STEM EXPO 2016 Workshop #2 November 19, 2015 Edmonds School District

Agenda Welcome & Introductions Teacher Check In Brief Overview of STEM Expo Getting Started Student Proposals Next Steps Managing Materials & Data Time Sheets

Who Are We? Mary Glodowski – CTE STEM TOSA Who are you? Where do you teach? What grades? Have you participated in the STEM Expo before?

BRIEF REVIEW OF STEM EXPO WS #1

STEM Expo 2016 Monday, April 18, pm Mountlake Terrace High School Online registration open from Feb 18 – Mar 11

Categories (find full descriptors at and )  Scientific Investigation  Engineering Design/Inventions  Scientific Inquiry Essay  Computer Sciences  STEM Club Projects  STEM Classroom Demonstrations

GETTING STARTED

Helping Students to Explore Ideas Consider using a thematic approach Example Together we can feed the world. Together we can build a secure energy future. Together we can protect people and the environment. Together we can be innovative anywhere. ~ DuPont Challenge Visit our STEM Competitions page for links to events that help students develop focused ideas to explore. Google Fair 2015’s “Stuck for Ideas?” springboard has been especially helpful!

Know your Own Criteria & Constraints Professional Satisfaction around Student Growth Stress Criteria: What do you want your students to gain from this experience? Leadership? Use of Science & Engineering Practices? Connections to the Community? Collaborative Learning? Communication Skills? Critical Thinking? Constraints: What are your own challenges this year? Time? Resources? Classroom Space? Expertise? Need Support? Colleagues, Parents, Mary GlodowskiMary Glodowski

YEAH for YOU!

STUDENT PROPOSALS & SAFETY

Characteristics of a Strong Proposal Safe Authentic & purposeful Shows student’s passion Does not re-create an encyclopedia article Developed from an informed background Specific question to investigate (experimentation or writing) or a specific problem to address (engineering/invention) Realistic criteria/constraints set by students and involved adults Multiples – trials, resources, prototypes

Safety & Ethics Regulations All projects must be approved, and YOU are the “Approver” – EXCEPT FOR THESE CIRCUMSTANCES: You aren’t sure if it is solid proposal Your student wants to use the following in a project: In those circumstances, contact Mary Glodowski for next steps to take. human subjects (even if it’s just to ask them questions for a survey) any micro-organisms (bacteria, viruses, fungi) controlled or hazardous substances chemicals not generally found in a household vertebrate animals (animals with a backbone) animal tissue DNA Radiation Explosives

Troubleshooting and Supporting Student Ideas Just say NO to the Volcano! Projects should lead to STEM knowledge. It’s not STEM if the purpose of the experiment is to “just see what happens.” Help students develop their skills in time management.

How can you guide this student towards a stronger question?

How can you guide this student towards a better plan?

How could you help this student create a more authentic experiment?

NGSS Science & Engineering Practices Science Only Both Science and Engineering Engineering Only Asking QuestionsDefining Problems Developing and Using Models Planning and Carrying out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Constructing ExplanationsDesigning Solutions Engaging in Argument from Evidence Obtaining, Evaluating, & Communicating Information Moving from “scientific method” To NGSS Science & Engineering Practices

Science Procedure Approved Proposal Investigative Question or Hypothesis Materials List Step by Step Procedure including Many Controlled Variables ONE Manipulated Variable ONE Responding Variable MULTIPLE trials or tests Engineering Design Approved Proposal Concise Problem to Solve Materials List Preliminary Design & Prototype including Criteria & Constraints Sketches, drawings, models Multiple prototypes and critique Process of evaluating success

MANAGING MATERIALS & DATA

Take Notes Each Day of the Project Observations Potential problems Example of project notebook entries: Notice errors are crossed out, never erased.

Take Pictures or Sketch & Label Observations Observational data Reminders of events Use for display boards

What Kind of Data is Needed? What measurements will be taken? How often will the experiment be repeated or how many prototypes will be engineered? What mathematical formulas or equations will be needed to describe the results of the experiment? What criteria will be used to determine if the engineering design/invention accomplished what was intended? Important Note: Asking someone’s opinion of the invention is NOT acceptable criteria. Don’t test inventions or innovations on each other!

Working with Variables A VARIABLE something that is capable of being changed The CONTROLLED VARIABLES are ALL the things you intentionally keep the same. The MANIPULATED VARIABLE is the ONE thing that you do change. The RESPONDING VARIABLE is the ONE thing that is affected by what you have change. It should be measurable and will be recorded as your DATA. Other Terms for Variables: Manipulated = Independent Responding = Dependent

Data Table Example TITLE Manipulated Variable (units) Responding Variable (units) Trial 1Trial 2Trial 3Average Manipulated Variable information is on the left. Responding Variable is in the columns on the right.

Graphing Data Determine the type of graph appropriate for your data. Bar Graphs – show relationships between variables (weight of 3 day old labradoodles in the US) Line Graphs – show change over time, trends, continuous data (change in the US census from ) Circle/Pie Graphs – show how parts or percents equal the whole (distribution of color of all the m&m’s in one 16oz bag) Resource: Create a Graph from Kid Zone (NCES)

Variables and Graphs Y Axis: Responding Variable (What I Measured) X Axis: Manipulated Variable (What I Changed)

Questions to Ask When Looking at Data Did I collect enough data? Did I use appropriate units? Is the data accurate? Did my data support my hypothesis? Yes or No – each are valid conclusions Use data as evidence to support your conclusion NOTE: Hypotheses are SUPPORTED or NOT SUPPORTED. They are not “proved” or “right” or “wrong”.

Don’t let this be your students’ experience with STEM!

Thank You! Did you sign in? Time Sheets – “STEM Expo Teacher Workshop #2” 11/19/2015