Presentation on theme: "AUTOMOTIVE ENGINEERING PRESENTS 7 th Grade Dragster Project Jeremy Truppi February 2014."— Presentation transcript:
AUTOMOTIVE ENGINEERING PRESENTS 7 th Grade Dragster Project Jeremy Truppi February 2014
7 th grade Technology All levels of students Ages Special Needs Course accommodates 16 – 30 students TIME LINE: 5 weeks (15 total classes) INTRO & TARGET AUDIENCE Students are required to build the fastest car in the class. Their objective is to understand STREAMLINING & AERODYNAMICS in order to achieve speed.
Making a connection from real automotive engineering and building a dragster in class. Understanding Streamlining to ensure less drag = more speed. Incorporating “Specification” measurements to add a common guideline for every student. Working in teams to complete a common goal: WIN Have fun! GOALS & OBJECTIVES SENSE & MEANING
CPI#9.1: All students will develop career awareness and planning, employability skills and foundational knowledge necessary for success in the workplace RST.7.9: Compare and contrast the information gained from reading a text on the same topic. CPI # A.1: Design and create a technology product or system that improves the quality of life and identify trade-off’s, risks and benefits. CPI# B.1: Brainstorming and devise a plan to build using the design process RST.7.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually NJCCS
Day 1 – 3: Introduction to Streamlining and Brainstorming Dragster Designs Day 1 – 3: Introduction to Streamlining and Brainstorming Dragster Designs Day 4 & 5: Building a Styrofoam car. Then evaluate & revise. Day 4 & 5: Building a Styrofoam car. Then evaluate & revise. Day 6 & 7: Build Balsa Car Day 6 & 7: Build Balsa Car Day 8: Practice Race Day 8: Practice Race Day 9-13: Race Week (with revisions to improve time) Day 9-13: Race Week (with revisions to improve time) Day 14 & 15: FINAL RACES and Presentations Day 14 & 15: FINAL RACES and Presentations ACTIVITIES
PRESENTATIONS / SPREADSHEETS
GRAPHS / SPREADSHEETS Students will be assisted by a series of checklists via step guides. Personal assistance will be given based upon self direction. As students race they will be taught how to calculate SPEED = Distance/Time. They will then make the calculations and connect how weight plays a factor in the speed (based on power of CO2) Students will then be taught how to calculate that data into a spreadsheet and decide how much weight to lose based on their current speed.
GRADE SHEET RUBRIC
MULTIPLE INTELLIGENCES INTERPERSONAL Students work in teams to help each other with data entry and streamlining ideas. INTRAPERSONAL Students must work independently to build their dragsters. After evaluation they are also required to make revisions on their own. LOGICAL / MATHEMATICAL Students will have to calculate SPEED & DRAG. Then revise their dragsters based on their data. LINGUISTIC Students must work with their teams and communicate through constructive criticism.
BRAINY BITS FRONTAL LOBE (problem solving) Students will constantly be calculating speed and weight. As well as revising their dragster to improve on the total speed. PARIETAL LOBE (spatial orientation) TEMPORAL LOBE (sound and speech) OCCIPITAL LOBE (visual processing) Students use a WIND TUNNEL iPad app to see how much wind resistance and drag their dragsters have. MOTOR CORTEX
Gardner, Howard. Intelligence Reframed: Multiple Intelligences for the 21st Century. New York: Basic Books, Google Images Web. Oct Gregorc, Anthony. The Gregorc Style Delineator. Latest. AFG, Horner, Evelyn. Ramapo College. Mahwah. Fall Lecture. Sousa, David A.. How the Brain Works. 4th ed. Thousand Oaks, CA: Corwin Press, print. WORKS CITED