S T E M*Select an investigation

that could be used to answer a specific question.

*Analyze and communicate findings from multiple investigations of similar phenomena to reach a conclusion.

*Use data from a simple investigation to determine how temperature change affects the rate of evaporation and condensation.

*Describe factors that influence the rate at which different types of material freeze, melt, or evaporate

*Evaluate an invention that solves a problem and determine ways to improve the design.

*Students will use technology tools to enhance learning, increase productivity, andpromote creativity.

*Students will use productivity tools to collaborate in constructing technology enhancedmodels, prepare publications, and produce other creative works.

*Students will demonstrate an understanding of the nature and operation oftechnology systems.

*Use place value understanding to round decimals to any place.

*Read, write, and compare decimals.

*Add and divide decimals.

*(Solve problems involving surface area and volume.)

*Convert among different-sized standard measurement units within a given system and use these conversions in solving multi-step, real-world problems.

Mrs. O’Dell has a fountain in her garden. During July she must refill the fountain everyday or the water level will drop so low her pump will stop working and she’ll have to buy a new one. Mrs. O’Dell is too busy to refill her fountain everyday. Design a new fountain for her that will reduce the rate at which the water evaporates.

Test Results

Which material conducts the least heat?

Which surface area reduces the rate at which the water will evaporate?

Which mat co

Question #1eat?

Which surface area reduces

the rate Question #2

Design

Test Results

CONDUCTION LAB Place equal

amounts of Crisco on the end of each rod.

Press down until the end of the rod shows through the Crisco.

Prepare the timer.

Set the rods in the hot water and start the timer.

Record the time when each rod’s Crisco begins to slide down the rod. Be sure to convert minutes to seconds and to write the milliseconds as a decimal.

Conduction LAB: what the students do Repeat the

experiment 2-3 times.

Average the melting times.

Round the average to the nearest hundredth.

Order the averages to show the fastest to the slowest conductors of heat.

Graph the data.

AFTER Completing the Surface Area Lab

Use SolidWorks software to virtually design the fountain based on your knowledge of the best surface area and material.

Use a 3-D printer to physically create a model.

HOW LONG IT TOOK FOR LARD TO MELT

Test 1 Test 20

100

200

300

400

500

600

700

800

GlassCopperPlasticBrassSteel

WHY DID PLASTIC MELT THE LARD LAST?

The plastic will not conduct heat. The plastic will not melt lard as fast

because it does not conduct enough heat to melt it as fast as steel, copper, and brass

The plastic is an insulator not a conductor.

SURFACE AREA

EVAPORATION

Test 1Test 2

0

5

10

15

20

25

30

35

Test tube

Beaker

Petri dish

Test tubeBeakerPetri dish

STEM

Experiments

Investigations

STEM

Digital

Cameras

Computers PowerPoint Excel

Timers

SmartBoard

STEM

Each student in the group should sketch his or her own ideas as the group discusses ways to solve the problem. Labels and arrows should be included to identify parts and how they might move. These drawings should be quick and brief.

STEM

test 1 test 20

5

10

15

20

25

30

35

test tubepetri dishbeaker

Rem

ain

ing w

ate

r in

mL

Conversions,

rounding,

comparing & ordering,

graphing

STUDENT COMMENTS

DURING STEM LESSONS…

“Mrs. O’Dell we forgot to do math!” (after 20 minutes of rounding and ordering decimals while working with our data)

“I like math like this!”