Springfield STEMvironment 8-1: Eco House

Springfield STEMvironment 8-1: 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”


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Springfield Engineering Explorations 8/1: Boat Building

Springfield Engineering Explorations 8/1: 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)

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Springfield MicroSTEM 8-1: Thermodynamics Part 2

Springfield MicroSTEM 8-1: 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)

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