Students in the IPC classes at Princeton High School were surprised recently to find their teachers had been replaced. Taking over the lesson were fellow students from the Bodwell CATE Center.
Auto tech trainees and students studying
heating, ventilation and air conditioning brought their expertise from the shop
to the classroom as they helped make a connection between advanced science
concepts and real world applications.
“The best part about teaching
science to other kids was being able to share information with students so that
what they were learning made more sense,” advanced auto tech student Kai
Brinkerhoff was joined by fellow
advanced students Nick Baker and Jesus Olivas and HVAC student Benny Montoya.
“I really liked it when the class
got involved,” Nick said. “It was good when they asked questions and furthered
Science team lead teacher Naureen
Fielding came up with the idea as a way to allow students to see the benefits
of learning science concepts.
“The activity provided leadership
and recruiting opportunities to the CATE program while demonstrating real-life
applications of classroom concepts for the IPC students from peers that have
set goals and worked to achieve those goals,” Fielding said.
The CATE students carefully
explained how science applied to their respective fields, while adding a little
humor to keep the IPC students paying close attention.
“We invited the CATE auto tech
and HVAC students and teachers to present applications of thermal energy
concepts,” Fielding said.
The CATE students explained the
transfer of heat energy into mechanical energy for a combustion engine and
provided examples of potential energy sources in a vehicle. Students also
learned an energy source can be activated to generate heat, electricity and
Benny, representing HVAC, detailed
the removal of heat energy by work and pressure in a heating and air
“The coolest part about having a
lesson taught by the CATE program students was how they explained chemical,
kinetic and mechanical energy by showing us a part from a car,” IPC student
Iris Carrillo said. “They were able to teach IPC by explaining the different
types of energies in ways we can understand. It was eye opening.”
The project did offer some
difficulty to the presenters.
“The biggest challenge was making
sure we explained it in a way they could comprehend and connect to what they
had learned in class,” Kai said.
Nick agreed, adding that the
thought of teaching was a little stressful.
“I was worried about making the
lesson interesting and entertaining so the kids would stay on topic and be
actively listening,” he said.
Fielding acknowledged the
instructors learned a few things in the process.
“Overall, I believe that the
experience was enjoyable for both sets of students though I could see the
exhaustion of seven repetitions on the faces and in the body language of the
CATE presenters,” she said.
This project also introduced the
students to programs at the CATE Center, and Fielding wants to expand to
include cosmetology students as presenters next year.
“Cosmetology can illustrate chemical changes vs. physical changes,” she said. “They can
demonstrate properties of chemical changes with hair dye since it changes hair
color and texture and creates an odor. Physical properties can be demonstrated
with hair cutting and styling. We may have a manicure day as nail procedures
support both chemical and physical changes as well.”