The Rocket Project
Multiple Intelligences versus Project-Based Approach
Students are challenged with the question, "Does changing the number of fins on a rocket affect the maximum altitude it can attain?" Students construct and launch rockets, collect and analyze data, and develop an ad campaign to market the rockets. This lesson integrates digital editing software and TI-83 calculators. Learning strategies include problem-based projects and multiple intelligences.
Multiple Intelligence Approach
I like to use this approach if I have poorly motivated students, because it often provides a "hook" to get a kid interested in a topic. A student who hates math but is great with poetry loves the fact that he can use his love of language in a science project. The kid who struggles with writing and math but is great with her hands can be successful in building and flying the rockets, and be part of a team that actually investigates and solves a problem.
Students who are not planning to be science majors don't always need to learn every aspect of a topic. As long as they learn core concepts and can demonstrate high order thought, they should be rewarded. The multiple intelligences (MI) approach enables kids to do just that.
One drawback of this approach is that not all students do each task. During this project, some students may not learn to digitize video, or run a "t" test on data, or us the SpaceCad program. If the goal of the instructor is to have the students learn to do all of these skills, then the Project Approach should be used.
Project-Based Approach
I use this approach when I want all students to learn all of the tasks involved in the project. If all students need to do statistical analysis of data, digitize video, and build and fly model rockets, then using this approach is desirable. Working in small groups of three forces each student to do all the activities while having the help of other students provides enough variety in learning styles that each group is able to adequately perform the tasks.
This approach is especially good near the end of a course as a check to see if students really have mastered techniques taught throughout the course. Rather than being a beginning learning experience, it can serve as a check of what has already been learned.
A drawback of this approach is that students may need more time to do this project. Because each group must perform all of the tasks, groups cannot work on different tasks at the same time. However, the teacher may not require as much detail or as exacting standards, which may help cut down on the time.