K-12 Teaching Aids

SWE Involvement in the Development and Implementation of

Utah K-12 Science Curriculum Teaching Aids DR081

Utah State University Society of Women Engineers

C/o Cynthia Furse

Faculty Advisor

4120 Old Main Hill

Utah State University

Logan, Utah 84322-4120

Phone: (435) 797-2870

Fax (435) 797-3054

Furse@ece.usu.edu

I. Executive Summary

SWE and other engineering students have developed projects to address the learning objectives of the Utah K-12 Science Core Curriculum. They developed the projects, worked with teachers to optimize the age-appropriate learning (incorporating mathematics principles, working in groups, etc.), and "tested them out" in actual classrooms. Materials have been made available over the internet to Utah (and other) teachers, SWE members who wish to be involved in outreach activities, scout leaders, etc., and a lending library of equipment for local teachers is available through SWE. This program provided opportunities for SWE student leadership, team building, and mentoring, for educational enhancement of K-12 students, and for increased visibility of the Society of Women Engineers in Utah. This project will be done in conjunction with the Summit Elementary School in Smithfield, Utah, the Junior Engineering State program at Utah State University, and the Discovery Center (children's science museum) at Utah State University.

10.2.1 Original project goals

When we originally wrote this grant, we requested funds for student help, to enable students to do more extensive K-12 outreach activities as part-time employment. These funds were not provided, so we remained limited by the amount of volunteer time available. No SWE members were able to dedicate sufficient time to this project to really take a leadership role, so the faculty advisor was the main organizer of events. Members from SWE, IEEE, ASCE, Tau Beta Pi, and the Engineering Council participated, and plan to continue this volunteer effort in future years.

10.2.2 Accomplishment of project goals

To bring the scope of work in line with the scope of funding, we emphasized development of learning modules, presented them to as many school children as time allowed, and teamed with existing K-12 outreach programs (particularly Junior Engineering State) to expand the number of children who will have access to these projects. In order to speed project development, we sponsored a contest during Engineering Week for development of K-12 learning modules, which resulted in good hands-on designs that could be used.

10.2.3 Principal Outcomes of the Project

10.2.3.a Engineering Week Contest

A contest was sponsored during National Engineering Week, Feb. 2000, to encourage engineering students to develop projects for K-5 students that could be adapted for use in the Junior Engineering State van. Four projects were entered, and were judged by two engineering judges (Sarah Johnson, Civil Engineering and Sue Haupt, Mecahnical and Aerospace Engineering) and two education judges (Tawnia Palmer and Mary Jane Boswell, both 3^rd year students in Elementary Education). In addition, Steve Hardman, Junior Engineering State, evaluated the feasibility, safety, durability, etc. of each design. The designs and details from the projects entered in this contest are posted on the website:

http://www.engineering.usu.edu/ece/faculty/furse/TUTORIAL/K-12/index.htm

1^st Place Jello Optics by Adam Margetts (Electrical and Computer Engineering)

Clear ("Knox") gelatin was mixed at double strength, gelled in the refrigerator, and cut into large lenses, prisms, and a "fiber optic cable" with a warm knife. Three laser pointers were used to demonstrate how light refracts, as the laser beams can be seen inside the jello. This was used to explain how lenses work (including eyeglasses) and how the eye works. Near and far-sightedness were also demonstrated. In addition to the jello lenses, several lenses were borrowed from the physics department. These lenses worked well to demonstrate the changes of focal point, and did not have to be remixed each day, but the track of the laser could not be seen. We will purchase a set of lenses to augment this project in the next month.

2^nd Place Wave Chamber by Derek Bates (Electrical and Computer Engineering)

This project demonstrated waves and the effect of multipath propagation such as in cell phone systems. A plexiglass wave chamber with a white base was built to hold water. Waves were generated by hand using a small plexiglass square, "waved" in the water. Waves could be clearly seen propagating to the end and bouncing back, and constructive and destructive interference could be seen and explained. A model of a wall was then added, to show that waves do not propagate through the wall. A wall with a door was added, showing that they do propagate through doors and windows (as in buildings). Several half-walls were then added, showing that even if waves do not have "line of sight" they will still propagate into all parts of the building.

3^rd Place Simple Circuit by Mark Schmidt (Electrical and Computer Engineering)

The flow of current in a simple circuit was emulated using water in a wood and plexiglass box. "Closed loop" current path was demonstrated, a capacitor was emulated as a "well" storing water, a diode was represented as a one-directional gate, a resistor was represented as several dowels in the way of the water. The water was moved throughout the system using a simple aquarium pump.

4^th Place Potential and Kinetic Energy Dominic Florin (Mechanical and Aerospace Engineering)

The principles of potential and kinetic energy were demonstrated and calculated using a simple pendulum built of PVC pipe with bolts used as the weight on the end. The pendulum was released, and cut by scissors at the bottom of the swing, where it flew forward and landed in a cup, the location of which was calculated using the equations of motion. This project was thought by the judges to be ideal for high school physics classes, where we are commonly invited by rarely have such good demos to take.

One classroom of 3^rd grade students from Lincoln Elementary School in Hyrum, Utah (50% non-caucasian students) visited the demonstrations during engineering week. Additional visits to elementary schools are being planned for the next few months. Now that funds are in-hand, we will be ordering several science project books and creating a reference library for engineering students, elementary educators, etc. in the Junior Engineering State center.

10.2.3.b Development of "Simple Machines" projects for 3^rd graders:

This month we have concentrated on the "simple machines" requirement for 3^rd grade students. We have developed learning modules in pulleys, levers, inclined planes, and wheels. They were tested at Summit Elementary School:

March 14 Pulleys

Three third grade classes, 25 students each. Materials left for 3 more classes.

USU students attending: Chet Lo, Cynthia Furse

March 16 Robotic Arms (Hydraulics, Pneumatics, Levers)

Four third grade classes, 25 students each.

USU students attending: Chet Lo, Randall Reeves, Prasert Kenpankho, Cynthia Furse

See attached newspaper article. Photo: http://photos.newswest.com/cgi-bin/private/Cumulus.acgi$GENRC2681

March 23 Levers and Inclined Plane

Four third grade classes, 25 students each.

USU students attending: Chet Lo, Todd Humphries, Cynthia Furse

March 28 Wheels and Friction

Four third grade classes, 25 students each.

USU students attending: Chet Lo, Kathy Peacock, Cynthia Furse

April 4 Invention Convention

Four third grade classes at Summit Elementary School held an Invention Convention April 4, as a culmination of their "Simple Machines" experiences. Each child built a composite machine (something with two or more simple machines) at home and brought them to school to share with the rest of the school. Parents also attended. The machines were wonderful! Levers and pulleys for a plant watering machine, catapults and "better mousetraps", an automatic Easter egg decorating device, and many, many more… literally over 100 young engineers in action!

10.2.3.c National Science Foundation K-12 Grant:

We have submitted a grant application to the NSF GK-12 Fellow program to continue and significantly expand this program to develop complete learning modules for K-5, modules that demonstrate the application of math and science to engineering for 6-8, and a pre-engineering program for 9-12. This grant would provide $1.3 million over three years. We hope we receive this grant, as it would provide extensive opportunities for USU engineering students (SWE members among them) to work as paid science educators in Utah schools.

10.2.3.d. MESA/STEP

13 high school and middle school minority students from Ogden-area schools participated in the electromagnetic cannon hands-on design project April 5.

10.2.3.e Edith Bowen Science Fair

SWE members showcased the projects that have been developed so far at the Edith Bowen Science Fair April 28, to provide additional science-related activities for the families involved. The kids particularly loved the Robotic Arms and the Jello Optics demonstrations. Other USU engineering students also brought projects and demos.

10.2.3.f Jello Optics Day

We took the Jello Optics demonstration to six 5^th grade classes at Summit Elementary School, approximately 20 students each.

10.2.4 Recommendations for Future Work

We plan to continue taking these projects to elementary schools throughout Cache Valley in the years to come. We are part way through developing a kindergarten learning module on magnets and magnetism, and will finish this development when students return in the fall. In addition, we have been borrowing science project books from many sources, and will purchase the best of these books for a permanent USU library when final funds arrive. This library will be housed in the Discovery Center (USU's science museum and resource center) to be used by any/all groups interested in K-12 outreach.

We found that the most successful project was the third grade "Simple Machines" project. The reason was that we spent more time with each classroom, teaching the actual science, and providing opportunity to review what was learned each week. Students became very attached to the USU engineering student volunteers, and when they would see us pass in the hall, would yell excitedly, "The Engineers are here again!" We would like to expand each of our projects to longer learning modules like this one, as they are clearly more effective. In addition, teachers who saw the modules this year are asking to borrow them for next year. They will be made available to all interested teachers.

The projects from this grant have been evaluated for use in the Junior Engineering State mobile science program, which delivers hands-on science modules based on the Utah Core Science curriculum to approximately 1000 intermountain schools each year. The Jello Optics demonstration will be copied and adapted for use in this program. Thus, we see the reach of this simple project being greatly expanded.

We are seeking funds to expand this project. We have requested over $1.3 million from the National Science Foundation to continue this work through the GK-12 Fellows Program, where USU student engineers would be funded to act as science teachers in local schools. USU SWE helped to organize five faculty members who will act as principal resources on this grant. In addition, these faculty members will be submitting an NSF grant application with the Center for Persons with Disabilities to seek methods of delivering good science projects to the handicapped children who are integrated in Utah's K-12 classrooms.

This SWE project was particularly important to our efforts to obtain further funding, as it has attracted the attention of the Utah State Science Specialists, who provides us with tremendous leverage within the state and the ability to reach all Utah teachers.

10.2.5 Funding

The funds received were adequate for a reduced set of what we requested to do. Originally we had requested significantly more funding and had hoped to prepare materials to take to any age classroom, so that we would have suitable projects for any grade we were asked to visit. With the funding we received, we developed projects specific to three age levels, with a fourth nearly finished. We will be requesting additional funds this year to expand the age levels that we cover, by producing learning modules for the remaining grades.

10.2.6 Time Frame

We were able to do most of what we set out to do in the time allotted. Funds arrived in mid-February, and work continued through April. We felt that significant progress was made in three months, although we would have liked to try out the kindergarten project. We still have some funds available for the books we would like to purchase for a permanent collection of resource materials for SWE as well as other groups who do K-12 outreach.

10.2.7 Significant Problems

The only major difficulty we had was working around everyone's schedule. When we relaxed and just worked on this as a team effort as anyone had time, things went very well. Particularly since much of this work was done near the end of spring semester, we were grateful for everyone's donation of a few hours here and there.

10.2.8 Publicity

The teachers whose classes we visited were tremendously positive and supportive, and excited about the materials we presented. Many of them have requested to use them in future years, and the equipment will be made available for them to use.

The Hydraulic Arm project was shown in the Herald Journal (local newspaper), and a copy is enclosed. Only sketchy and incomplete details were given in the figure caption, and I was frustrated that the reported did not get the acknowledgement correct, as I made certain that he wrote it in his booklet.

This K-12 Outreach project was written up in the College of Engineering newsletter which is mailed to all USU engineering alumni, industrial advisory board members, etc. The topic of the newsletter is women engineers, and we were pleased that they have highlighted this project. A copy is attached.

10.2.9 Actual Budget

Expenses
Date		amount
2/29/00	materials for jello optics box	43.8
2/29/00	engineering week contest prizes	600
2/29/00	materials for pendulum	17.14
3/10/00	lenses	130
3/14/00	materials for Waves and Circuit	57.76
3/14/00	materials for simple machines (pulleys etc)	57.16
3/20/00	pulleys, candy for hyrdaulic arms	33.44
3/20/00	Edmunds Scientific (optics and magnets)	400.04
3/25/00	Edmunds Scientific reimbursement, some items not available	-65.99
3/25/00	ice cream coupons for school volunteers	12.54
4/11/00	materials for jello optics and simple machines	48.96
5/1/00	robotic arms	250

Total Expenses to date		1584.85

	Amount Reserved for Books	215.15

Project Title: Development and Implementation of Utah K-12 Science Curriculum Teaching Aids

Project Manager: Cynthia Furse Section: USU

Email: furse@ece.usu.edu Phone: (435) 797-2870

Deliverables: Indicate type (i.e. document, web page, brochure, etc.), title, and media (hard copy, email file, disk, etc.)

Web Page, curriculum materials, lending library of equipment, lending library of hands-one science books

Select the one primary Strategic Priorty this project addressed:
Education

SWE Committees to which this report and deliverables would be of interest: