STEM PBL Approach: Building a Catapult for Children

This article discusses the STEM PBL approach for building a catapult for children. It covers the history and current uses of catapults, the geometry involved, challenges in implementing STEM PBL, and strategies for ensuring students have a variety of experiences. It also explores the list of STEM concepts to be explored and how the project can be implemented in curriculum areas.

Running head: STEM PBL APPROACH
STEM PBL APPROACH
Name of the Student
Name of the university
Author’s note

1STEM PBL APPROACH
Topic for the STEM based project
Building of a catapult for the children
Historical uses
Before discussion about the processes to build a catapult for kids, it is necessary to
understand the usefulness of the catapult and the underlying physics behind this. Catapult may be
referred to as a ballistic device that is normally used to launch a projectile to a great distance
without the help of the explosive devices. In the medieval period the catapults were used mainly
in the warfare before the discovery or the introduction of the gunpowder in 14 th century. It was
also used for lifting large and heavy stones and was precisely used during the construction of the
historical monuments. Many different types of catapults were used and used for attacking the
fortress or a city.
Current use
Catapults helps in the provision of the real world knowledge in the field of math and
science particularly algebra and geometry.
Geometry involved
Launching of a projectile with the help of a catapult displays the formation of the
geometric arc known as the parabola. Apart from the calculation of the force of gravity students
can take help of the quadratic equation in the building of a catapult. It encourages the students to
extend their thinking above the textbook and extending their knowledge in the science and math
problems.

2STEM PBL APPROACH
Short critique
Project based learning is an important approach for teaching the STEM based subjects to
the students. This learning trend is gradually gaining momentum with new educational initiatives
and the developments (Basham & Marino, 2013). It has become crucial to provide the student
with tool based learning for producing more skilled workers in the STEM fields. For continuing
this momentum the educators and the institutions are taking up new strategies for igniting the
teamwork critical thinking and the enrichment of the learning process by mixing the standard
curriculum together (Borrego & Henderson, 2014). STEM’s hand on approach is also helpful for
introducing children to education without being introduced to the books first. This helps the
student to self-direct when faced with critical situation both in professional as well as real life
(Capraro, & Corlu, 2013). The project based learning assists the students to understand the
importance of the possibilities and the opportunities (Borrego & Henderson, 2014). Current
research in the project based learning has demonstrated that project based learning can develop
interest in Science, engineering , math and technology as STEM based learning involves
authentic problem solving methods, integrated approach for the STEM education and the
building of real artifacts (Bybee, 2013).
Challenges in conduction of STEM PBL approach
While critiquing about the STEM PBL learning, several challenges have been faced for
the implementation of the STEM based learning. Some of the important challenges includes
preparation time for the teachers, the requirement of the additional materials, proper

3STEM PBL APPROACH
infrastructure. The most important barrier to a project based learning is the high cost. Other
challenges involves the unavailability of effective teachers having sound technical knowledge
about science and engineering. Furthermore since additional preparation time is required, the
teachers might face difficulties to learn new contexts (Capraro & Slough, 2013). It can be said
that integration of new approaches are likely to bring about complications which can only be
mitigated or addressed by the help of skillful administration , continuous development of the
staffs and the consultants that would focus on the specific needs of the teachers for transitioning
in to a new way of teaching.
Process of making of a catapult
A simple catapult for kids can be made by the use of simple pencils and the rubber bands.
Supplies needed: 7 craft pencils, Rubber bands, cotton balls or objects for the launching.
1. The first step involves the building of the main unit that is done by attaching two pencils
to the mid portion of one pencil, which will act as the launcher or the lever arm (Dibiase,
2012).
2. The single pencil; with those two attached pencil should then be attached to two pencils
for making the frame (Dibiase, 2012).
3. A rubber band has to be slipped on to the frame, which will act as the tension affecting
the launch.
4. A pencil is again attached to the bottom and to the top making a square shaped structure.

4STEM PBL APPROACH
5. Next step involves the building of a base (Dibiase, 2012).
6. The sides are then added diagonally to each side of the framework for creating a
triangular shape on each side. This would help the pencil catapult for remaining upright
and straight and ready to launch.

5STEM PBL APPROACH
7. The handmade catapult is now ready to launch small objects like paper or cotton balls or
candies.

6STEM PBL APPROACH
Observations and the results
The cotton balls fly higher if the launching stick is pushed farther down. It enables the
child to understand that catapult physics mainly uses the stored energy for hurling a
payload. The three primary storage mechanisms that are used are torsion, tension and the
gravity.
List of the STEM concepts to be explored
The list of the STEM concepts that has to be taught are as follows-
Statistics- STEM helps in the understanding of the statistics, probability and error rates.
Creativity- Different models can be shown to understand the math and the science. 3- D models
can be used to teach the chemical structure of the various elements (Capraro & Jones, 2013).
Argumentation- Analytical and critical thinking skills can be used to understand the patterns of a
specific model. This skill can be used in all curriculum. For example in an elementary science
class, if the students made to hear different noises such as turning forks to speakers to the tuning
forks , they will gain the experience to collect data which can be used in the future for making
the arguments that sound are caused by vibrations (English et al., 2013).
Intellectual curiosity- according to Capraro et al., (2013) beyond the concept of the masters,
individuals should be innovators. STEM PBL helps the students to cut across the curriculum and
innovate new things.
Data driven decision making

7STEM PBL APPROACH
Students should be able to adapt quickly to new situations and the demands (Crippen &
Archambault, 2012). PBL would entitle the students to make decisions not on the basis of what
they feel or think or what is present in the theories but on the basis of the scientific data and the
facts.
The making of the catapult can help the students to understand the physics of the projectile
motions- "how far the object flies? Can the target be hit? The best combination of the catapult
design or the launch angle that can be useful to make the cotton balls fly?"
How the project can be implemented in curriculum areas
Project based learning can be used in all kinds of disciplines. Part from its application in
the science subjects it can also be helpful in literatures and social science subjects. Construction
of handmade maps and demographics can be helpful in having an in-depth knowledge in
geography (English et al., 2013). There can be large number of ideas for the project based
learnings for the students which includes formation of the sensory water bottles for teaching
them about rain, snow, wind, sun and the clouds, making of the shrinking bags or crushed soda
can for teaching basic chemistry. Other simple experiments involves the construction of simple
levers and pulley for understanding the mechanics.
Voices of the learners
The way of learning in the class has to be changed in order to make the student’s voice a
priority. PBL turns out to be perfect for providing voice to the student's opinion. The most
important job of an educator is to assess the understanding of the student regarding the modules

8STEM PBL APPROACH
covered in the class (Han et al., 2015). True assessment of the learning of the students is the how
the students handle the assessments given to them. A true PBL provides opportunity to the
students to choose their type of project they would be demonstrating. It has been found that
giving students the opportunity to choose their topic helps to motivate the student and enhances
the scope of self –learning. Without it, the student might feel that like just another assignment
given by the teacher and hence may develop the sense of the reluctance towards the project.
According to (Mettas & Constantinou, 2016), the world is changing and therefore needs problem
solvers or the leaders who would take the initiative. Hence giving this liberty to them can
provide them with the chance of exploring new things. Some of the best practices that can be
provided to the students are-
 Considering the purpose of choice and voices to the students- whether the project is
comparable to the real life project.
 Voice and choices can be limited at certain times due to financial constraints.
 Too much choices for the students can be scaffolding for the students hence a proper
structure is needed to guide the new students (Sahin, 2013).
 List of the product options can be created with the help of the students such that they do
not feel that they were being over directed by the teachers.
 Conducting a survey for finding out the interests of different students, that would help the
teacher in making decisions regarding the topic.

9STEM PBL APPROACH
Communication strategies
Communication is a major problem in STEM PBL approach. Although the student will
have the liberty to follow their own directives in the project but in case of kids the teacher needs
to develop a proper framework for guiding the students ((Sahin, 2013).. This can be
accomplished by demonstration of any scientific experiments before assigning a particular
experiments. Other strategies involves visual presentations or provision of the 3-dimensional
models for better understanding.
Length of the allocated class
Building of a catapult needs time for critical thinking and understanding of the science
behind the design. One class should be allotted for teaching the science behind the catapult,
giving instructions about the materials required and protocols for the preparation of the model.
The models can be constructed in the next class.
Stakeholders to be involved in the project
The stakeholders for the project based learning will be the students, the educators, the
family members who have helped in the making of the project. In case of a large scale project the
community can also be beneficial. Finally the institution funding for the PBL learning will also
be another key stakeholders (Basham & Marino, 2013). Other stakeholders include the
community members, the university researchers, the district administrators, philanthropists,
business and the civic leaders. The uptake of the STEM careers depends upon the range of
initiatives taken up for improving the STEM careers (Capraro & Corlu, 2013). The integrated
campaigns for the communication, the workforce resources and the awareness time line are some
of the initiatives taken up by the stakeholders. All the community based initiatives should be

10STEM PBL APPROACH
supported by the stakeholders and should be coordinated, collaborative and complementary. The
stakeholders can support the STEM based learning by actively campaigning to the other
stakeholders during conferences and seminars (Capraro & Corlu, 2013). Furthermore the
families or those assisting the children in education can be educated as many such experiments
should be done under the surveillance of the parents to prevent the chance of the hazards.
Strategies for ensuring that the students will have the opportunity for experiencing a
variety of experiences
In order to ensure that every student is getting the chance of resources for the project based
learning, the following step scan be taken-
Available resources- As teacher, it is essential to think about “what" the students might require
for the completion of the project. It is essential to record in the map, regarding the school staffs,
the community members, and the technology tools, materials available in the community or the
school (Borrego & Henderson, 2014). If worming in a team it is essential to determine the
strengths and the weaknesses of each of the members for making the maximum use of the
talents. It is necessary to keep a correct documentation of the tools and the kits such that they do
not get lost. It is necessary to keep the administration informed about any shortage of materials
or management of the findings ((Borrego & Henderson, 2014).
Student groupings- A good team needs a mix of the skills and hence have to be mindful while
choosing for the teams. A heterogeneous team provides opportunity to the students to learn from
one another and thus expand the social connection across the classroom (Bybee, 2013). Planning
should be done to ensure that all the students gets the best out of their collaborations. It is

11STEM PBL APPROACH
necessary to identify the working goals while working with the students. It is essential to make
the students realize that the cooperation, collaboration and effective communication can lead to a
successful project plan.
 Calendar- While working on the project it is essential to determine the time frame of the
project and therefore a class calendar can be maintained to aid the students work as per
the deadlines of the upcoming milestones of the project (Sahin, 2013). Class websites,
emails and social networking can be used to disseminate the calendars to the team
members and their parents. A range of formative assessment practices should be kept for
improving the student’s performance (Bybee, 2013). Motivation is another crucial role to
be accomplished by the teachers and students should be made to understand that first
attempts can never be high quality works and requires extensive revision and editing.
There should be a process to provide the feed backs such that the students can use the
feedbacks for making the revisions.
Presentation opportunities
Students will be assisted while demonstrating the authentic presentation in front of the real life
audiences.
Conclusion
Teachers face an enormous challenges for supporting the student for building a career in the
STEM field of science, engineering, technology and math. Teachers will be able to implement
successful STEM education if they are supported with the programs that are based on the real life
praice programs. It is the project based learning that helps in meeting the needs of the students

12STEM PBL APPROACH
and provide a roadmap to the teachers for adopting a successful approach. Making of a catapult
is an example of a project based learning that integrates the STEM. The project exemplifies the
usefulness of the project based learning for assisting the students to transfer their skills and
knowledge to the real life problems and motivate them to learn and improve their science and
math scores.

13STEM PBL APPROACH
References
Basham, J. D., & Marino, M. T. (2013). Understanding STEM education and supporting students
through universal design for learning. Teaching Exceptional Children, 45(4), 8-15.
Borrego, M., & Henderson, C. (2014). Increasing the use of evidence‐based teaching in STEM
higher education: A comparison of eight change strategies. Journal of Engineering
Education, 103(2), 220-252.
Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. NSTA press.
Capraro, M. M., & Jones, M. (2013). Interdisciplinary STEM project-based learning. In STEM
Project-Based Learning (pp. 51-58). SensePublishers, Rotterdam.
Capraro, R. M., & Corlu, M. S. (2013). Changing views on assessment for STEM project-based
learning. In STEM Project-Based Learning (pp. 109-118). SensePublishers, Rotterdam.
Capraro, R. M., & Slough, S. W. (2013). Why PBL? Why STEM? Why now? An introduction to
STEM project-based learning. In STEM Project-Based Learning (pp. 1-5).
SensePublishers, Rotterdam.
Capraro, R. M., Capraro, M. M., & Morgan, J. R. (Eds.). (2013). STEM project-based learning:
An integrated science, technology, engineering, and mathematics (STEM) approach.
Springer Science & Business Media.
Crippen, K. J., & Archambault, L. (2012). Scaffolded inquiry-based instruction with technology:
A signature pedagogy for STEM education. Computers in the Schools, 29(1-2), 157-173.
Dibiase, W. J. (2012). Constructing a cotton-ball catapult: An interdisciplinary STS learning
experience. Science Activities: Classroom Projects and Curriculum Ideas, 38(1), 11-16.

14STEM PBL APPROACH
English, L. D., Hudson, P. B., & Dawes, L. A. (2013). Engineering based problem solving in the
middle school: Design and construction with simple machines. Journal of Pre-College
Engineering Education Research, 3(2), 1-13.
Han, S., Capraro, R., & Capraro, M. M. (2015). How science, technology, engineering, and
mathematics (STEM) project-based learning (PBL) affects high, middle, and low
achievers differently: The impact of student factors on achievement. International
Journal of Science and Mathematics Education, 13(5), 1089-1113.
Han, S., Yalvac, B., Capraro, M. M., & Capraro, R. M. (2015). In-service Teachers'
Implementation and Understanding of STEM Project Based Learning. Eurasia Journal of
Mathematics, Science & Technology Education, 11(1).
Mettas, A., & Constantinou, C. (2016). The technology fair project. Technology Teacher, 65(8),
19.
Sahin, A. (2013). STEM Project-Based Learning. In STEM Project-Based Learning (pp. 59-64).
SensePublishers, Rotterdam.