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GTEC

The GTEC presentation at Olin college.
by

Walter Nelson

on 28 June 2011

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Transcript of GTEC

Haywood Engineering School About the Schools Spirit of Knowledge Charter School, Worcester & Haywood Engineering School, UK
With support from:
WPI, Worcester; Parametric Technology Corporation, Needham and Manchester UK; Newburyport High School CAD GTEC Pilot Program at SOKCS Global Classroom Framework Two Continents, One Teacher One of the key ideas behind the Global Classroom Framework is that there are two groups on two different continents who can learn together as one class from one teacher. The video below shows PTC's Tim Brotherhood teaching from the UK to both the US and the UK team. Global Classroom & International Collaboration Student to Student Connection We weren't always working with two large groups. Often, we would split up into four person teams - two people on each side. We would discuss the project and share ideas over Skype. The picture below shows two students communicating with two students in the UK while sharing models and ideas.
One of the semi-problems we encountered was the accents and slang. In the beginning, we thought it funny when they spoke simply because of the accents. Also, some of the common slang they and we used was very different. We definitely got over it though, and learned to use the differences to our advantages. Diversity Training Sessions The Global Classroom is the key, most innovative part of the GTEC program. The framework allows us to communicate closely with the other team - even though we are thousands of miles apart. Partners We illustrated the importance of communication with the Chinese character 'ting', which literally means 'listening'. The character also shows components of good listening within itself. These components are eyes, ears, heart, and undivided attention. Below, you see a small group collaboration over Skype. Above, you can see the large group communication also over Skype. iuiuuou Future Plans For the rest of the year, we will complete CREO design of wind turbines with our British partners. The designs will be manufuctured into models by Haywood Engineering College and tested for maximum electrical output.
In the coming years Spirit of Knowledge Charter School plans to expand the education and use of CREO Elements/Pro as a standard course within their high school curriculum.
SOKCS will participate in the future GTEC projects including next year's game design program, shown below. Engineering: Wind Turbines Key Equations Kinetic energy = 1/2mv^2 where m is the mass of air and v is the wind velocity
Mass of air per unit time = density * volume * velocity
By definition, the mass of air is 1.225 kg / m^3 Principles of Wind Turbine Design The pitch of the blade is the angle.
Shallow pitch creates less drag.
Deep pitch creates more drag.
If you have high wind, you want to have shallow pitch.
You do not want to use too many or too few turbine blades.
Airfoil blades provide the best design for the blades themselves. Spirit of Knowledge Charter School Tuition-free public school in Worcester
Opened in September 2010 with 156 students in grades 7, 8 and 9; will serve 275 students in grades 7-12.
Diverse student population: 80% minority and 65% low income students; 60% girls: our student families speak over 20 different languages.
Focused on achieving proficiency in math, sciences and technology
A high-standard, innovative curriculum – based on the International model and proved locally
Extensive use of technology. 1:1 Learning with Technology – every student gets a netbook computer Equivalent of a middle school & a high school in the US
Focus on engineering
Accepts students from all ethnic backgrounds and with different learning abilities
Has partnerships with 7 other schools
Ages range from 11 to 16 years old hi Creo Designs To learn CREO, we started with a very simple project: a toy car. Wind Turbine Modeling The pilot project is focused on green energy – the major theme of the SOKCS curriculum – and involves creating physical and computer models of a wind turbine.
Physical investigations are done using simple turbine models in each school separately (photo on the top shows experiments at SOKCS) and together in the Global classroom environment (photo below shows PTC’s Tim Brotherhood in the UK teaching students via Global CLassroom). As part of our diversity training, we learned about the different communication styles of different people and cultures. Each one of us shared our preferred style. Working in Small Teams Recently, we have been working in small groups of 4 - 2 students in the US, 2 from the UK. We use Skype to communicate and share designs and ideas. Higher Education Partner: Worcester Polytechnic Institute A few students and professors helped us with the project:
Professor Mustapha Fofana (www.me.wpi.edu/People/Fofana), assists the SOKCS faculty by conducting the lecture series to the GTEC students on the topic of physics of wind energy and turbine engineering design. In the left photo: Prof Fofana (second from the right) with PTC representatives Ayora Berrey (far left) and Dmitry Orlov, Dr. Sigalovsky, SOKCS, and Larisa Schelkin, the GTEC Executive Director.
WPI graduate student Fatima Mancuso (the right photo with Michael Khmelnnitskiy) serves as the leading instructor for the GTEC pilot program and a WPI alumni Samuel LaFleche provides IT support We were very lucky to receive donations of computers from Google. Newburyport High School The Newburyport High School (NHS) faculty that is experienced in teaching the CREO/Pro-Engineer program to high school students provided training on the CREO curriculum and instruction to the SOKCS faculty. Pictured on left: Steve Smith and Sarah Leadbeater of NHS leading the training of the SOKCS’s GTEC instructors Fatima Mancuso, Samuel LaFleche and a parent volunteer. In the right photo: Julia Sigalovsky and Michael Khmelnitskiy (on the left) consulting with Steve Smith on the CREO/Pro-E curriculum. PTC: Parametric Technologies Corporation PTC is the creator of the CREO Elements/Pro software we used for modeling and simulation. We were trained by representatives of PTC on how to use the CREO software. Here, Mr. Ayora Berry poses with students after teaching them some of the intermediate topics of CREO. This video shows Mr. Berry teaching the students.
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