Airplane Design Challenge

Transformation 2013 PBL 5E

Planning Form Guide

PBL Title: Airplane Design Challenge Teacher(s): Shane McKay School: East Central High School Subject: Biology Abstract: In this design challenge students will learn scientific processing skills by utilizing investigative procedures in conjunction with the scientific method.

MEETING THE NEEDS OF STEM EDUCATION THROUGH PROBLEM

BASED LEARNING

© 2008 Transformation 2013 Last Updated: 9/25/08 1

Begin with the End in Mind

The theme or “big ideas” for this PBL:

Students will be able understand the scientific process, collect data, analyze data, and apply and understand how the scientific process is used in the real world.

TEKS/SEs that students will learn in the PBL:

(1) Scientific processes. The student, for at least 40% of instructional time, conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices. The student is expected to:

(A) demonstrate safe practices during field and laboratory investigations; and

(B) make wise choices in the use and conservation of resources and the disposal or recycling of materials.

(2) Scientific processes. The student uses scientific methods during field and laboratory investigations. The student is expected to:

(A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology;

(B) collect data and make measurements with precision;

(C) organize, analyze, evaluate, make inferences, and predict trends from data; and

(D) communicate valid conclusions.

(3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:

(A) analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information;

(B) evaluate promotional claims that relate to biological issues such as product labeling and advertisements;

(C) evaluate the impact of research on scientific thought, society, and the environment;


(D) describe the connection between biology and future careers;

(F) research and describe the history of biology and contributions of scientists.

Key performance indicators students will develop in this PBL:

Students will be able to predict trends, learn how to use the scientific method and be able to communicate valid conclusions. Students will also learn how to connect biology to future careers.

21st century skills that students will practice in this PBL: www.21stcenturyskills.org

Critical thinking, problem solving, communication, collaboration, and responsibility

STEM career connections and real world applications of content learned in this PBL:

Careers: Forensics, computer programming, auto mechanic, researcher, and engineer. Connections: Engineers, forensic scientists, computer programmers, auto mechanics, researchers all use the scientific process to come the best conclusion to solve the problem.


http://www.21stcenturyskills.org/


The Problem A local aerospace corporation has decided to give out a $1,000 scholarship to the best paper airplane design by a biology student group that can hit a target 10 meters away. The paper airplane must be constructed out of regular 8 ½ x 11’’ computer paper and any other material to help it fly that you may find in a normal desk (paper clips, tape, coins, etc.). The aerospace company knows this is a biology class; therefore, they do not want a technical physics paper. They want a complete packet of information turned into them on the design with the specific steps used to fold and construct your paper airplane (written in scientific method format). You must have all your data graphed and a strong evaluation and conclusion as a part of your packet. Your packet is due in three days. Good luck!!!

Map the PBL Performance Indicators

Already Learned

Taught

before the project

Taught

during the project

1. Key vocabulary: scientific method, variables, dependent, independent, conclusion, observation, data, inference, hypothesis, and evaluation

X X

2. How to write a hypothesis (If…Then…format) X X

3. How to graph your results X X X

4. How to analyze data and draw a conclusion based on the results X X X

5. Understand the steps to the scientific method X X X

6. Metric system X


Team-Building Activity It is important that teachers provide team-building activities for students to help build the 21st Century Skills that are necessary for success in the workforce. Team-building helps establish and develop a greater sense of cooperation and trust among team members, helps students adapt to new group requirements so that they can get along well in a new group, serves to bring out the strengths of the individuals, helps identify roles when working together, and leads to effective collaboration and communication among team members so that they function as an efficient, productive group. Our students are often not taught how to work in groups, yet we assume that they automatically know how. Use team-building activities with your students so that you can see the benefits which include improvement in planning skills, problem solving skills, decision making skills, time management skills, personal confidence, and motivation and morale.

Mine Field Description of a Communication & Relationship-Building Activity • A popular and engaging game involving communication and trust. The task is very

flexible, works for groups of various types and sizes, and can be adapted to youth, adults, corporate, etc.

• Select an appropriate area. Go outside, if possible. Can be done inside, even in rooms with fixed furniture (which can become objects to be avoided).

• Distribute "mines" e.g., balls or other objects such as bowling pins, cones, foam noodles, etc.

• Establish a concentrating and caring tone for this activity. Trust exercises require a serious atmosphere to help develop a genuine sense of trust and safety.

• Participants operate in pairs. Consider how the pairs are formed - it's a chance to work on relationships. One person is blind-folded (or keeps eyes closed) and cannot talk (optional). The other person can see and talk, but cannot enter the field or touch the person.

• The challenge is for each blind-folded person to walk from one side of the field to the other, avoiding the "mines", by listening to the verbal instructions of their partners.

• Allow participants a short period (e.g., 3 minutes) of planning time to decide on their communication commands, then begin the activity.

• Be wary of blindfolded people bumping into each other. The instructor(s) can float around the playing area to help prevent collisions.

• Decide on the penalty for hitting a "mine". It could be a restart (serious consequence) or time penalty or simply a count of hits, but without penalty.

• It can help participants if you suggest that they each develop a unique communication system. When participants swap roles, give participants some review and planning time to refine their communication method.

• Allow participants to swap over and even have several attempts, until a real, satisfied sense of skill and competence in being able to guide a partner through the "minefield" develops.

• The activity can be conducted one pair at a time (e.g., in a therapeutic situation), or


with all pairs at once (creates a more demanding exercise due to the extra noise/confusion).

• Can be conducted as a competitive task - e.g., which pair is the quickest or has the fewest hits?

• The facilitator plays an important role in creating an optimal level of challenge, e.g. consider introducing more items or removing items if it seems too easy or too hard. Also consider coaching participants with communication methods (e.g., for younger students, hint that they could benefit from coming up with clear commands for stop, forward, left, right, etc.).

• Be cautious about blind-folding people - it can provoke trust and care issues and trigger post-traumatic reactions. Minimize this risk by sequencing Mine Field within a longer program involving other get-to-know-you and trust building activities before Mine Field.

Variations • Minefield in a Circle: Blindfolded people start on the outside of a large rope circle, go

into middle, get an item ("treasure", e.g., a small ball or bean bag), then return to the outside; continue to see who can get the most objects within a time period.

• Metaphorical Framing: Some set ups for minefield get very elaborate and metaphor-rich, e.g., hanging objects which metaphorically reflect the participants' background and/or issues. For example, items which represent drugs, peer pressure, talking with parents about the problem, etc. have been used in a family adventure therapy program (Gillis & Simpson, 1994).

• Participants can begin by trying to cross the field by themselves. In a second round, participants can then ask someone else to help them traverse the field by "talking" them through the field.

• To increase the difficulty, you can have other people calling out. The blindfolded person must concentrate on their partner's voice amidst all the other voices that could distract them from the task.

• Be aware that some participants may object to, or have previous traumatic experience around the metaphor of explosive mines which have caused and continue to cause much harm and suffering. It may be preferable to rename the activity, for example, as an "obstacle course" or "navigation course". Alternatively, the activity could be used to heighten awareness about the effect of land mines on the lives of people in countries such as Afghanistan and Nicaragua (see UNICEF information on land mines).

Processing Ideas • How much did you trust your partner (out of 10) at the start? • How much did you trust your partner (out of 10) at the end? • What is the difference between going alone and being guided by another? • What ingredients are needed when trusting and working with someone else? • What did your partner do to help you feel safe and secure? • What could your partner have done to help make you feel more safe/secure? • What communication strategies worked best?


http://www.unicef.org/graca/mines.htm


5E Lesson Plan Engage Activity

TEKS/TAKS objectives: TAKS Objective: 1 ; TEKS: 1a,b; 2a,b,c,d; 3a,b,c,d,f

PBL Title: Paper Airplane Design Challenge

Let the class listen to the scientific method song on www.lyricallearning.com Explain to the class that each student is an auto mechanic. Someone has brought in a car and says it is not running correctly. Now, ask the following questions:

1. What is the problem? 2. How would you make observations? 3. How would you develop a hypothesis? 4. How would you test the hypothesis? 5. How would you analyze the data? 6. What would you do to draw a conclusion? 7. If your hypothesis (problem with the car) was not fixed what would you need to

do next? 8. If you did fix the car and your hypothesis was correct, how would you let the

owner of the car know about it? In this unit we will be working on the steps to the scientific methods and how we use

scientific processing in our daily lives. This unit will also teach students how to use

critical thinking skills and problem solving. Students will get together in groups of 2 or 3

students. They will discuss the steps they would follow in the scenario of the auto mechanic. Using poster

board or butcher paper, groups will construct the steps they would follow in order to solve the problem.

They will then report their findings to the class.

A local aerospace corporation has decided to give out a $1,000 scholarship to the best paper airplane design by a biology student group that can hit a target 10 meters away. The paper airplane must be constructed out of regular 8 ½ x 11’’ computer paper and any other material to help it fly that you may find in a normal desk (paper clips, tape, coins, etc.). The aerospace company knows this is a biology class; therefore, they do not want a technical physics paper. They want a complete packet of information turned into them on the design with the specific steps used to fold and construct your paper airplane (written in scientific method format). You must have all your data graphed and a strong evaluation and conclusion as a part of your packet. Your packet is due in three days. Good luck!!!

http://www.lyricallearning.com/

Engage Activity Products and Artifacts

Butcher paper report

Engage Activity Materials/Equipment

Poster board, chart paper, or butcher paper, markers, computer speakers, computer, Internet access, RealAudio

Engage Activity Resources

http://www.lyricallearning.com/vol1.html http://www.real.com/

Explore Activity

Students should break-up into their airplane group (2 students per team) and do the team building activity (Mine Field activity – see attached). http://wilderdom.com/games/descriptions/Minefield.html Students will now begin to learn more about the steps of the scientific method. Students will break up into groups of 2 and will explore an online scientific method website. The learner will then answer the questions on the bottom of the website: http://biology.clc.uc.edu/courses/bio104/sci_meth.htm and perform the online experiment. They will then read more about Galileo’s experiments and do an online lab using the following website: http://www.visionlearning.com/library/module_viewer.php?mid=45&l=&c3 Using the back of a book cover, student groups will list and explain the steps of the scientific method and relate its impact on society. Students will now do a lab with M&M’s to show the steps of the scientific method. See Explore activity attached.

Explore Activity Products and Artifacts

Book-cover scientific method chart, M&M activity handout, histogram or a pie chart on the back of a blank book-cover


http://www.lyricallearning.com/vol1.html

http://www.real.com/

http://wilderdom.com/games/descriptions/Minefield.html

http://biology.clc.uc.edu/courses/bio104/sci_meth.htm

http://www.visionlearning.com/library/module_viewer.php?mid=45&l=&c3

Explore Activity Materials/Equipment

Computers with Internet, Explore handouts copied for each student, bags of M&M’s (one for every 2 students), calculators, dry erase markers for table on the board, markers, blank book covers or large butcher paper

Explore Activity Resources

: http://biology.clc.uc.edu/courses/bio104/sci_meth.htm http://www.visionlearning.com/library/module_viewer.php?mid=45&l=&c3 http://wilderdom.com/games/descriptions/Minefield.html

Explain Activity

Have students present their findings from the M&M lab. Ask each group to explain the steps of the scientific method followed and how each group formulated their hypothesis. Acting more as a facilitator in the discussion, see how each group tested their hypothesis and how close their hypothesis was to the actual totals. Finally, have each group give their conclusion based on their results to the class. As each group presents make sure you clear up any misconceptions or lack of understandings. As key words dealing with the scientific process come up, make a list on the dry erase board. Cover each major term with the students at the end of the M&M lab presentations. This becomes an excellent time to make real world connections and how many times a day people use the scientific method. Students will then write down all key vocabulary words that were written down on the dry erase board. Have each student legally define each word (textbook), then write it in their own words, then each student must be able to use the key word in a sentence. Use the following format for the Academic Vocabulary Builder: Term: Legal Definition: In my own words: Sentence usage:

Explain Activity Products and Artifacts

M&M lab report presentation, Academic Vocabulary Builder Assignment

Explain Activity Materials/Equipment

Explore handouts, dry erase markers, Academic Vocabulary Builder (if you want, or students may write on their own paper or in their journal)


http://biology.clc.uc.edu/courses/bio104/sci_meth.htm

http://www.visionlearning.com/library/module_viewer.php?mid=45&l=&c3

http://wilderdom.com/games/descriptions/Minefield.html

Explain Activity Resources

None

Elaborate Activity

Provide students with the real world examples of how the scientific process is used on a day-to-day basis out of local newspapers and magazines or the internet (see resources). In small groups have students look at various examples and make correlations between what they have previously learned about scientific process and current scientific events. Each group will present their current event correlation to the class. Show students a paper airplane and pass out the materials (see handout) they may use and explain the set-up of the experimental design project. Students will work in groups of two to create their own paper airplane design. The handout along with typed procedures on how to reproduce their best airplane must be turned in.

Elaborate Activity Products and Artifacts

List of real-world examples of how scientific process is being used daily (magazines and newspaper articles) and the paper airplane project

Elaborate Activity Materials/Equipment

8 x 11 1/2 “ computer paper, scissors, stapler, large and small paper clips, tape, rubber bands, sticky notes, computers

Elaborate Activity Resources

http://www.sciencedaily.com/ http://www.sciencenews.org/ www.popsci.com http://www.sciencemag.org/

Evaluate Activity

Each group will be evaluated on how well their airplane flies (does it meet the goal of 10 meters) along with their handout and typed procedures manual.


http://www.sciencedaily.com/

http://www.sciencenews.org/

http://www.popsci.com/

http://www.sciencemag.org/

Evaluate Activity Products and Artifacts

Students will be evaluated on their scientific process skills in the creation of their paper airplane design. A small portion of that grade will be evaluated on the airplanes’ ability to travel 10 meters and come close to hitting the target.

Evaluate Activity Materials/Equipment

Grading Rubric, paper, paper clips, tape, rubber bands, stapler, airplane lab, meter sticks

Evaluate Activity Resources

None


Explore Activity: M&M’s and the Scientific Method Objective: • Introduce the scientific method including terminology • Provide a fun activity for students to experience how the scientific method is used Stage and duration of activity: 50 minutes - Handouts Description of activity Supplies: One regular sized bag of M&M’s for every 2 to 3 students One regular sized bag of M&M’s for demonstration One bag of peanut M&M’s and one large bag of M&M’s Introducing M&M Activity to Class The teacher holds up a bag of regular sized M&M’s. The teacher asks a question to begin the discussion--What things might we want to know about this bag of M&M’s? Students will respond with a variety of inquiries--How many M&M’s are in the bag? What color M&M’s are in the bag? How many of each color M&M are in the bag? How much does one M&M weigh? How much does the bag weigh? The teacher chooses one question. A useful introductory question is--How many M&M’s are in the bag? Students guess the number of M&M’s. Using the framework of students’ guesses, the teacher introduces scientific terminology. For instance, during the discussion of answers to the question of how many M&M’s are in the bag, the numbers put forth are hypotheses. At this point, the teacher should write the definition of the new scientific term on the board and have students copy it onto their definition sheet. In addition, the teacher writes ‘Hypotheses’ on the board and lists the numbers volunteered by students underneath the word. After asking many if not all of the class to respond with a hypothesis about how many M&M’s are in the bag, the teacher asks—How do we determine which hypothesis, if any, is correct? Usually, a student will ask the teacher to open the bag. The teacher then introduces the concept of data collection to determine if one’s hypothesis is correct. The teacher opens the bag, counts the number of M&M’s and writes ‘Data’ under which she writes the number counted in her bag. Following the introduction, students form small groups to complete the M&M activity. Activity Break students into groups of 2 or 3 students. Hand out directions (See Handout). Read directions aloud while students follow along. Allow students about 15 minutes to complete the activity. Follow-up The teacher brings the class back together and asks all of the groups about their questions and the answers that were found. At this point, the teacher asks every group to fill out a data table about the multiple bags of M&M’s—How many M&M’s are in the bag and How many of each color M&M are in the bag. By collecting the data from all of the groups, the teacher introduces the concept of multiple trials. (One discovers that the number of M&M’s per bag is not constant nor is the number of each color in the bag resulting in variation between M&M bags and the potential for calculations using the data.)


Example Table for Board:

Group # Total # of M&M’s in

the bag

Green M&M’s

Yellow M&M’s

Red M&M’s

Blue M&M’s

Brown M&M’s

1

2

3

4

Data Analysis Using the data from the class, the teacher is able to address the idea of variance in data. To follow up the teacher asks—From our data, what would be an accurate way to determine the number of M&M’s in a random bag I pick up at the grocery store? The average of the numbers provides an accurate description of the number of M&M’s in a randomly chosen bag. Also, the average number of each color M&M per bag may be calculated. In addition to the average calculations, the class determines the median and mode for the total number of M&M’s per bag and/or the number of each color of M&M per bag. Students may also graph the data in histograms and/or pie charts (color-coded graphs follow easily from the M&M colors).


M&M Group Activity 1. Find a partner and sit with that person(s). 2. Get 1 bag of M&M’s per group. 3. Decide on 1 question you would like to answer about your bag of M&M’s. Write it down. (DO NOT OPEN BAG) 4. Guess what the answer to your question might be (hypothesize). Write it down. (DO NOT OPEN BAG) 5. Open your bag of M&M’s and answer your questions (data collection/experimentation) 6. Also, be sure to count the total number of M&M’s in your bag and the number of each color M&M in your bag.

DO NOT EAT ANY M&M’s YET Fill in the following information as you work Question: Hypothesis: Data:

Group # Total # of M&M’s in

the bag

Green M&M’s

Yellow M&M’s

Red M&M’s

Blue M&M’s

Brown M&M’s

Your Group

2

3

4

5

6

7

8


Using the class data, create a histograph or a pie chart with the percentage of M&M colors you would find in a random bag.


Airplane Design Challenge

A local aerospace corporation has decided to give out a $1,000 scholarship to the best paper airplane design by a biology student group that can hit a target 10 meters away. The paper airplane must be constructed out of regular 8 ½ x 11’’ computer paper and any other material to help it fly that you may find in a normal desk (paper clips, tape, coins, etc.). The aerospace company knows this is a biology class; therefore, they do not want a technical physics paper. They want a complete packet of information turned into them on the design with the specific steps used to fold and construct your paper airplane (written in scientific method format). You must have all your data graphed and a strong evaluation and conclusion as a part of your packet. Your packet is due in three days. Good luck!!! Materials: Meter Stick 5 Pieces of 8 1/2 x 11” computer paper Scissors Glue Stapler Tape Paper Clips Coins Procedure

1. Write down all the procedures that you follow as you work through folding your airplane. (Remember, the reader must fully understand how to perform the lab without your assistance. Make sure your instructions are clear and precise).

2. State your problem and develop a hypothesis in (If…then, format) a. You will have to adjust your hypothesis before you add another variable. b. Ex. If the airplane is folded in _______________ manner, then it will fly 10

meters. (please use your own words!!!) 3. You are allowed 5 attempts at producing the best airplane possible. Your first attempt

may not be altered, just fold and fly. This plane becomes your control. 4. You can make only one adjustment per attempt (one variable at a time or your

independent variable) a. You may keep the same plane structure and add a variable (tape, glue, staple, etc) b. Or you may use a different plane design, but this will count as another variable

5. After every new adjustment fly your airplane and record the distance traveled in the air. (Dependent Variable)

6. Record your data on the table provided 7. Once you produce what you feel is your best airplane, graph your results. 8. Analyze your results and decide which airplane design is the best for the competition. 9. Fill out the Airplane Design Challenge Packet and you must Type the procedures on how

to fold and which independent variable worked best with your airplane.


Key Vocabulary: Control Independent Variable Dependent Variable Hypothesis Design Challenge Problem: ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Hypothesis 1:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Hypothesis 2: ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Hypothesis 3: ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Hypothesis 4: ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Hypothesis 5: ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


Plan the Assessment Engage Artifact(s)/Product(s): Butcher paper report

Explore Artifact(s)/Product(s): Book-cover scientific method chart, M&M activity handout, histogram or a pie chart on the back of a blank book-cover

Explain Artifact(s)/Product(s): M&M lab report presentation, Academic Vocabulary Builder Assignment

Elaborate Artifact(s)/Product(s): List of real-world examples of how scientific process is being used daily (magazines and newspaper articles) and the paper airplane project

Evaluate Artifact(s)/Product(s): Students will be evaluated on their scientific process skills in the creation of their paper airplane design. A small portion of that grade will be evaluated on the airplanes’ ability to travel 10 meters and come close to hitting the target.


Rubric

Teacher Name:

Student Name: ________________________________________

CATEGORY 4 3 2 1Data Collection Data taken several times in a

careful, reliable manner.Data taken twice in a careful, reliable manner.

Data taken once in a careful, reliable manner.

Data not taken carefully OR not taken in a reliable manner.

Airplane Flight Airplane hit the 10 meter target as designated or came within 1/2 a meter

Airplane did not hit the target but came within 2 meters.

Airplane did not hit the target but came within 5 meters

Airplane flew less than 5 meters.

Scientific Knowledge Explanations by all group members indicate a clear and accurate understanding of scientific principles underlying the construction and modifications.

Explanations by all group members indicate a relatively accurate understanding of scientific principles underlying the construction and modifications.

Explanations by most group members indicate relatively accurate understanding of scientific principles underlying the construction and modifications.

Explanations by several members of the group do not illustrate much understanding of scientific principles underlying the construction and modifications.

Plan Plan is neat with clear measurements and labeling for all components.

Plan is neat with clear measurements and labeling for most components.

Plan provides clear measurements and labeling for most components.

Plan does not show measurements clearly or is otherwise inadequately labeled.

Building A Structure : Model Paper Airplane



Story Board Day 1 Day 2 Day 3 Day 4 Day 5

Week 1 Activities

Engage Auto

mechanics scenario

Introduce Design Project (45 min)

Explore Activities

Visit the 3 websites

Book cover scientific method

Do the M&M Lab (45 min)

Explain Review

M&M findings

Academic Vocabulary Activity (45 min)

Elaborate Real world

connections Paper

Airplane Design Phase (45 min)

Elaborate Cont.

Continue working on paper airplanes and test (45 min)

Type up procedures

Finish lab packet (45 min)

Evaluate Test paper

airplanes Grade with

rubric (90 min)

Documents

Airplane Design Challenge