The standards of authentic instruction are met in this unit. The main approach will be through team learning, and cooperative learning skills (substantitive conversation and higher order thinking). The unit presents real life problems (connections to the world beyond the classroom) which students will solve in small teams. Experiencing the problem solving process through team learning, students will begin to distinguish, and comprehend the relationship between mathematics, physics, and technology (deep knowledge and higher order thinking).

The teachers (L. Webster and K. Reinhard) involved in this integrated unit are modeling team learning, and cooperative learning skills. The planning and implementation of this unit will use those same team skills. We also feel that it is very important for students to see and understand the relationship between physics and mathematics, and that there is real life application. The assessment part of this unit will include journals, peer evaluation, and an interview where the team will have to present their machine to a panel of people with the use of technology.

The physics class and the proficiency mathematics class, which share the same time period, will work together by the older students sharing the physics knowledge and the mathematics classes sharing their knowledge of team work and mathematics. Students from both classes will be learning/working together.

Technology improves both student learning and understanding of mathematics and physics concepts. The Lego Dacta kits provide a hands-on model of simple machine concepts and logical reasoning/problem solving in mathematics. The CBL gathers physical data and the graphing calculators provide a mathematical representation of the relationships found in the data. Assessment of students’ understanding is a machine and a team presentation of the machine. The power point program gives the means to use technology in a sequential and creative manner.

Thinking Like an Engineer motivates students to be better learners. We observed students having substantive conversations about how to solve problems or accomplish goals. Students were enthusiastic about learning and understanding physics/mathematics concepts. In the beginning of this unit we observed students being frustrated by the concepts and the tasks expected of them. Through the teaching methods presented, students became better problems solvers, acquired team skills and persevered through difficult assignments. The technology was a tool to assist all students to learn. The team work skills were revealed when different students (not only physics students) were able to contribute their knowledge of technology in the use of the power point program. Students’ presentations and machines were proof of the success of the teaching of the unit as well as the understanding and learning of the unit.