STEM 1 Foundations Syllabus

Hampshire Unit School: A School of Applied Science & Natural Resources



COURSE NAME: STEM 1 Foundations                                                                   

Teacher: Stephen Kelley


Room #: 132                                                                                                                              



COURSE DESCRIPTION: STEM I: Foundation is a foundational course in the STEM cluster for students interested in learning more about careers in science, technology, engineering and mathematics. This course covers basic skills required for STEM fields of study. Upon completion of this course, proficient students are able to identify and explain the steps in both the engineering design and the scientific inquiry processes.  They conduct research to develop meaningful questions, define simple problem scenarios and scientific investigations, develop fundamental design solutions, conduct basic mathematical modeling and data analysis, and effectively communicate solutions and scientific explanations to


This class will use Problem Based Learning (PBL) to conduct hands-on projects to cover the required State standards.

Standards in this course are aligned with Tennessee State Standards:  


SUPPLIES:                          Loose Leaf paper

                                    Mechanical or Wood Pencils

Blue or Black ink Pen                                   


  1. All work should be turned in on the assigned due date with a name and title.
  2. Work turned in without a name will likely not receive credit.
  3. Work turned in after due date will be penalized 10 points per day late unless other arrangements are made previous to due date.
  4. Tests and quizzes missed due to absence will be made up within two class periods of absence.Missing class instruction time should be avoided as much as possible.
  5. All students should follow all class and safety rules to prevent injury or illness.
  6. Consequences for breaking these rules will result in immediate corrective action to prevent further violations of this sort.
  7. Behavior and initiative is factored with grades and this is subject to the teacher. Remember that this is your workplace and you are the employee.
  8. Prejudice, Racism, Discrimination or any type of Bullying will never be tolerated at any time. This is non-negotiable.






            50%- PROJECTS

25%  - TEST/Exam GRADES







  1. Accurately read and interpret safety rules, including but not limited to rules published by the

    National Science Teachers Association (NSTA), rules pertaining to electrical safety, Occupational Safety and Health Administration (OSHA) guidelines, and state and national code requirements. Be able to distinguish between the rules and explain why certain rules apply.

  2. Identify and explain the intended use of safety equipment available in the classroom. For example, demonstrate how to properly inspect, use, and maintain safe operating procedures with tools and equipment. Incorporate safety procedures and complete safety test with 100 percent accuracy.

    Problem-Resolution Skills

  3. Research the terms engineering design and scientific inquiry. Compare and contrast the steps of the engineering design process to the steps of the scientific inquiry in a graphic illustration or presentation.
  4. Evaluate a question to determine if it is testable and can produce empirical data. Plan an investigation that outlines the steps of the design process to collect, record, analyze, and evaluate data.
  5. Given a real-world problem, identify several possible solutions using both the engineering design process and the scientific inquiry.

    Critical Thinking in Context:

  6. Given a real-world STEM scenario, identify the problem and develop meaningful questions.Differentiate between necessary and non-essential information as well as needs and wants for applying the scientific method of investigation or the engineering design process. For example, evaluate a STEM scenario related to one of the following:

a. Environmental scientists perform tests on the quality of water in oceans, lakes, beaches, ponds, rivers, etc. Compare and contrast the pros and cons of using a satellite to provide real time data of water conditions in order to determine its validity as a resource for environmental engineers. (Science)

b. The organization Engineers Without Borders implements projects worldwide to provide clean drinking water to developing nations. Identify the conditions and information collected in order to provide a sustainable water source to a rural farming community. (Technology/Engineering)

c. Robots need to be programmed to perform specific tasks in harsh working conditions such as welding parts in an automobile assembly line operation. Compare and contrast the pros and cons of using robots versus humans in a manufacturing facility.

7)   Design and develop several solution prototypes, conduct feasibility testing, and use the data to justify      the solution selected. For example:

a. Use a construction set to efficiently build a vehicle at low cost, and to travel a straight path with predictability.

b. Using readily available, low cost materials, design a water filter in a soda bottle that lets as much water through as possible, but also removes as much particulate matter as possible as would a civil engineer.

c. Design and construct a robot to maneuver through a given obstacle course. Use circumference of the wheels and distance needed to travel to calculate how many rotations the wheels need to make. Justify the solution selected for the robot to maneuver most efficiently through the course.


TESTING DATES:   All test dates will be provided to each student ahead of time. This includes Final Exam, Mid-Term and any daily test administered. Students shall make notes and remember these date for future reference.


PROJECT DUE DATES:   Projects will be given due dates related to depth of activity.  These dates and a grading rubric will be given at the beginning of each project.