STUDENT EDITIONFor instance if your volcano is 1,000 feet tall and you want the prop volcano to be...

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STEM Explore, Discover, Apply (STEM EDA) is designed as a three course progression through STEM (science, technology, engineering, and mathematics) topics. Students begin by exploring STEM concepts (STEM Explore, 6th grade), then transition to discovering fundamental concepts (STEM Discover, 7th grade), followed by the application of the concepts (STEM Apply, 8th grade). Throughout each course in the sequence, the engineering design process guides the students through the design and implementation of the projects and concepts.

STEM EDA engages middle school students through a series of hands-on projects that help improve their problem-solving and critical-thinking skills. All projects seamlessly integrate the engineering design process which allows students to creatively explore STEM through design.

This multi-grade level curricula utilizes liberal arts disciplines to provide meaning and depth to the content. Through STEM EDA, students develop invaluable skills

Welcome to STEM EDA!

What is STEM EDA?

Grade Progression

Goals of Course

• Foster excitement for STEM• Develop a level of exploration in middle school students through STEM projects• Provide a context for the engineering design process through “classic” STEM projects• Drive towards fundamental concepts (at the grade appropriate level) through STEM experiences

focusing on leadership, team-building, creativity, and communication.

STEM EDA’s modular nature provides ultimate flexibility to schools. Teachers can implement the curricula as a standalone elective course, insert specific modules into an existing class, or provide the modules as an after school program.

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STEM Apply: Volcanoes

A Few Things You Will Notice

The stop sign indicates the end of a section and is a good/suggested stopping place. This symbol is visible in both the student edition and the teacher manual.

GREEN BOXDefinitions and notes will be pointed out to the students within this area.

CALCULATION BOXSpace for students to work problems.

There is an energy here

that is very contagious! My students are motivated and excited to come to school and work on this module. Students who were unmotivated and uninvolved are now key players in their small groups and have found an interest in academics they didn’t think they had.

“

”-Middle School Teacher

This material is based upon work supported by the U.S. Department of Homeland Security under Grant Award Number, 2013-PD-127-000001, Modification #2. The views and conclusions contained in this document are those of the authors and should not be interpreted as necessarily representing the official policies, either expressed or implied, of the U.S. Department of Homeland Security.

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Cyber Pop Outs connect the STEM topic to the cyber world.


Test & Evaluatethe Prototype

Improve& Redesign

Identifythe Problem

Researchthe Problem

BrainstormSolutions

Choosea SolutionCreate & Develop

a Prototype

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™

ENGINEERINGDESIGN�PROCESS

USING DESIGN TO DRIVE CURRICULAR EXPLORATION

EDP

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The process contains overarching themes as well as defined steps. Use the process as a quick reference throughout the module.

• Iteration – Revisiting steps provides the opportunity to improve upon designs.

• Communication – Within a design team, communication is essential to reach an agreement on a solution.

• Teamwork – Group cooperation provides diverse perspectives and help in accomplishing goals.

• Creativity – STEM and liberal arts disciplines are integrated to encourage unique solutions.

• Imagination – Opportunity to apply creative thoughts during development offers unlimited options.



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Volcanoes

This is a sample module with extracted pages

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Materials List

All materials can be purchased at your local Superstore or Discount Department Store unless otherwise mentioned.

Per Class

Materials Department

1- Bottle o lemon juice Grocery

1- Container of powder dishwasher soap Grocery

1- Container of non-citrus liquid dish soap Grocery

1- Gallon of vinegar Grocery

1- Large container of baking soda Grocery

1- Bottle of red food coloring Grocery

1- Block of dry ice (broken into small pieces) Grocery

1- Set of assorted acrylic paints (red, green, brown, black, white, blue, etc.) Arts and Crafts

Per Team


3 to 5 Pieces of newspaper

2- Bottles of white craft glue School Supplies or Office

1- White poster board School Supplies or Office

1- Large container (for volcanoes to be built in) Home Organization

1- Measuring cups (1/4 cup and 1 teaspoon) Grocery

1- Small plastic bowl Grocery

1- Large plastic bowl Grocery

1- Plastic water bottle Grocery

6- Foam cups Grocery


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Construction Materials Needed in This Module:

Per Class


3- Rolls of masking tape School Supplies or Office

3- Dispensers of clear tape School Supplies or Office

3- Tape measures School Supplies or Office

**Additional materials may be provided at teacher’s discretion**

Per Team


2 Sets of gloves

2- Aprons Grocery

1- Pair of scissors School Supplies or Office

1- Poster board School Supplies or Office

1- Set of colored markers School Supplies or Office

1- Ruler School Supplies or Office

2- Pairs of goggles Crafts or Tools

**Additional materials may be provided at teacher’s discretion**





A movie director wants to film scenes for his movie on a volcano. However, he cannot film all of the scenes at this location. To remedy this issue he has asked his set designers to build a small scale replica of the volcano for him to film scenes with. Your team will act as the set designers and build a replica of an actual volcano.

You will use a technique called “paper mache” to model the volcano area. Materials will be provided by your teacher. Before you begin your project, make sure you understand the problem. What are you tasked with doing?

In your own words, write a few sentences that identifies the problem.

IDENTIFYING THE PROBLEMSTEP 1:


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It is very important that we understand the problem and research the areas that will help us solve the problem.

What are some areas that you should research?

STEP 2: RESEARCHING THE PROBLEM





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Researching Your Volcano

As you are researching your volcanoes, here are some guiding questions. You are not limited to only these questions when finding information about the volcano.

• Is the classification of the volcano dormant, extinct, or active?

• Is there any disagreement if the volcano is dormant, active, or extinct?

• What type of volcano is it (e.g., stratovolcano, shield, cinder cone, combination, etc.)? Describe the volcano’s characteristics.

• If known, what type of eruption does the volcano produce? Describe that type of eruption.

• When did the volcano last erupt? Describe the last eruption.

• Are there any lasting effects from the last eruption that still impact the area?

• Describe any historical eruptions the volcano may have had.

• Are there any cultural stories/legends associated with the volcano? If so, describe them.

• Is there a prediction of the volcano’s next eruption? If so, when?

• What is the current life near the volcano like (i.e., people, vegetation, animals)?

• How tall is the volcano?

• Where is the volcano located (i.e., state/province, country, and continent)?

• What is the closest city to the volcano?

• Describe the geographic location of the volcano (e.g., mountain range, island).*

*Each team should obtain a topographical map of their volcano and the area around it. This will help when recreating the environment with paper mache. Websites like Google Maps™, Bing™ Maps, MapQuest©, and Yahoo!® Maps, among others, can provide you with the topographical data needed. Each team will be given time to present the information found on their volcano. Use any type of medium designated by your teacher to present the information (PowerPoint ®, a physical poster, online poster, etc.).


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During each presentation, write down at least two things you learn about your classmates’ volcano.

Volcano:

1.

2.

3.

Volcano:

1.

2.

3.

Volcano:

1.

2.

3.





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Each group should have collected some general information about their volcanoes. Now, we need to know how to recreate the environment for our movie set prop. It is essential that the environment of the volcano is represented properly and proportionally.

Example 1

WHAT DOES PROPORTIONALLY MEAN?It means properly related or corresponding in size or other measur-

able characteristics.

Each object in the prop environment corresponds to the objects in the actual environment by a scaled factor. For instance if your volcano is 1,000 feet tall and you want the prop volcano to be 10 inches tall, then the scale factor is 100. You divide 1,000 by 100 which equals 10.

In this case, 1 inch of the scaled object is proportional to 100 feet of the actual object. Ten inches of the scaled object will be representing 1,000 feet of the actual object. Now that you have established a scale factor of 100, every dimension should be divided by 100 to get the dimensions for the smaller version of the environment. This process is called “scaling.” Scaling can be done “up” or “down.” You can scale objects up to be larger or scale objects down to be smaller.

If you are scaling up, what do you do with the scale factor?

If you are scaling down, what do you do with the scale factor?

Use a measuring tool (i.e., ruler, yard stick, tape measure) to determine the height of a large object in the classroom, such as your desk or classroom door. Now you want to scale that object’s height down by 5, 20, and 100. What do you do?

What is the object? What is the object’s height?

What is the object scaled down by 5?


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If you measured in inches and you want the scaling to also be in inches, then 1 inch of the scaled object is proportional to 5 inches of the actual object. Divide the height by 5, and that answer will

be how many scaled inchs you would enbed to represent the object on a scaled down version. The same goes for 20 and 100.







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You understand scaling, but how do you find the dimensions of the terrain around your volcano? It is easy to find the height of your specific volcano. Its height is usually mentioned in related articles and other research, but what about the dimension of your volcano’s base?

1,000 ft.

1,000 ft. 2,000 ft. 3,000 ft. 4,000 ft. 5,000 ft. 6,000 ft. 6,500 ft.

WHAT IS TOPOGRAPHY?It is the study or detailed depiction of surface features of a region.

Terrain and elevation changes are documented.

To obtain the various dimensions, you will need to look at the area’s topography. This is easy to do using Google Maps™. Type the name of your volcano into Google Maps™, then switch to terrain mode (one of the options in the upper right hand corner). This will provide you with the topography around your volcano as well as a scale (in the bottom left hand corner) to calculate dimensions.

Since no one has Mount Vesuvius, let’s practice reading the terrain map and calculating the circumference of the volcano’s base. Below is the Google Maps™ image of Mount Vesuvius’ terrain.


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When looking at the terrain map, note the area around the crater of the volcano that starts to increase in elevation. The outer ring (shown in red on the map) roughly identifies the base of the volcano.

The terrain maps are left up to your interpretation. You will need to identify the base of the volcano and/or any other dimensions that you will need for recreating the scaled version of the volcano.

Now, using the scale at the bottom corner (circled in blue), we can find the diameter of the volcano base. The scale represents 1,000 feet, the lines in yellow illustrate using the scale to measure the base diameter. It is found that the diameter of the base spans 6 – 1,000 feet measurements with an additional 500 feet measurement. Therefore the diameter is 6,500 feet.

Now that we have the diameter, we can find the circumference of the base. What is the formula for the circumference (C) of a circle?

C = π x diameter

Use 6,500 feet as the diameter to find the circumference.

Now use a scale factor of 800 to find the proportional scaled down value of the circumference.

1 inch of scaled environment = feet of actual environment

Circumference = feet

Circumference = feet





Experiment 1: ¼ cup vinegar and 1 teaspoon baking soda

What do you think will happen when you mix these two substances?

What did you observe when you mixed the substances? Describe the eruption.

Experiment 2: ½ cup vinegar and 1 teaspoon baking soda

What changed from Experiment 1 to Experiment 2?

How do you think increasing the vinegar will affect the eruption?

What did you observe when you mixed the substances? Describe the eruption.

Did anything change from Experiment 1 to Experiment 2?

Experiment 1

Experiment 2

Did you know that pilots are in constant communication with air traffic controllers on the ground throughout a flight? These individuals make sure that the aircraft and all of its passengers are safe as it takes off, lands, and travels. Communication with these controllers is vital for routine flights, even more so in the event of a natural disaster such as a volcano or other high risk event. Watch the video below to learn about the role of air traffic controllers and the importance of constant communication.

https://www.youtube.com/watch?v=m5KOgETF78o




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It is time to brainstorm some solutions to the problem now that you have researched the problem and explored the various factors of your volcanic environment.

Remember what you are designing. Refer to your problem statement from Step 1.

Keep in mind while you are brainstorming that you are a set designer tasked with creating a scaled model of an actual volcano. You will need to refer to the topographical information around your volcanic environment; you need to determine the proper scale factor for creating the prop volcano. You will also need to create the special effects simulating a volcanic eruption. Refer to the experiment on mixing vinegar and baking soda to determine the amount of each needed for your special effects.

Each team will use paper mache and other materials provided by your teacher to model the volcano. You can recreate various parts of the volcanic environment, including other mountains, lakes, and villages in the region. Use this brainstorming time to not only determine the proper scale factor, but to also think about how you will design the site.

STEP 3: BRAINSTORMING SOLUTIONS

Brainstorming Ideas

Begin brainstorming ideas for the volcano’s design. Remember, no idea is a bad idea, do not criticize each other’s ideas, try to build on each other’s ideas, and be creative! Use the engineering paper to draw the scaled topography of the volcanic environment and the layout of its surroundings. You might want to place the volcano in the top corner instead of the middle of the layout. Also, write down the amounts of baking soda and vinegar that you will use to create the eruption effect.





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You should now have at least 3 brainstormed ideas. It is time to choose the best solution for your final design solution. How do you begin to choose the final design?

First, you need to look over the brainstormed ideas and evaluate each one. Here is a list of criteria that can use to assess your brainstormed ideas:

1. Layout Reasonability- How reasonable does the layout seem? Do you think the layout will be adequate for recreating the actual volcano environment for the movie?

2. Scale Factor Reasonability- How reasonable is it to recreate the volcanic environment using the proposed scale factor?

3. Building Feasibility- How feasible (easy) is it to build using paper mache and other materials provided by your teacher?

4. Eruption Effectiveness- Given the proposed mixture, do you think the eruption will be effective for the movie scenes?

You can use a five-point scale to rate how reasonable, effective, and feasible the environment you designed is for each criterion. A rating of 1 indicates the design is very unreasonable, ineffective, or unfeasible; whereas 5 indicates the design is very reasonable, effective, or feasible. A sample scale is shown below:

1 – Very Unreasonable/Unfeasible/Ineffective

2 – Unreasonable/Unfeasible/Ineffective

3 – Neither Reasonable or Unreasonable/Feasible or Unfeasible/Effective or Ineffective

4 – Reasonable/Feasible/Effective

5 – Very Reasonable/Feasible/Effective

STEP 4: CHOOSING A SOLUTION


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It is time to start building your prototype! You will be using paper mache and any other materials provided by your teacher to build your small-scale volcano.

Before you begin paper mache-ing, let’s go over some tips on paper mache. You will want to wear gloves (latex, vinyl, plastic). This will keep your hands clean. You will mix white glue and water in to a bowl. The measurements are two parts water to one part glue. This means if you put two cups of water you will need to use one cup of glue to make the paper mache

mixture. Take a strip of newspaper and dip it into the mache mixture. Wipe excess glue mixture from the paper with your fingers. Then lay the paper strip on your surface. You will use this technique to build your volcanic environment. You will want to have at least two layers of paper mache covering your environment.

To form the volcano and other terrain, you will want to use poster board, balled up newspaper, or other objects to build the surface. Keep in mind the dimensions you determined for the various components during the brainstorming phase. After your paper mache is dry you will be able to paint the environment to look realistic. Remember to wear your apron and gloves throughout this process.

As you are building your prototype over the next few days, you might want to revisit some of the earlier steps in the design process. You may need to go back to the brainstorming phase and develop a new design idea. That is okay. The next few pages in this workbook are left open for you to sketch, make notes, and document the process of creating and developing your vessel prototype.

STEP 5: CREATING & DEVELOPING A PROTOTYPE





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Let’s step away from our prototypes and do some creative writing! We know the context for this project is to design a smaller scale version of an actual volcano to be used as a prop for a movie. Now, it is your task to write the plot of the movie where your prop will be used. Create main characters, including protagonists and antagonists, as well as a reason for them to be in the volcanic environment. Describe what they are doing on the volcano, what they are experiencing the moment the volcano erupts, and any other details that

complete your story. You must include at least five facts you learned about your volcano during your research. Create the movie plot as a team.

CREATIVE ELEMENT


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Now it is time to test your prototype! Each team will take turns presenting its movie plot-line to the class. When the volcano erupts during the movie, have your volcano erupt as well. You can time this by pouring the bases into your magma chamber before the story begins. Right before the eruption, pour in the acids.

Be sure to pay attention to each other presentations.

For each team that presented, write down the name of their volcano, main characters of their story, a the plot

line, and at least three facts on their volcano that is mentioned during their story.

Presentation 1-

Volcano:

Main characters:

Plot line:

Three facts about their volcano mentioned during the story:

1.

2.

3.

Presentation 2-

Volcano:

Main characters:

Plot line:

Three facts about their volcano mentioned during the story:

1.

2.

3.

STEP 6: TESTING & EVALUATING THE PROTOTYPE





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It is important to take some time to reflect on the project. Looking at what happened during the testing and evaluation phase will help you improve and redesign your model. After you reflect on the project, share your thoughts with the class.

Did you experience any issues when building the volcano? If so what were the issues?

Do you think a different scaling factor would have worked better to create your

model?

If so, what factor would you have used? Why?

How did the special effects work? Would you change the formula at all?

If so, how?

Which group’s story would you like to see made into an actual movie? Why?

STEP 7: IMPROVING & REDESIGNING


STUDENT EDITIONFor instance if your volcano is 1,000 feet tall and you want the prop volcano to be...

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