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Lesson 2 - Engineering Design Cycle & Project Challenge

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Lesson 2 - Engineering Design Cycle & Project Challenge

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1. What part of the Engineering Design Cycle do you find the most challenging?

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1. In 3 sentences, who is your final project for, what is it going to do, and how is it going to help your audience?

2. Which Modules & Lessons are you going to use for your final project?

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1. What sensor(s) did you use for your project?

2. What did you want your project to do?

3. Did it work as expected?

4. Did you need to troubleshoot any input?

5. Did you need to troubleshoot your software (MakeCode)?

6. Did you need to troubleshoot your hardware (Micro:bit device) or output?

7. What did you like the most about creating a homemade sensor?

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Lesson 3 - Classifying the Sensors By Their Input

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Lesson 3 - Classifying the Sensors By Their Input

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1.  If your answer for last week's Lesson 2, Question 1, is on the Micro:bit, then what action (output) could you code it to do? If not, then describe a touch sensor and how you would code an output for it.

2. If your answer for last week's Lesson 2, Question 1, is on the Micro:bit, then what action (output) could you code it to do? If not, then describe a "sight" sensor and how you would code an output for it.

3. If your answer for last week's Lesson 2, Question 1, is on the Micro:bit, then what action (output) could you code it to do? If not, then describe a sound sensor and how you would code an output for it.

4. If your answer for last week's Lesson 2, Question 1, is on the Micro:bit, then what action (output) could you code it to do? If not, then describe a "smell" sensor and how you would code an output for it.

5. Describe a "taste" sensor and how you would code an output for it.

6. How can using Microbits, Circuit Playground, Arduino, or Raspberry Pi enhance your understanding of programming and electronics?

7.  Can you think of real-world problems that could be solved or projects that could be created using the platforms in question #1? How would you approach solving them?

8.  How might your experiences with these platforms influence your future educational or career choices?

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Lesson 2 - Sensors and Our Senses: How Alike Are They?

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Lesson 2 - Sensors and Our Senses: How Alike Are They?

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1.  Name a sensor that uses something similar to touch as an input. What could be the actuator output?

2. Name a sensor that uses something similar to sight as an input. What could be the actuator output?

3. Name a sensor that uses something similar to sound as an input. What could be the actuator output?

4. Name a sensor that uses something similar to smell as an input. What could be the actuator output?

5. Name a sensor that uses something similar to taste as an input. What could be the actuator output?

6.  What role do sensors play in things like robots or electronic devices? How is this similar to how our senses help us?

7.  Imagine a scenario where a robot uses sensors to navigate a room. How is this similar to how you might use your senses to explore a new place?

8.  Can you think of any animals that have specialized senses or sensors? How do these help them survive in their environments?

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1.  Imagine you're designing a robot. What sensors and actuators would you include, and why?

2.  How could sensors and actuators help solve a problem in your everyday life or community?

3. If you could invent a new sensor or actuator, what would it do and how would it work?

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- Which two car engine parts were made in the video?

- How do the two parts work together?

- What other car engine parts can you make in Tinkercad?

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- Which shapes were used to make the 3D house in the video?

- Which shape is your favorite?

- What else could you design with your favorite shape?

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- What other sprites could you use instead of apples and crabs?

- What was your favorite part of the game?

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- What types of projects would you like to make using Scratch?

- Are you interested in making a greeting card, story, game, or something else?

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Lesson 4 - Sustainable Energy Sources and Perpetual Motion Machines

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Lesson 4 - Sustainable Energy Sources and Perpetual Motion Machines

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1. What did you learn about the ocean ecosystem by creating this dessert?

2. Why is it important to have a balanced ecosystem in the ocean?

3. How do different ocean organisms depend on each other for survival?

4. What are some ways human activities can impact the ocean ecosystem?

5. Can you think of any real-life examples where ocean organisms have adaptations to survive in their habitat?

6. What other ocean creatures could you have included in your dessert to make it more diverse?

7. How does the concept of a food chain apply to the ocean ecosystem? Can you identify any food chains in your dessert?

8. What can we do to protect and conserve the ocean ecosystem in our daily lives?

9. If you could design your own ocean ecosystem dessert, what other elements or organisms would you include and why?

10. What challenges do you think ocean organisms face due to pollution, climate change, or overfishing?

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Lesson 3 - Air & Power: The Power Within

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Lesson 3 - Air & Power: The Power Within

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1. What were your initial predictions or expectations before launching the rocket? Were they accurate? Why or why not?

2. How did the amount of compressed air affect the rocket's performance? Did more air result in higher flights or longer distances? Why do you think that was the case?

3. Were there any design features or modifications you made to the rocket that improved its performance or stability during flight? If so, what were they and why do you think they had a positive effect?

4. How does the shape and size of the rocket's fins contribute to its flight stability? Can you explain why fins are important in controlling the rocket's trajectory?

5. If you were to repeat this activity, what modifications or improvements would you make to the rocket's design or launch technique? Why do you think these changes would be beneficial?

6. How does launching an air-powered rocket relate to real-life applications, such as space exploration or the study of aeronautics? Can you think of any examples where similar principles are used?

7. What happened when the compressed air was released from the rocket? What did you observe?

8. Can you explain why the rocket moves in the opposite direction of the released air?

9. What do you think would happen if there was no air inside the rocket? Would it still move?

10. Did the rocket travel farther when more compressed air was used? Why do you think that happened?

11. How did the shape of the rocket affect its flight? Did a streamlined shape make a difference?

12. Did you face any challenges while launching the rocket? How did you overcome them?

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1. What did you observe when you connected the wire to the battery? How did the electromagnet behave?

2. What effect did increasing or decreasing the number of wire turns have on the strength of the electromagnet?

3. What would happen if you used a different core material, such as aluminum or plastic, instead of iron or steel? Why do you think these materials may not work as well as the chosen core material?

4. How does the strength of the electromagnet relate to the amount of current flowing through the wire? What other factors do you think could affect the strength of the electromagnet?

5. How could you modify the experiment to make an even stronger electromagnet? What changes could you make to the wire, battery, or core material to achieve this?

6. In what real-life applications can electromagnets be found? Can you think of any examples where electromagnets are used to solve practical problems?

7. Did you encounter any challenges or unexpected outcomes during the activity? How did you troubleshoot or overcome them?

8. What are ways an engineer might modify an electromagnet to change the strength of its magnetic field? Which modifications might be the easiest or cheapest?

9. How might engineers use electromagnets in separating recyclable materials?

10. What are some ways that engineers might be able to use electromagnets?

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1. What did you observe when you compressed the spring? Did it become harder to compress as you applied more force?

2. How did the spring behave when you released the compression force? Did it return to its original shape? Why do you think this happened?

3. What is the purpose of the spring inside the click pen? How does the spring help in the mechanism of the pen?

4. Can you think of any other objects or devices that use springs? How are they utilized in those objects?

5. How does the concept of potential energy relate to the compression of the spring? Where do you think the potential energy is stored when the spring is compressed?

6. Can you think of any real-life applications where understanding spring compression and elasticity is important?

7. What other experiments or activities can you think of to further explore the properties of springs and their behavior?

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Lesson 4 - Motion transmission and motion conversion devices​​

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Lesson 4 - Motion transmission and motion conversion devices​​

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1. What did you learn about gears and their role in motion transmission?

2. How does the number of teeth on gears affect the gear ratio and the motion transmitted?

3. Did you notice any differences in rotational speed and torque when using different gear ratios? Why do you think this happened?

4. How did you approach the assembly of the gearbox? What challenges did you face, and how did you overcome them?

5. What did you observe during the motion transmission test? Did the gears effectively transfer the motion from the input shaft to the output shaft? Why or why not?

6. Can you think of any real-life examples where gearboxes are used? How do gear ratios play a role in those applications?

7. What did you find most interesting or surprising about this experiment? Why?

8. How can the principles you learned about gear ratios and motion transmission be applied in other areas of science or engineering?

9. Did you encounter any problems or difficulties during the experiment? How would you troubleshoot or improve the gearbox design based on your experience?

10. What other experiments or investigations would you like to conduct to further explore gears and motion transmission?

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Lesson 3 - The 3 little pigs, materials, and structures

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Lesson 3 - The 3 little pigs, materials, and structures

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1. What do you think makes Da Vinci's Bridge unique or different from other bridges you've seen or learned about?

2. Why do you think Da Vinci designed a bridge without using additional supports like nails or ropes? How do you think this design might have been useful during his time?

3. If you were to build your own bridge, what materials would you use and why? How would you make it strong and stable without additional supports?

4. How do you think the shape of the bridge contributes to its strength and stability? Can you think of any other shapes that could work for a self-supporting bridge?

5. What do you think Leonardo da Vinci meant when he said, "Simplicity is the ultimate sophistication"? How does this quote apply to his bridge design?

6. Can you think of any other structures or objects in nature that are self-supporting, like the Da Vinci Bridge? How are they similar or different?

7. Imagine you are an engineer or designer tasked with building a bridge to connect two islands. What factors would you consider, and how would you approach the design process?

8. Why do you think it's important for inventors and designers to take risks and try new ideas, even if they may not always work out perfectly?

9. What lessons or values can you take away from Da Vinci's Bridge? How might these lessons apply to your own life or interests?

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1. What did you observe when you added weights to the lever? Did it stay balanced, or did it tilt? Why do you think that happened?

2. How did the position of the fulcrum affect the balance of the lever? Did it make it easier or harder to lift the weights?

3. Which side of the lever required more effort to lift the same weight: the side closer to the load or the side closer to the fulcrum? Why do you think that was the case?

4. Can you think of any real-life examples of levers? How are they used to make tasks easier or more efficient?

5. If you were to change the position of the fulcrum, what do you think would happen to the balance of the lever? Why?

6. How could you increase the mechanical advantage of the lever? What changes would you need to make to the fulcrum or the positioning of the weights?

7. Were there any surprises or unexpected results during the experiment? What did you learn from them?

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Lesson 1 - Paper, Tougher Than You Thought

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Lesson 1 - Paper, Tougher Than You Thought

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1. How many times can you fold a piece of paper in half?
2. Does it matter what kind of paper you try to fold?
3. How many books do you think your paper table can hold?
4. Pick up you free resource sheet at the library along with your free SLC book!