FIRST Ladies

The Sun Queen

4/27/2021

Today we would like to highlight an important woman in STEM: Maria Telkes, also known as the “Sun Queen”. She was a Hungarian born on December 12, 1900 in Budapest who became a highly respected figure for her focus on solar energy.

Throughout her career as a physical chemist and biophysicist she invented many devices based on solar energy and is best known for her inventions of the solar distiller and solar powered heating systems. Before her solar years, Telkes had an interesting background. Having graduated from the University of Budapest with a BA in 1920 and a PhD in 1924, she landed her first job as an instructor at the university.

Later, Maria decided to immigrate to the United States and soon after obtained a position as a biophysicist for the Cleveland Clinic Foundation. Telkes worked with American surgeon George Washington Crile, to invent a photoelectric mechanism that could record brain waves. That same year Telkes received her citizenship and became a research engineer at Westinghouse Electric where she would begin developing instruments to convert heat into electrical energy.

It was not until after that she began her true research on solar energy. Telkes began her research at the Massachusetts Institute of Technology as part of a team where they developed thermoelectric devices powered by sunlight but was soon transferred to the US office of Scientific Research and Development. Here Telkes created her most important invention for the Navy, a solar distiller, a mechanism capable of evaporating seawater and condensing it into drinkable water. Telkes devoted her career to working with solar energy, creating various inventions that would help thousands of people. Until the end of her career, Telkes would develop solar energy applications and received several patents for her work.

At a time when it was rare for a woman to pursue a career, let alone in science, Maria was a trailblazer who left an indelible mark in her field. Additionally, she is inspiring because her career path shows that one’s focus and areas of interest can change over a lifetime and isn’t set in stone.

Sources:
https://lemelson.mit.edu/resources/maria-telkes
https://www.invent.org/inductees/maria-telkes https://www.britannica.com/biography/Maria-Telkes

This blog was written by Amy Martinez from FTC team 15333. If you are interested in blogging for FIRST Ladies, click here to sign up on the schedule!

0 Comments

Creative Outreach Ideas

4/23/2021

0 Comments

While performing outreach during the COVID-19 pandemic has been a challenge, our team has found it beneficial to focus on planning and preparing for future events during this season. Usually plans are made closer to the event, so we hope that our proactive attitude this year will help everything go more smoothly later. Here are some ideas that our team has come up with.

For starters, our robotics team has an annual summer camp where we teach younger kids STEM related activities. These activities can range from creating geometric art, to building structures out of household objects, to learning about simple coding. All of these activities are facilitated by robotics team members and mentors that aim to spread the message of FIRST and encourage younger kids to learn about the STEM field.

Additionally, we have begun to brainstorm some ideas for virtual activities so that we can communicate with our local community by zooming with local elementary school classes. We also have thought about reaching out to our local libraries and science centers to see if they would be interested in collaborating with us. Readers - what virtual activities have worked for you?

Finally, we are currently planning activities for our local cadets and juniors from girl scouts. These activities will be geared towards completing and receiving the badges for robotics and coding.

This blog was written by Amy from FTC team #15333. If you are interested in blogging for FIRST Ladies, click here to sign up on the schedule!

0 Comments

All Girls School and Robotics

3/20/2021

0 Comments

When you hear the phrase “all girls” whether it's schools or robotics teams what do you think of? Many people have misled notions about what it means to be part of an all girls school or team. One of the biggest criticisms I have heard people voice is that there is an immense amount of drama in an all girls environment. As a Junior at Salem Academy, an all girls school, I can say that the notion that all girls schools are filled with drama is the farthest thing from the truth. Attending an all girls school creates an incredibly strong community, filled with confident young women who believe in themselves, what they can do, and they use that confidence to boost up the young women around them. I have personally seen the positive impact an all girls environment has had on the development of other girls confidence and abilities.
I can especially feel the sense of community in an all girls robotics team. Before I went to Salem Academy I was enrolled in a co-ed public school where the majority of boys steamrolled girls in STEM activities. That problem is virtually nonexistent with an all girls team because it feels like we are all on the same wavelength. We are able to connect more because when you have an all girls robotics team it is much easier to understand how we all think and act. Not to mention most of my team being friends before we joined robotics. Other than the community an all girls robotics team allows us to be imperfect. When I was at my co-ed school I always felt I had to be perfect in order to keep my STEM “street cred”. I knew that there was not a high tolerance for imperfect girls in STEM because as soon as you would slip up or make a mistake, it gave certain people the chance to enforce harmful stereotypes that women don’t belong in the STEM fields. Since these harmful stereotypes are more often than not perpetuated by boys, an all girls environment provides a safe place to make mistakes, learn, and grow without fear of being judged or ridiculed.
I think the main thing to take away from this is that an all female school and/or team is a great opportunity for young women to discover what they are interested in without judgement. I highly recommend that all girls consider the possibility of being a part of an all girls school/ robotics team.

This blog was written by Emma from FTC team 7444. If you are interested in blogging for FIRST Ladies, click here to sign up on the schedule!

0 Comments

Hidden gems in first

3/19/2021

0 Comments

Hi my name is Anna and I am a 16 year old on the co-ed FRC team 4967 That ONE Team-Our Next Engineers. I am a student co-captain on my student leadership team and work mainly with our business and media team. I joined FIRST in the fall of 2018 as a freshman in high school. My first meeting was an interesting one, as my brother was the one who forced me to come since he was already on the team. I thought FIRST was just about the robot, and because I am not a very fabrication-oriented person, the team didn’t interest me at first. But then I found out about the business team and I was hooked.
As a person more interested in art than building, I would not have done well on a team just oriented towards fabrication. So when I first heard the phrase “FIRST is more than just robots”, it really resonated with me. A FIRST team, no matter what the level, teaches you so many skills about leadership, presenting in front of others, how to market your team, how to connect with and learn from your teammates, and most importantly how to have fun. FIRST has changed my life for the better: I have become more confident in myself, I have learned how to lead and how to follow, and I have learned so many skills that will be essential to my future.
Every year of my time on the team, I have participated in the Chairman’s award submission. I, along with a few other students, worked together to write the essay and executive questions, create a presentation, and present in front of a panel of judges at competitions. Many people don’t see the value of being part of the Chairman’s submission, but I strongly disagree. Each year I learn more and more about my team, about FIRST, and about what it means to be in FIRST, along with so many writing and presentation skills that I will need for my future. Instead of viewing it as just another task, I started to view it as a way to share my story with others in FIRST, to share how it has inspired me, to become who I am today.
When I first joined my team, I was unsure of the purpose of it all. From my outside perspective I only saw it as a competition between teams, maybe a way to have fun, but boy was I wrong. FIRST has completely changed the opportunities that I have for my future. Along with the skills that I have learned, it has led me to my chosen career path of graphic design. FIRST gives me the opportunity to connect with many business professionals, and FIRST team experience can open many doors to colleges and careers.
As a Junior in high school, I only have one season left after 2021 as a student, after which I will officially be a FIRST alum. It can be scary to think about the future sometimes, where to go to college, what career to go into, and many other things. I may not have all of my plans figured out, but the one thing I do know is that I plan on becoming a mentor on a FIRST team, wherever I end up. The knowledge and experiences that we have are unique to us, so there is no better person to pass this on to the next generation than us. We have been through the things that the younger students are going through, so we can be there to help them through it, inspire them to take charge, and be a leader.
As women in FIRST, we can be there to inspire the next generation of women to take the paths that we did, to improve our future, to become leaders, to prove to the world that we can do it all. I am one of three women students on my team. All three of us are in leadership positions, and all of us pursuing different aspects of the team. We can be role models for the next generation, to pursue what we are passionate about, no matter the stereotypes. So as a final message, stand up for who you are, become a leader, and inspire the next generation to do the same. The world always needs more women who are willing to stand up and show the world who we are.

This blog was written by FRC Team 4967 That ONE Team. If you are interested in blogging for FIRST Ladies, click here to sign up on the schedule!

0 Comments

An Unexpected Path: Reflections on 4 Years in FIRST

3/19/2021

0 Comments

Growing up I always viewed robotics as an activity I would never take part in. My brother would go to his competitions and I’d see his team filled with boys and maybe one or two girls and think “Wow, I guess that’s not for me. I’m a history kind of person anyways.” Fast forward seven years and I’m a four-year member of two all-girls FIRST teams, looking back at everything I’ve learned about myself and the world around me just because I decided to do something outside of my comfort zone.
When you are at an all-girls school, you forget a lot of the societal pressures that force people out of things. For this reason, all it took was a ten minute conversation to get me to set aside my previous thoughts about joining robotics and go to my first meeting. Within a year, I had done things 10 year old me wouldn’t believe. I learned to set aside the biases of STEM being for boys that had been ingrained into me, and it gave me the ability to do things I never thought I could. Over my time in robotics, I’ve learned to code, build, CAD, and lead. The past four years have been filled with triumphs, tribulations, and awards like Dean’s List Finalist that I couldn’t have even dreamed of five years ago. When you’re in an all-girls team, there’s constant support and you feel like you can do anything. There’s no exterior issues that make you feel like you have to filter yourself and your abilities to benefit your teammates, and it’s a form of empowerment I am so thankful to have had so much of. It doesn’t really matter where you go after FIRST; the things you’ve learned during your time set you up for success, especially in regards to becoming a stronger woman that isn’t afraid to go out in the world and defy odds.

This blog was written by Michaela M. from FTC #15333 and FRC #5679. If you are interested in blogging for FIRST Ladies, click here to sign up on the schedule!

0 Comments

From FIRST Robotics to First on Mars

2/17/2021

0 Comments

Skills from FIRST?
Many participants of FIRST understand they have developed many skills when in the
program. From coding to mechanisms, team members understand the process of
development. These are qualities that make many FIRST alumni perfect candidates for jobs
within STEM industries. Having already experienced design, product development, and
team collaboration with a deadline of about two and a half to three months, many
companies find these students have found the necessary experience before entering the
workforce. Director of Advanced Technology, Dave Vasko, says that, “ I’m not looking for
particular experience as much as whether people can work collaboratively as part of a
team.” - a key skill to be successful in a FIRST competition.

Now?
With space missions underway, the popularity and funding for space travel has
dramatically increased within the past ten years, e.g. with the launch of Space X’s Falcon Heavy rocket. In addition, with NASA returning to manned missions to the moon, the idea to explore deep space has never drawn a greater audience since the space shuttle missions began in 1981. The difference? Today we are getting ready to explore and meet our next challenge: the Red Planet - Mars. This is the goal NASA initially hoped to achieve by the 2030s, meaning this is a task that is destined for our generation: Gen Z: The Mars Generation. We are a generation with the experience of FIRST robotics.

Gen Z: The future?
Gen Z is the future of space travel and we WILL be the ones who will achieve this wondrous
mission to Mars. Having been gathering and acquiring the necessary skills to accomplish
this mission, we are on our way to achieving this historic milestone. Even if there are strict
requirements to becoming an astronaut, such as: “a bachelor’s degree in engineering, biological science, physical science, computer science, or mathematics, followed by three years of professional experience (or 1,000 hours of pilot-in-command time in jet
aircraft)”(CalTech), this is all in addition to NASA’s “astronaut physical examination”. What
does this mean for FIRST participants? This means were are more than ready to take on the
next step in space travel. According to the Cal Tech Jet Propulsion Laboratory, starting a
robotics club at your school is one of the best ways to prepare yourself for, not only college,
but towards your goal of becoming an astronaut. Over 12,000 people applied between March 3 and 31, 2020 to join the next class of NASA astronauts. NASA is aiming to reveal the next class of astronauts in October or November 2021. The only thing left to wonder is whether we will be ready when the next call comes? Destination: Mars, nevertheless, WE WILL BE READY!

This blog was written by Izabella Pollett. If you are interested in blogging for FIRST Ladies, click here to sign up on the schedule!

0 Comments

Stem education in the classroom part 2

1/18/2021

0 Comments

Why aren’t all K12 schools required to teach technology and engineering as part of the core curriculum? Recently, I became aware that all states do not require STEM, but that all of them require SM, with many allowing T & E education to be completely optional (STEM).This corresponds to multi-year studies services.google.com/fh/files/misc/computer-science-education-in-us-k12schools-2020-report.pdf(google/gallup) showing that many schools are not providing T & E education as a requirement.

If we work together this problem can be fixed for all students across the nation.

If all schools in your home state do not yet offer both technology and engineering as core subjects, you can help fix the problem. Each state's legislature (house) is responsible for developing laws that the state’s department of education must follow, so if your state doesn’t require (by law) technology and engineering for all: the legislature can and should make a law that will begin to fix the problem.

It’s time that those of us who know about the problem connect with those who can fix the problem. First, get a hold of the members of your state’s legislature (House) education committee and let them know that there is a STEM education problem they need to address. Start here: find your state’s House Education Committee members. Contact them requesting laws to require Technology and Engineering be required throughout K12 education (primary through grade 12).

After contacting the House Education Committee in your home state, work with them to create T & E education laws for all students that will ensure quality T & E education for all students: STEM for all.

This blog was written by Dr. Christine Bakke, Lecturer, Math, Science, and Technology Department at the University of Minnesota, Crookston. If you are interested in blogging for FIRST Ladies, click here to sign up on the schedule!

0 Comments

STEM education in the classroom part 1

1/18/2021

0 Comments

STEM is an applied and interdisciplinary approach to education that should incorporate four specific disciplines: science, technology, engineering and mathematics. While science and mathematics have well established curriculums and standards, technology and engineering standards are still in their infancy. The US government and businesses heavily fund STEM through grants; however grants are temporary. To provide STEM education a school must provide classes where technology and engineering are embedded into the required curriculum.

To teach applied fields such as technology and engineering, active, not passive, learning is best practice. From preschool through graduation, students should be required to learn both technology and engineering. As early as preschool, students can learn about building/creating/design (engineering) and programming (robots).

After learning their letters, young students can start to program using tools such as MIT’s SCRATCH where teachers can easily incorporate programming into a variety of classes such as art, mathematics, reading, writing and music. Using SCRATCH, young students can draw and animate their own sprites and backgrounds (art), learn about coordinate systems (mathematics), animate a story (reading and writing) and play music and/or musical notes. Early STEM education can also incorporate the engineering design process allowing students to not just make a project, but to encourage creativity as they improve their project based on feedback and testing. Many engineering projects can be found on science websites such as Science Project Ideas including building bridges to designing and flying hot air balloons.

If a teacher is looking for a complete STEM curriculum, Lego robots have kits and materials that can be used to teach T & E alongside any and every subject from art to mathematics to reading/writing. LEGO Education Library houses a wealth of STEM resources from classroom to competition to play.

Upper education and universities also need to require both the T & E in STEM. This can be done in many ways. Examples of technology and engineering classes in upper K12 and colleges/universities should include the basics: classes on web design with HTML, CSS and JavaScript, programming languages such as Python, Swift, C#, C# and/or Unity, engineering courses such as CADD /3D printing, networking and computer hardware, data analysis of big data such as environmental and health, IoT designs (electrical + engineering and programming), arduinos and/or raspberry pi’s (networking, programming, electronics, design).

0 Comments

First Ladies Game Night!!!!

12/15/2020

0 Comments

On Friday, December 4, 2020, the FIRST Ladies subteam hosted a Game Night! There were 26 attendees from 7 different FIRST teams, including FRC 78, 117, 2177, 3504, 3654, 4467 and FTC 9821. Aeryn A. and Samhita G., the co-directors of FIRST Ladies, ran the event. For the past three years we have hosted a Movie Night, but this year we changed it up and tried virtual Game Night!

They kicked the night off with an introduction to FIRST Ladies and a Women in STEM Kahoot. Then, everyone split up into four breakout groups to play Jackbox games, Codenames, or Sketchful. The winners of each game will receive prizes soon! Overall, everyone in attendance had a great time.

Maisie, from team 2177, said, “Game Night was super fun and a great way to get together when we can’t be together in person! I loved playing Jackbox games with other women in STEM, and I hope I can participate if there’s another one!”, and Grace, from team 3654, said, “It was a fun and creative way to get to know other people in FIRST!”
Samhita and Aeryn believe the event was a success. They would like to host another game night in the future, but for now, other FIRST teams are planning game nights as well. Check out the “Virtual Game Night How To” document for tips. Stay tuned to FIRST Ladies social media for announcements!

This blog was written by FRC Team 3504 Girls of Steel Robotics. If you are interested in blogging for FIRST Ladies, click here to sign up on the schedule!

0 Comments

Intro to Scratch Programming Camp

12/8/2020

1 Comment

In light of the social distances guidelines imposed by the COVID 19 pandemic, many activities and summer plans had unfortunately been indefinitely postponed or suspended. Seeing that there was an overwhelming number of students interested in participating in our virtual summer robotics programs, the Girls of Steel hosted its first virtual “Introduction to Scratch” workshop, a two-week long program that focused on building the fundamentals of Scratch block programming. 12 Girls of Steel mentors and 58 participants registered to collaborate through Zoom to explore Scratch- learning block programming, creating projects, and enhancing presentation and teamwork skills.

During the first week, the workshops were lecture-based, the main objective being to familiarize the students with the types and functions of each programming block (“events”, “motion”, “looks”, “sounds”, “controls”, “sensing”, “operators”). Each student created an individual Scratch account directly linked to the Girls of Steel Scratch Classroom, where they could submit their projects for feedback from the mentors, as well as explore what their peers were working on. Due to the large turnout of participants, students were divided into three groups, each led by a Girls of Steel student mentor, who was responsible for instructing the lectures and tutorials. Additionally, students were able to practice and apply this knowledge by completing interactive tutorials online via Scratch. Furthermore, during the beginning of each workshop, students collectively reviewed and evaluated themselves upon the information from the lectures learned in the previous workshop through various review games and activities, such as Kahoot and Gimkit. Overall, by the end of the week, students mastered navigating through the Scratch programming environment and the purpose and application of each type of Scratch blocks.

For the second week, students were given the opportunity to apply the information learned during the first week to create group projects with their peers. Students were divided into 11 teams each supervised by a Girls of Steel student mentor; in each Zoom breakout room, they worked together to complete the “animation design” project and the “video game design” project. In the “animation design” project, students programmed a short animation; in the “video game design” project, they designed and coded an interactive game interface. For each project, students also collaborated on a Google slides presentation that described and explained their code. At the end of each project, students regrouped and presented their projects to the other teams and mentors, as well as ran a demonstration of their program.

Seeing the students incorporating their own unique ideas and elements into the program was certainly one of the most memorable moments of this workshop for the mentors. One mentor said: “I did not expect such enthusiasm from the students; despite the physical barriers, it was extremely fulfilling and inspirational to see the kids express such excitement about programming.” We were excited to receive this feedback from one of our students: “I enjoyed this workshop and the mentors; someday, I hope to be a Girls of Steel mentor, too!”

This blog was written by FRC Team 3504 Girls of Steel Robotics. If you are interested in blogging for FIRST Ladies, click here to sign up on the schedule!

1 Comment

<<Previous

The Sun Queen

Creative Outreach Ideas

All Girls School and Robotics

Hidden gems in first

An Unexpected Path: Reflections on 4 Years in FIRST

From FIRST Robotics to First on Mars

Stem education in the classroom part 2

STEM education in the classroom part 1

First Ladies Game Night!!!!

Intro to Scratch Programming Camp

Be a guest author!

Archives