STEM: Inquiry,
Connections, Redesign
David Huls, Seth Nelsen
Pam Branlund
Lakeville South High School
• By 2014, students
will need a strong
foundation in STEM
fields to compete
for tomorrow’s jobs
• The graduates of 2023
will be competing in
the global
marketplace
• These graduates are
today’s
kindergardeners
The Process of Implementing STEM
Design Projects
 MEAs - Model
Eliciting Activities
 Redesign
 Integration

Lesh Translation Model
• Lesh translation model as a guide for curriculum
development.
• Classroom teachers can use the Lesh translation model to
guide how they implement district-adopted curriculum
within their classrooms.

Windmill Project
◦ Introduction to
Engineering Projects
◦ With a set budget and
prices for materials and
tests our groups were
to get the highest
voltage output possible.

“Save the Penguins”
◦ Using various
materials and a
budget, the task was
to keep an ice cube
from melting in a
very hot atmosphere.
Model Eliciting Activities
 MEAs
 are designed to
encourage students to
build mathematical
models in order to solve
complex problems
 Who’s the fastest
runner?
Model Eliciting Activities
????
Redesign Activity
• Windmill Redesign
– Redesign blades
– Experiment with
gear ratios
– Consider
limitations of
testing with a fan
Across Subjects
• Projects can bring in aspects from every subject.
From technical writing; to visual arts; to math
and science
Make Some Bubbles
Using the materials provided
you are going to assemble a
device that can cause
electrolysis of water
A company might use this
process someday to fill
hydrogen powered vehicles
2 H2O(l) → 2 H2(g) + O2(g)
Tinkering vs Following
Half of the groups were given
no instructions and allowed to
explore on their own.
The other half were given
instructions and told how
to assemble the device.
Activities We Implemented
• Clearing a Path to the
Heart
• Cereal Box Redesign
• Barbie Bungees
• Submarine Design
Goal was to
improve the flow of
blood through a
blocked artery
 Used everyday
materials to reduce
the blockage

Cereal Box Redesign
• Measure the dimensions
of a cereal box and
determine the volume and
the surface area
• Redesign the box to
contain the same volume
but with less surface area
• Calculate savings in
material used
• Discuss benefits of
redesign
Barbie Bungee Jumping
• How many rubber bands
are needed to have Barbie
bungee jump closest to
the ground without hitting
her head?
• Derive an equation for the
number of rubber bands
needed for various
heights
• Discuss accuracy of
equations
Submarines
Design a submarine to:
float - sink - float
or
sink – float - sink
- Incorporated many topics from physical science.
- Students notions about when something will sink or float are
challenged.
Redesigning “Canned” Labs
Take the instructions away
and give a clearly defined
question.
Results will vary, but
students do a lot more
thinking and tinkering
Title: Friction Lab
Purpose:
To determine the relation surface type to friction force
to determine the relation of mass to friction force
to determine the relation of surface area to friction force
Hypothesis 1: Friction force is __________ related to mass.
Hypothesis 2: Friction force is __________ on smooth surfaces than on rough surfaces.
Hypothesis 3: Friction force is __________ related to surface area.
Materials
wood blocks
spring scale
surfaces (table, linoleum floor, lab table, rug)
balance
Procedure:
Part A: Relation of Mass and Friction
Determine the mass of each block.
Attach a spring scale to the block and pull.
Read the scale to determine the friction force between each surface and each type
of block.
(remember that the friction force between a block and a surface equals the force
you need to exert to move the block at constant velocity)
Record your data in a data chart!
Put one block on top of the other (doesn’t matter which types) and add the masses.
Determine the friction force again for the different surfaces.
Record your data in a data chart.
Repeat with 3 blocks
Friction Lab
Using the equipment provided at your lab
stations, answer the following questions.
• Does the type of surfaces touching each other effect the
force of friction?
• Does a change in surface area of like surfaces cause a
change in the force of friction?
• If the force of friction the same for when an object is
moving versus just before it begins to move?