Science, Engineering, and Technology

Image: Science, technology, engineering and mathematics (STEM) occupations

Contributor: Ryan Cooper Sample NearPod Lesson

In this unit, fifth grade students will be learning how specialized technological tools allow us to observe, measure, and understand things which would be difficult or impossible to detect with just our biological senses. These students have never lived during a time before the ubiquitous use of computers and may be unaware of the immense scientific and societal changes which have resulted from the use of these devices. Through investigation of technology including reading, digital multimedia, and live demonstration, students will gain a greater understanding of the impact technology has on their lives. These learning experiences will provide a foundation of knowledge for students as they write descriptive narratives using what they have learned about specialized tools. As the frontiers of science and human understanding stretch farther and farther toward the edges of all possible knowledge, familiarity with tools such as these will be a critical life skill for students. Their future livelihood and potentially even their very existence will depend on them understanding and being prepared to leverage the best tools and technology available.

Studying and understanding links among engineering, technology, science, and society are covered under Tennessee State Standards for Science 5.ETS.2

Describe how human beings have made tools and machines (X-ray cameras, microscopes, satellites, computers) to observe and do things that they could not otherwise sense or do at all, or as quickly or efficiently.

Media Share Resources

507 Movements

507 Movements is a website based on a book written by Henry T. Brown in 1868. It contains images, many of them animated, of various types of mechanical movements which are used in machinery. This website allows students to see and better understand the individual mechanisms which underly the tools and machines which we use every day. From the Geneva drive which allowed film projectors to hold each frame for an instant before cycling to the next, to differentials which allows the inside and outside wheel of an automobile to rotate at different speeds when turning. These fascinating illustrations offer a great opportunity for students to learn about the mechanical workings of everything from vintage to modern and consider how these movements could be incorporated into new machines to solve modern problems. This webpage assists the learner by showing many of the real-world physical technologies which underly even the electronic or robotic technologies we are discussing in this unit.

Keveney, Matt, (2017). 507 Mechanical Movements. [webpage] Retrieved on September 12, 2021 from http://507movements.com/

Technology Standard 3D Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.

Technology Standard 5C Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.

AumSum Time

This AumSum Time video is a great overview of how x-rays work. It is concise but offers the important high points that students should be aware of. It begins with the history and discovery of the x-ray including how it got that name. Punchy and silly animations support the narrator as they continue to explain what x-rays are used for. One of the strongest points for this video is that it is quick. They did not take 10 minutes to drone on about every minute detail. They gave a high-level overview and moved on. This supports my unit by explaining how humans use technology to benefit ourselves per the state standard.

AumSum Time. (2018, June 17). How do X-rays work? [Video]. YouTube. https://www.youtube.com/ watch?v=Fm_VxX_pQlU

Technology Standard 3A Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.

Technology Standard 3C Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

codeSpark Academy

codeSpark Academy is a coding application designed to teach elementary aged children how to write in computer language by playing a series of games. This is an increasingly valuable skill as more and more things become digital and a fundamental understanding of how computes communicate is key to understanding how they function. This ties into my unit as it is directly about understanding the modern tools that humans use to do things we otherwise would be unable to do. It benefits students as interactive games have a high engagement factor while teaching the underlying concepts of computer coding.

codeSpark (2020). codeSpark Academy. [Google Play and AppStore App, $6.67/mo.] Retrieved on September 13, 2021 from https://codespark.com/

Technology Standard 1D Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.

Technology Standard 6C Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

Microscopes

Microscopes are fundamental to our understanding of the natural world. Biology as a branch of science is largely comprised of discoveries made using these devices to see what the naked eye cannot. This webpage from the perennially educational National Geographic Society offers a broad overview of the microscope. It includes the history as well as the types and uses of microscopes. It is concise enough to be read all the way through but covers enough information to give the learner an appropriate understanding of the subject. The page also contains a thorough vocabulary index with alphabetized key words and their definitions to support the unit topic.

National Geographic Society, (2019). Microscopes. [webpage] Retrieved on September 12, 2021 from https:// www.nationalgeographic.org/encyclopedia/ microscopes/

Technology Standard 1D Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.

Sci Show Kids - Check out Satellites

This Sci Show Kids video is about satellites in space. It gives a very kid-friendly overview of many relevant parts of understanding this technology. They begin with what the word satellite means and contrast natural satellites such as the moon with man-made versions such as Sputnik. The video goes on to explain some of the important data that satellites collect for scientists. They specifically mention important tasks such as photographing the earth to monitor glaciers and ocean temperatures. They help us model weather to predict how to dress or when to water our garden. The video is filled with helpful animations and information is presented at a level appropriate for children. It provides visual and auditory stimulation to the learner about the unit topic.

SciShow Kids. (2018, January 16). Check Out the Satellites! [Video]. YouTube. https://www.youtube.com/ watch?v=03pZdYVacaM

Technology Standard 3A Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.

Technology Standard 3C Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

Virtual Microscope

Virtual Microscope is an immersive, interactive, 3D experience for students to better understand the how’s and why’s of microscopy when they may not have access to a real microscope and variety of slides. It contains informational text which supports the lesson about the technology while also having a strong visual and interactive element to promote engagement. Student can select slides and adjust magnification to understand how the parts of a real microscope work. The content is basic enough for higherelementary students but would work through high school or even college level courses where there was a need to learn about microscopes in a virtual environment. This program is free and supports my unit plan by allowing exploration of the microscope.

NCBionetwork (2018). Virtual Microscope. [Webpage] Retrieved on September 13, 2021 from https:// www.ncbionetwork.org/iet/microscope/

Technology Standard 1D Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.

Technology Standard 6C Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

Media Share Product Review

Virtual Microscope from the North Carolina BioNetwork is an amazing program for use in the classroom. It delivers an immersive biological wet lab experience anywhere you have a computer and internet connection. The program begins in a faux microscopy laboratory which provides context to how these devices are used in real-world settings. As you begin to use the program you can take a guided tour or you can dive right in and explore on your own. The collection of biological slides available does a great job of mimicking commonly available prepared slide sets used in the real-world setting. While nothing can entirely offer the experience of real microscopes, this program comes as close as one could hope to in a virtual setting. Being available to educators and students at no cost makes this a great piece of technology to integrate into the modern science classroom.

Selection Rubric: Web Resources

Complete an interactive evaluation and add it to your Professional Development portfolio using the Selection Rubric: Web Resources available on the “ASSURE Learning with Technology and Media” DVD. Open the DVD and click on “Install My Professional Portfolio Database.” Follow the on-screen instructions to install the database to your hard drive. Double-click on the shortcut that is on your desktop. Click on the “My Lesson Assessments” button in the left navigation bar. (You must assess a lesson plan before the assessment will appear in your lesson plan list.) Click on any lesson assessment, and then click on the “Rubrics” tab. Click on the “add” button to choose and evaluate your selection rubric. A downloadable version of this rubric is available in the Selection Rubrics module of the Companion Website at www.prenhall.com/smaldino.

Search Terms

Title ________________________________________________________ Hardware Required Virtual Microscope Source/Location_____________________________________________ _______________________ https://www.ncbionetwork.org/iet/microscope/ PC ©Date______________________________________________________ Primary User(s): 2018 xSubject Area_________________________Grade Level ___________ ___________StudentScience 5th InstructionalStrategies_______________________________________ ___________TeacherGamification

Brief Description Standards/Outcomes/Objectives Prerequisites (e.g., prior knowledge, reading ability, vocabulary level, etc.) Strengths Limitations Special Features Name________________________________________________________Date___________________

This immersive 3D virtual game allows students to understand the parts, function, and operation of a microscope from their home or classroom. It has quality graphics and a strong interactive element while holding true to what the experience would be if the student were actually using a real microscope.

Technology Standard 1D Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies. Technology Standard 6C Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

Students should receive some instruction prior to using this application about the general use of microscopes. Students also need basic computer literacy skills including how to use a web browser, manipulate a mouse, and how to navigate a webpage. Reading skills are also important as there is some text which must be read.

Immersive and interactive without the need for an entire class set of expensive microscopes. Also the ability to allow children who may be studying remotely to experience microscope use when a rel microscope would not be physically available to them.

There is no substitute for hands-on experience. While the graphics and realism of this game are top notch, they can not fully recreate the feeling that one gets from manually adjusting the focus knobs or lining up slides on the platform of a real microscope.

Glossary or terms. Additional reading information listed at bottom of page.

Ryan Cooper 9/14/2021

To play visit Kahoot.it and enter Game PIN: 3801291

1.) Earth’s orbital satellites allow us to see things which are too __________ to be seen with the naked eye.

Small. Radioactive. Large. Fast. (Level 2)

2.) A compound microscope, such as the one used in our classroom, allows us to observe very small samples at a high magnification using a series of ____________ .

Filters. Lenses. Computers. Cameras. (Level 1)

3.) X-rays, used for imaging through solid objects, are a type of electromagnetic wave which have a wavelength about ____ times shorter than the wavelengths of visible light.

10. 100. 1,000. 10,000. (Level 4)

4.) Computers Modern computers are based on the _____________ in which computation and storage are physically separated: data are fetched from the memory unit, shuttled to the processing unit (where computation takes place) and then shuttled back to the memory unit to be stored.

von Neumann architecture. Mr. Cooper architecture. Guess-and-check architecture. Gothic Revival architecture. (Level 5)

5.) One advantage of robots is _________.

They can do dangerous jobs without putting people in danger. They do not get tired or require breaks. They can be made for specific purposes. All of these answers. (Level 3)

6.) A modern automobile has many different _______ which collect data about the operating parameters of different components and feed that information back to the central computer for analysis.

Tires. Sway Bars. Sensors. Catalytic Converters. (Level 2)

7.) The Industrial Revolution is defined as a period from 1760-1840 where The United States and many other countries witnessed a change from an agrarian and handicraft economy to one dominated by industry and machine manufacturing.

True. False. (Level 1)

8.) The _________ is a protocol which allows the fetching of resources, such as HTML documents. It is the foundation of any data exchange on the Web and it is a client-server protocol, which means requests are initiated by the recipient, usually the Web browser. A complete document is reconstructed from the different sub-documents fetched, for instance text, layout description, images, videos, scripts, and more.

Yan-Zhu Protocol. Hyper Text Transfer Protocol. Unicorn Protocol. Protocol Droid. (Level 5)

9.) The time between the Wright Brother’s first heavier-than-air flight and Neil Armstrong walking on the Moon was _________.

≈22 years. ≈44 years. ≈66 years. ≈88 years. (Level 3)

10.) X-Ray, MRI, CT Scan, and Ultrasound are all examples of types of ________.

Weather patterns. Electronica Musicians. Rare Tropical Disease. Medical Imaging Technologies. (Level 4)

ASSURE Lesson Plan Template

An Egg on Vacation: Engineering a Travel Container

Name: Ryan Cooper Subject Area(s): Science/STEM Duration of Lesson: 1 hour Grade Level: 5th Grade

Analyze learners Beech Elementary is a moderately sized K-5 school in a middle-class suburb outside of Nashville, Tennessee. My class contains 27 total students with 13 males and 14 females. Students are nine or ten years old. Among these students there are eight who have 504 or IEP plans which require modification. These modifications include Read aloud, repeat and explain direction, additional breaks for movement, preferential seating, extended (1.5x) time on tests, and outlines for notes. I have one English Language Learner who receives pull-out and push-in instructional assistance and rates as a lower intermediate level ELL student. This student struggles with both conversational and academic language in written and verbal communication with peers and instructor. Two students receive pull out for Speech therapy.

The population served by the school is not especially diverse with ≈86% of students identifying as white, ≈8% black, ≈2% other races, and the rest identify as two or more races. The area boasts a median household income of over $72,000. Students largely come from homes where education is valued as over 95% of Hendersonville residents are high school graduates and over 38% hold a Bachelor’s degree or higher, beating both the Tennessee and national averages for level of education attained.

Students have received formal lessons about principles of engineering and design throughout previous grade levels. Science standards for previous grade levels such as 4.ETS1.1 and 4.ETS2.1-3 work with the same foundational principles required for this lesson. This year, students have engaged in STEAM assemblies throughout the year where project-based learning about concepts including engineering are discussed. Students already have familiarity with computers and basic functions of the TinkerCAD design software as they have successfully navigated it during previous assignments. Students are fully competent in the use of computers and the software involved in this lesson.

ISTE Standard 1.3.d: Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.

Behavioral Objective:

Given access to computers and digital modeling software, the learners will utilize what they have learned about engineering, design, and problem solving in order to demonstrate their ability to design and digitally model a practical solution for an engineering problem assigned by the instructor. The students will be tasked with designing and modeling a container to keep a standard chicken egg safe during transport inside a suitcase while on vacation. They will utilize personal computers with TinkerCAD online modeling software to create a 3-dimensional model. After completing the model, students will fill out a written assessment explaining the features and functions of their model including specific design elements which are critical to the function of the design.

Language Objective:

Key Vocabulary:

X-axis, Y-axis, Z-axis, rotate, expand, group, align, solid, hole, scale, box, cylinder, sphere, structure, crush, puncture, impact, protection.

Academic Language Functions:

Students will demonstrate fluency in explanatory language through the completion of a worksheet explaining what they have designed. The prompts on the worksheet require explanation of their design with regard to key areas such as: design considerations before beginning, accessibility of the egg, type(s) of protection offered, key details unique to their design, size limitations, unresolved issues with their design, ideas for iteration of future improved designs. For a complete list of the design worksheet prompts, see the design worksheet copied at the bottom of the plan.

The key vocabulary words are already familiar to all students as they draw from a previous lessons including entry in student’s ELA Vocabulary Journals which are always available for reference. At the introduction of the lesson, the instructor will go over the key vocabulary words to refresh students on conversational use and demonstrate their meanings in the context of the TinkerCAD program.

●Design worksheet (student centered)

●Pencils for completing worksheet (student centered)

Technological Materials

●Web based CAD program- Autodesk Inc. (2011, March 26). TinkerCAD. TinkerCAD. Retrieved November 5, 2021, from https://www.tinkercad.com/. (student centered)

●27 laptop computers with Wi-Fi/internet connection (student centered)

●Projector and screen to display teacher computer screen (teacher centered)

●Teacher computer with internet access (teacher centered)

***Any teacher using this lesson plan should use a rubric to determine the educational value for the learner and the learning environment***

Prior to class starting, teacher will set up a virtual classroom in TinkerCAD so students can easily access correct build platform by joining the classroom with a code. This virtual classroom will also facilitate instructor’s ability to view all designs upon lesson completion. Build platforms inside virtual classroom will be named for each student based on the class roster and populated with an egg shape autogenerated by TinkerCAD which is 41mm in diameter and 61mm in height. This will be the egg students are tasked with protecting. Instructor will also print out 30 copies of design worksheet. This allows for a sheet for each of 27 learners with a few extra in case of loss or mistake which requires worksheet replacement. Teacher will ensure that each table has a bucket with sharpened pencils available for student use. Teacher will also ensure computers are available for use during class time and have been plugged in to charge fully before class.

Classroom Preparations:

Prior to this lesson, teacher will eat a nutritious breakfast. By ensuring a nutritionally balanced diet including lean protein and fiber, teacher will minimize need to eat during class as well as minimize fluctuations in blood sugar during lesson which could affect instructional performance. Teacher will arrive at school by no later than 7:05 A.M. to ensure they allow adequate time for other preparations before students enter the classroom at 7:30 A.M. Teacher will park in the front parking lot and use the main door to enter the building. This will allow crossing the line of parents dropping off students at a marked crosswalk. Because students must be constantly supervised, a stop by the adult restroom will be made on the way to the classroom. Upon arriving at the classroom, teacher will open door but re-lock the handle per school security protocol. After the door lock situation has been confirmed to be in compliance with school policy, teacher will turn on lights in classroom. Teacher will check to ensure computers on computer cart are still present and have indeed been charging overnight. After that, teacher will turn on their own computer located on teacher’s desk. Then, teacher will use the remote control to power on the projector to allow it time to warm up and ensure correct function. Immediately prior to retrieving students from their staging area in the cafeteria to bring them to the classroom, teacher will repeat affirmations about how well prepared he is to teach this lesson ensuring the correct emotional attitude to greet students and prepare them for learning.

Learner Preparation:

Teacher will begin the lesson with a brief discussion about the day’s activity. Mr. Cooper will explain that he has a chicken egg that he would like to take on vacation, however, it may get broken traveling in his suitcase. The students will need to draw from their existing knowledge of engineering, design, and 3-dimensional modeling to develop a suitable protection for Mr. Cooper’s egg.

Mr. Cooper will refresh the student’s memory about the form and function of TinkerCAD by projecting his computer screen onto the board at the front of the classroom. He will demonstrate the build plates which are pre-populated with a digital egg. The key vocabulary about X/Y/Z axes, geometrical shapes, and physical forces. Students will be instructed that each of them should work independently to create a design but if they have a problem with the TinkerCAD they should ask an elbow partner for help first, before summoning the instructor. This is in order to promote problem solving within the student community. Teacher will pass out the design worksheet to each student and advise them to fill out question #1 before getting a computer. The final preparation before implementing the technology portion of the lesson will be reminding students of the basic rules of computer use in the classroom. Careful handling and only accessing appropriate programs and web resources. Students will be dismissed by table to get laptops and bring them back to their table groups.

Require learner participation While student are working on the top portion of the worksheet and being called in groups to get their computers, on the screen projected at the front of the classroom will be the log-in credentials for the TinkerCAD classroom. After all students have gotten computers and logged into them, teacher will demonstrate how to fine the default egg shape in TinkerCAD in the event that the prepopulated egg is deleted or otherwise distorted. Shapes Library > Creatures and Characters > 3rd shape down on the left side.

Next, students will be asked to read the directions at the top of the worksheet aloud as a group. This ensures that all students have been informed audibly and in writing about the purpose of the lesson.

Students will be given 35 minutes to plan and create a model in TinkerCAD which aligns to the prompt on the worksheet. They will utilize the shapes from the shape library and adjust their dimensions, orientation, and combinations to produce a final design which they believe meets the requirements for protecting an egg in a suitcase. [See example image of a completed design attached at the bottom of this lesson plan.]

Upon completion of their digital model, students will be directed to complete the remaining portion of the worksheet. When they are finished with the worksheet, they are to turn it in at the blue turn-in box at the back of the classroom. They should log off their computers and return them to the computer cart making sure to plug them back in to charge.

If there are questions throughout the lesson, students are instructed to first try for a solution themselves. If that is unsuccessful, they should ask an elbow partner for help. If the problem is still unresolved, the teacher will be available and circulating the room to assist where needed for technical help or assignment clarification.

At the conclusion of the lesson, the teacher will review all designs by utilizing his access to the virtual classroom and will evaluate student responses based on the rubric found in the section below.

For my SPED/ELL students:

While all my students are computer literate and should be able to fully engage in the design portion of the lesson, this group will receive additional supports for the worksheet portion of the lesson. I, or the SPED aid if available, will read the questions from the worksheet aloud to these students and accept verbal answers rather than requiring written work. For my ELL student, I will include all accommodations for SPED students as well as working with the ELL teacher for additional scaffolding of the relevant vocabulary to this lesson during push-in time.

Throughout the lesson, teacher will observe student work and offer real-time feedback through a questioning process. (e.g., “What does this piece do?”, “Is that where the egg will go?”) Teacher will offer feedback as needed, framed is a positive way. This gentle redirection is intended to provide the most design freedom while arriving at a finished product eligible for maximum points in the summative assessment portion which will be formally graded. Instructor is looking for designs which, regardless of decorative flourishes or personalized touches added by students, would fundamentally be capable of containing an egg which could be inserted and removed while remaining structurally intact. Secondly, this design should be capable of offering some level of protection to the egg against common hazards to structural integrity including crushing and puncture from sharp object.

In addition to the feedback from the instructor, students will have opportunity to informally peer review each other’s designs within table groups. This informal peer feedback can also be valuable as students refine and update their designs during the build portion of the lesson. While this lesson offers a broad range of creativity and freedom, the instructor will monitor for off-topic discussion or computer use as well as designs which do not meet the objective criteria for the lesson. Students found to be in violation of Classroom Computer Use Policy (e.g., visiting other websites) will be receive punishment per the policies outlined in that document.

A copy of each student’s design is automatically stored by the TinkerCAD classroom. This allows instructor to view all student’s work remotely from any computer with an internet connection. These digital files will be paired with the student’s written work on the worksheet for use in the summative assessment after the conclusion of the lesson.

Summative Assessment:

The summative assessment is measured from a combination of the final design and student responses to the worksheet. Teacher will evaluate both the digital artifact which was created within the TinkerCAD classroom as well as the written descriptions to determine where the student ranks relative to expected comprehension and execution of the lesson. The purpose of the design itself is to allow creative thinking and problem solving to be demonstrated in a virtual space. The Tennessee Science Standard 5.ETS1.1: Engineering Design, requires that a problem be solved [transporting an egg] through engineering design [creating an object in TinkerCAD as well as that the solution to the problem be “communicated”. The written portion is a way to scaffold this communication because although a picture is worth a thousand words, an explanation of the design and thought process which went into an engineering project to solve a problem is critical for helping the teacher understand the student comprehension of the situation. Both parts of this lesson, the virtual and the written work, support the objectives of ISTE Standard 1.3.d which require students to “build knowledge by actively exploring real-world issues and problems” as well as “pursuing answers and solutions”. The use of CAD software to design parts to resolve an issue is a great way to allow minimally guided exploration into the nearly limitless creative potential of digital design and engineering.

The scoring for this lesson will follow a rubric [see below] which scores each of 5 categories from 1-4. The maximum possible score is a 20/20 with a minimum acceptable passing score for this assignment being a 14/20.

All makeup, redo, and late submissions will be addressed per the standard classroom work policies outlined in the class syllabus.

Planning Plan is neat with specific vocabulary and design details for all components. Plan is neat with specific vocabulary and design details for some components. Plan provides specific vocabulary and design details for some components. Plan does not use specific vocabulary and design details or is otherwise inadequately labeled.

Access Design allows for simple and intuitive insertion and removal of the egg. Design allows for insertion and removal of the egg with some difficulty. Design does not allow for insertion or removal of the egg. Design is not a container for protecting or transporting an egg.

Outside Forces Design shows consideration for resistance to most external forces. (Crushing, stabbing, dropping) Design shows consideration for resistance to some external forces. (Crushing, stabbing, dropping) Design shows consideration for resistance to a single external force. (Crushing, stabbing, dropping) Design does not show consideration for resistance to external forces. (Crushing, stabbing, dropping)

Design

Revisions Great care taken in design process so that the structure is neat, attractive and unique to the designer. Design was careful and neat for the most part, but 1-2 details could have been refined for a more effective product. Design was adequate to contain egg but lacked neatness or an attractive design unique to the designer. Design appears careless or haphazard. Many details need refinement for a strong or attractive product.

Explanation by individual indicates a clear and accurate understanding of scientific principles underlying the construction and modifications needed for revisions. Explanation by individual indicates a reasonably clear and accurate understanding of scientific principles underlying the construction and modifications needed for revisions. Explanation by individual indicates partially accurate understanding of scientific principles underlying the construction and modifications needed in future revisions. Explanation by individual does not illustrate much understanding of scientific principles underlying the construction and modifications needed in future revisions.

See additional attachments below.

Name: ________________________________

An Egg on Vacation: Engineering a Travel Container

Directions: Mr. Cooper wants to take his lucky chicken egg with him on vacation. He cannot just put an egg in his suitcase without some type of protection. Use this worksheet and the design tools in our TinkerCAD virtual classroom to design and explain how you would make a container to protect Mr. Cooper’s egg.

1.) What are some considerations (size, shape, weight, material) that you would must consider before you begin designing your model? [Be specific and include details!]

2.) How does your design allow access to the egg? [Be specific and include details!]

3.) What types of outside forces [dropping, crushing, puncture from sharp object, etc.] does your design offer protection against? Which forces might your design be unable to protect from? [Be specific and include details!]

4.) What makes your design unique? What influences, experiences, or preferences guided how you designed your container. [Be specific and include details!]

5.) What would you change or improve if you were making a “version 2.0” of your design? Specify both what you would change and why you would change it. [Be specific and include details!]

Cooper, R. (November, 2021) Red Egg Box for Safe Transport [digital image]. Mr. Cooper’s Private Digital Collection, Tennessee, United States.

An example of one design for securing an egg for transport within a suitcase.