Tag Archives: K-12

Lunacy – FIRST Robotics Challenge 2009

The For Inspiration and Recognition of Science and Technology (FIRST) Robotic Challenge is a great way to get high school students involved in engineering. Lunacy is the 2009 competition which mimics the low friction environment on the moon (using a slick surface and slick wheels on the robots). For more information see the competition manual and related documents.

High School Students to Intern in Engineering

Pasco high school students to work as interns in engineering

Five area manufacturers announced Tuesday that they will join forces with River Ridge High’s new engineering career academy, which opens in fall 2009, to provide students work opportunities while they are still in school.
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“The idea is to start a program of internships starting in the 10th grade,” said Wahnish, who presents the idea to the Florida Engineering Society today.

By the time graduation rolls around, students will have had three six-week apprenticeships and received industry certifications in computer-assisted design and other applications. They also will be ready to go to work or enroll in a university program. Even those who go to work still would attend college at least two days a week.

Educating Future Scientists and Engineers

Texas in danger of losing global race

American demand for scientists and engineers is expected to grow four times faster than all other professions over the next decade, according to the U.S. Bureau of Labor Statistics. Yet today, only 5 percent of U.S. college undergraduates earn degrees in science and engineering, whereas in China, 42 percent of students do.
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Not only are highly qualified Texas science and math teachers in short supply today, but we’re losing literally thousands each year. In 2007 alone, approximately 4,000 math and science teachers left Texas classrooms, costing our state an estimated $27 million to replace them.

Fortunately, there are programs already proven successful in preventing the loss of highly qualified math and science teachers, such as UTeach, a teacher training and support program launched at The University of Texas at Austin in 1997.
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The Academy of Medicine, Engineering and Science of Texas — made up of Texas’ Nobel Laureates and National Academies members — has proposed four practical, actionable recommendations for state leaders to adopt, putting Texas on the path to world-class math and science education for our children, and a prosperous future for our state.

Fund Teacher’s Science Projects

With donorschoose.org teachers submit project proposals for materials or experiences their students need to learn. These ideas become classroom reality when concerned individuals, whom we call Citizen Philanthropists, choose projects to fund.

Such as: Budding Scientists Need Basics!!! – “My students need 9 hands-on science equipment such as graduated cylinders, magnifying glasses, and vivid photographic books about weather and life cycles so they can experience science first-hand. The cost of this proposal is $386”

Hands On Science! – “My students need a human body model, a skeleton model, a skull model, 2 microscopes, beakers and graduated cylinders. The cost of this proposal is $1,060”

Eyes On Observation! – “My students need 4 Brock Magiscopes. The cost of this proposal is $688”

Let’s Rock the Rocks – “My students needs 2 complete sets of classroom Rock, Fossil & Mineral Collections and a Rock & Soil Activity Tub for science. The cost of this proposal is $351”

You can target high poverty schools, if you wish. If you want to help make a difference in the science literacy of the USA go ahead and find a project you want to help fund and make a donation. Or if you are a teacher, add a project for others to fund.

DoE: Minority Science and Engineering Improvement Program

The United States Department of Education’s Minority Science and Engineering Improvement Program (MSEIP) provides funds to schools to provide awards to students. 20 new awards (average value of $139,000) were awarded this year. That brings total funding this year to 71 awards (50 continue from previous years). Institutions recieving funds include: Clark Atlanta University, Rust College, New Mexico State University, Spelman College, Virginia State University and the College of Menominee Nation.

The program is designed to effect long-range improvement in science at predominantly minority and engineering education programs to increase the participation of underrepresented ethnic minorities, particularly minority women, into scientific and technological careers.

Wiley College, one of the new recipients, aims to increase the number of science majors, especially in the fields of biology and chemistry. A key feature of this grant is the creation of a high school science competition that will allow local and regional high school students to visit the campus and compete in a variety of scientific events.

This event will bring five area high schools together to compete in ten scientific events based on biology, chemistry, mathematics and physics. Individual first-place winners will be given scholarships to Wiley College. There will also be an overall grand champion awarded. This event will allow high school students to experience life at Wiley College and the possibilities of a career in science.

“This event not only gives students a financial reason to enroll at Wiley, but also allows them to become familiar with the campus and its faculty and students, said Dr. Shumate. “This grant also furthers a connection between Wiley and both the University of Texas at Dallas and the University of Arkansas, allowing current Wiley students to attend these schools in the summer for biomedical research.”

Wiley hosts HS science competition Saturday

Electrifying a New Generation of Engineers

Ybarra’s K-12 education efforts began informally in 1993 while he was a newly arrived professor at Duke, toting lasers and other captivating bits of engineering equipment to local schools to drum up excitement for science and engineering and an array of programs grew from there.
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Based on his growing awareness of the value of hands-on learning, Ybarra was longing for a way to help get more hands-on learning into the classroom. A few years later, in 1999, he was able to secure his first significant grant in the area. With support from the National Science Foundation Ybarra formalized his interactions with local schools by establishing a fellowship program that would put Duke engineering students in the classrooms to vastly expand the number of schools impacted.
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To date, Ybarra’s programs have impacted more than 150,000 kids, and with so many programs now in place and spreading, that number increases by about 50,000 students per year. But personal stories, rather than numbers, are what Ybarra finds most gratifying. “When students contact me years later to tell me that the experiences they had in my programs inspired them to pursue a career in engineering or one of the sciences, it gives me a very deep sense of satisfaction.”

High-School Social Skills Predict Better Earnings than Test Scores

High-School Social Skills Predict Better Earnings than Test Scores

Ten years after graduation, high-school students who had been rated as conscientious and cooperative by their teachers were earning more than classmates who had similar test scores but fewer social skills, said a new University of Illinois study.

The study’s findings challenge the idea that racial, ethnic, and socioeconomic gaps in educational attainment and earnings can be narrowed solely by emphasizing cognitive skills, said Christy Lleras, a University of Illinois assistant professor of human and community development.

“It’s important to note that good schools do more than teach reading, writing, and math. They socialize students and provide the kinds of learning opportunities that help them to become good citizens and to be successful in the labor market,” she said.

“Unless we address the differences in school climates and curriculum that foster good work habits and other social skills, we’re doing a huge disservice to low-income kids who may be entering the labor market right after high school, especially in our increasingly service-oriented economy,” Lleras added.

The University of Illinois study analyzed data from the National Educational Longitudinal Study, which followed a diverse group of 11,000 tenth graders for 10 years, tracking not only their scores on standard achievement tests but teacher appraisals of such qualities as the students’ work habits, their ability to relate well to peers, and their participation in extracurricular activities, a proxy for the ability to interact well with both students and adults.

The teachers’ assessments were then compared with the students’ self-reported educational attainments and earnings 10 years after high-school graduation. Even after controlling for students’ achievement test scores, family socioeconomic status, and educational attainment, Lleras found that such social skills as conscientiousness, cooperativeness, and motivation were as important as test scores for success in the workplace.

Why is it Colder at Higher Elevations?

John Hunter at Hurricane Ridge in Olympic National Park

I know it is colder at higher elevations (there is snow on the top of mountains when no snow is left on the bottom). When I was hiking this summer in Colorado and it started snowing I thought about why it was colder in higher elevations. My guess was that it was mainly due to lower air pressure and being higher up in the atmosphere where air was cooler than is was closer to sea level.

So I did some research online and the main explanations seem to be that at higher elevations the air pressure is lower (molecules and atoms under less pressure move more slowly which means the temperature is less).

Hot air does rise, but the amount of hot air is minor compared to the existing cold air in the atmosphere. So when hot air rises from the ground it is cooled down before getting far off the earth’s surface. And as it rises the pressure decreases, which cools it down.

Mountain Environments report, United Nations Environment Programme:

Air temperature on average decreases by about 6.5Â° C for every 1,000 m increase in altitude; in mid latitudes this is equivalent to moving poleward about 800 km. The dry dust-free air at altitude retains little heat energy, leading to marked extremes of temperature between day and night.

Photo of John Hunter at Hurricane Ridge in Olympic National Park.

Engineer Your Life

Engineer Your Life is an outreach initiative committed to sharing with college-bound young women the opportunities available to them in the world of engineering. Unfortunately they chose to use flash content and the website fails to follow simple usability guidelines (basic stuff like human readable urls, links that work without javascript…) but there is decent content. The use of flash and failing to pay attention to usability are highly correlated in my experience. The site profiles 12 engineers including Judy Lee:

Judy’s enthusiasm paid off. A few months later, the IKEA engineer asked her to design a children’s play mat. Judy was thrilled and soon found herself in IKEA headquarters in Sweden, where she worked with a team of engineers and product developers. It was at this moment that she realized her ideal job was one that truly offered a balance between creativity and problem solving.

Designing for IKEA
Judy began her new project by thinking about the way kids play. “I realized that kids today play indoors a lot. Maybe because the world seems a little more dangerous and parents are more protective. So I knew that this mat had to incorporate some kind of physical play element.” Rather than a static mat, Judy designed one resembling a giant lazy Susan that kids could spin around on. “Once I had the concept, the mechanical engineer in me took over. I needed something simple. Simplicity is awesome. My mat is basically two injection-molded pieces of plastic that spin on a set of interior wheels.”

Judy will never forget the experience of seeing her mat in an IKEA store. “It was incredible,” she recalls, “and it was such important validation for me that my ideas matter, they’re good, and they’re marketable.”

Dream Job at IDEO
Today, Judy has found her dream job in Palo Alto, California, at a company called IDEO, one of the country’s most innovative design firms. IDEO hires engineers, designers, psychologists, and businesspeople who work in teams to develop cutting-edge products (they created Apple Computer’s first mouse, for example). Judy designs children’s toys, pet products, and packaging for over-the-counter drugs and food. “I feel pretty lucky to have such a creative and interesting job. I’m surrounded by brilliant people. It doesn’t really seem like work. It’s just plain fun!”

$12.5 Million NSF For Educating High School Engineering Teachers

$12.5 Million National Science Foundation Grant

The University of Texas at Austin’s Cockrell School of Engineering, College of Natural Sciences and College of Education have been awarded $12.5 million by the National Science Foundation (NSF) to prepare educators to teach engineering to Texas high-school students.

The UTeachEngineering program targets future and current teachers, providing multiple avenues to prepare them to teach high school engineering. University faculty will use half of the five-year grant funding for course development, lab development and salaries. The other half of the grant will provide stipends, scholarships and fellowships to students and teachers working toward engineering teaching certification.

Current teachers will benefit from two curricula developed through the grant: a six-week Engineering Summer Institute for Teachers and a UTeach Master of Arts in Science and Engineering Education, which takes place over three summers. The curriculum for prospective teachers will target undergraduate students in engineering and the natural sciences, and lead to a bachelor’s degree in a scientific or engineering field as well as dual teaching certification in science and engineering. Addressing the need for trained engineering teachers is especially crucial in Texas because of a new law that requires high school graduates starting in 2011 to complete four years of science. One year can be a course in engineering.