Weekly Progress
Week 1: This week we created the groups. We are group number 10. Our group members Zach Miller, Jack Monahan, Riley Caffrey and I Sarbjit Ladhar. Our contact information is Zach Miler: Zam32@drexel.edu Jack Monhan: jhm66@drexel.edu Riley Caffrey: rjc358@drexel.edu Sarbjit Ladhar:: ssl65@drexel.edu.
Week 2: The considerations we came up with ranged from different ideas and perspectives that we thought can maximize the learning experience and, at the same time, bring a new fun and exciting perspective for science. The main considerations that we thought would be very important were safety, wether it was ethical and quality of learning of the experiment as a whole. Safety was very important to us because we don't want anybody to get injured during our experiment for obvious reasons. The experiment being ethical is important because we don't want to implement any negative ideas to young kids that we think would hurt in the future. For example, we don't want our experiment to include any violence because we don't want to spread any ideas of violence to young kids. Quality of learning is also very important to us because we want the kids to walk away learning something new. We don't want to introduce basic concepts that they already may know of. We want to offer unique ideas and learning experiences that they can walk away with. Cost was evident very high on our consideration list because we are college students and we want to make this experiment affordable to the point that we can comfortably spend our money towards the right resources. Accessibility of resources is an important consideration because if we can't access the proper materials for our experiment then we won't be able to perform the experiment to the best of our ability. Some materials can't be assessed right away for various reasons so we had to include this into our considerations. Skill level was our next consideration, we don't want to do an experiment that may be too easy or too hard for the students. We have to realize what these students know and now know and base our experiment off of that. It is important that we challenge the students enough that they learns something new, but not too challenging to the point that they don't know what is going on. Time is also a good consideration because we have to make sure our experiment is completed within the time constraint and that we don't have too much time left over. Another consideration that was important to us was wether we can build in the innovation studio. We want to take advantage of the resources offered to us and the Innovation Studio is a place where we can make our ideas come to fruition. These were our main considerations for our experiment. Other considerations that we did have were access to materials, number of participants and enjoyment. All of these considerations, little or large, played a role in picking what experiment we are going to present. Posted below is the Consideration Matrix that we used to pick what experiment we are to choose. As you can see Roller Coasters edged out Collisions and Atomic Particles.
Week 3: We have decided to choose the roller coasters for our engineering lab design. We decided to choose the roller coasters because we thought it was the most effective way to teach kids the basics of physics all while keeping it simple enough for them to understand. Roller Coasters are something that kids are fond of and it fairly easy to design and build one. Also the materials for the roller coaster are easily accessible so that is also another plus.
Week 4: This week, we had to create our objectives for our design lab. In order to complete this, we had to think about what we wanted the kids to walk away with. What did we want to teach the kids through roller coasters? With this question, three main ideas came into mind, The first was that we want to teach them the engineering design process. We wanted to teach them the engineering design process because we thought it would be important for them when they are constructing their own roller coaster. They should know what to do and what not to do before they start constructing their roller coasters so when they run into problems while they are constructing, they'll know what to do. The second lesson we wanted the kids to walk away with was how to work with limited supplies. We felt that this was important because it gives them real life issues that they have to deal with. In the real world you are not given unlimited supplies and this is a good way for them to get introduced to this concept. Finally, the last thing we wanted to teach the kids was some basic physics concepts. With constructing a roller coaster, a lot of physics is involved. Some topics we wanted to introduce to the kids were circular motion, simple mechanics, kinematics, kinetic/potential energy and friction. All of these concepts are involved in designing a roller coaster and it is important to know these.
Week 5: When creating the teacher section of the Lab Manual, the idea was to make it in an intellectual manner instead of wording it in a way for high school students. The reader of this section would be teachers who are highly qualified and has the credentials who understand the concepts being learned in the lab. This is sort of a template for the teacher to know how to present the lab and what is necessary to distribute the lab as well as highlight the parts of the lab that will represent the concepts of physics the lab is meant to teach. The goal of the teacher section of the Lab Manual is to allow a teacher to completely understand the set up and execution of our lab.
Week 6: This week we worked on the student section of our Lab Manual. It is a crucial part of the construction of this laboratory activity because it is the only source of guidance for the student participants, so if there are any errors or the wording is unclear, the meaning and education of the lab will be lost. We have created an introduction, a background, and 3 separate procedures. We used our previous experience from college and High School in laboratory sciences to make a procedure that can be easily interpreted. It is separate from the teacher section because the teacher needs different information in order to run the lab.
Week 7: As we are coming to the end of the preparation process we began to design the prototype of the roller coaster and attain the right materials. In the draft of the lab manual we gave a rough estimate of the materials that were needed for a smooth, affordable lab. Once shopping for materials we were able to determine the exact materials we need. We needed to buy tubing, a marble, and and blue masking tape. As the tubing is concerned, we will be using bendable "PEX-b tubing" that will be able to be bent in the correct way to fill the required designs of the roller coaster. The required parts of a design include: 1 loop, 2 drops, and to land in a cup.
Week 2: The considerations we came up with ranged from different ideas and perspectives that we thought can maximize the learning experience and, at the same time, bring a new fun and exciting perspective for science. The main considerations that we thought would be very important were safety, wether it was ethical and quality of learning of the experiment as a whole. Safety was very important to us because we don't want anybody to get injured during our experiment for obvious reasons. The experiment being ethical is important because we don't want to implement any negative ideas to young kids that we think would hurt in the future. For example, we don't want our experiment to include any violence because we don't want to spread any ideas of violence to young kids. Quality of learning is also very important to us because we want the kids to walk away learning something new. We don't want to introduce basic concepts that they already may know of. We want to offer unique ideas and learning experiences that they can walk away with. Cost was evident very high on our consideration list because we are college students and we want to make this experiment affordable to the point that we can comfortably spend our money towards the right resources. Accessibility of resources is an important consideration because if we can't access the proper materials for our experiment then we won't be able to perform the experiment to the best of our ability. Some materials can't be assessed right away for various reasons so we had to include this into our considerations. Skill level was our next consideration, we don't want to do an experiment that may be too easy or too hard for the students. We have to realize what these students know and now know and base our experiment off of that. It is important that we challenge the students enough that they learns something new, but not too challenging to the point that they don't know what is going on. Time is also a good consideration because we have to make sure our experiment is completed within the time constraint and that we don't have too much time left over. Another consideration that was important to us was wether we can build in the innovation studio. We want to take advantage of the resources offered to us and the Innovation Studio is a place where we can make our ideas come to fruition. These were our main considerations for our experiment. Other considerations that we did have were access to materials, number of participants and enjoyment. All of these considerations, little or large, played a role in picking what experiment we are going to present. Posted below is the Consideration Matrix that we used to pick what experiment we are to choose. As you can see Roller Coasters edged out Collisions and Atomic Particles.
Week 3: We have decided to choose the roller coasters for our engineering lab design. We decided to choose the roller coasters because we thought it was the most effective way to teach kids the basics of physics all while keeping it simple enough for them to understand. Roller Coasters are something that kids are fond of and it fairly easy to design and build one. Also the materials for the roller coaster are easily accessible so that is also another plus.
Week 4: This week, we had to create our objectives for our design lab. In order to complete this, we had to think about what we wanted the kids to walk away with. What did we want to teach the kids through roller coasters? With this question, three main ideas came into mind, The first was that we want to teach them the engineering design process. We wanted to teach them the engineering design process because we thought it would be important for them when they are constructing their own roller coaster. They should know what to do and what not to do before they start constructing their roller coasters so when they run into problems while they are constructing, they'll know what to do. The second lesson we wanted the kids to walk away with was how to work with limited supplies. We felt that this was important because it gives them real life issues that they have to deal with. In the real world you are not given unlimited supplies and this is a good way for them to get introduced to this concept. Finally, the last thing we wanted to teach the kids was some basic physics concepts. With constructing a roller coaster, a lot of physics is involved. Some topics we wanted to introduce to the kids were circular motion, simple mechanics, kinematics, kinetic/potential energy and friction. All of these concepts are involved in designing a roller coaster and it is important to know these.
Week 5: When creating the teacher section of the Lab Manual, the idea was to make it in an intellectual manner instead of wording it in a way for high school students. The reader of this section would be teachers who are highly qualified and has the credentials who understand the concepts being learned in the lab. This is sort of a template for the teacher to know how to present the lab and what is necessary to distribute the lab as well as highlight the parts of the lab that will represent the concepts of physics the lab is meant to teach. The goal of the teacher section of the Lab Manual is to allow a teacher to completely understand the set up and execution of our lab.
Week 6: This week we worked on the student section of our Lab Manual. It is a crucial part of the construction of this laboratory activity because it is the only source of guidance for the student participants, so if there are any errors or the wording is unclear, the meaning and education of the lab will be lost. We have created an introduction, a background, and 3 separate procedures. We used our previous experience from college and High School in laboratory sciences to make a procedure that can be easily interpreted. It is separate from the teacher section because the teacher needs different information in order to run the lab.
Week 7: As we are coming to the end of the preparation process we began to design the prototype of the roller coaster and attain the right materials. In the draft of the lab manual we gave a rough estimate of the materials that were needed for a smooth, affordable lab. Once shopping for materials we were able to determine the exact materials we need. We needed to buy tubing, a marble, and and blue masking tape. As the tubing is concerned, we will be using bendable "PEX-b tubing" that will be able to be bent in the correct way to fill the required designs of the roller coaster. The required parts of a design include: 1 loop, 2 drops, and to land in a cup.
Also included in requirements is a budget. We will be using a pricing mechanism where each material will have a certain price with fake money that the students will be able to spend on materials need. The catch of this process is that we will be giving the students a budget for the amount of money they can spend. the students will be given 100 Roller Dollars and it will be 10 dollars per marble, 6 dollars per foot of tape and 3 dollars per foot of tubing. This situation tests the students problem-solving skills on how they can not only make an interesting design of a roller coaster, but an affordable one.
Week 8: Our group found that we had very little to do this week, so we capitalized on this free time by participating in peer review with our neighbors, group 9. We evaluated their lab manual and gave meaningful feedback to help them improve their project (and hopefully get a good grade). Otherwise, we made improvements to our own lab manual, and began the process of creating the final presentation.
Week 9: During Week 9 of the lab section we were presented tips on how to give a powerful presentation. The presentation gives us kind of a template on how to make an effective presentation that keeps the audience involved. Given all the information the group believes they have the necessary tools ready to give a memorable presentation that will not only help hypothetical students, but the audience of our class members.
Week 8: Our group found that we had very little to do this week, so we capitalized on this free time by participating in peer review with our neighbors, group 9. We evaluated their lab manual and gave meaningful feedback to help them improve their project (and hopefully get a good grade). Otherwise, we made improvements to our own lab manual, and began the process of creating the final presentation.
Week 9: During Week 9 of the lab section we were presented tips on how to give a powerful presentation. The presentation gives us kind of a template on how to make an effective presentation that keeps the audience involved. Given all the information the group believes they have the necessary tools ready to give a memorable presentation that will not only help hypothetical students, but the audience of our class members.
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