious were the color changes? Could you clearly see each result?


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Tuesday Cool Down Estimated Time: 15 min

Steps to Follow

1

Say STEM leaders are responsible. Chemists have a social responsibility to the public. Their research and understanding helps us make decisions about what substances are edible, better used for cleaning or other tools.

2 Ask What are your responsibilities and how do they make you a better leader? Why should a leader be responsible?


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Tuesday Handout: Chemical Substance Tags

Chemical Substance

Chemical Substance


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Tuesday Handout: Mocha Choca Propylgoo Indicator Cards

No reaction. Make a spin and take a seat.





GREEN. If you could turn green you would because Chemical Z is in this substance. Shout out loud I’m green Chemical Z is in me!


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Tuesday Handout: Chemical Indicator Testing – Proteins

Biuret Solution—Protein

Prediction Actual Result

1. Sand Deep Purple Color Change

Yes or No

2. Bubble solution Deep Purple Color Change

Yes or No

3. Tuna fish Deep Purple Color Change

Yes or No

4. Apple Deep Purple Color Change

Yes or No

5. Broccoli Deep Purple Color Change

Yes or No

6. Crackers Deep Purple Color Change

Yes or No


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Tuesday Handout: Chemical Indicator Testing – Lipids

Grease Spot Test - Lipids


1. Cheese Curl

Grease spot

Yes or No

2. Vegetable Oil

Grease spot

Yes or No

3. Banana

Grease spot

Yes or No

Sudan III Test—Lipids


1. Cheese Curl Red Color Change

Yes or No

2. Vegetable Oil Red Color Change

Yes or No

3. Banana Red Color Change

Yes or No


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Wednesday Warm-up Acids and Bases


What You Need

Plastic cup (per member)

pH strips with color chart (per member)

Paper Plate (per member)

How to Prepare Review Steps to Follow for this activity in advance. Set up the work


Steps to Follow

1 Say pH tests help STEM professionals understand chemical balance, specifically, how acidic or basic something is. To kick start today’s activities, we are going to test our own pH.

2 Be sure that each member has a pH strip, plate, and plastic cup.

3 Say First we need to try to clear our mouth so that the test will be as accurate as possible. Roll your tongue on the inside of your mouth to create more saliva. Then swallow. Do this twice.

4 Explain that no other substance can be used to clean the mouth because then the test will be invalid.

5 Say Now, create saliva in the mouth again, only this time, spit it into a plastic cup. Then take your pH strip and dip it into your saliva cup. Place the strip on the plate.

6 Tell members that the pH test strip should begin to change colors. Walk around with the pH level chart to show members the pH of their saliva.

7

Explain that although the test may not be exact, humans generally have a slightly acidic, if not neutral, pH. A neutral pH is in the middle with a measure of 7. pH inside the mouth usually has a range, but should not go below a 6 because that level of acidity can

Wednesday: It’s All About pH


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begin to dissolve and break down the minerals in teeth. Alkaline or basic is the opposite of acidic. For any members that got an acidic result, explain that sugar and dairy products tend to be more acidic. Members can eat more neutral and alkaline foods to maintain a more neutral pH in the mouth.

8 Have members throw away test strips, cups and plates to prepare for the next activity.


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Wednesday Activity 1: PH Test 3-Ways

Location: Art Center or Tech Center Estimated Time: 30-45min

Description: Members will use 3 kinds of pH indicators to test the pH of foods.

Objective: By the end of this activity, members will be able to explain how different chemical indicators are used to test pH.

What You Need

Handout: PH Test 3-Ways (per team)

Handout: pH Color Chart - generic (per team)






Toothpaste (per facilitator)

Grapefruit juice (per facilitator)

16oz apple juice (per facilitator)

120z Vinegar (per facilitator)

120z can of Cola soda (per facilitator)

18oz Mouthwash (per facilitator)

Liquid laundry detergent (per facilitator)

16oz Baking soda (per facilitator)

Chocolate milk (per facilitator)

Shampoo (per facilitator)


Red Litmus paper 100 strips (per facilitator)


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Red Litmus paper 100 strips (per facilitator)

2 Wooden coffee stirrers (per team)

Universal Indicator with pH color indicator chart (per team)

pH strips with chart (per team)

How to Prepare


Set up food sample pairs for pH testing:

There are 5 food sample pairs: 1- toothpaste, grapefruit juice 2- apple juice, vinegar 3- soda, mouthwash

4- laundry detergent, baking soda 5- chocolate milk, shampoo

Place a sample of each food item in 3 of the 6 cups so that each team can test both samples 3 times.

Set up pH indicator trays for each team:

It’s best to keep all the tests together on a tray or in a basket for each group.

Be sure you have enough blue and red litmus paper. Each team will need exactly 6 of each color, however, include a few extra in case of mistakes. Place the litmus paper in a cup labelled “Litmus paper”.

Check to make sure the pH strips come with a chart. If not, provide members with the generic chart included as a handout.

Add universal indicator droppers to each tray

If time allows, try each test in advance so that members can

compare their results with samples.

Steps to Follow

1

Say Today we will use chemical indicators to alert us to the strong and possibly toxic compounds in any solution. You may have heard the term acid used before, but what about “base” or “alkaline”. Do these words sound like things you can eat? Well believe it or not, we eat acidic and basic foods.

2 Say To determine which foods are acidic, neutral or basic, you will use 3 different chemical indicators and compare the results.


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3

Say pH is measured on a scale that ranges from 1-14. A pH value of 1 is very acidic, 7 is neutral and 14 is very basic or alkaline. Copy the following scale on the board: pH of 1 ---------------------- 7 neutral ---------------------- pH of 14 (Lemon Juice) (milk or water) (Drain cleaner) Have members refer to this to help them determine which substances are acids and which are bases.

4 Explain that members will test different substances using 3 indicators: litmus paper, pH strips, and the universal indicator.

5 Divide members into teams of 3-4. Elect an S&E Team Leader and be sure that member wears the badge. Review team leader responsibilities as needed.

6

Assign food samples to each team: Team 1: toothpaste, grapefruit juice Team 2: apple juice, vinegar Team 3: soda, mouthwash Team 4: laundry detergent, baking soda Team 5: chocolate milk, shampoo

7

Distribute the indicator trays, wooden stirrers, and 6 food sample cups to each team based on the sample pair they’ve been assigned. Teams have 6 cups because they are using 3 different indicators to test the sample pairs. For example, team 1 will have 3 cups of toothpaste and 3 cups of grapefruit. They will test a sample of grapefruit juice with litmus paper, a sample of grapefruit with a pH strip, and a sample of grapefruit with universal indicator. Then repeat the same tests on the toothpaste.

8 Instruct members to start with litmus paper. Have them collect the first food sample pair. Demonstrate and say Each team will have to use red and blue litmus paper for each sample (4 strips).

9

Say, you can use a wooden stirrer to add some of each sample to the paper. Just make sure you keep the stirrers for each sample separate. Do not put the stirrer for the toothpaste in the grapefruit juice and vice versa. Blue litmus paper will turn red when it comes into contact with an acid and the red litmus paper will turn blue when it comes into contact with a base. Have members record observations for each sample on the PH Test 3-Ways handout.


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10

Say Litmus paper is paper stained with a special dye that changes color in the presence of acids and bases. With litmus paper there is no neutral. This indicator tells you whether or not a substance is acidic or basic.

11 Tell members to prepare for the next test. Have members locate the cups with pH strips in it and the second set of food samples.

12

Point out the range of colors on the color chart. Say pH strips work like litmus paper but pH strips will change according to a range of colors. Notice the range of colors that match with pH levels 1-14. Is a number 2 an acid or a base? (acid) What colors is it? Is a number 9 an acid or a base? (base) What color is it?

13 Demonstrate how to use pH strips. Each team will use one pH strip per sample. Members can use plastic spoons to add some of each sample to the paper.

14

Have each team record results in the PH Test 3-Ways handout. Do the pH strips tell you whether the substance is an acid or base? (yes) What additional information can you find out about a substance by using the pH strip? How is this indicator different from litmus paper?

15

Say Finally, we will test our last 2 samples with the universal indicator. The universal indicator is a mixture of several indicators. It works like litmus and pH paper, however it’s in liquid form and shows a different color for different pH readings.

16

Have members locate the universal indicator and the final set of food samples. Point out the range of colors on the pH color indicator chart. How is this chart similar to the chart used for the pH strips?

17

Demonstrate how to use the universal indicator. Put 3-4 drops of the universal indicator into each sample cup. Have members record observations for each sample on the PH Test 3-Ways handout and determine whether the substance is an acid or a base.

18 Once members have tested all the samples, have each team add the names of the samples to the scale on the board. Tell members to write the samples name next to its pH measure.

19

Review the chart as a group. Discuss the different indicators. Ask which indicator would you use to identify an acid or a base? (red or blue litmus) Which indicator would you use to identify a strong acid or base? (pH strips or universal indicator) Which indicator did you feel was the easiest to use? Which indicator did you feel provided you with the best information?



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Wednesday Activity 2: “Pee” Urine tests


Description: Members will model how doctors and medical lab technicians use chemical indicators to test urine.

Objective: By the end of this activity, members will be able to give examples of how pH strips are used in the medical profession.

What You Need

3 Handout: “Pee” Urine Test Results (per team)






Yellow food coloring (per facilitator)

8oz Lemon juice (per facilitator)

Black marker (per facilitator)

16oz Baking soda (per facilitator)

4 Alka-Seltzer tabs (per facilitator)

quart of milk (per facilitator)

16oz cup (per facilitator)

Water (per facilitator)

Vinegar (per facilitator)

3 Specimen cups with lids (per team)

Food coloring (per team)

pH strips with chart (per team)

Gloves (per member)


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Goggles (per member)

How to Prepare


Create fake urine samples:

Arrange specimen cups so that there are 3 samples for each team.

Label each set of 3: Specimen #1, Specimen #2, and Specimen #3.

In Specimen cup #1, add lemon juice and one drop of yellow food coloring, filling the cup halfway.

In Specimen cup #2, add milk, water and 2 drops of food coloring. Again, fill the cup up halfway. Add more water than milk.

In a 16oz cup, dissolve 4 Alka-Seltzer tabs in 1 cup of water.

In Specimen cup #3, add a ½ teaspoon of baking soda and fill the cup to halfway with the Alka-Seltzer.

Close the specimen cups and set aside.

Review “Pee” Urine Test Results handout and be prepared to go over how to fill in the chart with members. Complete a sample for members to use as an example.

Steps to Follow

1

Say During the last activity, we compared different pH indicators by testing different foods to see how they work. Now we are going to model how chemical indicators are used to tell if something is wrong with your body.

2 Say Who has ever gone to the doctor for a well-visit or checkup? Have you ever had to pee (urine) in a cup? Do you know why?

3

Say Doctors and medical lab technicians test urine to find out about what is going on in the body. Urine is a waste fluid made in the kidneys. It is made of different stuff, but healthy urine has some common characteristics. Healthy urine usually does not have protein or blood and is low in ketones and glucose (sugar). Urine high is protein is a sign of kidney disease. Urine with blood in it is also a sign of kidney disease or a urinary tract infection. Additionally, normal pee or urine stays in the range of 4.6 - 8.0. Urine with pH values above or below that often indicate that something may be wrong inside the body. Urine with a low pH can be a sign of lung disease, diabetes, dehydration or poisoning. Urine with a high pH could be a sign of vomiting, kidney disease or


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urinary tract infections. *Note if members do not yet understand decimals round. Communicate the Normal pH range as 5.0 -8.0.

4

Say In this activity, you will act as medical professionals conducting a urine test. Each team will be provided a set of urine samples. Teams will use pH strips to test each sample. Once each sample has been tested, the teams will diagnose each patient based on the results.

5

Organize members into teams of 3 and distribute Urinalysis kits and 3 “Pee” Urine Test Results handout. Each kit includes, 3 specimen cups with “urine”, 12 pH strips, and pH color Chart. Elect an S&E Team Leader and be sure that member wears the badge. Review team leader responsibilities as needed.

6

Say Use the pH strips provided in each kit to test each sample of urine. When conducting your test:

1. Test one sample at a time. 2. Run each test 3 times to guarantee accuracy. 3. Record results on a “Pee” Urine Test Results handout. Use a

new handout for each specimen. 4. Dispose of the pH strips in between tests. 5. Make a diagnosis and recommendation.

7 Demonstrate how to complete the test before allowing members to begin. Allow members 15-20 minutes to complete the tests. Walk around to assist as needed.

8

Once time is up, give members 5 minutes to clean up and prepare a short presentation explaining the results they found. Tell members to include a diagnosis or recommendation for each patient in the presentation

9

To conclude, say, the actual tool doctors and lab techs use is called a “dipstick” urine test. The stick has several chemical pads on it that will change color when they come in contact with specific substances, just like the pH strip. Dipstick urine tests indicate the presence of many things, not just pH.


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Wednesday Activity 3: Create a Dipstick


Description: Members will come up with original ideas for a dipstick test.

Objective: By the end of this activity, members will be able to use what they know about indicators to invent a chemical indicator.

What You Need

Handout: Create a Dipstick Test (per team)




Multicolored markers (per facilitator)

Chart Paper (per facilitator)

10 ½ sheets of Multi colored construction paper (per team)

Glue stick (per team)

Sandwich sized Ziploc bag (per team)

Scissors (per team)

Paper (per member)

Pencil (per member)

How to Prepare



Using chart paper, create a large version of the Create a Dipstick

test handout.

Steps to Follow 1 Say Let’s review what we have learned about indicators so far. What are the names of the chemical indicators we used today and yesterday? Describe how each of them work.


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2 Review the activities from Tuesday and Wednesday. Explain that we use indicators to alert us to the presence of a certain chemical or the absence of chemicals.

3

Show members the picture of a dipstick urine test. Say These strips have 10 different indicator pads on them. Each square, which are called reagent pads, tests for something different. During today’s activity, you will create a dipstick that uses everyday chemicals to test for the presence of a substance.

4 Guide members through the following brainstorm to help them come up with ideas for a new indicator.

5 Say You have 60 seconds to list as many words as possible that come to mind when I say the word “indicator”. Go!

6 After one minute, stop members. Have members share ideas while you write them down on the board.

7 Say Now we have all of these words and ideas to replace the word indicator. We can call them chemical finders, chemical discoverers or chemical testers.

8 Ask What do our chemical finders find?

9 If members need guidance, remind them of the chemicals that they come in contact with such as toothpaste or shampoo. Ask What if your toothpaste was a chemical finder? What would it find?

10 Say Germs and particles of food and yucky stuff left over in your mouth, right?

11 Ask What if your chemical finder could do more than just find bits of food and germs? What else could the toothpaste find?

12

Suggest bad breath as a possible answer. Say How would the toothpaste show the presence or absence of bad breath? How would toothpaste be used to show the presence or absence of cavities? Write the final ideas up on the Create a Dipstick test chart paper, next to one of the chemical reagent pads. Give each reagent pad a color. For example:

Toothpaste indicator solution that turns brown in the presence of bad breath.

Toothpaste indicator solutions that makes the sight of cavities appear purple in the light and also glows in the dark.

13 Go through another example using a different substance (shampoo, oil, soda, etc.). Remind members to think about how they can be


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reimagined to work as indicators. For each substance, have members come up with ideas about what that substance would find? Add to the Create a Dipstick test chart paper.

14 Say Now it’s your turn to turn everyday chemicals into indicators. Each group must create 4 more indicators in addition to the ones that we created as a group

15 Organize members into pairs. Distribute the Create a Dipstick Test handout to each team.

16 Say As you come up with ideas for indicators, write them onto the handout the same way we put them on the chart.

17 Allow members 10 minutes to complete the handout, and then distribute colored pencils. Tell members to assign each indicator a color.

18

Next, pass out paper, multicolored construction paper, scissors and

glue to each team. Tell members to make model dipsticks to

present during the community sharing event. Each group will cut

out white strips and paste colored construction paper squares on

the strip copying the dipstick design created by their team.

19 Allow teams to make as many as time allows. Walk around and

assist as needed.

20

With 5 minutes left in class, have members clean up and share their

dipstick creations. Members should present what chemical

indicator each chemical reagent pad represents.

21 Collect materials and store.


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Wednesday Cool Down Estimated Time: 15 min

Steps to Follow

1 Say Balance is important. STEM leaders have to balance different projects at a time and avoid feeling stressed or too busy.

2 Have members stand up and stand on one leg. Encourage the team to find their balance by doing whatever helps. After 30 seconds, have members switch legs.

3 After 30 seconds, members can take their seats.

4 Discuss with members how they found balance.

5 Ask Was it easier standing with one foot over the other?

6

Say Leaders have to adjust to situations in order to find balance. When you stood on one leg, leaned to the right and realized that you leaned too far, you made an adjustment. When chemists run experiments, they test theories and record results. If the experiment doesn’t work or results in unexpected outcomes, scientists adjust the experiment and try again.


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Wednesday Handout: PH Test 3-Ways

Use the chart below to record observations for each pH test.

Food Sample Litmus Paper pH Paper Universal indicator Acid or Base?

#1 Red Litmus Paper

□ Turned Blue □ No change

Color on stick: ________________ pH value:___________

Color change: __________________ pH value:___________

Blue Litmus Paper

□ Turned Red □ No change

#2 Blue Litmus Paper

□ Turned Red □ No change

Color on stick: ________________ pH value:___________

Color change: __________________ pH value:___________

Red Litmus Paper

□ Turned Blue □ No change


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Wednesday Handout: pH Color Chart (generic)

Source: https://commons.wikimedia.org/wiki/File:Power_of_Hydrogen_(pH)_chart.svg?uselang=en-gb


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Wednesday Handout: “Pee” Urine Tests (generic)

Record the results from each pH strip below. Once you have completed testing the

specimen, use the analysis chart below to complete the diagnosis.

Specimen # __________ Type of Test: pH

Testing Tool: pH strips

Results Color

(use pH color chart)

Measure in numbers 1-14

(use pH color chart) Test#1

Test#2

Test#3

Diagnosis

Based on the results from the tests done on this sample, the lab has found that this

sample is:

□ Normal □ Abnormal

Our recommendation is:

□ Normal sample, no recommendation

□ Go back to the doctor to test for ___________________________________

Analysis chart

pH reading Test Results Possible causes

Below 4.6 Abnormal Diabetes, dehydration, severe diarrhea,

antifreeze poisoning

4.6 - 8.0 Normal N/A

Above 8.0 Abnormal Kidney Disease, Urinary tract infection, Asthma


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Wednesday Handout: Dipstick Test Images

Source: http://www.medicaldevicedepot.com/Rapid-Response-10-Para-10SG-Urinalysis-Reagent-p/u10.1-1s100.htm


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Wednesday Handout: Create a Dipstick Urine Test

Create a dipstick that uses everyday chemicals as chemical indicators. _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________

What does

your dipstick

test?


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Thursday Warm-up Cheese making


What You Need




For Kid Cheese Making Video https://www.youtube.com/watch?v=TVVpjVk4Gy8 (per facilitator)

1 Individually wrapped (Cheddar, Colby, or Swiss) Cheese bars (per member)

How to Prepare Review Steps to Follow for this activity in advance. Set up the work area and pull out all materials.

Steps to Follow

1 Say During today’s activities we are going to look at another kind of chemical indicator. Who in here eats cheese? Do you know how it’s made?

2 Show For Kid Cheese Making Video https://www.youtube.com/watch?v=TVVpjVk4Gy8

3 Offer members a cheese snack.

4

Explain that in order to turn milk into cheese, bacteria is added. This bacteria works on the cheese like magic, separating the solid sour milk, called curds, from the watery part of milk, called whey. Not only does it change the way the milk looks but it also changes the pH of the milk. Milk normally has a pH of about 6.5 or 6.7. The bacteria used to make cheese makes lactic acid which has a pH of 2.4. This process is the reason why making cheese takes time.

Thursday: Titration Nation




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5 Say The amount of acid detected in cheese tells the cheese maker if it is ready to eat or not. Cheese makers use a technique called titration to tell the amount of acid present in the cheese.

6 Say During today’s activity’s you will learn more about titration and how it’s used every day.


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Black permanent marker (per facilitator)

Red Food coloring (per facilitator)

Blue food coloring (per team)

4 16oz Clear Plastic cups (per facilitator)

Access to tap water (per team)

2 16oz Clear Plastic cups (per team)

How to Prepare


Set up food coloring demonstration:

Fill 2-16oz clear plastic cups with the same amount of water.

Add one drop of red food coloring to one cup and 8 drops of red food coloring to the other.

Place 2 remaining 16oz cups and red food coloring to the side or the first titration demonstration.

Steps to Follow 1 Say We use chemical indicators to identify the presence and absence of substances. For example, we used an indicator to find contaminated areas in a room. Ask What told us that the room was

Thursday Activity 1: Mystery Titration


Description: Members will perform titrations.

Objective: By the end of this activity, members will know how to find the concentration of a solution.


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contaminated? Were you able to tell how much of the room was contaminated? Were you able to tell which bacteria was contaminating the room? (No)

2 Say The next chemical indicator is a process and not a tool. It is called titration. A titration is the process for finding out the concentration of a substance in a mixture.

3 Show members two cups of water: one cup has water and one drop of red food coloring. The other cup has the same amount of water and 8 drops of red food coloring. Don’t tell the members.

4 Ask Which cup has more food coloring? How do you know?

5 Explain that the cup with more food coloring is more concentrated. A substance’s concentration is how strongly a substance is present in a mixture.

6 Ask How much food coloring is in each cup of water?

7 Members will probably not know the answer.

8

Explain that a titration must be performed to find this value. Demonstrate how to determine the amount of food coloring is in each cup:

1. Fill 2-16oz clear plastic cups with the same amount of water. 2. Next, place 1 cup of water next to one of the pre-made food

coloring and water cups. 3. While the members watch, add a drop to the clear water

cup, one at a time until the color of the water inside the cup matches the color of the water inside the premade cup. Swirl the cup in between drops to make sure the food color mixes in.

4. Have members count each drop added aloud until you have the right concentration.

5. Repeat steps 2-4 for the 2nd premade sample.

9 Organize members into groups of 3. Elect an S&E Team Leader and be sure that member wears the badge. Review team leader responsibilities as needed.

10

Explain that each team will create a solution of colored water. Say With your partner decide how many drops of food coloring you will use and keep it to yourselves. Once each team has created a solution, you will swap with another team to see if you can figure out the concentration of food coloring in the solution.


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11 Distribute cups and a food coloring dropper to each team. Say Each team will make the solution in one cup and test other teams’ solutions with the other cup.

12 Allow teams 2 minutes to create a solution adding the mystery number of drops to a cup of water.

13 Assign swap mates for each team and allow members to begin the mystery titration.

13 After the first round of mystery titrations, members can swap with another group, however they must clean the testing cups first to ensure the results are not contaminated.

14 Remind members of what titration is. Ask How did we model titration during this activity?



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Thursday Activity 2: Pharmaceutical Science


Description: Members will use titration to test the contents of a new medicine.

Objective: By the end of this activity, members will be able to explain how pharmaceutical scientist test medicine.

What You Need






12oz Orange juice (per facilitator)

12oz Tomato juice (per facilitator)

12oz Gatorade (per facilitator)

12oz Hi-C (per facilitator)

12oz Grape juices (per facilitator)

12oz Fruit punch (per facilitator)

12oz Cranberry (per facilitator)

4 16oz Clear Plastic cups (per facilitator)

4 Tablespoons of distilled water (per facilitator)

2 Vitamin "C" Reagent tabs (per facilitator)

7 Pipettes (per team)

14 12oz Plastic cups (per team)

Pencil (per team)

Paper (per team)

Gloves (per member)


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How to Prepare


Set up Vitamin "C" indicator for the titration:

Add 2 tablespoons of water to each dropper containing the Vitamin "C" Reagent tab

Add 50 drops of the Vitamin C solution to 7 cups individually

Set aside for each team

Set up juice for the titration:

Pour about 2 tablespoons of each juice sample into individual cups so that each team has seven different samples to test.

Label each juice cup with a medicine like name. For example, Peniasprinol, Benacodon, etc.

Place a pipette in each cup

Steps to Follow

1

Say In our last activity we learned that titration is the process for finding out the concentration of a substance in a mixture. During today’s lesson, we will act as pharmaceutical scientists. Pharmaceutical scientists create and study different medications. When creating new medicines, it is important to be sure you have the right amount of each ingredient in each dose. We are going to test a new medicine that is supposed to be enhanced with Vitamin C. The pharmaceutical company has created 7 samples and need to identify which one has the highest concentration of Vitamin C.

2 Organize members into teams of 3. Elect an S&E Team Leader and be sure that member wears the badge. Review team leader responsibilities as needed.

3 Distribute gloves and “medicine” (juice) samples to each team. Instruct members to put on gloves.

4

Show members a cup with the Vitamin C indicator in it. Say I have placed the chemical indicator in cups for each team. In each Vitamin C indicator cup, add drops of a medicine sample to the Vitamin C indicator solution until the dark blue color turns clear.

5

Demonstrate this using one of the “medicine” (juice) samples. Be sure to count each drop. Say Use the pipette carefully so that you can keep track of how many drops of the medicine sample you add to the cup with the Vitamin C indicator solution.

6 Distribute 7 Vitamin C indicator cups to each team. Make it clear that members should add each sample to a different cup, counting the number of drops until the blue color turns clear. Instruct the


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members to record the number of drops added to each sample on a sheet of paper.

7

Say The samples that took the smallest number of drops to turn clear has the most vitamin C. Have members determine which medicine solution has the highest concentration of Vitamin C and which has the lowest, placing the cups in order from greatest to least concentration of Vitamin C.

8

Once the analysis is complete, ask, which medicine sample would your team recommend to the pharmaceutical company? What could happen if a titration is done incorrectly while testing medicine? Allow discussion.

9

Say titration is also used to tell us what is in our food. Have you ever seen a nutritional label on a package of food? Food industry scientists use titration to figure out what concentration of substances like salt, sugar, iron, and Vitamin C are in each serving of food. Ask Can you think of any other STEM leaders that might use titration to do their work? Can you think of areas where titration is used to complete a specific task?



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Thursday Activity 3: Creative Indicator Water Testing


Description: Members will test water samples.

Objective: By the end of this activity, members will be able to demonstrate how hydrologist test water quality.

What You Need

Handout: Creative Indicator Water Testing (per team)

Handout: Engineering Design Process from Monday (per team)






2 Household Water Quality Test Kit (per facilitator)

Black permanent marker (per facilitator)

3 Empty 2L water bottles (per facilitator)

8oz Lemon juice (per facilitator)

Small bag of Nitrogen fertilizer (per facilitator)

8oz Calcium Citrate Powder (per facilitator)


Aspirin (per facilitator)

Bleach (per facilitator) from ½ gallon. See required materials.

3 8oz plastic cups (per team)

Black permanent marker (per team)

Poster Board (per team)


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Colored Markers (per team)


Gloves (per member)

How to Prepare


Cut enough Creative Indicator Water Testing handouts for each team.

Open Water Quality Test Kit.

Separate each indicator and review how to conduct and read the results for each test. Most tests are dipstick tests, so members will be able to conduct them with little problems.

Each group will test all 3 samples for signs of different impurities. Assign each group an impurity to test for. Set aside enough test kit materials for each team.

Set aside one of each test to use for demonstration with bottled water.

In the 3 empty 2L-bottles, compose three different Creative Indicator water samples:

Faucet Sample (water, lemon juice)

Well Sample (water, nitrogen)

Municipal Sample (water, bleach, aspirin) Label each bottle with the name of its water source.

Steps to Follow

1 Say Hooray! You have completed the chemical indicator training. You are cleared to begin water testing.

2

Review the project prompt and guidelines. Creative Indicator Incorporated has just purchased a new building for their headquarters. During the move to the new place there was a huge chemical and oil spill that they suspect has gotten into all of the local water sources. As soon as everything happened, they immediately called in professionals from the National Oceanic and Atmospheric Administration (NOAA) to clean up the spill, but before they can open the building for business, the company wants to hire a group of hydrologist to determine guarantee that all of the water sources are drinkable. The company has three water samples to test: one sample comes from the faucet, one is collected rain water and one is collected from a local well nearby.


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3

Divide members into project teams. Distribute gloves and googles for members to wear. Elect an S&E Team Leader and be sure that member wears the badge. Review team leader responsibilities as needed.

4

Explain that every team will receive 3 water samples to test. Members will use a specific chemical indicator to test for a specific impurity in the water samples. Say Each team will run the same test on all 3 samples and record answers in the Creative Indicator Water Testing handout.

5 Walk members through each test using bottled water as a control. Explain that the bottled water is drinkable water, therefore all of the tests run on the water should be clear or within a safe range.

6 Distribute Creative Indicator Water Testing handouts and 3-8oz plastic cups to each team. Go over how to fill in the handout and tell members to label each cup with the name of a water source.

7 Using the chemical indicators provided in the water testing kit, assign a water quality test to each team.

8 Distribute test strips and water samples to each team.

9 Allow members to begin testing. Walk around to assist teams as they test each sample.

10

As each group completes water testing, check results. Once approved, distribute the Engineering Design Process handout completed Monday, as well as, poster board and markers for members to begin working on team presentations.

11

Explain During the community sharing activity, members will share the test results and announce which water source, if any, is drinkable. If all 3 water sources are undrinkable, members will make a recommendation to Creative Indicator Incorporated for what to do to fix the problem.

12 Allow members to work for 25 minutes and then check in to discuss results.

13 With remaining time, allow members to complete the test and prepare for presentations.

14 Announce clean-up procedures and store poster presentations for tomorrow’s community sharing event.


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Thursday Handout: Creative Indicator Water Testing

The test we used on each sample is _________________________________________.

Water Samples Result

Faucet Sample

Well Sample

Municipal Sample

---------------------------------------------------------------------------------------------------- The test we used on each sample is _________________________________________.

Water Samples Result

Faucet Sample

Well Sample

Municipal Sample


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Steps to Follow

1 Welcome members.

2 Ask How would you use chemical indicators in the future?

3 Encourage members to think about how chemical indicators could be useful outside of studying science.

4 Give instructions and times for what will take place today, such as setting up for the event, rehearsing, greeting guests, performing, cleaning-up after the event, etc.

5 Give instructions on the time and place teams should meet before the start of the event. Ask team leaders to be responsible for gathering their members.

Friday Warm-up

Location: Learning Center or Multipurpose Room Estimated Time: 15min

Friday: Community Sharing Event


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Friday Community Event: Setting Up

Location: Gym or other spacious area Estimated Time: 20-30min

Description: Members will follow directions, work together to display projects, and rehearse their performances.

Objective: By the end of this activity, members will complete their projects and be ready for the community sharing event.

What You Need

Water testing materials (per team)

How to Prepare

Complete the event planner earlier in the week to ensure all aspects are addressed.

Designate areas of the gym for each team’s display.

Designate an area for performances.

Steps to Follow

1 Distribute team materials. Ask teams to display projects in a decorative manner in the assigned areas. Give feedback to ensure attractiveness.

2 Ask teams to rehearse performances, particularly, whether or not any water sample is drinkable and, if not, what they recommend to the company.


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Friday Community Event: The Event

Location: Gym or other spacious area Estimated Time: 60 to 90min

Description: Members will showcase their presentations by performing for a community audience.

Objective: By the end of this activity, members will present the results of the Creative Indicator Water Testing Challenge.

What You Need

Water Testing materials

Created Dipstick Chemical Indicators

How to Prepare

Refer to Event Planner

Steps to Follow

1 Welcome members of the community.

2

Explain that this week, members were trained to use different chemical indicators. Acting as hydrologists, members conducted water quality testing on different water samples to determine if the samples were potable (drinkable). During today’s event, members will reveal the results of the water testing and share what they learned during the week.

4 Gather everyone together for presentations.


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General Purpose/ Uses of Chemical Indicators http://faculty.missouri.edu/~glaserr/3700s11/SW11A02_Sample.pdf Chemical indicator http://www.britannica.com/science/chemical-indicator Titration - http://chemteacher.chemeddl.org/services/chemteacher/index.php?option=com_content&view=article&id=56 Chemical indicators http://www.education.com/science-fair/article/chemical-indicators/ Natural indicators lab Tumeric http://www.chem.ed.ac.uk/sites/default/files/outreach/experiments/indicators-teach.pdf Red cabbage lab , http://www.outreach.canterbury.ac.nz/chemistry/documents/vitaminc_iodine.pdf Testing Vitamin C- http://www.life.illinois.edu/boast1/sciencelessons/vitaminc.htm Elephant Toothpaste- http://www.funathomewithkids.com/2013/08/fun-science-experiment-for-kids.html What Is and What Isn’t a Chemical-http://icanhasscience.com/chemistry/what-is-and-what-isnt-a-chemical/ Testing for Lipids, Proteins and Carbohydrates-http://www.seplessons.org/node/362 Quantitative vs. Qualitative- http://regentsprep.org/regents/math/algebra/ad1/qualquant.htm Make Your Own Indicator- http://scienceblogs.com/ethicsandscience/2008/09/26/after-school-experiment-make-y/ What Are The Differences Between Litmus Paper and pH Strips-http://classroom.synonym.com/differences-between-litmus-paper-ph-strips-13673.html Where Does Drinking Water Come From?- http://www.deq.louisiana.gov/portal/PROGRAMS/DrinkingWaterProtectionProgram/Wheredoesdrinkingwatercomefrom.aspx Disappearing Colors Experiment- http://chemistry.about.com/od/colorchemistryprojects/a/Disappearing-Colors-Experiment.htm Chemical Reactions: Make A Penny Turn Green- http://buggyandbuddy.com/science-for-kids-make-a-penny-turn-green/ Properties of Water Experiments-http://thehappyhousewife.com/homeschool/properties-of-water-experiments/#_a5y_p=4203349 Colorful Chemical Reaction Experiments-http://frugalfun4boys.com/2015/03/03/colorful-chemical-reaction-experiments-kids/

Resources

http://faculty.missouri.edu/~glaserr/3700s11/SW11A02_Sample.pdf

http://www.britannica.com/science/chemical-indicator

http://chemteacher.chemeddl.org/services/chemteacher/index.php?option=com_content&view=article&id=56

http://chemteacher.chemeddl.org/services/chemteacher/index.php?option=com_content&view=article&id=56

http://www.education.com/science-fair/article/chemical-indicators/

http://www.education.com/science-fair/article/chemical-indicators/

http://www.chem.ed.ac.uk/sites/default/files/outreach/experiments/indicators-teach.pdf

http://www.chem.ed.ac.uk/sites/default/files/outreach/experiments/indicators-teach.pdf

http://www.outreach.canterbury.ac.nz/chemistry/documents/vitaminc_iodine.pdf

http://www.life.illinois.edu/boast1/sciencelessons/vitaminc.htm

http://www.funathomewithkids.com/2013/08/fun-science-experiment-for-kids.html

http://www.funathomewithkids.com/2013/08/fun-science-experiment-for-kids.html

http://regentsprep.org/regents/math/algebra/ad1/qualquant.htm

http://scienceblogs.com/ethicsandscience/2008/09/26/after-school-experiment-make-y/

http://scienceblogs.com/ethicsandscience/2008/09/26/after-school-experiment-make-y/

http://www.deq.louisiana.gov/portal/PROGRAMS/DrinkingWaterProtectionProgram/Wheredoesdrinkingwatercomefrom.aspx

http://www.deq.louisiana.gov/portal/PROGRAMS/DrinkingWaterProtectionProgram/Wheredoesdrinkingwatercomefrom.aspx

http://chemistry.about.com/od/colorchemistryprojects/a/Disappearing-Colors-Experiment.htm

http://chemistry.about.com/od/colorchemistryprojects/a/Disappearing-Colors-Experiment.htm

http://buggyandbuddy.com/science-for-kids-make-a-penny-turn-green/

http://buggyandbuddy.com/science-for-kids-make-a-penny-turn-green/


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Ph Color Chart- https://commons.wikimedia.org/wiki/File:Power_of_Hydrogen_(pH)_chart.svg?uselang=en-gb Lipids Sudan-III Test- https://www.youtube.com/watch?v=M3CRDErBeiU Dipstick Urine Test- http://www.medicaldevicedepot.com/Rapid-Response-10-Para-10SG-Urinalysis-Reagent-p/u10.1-1s100.htm The science of cheese- http://biotechlearn.org.nz/focus_stories/cheesemaking/the_science_of_cheese Types of Pollutants - https://www.youtube.com/watch?v=yEci6iDkXYw Water Testing http://pbskids.org/dragonflytv/check_it_outs/water_testing.html How to test Drinking Water https://www.youtube.com/watch?v=B1F7-B2608Q For Kid Cheese Making Video https://www.youtube.com/watch?v=TVVpjVk4Gy8 Water Image Source: http://johnstonhealth.org/2014/04/benefits-drinking-water/

https://commons.wikimedia.org/wiki/File:Power_of_Hydrogen_(pH)_chart.svg?uselang=en-gb

https://commons.wikimedia.org/wiki/File:Power_of_Hydrogen_(pH)_chart.svg?uselang=en-gb

https://www.youtube.com/watch?v=M3CRDErBeiU

http://www.medicaldevicedepot.com/Rapid-Response-10-Para-10SG-Urinalysis-Reagent-p/u10.1-1s100.htm

http://www.medicaldevicedepot.com/Rapid-Response-10-Para-10SG-Urinalysis-Reagent-p/u10.1-1s100.htm

http://biotechlearn.org.nz/focus_stories/cheesemaking/the_science_of_cheese





http://johnstonhealth.org/2014/04/benefits-drinking-water/