CHALLENGE BASED LEARNING PHYSICS AND MATHEMATICS TEACHING

The main goal of the learning model of Tecnológico de Monterrey (ITESM) is to develop discipline and transverse related skills by applying different learning strategies. This model is based on three key elements: it is flexible about when, how and where the learning process takes place, challenging experiences that are motivating for students and learning supported by new technological tools. Challenge based learning (CBL) is a methodology adopted by the model of ITESM, since it promotes the development of skills. A challenge is defined as a real life experience specifically designed to confront a student with an attractive and challenging situation that belongs to his surroundings, it is a problem that has a meaning, demands an answer and represents a challenge to the student’s intelligence. The problem must be solved in multidisciplinary teams and does not have a unique solution. The students get involved in their learning process through discussions and teamwork, when they are confronted by real situations and they are forced to apply their knowledge. The CBL methodology promotes an environment where the students must analyze different solutions, mix and use the contents of several disciplines and cease technology to collaborate in teams, share information, experience active learning and gather information about their achievements.

An initiative called “Semana I”, is organized once a year to analyze the impact of CBL methodology in the student’s learning capabilities. During this initiative, the students are completely immersed in analyzing and solving a particular challenge problem of their choice. The challenge situations (problems), are addressed to a student according to the semester in which they are enrolled and the area of interest of the student. For example, challenge problems based on basic sciences are offered to sophomore students of engineering.

In this work, physics and mathematics based learning experiences are showed. Sophomore students of engineering are organized in teams of three or four participants. Some challenge problems recently implemented at ITESM-CEM are:
1) “Model for stock of merchandise”, students must use one and two variable calculus and concepts of probability and statistics to analyze the problem of stocks in small companies.
2) “Wind mill without blades”, students have to use concepts and laws from classical mechanics, differential equations, electromagnetism to build a wind mill capable to transform the mechanical into electrical energy
3) “Goldberg Machine”, an apparatus based on concepts of classical Newtonian mechanics and fluid mechanic, is made with several stages to perform an ultimate goal.
4) “External combustion”, the students must build a machine capable of generating thermal or electrical energy from solar radiation. Concepts of thermodynamics, statics and differential calculus are used.
5) “Mathematics of Drones”, integral and differential calculus tools are used to analyze drone motion
6) “Touching the Stars”, Optics, calculus and electromagnetic theory concepts are used.

At the end of this paper, the work of the students is briefly discussed, results from different surveys applied to the sophomore students are shown and are compared with the observed skills according to a group of teachers from the area.