Interactive

STEM Display: DESIGN BRIEF

1. DEFINE the PROBLEM (misconceptions, math/science connections, desired outcomes):

Our goal as a discovery center project is to address:
- Physics misconceptions dealing with power generation, relating the fundamental concepts/misconcepts
about power generation, the functioning of turbines, the law of conservation of energy
- Environmental misconceptions about the true costs of renewable energy (i.e., the effects of damming on
the natural environment
- Relating the relevant mathematics, namely geometry, algebra, and calculus

Through engaging students in experimenting with portions of the stream table to generate different flow
rate values. This data will be used in fellow-led activities in determining where the most effective water
turbine set up could be placed. Potential power generation calculations will also be utilized. Comparison
with the old world use of water power will be facilitated through fellow-led activities.










2. SUMMARIZE your BACKGROUND RESEARCH:
Our background research has focused on the prevalence of target misconceptions, as well as a feasible
design that meets costs and logistics requirements, while still providing fodder for addressing
misconceptions relating to physics and environmental science.

a. Determine a focus (including both science and math) for your topic.
Our focus is on the use of a stream table in student-led inquiry into the why and how of hydroelectric power
generation as it relates to the body of water, the mechanism by which electricity is generated via
magnetic induction, and the environmental consequences. This will be contrasted with the old world
style of hydropower, wherein water wheels were used to turn grain mills.
b. In physics, we will dispel the misconception that power generation defies the conservation of energy. For
example, students will often believe that destruction must take place in order for energy to be generated.
We will also attempt to dispel general misunderstandings of the how of electricity production via magnetic
induction. Through our display, including relevant signage and fellow-led activities, students will be
confronted with their misconceptions as we demonstrate the potential for power generation without
combustion or otherwise destruction of matter.
In environmental science, we will dispel the misconception that renewable energy is without environmental
consequences. Through our display, students will recognize the potential impact of damming, stream
diversion, and the overall loss of habitat when manmade structures are imposed over natural settings.
Mathematics standards will be incorporated into each of these areas as tools for students to use as they
explore new information created for the purpose of dispelling misconceptions.

Developed based on http://www.sciencebuddies.org/engineering-design-process/engineering-designbrief-worksheet.pdf

c.

Examine your secondary (6-12) content standards (CCGSE/AKS/NGSS) and identify those relevant for
your focus.

Characteristics of Science AKS:

SCPH.A.1: design and conduct scientific investigations
SCPH.A.1.a: identify, develop and investigate questions/problems that can be answered through scientific inquiry
SCPH.A.1.b: suggest hypotheses for identified problems (GPS)
SCPH.A.1.b1: recognize hypotheses often lead to the development of new experiments (GPS)
SCPH.A.1.c: develop procedures for solving scientific problems (GPS)
SCPH.A.1.c1: control the conditions of scientific investigations (GPS)
SCPH.A.1.d: collect, organize and record appropriate data (GPS)
SCPH.A.1.e: recognize different explanations may be given for the same evidence (GPS)
SCPH.A.1.f: explain further understanding of scientific problems relies on the design and execution of new experiments
may reinforce or weaken explanations (GPS)
SCPH.A.1.f1: recognize testing, revising, and occasionally rejecting new and existing theories is a continuous process
(GPS)
SCPH.A.1.f2: recognize universal principles are discovered through observation and experimental verification and basic
principles are the same everywhere (e.g., law of conservation of matter) (GPS)
SCPH.A.1.f3: recognize major shifts in scientific views typically occur after the observation of a new phenomenon or the
interpretation of existing data (GPS)
SCPH.A.1.g: examine the role of curiosity and skepticism in scientific investigations (GPS)
SCPH.A.1.h: recognize science disciplines differ from one another in what is studied, techniques used, and outcomes
sought (GPS)
SCPH.A.1.i: follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or
performing technical tasks; analyze the specific results based on explanations in the text (CCS 11-12RST3)
SCPH.A.1.j: Conduct short as well as more sustained research projects to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation (CCS 11-12WHST7)
SCPH.A.2: apply standard safety practices for all classroom laboratory and field investigations
SCPH.A.2.a: follow correct procedures for use of scientific apparatus (GPS)
SCPH.A.2.b: demonstrate appropriate techniques in all laboratory situations (GPS)
SCPH.A.2.c: follow correct protocol for identifying and reporting safety problems and violations (GPS)
SCPH.A.3: use technology to collect, observe, measure, and manipulate data and findings
SCPH.A.3.a: develop and use systematic procedures for recording and organizing information (GPS)
SCPH.A.3.b: use graphical analysis software to produce tables/graphs and to determine constants in experiments (e.g.,

Developed based on http://www.sciencebuddies.org/engineering-design-process/engineering-designbrief-worksheet.pdf

the acceleration of gravity) (GPS)

SCPH.A.3.c: use technology to develop, test and revise experimental/mathematical models (GPS)
SCPH.A.4: use valid critical assumptions to draw conclusions
SCPH.A.4.a: develop reasonable conclusions based on data collected (GPS)
SCPH.A.4.b: evaluate whether conclusions are reasonable by reviewing the process and checking against other available
information (GPS)
SCPH.A.4.c: assess the quality of data critically for possible sources of bias (GPS)
SCPH.A.4.d: distinguish among laws, theories, and inferences (GPS)
SCPH.A.4.e: recognize the merit of a new theory is judged by how well scientific data are explained by the new theory
(GPS)
SCPH.A.4.f: Cite specific textual evidence to support analysis of science and technical texts, attending to important
distinctions the author makes and to any gaps or inconsistencies in the account (CCS 11-12RST1)
SCPH.A.4.g: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent
understanding of a process, phenomenon, or concept, resolving conflicting information when possible. (CCS 11-12RST9)
SCPH.A.4.h: draw evidence from informational texts to support analysis, reflection, and research (CCS 11-12WHST9)
SCPH.A.5: apply computation and estimation skills necessary for analyzing data and developing conclusions
SCPH.A.5.a: determine the source of large disparities between estimated and calculated results (GPS)
SCPH.A.5.b: examine the possible effects of measurement errors on calculations (GPS)
SCPH.A.5.b1: relate number of significant figures to precision of measuring instrument
SCPH.A.5.c: explain the relationship between accuracy and precision (GPS)
SCPH.A.5.d: express appropriate number of significant figures for calculated data, using scientific notation where
appropriate (GPS)
SCPH.A.5.e: solve scientific problems by substituting quantitative values, using dimensional analysis and/or simple
algebraic functions as appropriate (GPS)
SCPH.A.5.f: compare and analyze data points graphically and/or summary statistics (GPS)
SCPH.A.6: communicate scientific information, ideas, and arguments clearly
SCPH.A.6.a: write clear, coherent laboratory reports related to scientific investigations (GPS)
SCPH.A.6.b: Write clear, coherent accounts connecting scientific content including: procedures/experiments, current, and
historical scientific issues (CCS 11-12WHST2)
SCPH.A.6.b1: develop topic by organizing ideas, making important connections and linking and clarifying relationships
SCPH.A.6.b2: support topic by using relevant facts, domain specific vocabulary and appropriate data representation
(including graphics, tables, charts and figures to aid comprehension)
SCPH.A.6.b3: use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a
style appropriate to the discipline and context as well as to the expertise of likely readers

Developed based on http://www.sciencebuddies.org/engineering-design-process/engineering-designbrief-worksheet.pdf

SCPH.A.6.b4: establish and maintain a formal style and objective tone while attending to the norms and conventions of
the discipline in which they are writing
SCPH.A.6.b5: provide a concluding statement or section that follows from and supports the information or explanation
presented (e.g., articulating implications or the significance of the topic)
SCPH.A.6.c: in written or oral presentations, use evidence, including data, to support scientific arguments and claims, and
present possible alternative interpretations (GPS, CCS 11-12WHST1)
SCPH.A.6.c1: organize information in order to establish clear relationships between scientific arguments, reasons and
evidence
SCPH.A.6.c2: evaluate strengths and limitations of claims and counterclaims
SCPH.A.6.c3: establish and maintain a formal style and objective tone while attending to the norms and conventions of
the discipline in which they are writing
SCPH.A.6.c4: provide a concluding statement or section that follows from or supports the argument presented
SCPH.A.6.d: participate in group discussions of scientific investigations and current scientific issues (GPS)
SCPH.A.6.e: use peer reviews to analyze accuracy of scientific writings/reports (GPS)
SCPH.A.6.f: integrate and evaluate multiple sources of information presented in diverse formats and media (e.g.,
quantitative data, video, multimedia) in order to address a question or solve a problem. (CCS 11-12RST7)
SCPH.A.6.g: produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience. (CCS 11-12WHST4)
SCPH.A.6.h: develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience (CCS 11-12WHST5)
SCPH.A.6.i: use technology, including the Internet, to produce, publish, and update individual or shared writing products
in response to ongoing feedback, including new arguments or information (CCS 11-12RST6)
SCPH.A.6.j: gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience;
integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any
one source and following a standard format for citation (CCS 11-12WHST8)
SCPH.A.6.k: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences (CCS 11-12WHST10)
SCPH.A.7: read scientific materials to establish context for subject matter, to develop vocabulary, and to be aware of
current research
SCPH.A.7.a: read grade-level appropriate text (both informational and fictional) from a variety of genres and modes of
discourse (GPS)
SCPH.A.7.a1: read technical text related to various subject areas (GPS)
SCPH.A.7.a2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or
information presented in a text by paraphrasing them in simpler but still accurate terms. (CCS 11-12RST2)
SCPH.A.7.b: discuss messages and themes from text and relate to other subject areas (GPS)
SCPH.A.7.b1: respond to text using multiple modes of discourse (e.g., debate)

Developed based on http://www.sciencebuddies.org/engineering-design-process/engineering-designbrief-worksheet.pdf

SCPH.A.7.b2: evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data
when possible and corroborating or challenging conclusions with other sources of information. (CCS 11-12RST8)
SCPH.A.7.b3: analyze the authors purpose in providing an explanation, describing a procedure, or discussing an
experiment in a text, identifying important issues that remain unresolved (CCS 11-12RST6)
SCPH.A.7.b4: examine the features of disciplinary texts
SCPH.A.7.c: use content vocabulary in writing and speaking (GPS)
SCPH.A.7.d: apply strategies for determining content and contextual meaning for unknown words (GPS)
SCPH.A.7.e: examine relationship between life experiences and subject area content (GPS)
SCPH.A.7.f: determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are
used in a specific scientific or technical context relevant to grades 1112 texts and topics (CCS 11-12RST4)
SCPH.A.7.g: analyze how the text structures information or ideas into categories or hierarchies, demonstrating
understanding of the information or ideas (CCS 11-12RST5)
SCPH.A.7.h: by the end of grade 12, read and comprehend science/technical texts in the grades 1112 text complexity
band independently and proficiently (CCS 11-12RST10)
SCPH.A.10: discuss the importance of curiosity, honesty, openness, and skepticism in science and exhibit these traits in
efforts to understand how the world works
Physics AKS:
SCPH.D.22.f: explain the interplay of electric and magnetic forces as the basis for electric motors and generators (GPS)
SCPH.D.22.g: explain the transmission of electric power (GPS)
SCPH.C.13.a: explain gravity is a force dependent on mass and the distance between objects (GPS)
SCPH.C.13.b: demonstrate understanding of the proportional relationships between mass, distance, and gravitational
force
Oceanography AKS:
SCOC.B.9: identify the properties of water
SCOC.B.17: demonstrate surface currents
SCOC.B.17.a: perform experiments that explain and demonstrate vertical currents
Environmental Science AKS:
SCES.B.10: evaluate the effects of human activities and technology on ecosystems
SCES.B.10.a: describe the impact of cultural revolutions on the environment and identify the factors which led to them
SCES.B.10.b: identify the influence of human population changes on cultural revolutions
SCES.B.10.c: examine factors which affect growth rates and the carrying capacity of the environment
SCES.B.10.c1: develop population projections using population determiners such as mortality, immigration, natality and
emigration
SCES.B.10.d: describe the effects of population growth, demographic transitions, cultural differences and emergent
diseases on societal stability

Developed based on http://www.sciencebuddies.org/engineering-design-process/engineering-designbrief-worksheet.pdf

SCES.B.10.e: analyze the impact of human activities on biodiversity and the factors that affect the balance of biosystems
SCES.B.10.e1: investigate the historical perspective of the environmental/conservation movement
SCES.B.10.e2: describe the actual and potential effects of habitat destruction, erosion, and depletion of soil fertility
associated with human activities
SCES.B.10.e3: examine the values associated with making decisions about the environment (e.g., endangered species,
desertification, deforestation)
SCES.B.10.f: describe the effects and potential implications of pollution and resource depletion on the environment at the
local and global levels (e.g., air, and water pollution, solid waste disposal)
Math AKS:
1MA.C.22: organize, represent, and interpret data with up to three categories; ask and answer questions about the total
number of data points, how many in each category, and how many more or less are in one category than in another
MAAC.C.33: use precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the
undefined notions of point, line, distance along a line, and distance around a circular arc
MAAC.C.44: make formal geometric constructions with a variety of tools and methods (compass and straightedge, string,
reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a
segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and
constructing a line parallel to a given line through a point not on the line
MAAC.E.81: use units of measure (linear, area, capacity, rates, and time) as a way to understand problems. Identify, use,
and record appropriate units of measure within context, within data displays, and on graphs. Convert units and rates using
dimensional analysis (English to English and Metric to Metric without conversion factor provided and between English and
Metric with conversion factor). use units within multistep problems and formulas; interpret units of input and resulting units
of output
MAAC.E.83: determine appropriate quantities for the purpose of descriptive modeling. Given a situation, context, or
problem, students will determine, identify, and use appropriate quantities for representing the situation.

d. What strategies exist in the traditional classroom to address your identified misconceptions? What
theory(ies) support these strategies? (These may be useful for your Teaching Demos on June 20 and
21 )
th

st

Discrepant event - Piagets Disequilibria demonstrate the functionality of a turbine in the flow of a liquid or
gas to demonstrate how electricity can be generated without combustion.
Student-led inquiry into power generation - Constructivism - have students research some facet of renewable
power generation, such as wind, hydro, or solar.
Tour of an affected natural setting - Social Cognitive Theory - facilitate a learning experience at a renewable
energy power generation site, prompting students to observe what changes have been made to the
landscape and how they think that disturbed the natural ecosystem.
e. What interdisciplinary, inquiry-based, exploratory, hands-on types of activities support dispelling your
identified misconceptions?
Similar to above, where students are tasked with informing themselves on a subject that pertains to the
misconception at hand. For example, touring the setting of an affected area (i.e., Talulah Gorge) will
inform students of the consequences of manmade dams on the natural environment.
Mathematical approach to power generation. We will utilize mathematical tools from algebra and geometry as

Developed based on http://www.sciencebuddies.org/engineering-design-process/engineering-designbrief-worksheet.pdf

we attempt to facilitate student learning in physics and environmental science domains.

f.

What design considerations exist related to interactive displays? (materials on Moodle)

The availability of a water source will be on concern (although we are fairly certain the stream table
requested will not require a constant source of water). The availability of space such that both sides of the
stream table can be used by student pairs, triads, or groups is another important factor. We had
previously debated creating both our own stream table and our own flow meters and/or hydroelectric
turbines; however, due to time and budget constraints have opted to select something off-the-shelf.

3. SPECIFY your REQUIREMENTS (include SPACE, TIME, MATERIALS [materials request is a separate
document], plan for ASSESSMENT [this can be general for now]):

A materials spreadsheet is attached.
We anticipate the activity of collecting data and working through the follow-up activity to take a total of
30-45 minutes.

The space requested will be approximately a 10*10 area (one of the two far corners by the door to the
side outdoor area is ideal).

Developed based on http://www.sciencebuddies.org/engineering-design-process/engineering-designbrief-worksheet.pdf

Materials Request Form

ITEM
Vernier Flow Rate
Sensor
Labquest 2 Interface
Stream Table
Shipping
Stream Table Filling
Materials - sand,
pebbles, etc.
Display, printing
Total:

SUPPLIER

COST

QUANTITY

Flinn Scientific

$133.90

Flinn Scientific

$329.00

Flinn Scientific

$499.95

Flinn Scientific

$150.00

Allow for student experimentation of flow rates of the

water down the stream table.

Home Depot

$100.00

Explains the project, "old world" use of hydroelectric

power generation, assists in facilitation, etc.

Piedmont College

$100.00

Measure the variable flow rate of water flowing down
the stream table.
Display the above data.
Pumps water down an incline, with opportunity for
experimentation.
--

Developed based on http://www.sciencebuddies.org/engineering-design-process/engineering-design-brief-worksheet.pdf

$1,446.75