Learning Tracks
We began by studying public transportation. We explored its features and history, and discussed the pros and cons of a rail system. The topic sparked excitement as students shared their experiences and ideas. What thrilled me was integrating many subjects into one meaningful project. For instance, the infrastructure of public transportation relies on material science, leading us to investigate the properties of concrete, steel, plastic, rubber, and glass. We learned how these materials contributed to safer, stronger, and more efficient rail systems. The physics in modern rail propulsion was another example. This prompted a study of magnetism and electrical energy. Learning technological advancements in public transportation was cool and only just the beginning.
Planning Routes
We looked at rail systems worldwide, noting how their maps used color and legends to enhance clarity. Great! We would do this, too. We knew that removing traditional, non-electric cars from roads would reduce greenhouse gas emissions. So, in small groups, students examined grayscale maps of Chiang Mai to identify heavy traffic areas. They then marked the roads in these areas with unique colors. Albeit hastily, their maps quickly filled with lots of colorful lines. As I had hoped, this small group exercise helped build individual confidence in line routing. With the small group work completed, we began independent planning.
Strategic Planning: Station or Hub?
The project prompted questions that required critical thinking. Key elements in rail routes are stops, but what are stops, stations, or hubs? How are they functionally different? How would each be convenient for users? Would routes be accessible to jobs, homes, major attractions, or transportation links? Answering such questions refined the students' thinking. Soon route locations became more strategic and included popular destinations like shopping malls, hospitals, schools, the airport, and temples.
We reused one-liter milk cartons to model rail cars. The cartons were blank, and students needed to design their rail cars using the cartons' dimensions. They measured and recorded lengths, widths, and angles on drafting paper. Aside from dimensions, designs were up to the individual. Each had their own ideas for placement of windows, doors, logos, or bits of flair. With designs laid out, students painted and decorated their cartons. The models showcased creativity and individuality, combining artistic vision and measuring skills.
Data Visualization
Calculating ridership involved multiplication. As a class, we agreed to use 30 passengers per rail car (C) and six stops each hour per location (L), or 30(C) x 6 x L. Route lengths varied, as did the number of locations and train lengths, ensuring different individual data outcomes. Riders-per-route data was presented in bar graphs. Calculating ridership and presenting the data in bar graphs exercised practical math skills and taught students about data visualization.
Forming Opinions
Persuasive writing was our English unit during the project, and it fit well. We had been discussing pros and cons of public transportation all along. Everyone had opinions, but introducing the United Nation's Sustainable Development Goal 11 - Sustainable Cities - broadened perspectives. SDG 11 helped students to appreciate the importance of efficient public transportation. This led to many essays supporting environmental benefits, like reducing greenhouse gas emissions. Some students focused on individual cost savings and expanded job opportunities. Nearly all mentioned the social benefits of a well-maintained rail transit system. They believed that people would be happier using public transport. However, there were concerns about personal safety, cleanliness, and individual driving rights. In any case, the exercise improved both persuasive writing skills and critical thinking.
For a project exhibition, we mounted the models, bar graphs, designs, and essays on poster boards, one large board for each student. The class display was impactful, evoking both a personal and shared sense of accomplishment. Visitors were impressed by the creativity and effort each student put into their work.
Conclusion
Designing a CMTS was a valuable experience. The project combined different subjects into an engaging learning journey. It showed how project-based learning helps develop critical thinking, creativity, and real-world problem-solving skills. As an educator, I saw the benefits of subject integration for creating meaningful educational experiences. If your city does not have a rail transit system, invite your students to design one. If your city does have a rail transit system, propose extensions. In either case, your students will be off on an integrated studies journey. All aboard!
Don Johnson is an experienced international educator currently teaching at Panyaden International School in Chiang Mai, Thailand. With a Master of Education in Teaching English to Speakers of Other Languages (TESOL), Don has taught across Morocco, Mali, and Côte d'Ivoire. He has served as an English Language Fellow and Specialist with the US State Department in Pakistan, South Africa, and Burkina Faso. Additionally, he is a former Peace Corps volunteer in Niger, bringing extensive knowledge and a passion for creating engaging learning experiences.
