Safe Racer

Third Grade Engineering Challenge

By: Gina Wade, Arbutus Elementary, 2004

PD Presentation Goals

• The Constructivist approach to learning • Our model for connecting and integrating Science curriculum • The Safe Racer Challenge

Constructivist Approach

• Learning is – dependent on prior knowledge – concrete – based on experience, hands on – cooperative • Learning experiences are reality based • Teachers act as guides • Students develop understanding for themselves by constructing their own meaning http:home.okstate.edu/homepages.nsf/toc/educ5910iep12

Design & Technology

• Constructivist approach • Based on problem solving • Based on integrating all subject areas • Includes model building • Cooperative learning • Provides for creativity of all individuals

PROBLEM SOLVING APPROACH

Problem Solving Loop

1. Identifying the problem 2. Brainstorming solutions 3. Making a plan 4. Creating a model 5. Testing the model 6. Presentation

Voluntary State Curriculum Standards

Scientific Inquiry  Access and process information from readings, investigations and/or oral communications  Collect, record and accurately display data collected from investigations  Communicate processes and results from hands-on investigations

Voluntary State Curriculum

Critical Thinking  Provide supporting evidence when forming conclusions, devising a plan or solving a practical problem  Modify understandings of scientific ideas based on new information

Voluntary State Curriculum

Applications of Science  Apply scientific concepts to make decisions about an identified, relevant science issue  Use scientific knowledge to select and evaluate plans to address science-related problems

Voluntary State Curriculum

Technology  Recognize and explain that a model can be used to learn something about an object, event or situation  Design, plan and construction objects  Evaluate and modify designs and products based on performance

Presentation of the Problem

Your team’s challenge is to develop a design for a: Fast, open topped vehicle which will participate in a distance race Suitable safety equipment to enable the racing driver, Eggbert (raw egg), to survive when his car crashes into a barrier Team Logo

Creating a Plan

Think about what you already know about cars and their safety equipment Brainstorm Web ideas Discuss which ideas might be best Sketch and label a beginning design of your car

Design and Construction

Car  Use wheels and axles provided  Must use recyclable materials  Must have an open top  Body = 4 inches or less in width, 9 inches or less in length, 12 ounces or less in weight  Team logo clearly displayed

Design and Construction (cont’d)

Safety Equipment  May include seat belt, helmet, air bag, roll bar  Eggbert’s face must not be covered and must be able to “see the road”  Eggbert must be able to be removed by judges to examine for injury

Testing

Test your car using the ramp multiple times  Did your egg stay in your car?

 Did your egg crack?

 Did your car go a long distance?

 Can you improve the distance your car traveled?

Revising the Plan

Listen to any ideas from your teammates Make changes to your car and safety equipment Make changes to the original sketch of your car and safety equipment

Retesting

Rerun the crash and distance tests several times  Did your egg stay in your car?

 Did your egg crack?

 Did your car go a long distance?

 Can you improve the distance your car traveled?

Documenting the Design and Construction Process

Write down important information during the activity Complete the design brief carefully Be sure to answer all questions completely Write neatly Use as much science vocabulary as possible

Oral Report

Students will be interviewed by judges and will need to be able to discuss how the car and equipment were designed, constructed and tested.

Teachers Start your classes !!!!!!!!!!