The Arizona STEM Acceleration Project

Radioactive Orbs - An Engineering Design Lesson

Radioactive Orbs

A 5th grade STEM lesson

Simple Machines

Engineering Design Process

Arlette Johnson

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Date: 11/29/23

Notes for teachers

• Plan is for 90 minute lesson
• Students work in pairs
• An emphasis on Engineering Design Process - Testing and Iterations regarding simple machine created to solve challenge
• Creative solutions should be encouraged
• Facilitate student reflection on the simple machine they designed and the iterative process they went through to arrive at their final product/solution (Poster Template Slide 20 & 24)

List of Materials for Each Group

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List of Materials for the Whole Group

Standards

Science Standards:

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5.P3U2.5: Define problems and design solutions pertaining to force and motion

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Science and Engineering Practices

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• ask questions and define problems
• develop and use models
• plan and carry out investigations
• use mathematical and computational thinking
• construct explanations and design solutions
• engage in argument from evidence
• obtain, evaluate and communicate information

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Crosscutting Concepts in 5th Grade

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Cause and Effect- Relationship between two actions or events

Energy and Matter - Simple machines are devices that change the magnitude or direction of force

Structure and Function - Structure is the shape or form of the object. Function is the purpose or action it performs

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Standards

5.SL.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups or teacher led) building on other’s ideas and expressing their own clearly.

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5.W.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

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National Standards

Next Generation Science Standards (NGSS)

• 3-5-ETS1-1: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
• Connection: Students are presented with a challenge: move "radioactive" golf balls into a containment bag without touching them, using only specified materials (straws, string, etc.) and within a time limit.
• 3-5-ETS1-2: 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.
• Connection: Students work in pairs to brainstorm and sketch ideas for a lifting device (using simple machines like levers or pulleys) before selecting one to build.
• 3-5-ETS1-3: Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
• Connection: Students test their device by attempting to move the orbs, recording data on successes and failures (e.g., "the ball kept falling out"), and then iterating on the design to fix issues.

Common Core English Language Arts (CCSS.ELA)

• SL.5.4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes.
• Connection: Students create a poster presentation detailing their project overview, testing data, and final design, which they then present to the class.
• SL.5.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
• Connection: Students work in partners to collaborate on the design, build, and testing phases, requiring effective communication to solve the problem together.

Common Core Mathematics (CCSS.MATH)

• MP1: Make sense of problems and persevere in solving them.
• Connection: Students must figure out how to manipulate materials to create a functional tool (like a claw or scoop) that solves the physical problem of moving a round object without touching it.
• 5.MD.A.1: Convert among different-sized standard measurement units within a given measurement system.
• Connection: While not the primary focus, students use materials with specific dimensions (e.g., 4-12" string, 1' tape) and may need to measure distances for the transport challenge.

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Objectives:

• Today we will use the engineering design process to identify the problem and develop a solution.
• Today we will use a simple machine in the creation of a solution to the problem.
• Today we will work in teams to solve a problem and to work within a very tight deadline (constraints).
• Today we will collaborate and communicate effectively with our peers to complete an engineering design challenge.

I will know I am successful when I can:

• Describe what simple machines do
• Identify how I used a simple machine in my solution
• Document my iterations and describe how they helped me improve my design
• Indicate how the force or magnitude of motion was changed because of the simple machine

Agenda (90 Minutes)

What is a simple machine? How do they help us? (Whole group discussion) 5 min

Mazie’s Amazing Machines (Read Aloud & discussion) 20 min

Can you construct a simple machine that can transport 1 radioactive orb at a time using only the supplies provided? (30 min) - This time includes making the Device poster

Engineering Design Challenge (15 min)

Share and Present - Device Poster (20 min)

What is happening here?

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Look at the tool used to dig up the earth?

What is the name of the tool?

A shovel uses a wedge and lever to make it easier to dig into the earth.

A wedge and lever are simple machines.

What are other examples of simple machines?

Read Aloud - Mazie’s Amazing Machines

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What are the 6 Simple Machines engineers use?

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How does the use of Simple Machines make it easier to lift or move things?

Simple Machine - The Pulley

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The pulley helps move a load up or down.

Simple Machine - The Wheel & Axle

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The wheel & axle makes it easier to push or move things

Simple Machines - The Lever

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The lever reduces the effort needed to lift or move a load.

Simple Machines - The Inclined Plane

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The inclined plane makes it easier to move a load up or down.

Simple Machines - The Wedge

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The wedge increases force to help secure or split materials.

Simple Machines - The Screw

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A screw helps move a load or hold things together

Simple Machines use leverage to change the direction or magnitude of the force on an object

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What are some other examples of simple machines?

Simple Machines Examples

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Which simple machines change direction of force?

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Which simple machines change magnitude of force?

Hands-on Activity Set Up

• Students work in pairs
• Each group receives 2 paper bags.
• 1 bag contains the 5 radioactive orbs
• Second bag contains all the other material from the small group supplies list

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Radioactive orbs

are placed in one

bag and the building

materials are placed

in the 2nd bag.

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Each group receives

1 of each bag.

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Hands-on Activity Instructions

• Engineering Design Challenge - Can you construct a simple machine that can help you transport 5 radioactive orbs, one at a time, from 1 paper bag to the other across the span of 8 feet?
• Constraints:
• No part of your body or clothing may touch the radioactive orb
• Bags sit on the ground with the opening to the ceiling and cannot be tilted
• Any orb that is dropped causes a contamination leak and must be returned to the original location.
• The team that moves all their orbs in the shortest amount of time wins.
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Criteria: Have to transport 5 radioactive orbs 8 feet from one bag to another without touching it with my hands or tilting the bag.

Constraints:

-Can only use the material in the bag & 1’ masking tape

-Must use a simple machine in the design

-Must be able to explain how the simple machine works and helps

-Must be able to describe the iterations that helped you arrive to the final design

Hands-on Activity Instruction Slide

• Create your presentation poster

Showcase the process you went through to create your device

• Prototype, Iterate

Test and modify until you have a workable solution.

• Brainstorm possibilities

Remember, you’re first idea isn’t always the best one.

• Share your solution

Present your solution to the team on chart paper using the template

• Identify the Problem

How can I transport a radioactive orb without touching it with my bare hands?

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Criteria: Have to transport 5 radioactive orbs 8 feet from one bag to another without touching it with my hands or tilting the bag.

Constraints:

-Can only use the material in the bag & 1’ masking tape

-Must use a simple machine in the design

-Must be able to explain how the simple machine works and helps

-Must be able to describe the iterations that helped you arrive to the final design

Name of Device

Student Names

Project Overview

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Testing Data 1

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Testing Data 2

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Graphic

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Simple Machine Used

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Assessment ELA Assessment

Students have identified the problem in transporting a radioactive orb and developed a solution.

The students use a simple machine in the creation of a solution to the problem and how it makes the task easier and safer.

Students collaborate and communicate effectively with their peers to complete an engineering design challenge.

Students present their solution using the Device Poster template, chart paper, or Device Poster google slide.

Students have created a labeled diagram of their device and the simple machine used in the solution. (Graphic space on the template)

Students reference diagram when presenting their simple machine solution to the problem

Students describe in writing the project overview, simple machine used, and testing data and iterations

Extension: Students write a brochure that states their opinion of why their device is safe to use when transporting radioactive orbs

Differentiation

Students who are struggling can use printed copies of Mazie’s 6 simple machines to help them in their solution to the problem.

Students can also receive a different radioactive orb like ping pong balls. They are lighter and easier to carry.

Provide the article: How do Simple Machines Work Together

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Guided questions by the teacher:

• Look at this simple machine. How does it work?
• How does this device protect you from contamination?
• What is/are the simple machine being used in your device?
• I notice your device does ____. How can you make it safer to transport the radioactive orbs?

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Remediation

Extension/Enrichment

Encourage students to write a brochure explaining how their device works and why it is the safest product on the market for transferring radioactive orbs

Use an online template to create a professional looking brochure

Students write an opinion piece about their device and why it’s the best product on the market.

Provide students with different types of radioactive orbs. They could test their design and modify the device as needed to accommodate the size and weight of the new orb.

Have students research the safe storage of radioactive waste, and identify criteria or constraints in the real world.

Possible Solutions

One group of students attempted to make a robotic claw. They snipped the straws to create a type of joint, then threaded string so that when you pull on the string, the ends of the straw close together. The simple machine used is a lever and pulley.

Robotic Hand

Scoop

One group of students created a scoop (they called it a ladle). Initially it was very flimsy so their iteration was to tape a straw around the scoop. Their next iteration was to use the skewer, paper clip and rubber band to create a lever to push the radioactive orb into the scoop and hold it in place to transport. The simple machine uses is a wedge and lever.

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Insulated Scooper

Student 1, Student 2

Project Overview

We wanted to make something fast and safe so we thought of a soup ladle. We thought it would be safe since the paper scoop insulated the orb and made it easy to scoop and carry so it wouldn’t fall out.

Testing Data 1

We put the scoop in the bag and used the side of the the bag to push the ball in. We could pull the ball out but it fell out so we wrapped a straw around the scoop to make it stronger.

Testing Data 2

Walking the ball to the bag the ball kept falling out so we made a lever to push the ball in and then hold the ball in the scoop so it wouldn’t fall out.

Graphic

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Simple Machine Used

Wedge - Scoop

Lever - Pencil, skewer