Congratulations to all teachers who
persevered with this challenge through to completion. I know many
schools had an “in-house” judging, with maybe only the best going to
public judging, but regardless, all entrants seem to have learned a
great deal about forces, friction, aerodynamics, and Newton’s 3 Laws
of Motion.
For future similar events, may I
offer a few comments?
After introducing the challenge to be
attempted, it is very important to brainstorm with your students the
main underlying scientific concepts. Some students may
already know some of the concepts, and you may choose to do a
concurrent theoretical study of these topics, or encourage the
students to research these themselves.
For example: Forces/ pushes and
pulls
Friction, how we
can reduce this, lubrication, bearings etc.
Wind resistance,
aerodynamics, shapes of fast-moving vehicles
Weight
Then ensure you note any restrictions
in the Challenge, e.g. fan must be mounted on the vehicle. Please
feel free to email me with any uncertainties or concerns (or better
still, get the students to do this). TSTS is run to assist
teachers, so we are willing to give hints, ideas etc! This is all
fair and above board!
This is a “Design, evaluate,
modify” exercise.
It was good to read in students’
journals that e.g. “We changed the body from say wood to
polystyrene to make it lighter and it went better” BUT SCIENTISTS
ALWAYS TRY TO BE QUANTITATIVE ABOUT TESTING AND
GATHER EVIDENCE FOR THEIR DECISIONS!
I was very disappointed that only
TWO students drew up a table of results to record variations
and subsequent times or distances measured. This is an
essential basis of scientific written work and even the youngest
students can be shown how to write their results in a table/ chart,
and to do multiple tests and perhaps record averages.
To prompt further improvements, ask
questions like:
“How can we make it go faster?”
“Make it lighter!”
“OK. So, how heavy is it now?
(Weigh it!!). How can we reduce the weight? If you cut off bits of
the front so it is more pointed and aerodynamic, re-weigh it! How
much faster does it go now?”
What other ways could you reduce
weight? Thinner, smaller, hollow, different material, uplift….
At the end of the Launceston judging one of the teachers arrived
bearing a Uni of Tas helium filled balloon. Fooling around, we tied
a helium balloon above one of the vehicles. It certainly reduced the
weight and friction, and the vehicle then “hooned” along! A bonus
find, but obvious when considered. The rules for 2006 wouldn’t have
exempted such reduction of weight. Think “outside the square!”
Keep encouraging alternative
solutions.
Creativity and decorations are fun,
but make sure they don’t compromise the performance of the vehicle.
Also, reduce air resistance. Consider
shape of other fast-moving things….jet planes, racing cars,
fish…they should be low, flat, pointy or with a diverter or
“spoiler”.
Consider the science of wheels, axles
and bearings… small area of contact with the ground (CD’s were good,
being very smooth and light)
For each modification they should
record the change and write down the results of re-trialling.
Journals:
Some teachers gave their students a
journal outline with leading questions to get them to consider their
procedure, the results, possible areas of weakness which could be
improved .
THIS IS NOT CHEATING. IT IS EXCELLENT
TEACHING! Children learn by modelling from good examples . Young
children in particular cannot be expected to know how to keep a
scientific journal and how to write step-by-step procedures
(method). This is a learned technique, and hence WE must help them
learn it.
Some schools enlisted the help of
Technology teachers to encourage students with the actual
construction, but the science staff must take responsibility for
covering the scientific concepts. After all, TSTS is not just
another competition; it is an opportunity for learning and
practising new science. You can probably only justify it as part of
your curriculum time if children are achieving new learning and
outcomes. Students are most receptive to new learning when there is
a very real, immediate and practical application for it. How many
little “Issac Newtons” are now full-bottle on the Laws of Motion and
action/reaction forces.?
Use opportunities such as TSTS to feed
them all the new science that will help them in their endeavours.
If you’re not sure about some of the concepts, enlist other
specialist teachers, parents, or email me. Together our job is to
inspire these kids.
I’m looking forward to receiving many
Research projects. There are many ideas on our website.
But please encourage lots of recording
of results, and discussions of unexpected results. Also include
diagrams and photos. Digital cameras have made recording of some
experiments a breeze.
Students do not have to “split atoms”
to win a prize in TSTS. It is very rare to receive a project of
truly new science (but not unheard of!), but it may be new to most
students! They simply need to show a scientific approach to an
experimental situation.
Remember: I am here to help you, and
happy to answer your queries by email.
