Driving STEM Camps

Educator’s Planning Doc

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Curriculum Introduction

This curriculum is a guide for a course designed to serve students entering elementary (3, 4,
and 5th) grades or for students certifying in middle grades The main purpose is to provide
opportunities for exploration and non-threatening learning in a fun summer-camp setting.
Students collect and analyze data that they collect but most importantly, they use their
analysis to maximize the performance of their cars!

Students participate in team-based challenges that illustrate the real process of science and
the language in which it is written, mathematics. Driving STEM camps build teamwork skills
and engage student teams in challenges that link fun and success with the practice of
mathematics and science.

Concepts are developed through use of manipulative materials (tape measures, digital
scales, stop watches, and remote-controlled cars), the application of the scientific method
and the systematic use of mathematics in problem solving. Skills considered in Driving STEM
are measurement and basic computation (add, subtract, multiply and divide), along with
applications such as averaging, graphing data, making simple equations and graphing them,
and problem solving (Higher Order Thinking Skills or HOTS). In addition to these specific
topics, the systematic collecting and analyzing of data as a basis for formulating conclusions
is demonstrated.

The curriculum is a suggested layout and has several options to meet the needs of your
specific camp. Approximate times are given for the purpose of planning. Suggested
schedules, materials lists, overviews of activities, and objectives for each day are also listed.
These are recommendations and should be adapted as necessary.

Electronic versions of the curriculum, slide shows, Excel spread sheets, student logbooks,
and an Appendix with all the necessary materials to conduct camp are available on the Driving
STEM Camp Web Site www.inslmember.org/drivingstem

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National Standards in Every Challenge

PROBLEM SOLVING DATA ANALYSIS AND PROBABILITY

Instructional programs from pre-kindergarten through grade 12 should enable all students to do the following:
• Build new • Formulate questions that can be addressed with data and select, organize, and display relevant
mathematical data to answer them.
knowledge
through problem • Select and use appropriate statistical methods to analyze
solving data.
• Solve problems • Develop and evaluate inferences and predictions that are based on
that arise in data.
mathematics and • Formulate questions, design studies, and collect data about a characteristic shared by two
in other contexts populations or different characteristics within one population.

• Apply and adapt • Select, create, and use appropriate graphical representations of data, including histograms, box
a variety of plots, and scatter plots.
appropriate
strategies to solve • Find, use, and interpret measures of center and spread, including mean and interquartile
problems range.
• Discuss and understand the correspondence between data sets and their graphical
• Monitor and representations, especially histograms, stem-and-leaf plots, box plots, and scatter plots.
reflect on the
• Use observations about differences between two or more samples to make conjectures
process of
mathematical about the populations from which the samples were taken.
problem solving
• Make conjectures about possible relationships between two characteristics of a sample on the
basis of scatter plots of the data and approximate lines of fit.

• Use conjectures to formulate new questions and plan new studies to answer them.
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Engage National Science Standards
PROGRAM STANDARD C:
Mathematics is important in
all aspects of scientific
inquiry.
CONTENT STANDARD
A:
Science as Inquiry
CONTENT STANDARD B:
Physical Science
Properties & changes of
properties in matter, Motions
and forces, Transfer of
energy
CONTENT STANDARD D:
Earth and Space Science
CONTENT STANDARD E:
Science and Technology
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The science program should be coordinated with the mathematics program to
enhance student use and understanding of mathematics in the study of science and
to improve
student understanding of mathematics.
As a result of activities in grades 5-8, all students should develop abilities necessary to
do scientific inquiry and understandings about scientific inquiry.
MOTIONS AND FORCES
The motion of an object can be described by its position, direction of motion, and
speed. That motion can be measured and represented on a graph.
An object that is not being subjected to a force will continue to move at a constant
speed and in a straight line.
If more than one force acts on an object along a straight line, then the forces will
reinforce or cancel one another, depending on their direction and magnitude.
Unbalanced forces will cause changes in the speed or direction of an object's motion.
TRANSFER OF ENERGY
Energy is a property of many substances and is associated with heat, light, electricity,
mechanical motion, sound, nuclei, and the nature of a chemical. Energy is transferred
in many ways.
Electrical circuits provide a means of transferring electrical energy when heat,
light, sound, and chemical changes are produced.
In most chemical and nuclear reactions, energy is transferred into or out of a
system. Heat, light, mechanical motion, or electricity might all be involved in such
transfers.
Most objects in the solar system are in regular and predictable motion. Those
motions explain such phenomena as the day, the year, phases of the moon, and
eclipses.
As a result of activities in grades 5-8, all students should develop abilities of
technological design and understandings about science and technology
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Engage National Math Standards

ALGEBRA STANDARD:
Represent and analyze mathematical
situations and structures using algebraic
symbols.
Use mathematical models to represent
and understand quantitative relationships.
Analyze change in various
contexts.
MEASUREMENT STANDARD:
•Identify such properties as commutative, associative, and distributive and
use them to compute with whole numbers.
•Model problem situations with objects and use representations such as
graphs, tables, and equations to draw conclusions.
•Investigate how a change in one variable relates to a change in a
second variable.
•Identify and describe situations with constant or varying rates of change
and compare them.
•Understand measurable attributes of objects and the units, systems, and
processes of measurement.

•Apply appropriate techniques, tools, and formulas to determine

measurements.
CONNECTIONS STANDARD: • Recognize and apply mathematics in contexts outside of
mathematics.
REPRESENTATIONS STANDARD: •Use representations to model and interpret physical, social, and
mathematical phenomena.
NUMBER AND • Compute fluently and make reasonable
OPERATIONS STANDARD: estimates.

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Deliver Inquiry Based Investigations
View Video “Racing by the Numbers”
BEGINNER INQUIRY LEVEL: For each Driving STEM Challenge, a question is posed that
students investigate and answer. Though you, the facilitator, know how to investigate
you cannot know the answer until students discover it.
You will set up an experiment in which you will change only one variable; it could be:

• weight of your car (by taping things on it)

• weight balance (where weight is on the car)
• length of the track (by changing the finish line)
If time permits another variable that can be investigated is the height of the ramp. Inquiry Method-
Level Problem ology Solution
VARIABLE DEFINITIONS: The input that you change is called an independent variable.
The outcome which results from the change you make, is called the dependent variable Novice Given Given Given

(it depends on the changes you made). Beginner Given Given Unknown
Inter-
Given Unknown Unknown
MAKING A GOOD GRAPH: In every challenge, the best approach is to gather enough mediate

data to generate a graph. The graph shows how performance changes with your Expert Unknown Unknown Unknown
independent variable.
Gather data for at least three or four points over a wide range of independent variable
in order to understand the relationship between input and output. For example, if you
are changing the weight of the car to see what happens to the score, make a graph
with weight on the X-axis and score on the Y-axis. Test the full range of possibilities by
finding the score for:
• one car with very little weight
• one car with a lot of weight
• one car with a weight halfway between the two extremes
This graph will give you a good idea of the ‘picture’ this data creates.

Very Little W A lot of W

You’ll find that graphs tell stories if you know how to read the numbers!
Middle W
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The Driving STEM Leaderboard
On days 1 – 4, teams will compete in a Points Race by
accumulating scores in Daily Challenges. Teams will
build their competition strategy each day through two or
three investigations. In these investigations, teams figure
out how they’ll set up their car, construct the track and
complete the design projects.
Daily Agenda Description
1 Investigate Weight
2 Investigate Track Distance
3 Investigate Ramp Height
P Final Daily Challenge**
** This is the only activity that adds to team scores.
Daily Challenge: Teams can make as many runs as they
want during the Daily Challenges; the best score is
recorded for the day. The number of runs a team makes
is part of their strategy because each run drains the
batteries. By the end of days 3 and 4, teams will wish
they’d driven less!
Driving STEM Points Race: Just like the Sprint Cup
race, teams are accumulating points all week in order to
get a great position heading into the Final Challenge on
Day 5. On days 1-4, add scores from each team’s Daily
Challenge to keep a running tally. Display team’s total
scores on the scoreboard and update the leader board
each day. Data tables are available for download or display
on the iNSLMember.org/drivingstem website under
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Resources.
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Pole Position, Heading into Day 5: At the end of Day 4,
teams with the highest scores have earned the right to choose
their Challenges first; however, all points are wiped out going
into Day 5 so that it is anyone’s game to win. Everyone enters
the Final Day 5 Challenge with 0 points.
Driving STEM Final Challenge (Day 5): Teams choose to
drive any 2 of the 4 Challenges for points; however, not
everyone will get their top two because the leading teams get
to choose first. Each team chooses their 1st Challenge then
each team chooses their 2nd (like sports drafts) so there is a
real strategy involved that depends on when you’re getting to
pick.
There are 6 Teams x 2 Challenges = 12 Challenge Runs on
Day 5. With 4 possible events, you should have 3 teams
signed up for each of the 4 events.
In each of the 4 Challenges, there will be a 1st, 2nd and 3rd place
team based on the now common score, (Wdh/t). Depending on
their placement, points are doled out as follows:
Place Award
1st 100
2nd 90
3rd 85
The lowest team might have 170 points while the highest
placing team has 200. If there is a tie, the team with the highest
weekly score (after Day 4) wins.
Driving STEM Digital Resources
Visit the iNSLMember website. Log into your account to find Driving STEM Camps
resources, videos, files, and click-through activities. Materials may be used as part of your
Driving STEM Camp for a full year from purchase and will need to be renewed for
membership on an annual basis. Your Driving STEM evergreen Materials Kits and
resources are meant to be reused year after year. The digital platform requires a
subscription update as new materials, new challenges, and new video introductions keep MEDIA
the program fresh and engaging.
Toolbox Videos:
Stopwatch & Elapsed Time
Measuring Tape & Distance
PRINTABLES STATIONS Digital Scale & Mass vs. Weight
Intro Videos
Scaleville: Daily Class Starters Day 1: Welcome to Camp
Educator’s Curriculum Guide Grades 3-4 The Science of Racing
Grades 5-6 Intro to the Fast Track with RC
Grades 7-9 Challenge Videos:
Student Logbooks
How Fast is Fast?
MindBugs in Measurement: Stopwatches Are We There Yet?
Optimal Payload
Bridge Building Plans Power Drag: Delivering the Mail
MindBugs in Measurement: Digital Scales
Spreadsheets:
Assessment Options
Excel Leaderboard
Pre-Assessment MindBugs in Measurement: Tape Excel Points Race / Rubric
Formative Assessment Rubrics Measures Excel Data Logs
Post-Assessment
Driving STEMvestigations: Slide Shows / Presentations
Newton Knew Racing: Acceleration Welcome
Design & Prototyping Newton on Wheels: Laws of Motion How Fast Is Fast?
Cardboard Models STEM Delivers: Mobility Design Projects Are We There Yet?
Paper Cars Communication Arts: Dream. Draw. Optimal Payload
Geometric Nets Design. Bridges
Power Drag: Delivering the Mail
Mobility Design Projects

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