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Engineering Robotics Program

 

Our Engineering and Science Achievement Program introduces kids ages 6-12 to Engineering & Science in a fun and challenging way through a structured curriculum. The key goal of the program is to develop and inspire children to build on their natural curiosity by teaching them engineering and science through hands-on learning, projects and experiments.

Microbiology (Cell biology)
ftk 10In our Microbiology unit students are introduced to the basic unit of all living organisms, the cell. Students acquire first hand experience with using compound microscopes. Through microscopic observations and 3-D model building, student investigate plant and cheek cells. At the completion of this unit students will have gained an understanding of the fundamental concepts of (plant and animal) cells and their organelles, as well as familiarity with the compound microscope and creating microscope slides.

Civil Engineering
In our Civil Engineering unit students learn design elements that produce sustainable structures. Through focused exploration students identify the properties of building materials such as wood, plastic and clay. Students build, test and refine functional and durable bridges, dams and free standing structures.

Chemistry and Chemical Engineering
In our Chemistry unit students learn to identify properties of chemical solutions and investigate what happens when they are combined. Students use chemical detectors such as litmus paper to identify acid and basic solution. At the completion of this unit students will have successfully conducted experiments to explore the physical and explosive changes that specific reacting chemicals create. Students carry out the volcano experiment, make invisible ink and turn copper pennies into silver and gold through chemistry. As a final in-class project students are challenged to synthesize rocket fuel that will result in the best launch, using their foundational chemistry knowledge.

Physical Science and Mechanical Engineering
Our Physics unit is concentrated on Mechanics. Students are introduced to concepts of force and movement accomplished by simple machines. Students experiment with Goldieblox® and K’NEX Education Simple Machines® to physically understanding the workings of  pulleys, levers, gears, screws, wheels and axles. Students will use found material to create their very own mechanical series inspired by Rube Goldberg experiments.

Electrical Engineering
In our Electrical Engineering unit we explore how automatic actions work through circuitry. Using SnapCircuits® students investigate the components of a simple electric circuit: battery (cell or energy source), light bulb, switch and wire. With their knowledge of  circuit schematics, students then build their own simple circuits out of scratch using copper tape, surface mount led lights and coin cell batteries.

Robotics and Lego®  WeDoTM
Using Lego®WeDoTM students learn the principles of computer programing. Students build a motorized Lego® model that they can communicate with and control using Lego®WeDoTM  software.

As a final in-class project students combine their accumulated knowledge of design and engineering to create their own robot using found material and hobby motors. Through both open and guided exploration students brainstorm, plan, test and fine-tune their final projects.

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Spring 2016 Schedule

Unit 1: Zoology and Geology

March Week 1: Taxonomy
What are the essentials of life? Students will discuss what is needed for life and how to classify life by learning about different organisms.

March Week 2: Plate Tectonics and Earthquakes
How does the Earth’s new crust form? The students will learn about plate movement and the different plate tectonic boundaries. How are seismographs used to detect and test earthquakes?

March Week 3: Weathering and Erosion
How do the sediments on earth change form? Students will learn how rocks and minerals are disintegrated through physical and chemical weathering. The students will also learn about the process of erosion through which sediments change location due to natural forces.

March Week 4: Karst Topography
How does karst topography relate to landscaping? Students will learn that karst topography is a landscape formed from the dissolution of soluble rocks such as limestone, dolomite, and gypsum.

 

Unit 2: Chemistry

 April Week 1: Matter
What is Matter? Students will learn about general atomic structures, quarks, elements and compounds, solids liquid and gases, periodic table and trends.

April Week 2: Redox Reaction and Balancing Chemical Reaction
Students will learn how we balance chemical reactions, what is an ion, what is reduction, what is oxidation and how do electrons move.

April Week 3: Endothermic Vs. Exothermic
What is the relationship between endothermic and exothermic processes? Students will learn that endothermic is the process that releases energy in the form of heat and exothermic is the reaction that absorbs energy in the form of heat.

 April Week 4: Electrochemistry
What is electrochemistry? Students will learn that electrochemistry is the study of electricity and chemical reactions which take place at the interface of an electrode.

 

Unit 3: Physics

May Week 1: Kinematics
What are the forces of nature? How can we graphically demonstrate velocity? Students will learn the relationship between force and acceleration. They will also learn about friction and momentum.

May Week 2: Forms of Energy
What is potential and kinetic energy? Students will learn that potential energy is the kind of energy stored in an object due to its configuration and kinetic energy is the energy that body possesses due to its motion.

May Week 3: Electromagnetic Spectrum
What is wavelength? What is electromagnetic spectrum? Students will also learn about the different types of lights and optics?

May Week 4: Waves and Sounds
What is wave? How can we describe a wave? What is sound? Student will also learn about standing waves vs free wave and how sound travels.

Unit 4: Science Fair Project

June Week 1-4
Science fairs teach about more than students learning about their favorite science content. Science fair projects allow students to practice scientific thinking and problem-solving, improvise when a procedure doesn’t work out as predicted, present science findings to others, and constructively critique each other’s work. Science fairs are an especially motivating way to learn. When students are charged with choosing their own topics and designing their own procedures, they are more likely to take ownership of their work and become personally invested in learning.

  • The Students will choose a topic of their own interest from three different categories, such as Life Science Physical Science, or Earth and Space Science. Over the course of four weeks the students will further explore on the topic of their choice.

In order to create the project, students will elaborate on the following steps of the scientific method:

  • Step One: Coming up with a good question
  • Step Two: Conducting the research and forming a hypothesis
  • Step Three: Testing the hypothesis by doing the experiment
  • Step Four: Presentations

 

At the end of the course the students will share their research and findings with their peers and parents through individual presentations.