Hands-On with NE STEM 4U: For budding STEMers in grades 4-8

Character Biographies 5 Chemistry: The Crystal Tree 10 Biology: Fruitful DNA 15 • Honey Purity Test 22 • Human DNA Extraction 26 • Model Cell 32 • Stethoscopes and Heart Rate 36 Engineering: Build a Catapult 41 • Building Bridges 47 Physics: Battling Balloons 51 • Balloon Popping 57 • Divin\u27 Challenge 60 • Life Jackets and Buoyancy 65 • Simple Circuits 69 • Newton\u27s Tower 75 Geology: Aquifers and Artesian Wells 80 • The Center of the Earth 84 • Mapping and Location Intelligence 88 • Seismology and Earthquakes 92 • Volcanoes 98 Mathematics: Hexaflexagons 102 • Stick Puzzle 107 Stem EXTRAS: Cloud Formation 110 • Nervous about Neurons 113 • Constellations 118 • Fish Supply 128 • Ecology 143 • Genealogy 151 • Play Dough Liaisons 159 • NE STEM 4U FIND IT game 16

Origami as a Tool for Mathematical Investigation and Error Modelling in Origami Construction

Origami is the ancient Japanese art of paper folding. It has inspired applications in industries ranging from Bio-Medical Engineering to Architecture. This thesis reviews ways in which Origami is used in a number of fields and investigates unexplored areas providing insight and new results which may lead to better understanding and new uses. The OSME conference series arguably covers most of the research activities in the field of Origami and its links to Science and Mathematics. The thesis provides a comprehensive review of the work that has been presented at these conferences and published in their proceedings. The mathematics of Origami has been explored before and much of the fundamental work in this field is presented in chapter 3. Here an attempt is made to push the bounds of this field by suggesting ways in which Origami can be used as a mathematical tool for in-depth exploration of non trivial problems. A particular problem we consider is the 4-colour theorem and its proof. Looking at some well known methods for producing angles and lengths mathematically the thesis also explores how accurate these might be. This leads to the surprisingly unstudied field of error modelling in Origami. Errors in folding processes have not previously been looked at from a mathematical point of view. The thesis develops a model for error estimation in crease patterns and a framework for error modelling in Origami applications. By introducing a standardised error into alignments, uniform error bounds for each of the one-fold constructions are generated. This defines a region in which a crease could lie in order to satisfy the alignments of a given fold within a specified tolerance. Analysis of this method on some examples provides insight into how this might be used in multi-fold constructions. An algorithm to that effect is introduced

Abstracts

Textile Society of America 10th Biennial Symposium 2006 October 11–14, 2006 Harbourfront Centre Toronto, Ontario A-

Abstracts

Textile Society of America 10th Biennial Symposium 2006 October 11–14, 2006 Harbourfront Centre Toronto, Ontario A-

Teaching child development principles to parents: A cognitive-developmental approach

Dissertation (Ed.D.)--Boston University, 1983The purpose of this study was to determine if a 12-week course would result in increased parental awareness and improved perceptions of parental behavior. The format included child development information and group problem solving of parent-child conflict dilemmas. A pre/post control group design was used with equivalent voluntary groups. The statistical techniques employed to analyze the data were the analysis of covariance and the t-test for correlated samples. The treatment group consisted of 11 parents and their 16 children while the control group comprised 11 parents and their 14 children. The Newberger (1977) Parental Awareness Scale (PAS) was administered to both sets of parents subsequent to the program and to the treatment group parents four months later. A modified version of the Schaefer (1965) Children's Reports of Parental Behavior Inventory (CRPBI) was administered to the parents and children of both groups. Analysis of the results of the PAS indicated that parents in the treatment group significantly increased their levels of parental awareness upon termination of the program (p<.03) and made further significant gains following a four month hiatus (p<.05). The results of the modified CRPBI indicated that parents perceived themselves as improving in their behavior to a significant level (p<.05) upon completion of the program but did not make likewise gains when retested four months later. The children of the parents of both groups failed to perceive improved behavior on the part of their parents. These results tentatively indicate that cognitive-structural growth can occur over time when the original stimulus conditions which facilitated it have been removed. It also appears that cognitive-developmentally oriented parent intervention is conducive to such growth. [TRUNCATED

Analysis of the Role of Geometry at the Pre-Deductive Level in School Mathematics Programs

Secondary Educatio