STEM Learners 1.2

Indicator ST1.2: Students work independently and collaboratively in an inquiry-based learning environment that encourages finding creative solutions to authentic and complex problems.

At Munford High School our students are well versed in inquiry-based learning. Our curriculum is largely focused on encouraging students to collaboratively and independently work to find innovative and unique solutions to real-world problems. Through inquiry-based lessons, such as solving problems with a 3D printer, creating energy solutions with solar ovens, and designing a prototype in order to test the laws of physics, our students learn to think outside the box and problem-solve. Throughout the inquiry-based learning process, teachers are expected to assess students using higher level questioning which results in higher levels of thinking (MHS uses Webb's Depth of Knowledge model). Munford High School utilizes the Engineering Design Process across all disciplines as a way for teachers to intentionally incorporate problem-solving skills in their classrooms.

The Engineering Design Process is a series of steps students follow to help them determine a solution to a problem. This process allows students to identify a problem, research a problem, develop a prototype, test a hypothesis, and redesign and/or improve a prototype. For example, in MHS's physics class students worked with Sphero app controlled robots on several projects throughout the year. One stem challenge was to design a Sphero chariot based off the Roman Empire to be used in chariot racing. The problem was to complete all the trials without losing the people traveling in the chariot. Students researched technological advancements during the time period and developed a prototype as if the Spheros were the horses. With several tests and trial runs, students revised and redesigned their chariots to become faster and more durable. Students competed in several trials: fastest time over a set distance, obstacle course time trials, and coding their chariot to run a specific course without hitting the sides. During the end of the project, the students created a new game to test durability. Similar to war chariots seen throughout history, students armed their chariots with spears (skewers) and attempted to be the last surviving chariot with its balloon intact. Throughout the Engineering Design Process students were able to identify a problem and design real-world solutions.

The purpose of STEM challenge activities is to reinforce the Engineering Design Process while introducing students to the principles of engineering. The following are examples of various STEM challenge projects completed by MHS students.

The trebuchet project allowed students to investigate the engineering and simple machines that go into constructing and launching a trebuchet, a type of catapult. The students used critical thinking skills when constructing and launching the trebuchets and learned how to manipulate and change variables to get to a goal of hitting a target or going a specific distance. Students mastered the concept of kinetic energy, calculated the vertical and horizontal distance, and determined how much mass was needed to throw a specific distance.

A mousetrap car uses the stored energy of a mousetrap spring to generate forward motion. In the competition, the goal of the mousetrap car was to achieve as much forward motion as possible, either on a flat surface or an inclined surface. In other words, the goal was to maximize the distance traveled on both these surfaces with the greatest velocity. Students collected data such as mass, distance traveled, time, and accuracy to determine average speed, greatest instantaneous speed, force, kinetic energy, and potential energy.

Hydraulic systems are used in countless applications: brakes and steering on cars; hydraulic lifts and jacks for servicing cars; airplane wing flaps, stabilizer controls; landing gear; mechanical arms on garbage trucks; blades on bulldozers; and so forth. When a plunger on a syringe is pushed, water is forced into a second syringe, extending its plunger and lifting a mechanical arm. The process illustrates aspects of fluid pressure, force, mechanical work, and biomechanics. In the hydraulic arm challenge, students designed an arm using only hydraulic pressure to grasp, lift, and move at least 45 degrees.

All three of these projects allowed MHS students to independently and collaboratively find creative solutions to authentic and complex problems.