Junior High School Projects

CLE² Advanced English I

2012-2013

Your name: _______________________________________

DISCUSS: In your group or with a partner, talk about these questions before you read.

What things do you use every day that are products of engineering innovation (invention)? What problems do these innovations solve? Can you imagine life without them?

Which of these products that you use everyday could be made better to lessen their energy usage or effect on the environment?

READ: Read the following passage. High-light important ideas, and underline any words or phrases you don’t

understand.

In the 21st Century we live in a world of complex technology and advanced systems. Engineering has made these technologies and systems possible. Science and engineering give us answers and solutions to problems we face in everyday life. Where would we be without cars, planes, modern buildings, medical technology, water, or electricity?

We face some difficult problems in our modern world, such as global warming and poverty. In the past, engineers may not have thought about how technology would affect the world around us. Today, we must consider the cost our technological lives have on the environment. Skilled ngineers with innovative ideas can help find ways to develop technologies that can help slow global warming or give safe and cheap energy and water to people who need it.

So, where do skilled engineers come from? It’s important that people are able to understand how engineering is important in our lives and what opportunities, or chances, are available to them to change the world we live in for the better. We need to teach young people the skills they need to become engineers themselves. We need to inspire future generations of engineers so that we continue to build, invent and develop the new technologies that will fuel our future.

REFLECT: Answer the following questions as you think about what you read.

1. What has engineering made possible? ______/ 4

_____________________________________________________________________________________

_____________________________________________________________________________________

2. What are some of the problems we face today? How can engineers help? ______/ 4

_____________________________________________________________________________________

_____________________________________________________________________________________

3. Why is it important to teach children about engineering? ______/ 4

_____________________________________________________________________________________

_____________________________________________________________________________________

4. What do you think “fuel our future” means in the last sentence? ______/ 4

_____________________________________________________________________________________

_____________________________________________________________________________________

Total Points: _______ /16 = ________%

See the GLOSSARY at the back of this booklet for word help.

In the following pages you will see different hands-on engineering projects that teach some of the basics of engineering. Your job is to do the projects and then decide how well you understand the concepts, or ideas, and how you would feel about teaching this project yourself. We will talk about both the content (engineering skills or ideas) and the presentation (how the teachers made the project interesting or easy to understand.) Here is an overview of what we will cover in each of these projects.

ENGINEERING IDEAS:

Force: compression and tension Stability Propulsion Potential and kinetic energy Design & prototype Electrical circuits and conductors Computer programming Time & materials Animation Bridges: Suspension, Beam, Arch and Truss

TEACHING IDEAS:

Before presentation: project plan, procedure, communication, materials needed During presentation: hook (exciting introduction,) positive reinforcement, clear instructions, encouragement,

conclusion After presentation: Wrap-up, summarize learning, connect to the “big ideas” of the world around us, reflect on

learning and teamwork Teamwork & collaboration

The projects you will use to explore these ideas are listed below. There may be additional activities not listed here.

Marshmallow Tower Rubber band car Computers Can Only Do What They’re Told Electrical High Way Suspension Bridge Model Pivot Stick Animation

PROJECT BOOKLET GRADING

Items with points in the booklet will be graded as follows and be part of your “classwork” grade.

4 = Great work! 3 = Good work 2 = Almost 1 = Not quite 0 = No answer

Complete and thoughtful answer. Answer is in a full sentence if writing is required. Shows good understanding and uses students’ unique/own words.

Answered question fully, though maybe not in a full sentence, or with grammar/spelling mistakes. Showed good understanding of text, may have copied some text.

Tried to answer question, but short answer or some lack of understanding. Copied directly from text.

Answered question incorrectly or with little understanding. Or, grammar or spelling mistakes make answer unclear.

No answer, space blank.

MATERIALS: 1 pack spaghetti

1 bag of marshmallows

GOALS:

Build the tallest free-standing tower you can using the materials provided Work together as a group to design a stable structure (stability) Plan and problem solve as a team Understand the forces of compression and tension

TIME: 30 minutes to plan and build the tower (50 minutes total lesson)

PROCEDURE:

1. Plan and Predict: With your team, discuss which sort of base, or bottom, you want for your tower. Do you want a wide or narrow base? What shapes do you want to use as your build your tower: circles, squares, rectangles, triangles, or some combination? Which shapes or combinations of shapes do you think are the strongest? It might help to draw a picture of your plan first.

2. Build: Work together as a team to build your tower, checking for stability (stability = strength) along the way.

Make sure everyone in your team has a job and contributes to the construction.

3. Measure: Once you’ve used all your materials, or time’s up, measure your tower from top to bottom and use a

timer to make sure it can stand for at least 30 seconds. Record your measurements here:

Height: ________________ Base Width: _________________ ______/ 4

REFLECT:

Was your prediction about shape stability, or strength, correct? If so, why do you think so? If not, why not?

_______________________________________________________________________________________________

_______________________________________________________________________________________ ______/ 4

What was the most challenging thing for you about working in a team on this project? ______/ 4

_______________________________________________________________________________________________

_______________________________________________________________________________________________

How did working in a team help you build your tower? ______/ 4

_______________________________________________________________________________________________

_______________________________________________________________________________________________

BIG IDEA:

Total Points:

_____/ 20 = _______%

___________________ are the strongest shape because when _________________ force is

applied to the joints, _________________ balances this force and holds the structure together.

Draw a picture of this idea here:

_____/4

Think about the Marshmallow Tower Project. How did the teachers introduce

this project? Were you interested in the project? Why or why not?

As teachers and presenters, when we introduce a project or speech, we much

think about our audience, and how we can interest them in what we have to do or

say. In education, we call this a “hook.” Just like we put a tasty worm on a hook

to catch a fish, we need to find something that will make our audience listen to us

and make them curious about what we have to say.

Deciding on a hook for a project or presentation means knowing your audience and choosing topics or activities that

relate to their lives or their interests. Look at the possible audiences below on the left, and the “hooks” used in various

projects on the right. Match the audience with the project and hook on the right. Some projects may be okay for more

than one audience.

AUDIENCE PROJECT & HOOK

Elementary School Children Teenagers in High School University Engineering Students

Potato Chip Challenge Goal: Create a package for 1 Pringle potato chip that can send the chip through the post without breaking the chip. Hook: Ask the audience “What are your favorite snack foods?” “Do you like potato chips?” Pass a container of Pringles around the room so each person can eat one, then take back the package and ask “Are Pringles strong or weak?” And grab a few in your hands. When the audience has responded, crush your handful of Pringles and make a big mess. Hold one single Pringle between your fingers and ask “Do you think it’s possible to mail this single potato chip without it breaking?” Wait for audience to respond and then say “Well, you are going to do your best to figure out a way!”

Technology of the Future Goal: Invent a tool or technology that will help solve a problem we face in our current world. Hook: On each table or desk, put an object or picture of a technology that has solved a problem in the past. A cell phone, a picture of a solar panel, a battery, a picture of a car or small toy car, a laptop, etc. What are these objects on your desk? Why do you think I put them there? Did these objects solve any problems for humanity? Which problems? What are some of the problems we face today? With your group, make a list of some of these problems on a piece of paper.

Paper Cup Walk Goal: Build a platform with paper cups and cardboard that can support your own weight. Hook: Give each person a paper cup filled with something yummy, like tea or juice. Tell students to drink the juice and then ask them: How strong is a paper cup? Have you ever tried to walk on one? Today, we’re going to see just how strong a paper cup can be.

MATERIALS: 2 old cds poster putty strong tape

corrugated cardboard (one piece about 14 cm) ruler 1 wooden skewer rubber bands of different lengths / widths scissors

2 faucet washers

GOALS:

CHALLENGE: Build a car that goes really fast and really far (at least 1 meter) using only a rubber band for power.

Plan and problem solve as a team. Understand how potential and kinetic energy in this engineering prototype.

TIME: 50 minutes to plan and build car (90 minutes total lesson)

PROCEDURE:

1. Cut a hole in the body. Turn the cardboard so that, as you hold it flat,

the corrugations run right to left. Cut across the corrugations and make a

5 cm wide and 4 cm deep cut.

2. Make the axle. Slide the skewer through the cardboard, close to the

outer edge. Make sure the axle sticks out the same amount from each

side of the body.

3. Make a catch for the rubber band. Find the center of the axle in the cut

you made in step 1. Wrap a small piece of tape around the axle to make

a catch for the rubber band.

4. Add the wheels. Put a washer into the center whole of a CD. Put the

washer and CD onto the axle, leaving lots of room between the wheel and

body. Put poster putty on each side of the washer to join the CD, washer,

and axle REALLY TIGHTLY TOGETHER. The wheel and axle should

now rotate together. Make the second wheel the same way.

5. Attach the rubber band. Tape one end of a rubber band to the cardboard at the end opposite the axle.

6. Power your car. Wrap the loose end of the rubber band over the catch. Turn the axle several times. You've given the rubber band potential (stored) energy. When it unwinds, this potential energy is changed into kinetic (motion) energy, and the axle spins. The more you wind the rubber band, the more energy is available for your car's wheels—and the farther and faster your car goes.

axle

body

catch

wheels

7. Test. Set your car on the floor, rubber band side down. What happens when you let your car go? When we made

ours, our wheels didn't always turn freely. If this happens to you, make sure the catch isn't hitting the cardboard when the axle spins. Also, check to make sure the rubber band isn't jamming itself against the cardboard. We found that wrapping the rubber band more carefully usually solved the problem, but you can also create more space for the rubber band by making the notch just a little wider.

8. Redesign. You’ve just built a prototype, which is an early version of a product. Prototypes help engineers understand a product’s strengths and weaknesses and how it might be improved. Thinking about your car, try to come up with some ways to make it perform even better.

9. RACE! Get to the start line that your teachers have set up for you in the classroom, and race your car against

others in the class. How did it go?

REFLECT:

Was your car successful? Why or why not? ______/ 4

_______________________________________________________________________________________________

_______________________________________________________________________________________________

How did you help your team with this project? ______/ 4

_______________________________________________________________________________________________

_______________________________________________________________________________________________

If you did this project again, what would you do differently? ______/ 4

_______________________________________________________________________________________________

_______________________________________________________________________________________________

BIG IDEA:

What are three alternative fuel source cars made by MIT students at the 2006

summit?____________________________________________________________

___________________________________________________________________

______/ 4

Total Points: ______/ 20 = ________%

Your car is powered by a rubber band, but most cars use _______________. The average

car gets around 15 kilometers per liter (Japan, 2007), but gasoline is an expensive,

____________ source of energy that ____________. Many people want an ____________

fuel source that is cheaper, more efficient, and more _____________________ friendly. In

2006, two engineering students created the MIT Vehicle Design Summit—challenging

students from around the world to build cars that didn't use gasoline and could get the

equivalent of 212 kilometers per liter... and they did it! One car used a hydrogen fuel cell (a

device that converts hydrogen and oxygen into electricity.) Another combined human power

and solar power, while a third was totally electric. A fourth car used biodiesel, an

environmentally friendly fuel that can be made from grass, corn, or soybeans. Today you're

working with rubber bands, but tomorrow, who knows! ______/ 4

MATERIALS: Your materials will vary depending on which team you

are assigned to. After the teacher tells you, write your materials here: _________________________________

_________________________________ _________________________________ _________________________________

______/ 4

GOALS:

Create and follow specific and simple directions to complete a task. Work as a team to write and follow directions.

Complete your assigned role.

Appreciate the process used to program computers.

TIME: 30 minutes to program (50 minutes total lesson)

PROCEDURE:

1. Brainstorm: As a team, make a list of things that need to happen in order for a computer operated robot to

complete the task assigned to you by the teacher. Next, take turns writing out a list of instructions that you will

give to the computerized robot to complete the task. You may suggest improvements to your teammates.

(“Why don’t we…?” “How about…?”)

2. Assign Roles and Test: In your group, decide who will be the computer programmer, the robot, the bug

analyst. Complete the task in your role. Here are the descriptions of each role:

REFLECT:

Was your robot able to complete the task? Why or why not? ______/ 4

_______________________________________________________________________________________________

Did you work well in the role you chose? Why or why not? ______/ 4

_______________________________________________________________________________________________

BIG IDEA: Total Points: ______/ 16 =

________%

PROGRAMMER

Read the set of instructions to the robot so that it may complete them. Read ONLY what’s on the paper. If the robot cannot complete the task based on your instructions, stop and revise the instructions before trying again.

ROBOT

Listen to the programmers instructions and complete each step. Do ONLY what the instructions tell you to do and nothing more! If you don’t understand the instructions, STOP.

BUG ANALYST

Listen to the programmer give instructions to the robot and follow along. If you hear instructions that are confusing or cause the robot to stop, write them down and help the programmer make the instructions more clear.

Computer programming means writing a set of simple and

precise __________________ for the computer program to

follow. ______/ 4

In the previous project, you learned that computers only do what they are told. Computer programmers must give

very simple and clear instructions in a program in order for the computer to complete them. Luckily, we humans are a

little more creative, and if we understand a task, like brushing our teeth, because we’ve been taught how to do it, we will

complete it without many detailed instructions.

Think about the instructions given to you by the teachers in this last project. Could you understand all of the

directions? Could you carry out the task without stopping or asking questions? It is important when we present a project

to an audience that we also give clear directions so that students can focus on the big ideas, rather than the small

details that you had to worry about when programming your robot.

Look at the set of directions in the Paper Cup Walk project. These directions are from

http://pbskids.org/zoom/activities/sci/papercupwalk.html. Given a cardboard box and a bunch of cups, do you think

these directions are simple or clear enough? Imagine you are giving these directions to Japanese junior high school

students, who don’t speak English well. How could you make them more simple or clear for these students? Write ideas

for changes below each line. Or, draw pictures for each step on a piece of paper to help students understand.

1. Can you make a platform with cups and a piece of cardboard that will support your weight?

____________________________________________________________

2. Place one cardboard square on the floor, and put some cups face down on top of it.

_______________________________________________________________________

3. When you think you have enough cups to support your weight, put the other cardboard square on top. With a friend to watch you, carefully stand on the platform.

_______________________________________________________________________

_______________________________________________________________________

4. Did it hold you? If it did, try it using fewer cups. See how many cups you need to support you.

__________________________________________________________________________

REMEMBER:

In addition to looking to you for directions, your audience will look to you, the presenter, for “energy.” Presenters, or

teachers, need to show confidence, excitement and interest in what we are presenting, in order for the audience to have

those feelings. If you are sleepy, bored or quiet, your audience will be too.

MATERIALS: AA battery, AA battery holder, scissors, wire strippers, buzzer (or light or motor), duct tape

Choose 4 of the following: aluminum foil electrical wire

paper pennies rubber bands paper cups

washers cardboard tubes binder clips twist ties

GOALS:

Learn about electrical circuits and conductors.

Design and build an electric highway, or complete circuit.

Work together as a team to reach goals.

TIME: 60 minutes

PROCEDURE:

1. Brainstorm: Discuss these questions as a team. How can electricity travel 3 feet? Which materials are conductors? How will you know electricity is flowing?

2. Design and Build: Tape the battery to a table but keep the buzzer/light/motor loose so you can keep making the circuit longer. When it reaches 90 cm and uses 4 conductors, you’ve done it!

3. Test and Redesign: If your buzzer is not buzzing or light is not lighting, do this check: Are all the materials you used conductors? Is there good contact between all parts of the circuit?

BIG IDEA:

Total Points: ______/ 4 = ________%

Electricity flows through a path called a ______________ from the source to the place that uses

electricity. It flows through materials called _____________, which allow the electricity to move

through them. Engineers bring electricity to computers, houses or cities using this big idea!

THE CHALLENGE!

Build an ELECTRIC HIGHWAY that reaches 90 cm from battery to buzzer/motor/light and uses 4 different

materials.

positive (+) side of the battery and its black wire to the negative (-) side.

NOTES The buzzer only works when its red wire connects to the

MATERIALS: Scissors, masking tape, stapler, 3-5 pound

weight (coffee can/rock,) 2 4.5 meter long pieces of rope (cables), 1 15 meter piece of string (stringers/hangers,) 6 chairs (2 for each tower and 2 for anchors), 1 1.8 meter by 10 cm piece of cardboard or poster board (deck)

GOALS:

Build the strongest model of a suspension bridge and test the

amount of weight it will support.

Describe four major types of bridges: beam, truss, arch and suspension

Name the different parts of a suspension bridge: suspender cables, foundation, towers, anchors, and deck.

Understand how different patterns of materials can make a stronger structure.

TIME: 50 minutes

PROCEDURE:

1. Bridge Basics: Look at some pictures of various bridges. Sort these bridges into ones that are similar. There

are four types. Try to describe each type with your group. What are the similarities within a group and the

differences between groups? What are these four types of bridges and their important features? ______/4

1) ____________________________________________________________________

2) ____________________________________________________________________

3) ____________________________________________________________________

4) ____________________________________________________________________

2. Label: Look at the picture of the Golden Gate Bridge in San Francisco. Label the different parts of the bridge:

suspender cables, foundation, towers, anchors, deck. ______/4

3. Build: Following the picture below, work with your group to build a suspension bridge. You cannot anchor the

deck, only the cables.

4. Test your bridge: Using the weights provided by your teacher, test the strength of your bridge in different locations. If your bridge supports the weight, you pass! Next, put the weight in the center and start cutting strings until the deck falls. How many strings can support the weight of the bridge?

5. Reflect: In the lesson on a marshmallow tower you learned about the two main forces at work on the tower. What were those two forces?

_________________________________________________________________________________________

Draw arrows and label showing how these two forces work on a suspension bridge. ______/4

Fill in the missing words in the reading from PBS’s “Building Big”:

Suspension Bridge: Forces In all suspension bridges, the roadway hangs from massive ________________, which are hung over two __________________ and held in solid concrete blocks, called _________________, on both ends of the bridge. The cars push down on the roadway, but because the roadway is suspended, the cables transfer the load into __________________ in the two towers. The two towers support most of

the bridge's weight. ______/4

6. Extend: Check out the “Forces and Loads Lab” at http://www.pbs.org/wgbh/buildingbig/lab/forces.html

What other loads besides cars do bridge builders need to consider when building bridges? Tell how some of

these loads affect the strength of bridge.

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

______/4

Total Points: ______/ 16 = ________%

MATERIALS: Pivot Stick figure animator download from

http://pivot-stickfigure-animator.en.softonic.com/

GOALS:

Understand types of animation.

Try out one kind of animation.

Create a simple animated story!

TIME: 50 minutes

PROCEDURE:

1. Brainstorm: Discuss these questions with your partner. What does animation mean? What kinds of animation are there? Complete the chart below with your partner. Animation Type Movie Example ___________________________________ ___________________________________

___________________________________ ___________________________________

___________________________________ ___________________________________

______/4

2. Download the Stick figure animator at http://pivot-stickfigure-animator.en.softonic.com/.

3. Watch some Stick figure animations to see what you can do with the software.

4. Play with the animator. See what it can do? Is it computer animation? Stop-motion animation? (10 minutes)

5. Write a short animation with your partner that you will try to animate with the software. Try to keep it to two characters. Use a story board like the one below to map out your ideas before you use the computer.

6. Animate your story using Stickfigure Animator! Story board and animation worth 16 points! ______/16

Total Points: ______/ 20 = ________%

A strong project plan has not only an exciting beginning, but an interesting conclusion. Just like a race, everyone is

eagerly watching the start and finish. The conclusion should make note of students’ work, and put it all together with a

“Big Idea” and connection to show this “Big Idea” is used in real life. Notice how the “Big Idea” in the Electric Highway

lesson asks students to draw a connection between what they did in the project, and what engineers really do.

In the “Suspension Bridge” project, how did the teachers conclude (finish) the lesson? ______/4

_______________________________________________________________________________________________

_______________________________________________________________________________________________

How did the Animation lesson conclude? ______/4

_______________________________________________________________________________________________

_______________________________________________________________________________________________

Of all the projects completed, which conclusion did you think was best? Why? ______/4

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

Total Points: ______/ 12 = ________%

affect (verb): To do something that produces an effect or change in something or in someone's situation.

影響する, 作用する

The child was affected by her parents' divorce.

その子は両親の離婚の影響を受けた.

animation (noun): The process of making animated films, television programmes, computer games etc; a film,

television programme, computer game etc that has pictures, clay models etc that seem to be really moving.

アニメーション、動画, アニメ

The animation is on the air even in other countries.

そのアニメ外国でも放送されています。

appreciate (verb): To understand how serious or important a situation or problem is or what someone's feelings are [= realize].

ありがたく思う, 感謝する

She appreciated her boyfriend's thoughtful gift.

彼女は彼氏からの心のこもったプレゼントをありがたく思った.

circuit (noun): The complete circle that an electric current travels.

【回路】かいろ

An electric circuit.

電気回路.

complex (adjective): Having many different parts and often difficult to understand [= complicated].

複雑な

It took Einstein years to write his Theory of Relativity because the ideas were so complex.

アインシュタインが相対性理論を書くには非常に時間がかかった。なぜならそれは非常に

複雑だからだ。

compression (noun): The process of pressing something to make it smaller so that it takes up less space, or becomes

smaller. [↪ compress (verb)]

圧搾

concept (noun): An idea of how something is, or how something should be done.

概念, 構想, コンセプト

She understands mathematical concepts well.

彼女は数学の概念をよく理解している。

conclude (verb): To finish an activity or to decide that something is true.

[↪ conclusion (noun)]

締結する, 結論づける

The two parties finally concluded an agreement.

両者はついに契約を締結した。

conductor (noun): Something that allows electricity or heat to travel along it or through it.

導体

A conductor is a material which electricity can flow through. consider (verb): To think about something carefully, especially before making a choice or decision.

検討する

He's considering an important decision.

彼は重要な決定を検討している。

develop (verb): To grow or change into something bigger, stronger, or more advanced. 発展させる, 開発する

Our company is developing new medical software.

わが社は新しい医療ソフトウエアを開発中だ。

discuss (verb): To talk about something with another person or a group in order to exchange ideas or decide something.

話し合う, 議論する

We need to discuss this problem in greater detail.

この問題に関してはさらに詳しく話し合う必要があります。

effect (noun): The way in which an event, action, or person changes someone or something

影響, 効果

The adverse effects of global warming are already starting to be measured by scientists.

地球温暖化の悪影響（不利な影響）は、すでに科学者によって測定され始めている.

efficient (adjective): The quality of doing something well and effectively, without wasting time, money, or energy.

効率的な、効率の良い

A manufacturing line is an efficient way to produce cars.

製造ラインは車を作る効率的な方法だ。

fuel (noun): a substance such as coal, gas, or oil that can be burned to produce heat or energy. [↪ fuel (verb)]

燃料

Oil is the world's most common fuel.

石油は世界でもっとも一般的な燃料だ。

fuel cell (noun): A piece of equipment that combines two different elements, such as oxygen and hydrogen, to produce electricity in order to supply power to a vehicle or machine

燃料電池

One car used a hydrogen fuel cell (a device that converts hydrogen and oxygen into electricty.) generation (noun): All people of about the same age.

世代, 同世代の人々, 発生

I am of the same generation as him.

私は彼と同じ世代です.

hands on (usually before a noun-like an adjective): Doing something yourself rather than just talking about it or telling other people to do it.

A chance to get some hands-on experience of the job. hook (noun-idiom): Something that is attractive and gets people's interest and attention.

You always need a bit of a hook to get people people’s attention in a presentation. innovative (adjective): An innovative idea or way of doing something is new, different, and better than those that existed before.

革新的な

The company is renowned for its innovative advertisements.

その会社は画期的な広告で知られている.

inspire (verb): To encourage someone by making them feel confident and eager to do something.

奮起させる

I was inspired enough by the figure skater on TV to try skating at the lake near my home, once it froze over.

テレビで見たフィギュア・スケーターに刺激されて、近所の湖が凍った時スケートに挑戦

した。

limited (adjective): Not very great in amount, number, ability, etc.

限られた, 制限を受けた

There's a limited amount of space left in the closet.

クローゼットの中には限られたスペースしか残っていない。

load (noun): The overall force to which a structure is subjected in supporting a weight or mass or in resisting externally

applied forces.

重さ

The bridge holds only ten tons.

この橋は重さ１０トンしか支えられまんせん。

material (noun): The things that are used for making or doing something.

材料、資材

About half the budget was spent on building materials.

予算の半分ほどが建築資材に費やされた。

mass (noun): A large amount of a substance which does not have a definite or regular shape. platform (noun): A raised structure used to stand on for a speech, performing, or built taller for construction. prediction (noun): A statement about what you think is going to happen, or the act of making this statement.

予測, 予報

Nowadays, weather predictions are a lot more accurate than they used to be.

最近の天気予報は昔よりかなり正確になった。

[↪ predict (verb): to guess at what will happen in the future.]

revise (verb): To change something because of new information or ideas.

再校刷り, 訂正

She will need to revise the paper heavily.

彼女は書類を大幅に訂正する必要がある.

solution (noun): A way of solving a problem or dealing with a difficult situation.

答え、解決策

He's having trouble finding the solution to his problem.

彼は問題に対する解決策がなかなか見つけられないでいる。

solve (verb): To find or provide a way of dealing with a problem.

解決する, 解く

It is crucial that we solve this problem right away.

この問題を今すぐ解決することが重要だ。

stability (noun): The condition of being steady and not changing. [ ↪ stable (adjective)]

安定, 安定性, 持続

Peace and stability are critical to the global economy.

平和と安定は世界経済にとって重要だ。

Prices have remained relatively stable.

物価は比較的安定している。

tension (noun): The amount of force that stretches something.

張り

This wire will take 50 pounds tension. usage (noun): The way in which something is used, or the amount of it that is used.

利用, 使用量

The government is trying to reduce electricity usage.

政府は電力消費量を削減しようとしている.

vary (verb): If several things of the same type vary, they are all different from each other [= differ].

様々である, 異なる, 変わる

The number of fish in each bowl varies. 鉢によって魚の数が異なる.

Many of the activities in this booklet were adapted from PBS Design Squad activities, which can be found online at http://pbskids.org/designsquad/parentseducators/index.html. In addition, glossary definitions were borrowed from Longman Dictionary of Contemporary English, online at http://www.ldoceonline.com/. Dubhgan Hinchey (Kanazawa Technical College) provided translations, which can also be found on the CLE² Hub Advanced English 1 page: http://cle2.kanazawa-tc.ac.jp/CLE2Hub2.0/course/view.php?id=2. Original text was written by Sarah Forbes (Kanazawa Technical College.