EARTH

# EARTH Workshop 2003

## The Tech Museum Design Challenge | Back to top

 Debrief Does temperature/salinity really matter with this activity? Content is probably more than just middle school Design and inquiry (and technology) are all needed in a science classroom to bring the curriculum alive—design hooks the learner and inquiry empowers them Goals: team based, real world problem, lots of potential solutions Investigate—Create/re-create—Reflect RAFT/ resources and workshops - check for new workshops Assessment rubrics—The Tech works with —tech fellows,— which are complete units that include challenges and assessment The Tech Museum is more interactive now—exhibits include challenges when possible

 Inquiry—any activity that includes student questions and exploration independent of teacher

 Goal—‘Tweaking’ the Design Challenge Make it more inquiry-oriented Make it more quantitative
 Use organisms as focus (floaters/sinkers)—find organisms— habitats through research and create a model Compare design to real world applications (ex. Cartesian diver, submarine, SCUBA) Explore density measurements through various activities—vary conditions, create —salinometer vehicle— Compare buoyancy adaptations of different organisms using different materials (i.e., gas bladder vs. oil-filled) Use uniform, measurable weights, measure mass of vehicle, use formulas to calculate density Record questions as they arise, use to explore further (ex. question wall) Use predictions without testing to explore buoyancy concepts (include predictions regarding differences in water conditions, i.e., Arctic vs. Sea of Cortez) Apply constraints to challenge (ex. time, rules, materials, etc.) Give each group different sets of materials (size, mass, density) to encourage different solutions Incorporate physics and calculate changes using formulas before testing Use pre-planning to explore concepts, form hypotheses and brainstorm possible solutions Use layers of different density liquids to make challenge more difficult (ex., make vehicle hover at pycnocline, sink below, travel through, etc.) Give students a mystery tank (salt instead of fresh) for final testing to introduce new element Spread out inquiry over several lessons, devoting more time to each step Require each student to bring independent thoughts to challenge/use their own brain before beginning challenge to insure participation Use a variety of soda cans to encourage data collection—record guesses first, ask questions regarding why, how, what influences buoyancy Decide how open ended the process should be and be prepared to guide the inquiry process Design a model to explain the concept to younger audience Introduce concept of models (i.e., physical, numerical, conceptual) Connect activity to real data (ex., Monterey Canyon, MARS)