Subject:  [B*E*S*T]  Re: Parent Permission Form
Date: 1997-12-19 15:26

Mike Andert had some good suggestions for things to go in a parent letter:
>I would include a section listing objectives for the B*E*S*T project:
> - Promote cooperation among teams of students
> - Extend and refine student's knowledge of electricity
> - Meaningful application of principles of physics, mechanics, electronics
> - Experience multi-district, cross-generational project
>
>Describe what the parent's responsibilities will be:
> - Financial
> - Transportation
> - Attending the May event?  (Is "drop-off" ok or not?)

I would like to add as objectives:
 - Give students a direct, personal *reason* to learn (thematics;
   theme-based learning)
 - Exercise the student's creativity by inventing solutions to problems
   that do not have one correct "textbook" answer.
 - Teach them methodical, logical ways to approach and solve complex
   real-world type problems.
 - Familiarize them with the use of tools, such as hammers, screwdrivers,
   wrenches, etc.
 - Let them work on a project they will consider as "real", i.e. not a
   toy or exercise.

On parental responsibilities:
 - Remember, it's the student's project; not the parents. Show them how,
   but don't do it for them.
 - The goal is for the students to design the vehicle, choose the parts,
   do all the assembly, and test everything themselves.
 - When they ask "how...", give them a range of possibilities and let them
   choose, rather than just one way to do something.
 - Don't buy solutions. The more recycled the parts, the better. The
   objective is to see how little you can spend, not how much. Before you
   buy, ask yourself, "Would I be willing to buy this for every team?"
 - If you do something for them, make it an example. Tear it apart when
   done, so they can do it for themselves. (If they can't do it, it doesn't
   belong on the vehicle).
 - If you have a skill that may be useful (carpentry, metal-working, bike
   repair, etc.), please consider coming into the class and show them how
   it's done. Don't worry if you're not an expert; compared to them you're
   a genius! I guarantee you'll never have a more attentive audience!
 - This is a real "Little Rascals" or "Rube Goldberg" project. Perfection
   and beauty of the end result aren't important; it's what they learn
   in the process of getting there!

On safety:
 - Though the format is up to the student designers, the vehicles are
   likely to be similar in size and performance to bicycles, except with
   electric power instead of pedals. Thus their speed, steering, braking,
   and safety should be similar. The same risks and hazards of bicycle
   riding will apply.
 - We are using 12v batteries. The voltage is so low that there is no
   risk of shock hazard (UL considers voltages less than 30 volts to be
   "intrinsically safe").
 - The batteries are sealed, and do not leak even if a hole is punched
   in them. This type of battery is widely used in toys and portable
   devices, and the risk of acid spills is extremely low.
 - A circuit breaker is permanently attached to the battery, so there
   is no hazard from short circuits or wiring errors.
 - The motors are ordinary 12v fan motors from cars. They do not get hot
   enough to be hazardous, or generate enough horsepower to reach dangerous
   speeds.
 - We supervise closely, and require proper protective clothing (safety
   glasses, gloves, etc.). But they will be working with real tools, and
   kids will be kids. There will be pinched fingers, splinters, cuts,
   bruises, torn or oil stains on clothes, etc.

Lee Hart