This week we will wrap up our mechanical arm prototypes and move on to learning about the game Data Determination. You will get an idea of the game setup, rules, and goals this week. This will lead into how you design your robot. ABSENT?? YOU SHOULD COMPLETE THE ASSIGNMENT FOR WEDNESDAY AND HAVE IT READY Read More…
Category: Anatomy Scientific Processes
(B) exhibit the ability to cooperate, contribute, and collaborate as a member of a team; and.
(1)
The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:
(A)demonstrate verbal and non-verbal communication in a clear, concise, and effective manner;
(B) exhibit the ability to cooperate, contribute, and collaborate as a member of a team; and.
(C)investigate necessary skills for heath careers related to anatomy and physiology.
(2)
Scientific and engineering practices. The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to explain phenomena, or design solutions using appropriate tools and models. The student is expected to:
(A)ask questions and define problems based on observations or information from text, phenomena, models, or investigations;
(B)apply scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems;
(C)use appropriate safety equipment and practices during laboratory, classroom, and field investigations as outlined in Texas Education Agency-approved safety standards;
(D)use appropriate tools such as lab notebooks or journals, calculators, spreadsheet software, data-collecting probes, computers, standard laboratory glassware, microscopes, various prepared slides, stereoscopes, metric rulers, meter sticks, electronic balances, micro pipettes, hand lenses, Celsius thermometers, hot plates, timing devices, Petri dishes, agar, lab incubators, dissection equipment, models, diagrams, or samples of biological specimens or structures, reflex hammers, pulse oximeters, stethoscope, otoscope, sphygmomanometers, pen lights, and ultrasound equipment;
(E)collect quantitative data using the International System of Units (SI) and United States customary units and qualitative data as evidence;
(F)organize quantitative and qualitative data using lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports;
(G)develop and use models to represent phenomena, systems, processes, or solutions to engineering problems; and
(H) distinguish among scientific hypotheses, theories, and laws.
(3)Scientific and engineering practices. The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence- based arguments or evaluate designs. The student is expected to:
(A)identify advantages and limitations of models such as their size, scale, properties, and materials;
(B)analyze data by identifying significant statistical features, patterns, sources of error, and limitations;
(C) use mathematical calculations to assess quantitative relationships in data; and (D) evaluate experimental and engineering designs.
(4)Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:
(A)develop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories;
(B)communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and
(C)engage respectfully in scientific argumentation using applied scientific explanations and empirical evidence.
(5)Scientific and engineering practices. The student knows the contributions of scientists and engineers and recognizes the importance of scientific research and innovation on society. The student is expected to:
(A)analyze, evaluate, and critique scientific explanations and solutions by using empirical evidence, logical reasoning, and experimental and observational testing, so as to encourage critical thinking by the student;
(B)relate the impact of past and current research on scientific thought and society, including research methodology, cost-benefit analysis, and contributions of diverse scientists and engineers as related to the content; and
(C)research and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM) or health science field in order to investigate careers.
SRD Week Ahead: 10/27-10/31
This week we will wrap up our introduction study of electricity. The Flashlight Lab is Due Friday 10/31. You should have the Directed Inquiry and the Open Inquiry (Build your own Flashlight) sections completed by the start of class on Friday. The lab will be graded on accuracy of the lab answers, functionality of the Read More…
Engineering Week Ahead: 10/20-10/24
Monday: Topics: Engineering: History and Careers Activities: Open the document and start viewing the videos over the history of engineering as well as differenct branches/careers. There will be questions to answer during each video Individual Work: Engineering Video Series ALL VIDEOS AND QUIZZES ARE TO BE COMPLETED BY END OF CLASS ON TUESDAY. IF YOU Read More…
SRD Week Ahead: 10/20-10/24
Monday: Finish Parallel Circuit virtual lab and then move on to the lab I passed out last Friday in class Tuesday: Lab: Virtual lab over Series and Parallel Circuits (passed out in class) Wednesday: Lab: Build Your Own Flashlight Thursday: Lab: Lab: Build Your Own Flashlight Friday: Lab: Build Your Own Flashlight
Engineering Week Ahead: 10/13-10/14
This week we will expand on the mechanical arm design by using materials from the kit. Monday: Holiday Tuesday/Wednesday: Topics: Mechanical Arm Activities: Team Activity 2: Connecting Resources: Research/Brainstorming REV website: Pay Attention to the following Areas for additional information: System Build Guide, Tips and Tricks for Building, Structure, Brackets, and Introduction to Motion REV Read More…
SRD Week Ahead: 10/13-10/17
This week we will start investigating electricity by looking at terminology, equations, as well as series and parallel circuits. This weeks inquiry will lead to design and construction of a flashlight, paper circuitry, and eventually motors. I will pass out the labs for the week so if you are out for various things you can Read More…
Protected: Parts Test Corrections
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Engineering Week Ahead: 10/6-10/10
Monday: Holiday This week the ACT test will be given on Wednesday. Tuesday: Topics: Tools for Solving Problems Activities: First Iteration of Mechanical Arm to meet criteria of problem statement Tools for Solving Problems Activity 1 is due at end of the period **HW: Edit and refine Computational Thinking Activity (DUE WEDNESDAY NIGHT BY MIDNIGHT) Read More…
Engineering Week Ahead: 9/22-9/26 and 9/30-10/3
Week 9/29-10/3 Monday: Topics: Tools for Problem Solving Activities: Individual Brainstorming over problem statement with group discussion Group: Begin Activity 1 with constraints and criteria for mechanical arm prototype Tuesday: Topics: Tools for Problem Solving Activities: Group: Begin Activity 1 with constraints and criteria for mechanical arm prototype (construction/testing) Wednesday: Topics: Tools for Problem Solving Read More…
Engineering Week Ahead: 9/15-9/19
This week we will wrap up or study of the kit parts with a test on Thursday. If you are absent there is a link to the assignments and a review for the test. REV KIT PARTS Monday: Student Holiday Tuesday: Topics: Workforce Skills Activities: Discussion: Review Workforce Skills ACt1-3 HW: Review kit part for Read More…