There's a new renewable energy player in town and it's about to make waves in the industry. Despite its massive potential as a source for renewable energy, the ocean is unlikely to contribute meaningfully to electricity supplies without dramatic, innovation-driven reductions in the cost of energy conversion. That's where engineers Balky Nair, Rahul Shendure and Tim Mundon come in with their company, Oscilla Power. With support from the National Science Foundation (NSF), they're developing a utility-scale wave energy harvester called the Triton. It's a sturdy system with few moving parts -- rugged enough to stand up to harsh seas with little need for maintenance. This technology shows promise as a means for delivering utility-scale electric power to the grid at a price that is competitive with conventional fossil or renewable technologies. The team plans more tests with increasingly larger and more sophisticated prototypes. At full scale, each Triton system will be 30 yards wide and will power more than 650 homes. Original air date: February 8, 2016
About Us Code To The Future is the Leader for Computer Science Immersion. Having been highlighted by the White House for helping start America’s first elementary Computer Science Magnet Schools, Code To The Future provides the premier Solution for Districts and Families. Our Mission is to inspire students to become aware of their incredible potential, and equip them with the skills necessary for success in school and life.
Originally published at http://blog.iat.com/2015/09/30/a-perfect-storm-for-maker-education/ Perfect Storm: an expression that describes an event where a rare combination of circumstances will aggravate a situation drastically. The term This term is also used to describe an actual phenomenon that happens to occur in such a confluence, resulting in an event of unusual magnitude. Maker Movement: The maker movement,…
Gordon Dahlby's insight:
I put "Maker Ed" under STEM not to exclude other areas of making, like music and art, but as design processes within sciences and engineering.
Engineers affect everything about the way people live, so it is not surprising that they also have a big impact on the animal world. Environmental engineers, for example, are often tasked with evaluating projects in order to minimize negative effects on valuable animal species. In some cases, engineers have developed ingenious solutions to help animals and people share the planet.
The International Union for the Conservation of Nature (IUCN) maintains a list, known as the IUCN Red List, which ranks the conservation status of thousands of species. For your essay, choose an animal that is ranked by IUCN as either: vulnerable, endangered, or critically endangered. Learn about the animal and consider how engineering might improve life for that species. To prepare your essay consider the following questions:
Why did you choose this species, and what problem or problems does it face?
What ideas have already been tested that may help to design a solution and begin solving those problems?
What specific solution would you suggest to help solve the problems faced by this species?
Aside from the animals, who would benefit from your proposed solution?
Are there any policies or standards currently in place that would affect the way your solution could be implemented?
Who would have to be involved in implementing the proposed solution?
Find colleges and universities that offer credit or placement for AP scores. Begin your search by entering the name of the institution below. For the most up-to-date AP credit policy information, be sure to check the institution's website.
NCW encourages chemists and chemistry enthusiasts to build awareness of chemistry at the local level. Local Sections, businesses, schools, and individuals are invited to organize or participate in events in their communities with a common goal: to promote the value of chemistry in everyday life.
The NCW 2016 theme is "Solving Mysteries Through Chemistry", focusing on the chemistry of forensics and more.
Building on the priority to support science, technology, engineering, and mathematics (STEM1 ) education set by the Obama Administration that is reflected in several of the Administration’s initiatives,2 the U.S. Department of Education (the Department) is releasing a report outlining a vision to carry on that legacy in the coming decade. This vision was informed by the key observations, considerations, and recommendations put forth by a varying range of STEM education thought leaders and experts from the field during a series of 1.5-day workshops convened by the Department in collaboration with American Institutes for Research (AIR). This report is a resource that provides examples, not endorsements, of resources that may be helpful in reaching the STEM 2026 vision as outlined by the field experts.
The complexities of today’s world require all people to be equipped with a new set of core knowledge and skills to solve difficult problems, gather and evaluate evidence, and make sense of information they receive from varied print and, increasingly, digital media. The learning and doing of STEM helps develop these skills and prepare students for a workforce where success results not just from what one knows, but what one is able to do with that knowledge.3 Thus, a strong STEM education is becoming increasingly recognized as a key driver of opportunity, and data show the need for STEM knowledge and skills will grow and continue into the future. Those graduates who have practical and relevant STEM precepts embedded into their educational experiences will be in high demand in all job sectors. It is estimated that in the next five years, major American companies will need to add nearly 1.6 million STEM-skilled employees (Business Roundtable & Change the Equation, 2014). Labor market data also show that the set of core cognitive knowledge, skills, and abilities that are associated with a STEM education are now in demand not only in traditional STEM occupations, but in nearly all job sectors and types of positions (Carnevale, Smith, & Melton, 2011; Rothwell, 2013).
The nation has persistent inequities in access, participation, and success in STEM subjects that exist along racial, socioeconomic, gender, and geographic lines, as well as among students with disabilities. STEM education disparities threaten the nation’s ability to close education and poverty gaps, meet the demands of a technology-driven economy, ensure national security, and maintain preeminence in scientific research and technological innovation.
Librarians in the Shawnee Mission School District are making way for “the maker movement,” and some worry where that story is going.
Reading stories, of course, has been a big part of what Jan Bombeck does with children. “Stories, stories and more stories,” she told the school board last month.
The Ray Marsh Elementary School directory lists Bombeck as “librarian” because she is state-certified to be one. But at least four Shawnee Mission grade schools have hired “innovation specialists” to run their libraries when fall classes open.
That’s the language of the maker movement, which seeks to convert once-quiet school spaces — usually in the libraries — into hands-on laboratories of creation and computer-assisted innovation.
Gordon Dahlby's insight:
In fact, the word “librarian” didn’t come up in the job description for an innovation specialist at Merriam Park Elementary. “Stories” wasn’t there, either.
No mention of “books,” “literature” nor “shelves.”
Ninety-one percent of respondents to a recent CDE survey agreed active learning better prepares students for college and careers than traditional education frameworks. So why is it that it’s more common to see rows of desks facing the front of the room instead of workspaces designed for collaboration and exploration in today’s classrooms? Unfortunately, students can often lack the communication, critical-thinking and problem-solving skills they will need in their careers when they graduate. This paper helps school districts change that outcome. It discusses the benefits and challenges of active learning and offers real-life examples and strategies to help districts make their learning environments more engaging and collaborative.
as districts rush to embrace the trend, some key observers are also worried.
Can schools, with their standards, state tests, and bell schedules, maintain the do-it-yourself, only-if-you-want-to ethos that fueled making's popularity in the first place?
"There's an amazing grassroots effort underway to bring the maker movement into education," said Dale Dougherty, the founder of MAKE magazine and godfather of the modern maker phenomenon. "But if schools don't get the spirit of it, I don't think it will benefit them a whole lot."
Undoubtedly, making is having a moment. Beginning June 17, the White House will host its second National Week of Making. The U.S. Department of Education is supporting efforts to rethink career and technical education through the creation of high school maker spaces. And nonprofit advocacy groups such as Digital Promise and Dougherty's Maker Education Initiative are encouraging districts to champion making inside their schools.
For all the excitement, though, there are also hurdles.
Makers are developing new solutions and products to pressing challenges, engaging students in hands on, interactive learning of STEM, arts and design and enabling individuals to learn new skills in design, fabrication and manufacturing. This site was created by Makers to support, encourage, promote, and highlight organizations from around the country who are working to create more opportunities for more people of all ages to make. This was inspired by President’s call to action to “lift up makers and builders and doers across the country.”
Well before the Great Recession, middle class Americans questioned the ability of the public sector to adapt to the wrenching forces re-shaping society. And as we’ve begun to see a “new economic normal,” many Americans are left wondering if anyone or any institution can help them, making it imperative that both parties—but especially the self-identified party of government—re-think their 20th century orthodoxies. With this report Third Way is continuing NEXT—a series of in-depth commissioned research papers that look at the economic trends that will shape policy over the coming decades. In particular, we’re bringing this deeper, more provocative academic work to bear on what we see as the central domestic policy challenge of the 21st century: how to ensure American middle class prosperity and individual success in an era of everintensifying globalization and technological upheaval. It’s the defining question of our time, and one that as a country we’ve yet to answer. Each of the papers we commission over the next several years will take a deeper dive into one aspect of middle class prosperity—such as education, retirement, achievement, and the safety net. Our aim is to challenge, and ultimately change, some of the prevailing assumptions that routinely define, and often constrain, Democratic and progressive economic and social policy debates. And by doing that, we’ll be able to help push the conversation towards a new, more modern understanding of America’s middle class challenges—and spur fresh ideas for a new era. In Dancing with Robots, Frank Levy and Richard Murnane make a compelling case that the hollowing out of middle class jobs in America has as much to do with the technology revolution and computerization of tasks as with global pressures like China. In so doing, they predict what the future of work will be in America and what it will take for the middle class to succeed. The collapse of the once substantial middle class job picture has begun a robust debate among those who argue that it has its roots in policy versus those who argue that it has its roots in structural changes in the economy. Levy and Murnane delve deeply into structural economic changes brought about by technology. These two pioneers in the field (Murnane at Harvard’s Graduate School of Education and Levy at MIT) argue that “the human labor market will center on three kinds of work: solving unstructured problems, working with new information, and carrying out non-routine manual tasks.” The bulk of the rest of the work will be done by computers with some work reserved for low wage workers abroad. They argue that the future success of the middle class rests on the nation’s ability “to sharply increase the fraction of American children with the foundational skills needed to develop ...
By the age of 6, girls become less likely than boys to associate brilliance with their own gender and are more likely to avoid activities said to require brilliance, shows a new study conducted by researchers at New York University, the University of Illinois, and Princeton University. The findings appear in the journal Science. The research, led by Lin Bian, a doctoral student at the University of Illinois, and NYU psychology professor Andrei Cimpian, demonstrates how early gender stereotypes take hold and points to the potential of their life-long impact. Sarah-Jane Leslie, professor of philosophy at Princeton University, also contributed to the research.
This is the podcast for all the educators, engineers, entrepreneurs, and parents out there who are interested in getting kids into engineering at younger ages. Listen to real conversations among various professionals in the engineering education space, as we try to find better ways to educate and inspire kids in engineering thinking. .
There are dozens of resources available to tell you about makerspace. How to create one, how to implement one, etc. Articles about libraries as the hub for a school's makerspace; articles telling you what you need to set up and what kinds of projects you might do; and many, many, many books to read to better understand and implement a makerspace.
I was thinking about makerspace today as I was watching a couple of kindergarten students build a fantastic structure with wooden blocks. And then I was watching some kids make drawings influenced by a rather heated conversation about emojis. And later I watched some kids figure out how to create their own manipulatives so they could better understand a particular way of solving a particular kind of math problem.
Makers. Making. And just randomly in a classroom.
I agree that some resources for some kinds of makerspace activities require storage and often an electrical outlet so those tools also require rules. And I agree that having a space or resources for kids to use for specific kinds of tasks or problems, or for extension activities, or for supplemental work when they've finished their other work might require a separate space if only to reduce distraction for other kids and for storage.
But I've also seen what kids can do with some craft sticks and Play-Doh®. Toss in some markers, a few sheets of construction paper, some chenille sticks, and random other stuff and who knows what they'll make? Give them access to a tablet or laptop with the ability to record something and stand back.
Then they'll be asking for other stuff when they say "It would be cool if we had something that let us. . . " because they might know exactly what they want but they have an image in their heads for what they want to create, to make.
So when schools and teachers talking about setting aside space so they can have a single place for making, I assume that's mostly for quality and damage control because making can be messy.
If you're waiting for a budget or a special room for a makerspace, stop waiting. Get some craft sticks, duct tape in different sizes and colors, chenille sticks, styrofoam shapes, and whatever else. Mismatched buttons, leftover pieces of cardboard, small nuts and bolts that don't seem to have a home, leftover wire, glue sticks, yarn or string. All kinds of stuff you can pick up while walking through Michael's, Hobby Lobby, your garage, and elsewhere. If you want to be organized, but each of them in their own bins or baskets. Or just make the stuff available on a table or on a shelf in your classroom.
Tue, Oct 4, 2016 6:00 PM - 7:00 PM CDT Show in My Time Zone This presentation will outline the process involved in the creation and refinement of the AP Chemistry Exam, and it will discuss the elaborate measures taken to ensure the consistent, fair, and accurate grading of the free-response section. The presentation will then review in detail all the free-response questions from the 2016 AP Chemistry Exam and highlight the most common…Read more
Promoting education in engineering and design for all ages. Produced by Pius Wong, engineer.
This podcast is for educators, engineers, entrepreneurs, and parents interested in bringing engineering to younger ages. Listen to real conversations among various professionals in the engineering education space, as we try to find better ways to educate and inspire kids in engineering thinking.
Topics to cover are intended to be wide-ranging. They include overcoming institutional barriers to engineering in K12, cool ways to teach engineering, equity in access to engineering, industry needs for engineers, strategies for training teachers, "edtech" solutions for K12 classrooms, curriculum and pedagogy reviews, and research on how kids learn engineering knowledge and skills. Thanks for listening!
Authored by Bonnie Lathram, Bob Lenz and Tom Vander Ark
In the paper, Preparing Students for a Project-Based World, released jointly by Getting Smart and Buck Institute for Education (BIE), we explore equity, economic realities, student engagement and instructional and school design in the preparation of all students for college, career and citizenship.
The new economic realities are illustrated by Robin Chase, founder of Zipcar: “My father had one job in his life. I’ve had six in mine, my kids will have six at the same time.”
Throughout the paper, authors Bonnie Lathram, Bob Lenz and Tom Vander Ark describe how the new economy and growing inequities are impacting students and schools, and what we need to be doing to better prepare students for a project-based world.
Research shows when people are curious about something, not only do they learn better, they learn more. It should come as no surprise, then, that inquiry-based learning is proving to be an effective education model. Inquiry-based learning occurs when students discover and construct information with the teacher’s guidance. It is a learner-centered model that arouses students’ curiosity and motivates them to seek their own answers. Increasingly, technology is the foundation of an effective inquiry-based lesson. Download this Center for Digital Education paper to learn more about inquiry-based learning and how you can support this model in your classrooms. The paper also offers sample lesson plans that draw upon inquiry-based strategies with the integration of technology.
Brit Morin, founder and CEO of Brit + Co, describes her path and motivation for launching a platform that aims to inspire women and girls to be creative through compelling content such as videos, online classes and do-it-yourself kits. Morin explains how creativity is sparked by rekindling that playful spirit from our youth and stems from the primal instinct to make things.
In March 2016, Digital Promise and Maker Ed issued a call-to-action for school leaders around the country to commit to growing the next generation of American makers, by committing to dedicate a space, designate a champion, and display the results of maker education. School leaders across the country answered the call. Over 1,400 schools representing one million students in all 50 states signed the Maker Promise.
These schools are leading the movement to harness new digital design and production abilities to unleash students’ passion, creativity, and capacity to make. But it doesn’t stop with them.
You can join this movement by signing the Maker Promise today.
More Hands-on, Real-World ExperiencesA new survey of American teenagers from the Amgen Foundation and Change the Equation finds that teens like science and would welcome the opportunity to do more engaging, hands-on science in school. Yet the survey also reveals that teens lack access to real-world science experiences, out-of-school opportunities, and professional mentors, which is limiting their chances to pursue science any further.
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