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Notes for teachers

*Disconnect the batteries when you are not using them. I had a battery start smoking.

*This project was a great way to work on circuits and include engineering.

*I found it easier to strip the wires (as directed in the video) before I gave the students the materials. I used wire strippers and it was much easier.

*The 9V battery set up worked much better than 2 AA batteries. Parents were able to donate them.

*We followed the video for one class period and went step by step. Students were able to do the steps following the video.

Unit Lessons 1-4

List of Materials

Recycled materials to build the car.
Batteries - this project can use AA or 9V. The 9V battery worked much better.
Mini hobby motors with switch and propellers - I used this kit

https://www.amazon.com/EUDAX-Electric-Magnetic-Propeller-Connector/dp/B08GPPJR1T/?_encoding=UTF8&pd_rd_w=H50AS&content-id=amzn1.sym.35cab78c-35e3-4fc1-aab0-27eaa6c86063%3Aamzn1.symc.e5c80209-769f-4ade-a325-2eaec14b8e0e&pf_rd_p=35cab78c-35e3-4fc1-aab0-27eaa6c86063&pf_rd_r=10E9HN4V1B7BJ9S4MPFB&pd_rd_wg=iVRIe&pd_rd_r=afc3ab06-4bf9-4aaf-b9b3-cfaf3334e4cd&ref_=pd_gw_ci_mcx_mr_hp_atf_m

I used this youtube video to show the students how to connect the battery to their project. (35 min.) The video shows how to connect a AA battery case, but I recommend connecting the 9V battery. https://www.youtube.com/watch?v=iGGQWCDOnfg
Wire strippers (optional)
Recording sheet https://docs.google.com/document/d/1zofqWMpjAQK-Gyht1yXVfS-y8sNt2S1HZaMga76h3H4/edit?usp=sharing

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Standards

6.P4U2.5 Analyze how humans use technology to store (potential) and/or use (kinetic) energy.

8.P4U2.5 Develop a solution to increase efficiency when transferring energy from one source to another.

Engineering and Science Practices

Developing and Using Models A practice of both science and engineering is to use and construct models as helpful tools for representing ideas and explanations.

● Use and/or develop models to predict, describe, support explanations, and/or collect data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales.

● Develop models to describe unobservable mechanisms.

● Modify models—based on their limitations—to increase detail or clarity, or to explore what will happen if a component is changed.

● Use and develop models of simple systems with uncertain and less predictable factors.

● Develop a model that allows for manipulation and testing of a proposed object, tool, process or system.

● Evaluate limitations of a model for a proposed object or tool.

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Objective:

Students will develop a model using a circuit to show how humans use and store energy.

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Agenda (7- sixty minute class periods)

Show video on how to construct the battery circuit and connect the circuit to the motor with the on/off switch. Video is 35 minutes, it probably took my class 60 minutes to assemble the parts.

Construct the car out of recycled material. The goal is to produce the fastest car using the battery and propellers provided in the kit. 2-3 hours

3. Test the cars. I put a start and finish line on the ground with painters tape (1 meter apart), and students timed the how long it took their car to cross the finish line. They recorded their data. They were allowed to improve their design to improve performance. (60 min.)

4. Take pictures of each design and record data on recording sheet.

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Intro/Driving Question/Opening

Think about how cars are designed. What different features do cars have and what function do they serve? (i.e. SUVs have more storage space than a sports car, different sized engines, etc)

Share with your partner your thoughts about different car features and their purposes.

Our goal today is to design the fastest battery powered car, using a closed circuit.

What design choices might affect the speed of the car?

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Hands-on Activity Instructions

Watch the video to create our battery powered circuit. https://www.youtube.com/watch?v=iGGQWCDOnfg
After completing the circuit, students will draw a design for their car. Students can work independently or with a small group.
After the cars are designed, have students attach their battery circuit. I used velcro dots or hot glue. Use the same circuit for each design. Electric Car Challenge
Students will time how long it takes their car to go one meter (start and finish line on the floor).
Improve design, test again, and record new data.

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Assessment

Monitor students during discussions, and building the circuits and cars.

Collect the data recording sheet.

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Differentiation

Students can work as groups.

Circuits can have some parts preassembled.

Have materials selected to be used.

Remediation

Extension/Enrichment

Research electric vehicles, and identify pros and cons with current technology.

Have students use research about current electric vehicles and have them think about improvement to current designs. Have them give suggestions or create a new technology to improve current practices.

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