STEM Parent STEM Parent Night Night

What is STEM?What is STEM?• An approach to teaching science, technology, An approach to teaching science, technology,

engineering and/or mathengineering and/or math

• Testable- DATA CollectedTestable- DATA Collected

• Inquiry-basedInquiry-based

• Challenge BasedChallenge Based

• Problem Based orProblem Based or

• Project BasedProject Based

Why is a STEM Fair Important?Why is a STEM Fair Important?• Allows students to explore science topics they are Allows students to explore science topics they are

interested in.interested in.

• Teaches students the skills required to plan and Teaches students the skills required to plan and work on long-term projects.work on long-term projects.

• Integrates science, math, reading, writing and oral Integrates science, math, reading, writing and oral language. language.

• Helps students prepare for MSAHelps students prepare for MSA

A Clear Question…A Clear Question…Topic: RampsTopic: Ramps

Instead of… Use this…

Why are ramps different heights? Does the height (3 cm, 6 cm or 9 cm) of a ramp change how far a marble will roll?

Do ramps help move objects? Will a marble roll faster on felt, linoleum or cardboard?

Will a big or little marble roll further?

Does the size (small, medium or large) of a marble effect how fast it rolls does a ramp?

When Creating Questions…When Creating Questions…• Consider the variables Consider the variables

• INDependent (what they are changing on INDependent (what they are changing on purpose- ONLY 1 thing)purpose- ONLY 1 thing)

• Dependent (what they are measuring; Dependent (what they are measuring; suggested to be only 1 thing)suggested to be only 1 thing)

• Control (everything else; anything and Control (everything else; anything and everything that must be kept the same in all everything that must be kept the same in all the tests)the tests)

• Consider the time/feasibility; think about Consider the time/feasibility; think about where they are going and how it will lookwhere they are going and how it will look

Creating QuestionsCreating Questions• Look at the materials and generate questions Look at the materials and generate questions

you could explore by performing a scientific you could explore by performing a scientific experiment.experiment.

• Share questionsShare questions

Topic and Question DevelopmentTopic and Question DevelopmentStudents start with…Students start with…

•What am I excited to learn more about?What am I excited to learn more about?

•What do I already know?What do I already know?

•What do I need to know? (Research)What do I need to know? (Research)

Parent and Student InvolvementParent and Student Involvement• Student Journal for Student Journal for

every child to keep every child to keep throughout the science throughout the science fair process.fair process.

• Includes a place for a Includes a place for a timeline, brainstorming timeline, brainstorming ideas, research, and ideas, research, and appendix of support appendix of support documentsdocuments

• Places for teachers and Places for teachers and parents to signparents to sign

Where to get ideas for projectsWhere to get ideas for projects

• BooksBooks

• Library, AIMS, GEMSLibrary, AIMS, GEMS

• WebsitesWebsites

• www.sciencebuddies.com

• www.scifair.org/

• www.vansvillestemfair.wikispaces.comwww.vansvillestemfair.wikispaces.com

• Observations of worldObservations of world

When Approving When Approving Questions…Questions…

• Follow the county rules for ES STEM Fair Follow the county rules for ES STEM Fair Projects, always error on the side of cautionProjects, always error on the side of caution

• No mold, unless it remains in a sealed container No mold, unless it remains in a sealed container and is thrown away in the same sealed containerand is thrown away in the same sealed container

• No product tests (except 3No product tests (except 3rdrd grade) grade)

• No interactions with vertebrates (only observation)No interactions with vertebrates (only observation)

• No bacteria! (at home petri dish testing kits are a No bacteria! (at home petri dish testing kits are a no)no)

• When in doubt- ask and get approval from School When in doubt- ask and get approval from School Safety Review Board or County Office! Safety Review Board or County Office!

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Example: Approved QuestionExample: Approved Question

Does the height (3 cm, 6 cm or 9 Does the height (3 cm, 6 cm or 9 cm) of a ramp change how far a cm) of a ramp change how far a marble will roll?marble will roll?

Write a hypothesisWrite a hypothesis• Answer the questionAnswer the question

• Include the reason (the because)Include the reason (the because)

• Example: Example: The height of the ramp will effect the The height of the ramp will effect the speed of the marble speed of the marble because because the when you the when you increase the height of a ramp you increase the increase the height of a ramp you increase the angle.angle.

VariablesVariables• Use the question to help point out the variables. Use the question to help point out the variables.

• A well written question will contain both the A well written question will contain both the independent/manipulated independent/manipulated and and dependent/measured dependent/measured variable.variable.

• Independent (what we are changing): height of Independent (what we are changing): height of the rampthe ramp

• Dependent (what we are measuring): how fast it Dependent (what we are measuring): how fast it the marble travelsthe marble travels

Controlled variables: Controlled variables: What must stay the same.What must stay the same.

• RulerRuler

• Size of marbleSize of marble

• How far it is travelingHow far it is traveling

• Stop watchStop watch

• Where marble is released on rulerWhere marble is released on ruler

MaterialsMaterialsThis (be specific in This (be specific in METRIC)METRIC)

•1 30 cm ruler1 30 cm ruler

•1 small marble1 small marble

•3 books that are each 3 books that are each 3cm high3cm high

•1 stopwatch that 1 stopwatch that measures secondsmeasures seconds

•1 cup 1 cup

Not This…Not This…

•rulerruler

•MarbleMarble

•bookbook

Incomplete ProceduresIncomplete Procedures• Make a ramp with booksMake a ramp with books

• Roll a marble down the rampRoll a marble down the ramp

• Measure how fast it goes Measure how fast it goes

• Change the height of the rampChange the height of the ramp

What was Wrong?What was Wrong?• BulletedBulleted

• Repeated trials required (at least 3)Repeated trials required (at least 3)

• Create a table to collect our dataCreate a table to collect our data

• Stress the controls that are staying the same.Stress the controls that are staying the same.

New ProceduresNew Procedures1.1. Place the ruler on the end of a book that is 3cm Place the ruler on the end of a book that is 3cm

high.high.

2.2. Place a cup 30 cm from the bottom of the ruler.Place a cup 30 cm from the bottom of the ruler.

3.3. Place the marble at the top of the ramp.Place the marble at the top of the ramp.

4.4. Release the marble and measure how long it takes Release the marble and measure how long it takes for the marble to reach the cup.for the marble to reach the cup.

5.5. Record data and repeat three times.Record data and repeat three times.

6.6. Increase the height of the ramp by 3cm. Repeat Increase the height of the ramp by 3cm. Repeat steps 2-5.steps 2-5.

7.7. Increase the height by another 3 cm and repeat Increase the height by another 3 cm and repeat steps 2-5.steps 2-5.

8.8. Find the average time for the three trials.Find the average time for the three trials.

Data Collection ToolData Collection Tool

Height of Ramp

Time til Cup

Trial 1 Trial 2 Trial 3 Average3 cm

6 cm

9 cm

Com

plete your

Com

plete your

Experim

ent…E

xperiment…

DonDon’’t forget…t forget…

Do three trials.Do three trials.

Record your data.Record your data.

ResultsResults• Include a graphInclude a graph

• Independent variable Independent variable is x-axisis x-axis

• Dependent variable is Dependent variable is y-axisy-axis

• Written explanation of Written explanation of data collection, data collection, pictures and graphpictures and graph

ConclusionConclusion

• Use the questions to guide a well written Use the questions to guide a well written conclusionconclusion• Was my hypothesis/prediction correct or Was my hypothesis/prediction correct or

incorrect?incorrect?

• What is the answer to my question? Support the What is the answer to my question? Support the answer with data collected.answer with data collected.

• Were there any problems with the investigation Were there any problems with the investigation or things I would do differently?or things I would do differently?

• What other things would I like to investigate What other things would I like to investigate about my topic?about my topic?

• How does what I learned apply to the real world?How does what I learned apply to the real world?

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Kate CobbKate Cobb

STEM Resource Teacher: Vansville STEM Resource Teacher: Vansville ESES

Kathryn.cobb@pgcps.org

www.vansvillestemfair.wikispaces.comwww.vansvillestemfair.wikispaces.com