Fun With Bridges And K`NEX

Transcription

PROFESSIONAL
ADAPTABLE
INDISPENSABLE
INVENTIVE
CREATIVE
www.engineeringthefuture.info
Fun with
Bridges and
K’NEX
S1/S2
Scottish Charity Number SC004401
Engineering the Future
Scottish Charity Number SC015263
1
Engineering Activity Teacher Guide
Fun with Bridges and K’NEX
Contents
Introduction
p3
Outline of engineering activity
p5
Engineering and learning principles p 5
Learning outcomes p 6
Curricular links p 7
Structure and timing p 9
Key resources p 10
Acknowledgement
p 10
Phase 1: Bridge Building Challenge
p 11
Phase 2: K’NEX Fairground Attraction Challenge
p14
Also included:
Introductory PowerPoint Presentation to
Activity 1
Introductory PowerPoint Presentation to
Activity 2
Pupil Instruction Sheet
Support Materials:
pictures; labels; $1000 bills; wallets
Unless otherwise stated, all content in this document is copyright (Copyright © 2009 University of Strathclyde and Copyright © 2009 University of Glasgow).
All rights are expressly reserved with the exception that a non-exclusive perpetual licence is granted to access, print, copy and use, without adaptation, the content
available in this document for educational non-commercial activities only. Any content accessed, printed and copied must be accompanied by an acknowledgment of
copyright.
It is forbidden to alter or adapt the content of the materials without the express permission of The University of Strathclyde and The University of Glasgow. This is to
prevent inaccurate, misleading or inappropriate legal information being associated with either University.
It is forbidden to sell, license, copy or reproduce the contents of this document in whole or in part, in any manner, for commercial purposes, without the prior written
consent of The University of Strathclyde and The University of Glasgow.
For further information or for queries please contact Research and Innovation at The University of Strathclyde, 50 George St, Glasgow, G1 1QE (www.strath.ac.uk/ri)
or email [email protected].
2
Introduction
The materials in this pack form one of a series of units which
promote the teaching and learning of engineering in the
secondary school curriculum.
The unit was developed by a school-university partnership
involving Lanark Grammar School (Gerry Paterson and
Aline Wilson) and the University of Glasgow Department of
Electronics and Electrical Engineering (Catrina Bryce). The
Engineering Challenge in the project is adapted from Spotlight
Science for Scotland S2 (Nelson Thornes Ltd).
This school-university partnership was one of a number
of collaborative networks of school and university staff in
Electrical and Electronic Engineering (EEE) created by the
Engineering the Future project. These enabled staff and
students from schools and universities to work together to
create exciting and innovative programmes for school pupils,
supported by world leading engineering research groups. These
materials have already been trialled successfully in secondary
schools across Scotland.
In the words of pupils involved: ‘It’s more fun, so you want to
know more about physics.’ – ‘A lot of work: challenging but
you’ve accomplished something, it ‘clicks’ and you remember it.’
– ‘… instead of being told step by step what to do you get to vary
it yourself.’ – ‘…it just made you feel really smart once you’d
done it.’
Engineering the Future is a 3-year project funded by a major
grant from the UK Engineering and Physical Sciences Research
Council (EPSRC) which is running from October 2006 to early
2010. It involves staff from the Department of Electronic and
Electrical Engineering in the University of Strathclyde and
from the Departments of Electronics and Electrical Engineering
and of Educational Studies in the University of Glasgow and
science teachers in some 20 secondary schools in 9 education
authorities in Scotland and in 2 independent schools. The
financial support afforded to the project by EPSRC is gratefully
acknowledged as are the advice and encouragement provided by
EPSRC and by the Universities of Strathclyde and of Glasgow.
Engineering the Future was planned in response to the general
recognition that engineering in this country, in particular
3
Leisure
Society
Health
Industry
Science
Infrastructure
Wealth Creation
Engineering
Technology
Maths
Creativity & Innovation
electrical/electronic engineering, faces serious challenges.
The number of young people taking up university engineering
courses is low and becoming lower. Many young people –
including ambitious high achievers – have very limited or
distorted ideas about what engineering involves. In particular,
they do not associate a creative, inventive, problem-solving and
entrepreneurial approach to life and work with their science
and mathematics work – an approach essential for equipping
individuals with the skills necessary to meet the needs of today
and the demands of tomorrow.
This is not a matter of academic interest. Engineers use science
and mathematics, in conjunction with the tools of technology,
to create new systems, infrastructures, devices, products and
commodities for the overall benefit of society.
There is an urgent economic need to embed and highlight
engineering in the school curriculum. Engineering, the
application of scientific and mathematical knowledge to
practical issues, needs and problems, is fundamental to the
creation of new technologies and sustainable industries.
Engineering requires and supports the development of high
levels of scientific and mathematical competence in the
service of useful design, creativity, innovative thinking and
problem-solving. It requires and fosters the confidence,
drive, determination to succeed, teamwork and business
acumen necessary to promote economic enterprise. There is
an economic need for a larger number of engineers, high level
engineering graduates and very capable technician engineers,
with such skills to build a strong indigenous high-tech economic base.
We hope that you find these materials useful.
4
Teacher Guide
Outline of engineering activity
In the first activity of this unit the objective is that pupils build
the strongest bridge with a roadway that crosses a 15 cm gap,
within a set time, limited resources and budget. The pupils work
in teams to make a bridge from paper, sellotape and straws and
test it to see the maximum mass it can hold.
The second activity of the challenge involves the teams of pupils
from the bridge activity building a fairground attraction within
a set time limit and presenting the end design to a panel of
judges. The pupils work in teams to build a moving fairground
attraction (e.g., Roller-Coaster, Ferris Wheel, Carousels) using
K’NEX. To help the teams build their design a senior pupil is
allocated to each team. The teams have a set time period to
build their fairground attraction and produce short (approx. 5
minute) presentations on their designs. If possible an engineer
could be asked to judge the winners.
This unit is capable of being developed in a number of ways;
these are indicated under the heading ‘Variations’ at the end of
each activity description.
5
Engineering and learning
principles
Pupils will learn the engineering processes involved in making a
new product and in so doing use and develop a range of skills:
1. Working as an engineer: analysing what is required; asking
questions and hypothesising; considering different options;
finding an optimum solution; designing, building, testing
and altering their product until it meets the set specification;
working with limited resources and in a set time; modelling
and understanding how things work; reviewing and
evaluating results to identify limitations and improvement.
2. Collaborative learning: working as part of a team, cooperating, listening, using each person’s strengths and
developing each person’s weaker points, sharing tasks,
taking responsibility for the task they have chosen or been
allocated.
3. Development of problem solving and analytical thinking
skills.
4. Development of scientific practical investigation and inquiry
skills.
5. Following instructions precisely and making any necessary
amendments; critical analysis of K’NEX instructions.
6. Thinking creatively and critically.
7. Dealing with success and failure; reflection and self analysis.
8. Developing skills of reasoning to provide explanations and
evaluations supported by evidence.
9. Presenting and reporting on findings; explaining their
understanding of concepts; informed discussion and
communication; peer criticism.
6
Learning outcomes
1. Pupils will develop their knowledge and understanding of
structural engineering.
2. Pupils will plan and build to specific criteria a simple model
of a functioning bridge.
3. Pupils will develop an appreciation for the role of the
engineer in society and understand that teamwork and
communication, combined with a knowledge of science and
mathematics, are the desirable qualities of an engineer.
Curricular Links
There are clear links to Curriculum for Excellence, not only to
the Sciences, but also to Technologies, Numeracy and Literacy.
This unit also contributes to the development of enterprise and
citizenship and provides a basis for future study in relevant
units in National Qualifications courses:
SG Physics Transport and Energy
Int 2 Physics
Mechanics – forces and energy
The unit clearly contributes to certain of the purposes of
learning in sciences and in technologies within Curriculum for
Excellence. Pupils will:
• recognise the impact the sciences make on their own lives,
the lives of others, the environment and on society;
• broaden their understanding of the application and concepts
behind technological thinking, including the nature of
engineering and the links between the technologies and the
sciences;
• establish the foundation for more advanced learning and, for
some, future careers in the sciences and the technologies.
The unit contributes to the development of the skills and
attributes of scientifically literate citizens such as:
• expressing opinions and showing respect for others’ views
• being able to read and understand essential points from
sources of information.
The following Curriculum for Excellence statements of
experiences and outcomes relate directly to the activity.
7
Sciences
SCN 1-15a Through exploring properties and sources of
materials, I can choose appropriate materials to solve practical
challenges.
SCN 2-07a By investigating how friction, including air
resistance, affects motion, I can suggest ways to improve
efficiency in moving objects.
SCN 1-15a Through exploring properties and sources of
materials, I can choose appropriate materials to solve practical
challenges.
Technologies
TCH 3-01a From my studies of technologies in the world
around me, I can begin to understand the relationship between
key scientific principles and technological developments.
TCH 3-07a When participating in a collaborative enterprise
activity, I can develop administrative and entrepreneurial skills
which contribute to the success of the activity.
TCH3-12a By applying my knowledge and skills of science
and mathematics, I can engineer 3D objects which demonstrate
strengthening, energy transfer and movement.
TCH 2-14a Through discovery and imagination, I can develop
and use problem-solving strategies to construct models.
TCH 3-14a By using problem-solving strategies and showing
creativity in a design challenge, I can plan, develop, organise
and evaluate the production of items which meet needs at home
or in the world of work.
Numeracy
MNU 3-03bI can continue to recall number facts quickly and
use them accurately when making calculations.
MNU 3-09bI can budget effectively, making use of technology
and other methods, to manage money and plan for future
expenses.
MNU 3-11a I can solve practical problems by applying my
knowledge of measure, choosing the appropriate units and
degree of accuracy for the task and using a formula to calculate
area or volume when required.
8
Literacy
LIT 3-02a When I engage with others, I can make a relevant
contribution, encourage others to contribute and acknowledge
that they have the right to hold a different opinion. I can
respond in ways appropriate to my role and use contributions to
reflect on, clarify or adapt thinking.
LIT 2-04a As I listen or watch, I can identify and discuss the
purpose, main ideas and supporting detail contained within the
text, and use this information for different purposes.
LIT 2-07a I can show my understanding of what I listen to or
watch by responding to literal, inferential, evaluative and other
types of questions, and by asking different kinds of questions of
my own.
LIT 2-16a To show my understanding across different areas
of learning, I can identify and consider the purpose and main
ideas of a text and use supporting detail.
Structure and timing
There are two phases in this engineering insert.
1. Engineering Challenge: where teams of pupils build a bridge
in their own practical class and the teacher identifies the
winning team by testing the strength of the bridge using
weights.
Approx 2-3 x 50 minute periods; 1-2 periods for designing
and building the bridge and one for the testing
2. The K’NEX Challenge, where the teams build a moving
fairground attraction from the K’NEX kits and present their
design. Criteria such as teamwork, design, etc., are used to
score the teams and identify the winners.
Full day: depending on the total resources and space
available and the size of the year group, it may be necessary
to devote several days in total to this activity to provide
enough time for all teams to participate.
9
Key resources
• Worksheets with instructions
• The materials for building and testing the bridge – straws,
sellotape, paper, scissors and weights
• K’NEX Fairground kits for the K’NEX Challenge
• Competition prizes
• Senior pupils to help with part 2.
Acknowledgement
The Bridge Building Challenge is adapted from Spotlight
Science for Scotland S2 (Nelson Thornes Ltd).
10
Phase 1
Bridge Building Challenge
The objective is to build the strongest bridge with a roadway
that crosses a 15 cm gap within a set budget and time limit. The
pupils work in teams to make a bridge from paper, sellotape and
straws and test it to see the maximum mass it can hold.
Time Required
1-3 x 50 minutes periods
Resources required
• Paper
up to 10 sheets per team
• Scissors
1 pair per team
• Sellotape
up to 3m per team
• Straws up to 10 per team
• Pupil worksheets
1 per team
• Rulers
1 per team
• Weights
various masses, totalling 10kg
• 2 benches, set 15cm apart, to set up a test for the bridges
• Optional
PowerPoint introduction attached.
11
Preparation
Prepare and print the pupil instruction sheet, 1 per team
Procedure
1. The teacher should set the background to the project
referring to the characteristics of engineering that are
involved in the challenge:
• problem-solving directed at providing solutions to real
issues
• the application of scientific knowledge
• teamwork
• time management
• budget management
• creativity
• design
2. This first phase of the challenge involves teams of pupils
building a bridge using straws, paper and sellotape. As in a
real engineering project, there are design constraints for the
pupils building their bridge:
• the bridge must cross a gap of 15 cm
• the bridge must have a roadway
• they must build the bridge within a £10,000 budget (the
various materials they can use have associated costs, which
are indicated in the instructions for the activity)
• they must build their bridge within a set time period.
3. At the end of the bridge building challenge period the
teacher tests the strength of the bridge by adding weights
until the bridge collapses. All the bridges in the class must be
tested in the same way.
Note: care should be taken when testing the bridge and
provision should be made for the possibility of the weights
falling when the bridge collapses.
12
Variations
• Pupils discuss and decide on the criteria for testing before
beginning to plan and construct their bridges.
• Each group of pupils make a presentation to their peers on
their bridge design before the bridges are tested.
• Pupils forecast which bridges will be the strongest before
testing.
• The design brief can be extended in a number of ways:
o to include cost and appearance in the criteria.
o to require a 10 cm wide K’NEX vehicle to be able to cross the bridge (the size of the vehicle can vary with the K’NEX motor used).
o to set a minimum weight limit, e.g. 2 kg below which any bridge is automatically disqualified before other criteria are applied.
• Give the pupils a wallet with pretend money in it, set up a
store selling straws, paper and sellotape, get the pupils to
buy their materials – resources are included within the package
13
Phase 2
K’NEX Fairground
Attraction Challenge
The second phase of the challenge involves teams of pupils
building a fairground attraction within a set time limit and
presenting the end design to a panel of judges.
The teams build a moving fairground attraction (e.g., RollerCoaster, Ferris Wheel, Carousel) using K’NEX. To help the
teams build their design, a senior pupil is allocated to each
team. The teams have a set time period to build their fairground
attraction and produce short (approx. 5 minute) presentations
on their designs.
If possible an engineer could be asked to judge the winners.
14
Time Required
1. Full day – or a shorter time if a simpler K’NEX design
is chosen for the challenge. Given resources and space
available and the size of the year group, it may be necessary
to devote more than one single day to ensure that all pupils
in the year group participate.
Resources required
1. K’NEX fairground kits (available from toy shops) 3-5
attractions can be built from each set.
2. Pupil presentation worksheets
1 per team
3. Judging criteria worksheets
1 per judge
4. Competition prizes
1 for each category e.g.
strongest, best teamwork
5. 1 senior pupil per team
6. An engineer for judging, if possible
7. PowerPoint presentation Preparation
1. Prepare the K’NEX kits to allow the students to build one of
the fairground attractions.
2. Buy the competition prizes.
3. Invite an engineer or engineers to judge the presentations
and give the prizes.
4. Arrange for senior pupils to help out.
5. Print a copy of the judging criteria sheet for each team.
6. Print the pupil presentation worksheets.
15
Procedure
1. Each team chooses the fairground attraction they wish to
build and a senior pupil is allocated to each team.
2. The teams are told how long they have to build their
fairground attraction and reminded of how much time they
have left throughout the challenge.
3. With the help of their senior pupil the teams build their
fairground attractions.
4. While the pupils are building their fairground attraction,
judges score the teams against criteria such as teamwork
and design.
5. The pupils present their fairground attraction designs to the
panel of judges based on the items they should consider and
included in the presentation worksheet.
6. The scores are added up after the teams have given their
presentations and the judges have allocated marks. The
winning teams are then announced and the judges award the
prizes.
16
Variations
• Using K’NEX, teams of pupils must build a motor vehicle to
transport an egg over the bridge they designed for the Bridge
Building Challenge.
o If the pupils know what the final challenge involves from the start, then pupils who were forward thinking would have the opportunity to build a bridge with tracks to help guide their vehicle across.
o Criteria for judging – speed, design and fitness for purpose: the motor vehicle that can cross the bridge and carry the egg 50 cm in the quickest time wins.
o Prototype motor vehicle designs could be provided for the pupils to customise and modify.
• When finished with constructing fairground attractions in
accordance with instructions, groups of pupils can design
and build their own attraction.
17

Fun With Bridges And K`NEX

Transcription

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