STEM/STREAM: Learning LabJan. 10, 2013

 

Kenneth WessonEducational Consultant: Neuroscience

San Jose, CA kenawesson@aol.com

Impact of Training Components

Concept Understanding

Skill Attainment

Application/ Problem Solving

Theory 85% 15% 5-10%

Modeling

85% 18% 5-10%

Practice & Feedback

85% 80% 10-15%

Coaching, labs,

study groups

90% 90% 80-90%

Joyce and Showers, 1988

Reflect and Connect 

• What did you learn last time we were together (Nov. 27th)?

• Did our conversation change your thinking? How?

• Do you recall your two “I will” statements from that experience?

To Improve Memory:Memory Technique #25

Build bridges from what is known to what is

new by using the “10-80-10” rule. Devote

10% of teaching time to activating prior

knowledge, 80% to new information, and

10% to a preview of what is to come next.

Common Core State Standards - Mathematics

or

Next Generation Science Standards?

1. Asking questions and defining problems2. Obtaining, evaluating, and communicating information 3. Look for and make use of structure4. Planning and carrying out investigations 5. Attend to precision6. Analyzing and interpreting data 7. Model with mathematics8. Using mathematics and computational thinking 9. Constructing explanations and designing solutions 10. Make sense of problems and persevere in solving them11. Reason abstractly and quantitatively12. Construct viable arguments and critique the reasoning of others.13. Developing and using models 14. Engaging in argument from evidence15. Use appropriate tools strategically16. Look for and express regularity in repeated reasoning

Standards from Which Discipline: Math or Science?

1. Asking questions and defining problems (NGSS)2. Obtaining, evaluating, and communicating information (NGSS)3. Look for and make use of structure (M)4. Planning and carrying out investigations (NGSS)5. Attend to precision (M)6. Analyzing and interpreting data (NGSS)7. Model with mathematics (M)8. Using mathematics and computational thinking (NGSS)9. Constructing explanations and designing solutions (NGSS)10. Make sense of problems and persevere in solving them (M)11. Reason abstractly and quantitatively (M)12. Construct viable arguments and critique the reasoning of others.

(M)13. Developing and using models (NGSS)14. Engaging in argument from evidence (NGSS)15. Use appropriate tools strategically (M)16. Look for and express regularity in repeated reasoning (M)

Standards from Which Discipline: Math or Science?

Science

Technology

Engineering

Mathematics

Reading/Language Arts (Standards)

ArtDrawing/diagramming, visual spatial

thinking, imagery, inferential thinking, 2/3-dimensional modeling, symbolic models, interpreting visual evidence, visual representations -

illustrations, charts, etc.

Visual Literacy

S.T2.R.E.A.M.Reading, writing, discourse,

argumentation, vocabulary development, comprehension, journals, note-booking,

lab reports, summaries, oral presentations, recording interpreting and

critiquing data and information

Convergent/Integrative STEM T’ & L’

• Thinking engages multiple areas of the

cerebral cortex simultaneously, so why

shouldn’t classroom instruction?

• Our academic “silos” impose a structure

that often becomes an obstruction to

learning and creative thinking.

Critical Cognitive Connections

• Enrichment studies: Examine the effects of enrichment or deprivation on brain development, neurogenesis, neuronal growth and synaptogenesis.

• While neurons generally grew in size, measures of (a) increased dendritic density(b) increases in the number of glial cells(c) myelination of the axons (d) changes in brain weight and overall brain volume

• No toys or playmates all growth measures (impoverished)• Playmates + a change of toys every other day (Enriched

environments)• Changing toys every hour: → similar neural connections in

brain growth and development (your school day??)

Learning: When “More” Becomes “Less”

STEM education…

The easiest way to incorporate STEM into your

curriculum is to identify the STEM in the

content and activities that you are already

teaching.

Some content is “STEM,” but not labeled as

such, while other content lends itself towards

STEM with just a few modest modifications.

Humpty Dumpty’s friend, the local fortune-teller, has predicted “a severe fall accompanied by multiple injuries.” Mr. Dumpty recently saw you and your engineering expertise featured on the Six O'clock News. Solutions for him?

•A heavily padded helmet•A full-body padded suit•A foam pit in front of the wall•A seat and seatbelt attached to the wall•A “tip-o-meter” that alerts him when he leans 5-10

degrees in any direction•Install a motion-activated parachute 

Re-engineering: Humpty Dumpty

You have received an urgent e-mail message from the Three Little Pigs. They have had enough of the Big Bad Wolf! You have been commissioned to engineer 2 safeguards to prevent further harassment from the Big Bad Wolf. What would you propose?

1. A house with an aluminum rooftop.2. Replace the chimney with a central heating system3. Wolves are afraid of snakes, so around the house4. Wolves are afraid of water, so build a houseboat and position it 20 yards from the shore.5. Build a solar-powered environmentally friendly than that blows air away from the house, when the wolf blows air towards the house6. Build a house with a 35° angle rooftop (too steep to climb).7. Wolves are afraid of water, so install a motion-sensitive automatic water sprinkling system.

Re-engineering: The Three Little Pigs

The Heritage of theHuman Brain

SolutionProblemAsk questions

Define the precise problemAnalyze assumptions

Analyze answers/available dataWhat is generic, specific and related

Call on relevant prior knowledgeConsult (people/references)

Plan investigationGenerate new questions

Use imagination/seek creative solutionsRepeat steps wherever necessary

The American Engineers Council for Professional Development defines Engineering as:

“The creative application of scientific principles to design or develop structures, machines, apparatus, or manufacturing processes, or works utilizing them singly or in combination; or to construct or operate the same with full cognizance of their design; or to forecast their behavior under specific operating conditions; all as specs and intended function, economics of operation or safety to life and property." Engineering is the discipline that applies scientific principles

and theories in order to create strategies, procedures or objects that will satisfy a need, solve a problem, or to enhance an existing product by envisioning, designing and producing technological solutions or improvements. (Wesson)

The T and E in STEM

Technology and engineering are the means by

which intelligent human beings seek to solve

problems, satisfy needs, and enhance the

quality of our lives.

When opening a new science kit, ask students:

1. What is this object?

2. How would it be used in science?

3. What could it be used for in another field or

discipline to solve problems/answer questions?

4. What else could it be used for? (“Technology” is frequently confused with “computer” although the two are not interchangeable terms )

The T and E in STEM

Technology

Technology can help bring your ideas to life, but

you need to have ideas first and you to develop a

deeper understanding of the science behind those

ideas.

Francis Bacon: Knowledge and power go hand in

hand. The way to increase power is to increase

knowledge.

STEM:

Students and Teachers Enjoying every Minute of the school day,

because it is finally connected in where learning makes sense!

There are no “Seven Wonders of

the World” in the eyes of a child.

--Walt StreigtiffThere are seven million.

The 4 Fundamental Forces in our Universe

1. Gravity - This force acts between all mass in the universe and it has infinite range.

2. Electromagnetism - This acts between electrically charged particles. Electricity, magnetism, and light are all produced by this force and it also has infinite range.

3. The Strong Force - This force binds neutrons and protons together in the cores of atoms and is a short range force.

4. Weak Force - This causes Beta decay (the conversion of a neutron to a proton, an electron and an antineutrino) and various particles (the "strange" ones) are formed by strong interactions but decay via weak interactions (that's what's strange about "strangeness"). Like the strong force, the weak force is also short range.

Balance

Question:

How do you teach vocabulary best?

Answer: In context

Full answer: In the context of doing

(not in the context of reading).

Axis: The point around which something rotates. Balance: To stay in a position without being held. Balance point: The place on which an object balances. Balanced: When something is in a stable position. Clothespin: A clip of wood or plastic for fastening clothes to a clothesline.Counterbalance: To place weights on an object to keep it in a stable position. Counterweight: Something that helps to balance an object. Crayfish: A freshwater shellfish. Force: A push or a pull. Gravity: A force that pulls things toward the Earth. Motion: The act of moving. When something moves. Object: Anything that can be seen or touched; a thing. Position: The place where a person or thing is. Rotate: To turn in circles a lot of times; to spin. Slope: A surface that is higher on one end. Spin: To move by turning around an axis. To turn in circles a lot of times; to rotate. Spiral: To move in a circular motion around a fixed centerUnstable: When something is not steady and falls over.

Vocabulary in Context

What Is Research Telling Us?

The brain moves best from meaning-to-print, rather than from print-to-meaning

The Achievement Gap

• Vocabulary = proxy for knowledge. Achievement gaps are knowledge gaps primarily sponsored by ever-expanding vocabulary gaps.

• A highly developed vocabulary facilitates precision, not just in speaking, but in thinking.

• Lack of vocabulary can be a crucial factor underlying the school failure of disadvantaged students (Becker, 1977; Biemiller, 1999).

Vocabulary Development

4,000 – 8,000 words when entering elementary school

40,000 avg. when they exit high school

36,000 word difference

For 13 school grades (K-12) = 2,769 words/year

178 days for 2,769 = 16 words/school day

4K- 8,000 words when entering elementary school

87,000 exposed to/should have mastered upon exiting HS

79,000 word difference

For 13 school grades (K-12) = 6,076 words/year

178 days for 6,076 = 34 words/school day

Vocabulary Development• During repeated exposures, learning is greatly

enhanced if students interact with vocabulary in a variety of ways -- (Beck, McKeown, and Kucan, 2002).

• Students should be involved in linguistic and nonlinguistic representations, drawing pictures, discourse, "playing" with words, identifying similarities and differences, identifying similarities and differences, including comparing, classifying, creating metaphors and analogies…

• Oxygen is to humans as _______________ is to____________________

• By age 4, the average accumulated experience with words for children from

professional families = approx. 45M words working-class families = 26M words welfare families = only 13M words.

(Hart & Risley, 2003)

• Kindergarteners in lowest 25% for vocabulary development are 3 grades behind by Grade Six.

• Arizona Prisons estimate their projected jail beds based on 3rd Grade reading failures.

Who is most at risk?

“STREAM-posium”: Share Interdisciplinary Vocabulary Lists

• Prepare a list of the key vocabulary words for the month from

each subject area/discipline

• Exchange those lists with colleagues and look for polysemous

words (multiple meanings depending on their contexts)

that also are germane to your discipline, your lessons

plans for the year.

• If a word appears in multiple academic areas, it warrants your

special attention

• Work these interdisciplinary (bonus) words often into your

lectures, discussions, writing assignments, and

assessments.

“STREAM-posium Sharing Your Interdisciplinary Vocabulary Lists

• Introduce words along with their (1) associated definitions in context,

and (2) connections to contexts in other subject areas. (Use Word

webs and Venn diagrams)

• “Last year, you heard this word used when you learned about ______

in your ______ class”

• “In your social studies class this year, you will see this word again.

However, its alternative meaning of ______ will be emphasized.”

• “What do you think this word mean, when you hear it used in

mathematics?”

• “In 6th grade literature, you will hear more about this word, but

guess what? In literature, this word is used to describe…However,

in science it means…”

skill

s/kn

owle

dge

Content

Learning on the Diagonal

Transfer

• Transfer is facilitated by knowing the multiple contexts under which an idea applies

(i.e., effective transfer is inextricably linked to the conditions for applicability; rote

learning rarely transfers.)

• New learning depends on prior learning and previous learning can often interfere with new content that is being taught.

• Have you ever designed and built a cantilever

bridge model?

• How far can our bridge extend without toppling?

• Agree on a distance with your tablemates.

Engineering: The Cantilever Bridge Challenge

Counter-weight(grams)

Distance1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36

4000 380036003400320030002800260024002200200018001600140012001000800600400200

Structural engineers, architects and scientists experiment with various models asking:

• Where are the stress points?• What makes parts of a bridge weak?• What makes this bridge strong?• How could I make it stronger?• Why would I make a bridge stronger?• What is the most efficient bridge design?• What is the most cost-effective design of my bridge?• How can we design the most reliable structure?

Engineering: The Cantilever Bridge Challenge

Balance

History of toys; different toys used by children around the world = S.S.

Bridges

Toys, playground equipment, amusement parks = balance and motion (physical science)

Physics/systems

The geometric shape used most in construction?

Mathematics

D. o. K.

• Depth of knowledge (via neural networks) is the richest goal in LT learning.

• The most effective homework assignment for promoting thinking: “Tomorrow I will be interested to hear your ideas concerning today’s discussion; that is, once you’ve had time to think about it more deeply.”

K-W-L UP Chart

What do What do you What have How will you How would Preferyou Know? Want to know? you Learned? Use it? to learn it?

Strategies for a Better Memory

The Ice Cube (Frozen Block of Water)

There is a glass of water with several ice cubes sitting on a table. Some of the ice cubes are floating half-above and half-beneath the surface.

When the ice has completely melted, will the level of the water show an increase, decrease or will it remain unchanged?

The Ice Cube (Frozen Block of Water)

The water level remains unchanged because the ice cube displaces its own weight (Archimedes’ Principle - any floating object displaces its own weight of fluid.)

An immersed object is buoyed up by a force equal to the weight of the fluid it actually displaces.

Guiding Inquiry: Questions to Ask  

Before the science activity: What do you know/think about this concept, idea or phenomenon? What would you like to know? How would you/we go about finding out?  

During the science activity (Metacognitive monitoring) : What is this (object or event) similar to? What does it remind you of? (Prior knowledge: Building bridges from what is known to what is new by deploying the appropriate metaphors). Are there other approaches to solving this problem/answering this

question? Is there another way and/or a better way to answer this question? What is/was predictable here? If we changed one variable, what might be an alternative outcome? What other questions are beginning to surface? How can we answer them?

Guiding Inquiry: Questions to Ask  

Following the activity (new understandings that support acquired knowledge): What did we investigate? What were we looking for? What did we do/see? How did we quantify or measure it? What did we learn? What conclusion(s) can we draw? Is there evidence to to support our conclusion(s)? (Scientific reasoning) What else do I already know that might support this new conclusion? (Synthesizing) What was most memorable/surprising about this investigation? What questions came up during our investigations? Were we able to answer

them? What resources can we use to find answers? What do I/we still need to know in order for this concept to be clear? What other investigations could we conduct to discover more about this scientific phenomenon? What is the benefit of knowing what we have just learned? Create a short list of “what if” questions about the subject of your investigation. Can you proffer an answer to any of your “what if” questions?

Purposeful Questions  

Feedback questions: What is a ____? What was the ____ called?Linking questions (convergent thinking): How is this like _____?Leading questions: What does this remind you of?Inference questions: Aid concept understanding by filling in

missing information that may not be immediately available. Connecting questions: Merging concepts Thinking/application questions: Would the distance flown by the

rocket, increase or decrease if you doubled the weight of the cargo? By how much? What other factors should be considered?

Interpretation questions: What does this mean to you?

• The oceans contain more than 97% of the Earth’s supply of water

• 75% of the Earth’s surface is covered by water• Less than 3% of the earth’s water is fresh

water, not all of which is accessible. Humans can only survive on fresh water. (A shortage one day soon?)

• Water pollution and contamination jeopardizes our natural sources of fresh water

Water

BC Attention-getting Teaching Strategies• Humor Novelty• Change Prior knowledge activation• Color Music• Movement Surprise• Discrepant events Personal relevance• Patterns• Emotions/social interactions• A…

suspenseful pause

Activate the intrinsic reward (dopamine-pleasure) systemNo attention = No engagement = No Learning

Water can…

• Act differently on the same object? (the rose)

• Disappear? (the 3 blue cups)

• Defy gravity? (rise in water glass with candle)

• Can water fall at the different rates? (tornado tube)

• Increase its volume? (the “magic pill” that increases water volume)

Water

When water interacts with the surface of another solid object it either

A. sits on the surfaceB. absorbed at the surface of the second object

• The degree to which water is soaked up depends on how absorbent the second material is.

Absorbency depends on• porosity (the size of the spaces between parts of or

molecules composing a given material)• permeability (the chemical relationship between the

molecules of water and materials).

Plain paper has ↑ amount of space between paper fibers = ↑ porosity and is ↑ absorbent (paper towels ↑ ↑)

Waxed paper has wax between the paper fibers making the waxed paper impermeable to water = ↓

porosity and ↓ absorbencyOn non-absorbent (↓ porosity or waterproof) surfaces,

water will “bead up” into domed drops. It pulls together into a sphere due to its surface tension.

Soap decreases water surface tension by inserting non-water molecules into the water-to-water

(molecular) relationship (dissolves into a “solution” as opposed to a “mixture”.)

Water

How Many Drops of WaterCan a U.S. Penny Holds

on Its Surface?

How Many Drops of WaterCan a U.S. Penny Holds on Its Surface?

Standards (science, math and R/LA): Problem SolvingReasoningCommunicationMaking Connections Using Representation

Skills and concepts (science, math and R/LA): Making Predictions

Data CollectionGraphingData InterpretationProcedural KnowledgeOrganizing DataGraphing DataReporting Data

How Many Drops of WaterCan a U.S. Penny Holds on Its Surface?

Goal: Make a Guess: How many drops of water can be placed onto on one side of a penny before the water spills over the edge? _____

Materials:• Eyedroppers• Pennies• vial — with water• vial — with soapy water• Water• Napkins or paper towels• Soapy water - add a tablespoon of dish soap to a

cup of water. Gently stir the mixture trying not to make bubbles.

How Many Drops of WaterCan a U.S. Penny Holds on Its Surface?

Eyedroppers:1. What are they for?2. Who uses them?3. What other functions

can they serve?4. When do you think

they were invented? By whom?

5. What was their first purpose?

Dr. Sara Josephine Baker (1873-1945)

Procedure:• Make a guess (with no baseline data → guess).• Try it with one penny (heads up)• Now make a prediction (you have some information → predict).• If you would like, you may rinse your penny in tap water and

dry it completely.• Place the penny on the dry spot of a napkin or paper towel.• Use an eye dropper to place drops of water onto the penny one at a time (heads up) until any amount of water begins to run over the edge of the penny.• Record the number of drops for each trial in the table.• Calculate the mean (average).• Record any descriptive words used in your discussions or observations made during each of your trials.

How Many Drops of WaterCan a U.S. Penny Holds on Its Surface?

Researcher’sName

Prediction Trial #1 Trial #2 Average

1.

2.

3.

4.

Average

Answer:Data should range from to drops using a simple eyedropper (the statistical “range”)

How Many Drops of WaterCan a U.S. Penny Holds on Its Surface?

Variables:

•Which side of the penny you are using•Size and type of eyedropper. (Because ALL eyedroppers do

not produce the exact same size of drops every time, the results are inaccurate – “reliability” of data).

•Age of the penny (wear on surface, worn down edges)•Possibility of surface scratches, grime and dirt (residue) •Technique for delivering each drop.

1. Dropped from 1-3 inches (the more force of the water that comes down, the more likely the water on the penny is to “splash” and, subsequently, spill.2. Placed carefully right onto the surface of the penny to produce smaller “droplets”

How Many Drops of WaterCan a U.S. Penny Holds on Its Surface?

Compare your group’s results with other groups. •Were they exactly the same? •Were they close to the same results? •Why might there be differences in your data sets?

For improved accuracy in your procedures Clean the penny with a cleansing liquid Allow extra liquid to drip off the penny, then dry the

penny with a paper towel or air-dry it. Only handle the penny tweezers or other device

How Many Drops of WaterCan a U.S. Penny Holds on Its Surface?

Perform a second series of tests with soapy water.• Based on what you learn from the first series of investigations (with

plain water), record your prediction of how many drops of soapy water can be placed onto a penny before the water spills over the edges. • Repeat steps from first procedure (above). • However this time, you will place 1 teaspoon of dish soap into the cup

of water and stir. • Use the 2nd eyedropper to place soapy water drops on the penny until

any amount of water runs over the edge of the penny.• Record your data• Compare your data to the average of the data from the first investigation• Compare your data to the data from the other groups. Can you offer

reasons for similarities or differences in your data?

Investigating Surface Tension

Researcher’sName

Prediction Trial #1 Trial #2 Average With Soap Predict:

With Soap Results:

1.

2.

3.

4.

Average

Investigating Surface Tension

Revisions in thinking:

When dropping water on a penny, people usually underestimate how much water the surface of a penny can hold. Why?

Investigating Surface Tension

Graphing your data:• Graph all of the data for the investigation with plain water (excluding the averages) from each of the groups.• Create a separate graph showing all of the data from the soapy water investigation (excluding the averages) from each of the groups.• Graph the averages for the plain water results and the soapy water results using two different colors on your chart.• Calculate the mean, median, mode and range. What is different about the information provided by each of these statistical expressions of “average"?

Investigating Surface Tension

Conclusions and explanations:1.There were three important forces tugging on the

water: GravityCohesionAdhesion

a) Discuss with your groupb) Explain each term and its relationship to our

investigations.

2. When dropping water on the surface of a penny, towards 20 drops the water on the penny will look like it is bulging out.

c) Discussd) Explain why?

Investigating Surface Tension

Gravity flattens the droplets, cohesion holds the droplets together, while the force of adhesion holds the drops to the surface of the coin.

The surface of the water curves because the top layer of the water acts like an invisible skin over the water, which keeps the water from flowing over the edge of the penny. The cohesive force is the pull of the water molecules on themselves. Each successive drop sticks to the water already sitting on top of the coin (cohesive force). It is what makes water drops tend to look like there is a very thin net stretched over its surface. This skin effect is caused by surface tension.

Investigating Surface Tension

Surface tension is caused by the polar nature of the water molecule. Molecules that are alike are attracted to each other – they tend to “stick together.” This attractive force is known as cohesion. The force of attraction between unlike molecules is called adhesion. Molecules within a liquid are attracted to all other neighboring molecules equally so that the resultant force on any molecule is zero.

Molecules at the surface of the liquid have the same molecules on one side (water) but different molecules (air) on the other side. The cohesive forces between water molecules is far greater than the adhesive forces between water and air molecules this results in a net force on the surface towards the center of the liquid. As a result of this force, the liquid assumes a shape that has the smallest surface area – that of a sphere and so the surface of the water on the penny is curved. As water piles up on a penny, it creates a dome-like shape. The "net" of surface tension keeps the water from spilling off. It will even bulge over the edge of the penny. Eventually gravity will overcome the cohesive forces and the water will flow over the edge of the penny.

Investigating Surface Tension

Surface tension will support this bulging dome until the water piles up so high that the force of gravity on the water becomes greater than the strength of the net and it is ripped open as the polar bonds are broken.

Soaps and detergents interfere with the cohesive forces between water molecules, reducing overall surface tension when they are mixed with water. Soapy water produces smaller drops than plain water. Soap reduces the cohesive force, and breaks the surface tension. With smaller soapy drops, the number of soap drops on a penny will exceed the number of plain water drops. The surface tension of water is strong on a smaller surface.

Pollution of water with detergents and household cleaners can significantly affect the survival of animals, insects and plants that rely on surface tension to live. For example, some plants absorb water by exploiting the surface tension of water. Some insects, like water striders, rely on the surface tension of water for locomotion.

Investigating Surface Tension

Answer each question related to the investigation.

• Explain your results in terms of cohesion and surface tension.• Did the penny hold as many drops as you first thought?• Predict how many drops of water a tails-up penny will hold and check your prediction.• Explain your results from both parts of the investigation in terms of our essential vocabulary words.

Advanced lessons:

Because of waters highly polar bonding it displays a characteristic called surface tension. By adding chemicals that affect the polarity of the water bonds you can change the surface tension of the water. The number of drops of water that will “stick” to a penny is a good indicator of surface tension, and therefore the strength of the water bonding.

Investigating: Cohesion and Surface Tension

How Many Drops of WaterCan a U.S. Penny Holds on Its Surface?

Essential Vocabulary to develop in context

adhesion adhesivecohesion cohesivedata estimateeyedropper forcegravity hydrologyinvestigation meanmedian mode molecule observationoverestimate predictionprocedure rangereliability residuesurface area surface tensionunderestimate mixture

What is a mixture?A mixture is two or more materials distributed evenly in one another, each typically maintaining its identities.

Oil and water: Making a Lava Lamp• Mazolla or Wesson Oil• Water• Colored dye• Alka-Seltzer• Flashlight

Procedure:Pour 1 part water 4 parts oil into a container. Let the mixture settle. Pour 2-3 drops of colored dye into the container. Add ½ tablet of Alka-Seltzer

Re-Teaching Time?

It just may be that, if you take the necessary time to teach a concept right the first time (in a brain-considerate manner), then you won’t be forced to find time to teach it over again (or over and over again).

Learning requires effort, and one of the best predictor's of students’ effort and engagement in school is the

relationships that they have with their teachers (Osterman, 2000.)  Students function more effectively when they feel respected and valued and function poorly when they feel disrespected or marginalized (National Research Council, 2004) 

Emotional Intelligence in Education

Contact Information:

Kenneth Wesson(408) 323-1498 (office)(408) 826-9595 (cell)

San Jose, CA kenawesson@aol.com

STEM/STREAM: Learning LabJan. 10, 2013