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The Arizona STEM Acceleration Project

3d Pen Marble Maze-Energy Transfer/Closed Systems

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3d Pen Marble Maze-Energy Transfer/Closed Systems

A 3rd-6th grade lesson plan

Kelsey Kendrick

06/01/24

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Notes for teachers

can be done with 3-6th graders

Will need 2 class periods to complete (at least 2 hours)

Groups of 2-4 (1 3d pen per group would be ideal but sharing is possible)

The templates for the tracks can be used to make this easier.

Track may be built and adhered to the inside of a cardboard box, or onto the wall.

Students could use a mixture of materials such as; 3d pen tracks, paper tracks, or cardboard tracks.

Class could work together to build 1 whole track instead

List of Materials

Cardboard box, cut down to just the bottom with a two inch wedge around the outside (pictured on the hands-on activity slide)

If using the wall, then mark off designated wall space for each group

3d pen (1 per group would be ideal, but they can be shared)
Optional other materials for tracks

Paper
Cardboard
Tin foil

Marble
Hot glue gun/duct tape
Stopwatch/timer (1 per group)
Marble Maze packet (design sheet, data table, formative assessment questions)
Follow up questions

Notes and Materials: This slide can be hidden or skipped when delivering the lesson.

I completed this activity with my STEM club it was a mix of 5th and 6th graders, however this activity can be applicable to students grade 3-6th. You could even do this with younger students if you have older students to help.

This activity can be done in groups where each group designs their own marble run, or you can do this with whole group. If you choose to make one marble maze for the whole class, then you would have to task each group to a portion of the “tracks” construction. When I worked on this with my STEM club students, I had them design their own tracks before allowing them to use the 3d pen to ensure we wasted limited amounts of filament. However, I noticed that they struggled quite a bit with constructing their own tracks and decided to use some of the templates found on https://www.mynt3d.com/blogs/projects/3d-printing-pen-marble-maze-steam-activity. This made it a little easier for the students and saved us some time. If you have plenty of time, then definitely let them make their own. If you are limited on time the templates are probably the better way to go. You can also choose to allow students to make some of the tracks out of filament and some of them out of other materials. This is especially helpful if you don’t have enough 3d pens for every single group. Students can make the other tracks while waiting for their turn with the 3d pen.

The packet that goes along with this activity is linked in the materials list. You can use this as is, or you can make your own copy and edit it to fit your needs. I have included instructions, planning sheets, data tables, and 2 questions at the end that can be used as a formative assessment.

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Science Standards

5.P3U1.4

Obtain, analyze, and communicate evidence of the

effects that balanced and unbalanced forces have

on the motion of objects.

5.P3U2.5 Define problems and design solutions pertaining to

force and motion.

5.P4U1.6 Analyze and interpret data to determine how and

where energy is transferred when objects move.

6.P2U1.4 Develop and use a model to predict how forces act on objects at

a distance.

Science and Engineering Practices

ask questions and define problems
develop and use models
plan and carry out investigations
analyze and interpret data
use mathematical and computational thinking
construct explanations and design solutions
engage in argument from evidence

Math Standards

6.SP.B Summarize and describe distributions.

-6.SP.B.4. 6.SP.B.5

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Objective(s):

Today we will design and engineer a marble maze using a 3d pen, to explain how an object can have potential energy and how objects transfer energy from one another within a closed system.

Today we will test our marble mazes, modify them, and record the amount of time it takes our marble to make it through the maze.

We will analyze our data and find the average time it takes the marble to make it through the maze.

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Agenda (120 minutes)

Energy discussion
Energy Transfer Video
Marble Maze Construction
Test the Mazes
Data Analysis/Formative

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Intro/Driving Question/Opening

Does an object have energy within it?
Can energy be created or destroyed?
How does an object gain or lose energy?
Do you see two objects transferring energy in the picture?
Energy Transfer Video

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Energy Transfer

Energy transfers when two objects collide. When the two objects meet, the object with more energy transfers energy to the object with less.

How might energy transfer in your marble maze?

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Speed

An object’s speed impacts the amount of energy it has to transfer. A faster object has more energy to transfer than a slower moving object.

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Weight

The heavier an object is, the more energy it has to transfer.

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Hands-on Activity Instructions

Group size (2-4 students)
Each group receives a cardboard box (cut the top off and leave roughly 2 inches of cardboard up around the sides)

If using the wall, tape of a section of the wall for your maze.

Each student will need their own copy of the Marble Maze packet.
Instructional video!

Hands-On Activity: This activity is primarily on the students. I went over the instructions with them and went over my expectations for the design process. Once I approved their design, I let them go and work in their groups. Some groups did need some gentle reminders of the time to keep them on track. I highly recommend using other materials for the tracks because the groups that wanted to do all 3d printed tracks took much longer and ended up needing help in the end to get it completed on time. Once I grouped the students and gave them their boxes and papers, I showed them this quick clip from the Mynt3d company. This clip helps give them an idea of what they are trying to achieve. I also paused the video and pointed out the different bumps or rails that they made on their tracks. I used this as a moment to highlight how those added features effect the marble’s amount of energy as it goes through the maze. After viewing the video, we moved on to discuss the activity’s goal, the constraints, how to complete the packet, and my expectations for the activity.

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Step 1

After viewing the video, discuss with your group what ideas you have for your marble maze.
Look at the materials table and decide what materials your group would like to use.

Write down the materials you will use on your paper and then pick them up from the table.

With your group, design your maze in the space provided on your paper.

Once your design is complete, get it approved by the teacher.

Finally, begin working on your marble maze!

Remember to divide up the tasks and work respectfully with one another!

Students will have instructions in their packet as well for this activity. I have the students get in groups after the video and discuss their ideas first. Then, I have the students go up to the materials table and look at what their options are. Once they have an idea of what is available to them, I have them sit down in their groups and decide what materials they would like to use. Then, I have them write down the materials they plan to use on their planning sheet. Once they have written down the materials, they may go up to the table and collect them. After the students have their materials, I have the students sketch their design on their planning sheet. I have the students show me their design and explain it before I allow them to begin. This helps ensure that we do not waste a lot of the materials, especially the filament for the 3d pens. Finally, I have students complete their design. I circulate the room while they work and ask questions, as well as, assist when needed. I do have a conversation with the students before beginning about how to work respectfully with one another in a group. I think this is important because this can be a difficult task for some, but if they work together they are capable of completing it. I have students come up and model different scenarios that make arise while working in a group. This may be something you choose to do, or you may just have a conversation with the students (it depends on the class you have and their personalities).

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3d Pen Marble Maze-Energy Transfer/Closed Systems

Goal: The marble will make it from start to finish, without any outside help.

To have the fastest marble maze.

Constraints:

There must be one area in your maze where the marble gains energy.
There must be one area in your maze where the marble transfers energy (loses energy).

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Exit Ticket!

On your whiteboard answer the following question!

-Was there any energy in your marble maze that was destroyed? Why or why not?

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Differentiation

If needed, use grouping strategies to ensure that all students have the ability to work successfully on the marble maze.

To save time, you can task groups with building parts of the track and then make one large class maze.

Students can be strategically grouped so that each group is able to analyze their data.

Data analysis can be done whole group.

Remediation

Extension/Enrichment

To extend this activity/lesson, you could task the students with modifying their marble maze in a way that would make the timed trial slower or faster.