How do we build a bridge with minimum resources to support maximum load?

The purpose of this action project is to build a functional bridge that can sustain dynamic loads. Examples of bridges can be found at this link.Here’s the scenario for Action:

how?

(GCE Field Experience at UIC Motor Works)

Why?
For the fuel course, the purpose of this action project is create a rubber band car that illustrates the energy distribution process.

How?
At the end of this action project, you will have:

• performed calculations on time, distance, and speed
• assessed energy efficiencies
• create and design a rubber band car

Featured Student Work

(GCE Field Experience at Grossinger Cadillac)

What is the energy cost of the different energy sources to heat/cool the same environment ?

Why?
For the fuel course, the purpose of this action project is to present a case study that demonstrates your understanding of the variables to consider to heat/cool an environment, and your ability to defend the types of energy usage.

How?
At the end of this project, you will have:

• provide pros and cons of our assigned energy
• decided which side to defend
• refined the data to support our defense, and included proper citation

Featured student work

http://gcevoices.com/gn/2013/03/08/is-nuclear-fuel-a-pollutant/

(GCE Field Experience Museum of Science and Industry)

How do we communicate the patterns & historical trajectory of energy producing natural resources?

(GCE Field Experience at CBS TV Station in Chicago)

What is the purpose of a time-telling device and how does it reveal light/sound through culture?

why?

For the light and sound course, the purpose of this Action Project is to build a prototype of a time-telling device and explain its principles & purpose in a paper.

how?

At the end of this project you will have:

• read a research paper;
• deconstructed the research paper by using a research template/rubric;
• sketched your time-telling device before building it;
• gathered feedback on your device from peers;
• built a prototype;
• drafted your paper using the research template;
• gathered feedback on your draft from teacher;
• revise and rethink your final paper & prototype;
• presented your paper & prototype to teacher &/or peers.
• blogged your paper & prototype.

Featured Student Work

http://gcevoices.com/kb/2013/03/08/time-telling-device-by-kb/

http://gcevoices.com/aw/2013/03/08/time-telling-device/

(AW, JP and HD building a radio)

Why?

For light and sound, students had to design and build a radio. Building a radio will help determine to find the difference between transverse and longitudinal waves, as well as which type is used in AM radio transmission. If given a sinusoidal wave, students should find the amplitude and frequency of the signal. Also, this project will help explain how we use a frequency signal.

How?

Students will build their own radio while understanding the functions of a frequency and signaling through electrical components .

Featured Work

Fuel is an integrated math and science course which allows us to transform how we handle/interact with our energy resources using physics and chemistry.

The course is separated into 3 units:

1. Resources: Investigation of chemical reaction of natural resources and developing a cycle of regeneration from various energy sources.
2. Energy: Examining the physics of energy by calculating the energy production of a home.
3. Pollution: Understanding pollution by conducting a carbon footprint analysis.

Last week, students visited the Chicago Auto Show. Attending the show, students had to interview car manufacturers, brand representatives and investigated car technology for controlling pollution. This activity helped raise awareness of the negative effects of pollution contributed from the auto industry.

“AH, JM, MY interviewing car representatives at the Autoshow, 2013″

Light and Sound is an integrated math and science course that helps students hear and see the language of the universe by applying the fundamental equation of C= F* λ.

The course will be broken down into the following 3 units:
Speed of light (C): Introduction to light properties, spectrum, rainbow physics and applying principles by building a spectrograph.
Frequency (F): Examining the physics of a frequency and operation of a signal from a radio.
Waves in space time (λ.): Investigating waves in space time using sun dials.

For each of these 3 units there are three types of study:
INTERNAL: investigating primary and secondary sources.
EXTERNAL: evaluating and research supporting sources through real life connections.
ACTION: applying knowledge, skills and values to a project.

The presentation below shows previous work from students during the L&S course:

Why?
You went to the International Children’s Film Festival, organized by Facets, the largest festival of films for children in North America.  As a member of the GCE community, you learned a lot.  Now, it’s time to share a bit.

FACETS (2012) International Children’s Film Festival – logo.

How?
At the end of today, one of your film critiques shall be shared as a comment to this post.

What?
Please follow the steps below to share your film critique.

1. Locate the 2 Film Critiques you have produced: the group & the individual one.
2. Choose your favorite of the two.
3. Revise its text, considering that it will be shared with the world (as a suggestion, type it on a google doc to work on it).
4. Add a intro to the Critique, following the prompts we use for blog posts:  The purpose of this piece was… I am proud of… I learned that…
5. At least 1 peer and 1 teacher must give you feedback before you post your critique.
6. Make sure you have your text somewhere else (Google Drive or Offline Doc), in case the Internet fails you before the comment is submitted

(NASA IMAGE)

Are glaciers and ice caps melting?
What is the role of glaciers and ice caps in the hydrological cycle?
What is the relationship between glaciers and humans?
What are the consequences of melting ice caps and rising sea levels?
Which global communities depend on glaciers and how can we map that relationship?
How will these communities be affected by melting glaciers?

For the water class, students investigated ice cap melting and it’s impact on the earth. Students conducted research and created posters for this project. Please look at some of the posters below:

http://gcevoices.com/mml/2012/11/01/global-ice-melt-mml/

https://docs.google.com/a/gcechicago.com/document/pub?id=18r6Nq5csQbGQr1e3abT2xgi-yNbvyKP-k93o5WQs0-Y

Students visited UNICEF headquarters in downtown chicago to discuss how climate change impacts global water and sanitation issues. We investated how UNICEF responds to current water conflicts around the world.