The goal: To learn about potential energy, kinetic energy, absorption of energy–and to have fun!
At C.V. Starr Intermediate School in Brewster, Frank Lamorte’s fourth graders are spread out around the classroom–at desks, on the floor– in groups of three and four students. Working together on diagrams and pictures, they are in various stages of planning. Vex kits open, students are chattering about which Lego-like bricks, connectors and wheels can best be used and for what purpose. It is a vision of classroom engagement.
Ethan Sanchez is excited about the unit. “It is the best one we’ve done yet. I like it because I like learning about energy. Our plan is to save the egg.”
Lamorte explained that the “Project Lead the Way unit on Collision teaches students about energy, potential and kinetic energy, the transfer of energy, speed and friction. Students will use their understanding of those areas to design a restraint system that protects the egg passenger throughout a collision. The program emphasizes science content and teaches the engineering process, which includes cooperative group work, hands-on activities, projects and problems that build upon each other and relate to the real world.”
After they build the vehicle, Lamorte will introduce a box with surprise materials to create a restraint for the egg. The students all have ideas on what materials will be inside: cotton balls, paper, rubber balls, ribbon? Cameron hopes the box will have “foam and bubble wrap”.
Ian Reynos said “First we build the vehicle, then we get the material box that might save the egg–rubber bands, packing peanuts, I’m hoping for cushioning and rubber bands–then we build the walls to keep the egg safe, similar to car air bags.”
It is clear. Lamorte’s students are engaged. “I can’t wait for the egg part,” said Addison Cleary. “I’m going to name my egg, I don’t know what yet, I’m going to have to see my egg first. I think we get to draw a face, I am going to draw a face on my egg, then give it a name!”