SWE, Me, and the McWane Center

An EXXON Development Grant funded project

By the Birmingham SWE Section

 

 

 

 

Project Highlights

 

The first thing we would like to say is a very special thank you to the EXXON Foundation for their considerable contribution.  Due the available grant, the Birmingham Section was able to host an incredible program to introduce young girls to math, science, and engineering.

 

The initial SWE, Me, and the McWane Center Project Initiation Proposal was designed to introduce science, math, and engineering to girls that would not normally be exposed to it.  Girls Incorporated of Alabama was selected since we already had an existing relationship with them, and realized these girls would enjoy learning from the information that the Society of Women Engineers could offer.  Ellyn Grady, Executive Director of Girls Inc., asked that we look at a group of girls in the fourth through seventh grade.  These girls are usually not included in many of the programs that the centers offer since they fall between current programs already offered to the younger and older groups.  By involving the girls in an everyday project, they have a chance to explore their interests in math and science.

 

The project was designed around the engineering concepts of a house.  The purpose was to see the different types of engineering involved in the development of a house.  Engineering segments included: the land on which the structure would be built including rock coring (since our soil is varying); the effects of construction on our water supply and its flows; how wood is used in framing; and the concrete used for foundations and its physical properties.

 

As the project group met to decide the exact experiments the girls would participate in, the original scope changed slightly.  We realized that there weren’t enough volunteers to complete the many days of instruction that were necessary and that many of the instruction sessions would fall during normal business hours, thus causing us to change our program slightly.  Although there were changes, the program benefits to the girls and the volunteers did not change.

 

Our final scope for the program re-arranged subjects, and the time available.  The final scope contained a week of instruction for learning about rocks and the earth; a week of instruction for learning about wood framing for making stepping stones; a week of instruction for learning about concrete and its properties, and rock coring; and a week of instruction for learning about water, its properties, where it comes from and where our local sources are.  The fifth week was a chaperoned sleepover at the McWane Science Center, which includes interactive science exhibits.  As can be seen from the weekly reports, some weeks had more activities than others did.

 

The girls were encouraged to explore math and science, as well as asking questions on these subjects and how they related to their everyday lives.  They had hands on experience with the engineering skills required to complete their projects, learned about safety, and were able to improve their self-confidence.  The girls had a chance to interact with female engineers and ask questions regarding non-traditional careers. 

 

Other items covered were sign-off sheets required by Girls Inc. of Central Alabama for volunteers working with the girls, parental contracts for Girls Inc. participant outings, and the McWane Center release forms.  We required safety lessons for specific activities and supplied safety gear for all participants.

 

 

In following the Project Initiation Proposal guidelines we have answered a few of the questions below.  These questions are answered for the project overall.  As you will be able to see, that a few of the weekly reports also follow this guideline.

10.2.1  What did we originally hope to accomplish under the grant?  If these goals were subsequently modified, explain.  We hoped to expose young girls to the engineering aspects of math and science and show how engineering is an every day process.  Our goals were not modified; just the method by which we completed those goals.

 

10.2.2  How did we realize the project goals?  If the project design differed from the original plan, describe.  We realized the project goals by deciding on project experiments that involved young girls in non-traditional paths.  The project differed slightly on the actual experiments, but not the materials or lessons taught.  The reasons for change were due to volunteer work and family restrictions.

 

10.2.3  What are the principal outcomes of the project?  Are these all that were anticipated?  What is the potential significance of the outcomes for SWE? For non-SWE? How can the outcomes be communicated for future use of this program?  The outcomes that we had anticipated from this project were to see the girls learn from our experience, and to ask questions they normally wouldn’t since its been a normalcy that girls don’t ask technical questions associated with a traditional male role or profession.  The highest gain from this project is that the Society of Women Engineers has become a known entity for reference and help for girls wishing to learn more about engineering.  We learned that the staff of the Girls Inc. center also learned about engineering, and that there are many types of engineers and job requirements.  This project was intended as a learning tool for not only the Birmingham Section, but also for other Sections of SWE, teaching facilities and for the general public.  We intended to publicize the fact that information about engineering is available for anyone, and that SWE is a great resource and learning tool.  When we began our lessons, we realized that less than ten percent (10%) of the girls knew there were different types of engineers, much less the work associated with the different types of engineers. 

 

10.2.4  Are there any recommendations to continue or build on the work accomplished under the grant?  Through the development of the PIP, we learned that there were more girls interested in math and science than our original project was able to service.   The Birmingham Section saw incredible results from the girls as they learned about how many areas of engineering are involved in building a house, and that many of the parents were in awe of how their girls looked forward to attending the lessons each week.  We felt that had there been enough of us (SWE volunteers), we would have been able to provide the project for all eight (8) of the Girls Inc. centers of Central Alabama.  We recommend that any section try a program similar to ours.  Its never too early to help a young mind explore math and science.

 

10.2.5  Were the monies received adequate for the project?  Our original budget was a little immature.  We estimated the costs associated to each week’s activities by calling various businesses that sold the supplies & provided services.  I believe that we didn’t actually account for the small objects that we normally thought of as having ‘on-hand’ at either our work places or our homes.  I think that if we proposed this project at this date that we would be able to account for all of the supplies and miscellaneous items a little better.  I don’t think that we would change our budget structure much differently since we estimated the materials based on the original concept of the PIP.

 

10.2.6  Was the time allotted for the project adequate?  Our time schedule changed slightly due to time requirements and scheduling conflicts of some of the demonstrators and volunteers.  For the experiments that were performed, the time allotted was adequate to the point that the girls understood the material presented. 

 

10.2.7  Were and significant problems encountered in the project?  Could they have been avoided?  We didn’t actually encounter any significant problems in carrying out our project, just some minor glitches. Kind of like design changes – nothing that can’t be changed within the new time prescribed.  After hosting this project, we all had a better understanding of the design steps involved, estimating materials, and staffing requirements.  Its project management at its finest.

 

10.2.8  Did the project receive any public attention?  The project received a few mentions in the local Birmingham area.  Mary Crisp, Week #2 leader, was presented with ‘Instructor of the Year’ from ITT Technical Institute for her activities with the newly forming Student SWE Section at the college and for her excitement with teaching young girls.  Janet Nemanic was written up in an article in the Birmingham News ‘Good Work’ column, recognizing the activities of the Society of Women Engineers, and women engineers in the local area. (articles enclosed)

 

Original Project Initiation Proposal for SWE, Me, and the McWane Center, DR043.

 

 

SWE, ME and the McWane Center

A Career Guidance Activity

 

I.                     Executive Summary

 

SWE, Me, and the McWane Center is a program designed for students of Girls, Inc.orporated to learn first hand what science and engineering are all about.  Students in at-risk situations are easily strayed from the importance of education and are unaware of the variety of educational opportunities available to them.  The newly opened McWane Center is a state of the art interactive Science Center offersing programs of all types for students in a sleepover type atmospherethat will allow the girls to explore their interests in science and engineering.  Girls can explore their interests in science and engineering by This can be achieved through the learning of what is being directly involved through the entire process of engineering, from inception to construction.  The program is a five-part series designed to prompt the girls to think about math and science, as a process  in motion.  The Birmingham Section is certainhopes that these students will come away with a much clearer understanding of what engineering is and the steps involved from design through constructionexplore their interests in science and engineering through the experiments, and through the McWane Center visit the girls will be able to see an entire process in motion.  Through this partnership, Girls Inc. and SWE will gain recognition as an educational organization, as well as bring together a large group of girls from diverse and socioeconomic backgrounds.

 

 

II.                   Description

 

The program is scheduled to run five consecutive months, with a series of each 4-hour experiments taking place on one Saturday morning, each month, for approximately 4 hours.  The Staff of Girls, Inc.orporated asked that this program be geared towards the 4th and 5th grade girls.  These girls fall between the gap of current programs that take place at the local centers.  The five part series will include 4 experiments to take place as weather permitsat various sites, with the finale at the McWane Center. 

 

Experiment 1 will be rRock cCoring.  Due to the location of the Birmingham Center and available areas to drill, tThe girls will be transported to a specified location and watchsee a core drilling in process and view the results.  This demonstration will be followed up with a discussion onexperiment will demonstrate the how and why of buildings location determination are placed where they are and the process behind determining the importance for suitable ground.  The girls will be able to take home a core samplepiece of the coring.

 

Experiment 2 will be a Concrete demonstration. This experiment will demonstrate the method of determining the requirements for buildings and construction.  It will also display the process of breaking a cylinder to determine the strength of the cement.  The girls will be given a piece of the cylinder break.

 

Experiment 3 will be wood framing.  The girls will learn the principles of wood framing by creating picture frames. Although the only precise way to learn building framing is to actually ‘frame’ in a building, tThis experiment will demonstrate the importance of exact measurements, cutting at exact angles, and precise placement of the lengths.  Final steps will have the girls assemble the lengths into an 8 X 10-inch picture frame, staple the corners, insert the picture glass,and attach hanging wire and hooks.  The girls will actually make a frame of their own to take home.

 

Experiment 4 will demonstrate water flow and velocities. Through this experiment, the girls will be able to understand the calculations of pressure, inside pipe diameters, temperatures, and water volume.  There won’t be any samples to take home from this experiment.

 

Experiment 5 will be a sleepover trip to the McWane Center for the purpose of designing and building an Exhibit for the Center.  With the different programs available at the McWane Center, we have selected a sleepover.  Since young girls are normally inhibitedswayed  from expressing their interests in math and science, this will provide an open environmentopportunity for them to explore their own interests and talents in engineeringsee how exhibits are made..  Theis process of Exhibit production is experienced displayed from the ‘idea’ area through the ‘garage’ area, where the ideas are brought to life and constructedproduced for display.  This idea process will allow the girls to use their minds and find out what interests in math and science they have.

 

A.                  Benefits of this program for the girls:

1.        To encourage scientific and mathematical inquiry; expand the girls’ horizons as they relate to occupational fields;

2.        Build skills in math and science through practical, age-appropriate and hands-on activities;

3.        The girls will get a change to mentor and partner with adult women who are in dynamic and non-traditional occupations;

4.        Build the confidence and skills needed in science and math prior to middle school years;

5.        A chance to begin and complete an entire project.

 

B.                   Benefits of this program for the volunteers:

1.        To share their knowledge and expertise with the girls;

2.        Help build, guide and mold academic and career aspirations;

1.        Have the opportunity to work with girls from diverse backgrounds;

3.        Contribute to the future by providing opportunities for minority and low-income girls to explore and possibly become engineers of the future.

 

C.                   The costs associated with this project are listed on the attachedfollowing spreadsheet.

 

D.                  Project Management:

 

Janet Nemanic, FY99 President Birmingham Section

(205) 995-2930 (W), (205) 699-8535 (H), (205) 995-7683 (fax)

Janet.Nemanic@swe.org

1002 Rowan Springs Drive, Leeds, AL  35094

 

Lowell Christy, Senior Member, Birmingham Section

(205) 933-1080 (W), (205) 933-1088 (fax)

lowell@christycobb.com

2320 Highland Avenue, Suite 100

Birmingham, AL 35205

 

Judy Jones, Senior Member, Birmingham Section

(205) 933-1080 (W), (205) 933-1088 (fax)

judy@christycobb.com

2320 Highland Avenue, Suite 100

Birmingham, AL  35205

 

Board Sponsor:    Kathryn Mergl, Region D Director

 

E.                   Project Direction:

 

This project will be staffed by Section Members and Girls, Inc.orporated staff.  The project committee members will be responsible for the different experiments with the help of the volunteers.  The Section treasurer will maintain the disbursement of funds.

 

 

F.                   Project Life:

 

The design of this project is to pass on real life science and engineering work experiences from working professionals to young girls.  With the activity of each experiment, we will be able to see immediate results through questions the girls have about the experiments and answers to questions we will ask about what they should be learning.  With attendance numbers we will be able to monitor interest in the program, and with continued attendance we will be able to monitor project success.  The committee’s hopes are to have this project continue year after year, and to expand to be able to serve all of the local Centers. A questionnaire will be handed out for the girls to fill out with respect to their interest of the program, what they believe they learned, and what they liked most about the program.

Week #1 - Now You’re Rockin!

 

Sandra A. Wood, MSE

Birmingham SWE Senior Member

 

 

10.2.1

The purpose of this week’s activities was to introduce the students to earth science, geology, and mining engineering while laying the ground work (pun intended!) for future activities related to materials, civil, and environmental engineering.  A learning module based on an aggregate/rock quarry was chosen since this is a mining operation which is accessible in most communities nationwide and its minerals and products are used for concrete, asphalt, cement, building stone, sand, fertilizer, etc.  The mining industry also employs a variety of engineers (mining, materials, electrical, mechanical, environmental, industrial, etc.) and scientists (geologists, chemists, biologists, etc.)

 

10.2.2

The project goals were met through planned activities conducted by one SWE volunteer and one Girls Inc. staff member on September 13-17, 1999.  The activities were conducted at the Girls Incorporated of Central Alabama Birmingham Center in the Crestwood area after normal school hours from 4:00pm until 5:30pm on Monday through Thursday ending with a field trip to a local quarry on Friday.  Student daily attendance ranged from 23-27 girls in the 4-6th grades, with attendance usually being dependent on the amount of homework a student had or checkout by a parent for doctor/dentist appointments.

 

Description of Learning Module:

On the first day of the program, all of the SWE, Me, and The McWane Center program volunteers and team leaders met with all of the students to get acquainted and give a brief overview of each week of the program and the exciting activities and learning experiences planned.

 

During the first two days of the Now You’re Rockin’ module, we reviewed two Bill Nye “The Science Guy” videos (The Earth’s Crust and Rocks & Soil) on earth science that explained key terminology and principles related to the earth’s layers, tectonic plates, rock formation, etc.  Each student received an age appropriate activity workbook that reinforced the principles learned in the videos (You’re on Rock, WHAM Media Inc.).  The students then worked in groups of 4-5 using geology rock boxes containing various samples and mineral handbooks to identify the rocks based on their physical properties and their type of formation boxes (NSA Aggregates Education Kit, Teachers Guide, Grade 6, Lesson #3).

 

Simple hands on activities taken from the workbooks were done on the third day.  First the students saw how “metamorphic rocks” were formed by making pea sized balls of different colored modeling clay, wrapping them in wax paper, pressing them with books, then balling the clay up again and slicing it in half to examine the “minerals” (page 8).  In the next experiment the students studied how underground rock and soil formations were analyzed by layering different colors of modeling clay and “drilling” them with clear plastic drinking straws to make “core samples” (page 14).

 

The third activity on Wednesday involved “mining chocolate chip cookies” (NSA Aggregate Education Kit, Teachers Guide, Grade 5, Lesson #4). The students acted as mining companies and had to purchase their land (a piece of green graph paper) with an ore deposit (chosen from 3 brands of cookies containing different quantities of chocolate chips), and their mining tools (toothpicks and paper clips) with a fixed amount of play money.  The students had 5 minutes mine their ore using only their purchased tools.  The hidden catch to the activity was that the students were “fined” for the amount of environmental waste (cookie crumbs) they created.  The students then got to eat their ore and waste materials!

 

Winners for various contests from each activity, i.e. most number of rocks identified, prettiest metamorphic rock, deepest core sample, greatest amount of ore mined, least environmental waste, etc., were named and given a poster as a prize (Smithsonian -NSA  Rocks Build Cities).

 

On Thursday, the fourth day, the activities were designed to review what was learned on days 1-3 and to prepare the students for the upcoming rock quarry field trip on Friday.  The uses of aggregates and origins of other mined minerals were reviewed.  Rotating groups of 5-6 girls made “asphalt” (SWE Magazine, Nov/Dec 1995) using chocolate sauce as the binder and oatmeal, coconut, walnuts, and raisins as the different rock products required to make asphalt pavement.  The “customized asphalt” was placed on wax paper, “rolled” to the proper thickness, cooled, then promptly eaten!

 

Meanwhile, the other students were assembling and fitting their hard hats, decorating them with various manufacturer’s decals and stickers, and fitting their safety glasses.  Quarry safety and rock wall blasting videos were shown.  The field trip safety rules were reviewed and discussed in detail by the SWE volunteer.  Since the female geologist and safety coordinator from the aggregate company originally scheduled could not attend that day, another adult Girls Inc. staff member helped the girls with their hard hats.

 

The highlight of the week was the Friday rock quarry field trip.  The 27 students and 3 Girls Inc. staff members were taken by vans to a nearby limestone quarry and rock crushing plant.  Three company representatives and 1 SWE member escorted the students in the vans down into the quarry pit to view the drill rig, the rock walls (250-275 ft high), haul trucks and shovels, and the primary crusher. The girls were allowed to exit the vans at the bottom of the pit to walk around in a secure area to observe the geological formation and ask questions.  For safety reasons, the timing of the pit trip was such that the plant was shut down for a shift change as normal.  The vans then drove the students through the secondary plant at ground level while it was in operation in order for the students to see the rock crushing, sizing, and washing process while it was being explained by the company personnel.  The students were allowed to exit the vans again to tour the quality control and testing laboratory and to interact one on one with the company representatives again.  Upon conclusion of the tour, each girl was also given a 2-3 inch piece of rock core sample, which they valued more than the refreshments and goody bags also handed out!  In order to give the girls a better perspective and a souvenir, group photos were taken standing next to a quarry haul truck - its tires were taller than a normal adult was!  Thank you letters signed by all the students were sent to the quarry manager and representatives the following week.

 

Two other simple experiments were planned for days #2 and/or #3 but there was insufficient time.  These were 1) separating iron particles from dry instant oatmeal on a piece of white paper with small magnets and 2) making sedimentary rock using Epsom salt and sand (workbook page 7).  The SWE volunteer was unavailable on the second day and the staff member was uncertain about proceeding, so chose to continue the rock box identification activity instead.

 

Changes From Original Proposal:

The initial grant proposal outlined a rock coring activity at a nearby construction site followed by a discussion of how and why building location is determined.  This was abandoned due to the following reasons:

 

1)     It was deemed too hazardous for the girls to be around a drill rig during operation.

2)     The limited time available to conduct the activity (after school vs. Saturday).

3)     There was no suitable site available, other than a quarry, at the time of the program.

4)     The SWE volunteer team leader for this portion of the program changed and was more familiar with the industry.

 

Because of the change to an after school format, this portion of the program was expanded to allow for more in-depth explorations on earth science, geology, and mining engineering.  The discussion of the structural considerations for building location was shifted to weeks #2 and/or #3.

 

 

 

10.2.3

This program module reinforced and expanded upon scientific principles the students had already learned in school by using various fun, simple, hands on activities and experiments.  The girls were then exposed to “real world” elements of earth science, geology, and mining engineering through the rock quarry field trip, as well as to female role models in the aggregates industry.  Although it was developed primarily to serve as a foundation for the upcoming modules on other engineering disciplines and activities, this learning module could stand on its own and the quarry trip could be used as a one time interaction activity.  The overall outcome for this portion was as anticipated by the SWE team leader and will be best be communicated through the post-test results and photographs taken during the activities for formal and informal presentations to interested groups.

 

The significance of this module for SWE and non-SWE members was that the materials and supplies were obtained from literature and kits already developed, readily available, and relatively inexpensive.  This would allow for a teacher or other organization members to compile and present the module without the aid or presence of a SWE member or engineer.  Conversely, the SWE member could “train” other adult or college age groups who would then in turn work with the students.  The quarry trip could be also be accomplished without an engineer/scientist present provided that the purpose of the experience is detailed to the host company clearly so that the respective plant (and safety personal) can be present and involved in the teaching process.  However, an important component of this program for the girls was the presence of female role models in non-traditional fields and they should be incorporated whenever possible.

 

10.2.4

I would recommend that this learning module be continued for the reasons relevant to its significance as stated in section 10.2.3 above.  The module could also be used in its entirety or in sections for other age groups.  The activities performed and quarry trip would probably also be suitable for 2nd and 3rd grade students with proper adult supervision.  Students in grades 7th & 8th could begin with Day #4 and proceed to the quarry tour.  High school students could tour the rock quarry and see lab demonstrations of asphalt and concrete being made.  College students (>18yrs old) would be able to observe a drill rig in operation in addition to the lab demonstrations and quarry tour. 

 

10.2.5

Despite the major change in this module versus the one proposed, the money budgeted (~$900) was sufficient and allowed for teaching materials for up to 50 student participants (~$500), even though we had only 27.  Materials such as the rock boxes, teachers guide, videos, and handbooks are reusable and do not have to be repurchased unless they are donated to the student organization for future use as we did.

 

The hard hats and safety glasses ($483) were also used in other program activities, so these costs could be placed in a general budget category.  These two items also do not have to be repurchased because they could be reused from group to group rather than allowing the students to decorate and keep them as we chose to do.  In addition, many aggregate companies will provide hard hats and/or safety glasses for use during the quarry tour if notified in advance.

 

The decals made for the hard hats with the SWE, Me, and the McWane Center logo were more expensive ($250) than what was budgeted ($50), but we also ordered twice as many as was needed anticipating their use in final reports, etc.  They were also bigger than we expected and had to be trimmed in order to fit smoothly.

 

This week’s portion of the budget needs to include transportation costs for the quarry field trip (we had it for the McWane sleepover only?).  We were fortunate that the Girls Incorporated facility had use of two 15 passenger vans and that the quarry was only 10 minutes away, therefore we incurred no additional costs.

 

10.2.6

The 1 ½ hour daily time allotted was adequate for completion of the activities for this group of 25 students. Three or more adults, versus the only the 2 usually present, would have helped tremendously because this age group did not listen or follow instructions well and therefore asked a lot of the same questions over and over.  They also wanted to be shown step by step exactly how to do the activity rather than trying it on their own.  The two activities which were omitted on Day #2 were really due to lack of communication rather than time.

 

The schedule for the quarry field trip was tight and this activity might have been better on a Saturday if attendance could have been guaranteed and might have also brought the participation of some of the parents.  We departed the Girls Inc. center at promptly at 4:00pm and needed to have the girls back by 6:00pm.  Murphy’s Law intervened while we were on the way to the quarry - we were stopped by a train and sat for 30 minutes when we were only two blocks away!  The tour was a little rushed and we were late returning to the center.     

 

10.2.7

A problem could arise in the scheduling of the quarry field trip dependent upon the degree of safety training the host company requires for the student group and adult chaperones.  Prior to our field trip, parental Girls Inc. permission slips and quarry safety/hazard training slips with parental signatures were required for each individual participating in the tour.  The cancellation of the company representative for the safety review discussion on Day #4 could have prolonged the field trip (1/2-hour) because this would have had to happen at the quarry before the tour could take place.  The SWE volunteer was previously employed in the industry and was familiar with the host company and quarry, so she was able to conduct the safety training as planned.  Inclement weather could also result in cancellation of the field trip.

 

The drive down the haul road to the bottom of the pit was very frightening to several of the students in this age group.  This was unexpected and fortunately there were 2 or more adults in each van to calm them.

 

With respect to activities involving food, it is important to check for food allergies.  It was determined beforehand that one student was allergic to chocolate and an adult staff member also did not eat chocolate, therefore white chocolate (almond bark) was substituted for these individuals when making the asphalt cookies.  Also, cookies containing nuts was used in place of one of the chocolate chip varieties for the ore mining activity.

 

10.2.8

The only ones I know of are the Girls Inc. Celebration luncheon program in August 1999 where Ellyn talked it up, the article about you in the paper, and the submission of the program by Lisa for a National Girls Inc. Program Award (which we didn’t get).


Materials, Resources, and Literature

 

 

For location of nearest rock quarry contact:

National Stone Association (NSA)

1415 Elliot Place, NW

Washington, DC  20007-2599

202/342-1100

202/342-0702 (fax)

www.aggregates.org

 

 

Available from National Stone Association:

Aggregate Education Kit ($100.27 plus S&H)

1 Geology Rock Box

1 Bill Nye “The Science Guy” Videos (The Earth’s Crust/Rocks and Soil)

                                1 Rocks Build Cities Poster

                                1 Rock & Minerals Handbook

                                1 Teacher’s Guide

                                1 Interactive CD-ROM

Annual Safety Decals (24 for $6.25)

 

 

Available from:    WHAM Media Inc.

1685 Baltimore Pike

Gettysburg, PA  17325

717/337-0027

717/337-9337 (fax)

 

You’re on Rock - activity/workbook for 4-6th grades ($1.75)

Learning About Mining, Sand, Gravel and Stone  - coloring book ($1.00)

Rockin and Rollin Book Cover  - ($0.50)

 

 

Rock boxes and mineral guidebooks are also available through many local educational supply stores, science supply warehouses/catalogs, and some nature stores.

 

 

                                                               

Week #2  - Woodworking

 

Mary Crisp

Birmingham SWE Member

 

.

 

During the second week of the SWE, ME & the McWane Center program, our focus was on framing and the building process.  We tied the framing concept for our stepping stones into the framing used in home construction and the conservation of energy. 

 

The first day we worked on home insulation and framing with the 4th, 5th and 6th grade girls from Girl’s Inc.  We purchased modeling clay, small Popsicle sticks, and construction paper in different colors.  Each girl was given four finger size strips of clay to use as her foundation.  We dissected a typical wall in a home to see what was located inside.  We found electrical wiring, plumbing, insulation as well as the framing members.  The Popsicle sticks were the framing members and the construction paper served as walls, roofs, floors, and anything else the girls could imagine.  They each took off in different directions as they designed their homes and started adding their individual touches.  There were houses with multiple stories of every color, surrounded by gardens, swimming pools, tennis courts and garages.  Some were very detail oriented as they added doorbells, lights, furniture, carpets and fixtures.  We stressed the importance of the insulation for heating and cooling and the framing for support of the structure. 

 

Day 2: We talked about the construction of our stepping stone boxes and started discussing the safety issues we would face with all of us using hammers (some for the first time) and other equipment. The safety equipment that we used included gloves, hard hats, and safety glasses.  The lumber we used was precut 2 by 4’s and ¼” plywood.    The girls were divided up into groups of two so that each partner could aid the other in the construction of the boxes.  All of the needed materials were placed at each station to lessen the movement around the room.  Instruction was given as to which piece of lumber we would nail to the next and the fun began.  We had several volunteers from the SWE Section to aid with the construction effort.  We worked with each team, depending on the experience level of each girl, to make sure they all mastered aligning and nailing their box.  No first aid was required!

 

 

 

 

 

Week #3 – Concrete and rock coring

 

Judy Jones

Birmingham SWE Member

 

 

During the third week of instruction, we showed the girls the importance of learning the types of soils that a foundation would reside.  Since Birmingham is situated at the base of the Appalachia Mountains, our soil is both dirt/clay and rock.  Before we began to determine any foundations, we learned what foundations were made of.  Mainly concrete.  Concrete is a calculated mixture of sand, water, aggregate, and cement.  The mixture is designed to harden after a specific amount of time exposed to natural air.  Although concrete is mixed and transported in a large mixing trucks the mixture doesn’t harden since it is constantly being stirred. 

 

We showed how concrete is somewhat dangerous to handle with bare hands, and described the importance of using gloves, protective eye wear, smocks, and finishing tools when working with concrete. 

 

Our mission during this week was to also determine the amount of concrete necessary for a form.  The dimensions (math lesson) necessary are based on the volume of the frame to be filled.  Volume of a cube is determined by multiplying the height, the width, and the length, with our answer in cubic inches.  We found the dimension of our frame from last week to be four inches in height, by twelve inches wide and long.  The volume was determined to be: 4 X 12 X 12 = 576 Cubic inches.  The number seemed large, so we explained that normally when a house foundation is framed and estimated for concrete usage, it is determined in ‘yards’ of concrete.  The volume is determined by working all measurements in ‘yard’ numbers: a cubic yard is three feet X three feet X three feet. This is 27 cubic feet.  So as to determine the concrete required for a foundation 16 feet long, 8 feet wide, and 6 inched deep, we would multiply all the numbers in feet: 16 X 8 X ½  = 64 cubic feet.  Then divide by 27 cubic feet to determine how many yards: 64/27 = roughly 2 ½ yards of concrete.

 

Since the girls had assembled their forms the previous week, we then poured the concrete into the forms and showed them how to use the trowels and brooms to adjust the finishes.  The girls used small pebbles and sticks and leaves to decorate their stones.  The stones were set to dry for 24 hours, and then the frames were disassembled leaving the stepping stones for the girls to take home.

 

The second part of this lesson was to show the girls the importance of rock coring.  Fortunately when the girls went to the rock quarry they had a chance to see a coring and get a sample to take home.

 

Week #4 – Water Works

 

Margaret Malloy

Birmingham SWE Member

 

 

Where o where does our water come from?  This week we taught the girls where we get our water from, how we determine the usability of the water, and how much of the earth’s surface is water (which is about 75%). 

 

Originally we wanted to show the girls how water flows through pipes in a mathematical term known as velocity.  Since we ran short of time, we did the next best thing and taught the girls where and how we get our water.  We also looked at the harmful additives that are put into the water from fertilizers, pollution, and waste water treatment facilities that do not operate properly.

 

Water comes from a ‘water source’.  In our local area, we have many sources of potable drinking water.  Potable is a term that says our water is drinkable directly from the water source itself.  Sometimes water in different types of ponds and lakes is not usable and must be cleaned before we drink it.  Water sources in our local area are the Cahaba River and its tributaries.  We also taught the girls about the different wildlife that exists in these different types of water sources.

 

A water source is very important in our everyday lives.  The girls were very knowledgeable in knowing where their water came from, and how we harm the water in our everyday lives.  They also knew that our water has some additives in it for our protection such as chlorine for cleaning the, and fluoride for our teeth.  Our water is pumped from water towers, or holding stations, to local Water Works Boards to our houses. 

 

In our series to show the progress of building a house, we showed the girls the harmful effects that continuous building has on our water sources.  If water requirements and water drainage are not determined properly, then there could possible be adverse affects on water sources.  Rivers and streams are formed by the continuous flow of water through an area.  If the flow is restricted by construction, then the flow will follow another path, one of less resistance.  Sometimes this new flow will force water to erode soil improperly.

 

 

 

 

 

Week #5 – McWane Science Center Sleepover

 

Janet Nemanic

Birmingham SWE Member

Project Leader

 

 

 

 

The final week of the SWE, Me, and the McWane Center PIP was a type of fun learning for the girls.  During the first four weeks of the program, we exposed the girls to engineering, what is involved, the process by which we ‘engineer’ products, and why engineering is so important in all our everyday tasks. 

 

Our trip to the McWane Science Center involved a little bit of pre-planning.  We had to arrange a date for the scheduled sleepover, and to obtain parental release permission sheets.  We also talked with the staff of the McWane Outreach programs to determine what programs and tracks they had so that we wouldn’t have to design something special that they may be able to accommodate us with. 

 

The girls were required to be showered and have with them a sleeping bag, pillow & pajamas, and anything else necessary for them to sleepover at the center. 

 

We began our fun night at about 6pm.  After arriving at the center, we signed in and were assigned to one of 4 different teams, since the programs are designed to handle a specific number of attendees.  The four teams set out to learn new and interesting things.  There were four different areas in which the teams started.  Please note that there were no competitive programs set up. 

The four areas were:

 

1.                   The Demo: this area is where the staff of the Center experimented with Liquid Nitrogen.  We learned the properties, dangers of, and the benefits of it.  The staff, utilizing the girls as assistants ran the experiments.  The girls were asked questions throughout the entirety of the program to keep them involved and to encourage them to ask questions if the did not know something.  The main portion of the demo was to physically demonstrate liquid nitrogen affects some of the everyday stuff we use.  The demo included freezing a banana, then using it to hammer a nail into a board, then showing that the actual edible portion of the banana was still edible, just a little cold!  Liquid Nitrogen sets at about 400 degrees colder than room temperature.

 

2.                   World of Water: this demonstration included learning where our own water source is, the different types of water pools available, the wildlife that lives in or around the water sources, and the effects of water on our environment.  We learned why many wildlife types cannot live in swamps, and why the water in the swamps is not drinkable.  We learned how rivers and streams are created through the use of small branches, rocks, and man made structures taking space in the general directions of forming waterways.  We turned on a water source and drew some streams and then added some more water so that streams and rivers would be formed.

 

 

3.                   The Garage is an experiment forming area.  In this area, new experiments are actually made from concepts that groups or people have brought to the center.  Here we were allowed to ride on a hovercraft that the staff had constructed.  The focus on this area centered on the concept of using contained forced air to move objects.  Here we made our own hovercrafts from CD’s (compact disks), streamers, balloons, valves, cardboard fins, tape, and wire.  The girls had to construct their own hover craft, decorate it as they wished, and then get air movement through it by of inflating the balloon and then adjusting the valve so that their craft would move across the floor the way the chair made by the staff did.

 

4.                   Beakman’s World was an experiment that we did using prescribed recipes.  We were given four variations of the recipes so that the girls would see the different results.  We made our GOO from craft glue, food coloring, and a secret solution.  The concept behind this experiment was to show the girls that by using the same ingredients, but in different measurements that you will have some very different results.  The results ranged from a rubbery ball, to a somewhat gooier version, to slimy slick GOO that felt almost watery but still was able to re-attach itself with its other portions if broken apart.

 

After the experiments, we still had two more adventures ahead.  The first was the Lightening Room where we learned how lightening begins, and why.  We also saw the effects lightening has on the atmosphere and how the further affects to our electricity.  We were seated stadium style and watch as arcs of electricity were created and extended between an origination point and a destination point.  We even participated in an experiment in static electricity where our hair stood on end.

The second adventure was the IMAX theatre, featuring a program about Ancient Egypt and the pyramids.  We learned about the process of the ancient burials, and why so many bodies are actually found within the pyramids, how the pyramids are built, and how they are sealed.  We also learned that the Egyptian authorities are very protective of the pyramids and their contents.  This new IMAX theatre was opened just over a year at the time of our sleepover and it is incredible.  The screen is an almost complete dome with an introduction about the sound system and the number of cameras and angels that are used to make a program that run in an IMAX theatre.

 

With the EXXON grant, we were able to support the funding for the sleepover at the McWane Center.  The only regret that we have is that we were unable to provide for all of the girls at all of the centers.   The Birmingham Section would also like to pay special thanks to all the volunteers from Girls Inc., the crew from the Tuscaloosa Student Section at the University of Alabama, and the staff at the McWane Center.

 

The next few pages contain a ‘How To’ for this type of project, followed with these attachments:

 

Initial budget (Initial Budget.pdf);

Final budget and expenses (PIP final expenses.pdf);

Meeting minutes (42999mtg.pdf, 610mtg.pdf, 8999mtg.pdf);

Questionnaire, and answer guide(questionnaire.pdf, questionnaire answer guide.pdf);

Camp-in Guardian Release form (release form.pdf);

Project slide show (powerpoint presentation);

News article (janets article.pdf);

Thank you letter from a parent (thank you.pdf);

Girls Inc. Thank you (girls thanks.pdf);

Appreciation reception announcement (reception.pdf);

Girls Inc. 1999 Outstanding Program Awards (award requirements.pdf);

Girls Inc. Code of Conduct for volunteers(code of conduct.pdf).

 

 

 

 

Guide to SWE, Me, and the McWane Center, a career guidance activity

 

 

Basic guidelines:

 

1.                  Select a group of girls that you feel you can offer some of your expertise to, a group of Girl Scouts, or a group like our Girls Inc., then a specific age group.

2.                  Decide on which types of engineering that you want to feature for your project, it should probably relate to your geographical area as well as the engineers that volunteer for the program. Once this is decided, you’ll have a better idea of what your entire project scope will cover.

3.                  Select specific outings or activities based on the number of volunteers that opt to teach or instruct a specific area of engineering.  After this is accomplished, you can check some of our resource guides, or simply check the internet.  There are many educational sites that contain math, science, and engineering reference materials, some of which are free with others at a minimal charge.

4.                  Meet as often as is necessary for all group members to know of the activities being covered during the different instructional sessions. Keep meeting notes of all activities to distribute to your local Section and National Headquarters.

5.                  Contact your local Convention and Visitors Bureau to see if there is a Science Center in your area if you do not know of one, then contact or visit the Science Center to see what types of programs they may already have established so you’re not re-doing work unnecessarily.  The McWane Science Center had some internal and outreach programs already established such as the chaperoned sleepover.

6.                  After deciding on your program scope, contact local business that you will need to get your supplies from and get actual dollar figures (including tax and applicable delivery charges) so as to not cut your budget short.  You will also want to make sure that if you are working from a grant that you DO NOT accept any donations.  The grant should fund the entire project.

7.                  Schedule outdoor activities with the local weather forecast.  Indoor activities can be scheduled at any time.  Also, have all applicable safety tips and safety gear available for each activity.  We not only teach engineering skills, but the safety requirements that pertain to each of the activities.

8.                  If your project includes activities that build on previous activities, try to schedule the base blocks first, with the continuing activities in succession.

9.                  Plan all your activities on a calendar schedule.  Keep in mind of school schedules since they sometimes have different schedules.

10.             Have a great time working with inquiring minds.  Try to have a camera available at all activities - people are only camera shy until they see themselves in print!