Boring Teacher Stuff

The Theory Behind the Project

The big emphasis in this project is to get students to be active thinkers. Considering all available info and opinions and using that to enhance themselves in many ways. Using something as cool as a CO2 dragster as a catalyst for this growth is a privilege and should be a lot of fun. Using Blooms Taxonomy to structure the lessons while embedding Dimensions of Learning (DoL) areas to change their habits of mind in ways such as Maintaining an open mind, Push the limits of your knowledge and abilities, Be clear and accurate, Respond appropriately to feedback (Marzano & Pickering, 1997). The application of Situated Cognition is also a vital part of these lessons as it gives the students an understanding of how the things that they are doing to make a dragster are related to real world applications, and it's not just about having fun. All these will be of great strategies work together to benefit the students, not just to make these lessons run smooth, but to help them to mature and become well rounded adults. I know this is a big ask but this project is just one step on the ladder.

How will it be clear that they are learning what they need to know? The students will have their blogs structured in a logical sequence that represents the flow of the design process. It will be detailed, plus give an insight into what they were thinking to get them where they are at any point in the process. Their behaviour in class will be a reflection on how well they are understanding the aspects of DoL that are being embedded into the lessons.

The use of Information & Communication Technologies (ICT) in this project are not necessarily needed, but, their use greatly improves the scope of the project. Now, more research is possible by using the internet, where as a traditional library is less likely to have information specific to CO2 Dragsters. A better understanding of the factors that impact on the construction such as, aerodynamics, friction, placement of canister and weight distribution is a lot more readily available on the internet. The use of a blog utilises the students favourite medium for communication, computers and the internet. It's an easy way for teachers to continually monitor their progress. It also allows students to easily share their project with other students, staff and family.

Concepts from math and physics will be employed during the dragster project. They include measurement, multiplication and division, graphing and estimation. This activity allows students to use academic concepts from other subjects and put them into a “real world” situation, therefore making more than what they do in Technology relevant but many other subjects as well.

References

Department of Education and Training. (2010). Cybersafety and schools. Retrieved from http://education.qld.gov.au/studentservices/behaviour/qsaav/cybersafety.html 

Marzano, R. J., & Pickering, D. J. (with Arrendondo, D. E., Paynter, D. E., Blackburn, G. J., Brandt, R. S., … Whistler, J. S.). (1997). Dimensions of learning teacher’s manual (2nd ed.). Alexandra, VA: ASCD.

Mckenzie, I. B. (2008). CO2 Dragster design and construction – Notes for Students. Retrieved from http://www.co2dragsters.co.nz/assets/Uploads/CO2-Dragster-Design-and-Construction-Notes-for-Students.pdf

Minzenmayer, T. (2008). Blooms original & revised taxonomy pyramids. Retrieved from http://www.scribd.com/doc/7223018/Blooms-Original-Revised-Taxonomy-Pyramids

Technological Literacy Group. (2011). Car Construction: Make Some Dust! Retrieved from http://www.science-of-speed.com/building.asp?id=33

Toolooa State High School. (n.d.). CO2 mini - dragster. [Student handout]. Gladstone QLD: Author