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Notes for Teachers

Lesson is based on Tower of Power (a U.S. Space Force STEM Activity).

Tower of Power

Full explanation of the Engineering Design Process:

What is the Engineering Design Process? A Complete Guide - TWI

Prerequisite: general understanding of engineering design process and impact of size, strength, weight and time on space
Tower must extend off the table and support the object
Keep the object(s) at a designated location where all can access
Students may touch, observe and handle the object(s)
Students may not remove the object(s) from the designated location
Do not show images of space towers to students prior to activity.

List of Materials

1 object, typically no bigger than a tennis ball or small stuffed animal (can be any object of any weight available in class or identified by instructor)
stopwatch/timer
Groups of 3-4 students (randomly assigned or teacher selected)

Each group receives:

1 foot of masking tape per group
1 pack of index cards per group
scissors
ruler

Optional: Engineering Design Process Reference Sheet

Download Free Engineering Design Process Poster

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Standards

NGSS Engineering Design

MS ETS 1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

3-5 ETS 1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

Core Ideas for Using Science

U2: The knowledge produced by science is used in engineering and technologies to solve problems and/or create products.

Mathematics

MS 7.SP Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. (MS-ETS1-4)

3. OA MP.5 Use appropriate tools strategically. (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3)

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Objective(s):

Today, we will apply our understanding of the engineering design process to build a tower made of index cards that can hold an object.

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Agenda (60 - 70 minutes )

Introduction (10 minutes)
Introduce the idea of building a tower in space
Create/assign groups and disperse materials
Read and/or pass out instructions
Pass out materials
Group work (20 - 30 minutes)
Assessment (10 minutes)
Reflection discussion (20 minutes)

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Intro

Opening: Lead the class in discussing what they know about space.

What does it feel like to be in space?
Process of transporting from Earth to space
Needs of astronauts while in space
How do we get supplies to them after they arrive to their space destination?

Driving Question: Can you build a free standing tower that can hold an object in space?

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Hands-on Activity Instructions

Arrange groups of 3-4 students (students choose or teacher chooses)
Distribute materials to each group.
Read the challenge: “Create the tallest index card tower that is free-standing and remains self-supporting for 10 seconds or more while holding an object.”
Read or prepare on handout/whiteboard the instructions to class:
Each team must complete the construction of their tower within 20-30 min. (Teacher decides exact time.)
Only materials they can use are the provided index cards and tape. They may use as much or as little as they like.
Introduce the object “This is the object This is where it is located.”
Inform students they may observe, touch and handle the object but may not move it from its designated location.

5. Each team must complete the construction within 20 - 30 minutes ( teacher picks the specific time).

6. The index cards can be cut, folded, rolled, and manipulated in any way the group wants.

7. The tape may be used to assemble the tower in any way the team desires. The tape may NOT be used to fasten/connect the tower to the table or another stable source other than the actual tower.

8. A tower is free standing if it’s able to remain self-supporting for 10 or more seconds. The free standing tower must also support the object identified by the teacher. The object may not be on any supporting object other than the free standing tower.

9. Height is found by measuring the perpendicular distance from the base of the tower to the highest point of the tower/object.

10. All groups must stop when teacher calls time has ended.

11. Teacher will verify each tower to be free standing and measure and record each tower’s height. Teacher will time and record how long each tower can hold the item.

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Assessment

Goal achieved:

The tower is declared free-standing (meaning it remains self-supporting for 10+ seconds) while supporting the object identified by the teacher.

Overall winner:

The tallest free standing tower that can hold the teacher identified item the longest.

Reflection:

What worked? What did not? What do you wish you had done differently?

Where did you enter the design process? How many times did you go through the process? Where did you end and why?

How did your teammates help during the process? What was not helpful? How did you contribute? What could you have done better?

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Differentiation

Teacher can pre-assign groups to support:

engagement levels
behavior
interests

Challenge:

Create the tallest tower possible with minimal/no tape

Limit the number/amounts of materials available

Use a variety of different objects that can cause different design challenges.

Differentiation

Extension/Enrichment

Fiscal Responsibility:

Research the actual cost to create this type of tower. Have teams create a budget for materials based on costs of real materials used by NASA (for example, cost per index card, per inch of tape, etc.)

Research the type materials used by NASA and identify the rationale for its use. What features make some material more/less desirable than others?

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