1. Mathematics and Science Partnership (MSP)
Transformational
Science  Technology  Engineering  Mathematics
Engage
Explore
Apply
Create
Analyze
Revise
Present
Reflect
Design Cycle
Mathematics and Science Partnership (MSP)
Colleton County Middle School
and
Clemson University Department of Mathematical Sciences
PDI2 Professional Development for Integrated Inquiry 1

2. Goals Today’s Agenda Morning
THE MSP grant is designed to:
Increase teacher content knowledge in math and science.
Improve student learning in math and science while decreasing subgroup score differentials.
Improve teacher knowledge of interconnectedness among STEM disciplines.
Morning
Vroom! Vroom! Exploring Engineering Design Cycles
Connecting math and science
through project- based learning
Afternoon
Formative Assessment
House Branding
STEM Units

3. Field Trip Think, Pair, Share
What connections to STEM education did you observe on the field trip?
What did you learn on
the field trip?

4. Colleton County Middle School Engineering Design Cycle
Engage
Explore
Apply
Create
Analyze
Revise
Present
Reflect
Design Cycle
Colleton County Middle School Engineering Design Cycle

5. Designing a Propulsion System
Is it possible to develop a propulsion system with the given materials that will move the toy car 3 meters?
Present and Reflect
Showcase the cars. Describe your design and run your car on the 3 meter track.   
What changes would you now make?
What question would you investigate next? Why?

6. Driving Science

7. Project Based Learning: Faster Mousetrap Car
What changes to the prototype
will make the mousetrap car
go faster?
Engage/Explore
Spend about 15 minutes researching what
makes a mousetrap car go faster.
Helpful website:
Explain that this time should be used to make sure each team member knows how to operate a mousetrap car.
Distribute a bag of parts to each team.
After testing the car and collecting data, each team member should practice running the car on the track.
After an adequate amount of time, ask,
What did your team find out about mousetrap cars?

8. Project Based Learning: Faster Mousetrap Car
Create and Apply
Make a plan to use the given materials to investigate the question. Include in your notebook:
Drawing of your design.
List of materials.
Process to be used.
Explain that this time should be used to make sure each team member knows how to operate a mousetrap car.
Distribute a bag of parts to each team.
After testing the car and collecting data, each team member should practice running the car on the track.
After an adequate amount of time, ask,
What did your team find out about mousetrap cars?

9. Project Based Learning: Faster Mousetrap Car
Analyze and Revise
Collect data about your mousetrap car.
Mass (g)
Length (cm)
Trial
Distance (cm)
Time (s)
Speed (cm/s) 1
100 2 3
Average
Explain that this time should be used to make sure each team member knows how to operate a mousetrap car.
Distribute a bag of parts to each team.
After testing the car and collecting data, each team member should practice running the car on the track.
After an adequate amount of time, ask,
What did your team find out about mousetrap cars?
Explain in writing how this data compares with your prototype.
What further modifications are needed to win a 3-meter race?

10. Project Based Learning: Faster Mousetrap Car
Present and Reflect
Be prepared to explain your modifications and enter your car in a race.
What changes would you now make?
What question would you investigate next? Why?
Explain that this time should be used to make sure each team member knows how to operate a mousetrap car.
Distribute a bag of parts to each team.
After testing the car and collecting data, each team member should practice running the car on the track.
After an adequate amount of time, ask,
What did your team find out about mousetrap cars?

11. Post-Assessments Science: MOSART
Developed at Harvard University with funding from the National Science Foundation primarily to provide no-cost assessment support to NSF-funded Mathematics and Science Partnership (MSP) Institutes.
Math: LMT
Developed at the University of Michigan to measure the effectiveness of professional development intended to improve teachers' mathematical knowledge.

12. House Branding
Branding Elements Another challenge! Design an activity to use at the beginning of the school year to introduce students to their houses. Include the CCMS engineering design cycle in the activity. The branding materials and activities will be presented on the last day of the institute.

13. Revising STEM Units
Today’s Goal: Share revisions with the whole group.
Where are you with your revisions?
What more needs to be done?

14. Connection to STEM Reflection
List the STEM disciplines in your notebook.
For each discipline, write an example of an activity that you experienced during Week One that represents that discipline.