Brad Blue bradbblue@gmail.com
Kindergarten (MEL) Real/Digital TAD Tel贸s Welcome
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© 2015 Pitsco Education. All rights reserved.
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Unit 2: Design for Speed
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13 14 PE•0615•0000•00 00000
Design for Speed
Student Workbook Student Designer/Engineer: __________________________________________________________________________ Teacher: _________________________________________________________________ Class Period: ______________
© 2015 Pitsco Education. All rights reserved.
PE•0815•0915•01 41684
Design for Speed
Š 2015 Pitsco Education. All rights reserved.
Design for Speed
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Phase 1: Design: Grap hics and Layout Š 2015 Pitsco Education. All rights reserved.
Design for Speed
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Phase
2: Go / Speci No Go: Ch e ficati ons cking
Phase 1: Design: Grap hics and Layout Š 2015 Pitsco Education. All rights reserved.
Using the Go/No Go Gauge To measure with the Go/No Go Gauge, hold it directly up to your car or design drawing. Some parts of the car are made to be measured with specific parts of the gauge. Other parts are measured with the metric ruler on the back of the gauge. The gauge lists more specifications than you are required to use in the Science of Speed. This sheet shows you which specifications to check, which parts of the gauge to consult, and which areas of your car to measure.
Acceptable Ranges
Letter on Diagrams
Car length
200 mm-305 mm
A
Wheelbase
105 mm-270 mm
B
Distance between screw eyes
155 mm-270 mm
C
Body width – front axle
35 mm-42 mm
D
Body width – rear axle
35 mm-42 mm
E
Front axle length
42 mm-70 mm
F
Rear axle length
42 mm-70 mm
G
Rear axle hole from rear of wooden block
9 mm-100 mm
H
Bottom of front axle hole above bottom of wooden block
5 mm-10 mm
I
Bottom of rear axle hole above bottom of wooden block
5 mm-10 mm
J
Height of cartridge hole from bottom of wooden block to hole center
31 mm-35 mm
K
Clearance around cartridge hole
3 mm minimum
L
D, E L C A 15 H
B, F, G, H, I, J, K
GE
L
DF
B
K J C A
I
Design for Speed
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Design for Speed
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Design for Speed
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Design for Speed
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Design for Speed
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Phase 1: Design: Grap hics and Layout © 2015 Pitsco Education. All rights reserved.
Need for Speed
Page 2 of 3
Graphs
Speed
For each car, plot a single point on the graph that shows the speed of the car and the variable listed on the x-axis.
Speed
Weight
Length
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Page 3 of 3
Speed
Need for Speed
Speed
Wheelbase
Drag
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Phase 1: Design: Grap hics and Layout © 2015 Pitsco Education. All rights reserved.
Student Instruction Phase 9 Analyze Data – Interpretation QuickView Look at data from all designs and determine the common characteristics of faster cars. Brainstorm in small groups to determine the common characteristics of faster cars. Create a graph that shows how various factors affect speed.
Materials “Need for Speed” data sheet
Engineering Design Process E – Test and analyze the solution.
Procedure 1. As a group, visually inspect the cars. They are arranged from slowest to fastest. Spend a few minutes looking at (but not touching) the cars. Also, look at the data written on the index cards. Try to identify features that are common among the faster cars and features that are common among the slower cars. Here are just a few questions you could consider while looking at the cars: • Do most of the fast cars share a similar shape? • Can you see a relationship between how fast a car is and how much it weighs? • Are there any features (such as fins or curves) that you see mostly on either the fast cars or the slow cars? 2. Discuss with your group what makes a car fast or slow. Discuss any patterns you notice. You might consult the Science of Speed glossary of terms to give your group ideas about what to discuss. 3. Each person in the group should plot the points on the Speed and Weight graph on their “Need for Speed” data sheet. You are creating a scatterplot. 4. Each person in the group should plot the points on the Speed and Length graph on their “Need for Speed” data sheet. You are creating a scatterplot. 5. Each person in the group should plot the points on the Speed and Wheelbase graph on their “Need for Speed” data sheet. (The wheelbase is the distance between the front and rear axles.) You are creating a scatterplot. 6. If you used a wind tunnel that displayed a numeric value for drag, each person in the group should plot the points on the Speed and Drag graph on their “Need for Speed” data sheet. 7. For each of the graphs drawn, estimate and draw a line of best fit or write, “No line of best fit.” The line of best fit will help you see any trends in your data. Though there are more precise ways to make a line of best fit, you will just try to see an imaginary line going right through the middle of the scattered data points. Here are a few examples of what this might look like:
No line of best fit
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Design for Speed
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Phase 1: Design: Grap hics and Layout © 2015 Pitsco Education. All rights reserved.
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Phase 1: Design: Grap hics and Layout © 2015 Pitsco Education. All rights reserved.
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Phase 1: Design: Grap hics and Layout © 2015 Pitsco Education. All rights reserved.
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© 2015 Pitsco Education. All rights reserved.
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© 2015 Pitsco Education. All rights reserved.
Using the Go/No Go Gauge To measure with the Go/No Go Gauge, hold it directly up to your car or design drawing. Some parts of the car are made to be measured with specific parts of the gauge. Other parts are measured with the metric ruler on the back of the gauge. The gauge lists more specifications than you are required to use in the Science of Speed. This sheet shows you which specifications to check, which parts of the gauge to consult, and which areas of your car to measure.
Acceptable Ranges
Letter on Diagrams
Car length
200 mm-305 mm
A
Wheelbase
105 mm-270 mm
B
Distance between screw eyes
155 mm-270 mm
C
Body width – front axle
35 mm-42 mm
D
Body width – rear axle
35 mm-42 mm
E
Front axle length
42 mm-70 mm
F
Rear axle length
42 mm-70 mm
G
Rear axle hole from rear of wooden block
9 mm-100 mm
H
Bottom of front axle hole above bottom of wooden block
5 mm-10 mm
I
Bottom of rear axle hole above bottom of wooden block
5 mm-10 mm
J
Height of cartridge hole from bottom of wooden block to hole center
31 mm-35 mm
K
Clearance around cartridge hole
3 mm minimum
L
D, E L C A 15 H
B, F, G, H, I, J, K
GE
L
DF
B
K J C A
I
By Tom Farmer, Editor • tfarmer@pitsco.com
‘Ladies, start your engines’ Ohio all-girls school discovers the physics and the fun in CO2 dragsters ROCKY RIVER, OH – Sure, CO2 dragsters are cool. They’re fast, and they can help students understand the relationship among concepts such as mass, drag, and velocity. But here’s the real test: Can the sleek dragsters catch the attention of and build the knowledge base in a high school honors physics class – at an all-girls Catholic school, no less? Yes! Pitsco’s Science of Speed – as the CO2 dragster activity is fast coming to be known – is a raging success with this new demographic if recent races at Bluestreak Motor Speedway inside Magnificat High School in Rocky River, Ohio, are an accurate barometer. Teacher Carolyn Wanzor has a reputation for challenging her advanced Honors Physics students, and she wanted to graduate from the mousetrap vehicles activity to something a bit more sophisticated with a wow factor. Aiding her mission was a donation from a local software executive. “He generously donated quite a bit of money to the Honors Physics program,” Wanzor said, adding, “I saw CO2 cars, and I was like, ‘This is fun. How would I race it?’ . . . I Google searched ‘CO2-powered car tracks,’ and of course Pitsco was the first on the list.” 4
The Pitsco Network
Discovering Pitsco Education’s broad range of several hundred dragster components from custom wheels to a variety of car kits to wind tunnels, an elevated track, and start/finish systems, Wanzor knew she had discovered everything needed to give her students a complete, exciting, and highly educational experience. Her initial purchase included all the essentials to get started with CO2 drag racing: the 65-foot FasTrak Elevated Racetrack, the Impulse G3 Race System, a Precut Dragster 32-Pack, and a case of 8-gram CO2 cartridges. She explained her choice of precut dragsters (predrilled axle holes and rough-cut bodies) over the raw basswood or balsa wood blanks. “I got the precut dragsters because it’s not an engineering class. It’s not a class where we have power equipment, and we don’t have a wood shop here. I wanted to go with something that was a little more done,” Wanzor explained. The precut dragsters don’t require much shaping beyond basic sanding and smoothing, but they do allow for custom design and decorating – much to the delight of the 60 high school girls involved in the activity. “There’s going to be an aesthetics element to this as well, of course. This is an all-girls school,” Wanzor said. “We have a collaboration with American Greetings, which has its world headquarters in (nearby) Cleveland. They’re going to judge the girls’ cars on aesthetics.”
Although speed was important, the more coveted crown at Bluestreak Motor Speedway might have been “most cool and creative car.” Even a Popemobile, below, was among the racing entries crafted by Honors Physics students at the all-girls school.
Even though the girls were excited about challenging for the title of fastest car, the more coveted crown might be “most cool and creative car.” “They love to make things pretty,” Wanzor said. “I just wanted to make it something where, yes, it needs to go fast, but it needs to look good as well. Presentation, presentation, presentation. Mags just does everything up like that.” The aesthetics judging by some of the greeting card company’s talented artists was scheduled to take place in December, but the big race day was held in early October in a spacious lobby outside Magnificat’s performing arts center – a full-fledged
extravaganza replete with race officials, a bracket showing head-tohead performances, concessions for the fans, and plenty of heartpumping excitement. “It was a blast and went over exceptionally well,” Wanzor said. “Even two local newspapers came in with reporters to cover the event!” By going all out and following some of the race day suggestions outlined in Pitsco’s Science of Speed teacher’s guide for the full-fledged STEM dragster activity, Wanzor and her students put on an event that has the makings of an annual or even semiannual affair. Maybe it’ll never grow as large as that other race over at the Indianapolis Motor Speedway, but on the education racing circuit, Bluestreak Motor Speedway is well on its way to becoming a featured venue.
Academically rich CO2 dragsters
Physics sounds intimidating enough. But honors physics? Just the name would strike fear into the mind of the average high school student. So, it’s important to find exciting and engaging activities that make honors physics approachable and educational at the same time. The CO2 dragsters activity – the Science of Speed, in Pitsco parlance – serves exactly that purpose in Carolyn Wanzor’s classroom at Magnificat High School in Rocky River, OH. She propelled herself headfirst into this new activity during Fall 2015 in hopes that she could refer back to it later in the school year as new physics concepts are introduced. “When we talk about Newton’s laws of motion in about a month and action-reaction, I’m going to tie in, ‘Remember the car,’”
Wanzor said. “When we get into potential and kinetic energy, when we talk about drag and coefficient of friction, I feel like I can circle back around a number of times throughout the year. . . . I feel like there’s a lot of practical application with these cars.” After her students experienced a Day at the Races culminating event, she asked them to talk about what they had learned. Among their responses: • “Newton’s third law of motion was clearly shown when the CO2 cartridge got punctured.”
• “I totally understand how aerodynamics and mass work toward making a car travel faster.” • “ The excitement of the event – it brought
hands-on fun to a bunch of kinematic equations that we have been studying.”
• “I loved the poof of vapor and the sound of the cars blasting out of the gate.” • “I love science, and anytime the teacher can teach a lesson and then show us something that we get to participate in is such a rewarding experience.” • “Lectures are good and necessary, but this race was so fun and demonstrated so many of the physics concepts we’ve learned and will learn.” • “I like to see the real-world practical application of doing actual calculations on things now and then rather than always doing a worksheet.”
December 2015-January 2016
5
Brad Blue bradbblue@gmail.com