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WIRE, WIRE, AND MORE WIRE, A SIMPLE TECHNIQUE, A GREAT RESULT
Proposal Title: Wire, Wire, and more Wire, a Simple Technique, a Great Result
Submitted by/Project Director: Yomare Polanco, Science Teacher/Science
Teacher Mentor, Roosevelt Elementary School,
New Brunswick, NJ
Grade Level: 8th Grade Bilingual # of Students: 32
1. Brief description: What you want to do and why? List problems you are trying to solve/address with this grant.
I want to encourage the eighth grade students to enjoy and understand how electricity works. The students will complete guides to home wiring, guides to industrial (mechanical, heating, etc.) wiring, and guides to communicative wiring (telephone, computer, etc.).
Among the list of the problems that I am trying to
solve with this grant are:
· To create awareness among the students that electricity is
not an abstract concept.
· To develop students’ skills by building samples of houses,
machines and wiring these, as well as wiring telephone lines,
computer devices, etc.
· To train students how to work with basic wiring tools, and
how to use and read circuit tester, volt ohmmeter, continuity
tester, voltage testers, and others.
· To teach students to plan the work, using math calculations
to draw plans, and understand electrical capacity. To understand
wires and choose the right cables, to study the different types
of electrical boxes, receptacles and switches.
· To understand mast and main service panels. To wire
a new branch circuit into an existing panel.
2. List (a) Educational Objectives and (b) Expected Outcomes.
Activities must be correlated with the New Jersey
Core Curriculum Content Standards (NJCCCS).
By completing a guide to home wiring, both indoors and outdoors, the students will be able to accomplish the NJ Core Curriculum Content Standards, such as: 5.1 Interacting Components in a System, 5.2 Scientific Process-Problem Solving Skills, 5.3 People and Major Discoveries in Science, 5.4 Understanding of Technology, 5.5 Integration of Mathematics, 5.8 Structure and Behavior of Matter, and 5.9 Natural Laws and Energy Transformation.
In addition, 8th grade students will be able to apply to the real life the knowledge acquired in Unit #4 of their text book,“Science Plus” Blue Version, and follow curriculum activities related to static electricity and electron motion, repulsion, conductivity and resistance, electric current and magnetic fields, changing electrical energy to mechanical energy, to heat.
Finally, students will learn to choose and connect the right wire and/or cable for lighting, mechanical work, and/or communication.
3. Activities Planned: How do you intend to carry out the project?
Indicate which are the inquiry-based (hands-on)
and code the NJCCCS.
The plan which will be followed is:
· Understanding electricity from power plant to home,
and the basics of grounding, NJCCCS 5.1, 5.2, 5.3, 5.4, 5.5, and 5.8.
· Understanding and creating a typical circuit plan of a house.
NJCCCS 5.2, 5.4, and 5.5.
· Reviewing the safety principles while working with electricity,
NJCCCS 5.2, and 5.8.
· Reading your electric meter, NJCCCS 5.1, 5.2, and 5.8.
· Identifying and sizing circuits/understanding wires, electrical
boxes, receptacles, and switches, NJCCCS 5.1, 5.2, 5.3, 5.4,
5.5, and 5.8.
· Using tools and electric instruments, NJCCCS 5.1, 5.2, 5.3,
5.4, 5.5, and 5.8.
· Building a sample of a house and wire it, both indoors and
outdoors/drilling holes, pulling cables, etc., NJCCCS 5.1, 5.2,
5.3, 5.4, 5.5, and 5.8.
· Extending a circuit using armored cable, and conduit, NJCCCS
5.1, 5.2, 5.3, 5.4, 5.5, and 5.8.
· Installing Telephone cable. Different jack types, NJCCCS
5.1, 5.2, 5.3, 5.4, 5.5, and 5.8.
· Installing Low-Voltage Outdoor Lighting System, NJCCCS 5.1,
5.2, 5.3, 5.4, 5.5, and 5.8.
· Getting permits and inspections, NJCCCS 5.1, and 5.2
4. Evaluation: How do you plan to evaluate this project?
As a teacher, I will generate pre-tests, and post-tests
that will determine the students’
understanding of the basic wiring techniques. Individual wiring
samples will be evaluated. In
addition, textbook unit tests will also be used.
5. Briefly describe the anticipated impact on students of your proposed project.
The science unit on electricity will be much more effective this year and in the future if students have access to this project.
The children will use their problem solving skills and the scientific method at a very young age. This will allow them to meet the core-curriculum standards of science with less difficulty than those students who have not had this hands-on experience.
In addition, this project provides the opportunity
for the students to see the links that exist
between science and math. More over, by writing a project report,
the students will be able to link language arts activities to these subjects
as well.
Finally, the biggest impact of this project on the students is the opportunity for them to develop a passion for a professional career in electrical engineering, and/or for an industrial career in communications by understanding the magic of wiring techniques.
6 - MATERIALS AND BUDGET ($750 maximum): Budgets in excess of
the maximum amount will be
automatically rejected.
Item- Description- Quantity- Unit Cost- Total Cost- Brief Description of Item Use
Electric Drill- 1- 39.95- 39.95- Needed to make holes, place woods,
electrical boxes, and receptacles
Drill kit/drill bits- 1- 19.97- 19.97- Same as described above
Flat blade screwdrivers- 4- 3.00- 12.00- To place bolts
Phillips screwdrivers- 4- 3.00- 12.00- To place bolts
Electrical tape- 1- 0.90- 0.90- to connect wires
Multipurpose tool- 1- 9.99- 9.99- to cut and strip wires
T-stripper- 1- 7.93- 7.93- for wire-looping
Lineman pliers- 1- 9.99- 9.99- to connect wires
Needle nose pliers-1- 7.99- 7.99- to connect wires
Circuit tester- 1 29.99- 29.99- to test electrical circuit
Volt ohmmeter- 1 19.99- 19.99- to test voltage and resistance
Continuity tester- 1- 5.99- 5.99- to test the electricity
Simple voltage testers- 2- 5.99- 11.98- to test voltage
Pole grounded outlets- 5- 1.99- 9.95- used as source of electricity
Single pole Switch- 5- 2.99- 14.95- used to turn electricity on
Wires (Black, white, Green) 300’- 19.99- 19.99- used to transport electricity
Electrical boxes- 10- 3.00- 30.00- to connect wires
Hammer- 1 11.99- 11.99- to place pieces of woods together
Hacksaw- 1 19.99- 19.99- To cut pieces of wood
Compass saw- 1 15.99- 15.99- to small cut pieces of woods
Cold/wood chisel set- 1 14.99- 14.99- to make wholes/sand woods
Sand paper kit- 1- 5.99- 5.99- to sand woods
Wood Stain ¼ gallon- 1- 4.96- 4.96- to paint the sample house
Piece of woods 2x1- 4- 3.00- 12.00- To build the sample house
1 piece of wood panel (48x96)- 1 22.99- 22.99- to build the sample
house
1 outdoor lighting kit- 1 29.99- 29.99- to set outdoor light connection
Lamps/bolts- 5- 7.99- 7.99- for indoor connection
Armored cable 60’- 19.99- 19.99- for indoor connection
Rigid Metal Conduit 60’- 24.99- 24.99- for Indoor and outdoor connections
Conduit bender- 1 29.99- 29.99- to bend the conduit with needed angles
Conduit connectors/couplings 20- 0.75- 15.00- to connect conduits and
elec. boxes
Telephone cables 120’- 19.99- 19.99- to connect a telephone line
Telephone jacks/cover plates- 4- 2.25- 10.00- to connect a telephone
line
Mast and main service panel- 1 99.99- 99.99- to receive the power from
outside
Battery & voltage control set 1- 115.00- 115.00- to be used as
source of power
Total Budget US$745.39
____________________________________________________________________________________________________________________________________________________________
NJ BISEC - New Jersey Business/Industry/Science
Education Consortium
MINI GRANT AWARD PROJECT 2000
LOOKING FOR THE BEST BREAD-BIOCHEMISTRY OF THE FLOUR
Proposal Title: Looking for the Best Bread
Submitted by/Project Director: Yomare Polanco, Science Teacher/Science
Teacher Mentor, Roosevelt Elementary School,
New Brunswick, NJ
Grade Level: 7th Grade Bilingual # of Students: 30
1. Brief description: What you want to do and why? List problems you are trying to solve/address with this grant.
I want to encourage the seventh grade students to enjoy and understand the flour milling industrial process. The students will analyze the biochemistry of the three basic parts of the wheat grain: The ENDOSPERM, which is rich in carbohydrates; the GERM, which is rich in oil and vitamins; and the HULL, which is rich in mineral and protein complex.
Among the list of the problems that I am trying to solve with
this grant are:
· To create awareness in the students that the nutritional properties
of the food products depend on the way that the industry
processes them.
· To develop students’ skills in science and math applied to
real life by performing hands-on activities such as the industrial
process of separation of the three parts of the wheat grain.
· To show to the students how the industry works, and how the
chemical, industrial, and/or technological engineers care about
the production of quality products.
· To teach students to plan industrial works, and to calculate
the productivity of the manufacturing machine.
· To find the best technological parameters of the machines
and the grain conditions by analyzing the effectiveness of the
industrial processes according to the quality of the final product.
2. List (a) Educational Objectives and (b) Expected Outcomes.
Activities must be correlated with the New Jersey
Core Curriculum Content Standards (NJCCCS).
By completing this project, the students will be able to accomplish the following N.J Core Curriculum Content Standards: 5.1 Interacting Components of a System, 5.2 Scientific Process Problem Solving Skills, 5.3 People and Major Discoveries in Science, 5.4 Technology as an Application of Scientific Principles, 5.5 Integration of Mathematics, 5.6 Structure, Characteristics of the Organisms, 5.7 Diversity of Life, 5.8 Structure and Behavior of Matter, 5.9 Natural Laws and Energy Transformation, and 5.12 Independent Components Affected by Human Activity.
In addition, 7th grade students will be able to review the study material on the units 1, 2, 4, 5, and 8 of their text book “Science Plus” Red Version, and follow curriculum activities related to lab safety rules, scientific methods, living players and food web, diversity of living things, force and motion, structure and design, plants in your environment, and medicine or poison?
3. Activities Planned: How do you intend to carry out the project?
Indicate which are the inquiry-based (hands-on)
and code the NJCCCS.
The plan, which will be followed, is: The class will
be divided into 3 groups of ten students each. Each group will work
with its own grain (different kind of wheat, such as Soft White Wheat,
Dark Spring Wheat, and Hard Winter Wheat). Each group will complete
the following activities using its own grain
· Studying the structure of the wheat grain and its biochemical
and nutritional properties. NJCCCS 5.1, 5.2, 5.3, 5.4, 5.6, 5.7,
5.8, 5.9, and 5.12.
· Suggesting a hypothesis/creating the conditions for the best
separation of the endosperm, the germ and the hull of the wheat
grain to determine from which flour we get the best bread, NJCCCS
5.2, 5.3, 5.4, and 5.12.
· Reviewing the safety principles while working with machines
in motion, NJCCCS 5.2, 5.4, and 5.8.
· Preparing the wheat grain before milling and adding water
for better grade of separation, process of milling, sieves
classification, quantity analysis of the products collected
in the sieves, integration of mathematics (tables, graphs, etc.), and
conclusion of which would be the best bread, NJCCCS 5.1, 5.2,
5.3, 5.4, 5.6, 5.7, 5.8, 5.9, and 5.12.
Procedure:
1 - Weigh a sample of 1000gr (1kg) of dry wheat grain and put it into
a plastic bag.
2 - Add 150 ml of water into the plastic bag and shake it for 30 seconds,
and record the time.
3 - After 1 hour mill the 1000 gr of wheat grain mass with the grain
milling machine.
4 - Separate the milling product in a set of sieves.
5 - Weigh and record the weight of each product collected in each sieve.
6 - Mix the products collected in the first 4 sieves (from the top)
and mill them again
7 - Repeat steps 4, 5 and 6
8 - Repeat steps 6, and 7
9 - Repeat steps 1 to 8 twice using a new sample of 1000gr of wheat
grain mass in each case.
10- Find the average weight of each product collected in each sieve.
11- Make a table showing what percentage represents the product collected
in each sieve.
12- Graph the results using bar, linear and circular graphs.
13- The students will conclude which flour will give the best bread
by analyzing the amounts of endosperm, GERM,
and/or hull (carbohydrates, oil,
vitamins, mineral and protein complex) that are in each collected flour.
14- The students will bake their own bread and compare if the baked
bread with the best taste, color and better physical
aspects matches with the fact
that it was made with the best collected flour.
4. Evaluation: How do you plan to evaluate this project?
As a teacher, I will generate pre-tests, and post-tests
that will determine the students’
understanding of the science and math activities, which are involved
in this project.
In addition, textbook unit tests will assess students’ knowledge and understanding of the curricular material involved with this project. Students will be tested on the scientific method, food web, diversity of living things, force and motion, structure and design, plants in your environment, medicine or poison, as well as on math units such as proportion, average, percentage, data collection, data analysis, and graphing.
5. Briefly describe the anticipated impact on students of your proposed project.
Science and math classes will be much more effective this year and in the future, if students have the access needed to perform this project.
This project will provide the opportunity for the children to know how the industry works and how to conduct scientific experiments. Also, children will use their problem solving skills and the scientific method applied to a real life problem at a very young age. This will allow them to meet the core-curriculum standards of science and math with less difficulty than those students who have not had this hands-on experience.
In addition, this project provides the opportunity
for the students to see the links that exist between science and math.
More over, by writing a project report, the students will be able to
link language arts activities to these subjects as well.
Finally, the biggest impact of this project on the students is the opportunity for them to develop a passion for a professional career in engineering (chemical, industrial, technological), and/or for a research career in biochemistry.
6. MATERIALS AND BUDGET ($750 maximum): Budgets in excess
of the maximum amount will be
automatically rejected.
Item Description-Quantity-UnitCost-Total Cost-Brief Description of Item Use
Soft White Wheat-3 bushels-3.50-10.50-To be milled
Dark Spring Wheat-3 bushels-4.25-12.75-To be milled
Hard Red Winter Wheat-3 bushels-3.75-11.25-To be milled
K-TEC Mill-1-290.00-290.00-Used as an industrial milling machine
TAM Sieves:
# 5 (4mm)-1-38.90-38.90-To collect the coarse
grains
# 10 (2 mm)-1-38.38-38.38-To collect the grits
# 18 (1mm)-1-38.38-38.38-To collect the medium
semolina
# 270 (53µm)-1-*81.95-*81.95-To collect
the thin semolina
# 80 (180µm)-1-38.38-38.38-To collect
3rd grade flour
# 35 (500µm)-1-38.38-38.38-To collect
2nd grade flour
# 20 (850µm)-1-38.38-38.38-To collect
1st grade flour
West Bend Bread MakerNo. 41052-1-110.00-110.00 Used to make the
bread
Total Budget - US$747.25
*The reason of the difference in price is that this sieve is made of
very special material.
