Biomedical Engineering 7-28

Biomedical Engineering 7-28

Students began the day with a discussion of how fluid mechanics played a role in the design of their heart models, and also discussed how the heart compared to other kinds of pumps. Next, they were given the chance to reflect on the design process of their BristleBots, which they had been working on all week. As a class, students put the finishing touches on the big heart model, and worked together to label the parts of the heart. They also prepared to present all of their projects to the parents at the end of the day.

Ask your student: Which parts of your BristleBot design were most effective? Which material would be the most versatile for building a BristleBot?


MYTHconceptions 7-28: Own Your Own Myth

MYTHconceptions 7-28: Own Your Own Myth

This week, students worked in groups to test their own myth. They used steps from the traditional scientific method in order to refute or support a claim. Today, students finalized their conclusions and shared their observations and results with the class. They made posters of their results and gave small presentations to the class.

Ask your student: What claim did your group test? Was it a myth?

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Check out all of our posters from proving/ disproving our myths!

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Chemapalooza 7-28: So Sublime

Chemapalooza 7-28: So Sublime

Today students observed first-hand how regular ice and dry ice differ in their behaviors. Students studied both types of ice in one scenario, and used their observations to predict what would happen in a different scenario! Finally, collected evidence to make claims about the strange phase-changing properties of dry ice, created models, and presented them to the group.

Ask your student:  What is it called when a substance goes from a solid straight to a gas? (Sublimation) Ask your student to tell you some of the differences they observed between dry and regular ice.


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MYTHconceptions 7-27: It’s Poppin’

MYTHconceptions 7-27: It’s Poppin’

Have you ever heard someone say that you could pop popcorn using the electromagnetic waves from a couple cell phones? Well today we looked for evidence if this is true or not. The students set up a few sets of cell phones with a popcorn kernel to watch what would happen. They also compared the key parts of a popcorn kernel with a regular kernel. Did you know that they are completely different plants?

Ask your student: What did you think would happen in this experiment? What evidence supported the myth? What evidence did not support the myth?

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Biomedical Engineering 7-27

Biomedical Engineering 7-27

Today, students discussed what can be done to prevent different kinds of heart failure, and what is done to troubleshoot both electrical and mechanical failure. The class finished constructing the big heart model and double checked to make sure it was fully functional. Students reflected on the process of designing, building and troubleshooting the large heart model, and came up with any last minute changes to refine the design. Finally, students continued working on and testing their BristleBots.

Ask your student: What are some ways to prevent heart failure? What can be done to troubleshoot an electrical system failure? What role did pressure play in the design of the big heart model?

Chemapalooza 7-27: Silly Slime

Chemapalooza 7-27: Silly Slime

Silly slime and smiling faces! Students became Chemical Polymer Interns for Ooey Gooey Toy Company today. While creating their own Play Doh, Putty, Goo, and Oobleck substances, our interns learned about polymers and heterogeneous mixtures. They used that knowledge to make a new toy for the company, a bouncy ball, by using the ingredients from the previous slimes.

Ask your student: What type of substance is Play Doh? (Suspension) What kind of molecules are in Putty and Goo? (Polymers) What substance gives Goo its sliminess? (Borax)

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Biomedical Engineering, Wednesday, 7-26

Biomedical Engineering, Wednesday, 7-26

To begin the day, students learned about and discussed examples of heart failure, both in the mechanical and electrical systems of the heart. Then, the class continued to build the large heart model, and began troubleshooting any issues that came up for the big heart. Students continued to work on their BristleBots, and began testing them today.

Ask your student: What are some examples of an electrical heart failure? What are examples of a mechanical heart failur

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e? How does heart failure affect blood flow?

MYTHconceptions 7-26: Balloons

MYTHconceptions 7-26: Balloons

Today, in MYTHconceptions, the students were challenged to puncture a balloon without popping it. Students explored properties of rubber to figure out how to pierce a balloon with a wooden skewer without popping it. Through this activity students use their deductive skills to figure out what needs to be done to keep the balloon intact.

Ask your student: What is a polymer? (A Polymer is a chain of repeating parts) What property of the balloon (rubber) allowed it to be stretchy and always go back to the original form? (elasticity, elastic)


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Chemapalooza 7-26: Orbeez Experiments

Chemapalooza 7-26: Orbeez Experiments

Today, in Chemapalooza, the students investigated the nature of water beads. Our little chemists used the scientific method to design their own experiment and create a hypothesis on how they predict different liquids or different concentrations of liquids would have an impact on the growth-size of water beads. As the week progresses, the students will continue to work through the experiment and analyze their results and ultimately evaluate their hypothesis.

Ask your student: What is osmosis? (Osmosis is a special type of diffusion- movement of water across a barrier form high to low concentration) What is an independent variable? (An independent variable is the variable you are testing in an experiment: it is the variable that is changed)