shpe foundation 2013 noche de ciencias activity training

SHPE Foundation2013 Noche de Ciencias

Activity TrainingTeachEngineering Activities:

*Better by Design*Newspaper Tower

TeachEngineering Digital Library:teachengineering.org

Carleigh SamsonTeachEngineering Editor

University of Colorado Boulder

http://teachengineering.org/

TeachEngineering Digital Library

• The TeachEngineering digital library provides free, teacher-tested, standards-based engineering content for K-12 teachers to use in science and math classrooms.

• Engineering lessons connect real-world experiences with curricular content already taught in K-12 classrooms.

• Mapped to educational content standards, TeachEngineering's comprehensive curricula are hands-on, inexpensive, and relevant to children's daily lives.


Hands-On Activity Training

http://www.teachengineering.org

General Advice• Be prepared! Do each activity beforehand• Make sure all materials are available• Keep students on task• Follow the time frame• Be flexible• Have Fun!!



Activity: Better by Design

• Paper model glider (airplane) activity• Engineering focus:

o Engineering Analysis: test, redesign, test, redesign, etc.o Change one variable at a timeo Analyze the cause and effect relationship – what is the result of each

change?• Learning objectives:

o Create a paper model glidero Predict how changes will affect the glider’s flighto Use tools to measure the length of the glider’s flight



http://www.nasa.gov/topics/aeronautics/features/future_airplanes.html

http://goo.gl/8kZdxA


• Vocabulary:o These terms are based on the design activity and should be

introduced to students:• Aerospace Engineer• Engineering Design Process• Data Collection• Engineering Analysis/ Data Analysis

o These terms are based on the glider and are used in the “An Interesting Paper Glider Handout”. Students should know which part of the plane they refer to:• Aileron• Rudders• Elevators




• Suggested time: 50 minutes• Suggested group size: 3 students/group• Materials:

o Each group needs:• 1 sheet of 8.5 x 11-inch card stock paper• Scissors• 2 large paperclips• Pencil• Ruler and/or yardstick or meter stick• An Interesting Paper Glider Handout• Plane Tactics Worksheet (activity extension)



http://www.crh.noaa.gov/gjt/?n=aviation_new




• Procedure Overview: o Introduce the model glider, discuss inherent differences in each

group’s glidero Students build their model glider, following instructionso Each group tests their glider, performing three trials and

measuring length each time. Students calculate the average length.

o Students record the distance from each trial and the average length in a table (shown on next slide)




• Procedure Overview (continued): o Groups brainstorm changes and choose 3 to test. Students predict how

each change will affect the glider’s flight. o Students make the first change to the glider, and test as before with three

trials. They record their data and the average distance in the table. Then they repeat for the other two changes.

o Once finished, ask students the following questions:• Which change made your glider travel the furthest? Why do you think

this was the case?• Which change made your glider travel the least distance? Why do you

think this was the case?o Make sure to end with a discussion with all students about what they

learned, and how this engineering analysis is so important in real world engineering design!




• Teaching tips: o Model for students how to measure the glider’s distance and how to find an

average length. o Remind students that ideas for changing the glider are provided on the “An

Interesting Paper Glider Handout”. All changes must be reversible.

o Circulate from group to group throughout the activity, providing help and keeping students on task

o Ask students questions during the activity to keep them thinking, for example:• Why did you decide on this change?• How do you think it will affect the glider’s flight?• What was the result of your last change? How did it affect the glider’s

flight?• Do you think engineers that design airplanes go through a testing process?

Why?




• Questions??

Activity: Newspaper Tower

• Activity: Building newspaper towers with limited supplies

• Engineering focus: o Engineering Design Process: Design, Build, Test,

Redesign, etc.o Working with engineering constraints and

objectives• Learning objectives:

o Design and construct a newspaper tower with limited supplies

o Test how the tower withstands “lateral wind”o Explain certain designs were successful (and why

others were not)



http://www.netl.doe.gov/publications/proceedings/10/doe-epa/Roy.pdf

http://goo.gl/8kZdxA


Terms: Definitions:Civil Engineer Civil engineers design and construct non-moving structures such as roads,

sewers, towers, buildings, and bridges.

Engineering Design Process

A series of steps used by engineers to guide them as they solve problems. The steps include: Understand the Need, Brainstorm, Select the Best Design, Build, Test, Evaluate Results, Redesign, Retest, etc. An engineer might go through the steps many times before find a successful solution to the problem.

Buckling When a column fails by bending at some point in the height of the column, usually towards the midpoint caused by a vertical force.

Lateral force A force that impacts a structure horizontally (i.e. wind and earthquakes).

Deflection The amount a structure bends or moves from its "at rest" position.



• Vocabulary: Terms and definitions should be introduced to students at the start of the activity, and reiterated through the design, construction, testing and evaluation phases.


• Suggested time: 50 minutes• Suggested group size: 3 students/group• Materials:

o Each group needs:• 2 x 3 full sheets of newspaper• 2 x 12 in (30 cm) clear tape (such as Scotch®

tape)• Scissors• Yardstick or meter stick






• Procedure Overview: o Introduce the design competition – to build a tower out of

newspaper and limited supplies that must stand on its own and withstand “lateral wind”

o Relate to real world engineering – financial constraints, environmental factors, time constraints.

o Have students use real skyscrapers as inspiration for the design!

http://www.photolib.noaa.gov/htmls/line3225.htm http://www.lbl.gov/LBL-Programs/global_solutions/

http://earthshots.usgs.gov/earthshots/node/49




• Procedure Overview (continued): o Allow students 20 minutes to experiment with materials and different

designso Give students a new set of newspapers and tape, and allow them 25

minutes to construct their final designo Test the towers: if the tower stands on its own, measure its height. Blow

on the tower forcefully. A successful tower should stand at its original height. The tallest successful tower is the winning tower!

o Note: If recognition will be given for the winning designs, you should create a scoring system (for example: a certain amount of points based on height and withstanding the wind)

o Finish with a discussion about which designs worked and why. If possible, relate student designs to design elements seen in architecture.




• Teaching Tips:o During the first 20 minutes of design time, encourage students to be:

• creative!• mindful of what is working and what isn’t working• resourceful with their materials

o Circulate the room throughout the activity to keep students on task and answer any questions that may arise

o Encourage students!• Motivate students and praise their successes, as well as the not-so-

successful attempts• Remember that while some students may be very motivated by

competition, other may not. Encouragement and acknowledgement is always helpful!

Activity Takeaways• Teambuilding skills

o Making decisions, sharing tasks and materials• Engineering skills

o Engineering Design Process: design, build, test, evaluate, redesign, etc.o Engineering Analysis: making predictions, taking measurements, making

calculations, interpreting results



http://www.buckeyeaz.gov/index.aspx?nid=163

• Math/analysis skillso Finding averageso Relating numeric results with changes in design

• Encouragement to be creativeo Both activities encourage creativity in the design

process• Motivation through having fun

o Introduce activities as fun learning experiences!

TeachEngineering Contact

Information• TeachEngineering: http://www.teachengineering.org/

o over 1,200 standards-based engineering lessons and activitieso Be a Reviewer! http://www.teachengineering.org/want_to_review.php

• Carleigh Samson, TeachEngineering Editoro [email protected] 303.492.6950



Questions?

http://www.fws.gov/refuge/Stone_Lakes/FAQ.html/

http://www.teachengineering.org/

http://www.teachengineering.org/want_to_review.php

mailto:[email protected]

Student Activity: STEM Panel

Goals of STEM Panel• Demonstrate to students that pursuing a STEM field

is an achievable goal• Provide insight into STEM education paths and

careers• Give students examples of an average day in one of

these fields• Provide students the opportunity to ask professionals

and university students questions in personal setting• Inspire them!

Panel Members• 3 -5 speakers• Suggested speakers from different STEM Fields:

Experienced STEM professional Recent STEM graduate Students majoring in a STEM field

Logistics for STEM PanelPrior to the event• Invite and collect the panelists’ contact information

• Communicate with panelists time, location and topics

• Give panelists content and questions in advance

• Recruit Noche de Ciencias volunteer to serve as moderator

Logistics for STEM PanelDuring the event• Describe STEM Panel format to attendees

Each panelist will speak for X minutes Questions will be taken after each speaker or after

all panelists have spoken Panelists will be here after for 1-on-1 questions

following the panel• Take pictures of students and panelists

Logistics for STEM PanelRole of the Panel Moderator

Encourage students to ask questions Acknowledge and thank students for their

questions Prepare and ask questions if no questions are

being asked Thank panelists for their time and for supporting

the Noche de Ciencias

Follow upAfter the event• Send thank you cards to each panelist• If starting a SHPE Jr. Chapter(s), keep panelists

updated on progress of chapter

These updates will keep panelist(s) involved future SHPE events

Recruitment Ideas for Panelists• Reach out to your fellow and surrounding SHPE

Chapter members • Co-workers• Mentors• Professors• Advisors• Friends and acquaintances in different fields• Local companies

Questions?

Contact Us Stacie FreasierProgram [email protected] 703-373-7930 ext. 204

Ariadna Mahon-SantosProgram [email protected] ext. 203

SHPE Foundation1444 Duke St.Alexandria, VA 22314

Danielle Carneiro Program [email protected] ext. 202

RemindersTomorrow, March 26th from 3PM EST – 4 PM

ESTParent Workshop Training: Understanding CollegeOptions & Financial Aid

shpe foundation 2013 noche de ciencias activity training

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