Category Archives: GCE Math/Science

GCE Math/Science

Why bridges unite and separate us?

April 9, 2013, by

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

why?

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?

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

  1. Apply geometric concepts in modeling situations. Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).
  2. Experiment with transformations in the plane. Know 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.
  3. Visualize relationships between two-dimensional and three- dimensional objects. Identify the shapes of two-dimensional cross-sections of three- dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects.


Rubber band powered car

April 8, 2013, by

IMG_2067

(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

 



Energy Sources

April 8, 2013, by

gce stem

(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

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



Natural Resources

April 8, 2013, by

STEM Pict 112

(GCE Field Experience Museum of Science and Industry)

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

why?

For the fuel course, the purpose of this action project is to create a presentation that demonstrates the pattern & trajectory of energy producing natural resources.

how?

At the end of this lesson, you will have:

  1. created a number line & graph of the history of your resource (time/quantity/scale);
  2. named the polygons framed by the different areas of your graph (G-MG/1 & G-CO/1)
  3. used your research to draw a hypothesis about the trajectory of your E-producing resource; 
  4. presented your work as a 4-slide SlideRocket with narration.



Time Machine

April 8, 2013, by

STEM Pict 220

 

(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

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

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



Radio Waves

April 8, 2013, by

STEM Pict 257 (1)

(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

 



Why are the global ice caps melting?

November 3, 2012, by

Before-After-NASA-Arctic-Ice-Cap-Melting

(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:

https://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.

 

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photo



Water Sample Test

November 2, 2012, by

 

For the water class, students conducted an experiment testing water quality from different local locations. They determined differences in water quality and pH from a variety of sources. The purpose of this project is to increase understanding of the global water issue that affects everyone. Students investigated how organizations, agencies, and individuals are working to address water problems.

Please see examples of student work below:

https://gcevoices.com/lf/2012/10/16/testing-the-waters-lab/

https://gcevoices.com/jm/2012/10/16/water-sample-test-jm/



Wind Turbine Project

November 2, 2012, by

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For the third unit of the design and engineering course, students looked at sustainable technology and applications of eco-friendly engineering designs. Specifically, we studied wind turbines and students were challenged to build a wind turbine. We had an expert engineer visit our school to assist the students. CEO/wind turbine engineer of Windonics , Alex Bishai, helped our students.

Please the slide show and examples of student work below:

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Hydrological Cycle

September 25, 2012, by

Students from the global resource water course extended their learning at the Lincoln Park Zoo. Students applied their knowledge about the hydrological cycle. At the zoo, students also saw how water inspires life and how it affects the habitat of different animal species.

Please see some pictures below from the FE and hands on experiments.

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