Droppin’ in on Science

Face it, everyone loves dropping things off of buildings.  Students in Science 10 at Maple Leaf International Academy of Shenzhen recently had a chance to just that as part of a learning activity about gravity.  Here’s a story about this memorable assignment.  

Dropping in on Science10——记深圳枫叶10年级科学实验

深圳市伊思顿龙岗书院 2018-12-21
Science 10 students use their knowledge of transformation of energy and creative thinking to solve a problem: How do you drop an egg 15 meters without breaking it?



In class, students have been learning about how energy is transformed between states. Combined with our Targeted Learning theme from November of Generating Ideas they were given the opportunity to create and test an actual solution to a problem.



For this hands-on class activity, students were given the task of protecting an uncooked egg when dropped from a height of 15 meters.  To do this, they were given simple materials like cardboard boxes, packing tape, Styrofoam and paper.

在这一实践性的活动课上, 学生们的任务是让一枚从15米的高度扔下的生鸡蛋不受到任何损害。为了完成这项任务,我们为他们准备了一些简单的材料,如纸箱,包装胶带,塑料泡沫和纸张。


At the beginning, students designed a prototype and then used that to construct the model that they determined would best protect the egg when dropped from the fourth floor of our school building.  Of course, there was a real sense of competition as students worked in pairs to make sure that their creation actually protected the egg。

开始时,学生们设计并搭建了演示模型,他们十分确定按此模型操作可以在鸡蛋从学校四楼坠落的时候起到最好的保护作用。 因为实验是分组进行,学生在此过程中也体现出了很强的竞争意识,他们都想确保自己组的方案能真正起到保护鸡蛋的作用。

Once they got to the testing stage, the anticipation was high as students wanted to make sure that their design met the task of protecting the egg.  One member of the pair, went on the roof (with the approval of General Affairs and close supervision by the teacher and Principal) and let their invention fall to the ground below to the other partner.

在测试阶段,学生们对完成保护鸡蛋的任务都抱有很高的期望。 两名组员中的一名会走上屋顶(经总务批准并由老师和校长密切监督),然后让鸡蛋用他们的设计方案坠落到另一名组员手中。


There were some very different designs produced some red flags but all of the designs protected the egg.  In the discussion after the experiment was over the teachers and students wondered about increasing the amount of weight of the object they created and how that might affect the results.



This activity is typical of the “Do” step from the Know-Do-Understand model from BC curriculum that students are following in Science 10 and other subjects.  Earlier in the semester for their mid-term assessment, students constructed a cell-model out of “Slime” which they had made by themselves.  While this was a very different kind of test for our students, it is a good example of how teachers are not only building students “knowledge” but also their ability to apply to a real problem so that their deep understanding of the concepts can be increased.  What will these students be doing next?



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