| 1a. Using the scientific method, students will be
asked to design and develop a structure that will be 3 inches tall
and span 20 inches. 2a. Through pedagogy, the learner will discern
the need for structures and their function. Students could be asked
to comprise a list of structures found in the room.
2b. From a student generated list of structures, a teacher guided
discussion can insure a conversation describing the function of the
structure and its interrelated parts.
2c. Using a piece of wood, facilitator will demonstrate tension,
torsion, compression, strain and shear.
2d. Using the computer simulation program, Model Smart, and data
projector, class will engage in the design of a structure that
replicates various forces and supports within the structure.
3a. Working independently students can be asked to draw 3 finger
nail sketches, showing where the forces are being applied, where the
forces are being directed to, and the supports.
3b. Students will be asked to collaborate with a partner and
select one of the six for further testing.
3c. Students will use the computer to further develop and analyze
the best design.
4a. Students will need to predict and identify the locations of
stress concentrations while using Pre-Engineering Software as a
guide for development of a scheme for relieving the stresses to
resist structural failure.
4b. Designing will be a bimodal process. Students must identify
the pros and cons, and propose modifications for refinements, which
reflect principles of good structural design.
4c. Students will be asked to select the best structure, transfer
it to paper, and indicate areas where the most buckling, crushing,
and tension is occurring.
4d. Students designing computer structures holding
record-breaking weights will be awarded with a permanent place on
the "Wall of Fame" and a "Technology Certificate of Award."
5a. Working collaboratively students will select the correct
instruments, best computer design, and draw two parallel lines 3
inches apart of unknown length.
5b. Instructions provided will include, "close the box at one
end, and measure over 20 inches to create the area for a full size
plan. This is the footprint for the structure."
5c. Integrate the computer generated drawing to the model plan
for full size construction and analysis.
6a. Students will become familiar with equipment in the
technology modeling lab through teacher guided demonstrations and
explanations.
6b. Students will open vise on table, view the handle as a lever
providing leverage, combined with screw thread. (Force through
distance simple machine.)
6c. Working in groups students can take turns using coping saw,
and back saws, making practice cuts. Observe saw kerf, and view saw
as a parting tool, each tooth sharpened as a knife that removes
materials to be collected. All safety rules must be observed.
7a. Students will compare the custom design of their structure to
other objects this truss may have been (wing, cabinet or computer
case). Prepare a narrative that compares the sophistication of your
structure to others you have observed.
7b. Students will view custom made slide series of the New Middle
School under construction. Career areas will be identified as well
as issues related to the environment (post and lintel method of
construction).
8a. Working collaboratively using custom designed drawings
students will measure materials and assemble structures.
8b. Students will be observed using Jorgensen clamps for gluing
and building structures.
8c. Facilitator should have students demonstrate the safe use of
X-Acto knife or coping saw as they work collaboratively cutting and
gluing.
8d. Students will be observed selecting the correct abrasive
material for shaping and building structures.
9a. Have students use a triple beam balance scale to weigh the
structures and record the weight.
9b. Using the overhead projector or data projector students could
read and discuss 10 steps for testing.
9c. Students will wear safety glasses.
9d. Students will use strain gauge and record the strain of the
structure. (The change in shape due to stress induced forces.)
9e. Students will progressively balance weights recording total
as data for evaluation.
10a. Ask each student to write an Explanation of Findings. Start
with an introduction, explaining group size, goals, and feelings.
The body of this document should include information learned,
efficiency factor, skills learned, predications, best building
techniques, simulation evaluation and comparison. Conclusion should
include ideas for a grade, evaluation of predications, computer
simulations, what went wrong, career ideas in the area of research
and development, changes for improvements of structure and project.
10b. Performance based grades should be recorded in the grade
book including weight of structure, weight held and efficiency
factor. (Weight held divided by weight of structure.)
10c. Using the computer students will make a poster to display
the structure.
10d. Students can complete 20 true false, 10 fill in the blanks,
and 10 complete the sentences test.
10e. Completed portfolio should include test, Explanation of
Findings (EOF), highest achievements, drawings, and handouts.
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