The Arizona STEM Acceleration Project

Remote Control Car Design

Remote Control Car - Shell Design

A 6th-8th grade STEM lesson

Author: �Mike Amato�

Date: �June 27th, 2024

Notes for teachers

Teachers need to collect materials ahead of time including the 3D printed brackets, remote control cars, and preparations for cardboard cutting.

List of Materials

• Cardboard
• Pencils
• Rulers
• Scissors (cardboard cutter)
• Hot glue
• Paint
• 3D Printed

Bracket

• Remote

Control Cars

Standards

MS-ETS1-4.

Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

​

Developing and Using Models

Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems.

• Develop a model to generate data to test ideas about designed systems, including those representing inputs and outputs.

​

• ​
• ​

Standards

Standard 1. Empowered Learner - Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.� 3-5.1.d. Students explore age appropriate technologies and begin to transfer their learning to different tools or learning environments.

​

6.G.A Solve mathematical problems and problems in real-world context involving area, surface area, and volume.

Objective(s):

1. Students will brainstorm, design, measure, and model a cardboard shell for an RC car.�
2. Students will accurately measure cardboard to fit the RC bracket.�
3. Students will think critically about design features that will enhance their RC car’s design including aerodynamics, overall structure and support, and additional features.

Description (2 sentences):

Students will begin by brainstorm and designing a cardboard shell for a remote control car. They will practice iterating on their designs, troubleshooting the process, measuring the cardboard and frames, and executing on their designs.

Agenda (lesson time)

Time Frame:

2 weeks (8 50-minute classes)

​

Day 1-2: Brainstorming and V1-V2 designing the car on paper.

Day 3-4: Measuring, cutting, and gluing cardboard shell

Day 5-6: Attaching cardboard shell, troubleshooting, and making changes to the RC car

Day 7-8: Painting and polishing RC car

Intro/Driving Question/Opening

​

​

Imagine you're designing the car of your dreams. Today, you'll be transforming a simple piece of cardboard into a shell for a remote control car. Think about how your car is designed to fit the environment and purpose: is it a rock crawler? Is your car meant for rock crawling, speed, battle, rockets or a parade? How can you achieve that with your design? What features will you incorporate to make your car match its purpose? As you brainstorm and start sketching your ideas, consider this: What design elements can make a car not only look cool but also fit its intended purpose?

Hands-on Activity Instructions (Day 1-2)

Grouping: Independent

​

1. Ask students to consider what type of car design they would like to make. Will this be a rock crawler? A race car? A float in a parade?�
2. Pass out “2 Iteration of Car Design” sheet. have students design their first iteration of the car design. �
3. Instruct students to consider the features of the car and how the features will support the car’s intended purpose.

​

​

Hands-on Activity Instructions (Day 3-4)

Grouping: Independent

​

1. Students will cut and measure cardboard to fit the design of their RC car. �
2. Instruct students to pay close attention to the measurements they have tasken, the cuts they are making, and how their design will fit together on the bracket of their car.�
3. Students will then begin assembling their shell together.

​

​

Hands-on Activity Instructions (Day 5-6)

Grouping: Independent

​

1. Students will continue cutting, and iterating on the cardboard shells. When ready, students will begin gluing the shell onto the remote control car brackets. Students will continue to make changes along the way.

​

1. Check in with students to ensure they are following their design and making the correct cuts and measurements.

​

​

Hands-on Activity Instructions (Day 7-8)

Grouping: Independent

​

1. Students will test their RC car prototype, paying attention to the following:
1. Does the car run?
2. Does the car’s design support the car’s intent?
3. Does your car have accurate measurements?�
2. After testing the RC car and checking to see if it fits the above criteria, students will polish and paint their cars.

​

​

Formative Assessment

Checkpoint Design Review

• Objective: To assess students' understanding of the design process and their ability to apply their ideas to a practical project.
• Procedure:
• Midway through the project, have each student present their first iteration of the car design to the class.
• Students will explain their design choices, the purpose of their car (rock crawler, race car, parade float, etc.), and how their design elements support this purpose.
• Peers and the teacher will provide constructive feedback, focusing on strengths and areas for improvement.
• Students will reflect on the feedback and write a brief plan for their next iteration, outlining the changes they intend to make and why.
• Criteria for Assessment:
• Clarity in explaining the purpose of the car design.
• Thoughtfulness and creativity in design elements.
• Ability to receive and respond to feedback.
• Specificity and feasibility of the improvement plan.

​

Summative Assessment

Final Car Design Showcase and Report

• Objective: To evaluate students' overall learning, creativity, and application of skills throughout the project.
• Procedure:
• Upon completion of the project, students will present their final cardboard shell attached to the remote control car.
• Students will demonstrate how their car meets its intended purpose (e.g., driving it over an obstacle course for rock crawlers or showing off aesthetic details for parade floats).
• Each student will submit a written report detailing their design process, challenges faced, iterations made, and how they solved problems along the way.
• A rubric will be used to assess both the presentation and the report.
• Criteria for Assessment:
• Design Execution: How well the final product matches the intended design and purpose.
• Functionality: Performance of the car in its intended environment or task.
• Creativity and Innovation: Originality in design and effective use of materials.
• Problem-Solving and Iteration: Evidence of thoughtful iterations and solutions to challenges.
• Written Report: Clarity, thoroughness, and reflection on the design process, including the rationale behind design choices and adaptations made

Differentiation

Simplified Design Templates: Provide students with pre-made design templates that outline basic shapes and structures. This will give them a clear starting point and help them understand the fundamental elements of car design. They can customize these templates with their own creative ideas but will have a structured base to work from.

Guided Measuring and Cutting: Offer one-on-one or small group instruction focused on measuring and cutting techniques. Use clear, visual aids and step-by-step demonstrations to ensure they understand how to take accurate measurements and make precise cuts. Providing rulers and marked cardboard with pre-measured lines can also be beneficial.

Hands-On Support with Iteration: Assign a peer mentor or classroom assistant to work closely with below-grade-level students during the iteration process. This support can help them troubleshoot issues and make adjustments more confidently. Encourage them to verbalize their thought process and reasoning behind design choices to reinforce understanding.

​

Remediation

Extension/Enrichment

Advanced Design Challenges: Encourage students who are above grade level to incorporate more complex features into their car designs, such as moving parts, detailed aesthetics, or functional elements like working lights or aerodynamic enhancements. Challenge them to use additional materials beyond cardboard, such as incorporating recycled items or 3D-printed parts, to enhance their designs and push their creativity further.