Student Evaluation of - CO - rpstech.org€¦ · Web view‘STEM’ Transportation Design Challenge. ... have the least amount of drag coefficient in a wind tunnel? ... explanations

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


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?



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?



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.


https://www.youtube.com/watch?v=hJ6dfJxFLQc


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.


Lesson Plan Unit (Stages adapted from the UBD model by McTighe and Wiggins) Written by Jorge ValenzuelaInstructional

Strategies











(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.
















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















(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.















(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!



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.



3.Teaching and Learning Activities



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!



Testing for Aerodynamic Drag






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








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


https://www.youtube.com/watch?v=1LkZ8gDu02M

https://www.youtube.com/watch?v=GkQQ5UiHh00





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


https://www.youtube.com/watch?v=7R3R_30dssM





Guided Practice:

(Build a Model) Production:






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


http://www.pitsco.com/Dremel_Multi_Rotary_Tool





Guided Practice:

(Build a Model) Production Continued:






Guided Practice:

(Build a Model) Production Continued:






Guided Practice:

(Build a Model) Production (Final Assembly Continued):

Completed Model: Now time for Testing and Evaluating






(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.


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.



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?


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




http://www.meprogram.com.au/wp-content/uploads/2012/08/CO2-Dragsters-Research-Folio.pdf

http://www.meprogram.com.au/wp-content/uploads/2012/08/CO2-Dragsters-Research-Folio.pdf

http://www.science-of-speed.com/pdf/Contents-intro.pdf

http://www.science-of-speed.com/science.asp?id=89


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


http://www.cteresource.org/verso/courses/8403/technology-foundations-tasklist

http://www.cteresource.org/verso/courses/8461/inventions-and-innovations-tasklist

http://www.cteresource.org/featured/stem.html

http://www.iteea.org/EbD/ebd.htm

http://www.p21.org/about-us/p21-framework

https://www.youtube.com/watch?v=nSL4_JzsMn0

http://www.academia.edu/6586997/Middle_school_students_conceptions_of_engineering

http://www.academia.edu/6586997/Middle_school_students_conceptions_of_engineering

http://www.arenaracingusa.com/about/what-is-arena-racing/

http://digitalbloomstaxonomy.blogspot.com/p/digital-tools-by-blooms-taxonomy.html

http://digitalbloomstaxonomy.blogspot.com/p/digital-tools-by-blooms-taxonomy.html

http://bie.org/object/webinars_archived/driving_questions

https://www.engr.ncsu.edu/theengineeringplace/media/pdf/design-process.pdf

http://www.nasa.gov/pdf/716281main_EDC_Design_Packet_6-12.pdf


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


http://www.qcsd.org/cms/lib04/PA01000005/Centricity/Domain/386/CO2_Dragster_Design_and_Construction_Tips.pdf


https://www.youtube.com/watch?v=7R3R_30dssM

https://www.youtube.com/watch?v=1LkZ8gDu02M

https://www.youtube.com/watch?v=GkQQ5UiHh00

http://www.teched101.com/pdf/powtolsaf.pdf



http://virginiatsa.org/

http://doe.virginia.gov/testing/sol/standards_docs/science/index.shtml


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
