We can’t solve problems by using the same kind of thinking we used when we created them. -Albert Einstein WHY IS STEM EDUCATION IMPORTANT?

WHAT IS TECHNOLOGY? Technology

1. What is the technology? 2. What does it do? What problem does it solve? 3. How else could you use it? 4. What material is it made of? 5. What other materials could it be made of?

TECHNOLOGY CAN BE…………. An Object A Process: part of a system or steps (directions, recipe card) A System: do something with it

TECHNOLOGY CAN BE………. Any human made thing used to solve a problem or fulfill a desire

 What do you think an engineer is or what is engineering?  What do you think of when you hear the word engineering? WHAT IS ENGINEERING?

 Engineering is not usually considered a science. Science is about discovering the natural. Engineering is creating the artificial.  Engineers apply the principles of science and mathematics to develop solutions to problems. WHAT IS ENGINEERING?

 Some examples:  Playground, building, fence, bike, helmet, cell phone, cooler, pop can, pop, water bottles, apples, sunglasses, football, chair, sandals, watch, clothes MAKE A LIST OF ITEMS THAT HAVE BEEN ENGINEERED IN THIS PICTURE

 The four main types of engineering are:  Chemical  Civil  Electrical  Mechanical  Other branches of engineering include aerospace, biomedical, environmental, and manufacturing. THERE ARE MANY TYPES OF ENGINEERING

 Chemical engineers discover and manufacture:  Plastics  Paints  Fuels  Fibers  Medicines  Fertilizers  Paper  Chemical engineers also play an important role in protecting the environment by inventing cleaner technologies. CHEMICAL ENGINEERS

 Civil engineers oversee the construction of the buildings and other structures that make up our world:  Highways  Skyscrapers  Railways  Bridges  Water reservoirs  Civil engineers are known to say it’s architects who put designs on paper, but engineers who actually get things built. CIVIL ENGINEERS

 This is the largest field of engineering  Encompasses the macro (huge power grids that light up cities) as well as the micro (devices smaller than a millimeter that tell a car’s airbags when to inflate)  Electrical engineers develop components for  The most fun things in our lives  MP3 players, digital cameras, or roller coasters As well as the most essential medical tests or communications systems ELECTRICAL ENGINEERS

 Mechanical engineers work in nearly every area of technology  If an object or system has a moving part, it has benefited from the influence of a mechanical engineer.  Mechanical engineers often have to work with all other branches of engineering.  Mechanical Engineers might develop:  A bike lock  An aircraft carrier  A child’s toy  A hybrid car engine  A wheelchair  A sailboat MECHANICAL ENGINEERS

 Ask: What’s the problem? What have others done? What are the constraints?  Imagine: What could be some solutions? Brainstorm ideas. Choose the best one.  Plan: Draw a diagram. Make a list of materials you’ll need.  Create: Follow your plan and create it. Test it out!  Improve: Make your design even better. Test it out! THE ENGINEERING DESIGN PROCESS

The Challenge Construct a boat that: A.Will float B.Will hold a large number of pennies—the more, the better  Ask  Imagine  Plan  Create  Improve CLAY BOATS

 How do we know that air exists?  Can you see it, hear it, touch it, taste it, and smell it? SCIENCE AND LITERACY

The Challenge: Prove that air exists  Directions:  Work with a team.  Assign jobs: marshmallow filler, air pumper, counter  Add 1 cup of mini marshmallows to your clean bottle.  Observe and draw your bottle in the observe section on your paper.  Place fizz saver on the bottle.  Carefully pump bottle full of air. (try 35 pumps)  Record what you did in the “do” section on your paper.  What happened as air fills the bottle? Record your observations in the happen section of your paper.  Draw bottle again.  Release the pressure by unscrewing the cap, but don’t take your eyes off the marshmallows.  Discuss results. CONDUCT AN EXPERIMENT

SCIENCE: READING NON FICTION TEXT Chemist

Flavorist/ Flavorologist

1.Remove the wrapper from the first candy bar. Save the wrapper. 2.With a partner, examine the candy bar using sensory details. 3.Create a list of  Smells  Texture  Tastes  What substances might be in the candy 4.Repeat with the second candy bar. 5.Compare your notes with the candy bar labels. THINK LIKE A FLAVOROLOGIST

Reading Non-fiction text: Text Dependent Questions 1.Read the article: Cool Jobs: People with a taste for chemistry 2.Reread the 5 th paragraph. What does Dana Sanza spend time doing most of her day at work? Locate evidence from the text to support your answer. 3.What do food companies often ask flavorologists to do? Locate evidence from the text to support your answer. 4.Why would companies what flavor chemists to recreate a synthetic flavor when they could just use real natural flavors? Locate proof from the article to support your answer? STEM JOBS: COOL CAREERS IN SCIENCE

 What was one thing that surprised you about STEM? Or was a new idea relating to STEM?  How will you take what you’ve learned today and apply it to your classroom? WHY IS STEM EDUCATION IMPORTANT?