MiSTE STEM Camp Solar Lesson July, 2016 Standard(s) Learning targets Assessment Essential vocabulary. Informal - Discussion and participation

Transcription

1 MiSTE STEM Camp Solar Lesson July, 2016 Standard(s) Learning targets Assessment Essential vocabulary Science SEPS.1 - I can clarify problems to determine criteria for possible solutions. Science SEPS.8 - I can communicate information and ideas using tables, models, equations, and through discussion. Science 6-8 E. 1-4 I can design a prototype and gather data to determine the optimal design for a competition. Informal - Discussion and participation Formal - Solar Car Challenge Lab: challenges design based on observations Speed Energy Energy Transformation Solar Energy Prototype Redesign SEPS.1 Posing questions (for science) and defining problems (for engineering) Science 7.PS.8 I can investigate how energy is transferred from one form to another. Science 6.PS.1 I can distinguish between between the terms distance and speed. Preplanning: Identify prior knowledge and any misconceptions What s energy? How are speed and energy related. Solar Energy - What it is? How does it work? Engage: Watch youtube about the best solar cars in the world. ke-solar-powered-car-to-national-solar-car-challenge.html Leads to question: How do I make a solar car prototype that goes straight, far, and fast? Explore: Have students build the car model with given instructions(prototype) Collect Data: How far does the model travel on the track? How long did it take? Calculate speed for 3 trials and find average speed Revise and redesign model to produce optimal speed based on data Calculate speed for 3 trials and find average speed(new design) Explain: Energy Solar energy Pros and cons of model solar car Discuss solutions to cons of model design Elaborate: Find speed averages given different times Redesign model Predicting speed of solar car after testing with model Evaluate: Redesign sketch

2 Winner of speed competition Conclusion questions MiSTE Math Lesson Standard: Math 6.AF.5 Learning Targets: Math 6.AF.10 (7.C.6 and 6.NS.10) I can represent real-world problems using equations and solve such problems. I can use reasoning involving rates and ratios to model proportional relationships and solve mathematical problems. Balanced Math: PS FL NW IE Before Mini-Lesson During Independent Work Connection: Questioning and discussion with students on what speed is, what it means when something is traveling at a certain speed, and the background information they know in regards to speed. Teaching Point: Mathematician s can collect and use data to calculate speed. Student Activity: Students gather data from their solar cars. They record the distance the car traveled on the track and the amount of time it took. They repeat this for a total of 3 trials. They calculate the average speed for the 3 trials. Active Engagement: Cyberchase video demonstrating how to calculate speed. Discuss the video results; students work together to determine the formula for speed. Conferring: Link: Introduce the connection between speed and energy. Small Group: After Group Share Teaching Point: Mathematicians can collect and use data to calculate speed. Promote a community of learners: Students work respectfully with a partner and take turns measuring and calculating. They listen actively without evaluation. Anticipated Focus of Conversation: connections between distance and time to calculate speed importance of finding an average over multiple trials

3 Solar Car Directions: CAR BODY Materials: corrugated plastic rectangle, 4 eyelet screws, 2 rectangle blocks, and a push pin 1. Use the push-pin to poke holes in the corrugated plastic rectangle as shown in the picture: 2. Line up the blocks under the holes made in the plastic. 3. Push and turn the eyelet screws through the plastic and the block as shown: AXLES Materials: two dowel rods, sandpaper, 4 plastic tube pieces, 4 wheels, 4 O-rings to cover wheels, and 1 small pulley(wheel) 1. Sand the end of the dowel rods as shown below: 2. Slide one piece of plastic tubing onto the dowel rod. 3. Slide the open end of the dowel through the eyelets as shown: 4. Slide another piece of plastic tubing to the other end.

4 5. Attach a wheel to each end with the tubing allowing space between the eyelet and wheel(push to fit snuggly but still moves freely). 6. Follow step 1-5 for the remaining dowel; however, one wheel will have the small pulley(wheel) between the tubing and the wheel. 7. Have a teacher check your model at this point. MOTOR Materials: motor, motor clip, motor pulley, and rubber band 1. Catch the rubber band over the motor pulley and the small pulley attached to the wheel. See below: 2. Remove the sticky back on the motor clip when the rubber band has tension - not too loose or too tight. 3. Push the clip firmly into place. SOLAR PANEL Materials: Solar panel and velcro strip 1. Attach one side of the velcro strip to the wooden block opposite the rubber band. 2. Attach side of the velcro to one of the short ends of the solar panel(where the wires are attached). 3. Attach the clips on the wires to the metal prongs on the motor. 4. Attach the velcro so the solar panel is resting above the motor.

5 Solar Car Challenge Name: DATA: Use the table below to determine the speed of the solar car prototype. Test Distance traveled (meters) Time (Seconds) Speed (distance divided by time) What s your average speed? Add the three trial speeds and divide by 3 Using your average speed, how far do you think the prototype will travel in 45 seconds? In 75 seconds? ANALYSIS 1. What are the pros and cons of the prototype s design? Pros Cons Solutions to Cons

6 Toyota has picked you as a finalist to design a solar car that goes! Are you up for the task? CAR NAME: CAR MARKETING SLOGAN: 2. What could you do differently to make your car go? Revise your design (label the parts) Rule - one motor and solar panel to be used 3. Based upon your previous test runs and your new design, predict how fast you think your car will go. Meters per second

7 RETEST Test Distance traveled (meters) Time (Seconds ) Speed (distance divided by time) What s your average speed? 4. Did your revisions improve your car s speed? Why or why not? CONCLUSIONS 5. If your car goes at a constant speed, how far would it go in 1 hour? (show your work) 6. Why was it important to calculate the average when experimenting? 7. Solar car A and B are at the start line of a race. Solar car A travels 40 miles in 60 minutes and solar car B travels 30 miles in 40 minutes. If both car start at the same time, who will reach the finish line first? (show your work) 8. Do you think engineers go with the first design, or do you think products require several revisions? Explain. Who s the Winner?