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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