IMSA Fusion — Powered by STEM Curriculum
Classic Modules
Content Preview Engineering: Design and Build...... Page 2
Materials Science: Living in a Material World...... Page 22
Take Flight: Investigating the Aviation Industry...... Page 57
Secret Communications: Sharing Concealed Messages...... Page 83
Synthetic Scorecard: Building the Future of Biology...... Page 102
What’s the Story, Data?...... Page 120
You Be the Judge...... Page 149 IMSA Fusion — Powered by Engineering: Design & Build STEM Curriculum Module
Table of Contents
Unit Objectives, Standards, Overview...... 1 Unit Summaries...... 5 Materials...... 8 Unit 1: Introductory Activity...... 10 Unit 2: Build-A-Boat...... 11 Unit 3: You’ve Got Mail...... 14 Unit 4: Hot Rod Hamster...... 19 Unit 5: Let it Roll...... 24 Unit 6: Catapult Wars...... 28 Unit 7: Fusion Five...... 32 Unit 8: Something Borrowed...... 39 Unit 9: Applications of Engineering Design...... 43 Unit 10: Wheeling the Weight Around...... 46 Unit 11: Topsy Turvy...... 49 Resources...... 52 Engineering: Design & Build Curriculum Overview Notes Engineering: Design & Build focuses on investigating engineering. Student led teams conceptualize, build, test and acquire knowledge while becoming familiar with the engineering design process. Using an open-ended inquiry approach students are able to foster their creativity. Students learn to apply multiple skills and develop the habits of innovators.
Students are encouraged to think about needs, requirements, and alternatives as they progress throughout the curriculum. Additionally, students consider materials, energy, inputs and outputs. Unit lessons combine generative, analytical, synthesis, and evaluative thinking to allow students to finalize their design choice and initiate construction.
Curriculum Objectives The students will: identify a problem, materials and constraints brainstorm solutions research and share solutions design and construct a prototype modify and retest a design reflect and discuss results
Logistics Class age/size: All lessons are designed for twenty 4th-5th grade students.
Materials: See insert for each individual activity within this unit.
Time: See individual activities for suggested times.
Location: All activities may be taught in a classroom. There may be a few instances where it may be advantageous to take a walking tour of the school. Water will be used in the Build-A-Boat lesson.
Illinois Mathematics and Science Academy® T1 Engineering: Design & Build Notes Standards
Next Generation Science Standards Scientific and Engineering Practices 1. Asking questions and defining problems (SEP1) 2. Developing and using models (SEP2) 3. Planning and carrying out investigations (SEP3) 4. Analyzing and interpreting data (SEP4) 5. Using mathematics and computational thinking (SEP5) 6. Constructing explanations and designing solutions (SEP6) 7. Engaging in argument from evidence (SEP7) 8. Obtaining, evaluating, and communicating information (SEP8) Next Generation Science Standards 4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object. 4-PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. 5-PS2-1. Support an argument that the gravitational force exerted by Earth on objects is directed down. 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. MS-PS2-2. Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. MS-PS3-2. Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
References to Next Generation Science Standards are adapted from NGSS. NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the production of, and does not endorse, this product.
Illinois Mathematics and Science Academy® T2 Engineering: Design & Build
Notes Common Core State Standards Mathematical Practices
MP1 Make sense of problems and persevere in solving them. MP2 Reason abstractly and quantitatively. MP4 Model with mathematics. MP5 Use appropriate tools strategically. MP6 Attend to precision.
Common Core State Standards
4.MD. A2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. 5.G.A.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 6.NS.C.5 Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. 6.RP.A2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, "This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar." "We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger."1 6.RP.A3.B Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed? 6.SP.A3 Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number. 6.SP.B5.C Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered 8.SP.A.1 Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association. RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.
Illinois Mathematics and Science Academy® T3 Engineering: Design & Build
Notes W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline- specific tasks, purposes, and audiences. W.6.1 Write arguments to support claims with clear reasons and relevant evidence. SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
References to Common Core are adapted from NGA Center/CCSSO © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
Illinois Mathematics and Science Academy® T4 Engineering: Design & Build Unit Summaries and Objectives Notes
The Introductory Activity gets at students perceptions and understanding of the field of engineering, what engineers do at work, and what tools they use.
Build-A-Boat is a lesson that focuses on the scientific inquiry process. Students experience the concept of buoyancy. They explain why some objects sink and other objects float. Ultimately, they design and build an aluminum foil boat to hold a maximum load. The students will: understand and practice scientific inquiry: questioning, predicting, observing, recording and interpreting data, and communicating results experience the concept of buoyancy explain in their own words why some objects sink and other objects float design and construct an aluminum foil boat to hold a maximum load
You’ve Got Mail is designed to enhance students’ problem solving skills and team work. This lesson specifically focuses on the understanding of package design: planning, construction, testing and evaluation. Students play the role of “engineers” as they design and safely ship a package. The students will: gain knowledge of product planning practice the engineering design process explore and experiment with ideas, materials, technologies and techniques assess solutions to a design challenge experience working in groups and problem solving
Hot Rod Hamster is a lesson that focuses on the scientific inquiry process. Students become familiar with the engineering design process by using it to brainstorm solutions to a problem and then build, test, and refine their prototype. The students will: become familiar with the design process by using it to brainstorm solutions to a problem and then build, test, and refine their prototype communicate design strategies for efficient, gravity powered cars including size, mass, and speed be financially responsible and purchase materials for their car within predetermined budget constraints
Let It Roll is a lesson where students design and build a ski jump to launch a ball that will travel a maximum distance to a target. In addition, students design and build a foam insulation roller coaster track that demonstrates the laws of motion. The students will: design and build a ski jump to launch a ball that will travel a maximum distance to a target design and build a foam insulation roller coaster track that demonstrates the laws of motion differentiate energy as potential or kinetic
Illinois Mathematics and Science Academy® T5 Engineering: Design & Build
Notes Catapult Wars is a lesson where students design and build a catapult. Students test, evaluate and discuss possible improvements to their designs. This lesson focuses on student understanding of motion and forces. In addition, students become aware of accuracy and precision. Ultimately, students will understand that a catapult is a type of simple machine called a first-class lever. The students will: design and build a catapult test and evaluate effectiveness of their designs discuss possible improvements to their designs communicate experimental results understand motion and forces become aware of accuracy and precision understand that a catapult is a type of simple machine called a first class lever
FUSION Five engages participants in a case study. A series of engineering challenges to be solved with limited supplies await students. The students will: identify relationships among the concepts of lever, fulcrum, load, and effort use simple machines to solve problems understand air resistance work in groups to design solutions to problems
Something Borrowed explores a different aspect of engineering. Students test and assess materials’ capabilities to repel water and stains while learning about the inspiration for these ideas – nature. After learning about biomimicry, students develop a new product. The students will: understand the concept of hydrophobic be introduced to the field of biomimetics preform water resistance and stain resistance tests design a nature inspired product
In the culmination activity, Applications of Engineering Design, students apply what they have learned about simple machines and engineering design to build a Rube Goldberg machine. The students will: apply what has been learned about simple machines and engineering design to build a Rube Goldberg machine
Illinois Mathematics and Science Academy® T6 Engineering: Design & Build
Notes For those wishing to extend the curriculum, Wheeling the Weight Around is a lesson where students physically construct a scale model of a working block and tackle system. They develop a deeper understanding of the way force can be multiplied at the expense of distance. Students use what was learned through simulation to answer challenging questions. The students will: physically construct a scale model that simulates the workings of a real block and tackle system develop a deeper understanding of the way force can be multiplied at the expense of distance use what was learned through simulation to answer the challenge question
Another opportunity to extend learning is Topsy Turvy--a lesson where students find the center of mass of a meter stick. In addition, students explore the use of a lever as a simple machine. Finally, students apply the dynamics of levers in real-world situations. The students will: find the center of mass of a meter stick explore the use of a lever as a simple machine apply the dynamics of levers in real-world situations
Illinois Mathematics and Science Academy® T7 Engineering: Design & Build Notes Introductory Activity
Objectives The students will: draw their perception of what an engineer is reflect on their perception versus actual engineering professions
Background Information Introductory Activity is a lesson that focuses on the student’s perception of what is an engineer.
Inquiry Overview Students will depict their thoughts of what an “engineer” is by constructing a drawing. Students will reflect on their perceptions. At the end of the unit, students will revisit their drawings and you may choose to have them redraw “engineer” at the end.
Activity: Materials For Each Student 30 Minutes: Introduction and Drawing . Student Handout 40 Minutes: Sharing For Students to Share 20 Minutes: Debrief . Colored Pencils/Markers
Students are asked to draw an “engineer doing engineering work.”
By having students draw what they imagine an engineer to be and do you will employ an abstract method of determining what their perceptions are of the field.
After debrief, you may wish to display the drawings throughout the curriculum, revisit the drawings and initial perceptions, and have students modify or make new drawings at the end of the curriculum.
Debrief – Large Group After the students have had ample time to complete their drawing, discuss the following points with the group. What are some similarities you noticed among the drawings? As a class, brainstorm a list of actions performed by an engineer. As a class, brainstorm a list of objects used by engineers What are some problems that engineers could help solve?
Illinois Mathematics and Science Academy® T10 Engineering: Design & Build Build-A-Boat Notes
Objectives The students will: understand and practice scientific inquiry: questioning, predicting, observing, recording and interpreting data, and communicating results. experience the concept of buoyancy explain in their own words why some objects sink and other objects float design and construct an aluminum foil boat that can hold a maximum load
Standards SEP1 SEP8 SEP2 MD.A.2 SEP3 G.A.2 SEP4 NS.C.5 SEP5 SP.A.1 SEP6 MP2 SEP7 MP5
Background Information Build-A-Boat, is a lesson that focuses on the engineering design process and the concept of buoyancy.
Buoyancy is the upward force a fluid puts on an object less dense than the fluid itself. The buoyancy of any object in water depends on the amount of space the object takes up or its volume and density--how much mass it has per unit of volume--compared to the density of the water. Objects with large volumes and low densities tend to be quite buoyant. For example, ships are buoyant in spite of the fact they’re often made out of metal. That’s because the hulls of ships are usually filled with air, which is less dense than water
When an object is placed in water there is a buoyant force that pushes up on it. The strength of the upward force is equal to the weight of the water that was moved out of the way or displaced. As a result, if an object moves a small amount of water out of the way, then the weight of the small amount of water is small, thus the buoyant force is small. In contrast, if the object moves a large amount of water then the weight of the water is large and there is a large buoyant force pushing up on it.
Inquiry Overview Throughout this lesson, students are learning how to question, predict, observe, record and interpret data, as well as communicate results, all the while learning and experiencing the effects of buoyant forces.
Illinois Mathematics and Science Academy® T11 Engineering: Design & Build
Notes Advanced Preparation Bring in tubs for water and decide how/where tubs will be set up for boat testing.
Activities: Materials Initial Exploration For the class 10 Minutes: Introduction of Activity . Tub(s) of water 40 Minutes: Design and Build . Pennies 10 Minutes: Debrief . Scissors . Scale Big Load . Dry rice 10 Minutes: Introduction of Activity . Graduated Cylinder . Graph paper 40 Minutes: Design and Build . Ruler 10 Minutes: Debrief . Computer with Internet Access
Biggest Load For 2 students per group 10 Minutes: Introduction of Activity . Aluminum foil 90 Minutes: Design and Build . Tape 20 Minutes: Debrief
Students are arranged in groups of two. Each pair will receive the same set of materials. Teams may only use the materials and quantities provided. Introduction activities provide students the opportunity to explore and experiment with density and buoyancy. Following the initial exploration activities, students will progress to designing their boats. Allow teams enough time to research, plan and construct their boats. Before testing, collect all boats (be sure that students label which boat is theirs’) and have each team estimate how many pennies they think that their boat will hold. During testing select one student per team to add the pennies. Use your own judgment as to how long to wait in between adding more pennies. Do not allow students to just dump pennies on their boats as this may cause an unfair advantage.
Teacher tip: As the maximum load nears you may want to slow down the penny addition and allow more time for observations.
Teacher Suggestion: You may choose to have multiple “tubs” of water set up around the classroom. These tubs could have specific and/or creative names such as “Lake Michigan” or “Fusion BAY”
When the time is right you may choose to show the students the following video clip from PBS. The video clip describes in simple terms buoyancy and what happens to the buoyant force if the boat is sinking. Link: http://www.pbs.org/media/wgbh/designsquad/animations/202_bouyancy_hi.mov
Illinois Mathematics and Science Academy® T12 Engineering: Design & Build
Notes Debrief – Large Group How did you place the pennies in your boat? Did you have a strategy? Why did you use this strategy? What would you change if you had to do this challenge again? What was the most effective boat design? Why?
Extensions Build and test several styles of boats using the same amount of aluminum foil. Measure and record level of water displacement as pennies are added. Use other materials, such as, wax paper, plastic, or cardboard to construct the boat. Use other materials to place inside the boat, such as gummy bears or sour patch kids. Cardboard boat race: Use recycled cardboard to construct a boat that would hold a heavy object (for example: a brick or cinder block). Race them in a local pool. Wrap pennies with foil and drop them into containers of water with various temperatures. Watch as the pennies drop at different rates. Build a boat using straws and plastic wrap. Link: http://pbskids.org/designsquad/parentseducators/resources/watercraft.html
Resources Interesting Article: http://www.sciencenewsforkids.org/2011/05/ants-aweigh/
Illinois Mathematics and Science Academy® T13 Engineering: Design & Build Build-A-Boat Page 1 of 8
TRY IT & REPORT Materials Needed: Two pieces of aluminum foil (15 centimeters by 15 centimeters) and one tub of water.
Shape a piece of aluminum foil into a design that will float. Draw the shape below.
Shape a piece of aluminum foil into a design that will sink. Draw the shape below.
When your team is ready, take the shapes to the tub and try them out. What happened? Was it what you expected? Write your response below.
Illinois Mathematics and Science Academy® S2 Engineering: Design & Build Build-A-Boat Page 2 of 8
PROCEDURE: 1. Shape a 15cm by 15cm piece of aluminum foil into the designs listed in the table. 2. Use a new 15cm by 15cm piece for each foil shape. 3. When your team is ready, take the shapes to the tub and observe the outcome. TRY IT: Does it sink or float?
What do you observe? My Why do you think FOIL Prediction! that is happening? SHAPE SINK FLOAT
FLAT
FLAT WITH PENNY ON TOP
BALL
BALL WITH PENNY IN MIDDLE
Illinois Mathematics and Science Academy® S3 Engineering: Design & Build Build-A-Boat Page 3 of 8
DESIGN: Use the materials provided to design a boat that can hold at least 10 pennies. MATERIALS: For the class For each student group Tub (Clear) Pennies Water 1 Aluminum foil sheet (15cm by 15cm) Scissors
PLAN & SKETCH: How will your boat look? Sketch your plan for building the boat in the space below.
RESULTS: When your team is ready, take the shape to the tub and test its performance. What happened? Was it what you expected? Write your responses below.
Illinois Mathematics and Science Academy® S4 Engineering: Design & Build Build-A-Boat Page 4 of 8
CHALLENGE: How can your team design a “boat” that will hold the most pennies using the materials provided?
MATERIALS: For the class For each student group Scale Pennies Tub (Clear) 1 Aluminum foil sheet (15cm by 15cm) Water Scissors
PLAN & SKETCH: We will consider the following factors in our boat design. Sketch your boat in the space below.
WEIGHT: Your team needs to come up with a plan to answer the following question – How much weight did the boat hold? Explain how your team will do this using pennies as cargo.
Illinois Mathematics and Science Academy® S5 Engineering: Design & Build Build-A-Boat Page 5 of 8
RESULTS: When your team is ready, take the shape to the tub and test the boat. What did you notice as you added the pennies? Describe your results below.
CALCULATIONS: Calculate the total weight of the pennies your boat held? Show your work!
Illinois Mathematics and Science Academy® S6 Engineering: Design & Build Build-A-Boat Page 6 of 8
CLASS DATA TABLE: Record your maximum capacity on the class data table below. Collect data from the entire class. Use this data to help you decide
TEAM NAME MAXIMUM # PENNIES HELD
Illinois Mathematics and Science Academy® S7 Engineering: Design & Build
Build-A-Boat Page 7 of 8
Class Observations and Data ° Boat Drawing ° Boat Drawing ° Boat Drawing ° Number of Pennies ° Number of Pennies ° Number of Pennies ° Weight Held ° Weight Held ° Weight Held ° Other Observations ° Other Observations ° Other Observations
Illinois Mathematics and Science Academy® S8 Engineering: Design & Build
Build-A-Boat Page 8 of 8
DISCUSSION: 1. How did you place the pennies in your boat? Describe your strategy.
2. What would you change about your boat and/or penny placement strategy if you were able to do this challenge again? Explain your ideas.
Illinois Mathematics and Science Academy® S9 IMSA Fusion — Powered by Living in a Material World STEM Curriculum Module
Table of Contents
Curricular Objectives and Background Information...... 1 National Standards...... 3 Unit Summaries and Objectives...... 7 Materials List...... 9 Unit 1: Setting the Stage...... 13 Unit 2: Ages of Stone and Bronze...... 27 Unit 3: Wood Works...... 33 Unit 4: The Iron Age...... 47 Unit 5: Silicates and Light...... 61 Unit 6: I’m Rubber, You’re Glue...... 67 Unit 7: Plastic Dreams...... 77 Unit 8: Textiles...... 87 Unit 9: Outta This Material World...... 99 Resources...... 107 Materials Science – Living in a Material World
Curricular Objectives
Students completing this curriculum will understand that:
• The course of human civilization often hinged on developments in materials science. • Technology and engineering require an understanding of quantifiable material properties. • Material properties are determined by chemical composition and small-scale structure. • Unknown materials may often be identified by testing their material properties.
Students will arrive at these understandings through a process on hands-on scientific inquiry. In the process, students will gain valuable experience with the process skills identified in the Common Core math standards as well as the Next Generation Science Standards. Logistics
Students: 30 students in grades 6 – 8
Location: Activities are suitable for standard classrooms if laptop carts are available. Otherwise frequent visits to a computer lab will be required.
Time: This curriculum is designed for 32 content hours. Times for individual activities are typically 1 to 2 hours and detailed estimates are found at the beginning of each activity. Background Information
Materials science is an interdisciplinary field concerned with the understanding and application of the properties of matter. Materials scientists study the connections between the underlying structure of material, its properties, its processing methods, and its performance in applications.
Scholars have long classified eras of ancient civilizations by their progress in materials science, coining such terms the Stone Age, Bronze Age and Iron Age. What is known about ancient cultures, especially those without written records, often comes from a scientific examination of the artifacts they left behind. Advances in materials science often went hand-in-hand with other cultural developments. In many cases it was the development of new materials that enabled advances in other realms of human accomplishment. When neighboring nations and cultures came into conflict, whether economic or military, dominance was often achieved by employing more advanced materials.
Although its importance goes back to antiquity, the concept of material science, as a discipline of study, is rather new. Educational programs at the college level now abound and career opportunities in this field are very rewarding for those with the passion and ability to pursue them.
Illinois Mathematics and Science Academy® T1
Materials Science – Living in a Material World
Illinois Mathematics and Science Academy® T2
Materials Science – Living in a Material World
National Standards
Next Generation Science Standards: MS-ESS3-3: Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions MS-ETS1-2: Evaluate competing design solutions using a systemic process to determine how well they meet the criteria and constraints of the problem. MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success MS-PS1-1: Develop models to describe the atomic composition of simple molecules and extended structures MS-PS1-2: Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred MS-PS1-3: Gather and make sense of information to describe that synthetic materials come from natural resources and impact society MS-PS1-4: Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed MS-PS1-5: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved MS-PS2-5: Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact MS-PS4-2: Develop and use a model to describe how waves are reflected, absorbed, or transmitted through various materials MS-LS1-1: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells MS-LS1-3: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. MS-LS1-5: Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms
NGSS Science and Engineering Practices: SEP1: Asking questions and defining problems SEP2: Developing and using models SEP3: Planning and carrying out investigations SEP4: Analyzing and interpreting data
Illinois Mathematics and Science Academy® T3
Materials Science – Living in a Material World
SEP5: Using mathematics and computational thinking SEP6: Constructing explanations and designing solutions SEP7: Engaging in argument from evidence SEP8: Obtaining, evaluating, and communicating information
Next Generation Science Standards Reference: NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.
Mathematics Common Core Standards CCSS.Math.Content.5.OA.B Analyze patterns and relationships CCSS.Math.Content.6.EE.A Apply and extend previous understandings of arithmetic to algebraic expressions CCSS.Math.Content.6.EE.A.2 Write, read, and evaluate expressions in which letters stand for numbers CCSS.Math.Content.6.EE.B Reason about and solve one-variable equations and inequalities CCSS.Math.Content.6.NS.C.8 Solve real world and mathematical problems by graphing points in all four quadrants of the coordinate plane CCSS.Math.Content.6.RP.A Understand ratio concepts and use ratio reasoning to solve problems CCSS.Math.Content.6.SP.B Summarize and Describe Distributions CCSS.Math.Content.7.G.A.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. CCSS.Math.Content.7.EE.B Solve real-life and mathematical problems using numerical and algebraic expressions and equations CCSS.Math.Content.7.NS.A.3 Solve real-world and mathematical problems involving the four operations with rational numbers CCSS.Math.Content.7.G.B Solve real-life and mathematical problems involving angle measure, area, surface area, and volume CCSS.Math.Content.7.RP.A Analyze proportional relationships and use them to solve real- world and mathematical problems CCSS.Math.Content.7.RP.A.2 Recognize and represent proportional relationships between quantities CCSS.Math.Content.HSN.Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays
Mathematical Practices: CCSS.Math.Practice.MP1: Make sense of problems and persevere in solving them CCSS.Math.Practice.MP2: Reason abstractly and quantitatively
Illinois Mathematics and Science Academy® T4
Materials Science – Living in a Material World
CCSS.Math.Practice.MP3: Construct viable arguments and critique the reasoning of others CCSS.Math.Practice.MP4: Model with mathematics CCSS.Math.Practice.MP5: Use appropriate tools strategically CCSS.Math.Practice.MP6: Attend to precision CCSS.Math.Practice.MP7: Look for and make use of structure CCSS.Math.Practice.MP8: Look for and express regularity in repeated reasoning
Common Core English Language Arts (ELA) Standards 6-8.RH.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts 6-8.SL.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on middle school topics, texts, and issues, building on others’ ideas and expressing their own clearly. 6-8.SL.4: Present claims and finding, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details SL.6-8.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate 6-8.RST.1: Cite specific textural evidence to support analysis of primary and secondary sources; connecting insights gained from specific details to an understanding of the text as a whole 6-8.RST.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary 6-8.RST.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks 6-8.RST.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually 6-8.RST.8: Evaluate an author’s premises, claims and evidence by corroborating or challenging them with other information 6-8.RST.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic 6-8.W.1: Write arguments to support claims with clear reasons and relevant evidence 6-8.W.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content 6-8.WHST.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content 6-8.WHST.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of 6-8.WHST.9: Draw evidence from informational texts to support analysis, reflection, and research
Illinois Mathematics and Science Academy® T5
Materials Science – Living in a Material World
Common Core Mathematics and ELA Standards Reference Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers Title: Common Core State Standards Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C. Copyright Date: 2010
Illinois Mathematics and Science Academy® T6
Materials Science – Living in a Material World
Unit Objectives and Summaries
Unit 1 – Setting the Stage
This unit introduces students to the importance of material properties by having them select appropriate materials for the design of a complex machine operating in a severe environment. Next, students construct a timeline for the wall of their Fusion classroom. In all subsequent activities, developments in the field of materials science will be placed in historical context using this timeline. Finally, students begin to understand the importance of small-scale structure by performing a kinesthetic simulation of atoms forming a crystal. A conceptual understanding of crystalline structure is important to several subsequent activities.
Unit 2 – Ages of Stone and Bronze
This unit begins with an activity in which students examine rocks with differing fracture characteristics which depend on crystalline structure. Students design methods for evaluating which rocks make the best tools for cutting and scraping simulated animal hide. Stone tools were replaced by copper and bronze as soon as people discovered how to smelt ores into metals. Students will study the process of copper smelting and then evaluate the material properties of copper, tin, and bronze.
Unit 3 – Wood Works
Wood has many useful properties, including flexibility. Students will experiment with different techniques for making a permanent bend in wooden craft sticks. Once they master the process, students will design and construct a small wooden ship, using curved timber, which must float and hold a cargo. To keep things water-tight, students will make a tar-like caulking compound.
Unit 4 – The Iron Age
This unit begins with an experiment in which students simulate the heat treatment of steel in an attempt to improve the temper of pasta “sword blades”. The next activity examines the chemistry of iron. After examining the smelting of iron ore, student look at the reverse reaction of iron corroding into rust. They will exploit a catalyst’s material properties to drastically increase the rate of rust formation. Armed with this experience, students will perform an exercise in forensic engineering to determine why a bridge in Wisconsin recently failed. Finally, they learn about make techniques to make corrosion resistant steel and use their knowledge to identify several samples of unknown metals.
Illinois Mathematics and Science Academy® T7
Materials Science – Living in a Material World
Unit 5 – Silicates and Light
This unit begins be examining the interactions of matter and light. Students will experiment with a model to learn why materials have such a wide range of visual appearances. Then students will learn about stained glass. After observing patterns in the design work of architect Frank Lloyd Wright, students will use linear equations to design and create their own work of art.
Unit 6 – I’m Rubber, You’re Glue
Students will learn why different formulations of rubber have unique material properties. They will make super balls, from both natural and synthetic rubber, and evaluate their performance. Finally they will learn about the deadly ball games played in ancient Mezzo America. Students will build scale models of a ball court and experiment with the rules of these games as an exercise in experimental archaeology.
Unit 7 – Plastic Dreams
Plastics have revolutionized our manufactured world but they have also raised serious environmental issues. Students will examine the chemical and material structure of different plastics. They will perform research before engaging their peers in a debate about one of the many environmental aspects of plastics production, recycling, and biodegradation.
Unit 8 – Textiles
Students take on the role of clothing designers in this problem-centered unit. Customers need fabrics which meet their specific requirements. Before making the best possible recommendations, students will need to perform many experiments to determine the material properties of both natural and synthetic fibers and fabrics.
Unit 9 – Outta this Material World
In this final unit, students examine familiar classroom objects with the eye of a materials engineer. They relate the object’s function with its designer’s choice of materials. Moving beyond the familiar, students research the most challenging task for a materials scientist, the design of a space suit which protects an astronaut in the extreme environment of space.
Illinois Mathematics and Science Academy® T8
Unit 1: Setting the Stage
Introduction NOTES The last 8,000 years of human history was shaped by many events, but none more influential than the development of science and technology. Advances in technology often hinged on the creation of new materials or discovery of previously unknown material properties.
Most of the materials properties we will study in this curriculum are determined by:
the type of atoms in a substance. the crystalline structure formed by those atoms.
Every element on the periodic table is composed of a unique type of atom. Gold and silver have different properties because their atoms are different. Some materials, such as diamonds, graphite, and charcoal, have different properties due to the manner in which their atoms are assembled together. All three of these materials are made from identical carbon atoms. In each, the carbon atoms are arranged in a different pattern. Such patterns are known as a material’s crystalline structure.
The atoms in a liquid are constantly interacting with each other but are still free to move. The average speed of those moving atoms is a function of the liquid’s temperature. If the temperature falls below a critical “freezing point”, the motion of the atoms will drop dramatically. Although they are still free to vibrate, they no longer move past each other. The liquid has become a solid.
If the change of phase happens slowly, atoms will naturally arrange themselves into a pattern which contains the least possible amount of stored energy. This pattern, repeated many times through a certain volume, is called a crystal. Crystals have specific geometries which give the solid material some of its properties.
The formation of crystals usually begins in many places at once, leading to the simultaneous formation of multiple crystals. The faster the liquid cools, the smaller these crystals will be as it takes time for larger crystals to organize. If the liquid cools very rapidly, it may freeze into a solid before any detectible crystalline patterns have a chance to form. Such a material is called an amorphous solid. Window glass is a familiar example of an amorphous solid.
Illinois Mathematics and Science Academy® T13
Unit 1: Setting the Stage NOTES Inquiry Overview In the first activity, students work with a set of fictional materials which have very real properties. They will examine these materials and make decisions about which material is best for a number of applications related to an underwater robot. Then they will begin to explore why different materials have different properties.
In the second activity, the class will construct a timeline to mount on the wall. Throughout the curriculum, this will serve as a reference for putting into historical context various developments in materials science.
The third activity delves into crystalline structures by having the students move about the room in a kinesthetic simulation. Activities
Activity 1: Diving into Material Properties Estimated Time: 90 minutes Student Grouping: groups of 3
Objectives: The students will: Select materials to serve a specific purpose based on their material properties. Examine why materials have differing properties.
Standards: MS-PS1-1, MS-ETS1-1, Materials for this Activity NGSS MS-ETS1-2, SEP (1,2) Per group of three students: CCSS Math MP (7,8) Student Pages
1 Diagram of a submarine
Advanced Preparation: none robot 26 Plastic chips (labelled A Suggested Inquiry Approach: through Z) 3 copies of Anodami Materials Point to some object in the room and List challenge students to name the 1 computer with internet materials from which it is made. access
Illinois Mathematics and Science Academy® T14
Unit 1: Setting the Stage
Now ask why these materials, and not some others?
Encourage them to debate the suitability of other materials which might have been used.
Help students form groups of three and obtain their materials.
Give them their student pages and, as a class, read the story about the Anodami. Allow them to continue through the first part of the activity to select suitable material for their robot. As they work, you can get the computers/laptops ready for the second part.
Students will have questions about vocabulary. Allow them to use an online dictionary for help.
As soon as you see that all groups have placed their material markers on their robots, start a class discussion. Go through each part of the robot and ask students what material they selected and why. There are many good answers and students will have different opinions. Encourage them to debate the merits of each choice. There is no single “correct” answer. Every choice has trade- offs. This is an important aspect of engineering design.
Following this discussion you may allow them to complete the remaining questions in Part 1 either independently or as a class, as you prefer.
Part 2 requires students to access an online computer simulation. They will build atoms of the first six elements. Finally they will read about different structures of carbon atoms.
Debrief:
What two things determine the properties of a material?
Illinois Mathematics and Science Academy® T15
Unit 1: Setting the Stage
NOTES
Illinois Mathematics and Science Academy® T16
Unit 1: Setting the Stage
Activity 2: Timeline of Materials Science
Estimated Time: 85 minutes Student Grouping: groups of 2 or 3
Objectives: Students will establish a reference timeline which will be used throughout the curriculum for placing developments in Materials Science into a historical perspective.
Standards: Materials for this Activity
Per group of 2 or 3 students: CCSS Math 6.NS.B, MP (1,2,4) Student Pages CCSS ELA 6-8.RI.9, 6-8.RST.3 ≈ 10 Post-it notes 1 computer with internet access Advanced Preparation: Select a wall on which to maintain a 15 foot- For the class: long timeline. 1 roll of blue tape Timeline (12 sections) Suggested Inquiry Approach:
Explain that the class will be assembling a timeline on the wall. The timeline is divided into pieces like a puzzle. Each group will get one piece. Without talking, students will need to assemble the timeline, in correct order, and attach each piece to the designated wall.
1. Have students form groups of two or three. 2. Give each group a section of the timeline (there are 12 sections). 3. Give the roll of blue tape to a student who will assist with attaching pieces to the wall. 4. Each group sends one member, with their piece of the timeline, to work in silence with others at the wall.
Remaining group members can get the computers up and running. Each group will need one.
Illinois Mathematics and Science Academy® T17
Unit 1: Setting the Stage
NOTES 5. Once the timeline is correctly assembled, each group makes a list of significant events to plot on the timeline. If a group needs help, you might suggest any of the following to add to their list: First writing, or alphabet First block printing or printing press Construction of the pyramids of Egypt, Stonehenge, Great Wall, etc Domestication of wheat, corn, horses, etc Invention of gunpowder, steam engine, telephone, etc First paved road, suspension bridge, skyscraper, railroad, etc First human flight
6. Facilitate a class discussion in which students share what their group thinks should go on the timeline. As a class, come to a consensus on 10 to 20 appropriate historic events for the timeline. These events do not need to be Materials Science related. That will come later. 7. Working in their groups, students use the internet to find when these events occurred. Rather than use calendar dates, the timeline will measure everything in “years ago”. Students will have to translate 3,500 BCE into 5,515 ya and mid-fifteenth century into 565 ya. If you feel calendar dates are important you may have students add those labels above the timeline. 8. Students can put their results on sticky notes to attach to the timeline. Expect there to be some discrepancies between groups. Different sources may give different dates for some events. Highlight discrepancies and moderate a discussion toward consensus. Once everyone is in agreement on the timing of their important events, the sticky notes could be replaced with more permanent (and attractive) markers or labels could be written on the timeline itself using a marker.
Debrief:
Were you surprised by the sequence of these events? Did anything happen sooner or later than you would have guessed?
Pick some famous inventions or construction projects on your timeline and ask the questions: o Could this event have happened 100 years sooner? o 500 years sooner? o If not, what was missing that had to be accomplished first before the event on your timeline would be possible?
Illinois Mathematics and Science Academy® T18
Unit 1: Setting the Stage
Stone Age hunters began exploiting the material properties of rocks to make sharp-edged tools about 1.7 million years ago. How far to the left would you have to extend your timeline to document that important event? (The scale of this timeline is 50 years per centimeter.)
Illinois Mathematics and Science Academy® T19
Unit 1: Setting the Stage
NOTES
Illinois Mathematics and Science Academy® T20
Unit 1: Setting the Stage
Activity 3: Crystallography Estimated Time: 45 minutes Student Grouping: pairs
Objectives: Simulate the motion of atoms in a liquid as it transitions to a solid. Explain what causes the formation of three crystalline structures: 1. Amorphous 2. Crystalline 3. Polycrystalline
Standards: Materials for this Activity NGSS MS-PS1-1, MS-PS1-4 Per group of two:
CCSS ELA 6-8.W.1 Student Pages 1 Fruit candy 1 White mint candy Advanced Preparation: none
Suggested Inquiry Approach:
The following script is offered. There is no need to use it verbatim. Rather it is an example of how to coach students toward an understanding of the three crystalline structures.
Part 1 – forming an Amorphous Solid
“Imagine that you are an atom of a liquid.” “You are free to move slowly about the room.” “Walk slowly, but never come to a stop.” “Slowly bounce away from any obstacle you encounter.” Let students get used to this motion. To help manage their behavior, tell them as often as necessary: o “Atoms that move too fast will have to sit down and watch!” o “Atoms are silent. They listen but don’t make noise!” “You feel electrical forces from the other atoms nearby.”
Illinois Mathematics and Science Academy® T21
Unit 1: Setting the Stage NOTES “These forces pull you closer until you are within arm’s reach, but push you apart if you get any closer.” “You feel most comfortable when you are one arm’s length from other atoms.” “If you find yourself too close or too far away, slowly adjust the direction of your motion.” “You will seldom be exactly one arm’s reach away from the nearest atoms but try to maintain that as your average.” “Your walking speed will vary but your average speed is a reflection of your temperature.” “How do you think the movement of atoms changes when the temperature drops?” Give students a moment to answer: the atoms move more slowly “If I reduced the temperature in this room far enough, the liquid which you are simulating would freeze into a solid.” “What will happen to your movement if the temperature drops to freezing?” Give students a moment to answer: we stop completely “When I say “now” I want you all to freeze in-place.” “Now!” “You used to be part of a liquid. Now what have you become?” Give students a moment to answer: a solid. “Without moving your feet, look around the room at the other atoms.” “Are you all facing the same direction?” Give students a moment to answer: no “Were you all moving in the same direction?” Give students a moment to answer: no “Are you all equally spaced around the room?” Give students a moment to answer: no “Are you exactly one arm’s length from your neighbors?” Give students a moment to answer: no
Illinois Mathematics and Science Academy® T22
Unit 1: Setting the Stage “Can anyone give examples from the real world in which a liquid freezes very quickly into a solid?” Give students a moment to answer. Lava flowing into water would be one example. “The solid substance of which you are now a part is referred to as an amorphous solid. It has no repeating pattern or geometry. You are a somewhat random arrangement of atoms.” “Everybody say the word “amorphous”!”
Part 2 – forming a Crystalline Solid “Now I am turning up the heat in this room so that you melt back into a liquid. Begin walking around slowly as you did before.” “I am about to drop the temperature again but this time I will do so very slowly.” “As the temperature drops there will be one atom in the room which will be the first to stop moving.” “I am about to call out the name of that one atom.” “If you hear your name called, freeze in-place. The rest of you keep moving but do so very slowly.” Call the name of one student who is close to the center of the room. “______is now motionless and facing in a particular direction.” “______, please raise your hand so everyone can see you.” “The rest of you will continue to move ever more slowly as the temperature drops.” “The atoms which are closest to ______finally have a chance to park themselves exactly one arm’s length from a neighbor.”
Illinois Mathematics and Science Academy® T23
Unit 1: Setting the Stage NOTES “______is no longer a moving target so I want the four people currently surrounding ______to come to rest one arm-length away from him/her and facing in the same direction in which ______faces.” “A crystal has begun to form.” “The rest of the atoms are still moving about very slowly.” “If you find yourself within reach of any of the stationary atoms, park yourself exactly one arm’s length away and face the same direction as everyone else in the crystal.” “The crystal begins with ______and grows outward until all the atoms have joined it.” All students should come to rest one arm-length from their neighbors, and all facing the same direction. “Once again you have become a solid. You are not an amorphous solid now, but a crystalline solid.” “Everybody say “crystalline”!” “How is a crystalline solid different from an amorphous solid?” Give students a moment to answer: spaced equally, facing same direction, more organized
Part 3 – forming a Polycrystalline Solid
“Some crystalline solids are formed from a single, large crystal, such as snowflakes. More commonly, multiple crystals begin forming at the same instant and they grow until they reach the edges of the other crystals forming around them. Such a substance is called a polycrystalline solid.” “I am turning up the temperature again, so melt back into a liquid and resume moving.” “This time I am going to call three names. If you hear your name, raise your hand and stop moving.”
Illinois Mathematics and Science Academy® T24
Unit 1: Setting the Stage “Everyone else join a crystal as soon as your motion brings you within arm’s reach of an atom which has already stopped. Be sure you are one arm-length away and facing in the same direction as the atom you are joining.” Call the names of any three students. The others should come to rest, aligned with the nearest of the three names you called. “Once again you are a solid, made up of crystals, but this time you are polycrystalline solid.” “Everybody say “polycrystalline”!” “How many crystals have you formed?” Give students a moment to answer: 3 “Are all three crystals facing in the same direction?” Give students a moment to answer: the 3 crystals are probably not facing the same direction but all the atoms within each crystal are all facing the same.
Now have students work in pairs to answer questions on their Student Pages. Each pair will need one fruit candy and one white candy.
Debrief:
Crystalline structures are important for a broad range of solids including everything from sugar to steel. As a class, share answers to the questions on the Student Pages.
Extensions:
During this activity, students were told that atoms like to stay “an arm’s length” apart. The attractive and repulsive forces which contribute to this behavior may be examined using a web-based computer simulation here: http://phet.colorado.edu/en/simulation/atomic-interactions If your school has the necessary equipment (glassware and hot plate), there is an interesting experiment in crystallography outlined by Northwestern University at this site: http://www.earth.northwestern.edu/public/seth/demos/XTAL/xtal.html
Illinois Mathematics and Science Academy® T25
Student Pages Unit 1, Activity 1, Diving into Material Properties
Problems:
Select materials to serve a specific purpose based on their material properties. Why do materials have different properties?
Materials for this Activity:
Per group of 3:
• 1 Diagram of a submarine robot • 26 Plastic chips (labelled A through Z) • 3 copies of Anodami Materials List • A computer with access to the internet
Our Story:
Far from Earth, the inhabitants of a planet called Anodam have a problem. The Anodami obtain all their food from the sea. Lately, it has become difficult to catch fish. Seaweed harvests have fallen dramatically. These difficulties are thought to be related to recently detected changes in the seawater.
Anodami scientists have hypothesized that volcanic activity on the sea floor might be responsible for these unfortunate changes. This possibility must be investigated immediately! The Anodami must design a submarine robot which will dive to an undersea volcano to obtain a sample of newly formed rock. An examination of that rock will help determine if the volcanoes are responsible for the damaging changes to the sea.
In this activity you will play the role of an Anodami engineer. Your task is to select appropriate materials from which to construct a submarine robot.
Illinois Mathematics and Science Academy® S 1 Student Pages Unit 1, Activity 1, Diving into Material Properties
Procedure:
Form groups of three for this activity.
1. The Submarine Robot
Examine the diagram of the submarine robot. Read the description of each labelled part. How many labelled parts are there?
Examine the plastic chips. Verify that you have 26 chips, labelled A through Z.
Each chip represents one type of material which is available for use on your robot. Supplies are limited, however, so each material can only be used for one part of the robot. Some materials will not be used at all.
Read the information on your Materials List which explains the properties of each material.
Select a material for each labelled part of your robot and place the appropriate chip on that part.
As a class, compare your designs. Discuss why you chose these particular materials for each part of your robot.
The chips come in four different colors. In the boxes below, record any similarities you notice in the materials of each color.
Red: Green:
Blue: Yellow:
Illinois Mathematics and Science Academy® S 2 Student Pages Unit 1, Activity 1, Diving into Material Properties
Characterize each group of materials with a label or name that contains as few words as possible:
Red: Green:
Blue: Yellow:
Think of some materials that might be available to engineers here on Earth. List a few materials that might fit into each category:
Red: Green:
Blue: Yellow:
2. Material Properties
What gives a material its particular properties? There are two factors:
1) The chemical elements from which it is made. 2) The structural arrangement of its atoms.
Illinois Mathematics and Science Academy® S 3 Student Pages Unit 1, Activity 1, Diving into Material Properties
e Atoms are made of three different types of subatomic particles. Can you name them?
e 1) P n n P 2) 3)
Atoms of different elements behave differently due to having a different number of these subatomic particles. At your computer, open your browser to the following website: http://phet.colorado.edu/en/simulation/build-an-atom
Click the green “Run Now!” button to start the simulation.
Drag a single proton into the nucleus (marked with an “x”).
Is your nucleus stable or unstable?
Now add an electron.
With one proton and one electron, you have created an atom of hydrogen, the most basic element in the Universe. Congratulations!
Add another proton to your atom.
Is your nucleus stable? If not, add a neutron and keep adding neutrons until your nucleus is stable.
Illinois Mathematics and Science Academy® S 4 Student Pages Unit 1, Activity 1, Diving into Material Properties
Add another electron to keep the charge of your atom neutral.
What element have you created with this atom?
Can you think of any similarities between the two elements you have created so far?
Add a third proton, a third electron, and as many neutrons as you need to stabilize the nucleus.
This is an atom of lithium. Unlike hydrogen and helium, lithium is a solid. It is a light metal often used in batteries. When matter first formed in the early universe, it was mostly hydrogen, with some helium and a tiny bit of lithium. These three elements formed the first stars. All of the other elements formed later, inside stars, where small atoms are sometimes crushed together, forming larger atoms.
Continue adding protons, electrons, and neutrons to form larger atoms. In the space below, record the element composed of each atom:
An atom with 4 protons is: ______
An atom with five protons is: ______
An atom with six protons is: ______
All atoms are composed of the same three “building blocks”. What distinguishes one atom from another is how many of those blocks it has. Many of the properties of a material are due to those differences. But some properties require another explanation.
Illinois Mathematics and Science Academy® S 5 Student Pages Unit 1, Activity 1, Diving into Material Properties
Your pencil point, which we often call “lead”, is not really made of lead. It is made of graphite. In the space below, record some observable properties of graphite:
As you know from writing with a pencil, graphite is not that hard. The hardest material in nature is diamond. In the space below, record some properties of diamond:
Obviously these two materials are very different. Surprisingly, each is composed entirely of carbon atoms. How those atoms are attached to each other makes a big difference. Graphite and diamond atoms are arranged in very different structures.
Illinois Mathematics and Science Academy® S 6 Student Pages Unit 1, Activity 1, Diving into Material Properties
The carbon atoms in diamond are locked into a rigid crystalline structure. The carbon atoms in graphite are stacked in thin sheets of hexagons. Carbon atoms can be arranged in many other structures as well, each with unique properties.
Materials throughout the universe are made from the same types of atoms and structures. Whether you are on Earth or sailing the seas of Anodam, the same rules apply.
Illinois Mathematics and Science Academy® S 7 Student Pages Unit 1, Activity 1, Diving into Material Properties
Illinois Mathematics and Science Academy® S 8 Student Pages Unit 1, Activity 2, Timeline of Materials Science
Problem: Create a timeline for your class on which you can track the developments in materials science which influenced the course of human history.
Materials: You and your partner(s) will need:
1 Computer with internet access Post-It notes 1 section of the class timeline
Procedure:
The entire timeline will span 8,400 years, but your group will be given just a small section of the total. Your teacher will indicate the wall on which you are to assemble the timeline.
1. Send one person from your group up to the wall with your small section of the timeline. The challenge is to assemble the entire timeline in the correct order, and fix it to the wall, without speaking!
While one member of your group is up at the wall, the others should get a computer up and running. Later in the activity you will need to do some research using the internet.
2. You and your partners will now make a list of events that could be placed on the timeline. Think of the most important events from human history. These might be important inventions or accomplishments, the rise and fall of civilizations, the birth of important people, or other important “firsts”.
Illinois Mathematics and Science Academy® S 9 Student Pages Unit 1, Activity 2, Timeline of Materials Science
3. Share your list with the class and, together, decide on 10 to 20 events to plot on the timeline.
4. Search the internet to see when those events happened. When you find the information, use a small post-it note to record the event, the year, and your name. Place the note on the appropriate year of the timeline.
5. After all the events are placed on the timeline, check the results which other groups found. Once the class agrees on the dates you may wish to label the timeline with something nicer than post-it notes.
Illinois Mathematics and Science Academy® S 10 Student Pages Unit 1, Activity 3, Crystallography
Atoms in a liquid are in constant motion. In a solid, atoms can still vibrate but their locations are generally fixed. Depending on how quickly they transitioned from a liquid to a solid, the atoms may be arranged randomly or in regular, geometric patterns.
Problem: What different types of crystalline structures may be formed by a liquid material as it cools and becomes a solid?
Procedure:
In this activity, you will simulate an atom of a liquid material as it cools and freezes into a solid. Your teacher will guide you on the procedure. Your liquid will freeze into a solid three times, forming different types of patterns. After completing the activity, answer the following:
1. What type of cooling produced an amorphous solid?
2. What type of cooling produced a crystalline solid?
3. How is the size of individual crystals related to the rate of cooling?
Look at the diagram of four solid materials on the next page.
4. Which object(s) are amorphous solids?
5. Which object(s) are crystalline solids?
6. Which object(s) are polycrystalline solids?
7. List the objects in the order of which cooled the fastest to which cooled the slowest:
______
Illinois Mathematics and Science Academy® S 11
Student Pages Unit 1, Activity 3, Crystallography
8. Imagine you held these objects in your hand. Some would feel smoother than others. List the objects in order from smoothest to roughest:
______
9. Take one fruit flavored candy and one white candy. Break each candy in half. Examine the interior surfaces where the candy broke. Use a hand lens as well as your finger tips. 10. Which candy is an example of a polycrystalline solid?
11. Which candy is an example of an amorphous solid?
Illinois Mathematics and Science Academy® S 12 Student Pages Unit 1, Activity 3, Crystallography
12. Both candies are made from the same type of sugar. Which candy cooled more slowly during production?
13. This form of candy, using crystallized sugar from the sugar cane plant, was invented in India around 500 CE. Ask your teacher for the marker representing the first hard candy. Place it on your timeline.
Illinois Mathematics and Science Academy® S 13 IMSA Fusion — Powered by Take Flight STEM Curriculum Module
Table of Contents
Curricular Objectives and Background Information...... 1 Standards...... 3 Unit Summaries and Objectives...... 6 Materials...... 11 Unit 1: Design and Engineering...... 13 Unit 2: Wind Beneath the Wings?...... 29 Unit 3: What Goes Up...Must Come Down: Runway Math...... 39 Unit 4: Take to the Skies: Navigation by Air...... 53 Unit 5: Air Traffic Control...... 71 Unit 6: Environmental Concerns...... 87 Unit 7: Economic Issues...... 99 Unit 8: Take Flight: Culminating Activity...... 111 Resources...... 117
Curricular Objectives and Background Information
Curricular Objectives
Upon completion of this curricular unit, students will:
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Logistics
Class Size: 30 Middle Level 6 – 8 students
Location: Most activities are completed in a classroom and/or computer lab. However, several activities require outdoor space or hallway space. See specific activities for details.
Time: This curriculum is designed for 32 content hours. Unit times vary from approximately 3 – 6 hours with activities typically 1 to 2 hours. Refer to each activity for more specific time breakdowns.
Introduction
In less than 100 years, commercial aviation has evolved from a speculative novelty to a driving engine in the American economy. The world has become a smaller, more accessible place to those who can afford a ticket. Globally, the number of people who can afford air travel continues to grow at a steady rate. Aircraft manufacturers are pioneering advances in science and technology to produce increasingly sophisticated airliners that can handle the demand without producing unacceptable impacts on the environment. The infrastructure to operate these growing air fleets has also pushed the boundaries of engineering and economics.
Most air travelers take the entire experience of flying from one city to another for granted yet they have little understanding of what is happening around them. They catch cryptic snippets of conversation from the cockpit. They watch technicians scurry about ramps and runways marked with mysterious lights and coded signs. They fidget in seats which seem impossibly cramped.
Illinois Mathematics and Science Academy® T 1
They marvel at the thunderous roar of engines which push them into the sky, but are completely unaware of the science and technology which will ensure their safe arrival at the final destination.
Studying the basic principles of flight has long been a staple of middle school physical science curricula. steps beyond those basics to examine the Science, Technology, Engineering, and Mathematics involved in every aspect of the modern aviation industry. At the conclusion of this curriculum, students will have a greater appreciation of how air travel works and what is going on behind the scenes. They may even want to pursue a career in the industry.
Illinois Mathematics and Science Academy® T 2
National Standards
Next Generation Science Standards: MS ESS2-5: Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions MS ESS3-3: Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment MS ESS3-5: Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century MS-ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success MS-ETS1-4 Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be reached MS-PS2-1 Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects MS-PS2-5 Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact MS-PS4-1 Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave MS-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials
Crosscutting Concepts: Cause and effect: Mechanism and explanation. Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigating and explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events in new contexts. Crosscutting Concepts: Scale, proportion, and quantity In considering phenomena, it is critical to recognize what is relevant at different measures of size, time, and energy and to recognize how changes in scale, proportion, or quantity affect a system’s structure or performance. Crosscutting Concepts: Systems and system models Defining the system under study—specifying its boundaries and making explicit a model of that system—provides tools for understanding and testing ideas that are applicable throughout science and engineering.
Illinois Mathematics and Science Academy® T 3
Science and Engineering Practices: SEP1: Asking questions and defining problems SEP2: Developing and using models SEP3: Planning and carrying out investigations SEP4: Analyzing and interpreting data SEP5: Using mathematics and computational thinking SEP6: Constructing explanations and designing solutions SEP7: Engaging in argument from evidence SEP8: Obtaining, evaluating, and communicating information
Next Generation Science Standards Reference: NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.
Mathematics Common Core Standards CCSS.Math.Content.5.OA.B Analyze patterns and relationships CCSS.Math.Content.6.EE.A Apply and extend previous understandings of arithmetic to algebraic expressions CCSS.Math.Content.6.EE.A.2 Write, read, and evaluate expressions in which letters stand for numbers CCSS.Math.Content.6.EE.B Reason about and solve one-variable equations and inequalities CCSS.Math.Content.6.EE.C.9 Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time. CCSS.Math.Content.6.NS.C.8 Solve real world and mathematical problems by graphing points in all four quadrants of the coordinate plane CCSS.Math.Content.6.RP.A Understand ratio concepts and use ratio reasoning to solve problems CCSS.Math.Content.6.SP.B Summarize and Describe Distributions CCSS.Math.Content.7.G.A.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale CCSS.Math.Content.7.EE.B Solve real-life and mathematical problems using numerical and algebraic expressions and equations CCSS.Math.Content.7.NS.A.3 Solve real-world and mathematical problems involving the four operations with rational numbers CCSS.Math.Content.7.G.B Solve real-life and mathematical problems involving angle measure, area, surface area, and volume CCSS.Math.Content.7.RP.A Analyze proportional relationships and use them to solve real-world and mathematical problems CCSS.Math.Content.7.RP.A.2 Recognize and represent proportional relationships between quantities CCSS.Math.Content.7.SP.C Investigate chance processes and develop, use, and evaluate probability models CCSS.Math.Content.HSN.Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays
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CCSS.Math.Content.HSN.VM.A Represent and model with vector quantities CCSS.Math.Content.HSN.VM.A.1 Recognize vector quantities as having both magnitude and direction CCSS.Math.Content.HSN.VM.A.3 Solve problems involving velocity and other quantities that can be represented by vectors
Mathematical Practices: CCSS.Math.Practice.MP1 Make sense of problems and persevere in solving them CCSS.Math.Practice.MP2 Reason abstractly and quantitatively CCSS.Math.Practice.MP3 Construct viable arguments and critique the reasoning of others CCSS.Math.Practice.MP4 Model with mathematics CCSS.Math.Practice.MP5 Use appropriate tools strategically CCSS.Math.Practice.MP6 Attend to precision CCSS.Math.Practice.MP7 Look for and make use of structure
Common Core English Language Arts (ELA) Standards 6.RI.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue 6-8.RH.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts 6-8.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on middle school topics, texts, and issues, building on others’ ideas and expressing their own clearly. 6-8.SL.4 Present claims and finding, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details SL.6-8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate 6-8.RST.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks 6-8.RST.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually 6-8.RST.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic 6-8.W.1 Write arguments to support claims with clear reasons and relevant evidence 6-8.WHST.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content 6-8.WHST.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of 6-8.WHST.9 Draw evidence from informational texts to support analysis, reflection, and research
Common Core Mathematics and ELA Standards Reference: Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers Title: Common Core State Standards Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C. Copyright Date: 2010
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Unit Summaries
The activities in lead students through an exploration of the world of commercial aviation.
Unit 1
The design and production of commercial airliners is big business. Boeing estimates that from 2014 to 2033 there will be a demand for 36,700 new airliners, worth over five trillion dollars. Students will learn how airliners are designed and manufactured, from the raw materials to the final application of paint. Students will play the role of engineers and executives to experience some of the critical decisions necessary to bring a modern airliner from the drawing board to the flight line.
Unit 2
In this unit, students will begin to form an understanding of the conditions that are necessary in order to allow an aircraft weighing over 1.2 million pounds to get off the ground. Students will use various materials to investigate the variables that are important for lift, with special emphasis being placed on the shape of an airfoil, angle of attack, and airspeed.
Unit 3 …
Airliners are useless without properly engineered runways. In this unit students will study the basic math behind the winds which constrain the design and naming of runways around the world. A special emphasis is placed on the airports in Illinois, with which students are most likely to become familiar.
Unit 4
Now students take the controls and experience what pilots must do to find their way from one airport to another. Maps, charts, software, and other navigational tools are placed in their hands for simulated flights. Students learn why pilots follow the paths they do and why the most efficient path may be far more sensible in the air than it appears on paper.
Unit 5
Large commercial airliners are guided along highways-in-the-sky by a dedicated team of professionals on the ground. From the moment it pushes back from the gate to the moment it is parked at the final destination, an airliner is guided by instructions from a succession of air
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traffic controllers. Students will learn how the process works and then assume the role of a controller in computer simulations. After learning how to safely guide airliners on a computer screen, students will demonstrate their skills by guiding blind-folded classmates in a kinesthetic activity that emphasizes the importance of communication skills. Students who might consider a career as an air traffic controller will be given a battery of game-like tests to see if they have the necessary skills.
Unit 6
As with every mode of travel based on fossil fuels, commercial aviation has a significant impact on the environment. Pollution from aircraft exhaust can impair human health by reducing air quality. CO2 and contrails can contribute to global climate change. On the local level, noise can degrade the quality of life for those living near an airport. Students will learn about each of these phenomena and end the unit with an engineering design activity that models the work being done to reduce the noise from commercial jet engines.
Unit 7
Airlines operate in a fiercely competitive business climate. They face huge operating expenses, thin profit margins, and the uncertainties of weather, labor relations, and the fluctuating budgets of potential air travelers. Making sound forecasts and shrewd business decisions calls for a highly analytical approach to problem solving. The laws of probability and statistics rule. Students will examine the practice of overbooking to see why airlines rely on this controversial technique. They will also consider the economic impacts of organizing air-routes and establishing geographic hubs for their fleets of airliners.
Unit 8
Now that students understand how many different professionals are involved in the aviation industry, they may examine the possibility of a career in the industry with the optional Careers in the Aviation Industry activity. Anyone with an interest in math or science would find many rewarding possibilities. Finally, students will end their year with an engineering design challenge to build gliders and compete with their classmates to produce an aircraft with superior flight characteristics.
In this curriculum, middle-school students will be immersed in the various facets of the aviation industry ranging from aircraft design and assembly, airport structure and runway design, navigation, and air traffic control, to the economic and environmental impact aviation has on their lives.
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Unit Objectives
The students will: Design a custom livery for a fictional commercial airliner and research the importance of a recognizable brand. Investigate the properties of composite materials and learn about their use in commercial aircraft. Learn about the various systems that must be managed to manufacture a commercial aircraft from design and ordering through final assembly and testing.
The students will: Investigate the lift force of flight. Compare Bernoulli’s and Newton’s theories of lift. Design and test an airplane’s wing using an online computer simulation inspired by the Wright Brothers.
The students will: Investigate the role that air and wind play in the takeoff and landing of aircraft. Use real-world wind data to construct a wind rose diagram and use the diagram to determine runway placement. Understand how runways are named and investigate the impact of earth’s changing magnetic field on runway designations. Interpret FAA airport diagrams.
The students will: Understand basic air navigation techniques such as pilotage and dead reckoning. Explore why two-dimensional flight paths look curved at higher latitudes. Read aeronautical charts to determine headings to fly to a destination and plan a short trip by air using online software. Investigate sectional maps and use navigational tools to deduce locations.
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The students will: Learn about the United States’ air traffic control system as a model to safely direct aircraft through controlled airspace. Investigate the skills and habits of mind that air traffic controllers utilize. Understand the importance of aircraft separation and use mathematics and a simulation model to explore the idea of separation. Use teamwork and communication to model and navigate a simulated controlled air route.
The students will: Design and build structures to minimize noise pollution from jet engines. Use models to predict when aircraft will produce contrails. Learn the impact contrails and exhaust have on global climate.
The students will: Use polyhedra dice to simulate airport delay probabilities for a four-leg aviation itinerary. Mathematically determine the likelihood of being bumped from a flight based upon the aviation industry practice of overbooking and determine if the practice of overbooking is economically advantageous to airlines.
The students will: Design, build, and test a balsa glider to maximize lift and glide time. Conduct trials during a “competition” and analyze data to determine what necessary modifications would be made in future product iterations.
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NOTES Unit Objectives Upon completion of this unit, students will: Design a custom livery for a fictional commercial airliner and research the importance of a recognizable brand. Investigate the properties of composite materials and learn about their use in commercial aircraft. Learn about the various systems that must be managed to manufacture a commercial aircraft from design and ordering through final assembly and testing.
Background Information:
Airline companies can spend millions of dollars to paint a fleet of aircraft to support their marketing brand. Additionally, complex paint schemes add weight to an aircraft, contributing to the fuel consumption during flight. Companies compare the costs associated with various paint schemes to the income generated from the customer’s association with the brand. What many airlines are trying to accomplish is the creation of an emotional attachment to their particular brand. American Airlines was noted for decades for its shiny, polished fuselage exteriors with the AA eagle tail logo. A major rebranding in 2013 saw this airline depart with its long-held brand in hopes of revitalizing the image of the airline. Also, the shiny, polished exterior would be impossible to reproduce on newer, composite-based aircraft and, while saving fuel due to less aircraft weight, resulted in higher maintenance costs to both polish the exterior of the fuselage and apply anti- corrosives to the exposed surfaces which paint naturally provides.
The Royal Society of Chemistry describes a composite material as:
A material made by combining two or more materials – often ones that have very different properties. The two materials work together to give the composite unique properties. However, within the composite you can easily tell "Composite 3d" by PerOX - Own work. Licensed the different materials apart as they do under Public domain via Wikimedia Commons - http://commons.wikimedia.org/wiki/File:Composite not dissolve or blend into each other. _3d.png#mediaviewer/File:Composite_3d.png
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NOTES From concrete to plywood to carbon-fiber composite materials used to build commercial jets, composite materials have been manufactured since approximately 1500 B.C. when ancient Egyptian settlers used a combination of mud and straw to create stronger, more durable homes. Since the Wright Brothers built the first Wright Flyer in 1903 from wood and fabric, composites have been a part of the aviation industry. Newer aircraft, such as the Boeing787 Dreamliner and Airbus® A350 XWB contain at least 50 percent composite materials. These composite materials are stronger and lighter than traditional materials and provide greater fuel efficiency. They are also non-corrosive and therefore require less maintenance than traditional aluminum-clad fuselages.
Most composite materials are made up of two different constituent materials; one is known as the matrix and the other is the reinforcement. The reinforcement provides the strength and stiffness to the composite while the matrix binds the reinforcement into an orderly pattern. Most matrix materials are plastics of some kind, namely resins, and also help to transfer loads especially between discontinuous types of reinforcements such as seen in concrete.
Commercial aircraft use carbon-fiber reinforced plastics (CFRP) in which a thermosetting resin is used with continuous carbon fibers. To create the fuselage sections for the Boeing787 Dreamliner, thin strands of carbon- fiber tape and resin are wound around a rotating mold, building layer upon layer to form a laminate. After being heat-treated in an autoclave at 350°, the thin, barrel-shaped section is removed from the mold. At final assembly, these barrel sections are joined together creating the fuselage of the aircraft. Since multiple companies are providing the various fuselage sections, design specifications must be well-documented to avoid delays or “traveled work” in final assembly of the aircraft frame.
Students are usually introduced to engineering through the engineering design process in relation to designing a product. However, manufacturing and assembly processes and procedures are also the result of engineering design as well. A manufacturing engineer is responsible for researching, designing, and developing the various integrated systems, processes, machines, tools, and equipment necessary to produce high-quality, competitive products.
While developing the Boeing® 787 Dreamliner aircraft, engineers decided to take a radical new approach to assembling the aircraft. Rather than fabricate
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and build the entire aircraft in one location, the Dreamliner would be a NOTES global undertaking, with completed sections of the plane arriving at a final assembly site to be joined and integrated with other systems. The goal was to increase the number of planes completed per month by outsourcing many of the large pieces of the plane. For example, the wings would be produced in Japan, large composite barrel fuselage sections would be produced in Italy, Japan, and the United States, winglets would be produced in South Korea, England would manufacture both engines and landing gear, and many other countries would provide such items as cargo and passenger doors, vertical fins, tail cones, wing edges, and flaps (source: Boeing).
This resulted in companies that partnered with the aircraft giant often having to purchase new, expensive, and sophisticated equipment to deal with the innovative manufacturing processes required to complete the various components. Thus, a major responsibility fell to Boeing to manage the huge supply chain and monitor the facilities and manufacturing processes. Critical scheduling software had to be developed to schedule the production and delivery of thousands of parts from around the world. This innovative new manufacturing strategy was not without its problems, and the efficiencies in production, reduced inventory of parts in storage, and quick delivery to customers were not initially realized. (source: Luisada, Claude, The Boeing 787 Dreamliner)
Inquiry Overview:
This set of activities will introduce students to the many facets of engineering and design involved in the manufacture of a commercial jet aircraft. In the first activity, students will investigate the importance of an aircraft’s livery in representing the brand of an airline as well as consider design choices related to the weight of painted aircraft fuselages versus polished metal’s anti-corrosive maintenance requirements. Also, students will have an opportunity to design their own custom livery to represent their “brand” for this curriculum.
Next, students will explore underneath the layer of paint to find new innovations in fuselage construction using carbon composite materials. Students will create a composite structure using craft sticks and glue to see how combining two materials into one can create desirable properties- in this situation related to the strength of the product. Following this activity, a “barrel section” with a diameter of two inches will be produced using fiberglass casting material, a composite of fiberglass threads and resin.
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NOTES Students will observe the interaction of this material with water to create a hardened surface and will attempt to combine their barrel section with other teams’ sections to see if the design specifications were met. To conclude this exploration, students will view a video showing the manufacturing of aircraft fuselage barrel sections using carbon fiber tape and will observe samples of carbon fibers that ultimately will form the body of an aircraft!
Finally, students will be introduced to the supply chain and project management issues that are encountered during assembly of a product as immense in scale as a commercial jetliner. Through a board game where students follow seven large components of the jet assembly from ordering through manufacture, delivery, storage, and assembly, students will begin to understand the complexity of integrating many different systems into a cohesive final product and will be introduced to systems engineering as a discipline. Many students think of engineering only in relationship to designing a particular part or product. It is the goal of this activity to broaden their thinking that engineering solutions and integrating systems are also viable applications of the engineering design process.
Additional Activity:
In the Appendix, there is an additional activity on designing an aircraft cabin configuration using a standard, three-class arrangement for First Class, Business Class, and Economy Class seating. Students will attempt to maximize the profit on a commercial airliner flight by manipulating different seating configurations and creating a mathematical model to generate the profit obtained based upon a seating class fare structure. Students will compare their models to other students, and will discuss the pros and cons of each different configuration.
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(60 minutes) NOTES Objectives and Standards: 7.RP.A; 6.RI.7; 6-8.SL.4; 6-8.WHST.7
The students will:
Learn about reasons why commercial airlines spend time and money on developing a brand. Investigate the process of painting or polishing an aircraft fuselage. Design a personal aircraft livery.
Activity Overview:
In this activity, students will first be asked how many different commercial airline companies they can name and what they know about those airlines. Next, students will research with a partner, using a created resource list on Trackstar, their response to the following prompt:
What is an aircraft livery and why it is important to an airline?
Student teams will report out on their discoveries and will then be tasked with designing a name, logo, and aircraft livery to represent their new airline. They will also write a short description on what message they want potential customers to receive simply by observing their fleet of aircraft.
Suggested Inquiry Approach:
Per student team: 1. Ask students if they can name any 1 – aircraft template commercial airline companies (either United Colored pencils or States carriers or International carriers). markers Record on the board or chart paper any Computer with internet access student responses.
2. Follow up by asking what they “know” about each of the airlines listed. Place a star or mark any of the responses that describe what the aircraft “looks like” or its paint scheme or logo but do not tell students why you are highlighting those points.
Students will work in pairs for the next part of this activity. Provide each student team with at least one computer with internet access.
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NOTES 3. Have students navigate to trackstar.4teachers.org and enter the following Track #: 455601. This particular track is password protected and the password is: FUSION. Be sure students type in the password in all caps.
4. Have students select the “View in Frames” button upon opening the track.
5. Students will visit several of the sites listed in the track in order to answer the inquiry prompt:
What is an aircraft livery and why is it important to an airline?
Direct students to respond to the inquiry prompt in the appropriate section of their student pages and to record supporting details for their response. Allow students 15-20 minutes for research and to organize their response and then have each partner team share their research. Important questions to ask students at this point are as follows:
What are the various types of aircraft livery that have been used on different aircraft? Why is spending millions of dollars on designing an aircraft livery important to an airline company? What is the impact of painting the fuselage (the aircraft’s main body section that holds crew and passengers or cargo)? How might an airline counteract the fuel consumption issues due to painting the aircraft? What problems might an airline have if they decide to polish the fuselage instead of painting?
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6. Next, student teams will generate a corporate name for a new commercial NOTES airline and will design a logo and livery for their new fleet of aircraft. An aircraft template is provided for students to design and color their new livery scheme. Students should also prepare a written explanation of the message their brand should send to potential customers.
DEBRIEF : What message will your brand and livery send to potential customers? What design considerations did you and your partner discuss in order to reach a decision on your company name, logo, and livery design?
EXTENSIONS: Visit the following website at http://www.paintconfigurator.com/ to choose from several planes to color and design. Registration is required to save the designs and should be discouraged. However, students can create the liveries online to view and can print screen (ALT+-Prt Scr) to save to a word document. https://designyourown.newairplane.com/ is a Boeing® Company website that allows eligible users to design a custom livery for a 747-8. This could be done as a classroom demonstration activity.
A fun airline logo quiz can be found at http://airlinelogos.aero/quiz
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NOTES
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(120 minutes) NOTES
Objectives and Standards: MS-ETS1-1; SEP 1-4, 6, 7, 8, 6.RI.7, 6-8.RH.7, 6-8.SL.4, 6-8.RST.7, 6-8.RST.9
The students will:
Compare the strength of two individual component materials to their strength when combined as a composite. Use a fiberglass composite to simulate a manufacturing process given a product specification. Investigate and discuss the use of composite materials in the aircraft industry.
Activity Overview:
For this activity, student partner teams will use popsicle sticks and wood glue to initially discover how combining two materials can result in a material that it stiffer and stronger than either material separately. Next, student teams will use a composite material, fiberglass casting tape, to construct a model “barrel section” of an aircraft fuselage using various “manufacturing” techniques and methods to achieve the stated design specifications. Student teams will then compare Per student team: their manufacturing techniques with other teams 5 – craft sticks by attempting to combine independently Wood Glue “manufactured” barrel sections to create a Styrofoam Cup uniform fuselage. Discussion will focus on the Kite string Weights importance of detailing product specifications Masking tape strip when using multiple manufacturers and Orange Duck tape strip suppliers. Finally, students will be shown 8” Fiberglass Cast Material samples of carbon composite fibers and will Hand lens watch several short video segments detailing the Water Wax Paper manufacture of carbon composite barrel sections “barrel” forms (index card, used in the fuselage of the Boeing 787 foam or balloon) Dreamliner commercial aircraft. 2 – pairs safety gloves Computer - Internet Access Suggested Inquiry Approach: Carbon fiber samples
Part 1: (45 minutes) STUDENT SAFETY NOTE: Please use protective eyewear when breaking any craft stick during strength or stiffness testing.
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NOTES Students will work with partners for this part of the activity. Begin the inquiry by asking students to examine craft stick and a sample of wood glue. Provide hand lenses and encourage students to describe both of these You may choose to materials in as much detail as possible. pre-glue sets of craft sticks for Next, students will investigate a single craft stick using student-derived teams prior to the procedures to test both the stiffness and strength of the stick. Allow students activity. time to generate their own method to test the strength and stiffness of the craft stick. There are materials available, such as Styrofoam cups, kite string, weights, and masking tape that students can use in their testing design. If students are having difficulty, some questions you can pose are:
What would you measure to determine if one material was “stiffer” than another? How could you measure deflection? If you were measuring strength, could you add weight until the material fails, or could you measure deflection with constant weight?
Following student testing, ask teams to share their data and observations. Then, compare the composite material of craft stick and glue to both samples that were not composite in nature. The following questions can be raised at this point:
How did the beam made of craft sticks and wood glue compare to the single craft stick and double craft stick assembly in both stiffness and strength? If the beam is considered a “composite” material, what do you think the word “composite” means in this sense? Why do you think engineers and scientists would try to create composite materials out of other materials? What are some of the potential advantages? What about some disadvantages?
Part 2: (60 minutes) STUDENT SAFETY NOTE: Please use protective eyewear and gloves when handling cast material.
Safety: Please review all safety practices when using the fiberglass casting Safety material as stated on the Material Safety Data Sheet. Please ensure students Data use vinyl gloves and goggles when handling the uncured product. Sheet
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Students will again work in teams to create a structure using a composite NOTES material. The structure they will be building is a 2-inch tall by 2-inch diameter cylinder. They will be forming the “barrel” section around a mold of their choice; cardstock, balloons and foam pieces are provided. The composite material they will be using is fiberglass casting tape that contains knit fiberglass as the reinforcement and a water activated resin is the matrix. This material should harden within 3-5 minutes after being activated by water, but will also begin to harden when it is exposed to moisture in the air.
TEACHER NOTE: Do not open the fiberglass casting material until students are ready to use the material as it will harden prematurely. Wear safety gloves when cutting the material and put waxed paper or another table covering down. Eye protection is also recommended.
1. Allow students to read the background information and the product statement on their student pages. Be sure they understand what is being asked of their team prior to designing a manufacturing process.
2. Students may use any available classroom materials to design a process to manufacture the barrel section. You will be provided with 2” diameter foam sections which students may use as a mold (extraction may be difficult), or they may blow up a long balloon to the proper diameter and form around the balloon and then let the air out prior to hardening of the casting material (exact diameters may be difficult). Waxed paper may be used as a liner so that the casting material does not stick to the form. Students may also roll cardstock (index cards) tubes to the correct diameter and line with waxed paper.
3. Once students have formed the barrel section, provide them with an area You may choose to of the classroom where they can either spray water on the section to complete Part 3 activate the resin or rub water along the surface of the casting material to while barrel activate the hardening process. Encourage students to make observations sections are during this time as their barrel section cures. drying.
4. The next phase of the activity challenges the students to now combine their formed barrel sections with those of two other groups. They will use masking tape or orange Duck tape along the inside diameter of the sections to form their combined fuselage sections. What the “quality- control inspector”, namely the teacher, will be looking for are no gaps, smooth transitions between sections, and all sections the same diameter and shape.
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NOTES Following the completion of this part of the activity, the following questions may be asked:
Were the specifications detailed enough for the combined fuselage sections to fit together “exactly” with no gaps or differences in shape and diameter? Why is it important to be detailed in your requirements when using multiple suppliers of the same product? What recommendations would you make to the major airline company for future production of the barrel sections?
Part 3: (15 minutes) For this part of the activity, begin by passing around the sample of carbon fiber material to students. Tell students that this is the material with which newer commercial aircraft are constructed. Ask students the following questions:
Do you think this material would be the matrix or reinforcement material in an engineered composite? What property would the carbon fiber give to the aircraft fuselage? What would need to be combined with the carbon fiber to create a composite?
Next, have students navigate to the following website: http://media.star- telegram.com/Multimedia/News/8june/080629Dreamliner/index.html
Click on the Carbon-fiber process to learn about how the barrel sections for the Boeing787 Dreamliner are constructed. Be sure students also click on the short video showing the carbon-fiber tape application to a rotating mold and the heat treatment of the fuselage section in a giant autoclave. An article describing how the first Boeing787 Dreamliner barrel sections did not join correctly can be found at http://www.seattletimes.com/business/boeing-finds- 787-pieces-arent-quite-a-perfect-fit/
DEBRIEF: : What have you learned about composite materials in this unit? Why are composite materials being studied and used by manufacturers of commercial jet aircraft? What other applications are there for composite materials? Why are detailed product specifications and manufacturing instructions important?
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EXTENSION: NOTES For more information on composite materials, visit the following page at the Royal Society of Chemistry: http://www.rsc.org/Education/Teachers/Resources/Inspirational/resources/4. 3.1.pdf
This article from Boeing details the projected advantages of using carbon composites in the design of the 787 Dreamliner aircraft. http://www.boeing.com/commercial/aeromagazine/articles/qtr_4_06/article_ 04_2.html
This website at Drexel University introduces students to materials science concepts. http://www.materials.drexel.edu/materials/
NASA 360 video on Composite Materials https://www.youtube.com/watch?v=tZhH2B-EI1I
Videos about carbon composite materials in aircraft: https://www.youtube.com/watch?v=FTUw0OWWMLU https://www.youtube.com/watch?v=wXxn- 8OA8Ac&list=PLvVyhWpfrZv8zBciIWgXsTzABgkVhxiT4&index=1
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NOTES
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(120 minutes) NOTES
Objectives and Standards: NGSS Crosscutting Concept: Cause and Effect, Systems and System Models, SEP 8, 6-8.RH.7, 6-8.SL.4
The students will:
Learn about the many decisions that are made when designing and manufacturing a commercial aircraft. Use a board game to learn about the manufacturing supply chain for a large, commercial jet aircraft. Understand that new technologies or processes often need to be invented in order to successfully manufacture a new product.
Activity Overview:
In this inquiry, students will first be introduced to the manufacturing and assembly process of a large commercial jet aircraft through viewing several videos and interactive websites. Then, students will play a board game designed to teach them about the supply chain and manufacturing process. Potential problems that engineers and production planners face on an often daily basis in assembling such a complex product are highlighted.
Suggested Inquiry Approach:
Per team of four: Begin this activity by showing the following 1 – game board and directions video on the assembly of the Boeing® 787 30 – ORDER cards Dreamliner at 30 – MANUFACTURE cards 30 – DELIVER cards https://www.youtube.com/watch?v=f07HpUAuWgk 30 – ASSEMBLY cards
4 – Two-color counters This video provides an overview of the many 1 – Color-coded die challenges faced by engineering and project 4 – different colored planes managers when designing and integrating 4 – different colored cut-apart various components in a product as massive as plane templates Student Pages a commercial aircraft. Another video, located
on the content classroom at learning.imsa.edu, entitled 737 Assembly shows a more traditional assembly process using aluminum-clad fuselage skins.
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NOTES Students can also access http://old.seattletimes.com/multimedia/news/business/building-the- dreamliner/boeing-787.html for an interactive look at building the Dreamliner.
Next, students will form teams of four and receive a game board, directions, playing pieces, a die, four two-color counters, and cards to play the game of So You Want to Build a Jet?. Review the directions to the game with students (a PowerPoint presentation is provided with the directions on the content classroom at learning.imsa.edu) and answer any questions that students may have about playing the game.
Allow students to play the game for 45 – 60 minutes, recording on their student sheets various problems that could occur (as well as potential positive developments) as the seven parts of the plane they will be building are assembled. Students should also be encouraged to discuss potential solutions to some of the problems as they arise. What would they do if they were the manufacturing engineer?
DEBRIEF: : Following completion of the game, ask students to talk among their teams and summarize the information they learned while playing the game. Have student teams debrief by various stages of the process (Order, Manufacture, Deliver, and Assembly), the potential issues that could arise and their proposed solutions to those issues. Also, ask students why having many components in storage (excess inventory) would not be beneficial to the final assembly process.
EXTENSION:
The Alliance for Innovative Manufacturing at Stanford University provides an inside look at the manufacturing process for an airplane on their website “How Everyday Things are Made.” Click on the airplane link on the left navigation panel to launch the video: http://manufacturing.stanford.edu/hetm.html
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IMSA Fusion — Powered by Secret Communi- cations STEM Curriculum Module
Table of Contents
Curricular Objectives and Background Information...... 1 Standards...... 3 Unit Summaries and Objectives...... 8 Materials...... 13 Unit 1: Guess and Check...... 15 Unit 2: Caesar’s Cipher...... 21 Unit 3: Finding the Right Route...... 27 Unit 4: On or Off: Reading the Code...... 35 Unit 5: Symbolic Encryption...... 41 Unit 6: Locking Onto an Idea: Considering the Possibilities...... 47 Unit 7: Digitized Message Transmission...... 55 Unit 8: Seeing is Believing...... 63 Unit 9: Tag Team Secret Messages...... 69 Unit 10: Who Holds the Key?...... 73 Unit 11: Secret Codon...... 85 Unit 12: The Final Challenge...... 91 Resources...... 95 Secret Communications Sharing Concealed Messages
CURRICULAR OBJECTIVES and BACKGROUND INFORMATION
Curricular Objectives
Secret Communications: Sharing Concealed Messages presents learners with examples of various encryption methods. Opportunities abound to use inquiry as an approach to get into the mind of the code writer in order to decipher messages encrypted in various fashions.
Exposure to such examples empowers learners with the capacity to transfer and extend their knowledge of logical schemes and rules to different and novel situations. This ability is an earmark of genuine understanding.
Students striving to derive the greatest benefits of this curriculum will: • become more aware of different reasons for encrypting information • apply their knowledge of mathematical systems to encrypt and decipher messages • apply their knowledge of language systems to encrypt and decipher messages • learn mathematical relationships that underlie coding and encryption methods • experiment with different means of communicating concealed messages • develop the habits of mind of persistence and tenacity in deciphering coded messages • gain an understanding of the role of creativity and insight by encrypting and deciphering concealed messages
Regardez . . . Ce n’est pas un message crypté
Logistics Class Size: 30 Middle Level 6 – 8 students
Location: Most activities are completed in a classroom. An open area is preferred for Locking Onto an Idea: Considering the Possibilities and Digitized Message Transmission
Time: This unit is designed for 32 content hours. Each unit will take approximately 2 – 3 hours. Refer to each lesson for more specific time breakdowns.
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Secret Communications Sharing Concealed Messages
Background Information
Throughout history people have needed to share information in ways so that certain others are prevented from obtaining it. Cryptology is the science of secure communication. The most obvious examples come from the arena of military conflict. Critical information concerning the placement and/or movement of forces, strategic plans, and other sensitive material needs to be kept secret.
Other areas that need information protection include the business and financial industries. Credit card information, bank account numbers, social security numbers, and other personal information falling into the hands of unscrupulous people can result in serious problems in terms of business operations as well as the financial status of individuals. While these issues may seem like modern day problems, such information protection has been going on for centuries. This unit will explore various ways in which information can be encrypted and shared. Cryptography is the science of concealing a message's meaning rather than its existence. It can be subdivided into codes and ciphers.
One point needs to be brought forward regarding messages that are not understandable. Just because a message cannot be understood does not make it a coded message. For English speaking individuals, information written in languages other than English is not necessarily an encrypted message. Foreign languages are not necessarily codes, as the subtitle of this section, Regardez . . . . . Ce n’est pas un message crypté, (Look . . . . . This is not an encrypted message), exemplifies.
Codes are devices that are purposely intended to prevent information from being shared. Only those individuals who know the “code” are supposed to be able to “decode” and understand the message.
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Secret Communications Sharing Concealed Messages
Next Generation Science Standards
MS-LS1 From Molecules to Organisms: Structures and Processes MS.LS1-8 Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
MS-PS4 Waves and their Applications in Technologies for Information Transfer MS.PS4.C Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. (MS-PS4-3) Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.
PS-Physical Science, MS-PS2 Motion and Stability:Forces and Interactions MS.PS2.B. Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects. (MS-PS2-3) Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
HS-LS1 From Molecules to Organisms: Structures and Processes HS-LS1.A All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. (HS-LS-1) Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.
4-PS3 Energy 4PS3-4 Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
Next Generation Science Standards Reference: NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.
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Secret Communications Sharing Concealed Messages
Mathematics Common Core Standards
CCSS.MATH.CONTENT.6.RP.A.3 Understand ratio concepts and use ratio reasoning to solve problems. Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
CCSS.MATH.CONTENT.6.NS.B.4 Compute fluently with multi-digit numbers and find common factors and multiples. Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2).
CCSS.MATH.CONTENT.6.EE.A.1 Apply and extend previous understandings of arithmetic to algebraic expressions. Write and evaluate numerical expressions involving whole-number exponents.
CCSS.MATH.CONTENT.6.EE.A.2C Evaluate expressions at specific values for their variables. Include expressions that arise from formulas in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s^3 and A = 6 s^2 to find the volume and surface area of a cube with sides of length s = 1/2.
CCSS.MATH.CONTENT.6.EEC.9 Represent and analyze quantitative relationships between dependent and independent variables. Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time.
CCSS.MATH.CONTENT.6.SP.B.5C Summarize and describe distributions. Summarize numerical data sets in relation to their context, such as by:-- c. Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data was gathered.
CCSS.MATH.CONTENT.7.NS.A.1B Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts.
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Secret Communications Sharing Concealed Messages
CCSS.MATH.CONTENT.7.NS.A.1D Apply properties of operations as strategies to add and subtract rational numbers.
CCSS.MATH.CONTENT.7.NS.A.3 Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. (Computations with rational numbers extend the rules for manipulating fractions to complex fractions.)
CCSS.MATH.CONTENT.7.EE.A.1 Use properties of operations to generate equivalent expressions. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.
CCSS.MATH.CONTENT.7.EE.B.4 Solve real-life and mathematical problems using numerical and algebraic expressions and equations. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
CCSS.MATH.CONTENT.7.SP.A.1 Use random sampling to draw inferences about a population. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.
CCSS.MATH.CONTENT.7.SP.C.8B Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., “rolling double sixes”), identify the outcomes in the sample space which compose the event.
CCSS.MATH.CONTENT.8.F.A.1 Define, evaluate, and compare functions. Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. (Function notation is not required in Grade 8.)
CCSS.MATH.CONTENT.8.G.B.8 Understand and apply the Pythagorean Theorem. Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.
CCSS.MATH.CONTENT.HSA.REI.C.6 Solve systems of equations. Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.
CCSS.MATH.CONTENT.HSS.CP.B.9 Use the rules of probability to compute probabilities of compound events in a uniform probability model. Use permutations and combinations to compute probabilities of compound events and solve problems.
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Secret Communications Sharing Concealed Messages
Mathematical Practices
CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving them
CCSS.MATH.PRACTICE.MP2 Reason abstractly and quantitatively
CCSS.MATH.PRACTICE.MP3 Construct viable arguments and critique the reasoning of others
CCSS.MATH.PRACTICE.MP4 Model with mathematics
CCSS.MATH.PRACTICE.MP5 Use appropriate tools strategically
CCSS.MATH.PRACTICE.MP6 Attend to precision
CCSS.MATH.PRACTICE.MP7 Look for and make use of structure
CCSS.MATH.PRACTICE.MP8 Look for and express regularity in repeated reasoning
Common Core English Language Arts (ELA) Standards
CCSS.ELA-LITERACY.RI.6.7: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
CCSS.ELA-LITERACY.RI.7.7: Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
CCSS.ELA-LITERACY.RI.8.7: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
CCSS.ELA-LITERACY.SL.6-8.1: Engage effectively in a range of collaborative discussions with diverse partners on grade 6-8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.6.2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under discussion.
CCSS.ELA-LITERACY.SL.8.2: Analyze the purpose of information presented in diverse media formats and evaluate the motives behind its presentation.
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Secret Communications Sharing Concealed Messages
CCSS.ELA-LITERACY.RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts.
CCSS.ELA-LITERACY.RST.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
CCSS.ELA-LITERACY.RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
Common Core Mathematics and ELA Standards Reference Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers Title: Common Core State Standards (insert specific content area if you are using only one) Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C. Copyright Date: 2010
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Secret Communications Sharing Concealed Messages
Unit Summaries
As an introduction to the ideas explored in this curriculum, the first unit, “Guess and Check” provides students with “secret messages” that they are challenged to decipher. During the process they will use their knowledge of the English language to employ strategies that will allow them to make progress in reading the message. They will come to learn that solid background knowledge coupled with committed persistence and tenacity can lead to successful results.
One of the simplest encryption methods involves the substitution of letters of the alphabet to match them with different letters of the alphabet or the numbers 1 – 26 by sliding them from their usual position to a slot that is a given number of characters removed from the original position. Such an encryption is the “Caesar’s Cipher”. Students will construct a tool and use team strategies to enable them to decipher and create messages based upon “Caesar’s Cipher”.
Some ciphers require a “Key” in order to decode the message. “Finding the Right Route” taps students’ ability to make careful observations that help suggest the transposition key that leads to deciphering the secret message. The role that the teacher plays in guiding and suggesting pathways of inquiry is critical in this unit.
The ability to describe or identify something quantitatively allows us to rank order things, use statistics and probability to assist in decision making, and to make predictions based upon previously gathered information. Using numbers is also a strategy to encode secret messages. Most people are familiar with our base-10 number system but there are other number base systems that are useful as well. The base-2 number system can be used to write numbers as is done in the base-10 system. An advantage of the base-2 system that uses combinations of “Yes” or “No” or, alternatively, “On” or “Off” conditions is that we can use a variety of physical situations to represent these conditions. Students will use the “North” or “South” properties of magnetism to decipher and encrypt numerical messages written in the base-2 number system while working through the unit “On or Off: Reading the Code”.
Not all concealed messages use the alphabet or numbers as encryption characters. The “Symbolic Encryption” unit employs symbols as encryption characters. Upon being presented with a mysterious message, students engage in an inquiry that requires teamwork and guidance in order to construct a template and rule that allows them to decipher the message and create messages of their own using the newly discovered code.
Codes can also be used to prevent entry into places that are intended only for those who know the code. The familiar “combination” lock will be investigated to learn the difference between combinations and permutations. “Locking onto an Idea: Considering the possibilities” leads students through a series of tasks that bring out the possibilities embedded in different systems.
The benefits of choosing Morse code as the mechanism of communication lie chiefly in the many modes in which it can be transmitted. Once the character representations for the letters of the alphabet are known messages can be both encrypted and deciphered with relative ease.
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Secret Communications Sharing Concealed Messages
“Digitized Message Transmission” first introduces the elements of Morse code to students and then explores various ways to transmit the messages.
Some secret messages are not as explicit as others. While “would be” code crackers might be able to see an encoded message they may not be able to decipher it. A more clandestine procedure is to prepare the message so that it cannot even be seen. Invisible messages can be hidden in readable narratives or combined with unintelligibly encrypted communications. Students will be forced to think in new ways in order to discover this encryption approach in, “Seeing is Believing”.
In the unit “Tag Team Secret Messages” students form teams and choose an encryption method from previous units to encrypt a list of phrases thus creating a “key”. Keeping the method a secret, they pass their coded list of phrases to another team to decipher. A variety of strategies will be used by the teams to uncover the method of encryption.
Today’s secure internet protocols are derived from a system known as “public key encryption” which makes use of one-way functions. In “Who Holds the Key?” students will be introduced to an asymmetric cipher and will learn the reasoning behind using an asymmetric cipher. Then, students will use graph theory and the idea of one-way functions to construct a Perfect Code public key cryptosystem for other teams to try and crack.
“Secret Codon: A Genetic Cipher” explores the way the human body uses DNA codes to build the various proteins that make each human unique. An internet-based animation will allow students to observe the processes of transcription and translation which allows protein synthesis to occur in the cells. Students will encode a message using a table of DNA codons, send the complementary codons to a partner to be transcribed into mRNA, and then use an mRNA Secret Codon Wheel to decode the message.
“The Final Challenge” is an integration of the knowledge gained of some basic encryption approaches with the creativity, tenacity, and persistence needed to follow a trail of encrypted messages that lead the teams to a final goal. This unit requires teamwork and advanced inquiry techniques as students race to complete the challenge and reach the goal so that they can assist others in the task.
The curriculum “Secret Communications-Sharing Concealed Messages” introduces some basic coding and encrypting strategies. Far more sophisticated and complicated approaches remain for students to explore as they continue to develop their understanding of mathematics and language. For now, the researchers and investigators pursuing the activities in this curriculum can apply their skills, talents, and knowledge to achieve success in getting “into the mind” of the agents attempting to get their messages across without being read and understood.
Good luck to all!
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Secret Communications Sharing Concealed Messages
Unit Objectives
GUESS AND CHECK The students will: • learn the frequency of letters used in the English alphabet • use frequency analysis to help decode monoalphabetic substitution ciphers • gain insights into decryption strategies
CAESAR’S CIPHER The students will: • recognize alpha-numeric means of coding messages • discover patterns embedded in coded messages • employ mathematical strategies in order to decipher certain types of codes • learn to decipher alpha-numeric messages encrypted in various ways
FINDING THE RIGHT ROUTE The students will: • use a Route Transposition Template to decipher a message • learn how to use a Route Transposition Template to encrypt a message • create their own Route Transposition Templates and use them to encrypt and send messages to others
ON OR OFF: READING THE CODE The students will: • find ways to identify On / Off settings • learn how different On / Off settings can be used to write numbers • practice using base-2 number representations to write familiar base-10 numbers • create their own encrypted messages using base-2 code
SYMBOLIC ENCRYPTION The students will: • learn how to use symbols to represent letters of the alphabet • practice using the “Pig Pen” cipher to decode messages • create their own encrypted messages using the “Pig Pen” cipher
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Secret Communications Sharing Concealed Messages
LOCKING ONTO AN IDEA: CONSIDERING THE POSSIBILITIES The students will: • demonstrate understanding of the difference between combinations and permutations of items • devise strategies that help decipher combinations and permutations • use a cryptex/bicycle lock to investigate possibilities for password encryptions • investigate the importance of order
DIGITIZED MESSAGE TRANSMISSION The students will: • learn how dots and dashes are used to communicate • read and interpret messages written in Morse Code • create and send messages written in Morse Code • use different means to send and receive Morse Code messages
SEEING IS BELIEVING The students will: • use their experience with different codes to read a secret message • learn new strategies for revealing secret messages • send others secret messages using invisible ink
TAG TEAM SECRET MESSAGES The students will: • use their experience with different codes to decide on one to use to encode a list of phrases • determine the code used for the coded phrases of others • decode the set of coded phrases
WHO HOLDS THE KEY? The students will: • compare/contrast symmetric and asymmetric ciphers • encrypt a message using a public key • decrypt a message using a private key • create their own public and private keys to encrypt/decrypt messages
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Secret Communications Sharing Concealed Messages
SECRET CODON: A GENETIC CIPHER The students will: • understand that information within a DNA molecule is divided into genes that contain the code used to assemble a unique protein • use technology to explore the two-step process of transcription and translation that results in the creation of a protein • encode a secret message using the DNA codons, write a complementary DNA strand to be transcribed by a partner, and use the mRNA codons to decode the message
THE FINAL CHALLENGE The students will: • employ teamwork to decode secret messages • become expert at decoding certain types of codes and encryptions • engage in an exploration that uses differently coded messages to locate the ultimate treasure
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Unit 1: Guess and Check: A Decoding Strategy
NOTES Unit Objectives Upon completion of this unit, students will: Learn the frequency of letters used in the English alphabet Use frequency analysis to help decode monoalphabetic substitution ciphers Gain insights into decryption strategies
Background Information:
Frequency analysis is a strategy of studying the frequency of letters that occur in encrypted messages. In English, certain letters are more commonly used than others. Knowing these letter frequencies helps to be able to take educated guesses when deciphering a substitution coded message. A substitution cipher involves replacing each letter of the original message with a different letter of the alphabet.
Counting the number of letters used in an encrypted message and matching them to letters that are known to be frequently used in English messages can provide a bit of information. This strategy will not always match up the most frequently used letters in a coded message with the most frequently used letters in the English language but with some persistence such information coupled with other observations may prove useful in the decoding of the encrypted message.
Inquiry Overview:
In this lesson students will apply careful observation skills along with frequency analysis strategies to gather information about encrypted messages. Students will be provided a coded message that will give them the opportunity to identify recurrent patterns. After identifying recurrent patterns in the message they will be introduced to data that describes the frequency that letters are used in the English language. Once the students become familiar with these strategies they will be offered the opportunity to use them to encode short messages for each other to decode.
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Unit 1: Guess and Check: A Decoding Strategy
NOTES Activity One: Message A (45 – 60 minutes) Objectives and Standards: SL.6-8.1; MP1; 6.RP.A.3; 7.SP.A.1
The students will:
learn the frequency of letters used in the English alphabet use frequency analysis to help decode monoalphabetic substitution ciphers gain insights into decryption strategies
Suggested Inquiry Approach:
Set the stage for the activity by describing how Materials messages can be coded by substituting one letter of the alphabet for another letter. For example, “A” For each student: might be represented by “G” with other letter Message A Page substitutions in the original message following a rule Order of Frequency for their conversion. After this short presentation give Usage Table each student a copy of Message A.
Suggest that they look over the message for a few minutes. Then hold a short conversation that reviews what they observed. Comments might include statements such as:
There are five sentences in the message. There are 314 letters in the message.
Chances are the students will not have decoded the message up to this point. The teacher may choose to offer the following prompts.
If a word has only one letter, what are the possible letter choices?
Are there any 3-letter patterns that show up frequently in the message? Underline them. What are some possibilities for common 3-letter words (the teacher may have to suggest words like “and, how, the, why”)? Choose one of these words and substitute its letters for the appropriate letters of a frequent 3-letter combination in the coded message. If the 3- letter word you chose does not make sense when its letters replace the appropriate letters in the coded message try a different 3-letter word.
Distribute to the students the Order of Frequency Usage for Letters in the English Alphabet.
E, T, A, O, I, N, S, R, H, L, D, C, U, M, F, P, G, W, Y, B, V, K, X, J, Q, Z
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Unit 1: Guess and Check: A Decoding Strategy
Since there are five sentences in the message, form teams and have each NOTES person on the team work on a sentence or two.
Let each person on the team count the number of each of the different letters in their sentence(s). When all of the counting has been completed sum up everyone’s totals. For example, a = 12, b = 6, c = 1, and so on. Using the frequency list that has been provided take a guess that the most frequent letter in the coded message matches the most frequent letter in the list. If this substitution does not produce a meaningful translation try the next most frequent substitution.
Look for frequently seen double letter combinations. Try substituting combinations like, “FF”, “LL”, “MM”, “SS”, etc.
Have the students write their translation of the coded message in the space below the message on the Message A page along with any other information that is requested.
Tell the students to bring their translation to the teacher when they think they have decoded the message. Those teams can then help others to decode their sentences.
Replacing coded message letter “v” with original letter “a”, coded message letter “w” with original letter “b”, coded message letter “x” with original letter “c”, coded message letter “y” with original letter “d”, etc., the decoded message reads:
The highway was filled with vehicles. Huge trucks were traveling faster than some of the cars. During a break in the line of vehicles a mother duck ventured across the lanes with her ducklings behind her. However, the babies did not waddle as fast as the mother duck and they got caught on the median between lanes of traffic. What would you do if you were in a car and observed this problem?
DEBRIEF Activity One:
When all students have successfully decoded Message A, engage the group in a discussion of the following questions: What was the first thing you did in this inquiry? What strategies were most useful in decoding the message? What was your response to the question posed in the message?
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Unit 1: Guess and Check: A Decoding Strategy
NOTES Activity Two: Message B (45 – 60 minutes)
Objectives and Standards: SL.6-8.1; MP1; 6.RP.A.3; 7.SP.A.1
The students will:
learn the frequency of letters used in the English alphabet use frequency analysis to help decode monoalphabetic substitution ciphers gain insights into decryption strategies
Suggested Inquiry Approach:
Following discussion with the students bring out the Materials point that the strategies that they used to decode the message in the previous activity work better with For each student: some messages than other messages. After this point, Message B Page the students should be given the Message B page. As Order of Frequency they attempt to decode Message B they will come to Usage Table understand some of the characteristics of a message OPTIONAL: Computer that make it difficult to decipher using the strategies with Internet Access that were previously used. The students should be encouraged to work either independently or together to decipher Message B. There is an optional website presented in the Supplemental Extensions which may aid in deciphering this message. As the students attempt to use the decoding strategies that they have previously used they may encounter some difficulties. They should be provided with enough time to explore several decoding approaches. The amount of time will vary with different groups. An indicator that can be used in deciding when to intervene is the level of frustration displayed by the students. Some consternation is acceptable as the letters in this message may not match the most frequently used letters in the English language with the most frequently found letters in the coded message. In addition Message B is shorter than Message A. This may make it more difficult to guess words in the message. Before there is too much angst, bring the group together for a review of what they have tried and what they have found.
Tell the students to bring their translation to the teacher when they think they have decoded the message. Those teams can then help others to decode their sentences.
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Unit 1: Guess and Check: A Decoding Strategy
Replacing coded message letter “L” with original letter “A”, coded message NOTES letter “M” with original letter “B”, coded message letter “N” with original letter “C”, coded message letter “O” with original letter “D”, etc., the decoded message reads:
Air is made up of a combination of things. Two characteristics of it are that it is transparent and it has mass. Objects lighter than air float in it.
DEBRIEF Activity Two:
After everyone has decoded the message engage the students in a large group discussion. Some questions that may be posed are:
How was Message B. different from Message A? Was Message B easier or harder to decode than Message A? Why? What strategies did you use in decoding Message B?
Unit 1 Debrief: Name three strategies that a person can employ to guess and check to see if a message can be decoded.
What characteristics of a message make it difficult to decode?
EXTENSIONS:
Optional to Decode Message B Copy and paste the text file Message B.txt file into the Intercept section of the following webpage. Clicking on the Frequency button will provide students with a breakdown of the letter frequencies. They can then click on Make Substitutions to attempt to decipher the text.
http://crypto.interactive-maths.com/frequency-analysis-breaking-the- code.html
http://www.cryptoclub.org/tools/substitution_cipher.php This website also allows students to input text to decipher.
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Unit 1: Guess and Check: A Decoding Strategy Activity 1: Letter Frequency Transparency
Letter Frequency
a = j = s = b = k = t = c = l = u = d = m = v = e = n = w = f = o = x = g = p = y = h = q = z = i = r =
TRANSPARENCY MASTER
Illinois Mathematics and Science Academy® 1
IMSA Fusion — Powered by Synthetic Scorecard STEM Curriculum Module
Table of Contents
Acknowledgments...... 1 Curricular Objectives and Background Information...... 2 Standards...... 3 Unit Summaries and Objectives...... 8 Materials...... 13 Unit 1: B + E = SB...... 17 Unit 2: Come Scale Away...... 21 Unit 3: Cat Scratch Fever...... 31 Unit 4: Standardized Parts...... 41 Unit 5: Streaking...... 57 Unit 6: Pop Culture...... 63 Unit 7: Protein Power...... 73 Unit 8: TAG...You’re It...... 79 Unit 9: Separation Anxiety Activities...... 87 Unit 10: How are ‘Hue’?...... 95 Unit 11: The Heist...... 103 Resources...... 109 Synthetic Scorecard
Acknowledgements
Synthetic Scorecard: Building the Future of Biology has been a multi-year collaborative venture with the generous support, help, and time of many organizations and individuals.
Dr. Natalie Kuldell teaches at the Massachusetts Institute of Technology in Biological Engineering. She is also founder and president of the BioBuilder Educational Foundation, a non- profit organization that extends MIT’s teaching approach in Biological Engineering and Synthetic Biology by providing modular curriculum and professional development for high school teachers. Dr. Kuldell has lead multiple professional development sessions about synthetic biology in which the curriculum team has team has participated, been a resource, and continues in her roles as mentor and advocate for the writers and curriculum.
Dr. Kathryn Hart is a research instructor in the department of biochemistry and molecular biophysics at Washington University in St. Louis. Members of the curriculum team have participated in Dr. Hart’s multiple professional development sessions regarding synthetic biology. She continues to share her lab resources, her mentorship, and advocacy for the curriculum and its participants.
Barbara Bielec, K-12 Program Director from Biopharmaceutical Technology Center, participated in initial curriculum development discussions and provided developmental guidelines and skill progressions.
Glenbard East High School’s Tom Martinez has shared lab space, time, equipment, and knowledge throughout the development of the curriculum, which allowed activities to be tested.
Northwestern University has contributed much assistance from their BCOE (Biotechnology Center of Excellence) and OSEP (Office of STEM Education Partnerships) Divisions. Taylor Page, Dr. Emily Hood Ferrin, and Dr. Kai Orton have lent their expertise and ideas in the areas of chemistry, biotechnology, and bioinformatics.
Melinda Huff from Cynmar has graciously supplied a variety of materials so that activities could be tested.
Leigh Brown from BioRad provided many suggestions and alternatives to bring ideas to fruition.
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Synthetic Scorecard
Curricular Objectives
Develop an awareness of the discipline of synthetic biology. Identify applications of synthetic biology. Refine skills necessary to carry out procedures related to biotechnology and synthetic biology. Engage in and evaluate modeling and simulations. Use real world data.
Background Information
Synthetic biology is a young field with promises of finding solutions to issues such as water and environmental pollution, making more nutritional food, treating cancer and other medical conditions, cleaner energy, and improving computer power. Biologists, electrical engineers, and computer scientists merged forces to develop this venture. Taking the approach of design, test, build enables participants to work together to develop methods of standardization, abstraction, and synthesis that are used while engineering biological systems. The genetic code of G, A, T, C can be written and programmed at the cellular level inexpensively with a predictable outcome. In order for this coding to occur, DNA must be able to be sequenced and synthesized.
These processes and others require specialized equipment and protocols that have been shared with biotechnology. All of this has helped to develop a registry of standardized parts available for use in assemblies. This database has been developed through an international effort. http://biobricks.org/about-foundation/ . As the field of synthetic biology expands, so will the parts registry and applications of this technology.
Resource:
Kuldell, Natalie, "Synthetic Biology," Backgrounders, SENCER, Science Education for New Civic Engagements and Responsibilities, n.d. Web. 7 April 2015.
This material has been generously made available by SENCER (Science Education and New Civic Engagements and Responsibilities), a national National Science Foundation-supported initiative of the National Center for Science and Civic Engagement. For more information, please visit www.SENCER.net
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Next Generation Science Standards (NGSS)
3-5-ETS1-1 - Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
3-5-ETS1-2 – Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
3-5-ETS1-3 - Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
MS-ETS1-3 – Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
MS-ETS1-4 - Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
HS-LS1-1 - Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.
HS-LS1-2 – Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
Next Generation Science Standards Reference: NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.
NGSS Science and Engineering Practices
SEP1: Asking questions and defining problems. SEP2: Developing and using models. SEP3: Planning and carrying out investigations. SEP4: Analyzing and interpreting data. SEP5: Using mathematics and computational thinking. SEP6: Constructing explanations and designing solutions. SEP7: Engaging in argument from evidence. SEP8: Obtaining, evaluating, and communicating information.
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Common Core State Standards Mathematics
3.NF.A.1 - Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
3.MD.C.6 - Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
4.MA.A.1 - Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit.
4.OA.C.5 - Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself.
4.NF.C.7 - Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
5.NBT.A.2 - Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.
5.MD.A.1 - Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.
5.G.A.1 - Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
5.G.A.2 - Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
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6.RP.A.3c - Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
6.RP.A.3d - Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.
Common Core Mathematical Practices
MP1: Make sense of problems and persevere in solving them. MP2: Reason abstractly and quantitatively. MP3: Construct viable arguments and critique the reasoning of others. MP4: Model with mathematics. MP5: Use appropriate tools strategically. MP6: Attend to precision. MP7: Look for and make use of structure. MP8: Look for an express regularity in repeated reasoning.
Common Core State Standards ELA/Literacy
SL.6-8.5 - Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
SL.4.2 - Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.4.4 - Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
SL.5.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
SL.5.2 - Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
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SL.5.4 - Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
SL.8.5 - Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
RI.4.1 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.3 - Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
RI.4.5 - Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
RI.4.7 - Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
RI.5.3 - Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
RI.5.4 - Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
RI.5.7 - Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
RI.6.7 - Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
RST.6-8.3 - Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.6-8.4 - Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
RST.6-8.7 - Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
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RL.4.2 - Determine a theme of a story, drama, or poem from details in the text; summarize the text.
RL.4.4 - Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
RL.5.4 - Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
W.4.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.5.1.C - Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
W.5.2 - Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.5.8 - Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
WHST.6-8.1 - Write arguments focused on discipline-specific content.
WHST.6-8.9 - Draw evidence from informational texts to support analysis reflection, and research.
Common Core Mathematics and ELA Standards Reference: Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers. Title: Common Core State Standards. Publisher: National Governors Association Center for best Practices, Council of Chief State School Officers, Washington D.C. Copyright Date: 2010
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Unit Summaries
B + E = SB encourages students to examine their ideas and perceptions about biology and engineering as they predict how these disciplines could possibly work together in the field called synthetic biology. Potential applications of this field are explored in this introduction to the curriculum.
DNA may be small compared to a human, yet compared to an individual cell the amount of DNA contained within the cell is multiple times the length of cell. Experiencing a logarithmic scale ranging from nanometers to kilometers, accompanied with visual cues, will allow students to gain perspective of scale involved in Come Scale Away.
Just as programming exists for computers, it also exists for biologic systems. Scratch Cat Fever enables students to investigate the concept of abstraction. Through a series of programming experiences they will explore inputs and outputs, programming and sequencing of scripts, and creating a program to obtain a specific outcome.
At the heart of synthetic biology is the development of new biologic systems through the insertion of standardized parts into cells to make novel products. Learning to manipulate a database of simulated biological units encourages students to imagine potential products that could be designed. After manipulating the needed building blocks, students will assemble multiple innovative products using this simulation in Standardized Parts.
Biotechnology provides the skills needed to complete many of the tasks to carry out the work of synthetic biologists, including the growing of needed cells. In Streaking, techniques needed to culture yeast cells will be practiced and employed as students culture samples. Various treatments will be applied to yeast cultures to test for any effects on growth of the yeast cultures.
Cells go through various stages of growth throughout their life cycles. Characteristics help to identify each of these phases. Pop Culture provides a variety of activities, both quantitative and qualitative, for students to explore this logistical growth process.
Protein Power introduces students to the abundance, significance, wide range, and critical aspect of proteins at the cellular level through a card game. Making models of proteins furthers the complex and intricate world of proteins.
Models are built to gain perspective on how DNA is transcribed and translated. The importance of proteins continues in TAG…You’re It. Students are introduced to the science behind the proteins: DNA transcription to messenger RNA and translation of the mRNA by ribosomes into the amino acid sequence which form a necessary protein. The importance of the sequencing of the four nitrogenous bases that form the various amino acids is explored through several activities in this unit.
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Purification of proteins needs to occur for researchers to use specific proteins. Separation Anxiety provides a series of inquiry activities which engage students in a multi-step simulation of purifying for a particular protein. First, students explore tools and the tools’ efficiency; second, students practice extracting a protein of interest, and lastly assess the quality of their plan.
There are other methods of separating materials based on their characteristics, including chromatography and gel electrophoresis. How Are ‘Hue’? engages students in learning the lab skills needed to successfully carry out these practices, including pipetting, while investigating the composition of various materials.
Chasing Vermeer, about an international art scandal based in Chicago, sets the stage for the culminating activity. Next, students are immersed in solving an art crime. Using biosensors and the lab techniques they have learned, they need to determine, are the paintings real or forgeries? Evidence will be presented to the Museum Board during The Heist.
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Unit Objectives
B + E = SB Generate ideas about the work and roles of biologists and engineers. Make inferences about the potential applications for the field of synthetic biology. Describe and communicate ideas about synthetic biology. Listen to others’ presentations.
Come Scale Away Analyze a series of objects on the basis of their length from smallest to largest given a set of photos not to scale. Explain the meaning of the metric prefixes kilo-, milli-, micro-, and nano-, in terms of powers of 10. Model the length of DNA in an E. coli bacterium. Discuss the use of models including their benefits and limitations.
Scratch Cat Fever Determine a series of mathematical and other functions by observing a set of input/output values. Investigate the sequencing of various computer programming scripts to achieve a desired outcome. Carry out a series of directions or procedures. Create a computer program using an online visual programming platform to achieve a desired outcome.
Standardized Parts Construct a specific set of directions to move a hypothetical robot from one location to another location. Identify and explain the relationship between giving directions and developing systems within synthetic biology. Use a database to collect information and standardized parts in order to develop synthetic biological units. Develop synthetic biological units to be placed within a hypothetical E.coli cell by incorporating the use of plasmids, terminators, promoters, ribosome binding sites, open reading frames, and coding sequences. Discuss how the development of these biological units relies upon the arrangement of standardized parts in an effort to perform an intended function.
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Streaking Use models to practice culturing techniques for growing yeast. Use techniques to grow yeast colonies. Design an experiment to evaluate effects of treatments on yeast growth. Predict the outcome of treatments on yeast growth. Collect, analyze, interpret, and explain data. Measure and quantify colony growth.
Pop Culture Describe graphically the growth pattern of kernels of popcorn over time based on auditory data. Gather data on kernels popped over time and use the resulting graph to identify different phases of “growth” in number of popped kernels. Analyze scientific data on the growth of yeast in a liquid culture medium and compare/contrast to popcorn data. Discuss the use of models including their benefits and limitations. Identify stages of cell growth. Measure, collect, analyze, classify, and interpret data. Defend, explain, and communicate ideas based on evidence.
Protein Power Interpret, classify and evaluate proteins according to functions. Defend their decisions based on evidence. Model protein folding. Predict the effects of misfolded proteins.
TAG…You’re It Construct models of the processes of transcription and translation. Evaluate the modeling process. Describe amino acids. Represent and interpret protein chains. Identify and evaluate strategies to solve a problem.
Separation Anxiety Investigate and test tools for separating proteins. Design, test, and refine a plan for separating proteins. Collect, measure, analyze, interpret, and communicate results. Evaluate models based on evidence. Collaborate to determine parameters of evaluating results.
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How Are ‘Hue’? Apply knowledge of biotechnology skills and practices by performing electrophoresis to resolve the colored dye molecules within a sample. Conduct a scientific experiment by precisely following a multistep procedure and performing technical tasks. Identify a location on the coordinate plane by using an ordered pair of values, in reference to perpendicular number lines, called axes. Perform biotechnology skills in a simulated application using fixed volume micropipettes and a coordinate grid system.
The Heist Read and discuss a piece of fiction. Identify key characters and events. Describe applications and techniques of synthetic biology and biotechnology. Conduct experimentation on samples to generate data. Collect, analyze, evaluate, interpret, and compare data. Communicate, present, and defend results based on data. Develop and present a multi-media presentation plan.
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Synthetic Scorecard Unit 1: B + E = SB
NOTES Objectives:
• Generate ideas about the work and roles of biologists and engineers. • Make inferences about the potential applications for the field of synthetic biology. • Describe and communicate their ideas about synthetic biology. • Listen to others’ presentations.
Background Information Synthetic Biology is a fairly new field that combines biology and engineering practices to produce new genetic systems. According to Dixon and Kuldell (2012) this discipline takes “an engineering approach to the design of novel living systems or the redesign of existing ones.” By taking this approach, synthetic biologists are not limited to current genetic systems, thus the possibilities become vast.
In order to accomplish this, synthetic biologists need to use a variety of techniques and equipment. They modify living organisms using DNA. Some examples of this effort are sensor bacteria that will turn a color when they detect various contaminants, such as heavy metals. Another example is malaria, which kills over 500,000 people a year. Artemisinin, the drug used to treat Malaria, from the sweet wormwood is very expensive. Synthetic biology has helped produce an effective synthetic version of artemisinin that is affordable.
So what does each, a biologist and an engineer, bring to the table? The engineer’s paradigm for approaching and solving problems is integrated throughout. The cycle of design, build, test is employed while determining solutions to biological problems. Engineering also standardizes practices and tools. Tools used to develop the solutions are derived from biology.
Inquiry Overview
Students will have the opportunity to explore their conceptions about the topics, develop ideas, and share them with their peers.
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NOTES Activity Objectives: • Generate ideas about the work and roles of biologists and engineers. • Make inferences about the potential applications for the field of synthetic biology. • Describe and communicate ideas about synthetic biology. • Listen to others’ presentations.
Standards:
NGSS Science and Engineering Practices: SEP1, SEP6, SEP8 Common Core State Standards ELA/Literacy: CCSS.ELA-Literacy.6- 8.SL.5, CCSS.ELA-Literacy.6.RI.7, CCSS.ELA-Literacy.6-8.RST.4
Estimated Time: B + E = SB Materials: • 5 Minutes - Introduction for each student: • 20 Minutes - Activity • Art Supplies • 25 Minutes – Sharing of Ideas • Rulers • Student Pages • 10 Minutes - Debrief • 1 - 12”x18” White Drawing Paper Suggested Inquiry Approach: Share with students that all of you are going to start a new curriculum. Begin by displaying the provided transparency using a computer with a projector. Propose the question, “If you could build ANYTHING out of biology, what would you build and why?” to the whole class. Allow time for students to share their answers. You may choose to record comments on the whiteboard or chart paper to reference throughout the curriculum.
Next, distribute the first student page. Ask for a student volunteer to read the first question, “What kinds of things do biologists do?” Encourage students to write down their ideas, and draw pictures if they wish. They may share ideas within their groups.
If students need prompting, assist with questions such as:
• Where might a biologist work? • With what materials might a biologist work? • What problems might a biologist try to solve? • What kind of training/education might a biologist need to have? • What items around your house might a biologist have helped to make/produce?
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Repeat the same process as with the biologist question, but with the next NOTES question, “What kinds of things do engineers do?”
After the students groups have had ample time to complete these two questions, host an entire class discussion. Encourage students to write down other ideas that they hear from their classmates.
Continue in the same manner with the following question, “What do biologists and engineers have in common?” After students have developed their responses and shared within their smaller groups, share as one large group.
Share the next question with the students, “What should we call the science that biologists and engineers work on together?” Have students record their ideas independently prior to hosting a class discussion.
Explain to students that there is a science that combines engineering and biology called synthetic biology and that it is a relatively new field of study. Very simply put, synthetic biology is how you make something from biology.
Display the transparency to share the last question with students. Distribute a piece of drawing paper to each student. Encourage students to write and draw their responses. After students have had time to complete their ideas, have them share their ideas and rationales with the class.
Debrief Activity:
. What skills do you think one would need to learn to be able to be a synthetic biologist? . How realistic do you think your idea is? . What problems do you think synthetic biology might be able to help solve?
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NOTES Resources
Dixon, J. & Kuldell, N. (2012, February). Mendel’s modern legacy. The science teacher, 54-55.
http://techtv.mit.edu/collections/mitmuseum/videos/1684-soap-box-do-it- yourself-biology
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Unit 1: B + E = SB Transparency Master
If you could build ANYTHING out of biology, what would you build and why?
Illinois Mathematics and Science Academy® IMSA Fusion— Powered by What’s the Story, Data? STEM Curriculum Module
Table of Contents
Curriculum Objectives and Introduction...... 1 Standards...... 2 Unit Summaries...... 7 Unit Objectives...... 10 Materials...... 13 Unit 1: What is Data?...... 17 Unit 2: A Picture Tells a Story...... 27 Unit 3: Claim It Isn’t So...... 35 Unit 4: A Web, Mined...... 49 Unit 5: Big Data, Small World...... 61 Unit 6: Waldorithms...... 77 Unit 7: Go With the Flow...... 89 Unit 8: Go Sentimental...... 99 Unit 9: ProGrammER...... 109 Unit 10: Database Modeling...... 123 Unit 11: EXTENSION: Data Visualization...... 133 What’s the Story, Data?
Curriculum Objectives and Introduction
Curriculum Objectives:
Students will:
• Identify different varieties of data. • Acquire and process data into multiple formats, including data visualizations. • Analyze data and use this analysis to drive decisions and design (application). • Critically analyze the validity of data-driven claims and determine how data can be misused or misrepresented. • Gain an understanding for how people develop algorithms to handle emerging forms of data (variety), large volumes of data and the increase in speed (velocity) with which data is produced.
Introduction:
We are currently in the age of data, where information streams in at a dizzying rate, to be analyzed, used and communicated to the masses in real time, only to generate even more data. While data, the term as well as the manifestation, is ubiquitous and plentiful, it is often ill defined. People claim to understand data and use it to bolster their opinions or choices. While, information in the form of data is all around us, we tend not to fully understand what it is and how it is used.
Data can be defined in multiple ways, but at its heart it is information. This information varies in type. It can be numeric or character-based. Information can be an emotion or the pressure with which someone steps on a sensor at a doorway. Identifying and utilizing varieties of data have increased with the onset of advanced technologies. Utilizing different forms of data requires that we determine ways to analyze the information. Computer algorithms play a large part in enabling the use of multiple forms of data. Computers also aid in processing and analyzing increased volumes of data generated through technologies such as social media, advanced sensor technologies, smartphones, and global business that have changed the way we interact in the world.
Data science is an emerging field tasked with making sense of the enormous volume of generated data and extracting value through synthesizing the many sources of data and designing data-driven products and solutions.
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Standards Next Generation Science Standards (NGSS)
4-PS3-2 – Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
4-PS3-4 – Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
3-5 ETS1-1– Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
ETS1.A – Defining and Delimiting Engineering Problems - Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account.
ETS1.B – Developing Possible Solutions - Research on a problem should be carried out—for example, through Internet searches, market research, or field observations—before beginning to design a solution. An often productive way to generate ideas is for people to work together to brainstorm, test, and refine possible solutions. Testing a solution involves investigating how well it performs under a range of likely conditions. Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved. At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs.
MS – ETS1-1 – Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. NGSS Science and Engineering Practice Standards
SEP1: Asking questions and defining problems. SEP2: Developing and using models. SEP3: Planning and carrying out investigations. SEP4: Analyzing and interpreting data. SEP5: Using mathematics and computational thinking. SEP6: Constructing explanations and designing solutions. SEP7: Engaging in argument from evidence. SEP8: Obtaining, evaluating, and communicating information.
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NGSS Cross Cutting Concepts
1. Patterns 2. Cause and Effect: Mechanism and Explanation 3. Scale, Proportion, and Quantity 4. Systems and System Models 5. Energy and Matter: Flows, Cycles, and Conservation 6. Structure and Function 7. Stability and Change
Next Generation Science Standards Reference: NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. Common Core State Standards Mathematics
3.MD.B.3 – Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs.
4.MD.A.1 – Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table.
4.MD.C – Geometric measurement: understand concepts of angle and measure angles.
4.MD.C.6 – Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
5.G.A – Graph points on the coordinate plane to solve real-world and mathematical problems.
5.G.A.1 – Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
5.G.A.2 – Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
5.G.B.3 – Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.
5.G.B.4 – Classify two-dimensional figures in a hierarchy based on properties.
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5.NBT.B.7 – Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
5.MD.A.1 – Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.
6.EE.A.2.C – Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations).
6.RP.A.1 – Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.
6.RP.A.3 – Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
6.RP.A.3.A – Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
6.SP.B.4 – Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
6.SP.B.5 – Summarize numerical data sets in relation to their context.
6.SP.B.5.C – Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered. Common Core Mathematical Practices
MP1: Make sense of problems and persevere in solving them. MP2: Reason abstractly and quantitatively. MP3: Construct viable arguments and critique the reasoning of others. MP4: Model with mathematics. MP5: Use appropriate tools strategically. MP6: Attend to precision. MP7: Look for and make use of structure. MP8: Look for an express regularity in repeated reasoning.
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Common Core State Standards ELA/Literacy
L.4.3.A – Choose words and phrases to convey ideas precisely.
SL.4.2 – Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.5.1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
SL.5.2 – Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.5.2.D – Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
SL.5.4 – Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
SL.5.5 – Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
RI.4.3 – Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
RI.4.5 – Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
RI.4.7 – Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
RI.5.2 – Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
RI.5.4 – Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
RI.5.7 – Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
RI.6.7 - Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
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RL.4.1 – Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.5.4 – Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
RST.6-8.3 – Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.6-8.4 – Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
RST.6-8.7 – Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
W.4.9 – Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.5.1.C – Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
W.5.2 – Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.5.7 – Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
W.5.8 – Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
W.6.1 – Write arguments to support claims with clear reasons and relevant evidence.
Common Core Mathematics and ELA Standards Reference: Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers. Title: Common Core State Standards. Publisher: National Governors Association Center for best Practices, Council of Chief State School Officers, Washington D.C. Copyright Date: 2010
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What’s the Story, Data? is an integrative 4th and 5th grade STEM curriculum that immerses the students into the world of data. Students will experience data in a variety of formats and gain skills in acquiring, processing, interpreting and analyzing data; as well as in communicating results through hands-on, minds-on activities. Students will be introduced to the “big data” concepts of volume, variety, and velocity of data, and will use and create visualizations to convey the story of collected data. Additionally, students will use data to critically analyze the validity of claims and will explore how data can be manipulated to misrepresent a claim.
This unit introduces students to the world of data. In the first activity, DATA is the Word, students will work with team-members to brainstorm a list of words or phrases associated with the word “data.” They will develop a graphic representation of their list by creating a word cloud to show their interpretation of the relative importance of each word or phrase. Students will next receive a sample of “data” in the form of a variety of small seashells in The Shell Game. Student teams must decide upon a classification system for their data and create attribute-value pairs to describe a set. Finally, students will use attribute-value pairs to sort data and will discuss the importance of a data classification system for data storage and retrieval.
This unit utilizes the story, Sir Cumference and the Off-the-Charts Dessert to introduce the students to two basic data representations: bar graphs and pie charts. In And the Survey Says…!, students will design a survey to collect data and will use manipulatives to construct a bar graph and pie chart to represent their data. An extension of this part of the activity will have students deconstruct the pie chart to compare the proportion of each shaded sector of the circle to the proportion of data represented by that sector. Students will match various data sets with their graphs and will infer which graph best represents different data types in the activity Data Representations. Line graphs and scatter plots will be introduced.
In this series of activities, students will be using claim-evidence-reasoning skills to evaluate two claims. Average Body Temperature asks students to use data to analyze the claim, “Is the average human body temperature 98.6 F?” Hand Dominance addresses the second claim: Is one’s dominant hand is more accurate when throwing a ball against a target than the non- dominant hand? In both activities, students will follow the statistical inquiry process to evaluate evidence against a claim. Finally, students will investigate Misleading Claims and will reason about the conclusion the author of the image implies. They will rationalize why the graph is not a valid representation of the data in context.
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In the first activity, Webster, students explore the book, Webster’s Email, by Hannah Whaley, which demonstrates how an email moves from person to person within a simple social network. The second activity, Untangling Strands, extends students’ knowledge of networks by creating a randomly generated network and charting the movement of a message through it. In the last activity, Connected, students examine how their own networks are constructed of smaller networks that are connected together. They explore the structure of larger non-random networks, and how businesses might use these networks to better direct their advertising.
In this series of activities, students will explore several dimensions of Big Data. In the activity, Volume, students will use historical data on the annual amount of data generated to predict future growth in the volume of data generated. Students will then enter the realm of the Internet of Things by investigating sensors and the types of data they can generate in the activity Variety: Sensing Data. Student teams will visit stations and construct circuits using littleBits® technology to investigate how different sensors work and will brainstorm potential uses of the sensor in a new product. Finally, the Internet of Things asks teams of students to design a “smart” device using one of the sensors examined in the prior activity. Students will use engineering design principles to create a prototype and will storyboard and model an app that will interface with their device. They will present their “inventions” at a simulated conference.
In the first activity, Sliding Steps, students explore the use of an algorithm to solve a 3X3 number tile slide puzzle. Students are asked a series of questions regarding the consistency and repeatability of the algorithm, and to consider where the algorithm might fail or need to be redesigned to work more efficiently. In the second activity, Runtime Waldo, students will further explore the nature of algorithms, this time with a focus on how data can enhance the design of an efficient algorithm to solve a difficult puzzle.
Ready for School asks students to formally consider the concept of algorithms. Students will use a context familiar to them – getting ready for school – to sequence an algorithm and represent this algorithm using flowchart symbolism. Next, in Scratch Square students will use another familiar context – drawing a square – to write an algorithm, represent it using a flowchart, and translate the flowchart symbolism into a computer program using Scratch.
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In the first activity, Tweet Tweet, students consider the concept of text-based data and explore how one can determine emotion, or sentiment, from a discrete amount of text. The activity focuses on how certain words, and combinations of words, express emotion that can sometimes be easily determined, and sometimes not. Students further explore the concept of sentiment in the second activity, Define Good. In this activity, students will identify words that convey a sentiment and will build a sentimental dictionary that they will continue to use in future activities. In the third activity, How You See It, students will build a graph visualizing the sentimental nature of the tweets from the first activity.
In the first activity, Beat the Machine, students work in pairs to compare their sentiment analysis ability with a computer’s ability to analyze the same text. In the second activity, Clean Sweep, students develop an understanding of one of the requirements for a computer-based sentiment analysis program: that the data must be “cleaned” of non-sentimental words prior to analysis. Lastly, In the Bag challenges students to develop a process to assess and calculate the sentiment in a product review and identify the difficulties associated with the process.
Students will be investigating databases and the methods to store and retrieve unique pieces of information. The first activity, Random Access, asks students to investigate retrieval times if information, or data, were randomly stored in various locations within the database. They will be creating and testing their own database models to minimize the retrieval times for a set of data in the activity Storage/Retrieval Algorithm Design.
In the first activity, The Art of Communication, students will view a series of data visualizations for a specific amount of time. After viewing the infographic, student pairs will attempt to retell the story of the visualization and will evaluate its effectiveness in telling its story. Next, students will use their evaluations to develop a set of criteria for creating effective data visualizations. Say it with Graphics asks student pairs to choose an Excel data set to investigate. Students will write a question or questions that the data can help answer. They will then design a chart or map using Datawrapper software that will clearly tell the story of their chosen data. Using the design criteria established in the first activity, student teams will create their own data visualization to share with the class.
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Create a graphic representation of the word data. Generate attribute-value pairs for a set of data. Sort and retrieve data using a data classification model.
Design a survey to collect data. Represent data using a bar graph and pie chart. Identify bar graphs, line graphs, pie charts, and scatter plots. Explain the appropriate use of each type of graph. Interpret what is shown on a graph.
Use the statistical inquiry process to investigate a statistical question. Collect and represent sample data using line plots. Calculate and interpret the mean, median, mode, and range of a data set. State a claim and support the claim with evidence. Informally draw conclusions about a larger population based on sample data, and discuss the reasonableness of the sample. Analyze claims made using misleading graphs.
Model the structures and the flow of information in simple networks. Model the structures and the flow of information in random networks. Model the structures and the flow of information in nonrandom networks. Use evidence to support a claim about how the structure of the network impacts the flow of information among the people in a network. Explore how businesses might use networks for advertising.
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Explore two dimensions of Big Data: Volume and Variety. Investigate electronic sensor data using littleBits® technology. Define the “Internet of Things” (IoT) and design a product using sensor technology that would connect to the IoT.
Understand that algorithms are a sequence of specific actions used to solve a problem. Discover that algorithms should be repeatable and consistent in their results. Explore the use of data in algorithm design and how data may be used to make an algorithm for a complex problem more efficient.
Understand that an algorithm can be defined as a process or set of rules to solve a problem. Model an algorithm using flow-chart symbols. Create an algorithm and flowchart for drawing a square. Use Scratch to program an algorithm for a square. Modify the Scratch program to draw another geometric shape.
Interpret the emotion in text-based data. Determine what words or phrases help to determine the emotion within text-based data. Create a graphical representation of an analysis of sentiment words.
Interpret sentiment analysis data. Compare graphical representations of data and identify available information. Develop an understanding that quantifying qualitative data helps with assessment. Develop and understandings that removing extraneous data from the data set makes the analysis of that data go faster. Identify the limitations inherent in computer-based sentiment analysis of text data.
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Use a model to understand that there are different algorithms used to store/retrieve data. Use the engineering design process to design a data management system that minimizes retrieval time. Discuss the problems data scientists might encounter when managing large data sets.
Interpret and evaluate data visualizations. Develop a set of criteria for designing a data visualization. Determine questions that data sets can answer through investigation. Use software to create a graphic representation of a data set. Create a data visualization to communicate information.
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What’s the Story, Data? Unit 1: Discovering Data
NOTES Objectives:
• Create a graphic representation of the word data. • Generate attribute-value pairs for a set of data. • Sort and retrieve data using a data classification model.
Background Information
The amount of data generated is growing at an exponential rate. It is estimated that the amount of data generated in the previous two years is more than the amount of data that has been generated in all of prior history (source: IBM). Our students are inundated with data on a daily basis. They must learn to filter, sort, explore, process, analyze, conclude, and decide based on an ever-increasing exposure to data. But, what actually is data?
Data can be described as a collection of pieces of information, or “facts”. These facts can be represented by words, numbers, measurements, or observations. Data classification is the process of organizing data into categories for its most effective and efficient use. A well-planned data classification system makes essential data easy to find and retrieve. Additionally, these distinct pieces of information can be translated into a format that computers can understand. While the human mind has great capacity for storing and analyzing information, the future of data science lies in the ability of networks of computers using algorithms developed by data scientists to extract meaning and value from the proliferation of generated data.
Throughout this curriculum, it is an overarching goal that elementary students develop an understanding that data is not simply numbers, categories, sounds, or pictures. Instead, we want them to view data through a new lens in which these numbers, categories, sounds, or pictures tell a story through context, exhibit variation, and can answer questions about their world.
Inquiry Overview
In this series of activities, students will be introduced to the world of data. In the first activity, students will brainstorm as a member of a team a list of words or phrases that they associate with the word data. They will then develop a graphic representation of their list by creating a word cloud (Wordle) to show
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NOTES their interpretation of the relative importance of each word or phrase. Next, students will receive a sample of “data” in the form of a variety of small seashells. Student teams must decide upon a classification system for their data and create attribute-value pairs to describe a set of data. Finally, students will use attribute-value pairs to sort data and will discuss the importance of a data classification system for storage and retrieval of data. Activities
Activity 1: DATA is the Word!
Objectives: • Identify words or phrases associated with the word data. • Construct a graphic representation of the relative importance of each “category” or words or phrases.
Standards: Activity 1: DATA is the Common Core State Standards ELA/Literacy: Word Materials: RI.4.7, RI.5.4, SL.5.1, SL.5.2, SL.5.5, W.5.7 for each partner team: • DATA sheet • Estimated Time: DATA size template • Markers • 5 Minutes – Background Information • Computer with Internet • 30 Minutes – Data Research access(optional) • 60 Minutes – Poster Development • Student Pages (each) • 25 Minutes – Sharing and Debrief
Suggested Inquiry Approach:
To begin, arrange the students in groups of two and distribute the student pages for Activity 1 to each individual student. Students will then brainstorm words or phrases that they associate with the word data. Below are some suggested prompts to encourage student thinking:
• What are some synonyms (a word having the same or nearly the same meaning) of the word data?[facts, evidence, results, statistics, conclusions, details, measurements, etc.]
• What are some potential sources of data? or How can we collect data?[surveys, interviews, experiments, sensors, social media, observation, etc.]
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• What are some ways that data can be represented? or How can we NOTES show the data we collect? [charts, pictographs, bar graphs, line graphs, dot plots, tables, etc.] Data is the Word
For a list of websites • What are some different types of data?[numbers, words, binary, that students can use, quantitative, qualitative, etc.] open the PowerPoint
01 ACT1 Data is the • Where can we store data? [computer, file cabinet, database, cloud, cell Word.pptx phone, etc.] file in the Teacher’s If students are having difficulty generating a word list, you may choose to Resource folder at learning.imsa.edu. allow them to use the Internet to research the different questions posed. Student teams should generate at least ten but no more than twenty words or phrases. If desired, partner teams may pair up with another partner team to share words or phrases.
Once students have generated their list of words, they are now tasked with organizing their words or phrases into categories. They should then determine which categories are most important and which are not as important. Students can assign each category a value to indicate importance with 1 being the highest priority and 5 being the lowest. Using the DATA SIZING template, each identified priority level can be assigned a “font” size from the template to use as a guide in writing the words or phrases on a graphic display.
Students will create a word cloud (Wordle) graphic on the provided DATA poster template. Please share the following information with students on how to construct their graphic representation:
• Words or phrases may be written on the poster either horizontally or vertically.
• The DATA SIZING template may assist students in writing words or phrases of a chosen size.
• Encourage students to first use pencil to layout the sizing and location of their words, and then retrace using markers.
• Students may decide which color(s) to use for each size, or may randomly color their words and phrases on the poster.
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NOTES If desired, students may create a word cloud using any of the following websites:
http://www.wordle.net/ (requires the use of JAVA) Students may click on the Advanced tab and enter their words followed by a colon and then a size (typically between 50 and 500 points).
http://www.abcya.com/word_clouds.htm With this website, students can create word clouds. To make words larger, type the word (or copy and paste) multiple times. An example is shown below.
Other sources for creating word clouds are shown below:
https://tagul.com/create https://worditout.com/word-cloud/create http://www.wordclouds.com/
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Debrief Activity 1: NOTES Student partner teams should share their posters and indicate how they designed their final product. The following questions may assist in each team’s debrief of their poster:
. How did you decide into which categories to sort your words or phrases?
. What made you choose some words or phrases as more important than other words or phrases?
. How did you decide what colors to use on your poster?
. What should people glancing at your poster notice about your representation of the word “data”?
Once student teams have shared their poster presentations, host a whole-class discussion on what DATA can mean. It is desirable for students to realize that data is more than a collection of numbers. As an exit slip, have students write their personal definition of data.
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NOTES Activity 2: The Shell Game
Objectives: • Develop a set of attributes to describe a set of data. • Use attribute-value pairs to retrieve a particular subset of data.
Standards:
NGSS: SEP2, Crosscutting Concept: Patterns Common Core State Standards Mathematics: MP.5 Common Core State Standards ELA/Literacy: SL.5.1, W.5.2.D
Estimated Time: • 15 Minutes – Introductory Discussion Activity 2: The Shell • 60 Minutes – Activity Game Materials: • 30 Minutes – Discussion for each partner team: • 15 Minutes – Debrief • Soufflé cup with mixed small seashells Advanced Preparation: • Shell Game Template • Ruler Prior to students entering class, make sure that • Hand lens • Two different-colored the small seashells have been thoroughly mixed small Post-it pads together. Separate out roughly equal portions for each student: of shells into 2-oz. soufflé cups depending upon • Student Pages the number of partner teams that can be created within the class. The portion sizes can be reduced to a smaller amount for your students if desired.
Suggested Inquiry Approach:
Pass out the student pages. Assign students to partner teams, and then convene the class together for a whole group discussion. Pose the following questions to students:
• What does it mean to ‘classify’ an object?
• What do you think ‘data classification’ means?
• Why might it be important to be able to classify data?
Allow time for partners to first share ideas with each other, and then ask each partner team to share an idea with the class. Encourage all responses and record on the board or on chart paper.
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Next, provide each partner team with one cup of shells. Allow teams plenty of NOTES time to use the hand lenses to write down observations about their “data.” Encourage students to write as many observations as they can. Then, have students sort the data into piles. Indicate to students that the shells represent “data” that has been collected at a particular location along a beach.
Their task is to develop a list of attributes to describe the shells. This may be a difficult task at first for students to accomplish, so encourage them to write words or phrases to describe the shells using a separate Post-it note sheet for each descriptive word. The descriptive words are values of a particular Attribute-Value Pairs attribute. Students may notice that broader “categories” emerge, such as size, For an introduction to color, luster, shape, etc. that would represent a particular attribute of a shell. this concept, visit the These attribute categories will be written on a different color Post-it note sheet. Teacher’s Resource Together, a category heading (attribute) and a descriptive word (value) will folder at form an attribute-value pair. learning.imsa.edu. There is a PowerPoint Some questions to ask students if they are having difficulty describing the data presentation with shell are shown below followed by a listing of potential attributes and values of the images that may be seashells: helpful for students • Do you see any patterns on the shells? Can you describe how they who are struggling look? with describing the • Are some of the shells shaped differently than others? How could shells. you tell them apart? • How are some shells similar to each other? How are they different (how do the shells vary)?
Size (Length) Main Color Texture Small (less than 7 mm) White Smooth Medium (between 7 Brown Bumpy and 15 mm) Green Rough Large (greater than 15 Beige Sharp mm) Yellow Gray
Shape Strength Pattern Twirly Thick Brown Stripes Round Thin Dots Spiral Luster Stripes and Dots Cylindrical Raised Lines Fan-shaped Dull Dark lines Shiny Pointy/Cone
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NOTES The number of colors on each shell may be another attribute chosen by students. Please note that the list shown is an example and is by no means all- inclusive. Students may come up with other attributes to describe shells, such as “roughness”, “shininess”, “width”, etc.
Provide each team with a Shell Game template. Student teams will then select one of their piles of shell data, or a particular shell, and will use each attribute Post-it combined with one value Post-it to describe the selected data. Encourage teams to draw exactly the data they are describing with the attribute-value pairs, including the number of pieces of data they are describing. Teams will affix their selected Post-it sheets to the template and will then place all the shells back into their small soufflé cup and mix.
Now, student teams will move to another team’s Shell Game template and will read the listing of attribute-value pairs. They will sort the data using the attribute-value pairs listed on the template and will place their resulting data into the circular area on the template. Once all teams are done, allow the teams to return to their template and compare the data in the circle to the data that they described and sketched on their student pages. Encourage teams to discuss which attribute-value pairs they used to initially sort the data.
Debrief Activity 2:
Once students have returned to their seats, ask partner teams to work with another partner team to answer the discussion questions on student page #4 for this activity. Then, have teams share their ideas in a whole class discussion.
. What were some similarities and differences in how each team named their attribute-value pairs?
. Should your attribute-value pairs have led to the other team selecting only one piece of data? Why or why not?
. How could you sort your data using ATTRIBUTE-VALUE pairs?
. Why is it important to be able to sort data?
. What are some ways to organize data?
Provide adequate time to thoroughly discuss the answers to these questions. If desired, provide teams an opportunity to modify their attribute-value pairs based on this discussion and run through the activity again.
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Students should come to the conclusion that it is extremely important to NOTES uniquely describe each piece of data. Students should mention tables or spreadsheets as ways to organize data. (Also, sorting algorithms are necessary to efficiently retrieve the stored data. This idea will be addressed in the Database unit.)
The following question asks students to analyze their thinking when using the attribute-value pairs to sort the data:
. Ask student teams to share which attribute-value pairs were used to initially sort the data and to state why they chose that particular pair. . EXTENSIONS
If desired, students could enter the attributes as column headings in an EXCEL spreadsheet or Google Sheets document. Choose 10 pieces of data (shells) and have students enter each shell’s value for a given attribute in a row. Students can then experiment with the sorting function of the spreadsheet software.
An additional example using planetary data can be found at http://oakdome.com/k5/lesson-plans/excel/excel-sorting-filtering-lesson.php
Before moving on to the
next unit, be sure to submi t your feedback to STOP the Content Classroom at
https://learning.imsa.edu/
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NOTES RESOURCES
Konold, C., Harradine, A., & Kazak, S. (2007). Understanding Distributions by Modeling Them. International Journal of Computers for Mathematical Learning, 12(3), 217-230. doi:10.1007/s10758-007-9123-1
What is data classification? - Definition from WhatIs.com. (n.d.). Retrieved January 03, 2017, from http://searchdatamanagement.techtarget.com/definition/data-classification
What is data, and why is it important? (2016). Retrieved January 03, 2017, from https://www.import.io/post/what-is-data-and-why-is-it-important/
What is Data? (n.d.). Retrieved January 03, 2017, from https://www.mathsisfun.com/data/data.html
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Unit 1: What is Data? Activity 1: DATA is the Word! Student Pages Page 1 of 2 Background Information: Data is everywhere. We are constantly generating new data. The challenge is how to collect, analyze, and interpret data to make good decisions. But what exactly is data? You will be exploring this question with your team.
Design Challenge: Your team will create a word diagram to represent your description of the word DATA.
Materials: • DATA poster template • DATA SIZING template • Markers • Computer with Internet access
Procedure: 1. With a partner, brainstorm words or phrases that describe the word “DATA”. If directed by your teacher, you may use the Internet to help you research this word. Write your ideas in the space below.
Illinois Mathematics and Science Academy® S 1 Unit 1: What is Data Activity 1: DATA is the Word! Student Pages Page 2 of 2 2. Now, use the table below to organize your words or phrases into at least two, but no more than five, different categories. Be sure to label the top of the column with the name of the category. Once you organize your words, listen to your teacher’s instructions on how to construct your DATA word diagram.
Importance Size Importance Size Importance Size Importance Size Importance Size
Importance: Rank the columns from the MOST to the LEAST important Size: Assign a word height to each category using the DATA SIZING template
3. How did your team decide to choose the categories and design the word diagram?
Illinois Mathematics and Science Academy® S 2 Unit 1: What is Data? Activity 2: The Shell Game Student Pages Page 1 of 4 Problem: How can data be classified?
Materials:
• 1 plastic cup small seashells • Ruler • Hand lens • Small Post-it Pads, two different colors Procedure: 1. You and your partner will receive a cup of “data” from your teacher. Using a hand lens, write down some observations of your data in the space below.
Illinois Mathematics and Science Academy® S 3 Unit 1: What is Data? Activity 2: The Shell Game Student Pages Page 2 of 4 2. Your team will now sort the data into piles in any way that you choose. Be sure to discuss with your partner the reasons why you are organizing your data into the different piles.
3. Using one color of Post-it pads, describe the data in each pile. Be sure to use a different Post-it note sheet for each descriptive word (one word per Post-it).
4. Gather up all the Post-it notes and now sort them into categories. Using another color of Post-it note sheets, create a heading for each of your categories and place these sticky notes by their group of descriptive words. Be sure to keep your data (shells) into the piles you created.
5. The heading Post-its can be given another name: ATTRIBUTE. Each of the descriptive words under each heading is referred to as a VALUE. Together, they can form an ATTRIBUTE - VALUE pair. For example, if SIZE is the attribute, or characteristic of one of the pieces of data, then LESS THAN 2mm could be one example of a value of that attribute. We can write the ATTRIBUTE-VALUE pair as SIZE - LESS THAN 2mm. List some of your ATTRIBUTE – VALUE pairs in the table below: ATTRIBUTE – VALUE ATTRIBUTE - VALUE
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Unit 1: What is Data? Activity 2: The Shell Game Student Pages Page 3 of 4 6. Now, choose one of your piles of data. On the Shell Game template provided by your teacher, arrange the Post-it note sheets so that they form ATTRIBUTE-VALUE pairs that describe the data in the pile.
7. In the space below, draw a picture that represents the data your team is describing using the ATTRIBUTE-VALUE pairs. Draw your data exactly as it appears in the pile, including how many pieces are in your data pile.
8. Once you have placed your Post-it note sheets on the template, please return all of your data to the plastic cup and mix it up.
9. You will now move to another team’s Shell Game template. Read their ATTRIBUTE-VALUE pairs carefully, and select from their plastic cup the data that is represented by the descriptions.
10. When you return to your Shell Game template, analyze the data selected by the other team. Did they choose the data you described? Share with the other team how well they did in retrieving the data you intended.
11. If time allows, adjust your ATTRIBUTE-VALUE pairs and try again!
Illinois Mathematics and Science Academy® S 5 Unit 1: What is Data? Activity 2: The Shell Game Student Pages Page 4 of 4 Discussion Questions: 1.) What similarities and differences did you notice in how other teams named their ATTRIBUTE-VALUE pairs?
2.) Should your ATTRIBUTE-VALUE pairs have led to the other team selecting only one piece of data? Why or why not?
3.) How could you sort your data using ATTRIBUTE-VALUE pairs?
4.) Why is it important to be able to sort data?
5.) What are some ways to organize data?
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IMSA Fusion — Powered by You Be the Judge STEM Curriculum Module
Table of Contents
Unit Objectives, Standards, Overview...... 1 Unit Summaries...... 4 Materials...... 7 Unit 1: Density...... 9 Unit 2: Changes...... 13 Unit 3: Thirsty...... 17 Unit 4: Acid, Neutral, Base?...... 21 Unit 5: Help!...... 29 Unit 6: Oh, My Aching Stomach...... 31 Resources...... 35 You Be The Judge
Curriculum Overview Notes Everyone’s life is affected by chemistry. From the various systems within the human body needing to maintain specific pH levels to the detergent used in the laundry, chemistry is involved. Chemistry discoveries have advanced the fields of medicine, agriculture, manufacturing, and many others. Along with advancements come choices, and with choices come trade-offs.
You Be the Judge introduces students to some basic principles involved in chemistry, the application of chemistry as well as process skills required to create and carry out meaningful investigations. After students have experienced the concepts in a lab setting, they will have a chance to apply their knowledge and lab skills in a variety of simulations throughout the curriculum. Students will take the role of experts as they identify problems, develop methods of testing, and conduct the tests. After gathering, analyzing, and interpreting results, students will make and share evidence based decisions in a variety of settings.
Curriculum Objectives The students will: • understand the difference between physical and chemical changes • become familiar with pH testing • design and conduct experiments • collect, analyze, and interpret data • make decisions based on evidence • communicate results • learn practical applications of chemical principles • practice safety in the lab • develop lab skills
Logistics Class age/size: All lessons are designed for twenty 4th-5th grade students. Materials: See insert for each individual activity within this unit. Time: This curriculum is designed for 32 content hours. See individual activities for suggested times. Location: All activities may be taught in a classroom. Water access is needed for some activities.
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Notes Standards and Practices NGSS Scientific and Engineering Practices 1. Asking questions and defining problems (SEP1) 2. Developing and using models (SEP2) 3. Planning and carrying out investigations (SEP3) 4. Analyzing and interpreting data (SEP4) 5. Using mathematics and computational thinking (SEP5) 6. Constructing explanations and designing solutions (SEP6) 7. Engaging in argument from evidence (SEP7) 8. Obtaining, evaluating, and communicating information (SEP8)
Next Generation Science Standards 4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sounds, light, heat, and electrical currents. 5-PS1-1. Develop a model to describe that matter is made of particles too small to be seen. 5-PS1-3. Make observations and measurements to identify materials based on their properties. 5-PS1-4. Conduct an investigation to determine whether the mixing of two or more substances results in new substances. 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures. MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. MS-PS1-3. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
References to Next Generation Science Standards are adapted from NGSS. NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the production of, and does not endorse, this product.
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Common Core State Standards Mathematical Practices Notes 4. Model with mathematics. (MP4) 5. Use appropriate tools strategically. (MP5) 6. Attend to precision. (MP6) 7. Look for and make use of structure. (MP7)
Common Core State Standards 5.MD.5.B Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems. 6.EE.7 Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers. 8.G.9 Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems. RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently. W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline- specific tasks, purposes, and audiences. W.6.1 Write arguments to support claims with clear reasons and relevant evidence. SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
References to Common Core are adapted from NGA Center/CCSSO © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
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Notes Unit Summaries and Objectives Density Students begin by focusing on the physical property of density. They have the opportunity to work firsthand with two models that demonstrate the relationship between how tightly packed molecules are and the space left between them. They then move to calculating the density of a variety of regularly shaped objects.
The students will: • develop an understanding of density • calculate density of objects • collect, analyze, and interpret data • solve equations • collaborate with partners and share materials
Changes Changes introduces students to polymers. Through the exploration of polymers, the concepts of physical and chemical changes will be pursued. The production of slime and the examination of super absorbing polymers will provide needed background for the next challenge. The SBG Company has hired the FUSION students to determine which diaper is the best.
The students will: • observe and record evidence of chemical reactions • develop an understanding that when a new material is made it has properties that are different than the original material • distinguish between chemical and physical changes • collaborate with partners and share materials
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Thirsty? Notes Polyacrylamide is the super absorbent cross-linked polymer that students are first introduced to in Thirsty. After examining this ingredient in Soil Moist®, students then launch into answering the question of which disposable diaper is best. Three brands of disposable diapers are compared using student developed procedures. After developing procedures, carrying out testing, collecting and analyzing data, student groups share their findings and interpretations of data with the rest of the class. Next students will examine the problems created by plastics in the oceans, bioaccumulation, and meet another design challenge.
The students will: • observe effects of super absorbent polymers • design and conduct experiments to test effectiveness of products • collect, analyze and interpret data • communicate findings and conclusions based on evidence • mathematically represent concentrations • determine concerns regarding use of plastics • design alternative to plastic product
Acid, Base, Neutral? Characteristics associated with these topics are explored in this lesson. Students learn various methods of testing substances to determine their pH, including litmus paper, pH paper, and universal indicator. They will then apply this knowledge to tooth decay as they participate in a dental conference to develop a media campaign aimed toward candy.
The students will: • develop an understanding of the role of pH indicators • use a variety of pH indicators to identify substances as acids, neutrals, or bases • collect and analyze data • predict pH • develop data tables • research pH • represent strength of acids mathematically • collaborate with partners and share materials
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Notes Help! Teams of students have the opportunity to observe and test known substances for their physical properties and chemical reactions. They then move to the simulation, Accident at the Bridge, which engages teams in attempting to determine the contents of a spill on a highway.
The students will: • observe physical and chemical properties of substances • conduct pH testing • make inferences based on evidence • collect, analyze, and interpret data • share interpretations of data with a group
Oh My Aching Stomach Oh My Aching Stomach is the culminating activity for You Be the Judge. After being introduced to the large economic industry of antacids, student teams design a method of testing and assessing the efficiency of over the counter antacids. After conducting testing, research teams make their recommendations to a panel based on their findings.
The students will: • define a problem to investigate • design a procedure for investigating the problem • apply knowledge regarding pH • collect, analyze, and interpret data • use evidence to make a decision • communicate a decision to a group
Illinois Mathematics and Science Academy® T6 You Be The Judge Oh, My Aching Stomach Notes
Objectives The students will: • define a problem to investigate • design a procedure for investigating the problem • apply knowledge regarding pH • collect, analyze, and interpret data • use evidence to make a decision • communicate a decision to a group
Standards SEP1 MS-PS1-1 SEP2 MS-ETS1-1 SEP3 MS-ETS1-2 SEP4 MS-ETS1-3 SEP5 MP5 SEP6 MP6 SEP7 MP7 SEP8 RI.5.4 4-PS3-2 RI.5.10 5-PS1-3 W.5.10 5-PS1-4 W.6.1 3-5-ETS1-1 SL.5.1 3-5-ETS1-2 RST.6-8.3 3-5-ETS1-3 RST.6-8.7
Background Antacids account for roughly one billion dollars’ worth of business in the United States each year. There are several companies that produce over the counter and prescription strength antacids, both of which have the same purpose; balancing the stomach pH. Stomach acid usually ranges from 2 – 3 on the pH scale. If the pH goes below this range, problems tend to occur. Balancing the pH does not mean neutralizing or bringing the pH to a 7, rather somewhere from 3 – 4. Antacids are made from bases and additional ingredients for this chemical change to occur. Sodium (Alka-Seltzer®), calcium (Tums®), magnesium (Maalox®, Mylanta®), or aluminum (Rolaids®) are often used in combination with the base.
As with any medications, over the counter or prescription, there are potential side effects. Depending upon which classification of antacid is used; diets may need to be adjusted.
Inquiry Overview Students will test brands of antacids to determine which is the most effective. Pairs of students will design a procedure for testing the various brands of antacids. After the teacher approves the procedure, then students will carry out their experiments, collect data, analyze data, interpret and present their findings to the group. Illinois Mathematics and Science Academy® T39 You Be The Judge
Notes Activity One Estimated Time: Work in Pairs Materials • 1 Hour: Introduce Activity, Discuss Antacids, Each Student: Brainstorm Questions Goggles • 1 Hour: Develop Investigation Plan Piece Plain Paper • 1 Hour: Investigate Art Supplies • 1 Hour: Prepare for Consumer Board Meeting • 1 Hour: Consumer Board Meeting Each Pair of Students: Alka-Seltzer® • ½ Hour: Chemist Drawing, Comparison to Antacid #2 Original Drawing Antacid #3 Blue Litmus Paper Chemplate You may wish to introduce the activity to the students Household Vinegar by sharing the old Alka-Seltzer® commercial. pH Paper http://www.youtube.com/watch?v=rxYRhnBzp8U&feat Paper Towel ure=email Red Litmus Paper Stir Stick Inquire as to what they know about Alka-Seltzer®, what Stop Watch it is used for, and what other similar products exist on Universal Indicator the market. Have students predict how much money is spent each year on antacids. Water
Host a discussion recalling the prior activities and knowledge regarding the pH scale, acids, bases, and neutral. Share with students that antacids are made of bases and other ingredients, such as sodium, calcium, magnesium, or aluminum. The purpose of antacids is to balance stomach acids and bring them to a lesser acid concentration. This means a higher pH number, but less than a 7, which is neutral.
Explain that students now have the opportunity to determine which of the antacids brands is the most effective. Share with students that they will have three brands of antacids to work with during their investigations. Have students work in small groups to generate a list of questions that could be asked about the antacids. Next have the entire group share their questions. Record the questions for the students.
Share the available materials for use in an investigation. Ask students to work in their small groups to brainstorm the following, “What questions could be investigated using the materials we have available?” Again, gather the entire group to share their ideas.
Allow students to determine their partners for the activity. Each set of partners should come up with their question to investigate to help them determine effectiveness of the antacids.
Using their prior knowledge from this unit, they will design a procedure, get it approved by you, and then carry out the experiment. Assist students as they work through the process.
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After gathering and analyzing data, they will design an advertisement to present to the Notes consumer board on which brand of antacids is most effective. Explain how the board meeting will be run. Allow time for groups to prepare for the board meeting. Hold a consumer board meeting where each group must present their findings.
Debrief • How did you and your partner define “most effective” when designing your procedure? • What other factors would you consider if you were to do this testing again? • Are you confident in your results? Explain. • You tested only a few samples. When actual medicines are tested, the sample size is very large. Why do you think sample sizes need to be so large when medicines are tested? • As a consumer/patient, what would you want to ask a pharmacist or doctor before using one of these products? • After the final debrief, have students draw a picture of chemist. Compare this to their first drawing.
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Notes
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Problem: Which brand of antacid is the most effective?
Available Materials: • Chemplate • pH Paper • Paper Towel • Litmus Paper • Household Vinegar • Water • Walgreens Antacid® • Goggles • Alka-Seltzer® • Stir Stick • Tums® • Graduated Cups • Universal Indicator • Stop Watch
Procedure: 1. Use the household vinegar, which is 4% acetic acid, to simulate stomach acid. 2. Work with your partner to determine what problem you will investigate. 3. List the materials you will need to use. 4. Write a procedure that explains how you will carry out your investigation. Make sure to include quantities, times, and have the steps in order. 5. Explain what data will be collected and how it will be recorded. 6. Share your procedure with the judge, your teacher, and obtain their approval.
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7. Put your goggles on correctly. 8. Begin your experiment. 9. Record your results. 10. Clean up your equipment. 11. Wash your hands. 12. Remove your goggles after all of the chemicals in the room are safely stored. 13. Design an advertisement to share with the FUSION Consumer Board that shows quantitatively which product is the most effective.
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Group Members
Question to be Investigated Materials Needed
Judge’s Approval
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