It is second semester in Problem based Science and the class of 2018 is well into their “Spring hard problem.” The spring hard problem marks the end of our patterns unit and the beginning of our study of structures and systems. During our study of structures, students get a chance to use their understanding of materials, measurement and patterns to make blueprints for designs and to conduct scientific testing of those designs. If those structures involve moving parts or varying materials or embedded electronics, they are also learning about the relatedness of things that make up a system.
Applied math comes readily in class with measurement, re-measurement, simple geometry problems and budgeting.
What makes a problem a hard problem?
Hard problems require time (months), collaboration, creativity, grit and learning new skills to pass a challenge. The true sign of a good hard problem is when the adults do not have all the answers for students, rather the students get to take charge using their own imagination and ambition to reach a goal set by their team.
This year’s title? Design Detectives for the Common Good! This year’s spring hard problem was an adaptation of a 6th grade level design thinking challenge, with a green twist. To learn about structures and systems, as well as collaboration between and within teams, the class of 2018’s spring hard problem consisted of the following rules:
Rule No. 1
Collaborate with an adult on the Hillbrook campus to find a need
Rule No. 2
Brainstorm with your team to design a solution to the need you have found
Rule No. 3
Your solution must be made with upcycled materials (This year we had a lot of pallets from the new furniture deliveries and a box of e-waste delivered to the iLab by a parent).
Rule No. 4
Your solution must be beautiful or create connections at Hillbrook
This year’s gracious collaborators are Megan Collins, Kindergarten teacher, Ronnette Chandler, Hillbrook receptionist, Christina Pak, middle school head, Susanna Long 3rd grade homeroom teacher, Emily Hendricks, technology genius, Lara Blom, lower school science teacher, Ilsa Dohman, upper school science teacher, Dhimant Patel, aftercare staff and maintenance crew, Robert Sears, upper school math teacher, Jenn Bogart, middle school english teacher and Ms. Flores 5th grade science instructor.
Using Empathy to find the needs of others
To discover a need on the Hillbrook campus, the class of 2018 interviewed, observed and surveyed their collaborators. They took notes, captured images of areas on campus of interest and presented their ideas to the entire class for feedback. Most teams have settled on just one need from their research, have built prototypes of their solutions and are now ready to begin making something real. 
Measuring Growth in Problem based Science
All problems are graded on a Pass/Fail system with an opportunity for passing with honors or failing with honors. There are no paper tests in problem based science. We use the process of scientific testing, documentation of work (using Google Docs collaboratively to record progress), building and evaluating prototypes, and peer and self-reflection to focus on the formative assessment of work. Teams get points for sharing their work during peer critique sessions when they get vital feedback about how to improve their designs and share arguments for their use of materials or a design. Summative assessment comes in May when the spring hard problems are shared with thousands of curious minds at the Bay Area Maker Faire and all students make an argument for their final grade, using evidence and reasoning. Stay tuned as the class of 2018 Design Detectives for the Common Good make real artifacts that help make Hillbrook more beautiful and more connected.
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