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
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.
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。
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.
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?