Jie Li

GA

Engineering Encounters: Creating a Prosthetic Hand

Tue, Dec 05, 2017 11:51 AM
3D printing technology with fourth-grade students

This article explains how one teacher employed 3D printing technology with fourth-grade students in a STEM lab to design and create a prosthetic hand. The teacher of this article shows this project over the course of six weeks with procedures as follows: building empathy and defining a purpose, guided research, creating a blueprint, building the prototype, public relations, and finalizing the design. What’s more, the 3D printer can provide an authentic opportunity to engage students in the design and engineering process. While if the teacher doesn’t have access to a 3D printer, the teacher and students can still incorporate the research and design aspects of the unit in their classroom and then locate the nearest 3D printer to their school through the online digital design site. I enjoyed reviewing this article because I found that “this STEM experience modeled interdisciplinary learning that is authentic, real-life, and which addresses a local need while simultaneously addressing standards found in the NGSS and CCSSO” (2010). The teacher motivated the students to learn 3D printer knowledge, and students participated in this project as a class, and they felt like an integral part of the important mission with which they were tasked. Also, the project was divided into six weeks, and students looked forward to their time each day in the lab, at the end of this project, students can feel a sense of achievement which inspired students more willing to learn new technologies. Cook, K., Bush, S., & Cox, R. (2015). Engineering encounters: Creating a prosthetic hand. Science and Children, 53(4).

A Handle on Hands-On

Tue, Dec 05, 2017 11:49 AM
Article review of "A Handle on Hands-On"

This week I read an article “A Handle on Hands-On”. Fortunately, educators have already realized the importance of hand-on activities, but they still work on finding the solution to manage the materials. This article introduces two areas : managing the materials for school wide sharing and managing materials in the classroom. First, there are three strategies for school wide managing the materials , finding appropriate storage space, stocking and supervision of materials, and organizing for maximum efficiency. And for managing the materials in the classroom, it contains: assign student jobs, easy-care supply distribution, color-coded storage, and negotiate a budget. These organizational tips come from authors’ classroom experience and things they learned from veteran elementary teachers with whom they have worked in various capacities. I really enjoy reading this article, because tips are very practical and helpful for dealing with managing the hand-on activities’ materials. Indeed, good management should consider overall factors. Which means, we should put students, teachers, and schools into consideration, so that everyone in different position has a clear understanding about their responsibility in terms of dealing with the activities materials. Manage strategies school wide play an fundamental role in whole process. For example, even students and teachers want to organize their materials, school can provide them with the space for storage, they still struggle with this issue. In addition, it is critical that teachers establish clear “jobs” and procedures early in the school year in order to make sure students understand the rules. Then, recorders write down a data sheet or handout all observations that the group makes during an investigation, which is a very necessary approach to remind every student and teacher to obey the rules and take their responsibilities in terms of managing hand-on activities materials. Reference Schiller, E. & Konecki, L. & Joseph, J. (2004). A handle on hands-on. Science and Children, July, 1.

Science 101: Are Bats Dangerous?

Tue, Dec 05, 2017 11:48 AM
Are Bats Dangerous?

This week, I read the article “ Are Bats Dangerous? ”. Most of students have many misconceptions and fears about bats. Actually, bats are fascinating and beneficial animals. This article points out several misconceptions which people usually have by introducing some facts about bats. One is that people believe bats make nests in people’s hair, but bats don’t build nests, they hang upside down at their roost, a place where bats hang, and roosts are not made of nesting material, such as grass and twigs. Another misconception is bats attack people. However, in fact, when bats are flying around people, they are eating the insects near us, which are drawn to us by our body heat. Also, one of the reasons that most people are afraid of bats is that they think all bats are vampire bats, or bats that feed on blood. There are a few species of bats called“vampire” bats, bats that feed on the blood of birds and other animals, particularly livestock. According to this article, I learned some benefits of bats, such as eating tons of bugs, helping reforestation by dispersing seeds, and so on. I really enjoyed reading this article because some misconceptions which were introduced were ones that I used have, and I achieved a deeper understanding about bats now. Correcting the misconceptions is an excellent approach to learn new knowledge. Nowadays ,when bats are endangered, people should take time to share the truth about the bats, let our family, friends, and relatives know bats are beneficial, that we can call on more and more people to participate in various activities to protect bats. Williams, K. (2004). Science 101: Are bats dangerous? Science and Children, January, 10.