Below are covers that I created for the Pitsco STEM and Math Expedition Titles. For more information about Pitsco Expeditions, go to www.pitsco.com.
STEM Expeditions offer flexibility
Whole-class and rotational models enable teachers to work in comfort zone
By Cody White, Communications Assistant
cwhite@pitsco.com
cwhite@pitsco.com
PITTSBURG, KS – When teacher Caleb Boulware was approached to beta test Pitsco’s new STEM Expeditions curriculum in his eighth-grade science classroom at Pittsburg Community Middle School, he was enthusiastic. He embraced the ideals of the Expeditions right away.
At the same time, he was hesitant. Boulware had facilitated Modules previously, and, though he respected the platform, he wished for more flexibility in implementation. The structure hadn’t been quite the right fit for his teaching style. He knew he was being invited to help make the STEM Expeditions into the best solution they could be, and he knew that providing tough – even blunt – criticism would be part of that.
Of the curriculum Pitsco has produced, Modules stand apart, having the weight of a dynasty. Boulware understood he was being asked to lend himself to the creation of what could be a new dynasty, and to his credit he recognized this as not a light decision. Even after he agreed to beta test the STEM Expeditions, he inwardly hoped he would be up to the task of providing the kind of difficult criticisms that were being asked of him. His breakthrough moment came all at once.
“One morning I was reading in the Bible the scripture that iron sharpens iron, and that is what opened me up. I won’t be doing Pitsco justice if I’m not honest.”
Now, deep in the beta test, Boulware is on the phone with Pitsco writers practically every day, letting them know what works for his students and what needs work. Though (spoiler alert) he loves the STEM Expeditions, he understands that he and others must dig deep now to make the Expeditions truly be all they can be when they reach teachers across the country in Fall 2016.
FLEXIBLE
The cornerstone of the STEM Expeditions is the powerful flexibility of the curriculum. The Expeditions are designed to be implemented either rotationally or in a whole-class fashion. The rotational scheme works much as Modules do – student pairs proceeding through one Expedition after another within a seven-day rotational window, with separate pairs working through different titles.
However, the whole-class implementation is what appealed to Boulware. In this scheme, the students still work in pairs, but all are working on the same project simultaneously. Teacher-led instruction is an essential component, blending with the student-led portions. In this, the teacher has the freedom to control the flow of the unit.
“We spent an entire day off the Expeditions to work on Ohm’s law,” said Boulware, “breaking it down on the board and doing a test and a worksheet over it. We spent another whole day talking about series and parallel circuits.”
Teachers who embrace student-led discovery but who still wish to guide the class together and customize the experience might prefer the whole-class implementation. Teachers who wish for a more thoroughgoing student-led model with diverse projects occurring simultaneously might prefer the rotational implementation. Of course, both implementations have at their core hands-on projects, critical thinking, data gathering, and problem solving. Neither is absolutely preferred. The demands of the classroom and the educator’s preference determine the proper path. But Boulware didn’t have to pause – he knew it was the whole-class scheme that he favored.
“I liked the concept because everybody is on the same page. We’re not doing five different things at one time. Everybody’s doing the same thing at the same time. I love that.”
ENGAGING
It’s a mild late-winter morning, and the lively eighth graders in Boulware’s class are using multimeters to test wind turbines they constructed on a previous day. Students are noting results in their logbooks and recording the data in tables and graphs, which must themselves be interpreted.
“It makes me work,” says Cooper, a student. “It doesn’t give you the answers clearly. . . . It gives you information about what to do to get the information. It doesn’t tell you what to graph. It just gives you hints about what to do.”
In this way, students are pushed to understand the concepts, not to just parrot them. Reflecting on his experience, Boulware remarks that there is no way for students to game the system. “If they aren’t listening to the Expedition, they are done.”
Student Kiven agrees about feeling pushed. “(In this title) you have got to assemble the turbines and do a whole bunch of experiments with them. This is testing our limits.”
Students are conditioned for problem solving and critical thinking, and this means more teacher freedom. Eighth grader Austin perceptively considers the Expeditions from a teacher’s standpoint. “It doesn’t require a teacher to be standing behind you when another kid has a genuine question or needs help.”
RIGOROUS
The STEM Expeditions are challenging. Practically every student in Boulware’s class brought up this point. Now here is a fact that might surprise those who are pessimistic about the ambition of today’s students: the vast majority of those students indicated they appreciated this challenge. The reason is clear. The students are making the connection between their work in the Expeditions and their own futures.
Logan, looking toward a math-intensive future in computer design, reported, “When we started, we had no idea how to interpret data. This is getting us to the point where we can.” Kiven, his partner, chimed in on the point, “It’s something we’ll need to know when we go to high school.”
They aren’t wrong. The Expeditions are correlated to a robust set of standards, calculated to help a teacher get at those hard-to-reach places.
“The fact that it meets math, ISTE, NGSS, and ELA standards,” said Boulware, “we’re meeting standards that need to be met. Math, NGSS, and ISTE, I can do that. ELA, I can’t. They are not my strength.” But the Expeditions give him the power to focus on his strongest areas and the comfort of knowing that the other essential skills are still being addressed.
At its most fruitful, rigorous education not only inspires students to think of the relevance to their own futures but also prompts them to think of the world around them. The Urban Wind Farm unit compelled student Austin to think about the realities of wind technology. “I talked to my family about the viability of wind farms. I think it is definitely something interesting to talk about. Done right, it could save money.”
WORLD IN MOTION
The realities of the classroom continually evolve. Expectations change, and needs change too. The Expeditions grew from what teachers have told Pitsco are their needs. Pitsco’s success depends on this insight from its partners – educators. They move forward together because the challenge is too great for any one person or organization to meet alone. Pitsco pools its expertise to create new solutions and along the way trusts in the wisdom and the integrity of teachers providing feedback.
Pitsco has learned a great deal from the beta testing comments from teachers such as Boulware (and their students as well, who have been encouraged to critique the Expeditions at every turn). Among other things, his comments have led to planned improvements in the teacher’s version of the logbook, adding more resources. The Expeditions aren’t in their final form yet, but the core is here and the rest is being polished now.
“Once the wrinkles are fixed, I love the Expeditions,” said Boulware. “I can honestly say I don’t even like them, I love them. . . . If I were to leave the middle school and become a principal somewhere, the Expeditions would be something I would push in my departments.”
Overview
Students investigate light waves and how they transmit energy, compare different types of waves, and create models of waves. Using prisms, lasers, and flashlights, students explore properties of light such as color, intensity, and its wave- and particle-like nature. They also calculate the speed of light using the distance equation and a microwave oven. The Expedition culminates with the students engineering their own slide projector that is capable of projecting a smartphone display. (Smartphone is not required.)
Essential Question
How does light behave and why is it useful?
Student Objectives
Explore how different types of waves transmit energy.
Create models of different types of waves and their properties.
Classify types of waves.
Model different types of waves with a Slinky.
Investigate the electromagnetic spectrum.
Experiment with mixing different colors of light.
Determine how wavelength and frequency affect color through experimentation.
Separate white light into the visible light spectrum.
Investigate the difference between lasers and other types of light.
Analyze the wave interference patterns of different light sources.
Conduct an investigation to compare interference patterns of different light sources.
Use the wave equation to determine the speed of light.
Investigate the relationships among wave speed, frequency, and wavelength.
Conduct an experiment to calculate the speed of light.
Design, create, and analyze a slide projector that also projects a smartphone display and identify design improvements.
Overview
Students explore the theory of continental drift and how the geologic boundaries between plates result in the uneven distribution of minerals on Earth. Students also work with a heavy hydraulic digger to determine a system that optimizes the moving of material for a mining operation.
Essential Question
What is the most efficient way to move material for a mining operation?
Student Objectives
Explore continental drift.
Identify regions on Earth where minerals are in higher concentration.
Identify the geologic processes involved in mineral concentration.
Identify convergent, divergent, and transform plate boundaries.
Describe how mineral deposits are made in subduction zones.
Learn how to use the heavy hydraulic digger.
Experiment with different bucket types.
Explore hydraulics.
Experiment with different hydraulic arrangements in different soil types.
Test to determine digging speed using different combinations on a soil type.
Recommend the optimal bucket and hydraulic arrangement for the digger.
Overview
Students explore the properties of sound waves including frequency, wavelength, and amplitude; discover how the ear interprets sound; and experiment with a variety of waves. Students design and create a tunable music instrument with a unique sound.
Essential Question
How can I make a tunable music instrument with a unique sound?
Student Objectives
Explore basic sound waves.
Experiment with a variety of waves.
Explore different types of instruments.
Experiment with acoustics.
Create a working prototype of a tunable music instrument.
Perform a musical selection using your tunable music instrument.
Overview
Students learn about the processes used to develop new ideas, inventions, and innovations including problem-solving models, the engineering design loop, and the Universal Systems Model of technology. Utilizing these processes and critical-thinking skills, students solve problems and challenges from simple brainteasers to an engineering design competition. They also explore the roles and relationships among the fields of science, technology, and engineering in developing new inventions and innovations.
Essential Question
How are the processes of invention or innovation useful for creating new products?
Student Objectives
Develop an understanding of the strategies and processes that drive invention and innovation.
Invent a product that meets a need.
Understand the difference between invention and innovation.
Explore strategies to solve problems and engineer solutions.
Understand the importance of criteria and constraints.
Explore the roles technology has played throughout history, society, and other fields of study.
Overcome several design challenges while building a TETRIX® PRIME vehicle.
Solve an engineering problem with a vehicle's chassis.
Solve an engineering problem with a vehicle's propulsion.
Use systems thinking and the USM to break down an engineering project.
Overview
Students work as assistants to an architect specializing in tall buildings. Students investigate how wind energy can be converted to electricity by designing wind farms for tall buildings. The project can be extended so students can design and build a site-specific installation using their wind generator.
Essential Question
How can a tall building use wind energy to provide its own electricity?
Student Objectives
Analyze wind-availability data.
Explore how wind is created.
Measure outputs for a small-scale wind generator.
Compare wind speed to output.
Construct a wind generator.
Measure wind speed and voltage output.
Compare series and parallel circuits.
Record voltage output of wind generators connected in series and parallel.
Provide and receive feedback using peer review.
Use feedback to make design improvements.
Design a site-specific installation that uses wind as a power source.
Use the engineering design process to create a site-specific installation.
Overview
Students participate in a training program for a stage lighting company that invents new types of lights. Students learn about the basics of electricity; different ways to wire an electric circuit; and how electrical properties of a circuit, such as voltage, current, and resistance, are related to one another. They complete their training by engineering a new light circuit for the company.
Essential Question
What is the best way to wire a circuit?
Student Objectives
Generate static electricity.
Use a Van de Graaff generator to experiment with static electricity.
Draw a wiring schematic.
Build a motor circuit.
Measure voltage, resistance, and current.
Use schematic symbols to create a wiring schematic of a motor circuit.
Learn about and measure voltage, resistance, and current.
Determine the relationship between voltage, current, and resistance.
Conduct an experiment to measure voltage, current, and resistance for various lengths of wire.
Determine how Ohm's law relates voltage, current, and resistance.
Calculate the cost of electricity.
Design a stage light circuit based on given specifications and requirements.
Use the engineering design process to create a light circuit that meets the design requirements.
Overview
Students examine the bodies of our solar system and their interactions with one another. Students also determine the needs of a permanent Mars colony, construct a scale model of a Mars colony, and use evidence to justify their decisions.
Essential Question
What is necessary for us to arrive at and establish a permanent colony on Mars?
Student Objectives
Explore relative distances between bodies in our solar system.
Examine the role of gravity in the motion of planets and moons.
Construct a model of the relative distances of the Sun and planets in our solar system.
Determine the path a rocket must follow to get from Earth to Mars.
Build a model of a Mars colony.
Evaluate Mars colony designs.
Construct a model shelter for a Mars colony.
Construct a model oxygen production system for a Mars colony.
Construct a model water facility for a Mars colony.
Construct a model food production system for a Mars colony.
Evaluate other students' Mars colony models.
Overview
Students participate in a contest for the Time Town Clock Shop. Students use the engineering design process to develop a new clock and then create a plan to market it to potential customers. They learn the four key components of a marketing program: products, promotion, price, and distribution. After completing the marketing plan, students share it with a public audience.
Essential Question
What is the best way to bring a technology to market?
Student Objectives
Explore time technologies.
Plan a clock design.
Determine a suggested selling price.
Use a peer review process.
Calculate costs and selling price.
Create a clock prototype.
Calculate actual cost and suggest a selling price.
Identify the ideal customer.
Project possible profits from clock sales.
Decide what method of promotion works best for the clock.
Overview
Students learn the essential elements of a communications system, create a simple communications system, complete several types of drafting sketches, learn about fiber-optic transmission systems, and engineer a communications system.
Essential Question
What is the best way to transmit a signal in a communications system?
Student Objectives
Learn the essential parts of a communications system.
Define communication and graphic communication.
Complete a communication activity.
Learn how graphic communication is used to convey ideas.
List the components of a graphic communications system.
Complete sketches: orthographic, isometric, and oblique.
Complete a time line of printing history.
Use a printing process to print a design.
Learn how telecommunications systems function.
Develop a working communications system.
Transmit a message using your communications system.
Overview
Students investigate factors that affect agricultural food production in America. They explore the concept of sustainable farming, how technology has changed agriculture in the US, and modern trends related to urban farming. Students start a radish garden and make observations of the garden at different stages of growth. They also engineer and test a greenhouse that meets certain construction requirements.
Essential Question
What is the best way to increase the quantity and quality of America’s food supply?
Student Objectives
Explore the concept of sustainable farming.
Determine the amount of land available on Earth that is suitable for agriculture.
Plant a glove garden.
Compare traditional and organic farming practices.
Describe how the cycling of Earth's materials produces soil.
Complete an activity to determine the amount of usable farmland on Earth.
Explore how technology has changed agriculture in the US.
Explore modern trends related to urban farming.
Engineer a greenhouse that meets specific requirements.
Conduct an experiment with your model greenhouse to determine its effectiveness.
Explore the role Earth's water cycle plays in irrigating farmland.
Conduct a case study on how irrigation has affected certain areas of the world.
Graph and analyze experimental data.
Learn how to transplant to a larger container so plants can continue to grow and develop.
Overview
Students explore how simple machines are used to accomplish work. Students conduct an experiment to see how energy and work are conserved when using simple machines. Working together, students explore the six classical simple machines, how people have used simple machines throughout history, modern applications of these ancient devices, and how the mechanical advantage of these machines affects the effort required to perform a task. The Expedition culminates with the Siege Machine Challenge, in which students engineer a siege machine that is made up of two or more simple machines.
Essential Question
What is the best way to use simple machines to make work easier?
Student Objectives
Identify the six simple machines.
Explore the concept of work.
Experiment with an inclined plane to see how simple machines conserve energy.
Explore the uses of inclined planes, wedges, and screws.
Conduct experiments to see how these machines change the effort required to do work.
Calculate the mechanical advantage of a TETRIX® PRIME Thumbscrew.
Use interpolation and extrapolation to predict the effort required to lift a load.
Draw conclusions about the relationship between lever arm length, effort force, and mechanical advantage.
Investigate how wheel and axles accomplish work.
Conduct a pulley experiment with several different pulley systems.
Use the engineering design process to design and build a siege machine that incorporates multiple simple machines.
OVERVIEW
In the Extreme Slopes MATH Expedition, students work as math modelers on a design team working to build a new waterslide, the Challenger Deep, for a water park. They use transformations of linear, quadratic, and exponential functions to create mathematical models using an interactive graph of the waterslide and then build and test real-world models.
ESSENTIAL QUESTION
What role does math play in designing a waterslide?
OVERVIEW
In this MATH Expedition, students design a competitive and fair dragster competition. Throughout the Expedition, students use measurement and units to guide them as they decide on rules for the competition, what kind of design specifications or constraints to place on the dragsters, how winners will be determined, and how race results will be communicated. Several experiments with the AP Mini Dragster and its launch system are conducted. Students use the data from these experiments to determine appropriate units for measurement and use dimensional analysis to convert units from one measurement system to another. Students also investigate the roles that accuracy and precision play in making the competition fair for all participants.
ESSENTIAL QUESTION
What factors contribute to the design of a competitive, yet fair, competition?
Additional STEM Expeditions articles:
