HUNCH Academy
LUNAR SCOOTER WHEEL
Weight and Measurements
Supplies needed for Investigation stations
Measuring tool - Scales-
Rulers Bathroom scale pounds for Heavier items
Yard sticks Push Kitchen scale ounces and pounds upto 12 Lbs
Measuring tape Digital Kitchen scale most weight conversions upto 15 Lbs
Different sizes of tires- Scooter tires
Bike tires Golf cart
ATV Dirt bike
RC car or truck tires 3D printed RC tires
Printable Worksheet
https://docs.google.com/document/d/1sbymSTQG51ufQ63HFR-G5y4hzGqwFzrK07uy9cPyaNs/edit?usp=sharing
Watch Instructional video
STATION # 1- Tire Measurements
In these stations we are going to be measuring and weighing different types of tire so we can get a better understanding of tire size and weight for our Lunar Scooter wheel. First make a hypothesis for how big (length, width, height,diameter and weight) you think the tires are before measuring and weighing them. Also talk about the tread pattern and what you notice about it. What type of terrain do you think each tire is made for? Describe what the tire looks like and why you think it looks that way. After you record your Hypothesis you will be measuring and weighing each tire.You will be measuring the length and height or diameter , width, tire height, tread depth and weight of each tire.The diameter is the measurement from edge to edge passing through the center. Then you will type your measurements and observations on the next slide or write them on paper. Everyone should have a chance to measure at least one part of the tire. Two different people can measure twice with each measurements. If you both get something different get your team to help you. Once you have your measurements answer the questions with your group.
Questions that we need to answer with is station.
What is diameter and how can you find the diameter of the tires?
What is the circumference of the tire and how do you find it?
Think about how big a scooter wheel would need to be?
Do you think it needs to be larger or smaller than the tires you just measured?
Does the size of a tire help the tire perform?
Do you think it is better to have a wider tire or a skinnier tire?
Did the height of the tire change ?
Reading a ruler
<- Length
Width ->
<- Height
Tread Depth→
Tire height— >
The Diameter is the measurement across the circle. Radius is the measurement from the center to the edge of the circle. Circumference is the measurement all the way around or the area of the circle.
There are 16 ounces in 1 pound
American Standard = Metric (approximate measurements)
INVESTIGATION STATION #1 Tire measurements
Tire #1 - Dirt bike tire ( make your hypothesis first)
Hypothesis Actual Measurements
Length-
Diameter
Width-
Height-
Weight-
Tire Height-
Tread Depth-
Circumference -
Describe the tire-
INVESTIGATION STATION #1 Tire measurements
Tire #2 - smaller trailer tire ( make your hypothesis first)
Hypothesis Actual Measurements
Length-
Diameter
Width-
Height-
Weight-
Tire Height-
Tread Depth-
Circumference -
Describe the tire-
Reading a ruler
<- Length
Width ->
<- Height
Tread Depth→
Tire height— >
The Diameter is the measurement across the circle. Radius is the measurement from the center to the edge of the circle. Circumference is the measurement all the way around or the area of the circle.
There are 16 ounces in 1 pound
American Standard = Metric (approximate measurements)
INVESTIGATION STATION #2 Tire measurements
Tire #1 - Four wheeler tire ( make your hypothesis first)
Hypothesis Actual Measurements
Length-
Diameter
Width-
Height-
Weight-
Tire Height-
Tread Depth-
Circumference -
Describe the tire-
Reading a ruler
<- Length
Width ->
<- Height
Tread Depth→
Tire height— >
The Diameter is the measurement across the circle. Radius is the measurement from the center to the edge of the circle. Circumference is the measurement all the way around or the area of the circle.
There are 16 ounces in 1 pound
American Standard = Metric (approximate measurements)
INVESTIGATION STATION #3 Tire measurements
Tire #1 -#1 white 3d printed tire ( make your hypothesis first)
Hypothesis Actual Measurements
Length-
Width-
Height-
Weight-
Tire Height-
Tread Depth-
Describe the tire-
INVESTIGATION STATION #3 Tire measurements
Tire #2 - 2 blue 3d printed tire ( make your hypothesis first)
Hypothesis Actual Measurements
Length-
Width-
Height-
Weight-
Tire Height-
Tread Depth-
Describe the tire-
INVESTIGATION STATION #3 Tire measurements
Tire #3 -3 black grill tire ( make your hypothesis first)
Hypothesis Actual Measurements
Length-
Width-
Height-
Weight-
Tire Height-
Tread Depth-
Describe the tire-
MGSE2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
MGSE2.MD.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. Understand the relative size of units in different systems of measurement. For example, an inch is longer than a centimeter. (Students are not expected to convert between systems of measurement.)
MGSE2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters.
MGSE2.MD.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard-length unit.
MGSE3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units – whole numbers, halves, or quarters.
MGSE4.MD.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. a. Understand the relationship between gallons, cups, quarts, and pints. b. Express larger units in terms of smaller units within the same measurement system. c. Record measurement equivalents in a two-column table.
MGSE4.MD.2. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
MGSE5.MD.1 Convert among different-sized standard measurement units (mass, weight, length, time, etc.) within a given measurement system (customary and metric) (e.g., convert 5cm to 0.05m), and use these conversions in solving multi-step, real word problems.
Elementary Math Standards for Georgia
Elementary Science standards
S2E2. Obtain, evaluate, and communicate information to develop an understanding of the patterns of the sun and the moon and the sun’s effect on Earth. a. Plan and carry out an investigation to determine the effect of the position of the sun in relation to a fixed object on Earth at various times of the day. b. Design and build a structure that demonstrates how shadows change throughout the day. c. Represent data in tables and/or graphs of the length of the day and night to recognize the change in seasons. d. Use data from personal observations to describe, illustrate, and predict how the appearance of the moon changes over time in a pattern. (Clarification statement: Students are not required to know the names of the phases of the moon or understand the tilt of the Earth.)
S3E1. Obtain, evaluate, and communicate information about the physical attributes of rocks and soils. a. Ask questions and analyze data to classify rocks by their physical attributes (color, texture, luster, and hardness) using simple tests. (Clarification statement: Mohs scale should be studied at this level. Cleavage, streak and the classification of rocks as sedimentary, igneous, and metamorphic are studied in sixth grade.) b. Plan and carry out investigations to describe properties (color, texture, capacity to retain water, and ability to support growth of plants) of soils and soil types (sand, clay, loam). c. Make observations of the local environment to construct an explanation of how water and/or wind have made changes to soil and/or rocks over time. (Clarification statement: Examples could include ripples in dirt on a playground and a hole formed under gutters.)
S4E2. Obtain, evaluate, and communicate information to model the effects of the position and motion of the Earth and the moon in relation to the sun as observed from the Earth. a. Develop a model to support an explanation of why the length of day and night change throughout the year. b. Develop a model based on observations to describe the repeating pattern of the phases of the moon (new, crescent, quarter, gibbous, and full). c. Construct an explanation of how the Earth’s orbit, with its consistent tilt, affects seasonal changes
S5E1. Obtain, evaluate, and communicate information to identify surface features on the Earth caused by constructive and/or destructive processes. a. Construct an argument supported by scientific evidence to identify surface features (examples could include deltas, sand dunes, mountains, volcanoes) as being caused by constructive and/or destructive processes (examples could include deposition, weathering, erosion, and impact of organisms). b. Develop simple interactive models to collect data that illustrate how changes in surface features are/were caused by constructive and/or destructive processes. c. Ask questions to obtain information on how technology is used to limit and/or predict the impact of constructive and destructive processes. (Clarification statement: Examples could include seismological studies, flood forecasting (GIS maps), engineering/construction methods and materials, and infrared/satellite imagery.)
ENGR-EC3 – Students will solve problems using basic engineering tools and resources. (a) Explain various measuring systems and their base units. 2 (b) Demonstrate applications of precision measuring instruments to describe parts and inspect artifacts. (c) Perform keyboard functions using a scientific, hand-held calculator. (d) Create an Excel spreadsheet to perform basic arithmetic and algebraic computations on data related to an engineering design problem. (e) Use laboratory tools and equipment to determine the properties of materials
SCSh4. Students use tools and instruments for observing, measuring, and manipulating scientific equipment and materials.
SCSh5. Students will demonstrate the computation and estimation skills necessary for analyzing data and developing reasonable scientific explanations.
MM3P1. Students will solve problems (using appropriate technology).
ENGR-STEM3 – Students will design technological problem solutions using scientific investigation, analysis and interpretation of data, innovation, invention, and fabrication while considering economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability constraints. (a) Demonstrate fundamental principles of design. (b) Design and conduct experiments along with analysis and interpretation of data. (c) Identify and consider realistic constraints relevant to the design of a system, component, or process.
ENGR-STEM4 – Students will apply principles of science, technology, engineering, mathematics, interpersonal communication, and teamwork to the solution of technological problems. (a) Work cooperatively in multi-disciplinary teams. (b) Apply knowledge of mathematics, science, and engineering design. (c) Demonstrate strategies for identifying, formulating, and solving technological problems. (d) Demonstrate techniques, skills, and knowledge necessary to use and maintain technological products and systems.
ENGR-EA3 – Students will demonstrate prototype development. (a) Identify appropriate modeling techniques. (b) Select and apply appropriate materials, tools, and processes for prototype development. (c) Evaluate effectiveness of prototyped solution and modify as needed.
ENGR-EA1 – Students will use selected discipline specific engineering tools, machines, materials, and processes. (a) Explain the criteria for selection of appropriate materials, tools, and processes. (b) Safely and effectively manipulate materials, tools, and processes. (c) Apply appropriate care and maintenance in the use of tools and machines.
Elementary Engineering standards