Allen Birkholz
Bloomfield Hills Middle School, Bloomfield Hills

Design & Technology Program

Objectives
All sixth graders, regardless of gender, English language capability, special education needs, or manual dexterity are involved in my Design & Technology program. The culminating project for each student is the creation of a functional electric car utilizing related learning from his/her integrated science, math, art, language arts, and design and technological studies.

The objectives for students are as follows:
1.0 Design an electric car using Pro/Desktop
and Car Builder software.
1.1 Build a car body using hand tools and materials.
1.2 Build a chassis using machines, tools and materials.
1.3 Assemble the electrical system for the car.
1.4 Assemble and paint the car.
1.5 Test the car’s performance to specified criteria.
1.6 Graph the results of car’s performance.
1.7 Expand the idea: compare with alternative vehicles
and their uses.

A finished, functional vehicle is testament to all objectives having been met.

My personal objective is that all students successfully complete the project, thereby demonstrating their
mastery of:
• the method of learning through exploring
and experimenting with limited teacher direction,
• the technological knowledge and skills taught in my class,
• and the value of integrated STEM instruction.

This Automation Creation — From Concepts to Cars unit has been in a state of continuous improvement since 1992. Every student has completed the project with well-earned pride in his/her accomplishment and heightened confidence.

Approach
Attached lesson plans show the project encompasses all STEM areas and relevantly demonstrates the interdependencies of one field of study upon another. Teachers of different subjects model cooperation as they plan and deliver coordinated instruction in support of the project. Although students are creating their vehicles individually, they also support each other by sharing their new-found areas of expertise in collaborative problem-solving.

The really unique aspect is the complete, seamless integration of the different subjects involved, core competencies and the arts, being taught to ALL students at grade level with sufficient differentiation to challenge even the very brightest, while fostering success for every participant. No one is left behind.

Field trips to witness automobile design and development, showcasing a variety of career paths, prove to be very interesting and motivating to the students. Excitement occurs at every stage of the project as problems are solved, ideas work and students discover heretofore unrecognized talents in themselves.

Relevance
First of all, we are dealing with 6th graders just entering their teen-age years, living in the automobile capital of the United States. Already, they are counting down the months until they become 16 years old and are allowed to drive. Their burgeoning fascination with “wheels” makes this an exciting project for them.

The cooperation of other teachers as they teach their subjects’ Grade Level Content Expectations in the context of automobile design, construction and performance reinforces the relevance and extends the amount of time during the school day that each student is involved in the project. Students are able to immediately transfer that which they have learned in math class to their CAD designs and to wind tunnel tests of their car’s efficacy. They recognize the relevance of science class experiments with batteries and transfer the knowledge to their car’s electric circuitry.

By breaking the process into component segments, it becomes very manageable for youngsters. They become excited and motivated as they discover their increased understanding and abilities.

Measurement
Students had freedom to design and create their own products. Math, science and engineering learning became important tools necessary to refine the product, rather than homework or lessons. Students mastered the knowledge and skills to achieve their goals. This was encouraged by my personal teaching philosophy, stated in the summary.

Results of wind tunnel tests, races and student-created graphs are attached.

I enjoy observing students who become independent, yet cooperative by sharing with classmates and showing more interest in STEM-related careers. This is most noticeable with girls as they learn to recognize and relish their capabilities and capacity for accomplishment in male-dominated fields.

According to frequent reports from former students (or their younger siblings who are excited about taking “my big sister’s favorite class) more and more young women are choosing to follow STEM career paths that were once considered non-traditional.

Challenges
Non- or limited-English speakers require additional guidance, as do some special education students. These are not insurmountable obstacles. Peer teaching, simplified or graphic instruction, interpreters for hearing-impaired population, or other creative interventions ease the way.