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National STEM League - Student Goals and Academic Glue
- 1. #NAFNext2014
- 3. 10 min: 30,000 ft. view. 10 min: Enterprise • Introduce the Driving Forces - business wraps them all up… • Example of “Float your Boat” by our partner Harris Foundation vs. our version (Partnership doc) • Pride in Presentation • Real & Relevant video of jobs 20 min: Rigor and math modeling • Problem Solving Certifications – Power Drag • Mechanical Certs - Gear & Weight Demo 10 min: Enough but not too much. Collaborate & Compete. Content & Concepts. • Rover Example – Like every car company, automate vehicles. Same problem base. Quick binary. • Energy Example – LED Show 15 min: Open Ended...to a point, Innovation. Discussion. 10 min: Wrap Our Time Together #NAFNext2014
- 4. Find Ten80 Online Ten80 Education on Facebook https://www.facebook.com/Ten80Education Ten80Ed on Twitter https://twitter.com/Ten80Ed Ten80 President, Terri Stripling on LinkedIn http://www.linkedin.com/in/terristripling/ www.Ten80Education.com www.StudentRacingChallenge.com
- 5. Sponsorship Opportunities Attend Fall STEM Expo to secure NSL sponsorship. Sept. 18 – Dallas, TX Sept. 25 – Phoenix, AZ Oct. 9 – Boise, ID Oct. 16 – Chicago, IL Oct. 23 – Detroit, MI Nov. 6 – Miami, FL
- 6. Leaders in STEM #NAFNext2014 A. Identify and target a compelling and well-defined need. B. Use rigorous evaluation to continuously measure and inform progress addressing the identified need. C. Ensure work is sustainable. D. Demonstrate replicability and scalability E. Create high-impact partnerships F. Ensure program capacity to achieve goals G. Offer STEM content that is challenging and relevant for target audience (supports individual attention for diverse learners) H. Incorporate and encourage STEM practices (Inquiry and Hands-on Learning) I. Inspire interest and engagement in STEM J. Address the need of underrepresented groups DESIGN PRINCIPLES 3.0 for Effective STEM Philanthropy
- 7. National STEM League Overview
- 9. Choose your challenge and competitive landscape. Own a racing, rover, energy or innovation company. Manage and market your company and team. Stay ahead through research & development, called Data Driven Design. Enrich your community in measurable ways. Data-Driven Design Enterprise Community Outreach NSL Team Organization
- 10. Collaborate, Create…& Compete (5) Web-Based Points Race
- 11. Collaborate, Create…& Compete (5) Ten80 STEM Centers – “Hubs” of Activity Sanctioned Officials with permissions to operate Invitationals. Open Invitationals
- 12. Time & Format NSL Challenge Options 5-day camp Racing, Rover, Energy, Innovation (2015) 6-10 week projects Racing, Rover, Energy, Innovation 1 semester course Racing or Rover Full year course Racing specializing into energy and data driven design After school club – short Racing, Rover, Energy, Innovation After school club – forever! Racing, Rover, Energy & Innovation Implementation Options
- 13. Driving Principles (Goals & Glue) #NAFNext2014
- 14. Top 5 reasons Atlanta Public Schools CTE partners with Ten80 via the NSL. 1. Math Modeling is at its core 2. Differentiated Learning - students with different modes and levels of learning can work together 3. Sustainable - teacher training and reasonable costs 4. Enough...but Not Too Much curriculum and rules help educators do new things without stifling creativity 5. Relevant...Exciting & Motivating - something for every student to own Ten80’s Design Principles Summarized
- 15. Design Principles for Ten80’s STEM Projects & Events 1.Real’ish. Students can sniff out a contrived scenario. 2.Relevant. Students need the opportunity to craft personal goals within a team. Relevance means it is meaningful to the student, not just to the world. 3.Rigorous. Building stuff, though fun, is not necessarily learning. 4.Open-Ended. A complete beginning and end to projects does not reflect reality. How a project continues into the future, even if there is not time to do that work, must be clear. 5.Collaborate. Create. Students must have the opportunity to do both. 6.Content & Concepts. Though the process of inquiry is key to the PBL experience, content standards and key concepts must be illuminated as well. 7.Math Modeling. Mathematics is a gateway course. If students understand mathematics, their education and career options are exponentially greater. STEM projects are quantitative in nature, with students identifying performance goals that are measurable and therefore math modeling is key to successful implementation. 8.Pride in Presentation. Students present work to an audience outside of their team. 9.Enough… Educators who are usually not content specialists need curriculum assistance that gives them the confidence to teach in new ways. 10.… but Not Too Much. The curriculum must also offer ample opportunity for customization based on student interest and on local/regional realities. Ten80’s Driving Forces in Detail © 1080 Education, Inc. Project Based Learning that Doesn’t Forget the Learning
- 16. Envision & Pitch Your Business
- 17. NYC STEM Expo, Oct. 2014 Medgar Evers College in Brooklyn Enterprise Activity 1. Choose your challenge: Racing, Rover or Innovation (blank paper) 2. Add circuitry to power your product. 3. Give a 1-minute pitch to sell the idea of your product, process or company.
- 20. Pride in Presentation (8) Birmingham STEM Expo 2014
- 21. Real’ish & Relevant (1,2)
- 22. Driving Principles in Action A Path to the Innovation Space
- 23. Rigorous. Rigorous Math Modeling. (3,7) Design to maximize the rate at which work is done. Find the car weight that maximizes Power Factor (PF) Score Time DistanceWeight PF Problem Solving Certifications – Challenge #3
- 24. Weight (Kg) Score(m-Kg/s) Predict with a Storygraph
- 26. 0.00 0.50 1.00 1.50 2.00 2.50 3.00 0 0.5 1 1.5 2 2.5 3 PowerF(m-kg/sec.) Total Car Weight (kilograms) Total Car Weight vs. Average PowerF L = ___ m, Conference Floor, Standing Start Model, Best-Fit Curve
- 27. Y = aX2 + bX - c a=? b=? c=? 0.00 0.50 1.00 1.50 2.00 2.50 3.00 0 0.5 1 1.5 2 2.5 3 PowerF(m-kg/sec.) Total Car Weight (kilograms) Total Car Weight vs. Average PowerF L = ___ m, Conference Floor, Standing Start Model, Quadratic Equation
- 28. b/2a-X XofvaluemaxtheforSolve 0b2aX dX dY X...forvaluemaximumtheAt b2aXc)bXd(aX dX dY cbXaXY 2 2 The derivative is the Slope of the tangent line Model, Calculus
- 29. Gear Ratio = Spur Teeth ÷ Pinion Teeth = Mech. Advantage Extend, Optimize Mechanical Systems
- 30. Performance as Function of Gear Ratio Gear Ratio (Spur:Pinion) Score(Kg-m/s) Extend, Optimize Mechanical Systems
- 31. Open-Ended (4) Data-Driven Design Racing and Racing as Segue to Robotics
- 32. Enough…but Not too Much (9, 10) Learn to teach robots to act more like humans, beginning with the epistemology of robots. The English alphabet has 26 letters. The alphabet for computer languages has two. By mastering the language and learning to work with a variety of open- source hardware and software, students are well on their way to mastering their own futures. Robots do the Dirty, Dangerous & Dumb
- 33. How the Rover Knows Where to Go Binary Beats
- 34. Not just coding…Software + Hardware CSTA Standards: Computer Science teaches problem solving and engages all students. This program addresses the following computer science specific standards as outline by the CSTA (Computer Science Teachers Association, CSTA.org) This curriculum prepares students to understand the nature of computer science and its place in the modern world. The main topics that are addressed are : 1. installing, maintaining, and customizing software 2. managing and securing data in physical and virtual worlds 3. managing communication systems 4.2.1 Computational Thinking 3A-1 Use pre-defined functions, classes and parameters to divide a complex problem into simpler parts. 3B-1 Use data analysis to understand complex natural and human systems 3B-8 Use models and simulations to help formulate, refine and test scientific hypotheses 3B-9 Analyze data and identify patterns through modeling and simulation 4.2.1 Collaboration 3A-1 Work on a team to develop a software artifact 3B-1 Demonstrates product life cycle by participating on a software project team 4.2.3 Computing Practices and Programming 2.5 Implement problem solutions using a programming language including: looping behaviors, conditional statements, logic, expressions, variables, and functions. 3A-3 Use various debugging and testing methods to ensure program correctness 3A-4 Apply analysis, design, and implementation techniques to solve problems 4.2.4 Computer and Communication Devices 3B-1 Discuss the impact of modifications on the functionality of application programs 3B-5 Explain the notion of intelligent behavior through computer modeling and robotics
- 35. Content & Concepts (6) Energy Challenge Weather permitting, the projects guide you through assembling and testing a working, renewable energy charging station. Your job is to evaluate, optimize and sell a story telling the future of this system. No matter the vehicle, how will you power it?
- 36. Planned Activities Pilot Scale 1:10 Scale Testing & Optimization Concept Exploration
- 37. “You-Plan” Activities MarketingProject & Team Management Planning Future Development
- 38. Concept Exploration: LED SHOW Understanding Electricity is key to designing new energy systems.
- 39. Find two 47 ohm Resistors Color Digit value Multiplier Multiplier in “Long Form” Tolerance Black 0 100 1 Brown 1 101 10 Red 2 102 100 Orange 3 103 1,000 (1K) Yellow 4 104 10,000 (10K) Green 5 105 100,000 (100K) Blue 6 106 1,000,000 (1M) Violet 7 107 10,000,000 (10M) Gray 8 108 100,000,000 (100M) White 9 109 1,000,000,000 (1B) Gold ±5% Silver ±10% Concept Exploration: LED SHOW
- 40. Make a simple circuit. Concept Exploration: LED SHOW
- 41. Add 2nd LED in line. Concept Exploration: LED SHOW
- 42. Mathematically Explain Concept Exploration: LED SHOW Ohm’s Law Voltage (V) = Current (I) x Resistance (Ω)
- 43. Verify Power Ratings Concept Exploration: LED SHOW Unit Conversion Yields the Power Equation Current x Voltage = Power J/C x C/s = J / s = Watts, the unit of Power!
- 44. Living in the Innovation Space (1-10) Challenge Combine hardware and software to solve a problem or innovate something new the world didn’t know it wanted! Curriculum Innovation takes practice. Ideas are relatively easy but learning to turn those ideas into something working, new and interesting is quite a task. Competition The Innovation Challenge is a new kind of STEM Fair. Projects are evaluated using a rubric that rewards good investigation practices (GIP). Documentation is NOT optional in the NSL!
- 45. Q&A
- 46. Stay in Touch… Ten80 Education on Facebook https://www.facebook.com/Ten80Education Ten80Ed on Twitter https://twitter.com/Ten80Ed Ten80 President, Terri Stripling on LinkedIn http://www.linkedin.com/in/terristripling/ www.Ten80Education.com www.StudentRacingChallenge.com
Editor's Notes
- You’ll know what the (5) stands for in a minute.
- Ten80 has understood and aligned to these principles from day 1. Why we are in a good position to take advantage of the opportunity for change that STEM provides us.
- Could spend a full week diving into each of these, but we just have 1 hour together so let’s look at the most important. REAL & RELEVANT…..
- WHILE YOU WORK – Describe the “Float Your Boat” example. Choose to pitch a ROVER, RACING or INNOVATION company. Create and present a 1-minute pitch to sell your National STEM League team or company. Design and create a team logo on the RaceCar or Rover. Construct a RaceCar, Rover or new (even if just new to you) Innovation with LED.
- Harris Foundation illustrated the Raft Race which is the one project they required be done at all of summer camps in 2012. Harris Foundation’s Raft Race Students have a collection of materials such as sticks with which they must build a raft. The goal is to build a raft that carries the most pennies. Ten80’s Version of a Raft Race Many students will not find this fun so how to engage everyone? Give the engineering project context. For example, each team must create a story about why they are challenged to do this (they can speak of it in full scale – meaning as if this were a life-sized raft and pennies is actually cargo). As part of the project, the team must not only engineer a raft that carries the most weight. They should also seek to minimize the materials used so that the score isn’t just # of pennies, but is # pennies divided by number of sticks. The final project also includes a presentation of the pro’s and con’s of their design and discussion using graphs of why they chose their final design. Time permitting, add a visual component such as a sketch or CAD model of their design after it went through another few design rounds.
- Show this student pitch – though hard to understand the audio – after they have done their eOrigami.
- Every person in that group will find a role that speaks to them. They may be all in the same academy, but have different ways of thinking about their relationship with the over-arching topic. In a few places where there are multiple academies, they can work together. GOALS. GLUE.
- How many points do I need to get a relatively clear idea of what this looks like? One? Two…with two, what will it look like? What about 3? What about the spread? You have a data table made for you….let’s figure it out? We’re going to make a story graph over here. We’re going to build a spreadsheet over here. If anyone would rather use a graphing calculator…please do so. Wherever you are most comfortable, wherever your students would fall…use that method.
- Do it on the hand graph and on this graph….simultanelously
- Do it on the hand graph and on this graph….simultanelously
- Derivative is the slope of the tangent line. At a max, or min….that slope is equal to zero!
- These are more difficult concepts often times for the adults than the children; however, for real learning – in depth learning – to take place, kids need to do more than just mess around until something works. There is enough curriculum to guide you through this process, but not so much prescribed schedule and MUST covers that the kids forget to find themselves in there.
- Example – Students can program a robot without ever getting into the guts of computers and code. But then they are limited as to what they can do. They cannot envision real, new innovations and applications if they are narrow in their understanding.
- Example – Students can program a robot without ever getting into the guts of computers and code. But then they are limited as to what they can do. They cannot envision real, new innovations and applications if they are narrow in their understanding.
- Example – Students can program a robot without ever getting into the guts of computers and code. But then they are limited as to what they can do. They cannot envision real, new innovations and applications if they are narrow in their understanding.
- Example – Students can program a robot without ever getting into the guts of computers and code. But then they are limited as to what they can do. They cannot envision real, new innovations and applications if they are narrow in their understanding.