RIT engineering team designs online math and science activities for K-12 community

Jun 09, 2014

What teacher has not heard students challenge, "Why do I need math? Why am I learning this? I'm never going to use it."

To help teachers answer these questions, an engineering team from Rochester Institute of Technology developed the REMS Program—Relevant Education in Math and Science—a series of online STEM activities that can provide a way to associate math and science with solving engineering problems.

Designed for elementary, middle and , the program is built around three real-world scenarios: preserving competitive manufacturing, developing and delivering efficient and distributing products and services across the world. The online activities consist of overview videos, teacher lesson plans, student worksheets and several process simulations. The team is finalizing testing and the full set of activities can be reviewed online.

"We wanted to pick activities that would be fun and engaging for the kids. Each one is then adapted for different grade levels, and each of the lesson plans is adapted to serve the needs of those , asking different questions and getting different outcomes based on their knowledge," said Jacquie Mozrall, principal investigator for the project.

One of the activities for example, a skateboard assembly, uses simple math to demonstrate "cycle time"—the time it takes to assemble a product with individual team members at different workstations providing parts. Timing the activity and adjusting tasks allows students to use concepts such as calculating averages, modeling and using percentages, said Tina Bonfiglio, REMS K-12 educator, consultant and outreach liaison.

"There are lots of efforts out there to introduce students to 'what is engineering?' One of our goals is making the linkage between what the students are doing in middle school and high school math and science classes to how you have to actually use these skills to solve engineering problems," she said.

Other activities include modules on ergonomic design, meal picking and assembly, and household container recycling.

In 2010, the REMS team received a grant from the Toyota USA Foundation to develop the activities and to provide teachers with additional math and science resources. All of the modules have been evaluated by area students and educators early in the development process, and tested in the engineering college's Toyota Production Systems Laboratory, a multipurpose facility for teaching and research. The lab features a reconfigurable production line and distribution facility. It is widely used for undergraduate and graduate courses in the engineering college and is also used to support outreach activities conducted by the college's Women in Engineering Program.

Members of the REMS team are Mozrall; Bonfiglio; industrial and systems engineering faculty John Kaemmerlen, Matthew Marshall and Michael Kuhl; and Jodi Carville, director, Women in Engineering. Students from the college's industrial and systems engineering department also assisted in presenting and testing the online and onsite programming. Over the next month the team will complete testing on the final modules. The entire package will be available by the end of August.

"These have been designed with educators' input," Mozrall added. "There is a push to add more STEM activities in classrooms, and this effort provides a ready-made package that educators, community leaders and organizations can go online and use, wherever they happen to be."

Explore further: Researchers join forces to study high school dual-credit policy

add to favorites email to friend print save as pdf

Related Stories

Math modeling handbook now available

Apr 23, 2014

Math comes in handy for answering questions about a variety of topics, from calculating the cost-effectiveness of fuel sources and determining the best regions to build high-speed rail to predicting the spread ...

Recommended for you

Why are UK teenagers skipping school?

Dec 18, 2014

Analysis of the results of a large-scale survey reveals the extent of truancy in English secondary schools and sheds light on the mental health of the country's teens.

Fewer lectures, more group work

Dec 18, 2014

Professor Cees van der Vleuten from Maastricht University is a Visiting Professor at Wits University who believes that learning should be student centred.

How to teach all students to think critically

Dec 18, 2014

All first year students at the University of Technology Sydney could soon be required to take a compulsory maths course in an attempt to give them some numerical thinking skills. ...

User comments : 3

Adjust slider to filter visible comments by rank

Display comments: newest first

Porgie
not rated yet Jun 09, 2014
This is a great start. These type of programs need to start early. Physics fundamentals and terminology should begin at least in first grade. Simple concepts like the difference between speed, velocity, and acceleration are misunderstood even at the college level by some.
zaxxon451
not rated yet Jun 10, 2014
These type of programs need to start early. Physics fundamentals and terminology should begin at least in first grade.


Why?
FMA
not rated yet Jun 10, 2014
Teach the kids with arduino and raspberry pi will give similar or even better results.

Please sign in to add a comment. Registration is free, and takes less than a minute. Read more

Click here to reset your password.
Sign in to get notified via email when new comments are made.