Student Activity Module Implementation

Developing and Adapting Modules

Requirements

Your chapter does not need to create a module from scratch. Check the modules page for existing modules, and browse the web for preexisting activities that may be adapted to serve the needs of MindSET while respecting any applicable copyright of the original. You are encouraged to submit your modifications to existing modules to MindSET (e-mail TBPMindSET@tbp.org) so that others may benefit from your improvements. It is important to observe two important rules when developing or modifying modules.

• • In order for the module to enhance the students’ intuition, the math must be closely tied to the engineering activity.

  • Cover a few concepts very well, as opposed to spreading your time among many topics. It may be tempting to give them a worksheet that covers 5 different (though related) ideas and covering only those that you have the time for. But this is very distracting to the students, and none of the topics really end up sinking in. On the other hand, covering just a single concept from many different angles greatly enhances intuition.

  • Make sure that the cost in materials of doing the module is relatively low. Designing the activity so that the materials are reusable is a plus (the Electronic Module series on the breadboard is such an example); however, take into account the time and cost required to refurbish the material or equipment.

Presentations and worksheets

Determine how the presentation will be delivered. Will you use an overhead projector, power point, etc? Do not introduce too many new terms in quick succession. Use the terms frequently in a clear context so that the meanings stick. Do not clutter figures with too much information and do not teach too abstractly since students would be more likely to phase out or get confused. Keep the presentation visual and interactive. For instance, when teaching about forces and vector cancellation, one may employ three ropes tied to a central point, with two of the ropes tied (at different angles) to spring scales, and a volunteer pulling at the other end (possibly with another spring scale). This way, students could try to predict how hard the volunteer is pulling.

Design worksheets to be self-contained so that students can take them home to work on them further or keep them as reference. Ideally, these worksheets should contain all the core definitions and concepts introduced in the session. Aim to keep the students involved throughout your presentation by having them work on related worksheet problems as each concept is introduced.

Involvement of other societies

Ideally, the engineering activities (though not necessarily the underlying math) would vary significantly from module to module to illustrate the wide applicability of math. Therefore, you may recruit other engineering societies to create modules, while requiring them to follow the guidelines above. For instance, the American Society of Civil Engineers may create a module on trusses and bridges to teach trigonometry and vector algebra to high school students. Make sure to give credit to organizations that help create modules or deliver sessions. If an outside organization delivers a module, supply TBP volunteers to help them and to ensure that the module is delivered effectively. Outsourcing provides TBP good publicity on campus, more sources of creative input, and more volunteers. The outside organization benefits by gaining publicity in the community, participates in a service event related to engineering, incurs little expense, and doesn’t have to recruit or organize the group of kids.

Preparing for Modules

Location, date, and time

The best location for sessions is on your university’s campus. This location minimizes travel for your volunteers and cuts down on the distance you need to transport module materials. Your chapter should book all rooms before announcing the module dates. It is best to chose all dates and locations at the beginning of the semester. Provide parents and volunteers with the schedule well in advance and also give them a map to the location.

Most chapters have found that Saturdays work best for student modules, since that day doesn’t interfere with after-school activities. Modules typically take 3 hours. A good timeframe is 9am-noon. If your session runs past noon, you may need to provide snacks or lunch, which is an additional expense to your chapter. Instruct parents to drop students off 15 minutes before the session begins and pick them up 10 minutes after the session ends. Some parents like to stay for the sessions and your chapter should encourage this. Parent involvement is a key component of MindSET and many parents tell us they learn from the modules too!

Selecting modules

Begin by targeting an age group. Identify a concept or set of concepts that are relevant to that age group and their current curriculum. Use available course curricula from the schools to identify concepts.

Example: Sunshine State Standards (Florida)

• • Grades 3–5:

    • • Understand and apply multiplication and division

      • Understand fractions and fraction equivalence

      • Properties of two-dimensional shapes

      • Connect fractions with decimals

      • Describe and analyze two- and three-dimensional shapes

  • Grades 6–8:

    • • Understand multiplication and division with fractions and decimals

      • Use ratios and rates with multiplication and divisions

      • Write, interpret, and use mathematical expressions and equations

      • Understand proportionality and similarity

      • Understand equations involving rational numbers

      • Solve linear equations

      • Analyze and solve linear functions

Once you have identified the concepts, go to the select a module from the modules page, use one of your existing modules, or develop a new module.

Executing Modules (Saturday Session)

Advertising student sessions and registering students

Headquarters has sample information to provide students and parents. You can contact us at TBPMindSET@tbp.org to request brochures and letters to the parents. You should distribute this information and advertise your sessions through the teachers at your selected schools. You should also maintain e-mail addresses for the parents of student participants. The parents will help spread the word about student sessions.

Parents should either e-mail a registration form to your MindSET coordinator prior to the first session, or parents should complete the registration form at the first session (obtain the registration form by e-mailing TBPMindSET@tbp.org). If new students have not been registered, they can be registered at their student session, but their parent must sign the registration form before they participate.

Before the day of the session

• • Practice and make sure the presenter and volunteers know the material and their duties. Check that all equipment is available.

  • Make sure the room is big enough to hold the number of kids attending.

  • Check that all materials are ready and available.

  • Make copies of worksheets and solutions.

  • Ensure you have the equipment necessary to deliver the presentation (projector, computer, etc).

  • Test out the location for the module – Ex. If you are launching water bottle rockets, make sure you have a field with no obstructions (trees) and enough room to not endanger others (pedestrians).

Checking in students and collecting feedback

You should set up a check-in area to ensure all students sign in and are registered for MindSET. This will help ensure the safety of the students left in your care. Instruct parents to provide requested information for every student they drop off and to be prepared to show identification when picking students up. You should have 1 or 2 volunteers assigned to work the sign in/out area starting 15 minutes before the session and finishing when the last student has been signed out and picked up. Be clear on which volunteer is responsible for making sure all students are picked up.

Every parent needs to fill out a student application form to register them in the program. If the student has not previously registered, their parent must fill out the application and sign the student in. If the student is already registered, the parent just needs to sign the student in. Make sure to get a contact number where the parent can be reached. Application forms and sign in sheets can be found on TBP.org.

Each student, parent, and volunteer should provide feedback on the session and the CIT should review suggestions for future improvements. Refer to the Data collection section for specific instructions.