Transcript SHPE Foundation Noche de Ciencias Hands

July SHPE Jr. Chapter Curriculum
SHPE Foundation
SHPE Jr. Chapter Curriculum
Hands-on Activity Training
TeachEngineering Hands-on
Activity:
*Hovercraft Racers!
TeachEngineering Digital Library:
teachengineering.org
http://www.teachengineering.org/view_activity.php?url=collection/cu
b_/activities/cub_mechanics/cub_mechanics_lesson05_activity1.xml
SHPE Foundation
SHPE Jr. Chapter Curriculum
Hands-On Activity Training
TeachEngineering Digital Library
http://www.teachengineering.org
• The TeachEngineering digital library provides free,
teacher-tested, standards-based engineering
content for K-12 teachers to use in science and
math classrooms.
• Engineering lessons connect real-world experiences
with curricular content already taught in K-12
classrooms.
• Mapped to educational content standards,
TeachEngineering's comprehensive curricula are
hands-on, inexpensive, and relevant to children's
daily lives.
SHPE Foundation
SHPE Jr. Chapter Curriculum
Hands-On Activity Training
General Advice
• Be prepared! Do each activity beforehand
• Make sure all materials are available
• Keep students on task
• Follow the time frame
• Be flexible
• Have Fun!!
http://www.nasa.gov/centers/ames/news/features/2011/bayview_science_festival.ht
ml
SHPE Foundation
SHPE Jr. Chapter Curriculum
Hands-On Activity Training
Hovercraft Racers!
Full Activity on TeachEngineering
• Students construct and test a simple hovercraft to gain
first-hand experience on how friction affects motion.
• Engineering focus:
o Engineering Research/Analysis
• Students construct and test a simple hovercraft and analyze testing
results.
• Learning objectives:
o Understand that friction slows moving objects, but also allows them to be
controlled.
o Understand how a hovercraft moves and why it floats on a pillow of air.
o Predict characteristics of surfaces that might influence the amount of
friction.
o Recognize that understanding how friction works helps engineers design
moving objects so they can be controlled.
SHPE Foundation
SHPE Jr. Chapter Curriculum
Hands-On Activity Training
Hovercraft Racers!
• Suggested time: 45 minutes
• Suggested group size: 2
students/group
• Materials
o Each group needs:
• 1 compact disc (CD) (Possible sources: Ask
students to bring from home, used CDs from old
software or free trial CDs. Or, purchase blank
CDs for less than $1 each.)
• 1 plastic bottle with a cap (such as a Coke
bottle, ~16 oz. size)
• 1 balloon
• hot-glue gun (to be shared among groups)
• hacksaw (to cut the top off the plastic bottle)*
• drill (to put holes in the bottle cap)*
*Prepare plastic bottle and bottle cap prior to activity
http://www.teachengineering.org/view_activity.php?url=collection/c
ub_/activities/cub_mechanics/cub_mechanics_lesson05_activity1.xml
SHPE Foundation
SHPE Jr. Chapter Curriculum
Hands-On Activity Training
Hovercraft Racers!
Engineering Connection (Real World
Application):
• Understanding how friction works helps engineers design
moving objects so they can be controlled. Sometimes
they design materials to increase the friction and other
times to reduce the friction.
• For example:
o Snow tires may have metal studs that poke into the snow
and ice, creating more friction than rubber alone.
http://itd.idaho.gov/transporter/2011/101411_Trans/10141
1_StuddedTires.html
o Rollerblade wheels must be sticky enough for control, but
not so soft that they create too much drag or wear out
too fast.
o Engineers also reduce friction between moving parts of
machines so that they run smoothly and do not wear
down as quickly.
https://www.cpsc.gov/en/Recalls/2014/RollerbladeUSA-Recalls-Tempest-Inline-Skates/
SHPE Foundation
SHPE Jr. Chapter Curriculum
Hands-On Activity Training
Hovercraft Racers!
Vocabulary Terms
Definitions
friction
A force that arises when things rub against each other; friction acts on
an object in the opposite direction as the object’s motion.
hovercraft
A vehicle that can travel on a cushion of air over water, ice, dirt,
pavement and other surfaces.
http://gallery.usgs.gov/photos/12_04_2013_hmc5GSr11Y_12_04_201
3_0#.U59CgPldUuA
http://en.wikipedia.org/wiki/Ship
http://www.darrp.noaa.gov/southeast/chevron_port_
arthur/restore.html
SHPE Foundation
SHPE Jr. Chapter Curriculum
Hands-On Activity Training
Hovercraft Racers!
Introduction:
o Friction is a force that arises when things rub against each other.
• Friction can slow things down and eventually make the surfaces wear
down.
• Different objects have different amount of friction when they rub together.
• However, when surfaces do not rub against each other, there is no friction
between them.
• The best way to reduce friction between two surfaces is to arrange them so
that they do not touch!.)
http://dnr.louisiana.gov/assets/TAD/education/ECEP/diesel/f/f.htm
SHPE Foundation
SHPE Jr. Chapter Curriculum
Hands-On Activity Training
Hovercraft Racers!
Introduction (cont.):
o Boat engineers and builders know that friction between a boat and water is
one thing that slows the boat down. Over the years, they have been figuring
out ways to design boats so that they do not touch water very much, but still
float.
• In 1877, a British engineer named Sir. John Thornycroft patented a method to
design boats to ride on a cushion of air. Basically, his method was to use a large
fan powered by a motor to force air down under the craft. Eventually, the air
pressure was large enough to lift the vehicle off the surface. Engineers took this
idea and built upon it, designing "flying boats" and other airplanes that can lift off
of a water surface.
• Finally, in the early 1950s, British, American and Swiss engineers began to think of
new ways to use Sir Thornycroft's air cushion idea. In 1955, a British man named
Christopher Cockerell tested a new kind of craft and patented his idea for the first
real hovercraft — a vehicle that can travel on a cushion of air over water, ice, dirt,
pavement and other surfaces.
• Hovercrafts are so versatile that the Ford Motor Company even made a
"hovercar" called the Glideair in 1959.
• Now, hovercrafts are used for rescue work on rapidly moving rivers and thin ice,
cargo transport and ferrying work (such as across the English Channel), and by the
military to transport troops and equipment from boats to the shore.
SHPE Foundation
SHPE Jr. Chapter Curriculum
Hands-On Activity Training
Hovercraft Racers!
Before the Activity:
1. Gather supplies: Purchase or have
students bring in plastic soda or water
bottles with caps and compact discs (CDs)
before the activity.
2. Prepare materials: Prior to the activity, cut
the top of the bottle at the neck using a
hacksaw. Save the top and cap, discard
the rest of the bottle. Drill 1-3 holes in each
bottle cap, with a different number of holes
in different caps, so that students can
compare the results of hovercraft racers
with different numbers of holes in the caps.
http://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_mechanics/
cub_mechanics_lesson05_activity1.xml
http://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_mechanics
/cub_mechanics_lesson05_activity1.xml
SHPE Foundation
SHPE Jr. Chapter Curriculum
Hands-On Activity Training
Hovercraft Racers!
Activity Procedure:
1. Discuss with students the concepts of friction. Ask what happens when you roll
an object across the ground over grass vs. the sidewalk. (Answer: Object rolls
farther on the smooth concrete surface.) Which is easier to ride your bike on?
(Answer: Sidewalk.) Why? (Answer: There is less friction between the bike and the
sidewalk vs. the bike and grass.)
2. Invite teams of two students each to pick a bottle top and cap. Have them
attach a balloon to the cap, over the cut neck.
3. With volunteer supervision, have students use hot glue to attach the caps to the
shiny side of their compact discs, with the holes in the caps centered over the
holes in the middle of the CDs. Be sure to use enough hot glue to completely
seal the space between the cap and the CD.
4. Once the hot glue cools, have students blow up their balloon through the bottle
tops, then pinch the neck so that air does not escape while they screw the top
into their cap, which is attached to the compact disc.
5. Place the hovercraft racer on a smooth, flat surface and release the neck of the
balloon, allowing air to escape. Tap the side of the hovercraft racer, and see
how it glides over the surface! To gather comparison data on the different
hovercraft versions, set up a starting line, and collect measurements of distance
and time traveled. Also, have students test on different surfaces, if possible.
SHPE Foundation
SHPE Jr. Chapter Curriculum
Hands-On Activity Training
Hovercraft Racers!
Assessment:
o Pre-Activity Assessment
o
Brainstorming/Discussion Question: Ask students: How can two surfaces have no friction between
o
Question/Answer: Ask students and discuss as a class: What two types of engineers would most likely
them? (Answer: If they are not touching.).
work on building a lander for a delicate and expensive falling object like a Mars rover? (Answer:
aerospace and mechanical engineers)
o Activity Embedded Assessment
o
Discussion Question:
• How well does the hovercraft racer slide when the balloon is out of air? (Answer: Not
well.)
•
o
How well does the hovercraft racer slide over rough surfaces, such as a carpeted floor?
(Answer: Not well.) Why do you think that is? (Answer: The air can escape through
spaces between the carpet fibers, and so does not hold up the compact disc as well.)
Pairs Check: After students finish creating their team's hovercraft, have them work with
another group to compare the performance of the hovercraft built with a cap with one hole
vs. a hovercraft built with a cap containing two or three holes.
• What are the advantages of having multiple holes? (Answer: Air can escape more
quickly, so the compact disc is lifted further away from the surface and glides better.)
•
What are the advantages of having only one hole? (Answer: Air escapes more slowly,
and so lasts longer.)
SHPE Foundation
SHPE Jr. Chapter Curriculum
Hands-On Activity Training
Hovercraft Racers!
Assessment (cont.):
o Post-Activity Assessment
o Brainstorming: Have students engage in open discussion and list their ideas on the board.
Remind students that no idea or suggestion is "silly." Encourage wild ideas and discourage
criticism of any ideas. All ideas should be respectfully heard. Ask the students:
•
Now that you have experimented with hovercraft, can you think of any ways to improve
your design? (If no student responds, try to encourage ideas with: How about a way to
keep air flowing because the balloon runs out quickly?)
•
What changes would you make if you wanted to build a hovercraft that could carry a
heavy cargo? (Note: Modern hovercraft ferry cars across the English Channel!) (If no
student responds, try to encourage ideas with: How much cargo could your hovercraft
have carried? How would you carry cargo?)
o Design Homework (optional): For a homework assignment, ask students to create a
blueprint of a new hovercraft design that is capable of lifting heavy loads. Suggest that they
consider using any of the ideas listed on the board from the brainstorming assessment activity.
o Activity Extension (optional): Ask students to research the history and uses of
hovercraft. Who was Christopher Cockerell? How did he make his first model of a hovercraft?
How are hovercrafts used today?
SHPE Foundation
SHPE Jr. Chapter Curriculum
Hands-On Activity Training
Hovercraft Racers!
Teaching tips:
o Emphasize the science concepts, vocabulary, and engineering
connection; reinforce these throughout the activity.
o For upper grades, students may be able to drill the holes in the
caps themselves (with supervision) and thus be able to
experiment with their hovercraft by first drilling one hole, and then
adding more holes and experimenting again.
o Have students write a hypothesis on how more than one hole will
change the motion of the hovercraft, record their observations,
and write a short paragraph comparing and contrasting the
hovercraft behavior with one hole vs. more.
SHPE Foundation
SHPE Jr. Chapter Curriculum
Hands-On Activity Training
Activity Takeaways
• Teambuilding skills
o Working together on building and testing a simple hovercraft
• Engineering skills
o Engineering Research/Analysis: Construct a simple hovercraft, test its
performance with a changing variable, analyze results.
• Encouragement through hands-on
learning
o Students learn about how friction affects the
movement and design of vehicles.
• Motivation through having fun
o Introduce the activity as a fun learning
experience!
http://www.buckeyeaz.gov/index.aspx?nid=163
SHPE Foundation
SHPE Jr. Chapter Curriculum
Hands-On Activity Training
TeachEngineering Contact Information
• TeachEngineering: http://www.teachengineering.org/
o over 1,300 standards-based engineering lessons and activities
• Carleigh Samson, TeachEngineering Editor
o [email protected]
o 303.492.6950
Questions?
http://www.fws.gov/refuge/Stone_Lakes/FAQ.html/
College Prep Activity:
What Type of Student Am I? (3 part lesson)
What type of Student Am I?
This lesson will help students :
• Reflect on what it takes to be a successful student.
• Explore what resources they need to be successful and how to
access them.
Students will:
• Understand skills and resources needed to be successful in
school.
• Learn how important it is to prioritize and manage their time
• Be instructed in the importance of being proactive and engaged
in their education
What type of Student Am I?
• Optional Pre-Activity: What Type of Student Am I Pre-Activity
Quiz
• June Activity: What time is it?
• July Activity: I Need Help!
• August Activity: Multiple Intelligences and Reflection Activity
What Type of Student Am I? (Part 2 of 3)
• Give students the I Need Help! Handout
and as a group or in small groups, have
students brainstorm what resources
they have available to them
• Once they write down what they have
available, have them brainstorm what
they need to become even better
students
• Have students brainstorm how to ask for
assistance in getting the resources they
need
What Type of Student Am I? (Part 2 of 3)
• Reflection Activity – discuss the
importance of sharing their discoveries
with significant people in their lives
• Distribute My Resources and encourage
students to discuss with someone
significant in their life how the person
can be a resource to them at school, in
the community, and at home
Soft Skills Activity
Enthusiasm
Never Underestimate the Power of PMA
• Students will discuss what Positive Mental Attitude is during an
activity that will take students through difficult situations to
find ways to EMPOWER themselves to turn negative thinking
into positive thinking.
Your Attitude and Enthusiasm Just Might Get You the Job
• Enthusiasm displayed on an interview can make the difference
between getting the job and not getting the job. This activity
will focus on the different attitudes that can be (and have
been) displayed during a job interview.
Announcements
• SHPE Jr. Chapter Information for 2014-2015 Form –
Brief form online to provide SHPE Foundation with
SHPE Jr. Chapter contact information for upcoming
academic year (was due on May 30)
• Proposals for Fall 2014 Noches de Ciencias will be
accepted during the Summer. We will provide
notifications once the application is open.