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Sea Mobiles that is a workshop as part of IDEA Camp is a program adapted from "SeaPerch". The Story of SeaPerch SeaPerch began as one project in a book entitled "How to Build an Underwater Robot," by Harry Bohm and Vickie Jensen. There were many projects in the book, and SeaPerch captured just two pages, with a parts list and instructions on how to assemble the vehicle. Years later, Professor Thomas Consi at MIT developed a curriculum around the SeaPerch as a way to grow the Ocean Engineering Program at MIT. Seeing the possibility of using SeaPerch to train teachers, MIT’s
Dr. Chryss Chrystostomedes sought funding from the Office of Naval Research (ONR) and the MIT Sea Grant office and began to train teachers in the Boston area and beyond. Lowell Public Schools sent two of our teachers to this training at MIT so they could become workshop lead teachers as part of IDEA camp. SeaPerch is an innovative underwater robotics program that equips teachers and students with the resources they need to build an underwater Remotely Operated Vehicle (ROV) in an in-‐school or out-‐of-‐school setting. Students build the ROV from mostly low-‐cost, easily accessible parts, following a curriculum that teaches basic engineering and science concepts with a marine engineering theme. The SeaPerch Program provides students
with the opportunity to learn about robotics, engineering, science, and mathematics (STEM) while building an underwater ROV as part of a science and engineering technology curriculum. Throughout the project, students will learn engineering concepts, problem solving, teamwork, and technical applications. Building a SeaPerch ROV teaches basic skills in ship and submarine design and encourages students to explore naval architecture and marine and ocean engineering principles. Students learn important engineering and design skills and are exposed to all the exciting careers that are possible in naval architecture and naval, ocean, and marine engineering. Students learn best with hands-‐on activities. During the process of building a SeaPerch, they follow an established curriculum to completely assemble the ROV, test it, and then
participate in launching their vehicles. Some of the concepts the students learn during the build include: • Ship and submarine design • Buoyancy/displacement • Propulsion • Soldering/tool safety and usage • Vectors • Electricity/circuits and switches • Ergonomics • Waterproofing • Depth measurement • Biological sampling • Attenuation of light • Moment arm, basic physics of motion • Career possibilities
Carnival Contraptions: (Lowes, Home depot, local hardware stores) Flashing LED lights, buzzers, floating Mylar balloons, marshmallow launchers, spin art and Styrofoam balls are what make up some of the materials the students use during their week in Carnival Contraptions. The creations are limited only by the imagination and a keen sense of what makes a carnival game fun. The students learn about electrical circuits, both serial and parallel, as they create games that have blinking lights and warning alarms. The popular marshmallow launcher created from PVC pipe, bike tire valves and some compressed air, allows an exciting take on the game of skill. Using gears, motors and some batteries, a spin art machine allows students to see behind the scene of what makes up their favorite activities.
Wire the Bedroom Students design and build a range of electrical inventions for their room, including a security
system, secret candy safe, spinning party lights powered by a homemade electric motor, and a fortune teller box -‐ the electrical version of the old Magic 8 ball. Switches hidden in plain site, like under a welcome mat, provide a fun way to learn how circuits work. A secret candy safe is
constructed that uses an electromagnet to open the door, but only if you know the code. Video Game Design What better way to spend a week in the summer than doing something you already love to do, play video games. However, this workshop shows you how to develop and play your own game. Did you know that the math behind the scenes of any video game is what makes it so awesome. Mathematics are the foundation of every game and necessary for everything to work as the designers intend. So when kids say “why do I have to know this”, we have the answer. To name a few, some of the common branches of math utilized in game development include:
• Algebra • Trigonometry • Calculus • Linear Algebra • Discrete Mathematics • Applied Mathematics
Got DIRT? Students are fully immersed in the local food experience during Got Dirt! Working directly in a
garden, they see how food grows from seed to harvest. They use what they harvest to prepared delicious healthy lunches and snacks. They visit local grocery stores to learn about organic options and food choices. Throughout the week they visit an urban garden in Lowell where they get the chance to speak with professionals who work with food and the environment as their career. The focus is for students to see how growing food is possible in any setting. They learn how to make pickles and cheese from “scratch” and the science behind how both those food items happen. Students will create recipes each day based on their experiences during lunches and snacks and will share these with their family. Lowell Public Schools has a garden at each of its middle
schools and at 12 of the elementary schools. Students in Got Dirt! previously designed an irrigation system for the Stoklosa School garden and would like to provide this service for other gardens in our district.
You Code Girl! These students are our future problem solvers, innovators and role models. This all girls group
provides a fantastic opportunity to learn what coding is, what coding does and, more importantly, that coding is fun. Once the girls learn to code early in the week, the skills are transferred to programing a Sphero https://www.sphero.com which takes coding to a new level. As the website states, “Sphero Edu” provides a toolset that is unbounded in its potential by weaving hardware, software, and community engagement together. While coding and 21st century skills are necessary, our program also goes beyond code by incorporating robotics and technology with collaborative STEAM activities.” nurturing
Robot Missions: Design and build smart robots that overcome obstacles, find their way through mazes, and
accomplish search and rescue missions. Learn how to program robots using the NXC language, (which is similar to C programming). Students use LEGO MINDSTORMS is a hands-‐on, cross-‐curricular STEM solution that engages students by providing the resources to design, build and program their creations while helping them develop essential skills such as creativity, critical thinking, collaboration, and communication.
Crime Science: The science of forensics is fascinating and in this workshop we capture real science while solving crimes. Students participate in a variety of vignettes to learn about a variety of strategies that are used to solve the unknown. Activities include fingerprint classification, blood type analysis, chromatography, plaster shoe print capturing, DNA extractions, pH testing of unknown powders and bone identification. At the conclusion of the week long program, students find a crime has been committed in their work area. Using their newly acquired
expertise in forensics, they process the evidence left behind to find the culprit who seems to have stolen a very expensive phone! Sample vignettes: Who Owns Those Bones? Students become forensic detectives in a local missing persons case. They uncover a sample of bones (skull, arm bone, and leg
bone) that were recently unearthed from a field near the school. After examining and identifying the bones, students use skeletal characteristics to determine as much information as possible about the person—including race, gender, and height. Bird Brains! A beloved bird goes missing! All that is left behind in the empty cage is a hand written note apparently written in black maker that says “I have what you want, come find me”. Using a variety of solutions and different makers, students discover that there is more to black ink than what appears on paper. Suspects: Could it be Tim, the paper delivering boy, who owes some money to neighbors for broken windows, or Sandra, the girl next door, who is not only the vice president, but is also ranked number two in her class. She was number one until this year but her finals did not go well. Could it be Emily, the housekeeper who wonders how anyone could keep a bird in the house? Emily knows birds should fly free.
Architect Studio: Design and build a model of your dream home! Students analyze different styles of houses, from colonials and
capes to contemporaries and ranches. They compare windows, doors, and roof styles determining which architectural style is best suit for the environment in which the house is geographically located. Taking into consideration dimensions furniture and appliances, students have to accurately plan the size and shape of each room. Some students design lavish mansions, while others design more humble abodes. Upon completing their blueprints, students then use foam board to build a 3-‐D model of their design. Finally, the architects calculate the square footage of their design and use it to determine the current market value of their home in the location of their choice.
Flight School: All things aeronautic! Our future pilots learn the principles of flight by learning about drag and lift and analyzing the camber on jet wings. Students first make the classic elementary school paper airplane and test fly their model. Then students make adjustments to their paper airplane to see how they affect the flight. Next students
are introduced to various models of paper airplanes where they analyze and discuss the pros and cons of each design. They then choose a design, fold it, and see whose plane flies the furthest. Applying what they have learned from designing paper airplanes, students then build a White Wing Flyer, a paper airplane kit made from stock board. Students carefully cut and glue together the plane from the kit. Once the glue has dried and they have put camber in their wings, students go outside and launch the planes with rubber bands. We time each flight to see whose build stays aloft the longest. Next students have a blast building air pressure rockets out of 1 liter plastic
bottles. By experimenting with nose cones, the number of fins, and fin placement, students test their ability to launch their rocket the highest! What do you get when you cross Mylar balloons with small motors and metal washers? . . . Blimps! Students attach small motors to a Popsicle stick frame, along with metal washers to get just the right buoyancy to fly their blimp around the room. Back to airplanes! Using balsa wood and tracing paper, students build a rubber band propelled airplane. While this model comes in a kit, the fine touches by the builder are what make these planes fly best. Allowing students to develop their fine motor skills and eye for details, this project is saved for the end of the week. Take flight with a hot air balloon! Using tissue paper and good old fashioned glue, students design and construct a hot air balloon. But before students are allowed to build their balloon, they must first calculate the dimensions of their design and determine if there is enough volume to create lift.