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Bay Village Education Foundation Grant Application Applications in care of the BVEF Grant Committee should be emailed to: [email protected] WITH A COPY TO YOUR BUILDING PRINCIPAL via email. Due: September 26, 2014 All applications must be filed electronically via email. Please read our Guidelines first. Click in gray text areas to respond. Length of response for each item is unlimited. Please save your completed application with your Lastname_Firstname to your computer desktop (use alphabetically first applicant if applying as a group). Then attach the new file to your email. Applicant’s Name: Julia Papcke-Russell/Carol Brajdic/Anne Budzik/Camille Sheehan Work phone:440-617-7600 Home phone: 440-871-2243 (Julia’s) E-mail: [email protected] School: Bay Middle School Grade/Subject area: Grade 8 Mathematics and Science Project title: Electricity and Algebra The Trustees will review all applications based on the criteria below and will not consider any incomplete applications. If you have questions about any of the criteria, please contact the following BVEF Grants Chair: Ellie Bricmont: 440-263-3797. 1. Description of the project: Succinctly describe the purpose and need for the project. Indicate its uniqueness and how it promotes an educational enrichment experience. With the adoption of the Common Core in Math and New Ohio Science Standards, we have examined our curricular areas looking for overlaps to create interdisciplinary units in math and science. We recognize that students have a greater understanding of topics when they are presented in application situations and in more than one curricular area. Students will be building circuit boards to complete a variety of tasks. The circuit boards must have a switch application and must have the capability of allowing us to set up both direct and alternating currents. Further, they will compare series circuits to parallel circuits and apply the new information to the wiring of their homes. This knowledge will then be applied to the understanding that electric currents produce magnetic fields introducing them to the concept of electromagnetism. Students will explore the idea that generators and motors utilize the relationship between electric currents and magnetic fields to transform energy between electrical and mechanical. They will then perform tests and collect data on their circuit boards that will be used in math class to explore linear and inverse variation relationships. Currently, the grade 8 math curriculum uses Ohms law as an example of an inverse variation relationship. This unit will help us show the application of the formula. In addition, the students will answer the question “can electricity create heat” through an experiment in which they graph their results and actually create a formula to represent that situation. 2. Relation to District Mission and/or building initiatives: Identify specific building goals or mission statement objectives and their logical relation to the project. (This is not a requirement for student applicants.) We believe the request for this new equipment is in line with the mission of Bay School by encouraging students to be creative and to think about electricity and its uses in new ways. Inquiry based learning is essential for students to achieve their maximum potential. Having a basic understanding of engineering and technology helps students create more options for their futures. 3. Target Audience: Estimate the number of students served in the project year, how they will be affected, and whether there is a long-range impact that will increase the number of students served. Each year, all eighth grade students (@210 students). It is our intent to teach our interdisciplinary unit indefinitely or until the state alters the curriculum at our grade level. 4. Learning goals: Define the educational objectives of the project and address the probability of success in meeting those objectives. Indicate if supervision is required and likely. Math goals: CCSS.Math.Content.8.EE.B.5 Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed. CCSS.Math.Content.8.F.A.1 Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.1 CCSS.Math.Content.8.F.A.2 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change. CCSS.Math.Content.8.F.A.3 Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line. Grade 8 Science Concepts copies from the Ohio Department of Education web site: Electricity is related to magnetism. In some circumstances, magnetic fields can produce electrical currents in conductors. Electric currents produce magnetic fields. Electromagnets are temporary magnets that lose their magnetism when the electric current is turned off. Building an electromagnet to investigate magnetic properties and fields can demonstrate this concept. Generators convert mechanical energy into electrical energy and are used to produce electrical energy in power plants. Electric motors convert electrical energy into mechanical energy. Motors are in blenders and washing machines. Both motors and generators have magnets (or electromagnets) and a coil of wire that creates its own magnetic field when an electric current flows through it. 5. Evaluation procedure: Describe procedures that will be used to determine the success of the project and how the evaluative measures are tied to stated goals and objectives. Both in math and science we will have unit evaluations that will be both performance based and paper pencil. In math, we will be able to compare our results to last years’ evaluation. In science these are new standards so we will have to gather additional data prior to the unit being taught. 6. Budget: Provide a detailed, itemized budget or reasonable estimates, including a budget narrative. Identify other possible sources of funding. If the request is for partial funding for a larger project, or if funds are available only for a portion of the project, identify specific elements to be funded. Include all additional school district resources and/or approvals for assistance or release time that may be necessary. About six years ago the electricity objectives for science were moved to the 9th grade curriculum. The science teachers sent all of their circuit boards and equipment to the HS. The state has moved those objectives back to the eighth grade and the HS no longer has the circuit boards to return to us. Our request is for 20 Snap Circuit Boards at a cost of $79.95 each ordered through MindWare. The total cost is $1599 plus tax and shipping. We will order batteries required for the unit through our combined math and science budgets. Our only other expenses, such as copies of investigations would be absorbed through our regular yearly budgets. In addition we will utilize building chrome books to collect and share data between math and science classes. All other supplies needed for this unit such as thermometers are currently in our classrooms. If our request is only partially funded, we will seek additional funds through the district or through another grant. 7. Previous funding: Indicate whether you have previously received funding from the BVEF. If so, describe the project(s) and when funding was provided. Julia received a grant from BVEF with colleague Eric Caddey about 15 or 20 years ago for equipment for an outdoor education unit. 8. Golden Award eligibility (If applicable): Describe how the project addresses students with special needs. While not specifically designed for students with special needs, we believe the hands on nature of this unit helps engage students with learning disabilities and deepen their understanding of both math and science objectives. We believe several of our special education students will eventually enroll in vocational programs where they will be able to apply this knowledge further. 9. Waldron Award eligibility (If applicable): Describe how the project promotes excellence in English. BVEF requires that each grant recipient complete an end-of-the-year report including receipts, an evaluation, a status update and photos of the project. Photographs of students involved in the project and/or quotes from students are highly encouraged, along with parental permission to use them in future publications. Future grant consideration will be based upon the recipient’s completion of these items at the conclusion of each grant year. All materials and supplies purchased with BVEF funds remain the sole property of the BVCSD and may not be sold. IMPORTANT: By submitting this application, you commit to submitting a written completion report by June 30 of the grant year if it is funded by the Bay Village Education Foundation. Principals will confirm approval of this application via separate email and have the opportunity to add comments at that time.