Student 3
edited
Give Me a Brake
Step One:
As a team, you will examine the braking process using the materials …
Give Me a Brake
Step One:
As a team, you will examine the braking process using the materials provided to you. Consider the marble or small ball to be the object in motion which you need to slow, stop, or prevent from moving. Roll the ball through the three tubes provided. One is a stiff PVC pipe, the second is a paper towel roll, and the third is a foam tube used to insulate water pipes. Using your hand, a rubber band, string, or other materials, see if you can prevent the ball from going all the way through the tubes. If you succeed, you'll have applied a brake within the tube. Try to simply slow it down using the materials provided.
Step Two: Answer the questions below
Questions:
1. What advantages did the foam tube have over the other two materials in terms of the ability to slow or stop the rolling ball/marble?
2. Which material do you think would hold up best over time? Why?
3. Which material gave you the greatest control over the speed of the ball traveling through the tube? Why do you think this was?
4. What provides the "force" in your tube experiments? Where is the friction?
5. Which tube material required the least amount of friction to stop the ball/marble? Why do you think this was true?
6. Bicycle rim brake pads are made of a moderately hard plastic, and are sometimes made of leather. Why do you think these materials are preferred?
Give Me a Brake
Student Worksheet: You are the Engineering Team!
Your challenge is to work as a team to devise an improvement in design for a bicycle braking system that will make it brake more smoothly, and therefore more safely. You may work to improve the rim brake, or come up with a completely new design. Propose your ideas and theories as a group. Then, as a team, develop a proposal which you will present to your class.
Step One: Observation
1. Examine how the common rim brake operates…if possible look at one on a working bicycle.
2. Decide -- as a team -- what you want to change in the design to improve bicycle safety. Discuss materials you might use (metals, plastics, foam, leather), whether you think the size of the pads, or the number of pads might impact the performance of the brake, and finally how easy your new brake will be to operate for someone new to bicycling.
3. Draw a sketch of your new braking system on the other side of this paper, and be sure to include a list of the type of materials you'll use in construction. Call out the areas of the design you have changed and explain why your team came up with these ideas, specifically how it will increase safety.
4. Questions:
How do you think your design revisions will impact the manufacturing cost of the brake?
What materials will be used in manufacture? Why did you select these?
What is unique about this design? (two sentences maximum)
How will your new design impact the longevity or functional life of this brake?
4. Present your ideas to your class….pretend they are individuals who are considering funding the manufacture of your new brake system.
Student 2
edited
Give Me a Brake
Step One:
As a team, you will examine the braking process using the materials …
Give Me a Brake
Step One:
As a team, you will examine the braking process using the materials provided to you. Consider the marble or small ball to be the object in motion which you need to slow, stop, or prevent from moving. Roll the ball through the three tubes provided. One is a stiff PVC pipe, the second is a paper towel roll, and the third is a foam tube used to insulate water pipes. Using your hand, a rubber band, string, or other materials, see if you can prevent the ball from going all the way through the tubes. If you succeed, you'll have applied a brake within the tube. Try to simply slow it down using the materials provided.
Step Two: Answer the questions below
Questions:
1. What advantages did the foam tube have over the other two materials in terms of the ability to slow or stop the rolling ball/marble?
2. Which material do you think would hold up best over time? Why?
3. Which material gave you the greatest control over the speed of the ball traveling through the tube? Why do you think this was?
4. What provides the "force" in your tube experiments? Where is the friction?
5. Which tube material required the least amount of friction to stop the ball/marble? Why do you think this was true?
6. Bicycle rim brake pads are made of a moderately hard plastic, and are sometimes made of leather. Why do you think these materials are preferred?
Give Me a Brake
Student Worksheet: You are the Engineering Team!
Your challenge is to work as a team to devise an improvement in design for a bicycle braking system that will make it brake more smoothly, and therefore more safely. You may work to improve the rim brake, or come up with a completely new design. Propose your ideas and theories as a group. Then, as a team, develop a proposal which you will present to your class.
Step One: Observation
1. Examine how the common rim brake operates…if possible look at one on a working bicycle.
2. Decide -- as a team -- what you want to change in the design to improve bicycle safety. Discuss materials you might use (metals, plastics, foam, leather), whether you think the size of the pads, or the number of pads might impact the performance of the brake, and finally how easy your new brake will be to operate for someone new to bicycling.
3. Draw a sketch of your new braking system on the other side of this paper, and be sure to include a list of the type of materials you'll use in construction. Call out the areas of the design you have changed and explain why your team came up with these ideas, specifically how it will increase safety.
4. Questions:
How do you think your design revisions will impact the manufacturing cost of the brake?
What materials will be used in manufacture? Why did you select these?
What is unique about this design? (two sentences maximum)
How will your new design impact the longevity or functional life of this brake?
4. Present your ideas to your class….pretend they are individuals who are considering funding the manufacture of your new brake system.
space.template.Give Me A Brake
edited
Give Me a Brake
Step One:
As a team, you will examine the braking process using the materials …
Give Me a Brake
Step One:
As a team, you will examine the braking process using the materials provided to you. Consider the marble or small ball to be the object in motion which you need to slow, stop, or prevent from moving. Roll the ball through the three tubes provided. One is a stiff PVC pipe, the second is a paper towel roll, and the third is a foam tube used to insulate water pipes. Using your hand, a rubber band, string, or other materials, see if you can prevent the ball from going all the way through the tubes. If you succeed, you'll have applied a brake within the tube. Try to simply slow it down using the materials provided.
Step Two: Answer the questions below
Questions:
1. What advantages did the foam tube have over the other two materials in terms of the ability to slow or stop the rolling ball/marble?
2. Which material do you think would hold up best over time? Why?
3. Which material gave you the greatest control over the speed of the ball traveling through the tube? Why do you think this was?
4. What provides the "force" in your tube experiments? Where is the friction?
5. Which tube material required the least amount of friction to stop the ball/marble? Why do you think this was true?
6. Bicycle rim brake pads are made of a moderately hard plastic, and are sometimes made of leather. Why do you think these materials are preferred?
Give Me a Brake
Student Worksheet: You are the Engineering Team!
Your challenge is to work as a team to devise an improvement in design for a bicycle braking system that will make it brake more smoothly, and therefore more safely. You may work to improve the rim brake, or come up with a completely new design. Propose your ideas and theories as a group. Then, as a team, develop a proposal which you will present to your class.
Step One: Observation
1. Examine how the common rim brake operates…if possible look at one on a working bicycle.
2. Decide -- as a team -- what you want to change in the design to improve bicycle safety. Discuss materials you might use (metals, plastics, foam, leather), whether you think the size of the pads, or the number of pads might impact the performance of the brake, and finally how easy your new brake will be to operate for someone new to bicycling.
3. Draw a sketch of your new braking system on the other side of this paper, and be sure to include a list of the type of materials you'll use in construction. Call out the areas of the design you have changed and explain why your team came up with these ideas, specifically how it will increase safety.
4. Questions:
How do you think your design revisions will impact the manufacturing cost of the brake?
What materials will be used in manufacture? Why did you select these?
What is unique about this design? (two sentences maximum)
How will your new design impact the longevity or functional life of this brake?
4. Present your ideas to your class….pretend they are individuals who are considering funding the manufacture of your new brake system.
Student 1
edited
Student 1's STEM Motion Challenge Data and Observations
Standards
Embedded Standards
GLE 0507…
Student 1's STEM Motion Challenge Data and Observations
Standards
Embedded Standards
GLE 0507.Inq.1 Explore different scientific
phenomena by asking questions, making logical
predictions, planning investigations, and
recording data.
GLE 0507.Inq.2 Select and use appropriate
tools and simple equipment to conduct an
GLE 0507.Inq.3 Organize data into appropriate
tables, graphs, drawings, or diagrams.
GLE 0507.Inq.4 Identify and interpret simple
patterns of evidence to communicate the findings
of multiple investigations.
GLE 0507.Inq.5 Recognize that people may
interpret the same results in different ways.
GLE 0507.Inq.6 Compare the results of an
investigation with what scientists already accept
about this question.
Content Standards
GLE 0507.10.1 Design an experiment to
illustrate the difference between potential and
kinetic energy.
Building Knowledge
Directions - Use the PhET simulation, Energy Skate Park: Basic, to build background knowledge about potential energy, kinetic energy, motion, etc. Explore using the built-in charts. Record observations in the bulleted list below. Hit RETURN key to add more bullet points.
{energy-skate-park-basics-screenshot.png}
Observations from Simulation
Testing Hypothesis
Now use a pair of Vernier Motion Sensors on the same computer pointed to opposite ends of a track with a toy car to track the distance and time to measure Velocity, Acceleration, and Speed.
Observations from Sensors
Creating
Now use the resources at TryEngineering.com to find challenge examples.
{gumball.pdf}
Notes
Sharing/Publishing
Publish any ideas, information, data, and pictures (with unique file names) to this wiki.
home
edited
... Wiki Spaces
{http://phet.colorado.edu/sims/energy-skate-park/energy-skate-park-basics-screens…
...
Wiki Spaces
{http://phet.colorado.edu/sims/energy-skate-park/energy-skate-park-basics-screenshot.png} Energy Skate Park: Basics
...
1.21.47 PM.png {http://www.wikispaces.com/i/mime/32/application/pdf.png}
Driving with Energy: Activity 25
{http://www.wikispaces.com/i/mime/32/application/pdf.png} gumball.pdf gumball.pdf
Details
Download {gumball.pdf}
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This simulation would be used as whole group knowledge is built by manipulating objects to illustrate:
Potential Energy
Kinetic Energy
Gravity
The Key Question in this activity will be, " Does greater potential energy convert into greater kinetic energy?, "
Take what we have learned about kinetic and potential energy to the next level in a design challenge.
