STEM Education Today | 1
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OUR TEAM EDUCATION
TODAY
CONTENTS 6
STEM in Sports
9
Exploring STEM
Hockey Analytics with Chris Snow
Power to Choose Aboriginal Summer Camp Math & Music Exploring Space
Editor-In-Chief
Dr. Gina Cherkowski
Publisher
Krista Malden
Creative Director
Morgan Ostrander
Finance Director
Tracy Beairsto
IT Director
Markus Salvador
Administrator
Lin Farnholz
Thank you to our contributors: Nicole Dunson Wendy Hutchins Joshua Lecoupe Zibusiso Mafaiti Stacey Benson
21
STEAM
24
Teacher Feature
26
Young Innovators
Copyright Š 2017 STEM Learning Lab Inc. All Rights Reserved.
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Women in STEM
To receive a free online monthly edition of STEM Education Today, please contact stemedutoday@stemlearninglab.com.
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STEM at Home
Custom 3D Portraits at the Fabshop
Jill Quirck, Heloise Lorimer School, Airdrie, AB
Mathieu Chin Combines Research and Sports
Dr. Jennifer Jakobi: Exercise Neuroscience
Exploring DNA in the Kitchen
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About STEM Education Today STEM Education Today is a free resource that provides a platform where everyone can become a part of an ever-growing network of global innovation and change!
A Note From Our Editor-In-Chief, Dr. Gina Cherkowski How did STEM Education Today come to life? As a Social Justice STEM Educator and Innovator, I am on a mission to ensure all students have access to high quality STEM learning experiences so they are aptly prepared for our technology-driven, dynamic world. Parents, teachers and community members are seeking ideas, resources, and inspiration so that they too, can join this empowering movement. STEM Education Today is helping to expand academic focus on STEM, STEAM, and Making and invites everyone to learn, share, and create.
How can YOU be involved? Teachers! Do you have a great story, or are you working on a really great STEM or STEAM project with your students? Let us know! Young Innovators! Are you a young innovator aged 6-24 or do you know of one? We want to hear from you! Companies! Sponsor a feature article! Have your company logo featured with one of our main articles (with the line “This page brought to you by [company name]�) in addition to an adjacent full- or half-page ad. Featured articles: -
STEM in Sport STEAM Teacher Feature Young Innovators Women in STEM
For all questions and submissions, please email our publisher, Krista Malden: krista@stemlearninglab.com
The STEM Education Today Team
Top: Lin Farnholz, Tracy Beairsto Middle: Dr. Gina Cherkowski, Krista Malden Bottom: Markus Salvador, Morgan Ostrander
“Laughter heals all wounds, and that’s one thing that everybody shares. No matter what you’re going through, it makes you forget about your problems. I think the world should keep laughing. ” - Kevin Hart
This quote is my favourite because laughter and humor have a very important meaning to me; as it has brought me up from the low points in life but it has also been present in the best parts of it too. The beginning statement of “Laughter heals all wounds” reminds me of the first time my father recognized that I will be a humorous person, so he bought me a book titled “Laughter, The Best Medicine”. - Markus Salvador
HOCKEY ANALYTICS Behind The Game with Chris Snow By Joshua Lecoupe Dating back to 776 BC [1], the Olympics were intended as a competition dedicated to the Gods, sending the finest human specimens to retrieve glory for their people. In the 21st century, professional sports provides much more than just spirit and entertainment for the people around the world. It is a significant economic stimulant for many rural and metropolitan areas. As of 2017 there are 31 teams in the NHL, each team may dress 20 players for a game, 18 skaters and 2 goaltenders, with the coaching staff on the bench, that makes at least 650 people whose careers are professionally routed through the NHL alone. There is more behind the scene than meets the eye. Do not overlook the endless hours of work put in by the support staff such as player and team coaches, scouts, statisticians, physiotherapists, doctors, strength and conditioning coaches, announcers, camera crews, ushers, the friendly concession staff‌ and the list goes on. Many people have the perception that professional involvement with sports must be over when you can no longer compete, but that is far from true. As mentioned earlier, there is a vast range of careers and responsibilities that surround professional sports teams, and all require a knowledge of STEM subjects as a foundation for success. This month, our publisher and I sat down with Chris Snow, Director of Hockey Analysis for the Calgary Sports & Entertainment Corporation (Calgary Flames).
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The Moneyball of Calgary Hockey!
Chris Snow, Director of Hockey Analysis, Calgary Flames.
Snow is the primary analyst responsible for complete and comprehensive planning, implementation and oversight of the club’s video and statistical data mining programs. He must ensure that player statistics are accurately recorded, analyzed, and
STEM in Sports
utilized such that informed decisions can be made by the GM and coaching staff for competition, recruiting, and salary negotiations. Snow’s academic roots are in journalism, minoring in policy studies, giving him solid fundamentals in reliable research and problem solving. After graduating from Syracuse University he landed a position with the Boston Globe as a beat reporter covering major league baseball, specifically the Red Sox. After becoming familiar with the world of sports analytics over the course of about 2 years, he was hired as Director of Hockey Operations by the Minnesota Wild in 2006. The Wild hired Chris to bring a fresh and innovative perspective to statistical analysis, moving beyond the basic goals, assists, face-offs, hits, etc. In 2011, his professional journey pressed north of the border to Calgary, where he is now moving onto his seventh year with the Calgary Flames organization as the Director of Hockey Analysis. Tasked with analyzing scouting and player reports from his team of international scouts, Snow delivers digestible summaries from results generated by an in-house virtual database system using algorithms decided on specifically by his team. Chris creates an actionable road map to enhance the team’s planning, coaching and player preparation process. Having a competitive edge in the pro sports industry is extremely valuable, therefore we were asked not to discuss the autonomy and technical specifics of their systems and software. In parallel, Snow must also aid in negotiating and navigating player contracts within the team’s allotted
$75 million salary cap…talk about balancing a spreadsheet! This type of involvement is not for the faint of heart, as he is required to be available 24 hours a day via smart phone, spending most of his working hours on a computer, constantly justifying the process and its results to the General Manager and Head Coach. “There is no distinction between days on and days off, just in-season and off-season,” Snow passionately says. Despite the overwhelming responsibilities, Snow said he loves to work in a very competitive yet team-oriented environment. Within professional sports there is always a common goal and focus on winning a championship, which results in developing quality relationships with your co-workers, who Snow refers to as his “family.” This should serve as a window into the back room of the industry of professional athletics, highlighting one of many career avenues that one could pursue to stay close to the sport without being a professional athlete. Snow urges that if young adults want to be a contributing part of the pro sports industry, “they must leverage their specialization and be a collaborative team player while setting yourself apart from the crowd!” [1] Finley, M. I., & Pleket, H. W. (2012). The Olympic Games: the first thousand years. Courier Corporation.
STEM Education Today | 7
STEM in Sports
Congratulations to Brighton and Steph, winners of our STEM in Sports contest! Each received two tickets to the October 20 Stamps game! Brighton Sport: Archery My name is Brighton and one of the sports I participate in is Archery. I even hold the provincial record for boys (my age) who shoot the same bow as I do. I shoot with a traditional recurve bow like my cousin Vicky. She went to the world outdoor championships and placed tenth in all the world. I think that’s kinda cool! One of my favourite apps to use while I shoot is ArcherZUpshot. It allows me to log my scores and track my previous records. My Dad tells me that I only have to do better than myself and it doesn’t matter what the other kids get so I can use the app on my iPod to see if I am doing better. We also just started using a app called Coach’s Eye. My Mum or Dad can take a video of me shooting and my coach can look how I’m standing and how I draw my bow. Then she can almost draw on the video to show me where I need to fix things. Once she does that when you take another video the app will tell me if I corrected my stance how my coach recommended. It’s really cool! Not many people do archery and there isn’t a lot of apps that we can use. I hope that more people learn how cool it is and develop cool things to use. Maybe one day I will try to make an app. My school has a tech club and they said we might learn about how to code apps too.
Steph Sport: Baseball I use technology to enhance my baseball skills by watching and googling how to incorporate different baseball techniques (e.g., batting form, catching, fielding, sliding, etc.) into my game. I also video tape my practices and watch my plays back, which helps me figure out where I can improve.
Thank you to all who submitted their inspiring STEM stories!
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Exploring STEM
POWER TO CHOOSE
Aboriginal Youth Summer Camp is Changing Minds By Nicole Dunsdon
outside of my comfort zone,” and “Building and programming robots.” Afterwards, Rosehart shared his thoughts on the importance of camps like this in encouraging people from all walks of life to consider careers in science, technology, engineering and mathematics (STEM). “The more diverse the team is that comes together to find ways to better our community, our environment and our future, the more innovative and creative the solutions will be.”
Not all that big on science at first, Tia Johnstone was all smiles by the time a coordinator with the Power to Choose Aboriginal Youth Summer STEM Camp complimented her work on a model satellite she made for their robotics engineering design challenge. “I was okay with science, but I didn’t love it. Now, I’m liking it. We did robotics, water testing and programming. It was extremely fun,” says Johnstone. “There’re so many new things to learn about and jobs you could do.” Johnstone’s mom Lori first met the Let’s Talk Science folks at an Aboriginal Awareness Week Calgary event. She loved the cool activities they brought to the tipi at the Calgary Stampede grounds. That’s what compelled her to sign her daughter up for Power to Choose, a free science camp open to high school students within Treaty 7 territory. “I love science. It involves everything in the world – how you use a computer to how water comes out of your faucet. I want Tia to understand the big picture of how the world works,” she says. At the ceremonial circle that marked the completion of the week, Schulich School of Engineering Dean Bill Rosehart asked summer-camp participants what they liked most about the week-long, University of Calgary-based camp. From around the circle, students threw out comments such as “Being exposed to new things,” “Getting
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As organizer Wendy Hutchins, a professor with the Cumming School of Medicine and member of the Alberta Women’s Science Network (AWSN), points out—it really does take a village to raise a child. “This camp would not exist without a great deal of support,” she says. Power to Choose is hosted by AWSN and supported by University of Calgary-based partners including Let’s Talk Science, the Schulich School of Engineering, Cybermentor, the Faculty of Science, the Cumming School of Medicine, Rothney Astrophysical Observatory, Minds in Motion, U of C Bookstore and Parking Services. From the non-profit sector, support comes from FIRST Robotics, the Global Association for Indigeneering Alliance, First Light Initiative and Aboriginal STEM mentors. And from the corporate and private sector, contributions come from A100, Janet Richardson, Enlighten Geoscience Ltd., Marion Kilgour, Start Up By Sophia, VizworX Inc., RUN-WithIT Inc., Amanda Williams, Elizabeth Burakowski, VWR Scientific and Subway. All of these folks are enabling a heart-warming vision to emerge. “Robots running around in a tipi at a Pow Wow? Why not? I love that idea,” says Hutchins. Rosehart ended his address to the group with an invitation: “I hope to see most, if not all, of you walking our halls as students and alumni someday.” This article was originally published in the University of Calgary’s online magazine, UToday. This modified version is printed here with permission of the author.
MATH & MUSIC
Exploring STEM
The Mathematical Foundations of Rhythm By Krista Malden
Math helps us learn to perceive rhythm, just as rhythm and music theory help us with understanding math. Music is full of numbers and patterns, subdivisions, counting, symbols, harmonies, overtones, tone, pitch, scales and intervals. Hands-on math can be seen and heard in music every day. From clapping out rhythm (1, 2, 3, 4) to learning to break the rhythm up into subdivisions (“1-e-and-ah”, “2-e-and-ah”…), math is everywhere. Musical pieces are read much like you would read math symbols. Each musical piece is divided into sections called measures or bars. Each measure embodies an equal amount of time. Furthermore, each measure is divided into equal portions called beats. These are all mathematical divisions of time. Fractions are used in music to indicate lengths of
Time signature
notes. In a musical piece, the time signature tells the musician information about the piece. A time signature is generally written as two integers, one above the other. 4/4, 6/8, and 3/4 are examples of time signatures. The number on the bottom tells the musician which note in the piece gets a single beat/count. The top number tells the musician how many of this note is in each measure. Numbers can tell us a lot about musical pieces. Music and math are unlimited, connected languages. Where does math fit into your life?
Measure with 4 beats
STEM Education Today | 11
Exploring STEM
EXPLORING SPACE Students Design Their Own Canadarm and Mars Rover By Zibusiso Mafaiti Space exploration is a science that engages people of all ages and brings science to life. We all stand in awe as we look up at the night sky. To imagine human beings exploring the unknown is mind-boggling and exciting. The advances in technology have made it possible for us to even entertain the thought of living on Mars. To know that Canada is taking part in making this vision possible is thrilling. At STEM Learning Lab, we are dedicated to bringing this technology within reach of our students. On September 22, STEM Learning Lab ran a full-day Early Dismissal Program to provide children with STEM programming on this professional development day. Our theme was the Canadarm—the Canadiandesigned robotic arm that was part of the Space Shuttle. The students experienced “astronaut training� and engineering design in the morning before moving on to robotics in the afternoon. Students used their imagination along with their knowledge of robotics to design their own version of the Canadarm and a Mars Rover. The younger students used Lego to design their versions of space stations and the Canadarm. Looking at the many designs that came out from this day, Canada has a bright future on Mars!
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Exploring STEM
STEM Doesn’t Need to Be By Stacey Benson My first introduction to STEM occurred in the summer of 2006 prior to my third year of teaching. I participated in a professional development workshop focused on STEM and science inquiry practices. Although the acronym STEM was coined in the 1990s, I had little familiarity with the overall concept. As a biology and earth science teacher, I felt very comfortable with integrating the “S” and the “M” into classroom practices. However, I was admittedly fearful of the “T” and the “E”. How did engineering fit into biology, especially considering that I viewed ‘engineering’ as designing machines and structures? What technologies were available for my earth science students that would aid their understanding of geologic history and minerals? Implementing STEM practices into my classroom was not an instantaneous process due to my initial
Spooky!
reluctance. However, I have come to fully embrace the development of STEM-based curricula, and my biggest motivation has been my students. STEM education fosters innovators and problem-solvers; it challenges our students to engage in meaningful and interdisciplinary work; it provides a means of collaborative action; and it prepares our youth for our rapidly-changing society and exciting future. And now as a full-time engineering student, I have come to recognize that engineering is not just about designing machines. Engineering is about empathizing with stakeholders to identify needs and develop solutions, which are skills foundational to STEM practices and Design Thinking methodologies. These are skills that can be developed in all school subjects, and empower our students to take charge of their own learning experiences.
Fall STEM Fun: Pumpkin Catapults Roll up your sleeves and get building with this fun fall activity. See who can launch the pumpkin the farthest! (Activity adapted from Lemon Lime Adventures)
Directions 1. Stack 8 popsicle sticks and tie both ends with pipe cleaners or string.
What You’ll Need - Mini pumpkins - Jumbo popsicle sticks - Bottle cap - Pipe cleaners or string - Hot glue gun 14 | STEM Education Today
2. Stack 2 more sticks, but only tie at one end. 3. Push the 8-stick stack in between the 2 sticks tied at one end. This will form a wedge. 4. Stabilize your catapult by winding string/pipe cleaners around where the wedge and the 8-stick stack cross. 5. Glue the bottle cap to the top side of the wedge. 6. Place a mini pumpkin inside the bottle cap. 7. Hold down the base of the catapult and pull the top piece back. Let go, and launch your pumpkin!
HALLOWEEN CONTEST Calling all kids! This October, create a STEM Halloween costume for a stuffed animal! The top 2 winners will each receive a $50 gift card to the Costume Shoppe. Make the costume out of recycled goods, and then add some technology! Costumes could incorporate lights, motors, circuits, sound— it’s up to you! Costumes must be made entirely of recycled material. Send in a picture and one paragraph explaining how you incorporated technology into your costume! In your submission, please include your name, age, phone number and email. Email us by October 20 at stemedutoday@stemlearninglab.com. Winners will be announced on October 23.
Introducing
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Upcoming Events
SATURDAY, NOVEMBER 18, 2017 6:00pm / Cocktails & Silent Auction 7:30pm / Performances Bella Concert Hall - Mount Royal University $50 Per Ticket - Click here for EventBrite Tickets Contact Shannon Knutson at 403.767.2553 for more information THANK YOU TO OUR RETURNING SPONSORS
Upcoming Events
Advocacy, networking, and support for Alberta STEM programs that promote diversity
STEM AFFAIR Saturday, October 14, 2017 Calgary Petroleum Club 319 5 Ave SW, Calgary, AB T2P 0L6 EXPLORE an evening of science exhibits, awards, and an address from our keynote speaker, Dr. Gina Cherkowski, founder & CEO of STEM Learning Lab.
6pm Networking | 7pm Program Sponsorship supports STEM youth outreach programs. For more information, please contact sponsorship@awsn.org.
Upcoming Events
A family friendly event that celebrates makers and their creations.
October 28 & 29
www.makerfairecalgary.com
Bring a Girl to STEM Day October 14, 2017 10:00-11:30 am Shell Technology Centre Drums and tinkering fun! Join us for this hands-on maker class! Build drums from recycled materials, learn about rhythm and music, and hear a special guest speaker from Shell Canada.
Register through Eventbrite Questions? Email stemedutoday@stemlearninglab.com.
Upcoming Events
Coding & Robotics for Homeschoolers! App Development Lego WeDo Robots Game-Building with Python Minecraft Modding with JavaScript Interactive Stories with Scratch
Register for November http://stemlearninglab.com/homeschool-programs/
THE FABSHOP Custom 3D portraits combine artistic skill with cutting-edge technology By Krista Malden Long-time friends Cory Roche and Craig Williams put their passion and knowledge together to start the Fabshop where they create unique, one-of-akind 3D portraits like no one has ever seen!
Looking at the art the Fabshop creates is mind-blowing. Not only have they incorporated technology into the creation of art, they have mastered the art of portraits. From pencil and paper to a shop with computers and equipment‌the Fabshop grew quicker than they ever imagined. Cory, born and raised in Calgary, Alberta, attended SAIT where he received his Heavy Equipment Technician degree. Craig was born in Ottawa and moved to Calgary in 1992, but spent a few years as a child in St Albert. Craig refers to Alberta as home and also attended SAIT receiving a degree in welding, which fell right in line with his love for being handson.
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STEAM Craig was trying to figure out how to take his art from pencil and paper to a computer, and he said it wasn’t until he was sitting at the table with his kids drawing one day that it hit him…he had it! It’s amazing what technology can offer in the form of art and how it has advanced these two friends’ ability to create, design and produce these unique, one of-a-kind portraits. Craig looked at Cory one day and said, “We are going to meet Wayne Gretzky one day. I don’t know how but we will…” They began working on a portrait of Wayne and
contacted the Edmonton Oilers. They were then invited down to Rexall Place to present the portrait and meet their hero. The Edmonton Oilers team was incredibly welcoming and loved the Fabshop’s artwork. Craig will be heading back to Edmonton to present a portrait of Connor McDavid on October 14th. I was lucky enough to see the various layers that go into making the portrait of McDavid and can say that there is a stunning level of detail and artistry that goes into the Fabshop’s 3D portraits!
“You miss 100% of the shots you don’t take.” – Wayne Gretzky Cory: “I love this quote because it applies to every part of life. It reminds me life is too short not to do what you love, take risks, and believe in yourself. Be an innovator and pave your own path—that’s makes you truly successful. Craig: “I use that realistically in everyday life. You never know if you can achieve a goal unless you take a shot at it. Otherwise you’re left never knowing it was possible.”
“I’ve seen a lot of metal artwork in my time. But Craig and Cory’s attention to detail, the quality, and their passion for their work is remarkable. Their finished product allows you to relive that moment over and over again. Continued success!” - Lanny McDonald “The metal art is so unique and truly 3D, which allows for a new perspective. The art [pieces] the Fabshop created for us are displayed at the Rogers Centre and are one of a kind.” - Don Metz, VP and Senior Advisor/Broadcaster for the Oilers Entertainment Group 22 | STEM Education Today
STEAM
Behind the Scenes at the Fabshop We asked Cory and Craig to tell us a bit more about how they create their portraits.
1. Find best possible photo of project 2. Draw photo in layers and make adjustments to make sure it looks as good as possible in CAD program 3. Export to our tool pathing software to write the code for our plasma cutter to cut each layer.
4. Clean-cut pieces and lay them out to make sure nothing was missed 5. Prime and paint pieces 6. Glue all pieces together (by hand) when paint has cured
“Meeting the Fab Shop guys was a cool experience. They created a one-of-a-kind piece for auction at one of our Breaking Free Foundation events. It sold for big bucks and greatly enhanced our charity. Not only do they do amazing work and are incredibly talented but they are even better people. Can’t wait to do another project with them!” - Theo Fleury STEM Education Today | 23
TEACHER
FEATURE
“STEAM is something that is guaranteed to be full of engagement because it is fun!” - Jill Quirck Why did you start a STEAM Team? I noticed that students are constantly wanting to learn with their hands. Students want to build and create. Students crave authentic learning and I love helping to create that kind of environment.
Jill Quirck Heloise Lorimer School, Airdrie, AB A mother, teacher, and creator! Jill Quirck is a an active Grade 5 teacher who pushes, encourages and strives to empower students and teachers within the school and
Since I was hired to open our NEW school to teach Grade 5, I was also asked to help develop a school Maker Space. I spent a week of PD at Telus Spark in the Telus Shift Lab program to learn some skills to do this. However, it is very difficult to do this on your own. I needed to find a group of students to help me plan and create this room. Rocky View Schools had a great idea to promote GIRLS IN TECHNOLOGY so we brought a group of girls (Grades 3-8) to a PD at the Education Centre to see if we could inspire some girls. AND it worked! They created the team name of STEAM TEAM and these amazing girls expressed their interest in helping to create a space where students could learn to code, build, and create while solving problems. This allowed for these girls to be inspired and also help teachers to not feel intimidated with STEAM-based learning activities.
Why did you decide to become a teacher? Teaching allows for the possibility for me to provide a brighter future for all. I always like to explore different geographical landscapes and different people. My undergrad degree was in Geography so I thought teaching would provide the best avenue to help provide mentorship for students to become better at learning how to create, be authentic, and love the world. I did my teaching degree in Melbourne, Australia, and I experienced teaching Grades 7-12 in an unfamiliar country. I loved this experience as it provided me with such interesting perspectives. I then taught in Manchester, England (Grades 7-11) teaching Geography/Religious Studies, which also was fascinating to see such a different worldview. I came to teach in Calgary/Airdrie in 2006 and have been teaching Middle School (Grades 5-8) in Alberta ever since.
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What do you and your STEAM Team do? The STEAM Team works hard at lunch and after school to create Design Challenges for the school. Teachers book their class online to participate in the Design Challenge that the team creates. The Design Challenge usually has a problem to solve. Students use a variety of materials and robots to help solve the problems. The girls who are on the STEAM Team lead the activities as well as teach and mentor the
Teacher Feature younger students. The idea is to connect all grades by creating something together. We’re building a community.
“Ever since creating the STEAM Team, and creating STEAM opportunities with my class, I’ve seen a new confidence in these students.” How do you keep students interested in the classroom? Interest in STEAM is easy! Students are usually competing against themselves, they want to solve the problem! Why do you think it is important to teach STEAM? STEAM helps to teach the Engineering Cycle. It is important for students to experience the highs and lows of design. It also is essential for students to have time to create and be authentic. Learning how to build and design with coding is also important as coding is such a key skill for the future. It is also a great teaching tool to teach empathy and collaboration. I love how it helps students to learn how to work together to build a community. What is a teaching success story you can share? These students feel empowered. They have the ability to solve problems authentically, by build-
ing and creating. Students also receive so much praise. The STEAM Team girls can’t wait until the next time they get to help run a Design Challenge. Due to the enthusiasm of these girls and their ability to teach coding to a variety of different ages, they were asked to speak at a Rocky View trustees meeting in January explaining why they love STEAM education. These girls designed and ran a variety of Design Days at the school. They explained to the trustees why STEAM education needs to be offered. I felt so proud of these girls standing up and explaining how STEAM will help them reach their future goals. The STEAM Team also spoke at a Girls in Tech workshop in the spring, explaining how they use robots to teach coding but also to use the robots to solve design challenge problems. Students can often struggle in a regular math class, however when they use math indirectly in a STEAM challenge - there is no anxiety attached to it. Every time I do a STEAM activity, I see students loving to learn and using their imagination to create something unique, which makes it all worthwhile.
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YOUNG INNOVATORS
Mathieu Chin Kinesiology Undergraduate Researches the Impacts of Body-Checking on Youth Hockey Players Meet Mathieu Chin: a student at the University of Calgary pursuing a degree in the Faculty of Kinesiology with a major in biomechanics. His academic success has enabled him to receive numerous prestigious
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scholarships; though his most successful accomplishment is gaining acceptance into the Cumming School of Medicine’s MD program at the age of 18. Mathieu has a passion for the human body, how it works and the prevention of injury to the body. As a young kid, he played ice hockey at elite levels since the age of 5. Having this love for both hockey and medicine has opened many doors for Mathieu, including having the chance to work with the Sport Injury Prevention Research Centre. “Having the opportunity to be mentored by Dr. Emery and work alongside a fellow Markin USRP scholar, Ash Kolstad,
Young Innovators effects of various policies, which will shape these policies across to prevent injuries in youth. “While there is research for the Pee Wee and Bantam levels of hockey regarding the body-checking policies, there is yet to be any research completed at the Midget level,” says Mathieu. “Being supported by Hockey Calgary, Hockey Alberta, and Hockey Canada, my research will have national implications on the prevention of youth injuries in ice hockey.” When asked about the importance of kinesiology, Mathieu replied, “Do you ever wonder about the science that goes into the making of the shoes that you are wearing? Have you ever wondered how professional athletes are able to recover so quickly from their injuries? Or have you ever thought about ways that we can make youth sports safer for kids? These are just some of the questions that students and faculty members in Kinesiology ask and answer during their studies with hopes of making the world a better place in the field of health and wellness.” Mathieu also highlights the diversity of paths within the field of kinesiology. “It’s a common misconception that Kinesiology is a faculty filled with ‘jocks’ and our classes are essentially just gym classes. While a large portion of us do come from a background of athletics, it is much more than that. At the University of Calgary, the Faculty of Kinesiology allows us to engage with material revolving around the human body while applying our knowledge through real-life application through research. What has been hands-down the best part of the summer, ” states Mathieu. Across the nation, youth ice hockey leagues are
“Having the opportunity to conduct research and make a difference in the world of sports safety for kids has been a rewarding experience. My most favorite part about conducting research this summer is having the opportunity to present numerous poster and oral presentations. I am excited for how my research will impact leagues across Canada with hopes of reducing injuries and concussions.” continuously re-evaluating their body-checking policies by conducting research that directly evaluates and measures the effects of body contact between leagues that allow and disallow it. Mathieu’s research with Hockey Calgary, Hockey Alberta, and Hockey Canada can give quantifiable evidence on the
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Young Innovators we learn in Kinesiology allows us to be leaders in medicine, health and wellness, sports injury prevention, and biomechanics.” Entering into university, Mathieu’s passion was medicine, but having the opportunity to do research has opened up his experience and possibilities of a career in medicine and research. “My advice to young people entering university is to keep an open mind. You may change where you want to go or what you want to study because of what you learn and discover in university and that’s ok!” Mathieu has just begun his journey into university life and has already found many opportunities to
extend his knowledge, become involved in research and sports, and enjoy various other fields. When asked what his favorite part of being a university student is, he was enthusiastic. “[It’s] definitely the amount of opportunities there are! There are over 300 clubs at the University of Calgary and many events to attend every day! I also enjoy knowing that the work that we as students do at university, such as research, has real-life implications in making the world a better place!” Mathieu is excited to see what opportunities will arise as he continues learning and discovering more about sports, medicine, and research!
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• Children benefit from flexible schedules, blended programs and a full time 10:1 ratio in a multi-aged setting from pre-school to Grade 12. • Students enjoy project-based learning where the classroom expands into the world through field trips, volunteerism and internships. • Students’ academic programs are built around their innate curiosity, interests, abilities and needs, focusing on exploration, opportunity and relationships. • Students develop personal organization and purposeful learning skills.
What Is an I.T. Professional? more capable version of another offering or selling themselves as the wild card that no other company has and therefore alliances should be made based solely on that. Truthfully, the only way to prove you are different is to prove you are different. Simple right? “Sign here and I will show you I’m different!”.
1-833-GAM-TECH Tyler Wood Business Development Often times nowadays job titles or certification acronyms are thrown around loosely in an attempt to inflate one’s customer facing identity and reputation and appear to be a professional. The reality of the situation is that everyone likes to feel important. Having an impressive title on a card or your email signature, etc. is one way to do just that. This typically results in skill being commoditized, which should not be the case. It’s forgotten that some people ACTUALLY work hard to gain certifications (not just pass a test) and keep current or ahead of the industry of their choosing. No two things are created equal and no matter how hard we try to disguise that fact, it’s the way it is and that won’t change. As a service provider, the hardest thing to do is stand out. Providers represent themselves as a
The unfortunate part is that unlike an infomercial where you get a 30 day “no-risk” trial, service isn’t provided with that same offering and you often get taken down the wrong road too far and so quickly that you don’t realize it until it’s too late. You can’t put a screen door on the bottom of an I.T. service and paddle down the river, can you? Too many times capabilities are misrepresented and history is inflated to make it seem as though we can do everything and anything. These are exaggerations but I bet you know someone or have seen work that tells you someone/a company thinks like this: “I have taken many electronic devices apart and they still work once I reassemble them so I am as good as a registered repair technician.” “I have seen cables and walls in buildings and understand how they get from one place to another so I know if I am running cables properly and ensuring building codes are met or exceeded.” We know that these statements aren’t true so why is it then, that we decide to allow ourselves to fall into the trap of someone knowing a little bit about a little bit and unfortunately finding out the hard way that what they don’t know is how to tell when they are in over their heads? A true professional knows that the key to any good service is to be open and honest and communicate with the customer. It’s not reasonable to assume that a provider has every certification specific to each industry but it is reasonable to assume that they won’t pretend they do. A true professional knows that no one has all the info but they do know where to find what they don’t have and a hint is that it’s not your favourite search engine.
STEM Education Today | 29
Women in
STEM
Dr. Jennifer Jakobi University of British Columbia Associate Professor Shares Her Research in Neuromuscular and Exercise Physiology What do you say when people ask you what you do for a living? That I am university professor who researches and teaches exercise neuroscience, which means that I study how exercise influences the nervous system and muscles in people of all ages. How and why did you get involved in the education field? I always wanted to be a teacher. I went to do an undergraduate degree only because you needed one before going to teachers college. When I was at university I really found a passion for human science, before that I didn’t like sciences or math very much. Teachers in university changed that for me. When I was in university there were very few teaching jobs, so I decided to wait to apply and do a Master of Science. That changed my life. I found a passion for research and realized I could teach as well, just at a University. To me, this was the best
30 | STEM Education Today
of everything I could research what I was teaching and share with students not only what happens in the body but how we figure it out and measure changes in the lab. What is the best part of your job? That is tough. As a researcher I like that I can create my own direction and explore answers to curiosity questions. Maybe the same aspect/interest applies to teaching, in that I am not limited and have created opportunities to teach all age groups. Most of my teaching is in the university classroom to students; however, I have developed a large outreach program for children. This program started as an idea from an observation. In my lab and in talking with older adults who volunteer for my exercise neuroscience research, I was observing and learning that university students learned and knew a lot of detail, but they couldn’t really explain it. In my own home I noticed science was becoming more paper/pen and watching videos than exploring.
Women in STEM So, I put the two groups together. I had university students develop science experiments to teach youth. This first event, where we hosted ~40 children, blossomed into a program. Through university student volunteers, ~200 youth and teenagers participate in neuroscience programs every year. What has been fun is adding robotics and coding to these activities. The combination really makes sense. It highlights the interaction of people and technology. It is exciting to watch kids engage in technology and learn the human body’s capacity for movement through robotics and coding. What do you do outside of work?
“I found a passion for research and realized I could teach as well.” I like to move. My favorite activity is to run but I also like to bike, hike and skate in the winter. I like doing all these things with people. I find exercise very social and you meet lots of wonderful people who do really different and unique things with life. What got you interested in the STEM fields?
Part of this answer is above in #2. It was really university. I didn’t get too excited about science or math in school. I developed an appreciation and eventually like for technology in running my own lab. So you might say I was a late bloomer. I think as a young person I saw myself as athletic, not smart and the smart people were doing science and math so I found other things to do and explore. In university I registered in Human Kinetics because it was a combination of everything from science to social science to management/business. I liked that I could explore a lot of different things, and that in the end I could graduate and go to teacher’s college. I had a very focussed plan. But, three University professors changed that. Dr. Keni Kenno really
challenged me and pushed harder in the classroom than any teacher I had ever had. He taught with passion. That made me want to do well, because when someone loves something so much how can you not just get dragged along. In his class I learned through a lot of hard work that I was smart and I could do science. Dr. Barb Zilinski taught me a physiology course and there I discovered muscles and nerves. The complexity grabbed me and the lab experiments in her class were so exciting that I found a passion for a particular area of science. Dr. Ray Hermiston was probably the icing on the cake. He was ahead of his time with respect to computers. He was using computers in ways very few university faculty and students were at the time. Back then phones and computers were not for communicating and they were massive boxes not small pocket features. He opened my eyes to exploring a MSc. He was a phys ed teacher, then a researcher of sport performance and when I met him exploring how computer technology could enhance sport measures. He was the perfect example of how you could evolve into something different and new. I needed that example and push. So, overall it was university teachers that got me interested, because they were great examples. What are you most passionate about? Neuroscience and getting kids excited about exploring different sciences by doing not watching. Dr. Jakobi is a professor and researcher. Dr. Jakobi’s research area of interest is in neuromuscular and exercise physiology. Her basic research program centres upon identifying the contributions of central descending and sensory reflex pathways to the modulation of motor neuron activity and subsequent effect on force control in women (NSERC). The applied research program focuses on quantifying, muscle activity that necessitates functional activities of daily living in older adults and determining the role of whole body vibration in functional change (UBCO). Her work is funded by the Natural Sciences and Engineering Research Council of Canada (NSERC). A list of her research interests include: - Age-related and sex-related change in motor unit recruitment and discharge rates - Role of afferent feedback in modulating motor unit activity - Prolonging Functional Independence in Older Women - Adaptations in the muscle and tendon unit to stretch in males and females
STEM Education Today | 31
“Million Women Mentors (MWM) is a national movement as an outreach of STEMconnector, to provide a platform and a voice to encourage women and girls to pursue and persist in STEM education and careers. MWM leads a call to action for corporations and companies to join the movement, captures metrics around girls and young women in STEM, and elevates the importance and value of women in STEM careers. As the movement has gained traction, we are pleased to launch in Canada in partnership with the STEM Learning Lab and other organizations such as PepsiCo. We look forward to advancing what is becoming a global movement.� - Sheila Boyington, National MWM Senior Advisor, President - Thinking Media/Learning Blade
To become a corporate sponsor or mentor, email Krista Malden (krista@stemlearninglab.com)
EDUCA EDUC ATION
Building stronger communities
TODAY
Featuring voices from the community
The BFF Mission To provide survivors of traumatic life events with the treatment and support needed to reclaim their lives.
Our goal We want to be a trusted online hub that connects the community to resources and support for those who have experienced trauma, and those who want to learn more. Our second goal with BFF is to make trauma healing accessible to everyone, regardless of economic status. Healing is possible, and the tools and resources to help should be available to everyone. We want to pave the road for trauma healing and create valuable conversations about mental health, trauma and abuse. Removing the stigma, starting the healing, one day at a time. What we do One of the main focuses of the Breaking Free Foundation is to help make trauma healing more accessible for everyone. One of the ways in which we are doing this, is through our therapy grant program, which allows approved candidates to receive designated therapy services, paid for via our foundation. How it works Our process is simple. Interested applicants just fill out our Application for Grant Therapy and mail it to us. We review each applicant and assess their needs for trauma-based therapy. If the applicant is approved, we match them with one of our approved and screened trauma therapists. Our model differs from other free counselling services, because we pay the trauma therapist their regular fee, so we can ensure that we are providing our clients with the best possible quality of therapy. We also only work with therapists who are trauma trained and specialize in this type of work. We look for specific designations and certifications and screen all of our therapists thoroughly. We also host monthly FREE meet-ups at The Commons in Calgary, which is where anyone who is touched by trauma can come for a safe, open conversation about healing. *Our services are currently only available to Albertans. www.breakingfreefoundation.ca https://breakingfreefoundation.ca/contact/
Contact Us You can get in touch by emailing
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STEM
a� h��� Exploring DNA in the kitchen Wendy Hutchins September 18 to 22 was Science Literacy week in Canada. Partners in Research Canada (PIR, http://www.pirweb.org) held a live national webcast with nearly 1600 kids isolating DNA together from Newfoundland and Labrador to BC. While you may have missed the webcast, you can still join in the fun in your kitchen with your budding biologists. And we have a special treat for you, parents/teachers, at the end! The objective of this activity is to extract DNA from fruits like bananas, kiwis, and strawberries using simple items found in your bathroom and kitchen. You will need the following materials and tools. Please note that all measurements are approximate. This activity does not require precise amounts of the materials.
What you need: • 1 piece of fruit (banana, strawberry, kiwi, etc.) • 30mL (1 fl. oz.) of water • 30mL (1 fl. oz.) of COLD isopropyl/rubbing alcohol (min 70%, but 95-99% is better – ask your pharmacist for this if it is not on the shelf) • 2 drops of dish soap • 1 pinch of table salt
• • • • • •
1 small/medium zip-top plastic bag 1 coffee filter 1 elastic band 1 toothpick, chopstick, or popsicle stick 1 clear plastic cup Scissors (optional)
Method
1
Chill the alcohol before you begin. (Pop the whole container in the freezer to chill it – it won’t freeze!)
2
Put a 2-3cm (1 inch) piece of banana (or similar amount of other fruit) in a small zip-top plastic bag or use a cup and spoon. Remove the air and seal the bag.
3
Squish the fruit in the bag with your hands! (Or mash it in an extra cup.) Once it’s turned into a paste, set the bag (or cup) aside.
4
Add ~30mL (1 fl. oz.) of water and a pinch of salt to the mashed fruit. Continue to mash for another 2-3 minutes. Set the bag (or cup) aside.
34 | STEM Education Today
How it works Cold alcohol makes the DNA show up (precipitate) better.
Salt helps balance all the negative charges on the DNA. If DNA were a magnet, it would be like there are no positive ends!
STEM at Home
5
Secure a coffee filter over the opening of a clear plastic cup using an elastic band.
6
Pour the mashed fruit mixture into the coffee filter. (Cut a small section off the corner of the zip-top bag to let the fruit mixture drip into the filter.)
7
Once the fruit mixture has completed straining through the coffee filter, carefully remove the filter and discard it, keeping the plastic cup and the liquid that is in it. (You can gently squeeze the filter to get more liquid out, just don’t break it!)
8
Add 2 drops of dish soap to the liquid in the plastic cup. Gently swirl the liquid in the cup on the table without making bubbles.
9
Tilt the cup and slowly pour ~30mL (1 fl. oz.) of isopropyl alcohol so that it gently runs down the inside of the cup and forms a layer of alcohol on top of the fruit mixture. Don’t stir it.
10
Let the solution sit for a few minutes. You will see some white, fluffy strands begin to appear at the boundary between the water and alcohol layers. That is the DNA!
11
Collect the DNA by dipping the stick into the liquid and turning it like you’re collecting cotton candy or twirling spaghetti. Remove the stick from the cup to see your glob of extracted DNA!
12
If you want to save your fruit DNA, you can store it in a small container filled with rubbing alcohol.
All this mushing and filtering gets a solution of cells that are separate and gets rid of big chunks of plant material.
Soap breaks the cell membranes so the insides come out into solution. SWIRL – no bubbles! The alcohol makes the DNA clump or precipitate/turn solid. DNA is water-soluble (it mixes with water), but alcohol is insoluble.
Yes, the DNA on the stick kinda looks like snot or boogers.
The whole protocol with additional experiments and more explanations is found at http://www.pirweb. org/pir/en/fruit-dna-extraction/. What happens if you use other fruits or veggies? Or meat? Questions? There are usually lots of questions that come from this experiment. You can get some answers from PIR TV, and see more of their videos, at https://www.youtube.com/c/PartnersInResearchTV. Their channel includes the Cross Country DNA extraction video. Some of the questions and answers you will hear include: How much DNA can I get? It depends on the fruit or material you are using and how many cells you get. Animals (meat) have two copies of each gene. Bananas have 3 copies of each and those giant strawberries have 8 or even more. Can I eat the DNA? Well, don’t eat the DNA from this experiment – it has soap and poisonous alcohol as part of it, but you eat DNA every day when you eat your meat, fruit and veggies. You digest it and recycle the parts!
For Mom & Dad: And this question now takes us to something for you, mom, dad, or teacher. Long day amusing your budding biologist(s)? How about a DNA Daiquiri? Use ice cold 151 vodka or rum to make a banana or strawberry DNA daiquiri for yourself. Check out the full delicious recipe here: http://www.instructables. com/id/DNAquiri-the-delicious-DNA-extraction/.
STEM Education Today | 35
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The Honourable Maryam Monsef On The Importance of STEM Education
“
Education is a key that opens doors and minds. It enables us to engage in society in meaningful ways and plants much needed seeds of change. Ensuring that girls, boys and gender non-conforming peoples have equal access to education is key to achieving social justice. Ensuring equal opportunity to learn and pursue a career in the STEM fields is key to economic justice and narrowing the wage gap.
The Honourable Maryam Monsef, P.C., M.P. Minister of Status of Women
�
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