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The JetToy Activity

The JetToy Activity. In an AWIM Challenge…. Learning is viewed as an active process. Open-ended problems are given to students. Higher-level thinking is encouraged. Students are engaged in experiences that encourage discussion.

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The JetToy Activity

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  1. The JetToy Activity

  2. In an AWIM Challenge… • Learning is viewed as an active process. • Open-ended problems are given to students. • Higher-level thinking is encouraged. • Students are engaged in experiences that encourage discussion. • Students are engaged in dialogue with the teacher and with each other.

  3. The Engineering Design Experience • Set Goals • Build Knowledge • Design • Build and Test • Present

  4. Science Inquiry Standards • 5-1.1 Identify questions suitable for generating a hypothesis. • 5-1.2 Identify independent (manipulated), dependent (responding), and controlled variables in an experiment. • 5-1.3 Plan and conduct controlled scientific investigations, manipulating one variable at a time. • 5-1.4 Use appropriate tools and instruments (including a timing device and a 10x magnifier) safely and accurately when conducting a controlled scientific investigation. • 5-1.5 Construct a line graph from recorded data with correct placement of independent (manipulated) and dependent (responding) variables. • 5-1.6 Evaluate results of an investigation to formulate a valid conclusion based on evidence and communicate the findings of the evaluation in oral or written form. • 5-1.7 Use a simple technological design process to develop a solution or a product, communicating the design by using descriptions, models, and drawings. • 5-1.8 Use appropriate safety procedures when conducting investigations.

  5. Forces and Motion Standards • 5-5.1 Illustrate the affects of force (including magnetism, gravity, and friction) on motion. • 5-5.2 Summarize the motion of an object in terms of position, direction, and speed. • 5-5.3 Explain how unbalanced forces affect the rate and direction of motion in objects. • 5-5.4 Explain ways to change the effect that friction has on the motion of objects (including changing the texture of the surfaces, changing the amount of surface area involved, and adding lubrication). • 5-5.5 Use a graph to illustrate the motion of an object. • 5-5.6 Explain how a change of force or a change in mass affects the motion of an object.

  6. Results

  7. CCSS Math Practice Standards • Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning of others. • Model with mathematics. • Use appropriate tools strategically. • Attend to precision. • Look for and make use of structure. • Look for and express regularity in repeated reasoning.

  8. CCSS Math 5.NBT.3 Read, write, and compare decimals to thousandths. 5.NBT.4. Use place value understanding to round decimals to any place. 5.NBT.7. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 5.MD.1. Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.

  9. CCSS ELA Writing Standards (Opinion/Argument) 1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented.

  10. CCSS ELA Writing Standards (Informative) 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented.

  11. CCSS ELA Speaking/Listening Standards 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

  12. Teacher Manual ( page 129 ) ( page 130 )

  13. Science Notes

  14. Lesson Plans

  15. Lesson 1 Introducing the JetToy Challenge (page 139)

  16. Lesson 1 – Introducing the JetToy Challenge • During Class: • Explain to students they will engage in a design experience • Discuss the Engineering Design Experience • Distribute Letter from Earth Toy Designs • Read letter aloud with students • Check for Understanding • What is EarthToy Designs looking for? • What requirements does EarthToy Designs have for the toy? • Who will use the toy? • From what materials will the toy be made? • What does the toy have to be able to do? • How will we know if the toys we design are successful?

  17. Letter From EarthToy (page 143) • Fictitious toy company, EarthToy Designs • Requests that students to design a number of JetToy designs • Specific Performance Characteristics

  18. Lesson 2 Building and Testing the JetToy Chassis (page 145)

  19. JetToyMaterials for Lesson 2 • Other items for lesson 2: • Shoe box for materials • Masking tape • Scissors • Ruler • Meter Stick • 3 pieces of heavy cardboard • Test Areas – 2 meters

  20. Lesson 2 – Building and Testing the JetToy Chassis • During Class: • Introduce Student Design Teams • Introduce Design Logs • Assemble JetToy Chassis

  21. Student Design Teams

  22. Student Design Teams • Project Engineer - helping members understand the team’s task - leading team discussions - checking to see the team’s task is complete

  23. Student Design Teams • Project Engineer • Facilities Engineer - collecting materials - directing model construction - directing clean-up - storing materials

  24. Student Design Teams • Project Engineer • Facilities Engineer • Testing Engineers (2) -conducting formal/informal testing of JetToy -recording and organizing data in the design log

  25. Team Design Log (supplemental handout) • Content • Organization • Graphs & Tables • Specifications

  26. Building the JetToy Chassis(page 161) • Reproducible Student Handout • Step by step instructions for building the JetToy chassis

  27. JetToy Chassis – Top View (axle lines on underside of chassis)

  28. Common Student Mistakes • Students sometime confuse lines, Dotted lines = score & fold Solid lines = cut • Student should read the directions, not just look at pictures. • Take measurements from “zero” not the end of the ruler.

  29. Assembling the Axles and Wheels(page 163) • Reproducible Student Handout • Step by step instructions for assembling axles and wheels. • http://www.awim.org/flash/jettoyprep/

  30. JetToy Chassis – Underside View Tape Position Wheel & Axle Position (side of chassis)

  31. JetToy Chassis Components

  32. Test the JetToy

  33. Common Student Problems • The wheels may be rubbing against the sides of the body. • The wheels’ hubs (the piece in the center) may be sticking against the end of the straw. • The axle may be sticking or rubbing excessively inside the straw bearing. • The vehicle may not have been set down straight on the ramp. • The axles may not be parallel to each other.

  34. Class Discussion • What was hard about putting the vehicle together? • What was hard about making it roll straight and smoothly? • What problems did you solve in getting your vehicle to roll straight and smoothly?

  35. JetToy Features(page 165) • Assess students’ prior knowledge • Each student to complete individually and keep in design log.

  36. Lesson 3 Adding a Balloon Motor

  37. Lesson 3 – Adding a Balloon Motor • Before Class: • Prepare space for vehicle testing • (Hallway, classroom, science lab, stage, empty classroom, etc)

  38. Lesson 3 – Adding a Balloon Motor • During Class: • Present the challenge to students • Assemble the balloon motor • Mount the balloon motor on the chassis

  39. Constructing the Balloon Motor • Place a piece of plastic tubing inside the opening of a balloon • Use a rubber band to secure balloon to tubing

  40. Mounting Options(pages 170 - 171) • Hole or notch in chassis • Vertical support • Platform

  41. Lesson 3 – Adding a Balloon Motor • During Class: • Present the challenge to students (page 169) • Assemble the balloon motor (page 170) • Mount the balloon motor on the chassis • Test the JetToys • Modify and Retest (record results) • Facilitate Student Exploration • Assessment

  42. JetToy Data (page 175) • Conduct Test in designated area • Demonstrate how to measure distance • Record results on JetToy Data sheet

  43. Design Team Evaluation (page 177) • Self Assessment • Monitor Teamwork • Address interpersonal conflicts • Demonstrate challenges of teaming in real world situations

  44. Lesson 4 Sharing Our First Results

  45. Lesson 4 – Sharing Our First Results • Before Class: • Prepare chart paper and markers

  46. Sharing Our First Results • Look at Progress • • How well did your vehicle roll at the beginning of the ramp test? • • How well did your vehicle roll at the end of the balloon test? • Look at Data • Ask each design team to state the farthest distance its vehicle traveled: • • Why are these distance numbers similar or different? • Form Hypothesis • • What problems arose in getting the vehicle to go straight and far? • • What problems were there with the design of the chassis? • • What were some of the solutions you tried? • • What problems were you not able to solve?

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