One of the most difficult concepts for students to learn when it comes to muscle function is the Sliding Filament Theory of Contraction. For years I  had students make a model of the theory after giving them the details and providing most of the information at the start of the unit.  Last year, I decided I would force the students to figure the theory out while building their model.  I am honest with students from the start and explain that I am purposefully not giving them  the details and that I want them to struggle a bit to figure it out.  I promise to address misconceptions later in the process so that they can make modifications and adjustments prior to presenting.

Students start by researching the parts of the muscle required to make contraction happen.  I post a few videos on Schoology as a reference but they are invited to use any resource they choose.  The next step is to try and map out the actual steps of the theory and figure out how they will demonstrate the steps in a working model.  When ever I assign a project the fear is will the students stay on task? I haven been very pleased to hear the students talk to each other about the movement of muscles and try and explain it to each other.  I encourage them to use other students as a resource – if they hear someone explaining a part of the process they should ask them to explain and help them understand.  This process helps both sets of students the “teacher” of the material and the “student”.

Last week, the students started the project with a lot of enthusiasm, determined to figure this difficult process out.  On the rubric I provided, I reserved the last 2 points for “WOW factor”  and that brought out the competitive nature for many of these groups who are determined to “wow me” (their words).

This project is creative and allows students to use their artistic talents.  There is also an engineering component because the model has to move and the various pieces have to work together.  In the end each student will present their model to me, walking me through the specific steps of the theory of contraction and explaining their model.  I have them present individually even though they build the model as a pair.  I started this process last year to ensure that BOTH students understand the steps and can both be successful with the material.  It forces both partners to be engaged in the process and also take ownership which I believe increases the level of discussion.

I enjoy the process of letting the students “figure it out”  but I also see the need for concept checks to allow for revision and corrections.  Students in the past have reflected that this project is very challenging but they they learned a lot and won’t forget the sliding filament theory.