why is stem important to physics

OAPT NEWSLETTER ARTICLE: WHY IS STEM IMPORTANT TO PHYSICS?

By Dave Doucette, OAPT Vice-President and Lisa Lim-Cole, OAPT Past-President November 2016

WHY IS STEM IMPORTANT TO PHYSICS?

A recent OAPT Newsletter article (Nov 19, 2016) from John Caranci laments the fact that over the past

decade, despite an increase in the total number of Ontario grade 12 physics credits, the percentage of

females has remained at around 31% . John insightfully suggests looking to elementary school for

bringing more female students into the fold. John further notes the Ontario Science & Technology gr 1-8

(2007) curriculum is rich in physics topics, even though physics is not specifically mentioned.

We think John is right suggesting we look to elementary school for solutions. But to better understand

the challenge of ‘looking to elementary school’ to offer support, we need to have a good understanding

of the shifting landscape in elementary education. Shifting in the sense the inquiry-based learning

approach which anchors the curriculum is now being stressed by a newcomer to the field – STEM

education. The good news is that STEM and inquiry are totally complementary – and both require habits

of mind exemplified by physics instruction. If we work together to support k-8 educators in successfully

marrying inquiry with STEM education, we are likely to see far more students selecting secondary

physics courses. And with it - far more females. A worthy goal!

HOW ARE STEM AND INQUIRY RELATED?

The general intent of inquiry learning is to help students understand how knowledge is acquired, and to

construct some (not all) of that knowledge – as opposed to memorizing end results.

In Ontario the Ministry of Education Science & Technology, 2007, document describes scientific inquiry

as “students engage in activities that allow them to develop knowledge and understanding of scientific

ideas in much the same way as scientists would”(p12).

One methodology is ‘hypothesis testing’, a method of selecting two variables of interest and creating an

experimental method to investigate their relationship. An example of this could be planting seeds in

soils of varying salt content to see if the amount of salt effects the number of seeds which successfully

germinate. This inquiry approach trains habits of mind such as interpreting and arguing based on

evidence as well as the skills necessary to identify and isolate variables in a real-life science application.

Countless Canadian teachers utilize the extensive Smarter Science resource packages - founded by Mike

Newnham – to nurture these habits.

A second methodology is the development of mental models. In this pursuit, scientists utilize a range of

skills which are not as easily delineated as hypothesis testing. From direct observations, reading and

research, deconstructing existing models (ex: the atom, cell theory, evolution), discussions with peers,

and inspired reflection, scientists create ideas to formulate new models and extend - or even refute -

current models. In the US these methods crystallized in the Modeling Instruction in High School Physics

Project at Arizona State University. Intended for university and high school physics instruction, it is now

working its way into middle schools.

http://www.edu.gov.on.ca/eng/Curriculum/elementary/scientec.html

https://smarterscience.youthscience.ca/

http://modeling.asu.edu/modeling/WhatModlInstructionIs-2014.htm

http://modeling.asu.edu/modeling/WhatModlInstructionIs-2014.htm



Inquiry learning incorporates both hypothesis testing and constructing mental models as

complementary processes to acquire knowledge. Knowledge can be for knowledge’s sake and need not

be purposed to solving a problem, sometimes referred to as ‘pure science’. STEM is somewhat more

restrictive, seeking knowledge to solve problems or tackle specific challenges. In this sense, inquiry is

broader in scope.

STEM, on the other hand, requires a purposeful integration of science, technology and mathematics

with the engineering activity/challenge as the ‘glue’ which binds, the context for learning to occur. In

this sense, STEM is further reaching than inquiry in insisting activities deliberately integrate science,

technology and mathematics. This may happen incidentally in inquiry learning, but it is purposeful in

STEM. Despite these small differences, STEM and inquiry are mutually supportive. Both seek to move

students along the continuum from consumers of knowledge to producers of knowledge.

Can you give me an example of STEM & Inquiry?

At the recent 2016 STAO conference, Lisa Lim-Cole and I put a collection of teachers through a

sample activity, to give them a student’s perspective of the STEM experience. The sketch below

provides a visual overview while the figure 1 descriptor describes the challenge:

An engineering challenge requires constraints, which are chosen as appropriate to the age

group and class dynamics. They can also be modified as per IEP requirements. For our ‘class’ of

teachers we specified these constraints:

small

amount of

salt in cup

Salt transferred

to ‘parachute’

Land without

spilling salt

Transfer

salt to safe

container

Figure 1: STEM CHALLENGE : students need to deliver a small amount of RADIOACTIVE salt from its safe container on

a table to a safe container on the floor, using a coffee filter as a parachute-delivery system.



Coffee filters may be stacked – but the same filter, or stack, will be used for successive

trials.

The cups and coffee filters containing the radioactive* salt may not be handled by hand.

An assortment of materials will be provided to serve as tools to allow for the transfer of

salt from cup to filter and back to cup (assortment of coffee filter sizes, strings, elastic

bands, tape, stick pins, paper clips, pipe cleaners, wooden sticks, other).

Trials resulting in spilled salt will be forfeit and the salts collected in a waste container

(you can use your hands for this – for convenience!).

If coffee filters become damaged, they can be replaced.

[*the salt is not radioactive, but it is a constraint needed to justify the use of tools]

Teachers could certainly simplify these constraints depending on the class. For example the use

of tools for transferring salt could be ignored and students allowed to pour the salt from cup to

filter and back to cup. Flexibility of constraints are up to the teacher, or even the class, to

decide on the level of ‘challenge’.

We gave our workshop teachers a scant 10 min to conduct trials. Completely insufficient but

enough to experience the collaborative procedure of pre-planning, referred to as ‘initiate and

plan’ in both inquiry and engineering processes. They had another 15 minutes to test out their

model and see how their expectations matched reality. The intentionally short period did not

allow groups to complete all of the salt transfer process but it did result in a lot of high-fives

and some very excited whooping. All agreed it was a simple but engaging activity and were

invested in seeing how well their ideas would work. Each of the several groups came up with a

unique solution, providing stimulating ‘teaching moments’ for Lisa and I as we circulated.

How is this STEM challenge an Inquiry Lesson?

The Ontario Science & Technology curriculum inquiry process, in its simplest form, follows 4

stages, each stage identifying sub-skills:

initiate & plan perform and record analyze and interpret communicate

To aid students in developing sub-skills (identified in the Ministry document, p13-18) within the

4 steps, assign roles to individuals. If they are in groups of 4, each one could be responsible for

organizing and reporting on 1 of the 4 stages. Naturally these roles would rotate with

subsequent inquiry activities, allowing for a full range of habits of mind to be nurtured.

In stage 1, initiating & planning, they test out various size coffee filter ‘parachutes’ to

determine how their flight characteristics are effected by stacking and the addition, and

placement, of mass (salt). The faster a parachute falls, the quicker the transfer process. But the

greater the chance the salt will spill upon landing. In phase 2, perform and record, they

collaborate on a prototype delivery system which can maximize efficiency and minimize danger

http://www.edu.gov.on.ca/eng/Curriculum/elementary/scientec.html



(spillage). They can also be asked to predict how many trials they will require in the test phase

and how long (in seconds) the salt transfer process will take in total. In stage 3, analyze and

interpret, they collect their data and compare with their predictions and/or with groups

following the activity. Lastly they are asked to report on their process, success and next steps–

stage 4, communicate.

These 4 stages parallel the ‘Engineering Design Process’, a series of steps to design a prototype

which meets certain criteria and performs a task. To that end, the engineering design process

can be seen as the application of the broader inquiry process to solving a specific problem (or

challenge). That does not give priority to inquiry or engineering design but positions them as

complementary tools to foster innovative thinking.

How is this a STEM Lesson?

It is easy to see the E (engineering) in this lesson, but how do you articulate the science,

technology and mathematics linkages to ensure it is truly integrated across disciplines? For that,

it is helpful to examine the expectations of Science & Technology and Mathematics documents.

For example, the grade 7 Mathematics strands include Patterning and Algebra, to wit:

Represent linear growing patterns using concrete materials, graphs, and algebraic

expressions.

Model real-life linear relationships graphically and algebraically, and solve simple

algebraic equations using a variety of strategies, including inspection and guess and

check.

Below are a series of follow-up questions to illustrate how these expectations could be

addressed to fit this specific activity:

1. You are given a task to transport 500 g of salt via coffee filter parachutes

from your desktop to the floor. Your engineering team decides you can

transport 25 g of salt in each parachute drop.

i) If no salt is spilled, how many parachute trips will this take. Explain your reasoning.

ii) If each parachute trip required 30 s to load, deliver and unload, how long would it take

until the final salt delivery is unloaded? Explain your reasoning.

iii) If 20% of the parachute trips result in spilled salt, how many trips in total would be

required to deliver 500 g of unspilled salt? Explain your reasoning.

iv) If each parachute trip required 30 s to load, deliver and unload, BUT 20% of the

parachute trips result in spilled salt, how long would it take until the final 500g of salt is

unloaded? Explain your reasoning.



v) Complete the graph below. The Y-axis shows the amount of salt delivered while the x-axis shows the number of trials. [teachers nb: set up appropriate number scales on x,y axes for students].

Amount of salt Delivered # of parachute drops

vi) On the graph above, show how the graph line would appear if, at the beginning, 200 g of salt had already been delivered, before the parachute drops started. How is the graph shape similar to v)? How is it different? Does that make sense? Explain.

vii) During one parachute delivery activity, the parachute became damaged and had to be replaced. A graph was made of the amount of salt delivered and the # of parachute drops.

[teachers nb: set up axes scales for students]. Amount of salt Delivered (g) # of parachute drops

a) After how many drops did the first parachute break? What makes you think this?

b) Did the 2nd parachute carry the same amount of salt per delivery as the 1st parachute? If not, did it carry more salt or less salt? Explain your reasoning.

Challenge: The graph below shows the results of a parachute delivery group that underwent many challenges. Create a reasonable story to explain why their graph shape is so complicated. Clearly identify the points on the graph where these events occurred.

Amount of salt

Delivered (g)

# of parachute drops



Thus, by referring to subject expectations, mathematical linkages can be forged.

For a Science & Technology link, this activity connects to grade 5 Conservation of Energy and

Resources, grade 6 Flight, grade 7 & 8 Understanding Structures & Mechanisms and grade 8

Understanding Matter and Energy: Fluids. Referencing the expectations will permit robust

linkages.

For literacy, expectations for the Language strands of oral communication, reading, writing and

media literacy could be tapped to suggest a host of literary or graphic communication tools

following the activity – such as a television news report, an article, a social media post, or a

virtual poster display.

Lisa and I hope we have made the compatibility of STEM and inquiry clear. STEM builds upon

habits of mind developed in inquiry, applying them in steps to solve a problem. In the process

mathematics, science and technology are transparently integrated into the learning cycle. This

makes for greater coherence for students and should lower perceived subject barriers. As

students progress along the k-university/college learning continuum, they can understand the

necessity of discreet subject areas to manage the vast amount of material. They should,

however, remain convinced of the necessity for integrative thinking to tackle real-life problems.

What Can I Do as a Physics Teacher to Help?

Look to your feeder schools to see if they are developing a STEM program, or seeking to expand

inquiry for Science & Technology. Offer to provide support. It may be as simple as providing a

class set of masses for a STEM activity. If you are comfortable, offer to deliver a small PD

session to model the learning program, in much the same way as this article. Of course, first

speak to your department head, board consultant or administration team to gain their support.

They may be aware of initiatives which would provide materials and/or coverage support, such

as Board transition programs.

If seeking resources, let us suggest two websites which offer free resources for the STEM

classroom, with a clear engineering design process emphasis:

i. http://wemadeit.ca/teachers/ . This Ontario site, sponsored by Hydro One, provides 12

complete lessons based on the Ontario curriculum, for gr 7-9 teachers, with

downloadable support materials in handy pdf’s. Though the target audience is

intermediate-senior, the resources can easily be modified for K-6.

ii. http://www.eie.org/ . This site, Engineering is Elementary, is sponsored by the Museum

of Science, Boston. It has a wealth of resources for educators and the public. In

particular, they have a video-collection page http://www.eie.org/engineering-

elementary/eie-engineering-education-videos which includes full-class lessons,

http://wemadeit.ca/teachers/

http://www.eie.org/

http://www.eie.org/engineering-elementary/eie-engineering-education-videos

http://www.eie.org/engineering-elementary/eie-engineering-education-videos



effective classroom practices, engineering moments, and video snippets . The snippets

are highly recommended for a quick peek into a STEM classroom with a clear lens on

related habits of mind. For a selection of science topics, check out

http://www.eie.org/eie-curriculum .

Solid STEM-based inquiry activities inherently engage the vast majority of students - and

teachers! Once their interest is secured, we can engage their hearts and minds. Empowering a

wide swath of k-8 students with solid scientific habits of mind and an interest in solving issues

(STSE) can reasonably be expected to direct more students, especially females, to selecting

pathways to STEM and engineering. The gateway subject is physics. We can help move this

forward, as John Caranci advises, by directing support to the elementary panel. Your support

will be reciprocated as our elementary colleagues are expert in subject integration – the roots

of STEM. That also may be worth a mention when seeking administrative support. Thanks, John,

for your timely suggestion.

http://www.eie.org/eie-curriculum

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