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!
On!Target!
!
Do!you!think!you!can!create!a!device!that!carries!a!marble!down!a!zip!line!to!land!on!a!target?!In!this!fun!
challenge,!learn!about!potential!and!kinetic!energy!and!how!they!can!help!you!get!your!marble!on!the!target.!
Does!the!angle!of!the!zip!line!affect!the!speed?!Can!you!land!your!marble!in!the!same!place!twice?!Try!out!
different!designs!in!this!hands@on!experiment!to!create!the!fastest,!most!accurate!vehicle!possible.!
!
TEKS:!
6.8B!Identify!and!describe!the!changes!in!position,!direction,!and!speed!of!an!object!when!acted!upon!by!
unbalanced!forces.!
6.8E!Investigate!how!inclined!planes!and!pulleys!can!be!used!to!change!the!amount!of!force!to!move!an!
object.!
!
How!To:!
1. Your!challenge!is!to!create!a!vehicle!that!will!carry!a!
marble!down!the!zip!line.!The!marble!must!be!able!to!
leave!the!vehicle!on!its!own!in!order!to!land!on!the!
target!zone.!!
2. Zip!line!set!up:!tie!the!smooth!twine!between!two!
objects!(e.g.!two!chairs!or!a!table!and!a!chair).!Make!
sure!the!line!is!taut!and!that!one!end!is!about!20!
inches!(50!cm)!below!the!other.!Then,!tape!the!
target!zone!beneath!the!end!point!on!the!lower!side!
of!the!zip!line.!!
3. First,!test!different!options!to!transform!the!paper!
cup!into!a!zip@lining!vehicle.!Do!you!need!to!modify!the!size?!Or!add!anything!to!it?!
4. Then,!think!about!where!the!marble!should!ride!on!your!vehicle:!Inside?!Outside?!Underneath?!Does!
something!need!to!be!added!to!help!hold!it!in!place?!Place!your!marble!in!this!location!and!make!any!
adjustments!as!needed.!
!
!
!
!
!
Materials:!
• 1!yard!of!smooth!twine!(fishing!
line!or!kite!string)!
• Target!zone!(attached!below)!
• 3!paper!cups!
• 6!index!notecards!
• 15!paperclips!
• 1!marble!
• Masking!tape!
• Scissors!
!
How!To!(continued):
5. Next,!add!a!remote!release.!Design!a!method!for!removing!(dropping)!the!marble!from!your!vehicle!at
the!perfect!moment!(time)!to!land!on!the!target.!Will$you$dump$the$marble$out$of$the$cup$or$create$a
device$using$notecards$and$paperclips$that$knocks$it$off$the$outside$of$your$vehicle?
6. Then,!clip!the!vehicle!to!the!zip!line.!Figure!out!how!to!hook!the!cup!and!paperclip!onto!the!line!so!that
the!vehicle!slides!down!smoothly.
7. Design!2@3!different!models!so!that!you!can!test!and!see!which!vehicle!might!work!the!best.
8. Launch!your!vehicles!down!the!zip!line!to!see!how!successful!each!one!is.!If!they!don’t!work!exactly!as
you!wanted,!redesign!and!see!if!you!can!make!the!vehicles!work!better.
9. Once!you!have!a!working!vehicle,!change!the!angle!of!your!zip!line!to!see!if!you!can!make!the!marble
reach!the!target!zone!faster.
The!STEM!Explanation:!
Both!your!cup!and!marble!possess!potential!energy,$the!measure!of!how!much!possible!energy!an!object!has!
to!do!something,!when!you!clip!your!vehicle!onto!the!zip!line.!This!means!that!when!you!let!go!of!your!cup!and!
it!begins!to!travel!down!the!line,!potential!energy!transfers!into!kinetic!energy,!the!energy!of!an!object!in!
motion.!However,!the!marble!still!has!potential!energy!because!it!is!not!moving!on!its!own.!When!you!activate!
your!release!mechanism,!the!marble!then!uses!kinetic!energy!as!it!moves!from!the!cup!towards!the!target!
below.!When!you!increase!the!angle!of!the!zip!line,!the!line!becomes!steeper,!causing!the!force!and!speed!of!
your!vehicle!to!increase.!
Career!Connection:!
Aerospace$engineers!are!responsible!for!the!design,!construction,!and!application!of!the!science!behind!the!
forces!and!physical!properties!of!aircrafts,!rockets,!and!spacecraft.!For!any!aircraft!or!spacecraft,!an!aerospace!
engineer!must!understand!its!aerodynamic!characteristics!and!behaviors,!airfoil,!control!surfaces,!lift,!drag,!
and!other!properties.!
Resource:
• PBS!Kids:!http://pbskids.org/designsquad/parentseducators/resources/on_target.html
!
!
!
!
!
!
!
Heavy!Lifting!
!"#$%&'(%$#$)%*'+,-$.%/'0%1"+$),"23%")$%2,4+$.%(5%+'%6(,2.%"%+"22%6(,2.,*78%!'0%0'(2.%&'(%2,4+%0''.%"*.%
3(552,$3%+'%1"9$%"%+)$$%/'(3$8%:;52')$%/'0%3,152$%1"-/,*$3%-"*%/$25%1"9$%"%-/"22$*7,*7%+"39%$"3,$)<%=$3,7*%
"%-)"*$>%(3,*7%3,152$%1"-/,*$3>%+'%+$3+%/'0%/$"#&%"%2'".%&'()%-)"*$%-"*%2,4+?%
!
TEKS:!
@<A:%B*#$3+,7"+$%/'0%,*-2,*$.%52"*$3%"*.%5(22$&3%-"*%6$%(3$.%+'%-/"*7$%+/$%"1'(*+%'4%4')-$%+'%1'#$%"*%
'6C$-+<%
!
How!To:%
D< E,)3+>%2$+F3%$;52')$%/'0%-)"*$3%0')9%6&%6(,2.,*7%"%3,152$%
-)"*$%")1<%G(+%"%5,$-$%'4%3+),*7%"6'(+%H%4+<%2'*7%"*.%+,$%'*$%
$*.%")'(*.%+/$%-$*+$)%'4%"%5$*-,2<%I+,-9%+/$%'+/$)%3+),*7%
$*.%+/)'(7/%"%/'2$%"+%+/$%$*.%'4%"%)(2$)>%+/$*%+,$%"%
5"5$)-2,5%/$)$%3'%+/"+%0/$*%&'(%5(22%+/$%5$*-,2%"*.%3+),*7>%
+/$%5"5$)-2,5%3+'53%+/$%3+),*7%4)'1%4"22,*7%'(+%'4%+/$%/'2$<%%
H< !'2.%+/$%)(2$)%"+%"*%(5),7/+%JKL.$7)$$%"*72$%4"-,*7%"0"&%
4)'1%&'(<%M/$%5$*-,2%3/'(2.%2"&%5$)5$*.,-(2")%"-)'33%+/$%
6"3$%'4%+/$%)(2$)%0,+/%+/$%3+),*7%)(**,*7%(5%"2'*7%+/$%
-$*+$)%'4%+/$%)(2$)%+'%+/$%/'2$%0,+/%+/$%5"5$)-2,5%/"*7,*7%
4)'1%+/$%3+),*7%3+)",7/+%.'0*%4)'1%+/$%/'2$<%B4%&'(%3+")+%
)'22,*7%+/$%5$*-,2%6$+0$$*%&'()%4,*7$)3>%&'(%0,22%*'+,-$%+/$%
5"5$)-2,5%1'#$%(5%')%.'0*<%M/,3%,3%#$)&%3,1,2")%+'%/'0%)$"2%
-)"*$3%0')9<%M/$%")1%N)(2$)O%*$$.3%+'%6$%3+,44%3'%+/"+%,+%-"*%
/'2.%+/$%/$"#&%2'".%0/,2$%+/$%+"9$L(5%)$$2%N5$*-,2O%0,*.3%
+/$%-"62$%+'%"-+("22&%2,4+%,+<%
P< Q'0>%$;"1,*$%+/$%1"+$),"23%&'(%/"#$%"#",2"62$%+'%6(,2.%
&'()%-)"*$%"*.%6)",*3+')1%/'0%&'(%0'(2.%2,9$%+'%.$3,7*%
&'()%'0*<%M/,*9%"6'(+%+/$%3,152$%1'.$2%0$%C(3+%-)$"+$.%"*.%0/"+%1"+$),"23%&'(%-'(2.%(3$%4')%+/$%")1%
"*.%+"9$L(5%)$$2%'4%&'()%-)"*$<%
%
%
%
%
!
Materials:!
• G").6'").%6';%N3/'$6';%3,R$%
')%6,77$)O%
• P%3+),53%'4%-'))(7"+$.%
-").6'").%NHS;DDS%')%K-1%;%
HA-1%5$)%3+),5O%
• T"5$)-2,53%
• U")7$%52"3+,-%-(5%
• P%3/")5$*$.%5$*-,23%
• I5''2%
• I-,33')3%
• I1''+/%3+),*7%N$<7<%4,3/,*7%
2,*$%')%9,+$%3+),*7O%
• V(2$)%
• I-'+-/%+"5$%
• W$,7/+3%N$<7<%6"++$),$3>%
5$**,$3>%1")62$3>%')%7)"#$2O%
!
!!
How!To!(continued):%
J< M/,*9%"6'(+%+/$3$%X($3+,'*3%"3%&'(%.$3,7*%&'()%-)"*$Y%
• How$wi ll $you$ keep$the$crane’s$arm$from$breaking$off$the$box$as$i t$li fts$a$h eavy$load ?$
• How$wi ll $you$ stop$a$ heavy$loa d$from$pull in g$the$arm$to$the$left$or$ri ght?$
• How$wi ll $you$ wind$a nd$unwi nd$the$cabl e$so$the$hook$can $go$up $and$d own?$
K< =$3,7*%&'()%-)"*$>%+/$*%+$3+%,+%6&%3$$,*7%,4%,+%-"*%5,-9%(5%#"),'(3%0$,7/+3?%%
@< B4%&'()%-)"*$%.'$3%*'+%0')9%$;"-+2&%"3%&'(%/".%52"**$.>%)$.$3,7*%"*.%+$3+%&'()%-)"*$%(*+,2%,+%.'$3<%
!
!
The!STEM!Explanation:!
I,152$%1"-/,*$3%")$%+''23%+/"+%")$%(3$.%+'%1"9$%0')9%$"3,$)<%M/$&%)$X(,)$%2$33%,*5(+%+'%-)$"+$%"%6,77$)%
'(+5(+<%E')%$;"152$>%6&%(3,*7%"*%,*-2,*$.%52"*$%')%)"15>%&'(%-"*%5(3/%"%/$"#&%-")+%+'%"%/,7/$)%2'-"+,'*%0,+/%
2$33%4')-$<%Z%-)"*$%-"*%6$%1".$%(3,*7%"%-'16,*"+,'*%'4%+/)$$%3,152$%1"-/,*$3%[%"%2$#$)%N+/$%")1O>%"%5(22$&%N+/$%
")1F3%-)'335,$-$3O>%"*.%"%0/$$2%"*.%";2$%N+/$%+"9$L(5%)$$2O<%M/$3$%3,152$%1"-/,*$3%0')9%+'7$+/$)%"7",*3+%
4')-$3>%2,9$%7)"#,+&>%+/"+%")$%"44$-+,*7%/'0%/").%,+%0'(2.%6$%+'%2,4+%+/$%2'".%,*%+/$%-(5<%\+/$)%3,152$%1"-/,*$3%
")$%0$.7$3%N-/,3$2O>%3-)$03%NC")%2,.3O>%"*.%,*-2,*$.%52"*$3%N)"15O<!
!
!
Career!Connection:!
Structural$engineers%")$%-'*-$)*$.%0,+/%+/$%.$3,7*%"*.%-'*3+)(-+,'*%'4%"22%+&5$3%'4%3+)(-+()$3%3(-/%"3%6),.7$3>%
."13>%+(**$23>%5'0$)%52"*+3>%'443/')$%.),22,*7%52"+4')13>%"*.%35"-$%3"+$22,+$3<%I+)(-+()"2%$*7,*$$)3%)$3$")-/%+/$%
4')-$3%+/"+%0,22%"44$-+%+/$%3+)(-+()$%"*.%+/$*%.$#$2'5%"%.$3,7*%+/"+%"22'03%,+%+'%0,+/3+"*.%+/$3$%4')-$3<%
%
%
Resource:%
• / ++5Y]]000L+-<56 39,.3< ')7].$3,7*3X (". ]5. 4]5")$*+3$.( -"+')3]=I^QZIZ^_@!$"#&U,4+,*7^UQ^GI< 5. 4%
%
!
!
Amazing!Birds!
Have%you%ever%noticed%the%similarities%and%differences%between%birds’%wings%and%an%airplane?%Explore%the%
adaptations%that%help%birds%fly%and%investigate%the%wingspans%of%an%albatross,%falcon,%and%vulture.%Determine%
how%a%bird’s%wingspan%affects%flight%and%design%an%airplane%that%will%remain%in%flight%for%as%long%as%possible.%
!
TEKS:!
4.10A%Explore%how%adaptations%enable%organisms%to%survive%in%their%environment%such%as%comparing%birds’%
beaks%and%leaves%on%plants.%
5.10A%Compare%the%structures%and%functions%of%different%species%that%help%them%live%and%survive%such%as%
hooves%on%prairie%animals%or%webbed%feet%in%aquatic%animals.%
7.12A%Investigate%and%explain%how%internal%structures%of%organisms%have%adaptations%that%allow%specific%
functions%such%as%gills%in%fish,%hollow%bones%in%birds,%or%xylem%in%plants.%
!
How!To:%
1. Using%the%Wing%Model%Template%(attached%below),%
print%each%template%on%cardstock%and%cut%out%each%
wing%model.%%
2. Peregrine%falcon%wing%setup:%fold%the%template%in%
half,%then%fold%the%wings%and%tail%flaps%down%so%that%
they%lay%flat.%
3. Try%throwing%the%peregrine%falcon%model%like%you%
would%a%paper%airplane.%Measure%and%record%the%
distance%traveled%and%the%time%it%stayed%in%the%air.%
4. Attach%a%binder%clip%to%the%front%of%the%wing%model%
and%try%throwing%it%again.%Compare%the%time%and%
distance%traveled.%
5. Follow%the%same%procedure%for%the%wandering%
albatross%model%and%the%turkey%vulture%model%(do%
not%cut%the%three%finger%slots%until%next%step).%
%
%
%
%
%
Materials:!
• Scissors%
• 3%small%binder%clips%
• Stopwatch%
• Measuring%tape%
• Wing%model%template%for%each%
bird%(attached%below):%%
o Turkey%Vulture%
o Wandering%Albatross%
o Peregrine%Falcon%
For%airplane%design:%
•
Cardstock%or%construction%paper%
• Straw%
• Scotch%tape%
!
!!
How!To!(continued):%
6. Did%you%notice%the%turkey%vulture%model%did%not%fly%very%smoothly?%This%time%cut%out%the%three%finger%
slots%at%the%tip%of%each%wing.%Notice%that%the%finger%slots%help%the%wing%shape%glide%more%smoothly%just%
like%the%feathers%would%on%an%actual%bird.%
7. Now%that%you%have%explored%how%different%types%of%birds%have%different%shaped%wings%and%how%wing%
shape%affects%birds’%ability%to%stay%in%the%air,%use%this%knowledge%to%design%an%airplane%that%can%stay%in%
the%air%for%the%longest%period%of%time.%Use%cardstock%or%construction%paper,%a%straw,%scissors,%and%tape%
to%design%your%airplane.%
8. Think%about%which%birds’%wing%design%worked%the%best%and%cut%out%the%shape%of%the%wings%you%want%for%
your%airplane%using%cardstock%or%construction%paper.%Make%sure%that%your%wings%are%symmetrical,%try%
folding%your%piece%of%paper%in%half%to%make%your%wings%symmetrical.%%
9. Tape%a%straw%underneath%the%center%of%the%airplane%wings%(along%the%line%of%symmetry%or%fold%line)%with%
the%end%of%the%straw%sticking%out%about%three%inches%from%the%front%of%the%wing.%
10. Cut%out%2%small%triangles%from%the%cardstock%or%construction%paper%to%make%the%tail%of%your%plane.%Cut%a%
slit%in%the%top%of%the%straw%about%1%inch%from%the%back%end%of%the%straw.%Slide%one%of%the%triangles%into%
the%slit%so%that%it%is%vertically%sticking%out%of%the%straw%and%tape%it%down.%This%is%the%rudder%to%help%steer%
the%plane%and%keep%it%from%spinning.%
11. Tape%the%other%triangle%to%the%bottom%of%the%straw%so%that%it%is%oriented%horizontally%(perpendicular)%
beneath%the%rudder%\%make%sure%it%is%centered%so%that%when%you%look%down%the%length%of%the%straw,%
everything%on%your%plane%is%symmetrical.%This%is%the%elevator%to%help%the%plane%get%high%into%the%air.%
12. Now%test%your%plane%and%modify%if%necessary%to%keep%it%in%flight%as%long%as%possible.%
!
The!STEM!Explanation:!
Wings%are%important%to%flight,%but%wing%shape%helps%determine%how%a%bird%will%fly.%The%longer%and%straighter%
birds’%wings%are,%the%easier%it%is%for%them%to%glide%through%the%air%rather%than%flap%their%wings,%since%the%heavy%
weight%of%their%wings%would%be%exhausting%to%continuously%flap.%Gliding%helps%birds,%like%the%albatross,%move%
slower%through%the%air%as%they%are%searching%for%food%on%the%ground.%Birds%with%a%shorter%wingspan,%like%
falcons,%have%wings%that%look%bent%that%allow%them%to%maneuver%quickly%to%catch%food.%
!
Career!Connection:!
Ornithologists%study%the%biology%and%habits%of%birds.%Studies%may%focus%on%bird%species’%instinct%or%learning%
abilities,%anatomy,%ecosystem%development%and%conservation,%or%individual%and%group%behavior.%Many%
ornithologists%work%with%other%professionals%to%apply%their%research%to%other%disciplines,%such%as%incorporating%
bird%adaptations%into%the%design%of%aircraft.%
%
Resources:%
• All %Abou t%Birds:% h ttp://www.all abou tbi rds.o rg%
• Ch ampi on%Bi rds:%h ttp://www.pb s.o rg/lifeofb irds/ champi ons/ in dex.html %
• Amazin g%Birds:%h ttp://www.bi rds.co rnell. edu/p hysics/l essons /elementary/pdfs/tm%
• Bi rd%Adaptati ons:% h ttp://p rojectbeak.org/adaptatio ns/skeletal_h oll ow.h tm%
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Turkey!Vulture!
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Wandering!Albatross!
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Peregrine!Falcon!
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Cooking!Conversions!
!"#$"%#&'"(#)"(#*+'$#,+-./01""'0#+2/#3'#+#4%15#62#,)/#'%*-/2#"7#,/+01""'0#3'#+#,+-./01""'5#80/#$"%2#
*+,)#0&3..0#,"#./+2'#+-"%,#9377/2/',#,$1/0#"7#*/+0%2/*/',0#+'9#)"(#,"#4"':/2,#-/,(//'#,)/*#,"#*+&/#,)/0/#
,+0,$#1%993';#4""&3/0<##
TEKS:!
=<=>#?".:/@#(3,)#7.%/'4$@#"'/A#+'9#,("A0,/1#12"-./*0#3':".:3';#*%.,31.34+,3"'#+'9#93:303"'@#3'4.%93';#
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How!To:
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Materials:!
• O#*3P3';#-"(.0
• U+&3';#0)//,
• X/+0%23';#4%10#+'9#01""'0
• ?1""'0#Y7"2#0,3223';Z
• R';2/93/',0[
o QO#K-.0#"7#7."%2
o D#,01#"7#-+&3';#0"9+
o DB#K-.0#"7#-%,,/2#Y0"7,/'/9Z
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Conversions!You!Need!To!Know:#
• GC#Y \bTZ#c#QO#d#GN#
• DB# K-.0#d#D#4%1 #
• Q#, 010#d#D#K-. #
• BV#0/4"'9 0#d#D#*3' %,/#
!
!
The!STEM!Explanation:!
e"2&3';#3'#,)/#&3,4)/'#4+'#2/f%32/#.",0#"7#4"':/203"'0g#What%if%your%recipe%only%makes%enough%cookies%for%2%
people%but%you%have%10%friends?%What%would%you%do%if%you%only%have%tablespoons%to%measure%with%and%no%
measuring%cups?%R,#30#)/.17%.#,"#&'"(#)"(#,"#4"':/2,#9377/2/',#*/+0%2/*/',0#,"#*+&/#$"%2#2/431/#/+03/2#,"#
2/+9#+'9#/'0%2/#,)+,#3,#,%2'0#"%,#,)/#(+$#$"%#(+',#3,#,"<#
!
!
Career!Connection:!
Mathematicians#%0/#*+,)/*+,34+.#123'431./0#,"#0".:/#2/+.A("2.9#12"-./*0<#?"*/#*+,)/*+,343+'0#("2&#(3,)#
,)/"2/,34+.#*+,)/*+,340#,"#*+&/#'/(#.+(0#7"2#*+,)/*+,340<#6,)/2#*+,)/*+,343+'0#9/+.#(3,)#+11.3/9#
*+,)/*+,340<#K)/0/#*+,)/*+,343+'0#,+&/#,)/#.+(0#;3:/'#-$#,)/"2/,34+.#*+,)/*+,343+'0#+'9#+11.$#,)/*#,"#
)/.1#3'#,)/#2/+.#("2.9@#.3&/#3'#-%03'/00/0#+'9#/';3'//23';<#
#
#
Resource:#
• ) ,,1[bb(((<&2+7,2/431/0<4"*b2/431/0b/+0$A1%993';A4""&3/0AB=\DT<+01P###
!
!
Bristlebots™!
Did%you%know%that%you%can%turn%a%toothbrush%into%a%robot?%Use%a%battery,%vibrating%motor,%and%a%toothbrush%
head%to%create%a%robot%that%can%move%across%a%smooth,%flat%surface.%Then,%use%your%creativity%skills%to%decorate%
your%robot%to%look%like%your%favorite%winter%animal.%
!
TEKS:!
6.8B%Identify%and%describe%the%changes%in%position,%direction,%and%speed%of%an%object%when%acted%upon%by%
unbalanced%forces.%
6.9C%Demonstrate%energy%transformations,%such%as%when%energy%in%a%flashlight%battery%changes%from%chemical%
energy%to%electrical%energy%to%light%energy.%
8.6A%Demonstrate%and%calculate%how%unbalanced%forces%change%the%speed%or%direction%of%an%object's%motion.%
!
How!To:%
Note:%If%you%purchased%a%bristlebot%kit,%follow%the%
instructions%included%in%the%kit%and%skip%to%Step%5.%
1. To%start,%you%will%need%to%remove%the%toothbrush%
head%from%the%rest%of%the%toothbrush.%Using%pliers%
or%wire%cutters,%cut%the%handle%off%from%the%head,%
leaving%no%more%than%½%inch%of%the%handle.%This%will%
be%known%as%our%“stalk.”%
2. Strip%the%end%of%the%motor’s%wires%so%that%the%wire%
showing%is%½Rinch%long.%Test%the%motor%by%touching%
one%wire%to%the%top%of%the%battery%and%the%other%
wire%to%the%bottom.%You%should%see%the%motor%spin%
quickly.!
3. Using%a%piece%of%electrical%tape,%attach%the%motor%to%
the%top%of%the%toothbrush%bristles%over%the%stalk,%
making%sure%the%motor%can%spin%without%hitting%the%
toothbrush.%Wrap%one%of%the%wires%around%the%
brush%so%that%the%exposed%part%of%the%wire%is%on%top%
of%the%bristles%(you%may%need%to%wrap%the%wire%
several%times%depending%on%how%long%it%is).!
%
!
%
Materials:!
• Copy%paper%
• Cardstock%
• Construction%paper%
• Markers%and/or%crayons%
• Scotch%tape%%
• 1%bristlebot%kit%(can%be%purchased%
here)%OR!purchase%the%following%
materials%separately:%
o 1%micro%vibration%motor%(this%
can%be%purchased%here)%
o 1%lithium%battery%(1R3%volts)%
o
1%toothbrush%with%bristles%set%
at%an%angle%
o Wire%strippers%
o Electrical%tape%
o Googly%eyes%
o Pipe%cleaners%
!
%
How!To!(continued):!
4. Place%the%battery%over%the%exposed%wire%(the%bottom%of%the%battery%should%touch%it)%and%attach%it%to%the%
toothbrush%head%using%electrical%tape,%making%sure%that%some%of%the%battery%is%still%exposed%so%the%top%
wire%will%still%be%able%to%complete%the%circuit.%%
5. Decorate%the%bristlebot%like%your%favorite%winter%animal,%such%as%a%penguin%or%polar%bear.%You%can%use%
different%materials,%including%copy%paper,%cardstock,%or%construction%paper.%Use%googly%eyes%or%pipe%
cleaners%to%add%detail.%Once%you’re%done,%tape%the%exposed%end%of%the%second%wire%to%the%back%of%the%
picture%using%Scotch%tape.%
6. Make%sure%your%winter%animal%decorations%are%securely%attached%to%your%bristlebot.%%
7. Verify%that%your%exposed%wire%makes%contact%with%the%top%of%the%battery%to%make%the%motor%spin.%If%the%
motor%does%not%spin,%recheck%to%make%sure%the%battery%and%wires%make%a%complete%connection.%
8. Place%the%bot%on%a%smooth,%flat%surface%to%test%the%bot’s%ability%to%move%across%it.%If%your%motor%is%
spinning,%but%your%bot%is%not%moving,%adjust%the%angle%of%your%bristles.%(You%can%set%a%heavy%weight%on%
top%of%the%brush%for%a%few%minutes%if%they%aren’t%angled%enough).%If%your%bot%is%spinning%in%one%spot,%
shift%the%position%of%your%motor,%battery,%and/or%winter%animal%decorations%to%make%sure%that%the%
weight%is%evenly%distributed%on%all%of%the%bristles.%
!
!
The!STEM!Explanation:!!
The%electrical%energy%from%the%battery%causes%the%motor%to%vibrate,%which%creates%mechanical%energy%(the%
energy%of%motion).%The%vibrations%cause%the%toothbrush%head%to%move%along%the%surface.%Because%the%motor%
bounces%the%bristlebot%up%and%down%on%the%tilted%bristles,%the%bot%scoots%in%the%direction%that%the%bristles%lean.%%
!
!
Career!Connection:!
Careers%in%!"#$%$&$!'($)#*''$+*)&*(,-./%involve%automation,%robotics,%and%the%use%of%sophisticated%computer%
software%and%programs.%People%pursuing%jobs%in%this%field%require%specific%education%based%on%math,%
technology,%logic,%and%engineering%knowledge%and%skills.%Working%with%artificial%intelligence%requires%an%
analytical%thought%process%and%the%ability%to%solve%problems%with%costReffective,%efficient%solutions.%AI%
specialists%need%technical%skills%to%design,%maintain,%and%repair%technology%and%software%programs.%They%must%
also%communicate%effectively%and%possess%the%ability%to%work%with%colleagues%on%a%team.%
%
%
Resource:%
• h ttp://pb skids .org/designs quad /bu il d/b ristleRb ots/%
!
!
Miner!Rescue!
!
"#!$%&%'!((!)*#+,-!.+,+!/,011+2!$'(%%!3++/!4#2+,5,64#2!36,!78!209-!*#!0!:60;)*#+!*#!<=*;+>!?;;!63!/=+)!
-4,@*@+2!6.*#5!/6!)0#9!30:/6,-'!*#:;42*#5!.+;;A2+-*5#+2!,+-:4+!+B4*1)+#/>!C64,!:=0;;+#5+!*-!/6!:,+0/+!0!/66;!
/=0/!.*;;!=+;1!,+-:4+!0!1+,-6#!D0!1*#5A16#5!E0;;F!3,6)!0!)*#*#5!-=03/!D0!101+,!/4E+F>!
!
!
TEKS:!
G>$?!H;0#!0#2!*)1;+)+#/!2+-:,*1/*@+!*#@+-/*50/*6#-'!*#:;42*#5!0-I*#5!.+;;A2+3*#+2!B4+-/*6#-'!)0I*#5!
*#3+,+#:+-'!0#2!-+;+:/*#5!0#2!4-*#5!011,61,*0/+!+B4*1)+#/!6,!/+:=#6;659!/6!0#-.+,!=*-J=+,!B4+-/*6#->!
!
How!To:!
&> K01+!/=+!101+,!/4E+!41,*5=/!/6!/=+!/0E;+!-6!/=0/!*/!.*;;!#6/!
)6@+!0#2!1;0:+!/=+!1*#5A16#5!E0;;!*#-*2+!63!*/>!
$> LM0)*#+!/=+!101+,!/4E+!0#2!1*#5A16#5!E0;;>!N,0*#-/6,)!
*2+0-!/=0/!0!,+-:4+,!)*5=/!4-+!*#!/=*-!-*/40/*6#!0#2!-I+/:=!
964,!2+-*5#-!36,!0!/66;!/6!=+;1!,+)6@+!/=+!1*#5A16#5!E0;;>!
(> <,+0/+!964,!,+-:4+!2+@*:+!4-*#5!1*1+!:;+0#+,-'!-/,0.-'!
:,03/!-/*:I-'!,4EE+,!E0#2-'!0!:41'!0#2J6,!-/,*#5>!O0I+!-4,+!
964,!2+@*:+!*-!;*5=/'!16,/0E;+'!0#2!24,0E;+>!
G> P6.!*/Q-!/*)+!/6!/+-/!964,!2+@*:+R!K,9!/6!,+)6@+!/=+!1*#5A
16#5!E0;;!3,6)!/=+!/4E+>!Does%the%tool%drop%the%ball?%How%
could%you%increase%the%friction%to%make%it%easier%for%the%tool%
to%grip%the%ball?%!
S> "3!964,!2+@*:+!26+-!#6/!.6,I!+M0:/;9!=6.!964!1;0##+2'!
)62*39!964,!/66;!/6!)0I+!*/!.6,I>!T+2+-*5#!0#2!/+-/!4#/*;!
964,!2+@*:+!.6,I->!
7> U#:+!964!=0@+!-4::+--34;;9!)02+!964,!2+@*:+!.6,I'!-++!*3!964!:0#!)0I+!964,!/66;!.6,I!+@+#!E+//+,>!
!
!
!
!
!
!
Materials:!
•
&!1*#5A16#5J/0E;+!/+##*-!E0;;!!
• &!101+,!/4E+!/=0/!*-!7A*#:=+-!
;6#5!.*/=!0!$A*#:=!2*0)+/+,!
D/6*;+/!101+,!/4E+!6,!
:0,2-/6:I!,6;;+2!0#2!/01+2F!!
• 7!1*1+!:;+0#+,-!!
• 7!-/,0.-!!
• 7!:,03/!-/*:I-!!
• 7!,4EE+,!E0#2-!!
• &!(>S!6V>!101+,!:41!
• W/,*#5!
• O0-I*#5!/01+!
• W:*--6,-!
!
!
The!STEM!Explanation:!
L#5*#++,-!.=6!2+-*5#!,+-:4+!+B4*1)+#/!#++2!/6!/+-/!/=+*,!+B4*1)+#/!/6!)0I+!-4,+!*/!.6,I-'!E4/!/=+9!26!#6/!
.0#/!/6!.0*/!/6!/+-/!4#/*;!0#!0:/40;!,+-:4+>!"#!6,2+,!/6!E+!:6#3*2+#/!/=0/!/=+!/66;!6,!2+@*:+!.*;;!.6,I!*#!0#!
+)+,5+#:9'!*/!)4-/!E+!/+-/+2!4#2+,!0!.*2+!@0,*+/9!63!:*,:4)-/0#:+-!E+36,+!0!,+0;A;*3+!+)+,5+#:9>!T+-:4+-!
=0@+!/6!E+!B4*:I!0#2!+33*:*+#/'!9+/!+0:=!6#+!*-!-6)+.=0/!4#*B4+>!"3!964!0,+!2+-*5#*#5!,+-:4+!+B4*1)+#/!36,!0!
:;*+#/'!964!.0#/!/6!)0I+!-4,+!964,!+B4*1)+#/!*-!@+,-0/*;+'!24,0E;+'!;*5=/.+*5=/'!0#2!16,/0E;+>!
!
!
Career!Connection:!
Engineers!2+-*5#!0#2!2+@+;61!)0#9!2*33+,+#/!/=*#5-!/=0/!=+;1!-6;@+!+@+,9209!1,6E;+)->!K=+9!4-+!02@0#:+2!
)0/=!-I*;;-!/6!2+-*5#!)0:=*#+-'!E,*25+-'!+;+:/,6#*:-'!0#2!)4:=!)6,+>!K=+,+!0,+!-+@+,0;!2*33+,+#/!/91+-!63!
+#5*#++,-!/=0/!-1+:*0;*V+!*#!:+,/0*#!0,+0-!-4:=!0-!+;+:/,*:0;!+#5*#++,-'!)+:=0#*:0;!+#5*#++,-'!-/,4:/4,0;!
+#5*#++,-'!,6E6/*:!+#5*#++,-'!+/:>!!!
!
!
Resource:!
• = //1XJJ+3>+#5,>4/I>+24 J+32J2 *@+,-*/9A$%&&J)*/+-A$%&&J//*Y)++/*#5Y&%>123!!
!
!
!
Gold!Diggers!
Rocks&that&contain&large&amounts&of&minerals&are&called&mineral&deposits.&Silver&and&gold&are&examples&of&
mineral&deposits&people&mine&for&a&profit,&however,&mining&companies&have&to&take&into&consideration&the&
impact&their&mining&practices&have&on&the&environment.&Using&yummy&chewy&chocolate&chip&cookies,&practice&
your&mining&skills&and&calculate&if&mining&for&chocolate&chip&“mineral&deposits”&is&worth&the&cost&to&the&
environment.&&
!
TEKS:!
6.1A!Apply&mathematics&to&problems&arising&in&everyday&life,&society,&and&the&workplace.&
6.3D&Add,&subtract,&multiply,&and÷&integers&fluently.&
!
How!To:&
1. To&start,&set&a&cookie&on&top&of&your&paper&plate.&Just&
looking&at&the&top&surface&of&the&cookie,&count&how&
many&chocolate&chips&(minerals)&you&see&and&record&
the&number&on&the&Gold%Diggers%Activity%Sheet&
(attached&below).&
2. Using&toothpicks,&carefully&dig&out&the&“minerals”&
starting&at&the&top&of&the&cookie&and&working&your&way&
down.&&
3. Then,&“process”&your&mineral&deposits&by&separating&
the&chocolate&chips&from&the&cookie&crumbs.&Record&
your&start&and&stop×&so&you&know&exactly&how&long&it&takes&you&to&mine&and&process&the&cookie.&
Multiply&your&total&minutes&by&$20.00&for&the&‘Mining&and&Processing&Fee.’&
4. Next,&calculate&the&‘Total&Land&Damage&Fee.’&Do&this&by&multiplying&the&number&of&cookie&pieces&by&
$100.00&for&“land&damage”&and&adding&this&product&to&the&‘Environment&Impact&Fee’&($100.00).&&
5. Using&a&straw,&pick&up&each&mine&mineral&so&that&you&see&the&chocolate&chips&stacking&up&inside&of&the&
straw.&Use&the¢imeters&side&of&your&ruler&to&measure&the&amount&of&“mineral&material”&in&the&straw&
and&multiply&this&number&by&$500.00&to&get&the&‘Value&of&Minerals.’&&
&
&
&
&
&
Materials:!
• Chewy!chocolate&chip&cookies&
• Toothpicks&
• Clear&straws&&
• Ruler&with¢imeters&
• Paper&plates&
• Watch&or&clock&
• Gold&Diggers&Activity&Sheet&
(attached&below)&
&
How!To!(continued):!
6. Finally,&determine&your&overall&‘Profit.’&Add&the&‘Total&Land&Damage&Fee’&and&the&‘Mining&and&
Processing&Fee’&together&to&get&your&‘Total&Cost.’&Then,&subtract&the&‘Total&Cost’&from&the&‘Value&of&
Minerals’&to&see&how&much&you&profited&off&of&your&mining&skills!&
!
!
The!STEM!Explanation:!
Some&rocks,&called&mineral&deposits,&contain&large&amounts&of&minerals.&A&mineral&deposit&that&can&be&mined&
for&profit&is&called&an&ore,&such&as&silver&and&gold.&Sometimes&there&are&problems&with&the&mining&of&ores.&A&
mine&may&reach&deep&into&the&earth’s&surface,&making&these&minerals&very&difficult&and&costly&to&retrieve,&or&
can&cover&a&large&area&that,&when&dug&up,&may&cause&environmental&problems.&
!
!
Career!Connection:!
As&worldwide&demand&for&minerals&and&metals&soars,&more&pressure&than&ever&before&is&being&placed&on&the&
earth’s&fundamental&resources.&Using&sophisticated&processes&and&technological&advances,&mineral%process%
engineers&extract&and&refine&valuable&minerals&from&raw&ores.&They&also&work&to&protect&and&restore&the&
environment.&Mineral&process&engineers&create&new&products&from&materials&that&were&once&considered&
waste,&cleaning&up&the&landscape&while&promoting&economic&growth.&
&
&
Resources:&
• h ttp://www.acareerinminin g.ca/en/resources/MineralProcessEngineer.pdf&&
• T he&Mail box,&Intermediate,&June/July&1998,&p.&31&
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
Gold!Diggers!Activity!Sheet!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
Mining!and!Processing!
!
1. Number&of&minerals&you&can&see&on&the&surface&of&your&cookie&_________________&
&
2. Start&time&__________________&
&
3. Stop&time&__________________&
&
4. Total&mining&time&____________&
&
5. Mining&and&Processing&Fee&$20.00&for&every&minute&used&for&mining.&
&
Total&mining&time&____________
!
&&$20.00&&=&&____________&Mining!and!Processing!Fee!!&
!
Land!Damage!and!Min eral!Value !
1. Environmental&Impact&Fee&=&&$100.00&
&
2. Land&Damage:&number&of&cookie&pieces&that&broke&off&as&you&mined&______________&
&
#&of&cookie&pieces&____________&!&$100.00&&=&&$_______________&Land&Damage&&
&
3. Total!Land!Damage!Fee:&Impact&Fee&$100.00&
"&Land&Damage&_______&&=&$_________&
&
4. Gather&the&mined&chocolate&chips&with&a&straw.&
&
5. Use¢imeters&to&measure&the&chocolate&in&the&straw&___________cm&
&
6. Calculate&the&value&of&your&mineral&($500.00&for&every&cm&of&mineral&in&the&straw)&
&
$500.00&!_______________cm&&=&&$_______________!Value!of!minerals&
!
Gold!Diggers!Activity!Sheet!
!
!
!
Profit!
!
!
&&&&&&&Mining&and&Processing&Fee&$&&&_____________________&
&
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&"&
&&&&&&&&&
&&&&&&&&&Land&Damage&Fee&$&&&_____________________&
&
!
!!!!!!Total!Cost&&&$&&&&_____________________&
&
&
&
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TEKS:!
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0.(74!#2!7.&(#).,!)%E=/74B!
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How!To:!
LB 8/2#7/'.)-<!E.*/!.!+##7-().&/!17(-!#)!&'/!2,##7!%4()1!
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4O%.7/!4'#%,-!=/!.007#G(E.&/,$!Q32//&!=$!Q32//&!()!4(5/B!!
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WB R4/!.!4'//&!#7!4#E/&'()1!$#%!+.)X&!4//!&'7#%1'!&#!-(6(-/!
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How!To!(continued):!
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The!STEM!Explanation:!
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2#7E.&B!N'/!2(74&!6.,%/!(4!&'/!G3+##7-().&/<!;'(+'!(4!'#;!E.)$!40.+/4!&#!E#6/!7(1'&!F0#4(&(6/H<!#7!,/2&!
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40.+/4!$#%!E#6/!%0!F0#4(&(6/H!#7!-#;)!F)/1.&(6/HB!
!
!
Career!Connection:!
Urban(planners!+7/.&/!0,.)4!2#7!&'/!%4/!#2!,.)-!;(&'()!.!+(&$B!D2&/7!&'/$!%)-/74&.)-!&'/!1#.,4!#2!.!07#`/+&<!
%7=.)!0,.))/74!+#,,/+&!.!,#&!#2!-.&.B!R4()1!+##7-().&/4<!&'/$!E.*/!-/+(4(#)4!#)!&'/!=/4&!,#+.&(#)4!2#7!&'/(7!
0,.)4B!D2&/7!&'/$!-/&/7E()/!&'/!=/4&!%4/!#2!&'/!,.)-<!%7=.)!0,.))/74!)#7E.,,$!E//&!;(&'!.7+'(&/+&4!.)-!
/)1()//74!&#!4&.7&!-/4(1)()1!&'/!07#`/+&B!
!
!
Resources:!
• ' &&0abb;;;B4+'# ,.4&( +B+#Eb&/.+'/74b.7&(+,/b-( +/31.E/43=%(,-3E.&'34*(,,4!!
• ' &&0abb;;;B+%77(+%, %E=( &4B+#Eb0 7#-( E.1/4b-/&.(,4bE.&' 4bE.&IIIAB'&E,!
• ' &&0abb7/4#%7+/4B.,, `#= #0/)( )14B+# Eb%7=.) 30, .))/74!!
!
!
!
Balloon!Boats!
Be#a#structural#engineer#and#create#a#boat#that#moves#through#water!#Using#a#Styrofoam#plate,#a#balloon,#and#
a#straw,#see#how#far#and#fast#you#can#make#your#boat#go!#
!
TEKS:!
5.6D#Design#an#experiment#that#tests#the#effect#of#force#on#an#object.#
6.8B#Identify#and#describe#the#changes#in#position,#direction,#and#speed#of#an#object#when#acted#upon#by#
unbalanced#forces.#
!
How!To:#
1. Fill#the#kiddie#pool#or#large#plastic#bin#with#water.#
2. Make#one#hole#punch#along#the#edge#of#the#
Styrofoam#plate.#
3. Insert#about#an#inch#of#the#straw#inside#the#balloon#
and#secure#tightly#with#a#rubber#band.##
4. Stick#the#other#end#of#the#straw#through#the#
Styrofoam#plate#hole#keeping#the#balloon#end#on#top#
of#the#plate.#
5. Hot#glue#around#the#straw#on#both#sides#of#the#hole#
to#prevent#leaking.###
6. Once#the#glue#is#dry,#blow#up#the#balloon#using#the#
opposite#end#of#the#straw.#Hold#the#end#of#the#straw#
tight#to#keep#the#balloon#filled#up#until#you#are#ready#
to#release#in#the#water.#
7. Take#your#balloon#boat#to#the#kiddie#pool#or#plastic#bin#to#test!##
8. After#the#first#trial,#measure#the#distance#the#boat#traveled.#What%could%you%change%to%make%the%boat%
move%faster%or%farther?#What%would%happen%if%you%tried%two%straws,%two%balloons,%less%weight,%etc.?##
9. Make#modifications#and#test#to#see#if#your#new#design#goes#faster#and/or#farther.##
#
#
#
#
#
#
Materials:!
• Kiddie#pool#or#large#plastic#bin#to#
hold#water#(a#larger#surface#area#
is#more#important#than#depth)#
• Straw##
• Rubber#band#
• Hole#puncher# #
• Styrofoam#plate#
• Hot#glue#gun#and#glue#
• Measuring#tape#
• Stopwatch#
• Pencil#
• Balloon##
!
The!STEM!Explanation:!
Friction#is#the#force#that#resists#motion#between#two#objects#or#surfaces.#When#you#put#your#boat#in#the#
water,#friction#prevents#it#from#moving#very#much.#After#blowing#up#the#balloon,#attaching#it#to#the#straw,#and#
releasing#it,#the#air#in#the#balloon#travels#through#the#straw#and#out#the#open#end.#This#pushes#the#boat#
forward#overcoming#the#friction#of#the#water#that#is#pushing#back#against#it.#The#boat#moves#forward#because#
the#force#of#the#released#air#pushing#the#boat#is#greater#than#the#force#of#the#friction#that#is#resisting#its#
movement.#
!
!
Career!Connection:!
Structural%engineers#are#concerned#with#the#design#and#construction#of#all#types#of#structures#such#as#bridges,#
boats,#dams,#tunnels,#power#plants,#offshore#drilling#platforms,#and#space#satellites.#Structural#engineers#
research#the#forces#that#will#affect#the#structure#and#then#develop#a#design#that#allows#it#to#withstand#these#
forces.#
#
#
Resource:#
• h ttp://l ifewith moorebabies. blo gspot. com/2012/09/ballo on Zbo ats.h tml#
!
!
!
!
!
!
#
!
!
Candy!Quality!Control!
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+5"37=%>,$-$%?("53/&%-/"0.").-%")$%-'7$/37$-%)$8(5"/$.%"0.%")$%)$;$))$.%/'%"-%?("53/&%+'0/)'5= :")-%@0+=%,"-%
,3)$.%&'(%"-%"%?("53/&%+'0/)'5%-*$+3"53-/%/'%(-$%&'()%7"/,%-6355-%/'%30-*$+/%"%1"8%';%M&Ms™%/'%.$/$)730$%3;%/,$%
1"8%7$$/-%/,$%+'7*"0&A-%-/"0.").-=%%
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TEKS:!
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!
How!To:%
C= I'(%,"#$%4(-/%-/")/$.%<')6308%;')%:")-E%@0+=%30%/,$%
M&M™%J$*")/7$0/=%I'(%,"#$%1$$0%"--380$.%/'%/,$%
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think%will%be%chipped%or%broken?%What%percentage%of%each%color%do%you%think%you’ll%find?%S$+').%&'()%
*)$.3+/3'0-%'0%&'()%Quality%Control%Activity%Sheet=%
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How!To!(continued):!
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COO=%L'7*")$%/,3-%0(71$)%/'%/,$%ZM&Ms™%K("53/&%U/"0.").A%*$)+$0/"8$%"0.%.$/$)730$%3;%/,$%
-/"0.").%<"-%"+,3$#$.=%
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The!STEM!Explanation:!!
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,$".-%(*=%],$0%&'(%+"0^/%'1-$)#$%-'7$/,308%COO%/37$-%V1$+"(-$%"%1"8%';%M&Ms™%.'$-0^/%+'0/"30%COO%
*3$+$-WE%&'(%+"0%+'(0/%&'()%'1-$)#"/3'0-%"0.%.3#3.$%&'()%$#$0/%1&%/,$%/'/"5%0(71$)%"0.%/,$0%7(5/3*5&%1&%
COO=%Did%you%find%that%the%percentages%of%each%color%in%your%bag%matched%the%percentages%for%M&Ms™%Quality%
Standard?%_0;')/(0"/$5&E%/,$)$%")$%/''%7"0&%1"8-%';%M&Ms™%30%/,$%<')5.%/'%#$)3;&%/,"/%$#$)&%1"8%,"-%/,$%
+'))$+/%15$0.%';%+'5')-=%K("53/&%+'0/)'5%-*$+3"53-/-%/$-/%"%;$<%1"8-%"0.%/,$0%(-$%/,$%"#$)"8$%)$-(5/-%/'%*)$.3+/%
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Career!Connection:!
>,$%7"30%;(0+/3'0%';%"%quality%control%specialist%3-%7$"-()308%<,$/,$)%')%0'/%"%+())$0/%*)'.(+/%7$$/-%"%-$/%';%
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+'0/)'5%*)'+$--%+"0%1$%37*)'#$.=%K("53/&%+'0/)'5%-*$+3"53-/-%<')6%30%"%#")3$/&%';%30.(-/)3$-`%/,$&%7'03/')%
?("53/&%-/"0.").-%;')%0$")5&%"55%7"0(;"+/()$.%*)'.(+/-E%30+5(.308%;''.-E%/$2/35$-E%+5'/,308E%85"--<")$E%7'/')%
#$,3+5$-E%$5$+/)'03+%+'7*'0$0/-E%+'7*(/$)-E%"0.%-/)(+/()"5%-/$$5=%
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• , //*M[[<<<="+".$73+30 #$-/=+'7[-+3$0+$H+")$$)-[7"/,$7"/3+-H+")$$)-[,'<H/'H1$+'7$H"H?("53/&H
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• , //*M[[<<<=7H7-= +' 7%
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!
%
M&Ms™
Quality
Standard
Unopened
Package
Predictions
Actual Number
of
M&Ms™
M&Ms™ Quality
Control Check
M&Ms™ Quality
Standard
Achieved
Provided by
factory
Make
predictions
before opening
the bag of
M&Ms™
Count your
M&Ms™
and
record your
data
Calculate the %
Divide the # of
colored M&Ms™
by the total # of
M&Ms™.
Then,
multiply by 100
.
Answer
Yes or No
Total Number of
M&Ms™
100%
Yes or No
Number of chipped/broken
M&Ms™
0%
% Yes or No
Number of brown
M&Ms™
30%
% Yes or No
Number of yellow
M&Ms™
20%
% Yes or No
Number of red
M&Ms™
20%
% Yes or No
Number of orange
M&Ms™
10%
% Yes or No
Number of green
M&Ms™
10%
% Yes or No
Number of blue
M&Ms™
10%
% Yes or No
What color of M&M™ is your
favorite?
Quality Control at the
M&Ms™
Factory Activity Sheet
M&M™
!
!
Pipeline!Design!Challenge !
!
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,-.)!0#0&%#'&?!
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!
TEKS:!
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-$&)0-0.%43#-'!-7!()4C&)*!-)!3/&!5.#%+#'(!-7!/#(/<4,*:!
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/.))#=4'&*>!-)!3-)'4+-&*:!
!
How!To:!
F: B)#'3!5-3/!04(&*!-7!3/&!4334=/&+!Ecosystems)Map!4'+!*&3!
3/&6!*#+&G5,G*#+&!*-!3/43!3/&)&!#*!4!%#'&!=-''&=3#'(!3/&!
HI34)3J!4'+!HK#'#*/J!4)&4*:!
L: "-'*3).=3!4!0#0&%#'&!3/43!(-&*!7)-6!3/&!HI34)3J!=#)=%&!3-!3/&!
HK#'#*/J!=#)=%&!.*#'(!*3)4<*:!8++!=)473!*3#=9*!4'+!6-+&%#'(!
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0#0&%#'&!*/-.%+!7-%%-<!3/&!043/!#'+#=43&+!-'!3/&!640!4'+!
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N: O'!3/&!HI34)3J!=#)=%&>!=-'*3).=3!4!7.''&%!3/43!<#%%!0)&$&'3!
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3/&!0#0&%#'&:!2/&!I3,)-7-46!=.0!*/-.%+!5&!0%4=&+!-'!3/&!
HK#'#*/J!=#)=%&!3-!=43=/!<43&)!3/43!+)4#'*!7)-6!3/&!0#0&%#'&:!
P: 2-!3&*3>!0-.)!-'&!Q#R#&!=.0!-7!<43&)!3/)-.(/!3/&!7.''&%!-'!3/&!HI34)3J!=#)=%&:!S49&!*.)&!3/43!3/&!<43&)!
7%-<*!7)&&%,!3/)-.(/!3/&!0#0&%#'&!4'+!+)4#'*!#'3-!3/&!=.0!-'!3/&!HK#'#*/J!=#)=%&:!!
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<-)9!5&33&)!4'+!4++!3/&*&!'&<!6-+#7#=43#-'*:!U&+&*#('!4'+!3&*3!,-.)!0#0&%#'&!4*!'&&+&+:!
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!
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!
Materials:!
• K%&R#5%&!*3)4<*!
• Q.=3!340&!
• ")473!*3#=9*!
• S-+&%#'(!=%4,!
• N!-C:!Q#R#&!=.0*!
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• W43&)!!
• X=-*,*3&6*!S40!Y4334=/&+!
5&%-<Z!
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The!STEM!Explanation:!
T'!-)+&)!7-)!-#%!3-!3)4$&%!3/)-.(/!4!0#0&%#'&>!-'&!&'+!#*!.*.4%%,!&%&$43&+!3-!4%%-<!()4$#3,!3-!0.%%!3/&!-#%!+-<'!3-!
4!)&7#'&),>!4'!#'+.*3)#4%!0)-=&**!0%4'3!</&)&!=).+&!-#%!#*!0)-=&**&+!4'+!)&7#'&+!#'3-!6-)&!.*&7.%!0)-+.=3*>!43!
3/&!&'+!-7!3/&!0#0&%#'&:!2/#*!+&*#('!#*!6-)&!=-*3!&77#=#&'3!4'+!*47&)!3/4'!.*#'(!3).=9*!3-!3)4'*7&)!4%%!3/&!-#%:!
[-<&$&)>!4*!=#$#%!&'(#'&&)*!+&*#('!3/&*&!45-$&!()-.'+!0#0&%#'&*>!3/&,!6.*3!7#(.)&!-.3!4!<4,!3-!3)4'*0-)3!3/&!
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0#0&%#'&*:!
!
!
Career!Connection:!
Civil)engineers!0%4'>!+&*#('>!=-'*3).=3>!4'+!64#'34#'!*3).=3.)&*!*.=/!4*!5.#%+#'(*>!)-4+*>!5)#+(&*>!+46*>!
3.''&%*>!4'+!0#0&%#'&*:!"#$#%!&'(#'&&)*!4'4%,C&!/-<!5.#%+#'(!3/&!*3).=3.)&*!<#%%!477&=3!3/&!&'$#)-'6&'3:!
!
!
Resources:!
• B\I]!8%4*94!B#0&%# '&]!/ 330]^^<<<:05 *:-)(^<(5/^46&R^0 #0&% #'&^*7 &43.)&^3)4'*0-)3:/36% !
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• 2 /&!S4664%*!-7! 2&R4*]!/330 ]^^<<<:'*)%: 33.:&+. ^36-3F^Q&74. %3:/ 36!
• 2 &R4*!B4)9*!4'+!W#%+% #7 &]!W#%+%# 7&!K4=3!I /&&3*]!/330]^^<<<:'*)% :33.: &+.^36-3F^Q &74.%3: /36!
!
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!
Gingerbread!Architecture!
The$Gingerbread$Man$needs$your$help$adding$a$border$to$his$house!$Candy$canes,$peppermints,$twizzlers,$or$
red$hots$<$how$many$pieces$of$candy$will$it$take$go$around$your$gingerbread$house?$Would$you$need$the$same$
number$of$pieces$for$every$type$of$candy?$In$this$activity,$learn$about$perimeter$and$discover$how$the$size$and$
shape$of$your$candy$determines$the$number$of$pieces$you$will$use$to$make$your$own$gingerbread$house.$$
$
TEKS:!
4.5D$Solve$problems$related$to$perimeter$and$area$of$rectangles$where$dimensions$are$whole$numbers.$
6.3D$Add,$subtract,$multiply,$and$divide$integers$fluently.$
! !
How!To:$
1. Place$the$small$carton$or$box$on$a$plate$to$act$as$the$
base$of$your$house.$$
2. Use$the$ruler$to$measure$each$side$of$the$carton$and$
add$these$numbers$together.$The$sum$of$all$the$sides$is$
the$perimeter$of$the$house.$This$number$will$tell$you$
how$much$candy$you$will$need$to$make$a$border$
around$the$house.$
3. Use$one$piece$of$whichever$candy$you$want$to$use$as$
your$border$to$see$if$this$perimeter$is$correct.$Measure$
the$length$of$one$candy$and$divide$the$perimeter$by$
that$length.$This$is$the$number$of$candies$you$should$
need$to$go$around$the$entire$house.$Check$your$math$
by$counting$out$the$candies$and$placing$them$around$
the$edge$of$your$house.$
4. To$build$your$house,$use$frosting$to$stick$the$graham$
crackers$to$the$side$of$your$box$or$container$for$the$
walls$and$one$on$top$to$be$the$base$of$your$roof.$$
$
$
$
#
#
#
#
Materials:!
• 1$can$of$frosting$(not$whipped)$
• 1$package$of$graham$crackers$
• 1$small$box$or$carton$to$serve$as$
the$house$foundation$
• Plate$
• Ruler$
• Items$to$decorate$your$house:$
o Gum$drops$
o Mini$candy$canes$
o Mini$marshmallows$
o Peppermints$
o Pretzel$sticks$
o Twizzlers$
o M&Ms$
o Red$hots$
o Sprinkles$
o Powdered$sugar$
o
Shredded$coconut$
#
!!
How!To!(continued):!
5. On$top$of$the$base$of$the$roof$graham$cracker,$lean$two$graham$cracker$squares$together$to$make$a$
pointy$roof$and$use$lots$of$frosting$to$hold$them$in$place.$
6. Now$it’s$time$to$decorate!$Add$your$candy$border$and$other$food$items$to$make$your$one<of<a<kind$
gingerbread$house.$$
!
!
The!STEM!Explanation:!!
The$perimeter$is$the$line$that$forms$a$closed$boundary$around$the$outside$of$a$2<dimensional$shape,$like$a$
rectangle$or$a$triangle.$To$calculate$it,$you$measure$the$length$of$each$side$of$the$shape$and$add$the$lengths$
together.$The$formula$is$P$=$length1$+$length2$+$length3,$etc.$(the$number$of$lengths$depends$on$how$many$
sides$your$shape$has).$If$you$are$working$with$a$square,$it$has$4$equal$sides;$so$instead$of$having$to$measure$
each$side$and$add$them$together,$you$can$do$P$=$length$x$4.$
!
!
Career!Connection:!
Architects!plan$and$design$buildings$for$various$uses.$They$use$their$scientific$and$mathematical$knowledge$of$
physics$to$understand$building$construction$combined$with$their$artistic$abilities$to$design$visually$appealing$
structures.$Architects$are$scientists,$mathematicians,$and$artists.$To$become$an$architect$you$need$a$four<year$
degree$and$a$professional$degree$from$an$architectural$program.$
$
$
#
!
!
Time!Zones!
Have%you%ever%wondered%what%someone%on%the%other%side%of%the%world%is%doing%while%you%are%waking%up%or%
eating%dinner?%Understanding%the%different%time%zones%is%really%important%for%people%that%travel%or%work%with%
others%outside%of%their%respective%time%zone.%This%activity%will%help%identify%what%time%it%is%around%the%world%by%
creating%clocks%to%represent%each%time%zone.%
%
TEKS:!
4.8C%Solve%problems%that%deal%with%measurements%of%length,%intervals%of%time,%liquid%volumes,%mass,%and%
money%using%addition,%subtraction,%multiplication,%or%division%as%appropriate.%
5.1A%Apply%mathematics%to%problems%arising%in%everyday%life,%society,%and%the%workplace.%
! !
How!To:%
1. Begin%by%watching%this%YouTube%video%to%introduce%
time%zones.%
2. You%are%going%to%make%24%clocks,%one%for%each%time%
zone.%On%each%of%your%circular%clock%surfaces,%mark%the%
12%hours%just%as%you%would%see%on%a%clock.%
3. Cut%out%2%arrows%for%each%clock%from%construction%
paper%or%cardstock%to%represent%the%hour%and%the%
minute%hands.%You%will%need%a%total%of%48%clock%arrows.%%
4. Use%a%brad%to%secure%the%two%arrows%to%the%center%of%
each%clock%face%so%that%the%arrows%can%move%around%
the%clocks%easily.%
5. For%each%clock,%label%it%with%a%significant%place%in%that%time%zone%and%the%time%difference%in%relation%to%
where%you%live.%If%you%live%in%Texas,%Central%Time%Zone,%and%you%know%someone%that%lives%in%another%
time%zone,%use%that%person%to%label%the%clock.%For%example:%“Grandma’s%House%in%New%York,%+1%hour”%or%
“Grand%Canyon%in%Arizona,%X1%hour.”%You%should%have%24%clocks%labeled%for%each%of%the%24%time%zones.%
6. Use%a%small%nail%or%thumbtack%to%hang%up%the%clocks%at%a%level%where%they%can%be%easily%adjusted.%
7. Adjust%each%clock,%accordingly,%at%various%times%throughout%the%day.%
!
!
%
!
!
%
Materials:!
• 24%circular%flat%surfaces%for%clock%
faces%(e.g.%plastic%lids%off%yogurt%
containers,%paper%plates,%or%
construction%paper)%
•
Construction%paper%or%cardstock%
•
24%metal%brads%or%brass%fasteners%
• 24%small%nails%or%thumbtacks%
• Scissors%
• Sharpies%
!!
The!STEM!Explanation:!
Time%zones%may%be%a%hard%concept%to%understand,%however,%relating%time%zones%to%everyday%life%makes%it%a%
little%easier.%Adjusting%the%clocks%at%various%times%throughout%the%day%can%bring%up%several%conversations.%For%
instance,%if%you%adjust%the%clocks%during%your%lunchtime,%you%can%compare%and%talk%about%how%while%you%are%
eating%lunch,%people%in%Germany%may%be%eating%dinner%or%getting%ready%for%bed,%but%in%Hawaii%they%may%be%
eating%breakfast%or%just%waking%up.%
!
!
Career!Connection:!
Air$traffic$controllers%direct%aircraft%on%the%ground%and%through%controlled%airspace,%planning%flight%schedules%
for%flights%across%time%zones%to%provide%pilots%safe%takeoff%and%landing%times%without%interfering%with%other%
planes.%
%
%
Resources:%
• h ttps://youtu .b e/widWLh IIbzs%%
• h ttp://pl aytiviti es.com/teachin gXtimeXzonesXsimpleXway/%%
!
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!
!
Google!Earth!Zoos!
Directions:+Type+these+coordinate+numbers+into+Google+Earth+to+learn+about+the+famous+zoos+that+these+
animals+are+found+at.+Zoom+in+and+out+of+the+image+and+click+on+the+picture+available+for+each+site+to+further+
explore+these+amazing+places.+You+can+see+the+answers+on+the+next+page.+Happy+Travels!+
Coordinates:!!
1. 39.9408715,!116.3315857!____________________+Zoo+is+best+known+for+its+collection+of+rare+animals+
native+to+China,+including+its+most+popular+animal,+the+giant+panda.!
!
2. 29.4636734,?98.4726768!____________________+Zoo+was+one+of+the+first+“cageless”+zoos+in+the+U.S.+
and+is+home+to+a+wide+variety+of+animals,+including+elephants.!
!
3. 32.7369019,?117.1504578!At+the+____________________+Zoo,+Masai+giraffes+are+given+onions+as+a+
special+treat.+When+the+first+giraffes+arrived+at+the+zoo+in+1938,+onions+were+the+only+food+they+would+
accept+to+make+them+leave+their+traveling+crates!!
!
4. 43.81788,?79.1855186!____________________!Zoo+houses+two+types+of+rhinoceroses,+the+Great+
Indian+rhinoceros+and+the+White+rhinoceros,+and+puts+on+several+events+throughout+the+year+to+raise+
awareness+and+money+for+rhino+conservation.!
!
5. 35.7154865,!139.7701375!The+____________________+Zoo,+found+in+Tokyo,+is+the+oldest+zoo+in+Japan.+
Over+2,600+animals+live+here,+including+polar+bears.!
!
6. 48.8321371,!2.417813!____________________+Zoo+(known+as+‘Parc+Zoologique+de+Paris’+in+French)+
works+with+conservation+groups+to+increase+the+number+of+river+otters+found+in+France+since+their+near+
extinction+in+the+20
th
+century.!
!
7. 51.5358177,?0.1527126!Penguin+Beach+at+____________________+Zoo+is+the+largest+penguin+pool+in+
England.+The+exhibit+holds+450,000+liters+of+water+in+its+1,200+square+meter+pool!!
The!STEM!Explanation:!!
Google+Earth+allows+you+to+virtually+fly+to+anywhere+on+Earth,+view+satellite+imagery,+maps,+terrain,+3D+
buildings,+landmarks,+and+more!+You+can+view+Earth+from+as+close+as+the+front+door+of+your+house+and+as+far+
away+as+if+you+are+looking+at+Earth+from+space.+How$does$this$technology$work?+The+Google+Earth+software+
simplifies+the+Earth+into+a+sphere+covered+by+a+polygon+of+flat+tiles+on+the+surface.+As+you+zoom+in+on+Google+
Earth,+the+larger+tiles+explode+into+smaller+tiles+with+higher+resolution.+This+allows+for+the+computer+to+
transmit+less+data+across+the+Internet+so+users+can+quickly+move+about+Earth’s+surface+at+different+angles+and+
altitudes.+Take+some+time+to+explore+the+many+exciting+features+Google+Earth+has+to+offer!+
!
Answers:
+
1. Beijing+
+
2. San+Antonio+
+
3. San+Diego+
+
4. Toronto+
+
5. Ueno+
+
6. Paris+
+
7. London+
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How!To:!
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The!STEM!Explanation:!!
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TEKS:!
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Materials:!
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The!STEM!Explanation:!
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!
Fighting!The!Fever!
!
With!flu!season!in!full!swing,!it!is!important!to!take!precautions!to!make!sure!infections!and!diseases!don’t!
spread.!Learn!about!differing!reproductive!numbers!and!use!M&Ms™!to!discover!how!fast!a!disease!can!
spread!if!precautions!aren’t!taken.!
!
!
TEKS:!
5.1A!Apply!mathematics!to!problems!arising!in!everyday!life,!society,!and!the!workplace.!
6.7A!Generate!equivalent!numerical!expressions!using!order!of!operations,!including!whole!number!
exponents!and!prime!factorization.!
!
How!To:!
1. On!Monday,!a!girl!named!Jackie!comes!to!school!with!a!
fever.!While!working!with!her!group!in!her!first!class,!
Jackie!starts!to!feel!sick!and!goes!home!for!the!day.!Jackie!
goes!to!the!doctor!and!finds!out!she!has!a!contagious!
infection.!Anyone!Jackie!recently!came!in!contact!with!was!
put!at!risk!for!contracting!the!infection.!The!next!day,!two!
of!the!students!in!Jackie’s!group!come!to!school!with!a!
fever!before!going!home!in!the!middle!of!the!day!feeling!ill.!If!those!two!students!each!infected!two!
more!students!with!the!illness!and!this!pattern!continues,!how(many(students(will(be(sick(by(Friday?!
2. Using!the!M&Ms™!to!model!the!situation,!empty!the!bag!onto!the!plate.!The!healthy!students!will!be!
represented!by!the!“m”!facing!right!side!up,!and!the!infected!students!will!be!represented!by!a!flipped!
over!M&M™.!
3. Starting!with!day!1,!all!of!the!M&Ms™!should!have!the!“m”!facing!right!side!up!except!for!one.!This!
represents!a!classroom!full!of!healthy!students!and!the!one!infected!student,!Jackie.!Record!these!
numbers!in!your!chart!on!the!Fighting(The(Fever(Handout!(attached!below).!
4. For!Day!2,!turn!over!two!more!M&Ms™!to!represent!the!two!healthy!students!that!became!infected.!
Since!each!infected!student!will!get!two!more!students!sick,!on!Day!3!you!should!flip!over!4!more!
M&Ms™.!!
!
!
!
!
Materials:!
• F ighti ng!Th e!Fever!Handout!
(attached!below)!
• On e!bag!of!M&Ms™!
• Plate!
• Cal cul ators!
• Pencils!
!
!
How!To!(continued):!
5. Continue!through!the!days!of!the!week!to!find!out!how!many!students!will!be!sick!by!the!end!of!the!
week,!and!record!your!observations!in!the!chart!below.!
6. You!can!repeat!the!process!using!different!reproductive!numbers.!For!example,!suppose!three!
students!get!sick!the!day!after!an!infected!student!comes!to!school.!Repeat!the!process!for!two!more!
different!reproductive!numbers!and!record!the!results!below.!Compare!how!fast!infections!will!spread!
through!the!classroom!if!they!have!different!reproductive!numbers.!
!
!
The!STEM!Explanation:!
A!reproductive!number!is!the!average!number!of!people!an!infected!individual!infects!when!they!are!
introduced!into!a!healthy!population.!The!reproductive!number!causes!infections!to!spread!exponentially,!
describing!something!increasing!quickly!by!large!amounts.!In!our!situation,!the!reproductive!number!is!two!
because!two!students!were!infected!each!time!the!infection!was!transmitted.!As!this!number!increases,!the!
infection!will!spread!more!rapidly.!
!
!
Career!Connection:!
Epidemiologists!are!scientists!who!research!the!causes!and!consequences!of!illness!and!disease.!Their!research!
informs!public!health!policies!and!disease!management!strategies!around!the!world.!By!discerning!how!and!
why!diseases!and!illnesses!occur,!epidemiologists!help!prevent!their!spread!and!recurrence.!Epidemiologists!
study!the!relationship!between!medical!conditions!and!their!causes!by!collecting!and!analyzing!data!about!
public!health,!as!well!as!the!behavior!of!diseases.!!
!
!
Resource:!
• h ttp://www.in nerbody.co m/careers_in_health/becoming_epi demiol ogist. html! !
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!
Fighting!The!Fever!Handout!
Reproductive!Number:!2!
Day!
Monday!
Tuesday!
Wednesday!
Thursday!
Friday!
Saturday!
Sunday!
Number!
Of!
Students!
Infected!
!
!
!
!
!
!
!
Description!
Of!Pattern!
!
!
!
!
!
!
!
!
!
!
Reproductive!Number:!!
Day!
Monday!
Tuesday!
Wednesday!
Thursday!
Friday!
Saturday!
Sunday!
Number!
Of!
Students!
Infected!
!
!
!
!
!
!
!
Description!
Of!Pattern!
!
!
!
!
!
!
!
!
!
!
Reproductive!Number:!!
Day!
Monday!
Tuesday!
Wednesday!
Thursday!
Friday!
Saturday!
Sunday!
Number!
Of!
Students!
Infected!
!
!
!
!
!
!
!
Description!
Of!Pattern!
!
!
!
!
!
!
!
!
!
!
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Magnetic!Motor!
!
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TEKS:!
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How!To:!
C> D4#(*!+-*!7#8$*+,!&$!+&.!&@!*#(-!&+-*)!'$0*)!+-*!.&,/+/;*!
+*)7/$#4!&@!+-*!1#++*)%>!
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-#;*!#$84*,!#$0!*;*$!()&,,!&;*)!&$!+&.!&@!/+,*4@6!1'+!/+!
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,-#.*!/,!+&'(-/$8!+-*!7#8$*+,>!K$(*!+-*!(&..*)!5/)*!
(&7*,!/$!(&$+#(+!5/+-!+-*!7#8$*+,6!+-*!,-#.*!,-&'40!
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()*#+*!&$*!+-#+!,./$,>!!
!
!
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!
!
Materials:!
• CNO!'$ (&#+*0!(&. .*)!5/)*!
• E!P*& 0%7/'7!7#8$*+,!
• 33!&)!333!1#++*)%!
!
!
The!STEM!Explanation:!
3!-&7&.&4#)!7&+&)!/,!#!0/)*(+!('))*$+!*4*(+)/(!7&+&)!5/+-!+5&!7#8$*+/(!.&4*,6!+-*!(&$0'(+&),!&@!5-/(-!#45#%,!
('+!'$/0/)*(+/&$#4!4/$*,!&@!7#8$*+/(!@4'H!1%!)&+#+/$8!#!(&$0'(+&)!#)&'$0!#!@/H*0!#H/,!,&!+-#+!+-*!(&$0'(+&)!/,!#+!
)/8-+!#$84*,!+&!#!,+#+/(!7#8$*+/(!@/*40>!G-/,!)*,'4+,!/$!#$!*4*(+)&7&+/;*!@&)(*6!&)!+-*!7&+/&$!&@!&')!(&..*)!,-#.*!
,./$$/$8!/$!&$*!0/)*(+/&$>!G-*!(&..*)!,-#.*!/,!+-*!(&$0'(+&)!+-#+!)&+#+*,!#)&'$0!&')!1#++*)%6!&)!@/H*0!#H/,>!
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7#8$*+/(!@/*40!Q+-*!7#8$*+/(!*@@*(+!&@!*4*(+)/(!('))*$+,!#$0!7#8$*+/(!7#+*)/#4,R!#)&'$0!/+!/$!+-*!0/)*(+/&$!+-*!
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+-*!1#++*)%!#H/,!.)&;/0*,!*4*(+)/(#4!*$*)8%!+&!<**.!/+!7&;/$8>!
!
!
Career!Connection:!
Physicists!#)*!,(/*$+/,+,!5-&!,+'0%!+-*!$#+')#4!5&)406!@)&7!+-*!+/$/*,+!,'1#+&7/(!.#)+/(4*,!+&!+-*!4#)8*,+!
8#4#H/*,>!G-*%!(&$0'(+!*H.*)/7*$+,!+-#+!-*4.!0/,(&;*)!#$0!*H.4#/$!+-*!4#5,!&@!$#+')*6!/$(4'0/$8!5-#+!+-/$8,!/$!
+-*!'$/;*),*!#)*!7#0*!&@!Q7#++*)R!#$0!-&5A5-%!+-*%!1*-#;*!+-*!5#%!+-*%!0&>!D-%,/(/,+,!#4,&!,+'0%!*$*)8%!
#$0!-&5!/+!(-#$8*,!@)&7!&$*!@&)7!+&!#$&+-*)>!!
!
!
Resources:!
• - ++.SAA,<'4 4,/ $+- *,+#),>(&7AETC=ACEACEA+-*U7%,+*)%U&@U+-*U7#8$*+/(U+)#/$A!!
• - ++.SAA8**<&4&8/*>(&7AETCVATJA$&U(-&&U(-&&U7#<*U%&')U&5$U,/7.4*U*4*(+)>.-.!
• - ++.SAA.- %,/(,4 *$,>(&7A5.U (&$+*$+A' .4 �, AETCJATCA-&7&.&4 #)7&+&)C>.$ 8!!
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Prosthetic!Prototype!
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.;(30%$5"#,$4,"3"354(8$3%(*$-(.+2*$5"#,$4,"3"354($3"$%(14$5"#,$4&3+(*36$
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TEKS:!
=6>>?$@A41&+*$'&,+&3+"*$B+3%+*$&$4"4#1&3+"*$",$.4(0+(.$)5$0"/4&,+*2$(A3(,*&1$9(&3#,(.8$)(%&'+",.8$",$
4%5.+"1"25$"9$",2&*+./.$3%&3$(*%&*0($3%(+,$.#,'+'&16$
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!
! !
How!To:$
>6 !"#,$0%&11(*2($+.$3"$-(.+2*$&$4,".3%(3+0$E,(41&0(/(*3F$
1+/)$3%&3$0&*$)($#.(-$)5$&*$&/4#3(($4&3+(*36$$
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human$leg?$A$monkey$tail?$A$dolphin$fin?$J((4+*2$5"#,$
/&3(,+&1.$+*$/+*-8$.;(30%$&$-(.+2*$"9$5"#,$4,".3%(3+0$
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3%($9"11"B+*2$9&03",.$+*$5"#,$-(.+2*O$Is$it$durable?$
Comfortable?$Will$you$add$a$joint?$
P6 N(.3$5"#,$1+/)6$Does$it$move$the$way$the$limb$is$
supposed$to$move?$Can$you$add$more$features$to$
make$it$better?$Q&;($/"-+9+0&3+"*.$&.$*((-(-6$
!
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Materials:!
• C$R :3+4 .$
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The!STEM!Explanation:!
U93(,$&$4&3+(*3$%&.$%&-$&$1+/)$.#,2+0&115$,(/"'(-$)(0&#.($"9$&$3,&#/&3+0$('(*3$",$-+.(&.(8$3%($1+/)$+.$,(41&0(-$
B+3%$&$4,".3%(3+08$B%+0%$&03.$&.$3%($1+/)$3%&3$3%($4&3+(*3$%&.$1".36$G",$/&*5$5(&,.8$4,".3%(.(.8$3%($&,3+9+0+&1$
-('+0(.$3%&3$,(41&0($&$/+..+*2$)"-5$4&,38$B(,($/&-($"#3$"9$B""-6$7(&1+V+*2$3%&3$3%+.$B&.$#*0"/9",3&)1($&*-$
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Career!Connection:!
Biomedical$engineers$-(.+2*$&441+&*0(.$3"$.3,&+2%3(*$",$.#44",3$)"-5$4&,3.6$N%(5$&1."$#.($3(0%*"1"25$3"$
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3(0%*"1"25$&11"B.$&/4#3((.$3"$0"*3,"1$3%(+,$4,".3%(3+0$#.+*2$3%(+,$),&+*8$X#.3$&.$+9$+3$B&.$3%(+,$"B*$)+"1"2+0&1$
1+/)6$N%(5$%&'($&1."$(*2+*((,(-$,")"3+0$;*((.8$0&11(-$/+0,"4,"0(..",$;*((.8$B%+0%$0"*3&+*$&$0"/4#3(,$B+3%+*$
3%($4,".3%(3+0$3%&3$&11"B.$&/4#3((.$3"$%&'($)(33(,$0"*3,"1$B%(*$B&1;+*28$.3"44+*28$&*-$/"'+*2$"*$+*01+*(.6$
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B+3%$4,".3%(3+0.$3%&3$/&;($/"'(/(*3$(&.+(,6$$
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Resources:$
• % 334OYYBBB63(&0%(*2+*((,+*26",2Y'+(BZ&03+'+3564% 4[ #,1\0"1 1(03+" *Y0# )ZY&03+ '+3+(.Y0#) Z)+ "/(-Y0#) Z
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:*(G:0!-<0;(-#+!.0#-'()*>!!!!
!
TEKS:!
H>IF!40;)*9'.#'0!'<#'!*0A!9:/9'#*-09!-#*!/0!;#30!A<0*!'A)!).!;).0!9:/9'#*-09!#.0!-<0;(-#++%!-);/(*03B!
#*3!-);$#.0!'<0!$.)$0.'(09!)1!'<0!*0A!9:/9'#*-09!')!'<0!).(8(*#+!9:/9'#*-09>!
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How!To:!
M> N:'!'<0!A#'0.;0+)*!(*!<#+1!#*3!9-))$!):'!'<0!1.:('!
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Materials:!
• W#'0.;0+)*!).!$+ #9'(-!/ )A+!
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The!STEM!Explanation:!
S<(9!#-'(@('%!A).79!/0-#:90!)1!#!-<0;(-#+!.0#-'()*>!N<0;(-#+!.0#-'()*9!#.0!.0#-'()*9!A<0.0!'A)!).!;).0!
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!
Career!Connection:!
F!chemist!(9!#!9-(0*'(9'!A<)!.090#.-<09!#*3!0=$0.(;0*'9!A('<!'<0!$.)$0.'(09!)1!-<0;(-#+!9:/9'#*-09>!S<0%!
;0#9:.0!'<0!0110-'9!)1!-<0;(-#+!-);$):*39!(*!@#.():9!9(':#'()*9!#*3!9':3%!(*'0.E-<0;(-#+!.0#-'()*9>!
!
!
Resources:!
• < ''$9YXXAAA>9)7#*: >-);X-#.00.9X-<0;( 9'!
• < ''$YXXAAA>+0#.*$+ #%(;#8(*0>-) ;XQZMUXZHX0.:$'(*8EA#'0.;0+)*9><';+ !!
!
!
!
Dream!Big!
What%better%way%to%start%the%New%Year%than%by%thinking%about%your%future?%When%dreaming%and%setting%goals%
for%our%lives,%we%not%only%need%to%think%big,%but%also%consider%the%steps%it%will%take%to%achieve%success.%Decorate%a%
star%to%represent%your%career%goals%and%include%the%steps%you%will%need%to%take%along%the%way.%Write%a%letter%to%
remind%your%future%self%of%your%current%dreams%and%goals!%%
!
How!To:%
1. Think%about%what%career%you%would%like%to%have%
when%you%grow%up.%What%steps%do%you%need%to%take%
to%get%that%career?%Do%you%need%to%make%good%
grades?%Attend%college%or%graduate%school?%Fulfill%an%
internship?%On%your%paper,%write%a%letter%to%yourself%
that%outlines%your%goals%and%the%steps%that%you%need%
to%take%to%reach%them.%
2. Decorate%your%star!%You%can%write%your%goals%or%draw%
pictures%of%them%on%the%star.%This%is%your%star,%so%you%
can%add%as%many%designs%as%you%want!%
3. Put%your%star%in%a%place%where%you%can%see%it%every%day%to%remind%you%of%your%goals%and%to%motivate%you%
to%follow%the%steps%it%will%take%to%achieve%them!%%%
!
The!STEM!Connection:!
Have%you%ever%heard%the%saying%“reach%for%the%stars?”%That%is%exactly%what%you%want%to%do%when%you%are%
setting%goals%for%yourself:%reach%high%and%dream%big!%You%have%the%power%to%make%the%right%choices%and%work%
hard%so%that%you%can%achieve%your%dreams.%
%
%
Materials:!
• L arge%wooden%star%(these%can%be%
found%at%any%craft%store)%
• S harpi es%
• Paper%
• Pencil%
