2In 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.
3The Engineering Design Experience Set GoalsBuild KnowledgeDesignBuild and TestPresent
4Science Inquiry Standards 5-1.1 Identify questions suitable for generating a hypothesis.5-1.2 Identify independent (manipulated), dependent (responding), and controlled variables in an experiment.5-1.3 Plan and conduct controlled scientific investigations, manipulating one variable at a time.5-1.4 Use appropriate tools and instruments (including a timing device and a 10x magnifier) safely and accurately when conducting a controlled scientific investigation.5-1.5 Construct a line graph from recorded data with correct placement of independent (manipulated) and dependent (responding) variables.5-1.6 Evaluate results of an investigation to formulate a valid conclusion based on evidence and communicate the findings of the evaluation in oral or written form.5-1.7 Use a simple technological design process to develop a solution or a product, communicating the design by using descriptions, models, and drawings.5-1.8 Use appropriate safety procedures when conducting investigations.
5Forces and Motion Standards 5-5.1 Illustrate the affects of force (including magnetism, gravity, and friction) on motion.5-5.2 Summarize the motion of an object in terms of position, direction, and speed.5-5.3 Explain how unbalanced forces affect the rate and direction of motion in objects.5-5.4 Explain 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).5-5.5 Use a graph to illustrate the motion of an object.5-5.6 Explain how a change of force or a change in mass affects the motion of an object.
6Results Anderson One Number of Students Tested % showing weakness in this standard% that may need more instruction% that showStrength in this standard2011 Scores38913.649.137.32012 Scores38114.734.450.9PickensNumber of Students Tested% showing weakness in this standard% that may need more instruction% that showStrength in this standard2011 Scores31517.837.844.42012 Scores4078.641.350.1
7CCSS Math Practice Standards Make sense of problems and persevere in solving them.Reason abstractly and quantitatively.Construct viable arguments and critique the reasoning of others.Model with mathematics.Use appropriate tools strategically.Attend to precision.Look for and make use of structure.Look for and express regularity in repeated reasoning.
8CCSS 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.
9CCSS ELA Writing Standards (Opinion/Argument) 1. Write opinion pieces on topics or texts, supporting apoint 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 supportthe writer’s 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.
10CCSS 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.
11CCSS 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 andtexts, 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.
15Introducing the JetToy Challenge Lesson 1Introducing the JetToy Challenge(page 139)
16Lesson 1 – Introducing the JetToy Challenge During Class:Explain to students they will engage in a design experienceDiscuss the Engineering Design ExperienceDistribute Letter from Earth Toy DesignsRead letter aloud with studentsCheck for UnderstandingWhat 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?
17Letter From EarthToy (page 143) Fictitious toy company, EarthToy DesignsRequests that students to design a number of JetToy designsSpecific Performance Characteristics
18Building and Testing the JetToy Chassis Lesson 2Building and Testing the JetToy Chassis(page 145)
19JetToy Materials for Lesson 2 Other items for lesson 2:Shoe box for materialsMasking tapeScissorsRulerMeter Stick3 pieces of heavy cardboardTest Areas – 2 meters
27Building the JetToy Chassis (page 161) Reproducible Student HandoutStep by step instructions for building the JetToy chassis
28JetToy Chassis – Top View (axle lines on underside of chassis)
29Common Student Mistakes Students sometime confuse lines,Dotted lines = score & foldSolid lines = cutStudent should read the directions, not just look at pictures.Take measurements from “zero” not the end of the ruler.
30Assembling the Axles and Wheels (page 163) Reproducible Student HandoutStep by step instructions for assembling axles and wheels.
34Common 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.
35Class 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?
36JetToy Features (page 165) Assess students’ prior knowledgeEach student to complete individually and keep in design log.
41Lesson 3 – Adding a Balloon Motor During Class:Present the challenge to studentsAssemble the balloon motorMount the balloon motor on the chassis
42Constructing the Balloon Motor Place a piece of plastic tubing inside the opening of a balloonUse a rubber band to secure balloon to tubing
43Mounting Options (pages 170 - 171) Hole or notch in chassisVertical supportPlatform
44Lesson 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 chassisTest the JetToysModify and Retest (record results)Facilitate Student ExplorationAssessment
45JetToy Data Conduct Test in designated area (page 175)Conduct Test in designated areaDemonstrate how to measure distanceRecord results on JetToy Data sheet
46Design Team Evaluation (page 177)Self AssessmentMonitor TeamworkAddress interpersonal conflictsDemonstrate challenges of teaming in real world situations
48Sharing Our First Results Lesson 4Sharing Our First Results
49Lesson 4 – Sharing Our First Results Before Class:Prepare chart paper and markers
50Sharing 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 DataAsk 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?
53Lesson 5 – Revising the Vehicle Before Class:Have appropriate materials availablePrepare space for vehicle testing
54Lesson 5 – Revising the Vehicle Vehicle Performance Goalstravels straightcan use any of the three nozzlescan go at least one meter with each nozzlehas a place to hold two stacks of pennies securelyis sturdy enough to be used for repeated testing
55Lesson 5 – Revising the Vehicle During Class:Present the challengeAssemble the balloon motors and weightsDesign and build new features to solve problems
56Possible New Features (pages 185 - 186) fendersholder for balloonnozzle guide
57Lesson 5 – Revising the Vehicle During Class:Present the challengeAssemble the balloon motors and weightsDesign and build new features to solve problemsTest the JetToys
58JetToy Data Table 1 (page 189) Test each new feature separatelyTest each new feature with the same amount of airComplete every section
63Lesson 7 – Formal Testing Before Class:Have appropriate materials available (page 203)Prepare space for vehicle testing.
64Lesson 7 – Formal Testing During Class:Prepare students and vehiclesInflate balloon to standard sizeChange nozzle sizesFasten weight securelyReview Testing ProcessConduct tests and record results
65Testing ProcessVehicle 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.”
66JetToy Data Table 2 (page 199) Test each nozzle with the same amount of airTest each nozzle with and without weightGraph results
68Reviewing Experimental Data Lesson 8Reviewing Experimental Data(page 207)
69Distance 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?
70Lesson 8 – Reviewing Experimental Data During Class:Present the ActivityReview student work leading to this pointDistance vs. Weight Carried for each nozzleTime vs. Weight Carried for each nozzle
71Summary DiscussionWhere 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?
73Lesson 9 – Designing a JetToy During Class:Present the ActivityComplete JetToy Design SpecificationsAssessmentReview each team’s 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 JetToy’s performance?Do the reasons given in Part C indicate an understanding of the relationship between a JetToy’s characteristics and its performance?
74JetToy Olympics Introduce the JetToy Olympics Challenge Compete in 8 categories:DistanceWeightAccuracyTimeArtistic DesignDesign LogsPresentationsDesign one or more JetToys
75JetToy Design Specifications (page 215) Part A – determine type of JetToyPart B – choose performance targets (based on competition)Part C – reasons for design decisionsComplete one for each design choice
76Building and Testing a JetToy Lesson 10Building and Testing a JetToy(page 217)
77Lesson 10 – Building and Testing a JetToy During Class:Present the ActivityFacilitate Student ExplorationPrepare for final presentations
78JetToy Data Table 3 (page 221) Students build and test their JetToys for the competitionUse Data Table to record tests for each design specification (competition category)Repeat tests until students are satisfied with performanceMake modifications as necessaryTime Distance Weight
79Presentation Planner (page 223) Clear definition of presentation expectations for studentsEasy to follow checklist for preparation
80JetToy Presentation Rubric (supplemental handout) Student Presentations should include:an introduction to the JetToy and its functiona short summary of the team’s JetToy Design Specificationsa discussion of how the team modified its design based on results of testing the prototypea demonstration of the JetToy to show how it meets the performancegoals on the team’s JetToy Design Specificationsa brief question-and-answer session
82Lesson 11 – Presenting the JetToy Designs During Class:Present the Activity – Student PresentationsShare and InterpretAsk follow up questions of each groupAssessment
83JetToy Presentation Rubric (supplemental handout) Student Presentations should include:an introduction to the JetToy and its functiona short summary of the team’s JetToy Design Specificationsa discussion of how the team modified its design based on results of testing the prototypea demonstration of the JetToy to show how it meets the performancegoals on the team’s JetToy Design Specificationsa brief question-and-answer session
84JetToy Presentation Rubric (supplemental handout) 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 BuildKnowledge 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?