7th Grade Standards | |
File Size: | 71 kb |
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Newspaper Table: EDP
ASSIGNMENTS ARE LOCATED IN YOUR GOOGLE CLASSROOM.
PAPER TABLE INSTRUCTIONS
YOUR CHALLENGE Design and build a table out of newspaper AND masking tape. In this challenge
(1) follow the design process to build a sturdy table out of NEWSPAPER.
(2) make paper support more weight by changing its shape.
(3) figure out ways to keep the table legs from buckling.
Requirements:
Make it at least twenty (20) centimeters (cm) tall and strong enough to hold at least one of the provided books.
MATERIALS (per group of 2)
• 1 piece of cardboard or chipboard (approximately 8 ½ x 11 inches)
• heavy book(s)
• masking tape
• 8 sheets of newspaper
BRAINSTORM & DESIGN Look at your materials and think about the statements below.
1. Consider how you will make a strong table that will support the most weight possible out of newspaper and masking tape. This challenge uses newspaper and masking tape. Consider making tubes because it takes more force to crumple paper when it’s shaped as a tube.
2. Consider how to best arrange the newspaper to make a strong, stable table.
3. Consider how you will support the table legs to keep them from tilting or twisting.
4. Consider how you will level the top of the table to support the weight of a book.
BUILD, TEST, EVALUATE & REDESIGN Use the materials to build your table.
Once you have completed PAPER TABLE EDP PART 1: PREPARATION, you will test it by carefully setting a heavy book on it. When you test, your design may not work as planned. If things don’t work out, it’s an opportunity—not a mistake! When engineers solve a problem, they try different ideas, learn from mistakes, and try again. Study the problems and then redesign.
For example, if:
• the tubes start to unroll—Re-roll them so they are tighter. A tube shape lets the load (i.e., the book) push on every part of the paper, not just one section of it. Whether they’re building tables, buildings, or bridges, load distribution is a feature engineers think carefully about.
• the legs tilt or twist—Find a way to stabilize and support them. Also check if the table is lopsided, too high, or has legs that are damaged or not well braced.
• a tube buckles when you add weight—Support or reinforce the weak area, use a wider or thicker-walled tube, or replace the tube if it’s badly damaged. Changing the shape of a material affects its strength. Shapes that spread a load well are strong. Dents, creases, and wrinkles that put stress on some areas more than others make a material weaker.
• the table collapses—Make its base as sturdy as possible. Also, a table with a lot of triangular supports tends to be quite strong. A truss is a large, strong support beam. It is built from short boards or metal rods that are arranged as a series of triangles. Engineers often use trusses in bridges, buildings, and towers.
DO NOT DISCARD THE COMPLETED TABLE. BE SURE YOUR NAME IS ON THE TABLE AND IT IS STORED AWAY. YOUR COMPLETED TABLE WILL BE TESTED IN FRONT OF THE ENTIRE CLASS.
The formula we will use will be:
Total Load Percentage (TLP) = Live Load (LL) divided by Dead Load (DL)
TL = LL / DL
This formula will determine the percentage of its own weight that the bridge can support compared to its own weight. These means less resources provides a higher percentage, but it must hold the weight of at least one book.
YOUR CHALLENGE Design and build a table out of newspaper AND masking tape. In this challenge
(1) follow the design process to build a sturdy table out of NEWSPAPER.
(2) make paper support more weight by changing its shape.
(3) figure out ways to keep the table legs from buckling.
Requirements:
Make it at least twenty (20) centimeters (cm) tall and strong enough to hold at least one of the provided books.
MATERIALS (per group of 2)
• 1 piece of cardboard or chipboard (approximately 8 ½ x 11 inches)
• heavy book(s)
• masking tape
• 8 sheets of newspaper
BRAINSTORM & DESIGN Look at your materials and think about the statements below.
1. Consider how you will make a strong table that will support the most weight possible out of newspaper and masking tape. This challenge uses newspaper and masking tape. Consider making tubes because it takes more force to crumple paper when it’s shaped as a tube.
2. Consider how to best arrange the newspaper to make a strong, stable table.
3. Consider how you will support the table legs to keep them from tilting or twisting.
4. Consider how you will level the top of the table to support the weight of a book.
BUILD, TEST, EVALUATE & REDESIGN Use the materials to build your table.
Once you have completed PAPER TABLE EDP PART 1: PREPARATION, you will test it by carefully setting a heavy book on it. When you test, your design may not work as planned. If things don’t work out, it’s an opportunity—not a mistake! When engineers solve a problem, they try different ideas, learn from mistakes, and try again. Study the problems and then redesign.
For example, if:
• the tubes start to unroll—Re-roll them so they are tighter. A tube shape lets the load (i.e., the book) push on every part of the paper, not just one section of it. Whether they’re building tables, buildings, or bridges, load distribution is a feature engineers think carefully about.
• the legs tilt or twist—Find a way to stabilize and support them. Also check if the table is lopsided, too high, or has legs that are damaged or not well braced.
• a tube buckles when you add weight—Support or reinforce the weak area, use a wider or thicker-walled tube, or replace the tube if it’s badly damaged. Changing the shape of a material affects its strength. Shapes that spread a load well are strong. Dents, creases, and wrinkles that put stress on some areas more than others make a material weaker.
• the table collapses—Make its base as sturdy as possible. Also, a table with a lot of triangular supports tends to be quite strong. A truss is a large, strong support beam. It is built from short boards or metal rods that are arranged as a series of triangles. Engineers often use trusses in bridges, buildings, and towers.
DO NOT DISCARD THE COMPLETED TABLE. BE SURE YOUR NAME IS ON THE TABLE AND IT IS STORED AWAY. YOUR COMPLETED TABLE WILL BE TESTED IN FRONT OF THE ENTIRE CLASS.
The formula we will use will be:
Total Load Percentage (TLP) = Live Load (LL) divided by Dead Load (DL)
TL = LL / DL
This formula will determine the percentage of its own weight that the bridge can support compared to its own weight. These means less resources provides a higher percentage, but it must hold the weight of at least one book.
Points for Newspaper Table EDP:
Part 1: Imagine: 15 points.
Part 1: Plan: 15 points.
Part 2: Design: 30 points.
Time Management: 20 points.
Participation/Collaboration: 20 points.
Part 1: Imagine: 15 points.
Part 1: Plan: 15 points.
Part 2: Design: 30 points.
Time Management: 20 points.
Participation/Collaboration: 20 points.
engineering_design_process_rubric.pdf | |
File Size: | 230 kb |
File Type: |
Water Rockets
Water Rockets link: water rockets
Write it /Do it Gallery Walk - Critique
Complete the Assignment posted to Google Classroom: Gallery Walk and Critique of Assembly Instructions. It is due Mar 1, 2016. Here is the 7th Grade SEMESTER 2 Code for Google Classroom:
Google Classroom Code: c7g3ld
Google Classroom Code: c7g3ld
Write it /Do it
1. DESCRIPTION: One student will write a description of an object (created from K'nex pieces) and how to build it, and then the other student will attempt to construct the object from this description.
A TEAM OF: 2
APPROXIMATE TIME: 3 (55) Minutes sessions.
THE COMPETITION:
DAY 1: BUILD YOUR STRUCTURE
DAY 2: WRITE INSTRUCTIONS FOR YOUR STRUCTURE
DAY 3: BUILD PARTNER'S STRUCTURE USING THERE INSTRUCTIONS
DAY 4: GALLERY WALK AND CRITIQUE OF STRUCTURES
a. DAY 1: A student builds a free-standing structure built from all the materials provided EXCEPT 10 pieces which MUST be returned to the bag. Their partner will do the same.
b. DAY 2: The students have 55 minutes to write a description of the STRUCTURE and how to build it. There will be no advantage to finishing early. Only numerals, words and single letters may be used.
Symbols, drawings and diagrams are not allowed, with the exception of common punctuation and editing symbols.
All abbreviations (not symbols) must be defined either at the beginning or when the abbreviation is first used. No prepared abbreviations on labels will be permitted.
c. DAY 3: The supervisor of the event will pass the description to the remaining team member who will take the description and attempt to recreate (build) the original object in twenty (55) minutes.
DAY 4: GALLERY WALK AND CRITIQUE.
SCORING:
a. The team that builds the object nearest to the original and has properly written instructions is declared the winner.
b. Points will be given for each piece of material placed in the proper connection and location compared to the model.
c. Pieces that are connected correctly beyond the incorrect connection will be counted in the score. No penalty will be assessed for parts that were not used. d. Scoring Violations: Use of diagrams or drawings will result in disqualification. A one percent (1%) penalty will be assessed for each minor infraction (e.g., unlabeled abbreviations or improper use of editing symbols or codes).
Scoring Example: If a team has seven infractions and the total possible score is 50, then the team score would be 46.5 = 50-[7(50x.01)]. e. Time for the construction phase will be used as a tiebreaker.
FOCUS STANDARDS:
STEM STANDARDS:
ENGR-STEM 1 – Students will recognize the systems, components, and processes of a
technological system.
ENGR-STEM 3 – Students will design technological problem solutions using scientific
investigation, analysis and interpretation of data, innovation, invention, and fabrication while
considering economic, environmental, social, political, ethical, health and safety,
manufacturability, and sustainability constraints.
ENGR-STEM 4 – Students will apply principles of science, technology, engineering,
mathematic
A TEAM OF: 2
APPROXIMATE TIME: 3 (55) Minutes sessions.
THE COMPETITION:
DAY 1: BUILD YOUR STRUCTURE
DAY 2: WRITE INSTRUCTIONS FOR YOUR STRUCTURE
DAY 3: BUILD PARTNER'S STRUCTURE USING THERE INSTRUCTIONS
DAY 4: GALLERY WALK AND CRITIQUE OF STRUCTURES
a. DAY 1: A student builds a free-standing structure built from all the materials provided EXCEPT 10 pieces which MUST be returned to the bag. Their partner will do the same.
b. DAY 2: The students have 55 minutes to write a description of the STRUCTURE and how to build it. There will be no advantage to finishing early. Only numerals, words and single letters may be used.
Symbols, drawings and diagrams are not allowed, with the exception of common punctuation and editing symbols.
All abbreviations (not symbols) must be defined either at the beginning or when the abbreviation is first used. No prepared abbreviations on labels will be permitted.
c. DAY 3: The supervisor of the event will pass the description to the remaining team member who will take the description and attempt to recreate (build) the original object in twenty (55) minutes.
DAY 4: GALLERY WALK AND CRITIQUE.
SCORING:
a. The team that builds the object nearest to the original and has properly written instructions is declared the winner.
b. Points will be given for each piece of material placed in the proper connection and location compared to the model.
c. Pieces that are connected correctly beyond the incorrect connection will be counted in the score. No penalty will be assessed for parts that were not used. d. Scoring Violations: Use of diagrams or drawings will result in disqualification. A one percent (1%) penalty will be assessed for each minor infraction (e.g., unlabeled abbreviations or improper use of editing symbols or codes).
Scoring Example: If a team has seven infractions and the total possible score is 50, then the team score would be 46.5 = 50-[7(50x.01)]. e. Time for the construction phase will be used as a tiebreaker.
FOCUS STANDARDS:
STEM STANDARDS:
ENGR-STEM 1 – Students will recognize the systems, components, and processes of a
technological system.
ENGR-STEM 3 – Students will design technological problem solutions using scientific
investigation, analysis and interpretation of data, innovation, invention, and fabrication while
considering economic, environmental, social, political, ethical, health and safety,
manufacturability, and sustainability constraints.
ENGR-STEM 4 – Students will apply principles of science, technology, engineering,
mathematic
EDP: 3D Elephant Sculpture
The Engineering Design Process
1. ASK: What is the Problem:
Can I make a life-like 3-D sculpture of an elephant using materials provided the Engineering teacher.
Materials
1. ASK: What are the requirements?
1. ASK: What are the constraints?
1. ASK: What is the Problem:
Can I make a life-like 3-D sculpture of an elephant using materials provided the Engineering teacher.
Materials
- Masking tape
- Foam
- Cardboard
- Mousetrap Car Parts
1. ASK: What are the requirements?
- Due January 15, 2016.
- Need to be life-like.
- Needs to be scaled properly.
- Need to use the materials provided to me.
1. ASK: What are the constraints?
- TIME
- MATERIAL
- NUMBER OF PEOPLE IN THE GROUP
- REALISM OF THE SCULPTURE
- COLOR OF THE PROVIDED MATERIALS
- TEXTURE OF PROVIDED MATERIALS
- ADHESIVE MATERIALS PROVIDED
Rubric for EDP: 3D Sculpture
VEX Robotics
Link to VEX Curriculum
SOLAR POWER Project
FUNCTIONAL CARS AND PRESENTATIONS ON FRIDAY NOVEMBER 13, 2015
PROBLEM: how can we engineer solar-powered devices that are more economical and more efficient?
10/28/2015: Complete a solar power mind map, consider the following terms:
Solar power glossary
10/28/2015: Refine Mind map
10/29:2015: Answer the following Questions - turn in by the end of class on a sheet of paper
PROBLEM: how can we engineer solar-powered devices that are more economical and more efficient?
10/28/2015: Complete a solar power mind map, consider the following terms:
Solar power glossary
10/28/2015: Refine Mind map
10/29:2015: Answer the following Questions - turn in by the end of class on a sheet of paper
- Who are all the member of group (FULL NAMES)
- What type of software are you going to use to do your presentation?
- Get an unused Black Binder from the Shelf
- Get a roll of masking tape and print all of the full names of people in the engineering group on the tape and place the tape on the top-front of the binder.
- Begin illustration of the solar powered car.
- Use provided graph paper or complete this digitally.
- Begin research for project.
- State the PROBLEM AND THE PURPOSE OF THIS PROJECT
- Is solar-power expensive?
- Is solar-power efficient?
- What do you propose to help with this problem?
- What are non-renewable resources/renewable resources?
- What is solar energy?
- solar vs wind
- solar vs fossil fuel
- How do solar cells work [technical]
- need computer or hand drawn illustration.
- labels
- explanation
- pros/cons
- cost
- need computer or hand drawn illustration.
- Present solar power-cars
- explain EDP and how it was used
- Show illustration of car [either hand-drawn or on computer]
- explain how car works
- pros/cons of a solar-powered car
solarrubric2.pdf | |
File Size: | 47 kb |
File Type: |