Beruflich Dokumente
Kultur Dokumente
Apprentice Teaching
Spring 2019
Showcase Lesson
● Identify and differentiate between the work of an engineer and the work of a scientist
● Analyze the performance of a design during testing and judge the solution as viable or nonviable with respect to meeting
the design requirements
TOPIC/Objectives ● Persevere to solve a problem or achieve a goal
● Identify the shapes of two-dimensional cross-sections of three-dimensional objects
● Demonstrate positive team behavior and contribute to a positive team dynamic
P How did you get the students excited about the lesson?
Students were eager to get started on hands on activities. I excited them about this lesson by showing them how understanding
different designs of individual components can alter the way an entire system works. I also encouraged them to take this
opportunity to gain inspiration for their own designs and see if they could understand the different construction methods I used.
How were students actively engaged? How was technology used to enhance the lesson?
Students visited 5 stations to explore the impact different variables in construction could have on a marble’s path on a paper roller
coaster. The stations included:
● Angle of a ramp at launch
● Length of launch track
● Steepness of funnel walls
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● Performing jumps across gaps in ramps
● A PHET simulation on the elements required to successfully perform a loop
These stations were hands on and encouraged participation. Each student participated in setting up and running the experiment.
The PHET simulation allowed students to explore ideal conditions necessary to perform loops and helped them understand the
impact different ramps would have on the success rate of performing a full loop.
Arami Rosales
Apprentice Teaching
Spring 2019
A How did you communicate connectedness to prior and future learning topics? Elements of Making?
The class participated in a discussion at the end of the stations to explore how these stations could impact their roller coaster
designs. Many students said that they wanted to create a roller coaster that dropped the marble fastest and explained what features
a fast roller coaster would have. The students with a physics background were able to make connections to prior learning by
calculating the speed of the marble, while those that didn’t at least made connections to the scientific method they used in their lab
based classes. During the construction phase, students created their components to fit their desired roller coaster type.
The students also submitted an observation sheet with data they collected throughout the station. This gave me more information
about their understanding as they had to summarize their findings for each variable they explored.
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successful. One of our learning goals was to differentiate between the too. At the end of the stations, we had this discussion again
and many students came to the conclusion that research and experimentation are vital to engineering. We discussed how these
stations can inform our roller coaster designs and how more research on building techniques can be used to ensure we are
successful engineers.