ngineering Applied Tech & TECHnologyengineering ... · 3 %LEARNING%TARGET:...

1

Name: ______________________________________

Date: __________________ Grade: ____ Section: ___

Mousetrap Car Project

LIBERO PURUS SODALES MAURIS, EU VEHICULA LECTUS VELIT NEC VELIT:! www.apple.com/iwork

& TECHnology

ngineering

APPLIED TECHNOLOGY & ENGINEERING

LIBERO PURUS SODALES MAURIS, EU VEHICULA LECTUS VELIT NEC VELIT:! www.apple.com/iwork

& TECHnologyengineering


Applied Tech &

“It’s a Snap!”

2

DESIGN CHALLENGEDESIGN CHALLENGE

>> Design and build a car powered by a mousetrap that will travel a minimum distance of 3 meters in a straight line.>> Design and build a car powered by a mousetrap that will travel a minimum distance of 3 meters in a straight line.

Criteria Constraints

Your mousetrap car must:• Use a single mousetrap for propulsion• Have a wooden base or chassis • Travel a minimum of 3 meters (straight line)• Have at least 3 wheels• Have repeatable func?oning (not breakdown)

Your prototype must stay within these limits... Max Length -‐ 45 cm (front to back) Max Width -‐ 20 cm (wheel to wheel) Max Height -‐ 20 cm (floor to highest point)

Approved Materials Key Points

• 1 Mousetrap• 1 Wood base• Rubber bands• Mechanical fasteners (screws, screw-‐eyes, nails, etc.)• Glue• Plas?c wheels or CD’s• Metal axle• Tie wraps• Fishing line/string• Straws• Other materials: (teacher approval needed)*NOTE: Materials will NOT be given out un?l a drawing is submiVed with different views and an explana?on of the design choice. Points will be lost if replacement parts are needed.

• Four wheels makes for a sturdy vehicle, but when there's more mass (like another wheel), it takes more force to move. A lot of mass is NOT good.

• Placing the mousetrap further from the back wheels will make the car roll further.

• The pull cord is a key component. As it unwinds, it pulls the car forward. You need a pull cord slightly shorter than your car.

• Without an axle hook the pull cord will just slip off the axle and the car will not move.

• A good loop knot in the end of the pull cord will not "Shrink" as it pulls on the axle hook causing it to get stuck.

Cars do not travel straight when the wheels are not (aligned) poin?ng in the same direc?on

Compe==on GuidelinesCompe==on Guidelines

• You will test and run your car on the track (floor). It will be 0.5 (1/2) meter wide. • The distance the vehicle travels will be measured from the star?ng line to the front of the vehicle. If the vehicle leaves

the boundaries of the track, the distance will be marked where any part of the vehicle leaves the track boundary.NOTE: If you are absent on the day of the compe??on, you cannot compete in the tournament but must s?ll demonstrate your car’s ability to travel 3 meters in a straight line a_er you return.

• You will test and run your car on the track (floor). It will be 0.5 (1/2) meter wide. • The distance the vehicle travels will be measured from the star?ng line to the front of the vehicle. If the vehicle leaves

the boundaries of the track, the distance will be marked where any part of the vehicle leaves the track boundary.NOTE: If you are absent on the day of the compe??on, you cannot compete in the tournament but must s?ll demonstrate your car’s ability to travel 3 meters in a straight line a_er you return.

Key TermsKey Terms

• Alignment: to be arranged in a straight line.• Chassis-‐the base of the vehicle that all other parts are built upon.• Control-‐ changes the speed and direc?on of the vehicle.• FricEon: a fore that slows down an object.• Guidance-‐ gives the operator informa?on to control the vehicle.• Propulsion-‐ makes the vehicle move.• Structure-‐gives the vehicle is shape and size.• Suspension-‐ keeps the vehicle in contact with the road.

• Alignment: to be arranged in a straight line.• Chassis-‐the base of the vehicle that all other parts are built upon.• Control-‐ changes the speed and direc?on of the vehicle.• FricEon: a fore that slows down an object.• Guidance-‐ gives the operator informa?on to control the vehicle.• Propulsion-‐ makes the vehicle move.• Structure-‐gives the vehicle is shape and size.• Suspension-‐ keeps the vehicle in contact with the road.

Mousetrap CarProject

3

LEARNING TARGET:

I CAN describe and explain the forces and factors that affect moving objects.

RESEARCH

Use the links on the project’s web page or other sources to answer the following quesEons.

1. IN YOUR OWN WORDS... What is a mousetrap powered car and how does it work?

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

2. IN YOUR OWN WORDS... Where should you place the mousetrap if you want your car to go the greatest distance?

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

3. IN YOUR OWN WORDS... Where should you place the mousetrap if you want your car to go fast?

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

4. IN YOUR OWN WORDS... What might make a mousetrap car suddenly stop and how do you fix that?

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

Cross Product Portfolio Video RubricName: _____________________! ! ! ! Date: _________________

I can create a video showing the steps to solve a proportion

using cross products.

My script includes accurate, complete information

The steps are clearly shown and explained

I showed my work accurately and neatly

My answer is correct and clearly labelled

I spoke clearly with expression

I projected my voice loud enough to be heard easily

4 3 2 1

My Final Score is:

I did

my

best

wor

k

I did

OK

I wou

ld li

ke to

im

prov

e ne

xt ti

me

I did

not

do

this

Look-Fors

Teacher Comments:

...This means that I CAN...

describe what affects the mo?on of a mousetrap car

4

ENGINEERING LEARNING TARGET:

I CAN idenEfy and describe the parts of a transportaEon system

TRANSPORTATION SYSTEMSRESEARCH

Transportation Sub-‐systemsTransportation Sub-‐systemsTransportation Sub-‐systems

DIRECTIONS: Fill in the blanks by iden?fying the sub-‐system In a car... In this prototype..

1. Propulsion: The propulsion system provides the force that moves the vehicle.

engine

2. Structural: Structural systems provide a place for the vehicle’s cargo or people.

trunk, chassis

3. Suspension: The suspension system supports the weight of a vehicle.

?res, shock absorbers

4. Control: Control systems control the speed and mo?on of a vehicle.

brakes

5. Guidance: Guidance systems help the vehicle get to its des?na?on.

GPS

6. Support: Support systems are used to maintain and protect vehicles.

garage










4 3 2 1

My Final Score is:

I did

my

best

wor

k

I did

OK

I wou

ld li

ke to

im

prov

e ne

xt ti

me

I did

not

do

this

Look-Fors

Teacher Comments:


identify systems that operate my prototype

Big IDEA: All transportaEon vehicles and devices have the same sub-‐systems

5

>> I’LL PROVE I CAN DO THIS by wri?ng a complete response to the ques?on below.>> I’LL KNOW I’M SUCCESSFUL when my response answers EACH part of the ques?on and includes informa?on and suppor?ng details.

LEARNING TARGET:

I CAN describe and explain how forces affect objects that move.

OPEN RESPONSECross Product Portfolio Video Rubric

Name: _____________________! ! ! ! Date: _________________









4 3 2 1

My Final Score is:

I d

id m

y b

est

wo

rk

I d

id O

K

I w

ou

ld l

ike

to

im

pro

ve

nex

t ti

me

I d

id n

ot

do

th

is

Look-Fors

Teacher Comments:

b. Describe how each force that you labeled in the diagram above acts on the racing car as it moves on a racetrack.

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

_____________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

Science and Technology/Engineering Grade 8 (2006-2007 Rele... http://www.doe.mass.edu/mcas/2007/release/g8sci.pdf

20 of 22 4/9/13 6:47 AM

The diagram below shows a Formula 1 racing car. Many forces act together on the racing car so it can move safely at high speeds on a racetrack.

a. Draw arrows to show how the forces of thrust, drag, and gravity act on the racing car as it moves forward on a racetrack. Label each arrow as thrust, drag, or gravity.

6


I CAN idenEfy and explain the best way to use tools and choose materials.

TOOLS & MATERIALS

Properties of MaterialsProperties of Materials

Absorbency: soaks up water or liquidsEx. sponges, cloth , wood

Magne=c: aVracted to certain metalsEx. iron, nickel, steel

Elas=city:returns to it original shape when it’s stretchedEx. rubber

Strength: can be squeezed or twisted without breakingEx. iron, steel, wood

Conduc=vity: allows electricity or heat to flow through itEx. aluminum, brass, copper, steel, silver, gold, iron, concrete

Hardness: resists scratching and breakingEx. iron, steel, wood, concrete

Flexibility: bends without breaking.Ex. rubber, cloth, plas:c, clay, certain metals

Transparency:something you can see throughEx. glass, plas:c

1. A METAL window?

2. A STRING skateboard?

3. A PLASTIC drill ?

4. A PAPER sponge?

5. A RUBBER radiator?

6. A GLASS goalpost?

NO!

What PROPERTY is needed?

What’s a good

MATERIAL to use?

transparency glass

WOULD YOU MAKE










4 3 2 1

My Final Score is:

I did

my

best

wor

k

I did

OK

I wou

ld li

ke to

im

prov

e ne

xt ti

me

I did

not

do

this

Look-Fors

Teacher Comments:


give examples of things that can be made from different materials

compare and contrast objects that have different proper?es

iden?fy the the tools needed to perform a household task or fix something

7

1. rubber glove

absorbent electrical conductor magneEc transparent

elasEc flexible hard strong

2. pavement

3. seat cushion

4. motorcycle

5. pencil

6. pillow case

7. refrigerator

8. light bulb

Objects and devices solve problems or make tasks easier because they have specific quali?es or characteris?cs. In the chart below, put a check mark underneath the quali?es and characteris?cs that make each of the numbered devices work effec?vely.

8

1. building a bookshelf

hammer screwdriver coping saw pliers

hack saw wood saw drill tape measure

2. fixing a leaky roof

3. installing a window

4. building a cabinet

5. removing carpet

6. installing cable T.V.

7. hanging a wreath

8. fix a broken window

Tools are a handheld devices that help accomplish a task like cufng or shaping something. Complete the chart below by iden?fying the hand tools that would be most useful in each numbered situa?on.

9

asteners

A fastener is a device that holds two or more objects together. A fastener can be a bufon or

a zipper as well as a bolt or a screw.

Permanent Semi-‐Permanent Temporary

Rivets

Sewing

Screws

Bolts

Nails

Staples

Wing-‐nuts

Clips

Use the info on this page to fill in the blanks

1. __ ________ are designed

to remain in place.

2. The _______ is the most permanent of all

fasteners.

3. fasteners aredesigned to remain in posi?on but can be removed andreplaced. Two examples are:

4. use

fric?on between the threaded parts to grip the assembly.

5. __________________________ have a flat head so

they can be ____________________________________.

List the best type of fastener for each example.

To fasten:

6. shades to a window: _____________________

7. gloves together: _________________________

8. wall to wall carpet: _______________________

9. wood flooring: __________________________

10. earrings to ears: ________________________

Nails and Screws

Almost everyone has used screws and nails but not everyone knows when to use them. Nails and screws have some very different characteris?cs. A screw has threads on its shah while a nail is smooth. That means that nails can be fastened to a material by a pounding force (usually a hammer). Because a screw has threads on its sha_ you cannot use a hammer, you need a screwdriver or some tool that turns the screw into the material. That’s why the top of a nail (the head is flat) while the screw has a slot for a screwdriver to do the turing.

If you fasten anything that could move sideways (leh or right), use a nail.If you fasten anything that could separate from the top or bofom, use a screw.

10

Prototype #2 Advantages/Disadvantages


asdfs

Very aerodynamic; minimal drag on car

Design is very simple; doesn’t look very “cool”

LEARNING TARGET:

I CAN draw different ways to solve a problem.

ISOMETRIC DRAWINGS

!3










4 3 2 1

My Final Score is:

I did

my

best

wor

k

I did

OK

I wou

ld li

ke to

im

prov

e ne

xt ti

me

I did

not

do

this

Look-Fors

Teacher Comments:


draw different versions of prototypes that might solve this design challenge

list three (3) advantages and three (3) disadvantages for each prototype

11




12

ENGINEERING

THE BEST POSSIBLE SOLUTION Prototype # _____

I think this prototype is the best possible solu8on to this design challenge for the following reasons:

FIRST, _____________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

(SAY MORE) ________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

SECOND, __________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

(SAY MORE) ________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

THIRD, ____________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

(SAY MORE) ________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

LEARNING TARGET:

I CAN choose and explain the best way to solve an engineering problem.

CHOOSING THE BEST SOLUTION










4 3 2 1

My Final Score is:

I did

my

best

wor

k

I did

OK

I wou

ld li

ke to

im

prov

e ne

xt ti

me

I did

not

do

this

Look-Fors

Teacher Comments:


explain and defend my reasons for making a specific prototype

13

FRONT VIEW BACK VIEW

LEFT SIDE VIEW RIGHT SIDE VIEW

TOP VIEW BOTTOM VIEW

LEARNING TARGET:

I CAN use drawings to give all the informaEon needed to build a prototype.

ORTHOGRAPHIC DRAWINGS

>>These drawings CANNOT BE CHANGED once construc=on has begun!










4 3 2 1

My Final Score is:

I did

my

best

wor

k

I did

OK

I wou

ld li

ke to

im

prov

e ne

xt ti

me

I did

not

do

this

Look-Fors

Teacher Comments:


make legible drawings with sharp lines and no smudges of what I’m going to build and include exact measurements and labeled parts

14

EXAMPLE


I CAN describe and explain how to build a prototype.

ENGINEERING LOGS

Describe what you did today; tools that you used; materials you used, parts you worked on, problems you solved, etc.

Make a labeled drawing (or paste a picture taken w/your phone) of your prototype or the parts you worked on.

LOG #1 Date: _________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

YES I used complete sentences to describe my progress

YES My descrip?on is neatly wriVen and legible

YES I described how I used specific tools and materials

YES My drawing is large enough and centered in the space

YES My line quality is sharp and precise (no smudges)

YES Labels and measurements are OUTSIDE the drawing










4 3 2 1

My Final Score is:

I did

my

best

wor

k

I did

OK

I wou

ld li

ke to

im

prov

e ne

xt ti

me

I did

not

do

this

Look-Fors

Teacher Comments:


draw and describe how I built my prototype bit-‐by-‐bit, and list the challenges I met and the changes I made while doing it

15



LOG #3 Date: _________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________









LOG #3 Date: _________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________







16



LOG #4 Date: _________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________









LOG #5 Date: _________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________







17


I CAN measure and test the effecEveness of a prototype.

TEST THE PROTOTYPE

Trial Distance(m)

Time (sec)

Moved forward and straight

Moved forward but curved

Moved backwards or spun out

Did not move

1

2

3

4

5

MathBits.com










4 3 2 1

My Final Score is:

I did

my

best

wor

k

I did

OK

I wou

ld li

ke to

im

prov

e ne

xt ti

me

I did

not

do

this

Look-Fors

Teacher Comments:


accurately record and display performance data about my prototypeMake your graph on-‐line at: hVp://nces.ed.gov/nceskids/createagraph/default.aspx

http://nces.ed.gov/nceskids/createagraph/default.aspx

http://nces.ed.gov/nceskids/createagraph/default.aspx

18

Based on the data I collected, my prototype’s performance was:

(Check one)

___ ExcepEonal: it worked every ?me it was tested and needed no repairs

Some reasons for this are:

1. _____________________________________________________________________________

2. _____________________________________________________________________________

3. _____________________________________________________________________________

___ Very good: it worked most of the ?me it was tested and didn’t need any (or many) repairs


1. _____________________________________________________________________________

2. _____________________________________________________________________________

3. _____________________________________________________________________________

___ Good: it worked some of the ?me it was tested and needed repairs


1. _____________________________________________________________________________

2. _____________________________________________________________________________

3. _____________________________________________________________________________

___ Not good: it didn’t really work


1. _____________________________________________________________________________

2. _____________________________________________________________________________

3. _____________________________________________________________________________

Things I’d do differently next Eme

1. ____________________________________________

2. ____________________________________________

3. ____________________________________________

What these things might improve

1. ____________________________________________

2. ____________________________________________

3. ____________________________________________


I CAN evaluate and explain the effecEveness of a prototype.

MAKE A DECISIONCross Product Portfolio Video Rubric

Name: _____________________! ! ! ! Date: _________________









4 3 2 1

My Final Score is:

I did

my

best

wor

k

I did

OK

I wou

ld li

ke to

im

prov

e ne

xt ti

me

I did

not

do

this

Look-Fors

Teacher Comments:


use the data I collected to evaluate how well my prototype met the challenge and suggest ways to improve its performance

19

STEP 1: IdenEfy the Need STEP 2: Research

STEP 3: Describe some possible soluEons

STEP 4: Describe the best possible soluEon

STEP 5: Construct a prototypeSTEP 6: Test & Evaluate the prototype

STEP 7: Communicate the SoluEon

STEP 8: Redesign

LEARNING TARGET:

I CAN describe and explain how engineers solve problems.

THE ENGINEERING DESIGN PROCESS

What tools or materials could be used for this prototype?

What are some ideas for solving this problem?

What’s the best way to do it?

How will it get built?How will you know if it works?

What might other people think about the prototype?

What did you OR would you change to improve the prototype?










4 3 2 1

My Final Score is:

I did

my be

st w

ork

I did

OK

I wou

ld lik

e to

impr

ove n

ext t

ime

I did

not d

o this

Look-Fors

Teacher Comments:


explain what I did during each step of the engineering design process to make my prototype

What problem is solved or task made easier by this prototype?

20

This means that...This means that...This means that...This means that...This means that...This means that...

•I’ll describe what affects the mo?on of a mousetrap car. (p.3) 0 1 2 3 4

• I’ll identify the systems that operate my prototype (p.4) 0 1 2 3 4

•I’ll draw different versions of prototypes that might solve this design challenge (p.10-‐11) 0 1 2 3 4

•I’ll make legible drawings with sharp lines and no smudges of what I’m going to build and include exact measurements and labeled parts (p.13)

0 1 2 3 4

•I’ll explain what I did during each step of the engineering design process to make my prototype (p.19) 0 1 2 3 4


Project Scoring Sheet


• I’ll complete an open response ques?on about technology & engineering (p.5) 0 1 2 3 4

•I’ll explain and defend my reasons for making a specific prototype (p.12) 0 1 2 3 4

•I’ll use the data I collected and displayed to evaluate how well my prototype met the challenge and suggest ways to improve its performance (p.17-‐18)

0 1 2 3 4

•I’ll build a prototype that matches my ORTHOGRAPHIC DRAWINGS, meets the criteria, looks like a finished product (and my drawing) without any loose parts, damaged or rough surfaces and globs of glue, and holds together without needing repairs between multiple uses.

0 1 2 3 4


• I’ll give examples of things that can be made from different materials. (p. 6-‐9) 0 1 2 3 4

• I’ll draw and describe how I built my prototype bit-‐by-‐bit, and list the challenges I met and the changes I made while doing it• I’ll draw and describe how I built my prototype bit-‐by-‐bit, and list the challenges I met and the changes I made while doing it• I’ll draw and describe how I built my prototype bit-‐by-‐bit, and list the challenges I met and the changes I made while doing it• I’ll draw and describe how I built my prototype bit-‐by-‐bit, and list the challenges I met and the changes I made while doing it• I’ll draw and describe how I built my prototype bit-‐by-‐bit, and list the challenges I met and the changes I made while doing it• I’ll draw and describe how I built my prototype bit-‐by-‐bit, and list the challenges I met and the changes I made while doing it

>>Engineering Log #1 (p.14) 0 1 2 3 4




>>Engineering Log # 5 (p.16) 0 1 2 3 4


I CAN use and follow the Engineering Design Process.


I CAN explain and defend my reasons for using tools and materials.


I CAN choose the best and safest way to build a prototype.

ngineering Applied Tech & TECHnologyengineering ... · 3 %LEARNING%TARGET:...

Documents

Transcript of ngineering Applied Tech & TECHnologyengineering ... · 3 %LEARNING%TARGET:...