A new book by NSTA Press helps middle school teachers incorporate engineering into their science classrooms.               

More Everyday Engineering: Putting the E in STEM Teaching and Learning is a follow-up volume to 2012’s Everyday Engineering. The book is based on the “Everyday Engineering” column in NSTA’s middle school journal Science Scope and captures how engineering is required to make items from ice cubes to bandages. Authors Richard H. Moyer and Susan A. Everett do an excellent job at providing lessons that illustrate how “engineering is the process we use to develop solutions to the problems humans face.”

The activities are designed to give students an in-depth understanding of three different aspects of engineering—designing and building; reverse engineering to learn how something works; and constructing and testing models. Moyer and Everett use the 5E learning-cycle format in each activity and focus on items that students are familiar with such as sunglasses and speakers and earbuds.

Chapter 4, “An In-depth Look at 3-D,” is particularly relevant to middle school students who have grown up surrounded by the latest 3-D technology in video games, televisions, and movies. The activity worksheet in that chapter focuses on vision and perception as a means to investigating 3-D. Each of the chapters in the book provide helpful teacher background information, historical context, a materials list, and safety information.

The Next Generation Science Standards (NGSS) stress the importance of incorporating engineering and technology into the science classroom. This book can help teachers connect science and engineering, and can serve as a useful tool for engineers leading outreach activities, leaders of after-school and summer enrichment programs, and parents. Most importantly, the book helps provide opportunities for students “to deepen their understanding of science by applying their developing scientific knowledge to the solution of practical problems” (see NGSS, Appendix A).

This book is also available as an e-book.

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Between now and November 1, 2016, save $15 off your order of $75 or more of NSTA Press books or e-books by entering promo code BKS16 at checkout in the online Science Store. Offer valid only on orders placed of NSTA Press books or e-books on the web and may not be combined with any other offer.

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Introduction

The imaginations of middle school and high school students will be fully engaged in the science classroom with the FLIR ONE Thermal Imaging Camera. This camera’s thermal capabilities allow students to explore things invisible to the human eye. For example, students can use the camera to investigate the world of thermodynamics in a manner that parallels the excitement and mystery evoked by sitting on the edge of your seat during a cutting-edge science fiction movie.

How does it work?

What we can see with naked eye is restricted to visible light. Therefore, when you consider the electromagnetic spectrum (EM), which encompasses radio waves, microwaves, infrared light, visible light, ultraviolet light, x-rays, and gamma rays, it becomes evident that what we can see with our eyes is limited. As an example, devices such as military night vision goggles make it possible to see images in the dark. In a similar way, the FLIR ONE Thermal Imaging Camera is a device for us to “see” beyond visible light.

Thermal-imaging cameras, like the FLIR ONE, can “see” heat signatures, which are converted to display variations of temperatures, e.g., How an icy soft drink contrasts with the flame on a candle. This is because all objects emit thermal energy and the hotter the object; the more energy given off by the object. The energy emitted is known as the “heat signature.” Hence, every object has a different heat signature; and it’s those signatures that are detected by thermal imagers like the FLIR ONE. Moreover, since thermal cameras are not concerned with visible light, regardless of lighting conditions, thermal cameras can detect the different heat signatures in a variety of situations. Therefore, images of temperature variations can be observed with this type of device.

FLIR ONE Thermal Imaging Camera Compatibility

The Thermal Camera is made for the iPhone and the iPad. It is very easy to use and, because no interface is needed, it is a snap to use in the classroom. Subsequently, teachers will have no problem having students connect the device for experiments. The first step, however, is load the free Vernier Thermal Analysis for FLIR ONE application, which is available for download on the iTunes App Store  [https://itunes.apple.com/us/app/vernier-thermal-analysis-for/id1083139486?mt=8]. It requires iOS 9.0 or better and should be installed before connecting the camera to your device.  The Vernier Thermal Analysis for FLIR ONE application is simple to access and takes only a few minutes to upload.

As explained in the iTunes store:

“Vernier Thermal Analysis for FLIR ONE allows you to mark up to four locations or regions on a thermal image. In a selected region, you can determine minimum, maximum, or average temperature. Graph temperature data live during an experiment, then export to our Graphical Analysis app for further analysis. Thermal image videos can also be exported to the Photos app.”

The Thermal Camera, in conjunction with the Thermal Analysis app, can do much more than simply detect heat. Students will also be able to record and graph live temperature data from up to four locations on an image. This will allow them to compare the temperature data between different locations during an experiment. Furthermore, each picture taken with this device will also simultaneously take a standard picture, providing greater detail of the image.

The FLIR ONE can be used across the science content areas  (i.e., physics, chemistry, earth science, biology, etc.) and will definitely enhance the study of thermodynamics for students– especially for visual learners! Below are samples of links to ideas for classroom experiments:

Rubbing erasers, hands and ice: http://80.77.70.144/DocDownload/Assets/edu/T810113-en-US.pdf

Knife and wooden spoon: http://80.77.70.144/DocDownload/Assets/edu/T810111-en-US.pdf

Cups and clothes: http://80.77.70.144/DocDownload/Assets/edu/T810109-en-US.pdf

Conclusion

The FLIR ONE Thermal Camera is a new technology application that engages students into meaningful and exciting inquiry-based learning! Undoubtedly, this user-friendly device has a kaleidoscope of meaningful uses for 21st Century science classrooms! There is little doubt that its use will spawn creativity and heighten the interest of thermodynamics content for students!

Equipment and Cost:

Cost: $249

http://www.flir.com/flirone/ios/

http://www.vernier.com/products/sensors/temperature-sensors/flirone-ios/

Edwin P. Christmann is a professor and chairman of the secondary education department and graduate coordinator of the mathematics and science teaching program at Slippery Rock University in Slippery Rock, Pennsylvania. Anthony Balos is a graduate student and a research assistant in the secondary education program at Slippery Rock University in Slippery Rock, Pennsylvania.

I’m frustrated by my sixth graders. When they’re supposed to be working cooperatively, they are unfocused—it seems more like a social event. By middle school, shouldn’t students know how to work cooperatively? Or are they too immature? – G., Virgina

Immaturity is not an excuse. I’ve seen wonderful cooperative learning taking place in kindergarten classes, with teacher guidance, modeling, and monitoring.

One might assume students have specific skill sets and experiences, but I’ve learned never to take anything for granted. If the students attended different elementary schools, their science backgrounds and the emphasis schools placed on science investigations will vary. You may have to teach (or remind) students what cooperative learning in science looks like.

Defining roles is a key component. Common roles in middle level science labs include group leader, presenter, data recorder, measurer, equipment manager, liaison/questioner, artist/illustrator, online researcher, timekeeper, and notetaker. Depending on the size of the groups, some roles can be combined.

It may help to have students define the roles, giving them ownership in the process. Ask, “What would a data recorder do?” (Students must answer without using the words data or recorder.) You can add suggestions, especially on safety. Job descriptions could be shared as posters, student-created videos, or put into students’ notebooks. Rotate roles periodically so all students have a chance to experience each one.

If some students lack polished interpersonal skills, start with brief, structured activities. Model cooperative behaviors and share examples of appropriate (and inappropriate) language.

To keep the groups focused and on-task, be sure students understand the purpose and the learning goals for the project or investigation and monitor them as they work.

Middle schoolers are capable of working cooperatively, and their enthusiasm is a bonus!

Photo: https://www.flickr.com/photos/xevivarela/4610711363/sizes/o/in/photostream/

Science educators, teacher leaders, and others in the STEM education community are encouraged to join thousands of K-12 educators, counselors, technology specialists, and librarians on October 26 for the national “Day of Action” to urge Congress to fully fund the flexible block grant (Student Support and Academic Enrichment Title IV, Part A) recently authorized in the Every Student Succeeds Act (ESSA).

The Student Support and Academic Enrichment (SSAE) block grant is designed to ensure that high needs districts have access to programs that foster safe and healthy students, provide students with a well-rounded education, and increase the effective use of technology in our nation’s schools. 

Districts can choose to spend their Title IV/A dollars to improve instruction and student engagement in STEM by:

• Expanding high-quality STEM courses;
• Increasing access to STEM for underserved and at risk student populations;
• Supporting the participation of students in STEM nonprofit competitions (such as robotics, science research, invention, mathematics, computer science, and technology competitions);
• Providing hands-on learning opportunities in STEM;
• Integrating other academic subjects, including the arts, into STEM subject programs;
• Creating or enhancing STEM specialty schools;
• Integrating classroom based and afterschool and informal STEM instruction; and
• Expanding environmental education. 

Advocates are trying to drive the highest possible funding level for the program, and are asking their members to call on lawmakers to fully fund this program.

Send a pre-written letter to your Member of Congress via the STEM Education Coalition Congressional Action Center

Call or email the Member’s office and ask to speak to the legislative assistant who handles appropriations issues. Call the Capitol Hill switchboard at (202) 224-3121 and ask to be connected to your member of Congress.  If the legislative assistant is not in, you can leave a voicemail with your request. A sample script can be found here.

Send a tweet to your members of Congress.

Read the press release on the Title IV/A National Day of Action here.

It is important we get as many teachers as possible to contact their member of Congress. This is the first year for this grant program so it is critical that Congress appropriates a robust level of funding.  Questions? Email me at jpeterson@nsta.org.

ED Releases Guidance on Title IVA Programs

The U.S. Department of Education has released its guidance document on Title IV,A Student Support and Academic Enrichment Grant (mentioned above). The guidance provides key information on the provisions of the new SSAE program including a discussion of the allowable uses of funds, role of the SEA, fiscal responsibilities, and the local application requirements.  Read more here.

Sign the STEM Education Coalition letter to State Stakeholders on ESSA Implementation

The STEM Education Coalition is circulating a letter among the STEM education community asking stakeholders and interested organizations to join onto a sign-on letter that calls for state and local policymakers to prioritize STEM as they put together plans to implement the Every Student Succeeds Act. View the letter here; if your organization would like to sign on, please contact Lindsey Gardner of the Coalition at lgardner@stemedcoalition.org with your organization’s name and contact info.  The deadline to sign on is Friday, November 4.

Jodi Peterson is Assistant Executive Director of Legislative Affairs for the National Science Teachers Association (NSTA) and Chair of the STEM Education Coalition. e-mail Peterson at jpeterson@nsta.org; follow her on Twitter at @stemedadvocate.

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