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Transformation 2013 Design Challenge 5E Lesson
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The Kitchen Invention: A Better Tool for You Emily Mims Transformation 2013 Staff IPC High School Students learn the concepts of work, power, simple Machines, mechanical advantage and efficiency through
Challenge Abstract:
a series of activities and a kitchen tool design challenge.
Meeting the Needs of STEM Education through Design Challenge
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Design Challenge Title: The Kitchen Invention: A Better Tool for You TEKS addressed: (4) Science concepts. The student knows concepts of force and motion evident in everyday life. The student is expected to: (A) calculate speed, momentum, acceleration, work, and power in systems such as in the human body, moving toys, and machines; (C) analyze the effects caused by changing force or distance in simple machines as demonstrated in household devices, the human body, and vehicles; and (D) investigate and demonstrate mechanical advantage and efficiency of various machines such as levers, motors, wheels and axles, pulleys, and ramps.
Engage Activity Approximate time: 20 minutes Hands-On Exploration/Interactive Discussion: Common Household Tools Place several household tools on a table. Allow students to select a tool of their choice. Students will record the name of their tool and compose a journal entry explaining how the tool they have selected is used to make a task easier. Allow students five minutes to “play� with the tool and compose their journal entry. Students then demonstrate their tool and describe its function to the entire class. As students are describing their devices, point out the terms they use relating to simple machines and record at the front of class. Begin introducing the unit vocabulary (simple machines, work, force, power, mechanical advantage) Design Challenge Introduction: Display the following website to the class: http://www.bigideagroup.net/inventors/fbp.htm Read through the information provided with the class. Explain: Many corporations have the goal of identifying future wishes and needs before their customers are even aware of them. Companies are always on the lookout for the next great invention. Innovations are triggered by exploring new areas of thought. Product innovations are evaluated based on: uniqueness, functionality, cleverness, craftsmanship, overall value, and perceived salability. Other factors that may be used in judging include weight, breakability, and reseller profit margin. In this lesson, you are challenged to design or redesign a kitchen tool to make a tedious or difficult kitchen task easier. After learning about simple machines, you and your team will design a tool, create a concept model, and submit an invention submission report for review and possible push to market.
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Engage Activity Products/Artifacts
Journal entry
Materials/Equipment: Common household items such as scissors, pliers, can opener, wine bottle opener, salad tongs, screw driver, hammer, nail clippers, nut cracker, jimmy stick, church key, etc. Resources: Page 4 of the document: http://ewh.ieee.org/r3/cnc/tisp/cd/tisp-ov/PDF-LESSON PLANS/6_English_BuildWorkingModelsWithHouseholdItems.pdf http://www.mos.org/sln/Leonardo/GadgetAnatomy.html
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Explore Activity 1 Approximate time: 55 minutes Simple Machines in Your Everyday Life Provide students pictures of simple machines. (A high tech option would be for students to look up the simple machines on the Internet.) Working in pairs, students identify the simple machine/machines present in their tools. In their journal, students sketch and label their household item, identifying and labeling the simple machines involved in its function. Explore I Activity Products/Artifacts
Labeled sketches
Materials/Equipment: Common household items such as scissors, pliers, can opener, wine bottle opener, salad tongs, screw driver, hammer, nail clippers, nut cracker, jimmy stick, church key, etc Resources: – Simple machine cards: Explore_TheKitchenInvention; print, laminate and cut to create class sets. Teacher tip: Store sets in baggies or envelopes. – Web resource for high tech option: http://www.edheads.org/activities/simplemachines/glossary.htm#y
Explain Activity 1 Approximate time: 55 minutes
Interactive Presentation/Discussion, Teacher Led: How Machines Make Work Easier Facilitate an in-depth discussion relating each tool to it simple machine type. Show the Basic simple Machines presentation about how simple machines make work easier. During the presentation, students take notes in their science journal. Explain I Activity Products/Artifacts Materials/Equipment: Computer with LCD projector Resources: Explain1_BasicSimpleMachines
Journal entry
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Explore Activity 2 Approximate time: 10 minutes Work and Power Lab All machines are typically described by a power rating. The power rating indicates the rate at which that machine can do work upon other objects. Thus, the power of a machine is the work/time ratio for that particular machine. To determine the power of a machine, one must be able to calculate the work done by the machine (through knowledge of the force it applies to displace an object) and the time it takes to do this amount of work. A person is a machine which also has a power rating. Some people are more power-full than others; that is, they are capable of doing the same amount of work in less time. In this lab students will measure their own personal power by making measurements as they climb up a flight of stairs. Students will use the work and power equations to complete the activity. Explore 2 Activity Products and Artifacts
Lab report
Materials/Equipment: – Bathroom scale that weighs in kilograms – Flight of stairs – Stopwatch – Meter stick or tape measure Resources: Explore2_Work and Power lab instructions
Explain Activity 2 Approximate time: 55 minutes Debrief the Work and Power lab with the students. Provide each lab group a lap board and dry erase marker. Have each group record their response to question 1 of the analysis portion of the lab. Groups will take turns sharing their results. Repeat the process for the remaining questions. Emphasize that they must show their work for any questions involving calculations. Explore 2 Activity Products and Artifacts Materials/Equipment: – Lap boards – Dry erase markers Resources: Explore2_Work and Power lab instructions
Student participation
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Explore Activity 3 Approximate time: 110 minutes Simple Machine MA Stations Students rotate through six simple machine stations. Students calculate mechanical advantage of each type of simple machine. Students respond to the questions on the station cards in their science journal Explore 3 Activity Products and Journal entries Artifacts Materials/Equipment: – Simple Machine Station Cards (teacher suggestion: laminate the cards for use from year to year, or place in a sleeve protector) – Ruler – Calculator – Examples of wedge (door stop, shark tooth, etc) – Box of screws (standard), box of screws (metric), paper (cut in half along the diagonal), wheel and axle assembly examples (pencil sharpener, door knob, egg beater, etc) Resources: Explore3_MAStations activity http://juniorengineering.usu.edu/workshops/machines/machines.php http://library.thinkquest.org/CR0210120/Mechanical%20Advantage.html http://hyperphysics.phy-astr.gsu.edu/hbase/mechanics/incline.html http://www.mikids.com/Smachines.html
Explain 3 Activity Approximate time: 55 minutes Facilitate an in-depth discussion of the mechanical advantage stations. Present the taking the Work out of Work PowerPoint presentation on mechanical advantage/efficiency of simple machines. Students take notes in their science journal. In pairs, students will practice calculating mechanical advantage/efficiency for a number of sample problems. Each pair will be given a problem to solve. Provide each pair a lap board and dry erase marker. Each pair will solve their assigned problem, showing all work. Groups will take turns sharing their problems. Repeat the process for the remaining questions. Explain 3 Activity products/artifacts.
Journal entry Mechanical Advantage Problems
Materials/Equipment: Computer with LCD projector, dry erase lap boards, dry erase markers Resources: Simple Machines: Taking the Work out of Work! Presentation http://www.swe.org/iac/lp/pulley_03.html
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Elaborate Activity Approximate time:
Students as Inventors Students identify a job or chore in the kitchen that some or all of the family members struggle with, such as opening a child-proof container or getting the seal off the ketchup bottle. Using their knowledge of force, work, mechanical advantage and simple machines, students work in groups of four to design a kitchen tool to make this job easier. Students create a 3D concept model. Students will produce detailed diagrams of the device and an explanation of how it works and makes work in the kitchen easier. In addition to the concept model, students will produce an invention idea submission report.
Elaborate Activity Products/Artifacts
Concept Model Invention Idea Submission Report
Materials/Equipment: – Computers – Supplies based on student design Resources: Elaborate_InventionSubmissionReport http://www.bigideagroup.net/inventors/inventing_basics.htm
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Evaluate Approximate time: Students will create a 10 minute presentation selling their device to a potential manufacturer. The presentation should include information on the work, power, and mechanical advantage of their device, with detailed explanation of all calculations made. To add authenticity to the task, recruit a panel of evaluators including an engineer, industry specialist, consumer, etc. to evaluate the student presentations.
Evaluate Activity Products/Artifacts
Materials/Equipment: – Poster board – Display boards – Computer presentation software Resources: None
Presentation