STEM for Success Showcase contains collections of student STEM creations.
-
Questioning Reality: The Progressive Development of Modern Physics
Joshua Lancman
Humanity has a tendency to divide time. The past is distinct from the present which is entirely separate from the future. In supposedly 20-20 vision history is neatly divided into different sections, distinct eras with sharp lines between them. What is present and in the future is always modern. What is past is something else with another name.
Yet time is not divided so neatly. We know this living through it: years and decades blend into one another in a non-uniform progression. To divide human history into separate eras is a necessary simplification, as it helps to ascribe order onto otherwise chaotic chronology. It is still, however, a simplification, and gives incorrect significance to the people and events used to mark beginnings and ends. Rather, the view of history as a constant and uneven progression is more correct.
In a simple definition, modern is “of, relating to, or characteristic of the present or the immediate past.” To be modern is to be in current times, meaning that which is pre-modern is necessarily in the past. If, then, modernity is also defined by the characteristics of the immediate past, what caused that dividing line to fall down between the pre-modern and current eras, so different between one another? What makes modernity?
The field of physics exhibits a sharp divide between modern and classical branches, defined by different theories, each true in different ways. The modern era of physics is commonly defined as beginning in the 20th century, with the classical era, having begun with the works of Galileo Galilei and Isaac Newton in the 16th and 17th centuries respectively, preceding it. “The beginnings of anything like a corrected history of the science which is now called physics may be placed with considerable definiteness about the beginning of the 17th century and associated with the great name of Galileo,” as Henry Andrews Bumstead writes.
1905, the so-called miracle year of Albert Einstein, in which he published revolutionary papers on mass-energy equivalence, brownian motion, and, most importantly, the photoelectric effect and special relativity, is most often used as the sharp dividing line between physics’ past and present. “Modern physics is the physics of the 20th century…” since “the main building blocks, the theory of relativity and quantum mechanics, were developed early in that century.”
Einstein’s breaking down of absolute time and space in his theory of special relativity, a commonly held assumption for millenia beforehand, is what would distinguish the modern from the classical. The aftermath of special relativity is quantum theory, in which strict causality and infinitely divisible space in physics (assumptions from Newton) were also broken down to show that these concepts did not entirely apply at an extremely small scale, namely the atomic and subatomic realms. This concept was also preceded by Einstein’s work, building on that of Max Planck.
Alternatively to a dividing line, physics can also be viewed as a gradual development in which assumptions are constantly broken down and reshaped, a position I will argue for here. Newton demolished the prime mover theory of Aristotle, James Clerk Maxwell reshaped Newtonian concepts with the addition of fields and statistical mechanics, Einstein the absoluteness of space and time, and the great quantum physicists of Planck, Niels Bohr, Erwin Shrodinger, and Werner Heisenberg, along with others, determinism, infinitely divisible space, and orderly mechanics with the discovery of the absolute strangeness of quantum mechanics.
Instead of seeing two eras as completely separate and distinct from one another, with a point in time or event dividing the two, I will argue in this paper that scientific development in physics is always preceded by previous discoveries by looking at the development of modern physics out of the classical. Nothing comes about independently, as some sort of scientific isolate, as I will show in part I. All advances in physics are built upon the shoulders of giants, and mostly come about as a result of developments within the field itself. In part II, I will also focus on how the great revolutions which created what is now commonly referred to as modern physics were the effects of a larger, sociological questioning of authority occurring throughout the Western world at this time. Modern physics’ emergence is notable for occurring at a time and place in human history, the western world at the turn of the 20th century, which was rife with intense social and intellectual upheaval.
-
Save Us- Save our Oceans
Tara Cotter
Students researched sustainable development goals created by the Untied Nations. 17 goals that are an urgent call to action for all countries. The students then created a video of an SDG they felt passionate about and they thought they could bring awareness and change to.
-
Implementación de Estrategias Didácticas en la Asignatura de Química en el CETMAR 38
Irene García Hernández and Cristo Leon
Título de la Presentación: Implementación de Estrategias Didácticas en la Asignatura de Química en el CETMAR 38
Evento: STEM for Success: Congreso Educativo 2023 - Diciembre, 15, 2023
Presentadores: Irene García Hernández, Centros de Estudios Tecnológicos del Mar (CETMAR) 38 y Cristo Leon, NJIT
Objetivo General: Nuestra meta es introducir y evaluar estrategias didácticas innovadoras en la enseñanza de la Química para fomentar un aprendizaje significativo en los estudiantes de Educación Media Superior del CETMar No. 38. Buscamos transformar el enfoque pedagógico tradicional hacia uno que sea interactivo, inclusivo y que promueva la curiosidad científica.
Hipótesis: Postulamos que la adopción de estrategias didácticas innovadoras, centradas en el estudiante y basadas en la práctica, resultará en una mejora sustancial en la comprensión y aplicación del conocimiento químico (materia y sus interacciones) por parte de los alumnos.
Resumen de la Ponencia:
En un mundo en constante cambio, donde la ciencia y la tecnología juegan roles cruciales, la educación STEM se ha convertido en un pilar fundamental para preparar a los estudiantes para los desafíos futuros. Esta presentación abordará cómo las estrategias didácticas innovadoras pueden ser implementadas efectivamente en la asignatura de Química para maximizar el aprendizaje significativo. Discutiremos métodos prácticos que involucran aprendizaje basado en proyectos, uso de tecnología educativa y técnicas de gamificación para captar la atención y fomentar una comprensión profunda de los conceptos químicos. Con el apoyo de datos empíricos y ejemplos del CETMAR 38, destacaremos cómo estas estrategias no solo mejoran el rendimiento académico, sino que también aumentan la motivación y el interés de los estudiantes en la Química.
-
La Psiconutrición en estudiantes del CETMAR 38
Dallana Javier de los Santos and Cristo Leon
Título de la Presentación: La Psiconutrición en estudiantes del CETMAR 38
Evento: STEM for Success: Congreso Educativo 2023 - Diciembre, 15, 2023
Presentadores: Dallana Javier de los Santos, Centros de Estudios Tecnológicos del Mar (CETMAR) 38 y Cristo Leon, NJIT
Introducción:
La psiconutrición es un campo emergente que estudia la interacción entre la nutrición, la psicología y el bienestar integral. Explora cómo nuestras emociones y pensamientos influyen en nuestras elecciones alimenticias y, viceversa, cómo lo que comemos afecta nuestro estado anímico y cognitivo. En la era digital actual, donde las redes sociales perpetúan ideales corporales inalcanzables, es crucial abordar cómo estos estándares influyen en los hábitos alimenticios de los adolescentes y en su salud mental.
Objetivo General:
El principal objetivo de esta presentación es concienciar a los estudiantes sobre cómo sus emociones interactúan con sus hábitos alimenticios y desarrollar estrategias efectivas para promover una alimentación consciente y saludable dentro del entorno educativo.
Objetivos Particulares:
Fomentar una reducción en el consumo de alimentos no saludables entre los estudiantes del CETMAR 38.
Educar sobre los fundamentos de una dieta equilibrada y nutritiva.
Investigar y discutir la relación entre la mente, el cuerpo y cómo las emociones y comportamientos afectan la nutrición.
Preguntas Hipotéticas:
¿Cuáles son las causas predominantes de una dieta inadecuada en los estudiantes del CETMAR 38?
¿Cómo afecta la alimentación a la salud física y mental de los jóvenes?
¿De qué manera nuestros estados emocionales y pensamientos moldean nuestra relación con la comida?
Planteamiento del Problema:
Este estudio combina análisis cualitativos y cuantitativos para abordar problemas nacidos de la observación de hábitos alimentarios poco saludables en los estudiantes. Se centra en la necesidad de comprender la psicología detrás de nuestras decisiones alimenticias y cómo fomentar un cambio positivo que se refleje en el aprendizaje y desarrollo estudiantil.
-
Water Analysis of Various Issues: Local Issue: Beavers in Butler
Michael Konopinski
In my 6th Grade Academic Technology Class, the students have been learning about various water issues that have taken place globally, nationally, and now locally. Students have analyzed interactive drought maps of our country, worked on inventions to help water scarcity in developing nations, and now students are currently researching and creating solutions to a local issue in our community. Currently, there is a beaver constructing a dam in our local river.
Students have researched, analyzed the area, and now are creating solutions to this unique situation. Upon completion of the research, finding the location of this issue using Google Earth, and creating solutions to this situation. Students have recorded a video presentation thoroughly explaining this unique situation in our community!
-
Water Analysis of Various Issues: Local Issue: Beavers in Butler
Michael Konopinski
In my 6th Grade Academic Technology classes, the students have been learning about various water issues that have taken place globally, nationally, and now locally. Students have analyzed interactive drought maps of our country, worked on inventions to help water scarcity in developing nations, and now students are currently researching and creating solutions to a local issue in our community. Currently, there is a beaver constructing a dam in our local river.
Students have researched, analyzed the area, and now are creating solutions to this unique situation. Upon completion of the research, finding the location of this issue using Google Earth, and creating solutions to this situation. Students have recorded a video presentation thoroughly explaining this unique situation in our community!
-
Ecological Water Pollution Mystery - Linwood School 6th Grade Science
Jeannine Lanphear Ms
This video is the culminating activity for students completing an ecological water pollution mystery. The mystery was solved using math (parts per million), science (water testing, ground water and the water cycle), topographical mapping (following plumes and determining point/non-point source pollution) and scientific reasoning. The students simulated a town meeting following the attached agenda as shown in the attached video to present their results and then review community options for next steps. Students took stakeholder roles in the presentation. Students will be applying these ideas to engage with their town representatives to discuss local issues with water pollution and engage with STEM-based improvement approaches that students can promote in the community.
-
Student Inventors for the one that just has STEM Interest Sweepstakes
Alissa Schonmann
Students were challenged to create sustainable inventions to make the world a better place!
-
I Have A Dream
Lerone B. Smith
Martin Luther King Jr.’s iconic “I Have a Dream” speech has been the subject of much conversation and debate for 50 years. King’s dream was that of one person; however, he opened the door for everyone to have a dream.
In the spirit of Martin Luther King Jr., our scholars were encouraged to write about their dreams and hopes for a better world. They were told to consider a social, community, or environmental issue they want to improve. Students were challenged to describe what they were thinking about doing and how their idea might make the world a better place.
-
Area Activity
Admin STEM for Success
Lesson plan to teach students about area including an activity plan, activity description, activity video, and additional activity materials
-
Arithmetic and Geometric Series
Admin STEM for Success
Math:
-Introducing the concept of arithmetic and geometric series/discussing the differences
-Multiplying, adding, dividing, subtracting, exponents
-
Balloon Tower Activity
Admin STEM for Success
This activity challenges students to build a safe and sound tower using only balloons and tape.
-
Basic Math Terms and Properties
Admin STEM for Success
Basic Math Terms
In a math equation or sentence, the operator identifies the action taken. The equal sign shows the relationship that the expressions on the two sides are equal in value.
-
Bridge Building
Admin STEM for Success
Students learn about different bridge styles and designs in this activity that challenges them to build their own successful bridge.
-
Bubble Wand Activity
Admin STEM for Success
Students use this activity to practice their engineering skills by building a bubble wand.
Activity Video Link: https://www.youtube.com/watch?time_continue=15&v=wx0-NrAnE6c&feature=emb_logo
-
Building Structures
Admin STEM for Success
This activity challenges students to build a safe and sound structure using only candy and toothpicks.
-
Calming Jar Activity
Admin STEM for Success
Students use crazy glue and water to make a "calming jar."
-
Candy Heart Experiment
Admin STEM for Success
Students practice the scientific process by running an experiment to discover how well candy hearts dissolve in different liquids.
-
Can You Fit Through an Index Card Video
Admin STEM for Success
This video demonstrates how we can fit our entire body through an index card using just a scissor.
-
Climate Change
Admin STEM for Success
This lesson plan teaches students about climate change and its effect on animals and insects. Students can then participate in a climate change fact or myth game and a climate change Pictionary game.
