5-E CLASSROOM STEM ACTIVITY:GOING PRO WITH SCIENCEEllen Egley Education Content Manager, STEM Jobs

22 EARLY FALL 2016 // STEMJOBS.COM

In the United States and around the globe, the great, big world of sports generates a lot of business. While professional baseball yields billions of dollars in revenue every year, all-star athletes don’t simply appear overnight. Equipping Little League ballplayers with the tools to excel requires a large investment of time and money. As technology advances, products that can help players improve their game - yet still play legally by the rules - are changing the way they train and providing greater understanding of how to properly use the human body’s strength and skill.

One manufacturer that is producing these products is Diamond Kinetics, a Pittsburgh-based company that builds SwingTracker. This innovative product utilizes sensor-based motion analytics to record data regarding a batter’s swing. Through a sensor that is affixed to the end of a bat, players and coaches can analyze the data during every moment of a swing to improve their chances of success by addressing weaknesses and developing a plan for improvement. This technology isn’t only fun for the jocks. To

improve the game-day abilities of their clients, Diamond Kinetics’ STEM professionals blend baseball enthusiasm with refined STEM skills.

“I was a three-sport athlete in high school and played every sport I could before then,” reveals Michael Ressler, director of engineering. “My high-school volleyball team won the New Jersey state title in 1999 and in 2000, and I was selected to the All-State teams both years. It was my ambition to play volleyball in college, but getting into Carnegie Mellon’s School of Computer Science was too good an opportunity to pass up. I like telling people that “I went D1 nerd instead of D1 athlete.”

In his role at Diamond Kinetics, Ressler reveals that a strong software and hardware development background is not the only important asset that leads to success. He emphasizes that while studies in computer science, mechanical engineering, and physics are important, the nature of this business also requires

strong interpersonal skills. Learning about the needs of players requires an affinity for speaking with and learning about athletes and their needs.

Working with colleagues who possess these social skills is also important for mechanical engineer Jeremy Rittenhouse, who feels being a team player is integral to properly perform his heavily STEM-based job. Though the Diamond Kinetics team is made up of many gifted STEM professionals, there is no room for egos at the company and employees happily assist wherever their expertise or help is required.

“In my role at Diamond Kinetics I am most proud of the number of different areas that I am able to impact. While I don’t have direct experience in a large

SPORTS // DIAMOND KINETICS

STEP UP YOUR SWING GAME

Building a Better STEM-based Batting Average BY DOROTHY CROUCH

STEMJOBS.COM // EARLY FALL 2016 23

corporate environment, I have heard enough stories to know that it is rare to get to work and collaborate with as many others as I do on a regular basis. Since our team is small everyone needs to help out where it is needed,” he says.

As things are always changing, the technology industry requires its STEM professionals to look toward the next cutting-edge breakthrough. Ressler feels that simplifying the tools that reveal how baseball players can maximize performance is the direction

in which sports technology is headed. “Sports will inevitably continue

to see a series of ‘leveling up’ in technology, as baseball did through ‘Moneyball.’ There is too much value to be had in the coupling of statistics, data, and technology for teams, coaches, and owners to not invest and invest heavily in this area. Sports technology as a whole needs to do a better job of consolidating the information into smaller, actionable chunks, and then monitoring performance over time.”

Within sports performance technology, students are able to find many directions into which their STEM enthusiasm can be channeled. Though Ressler’s focus includes software and hardware development, Rittenhouse manages the development of the plastics used for sensor mounting on baseball bats, which incorporates math, physics, and chemistry concepts. Through his role with Diamond Kinetics, Rittenhouse has developed an insightful outlook regarding the future of sports technology.

“The price of the sensors that are used in sports is going to continue to decrease, eventually leading to sensors being embedded in the majority of high-end sporting equipment. As this continues to happen we will see statistical learning take a larger role in making players better. With the massive amount of data coming off thousands of athletes it will be possible to analyze what makes for a better player as well as what practice leads to the greatest increase in performance.”

He also advises students who are interested in sports technology career fields to take ownership over their own future. By building products that draw upon personal inspiration, students can become familiar with the role of other STEM concepts within engineering.

He says, “Find a project that you are interested in and go do it for yourself. I have always found math and science easiest to learn when I have an application in mind for what to use it on. With access to the Internet you can learn almost anything and get connected with others who are working on similar things.”

By increasing their knowledge of sports-technology manufacturing processes, high school students gain an advantage over their competition for undergraduate programs and, eventually, the job market. In baseball, less than one percent of high school athletes get to go pro, but STEM can give you a starring role in the sports industry.

JEREMY RITTENHOUSE MECHANICAL ENGINEER DEGREE: BACHELOR’S IN MECHANICAL ENGINEERING YEARS IN THE INDUSTRY: 1STEM TYPE: INVESTIGATOR

MICHAEL RESSLERDIRECTOR OF ENGINEERINGDEGREE: BACHELOR’S IN COMPUTER SCIENCE YEARS IN THE INDUSTRY: 7STEM TYPE: EXPLORER

TRACK YOUR SWING SWINGTRACKER

SIMPLY ATTACHES TO YOUR BASEBALL BAT

ARE YOU AN ADRENALINE JUNKIE? CHECK OUT STEMjobs.com/extreme-sports-whitewater-rafting

5-E CLASSROOM STEM ACTIVITY: GOING PRO WITH SCIENCEHere are some ideas for how middle school teachers could use this story as a launching point for integrated STEM learning. Our activities follow the 5-E Learning Cycle Model.

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Have students read the article “Building a Better STEM-based Batting Average” in STEM Jobs magazine. Discuss with students: What scientific principles are involved in baseball? What other sports involve a lot of science? Show students the short video on the science in baseball that can be found at edu.STEMjobs.com/teacher-resources.

Part 1: Engage

1 STEMjobs.com Going Pro with Science

Discuss with the class: Momentum is a major factor in baseball and other sports. What is momentum? What are its implications in sports like baseball and golf? How is momentum calculated?

Split students into groups of four. Groups will be exploring the concept of momentum and creating presentations of their findings. a. How could an object with a small mass have a lot of momentum? How could a slow-moving object have a lot of momentum? b. What is the mass of a baseball? What is the average speed of a pitch in professional baseball? Does a baseball have a lot of momentum? How do you know? c. What forces act upon the baseball to change its direction, velocity, and momentum? How could those be illustrated? d. Is energy transferred from the bat to the baseball when a batter makes contact? Is energy transferred from the baseball to the bat when a batter makes contact? How do you know?

Resources can be found at edu.STEMjobs.com/teacher-resources in addition to those students find on their own.

Part 2: Explore

Part 3: ExplainEach group will create a tri-fold presentation of their findings to be displayed in the classroom or somewhere prevalent in the school. Each group will discuss their main ideas and illustrations with the class using their presentation boards. The teacher should ask clarifying questions as necessary.

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Discuss with the class: How are the scientific principles in baseball and golf the same? How are they different?

What is Newton’s Third Law? How does it apply to baseball? How does it apply to golf? How are the collisions between a baseball and bat and a golf club and golf ball the same and different?

In baseball, what are the two variables that have the greatest effect on how far a hit baseball will travel?

In golf, what is the only variable a golfer can control that affects how far a golf ball will travel?

Part 4: Elaborate1

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2 STEMjobs.com

Group research and presentations and individual contributions will be scored according to the rubric below.

Part 5: Evaluate

Next Generation Science Standards

Common Core State Standards - Math

Texas Essential Knowledge and Skills - Science

Texas Essential Knowledge and Skills - Math

Standards Addressed:

MS-PS2-1. Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.MS-PS3-5. Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.

CCSS.MATH.PRACTICE.MP2 Reason abstractly and quantitatively.CCSS.MATH.PRACTICE.MP3 Construct viable arguments and critique the reasoning of others.CCSS.MATH.CONTENT.6.EE.B.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.CCSS.MATH.CONTENT.6.EE.B.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.CCSS.MATH.CONTENT.7.EE.B.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies.

6.3.A in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student6.8.B identify and describe the changes in position, direction, and speed of an object when acted upon by unbalanced forces7.3.A in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student8.3.A in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student8.6.A demonstrate and calculate how unbalanced forces change the speed or direction of an object’s motion8.6.C investigate and describe applications of Newton’s law of inertia, law of force and acceleration, and law of action-reaction such as in vehicle restraints, sports activities, amusement park rides, Earth’s tectonic activities, and rocket launches

6.1.D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate6.1.E create and use representations to organize, record, and communicate mathematical ideas6.6.C represent a given situation using verbal descriptions, tables, graphs, and equations in the form y = kx or y = x + b6.9.A write one-variable, one-step equations and inequalities to represent constraints or conditions within problems7.1.D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate7.1.E create and use representations to organize, record, and communicate mathematical ideas8.1.D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate8.1.E create and use representations to organize, record, and communicate mathematical ideas

Going Pro with Science

The presentation was clear, concise, and thorough. It provided precise information and explanations.

The student contributed to the group’s research, understanding, and presentation in meaningful ways.

The presentation was informative. It answered most of the questions posed in the prompt in an understandable way.

The student contributed somewhat to the group’s research and/or presentation.

The presentation was unclear and only provided a small portion of the required information.

The student did not contribute to the group’s research or presentation.

45 3 2 1

22 EARLY FALL 2016 // STEMJOBS.COM

In the United States and around the globe, the great, big world of sports generates a lot of business. While professional baseball yields billions of dollars in revenue every year, all-star athletes don’t simply appear overnight. Equipping Little League ballplayers with the tools to excel requires a large investment of time and money. As technology advances, products that can help players improve their game - yet still play legally by the rules - are changing the way they train and providing greater understanding of how to properly use the human body’s strength and skill.

One manufacturer that is producing these products is Diamond Kinetics, a Pittsburgh-based company that builds SwingTracker. This innovative product utilizes sensor-based motion analytics to record data regarding a batter’s swing. Through a sensor that is affixed to the end of a bat, players and coaches can analyze the data during every moment of a swing to improve their chances of success by addressing weaknesses and developing a plan for improvement. This technology isn’t only fun for the jocks. To

improve the game-day abilities of their clients, Diamond Kinetics’ STEM professionals blend baseball enthusiasm with refined STEM skills.

“I was a three-sport athlete in high school and played every sport I could before then,” reveals Michael Ressler, director of engineering. “My high-school volleyball team won the New Jersey state title in 1999 and in 2000, and I was selected to the All-State teams both years. It was my ambition to play volleyball in college, but getting into Carnegie Mellon’s School of Computer Science was too good an opportunity to pass up. I like telling people that “I went D1 nerd instead of D1 athlete.”

In his role at Diamond Kinetics, Ressler reveals that a strong software and hardware development background is not the only important asset that leads to success. He emphasizes that while studies in computer science, mechanical engineering, and physics are important, the nature of this business also requires

strong interpersonal skills. Learning about the needs of players requires an affinity for speaking with and learning about athletes and their needs.

Working with colleagues who possess these social skills is also important for mechanical engineer Jeremy Rittenhouse, who feels being a team player is integral to properly perform his heavily STEM-based job. Though the Diamond Kinetics team is made up of many gifted STEM professionals, there is no room for egos at the company and employees happily assist wherever their expertise or help is required.

“In my role at Diamond Kinetics I am most proud of the number of different areas that I am able to impact. While I don’t have direct experience in a large

SPORTS // DIAMOND KINETICS

STEP UP YOUR SWING GAME

Building a Better STEM-based Batting Average BY DOROTHY CROUCH

STEMJOBS.COM // EARLY FALL 2016 23

corporate environment, I have heard enough stories to know that it is rare to get to work and collaborate with as many others as I do on a regular basis. Since our team is small everyone needs to help out where it is needed,” he says.

As things are always changing, the technology industry requires its STEM professionals to look toward the next cutting-edge breakthrough. Ressler feels that simplifying the tools that reveal how baseball players can maximize performance is the direction

in which sports technology is headed. “Sports will inevitably continue

to see a series of ‘leveling up’ in technology, as baseball did through ‘Moneyball.’ There is too much value to be had in the coupling of statistics, data, and technology for teams, coaches, and owners to not invest and invest heavily in this area. Sports technology as a whole needs to do a better job of consolidating the information into smaller, actionable chunks, and then monitoring performance over time.”

Within sports performance technology, students are able to find many directions into which their STEM enthusiasm can be channeled. Though Ressler’s focus includes software and hardware development, Rittenhouse manages the development of the plastics used for sensor mounting on baseball bats, which incorporates math, physics, and chemistry concepts. Through his role with Diamond Kinetics, Rittenhouse has developed an insightful outlook regarding the future of sports technology.

“The price of the sensors that are used in sports is going to continue to decrease, eventually leading to sensors being embedded in the majority of high-end sporting equipment. As this continues to happen we will see statistical learning take a larger role in making players better. With the massive amount of data coming off thousands of athletes it will be possible to analyze what makes for a better player as well as what practice leads to the greatest increase in performance.”

He also advises students who are interested in sports technology career fields to take ownership over their own future. By building products that draw upon personal inspiration, students can become familiar with the role of other STEM concepts within engineering.

He says, “Find a project that you are interested in and go do it for yourself. I have always found math and science easiest to learn when I have an application in mind for what to use it on. With access to the Internet you can learn almost anything and get connected with others who are working on similar things.”

By increasing their knowledge of sports-technology manufacturing processes, high school students gain an advantage over their competition for undergraduate programs and, eventually, the job market. In baseball, less than one percent of high school athletes get to go pro, but STEM can give you a starring role in the sports industry.

JEREMY RITTENHOUSE MECHANICAL ENGINEER DEGREE: BACHELOR’S IN MECHANICAL ENGINEERING YEARS IN THE INDUSTRY: 1STEM TYPE: INVESTIGATOR

MICHAEL RESSLERDIRECTOR OF ENGINEERINGDEGREE: BACHELOR’S IN COMPUTER SCIENCE YEARS IN THE INDUSTRY: 7STEM TYPE: EXPLORER

TRACK YOUR SWING SWINGTRACKER

SIMPLY ATTACHES TO YOUR BASEBALL BAT

ARE YOU AN ADRENALINE JUNKIE? CHECK OUT STEMjobs.com/extreme-sports-whitewater-rafting