Students face diffi cult problems without their teachers and work under strict time limits. In one challenge, students calculated the speed and mass of a meteor striking the moon. In another, they came up with a robot designed to climb a pole.
The design cycle also gives students room to stretch, revise, and adjust. A fi rst idea may be too ambitious for the available tools or time. A prototype may not communicate the intended concept. Those moments are not distractions from the assignment. They are where the assignment becomes more meaningful.
GROWTH MINDSET: TAKING RISKS AND ASKING BOLD QUESTIONS
The Physics Olympics held at UBC in February saw the design cycle in action. Students in Grade 11 – 12 teamed up to apply physics concepts in unfamiliar, high-pressure challenges. At this event, students face difficult problems without their teachers and work under strict time limits. In one challenge, students calculated the speed and mass of a meteor striking the moon. In another, they came up with a robot designed to climb a pole. When the machine did not have the correct voltage during testing,
one student stepped in to swap the hardware while another rewrote the software.
“ You do not want five students with the same mindset,” said Mr Chang, Department Head, Science, Senior School.“ You need people who can see things from their own perspective.”
Students face diffi cult problems without their teachers and work under strict time limits. In one challenge, students calculated the speed and mass of a meteor striking the moon. In another, they came up with a robot designed to climb a pole.
The competition also gives students practise in sitting with discomfort. This year, a pendulum launcher that the team spent weeks building failed on competition day. Students had to embrace the frustration, problemsolve, and move forward.
That uncertainty is part of the design.“ There is no point in showing up and trying to be perfect,” said Mr Chang.“ This is about taxing them to their limits, seeing what they can pull
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