Fluid Functionality Overview: In this inquiry activity, students will explore and understand what pneumatic and hydraulic systems are and how they are currently used. Students will produce culminating pieces of work summarizing and extending their knowledge of Pascal’s Law. They will investigate the viscosity of fluids in relation to the efficiency and functioning of a hydraulic system of their design. Students will ask questions about their systems and develop and implement experiments to provide solutions to their queries. Grade Level: 8 Strand and Topic: Understanding Matter and Energy: Fluids Inquiry Focus: How can you use the technological design process to build and change the functionality of a hydraulic system using different fluids? The time required depends on students’ background knowledge, skills set, level of interest, and any additional time required for completion of student work. Big Ideas: Fluids are an important component of many systems. Fluids have different properties that determine how they can be used. Fluids are essential to life. Overall Expectations: Science and Technology 1. analyse how the properties of fluids are used in various technologies, and assess the impact of these technologies on society and the environment; 2. investigate the properties of fluids; 3. demonstrate an understanding of the properties and uses of fluids.
Transcript
Fluid Functionality
Overview:
In this inquiry activity, students will explore and understand what pneumatic and hydraulic systems are and how they are currently used. Students will produce culminating pieces of work summarizing and extending their knowledge of Pascal’s Law. They will investigate the viscosity of fluids in relation to the efficiency and functioning of a hydraulic system of their design. Students will ask questions about their systems and develop and implement experiments to provide solutions to their queries.
Grade Level: 8
Strand and Topic: Understanding Matter and Energy: Fluids
Inquiry Focus:
How can you use the technological design process to build and change the functionality of a hydraulic system using different fluids?
The time required depends on students’ background knowledge, skills set, level of interest, and any additional time required for completion of student work.
Big Ideas:
Fluids are an important component of many systems. Fluids have different properties that determine how they can be used. Fluids are essential to life.
Overall Expectations:
Science and Technology
1. analyse how the properties of fluids are used in various technologies, and assess the impact of these technologies on society and the environment;
2. investigate the properties of fluids; 3. demonstrate an understanding of the properties and uses of fluids.
Specific Expectations:
Science and Technology
2.1 follow established safety practices for using apparatus, tools, and materials 2.4 investigate applications of the principles of fluid mechanics 2.5 use scientific inquiry/experimentation skills to identify factors that affect the flow rates of
various fluids 2.6 use technological problem-solving skills to design, build, and test devices that use pneumatic
or hydraulic systems
2.7 use appropriate science and technology vocabulary, including viscosity, density, particle theory of matter, hydraulic, and pneumatic, in oral and written communication
2.8 use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes
3.1 demonstrate an understanding of viscosity and compare the viscosity of various liquids (e.g., water, syrup, oil, shampoo, ketchup)
3.4 explain the difference between liquids and gases in terms of their compressibility (e.g., gases are more compressible than liquids) and how their compressibility affects their usage (e.g., pneumatic devices are used to operate bus doors because they work over a larger temperature range and are safer for this purpose than hydraulic devices)
3.6 explain in qualitative terms the relationship between pressure, volume, and temperature when a liquid (e.g., water) or a gas (e.g., air) is compressed or heated
3.7 explain how forces are transferred in all directions in fluids (Pascal’s law)
Systems in Action: Understanding Structures and Mechanisms
Science and Technology
3.1 identify various types of systems 3.2 identify purpose, inputs, and outputs of various systems 3.3 identify the various processes and components of a system
Language: Oral Communication
1.2 demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a wide variety of situations, including work in groups
2.2 demonstrate an understanding of appropriate speaking behaviour in most situations, using a variety of speaking strategies and adapting them to suit the purpose and audience
2.4 use appropriate words, phrases, and terminology from the full range of their vocabulary, including inclusive and non-discriminatory language, and a range of stylistic devices, to communicate their meaning effectively and engage the interest of their intended audience
2.7 use a variety of appropriate visual aids to support and enhance oral presentations
Language: Writing
1.2 generate ideas about more challenging topics and identify those most appropriate to the purpose
1.3 gather information to support ideas for writing, using a variety of strategies and a wide range of print and electronic sources
1.4 sort and classify ideas and information for their writing in a variety of ways that allow them to manipulate information and see different combinations and relationships in their data
1.6 determine whether the ideas and information they have gathered are relevant, appropriate, and sufficiently specific for the purpose, and do more planning and research if necessary
2.1 write complex texts of a variety of lengths using a wide range of forms 3.1 spell familiar words correctly
3.3 confirm spellings and word meanings or word choice using a wide variety of resources appropriate for the purpose
Mathematics: Number Sense
- solve multi-step problems arising from real-life contexts and involving whole numbers and decimals, using a variety of tools
- use estimation when solving problems involving operations with whole numbers, decimals, percents, integers, and fractions, to help judge the reasonableness of a solution
- solve problems involving operations with integers, using a variety of tools- identify and describe real-life situations involving two quantities that are directly proportional
Mathematics: Measurement
- research, describe, and report on applications of volume and capacity measurement
Key Concepts:
Pneumatics, hydraulics, Pascal’s Law, viscosity, systems, input, output, force
Prior Skill Sets:
Students should be able to:
- use the Technological-Design Process:“Critical aspects of technological problem solving are: careful planning; purposeful selection of tools and materials; testing, retesting, and modifications of a product or process; communicating about the solution; and recommending of changes or improvements.” (Ontario Science and Technology curriculum document, 2007, p. 17)
- work safely with tools- write observations based on experimentation and ask questions that demonstrate curiosity
about what was observed- understand the use of independent and dependent variables when experimenting- design and carry out a plan to achieve a solution using the Scientific Method and Technological-
Design Process
Prior Knowledge:
Understanding Structures and Mechanisms
Grade 2
3.1 describe different ways in which objects move 3.2 identify ways in which the position of an object can be changed 3.3 identify the six basic types of simple machines – lever; inclined plane; pulley; wheel and axle,
including gear; screw; and wedge – and give examples of ways in which each is used in daily life to make tasks easier
3.4 describe how each type of simple machine allows humans to move objects with less force than otherwise would be needed
Grade 4
3.5 distinguish between pulley systems and gear systems that increase force and those that increase speed
3.8 identify the input components that drive a mechanism and the output components that are driven by it
Grade 5
2.2 measure and compare, quantitatively and/or qualitatively, the force required to move a load using different mechanical systems, and describe the relationship between the force required and the distance over which the force moves
3.3 explain the advantages and disadvantages of different types of mechanical systems
Grade 7
2.2 design, construct, and use physical models to investigate the effects of various forces on structures
3.2 describe ways in which the centre of gravity of a structure affects the structure’s stability 3.3 identify the magnitude, direction, point of application, and plane of application of the forces
applied to a structure
Understanding Matter and Energy
Grade 2
3.4 identify conditions in which the states of liquids and solids remain constant and conditions that can cause their states to change
Grade 3
2.2 investigate forces that cause an object to start moving, stop moving, or change direction 2.3 conduct investigations to determine the effects of increasing or decreasing the amount of
force applied to an object 3.3 describe how different forces applied to an object at rest can cause the object to start, stop,
attract, repel, or change direction 3.4 explain how forces are exerted through direct contact or through interaction at a distance
Grade 7
3.2 state the postulates of the particle theory of matter
Materials and Equipment:
balsa wood, dowels, hot glue, carpenter's glue, and other materials for building (straws, Popsicle sticks, etc.)
tools - hand and/or machine fluids of different viscosities syringes (varying in sizes) and tubing
Safety:
Refer to the STAO Safety in Elementary Science and Technology: A Reference Guide for Elementary School Educators (2014) http://stao.ca/res2/unifElemSafety/ and your specific board guidelines.
- safe usage of personal protective equipment (p. 35-36)- follow and review established safety procedures (p. 37-40)- follow established safety procedures for using tools and handling materials (p. 64-69, 72-75)
Teacher Tip: This inquiry activity lends itself to allowing a wide range of learners to access the curriculum in a variety of ways. Nevertheless, the teacher should recognise that students can have a wide variation of abilities and should ensure that instruction is tailored according to individual needs and preferences. Within this document, there are several different entry points for students along the inquiry process. Teachers can choose to do one of the options (guided, coupled, open) with the entire class or choose to do different options with groups of students depending on student ability.
Engage (I SEE)
Activity 1
Students are provided with different-sized syringes and the same length of tubing. They are challenged to determine the combination of syringes that will provide the most force to “pop” the plunger out vertically from one of the syringes connected at the other end. Once students have determined their choice of combination of syringes, provide students with different lengths of tubing. Students should conclude that they require the largest and smallest syringe, and the length of tubing does not matter according to Pascal’s Law.
Teacher uses this demonstration to teach Pascal’s Law:
- http://kids.britannica.com/comptons/article-9312902/Pascals-law Safety Considerations: Teacher must consider any potential hazards before proceeding. Students should understand that there is a safe way to handle and use the syringes and that incorrect use (e.g., pointing the syringes at themselves or other students before “popping them”) can result in injury. It is
Teacher Directed Student Directed
encouraged that students use personal protective equipment, such as eye protection to prevent any injury of students looking up.
Activity 2
Students are instructed to build a vertical launcher with their chosen combination of syringes. The launcher must “pop” one of the plungers vertically into the air and the syringes must have a structure holding the syringes together that is structurally sound and aesthetically pleasing.
Students then investigate the maximum height that their structures can “pop” the plunger into the air. Students are then challenged to use water inside their syringes and investigate the differences.
Teacher uses this investigation to discuss pneumatics and hydraulics.
Teacher Considerations:
“When engaged in technological problem solving, students should be given opportunities to be creative in their thinking, rather than merely to find a prescribed answer.” (Ontario Science and Technology curriculum document, 2007, p. 16) Teachers are encouraged to have students work through a model that follows the Technological Design-Process, like SPICE:
S-Scenario
P- Problem
I- Investigate
C- Construct
E-Evaluate
Students are given a scenario to set the stage for the problem. For this particular activity, consider trying to launch something into the air that can be attached to the end of one of the plungers. Students then conduct some planning, which can include rough drawings that are similar to isometric drawings. Students should include measurements to determine their usage of materials. They are also encouraged to write procedural plans of the steps that they will take to construct their structure from beginning to end. This encourages students to do some pre-planning before cutting and building to prevent unnecessary mistakes. Through the construct stage, encourage re-design and proper use of tools and techniques of building. In the evaluation stage, students should be testing out their structure and system and revising, if needed. Students are encouraged to test their system and structure throughout the design process. Having a formal reflection step where groups work together to share findings and discuss complications/flaws is recommended. Once students are satisfied with their design, it is good practice to have them reflect on their process and final structure.
The testing of this particular structure can take place in a classroom, but is better suited for spaces with high ceilings like a gymnasium or an outdoor space.
Teacher Tip: Students new to the Technological-Design process and building may prefer to work with a partner. Groups of more than two for this project are not recommended due to the project’s scope. Materials should be taken into consideration when deciding individual versus group work.
Safety Considerations: Teachers must consider any potential hazards before proceeding. Students should understand that there is a safe way to handle and use the syringes and that incorrect use (e.g., pointing the syringes at themselves or other students before “popping them”) can result in injury. It is encouraged that students use personal protective equipment, such as eye protection, to prevent any injury of students looking up.
Questioning (I WONDER)
Through a Knowledge Building Circle (KB - http://learnteachlead.ca/projects/knowledge-building/), or an online forum, class-wiki, collaborative website, or on chart paper, gather student questions. Teachers should use the first two activities in the Engage portion of this inquiry to provide a starting point for discussion. Students should reflect upon their first activity, where they investigated the different sizes of syringes to their structures in Activity 2.
Teachers can add their own questions to start students off or redirect the topic. The class can choose questions that will be revisited, answered collaboratively and expanded on throughout the unit. Students are also encouraged to answer other questions during this process. For instance, it is very likely that a student will pose a question regarding their structure that another student might be able to answer based upon the design of their own.
Teacher-led Student-Led - examples
What systems use pneumatics or hydraulics?
What are the pros/cons using one over the other?
Does the viscosity of a fluid affect the performance of a hydraulic system? How so?
What kinds of locomotion and movements can we use syringes for?
Why do fluids generate more force?
How can we make the launcher more efficient?
How can we make the launcher generate more force to make the plunger go higher?
How could the addition of more syringes and using valves help the system?
What other simple machines can we use in junction with the syringes and fluids?
Explore / Inquiry activity: (I DO)
The design task will be to build a scaled model of a system that uses pneumatics and hydraulics to provide movement in the structure in order for it to fulfil its purpose.
For example:
Many production lines use robots to speed up production and ensure consistency. Many products are transferred by a conveyor belt from robot to robot. You are hired to create a robotic arm that can be used on the assembly line. Your robot must:
- be able to grip, rotate 90 degrees, extend/retract, elevate, and release- be produced using materials that involve positive environmental considerations- be operated and controlled using pneumatic and/or hydraulic principles
Inquiry Design Activity
Option 1 (Guided) The teacher sets the scope of the design task (i.e., hydraulic arm). The inquiry can be specific to the functioning of that system (i.e., the arm must lift, rotate, and grasp an item).
Option 2 (Coupled) Together, teacher and students set the scope of the design task (i.e., hydraulic arm). The inquiry can be specific to the functioning of that system (i.e., the arm must lift, rotate, and grasp an item). Challenge the students to explore given fluids to change the speed in which these movements occur. This inquiry can also focus on choice of fluids and materials with regards to environmental sustainability and durability.
Option 3 (Open) Students are given free range of building a system of their choice (i.e., hydraulic arm, bridge, children’s toy) that includes a determined amount of movements required (e.g., lift, rotate, grasp) and the speed at which they occur, based on the task. The inquiry can be about function, design, costs, aesthetics, sustainability, environmental impact, and materials.
Teacher Considerations:
“When engaged in technological problem solving, students should be given opportunities to be creative in their thinking, rather than merely to find a prescribed answer.” (Ontario Science and Technology curriculum document, 2007, p. 16) Teachers are encouraged to have students work through a model that follows the Technological Design-Process, like SPICE:
S-Scenario
P- Problem
I- Investigate
C- Construct
E-Evaluate
Students are given a scenario to set the stage for the problem. For this particular activity, consider guiding them to design something like a hydraulic arm, a toy, a bridge where there are several different movements and design options possible. Students then conduct some planning, which can include rough drawings that are similar to isometric drawings. Students should include measurements to determine their usage of materials. They are also encouraged to write some procedural plans of the steps that they will take to construct their structure from beginning to end. This encourages students to do some pre-planning before cutting and building to prevent unnecessary mistakes. Through the construct stage, encourage re-design and proper use of tools and techniques of building. In the evaluation stage, students should be testing their structure and system and revising, if needed. Students are encouraged to test their system and structure throughout the design process. Once students are satisfied with their design, it is good practice to have them reflect on their process and final structure.
To provide consistency from project to project, consider providing all students with the same amount of materials. Students must plan their model to ensure that they do not require more than the allotment. Consider giving students a set amount of balsa wood, coroplast, syringes, tubing, gears, pulleys, etc. Ensure that students are familiar with the materials and that students can still apply their knowledge of safe use of tools and materials when working with them.
Experimental Inquiry Activity
“Critical aspects of technological problem solving are: careful planning; purposeful selection of tools and materials; testing, retesting, and modifications of a product or process; communicating about the solution; and recommending of changes or improvements.” (Ontario Science and Technology curriculum document, 2007, p. 16) Students should be encouraged to continue to test and re-test as part of their design process. To help aid with generic tests of student structures, it is encouraged that students test the efficacy of their structures and build knowledge with some of these investigations:
Examples of investigations:- How does the addition of hydraulics affect the functioning of the system?- Have students investigate their system with just air and then with the addition of water.
What has changed? Is this beneficiary to the function of the system or not? Why?
- What happens when you change the viscosity of the fluid within the system?- Provide students with various fluids that they can use in their systems. Students can try
fluids like: syrup, honey, water, ketchup, juice, etc. What benefits does this addition create? What challenges does this change create?
- How does the above relate to Pascal’s Law?- Students should conclude that different fluids will result in different pressures exerted.
Teachers can choose to conduct these investigations in either a guided, coupled, or open inquiry format based on the options below:
Option 1 (Guided) Teacher-directed. Have stations for each concept and students execute the experiments related to the concepts.
Option 2 (Coupled) Teacher asks the questions and the class designs the experiments together.
Option 3 (Open) Student led. From student original designs, the question of improvement and comparison of designs is asked. Teacher can lay out materials for students to use to test and re-test their designs. The teacher then introduces the concepts of pneumatics, hydraulics, viscosity, and Pascal’s Law once again.
Explain
From their experiences, students explain their observations about their hydraulic and pneumatic systems.
The knowledge can be collaboratively built using a Knowledge Circle, or an online forum, class-wiki, collaborative website, or on chart paper in the classroom. Using the data and experiential knowledge, revisit the original questions from the first Knowledge Circle. Encourage students to try and answer their questions using their models and experiences from their investigations with fluids. Students are encouraged to bring their structures to the circle to help them refer to different aspects of their design.
Special attention can be given to different learning styles, as different concepts can be recorded orally and uploaded to a site, video recorded for kinesthetic demonstrations, or drawn by students.
Students should have had ample opportunities to explore different fluids and how they influence the functioning of their system. Students should be able to explain their choice of ideal fluid for their structure and system and relate it to Pascal’s Law.
The Knowledge Circle is also a great opportunity to reflect upon and share their building techniques with others. Ideally, there will be a variety of designs and students will have used the materials very differently. Have students share how they used the tools and materials to meet the needs of their system.
Student Support Resources:
Pascal’s Law and Hydraulic Brake System Video: https://www.youtube.com/watch?v=VxLTDtaRCZk
After learning more about system’s functionality, students revisit their design to see how they can improve upon it. Students can look at how to improve the mechanical advantage and efficiency and/or work done. Students are encouraged to use the knowledge built from the second Knowledge Building Circle to help re-design some aspects of their systems. Encourage students to work collaboratively and share ideas. Students might be encouraged to evaluate their design on other measures of success.
Other criteria for success include: durability aesthetics cost/materials accuracy (if building a throwing device)
Extension Possibilities
- students can conduct an Engineering Fair to showcase their models and any final calculations- use SKYPE to talk to engineers that are working on current hydraulic and pneumatic systems and
machines
Optional/Alternative build ideas:- a game that incorporates the use of syringes (i.e., a maze that you must navigate through with
the use of syringes that tilt the board)- art projects that require “pop-ups” or moving features, like a mask
Evaluate (I REMEMBER)
Assessment Opportunities
Things to look for in assessment pieces:
Consistently With prompts Not yet
Can the student use the vocabulary appropriately?
Does the technological-design process show signs that new knowledge was used to improve on the design?
Can the student justify choices of design for criteria success?
Possibilities for Assessment As/For/Of Learning:
Assessment For Learning:
Use anecdotals during Knowledge Circle to find common misconceptions and frame inquiries during the “I Explore” phase to dispel the misconceptions and build new understandings. Common misconceptions that might come up are:
Mass, volume, weight, heaviness, size, and density may be perceived as equivalent; Liquids of high viscosity are also liquids with high density; Heating air only makes it hotter; Pressure and force are synonymous; Pressure arises from moving fluids; Moving fluids contain higher pressure; Liquids rise in a straw because of suction; Fluid pressure only acts downward.
Take the time to review tool safety and the use of materials before the inquiry part of the process. A quick safety assessment at the beginning is a good review and often a confidence builder.
Assessment As Learning:
- Exit passes- Journals reflecting on what they learned
What did I do in class today? What did I learn? What did I find interesting? What questions do I have about what I learned? What was the point of today’s lesson? What connections did I make to previous ideas of lessons?
- Graffiti wall- Visible Learning goals/concepts are on a chart, and students put a check mark once they
understood the concept- Student conferences and discussions when students are working- Student notes of the Technological-Design Process: drawings, procedural writing, re-designs,
testing, and observations
Assessment Of Learning:
- Knowledge Circle contributions
- Student explanation of their structure using vocabulary- Use co-created success criteria to assess student projects. For guidance in creating inquiry
focussed rubrics with students, try pages 32-34 of Natural Curiosity.- criteria can include:
- form and function - environmental considerations- design process- use of the scientific method when conducting investigations- laboratory skills- safety
Self-evaluation for SPICE Model
1. Were my sketches clear enough for others to understand?
1 2 3 4 5
2. Did I include written suggestions on my rough sketch?
1 2 3 4 5
3. Did my product do what I designed it to do?
1 2 3 4 5
4. If I worked with others, how well did I cooperate?
1 2 3 4 5
5. If I worked with others, how would I rate my contribution to the product?
1 2 3 4 5
(5= My best effort; 3 = Medium; 1 = Poor effort)
Science and Technology Performance Task – Grade / Division K-8
CRITERIA Performance Indicators
Level 1 Level 2 Level 3 Level 4
Design Process plan Develops a plan with limited clarity and a few steps
Develops a workable plan with some clarity and some steps
Develops a clear workable plan including steps in a logical sequence
Develops a workable plan and modifies the plan as necessary
Design Process use of materials
Uses tools, equipment, and materials with limited regard to safety
Uses tools, equipment, and materials with some regard to safety
Uses tools, equipment, and materials safely
Uses tools, equipment, and materials safely and appropriately
Design Process use of design process
Demonstrates little use of the design process (plan, build, test, evaluate, communicate)
Demonstrates some use of the design process (plan, build, test, evaluate, communicate)
Uses the design process (plan, build, test, evaluate, communicate)
Uses the design process (plan, build, test, evaluate, communicate) effectively
Modeltranslate plan to model
Translates design plans into a working model, with assistance
Translates design plans into a working model with limited assistance
Successfully translates design plan into a working model based on criteria required
Successfully translates design plan into a working model based on criteria required
Modelmodel performs intended task
Creates model that performs intended function in a limited manner
Creates model with some evidence of intended function
Creates model that functions successfully according to specifications
Creates model that functions beyond expectations
Communication terminology
Uses little appropriate terminology for grade level
Uses some appropriate terminology for grade level
Uses most appropriate terminology for grade level
Uses all appropriate terminology for grade level
Communication clarity
Report lacks clarity Communicates with some clarity
Communicates clearly and precisely (e.g., oral or written) through all stages of task
Communicates clearly, precisely, and insightfully
Communication presentation skills / style
Limited awareness of importance of style to suit purpose
Uses a presentation style that is somewhat appropriate to purpose and audience
Chooses a presentation style that is appropriate to purpose and audience
Skilfully chooses a presentation style that maximizes the impact for purpose and audience
Communication of basic concepts
Communicates understanding of few
Communicates understanding of
Communicates understanding of
Communicates understanding of all
of the basic concepts some of the basic concepts
most of the basic concepts (for grade level) e.g., oral or written
of the basic concepts
Learning Log reflection for purpose
Makes limited reflection
Reflects on results but makes few changes
Reflects on results in order to make necessary changes and evaluate information gathered
Uses sophisticated reflection to record results. Makes changes and evaluates information gathered
Learning Log goals / time lines
Sets a few goals and describes few of the steps needed to achieve goals
Sets some goals and describes some of the steps needed to achieve goals
Sets clear goals and describes each step needed to achieve goals
Sets clear goals and describes each step needed to achieve goals and adjusts as necessary
Learning Log resources
Selects, records, and uses resources with limited appropriateness
Selects, records, and uses somewhat appropriate resources
Selects, records, and uses appropriate resources
Selects, records, and integrates appropriate resources
Group Work contribution to group goal
Has limited success working toward group goals
Demonstrates some commitment to the group goals; carries out specific roles with some success
Demonstrates commitment to the group goals and carries out assigned roles
Actively identifies group goals and fulfills a variety of roles in group
*Adopted from Halton District School Board
Technology Possibilities:
3D modelling software, e.g., 123D Design for iPad, www.tinkercad.com for PC Duplo, LEGO, and K'Nex 3D printing use data collection hardware, e.g., motion probes, and software to collect and organize data
Indigenous Perspective:
According to the Western and Northern Canadian Protocol educator resource,“Teaching and learning take place within the rich and complex context of the school community. Student engagement and learning become enriched when students feel safe and experience a sense of belonging within their school community. Creating warm and caring schools and learning environments where First Nations, Métis, and Inuit students feel safe and valued has a positive influence on student engagement and learning. This is accomplished through positive, inclusive, and respectful attitudes as well as through the presence of affirming First Nations, Métis, and Inuit images—such as art, posters, books, videos, and positive messages celebrating diversity—throughout the school” (Our Way Is A Valid Way, WNCP, 2013, pg. 34)
Teachers should strive to make connections to the curriculum by incorporating the indigenous worldview in ways that appreciate and affirm the diversity in thinking about science and the natural world. The following are a few examples of how to ensure FNMI understandings are reflected in teaching about engineering and the use of fluids, hydraulics, and pneumatics:
invite traditional storytellers and Elders to share stories relating to engineering and use of fluids allow students to visit historical sites that show traditional ways of using fluids and
manufacturing them for human use (e.g., maple syrup, fats, oil) use thematic story circles weave FNMI language into the science curriculum incorporate or adapt Medicine Wheel and Circle of Life teachings to learning about engineering
and using nature’s gifts use Traditional Ways of Knowing in the teaching of structures, e.g., for Traditional Laws;
students can demonstrate cultural practices related to stewardship, such as using the materials and fluids found in nature
connecting students with Traditional Elders/community people to learn about land and people questions
Resource on Engineering: http://www.aboriginalaccess.ca/resources/resource-downloads
Water Fracking: http://canadians.org/sites/default/files/publications/fracking-perspectives.pdf
