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Unit Title: Putt-Putt Boats Date Developed/Last Revised: April 2012/June 2013 Unit Author(s): Tyson Matsueda, Christa Arrabito, Charles Souza

Grade Level: High School Time Frame: 9-11 hours Primary Content Area: Chemistry

UNIT DESCRIPTION: Students will engineer a putt-putt boat out of recyclable materials. Students will learn about Boyle’s Law, Charles’ Law and Pascal’s Law and use these concepts to redesign a putt-putt boat to maximize its speed. Big Ideas (Student Insights that Will Be Developed Over the Course of the Unit):

• Gas laws: Students discover the relationships between the ideal gas laws and the force that makes an object move forward. • Pressure: Students discover the relationship between force and surface area.

Essential Questions (Questions that Will Prompt Students to Connect to the Big Ideas):

• What properties of the putt-putt boat can be modified to maximize its speed from a point A to a Point B?

BENCHMARKS/STANDARDS/LEARNING GOALS

Science

• HCPS SC.CH.3.5 Apply gas laws to relationships between pressure, volume, and temperature of any amount of an ideal gas or any mixture of ideal gases using PV = nRT

• HCPS SC.CH.2.2 Compare the risks and benefits of potential solutions to technological issues

Technology • CTE Standard 1: TECHNOLOGICAL DESIGN: Design, modify, and apply technology to effectively and efficiently solve problems

Engineering • CTE Standard 1: TECHNOLOGICAL DESIGN: Design, modify, and apply technology to effectively and efficiently solve problems

Mathematics

• CCSS.Math.Content.HSG-MG.A.3 Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).

• CCSS.Math.Content.HSS-ID.A.2 Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.

• CCSS.Math.Content.HSA-CED.A.1 Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.

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English Language Arts and Literacy

• CCSS.ELA-Literacy.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

• CCSS.ELA-Literacy.W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

• CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one. In groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

STEM Competencies

• GLO Indicator 2.2: Collaborates with, helps, and encourages others in group situations • GLO Indicator 2.4: Analyzes conflict and applies methods of cooperative resolution • GLO Indicator 2.5:: Demonstrates responsible and ethical behavior in decision making • GLO Indicator 2.6: Reasonably implements a solution • GLO Indicator 3.3: Generates new and creative ideas and approaches to developing solutions • GLO Indicator 3.4: Evaluates the effectiveness and ethical considerations to a solution and makes adjustments as needed • GLO Indicator 4.1: Recognizes and understands what quality performances and products are • GLO 5: The ability to communicate effectively • GLO Indicator 6.4 demonstrates creative thinking, constructs knowledge, and develops innovative products and

processes using technology. Solves problems by making sound decisions about which technologies, or combination of technologies, might be useful and most appropriate

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LESSON SEQUENCE Lesson Title/Description Learning Goals

(What Students Will Know and Be Able to Do) Assessments Time Frame

1 Create a Basic Putt-Putt Boat • Students will create a basic putt-putt boat Formative: Using Activity Worksheet 1 and student presentations, assess how much background knowledge and understanding students have on how putt-putt boats work Summative: Observation of a working putt-putt boat

4-5 hours

2 Boyle’s Law, Charles’ Law • Understand the relationship between pressure and volume (Boyle’s Law)

• Understand the relationship between temperature and volume (Charles’ Law)

Formative: Classroom discussion Summative: Assess answers from the Investigating Gas Laws worksheet

1 hour

3 Pascal’s Law

• Understand the principle of transmission of fluid-pressure. (Pascal’s Law)

Formative: Classroom Discussion Summative: Assess answers from the Pascal’s Law worksheet

1 hour

4 Engineering the Fastest Putt-Putt Boat

• Students will engineer putt-putt boats in groups and explore the different designs to learn what makes the fastest putt-putt boat

Formative: Observations and student discussions Summative: Completed Engineering Journal Observation of a working putt-putt boat

3-4 hours

STEM Lesson Seven-Step Implementation Model

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Unit Title: Putt-Putt Boat Lesson Title: Create a Basic Putt-Putt Boat Date Developed/Last Revised: June 2013 Unit Author(s): Tyson Matsueda, Christa Arrabito, Charles Souza

Lesson #: 1 Grade Level: HS Primary Content Area: Chemistry Time Frame: 4-5 hours

PLANNING (Steps 1, 2, & 3) 1. Standards/Benchmarks and Process Skills Assessed in this Lesson:

● CTE Standard 1: TECHNOLOGICAL DESIGN: Design, modify, and apply technology to effectively and efficiently solve problems

● CCSS.Math.Content.HSA-CED.A.1 Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.

● CCSS.Math.Content.HSS-ID.A.2 Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.

2A. Criteria- What Students Should Know and Be Able to Do: Students can-

● Work in a group of 2-3 people and build a putt-putt boat 2B. Assessment Tools/Evidence: Formative:

● Using Activity Worksheet 1 and student presentations, assess how much background knowledge and understanding students have on how putt-putt boats work

Summative: ● Observation of a working putt-putt boat

3. Learning Experiences (Lesson Plan) Materials:

● 1 Aluminum can ● 1 Scissors ● 1 Utility knife ● Masking tape ● 1 Ruler ● 1 Permanent marker ● 3 Flexible plastic straws ● Quick set epoxy (2 part glue that is mixed before use) ● A large container that holds water or 10 ft. rain gutter with end caps ● Low temperature hot glue gun or silicone sealant ● 1 Candle (birthday candles are recommended) ● Aluminum foil ● 1 half gallon milk or juice carton ● 1 Foam tray

STEM Lesson Seven-Step Implementation Model

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Handouts/Other Resources: ● Boat Hull Pattern ● Deck and Cabin Pattern ● Boiler Pattern ● Rudder Pattern ● Activity Worksheet 1

Procedure: Students will create putt-putt boats using an existing putt-putt boat design. Slater Harrison runs a website with complete instructions on building these boats. His website can be found at www.sciencetoymaker.com. Resources can also be found in a LiveBinder located at www.livebinders.com/play/play?id=854881

● Give an introduction to putt-putt boats. Detailed information can be found at http://www.nmia.com/~vrbass/pop-pop/

● Show the videos Part 1 and Part 2 located at http://sciencetoymaker.org/boat/makeBoat4_07.htm or under the Lesson 1 tab in the LiveBinder.

● Hand out Activity Worksheet 1 to all students and have them answer question 1. ● Have students share their responses with the rest of the class. These are just hypotheses

and a detailed explanation of how putt-putt boats work is not needed at this time. Students will reflect deeper in lesson 4.

● Have students work in groups of 2-3 and build the boiler. Use videos Part 3-21 to guide the class. Videos are located at http://sciencetoymaker.org/boat/makeBoat4_07.htm or under the Lesson 1 tab in the LiveBinder.

● Videos Part 22-26 can be used for troubleshooting and additional information. ● Have students work in their same groups and build the hull and install the boiler. Use

videos Part 27 A-C to guide the class. Videos are located at http://sciencetoymaker.org/boat/makeBoat4_07.htm or under the Lesson 1 tab in the LiveBinder.

● Have students test their boats and record its average speed on Activity Worksheet 1. Homework Activity:

● Complete Activity Worksheet 1 and have students share results at the start of the next lesson.

TEACHING & ASSESSMENT (Steps 4, 5, 6, &7) Completed by teacher after instruction has taken place 4. Teaching and Collecting of Evidence of Student Learning: Teacher Notes: 5. Analysis of Student Products/Performances - Formative: Teacher Notes: 6. Evaluation of Student Products/Performances – Summative (Not necessary for every lesson): Teacher Notes:

STEM Lesson Seven-Step Implementation Model

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7. Teacher Reflection: Replanning, Reteaching, Next Steps: Teacher Notes:

Putt-Putt Boat Activity Worksheet 1 Name_________________ 1. How do you think a putt-putt boat works? Draw and label your pictures to help explain your ideas. Don’t worry about being correct. This should just be a hypothesis. 2. After you build your boat, determine its average speed. Do three separate runs, add the 3 speeds and divide by 3. Record the average speed of your boat on the Data Table below.

Trial Distance (cm) Time (s) Speed (cm/s)

1

2

3

Avg. Speed

3. If your boat continued to travel at the same average speed, how long would it take to travel 1 kilometer? How far would it travel in 1 hour? What linear equation could be used to solve these problems?

STEM Lesson Seven-Step Implementation Model

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Unit Title: Putt-Putt Boat Lesson Title: Boyle’s Law, Charles’ Law Date Developed/Last Revised: April 2013 Unit Author(s): Tyson Matsueda, Christa Arrabito, Charles Souza

Lesson #: 2 Grade Level: HS Primary Content Area: Chemistry Time Frame: 1 hour

PLANNING (Steps 1, 2, & 3) 1. Standards/Benchmarks and Process Skills Assessed in this Lesson:

● HCPS SC.CH.3.5 Apply gas laws to relationships between pressure, volume, and temperature of any amount of an ideal gas or any mixture of ideal gases using PV = nRT

● CCSS.ELA-Literacy.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

● CCSS.ELA-Literacy.W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

2A. Criteria- What Students Should Know and Be Able to Do: Students can-

● Share their understanding of Boyle’s Law and Charles’ Law 2B. Assessment Tools/Evidence: Formative:

● Classroom discussion Summative:

● Assess answers on the Investigating Gas Laws worksheet. Answer key located Answer Key 3. Learning Experiences (Lesson Plan) Materials: Per group of 3-4 students

● 1 50mL Erlenmeyer flask ● 1 small balloon ● 1 hot plate ● 1 mini-marshmallow ● 1 large syringe with cap ● 1 355mL aluminum soda can ● 1 large dishpan or bucket ● Ice ● Water

Handouts/Other Resources: ● Investigating Gas Laws worksheet

STEM Lesson Seven-Step Implementation Model

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Procedure: ● Hand out Investigating Gas Laws worksheet. Students will complete two tasks in groups of

3-4. The order that the tasks are completed is not important. The teacher can set up stations or do the tasks as demonstrations depending on discretion or availability of resources.

● Task 1: Add about 10 mL of water to a 50 mL Erlenmeyer flask. Place a small balloon over the opening of the flask and place the flask on the hot plate (hot plate should be set to 8) until the water boils. Answer question 1 from the worksheet.

● Task 2: Place a mini-marshmallow in a large syringe that is capped. Push and pull the syringe and observe what happens to the marshmallow. Answer question 2 from the worksheet.

● Students should discuss their answers as a class. ● When the tasks are completed and students have discussed what happened, they are to do

some research on their own and answer question number 3. Homework Activity:

● Finish Investigating Gas Laws worksheet TEACHING & ASSESSMENT (Steps 4, 5, 6, &7) Completed by teacher after instruction has taken place 4. Teaching and Collecting of Evidence of Student Learning: Teacher Notes: 5. Analysis of Student Products/Performances - Formative: Teacher Notes: 6. Evaluation of Student Products/Performances – Summative (Not necessary for every lesson): Teacher Notes: 7. Teacher Reflection: Replanning, Reteaching, Next Steps: Teacher Notes:

INVESTIGATING GAS LAWS

Purpose

To understand gas laws based on their relationships to temperature, pressure and volume.

Materials

Per group of 3-4 students: • 1 50mL Erlenmeyer flask • 1 small balloon • 1 hot plate • 1 mini-marshmallow • 1 syringe with cap

Procedure/Questions

1. Add about 10mL of water to a 50mL Erlenmeyer flask. Place a small balloon over the opening of the flask and place the flask on the hot plate (hot plate should be set to 8) until the water boils. a. Observe and record what you see.

b. What happens to the balloon?

c. Circle the variables being changed: temperature pressure volume

d. Complete this: As ____________________ increases,

________________ increases.

e. The relationship between these variables is ___________________ (direct, inverse)

2. Place a mini-marshmallow in a large syringe that is capped. Push

and pull the syringe and observe what happens to the marshmallow. a. When I push the syringe, the marshmallow __________________. b. When I pull the syringe, the marshmallow ___________________. c. Circle the variables being changed:

temperature pressure volume

d. Complete this: As ___________________increases, __________________decreases.

e. The relationship between these variables is

____________________(direct, inverse) FINAL Question

3. After doing some research, answer the following questions: a. Which gas law do you think was demonstrated in question one?

b. Which gas law was demonstrated in question two?

INVESTIGATING GAS LAWS

Purpose

To understand gas laws based on their relationships to temperature, pressure and volume.

Materials

Per group of 3-4 students: • 1 50mL Erlenmeyer flask • 1 small balloon • 1 hot plate • 1 mini-marshmallow • 1 syringe with cap

Procedure/Questions

1. Add about 10mL of water to a 50mL Erlenmeyer flask. Place a small balloon over the opening of the flask and place the flask on the hot plate (hot plate should be set to 8) until the water boils. a. Observe and record what you see.

b. What happens to the balloon?

c. Circle the variables being changed: temperature pressure volume

d. Complete this: As ___temperature____ increases, __volume____

increases.

e. The relationship between these variables is ___direct__________

(direct, inverse)

2. Place a mini-marshmallow in a large syringe that is capped. Push and pull the syringe and observe what happens to the marshmallow. a. When I push the syringe, the marshmallow ___gets smaller_____. b. When I pull the syringe, the marshmallow __gets larger_______. c. Circle the variables being changed:

temperature pressure volume

d. Complete this: As __pressure_________increases, __volume_________decreases.

e. The relationship between these variables is

___inverse__________(direct, inverse) FINAL Question

3. After doing some research, answer the following questions: a. Which gas law do you think was demonstrated in question one?

Charles’s Law

b. Which gas law was demonstrated in question two? Boyle’s Law

STEM Lesson Seven-Step Implementation Model

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Unit Title: Putt-Putt Boat Lesson Title: Pascal’s Law Date Developed/Last Revised: June 2013 Unit Author(s): Tyson Matsueda, Christa Arrabito, Charles Souza

Lesson #: 3 Grade Level: HS Primary Content Area: Chemistry Time Frame: 1 hour

PLANNING (Steps 1, 2, & 3) 1. Standards/Benchmarks and Process Skills Assessed in this Lesson:

● CCSS.ELA-Literacy.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

● CCSS.ELA-Literacy.W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

2A. Criteria- What Students Should Know and Be Able to Do: Students can-

● Share their understanding of Pascal’s Law 2B. Assessment Tools/Evidence: Formative:

● Classroom Discussion Summative:

● Answers from the Pascal’s Law worksheet. Answers can be found on the Pascal’s Law Answer key.

3. Learning Experiences (Lesson Plan) Materials:

● 1 small balloon ● 1 egg ● 1 glass bottle with a screw-on cap ● 1 rubber mallet

Handouts/Other Resources: ● Pascal’s Law worksheet

Procedure:

● Hand out Pascal’s Law worksheet. Students will complete two tasks on their own and one task will be demonstrated by the teacher.

● Task 1: Students will fill a small balloon with water and tie the opening. They will place the balloon on a flat surface and press down on it with the palm of their hand. Students will then answer question 1 from the worksheet.

● Task 2: Students will place an egg in a plastic bag and try to crush the egg with one hand. They will be sure to wrap their fingers around as much of the egg as possible. Students will then answer question 2 from the worksheet.

STEM Lesson Seven-Step Implementation Model

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● Task 3: The teacher will take a glass bottle with a screw-on cap and fill it with water. The teacher will replace the cap and proceed to hit the top of the bottle with a rubber mallet. Students will then answer question 3 from the worksheet.

● Students should discuss their answers as a class. ● When the tasks are completed and students have discussed what happened, they are to do

some research on their own and answer question number 4. Homework Activity:

● Finish Pascal’s Law worksheet ● Watch Fluids (part 1, 2, and 3) on the Khan Academy

Website. https://www.khanacademy.org/science/physics/fluids TEACHING & ASSESSMENT (Steps 4, 5, 6, &7) Completed by teacher after instruction has taken place 4. Teaching and Collecting of Evidence of Student Learning: Teacher Notes: 5. Analysis of Student Products/Performances - Formative: Teacher Notes: 6. Evaluation of Student Products/Performances – Summative (Not necessary for every lesson): Teacher Notes: 7. Teacher Reflection: Replanning, Reteaching, Next Steps: Teacher Notes:

INVESTIGATING PASCAL’S LAW

Purpose To understand Pascal’s Law and the principles associated with it.

Materials • 1 small balloon(with water) • 1 egg • 1 Plastic Bag • 1 glass bottle with a screw-on cap • 1 rubber mallet

Procedure/Questions

1. Fill a small balloon with water and tie the opening. Place the balloon on a flat surface and press down on it with the palm of your hand.

a. What observations can you make about what happens to the balloon?

2. Place an egg in a plastic bag and try to crush the egg with one hand. Be sure to wrap your fingers around as much of the egg as possible.

a. Although very thin, the shell is difficult to break. Why do you think it is so difficult to crush the egg in your hand?

3. Your teacher will take a glass bottle with a screw-on cap and fill it with water. The teacher will replace the cap and proceed to hit the top of the bottle with a rubber mallet.

a. What happened to the bottle? Why do you think the bottle had that result?

b. What do you think would happen if your teacher did not put water in the bottle before hitting it with a mallet? Why?

FINAL Question 4. After doing some research, answer the following questions:

a. What is Pascal’s Law?

b. How does Pascal’s Law relate to the balloon?

c. How does Pascal’s Law relate to the egg?

d. How does Pascal’s Law relate to the bottle?

INVESTIGATING PASCAL’S LAW

Purpose To understand Pascal’s Law and the principles associated with it.

Materials • 1 small balloon(with water) • 1 egg • 1 Plastic Bag • 1 glass bottle with a screw-on cap • 1 rubber mallet

Procedure/Questions

1. Fill a small balloon with water and tie the opening. Place the balloon on a flat surface and press down on it with the palm of your hand.

a. What observations can you make about what happens to the balloon?

Balloon expands equally in all directions.

2. Place an egg in a plastic bag and try to crush the egg with one hand. Be sure to wrap your fingers around as much of the egg as possible.

a. Although very thin, the shell is difficult to break. Why do you think it is so difficult to crush the egg in your hand?

Liquid in the egg cannot be compressed if pressure is applied evenly from all sides. Structure and design of the egg are factors as well.

3. Your teacher will take a glass bottle with a screw-on cap and fill it with water. The teacher will replace the cap and proceed to hit the top of the bottle with a rubber mallet.

a. What happened to the bottle? Why do you think the bottle had that result?

Bottom of the bottle falls out. Water cannot be compressed and the bottle breaks at the weakest point.

b. What do you think would happen if your teacher did not put water in the

bottle before hitting it with a mallet? Why?

The bottle will not break because the air will compress within the bottle.

FINAL Question 4. After doing some research, answer the following questions:

a. What is Pascal’s Law?

Pascal's law - pressure applied anywhere to a body of fluid causes a force to be transmitted equally in all directions; the force acts at right angles to any surface in contact with the fluid.

source: http://www.thefreedictionary.com/Pascal's+law

b. How does Pascal’s Law relate to the balloon?

Perhaps the most basic way of demonstrating the law at home involves simply squeezing a balloon. In this example, the flexible walls of the container show how the increase in pressure caused by squeezing is dispersed throughout the balloon. The balloon will bulge uniformly in all directions, not just at the side opposite that which is squeezed.

source: http://www.wisegeek.org/what-is-pascals-law.htm

c. How does Pascal’s Law relate to the egg?

The egg won’t break, because the outside pressure is evenly distributed, and the liquid inside the egg pushes back in an evenly distributed manner. It’s akin to dropping the egg into a mile-deep ocean. It would still not break a mile down, because the pressure inside and outside build and oppose each other evenly.

source: http://www.ehow.com/list_5791550_middle-school-activities-pascal_s-principle.html

d. How does Pascal’s Law relate to the bottle?

The reason this demonstration works is because the sudden increase in pressure is transferred throughout the bottle, by Pascal’s Principle. An even distribution of force presses on the bottom of the bottle. The seam just above the bottom just happens to be the weakest “joint” in the bottle, so that’s where the bottle gives way.

source: http://www.ehow.com/list_5791550_middle-school-activities-pascal_s-principle.html

STEM Lesson Seven-Step Implementation Model

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Unit Title: Putt-Putt Boat Lesson Title: Engineering the Fastest Putt-Putt Boat Date Developed/Last Revised: June 2013 Unit Author(s): Tyson Matsueda, Christa Arrabito, Charles Souza

Lesson #: 4 Grade Level: HS Primary Content Area: Chemistry Time Frame: 3-4 hours

PLANNING (Steps 1, 2, & 3) 1. Standards/Benchmarks and Process Skills Assessed in this Lesson:

● CTE Standard 1: TECHNOLOGICAL DESIGN: Design, modify, and apply technology to effectively and efficiently solve problems

● HCPS SC.CH.2.2 Compare the risks and benefits of potential solutions to technological issues

● CCSS.Math.Content.HSG-MG.A.3 Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).

● CCSS.ELA-Literacy.W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

● CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one. In groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

2A. Criteria- What Students Should Know and Be Able to Do: Students can-

● Engineer and modify a putt-putt boat to increase its speed 2B. Assessment Tools/Evidence: Formative:

● Observations and student discussions Summative:

● Completed Engineering Journal ● Observation of a working putt-putt boat

3. Learning Experiences (Lesson Plan) Materials:

● Large pool of water that has an open space of at least 2’ by 4’ ● See lesson 1 for material and guidelines of building a basic putt-putt boat ● Students may use any material they want to build their boat unless otherwise specified by

the teacher

Handouts/Other Resources: ● Engineering Journal

STEM Lesson Seven-Step Implementation Model

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Procedure: ● Hand out the Engineering Journal to all students. Students will work in groups of 2-3 to

create their new boats. It might be a good idea to have students work in different groups from lesson 1. This will increase the collaboration for the entire class as students can share ideas from their original groups.

● Read the challenge to the class: The Innovative Toy Company wants to hire you to create the fastest putt-putt boat ever. The boat should have a hull that is no larger than 8 inches by 12 inches and must be able to travel a distance of at least 4 feet.

● Have students fill out the ASK section of their Engineering Journal and give them time to ask some questions. Students should be asking clarifying questions at this time.

● Have students fill out the IMAGINE section where they should brainstorm different designs and ideas.

● In their teams, have students fill out the PLAN section of their journal. Here, they choose one of their ideas from the IMAGINE section and draw a prototype of what they plan on building.

● When groups have their IMAGINE section complete, they can create their boats. It is okay for students to continue with modifications. It is okay if their boat turns out to be different than their original plan.

● When students are done with their building, they can test it on the water track. The boats need to travel at least 4 feet and also needs to be fast. Encourage students to challenge each other to see if they have the fastest boat.

● Set a time limit (2 days) and inform students that they will be able to IMPROVE their design up until this point.

● At the end of the 2 days, set up a tournament. Have students race each other, two at a time until only the fastest boat remains. Tournament brackets can be downloaded at darters.com.

Homework Activity:

● Have students complete their engineering journal. Have students bring their engineering journals to class the next day, have them share their journals in groups of 2-3 and be prepared to discuss the results of their reflections as a class.

TEACHING & ASSESSMENT (Steps 4, 5, 6, &7) Completed by teacher after instruction has taken place 4. Teaching and Collecting of Evidence of Student Learning: Teacher Notes: 5. Analysis of Student Products/Performances - Formative: Teacher Notes: 6. Evaluation of Student Products/Performances – Summative (Not necessary for every lesson): Teacher Notes: 7. Teacher Reflection: Replanning, Reteaching, Next Steps: Teacher Notes:

Name ____________________________ Date __________________

Engineering Journal: Putt-Putt Boats The Innovative Toy Company wants to create the fastest putt-putt boat ever. The boat should have a hull that is no larger than 8 inches by 12 inches and must be able to travel a distance of at least 4 feet.

ASK: What questions do you have to clarify the criteria or constraints of the project? What prior knowledge can you tap?

IMAGINE: Brainstorm possible solutions. (You may list, describe, draw…)

PLAN: Choose one idea and draw a prototype. Include a description/explanation, if desired.

Name ____________________________ Date __________________

CREATE: Follow your plan. Modify as necessary to make it work. Explain any modifications here.

EXPERIMENT: Test your prototype. Collect data and record it here.

IMPROVE: Analyze data. Repeat the engineering design process to optimize the product.

Name ____________________________ Date __________________

Reflection: Explain how your putt-putt boat works. Be sure to reference the different gas laws as well as Pascal’s Law in your explanation.