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Summer of 2004
77 Teachers
placed throughout Georgia
25 School districts
represented
16 High School
students
worked alongside their teachers in laboratories at
Georgia Tech. High schools include: Stone Mountain,
Marietta City, Mays, Westlake, Tri-Cities and Chamblee
3 Teachers
traveled internationally for 6 weeks to Japan and China
8
Corporations
participated:
EMS Technologies, Georgia-Pacific, Georgia Power, GE
Energy, Gwinnett Health System, Medical Center of
Central Georgia, Scientific Atlanta, and United Parcel
Services.
5 Universities
participated:
Clark Atlanta University, Emory University, Georgia
Tech, Georgia State, and University of Georgia’s Tifton
Experiment Station.
35 teachers
were placed at Georgia Tech in the following
departments: Aerospace Engineering, Biology, CEISMC,
Chemistry and Biochemistry, Civil Engineering, Center
for Organic Photonics and Electronics, Earth and
Atmospheric Sciences, Environmental Engineering, GTRI,
Industrial Systems Engineering, Institute for
Bioengineering and Biosciences, Materials Science
Engineering, Mechanical Engineering, Microelectronics
Research Center, Office of Minority Educational
Development, and Public Policy
Summer Experience Summary
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Working on a Numerical Simulation on
the blood flow in the basilar artery after an
aneurysm; comparing and contrasting with
the blood flow in the basilar artery before an aneurysm and,
the blood flow in the Middle cerebral
artery.
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Grouping and updating Material Safety Data sheets
for hundreds of products. Creating updated
spreadsheets for formulas used to create various
products.
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Developing flowchart-engineering processes at
including: antenna, electrical, D/D, manufacturing,
mechanical, software and testing. These flow charts
are necessary for the company to be in compliance
with the Sarbanes-Oxley (SOX) regulation.
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Developing a power point
video for Medical Technologists at the hospital to
use for recruitment at local schools; developed
power point to be used for training
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Generating computer
models of molecules so as to better understand the
interaction between the atoms in the molecules. The
interaction of the molecules to each other in
different "packing" arrangements was also studied.
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Measuring Acoustic
detection of blowout in premixed flames, the effect
of heat release on flames using preheated air,
acoustic wave scattering from turbulent premixed
flames, and the calculation of velocity and
thickness of the jet waves; using Math formulas
which where used in the combustion lab to measure
airflows.
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Developing lesson
plans that can be used in an earth science
classroom. The activities are developed around a
real-time data site that gives updates on salinity,
tidal wave activity, photosynthetically available
radiation, water temperature, etc. with information
updated every hour.
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Learning a software
system (ADAMSView) that allows modeling and
simulation of mechanical systems, and the graphing
of the kinematics of those systems; researching or
searching for real problems from Physics text that
could be modeled virtually.
Quotes from GIFT Teachers:
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“I
wouldn't be the teacher I am now if not for GIFT.
GIFT has broadened my experiences as well as my
students experiences.”
Marie Johnson, GT/MSE
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“My GIFT experience has renewed my
love and dedication for teaching and learning.”
Erica Smith, Georgia Power
Plant Branch
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“Through the GIFT
program, I have become more aware of the world
outside of education. I have become, not only aware
of, but completely capable in several areas of
technology.” John Huff, GT/GTRI
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“The GIFT experience was
like a welcomed breath of fresh air in my tenure as
a high school teacher.” Terry Davis, GT/IBB
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“It has not only given
me real-life industrial examples of the concepts I
teach but it has also provided me with professional
contacts in the county where I teach.” Steve
Speir, Georgia Power Plant Scherer
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“GIFT allows teachers to escape, expand, and
evolve. Thus fostering an enthusiastic approach to
teach science.” Malaika Jordan, Emory University
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The GIFT experience has enhanced my research skills
and introduced me to the latest technology
(nanotechnology). I have hands on experience with
equipment and facilities that I have not experienced
and did not know existed. Because of my experience
and the labs that we have developed, my students
will be exposed to this interesting research.
Jackie Story, GT/NNiN
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“The real-life
applications are the most important application that
I got from this experience. I want my students to
be able to relate real-life applications to science
so that they can become those ‘independent thinkers”
and as well as “critical thinkers”.” Wanda
Ingram, Clark Atlanta University
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