Connecting Science, and Engineering

1. Connecting Science, and Engineering Day 4: NSE 3-6 MSTA Region 11 Teacher Center Todays Trainers:

2. Connecting Scientific Inquiry, Nature of Science, and Engineering Goals Teachers will use Motion detector to explore Velocity Teachers will integrate engineering design with concepts of motion Teachers will consider modeling and representations in connection with force and motion Teachers will integrate literature, science, and engineering through simple machines

3. Force and Motion

4. Physics of Motion: Words What words/concepts do we use when describing the motion of an object? • Distance/displacement • Speed/velocity • Acceleration • Force

5. Using a LabQuest

6. LabQuest • LabQuest can be used in many ways • As a stand alone data collection and analysis device, controlled by the color touch screen and the keys on the front panel • As a data collection inter face connected to a computer, using LoggerPro or LoggerLite software • To run tools such as the Periodic Table or Stop watch applications

7. Here’s how to quickly collect some data with LabQuest

8. Using a LabQuest

9. Physics of Motion: Graphs • Position-time graphs • In small groups, complete Preliminary Questions and Part I of the Experiment 1: Graphing Your Motion • Describe the motion of the object in the two graphs below. • Now, complete Part II of the Experiment I.

10. Physics of Motion: Graphs Predict the velocity-time graph from the given position-time graph In small groups complete Part III of the Experiment I.

11. Physics of Motion: Graphs

12. Lesh Translation Model Lesh & Doerr (2003)

13. Measuring velocity of a rubber-band car using motion detectors: Experiment II • Set up a ramp as shown in the figure below. The high end of the ramp should be 45 cm above the floor. • Place a meter stick down the center of the ramp. The 0 cm mark on the meter stick should be at the very bottom of the ramp. Tape the meter stick to the ramp in two places. • The index card taped to the back of your car acts as a reflective surface for the motion detector.

14. Data collection 1.Place your car on the ramp with its front wheels at the 40 cm line. 2. Start data collection. You will notice a clicking sound from the Motion Detector. Wait about a second and then release the car. 3. Repeat Step 2 two more times. 4. Repeat Steps 2 and 3 at positions of 70 cm and 100 cm.

15. Data Table Velocity (m/s) Make a graph of your data!

16. Discussion • What happens to the velocity of the car as you release it from higher points? • How do you change your ramp to make your car roll faster? • How could you improve your car to make it roll faster?

17. Extensions • Repeat the experiment with ramps of different heights. • Design, build, and test a different car.

18. Extensions • But what if we didn’t have a ramp? Give it a push! Newton’s first law states that an object will remain at rest (or in uniform motion) unless acted on by an external force. Physicists call this inertia!

19. Extensions • If an additional external force is applied, the velocity will change because of the force. • The amount of the change in velocity is determined by Newton's second law of motion. • Force = Mass x Acceleration

20. Rubber band Cars • You used the rubber band car provided for you. What are some variables that influence the distance travelled by the car?

21. Rubber band Cars • Redesign your rubber band car to maximize the distance travelled. • Race day! • Share your designs and what variables you explored.

22. Connecting to the Standards

23. Characteristics of Good Engineering Curricula • Context • Science/Math Content • (even better if there are other content too) • Scientific Inquiry • Could include design of experiments • Engineering Design • Design cycles • Redesign

24. How this idea developed • Context – Common Story Book • Science/Math Content – Simple machines • Scientific Inquiry – make hands on • Engineering Design – develop complex machine from simple machines • Used ideas from: • EiE – Marvelous Machines • Teaching Science to Children • Foss • The New Way Things Work

25. Simple Machines • A machine is defined as something that makes a job easier by changing one or more of the following: • the direction of force • the speed or distance of force • the amount or size of force needed • Simple machines do this without additional energy other than the muscle force of man.

26. Simple Machines • There are six types of simple machines: • Lever • Wheel and axle • Pulley • Inclined plane • Screw • Wedge • Compound machines are those in which multiple simple machines are combined in order to make work easier.

27. Mrs. Frisby and the Rats of NIMH Read the overview of the book for Mrs. Frisby and the Rats of NIMH. Look for: • Instances where the Rats may have used simple machines • Instances where the Rats may have used compound machines • Instances where the Rats may have moved beyond simple/compound machines to use electricity and other power sources to develop complex machinery.

28. The Plow • The plow is a simple machine that is dragged through the ground either by a tractor or a draft animal. • What kind of simple machine is it? A Wedge!

29. The Plow

30. Moving Mrs. Frisby’s House • Chapter 13- A Powder for Dragon: Nicodemus states, “Mrs. Frisby’s house is beside the rock, and will get plowed up – and probably crushed, as the owl said. But if we can move it a few feet – so that it lies buried behind the rock – in the lee – the she and her children can stay as long as they need to.”

31. The Elevator

32. Engineering Design Challenge On their trip to the valley, some of the rats fell into hole in the middle of a dry riverbed with a cliff on the other side. Three rats did not fall in. However, they are young rats and don’t know how to get their fellow rats and their load out. They have come to you for help. They are asking your engineering team to help them design a system to get the rats out of the hole and up the ledge of the river.

33. Industrial Engineering • Industrial engineers • Improve systems used to manufacture products or get things done. They make the systems faster, safer, or easier to use. • Ergonomics: • scientific discipline concerned with the understanding of interactions among humans and other elements of a system in order to optimize human well-being and overall system performance.

34. Stations You will examine and run tests at each of the stations around the room. • Lever Station • Inclined Plane Station • Pulley Station • Wheel and Axle Station

35. Reflection on Simple Machines • What happened when you used the simple machine? • Did the amount of force needed to move the load change? Why or why not? • What type of motion did you have to do in order to move the load? • Did you find the simple machine comfortable or uncomfortable to use? Why?

36. Lever • What is the relationship between the position of the lever arm and the amount of force needed to lift the load? Which position felt easier? • The longer the effort arm (distance between where you apply the force), the less force required to move the load.

37. Incline Plane • What is the relationship between the length of the incline plane and the amount of force needed to lift the load? • The longer the inclined plane, the less force that is required to move the load to the top of it, however, you have to move the load a longer distance.

38. Pulley • Compare how many Newtons of force were needed to lift the load using the single pulley and the double pulley. Now, think about how much rope you had to pull to lift the load the same distance using each pulley. What is the trade-off? • The single pulley does not change the amount of force required to lift the load. It does change the direction. • The double pulley reduces the amount of force required to lift the load. However, you must pull a lot more rope. • Both pulleys allow you to pull downward to lift the load, which is an ergonomic advantage.

39. Wheel and Axle • Which cart felt easier to pull, the one with wheels and axles or the one without? What do you think the advantage is of using the wheel and axle? • The cart with wheels and axles is easier to pull than the one without. The advantage to the wheels and axles are that the reduce the force of friction which makes it easier to pull the cart and move the load.

40. Engineering Design Challenge On their trip to the valley, some of the rats fell into hole in the middle of a dry riverbed with a cliff on the other side. Three rats did not fall in. However, they are young rats and don’t know how to get their fellow rats and their load out. They have come to you for help. They are asking your engineering team to help them design a system to get the rats out of the hole and up the ledge of the river.

41. Scoring • Force Score: The force score will add all of the scores from the readings of the spring scales on each step of your system. You will compare this to the force of doing all of this by hand. The ergonomic score is comprised of penalties or bonuses for having to: • Bend over (penalty +2) • Pull upward (penalty +2) • Push the load (penalty +2) • Pull downward (bonus -2)

42. An Engineering Design Process

43. Imagine • What simple machines do you have to use? • What other simple machines can you use? • Individually draw or write as many ideas as you can think of to move the load

44. Plan In your teams, plan the design your system to get the rats and their load out of the hole and up the cliff on the side of the river bed. Consider the scoring as you plan. • Draw a diagram of your system to get the rats and the load out of the hole and up the cliff. • 1. List the simple machines you will use in your system design. • 2. List the other materials you will need to build your system design.

45. Create Build your system then test. Fill out the following as you test.  Force score + Ergonomic score = Total score • The total score for moving the load by hand • The total score for your designed system • What happened when you tested your system design? • What parts of your system worked well? Why? • What parts of your system did not work well? Why not?

46. Improve • Imagine again • Plan again • Create again – including the test

47. Send your report to the Rats • Fill out the letter to the young rats of NIMH.

48. Characteristics of Good Engineering Curricula • Context • Science/Math Content • (even better if there are other content too) • Scientific Inquiry • Could include design of experiments • Engineering Design • Design cycles • Redesign

49. Day 5 • 2-3 person per poster • Pick up poster board • If you are not planning on displaying the board, please attach things in a manner that allows us to reuse the board • Sign up you and your partner(s) on the sheet provided.

50. Exit Slip • On an index card: • How are you feeling about implementing engineering design in your classroom? • Scientific inquiry? • What questions do you still have about these? • Hand your exit slip to one of the facilitators as you leave the session.