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Lesson Plan Unit (Stages adapted from the UBD model by McTighe and Wiggins) Written by Jorge Valenzuela
Teacher: Date(s): Approximately 20-25 day(s)
Grade Level or Course: 7, 8, 9 /Technology Education
Content or Unit: STEM Transportation Design Challenge: CO2 Dragster Design
STAGE 1: Desired Results ~ What will students be learning?
SOL/Learning ObjectiveSpecify the behaviors, conditions, and criteria. Indicate the verbs used in the Curriculum Framework.
Unpack Standards:Bolded in black (Skills students need to have): verbs
Bolded in red (Big concepts students need to know): Noun or Noun phrases
SOL(s):English 6.6, 7.6, 8.6, 9.5, 10.5, 11.5History and Social Science CE.1, CE.13, USII.1, USII.2, USII.9, WHI.1Physical Science PS.6, PS. 9, PS.10Physics PH.1, PH.3, PH.4, PH.5, PH6Mathematics 6.6, 6.11, 6.18, 8.3, 8.14, 8.17, COM.1, G.13, G.14
Learning Objectives:
Students will utilize the Design Process to convert a wedge-shaped piece of wood (about 12" in length) into a sleek racecar body using hand or power tools. Students will paint their racecar; add wheels and axles to make the cars roadworthy.
NASA Middle & High School
Students will investigate and apply the STEM (Science, Technology, Engineering and Mathematics) disciplines to the design, building, testing, and racing CO2 Dragsters as core experiences.
Students will demonstrate and communicate their learning of CO2 Dragsters design through oral, written and multimedia presentations.
Richmond Public Schools 2014-15 ‘STEM’ Transportation Design Challenge 1
Lesson Plan Unit (Stages adapted from the UBD model by McTighe and Wiggins) Written by Jorge Valenzuela
CTE Task/Competency:I&I (8461): 3,4, 8-11, 18-20, 31-42TS (8562): 3,4, 8-11, 18-20, 26-38, 42TF (8403): 3,4, 8-11, 18-20, 25-29, 31-32, 38-41, 49, 51-54, 59, 75-82
TSA Competitive Events:Dragster: Middle SchoolDragster Design: High School, Transportation Modeling
Essential Questions & Understandings/Big Ideas
Look for Essential Questions that are overarching or topical and help guide the unit plan. These questions promote conceptual thinking and add coherence to a series of lessons. An idea is “big” if it helps make sense of seemingly isolated facts.
Big Idea:Students are the Car Designers!In this Project-Based Learning (PBL) lesson students will learn how to design, build and race a CO2 dragster. It’s not a car they ride in but a real one nonetheless. Racecar drivers at NASCAR/Arena Racing USA, the mechanics in V8 supercars, automobile designers at Holden in Adelaide, and automobile engineers in Germany (Mercedes and BMW) all had to start somewhere. They started small. Then as they learned and progressed they moved on to bigger and more challenging projects.
Essential Questions: How is an Aerodynamic CO2 Dragster designed? What is the importance of planning when starting a design? How to design a vehicle (to the specifications given) to travel a
distance of 20m in the fastest time possible using the power provided by a single standard CO2 cartridge.
How are processes and resources applied to solve technological problems?
How can the design of a transportation system solve a problem?
Key Vocabulary
Aerodynamics Axles CO2 Dragster Dragster Design Drag Drifting Friction Gas Expansion Graphing Gravity Lift Mass
Measurement
Momentum Newton’s
First Law of Motion (Law of Inertia)
Newton’s Second Law of Motion
Newton’s Third Law of Motion (Thrust)
Potential Energy Prototype Rolling Friction Specification Speed Technical
Drawings Thumbnail
Sketches Transportation
Systems Weight Wind Tunnel
STAGE 2: Assessment Evidence ~ What is evidence of mastery?
Richmond Public Schools 2014-15 ‘STEM’ Transportation Design Challenge 2
Lesson Plan Unit (Stages adapted from the UBD model by McTighe and Wiggins) Written by Jorge Valenzuela
Assessment Part 1
Start with the end in mind! Consider here a sample question or performance task students will need to do as evidence of mastery of this objective.
Student Performance Tasks:
Design, Build and Race your own Dragster! As students prepare for the Technology Student Association (TSA)
Transportation Design Challenge of CO2 Dragsters that will be aerodynamic and do well in a CO2 race, this is their chance to learn how it is done. Students will be paired (or work individually) and are going to come up with a unique idea for a dragster. Next, they will refine their ideas and will then make a prototype of how the dragster will look. After working out all the bugs, they will build a miniature dragster. The final test will come when they race against others in the class. All cars will be compared for excellence in design, best idea, craftsmanship and fastest racing time.
Students will also display their learning in the form of written and multimedia presentations.
Possible misconceptions or learning gaps
Complete the above task
yourself; think about what might
be hardest for students to
grasp?
Possible Misconceptions: The belief that all genuine education comes about through
experience does not mean that all experiences are genuinely or equally educative. Quote by John Dewey.
o I interpret “experience” as hands on. In order words, hands on activities may result in a product but not necessarily vital learning of standards coupled with skills.
Possible Learning Gaps: Science: (Inertia, thrust, gas expansion and friction) Technology: (Design, car construction, use of hand and power
tools) Engineering: (Design Process) Mathematics: (Algebra, data collection, analysis, and graphing), Language Arts: (technical writing)
STAGE 3: Learning Plan ~ What are the strategies and activities you plan to use?
Richmond Public Schools 2014-15 ‘STEM’ Transportation Design Challenge 3
Lesson Plan Unit (Stages adapted from the UBD model by McTighe and Wiggins) Written by Jorge Valenzuela
Snapshot / Warm-up
Begin with an Entry Event that generates interest and curiosity.
Have students view CO2 Car Racing Action video: https://www.youtube.com/watch?v=hJ6dfJxFLQc
This video will motivate students because it’s an authentic representation of CO2 dragster racing by their counterparts in VA Beach, Virginia. Place emphasis that middle and high school students (just like them) did the research, design and racing of the CO2 Dragsters in the video. Also emphasis how the application of Math and Science are used heavily during the research and design process of their own CO2 cars.
Richmond Public Schools 2014-15 ‘STEM’ Transportation Design Challenge 4
Lesson Plan Unit (Stages adapted from the UBD model by McTighe and Wiggins) Written by Jorge Valenzuela
Instructional Strategies
Think in term of high yield strategies, such as: Identifying
similarities and differences
Summarizing and note taking
Reinforcing effort and providing recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives and providing feedback
Generating and testing hypothesis
Questions, cues, and advance organizers
Teacher will establish a need to know for students:
Students will be informed that they are preparing for the Technology Student Association (TSA) CO2 Dragster Design challenge of dragsters that will be aerodynamic and need to do well in a CO2 race.
Students will also learn that this is their chance to learn how to design their own dragster and will take the following steps during the Design Process:
o Students will be paired (or may work individually) and are going to come up with a unique idea for a dragster.
o Next, they will refine their ideas and will then make a prototype of how the dragster will look.
o After working out all the bugs, they will build a miniature dragster.
o The final test will come when they race against others in the class. All cars will be compared for excellence in design, best idea, craftsmanship and fastest racing time.
Students will also be informed of the need to learn and understand
academic and competency based concepts and tasks in order to answer the Driving Question/Design Challenge and presentation of their learning.
NASA Design Process
(Identify the Problem) Driving Question(s): How can we design a CO2 Dragster that will be aerodynamic and do
well in a CO2 race? How can we design a CO2 Dragster that will have the least amount
of drag coefficient in a wind tunnel?
Note: The Driving Questions above are optional to use. You may create your own based on the needs of your students.
A Driving Question (DQ) guides the learning of your project. Refine DQs to make sure they're open-ended, engaging for students, and linked to the core focus of learning in the project.
Richmond Public Schools 2014-15 ‘STEM’ Transportation Design Challenge 5
Lesson Plan Unit (Stages adapted from the UBD model by McTighe and Wiggins) Written by Jorge ValenzuelaInstructional
Strategies
Think in term of high yield strategies, such as: Identifying
similarities and differences
Summarizing and note taking
Reinforcing effort and providing recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives and providing feedback
Generating and testing hypothesis
Questions, cues, and advance organizers
(Identify Criteria and Constraints) Design Challenge Know Design Parameters/Limitations (students must know specification
requirements before beginning the design process)
Criteria and Constraints (Parameters/Limitations) Sample
Note: These specific Design Challenge constraints and product specifications are optional to use. You may create your own based on the needs of your students or for TSA competitive
events.
Richmond Public Schools 2014-15 ‘STEM’ Transportation Design Challenge 6
Lesson Plan Unit (Stages adapted from the UBD model by McTighe and Wiggins) Written by Jorge Valenzuela
Richmond Public Schools 2014-15 ‘STEM’ Transportation Design Challenge 7
Lesson Plan Unit (Stages adapted from the UBD model by McTighe and Wiggins) Written by Jorge Valenzuela
Instructional Strategies
Think in term of high yield strategies, such as: Identifying
similarities and differences
Summarizing and note taking
Reinforcing effort and providing recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives and providing feedback
Generating and testing hypothesis
Questions, cues, and advance organizers
NASA Design Process Continued
(Inquiry) Throughout the learning process the teacher will engage students in in-depth inquiry, which focuses on the Driving Question and Design Challenge (See above):
Students will be engaged in a rigorous, extended process of asking questions, using
Teacher facilitation of student centered learning. Student-to-student interactions (Remember that they may be
paired).
Math and Science Connections Given constraints and specifications above, lessons on factors
affecting Aerodynamics/Physical science need to be introduced or remediated for students.
Physical Science (Inertia, thrust, gas expansion and friction) Mathematics (Algebra, data collection, analysis, and graphing)
Engineering Principle No. 1: MassAdvantages:
Cars with less mass go much fasterDisadvantages:
Cars with less mass are less stable and less durable
Engineering Principle No. 2: DragAdvantages:
Aerodynamically shaped cars are less "draggy," so they go fasterDisadvantages:
Aerodynamically "clean" cars are more difficult to build
Engineering Principle No. 3: FrictionAdvantages:
A friction filled car is easy to build. A friction filled car is slow, so it tends to be more durable
Disadvantages: Reducing friction takes a lot of extra effort, time and patience
Engineering Principle No. 4: A Design EnvelopeAdvantages:
Cars that follow a design envelope can compete equally and safely.
Disadvantages: Cars may go faster if a design envelope is not followed, but will
be disqualified
Richmond Public Schools 2014-15 ‘STEM’ Transportation Design Challenge 8
Lesson Plan Unit (Stages adapted from the UBD model by McTighe and Wiggins) Written by Jorge Valenzuela
Instructional Strategies
Think in term of high yield strategies, such as: Identifying
similarities and differences
Summarizing and note taking
Reinforcing effort and providing recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives and providing feedback
Generating and testing hypothesis
Questions, cues, and advance organizers
NASA Design Process Continued
(Brainstorm Possible Solutions) Brainstorm Ideas: Thumbnails are very little drawings on paper. They help students
see how the dragster is going to look. They can be drawings of the whole car or just part of the car such as the front end. They are called thumbnails because they are small. They are not detailed drawings, just quick sketches to provide ideas.
Sketches are more detailed drawings of what the dragster will be like. They are larger than thumbnail drawings and will show the car from different points of view.
Richmond Public Schools 2014-15 ‘STEM’ Transportation Design Challenge 9
Lesson Plan Unit (Stages adapted from the UBD model by McTighe and Wiggins) Written by Jorge Valenzuela
Instructional Strategies
Think in term of high yield strategies, such as: Identifying
similarities and differences
Summarizing and note taking
Reinforcing effort and providing recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives and providing feedback
Generating and testing hypothesis
Questions, cues, and advance organizers
NASA Design Process Continued
(Select a Design) Draw a Diagram: Final drawings show the details of the dragster and they are drawn
to exact size. Students will draw these on grid paper that will be used as a pattern to produce the final car. These drawings should be very exact and work as a blue print.
Top and Side Views
Final Drawing Samples
Using their best drafting skills, students must accurately draw a full-scale top and side view of their car.
Students must double-check the design envelope as they draw to be certain the car will meet minimum and maximum constraints (Failure to do so will result in a low grade and possibly a car that is disqualified).
These plans will be used exactly to cut out the final car. If students draw it poorly, they will cut out a poor looking car.
Once finished with this step, students are ready for production!
Richmond Public Schools 2014-15 ‘STEM’ Transportation Design Challenge 10
Lesson Plan Unit (Stages adapted from the UBD model by McTighe and Wiggins) Written by Jorge Valenzuela
Teaching and Learning Activities
Plan for modeling, small or whole group instruction, and workstations. Include your examples, guided practice, problems or questions to pose, independent activities. It may help to think in terms of:“I do …”“We do…”“Students do …”
NASA Design Process ContinuedBuild a PrototypePrototyping involves the construction of a three-dimensional model of a design. In this case students will use the Styrofoam body blank provided in the car kit to build a prototype. Prototyping is a quick way for students to design ideas to test. It gives designers (students) the opportunity to make changes if necessary before the final version is produced.
Making the Prototype1. Students will cut out the top and side (profile) views from a copy of the working drawing. Then they will carefully outline the views onto the Styrofoam blank.
2. Students will use a hot wire foam cutter to roughly shape the blank:
a. Students will turn the blank on its side and cut out the profile view first.
b. Students will fit the waste pieces and working piece together and secure them by wrapping two bands of masking tape around the assembly.
c. Students will set the blank assembly upright and cut out the top view. Note: The hot wire will not cut through the masking tape, so students will have to work around the tape. When ready, students will remove the tape and carefully cut those areas last.
d. Remember to remove the masking tape and discard all the waste pieces.
Richmond Public Schools 2014-15 ‘STEM’ Transportation Design Challenge 11
Lesson Plan Unit (Stages adapted from the UBD model by McTighe and Wiggins) Written by Jorge Valenzuela
3.Teaching and Learning Activities
Plan for modeling, small or whole group instruction, and workstations. Include your examples, guided practice, problems or questions to pose, independent activities. It may help to think in terms of:“I do …”“We do…”“Students do …”
NASA Design Process Continued
Making the Prototype Continued
3. Students will smooth the corners of the prototype with a hot wire cutter or sandpaper. Note: Students may have limited success with sandpaper on Styrofoam.
Testing the Prototype
Visual inspection: Does the prototype look like as envisioned? Note: The pros test the visual appeal of their new designs long before they put them into production.
Constraints: Students will measure the car in appropriate places to see if it adheres to the constraints.
Wind tunnel: Students will look for eddies around the car body. Can certain features be streamlined to reduce turbulence? Turbulence causes aerodynamic drag, which is an enemy of speed!
Richmond Public Schools 2014-15 ‘STEM’ Transportation Design Challenge 12
Lesson Plan Unit (Stages adapted from the UBD model by McTighe and Wiggins) Written by Jorge Valenzuela
Testing for Aerodynamic Drag
Richmond Public Schools 2014-15 ‘STEM’ Transportation Design Challenge 13
Lesson Plan Unit (Stages adapted from the UBD model by McTighe and Wiggins) Written by Jorge Valenzuela
Teaching and Learning Activities
Plan for modeling, small or whole group instruction, and workstations. Include your examples, guided practice, problems or questions to pose, independent activities. It may help to think in terms of:“I do …”“We do…”“Students do …”
NASA Design Process Continued
Guided Practice:
(Build a Model) Gather Hardware (Materials):
Parts of your CO2 Dragster
1. Dragster Body – Block of balsa wood cut to the dimensions shown below
2. Axles – 2 metal axles3. Bearings – 2 straw bearings4. Washers – 4 metal washers5. Screw Eyes – 2 metal screw eyes6. Wheels – 2 Plastic front wheels, 2 plastic rear wheels
Richmond Public Schools 2014-15 ‘STEM’ Transportation Design Challenge 14
Lesson Plan Unit (Stages adapted from the UBD model by McTighe and Wiggins) Written by Jorge Valenzuela
Richmond Public Schools 2014-15 ‘STEM’ Transportation Design Challenge 15
Lesson Plan Unit (Stages adapted from the UBD model by McTighe and Wiggins) Written by Jorge Valenzuela
Teaching and Learning Activities
Plan for modeling, small or whole group instruction, and workstations. Include your examples, guided practice, problems or questions to pose, independent activities. It may help to think in terms of:“I do …”“We do…”“Students do …”
NASA Design Process Continued
Build a Model (Transferring Design to Body Blank)
Students will cut out the top and side (profile) views from a copy of the working drawing. Then, they will carefully trace the outline of the views onto the wood blank.
Video Tutorials:
Wood Block Top View, CO2 dragster (This video will demonstrate how to draw the top view on the wood block for a CO2 dragster).https://www.youtube.com/watch?v=GkQQ5UiHh00
Wood Block Side View, CO2 dragster (This video will demonstrate how to draw the side view on your wood block for a CO2 dragster).https://www.youtube.com/watch?v=1LkZ8gDu02M
Richmond Public Schools 2014-15 ‘STEM’ Transportation Design Challenge 16
Lesson Plan Unit (Stages adapted from the UBD model by McTighe and Wiggins) Written by Jorge Valenzuela
Teaching and Learning Activities
Plan for modeling, small or whole group instruction, and workstations. Include your examples, guided practice, problems or questions to pose, independent activities. It may help to think in terms of:“I do …”“We do…”“Students do …”
NASA Design Process Continued
Note: Before commencing with production with power tools, introduce lessons on safety. Review safety rules with students and always be present whenever tools are being operated.
Video Tutorial:How to make your CO2 car on the scroll saw, band saw and drill presshttps://www.youtube.com/watch?v=7R3R_30dssM
Richmond Public Schools 2014-15 ‘STEM’ Transportation Design Challenge 17
Lesson Plan Unit (Stages adapted from the UBD model by McTighe and Wiggins) Written by Jorge Valenzuela
Teaching and Learning Activities
Plan for modeling, small or whole group instruction, and workstations. Include your examples, guided practice, problems or questions to pose, independent activities. It may help to think in terms of:“I do …”“We do…”“Students do …”
NASA Design Process Continued
Guided Practice:
(Build a Model) Production:
Richmond Public Schools 2014-15 ‘STEM’ Transportation Design Challenge 18
Lesson Plan Unit (Stages adapted from the UBD model by McTighe and Wiggins) Written by Jorge Valenzuela
Teaching and Learning Activities
Plan for modeling, small or whole group instruction, and workstations. Include your examples, guided practice, problems or questions to pose, independent activities. It may help to think in terms of:“I do …”“We do…”“Students do …”
NASA Design Process Continued
Guided Practice:
(Build a Model) Production (Rough Shaping Car Body Continued):
Dremel Rotary Tool. See tool here:http://www.pitsco.com/Dremel_Multi_Rotary_Tool
Richmond Public Schools 2014-15 ‘STEM’ Transportation Design Challenge 19
Lesson Plan Unit (Stages adapted from the UBD model by McTighe and Wiggins) Written by Jorge Valenzuela
Teaching and Learning Activities
Plan for modeling, small or whole group instruction, and workstations. Include your examples, guided practice, problems or questions to pose, independent activities. It may help to think in terms of:“I do …”“We do…”“Students do …”
NASA Design Process Continued
Guided Practice:
(Build a Model) Production Continued:
Richmond Public Schools 2014-15 ‘STEM’ Transportation Design Challenge 20
Lesson Plan Unit (Stages adapted from the UBD model by McTighe and Wiggins) Written by Jorge Valenzuela
Teaching and Learning Activities
Plan for modeling, small or whole group instruction, and workstations. Include your examples, guided practice, problems or questions to pose, independent activities. It may help to think in terms of:“I do …”“We do…”“Students do …”
NASA Design Process Continued
Guided Practice:
(Build a Model) Production Continued:
Richmond Public Schools 2014-15 ‘STEM’ Transportation Design Challenge 21
Lesson Plan Unit (Stages adapted from the UBD model by McTighe and Wiggins) Written by Jorge Valenzuela
Teaching and Learning Activities
Plan for modeling, small or whole group instruction, and workstations. Include your examples, guided practice, problems or questions to pose, independent activities. It may help to think in terms of:“I do …”“We do…”“Students do …”
NASA Design Process Continued
Guided Practice:
(Build a Model) Production (Final Assembly Continued):
Completed Model: Now time for Testing and Evaluating
Richmond Public Schools 2014-15 ‘STEM’ Transportation Design Challenge 22
Lesson Plan Unit (Stages adapted from the UBD model by McTighe and Wiggins) Written by Jorge Valenzuela
Teaching and Learning Activities
Plan for modeling, small or whole group instruction, and workstations. Include your examples, guided practice, problems or questions to pose, independent activities. It may help to think in terms of:“I do …”“We do…”“Students do …”
NASA Design Process Continued
(Build a Model) Testing Dragster Prior to Race:
Independent Activities:
Using an inclined test ramp by supporting a raised end of a board, students should roll the dragster down the ramp and check for the following.
Does the dragster roll in a straight path? Are the wheels on straight? Do the wheels spin freely? Were the washers mounted with the axles? Are the tires tight against the wheel hub? They should not spin
on the hub. Try to find out what might be causing problems.
(Build a Model) Evaluating Dragster Prior to Race:
Independent Activities:
The final stage of the process is to evaluate your design. From the set constraints at the beginning of the design process students need to determine if this project was successful. Remember that all cars will be compared for excellence in design, neatest idea, best craftsmanship and fastest racing time.
Richmond Public Schools 2014-15 ‘STEM’ Transportation Design Challenge 23
Lesson Plan Unit (Stages adapted from the UBD model by McTighe and Wiggins) Written by Jorge ValenzuelaDifferentiationSome ideas include:
Flexible grouping
Tiered instruction
Interest-based activities
Varied products
Task cards Personal
agendas Graphic
Organizers
Higher Level ThinkingPlan for a challenging cognitive level, such as apply, analyze, evaluate, or create
Have students analyze how parts of the whole “CO2 Dragster” interact with each other to make the car aerodynamic.
Quality Questioning – Higher order thinking; Blooms Taxonomy
Wait time – 5 count Multiple responses Follow-up
questions to students. How? Why?
Technology Use?
Teacher will use Computer, Internet, Smart Board
Students will use technological tools and resources to research concepts, design and create media products for presentation.
Connections to other subject areas and/or authentic applications
The CO2 Dragster Design/Transportation Design project integrates physical science, mathematics (data collection, analysis, and graphing), technology, and language (technical writing). The discrete disciplines use the design, building, testing, and racing as core experiences.
A self-contained Technology education teacher can deliver all the elements or work with colleagues and employ a team approach. The language (English) teacher could use the writing prompt, “Technical Changes Sheet,” to develop technical writing skills. Similarly, the mathematics of data collection, analysis, and graphing are all the more meaningful when the data is relevant to the student.
Richmond Public Schools 2014-15 ‘STEM’ Transportation Design Challenge 24
Lesson Plan Unit (Stages adapted from the UBD model by McTighe and Wiggins) Written by Jorge Valenzuela
Checking for UnderstandingCheck throughout the lesson using:
Question and Answer
Class discussions
Group Response
Demonstrations
Practice sheets
Quick Quizzes
Teacher will incorporate critique and revision: Ask many questions and get answers from all students; Guide students during initial practice; Provide systematic feedback and corrections; and Provide explicit instruction, practice and monitoring for
exercises. Student Evaluation of - CO2 Car using Rubric/Point System
Teacher will include a public audience:If possible, students present their work to other people, beyond their classmates and teacher.
Students will plan a way to explain their CO2 Dragster design experience to the whole group. They may utilize any form of multimedia to illustrate the impact of STEM disciplines during their learning process. They will connect their explanations to Real World Applications (NASCAR/Arena Racing USA), TSA and other classroom projects pertaining to the technological system of transportation.
Student Presentation
STAGE 4: Closure ~ What did the students master & what are they missing?Lesson Closure & Student Summarizing of their LearningReview what students learned or should have learned. Recognize gaps and allow them to help you plan for the next lesson(s).
After student teams have designed their dragsters, ask, What are systems used in transportation? What are the materials and resources required for CO2 Dragster
design? What are the steps of the CO2 dragster design process?
Richmond Public Schools 2014-15 ‘STEM’ Transportation Design Challenge 25
Lesson Plan Unit (Stages adapted from the UBD model by McTighe and Wiggins) Written by Jorge ValenzuelaAssessment Part 2Revisit Assessment Part 1. Plan a formative assessment, which shows concretely what students mastered today. This might be: Exit card Short Quiz Seatwork/
Practice Sheet collected
Written response to a prompt
Oral responses/participation
Seatwork/Practice Sheet Describing Forces Worksheet Speed & Velocity Review Sheet
Written Response Prompt Explain how Newton’s second law of motion (acceleration =
force/mass) is demonstrated by your CO2 car. Use specific example to explain.
Explain how Newton’s third law of motion (action-reaction) is demonstrated by your CO2 car. Use specific examples to explain.
Oral Response/participation What could you do to increase the acceleration of your CO2 car? Explain how Newton’s first law of motion (inertia) is
demonstrated by your CO2. Use specific examples to explain.
Short Quiz Speed & Velocity (Review Sheet) Graphing Speed (Review Sheet)
Teacher Reflection / Effectiveness of Learning
Materials and Resources needed for CO2 Dragster Design: EZ Start Raceway, Pitsco CO2 car kits, band saw, disc sander, drill press, Dremel
Rotary Tool, acrylic paint/paint supplies and technical drawing paper.
Citations & Resources The Science of Speed Curriculum: Curriculum Excerpt
http://www.science-of-speed.com/science.asp?id=89
The Science of Speed: A Physical Science Investigation. Performance Assessed Inquiry: Volume 1, Teacher’s Guidehttp://www.science-of-speed.com/pdf/Contents-intro.pdf
Need for Speed: CO2 Dragstershttp://www.meprogram.com.au/wp-content/uploads/2012/08/CO2-Dragsters-Research-Folio.pdf
Citations & Resources continued. John Dewey Quote
http://www.brainyquote.com/quotes/quotes/j/johndewey398419.html#H4xRxJmdWjxFxyXV.99
Richmond Public Schools 2014-15 ‘STEM’ Transportation Design Challenge 26
Lesson Plan Unit (Stages adapted from the UBD model by McTighe and Wiggins) Written by Jorge Valenzuela
The Middle School and High School Design Packet was originally produced for NASA (National Aeronautics and Space Administration) by the National Institute of Aerospace as part of the NASA eClips activity (page 3).http://www.nasa.gov/pdf/716281main_EDC_Design_Packet_6-12.pdf
The Engineering Design Process developed by the Boston Museum of Science's Engineering is Elementary programhttps://www.engr.ncsu.edu/theengineeringplace/media/pdf/design-process.pdf
BIE: Driving Questionshttp://bie.org/object/webinars_archived/driving_questions
Blooms Revised Digital Taxonomyhttp://digitalbloomstaxonomy.blogspot.com/p/digital-tools-by-blooms-taxonomy.html
What is Arena Racinghttp://www.arenaracingusa.com/about/what-is-arena-racing/
Middle school students’ conceptions of engineeringhttp://www.academia.edu/6586997/
Middle_school_students_conceptions_of_engineering
What is Physical Science?https://www.youtube.com/watch?v=nSL4_JzsMn0
Framework for 21st Century Learninghttp://www.p21.org/about-us/p21-framework
ITEEA: Engineering by Design™ (EbD)A Standards-Based Model Programhttp://www.iteea.org/EbD/ebd.htm
CTE Resource Center-Featured Resources - Science, Technology, Engineering, and Mathematics (STEM)http://www.cteresource.org/featured/stem.html
CTE Resource Center – Inventions & Innovations Curriculum Frameworkshttp://www.cteresource.org/verso/courses/8461/inventions-and-innovations-tasklist
CTE Resource Center – Technology Foundations Curriculum Frameworkshttp://www.cteresource.org/verso/courses/8403/technology-foundations-tasklist
Virginia Department of Education (VDOE): Standards of Learning Documents for Science
Richmond Public Schools 2014-15 ‘STEM’ Transportation Design Challenge 27
Lesson Plan Unit (Stages adapted from the UBD model by McTighe and Wiggins) Written by Jorge Valenzuela
http://doe.virginia.gov/testing/sol/standards_docs/science/index.shtml
Citations & Resources continued. Virginia TSA (Technology Student Association
http://virginiatsa.org
CO2 Dragster Design and Construction Tipshttp://www.qcsd.org/cms/lib04/PA01000005/Centricity/Domain/386/CO2_Dragster_Design_and_Construction_Tips.pdf
Technology Education: Basic Safety Rules For Power Toolshttp://www.teched101.com/pdf/powtolsaf.pdf
Wood Block Top View, CO2 dragster (This video will demonstrate how to draw the top view on the wood block for a CO2 dragster).https://www.youtube.com/watch?v=GkQQ5UiHh00
Wood Block Side View, CO2 dragster (This video will demonstrate how to draw the side view on your wood block for a CO2 dragster).https://www.youtube.com/watch?v=1LkZ8gDu02M
How to make your CO2 car on the scroll saw, band saw and drill presshttps://www.youtube.com/watch?v=7R3R_30dssM
CO2 Dragster Design and Construction Tipshttp://www.qcsd.org/cms/lib04/PA01000005/Centricity/Domain/386/CO2_Dragster_Design_and_Construction_Tips.pdf
Items to Consider
Strategies
Teacher will encourage voice and choice of students:Students will make some choices about how they learn (inquire) and how they demonstrate their learning of CO2 dragster design, but guided by the teacher.
Teacher will help students develop 21st century competencies: Students build competencies valuable for today’s world, such as Critical thinking/problem solving
o Reason effectivelyo Use systems thinking
Collaboration o Collaborate with others
Communication o Communicate clearly
Technological literacyo Access and evaluate information
Richmond Public Schools 2014-15 ‘STEM’ Transportation Design Challenge 28
Lesson Plan Unit (Stages adapted from the UBD model by McTighe and Wiggins) Written by Jorge Valenzuela
o Use and manage informationo Analyze media
Items to Consider Continued
Strategies Technological literacy (continued)
o Create media products Life and career skills
o Adapt to changeo Be flexibleo Manage goals and timeo Interact effectively with otherso Work effectively in diverse teamso Guide and lead others
Richmond Public Schools 2014-15 ‘STEM’ Transportation Design Challenge 29
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