STEM Capstone Project - North Carolina School Of Science .
STEM Capstone Project GuideABOUTAvery County High School STEM Academy students complete a research-based STEMcapstone project during their 10-12 grade years, that culminates in a final product. Thisdocument outlines the capstone project, with rubrics and guidelines that can be used byother schools to replicate Avery County High School’s capstone program.CAPSTONE MISSION AND OVERVIEWThe STEM Capstone Project is designed to prepare STEM students for lifelong learningand effective and productive citizenship through the opportunity to plan, complete andpresent a self-directed culminating project reflecting their personal interest. Capstoneprojects are designed to encourage students to think critically, solve challengingproblems, and develop skills such as oral communication, public speaking, research skills,media literacy, teamwork, planning, self-sufficiency, and goal setting; skills that will helpprepare them for college, modern careers, and adult life. The projects are alsointerdisciplinary, in the sense that they require students to apply skills or investigateissues across many different subject areas and demonstrate the most importantcomponents of their K-12 learning. The STEM Capstone project guidelines also encouragestudents to connect their projects to community issues or problems, and to integrateoutside-of-school learning experiences, including activities such as interviews, scientificobservations, and/or internships.STANDARDS AND SKILLSThe STEM Capstone Project is a progressive project, requiring students to demonstratecore values and standards and to apply key knowledge and skills. Essential standardsand skills include:1. Thinking critically and creatively2. Demonstrating flexibility and initiative3. Conducting analysis and research, including proper citation of references (printand web resources, interviews, etc.)4. Communicating ideas through multiple modalities5. Using technology effectively
PROCESSThe STEM Capstone Project reflects the belief that the processes inherent in learningare at least as important as the products. All STEM students should complete certaincommon processes each year. Essential processes include:1.2.3.4.Developing and implementing a plan of actionConducting researchWorking with an advisor/mentorPresenting/exhibiting through multiple modalities, with question and answer orother forms of interaction5. Reflecting and self-evaluatingThe STEM Capstone Project encourages students to utilize the Engineering DesignProcess. Each year, the project will progress through the process culminating with afinal presentation during the senior year.
Sophomore Year: Ask, Imagine, Plan, Experiment Develop a comprehensive project proposal-see template and rubric in Appendix A and B.Research the problem/challenge and conduct activities or experiments that helpdevelop solutions-this data will be included in your Junior Research Paper (seeAppendix C-Evidence)Due in MayJunior Year: Plan, Experiment, Create Continue to conduct activities and experiments. Use data you gathered and writea research paper on the process and proposed solutions -see rubric in AppendixC.Due in MaySenior Year: Create, Improve Students will create prototypes of proposed solutions or develop a timeline ofspecific steps to develop/test the solution(s) and present their full body of work toa community panel- see rubric in Appendix D.Due the Semester you have Science or April if you are not enrolled in a sciencecourseGeneral Information-Steps that should be completed duringyour Sophomore and Junior Years:1. Develop your own original idea for a scientific investigation (you mustexperimentally solve or investigate a problem using real data)2. Conduct research that helps you develop a hypothesis3. Plan experimental procedures using appropriate scientific methods or theengineering design process4. Gather necessary materials and complete any necessary forms in a timelymanner.5. Perform the experiment, taking photographs and collecting data6. Organize and display your data7. Analyze your data and draw conclusions8. Compile a formal report summarizing your work.
Products to be shared during Senior Year presentation:The STEM Capstone Project provides students with several opportunities to showcasetheir work. Reflective journal/process log with diagrams and sketches includedFinal product/Prototype/Detailed Timeline visually explained includingreflection and self-evaluationPresentation/exhibition ****Be sure to include the following information in your presentation (at the very least):1. How did I choose my project?2. What is the problem/challenge you addressed?3. What did I do for my research paper/fieldwork/experiments? Whatinsights did I gain from doing them?4. What kind of problems did you encounter? How did you solve them?5. How did this project impact your life or future plans/goals?**You may use a PowerPoint, Keynote, Prezi, or other presentation tool but you mustalso include an exhibition of your findings in some other way as well.
Appendix ASophomore Project Proposal TemplateYour proposal is the first component of the STEM Capstone Project. The following items MUST beincluded in your proposal. Format will be double spaced, 1-inch margins on all sides, 12 pt. Times NewRomanTitle Page Personal data (name, school name)Title of your research/capstone project—should identify the problem/challenge area (15 wordmaximum)Abstract/summary statement of the research project: This one page summary focuses on the research topic and describes the problem/challenge youwill addressReview of research literature A short and precise overview about the current state of research immediately connected with yourresearch projectInclude at least 3 sources--at least sources 2 must be primary (other than anelectronic/internet/web source)Objective of the STEM Capstone Project Give a concise and clear outline or bulleted list of the goals/objectives you want to achievethrough the process of your project.Outline of the project Detail your planned research procedure(s)Describe the intended methods of data gathering and the controls you will introduceThis will be a work-in-progress so allow for flexibility in your planningTimetable Develop a timetable (in table format), including the sequence of research phases and estimatedtime you will need for each phase. Take into account that at this stage, this is only estimation, butmake it clear that you have an idea about the time span necessary for each step and phase.Selective research bibliography List academic works mentioned in your research outline as well as other important works that youwill refer to during your researchPresent your proposal in a Keynote presentation including the following fiveslides:1.2.3.4.5.6.TitleAbstract-bulleted points only no more that 5 words per ideaReview of Literature-bulleted list that includes only the titles of the articles/sources you will useObjective of the Project-bulleted phrases that describe your goals and purposeTimetable-include dates only--days, weeks, months, and or yearsBibliography
Appendix BSophomore Project Proposal Rubric
Appendix CJunior Project Proposal RubricChecklist TitleAuthor(s) Name(s)Abstract- summary paragraphIntroductionThesis Statement or HypothesisBackground ParagraphEvidenceSupporting InformationMaterials used in experiment(s)MethodsData (tables/graphs)ConclusionIn-text CitationsWorks Cited PagePaper should be grammatically sound with clear formatting (easy to read and follow)
Appendix CJunior Project Proposal Rubric
Appendix DCommunication SkillsSenior Project Proposal RubricExemplaryProficientDeveloping/EmergingNot Yet(No Revision Needed)(Some RevisionNeeded)(Revision Needed)(Remediation andRevision Needed)All group membersconsistently speak withappropriate volume, toneand articulation4Generally speaks withappropriate volume, toneand articulation3One or more group membershas difficulty speaking withappropriate volume, tone, andarticulation2Does not speak withappropriate volume, toneand articulation0Consistently employs goodeye contact and posture4Adequately employs goodeye contact and posture3Infrequently employs good eyecontact and/or poor posture2Does not make eye contact0Consistently employsappropriate nonverbalcommunication techniques4Adequately employsappropriate nonverbalcommunication techniques3Employs limited nonverbalcommunication techniques2Does not employappropriate nonverbalcommunication techniques0Consistently exhibits poise,enthusiasm and confidence4Generally exhibits poise,enthusiasm and confidence3Exhibits limited poise,enthusiasm and confidence2Lacks poise, enthusiasm andconfidence0Wears appropriateprofessional or authenticattire related to the topic4Wears appropriate schoolattire and is neat and puttogether3Appears sloppy or is in jeans, tshirt, etc.2Does not comply with schooldress-code0Adheres to prescribed timeguidelines (7-10 minutes)4Goes over prescribed timeguidelines slightly3Does not meet the minimumtime guideline2Significantly does notcomply with time guidelines0Employs creative use ofvisual aids that enrich orreinforce the presentation**4Employs appropriate visualaids that enrich or reinforcethe presentation3Employs ineffective visual aids2Uses no visual aids0**Note: A basic Keynote or PowerPoint presentation or poster will not earn a 4Comments:
Content & CoherenceEffectively defines the mainchallenge/problem andadheres to the main ideathroughout the presentation4Adequately defines achallenge/problem andadheres to the main ideathroughout thepresentation3Insufficiently defines the mainchallenge/problem but adheresto the main idea throughoutthe presentation2Does not define a mainchallenge/problem0Employs a logical andengaging sequence whichaudience can follow4Employs a logical sequencewhich audience can follow3Employs ineffective sequenceconfusing the audience2Lacks and organizedsequence0Includes all 5 requiredcomponents and use ofsupporting details/evidence4Includes most of therequired components alongwith supportingdetails/evidence3Includes some requiredcomponents and somesupporting details/evidence2Does not include supportingdetails/evidence0Offers an insightfulevaluation of the projectprocess4Offers a clear evaluation ofthe project process3Offers an evaluation of theproject process2Fails to offer an evaluationof the project process0Reflects on successes andchallenges with exceptionaldepth and insight4Reflects on successes andchallenges with sufficientdepth and insight3Reflects on successes andchallenges with limited depthand insight2Does not reflect onsuccesses and challenges04Accurately responds tojudges' questions andcomments3Ineffectively responds tojudges' questions andcomments2Unacceptably or does notrespond to judges' questionsand dently, politely, andaccurately responds tojudges' questions andcommentsComments:
Appendix E. Past Capstone Projects and Project IdeasHigh School Traffic PatternsA team of students spent time evaluating the traffic patterns for the high school parkinglot during peak times and then developed different routing plans and parking lot designsto minimize time spent in traffic in front of ACHS. The goal was to cut down on the timecars waited in line to pick up and drop off students in order to cut down on automobileexhaust pollution. These students presented their plans to representatives from theDepartment of Transportation.Solar Energy at Avery High SchoolA team of students met with a representative from O2 Energies who wanted to place asolar panel array on ACHS property to provide electricity to send back to the electricalgrid and allow Avery County Schools to receive a discount on their electricity. The grouptoured the high school property and identified a couple of possible sites. They thestudents presented information about how solar power worked, why these sites would bebest, and why it is important to incorporate renewable energy sources to our Board ofEducation.Solar Powered Electric CarA pair of students spent time mechanically working and fixing the Google Gravity Car toits current state. Attaching a structural roof and frame, motor mount, steering, and axlestructure. They also developing the wire circuitry to power the small battery basedvehicle for a competition using nothing but renewable energy. This project still hasopportunity and potential to go further and be placed into a real competition in thefuture.Underground Hydroelectric DamsThis student worked independently and researched the designs, engineering and impactof underground hydroelectric dams and their possible contribution to clean renewableenergy.Vinyl Records vs. Digital Music QualityThis student primarily performed research on the sound quality and benefits of modernmusic storage verses vinyl. Really interesting topic and the student found a lot ofinteresting data to support her topic. Could easily be turned into an experiment.
Water Pollution and its Effects on an Aquatic EcosystemA group of students ran trials using laundry detergent, which can often lead to non-pointsource water pollution. They monitored the pH change and the effect on plants normallyfound on the banks of streams and creeks.Feed Comparison for Backyard Egg ProductionThis student tested out two versions of feed on backyard chickens and measured eggproduction to determine a relationship between the two.Sustainable AgricultureA team of students researched different methods of farming vegetables and herbs, andbuilt raised beds to plant in, used compost from their Vermiculture project (growingworms to make compost) and cut bamboo for stakes and fences. These students workedhard to find ways to plant more in less space and increase yield, while preserving andimproving the environment. The area outside of the greenhouse complex was notconducive to gardening, but by using wood chips and compost, they created raised bedsand are improving the existing soil as well. These students presented their project locallyand went to Raleigh to present at the STEM Conference.The Inclusion of Art in STEM STEAMWhen the STEM Academy was still in its early stages, I had a student who felt that theywere STEM in terms of what the academic workload meant, but did not have an interestin pursuing a career in a STEM field. The process of coming up with a STEM project wasextremely challenging, especially since one of the goals was for students to workcollaboratively rather than individually. This student was doing a paper-making projectfor art class, which several teachers suggested become the STEM project. A fellow STEMstudent and friend asked to work on the project from the scientific side, covering thepaper making process at the industrial level, bringing out past and currentenvironmental impact. The process itself was highlighted from both an artistic and aconservation standpoint, as all the ingredients were things that would normally bethrown away. Some of the best final product pages were made from dryer lint or onionskins. I feel like this project truly embodied what STEM is about. STEM is not a field ora subject, but a thought process. STEM is a different lens to look through that showschallenges in a new light and highlights innovative solutions that are outside the box.
Repurposing and Recycling “Garbage”One group built a “green house” out of recyclable plastic bottles and flower-beds out ofrecyclables. They constructed a small model for their presentation. They got the idea forthis project from reading The Boy who Harnessed the Wind. That year, other studentsmade toy cars from trash to give to first graders at a local elementary school, andanother group made a bird house out of recyclable materials.Other Sustainable Gardening TopicsSustainable gardening to help people to grow their own food and to be able to controlfertilizer, pesticides or other factors; Raised beds can produce enough food for a familyof four and recycled materials can be used to build the beds; Recycled food waste (peels)can be used to enrich the soil as organic fertilizer and compost; School garden can becertified and used to supplement cafeteria or culinary programs; These examplesincorporate math, and science, use STEM principles, and also include beautification andecological improvement.***NOTE: There have been several great projects over the years that are not included in thisappendix. If you have an idea or would like a more specific description, please see one of theSTEM Faculty members and they would be happy to discuss a topic with you.AuthorsKim Davis, CTE & STEM Director, Avery County SchoolsJennifer HurstSusan HawkinsNeva WintersThis STEM Capstone Project guide was developed at Avery STEM Academy and is made available under a Creative CommonsAttribution Noncommercial Share-alike license (CC BY-NC-SA 4.0). These guidelines and rubrics are based on experiencesand research from Avery High STEM Academy and the Summer Ventures program, a no-cost, state-funded program foracademically talented North Carolina students who aspire to careers in science, technology, engineering, and mathematics.https://www.ncssm.edu/summerventures
Avery County High School STEM Academy students complete a research-based STEM capstone project during their 10-12 grade years, that culminates in a final product. This document outlines the capstone project, with rubrics and guidelines that can be used by other schools to replicate Avery County High School’s capstone program.
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Student Guide to Capstone Project for students commencing Capstone Project in Spring Session 2017 Version 35.1 9 August 2017 Email: FEITCapstone@uts.edu.au Capstone webpage: uts.edu.au/capstone-project UTSOnlin
Engineering Capstone Festival 2019 4 5 Engineering Capstone Festival 2019 The Sixth NYU Abu Dhabi Engineering Capstone Festival showcased the Class of 2019’s year-long Capstone Projects and is a celebration of the completion of these projects. These were based on the culmination of ideas from their Junior year and hard work
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1.3 Requirements and Milestones for Capstone Projects Some program options require a capstone project. The capstone project is intended to assess a students ability to apply the concepts from their formal graduate coursework to current, practical problems relevant to the eld. Unlike a Masters thesis, the capstone project does not require
The final and culminating event of the Capstone Project will be the Capstone Project Presentation. The Capstone Review Panel may consist of teachers, administrators, and community members. The presentation should be eight to ten minutes in length with a five minute question and answer period at the end. To build confidence, practice the .
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NORTH & WEST SUTHERLAND LOCAL HEALTH PARTNERSHIP Minutes of the meeting held on Thursday 7th December 2006 at 12:00 Noon in the Rhiconich Hotel, Rhiconich. PRESENT: Dr Andreas Herfurt Lead Clinician Dr Moray Fraser CHP Medical Director Dr Alan Belbin GP Durness Dr Anne Berrie GP Locum Dr Cameron Stark Public Health Consultant Mrs Sheena Craig CHP General Manager Mrs Georgia Haire CHP Assistant .
