Myidea: Brigette Bucholz, [email protected], Lsa, Microbiology & Spanish, 2011
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myIDEA
FUTURE PROGRAM The Physics of CSI Brigette Bucholz, [email protected], LSA, Microbiology & Spanish, 2011
OVERVIEW
PROJECT SNAPSHOT
WHAT I LEARNED
I am a Physics 125 study group leader, and heard about the IDEA Institute through the SLC. I chose to work with IDEA because I enjoy working with high school students and thought that this opportunity would strengthen my skills as a study group leader.
Mr. Jones, Kyle, and I created a lab project in which students would be broken down into seven groups and assigned a component of the crime scene to investigate. The students were provided with enough quantitative data to draw a qualitative conclusion of their aspect of the crime scene, for example, in determining if foul play was involved. After being given this information, the students conducted tests for approximately one-two weeks.
In this experience, I learned the value of planning far in advance for big projects. I think our timeline could have been shortened had we been more prepared with regard to accumulating supplies and finalizing the quantitative aspect of the lab manual. I also learned that virtually nothing goes exactly as planned. Kyle and I thought that the concepts we had the students test were straight-forward, and yet we still had some issues with groups. However, we were able to overcome these difficulties and provide an awesome resource to the students. I feel that the skills and insights I gained through my IDEA experience will help me as a leader and potential educator in years to come.
I had the privilege of partnering with Kyle Miletic and working at Cass Technical High School with Mr. Mike Jones in his physics class. Mr. Jones had always wanted to create a project that involved students solving a crime scene mystery using physics. With this in mind, Kyle and I created a project proposal for Mr. Jones which he subsequently refined for use in the classroom.
From this point, the student groups created presentations in which they explained their findings to the class and Mr. Jones. In doing so, they essentially taught the class a different physics concept (as each of the seven groups conducted a different conceptual investigation), thus affirming their own knowledge of the topic as well as teaching it to their peers.
TIMELINE Our project took a total of three weeks to complete in the classroom. Kyle and I introduced the project to the students one week, facilitated in-class tests the next two weeks, and the day after our third appearance in the classroom, the students had enough information and data to present their findings to Mr. Jones and the rest of their peers. Partner Information: Kyle Miletic School Information: Cass Technical High School Teacher Information: Mr. Mike Jones Project Coordinator: Mary Starr ProjectSupport Staff: Cesar Delgado, Morten Lundsgaard, Justin Lomont, Tracy Lent
FUTURE PROGRAM The Physics of CSI Brigette Bucholz, [email protected], LSA, Microbiology & Spanish, 2011
OVERVIEW
PROJECT SNAPSHOT
WHAT I LEARNED
I am a Physics 125 study group leader, and heard about the IDEA Institute through the SLC. I chose to work with IDEA because I enjoy working with high school students and thought that this opportunity would strengthen my skills as a study group leader.
Mr. Jones, Kyle, and I created a lab project in which students would be broken down into seven groups and assigned a component of the crime scene to investigate. The students were provided with enough quantitative data to draw a qualitative conclusion of their aspect of the crime scene, for example, in determining if foul play was involved. After being given this information, the students conducted tests for approximately one-two weeks.
In this experience, I learned the value of planning far in advance for big projects. I think our timeline could have been shortened had we been more prepared with regard to accumulating supplies and finalizing the quantitative aspect of the lab manual. I also learned that virtually nothing goes exactly as planned. Kyle and I thought that the concepts we had the students test were straight-forward, and yet we still had some issues with groups. However, we were able to overcome these difficulties and provide an awesome resource to the students. I feel that the skills and insights I gained through my IDEA experience will help me as a leader and potential educator in years to come.
I had the privilege of partnering with Kyle Miletic and working at Cass Technical High School with Mr. Mike Jones in his physics class. Mr. Jones had always wanted to create a project that involved students solving a crime scene mystery using physics. With this in mind, Kyle and I created a project proposal for Mr. Jones which he subsequently refined for use in the classroom.
From this point, the student groups created presentations in which they explained their findings to the class and Mr. Jones. In doing so, they essentially taught the class a different physics concept (as each of the seven groups conducted a different conceptual investigation), thus affirming their own knowledge of the topic as well as teaching it to their peers.
TIMELINE Our project took a total of three weeks to complete in the classroom. Kyle and I introduced the project to the students one week, facilitated in-class tests the next two weeks, and the day after our third appearance in the classroom, the students had enough information and data to present their findings to Mr. Jones and the rest of their peers. Partner Information: Kyle Miletic School Information: Cass Technical High School Teacher Information: Mr. Mike Jones Project Coordinator: Mary Starr ProjectSupport Staff: Cesar Delgado, Morten Lundsgaard, Justin Lomont, Tracy Lent
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