Date: Wed, 15 Jul 2020 08:10:22 -0400 (EDT) Message-ID: <859522691.34704.1594815022152@wikis-prod-01.uit.tufts.edu> Subject: Exported From Confluence MIME-Version: 1.0 Content-Type: multipart/related; boundary="----=_Part_34703_400967942.1594815022151" ------=_Part_34703_400967942.1594815022151 Content-Type: text/html; charset=UTF-8 Content-Transfer-Encoding: quoted-printable Content-Location: file:///C:/exported.html Kerr

# Kerr

### Welcome to Ms. Kerr's Wiki Page!

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#### Sp= ring 2013

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Fellows: Catherine Coughlin and Charl= ies Colley

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#### *[Semester Outline|TuftsSTOMP:Kerr Sprin= g 2013]*

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Week

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Curriculum plan

Week 1

Introduction to EDP and Problem Definition <= /p>

Week 2

Research

Week 3

Planning

Week 4

Planning

Week 5

Creating

Week 6

Creating

Week 7

Testing

Week 8

Discussion of Testing
Re-design

introduce review of project so far
introduce additional ways of data collection <= /p>

Week 9

Re-designing

Week 10

Test of Re-design

Wrap-Up of EDP

This project used a service-learning problem= to explore the EDP. Students identified a problem in their school- imprope= r use of the staircase- and tried to engineer a solution for it. By testing= and observing, students were able to understand the context of the problem= and devise solutions that would be appropriate without written language/si= gns. Design interventions took a lot of time with brainstorming and buildin= g, allowing students to be hands-on with the engineering process. The testi= ng process gave students perspective on the issues within their design. The= n, during the re-design process, they knew where the trouble spots were and= created new designs to accommodate the change. By the end of this semester= , students were really pleased to see how methodical use of the EDP could b= e applied to projects beyond NXTs.

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#### Fall 2012

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Week 2: Chair for Fern(M= r. Bear)

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Week 3: R= amp Rovers

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#### Spring 2012

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Fellows: Tory Sims and Kristen Ford

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#### Activities

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Week 1: Materials activity- Students made prototype of an animal statue = that was at least 6 inches high and sturdy. Students were given a \$100 budg= et to buy materials. Each material was priced differently. This added a mat= h connection. We wanted students to have the opportunity to work with many = different materials and experience the difference between these materials a= nd legos.

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Week 2: Students given the task to design and build a school for the ima= ginary town of Eastmoor. School had to be at least 6 inches, withstand wind= test (fan test), earthquake test (shake test), and the weight test (item p= laced on top of the school). Students divided into groups of 3 to 4 student= s. They then began planning and building their prototypes.

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Week 3: Students continued to build their schools. Some students had to = completely rebuild because their structures did not meet requirements or si= mply broke. They were given 5 to 10 minutes to plan a formal presentation t= hat highlighted 1) their building process 2) the materials they used 3) des= cription of the school they built and 4) what they would do differently if = they rebuilt it.

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Week 4: Began Hatchet IEL unit. Discussed problems main character faced = in the book up to chapter 6. Brainstormed as a class problems that an engin= eer could solve. Students had to individually write down one problem and br= ainstorm how they would solve it. Divide students into groups based on prob= lems they wanted to solve. Groups included: Shelter, access to clean water,= managing injuries, and finding food. Students listed materials main charac= ter, Brian, had available in the forest.

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Week 5: Students planned their projects and had to get their plans appro= ved. Students discussed what craft materials could represent materials that= Brian could find in forest. Once plans approved, students began building i= n groups.

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Week 6: Students continued building. Once building was complete, student= s wrote reflections on their project designs. Students then planned present= ation for 5 to 10 minutes based on reflections. Finally students presented.=

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#### Fall 2011

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Fellows: T^2 (Tory and Tom)

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#### Activities

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• Week 1 =3D> surveys and different kinds of engineers: Introduction t= o Engineering Activity
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• Week 2 =3D> engineering process and start of Build a Chair for Mr. Bear=20
• Week 3 =3D> Continuing with the Build a Chair for Mr. Bear activity=20
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• Biggest problem: They had difficulty building with NXT LEGO. This will = improve the more they practice.
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• It was helpful to have the teacher assign the groups
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• Week 4 =3D> Finishing Build a Chair for Mr. Bear activity
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• Week 5 =3D> Introduction to building cars. We gave the kids creative= freedom to create a car using NXT Legos. The car had to have sturdy struct= ure, NXT brick, motors, and wheels and axels. The car had to follow the dro= p test and shake test. =20
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• The kids had trouble building LEGO cars - they were trying to build "re= al" cars with trunks and roofs and seats and doors
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• Week 6 =3D> We had the kids all write one problem they had while bui= lding the week before on a post it note and we tried to answer all their qu= estions. We brought in 4 pictures of NXT cars to help focus their ideas and= help the kids build. The students "researched" what the different NXT cars= looked like and took notes on aspects of each car they liked. Then they br= ainstormed ideas to redesign their cars.
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• Week 7 =3D> We started the classroom with a brief introduction to se= rvice learning. We had all of the students write down one problem in their = school that could solved using engineering. Then each student presented the= ir idea and possible solution. The problem of the stairways being too crowd= ed came up with many of the kids.  The purpose of this activity was to= get an idea of a possible service learning project for next semester.=20
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• After the service learning presentation we finished building cars and s= tarted putting a simple forward motor program on the cars to make them move= .
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