Club Highlights from 2018-2019

By: Meghan Thoreau, OSU Extension

LED Display Circuit Board Challenge

Elementary STEM Club just started its third year of STEM (science, technology, engineering, math) programming, engaging approximately a hundred 4th and 5th graders in after school hands-on STEM challenges and career exploration throughout the academic school year. Judy Walley, Teays Valley High School Chemistry Teacher, and Meghan Thoreau, OSU Extension Educator, co-teach the program, which also involves over two dozen high school mentor students. The mentors assist with club activities while themselves gaining both soft and technical skills, leadership, community service, and college/career exploration opportunities.

Physics and Center of Gravity Challenges

STEM education programs can have a positive impact on students’ attitudes towards STEM disciplines, 21st century skills, and a greater interest in STEM careers. Educators throughout Pickaway County have been busy in supporting a number of problem-based learning initiatives, business-teacher partnerships, and STEM teaching initiatives.

Foldscope, Origami Microscope Biology Challenge

Elementary STEM Club is one of those local initiatives that employs hands-on learning through a multidisciplinary approach into many subjects and career paths. The program challenges its youth in chemistry, astronomy, biology, coding, drone technology, connected toys, wearable tech, strategic mind games, escape classrooms, electric circuits, physics, renewable energy, beekeeping, aerospace, flight simulations, aviation, fostering a community service mindset, and more.

Strategic Mind Games and Bee Science Challenges

We invite specialists from the community to teach, share, and engage with the students, such as the Scioto Valley Beekeeping Association, OSU Professors, an Extension Energy Specialist, an OSU Health Dietitian, and the Civil Air Patrol to name a few. Next year we’re hoping to bring some virtual reality, 360 photography, and video production challenges to our students. If you’re interested in sharing a skillset, a technology, a career path, or a meaningful life experience to some amazing and eager-minded students, please email, thoreau.1@osu.edu or jwalley@tvsd.us.

We’d like to also thank everyone who has been involved in the program over the last two years. It’s been a pleasure and a plunge into the wild side of STEM education, youth workforce development, and promoting a mindset of lifelong learning – all critical to today’s workforce.

Civil Air Patrol and Aerospace Careers

Civil Air Patrol

We ended last year with a great program partnering with Civil Air Patrol (CAP). Civilian volunteers – with a passion for flight, science, and engineering – led the program highlighting STEM careers in aviation, space, cyber security, emergency services, and the military. The whole organization is powered by a team of dedicated civilian volunteers with a passion for aviation and STEM education. If you know of a student, 12-years and up, that has in interest in aviation, would like a chance to fly a plane, work towards their pilot license, attend leadership encampments, career academies, and more, visit http://www.ohwg.cap.gov/.

Aerospace Officer Donna Herald, Lieutenant Casey Green, and Lieutenant Colonel David Dlugiewicz volunteered their time and aviation skills to lead our youth into exploring the history of the Civil Air Patrol, emphasize the value of civic engagement, and underscore the growing deficient of pilots and aerospace specialist in the workforce.

Physics Concepts, Bernoulli Principle on Air Pressure Differential Theory Challenges

The CAP lessons built on previous STEM Club programming that taught physic concepts, the law of gravity, and re-instilled aircraft principal axes, such as the friction, center of gravity, and coding parrot drones challenges. Lieutenant Colonel Dlugiewicz taught the discussed Bernoulli Principle (an air pressure differential theory) and Sir Isaac Newton and the laws of motion and lift. The students engaged in a hands-on activity such as filling an air bag with one breath, leaving a gap between their mouth and the bag to allow a vacuum to form, demonstrating Bernoulli’s principle.

Part of a Airplane and Axis Challenges

Lieutenant Casey Green discussed the parts of an airplane focusing on the components that control an aircraft’s moment and direction. The students broke into groups and rotated between two stations. The first engaged the students in building paper airplane that they cut strategic slits into. The students experimented by folding different components of their airplanes to change and control the overall direction of their paper airplanes. The second station engaged the students in two different sets of CAP flight simulators to further the students’ understandings of the aviation principles taught in the program. The flight simulators provided a semi authentic experience that helps young pilots learn to fly.

Flight Simulator Challenges

Our community has some amazing young minds that are thinking and embrace the many dynamic career pathways of a STEMist. Please get involved and support more STEM programming in your community, it matters.

 

Halloween STEM Challenges: chemistry of color, vision, and slime

By: Meghan Thoreau, OSU Extension Educator

October’s STEM Club

We thought we’d take advantage of the spooky mystery themes of Halloween and challenge our students to become science detectives, experimenting with hands-on activities involving chromatography, perception of vision, and phosphorescent slime chemistry.

Chromatography

The students became CSI lab technicians, tasked with solving a who-done-it pumpkin theft. All that was left at the scene of the crime was a letter demanding cookies! No finger prints were found, but six suspects where brought in for questioning and all six had different black markers on their person. The marker evidence was tagged and brought to the CSI lab along with the random letter for further analysis. Marker samples were taken and a chromatography test was performed by our young lab technicians.

Chromatography is a laboratory technique for the separation of a mixture (more specifically separation of molecules) and in our case black marker ink molecules. The ink was dissolved in a water solution process of a mobile to stationary phase, revealing distinct ink-finger prints for comparative analysis against an ink sample taken from the random note. The students discovered different ink molecules travel at different speeds, causing them to separate and reveal distinct color patterns that could help identify the pumpkin thief from the six suspects.

People don’t often pick up a marker or pen and think of molecules,  but ink and paints are made up of atoms and the molecules, like everything, follow rules. Ink and paints follows the standard CPK rule, which is a popular color convention for distinguishing atoms of different chemical elements in molecular modeling (named after the chemists Robert Corey, Linus Pauling, and Walter Koltun). Basically, certain elements are associated with different color. For example,

  • Hydrogen = White
  • Oxygen = Red
  • Chlorine = Green
  • Nitrogen = Blue
  • Carbon = Grey
  • Sulphur = Yellow
  • Phosphorus = Orange
  • Other = Varies – mostly Dark Red/Pink/Maroon

PERCEPTION OF VISION

Persistence of vision refers to the optical illusion that occurs when visual perception of an object does not cease for some time after the rays of light proceeding from it have ceased to enter the eye. The discovery was first discussed in 1824 when an English-Swiss physicist named Peter Mark Roget presented a paper, “Explanation of an Optical Deception in the Appearance of the Spokes of a Wheel when seen through Vertical Apertures” to the Royal Society in London. Shortly after, in 1832, a Belgian physicist Joseph Plateau built a toy that took advantage of the optical illusion trick. (Photo below source: http://streamline.filmstruck.com/2012/01/07/the-persistence-of-persistence-of-vision/)

The toy made images move independently, but over lapped them or when placed in a series made them look as if they were walking, running, juggling, dancing. This concept soon laid the foundation to early film making. (Photo below source be: http://1125996089.rsc.cdn77.org/wp-content/uploads/2011/12/persistence-of-vision-transit.jpg)

The students learned how our eyes report basic imaginary back to the brain, or rather how our eyes perceive shapes, their motion, and their relative position from other objects. The students discovered that eyes are not simple windows to the world. Eyes do not see what is, but instead see approximations.

PHOSPHORESCENT SLIME

The students learned how different objects glow in the dark. First, students learned that heat is a good emitter of light, such as a fire or an old-fashioned light bulb, but heat isn’t always required to make something appear to glow. For example, bedroom glow-in-the-dark stickers, glow sticks, or fireflies do not require heat. The stickers and even certain types of rocks, like the Bologna Stone, require several hours of light to charge them in order to later glow. But glow sticks and fireflies, do not require heat or light, but instead deal with chemistry where two different elements are mixed together to make a ‘luminescent’ compound.

We talked about phosphorescence and the process in which energy absorbed by a substance is released slowly in the form of light. Unlike the relatively swift reactions in fluorescence, such as those seen in a common fluorescent tube, phosphorescent materials “store” absorbed energy for a longer time, as the processes required to re-emit energy occur less often.

Finally, we let the students become chemists and make their own phosphorescent slime for later glow in the dark fun after the compound was charged by light. The young chemists used measuring devices to concoct their spooky slime recipe.

Make another batch at home with your young chemist:

  1. Add 20.0 mL of glue to cup
  2. Add 15.0 mL of water to cup
  3. STIR!
  4. Drop of preferred food coloring
  5. STIR!
  6. Add a drop of glow in the dark phosphorescence paint
  7. Add 12.0 mL of BORAX solution
  8. STIR! It will be runny until you take it out of the cup and start to play with it.

Next month we will be challenging our STEMist in Mind and Body Challenges! Stay tuned to learn more about November’s STEM adventures.