sensitisation workshop 2014
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Sensitisation Workshop 2014. Participating Countries. Antigua Barbados Belize Dominica St. Lucia Guyana Tampa (Hillsborough County) Trinidad & Tobago. Overview. Target Secondary school students. Challenge - PowerPoint PPT PresentationTRANSCRIPT
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Sensitisation Workshop 2014
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Participating Countries Antigua
Barbados
Belize
Dominica
St. Lucia
Guyana
Tampa (Hillsborough County)
Trinidad & Tobago
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OverviewTarget•Secondary school students.
Challenge•Identify a challenge facing your school or community, and using science, technology, engineering and mathematics (STEM), develop effective, innovative and sustainable solutions to the challenge identified.
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Systematic knowledge of the physical or material world through observation and experimentation.
Systematic knowledge of the physical or material world through observation and experimentation.
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The application of scientific knowledge, processes and devices for practical purposes.
The application of scientific knowledge, processes and devices for practical purposes.
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The utilization of concepts in science, mathematics and technology to design and build structures, machines, materials, processes,
systems and devices.
The utilization of concepts in science, mathematics and technology to design and build structures, machines, materials, processes,
systems and devices.
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The study of measurements, properties and relationships using numbers and symbols.
The study of measurements, properties and relationships using numbers and symbols.
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The integrated study of science, technology, engineering and mathematics designed to encourage problem-solving
through discovery.
The integrated study of science, technology, engineering and mathematics designed to encourage problem-solving
through discovery.
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Meeting the needs of current generations without compromising the needs of future ones, so that society can co-exist in
continuous harmony.
Meeting the needs of current generations without compromising the needs of future ones, so that society can co-exist in
continuous harmony.
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The 5 Pillars of SustainabilitySUSTAINABILITY
McConville and Mihelcic, Environmental Engineering Science, 24(7):937-948, 2007
Implies that non-renewable and other natural resources are not depleted nor destroyed for short-term improvements. Implies that non-renewable and other natural resources are not depleted nor destroyed for short-term improvements.
Environment
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SUSTAINABILITY
McConville and Mihelcic, Environmental Engineering Science, 24(7):937-948, 2007
Implies that sufficient local resources and capacity exist to continue the project in the absence of outside resources. Implies that sufficient local resources and capacity exist to continue the project in the absence of outside resources.
Environment Economic
The 5 Pillars of Sustainability
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SUSTAINABILITY
McConville and Mihelcic, Environmental Engineering Science, 24(7):937-948, 2007
Process which fosters empowerment and ownership within members of the community through direct participation in decision-making. Process which fosters empowerment and ownership within members of the community through direct participation in decision-making.
Environment Economic Community Participation
The 5 Pillars of Sustainability
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SUSTAINABILITY
McConville and Mihelcic, Environmental Engineering Science, 24(7):937-948, 2007
Involves increasing the alignment of development projects with local priorities.Involves increasing the alignment of development projects with local priorities.
PoliticalCohesionEnvironment Economic
Community Participation
The 5 Pillars of Sustainability
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SUSTAINABILITY
McConville and Mihelcic, Environmental Engineering Science, 24(7):937-948, 2007
Implies that the project is socially acceptable because it is built on an understanding of local traditions and core values. Implies that the project is socially acceptable because it is built on an understanding of local traditions and core values.
Socio - CulturalRespect
PoliticalCohesionEnvironment Economic
Community Participation
The 5 Pillars of Sustainability
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SUSTAINABILITY
McConville and Mihelcic, Environmental Engineering Science, 24(7):937-948, 2007
Socio- CulturalRespect
PoliticalCohesionEnvironment Economic
Community Participation
Social
The 5 Pillars of Sustainability
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National Competition
High Schools: Antigua & Barbuda, Barbados, Belize, Dominica, Guyana, St. Lucia, Trinidad & Tobago, Tampa (Hillsborough County)
Ambassador Programme to Florida (Museum of Science & Industry, Kennedy Space Center, Disney’s EPCOT Center)
Flow Chart
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The national winner and teacher who endorsed the project from each Challenge Country will participate in a 7-day trip to Florida
Kennedy Space Center Lunch with an astronaut & tour
Museum of Science & Industry (MOSI)Hurricane Simulator, Idea Zone, Bank of America Butterfly Garden
Disney EPCOT CenterLiving with the Land Tour; Imagination EXPO
University of South Florida Engineering Education; Patel School of Global Sustainability
Ambassador Programme
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Prizes Learning Materials
An all-expenses-paid STEM Ambassadors Programme for student team leader + supervising teacher
Challenge Shields & Specialty Certificates
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Who can Enter? All private or public secondary educational institutions recognised by the national Ministry of Education.• Each institution may be represented by a student,
or group of students who are: – full time students at the institution, – legal residents – home schooled students or those students
whose School is not entering the CompetitionEach institution may enter multiple groups. A student can only be entered in one project.
04/20/23
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Online ApplicationThis will consist of an abstract and design proposal:
Abstract – This should be 250 words in length and includes the name of the school, the title and description of the project.
Design Proposal – This is due 2 weeks after submission of the abstract and should be 6-12 pages in length.
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Design ProposalThere are 10 compulsory components:
Title page Problem Statement and Significance of Problem Objectives of the Project Approach to Proposed Solution The Competition Resources Needed Timetable Use of STEM Community Involvement and Community Impact References
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04/20/23
Class A – Biology, Agriculture and Environmental Sciences
Class B – Engineering, Physical Sciences and Computer Science
Entrants will be asked to indicate the category in which they would like their project to be judged.
Project Categories
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04/20/23
Oral Presentation:
• ‘Elevator Pitch’ – Entrants will be given 2 minutes to present their project
• Power point presentation - 2/3 slides
Online Voting:
• There will be a ‘People’s Choice’ Award
• These points will not contribute to final points for projects
Presentation
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Relevance to Sustainable Communities Creativity and Innovation Content and Knowledge of Project Project Plan and Design Difficulty of project STEM Linkage Methods of Investigation Presentation Answering Questions Public or Community Engagement
Judging Criteria
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Entry Example Topics
•Rain gardens for storm water management.•Mobile App for energy conservation in buildings.•Solar/wind energy systems for fans that cool classrooms.
•Cafeteria waste separation & composting for school garden.
Information technology
Chemistry
Integrated science
AgricultureEngineering
Geography
Physics
Technical Drawing
Biology
Lots of linkages toCXC curricula
Mat
h
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04/20/23
Where possible a mentor will• Provide feedback on ideas• Answer questions related to ideas• Review competition materials• Share expertise & experiences.
Mentors may be online or in person
Mentors will be matched to teams based on projects, location etc.. through the website
Mentors
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Project Example 1Title: DRINKING CHAMP
We want to reduce the abundance of plastic used and seen on my high school compound by eliminating disposable plastic water bottles, encouraging students and staff to use reusable bottles, and developing new ways to provide safe drinking water at my school.
We want to reduce the abundance of plastic used and seen on my high school compound by eliminating disposable plastic water bottles, encouraging students and staff to use reusable bottles, and developing new ways to provide safe drinking water at my school.
The Challenge
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Exact questions that I will put on my bottled water use survey. •Do you buy bottled water?•How many bottles do buy on average per day?•How much do you spend per week on bottled water?•Would you prefer to have free tap water more readily available than buying bottled water?•Do you support efforts to introduce water fountains on campus to help the environment and cut your spending?
Investigative Methods
• Surveys• Cost Analysis• Online searches
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Some facts about bottled water Taken from Pacific Institute (2006) “Bottled Water and Energy A Pacific Institute Fact Sheet”
• Roughly 3.4 MJ of energy makes a typical 1 L plastic bottle.
• Manufacturing a ton of PET produces around 3 tons of carbon dioxide (CO2), a greenhouse gas.
• 3 L of water needed to make 1 L of bottled water.• Total amount of energy required for every bottle is
equivalent, on average, to filling a plastic bottle ¼ full with oil.
Research Findings
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Percentage of persons at School X who would drink fountain water. Total sample size n = 230.
Research Findings
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The Solution
Water fountain with refillable station for bottles. Image taken from elkayusa.com.
It would take less than two school terms to cover the costs of 8 fountains if everyone who bought bottled water donated their bottled water money to the fountain fund instead.
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The Solution
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Link to STEM
Project Topic Link to STEM
Algebra, consumer arithmetic Mathematics
Terrestrial environment, solid waste, pollution
Integrated Science
Water quality Chemistry
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Project Example 2Title: ELIMINATING FLOODING IN OUR SCHOOL YARD
Our school compound has little green space as the entire yard is covered with concrete. When it rains the water runs off our property and floods the street below, making it difficult for us to access the school. We envision a series of projects that will add beneficial green space to our school yard and provide live laboratories for our classes, while simultaneously reducing the amount of storm water that leaves our yard.
Our school compound has little green space as the entire yard is covered with concrete. When it rains the water runs off our property and floods the street below, making it difficult for us to access the school. We envision a series of projects that will add beneficial green space to our school yard and provide live laboratories for our classes, while simultaneously reducing the amount of storm water that leaves our yard.
The Challenge
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Observations
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250
m – Rain BarrelRG – Rain GardenBG – Butterfly Garden
KEY
Design Solution
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Harvest rainwaterThe Solution
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The SolutionPervious Walkways
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The SolutionRain Garden
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Link to STEMProject Topic Link to STEM
Algebra, rounding of numbers, consumer arithmetic, surface area and volume
Mathematics
Terrestrial environment, water and the aquatic environment
Integrated Science
Mapping, scale drawings, water cycle, inland pollution
Geography
Growth and reproduction Biology
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Project Example 3Title: RELIABLE ELECTRICITY FOR OUR VILLAGE
Our school and its surrounding community do not have reliable electricity. The electricity is sometimes off for more than 12 hours. At school we often need to recharge the batteries of our two laptops or our cell phones when the electricity supply is off. Our farmers and fishermen have the same problem. There are several abandoned vehicles in our village. Our proposal is to remove the alternators and batteries from these vehicles and use them to generate and store electricity. To do this we would make wind turbines by designing our own blades and attaching them to the alternators. We will use the old batteries to store the electricity produced, and we will design a circuit to convert the DC power from the battery to 110 VAC.
Our school and its surrounding community do not have reliable electricity. The electricity is sometimes off for more than 12 hours. At school we often need to recharge the batteries of our two laptops or our cell phones when the electricity supply is off. Our farmers and fishermen have the same problem. There are several abandoned vehicles in our village. Our proposal is to remove the alternators and batteries from these vehicles and use them to generate and store electricity. To do this we would make wind turbines by designing our own blades and attaching them to the alternators. We will use the old batteries to store the electricity produced, and we will design a circuit to convert the DC power from the battery to 110 VAC.
The Challenge
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Investigative Methods• At the school fair, we will get community
participation by asking people to donate parts from their abandoned vehicles, and we will also collect donations for the purchase of the components for the DC-AC converters
• We will study how: an alternator generates electricity, simple electric circuits, and we will design our DC-AC converter circuits with help from our teacher and examples we see on the Internet.
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The Solution
Our turbine blades will be made of wood and will be shaped similar to those on large industrial wind power systems. The structure that supports the windmill will also be made from wood
Alternator
Battery
Sample Circuit for DC-AC conversion
Turbine blade design
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Expected ResultsAfter we make the first prototype we will recruit other school friends to help us build several of these wind turbines for our community. The expected results are:•Electricity at all times during the day in school to keep our computers running•Electricity at night in some homes so we can do our homework with high quality light•Electricity for a street light a busy street intersection in our village•Happy farmers who can keep their cell phones charged at all times to check price fluctuations for their crops and order supplies.
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Link to STEM
Project Topic Link to STEM
Electricity and magnetism PhysicsCircuit design Physics
Principles of operation of the battery
Chemistry
Calculations of output power Mathematics
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Acknowledgments
Hypothetical project scenarios developed by Dr. Maya Trotz,
Dr. Sheena FrancisMs. Anastasia Deonarinesingh
Prof. Cardinal Warde
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Thank You
More [email protected] http://caribbeanscience.org https://www.facebook.com/sagicorvisionaries http://www.sagicorvisionaries.com http://www.youtube.com/sagicorvisionaries
Sagicor Financial Corporation Caribbean Science FoundationCaribbean Examinations Council