Imagine the discipline silos in a traditional high school as departments within a corporation. This is the model for collaboration we decided on in order facilitate work between students in different grade levels.
The project began with students in an engineering class, who used the design thinking process (including research and interviews) to identify shortfalls in bicycle design and prototype potential solutions. The engineering students articulated their prototypes in design briefs which were then sent to AP physics students, who were asked to design laboratory procedures to produce informative data about the effects and/or efficacy of engineering designs.
After executing their procedures, they passed their raw data on to the Algebra 2 students, who did the number crunching to turn the data into meaningful conclusions. Those conclusions were returned to the engineering students, which begins a second iteration of the prototyping (engineering), testing (physics) and analysis (math) process.
Side by side with this, the math and physics classes also collaborated on smaller structured inquiries designed to provide insights on the physics and mechanics of bicycle functioning, using the same division of labor (physics student spearhead experimental design, math students spearhead data analytics).