Content Standard(s): By the end of this unit students will be able to understand the reasoning behind mechanical systems design, function and how they are powered all while considering the societal and environmental impacts. Enduring Understandings/Big Essential Questions: Ideas: Content specific . . . Students will understand that . . . How could an existing mechanical machine Mechanical systems are be critiqued in order to improve its design? creating and evolve to fit the Why do different combinations of the same needs of humans simple machines and components achieve That the components of a very different tasks? machine effect the structure How does a mechanical system use energy and function to its advantage? How different methods of Why should we look at mechanical energy transmission benefit a machines through an environmental and mechanical system societal lens? How environmental and societal needs impact the Prior Knowledge: design of mechanical systems What do students already know . . . Hydraulics and Pneumatics Related misconceptions . . . Pressure and fluid pressure Energy is a thing and can be P = F/A used up Difference between structure and function Energy and force are equal Simple machines Work = Labor and Pressure = Force Unit Emphasis: STS An object at rest has no energy
outcomes): outcomes): Students will know . . . Students will be able to . . . Illustrate the development of Ask questions about the relationships science and technology by between and among observable variables, describing, comparing and and plan investigations to address those interpreting mechanical devices that have been improved over questions time Conduct investigations into the Analyze machines by describing relationships between and among function and structures of the observations, and gather and record overall system, subsystems, and qualitative and quantitative data component parts Investigate and describe Analyze qualitative and quantitative data, transmission of force and every and develop and assess possible between parts of a mechanical explanations system Work collaboratively on problems; and use Analyze social and environmental context of science appropriate language and formats to and technology as they apply to communicate ideas, procedures and the development of mechanical results devices Stage 2 Assessment Evidence Performance Task(s): Mousetrap Car Design Your Own Test Design Thinking Bridge Challenge Unit Final Mousetrap Car (LT1) Simple machines, forces, and work wrap up G - Students will design and construct a vehicle which uses a single mousetrap as its sole source of propulsion. The vehicle should be designed for distance. In doing so, the students must manipulate simple machines to achieve a reasonable product. R Students will take on the role of the designer and engineer of the car A Students will present this to the teacher and their classmates S Students will be provided with the challenge of making a car that can go the furthers distance using only one mouse trap and what they know about simple machines. P Students will produce a car, a rational for their design, and a self-evaluation S Students will be evaluated based on the attached rubric
Student Designed Quiz (LT2)
G Students will understand specific details about topics and concepts covered in class by evaluating their understanding and creating quiz questions for a collective class test. R Students will take on the role of the teacher to create a test for the class A The audience of this learning task will be the teacher and their classmates S Students will be challenged with creating real questions for a topic quiz. They have the opportunity to have their questions on an actual quiz. There is incentive for students to design quality questions as they can make it onto an actual quiz given in class, otherwise the teacher will provide questions for the quiz P Students will produce five questions to be considered for a quiz and a brief rational for their choice S Students will be assessed based on the attached rubric https://becomingamerica.wikispaces.com/file/view/JLiu-QuestionRubric.pdf
Design Thinking Challenge (LT3)
G- Students will create and test a prototype based on the problem they identified in their Design Thinking process based upon this situation: http://msnbcmedia.msn.com/i/MSNBC/Components/Photo/_new/pb-120120-bridge-da- 03.jpg R Students will be taking on the role of the designer in this challenge A Students will present their design to class, teacher, and if possible the stakeholders S Students will be challenged with the image (above) and asked how they could make this situation better? Students will draw upon their understandings of mechanical systems, force, work, and social and environmental factors P Students will produce a prototype that they designed in a showcase S students will be evaluated based on the criteria created as a class based upon its relevance to social and environmental needs
Unit Final (LT4)
G Students goal will be to have a full comprehensive understanding of the entire unit and be able to demonstrate their understanding R Students will be taking the role of themselves A Students will be presenting their understandings to the teacher S- Students are challenged with being able to demonstrate their understanding of their knowledge by interpreting and applying their knowledge. *Some questions can be taken from LT2 that were not used P Students will perform a unit final S Students will be evaluated based on an answer key Student Self-Assessments Other Evidence (assessments) 321 Mechanical systems workbook Twitter board Design Thinking Presentation Kahoot Quizzes KWL Group and self-evaluations Make your own exam question Think, pair, share Discussions Rational Stage 3 Learning Plan Specific Materials Lesson # Lesson Activity Outcom Evidence Resource Title es s -KWL (Know and Want) What do students already know about machines, work, forces, energy etc. This will be reviewed near the end of the unit to compare -What is a mechanical device? What is a Define, examples, simple vs 1A, 1B, -KWL Chart -KWL 1 mechanica complex 1C -Tweet Me Chart l system? -What do we use machines for? What needs to they fulfill? Classify what is a machine. Examples rake, blanket, chair, book, cash register, tractor etc.
2 Machines -What did machines look like in 1A, 1B, - -Water
of the past the past and how has that 1C Comparison machine changed? of Water activity -Look at machines that Machines satisfy basic human needs. activity -What is the scientific method to -Exit slip changing a machine? Does it What else always work? would use -What is the scientific the trial and method? -Trial and error in error/scienti the invention of mechanical fic method? devices such as the plane. Eg.) Wright brothers story What else do you think went through this process?
-Reviewing simple machines and
examples -Video -Video Simple -Define, and provide 3 1B, 2A worksheet - Machines examples. -Kahoot Worksheet -Bill Nye Simple Machines video and worksheet -The Bike -Understand that a bicycle is made of several simple Simple machines put together to Machines make a complex machine. 2A, 2B, -Bike 4 and Define system, subsystem, 2C Worksheet Complex and components. Machines -Break down diagram of bike as a class and have students investigate and apply their understandings -What are gears and how do they work? -Define gear, gear train, driver gear, follower gear, sprocket, wheel and pinion -Gears Interactive -Clock -Clock Investigation investigatio -Knowing that inside a clock 2B, 2C, 5 Gears n and there is a gear connected to 3B rational a power source (driver) and -Kahoot follower gears connected to the hour, minute, and second hand. What is the size of the gears between each hand based on what you know? - Students will design and Mouse construct a vehicle which uses a traps, single mousetrap as its sole basic craft Mouse source of propulsion. The vehicle 1C, 2A, -Materials supplies, 6 Trap Car should be designed for distance. 2B list student (LT1) In doing so, the students must provided manipulate simple machines to craft achieve a reasonable product. supplies -Work period to complete mouse trap cars. Students should be testing and revising their Mouse prototype. 1C, 2A, -Rough draft 7 Trap Car -Students will begin to write their 2B of rational rational to explain their design of their car and why they think it will travel the largest distance Students will test their cars and the students whose car travels the farthest will receive a prize. -Self Mouse Students will get an opportunity evaluation 1C, 2A, 8 Trap Car to revise their rational and add -Written 2B Test any additional comments based rational on their results from their test. -Car Students will also complete their self-evaluation -Work -What is work? How is work related to force? What unit is work measured in? W = F xD -Work and https://ww -Work input vs work output efficiency w.youtube and how that is related to Work and calculation .com/watc 9 force input and force output 3D Efficiency worksheet h? -Efficiency -Exit slip - v=vAThuC -What does it mean to be 321 mwp9I efficient? What are different example of efficient or inefficient machines? How do you calculate E? E = Wout/Win x 100% -Review force -What is force? What unit is force measured in? What is output force? What is input force? -Entry slip Mechanica -Mechanical Advantage (force Work and l ratio) efficiency Advantage -What is a ratio? MA = calculation 10 (Force Fout/Fin 3A, 3C -MA and SR ratio) and -Speed Ratio calculation Speed -What is speed? What does worksheet Ratio this matter with simple -Kahoot machines? Do we want to work faster with simple machines? -Input distance and output distance SR = Din/Dout -Mechanical Efficiency What is it? How does it compare to efficiency? What affects efficiency? Eg. -Entry slip Friction MA and SR E = MA/SR x 100% calculation Mechanica -Actual vs. Theoretical Values 11 3A, 3C -Example l Efficiency What is an ideal efficacy? questions Why do we see machines -Kahoot that are not 100% efficient? Ideal MA = Din/Dout Theoretical MA = Fout/Fin -Example questions and work period to complete work -Fluid pressure -What is a fluid? What are the two characteristics of fluid pressure? Equally in -Tweet me - every direction and fluids #TBT what are hard to compress you -What is pressure? P = F/A remember -Hydraulics and pneumatics Fluid about fluid -What are these machines? Pressure, pressure, What makes them different? Hydraulics 3E, 3F, hydraulic 12 -Classifications of different , and 3G and systems Pneumatic pneumatic -Calculating s review systems -How does pressure build in -Hydraulic a hydraulic system? lift example -Hydraulic lift question How does input pressure -Kahoot compare to output pressure? Fin/Ain = Fout/Ain
13 Recap and -Recap and Review 3A, 3B, -Student
Review. -Work, Efficiency, MA, SR, 3C, 3D, made Student ME, Fluid pressure and 3E, 3F, questions made test hydraulics and pneumatics 3G -Self (LT2) -Student made quiz assessment -Students are assigned to of question make 3 quiz questions based on the reviewed topics. Students should asses the quality of their question based on the rubric. Students must provide a brief (2-3 sentences) rational and reasoning for each of their questions
-Students will check their 3A, 3B,
understandings based on the 3C, 3D, 14 Quiz (LT2) Quiz questions they made with their 3E, 3F, peers 3G Why and how should mechanical systems be evaluated? -To see if and where improvements can be made -What criteria should mechanical systems be Evaluating evaluated on? 4A, 4B, -Can opener 15 Mechanica -Designing Criteria 4C worksheet l Systems -SAFE-DEE -The Can Opener -History of can openers and how they have evolved -Advantages and disadvantages What is Design Thinking? http://ww -What is the process? What w.nydailyn Design steps will we be taking? ews.com/ Thinking Collaborative rubric and criteria news/worl Introductio design for project -Design d/broken- 16 n and -Fill in skeleton model of a thinking bridge- Criteria/Ru criteria (SAFE-DEE) flipbook school- bric model -Fill in skeleton and define replaced- design what a 1-4 would look like in article- a skeleton rubric 1.121005 8 Introduction to our situation -Show picture and give the story Introductio -Interview process -Design n to Who are the stakeholders? What Thinking 4A, 4B, 17 Design do they need/want? How do they flipbook 4C Thinking think/why? -Interview Challenge -What makes good interview questions for the empathy phase? -Writing a letter with questions to students Receive answers and feedback from interview and begin to define a problem -Problem Empathy -Proposal for your problem 4A, 4B, 18 proposal and Define with NO solutions. Do not 4C (flipbook) start with a solution - (User) needs a way to (verb) because Begin to brainstorm your solution -Solution individually and collectively proposal -What new idea do we have 4A, 4B, (flipbook) 19 Ideate that will benefit the user? 4C -Materials -Propose solution and list (if collect materials for needed) prototype Students will design and create a prototype based on their solution to their problem -Prototype can be a physical model (recommended) or 4A, 4B, -Criteria 20 Prototype digital 4C check point -Students must keep in mind that they will need to provide a rational for their prototype
Same as above in addition to -Criteria
Prototype students will receive some time to 4A, 4B, check point 21 and prepare their rational that will be 4C -Rough draft Rational submitted with their prototype of rational Peer/teacher feedback walk through -Students will be assigned several groups to evaluate -Peer and critique in the Test and 2A, 4A, evaluation 22 beginning of the period and Revisit 4B, 4C -Teacher students will then get a evaluation change to change their prototype and modify it based on the feedback given. Students will give a brief (informal) presentation that -Flipbook Presentati outlines their problem, solution, 2A, 4A, 23 - ons and explain their prototype and 4B, 4C Presentation how it was tested and designed during the process Students will write a unit final to 24 Unit Final test their understandings of the All -Unit final mechanical Systems Unit