T-STEM Project Overview

Author(s)/Affiliation

Deborah Chang from KIPP Academy MS, Deborah Robison from Harmony Science Academy Beaumont, Amanda Whaley from KIPP Houston STEM Department

Project Title

Hot Wheels

Duration

2 weeks

Content Organization

The Big Issue / Idea

Engineering Grand Challenge

Setting

Car Design

General Subject

Math and Science

Knowledge Area

Mechanical Engineering

Concepts

trial and error, energy, measurement

Project Standards

Knowledge Area Content Standard(s)

ASSESSED

Math Standards:

MATH.5.10C I can select and use appropriate units and formulas to measure length, perimeter,

area, and volume.

MATH.5.14B I can solve problems that incorporate understanding the problem, making a plan,

carrying out the plan, and evaluating the solution for reasonableness.

→ MATH.5.14C I can select or develop an appropriate problem-solving plan or strategy, including

drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem.

→ MATH.5.15A I can explain and record observations using objects, words, pictures, numbers, and

technology.

CONNECTIONS

MATH.5.3B I can use multiplication to solve problems involving whole numbers.

MATH.5.3C I can use division to solve problems involving whole numbers.

? MATH.5.11B I can solve problems involving elapsed time.

? MATH.5.12B I can use experimental results to make predictions.

MATH.5.14D I can use tools such as real objects, manipulatives, and technology to solve

problems.

Science Standards:

SCI.5.2C I can collect information by detailed observations and accurate measuring.

→ SCI.5.3C I can draw or develop a model that represents how something works or looks that cannot be seen such as how a soda dispensing machine works.

→ SCI.5.2E I can demonstrate that repeated investigations may increase the reliability of results.

→ SCI.5.2G.T I can (populate) appropriate tables and charts to organize, examine, and evaluate information. Changed verb to scaffold learning.

SCI.5.6A.M I can explore the uses of energy, including mechanical energy.

SCI.5.2A I can describe, plan, and implement simple experimental investigations testing one variable.

SCI.5.6D I can design an experiment that tests the effect of force on an object.

[Introduce:

    SCI.3.6B I can demonstrate and observe how position and motion can be changed by pushing and pulling objects to show work being done such as swings, balls, pulleys, and wagons.

    SCI.8.6C I can investigate and describe applications of Newton's law of inertia, law of force and acceleration, and law of action-reaction such as in vehicle restraints, sports activities, amusement park rides, Earth's tectonic activities, and rocket launches.]

Integrated Standards

ASSESSED

Science CCRS:

CCRS Science I.B.1 I can design and conduct scientific investigations in which hypotheses are formulated and tested.

CCRS Science I.C.1 I can collaborate on joint projects.

CCRS Science I.E.2 I can use essential vocabulary of the discipline being studied.

CCRS Science II.F.1 I can select and use appropriate Standard International (SI) units and prefixes to express measurements for real world problems.

CCRS Science III.B.2 I can set up apparatuses, carry out procedures, and collect specified data from a given set of appropriate instructions.

CCRS Science III.C.1 I can prepare and present scientific/technical information in appropriate formats for various audiences.

CCRS Science V.A.2 I know the processes of energy transfer.

CCRS Science VIII.D.1 I understand potential and kinetic energy.

CCRS Math IV.A.1A I can determine appropriate units of measurement needed for the object being measured in a given situational (e.g., unit analysis, degree, or radian measure of an angle.)

CONNECTIONS

CCRS Science VIII.A.3 I understand the concepts of mass and inertia.

CCRS Science VIII.C.2 I understand forces and Newton’s Laws.

CCRS Science VIII.D.2 I understand conservation of energy.

CCRS Science VIII.D.3 I understand the relationship of work and mechanical energy

CCRS Math III.C.3B  I can find the measures of the lengths and areas of similar figures and of the lengths, surface areas, and volumes of three-dimensional figures using measurements and derived formulas.

CCRS Math X.A.1D I can combine appropriate numeric, algebraic, geometric, and statistical/probabilistic methods to solve a given problem.

CCRS Math X.A.2A I can use mathematical models to solve problems in areas such as science, business, and economics.

ELPS: 

ELPS 74.4c1F I can use accessible language and learn new and essential language in the process.

ELPS 74.4c3D I can share information in cooperative learning environments.

ELPS 74.4c2C I can learn academic vocabulary heard during classroom instruction and interactions.

21st Century Skills:

Collaboration: I can accept shared responsibility for the work of the group; help improve the quality of the work and understanding of other members.

Presentation: I can create media/visual aides that enhance content delivery.

Texas CCRS Cross-disciplinary Standards

ASSESSED

CCRS CDS I.E.2C I can work in small groups to investigate a problem or conduct an experiment.

CCRS CDS II.C.8A I can present a final product using appropriate media for presentation of research results.

CONNECTIONS

Setting the Stage

Driving Question

How can we as mechanical engineers design a car that travels a set distance with the maximum load at maximum speed for a struggling car company that wants to remake itself?

Project Abstract

Students will be part of a team working for a struggling car company.  They will design, build, and test a car that will be able to travel a given distance at maximum speed while carrying the largest load possible.  They will be responsible for building the car within a fixed budget.

Project Launch/ Entry Event

The students will read a letter from the struggling car company, which will outline the design and budget specifications.  Students will view a video of a car assembly line.  Teacher will show a video of a louvee car and give students hot wheel cars to examine.

Project Assessment Blueprint

Standard(s) (assessed standards from above)

Measurable Objectives

Possible Learning Activities

Formative Assessment - Process/Summative Assessment Ideas

Possible Product/ Rubric Criteria

MEASUREMENT

SCI.5.2C I can collect information by detailed observations and accurate measuring.

MATH.5.10C I can select and use appropriate units and formulas to measure length, perimeter,

area, and volume.

SWBAT populate a table where they organize collected information.

SWBAT select the appropriate tool to measure different quantities.

SWBAT read a measuring tool accurately.

SWBAT demonstrate the ability to get reliable data through repeated trials and precise measurement.

SWBAT draw a detailed technical drawing.

Measuring mini-workshops

Design mini-workshops (wheels, body, propeller, motor)

Learning Log

Formative:

1. Quiz on measuring

2. Spot-check prototype drawings and model

3.  Learning log checks throughout project

Summative:

1.  Car fits into size requirement box

2.  Learning log final grade

Car - does it fit in the box?

Data table as part of final presentation - reasonable measurements and units

DESIGN / SCIENTIFIC METHOD

MATH.5.14B I can solve problems that incorporate understanding the problem, making a plan,

carrying out the plan, and evaluating the solution for reasonableness.

→ MATH.5.14C I can select or develop an appropriate problem-solving plan or strategy, including

drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem.

→ MATH.5.15A I can explain and record observations using objects, words, pictures, numbers, and

technology.

SCI.5.2A I can describe, plan, and implement simple experimental investigations testing one variable.

CCRS Science I.B.1 I can design and conduct scientific investigations in which hypotheses are formulated and tested.

CCRS Science III.B.2 I can set up apparatuses, carry out procedures, and collect specified data from a given set of appropriate instructions.

SWBAT design and implement an experiment to test one variable while keeping others constant.

SWBAT analyze the results of an experiment and make appropriate changes to design (including documentation)

Activity on choosing independent/dependent variables and constants

Mini-lessons on design aspects

Formative:

1. Self-evaluations each day

2. Spot check the learning logs

3.  Small writing reflections including justification for decisions made

4.  Variable/constants activity results

Summative:

1.  Learning log final product

2.  Final presentation

Learning Log:

  • organized table
  • isolation of one variable during tests

Presentation:

  • justification for selection of design aspects

PRESENTATION

CCRS CDS II.C.8A I can present a final product using appropriate media for presentation of research results.

21st Century Skill Presentation: I can create media/visual aides that enhance content delivery

1.  SWBAT Use appropriate technology to present findings

2.  SWBAT use appropriate visuals and text that can be read/viewed by all audience members

3.  SWBAT speak with an appropriate volume, tone, and speed that can be understood by all audience members

Practice presentations with peer and teacher feedback (using critical friends?)

Formative:

1.  Practice presentation feedback from teacher and peers

Summative:

1. Final presentation

Refer to Presentation Rubric at bie.org

Criteria: visual, verbal aspects of presentation are clear

COLLABORATION

CCRS CDS I.E.2C I can work in small groups to investigate a problem or conduct an experiment.

Collaboration: I can accept shared responsibility for the work of the group; help improve the quality of the work and understanding of other members.

ELPS 74.4c3D I can share information in cooperative learning environments.

CCRS Science I.C.1 I can collaborate on joint projects.

1.  SWBAT perform duties of assigned role

2.  SWBAT contribute to group decisions

3.  SWBAT listen to, encourage, and respect teammates

Possible team building activity/lesson (based on peer evaluations)

Formative:

1.  Peer and self evaluations throughout - students will be given feedback

Summative:

1.  Final peer and self-evaluation

Completes assigned tasks in a timely manner to contribute to team goals

Gives useful feedback and offers help to teammates

Listens to and treats teammates with respect

CONTENT VOCABULARY

ELPS 74.4c2C I can learn academic vocabulary heard during classroom instruction and interactions.

ELPS 74.4c1F I can use accessible language and learn new and essential language in the process.

CCRS Science I.E.2 I can use essential vocabulary of the discipline being studied.

→CCRS Science V.A.2 I know the processes of energy transfer.

→CCRS Science VIII.D.1 I understand potential and kinetic energy.

1.  SWBAT understand and use academic vocabulary

Mini-lessons on design aspects and measuring

Formative:

1.  vocabulary quiz

2.  spot-checks of learning log

Summative:

1.  Presentation

Students must use academic vocabulary where appropriate to justify design choices and explain findings

Setting the Stage

On-site people, facilities

Teachers (math, science, ELA), classroom with computers

Educational Technology

Computers with internet access (1 per group), projector,

Materials

Straws, paper clips, rubber bands, notecards, cardboard, pliers, scissors, tape, rulers, stopwatches, weights, protractors, triple beam balances, compass or circular objects of varying sizes