The Queens Community College Science and Technology Entry Program (STEP) is a New York State–funded pre-collegiate initiative designed to strengthen math and science skills while encouraging students from underrepresented and economically disadvantaged backgrounds to pursue careers in STEM. The summer cohort included a wide range of learners, with most students in 8th grade and older students up to 11th grade, creating a classroom environment with mixed levels of mathematical preparation and STEM experience. Program leaders sought instructional approaches that could:
- Increase student engagement with math
- Make abstract mathematical concepts more tangible
- Encourage collaborative learning
- Build interest in STEM pathways
To address these goals, the program introduced The Black Data Guy’s Driving to Success STEM Module, a hands-on learning experience that uses vehicular motion experiments to teach core math and physics concepts.
The Challenge
In a classroom with a wide range of grade levels, instructors needed a learning approach that could:
- Engage both younger and older students simultaneously
- Support multiple levels of math understanding
- Encourage participation from students who might normally disengage from traditional instruction
The Intervention: The Driving to Success STEM Module
The Driving to Success module introduces students to mathematics and physics through the construction the cars and ramps. Students collect real-world data from their experiments and use mathematical reasoning to analyze motion, speed, and incline. We bring math off the page and into students’ hands – in ways that are engaging, meaningful, and fun. The learning experience was implemented in several stages.
Stage 1: Creativity as a Gateway to Engagement
The program began with a focus on creative car design, allowing students to take ownership of their builds and emotionally invest in the learning process. Students experimented with different materials and design approaches, transforming the activity from a simple build exercise into a creative engineering challenge. One student, for example, experimented with unconventional materials while constructing their car. This willingness to take creative risks demonstrated independent problem-solving and curiosity—key indicators of authentic STEM learning.
Stage 2: Collaborative Ramp Construction
Students worked together to research, design, and construct ramps for testing their vehicles. This stage encouraged:
- Collaboration
- Experimentation
- Iterative design
- Problem-solving
The ramp-building process generated high levels of classroom energy and teamwork. Students shared ideas, materials, and strategies while refining their designs. When mechanical issues arose, students rebuilt their cars, adjusted ramp structures, and tested alternative solutions—mirroring the real-world engineering design process. Even when designs did not perform as expected, students demonstrated resilience by adapting their approach and trying again.
Stage 3: Math Through Physical Experience
The car-and-ramp system served as a powerful mathematical manipulative, allowing students to experience abstract math concepts through physical experimentation. Students used their experiments to explore concepts such as:
- Speed and distance
- Gravity and incline
- Ratios and proportional reasoning
- Data collection and measurement
By physically observing motion and collecting data from their experiments, students developed a more intuitive understanding of mathematical relationships.
Outcomes
The most immediate and visible outcome was exceptionally high student engagement. Students showed enthusiasm, curiosity, and sustained participation throughout the activity.
Key outcomes included:
- Strong classroom engagement driven by creativity and hands-on experimentation
- Evidence of engineering thinking through troubleshooting and redesign
- Peer-to-peer instruction between older and younger students
- Real world scenario lead to motivation through friendly competition
The strength of student engagement and learning outcomes led the Queens Community College STEP Program to commit to using the Driving to Success STEM Module again in future programs.
Evidence of Engineering Thinking
Throughout the activity, students demonstrated clear indicators of engineering and scientific thinking.
When challenges occurred, students:
- Troubleshot mechanical issues
- Redesigned cars
- Modified ramps
- Tested multiple solutions
Rather than becoming discouraged by setbacks, students treated challenges as opportunities to improve their designs and learn from experimentation.
Peer-to-Peer Learning Emerges Naturally
Because the class included students from multiple grade levels, peer teaching developed organically. Older students frequently stepped into mentorship roles, helping younger peers understand more complex mathematical ideas and experimental techniques. This peer-to-peer learning environment reinforced engagement and demonstrated that students were not only participating but actively understanding the material.
Motivation Through Friendly Competition
The program incorporated friendly competitions that rewarded creativity, design effectiveness, and the application of math concepts. This approach encouraged motivation and pride in student work while ensuring that participation remained inclusive and supportive. Students celebrated both successful designs and creative attempts, reinforcing a culture of experimentation and learning. In fact one child made a mistake and used the wrong screws for the wheels. It was too late to take his car apart so one his friends would race his car and then share the right screws with his friend.