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••Classroom
Activity by
NJ
Educators••
**Title
and Author**
Domino Dealer
MECHANICAL ENGINEERING
Technology Education
11-12th Grade |
Name: Philip Hammel
School: Hunterdon Central Regional High School
District: Hunterdon Central
County: Hunterdon
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**Objectives** |
**Standard**
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Upon completion of this activity, the
students will be able to:
- Identify and explain in writing the various simple machines
that are part of the entire "Domino Dealer" mechanism.
- Calculate the speed of the DC motor by using related
mathematical and scientific processes.
- Utilize CAD to draw the power or "line-of-drive" that moves
the mechanism across a surface.
- Assemble a design portfolio of his/her findings and research
involved in solving this challenge.
- Present the findings to the class in an organized and
professional manner using various audio and visual presentation
techniques.
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| Content Area |
Standard |
Grade |
Strand |
CPI |
| Technological Literacy |
8.2 |
12 |
A
B |
2
1
3
4
6
2 |
Career Ed. & Consumer, Family, and Life Skills
|
9.2 |
12 |
A
B
C
F
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1,3
2
2
4,5 |
| Language Arts Literacy |
3.1 |
12 |
D
E
F
G
H
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1
1
3
1,9,10
1 |
| Language Arts Literacy |
3.2 |
12 |
B
C |
4
1,3,4 |
| Math |
4.1
|
12
|
B
|
1,2,4 |
| Math |
4.5 |
12 |
A
B
C |
1,2,5
1,2,3
3
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**Goal/Overview/Purpose/Summary**
GOAL
To have the students become mechanically inquisitive and be able
to identify and "think through" a problem. Students consciously
solve a problem by organized research rather than by trial and
error methods. Students must calculate the speed in RPM's of the
drive motor of the "Domino Dealer" toy.
OVERVIEW
The school purchased a mechanical toy called, "The Domino Dealer"
which, when set-up, moves across a table or floor automatically
setting-up dominoes in an evenly spaced line. The toy is
constructed of clear acrylics so all mechanical moving parts may
be viewed.
PURPOSE
The purpose of this lesson is to challenge the students to observe
many different simple machine mechanisms operating in concert to
produce movement in the toy mechanism. Speed is calculated. CAD
drawings demonstrate method and movement.
NOTE
This activity can be done with various mechanical toys; not just
the "Domino Dealer". Any mechanism that affords movement with some
type of mechanical mechanism will build student interest and spark
in students a sense of challenge.
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**Activity**
The students are first handed an activity packet
which includes the following:
- One "Domino Dealer" toy with batteries;
- A cartridge for the toy filled with plastic dominos;
- A reading packet that includes various articles on "reverse
engineering", toys and engineering; and
- A packet of related mathematical, scientific, and
technological information that will help the students better
understand mechanical advantage, gear functions, and transfer of
power through a power train.
The class is challenged to calculate the speed of the mechanism's
DC motor. The teacher groups students in teams of two. Students are
instructed to start reading their materials, collecting pertinent
information, and organizing that information in the form of a design
portfolio. I prefer to follow design loop format which includes a)
defining the problem; b) brainstorming; c) researching and
generating ideas; d) identifying criteria and specifying
constraints; e) exploring possibilities; f) selecting an approach;
g) developing a design proposal; h) making a model or prototype, i)
testing and evaluating the design using specifications; j) refining
the design, and k) communicating processes and results. This part of
the activity takes approximately two 80-minute block periods. The
students are not allowed to disassemble the toy. I have some
mechanisms already totally disassembled for inspection.
Some items needed for the students to be successful at this
activity are:
- stop watches;
- magnifying glasses; and
- rulers.
Once each group has found the speed of the motor, the group posts
their findings on a board along with the other group findings. The
real learning begins at this point. Students will start to question
each other as there may be different answers derived. Once all
groups have posted their answers, it is a good time to reorganize
the class and ask the groups to defend their findings. When the
smoke clears, give the correct answer, and explain how that answer
was found. There are many different ways to solve this problem. I
encourage the students to "show me" other ways to find the same
answer.
To add some excitement to this activity, I distribute another
challenge activity that has the students "play" with the mechanism
to design a system that will make the mechanism set-up the dominoes
in a crooked line and at the end of its travel, knock the entire
line down. This takes another set of two 80-minute block periods.
This design work is also documented. The end results of both of
these activities are carefully thought-out and documented, not at
all "guess your best." |
**Assessment**
| (must "match" objectives!; include rubric if
possible). The students are assessed in the following manner:
- The portfolio is graded as 50% of the total project and must
show proof of:
Brainstorming
Drawing and Sketching/Includes explanation of simple machines used
in Domino Dealer mechanism
Computer Applications/CAD to draw "line-of-drive"
Application of the Design Loop/Calculate speed of DC motor
Design portfolio
Presentation to the class
Self Evaluation
- Final project is graded as 25% of the total project in terms
of:
Workmanship
Manipulation of Tools, Time, and Materials
Degree of Completeness
- Student participation is graded as 25% of the total points in
terms of:
Self Evaluation
Teacher Expectation
Clean-up
Tardiness
Time Management
Safe Working Habits
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**Additional Info**
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