User Generated Education

I’ve discussed experiential learning in The Imperative of Experiential and Hands-On Learning and the lesson I describe in this post meets the characteristics I described in that blog post:

In an effort to engage students both in a STEM activity and learn more about the Olympics, I created a lesson on bobsledding.

Standards Addressed

As a STE(A)M lesson, it addresses cross-curricular standards:

Next Generation Science Standards (Science)

• Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system [Grades 6-8]
• Construct, use, and present arguments to support the claim that when the motion energy of an object changes, energy is transferred to or from the object. [Grades 6-8] (Source: http://teachers.egfi-k12.org/build-a-bobsled-racer/)

ISTE Standards (Technology)

(Technology is not heavily used in this lesson. Videos are used, though, to share content.)

• Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

Next Generation Science Standards (Engineering)

• Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions.
• Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
• Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

National Core Art Standards

• Generate and conceptualize artistic ideas and work.
• Organize and develop artistic ideas and work.
• Refine and complete artistic work

Math Standard (see math labs below)

• Represent using pictures, diagrams, graphs, tables, numbers, words, and/or symbols (e.g., use tables to record data such as how fast the [bobsled] goes down the run, measure the length/width/height of the completed [bobsled] run). (Source: https://www.teachengineering.org/lessons/view/uno_gaitway_lesson01)

The Hook

Students are shown the following videos to get them familiar with bobsledding (none of my students knew what it was) and the physics of bobsledding:

Making the Paper Bobsled and Track

I created the following tutorial to teach students how to make a paper bobsled and the track:

To build your track, you can use the following templates for your tracks: 

• Straight tracks https://docs.google.com/drawings/d/1nhPqWyPIAZ4aQ2INn-oPDgK1jNOwpTwY8y9Wk0sLPZg/edit?usp=sharing for 
• Curves https://docs.google.com/drawings/d/1Wyl2kBrlWJkC_mMeg8phIQx9Bx8tyeBsODMSczLoojU/edit?usp=sharing

Math Connections

One or both of the following math labs can be added to the lesson:

• Calculating Average Speed of a Rolling Marble (in this case – a bobsled) –

• Roller Coaster Math

Process-Oriented Reflection Questions

Here are some questions for students to reflect upon during their making process:

• What factors influence how fast your bobsled travels down the track?
• Would your bobsled go faster if a lot or a little of the bobsled touched the track?
• Would more weight increase or decrease the speed of your bobsled?
• Would the position of the weight affect the speed of your bobsled?
• What is friction and what influence does it have on your bobsled?
• What is the Engineering Design process?
• Why is it important to make one modification to your bobsled at a time?
• What type of energy does the bobsled have when it is at the top of the track56half way down the track and at the bottom of the track?
• Do you think that your bobsled would travel more quickly or slowly on a straight or hilly track? (Source: Design Challenge: Echo Base Bobsleds)