Square Melons & Coming Up with New Ideas

If you've ever had to cut a melon, you will know it is not the easiest food to slice up for a snack.

Innovators have come up with a simple solution. They found a way to grow a square melon. 

Design thinking - creative strategies designers use to consider issues and solve problems while creating new ideas  

Solutions to problems like these seem so simple, yet are so effective.  Getting into the mind of people who design new things could be useful to us as students learning about science and engineering.  

Professors at Yale University Barry Nalebuff and Ian Ayres believe that taking problems and flipping them 180 degrees to the opposite of reality is one way to come up with radical new ideas that lead to innovation today's world. 

Over half of the process of making new things is in the coming-up-with-ideas phase.  If we aren't feeling out the needs of the people who will use a product and don't understand the problem we can't think of useful and innovative solutions.  

In class we will begin our unit on design by discussing how teams of people work together to come up with new ideas that people want and need.  Students will be involved in an activity called the "Bad Idea Factory."  In this activity they will be asked to come up with as many bad ideas as they can in a set amount of time.  Through this activity we discuss what it means to come up with new ideas and how we can "ideate" more effectively in groups.

Thanks to Mr. Farren for sharing the Nalebuff, Ayers article

Chemical Science Design Project

You and your group are in charge of using chemicals to make a self-warming/cooling device for people to use. You can design any type of device, but your design must use the chemicals to heat or cool it in safe way. Your device can be for any situation where it might be useful: everyday use, military, skiing, hiking, fishing, boating, etc.

You and your group must design (and possibly construct) a device that uses a chemical process to warm or cool itself.  Then, you must present your design in digital format for others to give feedback.

The overall presentation must include:

1. The device:
• model - could be a drawing, poster, video, or digital model.  
• your model should include labels and measurements 
2. A written explanation/advertisement that should include: 
• A slogan or name for your device
• Who will use your device? 
• How your device works (include chemical reaction)

You will individually reflect on some of the following questions:

• What problem does your device solve? 
• How did you choose the chemicals to be used? 
• What changes were made to your design when making the solution?
• What problems might still need to be worked out before a device like this might actually be used? 
• Which habits of learning did this project challenge the most for you and why?
• How did your ideas and effort lead to the final product?

Project Resources:

Project Rubric - How you will be assessed.  Provides feedback on your use of the design processes.
Endothermic & Exothermic Info - Slideshow with some examples of these two types of reaction.
End of Project Reflection - Sample of what you will write at the end of the project.

*Special Thanks to Mr. Jason Booker for help in designing this project NGSS MS-PS1-6

Thermal Energy Experiment

In this project each student will design and carry out her or his own experiment with following goal in mind:

Plan an investigation to learn about the relationships between energy moving from one place to another, the type of matter, the mass, and the change in average kinetic energy of the particles. Average kinetic energy should be measured by temperature in Celsius. (NGSS MS-PS3-4)

Project guides and resources (all shared on Classroom for students):

Lab Report Template
Lab Report Example - Mixing Colors Experiment
Experiment Assessment Rubric - Five Areas of Feedback Graded on a 1-7 Scale (Marked in Veracross)

Powerful Ways to Hook Your Audience

Check out Ms. Birzu's ideas for powerful ways to hook your audience. Consider using one in your presentation.

Role-Play

Perform a short skit.

Ask a few rhetorical questions

"How do you explain that this school pays a lot of money on energy bills? Have you ever thought of how much  energy is wasted in schools all over the world every year? Given how fast we run out of non-renewable resources, don’t we all deserve to save money instead of paying too much on electricity?”

Start with shocking data/statistics

“50.2% percentage of energy is wasted by the US economy every year”

Use the word “imagine”

“Please close your eyes and imagine you are walking the hallways. You are noticing empty classrooms. You’re also noticing lights that are turned on. Lots of lights. Imagine you could get involved. Now open your eyes. What about switching from using light bulbs to sensors?

Arouse curiosity

“I need to make a confession. My parents often do something at home that they are not proud of, something that in many ways I wish I will never do as an adult, but I feel I have to reveal that with you here. Several times every day, my parents leave the lights on in rooms where they don’t stay for long periods of time. And, yes, I’ve noticed teachers do the same in our school.”

Take the audience through a "what if" scenario.

“What if at the end of the month you will have more money left in your school account after paying the electricity bill? What if you could actually use that money to invest in teaching materials or...books for the library instead?”

Tell a story

“Linda is a 10-year old girl living in a poor village in Colombia. She lives with her parents and her 7 elder brothers. Linda tries hard to do her school work at home. However, it is not easy for her to work on it when parents decide to turn off the lights in the house to save energy. They can’t afford to pay the monthly bills. They use energy for 2 hours only. Two hours a day. Two hours every day. …….”

Presenting Data in Your Presentation

We've learned this year that adding data in the form of a chart can make a big impact on your audience.  To make that impact even stronger consider the way you describe a chart.

Our language expert, Ms. Birzu, has some great tips to help you explain data in your presentation.

Explaining a bar graph/chart/pie chart

INTRODUCTION:

This …(pie chart/bar graph etc.).... indicates/shows ….(how much/how long/how often/how many etc -use words from the chart titles)... .

FINDINGS:

You can see that …( ex: a larger proportion of teachers leave lights on../lights are on in 6th grades classrooms most of the time/most 6th graders recycle bins for plastic and paper/most hand towels are EQUALLY used to dry hands and other purposes etc .etc.).....

In contrast, ….( (here you COMPARE  the small percentages; ex: a small number of teachers turn lights off.../ less lights are turned off, which is a percentage of only 20.8%).. , whereas …(here you talk about the smallest number/percentage; ex: only 17% represent …).

However, …(here you talk about contrasting numbers/percentages)...

CONCLUSION:

As you can see, …(say a conclusion about what the survey/bar graph shows).

Overall, we can see that….(conclude by saying the purpose of your project; ex:  our school can save a lot of money if we instal sensors, etc.).

HELPFUL WORDS for describing graphs

• UP – Verbs rise, increase, grow, go up, improve, jump, surge, shoot up , soar, rocket
• UP – Nouns a rise, an increase, growth, an upward/rising/increasing trend, an improvement, a jump, a surge
• DOWN – Verbs fall, decrease, drop, decline, go down, slump, plummet
• DOWN – Nouns a fall, a decrease, a decline, a downward/falling/decreasing trend, a slump
• NO CHANGE – Verbs remain stable/constant, stay at the same level, stabilize
• FREQUENT CHANGE – Verb fluctuate
• FREQUENT CHANGE – Noun – fluctuation
• AT THE TOP – Verbs reach a peak, peak., reach its/their highest point
• AT THE BOTTOM – Verbs reach/hit a low (point), hit/reach its/their lowest point

TO SHOW CHANGE

Adjectives:

• dramatic, considerable, sharp, significant, moderate, slight, sudden, rapid, steady, gradual, slow

Adverbs:

• dramatically, considerably, sharply, significantly, moderately, slightly, suddenly, rapidly, steadily, gradually, slowly

Prepositions:

• a rise from HUF 725 to HUF 1100
• to increase by 2.1 %
• an increase of 2.1 % energy saving

Presentations: 3 Ways to Add Impact

Steve Jobs transformed the world of computing and mobile communications.  It is clear that Mr. Jobs had the ability to make a true impact on his audience.  Watch any Apple unveiling event, and you can see the art of presentation at its best.

Image: Cult of Mac

When giving a presentation you want to impact your audience with the most important information.  You worked hard to find this information.  Your goal is to get your audience to clearly understand and maybe even take action on some you are presenting.

But how can we add the more impact to our presentations?

There are many ways.  Here are 3 ideas that can transform a presentation into something that could have a lasting impact:

1. The Way You Look Impacts Your Audience: YOU are the most important feature of your presentation, not your slides.  What you wear should match the style of your presentation.  Keep a good energy with your audience and positive body language throughout the presentation.  Think of a Steve Jobs Apple presentation.  If you know and believe in your main idea, show it in how you present yourself in front of your audience.  



Image: humberlife.com

2. Images Carry More Impact Than Text:  Less is more. Visuals make it almost 7 times more likely that someone will remember your presentation.  Also, research shows people can't read your slides and listen closely at the same time.  Think of the main idea you are trying to present and allow your images, graphs or words on the screen to support this. 

   

   Image: PowToon

3. Stories Make Impact: Focus on the story you want to tell.  Find a clear beginning, middle, and end that builds to a conclusion.  Thinking of your presentation as a story is not only a great way to stay organized, but a great way to engage your audience.    

   

   Image: Wienot Films

PROJECT DETAILS: Sparking Change at AISB

The most powerful weapon on earth is the human soul on fire.

-Ferdinand Foch

A spark has great potential to make a change.  Your challenge in our last project of the year is to spark a change at our school...with an idea.  

This year we explored matter and energy in various ways.  In this project you are challenged identify and help to solve a problem by considering how our school uses energy.

The driving question for this project is:

How might we change actions, systems, or objects

in our school to reduce the amount of energy

that we consume in one year?

You will create a proposal of an idea related to this question that will be presented to a principal, school business director, school director, or school board member at our school.  Your finished project must include, but is not limited to:

1. A conceptual model of idea - This could be in the form of physical models, labeled diagrams or detailed drawings.
2. A written proposal to give to your audience on the day of the project.  Using your best persuasive writing and mathematical problem solving skills the group must complete a written proposal that:
   

   1. outlines the need for the solution
   2. explains the solution (should include models)
   3. outlines the costs and benefits of the solution showing essential mathematical models that prove the validity of your idea
3. Well-planned and rehearsed presentation 5-7 minutes in length that includes all group members in some way.

Groups Doc

Newton's Law Project

Your task:

Work by yourself or with a partner to design an experiment to explore Newton’s 1st or 2nd Law.  You must identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a your hypothesis.  At the end of your experiment you must analyze your data, and reflect on your procedure and results.  

How you will demonstrate your learning:

• Each partner will be interviewed separately about the design of the experiment.
• Display data table and/or graph as well as photos and/or video on class slideshow to share experiment with classmates.
• Each person will submit a Conclusion & Reflection Form.

Grading Information and Full Rubric Here

Earth Science Project

Students are exploring a variety of topics dealing with Earth Science.  They will ask questions related to their topic, create a thesis statement, research from a variety of sources, and create models of their learning.

Students will present their work to their classmates to share their learning.

Project resources:

Shared Glossary & Vocabulary Practice

Project Organizer 

Project Rubric

Clash of Clans: Battle Through Geologic Time

In order to learn about Earth science topics and have a little fun, we will compete against each other in a game called:

How to Play:

Work together with your clan to learn each of the unit learning goals.  Show what you know on a short quiz.  Quizzes are ungraded assessments of your understanding of the the main concepts of the unit.

Clans & Score Sheet

The winning clan will get a prize and be featured in a picture that will be posted for all in the MS to see.

Experiment Video Guide

Your experiment video is the place to show off your experiment to others.  The video should be a summary of your experiment that includes the following elements:

• Your variables - You can do this how you would like---use your testable question, your hypothesis or just explain your variables individually.  
• Your data - You do not need to include all your data, just the most important.  Remember, data is best presented in a visual form.  This could be graph, text on the screen or note cards with data written on them.  
• Your conclusion - What was learned from your experiment?  You could answer your testable question, explain your hypothesis in relation to your data, or summarize a scientific concept or idea that was proven or learned by the experiment.

Your video does not need to have motion.  Feel free to create a photo slideshow in video form.  Also feel free to use voiceovers, speed up time, slow down time, and edit to the most important parts of your experiment.  The video does not need to be long!

All videos must be able to be uploaded to your a YouTube account (unlisted or public).  The school provides you with a YouTube account that you are free to use.  Programs like iMovie or YouTube Editor are good places to create your video.  

We will watch experiments and vote on our favorites in the class, then in the grade.  Winning videos will be on the TV Screens around our school.

Experiment Design: Presenting your Data and Observations

After experiment week I'm sure we will all agree that it is hard work collecting good data.  Now it's time to present this data in a way that clearly communicates to your audience what you experienced during the experiment.

Data Discussion:

The discussion is a place to report your observations and how they may relate to the data you collected.  This section should only include facts and measurements and relationships you see in data and observations.  It is not a time to give opinions or make conclusions.


Graphing help:

There are a few things to keep in mind:

1. Clearly present measurements - When you've collected useful measurements data tables and graphs and charts are clear ways to provide your audience with this information.
   
   
   Check out this video that explains
   How To Create a Simple Graph - Google Sheets:
    
   
   

   How to Create a Graph with Data From Multiple Trials:
   
   
   How to Add Error Bars to Show How Data is Spread in Multiple Trials:
   
2. Visually present experiment and results - Photo and videos capture what might take many more words.  Be sure to include a diagram or pictures of your results.  You can also include a short video in your report.

Experiment Design: Writing a Procedure Design Tips

There are many ways to write a method or procedure.  The main point of any procedure is to help your audience repeat steps that have been found to be effective.  Even the best procedures can be understood differently from different people.  Some procedures are more important than others.  Consider the consequences for giving a child medicine incorrectly.  Let's look at some of the design tips for a good procedure.

Source: netdoctor.cdnds.net

Number every step.

Put the steps in the order in which they should be done. 

This makes sense, since you want the reader to do the steps in the right order. This technique eliminates the dreaded “do this after you do that” problem, which is where sequencing comes in. We’ll talk about that later.

Use command-style sentences that begin with a verb, such as “do this” and “open that.” 

If you use “you should” or “you might,” the reader may think there is another way to what you’re describing. Even worse, if you use passive voice—”will be copied” or “will be opened”—the reader may not be able to tell what to do and what happens automatically. When you use verbs to tell someone what to do you are using "imperative verbs."  These are the best for procedures.

Use one action per step. 

Example from child's medicine bottle:

1. shake well before opening
2. find right amount in the chart below
3. remove the bottle cap
4. insert the syringe and fill to dose level
5. disperse liquid slowly into child's mouth
6. repeat dose every 4 hours if needed
   source: Tylenol.com

Use the phrase "repeat steps..." when possible

Avoid repeating the same thing with one different item.  See examples below:

Example:

1. Heat 3 amounts of at least 300 ml of water to 20, 50 and 70 degrees celsius
2. Measure 300 ml of tap water
3. Pour carefully into a 500 ml beaker
4. Place 3 drops of food coloring into the beaker 1 cm from the surface
5. Repeat steps 1-4 with each temperature liquid

Instead of:

1. Measure 300 ml of 20 degree water
2. Pour carefully into a 500 ml beaker
3. Place 3 drops of food coloring into the beaker 1 cm from the surface
4. Measure 300 ml of 50 degree water
5. Pour carefully into a 500 ml beaker
6. Place 3 drops of food coloring into the beaker 1 cm from the surface
7. Measure 300 ml of 70 degree water
8. Pour carefully into a 500 ml beaker
9. Place 3 drops of food coloring into the beaker 1 cm from the surface

Feedback

Consider asking someone to read your procedure. If it is your own procedure you may think you are explaining something well, but leave something important from your set of steps.  Ask the person to identify places in the procedure that are not clear and then revise those places and make them more clear.

Works cited:

Edgerton, Rebecca N. "The 'How To' of How To's: Writing Procedures Like a Pro." The “How To” of “How To’s”: Writing Procedures Like a Pro (n.d.): n. pag. The “How To” of “How To’s”: Writing Procedures Like a Pro. Oregon State, 22 May 2000. Web. 18 Jan. 2016.
"Designing Experiments."LabCheck : Improving Your Lab Report. Web. 18 Jan. 2016.

"Welcome to the Purdue OWL."Purdue OWL: Writing in Psychology: Experimental Report Writing. Web. 18 Jan. 2016.

 

Experiment Design: Tips To Consider Before Doing an Experiment

Experiments involving chemicals and heat can be fun, exciting, and we can learn a lot by "playing around" with different substances.

Here are a few things to think about before setting out on your next experiment adventure:

Safety first - Chemistry experiments can be dangerous.  While learning from your experiment is suggested, being able to come out of the lab with all your fingers, toes and body hair is required.  Don't forget to wear safety glasses and lab aprons.  If you have long hair, make sure it is tied back if you are using a flame or hot plate. When using anything dealing with heat or potentially harmful substances take extra care to think about your surroundings.

Don't contaminate - When taking substances from bottles, try to take only as much as you need.  Never return a substance to the bottle from where you took it.  If you happen to have extra, dispose of the material properly.

Can you ever collect enough data? - Don't forget that you will need to do considerable reflection after your experiment.  Besides the data you already planned to collect, think of different ways you can collect useful data during the experiment.  Don't forget that photos or videos are great ways to communicate your experiment results to others.

If at first you don't succeed... - As we've been learning, repeating an experiment can make your results more accurate and also it can eliminate error.  Consider repeating your experiments to get the best data as possible.

Stories That Matter Project

The grade 6 students are exploring at matter in many new ways.  In an effort to better understand matter the students have decided to create a book about matter.

The Elements: A book about matter by Theodore Gray

Project Goal:  

Create a collaborative non-fiction book about matter.  The book will be a compilation of stories consisting of both current and historic events that describe matter.  Fictional stories such as folklore may be accepted so long as we learn about the properties of the substance from the story.

Learning Goals:

1. Analyze particles of matter (elements, compounds, mixtures).  Unit 2 Goal 1
2. Apply understanding of physical properties of matter.  Unit 2 Goal 2
3. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.  Unit 2 Goal 3

Students will choose a topic, write a draft, peer revise and edit, and select graphics to complement their writing.  

Assessment: 

Students will be assessed in the knowledge and understanding of the above learning goals at the end of the assignment.   Students who meet the standard will be able to state scientific knowledge and apply scientific knowledge and understanding to solve problems set in familiar situations.

Design Your Own Experiment: Thermal Energy

In this project each student will design & carry out an experiment with following goal in mind:

Create an experiment that predicts and describes changes in particle motion, temperature or state of a substance when thermal energy is added or removed.

Helpful project guides and resources:

• Experiment Idea and Checkpoints Spreadsheet
• Materials List (closed for editing) - Add anything you can not get on your own 
• Experiment Report Form (For reference - your own copy will be shared on Google Classroom)
• Project Rubric (Use for personal feedback and to give partner feedback)
• Example Reports: 
• Cooper - Heated Paper Clips and Magnetism
• Min Soo - The Amount of Thermal Energy and Sugar Dissolved
• Sofia - Freezing Wind Screen Cleaner
• Example Project Videos:
• Cato - When Fire Attracts Water
• Katya - Adding Heat to Food

MatterPedia - Our Encyclopedia of Matter

MatterPedia - Our Encyclopedia of Matter

Video Explanation of Project

Grade 6 will be creating our own unique MatterPedia.  The goal of this activity will be to

• display examples of different types of matter visually
• show an understanding of properties of matter
• discuss & practice the topic of citing sources of our research

Students will be working with our wonderful librarian Sarah Ducharme to learn more about citing sources of research.  They will also be providing each other with digital feedback about the slides based on the project expectations.

All project expectations and project examples can be found at the start of the MatterPedia.

Sparking Change at AISB - Student Solutions

Below you will find the products of the last three weeks of student work.

In this project students:

• assessed our school energy needs
• defined their individual problems
• chose a solution from multiple ideas
• presented prototypes of their ideas to classmates to get feedback
• revised and presented their ideas to an audience of leaders and parents of the school

All projects showed creativity, focus, and effort.  Survey data and student votes were used to set apart a few projects.  Look for projects labeled:

Adult Pick - Based on parent and school leader feedback in the areas of focus, research, practicality
Class Pick - Based on student voting to select projects to send to the school director

Electricity Systems

Adult’s PickEnergy Saving with Projectors/Computers

How can we use our desk computers, interactive whiteboards and laptops in a more energy saving way?

Security Sensor/Lights around School

How can we keep the lights off at night without losing the security and safety element they provide?

Corridor Light Sensors

How can we use our lighting systems more efficiently in school?

Class PickEnergy Saving Light Bulbs

How much time does it take to make a profit out of the energy saving light bulbs?

Panic Switch Lighting vs 24/7 Light

How can we save energy by eliminating the need to have safety lights on 24/7?

Personal Identifier

How can we use a personal identification system to save electricity at our school?

Food Waste

Class Pick Methane Collection/Compost Creation (Proposal) [Presentation]

How can we recycle wasted food in our school to save money and energy?

Class PickColor Coded Portion Plates System/ID Cards [Presentation]

How can we decrease the amount of food wasted in the cafeteria?

Water Systems

Building B Rainwater Collection For Sprinklers (No pumps required)

How can we save the most energy by collecting rainwater in Building B?

Pelton Turbine Electricity Generation from Waste Water

How can we efficiently save energy for our school by using water turbines?

Adult PickRain Collection for Sports Sprinkler Systems

How can we collect and use rainwater to water our sports fields?

Adult PickSensor Tap vs. Timed Tap

How do we save the water wasted in our school bathroom sinks?

Wind and Solar Alternatives

Wind Turbine Proposal

How effective and efficient are wind turbines at AISB?

Class Pick Adult PickSolar Pool Heating (6.4)

How can we warm our pool without the use of electricity?

Solar Pool Heating (6.3)

How can we save energy by alternative ways of heating our pool?

Solar Panel to Power Library

How can we erase the environmental impact of the energy usage of our HS/MS library?