Tower Design as a STEAM Project

2017 ◽  
pp. 206-219
Author(s):  
Judith A. Bazler
Keyword(s):  
Real World ◽  
Background Information ◽  
Engineering Practice ◽  
Science Standards ◽  
School Students ◽  
Graph Paper ◽  
Cooperative Team ◽  
And Mathematics ◽  
Use Of Models

The next generation science standards promote the teaching of engineering skills including the designing, testing and building of models. Tower building can provide a real world experience that not only provides the students with physics and mathematics through motion and stability but the explanation of the use of models and the engineering practice of design, redesign and testing of these models. Tia Pilskow (2014) used the project of building a tower with her middle school students in order to provide a cooperative team long term project. She focused first on the design using background information on existing towers. She required each team to design their tower first using graph paper and scale. This process stressed the need for Art and Mathematics in the STEAM project. The science, technology and engineering also played a major part in the design. The case included in this article expands her process by including a cost analysis attempting to promote real world engineering.

Tower Design, Build and Test as a STEAM Project

2020 ◽  
pp. 154-169
Author(s):  
Judith Bazler
Keyword(s):  
Real World ◽  
Background Information ◽  
Engineering Practice ◽  
School Students ◽  
Final Project ◽  
Graph Paper ◽  
Design Build ◽  
Cooperative Team ◽  
And Mathematics

The next generation science standards promote the teaching of engineering skills including the designing, testing, and building of models. Tower building can yield real world experience that not only provides the student with physics and mathematics through motion and stability but also through the explanation of the use of models and the engineering practice of design, redesign, and testing of these models. Tia Pliskow used the project of building a tower with her middle school students in order to provide a cooperative team long-term project. She focused first on the design, using background information on existing towers. She required each team to design their tower first using graph paper and scale. This process stressed the need for science, technology, engineering, art, and mathematics. The case included in this article expands her process by including a cost analysis attempting to promote real world engineering, links to more content, and final project photos. In addition, by building a shake platform, a test for the tower is added.

Real World Design Challenge (RWDC) – An Overview

2014 ◽  
Vol 902 ◽  
pp. 437-447 ◽  
Author(s):  
Adeel Khalid ◽  
Brent Terwilliger ◽  
Anthony Coppola ◽  
Jim Marion ◽  
David Ison ◽  
...  
Keyword(s):  
High School Students ◽  
Real World ◽  
Learning Opportunities ◽  
Lessons Learned ◽  
Traditional Curriculum ◽  
School Students ◽  
Real World Problem ◽  
Design Challenge ◽  
And Mathematics ◽  
Feasible Solutions

In this paper, the Real World Design Challenge (RWDC) competition is discussed in detail. This paper highlights the need, history, and approach taken for the design of the challenge. The authors discuss how this challenge promotes Science, Technology, Engineering and Mathematics (STEM) education and provides opportunities for high school students to acquire knowledge and experience beyond their traditional curriculum. The challenge is based around a real world problem. Students are asked to work in teams to find feasible solutions for the identified problem. The process for developing the challenge, student engagement, learning opportunities, student evaluations, publicity and recruitment efforts, design objective and timeline, and assessment metrics are some of the topics discussed. In this paper, the lessons learned from developing and running the challenge are also addressed.

Reflections on Experiences at a Residential Science and Math High School: An Alumni Survey

2021 ◽  
pp. 016235322110447
Author(s):  
Hope E. Wilson
Keyword(s):  
High School ◽  
High School Students ◽  
Educational Attainment ◽  
Leadership Positions ◽  
Academically Talented ◽  
School Students ◽  
And Mathematics ◽  
Talented Students ◽  
Academically Talented Students

Residential Science High Schools (RSHS) for academically talented students that focus on science, technology, engineering, and mathematics (STEM) provide opportunities for high school students to accelerate their education. This study examines the results of a retrospective survey from one RSHS, including alumni for more than 20 years after graduation. The results indicate that the alumni have high levels of educational attainment and careers in STEM fields. In addition, the alumni perceive their experiences at the RSHS to have been positive, and that the RSHS prepared them for their educational pursuits, careers, social experiences, and future leadership positions. Finally, although the alumni did report a drop in academic self-concept while they were in the program, this drop did not appear to have an effect on their long-term goals or educational attainment. The implications for this study are to support the use of radical acceleration in the form of residential schools for an educational intervention for academically talented high school students.

scholarly journals Project-based learning oriented STEAM: the case of micro–bit paper-cutting lamp

2021 ◽  
Author(s):  
Shih-Yun Lu ◽  
Chih-Cheng Lo ◽  
Jia-Yu Syu
Keyword(s):  
Elementary School ◽  
Creative Thinking ◽  
Project Based Learning ◽  
School Students ◽  
Learning Attitude ◽  
Steam Education ◽  
Interdisciplinary Knowledge ◽  
And Mathematics ◽  
The Impact

AbstractThe main purpose of the living technology curriculum is to cultivate students' interest in learning science and technology, and further to utilize their experience of learning instructions and develop their ability to integrate interdisciplinary knowledge and skills. In recent years, as countries have begun to emphasize the concept of interdisciplinary integration in the school education, STEM (Science, Technology, Engineering, and Mathematics, STEM) focuses on cultivating interdisciplinary talents. With this, STEAM highlights the role of ART because other dimensions of STEM are expected to be effectively integrated through the cultivation of aesthetics; the purpose of this study is to design a STEAM curriculum for elementary school children and to explore the impact of STEAM education on the creativity. The content of this course is based on the PBL (Project-Based Learning) with the teaching activities combining with “Chinese Paper-cutting” and “BBC micro: bit”. The teaching process is used the strategy of creative thinking instruction. The research method adopts a one-group pretest–posttest design based on a purposive sampling of 21 students from one class in an elementary school. The research tools included the records of learning feedback and the creativity assessment. The empirical findings show that the project-based learning incorporating STEAM activity has a positive significant influence on students’ development of creative recognition. Since the empirical results are constricted by the short-term STEAM course, the STEAM course with the art-oriented still benefits the STEAM education and Learning effectiveness of elementary school students. The implication of interdisciplinary interactive Lamp of Paper Carving with Micro:Bit is expected to contribute to further development of STEAM course. Since the curriculum is only last for few weeks, it is too short to affect the emotional facet of creativity. Future researches are suggested to extend the teaching period and evaluate the long-term influence of PBL STEAM on students' learning attitude.

Using Arts Education in STEM With the Science and Engineering Practice of Developing and Using Models

2020 ◽  
pp. 238-263
Author(s):  
Lizette A. Burks
Keyword(s):  
Preservice Teachers ◽  
Science Education ◽  
The United States ◽  
Engineering Practice ◽  
Science Standards ◽  
Science And Engineering ◽  
Education Standards ◽  
The Arts ◽  
And Mathematics ◽  
Science Education Standards

Since 2013 more than three-quarters of the United States has adopted science education standards based on the Next Generation Science Standards (NGSS). Science education is often integrated with multiple disciplines including technology, engineering, and mathematics (STEM) and in more recent movements integrated with the arts (STEAM). This chapter examined preservice teachers' preconceptions about the practice of developing and using models in science education and practical integration of the arts through this central practice. The results of the study indicated preservice elementary preconception survey scores were higher when describing the practice as a social endeavor than any other aspect of the practice. Using social endeavors as a lever in elementary teacher education can help preservice teachers utilize this critical practice in more expansive ways (investigatory, sensemaking, critiquing). Examining the way the arts manifest in the practice of developing and using models within the NGSS serves as a first step to finding meaningful ways for integration.

Construction of a model demonstrating neural pathways and reflex arcs.

1996 ◽  
Vol 271 (6) ◽  
pp. S14 ◽  
Author(s):  
V Chan ◽  
J M Pisegna ◽  
R L Rosian ◽  
S E DiCarlo
Keyword(s):  
High School Students ◽  
Teaching Methods ◽  
Higher Learning ◽  
Neural Pathways ◽  
School Students ◽  
Major Reform ◽  
And Mathematics ◽  
Basic Level ◽  
Use Of Models ◽  
Mathematics And Science

Employment opportunities in the future will require higher skills and an understanding of mathematics and science. As a result of the growing number of careers that require solid science and mathematics training, the methods of science education are undergoing major reform. To adequately equip students for technologically advanced positions, new teaching methods must be developed that prepare tomorrow's workforce for the challenges of the 21st century. One such method is the use of models. By actively building and manipulating concrete models that represent scientific concepts, students are involved in the most basic level of Piaget's learning scheme: the sensorimotor stage. Models are useful in reaching all students at the foundational levels of learning, and further learning experiences are rapidly moved through higher learning levels. This success ensures greater comprehension and understanding compared with the traditional methods of rote memorization. We developed an exercise for the construction of an inexpensive, easy-to-build model demonstrating neural pathways and reflex arcs. Our exercise also includes many supplemental teaching tools. The exercise is designed to fulfill the need of sound physiological teaching materials for high school students.

scholarly journals Dynamic Codebook for Foreground Segmentation in a Video

2017 ◽  
Vol 10 (2) ◽  
pp. 144-155
Author(s):  
Worapan Kusakunniran ◽  
Rawitas Krungkaew
Keyword(s):  
Computer Vision ◽  
Real World ◽  
Early Stage ◽  
Image Sequences ◽  
Foreground Segmentation ◽  
Background Information ◽  
Detection Algorithms ◽  
Change Detection Algorithms ◽  
Novel Method

The foreground segmentation in a video is a way to extract changes in image sequences. It is a key task in an early stage of many applications in the computer vision area. The information of changes in the scene must be segmented before any further analysis could be taken place. However, it remains with difficulties caused by several real-world challenges such as cluttered backgrounds, changes of the illumination, shadows, and long-term scene changes. This paper proposes a novel method, namely a dynamic codebook (DCB), to address such challenges of the dynamic backgrounds. It relies on a dynamic modeling of the background scene. Initially, a codebook is constructed to represent the background information of each pixel over a period of time. Then, a dynamic boundary of the codebook will be made to support variations of the background. The revised codebook will always be adaptive to the new background's environments. This makes the foreground segmentation more robust to the changes of background scene. The proposed method has been evaluated by using the changedetection.net (CDnet) benchmark which is a well-known video dataset for testing change-detection algorithms. The experimental results and comprehensive comparisons have shown a very promising performance of the proposed method.

scholarly journals Teaching Magnetoelectric Sensing to Secondary School Students—Considerations for Educational STEM Outreach

Sensors ◽  
2021 ◽  
Vol 21 (21) ◽  
pp. 7354
Author(s):  
Cara Broß ◽  
Carolin Enzingmüller ◽  
Ilka Parchmann ◽  
Gerhard Schmidt
Keyword(s):  
Secondary School ◽  
Implementation Strategies ◽  
Modern Society ◽  
Educational Outreach ◽  
Outreach Program ◽  
School Students ◽  
Outreach Programs ◽  
Scientists And Engineers ◽  
And Mathematics

A major challenge in modern society is the need to increase awareness and excitement with regard to science, technology, engineering and mathematics (STEM) and related careers directly or among peers and parents in order to attract future generations of scientists and engineers. The numbers of students aiming for an engineering degree are low compared to the options available and the workforce needed. This may, in part, be due to a traditional lack of instruction in this area in secondary school curricula. In this regard, STEM outreach programs can complement formal learning settings and help to promote engineering as well as science to school students. In a long-term outreach collaboration with scientists and engineers, we developed an outreach program in the field of magnetoelectric sensing that includes an out-of-school project day and various accompanying teaching materials. In this article, we motivate the relevance of the topic for educational outreach, share the rationales, objectives and aims, models and implementation strategies of our program and provide practical advice for those interested in outreach in the field of magnetoelectric sensing.

scholarly journals Developing Computational Thinking Teaching Strategies to Model Pandemics and Containment Measures

2021 ◽  
Vol 18 (23) ◽  
pp. 12520
Author(s):  
Roberto Araya ◽  
Masami Isoda ◽  
Johan van der Molen van der Molen Moris
Keyword(s):  
Computational Modeling ◽  
Real World ◽  
Virus Transmission ◽  
Computational Thinking ◽  
Asia Pacific ◽  
School Students ◽  
Grade Levels ◽  
Containment Measures ◽  
And Mathematics ◽  
Key Aspects

COVID-19 has been extremely difficult to control. The lack of understanding of key aspects of pandemics has affected virus transmission. On the other hand, there is a demand to incorporate computational thinking (CT) in the curricula with applications in STEM. However, there are still no exemplars in the curriculum that apply CT to real-world problems such as controlling a pandemic or other similar global crises. In this paper, we fill this gap by proposing exemplars of CT for modeling the pandemic. We designed exemplars following the three pillars of the framework for CT from the Inclusive Mathematics for Sustainability in a Digital Economy (InMside) project by Asia-Pacific Economic Cooperation (APEC): algorithmic thinking, computational modeling, and machine learning. For each pillar, we designed a progressive sequence of activities that covers from elementary to high school. In an experimental study with elementary and middle school students from 2 schools of high vulnerability, we found that the computational modeling exemplar can be implemented by teachers and correctly understood by students. We conclude that it is feasible to introduce the exemplars at all grade levels and that this is a powerful example of Science Technology, Engineering, and Mathematics (STEM) integration that helps reflect and tackle real-world and challenging public health problems of great impact for students and their families.

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