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MS-ETS1-4. Develop a model for a proposed How do I construct a rubber band racecar?
object, tool or process and then use an iterative
How do I use the engineering design loop to
process to test the model, collect data, and
improve the design of my rubber band racecar?
generate modification ideas trending toward an
optimal design. (appendix a)
Learning Objective(s)
Students will be able to use the engineering design loop to improve the performance of their
racecars.
Students will be able to record their data and communicate the results of their controlled
experiments.
The vocabulary for this lesson will include the following terms:
Controlled Experiment: (fair test) An experiment where only one variable is changed at a time to
isolate results.
This vocabulary will be spoken by myself and the students during the lesson, and also posted on the
wall with definitions for a visual aid.
Assessment/Evaluation
Formative (Informal): The formative assessment will be done primarily thought my own observations
of student groups and conversations I will have with each group. Things I will be looking for include:
participation of every student, positive interactions among group members, time on task, properly
collected and recorded data, design modifications based on data.
Summative (Formal): The summative assessment for this lesson will be based primarily on the data
sheet each group will have filled out. Students will not be assessed on how well their car raced, but
rather on how well they worked together and followed directions. The data sheet will reveal whether
or not the students followed the engineering design loop. (i.e. did they make predictions, did they
manipulate one variable at a time, did they record each trial)
Materials/Management:
Masking Tape
Whiteboard
Adaptations to Meet Individual Needs: In order to meet the needs of individual students, I will
deliberately group students so that higher achieving students can assist lower achieving students.
This lesson allows for student groups to work at their own pace, so I do not foresee any other
adaptation to be necessary.
Management/Safety Issues: I will explicitly state that shooting of rubber bands is not appropriate at
any time during this lesson.
(before students arrive, I will measure out three 15-meter racing tracks
with masking tape. Each track will be 1 meter wide and labeled every
50cm)
To engage students in this lesson, I will ask them if they have ever played
with Legos. I will explain that if they have, they are at an advantage,
because today we will be using a more advanced type of Lego to design
and race rubber band cars.
1:30 – 1:35
I will read the standard and big ideas to the students, and go over the
Engagement importance of being safe and responsible with the KNEX car kits. I will
then divide the students into 5 teams (teams will be previously determined
by myself so that there are students of all ability levels in each group).
I will inform students that they should construct their initial car model
before they go to recess. When they return from recess they we will begin
the processor testing and modifying their models. At 2:55 we will race their
cars in the Rubber Band Racer Tournament, and at 3:10 we will debrief.
I will show the students where the construction directions are (Instruction
Manual pages 8 & 9) and handout the car kits.
Students will work in teams of 3 to construct their initial rubber band car
1:35 – 2:10 models. I will walk around and ensure that all students are actively
participating in the construction process. I will resist the urge to jump in
Exploration and help too quickly. This way students will be able to work through
challenges and build problem solving skills.
2:10 – 2:20 Students will go to recess. Any groups that have not finished the initial
construction will have the option of completing their cars during recess
Recess time.
When the students return from recess, I will go over the engineering
design process. We will also discuss the importance of collecting and
2:20 – 2:25
recording data. I will explain how to fill in the data sheet (appendix b) and
we will discuss the importance of manipulating only one variable at a time.
Explain
We will go over each of the variables that they students may choose to
manipulate. I will answer any student questions.
Student groups will use the engineering design process to improve their
2:25 – 2:55
racecar designs. I will make sure all members of each group are
participating, and that the data sheets are being fill out correctly. I will give
Elaboration
students a heads up when they have only 5 minutes left.
At this time, we will race the cars. In the first heat, each group will race
2:55 – 3:10
every other group one time. I will facilitate these races. Whatever car
travels farthest will be the winner. On the whiteboard, I will record wins
Evaluation
and losses. At the end of the first heat, the two groups with the most wins
will face off in the final heat. A winner will be announced. I will display the
(Racing)
winning car on the smartboard doc camera.
Evaluation Cont. Why was it important to manipulate only one variable at a time?
(Debrief) What variable did you manipulate that improved the distance your car
traveled the most?
What variable did you manipulate that hindered the distance your car
traveled the most?
Was there anything about the design of the winning car that surprised
you?
We will discuss the features of the winning car, and how they may have
contributed to the success of that model.
3:20 – 3:30 We will take apart the cars and return them to correct packaging.
Cleanup We will sign a thank you card for Mark who let me borrow these cars.
Appendix A: A Closer Look at the Standard
Predictions:
Did it
Design improve
Trial 1 Trial 2 Trial 3 Average
Type your
design?
Original
Design
Original
Design
Modified
Design #1
Y / N
Modified
Design #2
Y / N
Modified
Design #3
Y / N
Modified
Design #4
Y / N