Biomedical Engineering 7-25

Biomedical Engineering 7-25

Students continued their exploration of the human heart, and finished constructing their life size models. After construction, they were able to troubleshoot any issues their model had, and reflect on the process of designing and constructing the heart. Using what they learned from building their individual heart models, the students worked together as a class to design and construct a large heart model, about 10 times the size of an actual heart. Next, students continued their exploration of range of motion, this time measuring each joint after 30 minutes of exercise. The last activity for today was continuing construction of the BristleBot, which was started yesterday.

Ask your student: What went well when you were building your heart model? What things did not work as you planned? How did you apply this knowledge to building the large class model of the heart?

Belleville Engineering Explorations 7/25: Boat Building

Belleville Engineering Explorations 7/25: Boat Building

This week, our engineers are building boats using simple items. Today they used aluminum foil to build their boats to test how much weight they could hold. They learned principles about load, and about the Archimedes Principle!

Ask your students: How did the Archimedes Principle relate to your activity today? Why do you think this Principle is important to know? (Answers will vary)

 

Chemapalooza 7-25: Magic Messages

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Chemapalooza 7-25: Magic Messages

Today, students became chemical investigators to discover the concepts of pH and acids/bases.Our junior chemical scientists observed color changes during reactions using common household materials. Students also wrote invisible messages to friends!

Ask your student: What are examples of acidic liquids? What are examples of basic liquids? (Acidic: tomato juice, acid rain, battery fluid; Basic: milk, eggs, soapy water)

MYTHconceptions 7-25: The 7 Year Wad

MYTHconceptions 7-25: The 7 Year Wad

Hubba Bubba party! Today the young scientists tested the popular myth: gum takes 7 years to digest in our stomachs. They chewed and chewed, and used vinegar to stimulate stomach acid. The chewed gum was compared to other unchewed gum and food we know our bodies easily digest, like bread. They used their new digestion vocabulary (mechanical and chemical processes) to examine what happens to gum in the mouth.

Ask your student: What happens to things that we eat that are indigestible? (they pass out the other end as solid waste— this mostly includes fiber from fruits and vegetables, but could include indigestible gum too) Does gum really stay in your system for 7 years? (No! On average, it takes 24-35 hours for food to be completely digested, and in this time the gum would be passed out with other indigestible food components).

Belleville STEMvironment 7-25: Eco House

Belleville STEMvironment 7-25: Eco House

Continuing with our theme to create energy efficient homes, the students commenced the building phase of their project, taking into account what they had planned the day before and implementing it. They created real estates, adding windows and functioning doors to their homes. Later, the students were faced with the challenge, “What materials will most efficiently insulate your home?” Brainstorming, they used their knowledge of insulators and conductors to create a hypothesis and experiment to test for the following day.

Ask you student: What is the difference between an insulator and conductor? (Conductors allow energy/heat to pass through them while insulators do not) What materials do you predict will best insolate your home? (Opinion, answers will vary)

Fun Fact: “Well-planned landscaping isn’t just for aesthetics — properly placed trees around the house can save between $100 and $250 annually”

https://energy.gov/articles/top-11-things-you-didnt-know-about-saving-energy-home-summer-edition

Belleville MicroSTEM 7-25: Thermodynamics Part 2

Belleville MicroSTEM 7-25: Thermodynamics Part 2

Students continued their exploration in thermodynamics today with another heating experiment. Yesterday, students started with a beaker of ice, which they heated until the water boiled. They created a time versus temperature graph of their collected data in order to observe how phase changes affect temperature. Today, students performed the same experiment with a twist: they added salt to the water. They created another graph, and compared how the salt affected the time vs. temperature curve.

Ask your student: How did adding salt change the way your graph looked? (boiling point increased, reduced the time it took to melt) What do the plateaus on the graph represent? (phase changes)

Biomedical Engineering, Tuesday, 7-25

Biomedical Engineering, Tuesday, 7-25

Students continued their exploration of the human heart, and finished constructing their life size models. After construction, they were able to troubleshoot any issues their model had, and reflect on the process of designing and constructing the heart. Using what they learned from building their individual heart models, the students worked together as a class to design and construct a large heart model, about 10 times the size of an actual heart. Next, students continued their exploration of range of motion, this time measuring each joint after 30 minutes of exercise. The last activity for today was continuing construction of the BristleBot, which was started yesterday.

Ask your student: What went well when you were building your heart model? What things did not work as you planned? How did you apply this knowledge to building the large class model of the heart?