Blog 21: Independent Component 2

LITERAL
(a) I, Joseph Galarza, affirm that I completed my independent component which represents 30 hours of work.
(b) My Mentor, Mrs. Negrette, was the driving force, or, in this case, my most important resource, to help me complete my second independent component. She allowed me, once again, to use her classroom and her students for presentations and activities. She also served as a connection to other teachers as well, allowing me to do presentations and activities with other classrooms as well. 
(c) Log of Hours Completed
(d) My second Independent Component was much like my first. I planned, tested, and executed numerous activities and presentations with four different classrooms of children at my mentorship, Ekstrand Elementary School. The presentations were created to provide a basis of understanding for STEM, and a "Stem Bingo" sheet went along with it. After this, I led activities that were related to the four letters of STEM. For example, in one particular class, I led a mentos & diet coke experiment to demonstrate the Science component of STEM. I had that classroom use computers to play math video games online, completing the Technology and Math portions, and made paper airplanes with them to learn about aerodynamics to fulfill the E piece.
Throughout my time spent with the children, their enthusiasm towards learning about STEM and towards the activities we completed, seem to get stronger as we continued along, which helped me to stay on track and continue my project. 

INTERPRETIVE 
As mentioned above, I led numerous activities with the students. A few of the activities completed during the span of these 30 hours, I had completed during my previous Independent Component. However, I spent many hours researching, testing, and executing new activities and projects to do with the classrooms. This website helped me greatly in finding new experiments, and how to teach them at a child's level. Although it seems like my Independent Component was all fun and games(which, honestly, it was!), there were some stressful times. At one point during my Independent Component, I had three days scheduled in a row, with three different classrooms, where I was to be giving a presentation and leading activities with. As soon as I finished one, I was onto the next, with different kids and somewhat different activities. I am very glad I was able to complete my component the way I did, however. I got to hang out with kids, and do fun science experiments and activities with kids, while helping out my project at the same time. It doesn't get better than that!

Link to "Independent Component Part 6"
Link to "Independent Component Part 7"
Link to "Independent Component Part 8"
Link to "Independent Component Part 9"

APPLIED
How did the component help you answer your EQ or support one or more of your answers.  Please include specific examples to illustrate how it helped. 

My independent component helped me to solidify my best answer to my Essential Question. After reading all about hands-on learning in my research, and how beneficial it is to children's learning, I decided it would be a great idea to test it out myself! And that is exactly what I did. I gave the kids activities where they could go in and do the work themselves, and observe how they enjoyed it, or whether they truly enjoyed STEM-based education that way.
In the GATE class I worked with, I allowed kids to make the tallest structure they could out of scraps of assorted materials given to them. During and after the activity, the kids were beaming with delight, and were talking all about structures, and what might work, and what wouldn't. Many of them made the connection to the STEM information we talked about previously. They said things like, "This is what an engineer does!" or, "This is fun!". I felt as though these remarks, and the enthusiasm they had for each activity, showed that they enjoyed STEM. I can only hope that these positive experiences help them down the road, when they remember how much fun they had being an engineer, when they begin to choose their careers. 

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.

Blog 15: Independent Component 2 Approval

(1) Write a description of what you plan on doing for your independent study component.
Since my previous independent component already explored one of my possible answers, I will continue to work with the same general idea. I plan to research and find activities that I will be able to do with my mentors 3rd grade class. I previously spoke with the GATE instructor at Ekstrand, and will also be working with the 4th and 5th grade GATE kids later in the month of February.  I will present lessons about STEM careers and conduct fun activities to (hopefully) peak their interests. 

(2) Describe in detail how you think your plan will meet the 30 hours work requirement.
Researching activities, planning lessons, meeting with my mentor/GATE instructor, observing mentor teach STEM related lessons, discussing those lessons in details, preparing visuals and materials for lessons, presenting lessons to class.

(3) How does your independent study component relate to your working EQ?  
My independent component is closely related in that conducting these lessons will hopefully institute some interest in STEM professions. 

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?

Blog 14: Independent Component 1

LITERAL

• (a) I, Joseph Galarza, affirm that I completed my independent component which represents 30 hours of work.
  (b) Roberta Negrette (909) 971-8203
  (c) Log of Hours
• (d) For my independent component, I met with Mrs. Negrette's class on several occasions.  I spoke with them about STEM careers and did several activities with them regarding the careers of STEM in hopes of getting them interested.

INTERPRETIVE 

• I had originally planned to make posters for the students, in which I would present to them with, however, after hours of creating the posters, I had to find an alternative, due to my shoulder limiting my movements. I decided I would make a powerpoint instead, and in doing so, spent many more hours creating, researching, planning, and perfecting this powerpoint. The first day I met with the students, I gave them a presentation with the powerpoint I made, which spoke about STEM and the corresponding careers. The second time we met, I did a science experiment with them, mixing oil and water, in hopes of getting them interested in science. We spoke briefly about an activity I arranged for them in the computer lab, regarding Technology.  The third time we met, I showed them a few videos online regarding engineering and how planes fly, then we made paper airplanes and flew them outside. Each time I met with the kids, they were happy to see me, and were eager to work on the next activity. I actually heard kids telling one another, "I want to be a scientist!" and "Engineering is cool!"

APPLIED

• I had conducted my Independent Component, not knowing it had to be related to my foundation, however, it did better my understanding of my topic overall. In researching STEM in order to create my powerpoint for the children, it forced me to understand the concepts entirely so I could put them into words a third grader would understand. Also, in doing the oil and water experiment, and in doing the paper airplanes, I needed to research how and why these things happened, so I could explain them and answer questions the children had, which overall bettered my knowledge of the concepts I was teaching. 

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.

Blog 10: Senior Project Update

(1) What are you currently doing in your independent component? 
I recently met with Alex from the team to construct the structure of the CubeSat. I will be meeting with him again soon to complete the rest of the structure, then I will most likely meet with another member of the team to assist in another aspect of the satellite.

(2) What is a recent piece of research (article, interview, or audio-visual) that have you reviewed you would say was significant in helping you understand where to go next in your senior project?  The piece of research should be something you reviewed in November.  Please explain what you learned and where are you going next because of this piece of research.
I reviewed the grant proposal for the CubeSat's hopeful flight upon NASA's zero-gravity flight, and it provided me with a basis for many other topics and terms to research. From this piece of research, it led me to find out what flywheels and microcontrollers were, and led me to investigate EMI; a problem the CubeSat team is trying to combat.

(3) Provide evidence from your independent component or the piece of research as something you recently did.  For example, a photo of something you working on for your independent component or your notes from the video you watched. 
Link to the Grant Proposal
Link to Independent Component Part 2

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

Blog 7: Independent Component 1 Approval

CONTENT:

(1) Write a description of what you plan on doing for your independent study component. I plan to research and find activities that I will be able to do with my mentors 3rd grade class.  I will present lessons about STEM careers and fun activities to peak their interest. 

(2) Describe in detail how you think your plan will meet the 30 hours work requirement.  Researching activities, planning lessons, meeting with mentor, observing mentor teach STEM related lessons, discussing those lessons in details, preparing visuals and materials for lessons, presenting lessons to class.

(3) How does your independent study component relate to your working EQ?

My independent component is closely related in that conducting these lessons will hopefully institute some interest in STEM professions.