The JetToy Activity. In an AWIM Challenge… Learning is viewed as an active process. Open-ended...
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The JetToy Activity. In an AWIM Challenge… Learning is viewed as an active process. Open-ended problems are given to students. Higher-level thinking is
In an AWIM Challenge Learning is viewed as an active process.
Open-ended problems are given to students. Higher-level thinking is
encouraged. Students are engaged in experiences that encourage
discussion. Students are engaged in dialogue with the teacher and
with each other.
Slide 3
The Engineering Design Experience Set Goals Build Knowledge
Design Build and Test Present
Slide 4
Science Inquiry Standards 5-1.1Identify questions suitable for
generating a hypothesis. 5-1.2Identify independent (manipulated),
dependent (responding), and controlled variables in an experiment.
5-1.3Plan and conduct controlled scientific investigations,
manipulating one variable at a time. 5-1.4Use appropriate tools and
instruments (including a timing device and a 10x magnifier) safely
and accurately when conducting a controlled scientific
investigation. 5-1.5Construct a line graph from recorded data with
correct placement of independent (manipulated) and dependent
(responding) variables. 5-1.6Evaluate results of an investigation
to formulate a valid conclusion based on evidence and communicate
the findings of the evaluation in oral or written form. 5-1.7Use a
simple technological design process to develop a solution or a
product, communicating the design by using descriptions, models,
and drawings. 5-1.8Use appropriate safety procedures when
conducting investigations.
Slide 5
Forces and Motion Standards 5-5.1Illustrate the affects of
force (including magnetism, gravity, and friction) on motion.
5-5.2Summarize the motion of an object in terms of position,
direction, and speed. 5-5.3Explain how unbalanced forces affect the
rate and direction of motion in objects. 5-5.4Explain ways to
change the effect that friction has on the motion of objects
(including changing the texture of the surfaces, changing the
amount of surface area involved, and adding lubrication). 5-5.5Use
a graph to illustrate the motion of an object. 5-5.6Explain how a
change of force or a change in mass affects the motion of an
object.
Slide 6
Results Anderson One Number of Students Tested % showing
weakness in this standard % that may need more instruction % that
show Strength in this standard 2011 Scores38913.649.137.3 2012
Scores38114.734.450.9 Pickens Number of Students Tested % showing
weakness in this standard % that may need more instruction % that
show Strength in this standard 2011 Scores31517.837.844.4 2012
Scores4078.641.350.1
Slide 7
CCSS Math Practice Standards 1.Make sense of problems and
persevere in solving them. 2.Reason abstractly and quantitatively.
3.Construct viable arguments and critique the reasoning of others.
4.Model with mathematics. 5.Use appropriate tools strategically.
6.Attend to precision. 7.Look for and make use of structure. 8.Look
for and express regularity in repeated reasoning.
Slide 8
CCSS Math 5.NBT.3 Read, write, and compare decimals to
thousandths. 5.NBT.4. Use place value understanding to round
decimals to any place. 5.NBT.7. Add, subtract, multiply, and divide
decimals to hundredths, using concrete models or drawings and
strategies based on place value, properties of operations, and/or
the relationship between addition and subtraction; relate the
strategy to a written method and explain the reasoning used.
5.MD.1. Convert among different-sized standard measurement units
within a given measurement system (e.g., convert 5 cm to 0.05 m),
and use these conversions in solving multi-step, real world
problems.
Slide 9
CCSS ELA Writing Standards (Opinion/Argument) 1. Write opinion
pieces on topics or texts, supporting a point of view with reasons
and information. a. Introduce a topic or text clearly, state an
opinion, and create an organizational structure in which ideas are
logically grouped to support the writers purpose. b. Provide
logically ordered reasons that are supported by facts and details.
c. Link opinion and reasons using words, phrases, and clauses
(e.g., consequently, specifically). d. Provide a concluding
statement or section related to the opinion presented.
Slide 10
CCSS ELA Writing Standards (Informative) 2. Write
informative/explanatory texts to examine a topic and convey ideas
and information clearly. a. Introduce a topic clearly, provide a
general observation and focus, and group related information
logically; include formatting (e.g., headings), illustrations, and
multimedia when useful to aiding comprehension. b. Develop the
topic with facts, definitions, concrete details, quotations, or
other information and examples related to the topic. c. Link ideas
within and across categories of information using words, phrases,
and clauses (e.g., in contrast, especially). d. Use precise
language and domain-specific vocabulary to inform about or explain
the topic. e. Provide a concluding statement or section related to
the information or explanation presented.
Slide 11
CCSS ELA Speaking/Listening Standards 1. Engage effectively in
a range of collaborative discussions (one-on-one, in groups, and
teacherled) with diverse partners on grade 5 topics and texts,
building on others ideas and expressing their own clearly. a. Come
to discussions prepared, having read or studied required material;
explicitly draw on that preparation and other information known
about the topic to explore ideas under discussion. b. Follow
agreed-upon rules for discussions and carry out assigned roles. c.
Pose and respond to specific questions by making comments that
contribute to the discussion and elaborate on the remarks of
others. d. Review the key ideas expressed and draw conclusions in
light of information and knowledge gained from the
discussions.
Slide 12
Teacher Manual ( page 129 )( page 130 )
Slide 13
Science Notes
Slide 14
Lesson Plans
Slide 15
Lesson 1 Introducing the JetToy Challenge (page 139)
Slide 16
Lesson 1 Introducing the JetToy Challenge During Class: Explain
to students they will engage in a design experience Discuss the
Engineering Design Experience Distribute Letter from Earth Toy
Designs Read letter aloud with students Check for Understanding
What is EarthToy Designs looking for? What requirements does
EarthToy Designs have for the toy? Who will use the toy? From what
materials will the toy be made? What does the toy have to be able
to do? How will we know if the toys we design are successful?
Slide 17
Fictitious toy company, EarthToy Designs Requests that students
to design a number of JetToy designs Specific Performance
Characteristics Letter From EarthToy (page 143)
Slide 18
Lesson 2 Building and Testing the JetToy Chassis (page
145)
Slide 19
JetToy Materials for Lesson 2 Other items for lesson 2: Shoe
box for materials Masking tape Scissors Ruler Meter Stick 3 pieces
of heavy cardboard Test Areas 2 meters
Slide 20
Slide 21
Lesson 2 Building and Testing the JetToy Chassis During Class:
Introduce Student Design Teams Introduce Design Logs Assemble
JetToy Chassis
Slide 22
Student Design Teams
Slide 23
Project Engineer - helping members understand the teams task -
leading team discussions - checking to see the teams task is
complete
Slide 24
Student Design Teams Project Engineer Facilities Engineer -
collecting materials - directing model construction - directing
clean-up - storing materials
Slide 25
Student Design Teams Project Engineer Facilities Engineer
Testing Engineers (2) -conducting formal/informal testing of JetToy
-recording and organizing data in the design log
Reproducible Student Handout Step by step instructions for
building the JetToy chassis Building the JetToy Chassis (page
161)
Slide 28
JetToy Chassis Top View (axle lines on underside of
chassis)
Slide 29
Common Student Mistakes Students sometime confuse lines, Dotted
lines = score & fold Solid lines = cut Student should read the
directions, not just look at pictures. Take measurements from zero
not the end of the ruler.
Slide 30
Reproducible Student Handout Step by step instructions for
assembling axles and wheels. http://www.awim.org/flash/ jettoyprep/
Assembling the Axles and Wheels (page 163)
Slide 31
JetToy Chassis Underside View Tape Position (side of chassis)
Wheel & Axle Position
Slide 32
JetToy Chassis Components
Slide 33
Test the JetToy
Slide 34
Common Student Problems The wheels may be rubbing against the
sides of the body. The wheels hubs (the piece in the center) may be
sticking against the end of the straw. The axle may be sticking or
rubbing excessively inside the straw bearing. The vehicle may not
have been set down straight on the ramp. The axles may not be
parallel to each other.
Slide 35
Class Discussion What was hard about putting the vehicle
together? What was hard about making it roll straight and smoothly?
What problems did you solve in getting your vehicle to roll
straight and smoothly?
Slide 36
Assess students prior knowledge Each student to complete
individually and keep in design log. JetToy Features (page
165)
Slide 37
Slide 38
Lesson 3 Adding a Balloon Motor
Slide 39
Lesson 3 Adding a Balloon Motor Before Class: Prepare space for
vehicle testing (Hallway, classroom, science lab, stage, empty
classroom, etc)
Slide 40
Slide 41
Lesson 3 Adding a Balloon Motor During Class: Present the
challenge to students Assemble the balloon motor Mount the balloon
motor on the chassis
Slide 42
Constructing the Balloon Motor Place a piece of plastic tubing
inside the opening of a balloon Use a rubber band to secure balloon
to tubing
Slide 43
Hole or notch in chassis Vertical support Platform Mounting
Options (pages 170 - 171)
Slide 44
Lesson 3 Adding a Balloon Motor During Class: Present the
challenge to students (page 169) Assemble the balloon motor (page
170) Mount the balloon motor on the chassis Test the JetToys Modify
and Retest (record results) Facilitate Student Exploration
Assessment
Slide 45
Conduct Test in designated area Demonstrate how to measure
distance Record results on JetToy Data sheet JetToy Data (page
175)
Slide 46
Self Assessment Monitor Teamwork Address interpersonal
conflicts Demonstrate challenges of teaming in real world
situations Design Team Evaluation (page 177)
Slide 47
Slide 48
Lesson 4 Sharing Our First Results
Slide 49
Lesson 4 Sharing Our First Results Before Class: Prepare chart
paper and markers
Slide 50
Sharing Our First Results Look at Progress How well did your
vehicle roll at the beginning of the ramp test? How well did your
vehicle roll at the end of the balloon test? Look at Data Ask each
design team to state the farthest distance its vehicle traveled:
Why are these distance numbers similar or different? Form
Hypothesis What problems arose in getting the vehicle to go
straight and far? What problems were there with the design of the
chassis? What were some of the solutions you tried? What problems
were you not able to solve?
Slide 51
Introduce Science Concepts: Accelerating Forces Air Resistance
Friction Inertia Lesson 4 Sharing Our First Results
Slide 52
Lesson 5 Revising the Vehicle
Slide 53
Lesson 5 Revising the Vehicle Before Class: Have appropriate
materials available Prepare space for vehicle testing
Slide 54
Vehicle Performance Goals travels straight can use any of the
three nozzles can go at least one meter with each nozzle has a
place to hold two stacks of pennies securely is sturdy enough to be
used for repeated testing Lesson 5 Revising the Vehicle
Slide 55
During Class: Present the challenge Assemble the balloon motors
and weights Design and build new features to solve problems
Slide 56
Possible New Features (pages 185 - 186) fenders holder for
balloon nozzle guide
Slide 57
Lesson 5 Revising the Vehicle During Class: Present the
challenge Assemble the balloon motors and weights Design and build
new features to solve problems Test the JetToys
Slide 58
Test each new feature separately Test each new feature with the
same amount of air Complete every section JetToy Data Table 1 (page
189)
Slide 59
Lesson 6 Designing Experiments
Slide 60
Variables Nozzle Size Amount of air in balloon Number of
weights
Slide 61
Test each nozzle with the same amount of air Test each nozzle
with and without weight JetToy Data Table 2 (page 199)
Slide 62
Lesson 7 Formal Testing (page 203)
Slide 63
Lesson 7 Formal Testing Before Class: Have appropriate
materials available (page 203) Prepare space for vehicle
testing.
Slide 64
Lesson 7 Formal Testing During Class: Prepare students and
vehicles Inflate balloon to standard size Change nozzle sizes
Fasten weight securely Review Testing Process Conduct tests and
record results
Slide 65
Testing Process Vehicle handler. Inflates the balloon to the
standard size, transfers it to the starting line and releases it
when the starter says, go. Observer/recorder. Holds the template or
string to measure balloon size. Calls stop to the timekeeper when
the vehicle stops rolling. Records distance traveled and time or
relative speed. Starter/timekeeper. Watches the clock and reports
time if the team is recording time, checks to see when the testing
floor is clear, and says clear when it is, then ready, set,
go.
Slide 66
Test each nozzle with the same amount of air Test each nozzle
with and without weight Graph results JetToy Data Table 2 (page
199)
Slide 67
Slide 68
Lesson 8 Reviewing Experimental Data (page 207)
Slide 69
Distance vs. Weight Carried (student graphs) What conclusions
can you draw? Do the graphs support what you experienced? What new
information do you see? How many weights do you think each nozzle
can carry? Why? What are the similarities in the graphs?
Differences? What relationships do you see in these graphs?
Slide 70
Lesson 8 Reviewing Experimental Data During Class: Present the
Activity Review student work leading to this point Distance vs.
Weight Carried for each nozzle Time vs. Weight Carried for each
nozzle
Slide 71
Summary Discussion Where does the force come from that makes
the vehicle go? How does size of the nozzle relate to the amount of
force? How does size of the nozzle relate to the amount of time the
vehicle travels? How does adding weight affect the distance the
vehicle travels?
Slide 72
Lesson 9 Designing a JetToy (page 211)
Slide 73
Lesson 9 Designing a JetToy During Class: Present the Activity
Complete JetToy Design Specifications Assessment Review each teams
Design Specifications: Is it clearly written? Does it include all
the required information? Does the design show evidence that the
team incorporated the conclusions the class made about the effects
of nozzle size and weight on the JetToys performance? Do the
reasons given in Part C indicate an understanding of the
relationship between a JetToys characteristics and its
performance?
Slide 74
JetToy Olympics Introduce the JetToy Olympics Challenge Compete
in 8 categories: Distance Weight Accuracy Time Artistic Design
Design Logs Presentations Design one or more JetToys
Slide 75
Part A determine type of JetToy Part B choose performance
targets (based on competition) Part C reasons for design decisions
Complete one for each design choice JetToy Design Specifications
(page 215)
Slide 76
Lesson 10 Building and Testing a JetToy (page 217)
Slide 77
Lesson 10 Building and Testing a JetToy During Class: Present
the Activity Facilitate Student Exploration Prepare for final
presentations
Slide 78
Students build and test their JetToys for the competition Use
Data Table to record tests for each design specification
(competition category) Repeat tests until students are satisfied
with performance Make modifications as necessary JetToy Data Table
3 (page 221) Time Distance Weight
Slide 79
Presentation Planner (page 223) Clear definition of
presentation expectations for students Easy to follow checklist for
preparation
Slide 80
Student Presentations should include: an introduction to the
JetToy and its function a short summary of the teams JetToy Design
Specifications a discussion of how the team modified its design
based on results of testing the prototype a demonstration of the
JetToy to show how it meets the performance goals on the teams
JetToy Design Specifications a brief question-and-answer session
JetToy Presentation Rubric (supplemental handout)
Slide 81
Lesson 11 Presenting JetToy Designs (page 229)
Slide 82
Lesson 11 Presenting the JetToy Designs During Class: Present
the Activity Student Presentations Share and Interpret Ask follow
up questions of each group Assessment
Slide 83
Student Presentations should include: an introduction to the
JetToy and its function a short summary of the teams JetToy Design
Specifications a discussion of how the team modified its design
based on results of testing the prototype a demonstration of the
JetToy to show how it meets the performance goals on the teams
JetToy Design Specifications a brief question-and-answer session
JetToy Presentation Rubric (supplemental handout)
Slide 84
When assessing ask yourself: What are the differences between
the initial JetToys the students made and their final designs? How
have students used the information they learned in the Build
Knowledge phase of the challenge? Are students reasons for their
design decisions carefully thought through? Do students base their
decisions on the results of their experiments? Do students
understand the correlations between the features of their JetToy
and its performance? Do students understand why their models move
in such different ways? JetToy Presentation Rubric (supplemental
handout)