40 Developmental Assets of Youth and Teaching by Susan Norman on Prezi. Awesome! :) / iFunny :) Engineering For You Video Contest - 50th Anniversary,Engineering for You (E4U) What are the Entry/Submission Requirements? Participants will create and submit a 1 to 2 minute video showing engineering contributions that serve human welfare and the needs of society occurring anywhere during the time period from 1964 to 2064. Short videos (“Submissions”) must display engineering achievements serving human welfare and the needs of society. For the purposes of the competition, engineering is an original creation, “creating what never was,” serving people and society. The total duration of the video must not exceed 2 minutes (including titles and credits) and videos between 1 and 2 minutes are expected. Submissions may utilize all production techniques and genres (e.g., animation, documentary, drama, experimental or artist video, and hybrid work) at the discretion of the contestant, and must be entirely uploadable to YouTube.
Non-English language entries or any sections containing non-English dialogue must include English subtitles. Who Is Eligible to Compete? Mining and Geological Engineers. A bachelor’s degree from an accredited engineering program is required to become a mining or geological engineer. A bachelor’s degree from an accredited engineering program is required, to become a mining or geological engineer, including a mining safety engineer. However, to work as a credentialed professional engineer requires licensure.
Requirements for licensure vary by state but generally require passing two exams. Education High school students interested in entering mining engineering programs should take courses in mathematics and science in high school. Relatively few schools offer mining engineering programs. Programs in mining and geological engineering are accredited by ABET. Master’s degree programs in mining and geological engineering typically are 2-year programs and include coursework in specialized subjects, such as mineral resource development and mining regulations. Important Qualities Analytical skills.
Decision-making skills. Logical-thinking skills. Math skills. DESIGN SQUAD NATION . Video. Football Finances. To begin the lesson, lead a discussion about the Super Bowl. Depending upon their cultural backgrounds, some students may not be familiar with the Super Bowl. Thus, it is important for students who have watched the Super Bowl to share their experiences with other students in the class. Ask students to identify some of the expenses related to the Super Bowl. They may suggest the following expenses: price of a ticket ads/commercials on television coaches and players’ salaries cost of food at the game security, maintenance, and other expenses Ask students which of these costs are easier to estimate than others.
Students may say that they need to do some research using internet resources to obtain relatively close estimates. You may wish to give students time to explore the Super Bowl website. Distribute a copy of the Football Finances activity sheet to each student. Have the students read the introductory information and examine the pictures. Such techniques might include the following: Heartifacts. Distribute a copy of the Heartifacts Activity Sheet to each student. Have the students read and discuss the facts about the heart, as stated at the top of the activity sheet. They will use these facts to answer questions 1‑4 on the activity sheet. Discuss students' responses and how they arrived at their answers. Responses should fall in the range of answers given at the conclusion of the Instructional Plan. For question 2, discuss ways to use mental computation to determine one-half of 1 percent of a person's weight.
Emphasize that the students should determine how they arrive at their estimate for problem 3. Finally, have students use the facts to create an original problem of their own. Answers to the Activity Sheet: Seventy beats per minute equals 100,800 times a day, or 36,288,000 times a year; 100 beats per minute equals 144,000 times a day, or 52,560,000 times a year. Walking to Class: Modeling Students' Class Schedules with Time-Distance Graphs.
In this lesson, students will collect, use, graph, and interpret data to represent linear time-distance relationships. Be sure to have enough copies of the Activity Sheets, graph paper, enough watches, and make sure the distances between classes are reasonable. Students will be counting the number of steps between classes, and recording the times associated with those steps. They will then graph the data and interpret elements of their graphs. Matching Graphs Activity Sheet Matching Graphs Answer Key Class Schedule Activity Sheet Class Schedule Answer Key Sample Data Activity Sheet Use the Matching Graphs Activity Sheet to introduce the lesson to students. Explain to students that they will be creating a time-distance graph based on their class schedules. The data collection in this activity enables students to envision the distances they walk to collect the data, thus giving them a concrete experience to relate to the resulting graph.
Have students read through the Class Schedule Activity. Invest in Your Education. Preparing for the Lesson Some of your students have probably had little, if any, exposure to the use of coupons or discounts when making retail purchases while others could be considered experienced consumers. They are too young to have their own checking accounts or debit cards, but some may have an account with an adult. In this lesson, students assume an account pre-loaded with money and use coupons and other discounts to make wise purchases. A good number of today’s youth has experience with debit cards, gift cards, and maybe even credit cards.
Prepare an inventory list of items that students can purchase. Adjustable student desk $79 Student chairs $34 Student calculator $10 Pencil and paper $1 Student whiteboard $5 Whiteboard marker $1 If you do not know the prices of certain items, check with the person in your school responsible for purchasing supplies beforehand. The Lesson As students enter the classroom, ask them to store all personal belonging in a corner of the room. The Cost of a Great Looking Floor. Students will design either individually or with a partner, a tile floor of a predetermined size using pattern blocks. If you do not have pattern blocks, give each group of students the Pattern Blocks activity sheet. This will also add to the design element of the activity because students can color in the shapes to suit their design scheme. Students may alternatively use the Patch Tool. Students will need The Cost of a Great Looking Floor activity sheet to record their bids.
Otherwise, the parameters of the lessons can be modified to suit your students' needs and goals. Refer to the lists below when designing the lesson for your class. The following are important design parameters for this lesson: Design team consists of one or two designers Design must use a minimum of 3 out of the 6 different tile shapes/colors All tiles must be fit so that there is no space between shapes and shapes do not overlap. As you walk around assisting students, watch for overlapping tiles in the design. Competing Coasters. Begin the lesson by assessing students’ prior knowledge of the lesson’s mathematical concepts. Use short activities, problems, or other appropriate means for students to discuss and demonstrate their current knowledge.
This information enables you to build upon the understanding of students. Have students explain their roller coaster experiences. Encourage students to describe How fast they went How high they went How far they went How long the ride lasted Ask questions, such as the ones below, to stimulate discussion. What do you remember most about your first roller coaster ride? Activity: Comparing Coasters Tell the students they are going to compare and estimate the speed, height, track length, and duration of ride for two roller coasters just by looking at photos.
As students study the two photos, ask questions such as: Which of the two coasters do you think is faster? Activity: Coaster Contest Organize the class into pairs. Use the following guiding questions about students' estimates: How Tall? Students will probably have heard about some ratios that are said to exist in the body. For examples, it is often said that if you open your arms wide and measure the length from the fingertips of one hand to the fingertips of the other and compare this to your height, the two measurements are equal. Another example is the claim that if you measure your height and compare it to the distance from the floor to your navel, then the resulting ratio is approximately 1.618:1, which is also known as the golden ratio. If students measure these ratios on their own bodies, they may notice that the ratios are not exactly what the students predict, but they are probably pretty close. One question that will naturally arise from this is, Which body ratio will be closest to being the same for every person?
This activity allows students to find the answer. All of the ratios they will explore compare body measurements to height. Data Collection Analyzing the Data Questions for Students 1. 2. 3. 4. Barbie Bungee. Get students' interest by asking, "Do you think the length of the cord and the size of the person matters when bungee jumping? Would it be smart to lie about your height or weight? " Allow students to offer suggestions as to why an accurate estimate of height and weight would be important to conduct a safe bungeee jump. You may also wish to search and show a short video about bungee jumping.
After a brief introduction, set up the lesson by telling students that they will be creating a bungee jump for a Barbie® doll. Explain that students will conduct an experiment, collect data, and then use the data to predict the maximum number of rubber bands that should be used to give Barbie a safe jump from a height of 400 cm. Distribute the Barbie Bungee activity packet to each student. Before students begin, demonstrate how to create the double‑loop that attaches to Barbie’s feet. After all groups have completed the table, ask them to check their data. Questions for Students 1. Teacher Reflection. Superman. By Tracy Coleman, Greene Intermediate Working as a team, students will apply the concepts of measurement, unit conversion, time zones, scientific notation & Pythagorean Theorem to solve the true rate of Superman's speed.
They will use these calculations to create a new Superman comic using PowerPoint. These team presentations will be evaluated by their peers. Who can "leap tall buildings in a single bound" and "fly faster than a speeding bullet"? ... Superman, of course! Just how high can Superman jump, and how fast does he fly? A Design and Technology Site. S.T.E.M. Career Challenge.