Welcome to Epics LSME
Our goal is to help middle and high school students Learn Science and Math concepts through hands-on Engineering related activities.
LSME (Learning Science and Math Through Education) works with K-12 students to help strengthen their Mathematics and Science skills and in turn develop an appreciation for engineering.
Students partaking in our courses will work with teachers to perform hands-on engineering-related activities that inspire students and teach various concepts of Mathematics and Science.
The team is currently divided into three project groups, each focusing on a specific area of interest. Our current project teams are:
This semester brought the project to the end of the conceptual design phase. The project is almost ready to move into the detailed design phase. Part of the mousetrap car was redesigned. The Estimation team changed the wheels to prevent a previous issue with the wheels slipping. The end of the axle is now a square shape, which matches the new hole the team put in the wheel to create a better fit. The chassis was also lengthened because the last design would rock from the momentum of the rod flinging forward. Other problems with that design included unprofessional ways of attachment, because the previous team used duct tape to attach the rod to the mousetrap and the string to the rod. The problem with the string attachment has yet to be solved, but the rod is now attached using Sugru. There was a problem with the string rewinding around the back axle, which caused the car to move backwards after it stopped. To fix that problem, the team created a break system attached to the rod so it would stop the wheels. The team attached the brake system to the rod by using a 3D printed clasp piece. The team has been using rubber bands on the wheels for traction, but in the future model there may be thinner wheels with Sugru on them. There are still some changes that need to be made, and the lesson plan still needs to be finalized so that the mousetrap car can be delivered next semester.
This semester the Estimation team have changed the back axle, modified the length of the car, and modified the wheels. The team changed the back axle to be thinner so that the car can roll further distances without compromising the integrity of the back axle. Changing the back axle also evenly distributed the weight on the car making it roll straighter. The team also modified the length of the car so that it didn’t go past the end of the wheels. The team modified the wheels to accommodate for the smaller axle size and also added a marker on the back wheels. This allows for the students to easily see how many turns of the wheels they have made.The lesson plan was also changed before Math Field Day. The lesson plans from the previous semester did not include a student sheet, had rough instructions and an incorrect format and organization. This semester, a sheet for students to record their work, answers, and reflections was created. The team also updated the teacher lesson plan to have a better organization, detailed steps for the activity, and a scoring system so that it would be easier to understand and use. A rubric was also designed to be able to give students a score based on feedback from the project partner. Our rubric was largely based on teamwork at the request of Bill Walker.
With the project audience having changed from middle school to high school students, the team has worked on manufacturing 10 Kits of C60 and CNT as well as adapting the lesson plans to high school and the NGSS Standards.
The project is for the students to create an assistive device, a software/hardware platform that enables students with special needs to play educational video games that they would otherwise be unable to play due to impaired fine motor skills. The team worked on creating educational games in Scratch and building prototypes which used the Makey Makey that would assist children with special needs to play the game.
This semester, the tema continued developing their prototypes in order to determine which one would be the best for use by a child with disability. The Assistive Device team planned to mentor the K-12 teams by running through the Assistive Device Project in order to provide the students with an example of how to do the project. In addition to that, the team created lesson plans for the students so the students are better able to independently make their devices using concepts of circuitry and coding.