1. Mary LeBoulanger Conrad High School Dallas ISD Mentor: Dr. Bryan Boulanger Civil Engineering Dept. Texas A&M University

2. Water???? ….Not enough, not clean enough, Let’s fix it!!!!! Pranav Nagarnaik Dr. Bryan Boulanger Ishan Desai Yhousuf Jamal

3. Was that a snake???? Catch it!!!!!

4. NASA water reclamation project! Infinity and Beyond.......

5. “…Because it’s the right thing to do…” Dr. Stephen Carpenter Prof. of Art Ed. And Visual Culture Texas A&M University

6. Goals  Instilling a profound feeling of hope and determination in my students that through education they can make a difference in this world  create and test a filter  collect and manipulate real world, meaningful data.  Use technology that may not be familiar  Link science and math in real world investigations.  Encourage investigation and design principles

7. Day 1: Pretest Videos Journaling Build a water filter http://stemsummit.tamu.edu/resources/nasa/Water_Fil tration_Engr_Design_Challenge-SEEC.ppt

8. Day 2: 1.Gather water 2. Examine the water 3. Filter water through the ceramic filters 4. Measure and graph flow rate.

9. Day 3: 1. Determine the water needed for a family for a day. 2.Determine time required to filter water for a family. 3. Enter data on a table and a graph, calculate filters needed for a village. 4. Display their posters and do a gallery walk

10. Day 4: Finish filters. Filter a stock solution measure and graph data. Use a colorimeter, a pH meter, and salinity probe. If this data shows a correlation determine a linear regression to fit the data.

11. Day 5: 1. PUR demonstration 2. Determine cost of water using PUR 3. Compare the cost of using the clay filter and the PUR 4. Choose “Best” Method 5. Participate in a Socratic Seminar

12. Vocabulary Some vocabulary that will be incorporated into the lessons: Domain Range Continuous data Discrete data Slope Rate Direct variation Dependent Independent Constant Solution Formula Equation Correlation Scatter plot

13. Materials: Various materials for constructing filters Water testing apparatus including a colorimeter, pH meter, salinity meter, microscope, etc. PUR packets Various containers for the water Poster paper, markers, graph paper etc. for producing five representation posters of data. Graphing calculators, computers and other technology for researching and calculating information.

14. After the unit has been completed students will be given a post test to determine the impact of the lessons. This post test will include questions from WEBCCAT that cover the topics of: Scatter plots Correlation Graphing Tables Equations Solutions to systems of equations by graphing

15. TAKS Objectives covered: A wide range of topics dealing with graphing Multiple representations of data Formulating equations from data Solutions to pairs of linear equations Some science objectives will be discussed Some social studies topics will be discussed

16. Acknowledgements: A special thanks to our mentor, Dr. Bryan Boulanger for the time he has spent with us, the knowledge he has shared and for the work he is doing. Thank you to all the E3 folks that have made this a fantastic learning experience. Thank you to all the E3 participants. I feel I truly have made wonderful friends and found fantastic resources for knowledge and inspiration. Thank you to my partner Kamilah that has made this so much more fun and has reminded me why God gave children to young people! Good Luck. Thank you to the NSF for realizing how important it is for teachers to have the opportunity to “learn” and for making this possible