Preparation for the end!

I've been working for hours on end the past few nights, getting ready for my two-hour presentation. Just last night I got all of my materials for my first activity, and decided to try and test it out with some of my friends from my house to see how it worked. My activity is creating a parachute to demonstrate how hands-on learning works.

I first paired up Teo with Kendall, and Gabriel with Jocelyn. I then gave them a brief explanation of my first answer, a bit of my second, and set them on their task. With a box of materials, a plastic bag, and ten minutes on the clock, they were told to create a parachute that would float from the second story. Both teams began to make their parachutes in different ways, which is what I both expected and hoped for. After ten minutes had gone off, we went outside and tested out our parachutes.

Once we were done testing out a parachutes, I brought them inside, and debriefed. I asked them what worked, and they said the materials given definitely worked for the activity, and what didn't work, which they claimed was mostly just design flaws. I asked them whether a lesson in aerodynamics and air resistance would have helped them to create their parachutes, which demonstrates the apparent need for a strong education. I then asked them how they could see the connection to hands-on learning; how the activity got them to utilize hands-on learning characteristics. 

Testing out my activity really helped me to get me prepared for my presentation. Looking forward to it!

Independent Component Part 9

Today was the second day I had spent with the GATE kids. We dove right into the activities today. 

I asked them if they remembered what Engineers do, then proceeded to show them a video of what engineers actually do. We then discussed a bit of what engineers have to do to build a building, and I started them on the process of constructing a building. First, they had to draw up an idea for a tall building. They were instructed to think about what was holding up the building, what kind of structure the building had. The possible safety measures in the case of an earthquake or strong winds. Once they were done, I asked a few of the kids to share their building. Once we were done sharing designs, and structures, I gave them instructions and set them on building their own actual structures  with the goal of constructing the tallest building they could. With then minutes on the clock, the kids ran to get their materials and get started on their group's building. At the end of  he ten minutes, some of the structures stood tall and proud, while some,  ho stood once or twice, lie in a pile of paper and clothespins. We then dove into discussion about what worked, what didn't work, and how what they encountered was very similar to the problems engineers encounter.

After we cleaned up, we dove into science. I asked the students if they knew what a hypothesis was. After calling on a few kids, we found out an answer. I then informed the kids we would be doing the Mentos and Diet Coke experiment. After calming down from the excitement, I asked the kids to develop a hypothesis of what they thought would happen. We then went outside, and the kids, in the same groups as before, were given a bottle of Diet Coke and a few Mentos. One group had only one Mento, another only two, another three, and the last four. I had the groups drop in their Mentos one group at a time so we could all see what would happen; if the number of Mentos affected the height of the explosion. After all of the groups finished, we observed the bottles to see how much soda was left, and they were all pretty similar, except for the bottle which only one Mentos was dropped in (it had more). After discussing what they thought caused the reactions, we watched a video from the Mythbusters, where they tested the experiment themselves, and explained what was happening. The kids exclaimed, "I was right!" or "Wow!" when they found out what, in fact, caused the reactions. 

Independent Component Part 8

Today was the second time I had met with Mrs. Chin's class. Yesterday I gave them a power point presentation and did STEM Bingo with them, and told them I would be coming back today to do a science experiment and engineering project with them.
The science experiment was related to density. I brought a bowl full of water, and many miscellaneous objects. before we started, I discussed the Scientific Method with them, and explained what a hypothesis was. Mrs. Chin made a "Sink or Float" chart, and we went through each object to see which they thought was going to float or sink, then we tested the kids' hypotheses. Once we finished the science experiment, I showed them a couple videos regarding engineering and how planes work, then made paper airplanes. We then took them outside, and saw which ones worked the best, which ones flew the farthest, and why they thought so.
Always a fun time with the kids!

*I had a parent take pictures throughout my visit, however, she never sent me the pictures taken! :(

Independent Component Part 7

Today, I met with another third grade classroom to talk to them about STEM. My Mentor's co-worker, Mrs. Chin allowed me to speak with her class. (She seemed rather pleased that I would be taking them off of her hands for a bit!)
Before we began, just as I did with the GATE class I met with earlier this week, I gave them a post-survey to see what they already know about STEM. Once we completed that, which took quite awhile, I passed out the STEM Bingo sheet, scissors, and glue. I then gave the students the Powerpoint, and led them to complete their bingo sheets. They seemed to throuroughly enjoy both the sheet and the presentation. I am looking forward to meeting with them again tomorrow to complete a science experiment and engineering experiment. I will be visiting them again next week to give them the same survey, to see what information they retained from our meetings. :)

Independent Component Part 6

Today, I met with the GATE class at my mentorship. I actually was in the same exact place the kids I worked with were. I was in GATE in the fourth and fifth grade at the very same school. It's always fun to tell the kids that.

I made a new presentation, similar to the one I gave to the Third Graders, which I felt was more aimed towards their level. I had them take a post-survey regarding STEM, for my science experiment, before we got started. I then passed out the STEM Bingo sheets, the same as the previous time I presented to the kids, and did my presentation. I had the kids play math games online for a bit, then led a discussion about how technology and math affected what they had just played.
I will be going back to meet with the same class next Tuesday, to do a science experiment and an engineering experiment.

Independent Component Part 5

Today, I had another fun activity planned for my mentor's third grade classroom. I decided we could make paper airplanes, talk about how they work, and how Engineers make them. I found a couple cool videos on YouTube to show them what engineering was, and how planes work. I also found a template of a paper airplane in case some of the kids didn't know how to make one. (turns out a lot of them didn't!) After watching the videos, making the planes, and talking about how they work, we took them outside to have some fun with them! Luckily, today was a little breezy, so the planes took flight with no problem! The kids seemed to enjoy the videos, and they especially liked flying the planes outside. Hopefully they think about Engineering for their future careers >:)

The videos I showed them can be found here:
NASA for Kids Intro to Engineering
How do Airplanes Fly?

Independent Component Part 4

Today was my second presentation with Mrs. Negrette's class. I plan on doing some sort of activity with each of the four letters of STEM to hopefully get them interested in the topic!
Over the weekend I prepared thirty bottles of oil, and brought them to her class so we could do the oil and water experiment. When I got there, my mentor helped me to fill the kids' bottles with one of four colors of water, whichever they chose. (They also got to choose if they wanted a little pinch of confetti in theirs!) Once the bottles were full with water and oil, we shook them up and looked at them. I asked the kids what they thought was happening, then we talked about why it really was happening. I then had them label and color two empty water bottle templates so they could see what was happening. I had fun, the kids had fun, and they seemed to learn a lot! Overall a good day!

Independent Component Part 3

Today, I gave my first of (hopefully many) presentations to my Mentor's Third Grade classroom. I presented to them about STEM, using this powerpoint, and told them about what it means, what kinds of jobs there are, what they do, etc. I created a "STEM Bingo" worksheet for them to follow along with as I spoke to them, and asked them questions, (and answered many!) From their responses, and conversations about it afterwards, I think i'm going to have a lot of fun with this class! I am coming back on Monday to do some activities with them under the four letters of STEM.

Independent Component Part 2

This is what the CubeSat started off looking like!

Today, I met with the mechanical engineer on the CubeSat team, Alex. He had recently ordered the parts to construct the outer frame of the Cubesat, and he asked to me to assist him with it.
After confusing the meeting place, we went to a hardware store to pick up an Allen wrench we didn't have. We then dove right in and began constructing. The entire CubeSat is 20x20x20 centimeters, so you can imagine how small each of the setscrews and nut-plates are. After 3 hours of maneuvering, screwing, and adjusting, we got the outer frame of the CubeSat completed. A few of the setscrews got stripped and Alex realized we were missing a rod he forgot to order; oops! We will most likely meet next week to adjust the 3D model and possibly replace the missing screws on the frame. All in all, it was a very productive day! I learned a lot about framing and structures, and I get to say I built the frame for a satellite. So cool! Total Time: 4 Hours

The final structure!

Building the corners and sides...

Independent Component Part 1

Melissa took notes and wrote the minutes for the meeting.

Today, I met with the CubeSat team for the first time! We met on the sixth floor of the library, in a group study room. While only a few members of the team were there, (including MR. Hunzeker!), I got to meet Melissa, my contact with the team up until today. A short meeting, we discussed dates and Teamlab, a website which we could all report our achievements on leading up to completion. I'm excited to finally get started with the team! I will be meeting with Alex, one of the members of the team, in a couple of weeks to help him build the frame of the CubeSat!

Total Hours: 1 Hour