## Act Out Electricity!

Name of Activity Act Out Electricity! Emily Taintor electricity, interactive, act out, non-lego, 4-6, introduction to electricity, resistor, lamp, bulb, wire, battery, switch, 1 Hour Total Non-LEGO 4, 5, 6 1 Hour Total Students are assigned to be a circuit element and act it out in a complete circuit. - Solidify the students’ understanding of electricity. - Give the students a physical understanding of what different circuit elements do. - Attached materials. - Split the students into small groups. - Give each group a set of materials. - Give each group a goal for their circuit so that they can set it up and act it out to show the rest of the class. - Electricity terms: – Resistor – Battery – Switch – Lamp (Light Bulb) – Motor Split the students up into groups. Assign each group a specific goal for a circuit. Let the students take time to plan out how they will act it out with the given resources. Have the students act out their circuit for the rest of the class. Add in more complex circuit elements, programming, or use of breadboards. http://sites.tufts.edu/stompactivitydatabase/files/formidable/Materials.pdf Introduction to Electricity

## New Test Activity

Name of Activity New Test Activity Tufts STOMP keyword 1, keyword 2, keyword 3, keyword 4, keyword 5, 1 Hour Total, NXTs, LEGO, k-3 NXTs K, 1, 2, 3 1 Hour Total Brief description goes here. Describe what the activity consists of in 1-4 sentences. - To teach students about _____________________. - To introduce ____________________ vocabulary words. - To familiarize students with LEGO building. - To introduce programming to students grades k-3. - Material 1. - Material 2. - Material 3. - Material 4. - Material 5. - Material 6. - Worksheets 1-4. - Describe all set up here. - Hand out worksheets. - Split students into groups. - etc etc etc. Fill in necessary teacher background here. This can include vocabulary words, general information, or any prepared information about important subject matter here. Step by step procedure goes here. Include the Engineering Design Process wherever applicable. continue all the way through the activity, start to finish. Please elaborate here if there is any way to make the activity more difficult for students who finish the activity early or are more experienced than other students in the subject matter. Please elaborate here if there are ways to change this activity to make it slightly different or better in any way after your experience with it.

## Smiley Genetic Engineering

Name of Activity Smiley Genetic Engineering Jay Clark flip coins, coins, baby, genetics, genetic makeup, breeding, specifications, dominant, recessive, traits, heterogenous, homogenous, 1 Hour Total Non-LEGO K, 1, 2, 3, 4, 5, 6 1 Hour Total Students flip coins to determine the genetic makeup of a baby smiley from mom and dad smilies. Next, the children “breed” their smilies to try and make a specific smiley. - learn about dominant and recessive traits. - learn about heterogeneous and homogeneous genetic makeup. - learn about genetic engineering. 1 unique smiley for every student in class with genetic makeup. key for genetic makeup 1 coin per student Baby smiley worksheet Print out attached documents, or make your own. Lesson – 10 minutes Ask all brunettes to raise their hands Ask all blonds to raise their hands Why are there more brunettes? Brown hair is a dominant trait! explain how if you inherit a dominant gene, you will show that trait no matter what gene it’s paired with.   What are some other inherited traits? (have students see who has dominant and recessive traits) widows peak (dominant) hitchhikers thumb (recessive) rolling tongue (dominant) left thumb over right when hands are interlaced (left over right – dominant) attached/detached earlobes (detached – dominant) You inherit traits from your parents! which gene you inherit from each parent is just like a flip of a coin! Talk with students about genetic engineering- breeding to achieve favorable traits. This includes seedless fruit, large vegetables, and fast horses.   Activity – 40 minutes Hand out a smiley and a coin to each student. With their partner, students should have a set of ‘parent’ smileys, and two coins. One trait at a time, students flip coins to determine which gene is passed on from the parent smiley. Heads means the first trait is passed, tails means the second trait is passed. Students fill out their ‘baby smiley’ worksheet to determine the genetic make up of the baby, and then draw the child in the box. activity phase two – if time permits Students draw a smiley using their favorite traits, and go around the room flipping coins with other smilies to try and ‘breed’ their favorite smiley. Students should keep track of how many generations it took them to arrive at their smiley. http://sites.tufts.edu/stompactivitydatabase/files/formidable/o.png http://sites.tufts.edu/stompactivitydatabase/files/formidable/p.png http://sites.tufts.edu/stompactivitydatabase/files/formidable/q.pdf http://sciencespot.net/Media/gen_smilewkst1.pdf

## Mini Turbines

Name of Activity Mini Turbines Jay Clark mini turbines, turbines, construct, wind, wind farm, alternative energy Non-LEGO K, 1, 2, 3, 4, 5, 6 1 Hour Total Students build mini turbines and the class splits into two teams to construct competing wind farms. The farm with the most “energy generation” wins. To introduce students to alternative energies. - Paper - Pencils - Push pins - Puddy - Two fans Lesson How does a car drive? energy! We use energy all the time… and where does the energy from cars come from? gasoline! what’s wrong with using gasoline as energy? there is a finite amount of it on the earth, It can run out! also, it is harmful to the environment. What are some sources of energy that don’t run out? The sun (for all intents and purposes) wind water A lot of time, effort, and resources are being put into developing alternative, renewable energy sources.   How can we harness the wind’s power? Turbines!   Today we’ll be making turbines. What are some things to think about when designing and installing a turbine? Making it high enough so it is not affected by the boundary layer friction caused by the ground. Making the base strong enough to counteract the moment caused by the wind. Making the base strong enough to counteract the moment caused by the spinning blades. Activity Hand out materials, and have students construct pinwheels according to the directions in the attached document. When all the pinwheels are completed, split the class into two teams to construct competing wind farms. For a successful farm, each turbine should get its own free stream of wind, and should not catch any of the turbulence coming off of a turbine near it. http://sites.tufts.edu/stompactivitydatabase/files/formidable/m.jpg http://sites.tufts.edu/stompactivitydatabase/files/formidable/n.doc

## NXT Calculator

Name of Activity NXT Calculator Jay Clark NXT, calculator, build, operate, numbers, math block, display block, user interface, 1 Hour Total NXTs 7, 8, 9+ 1 Hour Total Students build and program an NXT calculator that can operate on two numbers. Programming with the math block Learning the display block A first exposure to user interfaces 1 NXT kit per group Computers with Minstorms NXT software This is an open ended challenge that is sure to challenge students’ programming knowledge and yield many unique solutions. Students must think about how they are going to input numbers, and how they are going to choose the operator. http://sites.tufts.edu/stompactivitydatabase/files/formidable/l.jpg

## Paper Airplanes

Name of Activity Paper Airplanes STOMP aerodynamics, airplane, paper, paper airplane Non-LEGO K, 1, 2, 3, 4, 5, 6 1 Hour Total Teach students about aerodynamics by making paper airplanes. To learn about aerodynamics. Paper that is easy to hold. I have made the worksheets- but I drew in diagrams for the students to follow them- you might want to draw them in too. Talk about different aspects of aerodynamics.  Make paper air planes. Go crazy. See how adding weight like a paper clip affects the flight of the plane. Let students decorate planes and try different ways to make them. See which planes fly the farthest. http://sites.tufts.edu/stompactivitydatabase/files/formidable/k1.doc http://www.10paperairplanes.com/

## Climate Change

Name of Activity Climate Change STOMP climate, change, climate change, planet, environment, polar bears, arctic, zoo, transportation NXTs, LEGO Building K, 1, 2, 3, 4, 5, 6 1 Hour Total Teach students about climate change and how it could affect the planet. Then the students will build a vehicle that can transport 2 polar bears from the melting arctic to a safe zoo. To teach students about climate change. Lego kits, polar bears (can be made from clay, cotton balls, etc- just make sure they will be scaled so they can fit in a Lego car) Make polar bears. Make an overhead about climate change if you want to. There is not an overhead about climate change- but it would be pretty easy to make one. Do the activity. The worksheet is just for fun. Depending on the students’ building skills- the cars can use motors or not. You can have certain specs such as the polar bears must be enclosed so they don’t get too hot during the journey. http://sites.tufts.edu/stompactivitydatabase/files/formidable/i1.doc

## Peak Performance

Name of Activity Peak Performance Jay Clark NXT, car, course, fastest, flat, inclined, gear, gear ratios, torque, speed, optimization, building, drive gear, driven gear, 1 Hour Total NXTs K, 1, 2, 3, 4, 5, 6, 7, 8, 9+ 1 Hour Total Students must gear their NXT car to complete the course the fastest. The course consists of a flat section and an inclined section. To learn about gear ratios, gearing for torque vs gearing for speed, optimization, and building. NXT kit Ramp Computers running MINDSTORMS Prepare one or more courses – With a flat beginning and an incline ending. The length of both sections will determine the optimum gear ratio. To allow for extensions, set up other courses with varying distances of the course components. Using gear ratios students can gear their cars for more torque or more speed. If the drive gear is bigger than the driven gear, the car will be geared for speed. If the other way around, it will be geared for torque. A car geared for torque will be slower, but will climb better. A car geared for speed will be quick, but might not be able to climb the ramp. Vocabulary: Gear Ratio – The ratio of the speed of rotation of the drive gear of a gear train to that of the driven gear. Drive Gear- The gear attached to the source of torque. (Usually the motor). Driven Gear – The gear that receives motion from the drive gear. Optimization – Finding a balance between design concerns that yields the best solution. Introduction – 10 Minutes Ask students if they’ve ever used gears before. More than likely, they’ve driven a 10 speed bike before, and never knew how the gears worked. Introduce students to gears and gear ratios. Using a pre-made gear train, show them the size of the drive gear and the driven gear, and ask if the driven gear will spin faster or slower than the drive. If they are having trouble seeing it, ask them for every one rotation of the drive gear, how many times does the driven gear rotate? Explain torque vs. speed. ie. tugboats – high torque, low speed. Handheld fans- high speed, low torque. Introduce the concept of optimization. Introduce the activity Activity – 40 minutes Clean up/ Wrap up – 10 minutes What was easiest? What was hardest?  What would you have done differently?  What were some good ideas you saw that other groups came up with? Have the students try a different course with different dimensions and slopes. http://sites.tufts.edu/stompactivitydatabase/files/formidable/e.jpg http://sites.tufts.edu/stompactivitydatabase/files/formidable/f.jpg