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This STEAM Lesson is interdisciplinary. It combines physics and math. Students make their own paper airplanes. They first learn about the different parts that make up an airplane (physics). Then they throw their paper airplanes a certain number of times and record the distance and time in the air for each throw (mathematics/statistics). This is interdisciplinary because it combines physics and math knowledge.

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Summary Students learn the different airplane parts, including wing, flap, aileron, fuselage, cockpit, propeller, spinner, engine, tail, rudder, elevator. Then they each build one of four different (provided) paper airplane (really, glider) designs with instructions, which they test in three trials, measuring flight distance and time. Then they design and build (fold, cut) a second paper airplane design of their own creation, which they also test for flight distance and time. They graph the collected class data. Analysis of these experiments with "model" airplanes and their results help them see and figure out what makes airplanes fly and what can be changed to influence the flying characteristics and performance of airplanes.
This engineering curriculum aligns to Next Generation Science Standards (NGSS).

Engineering Connection

Engineers often create small-size models of a new product to test its design. This is especially true with airplanes. Model testing tells engineers how a design responds to different air conditions and aircraft shapes, and lets them experiment with the control surfaces that are used to steer the aircraft. Using small models guides engineers to discard prototypes that do not work, which is a smarter option than than throwing away full-size (large and expensive to build) aircraft that do not work.

Learning Objectives

After this activity, students should be able to:

Create a paper model of an airplane to use in experiments.

Use their observations of paper airplane flight to explain flight.

Find the average distance of flight trials.

Explain how engineers often create small-size models of new products to test designs.

Educational Standards

Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards.

All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN), a project of D2L (www.achievementstandards.org).

In the ASN, standards are hierarchically structured: first by source; e.g., by state; within source by type; e.g., science or mathematics; within type by subtype, then by grade, etc.

NGSS Performance Expectation

Click to view other curriculum aligned to this Performance Expectation

This activity focuses on the following Three Dimensional Learning aspects of NGSS:

Science & Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

Develop a model to generate data to test ideas about designed systems, including those representing inputs and outputs.

Models of all kinds are important for testing solutions. The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution.

NGSS Performance Expectation

Click to view other curriculum aligned to this Performance Expectation

This activity focuses on the following Three Dimensional Learning aspects of NGSS:

Science & Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

Evaluate competing design solutions based on jointly developed and agreed-upon design criteria.

There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem.

Suggest an alignment not listed above

Materials List

Each student needs:

For the class to share:

tape measure and/or meter sticks, and/or use cones to mark every five feet

stopwatch, or a watch with a second hand

tape

glue

paperclips

completed examples of each of the 4 paper airplane designs

overhead projector to show the Plane Overhead Transparency and Distance/Time Table.

(optional) calculators

Worksheets and Attachments
Visit [www.teachengineering.org/activities/view/cub_airplanes_lesson06_activity1] to print or download.

Introduction/Motivation

Paper airplanes are gliders. They have a main body, and generally two wings. Some are more complex, with tails, rudders and flaps. The wings compress the air below the paper airplane, creating high pressure, and thus the airplane is able to "sit" and glide on the air. Moving the rudders, ailerons, or flaps up or down can change the flight path of an airplane. For example, folding down the wing flaps can result in a nosedive and folding up the flaps can point the airplane in an upward direction. (Show the class an overhead transparency of the Blank Plane Diagram and have students come up to the board and identify/label the various parts. See Figure 1 for the answers. For younger students, you may want to list the parts nearby from which they can choose.)

Engineers start with designing and testing several different models of an airplane before they get the approval to build a real one. They typically must work under specific constraints or limits, including the purpose of the airplane. By testing different models of planes, engineers can determine which one is best for distance, speed and other factors.

Today, we are going to learn how to design some simple gliders and airplanes using paper. The class is going to design and build a few different models and determine which paper airplane is the best for distance.

Figure 1. The main parts of an airplane.

Procedure

Before the Activity

Gather materials and make copies of the Flight Distances Worksheet.

Make enough copies of the four different types of paper airplanes in the Plane Patterns Handout, and their instructions in the Plane Design Instructions, one design per student.

Make a few models of the four airplane designs to get a feel for how to make them and how they fly.

Prepare an indoor (hallway, gym) or outdoor plane testing area-an unobstructed area to throw the planes and measure flight time and distances.

Become familiar with the activity vocabulary. List new terms, such as "aileron" and "rudder," on a chart or the classroom board.

Prepare overhead transparencies to show the class: Blank Plane Diagram and Distance/Time Table.

With the Students

1. Conduct the pre-activity assessment brainstorming, as described in the Assessment section.

2. Present the Introduction/Motivation content to the class.

3. Demonstrate one or two paper airplanes. Discuss and list on the board the airplane parts they may know about, and add any terms they do not know, such as "elevator" and "rudder."

4. Then list factors they may know about that would affect flight (for example, plane shape, wing shape, weight, weight at the nose, tails, flaps, rudders, etc.).

5. Explain that they will get to try several designs and see how they work. Hand out a variety of plane designs and their instructions, so each table/general area has an assortment. Give students time to work on the airplanes.

6. Inform students on the method to measure flight distance and flight time, such as the following:

Set out cones every five feet and have students estimate their flight distance based on the cones.

Have students individually measure their flight distances using tape measures or meter sticks.

Have students use a stopwatch to time how long their planes stay in the air.

1. In the plane-testing area, have students test and gather data by performing three test flights with their first plane designs. Direct students to record all three flight distances on their worksheets.

2. Hand out blank paper, and let students design and test a second airplane. Inform students that this second design should be their own, original design and entirely different from the first plane design that was provided to them.

3. Have students test their second designs, again recording the distances and times.

4. Have students compute on their worksheets the average flight times and distances for both plane designs.

5. To conclude the activity, lead a class discussion. Make an effort to use the new airplane parts terminology. Question prompts:

What did you learn?

What changes did you make in your second airplane design and how did those changes affect the flight distance?

Who's plane went farther than five feet? Farther than 10 feet? The farthest of all?

Did certain designs go farther than others? Why?

What were your flight times? What was the longest flight time?

Did certain designs stay aloft longer than others? Why?

Did you notice a relationship between average distance and average time? (Expect a weak relationship between time and distance since it is possible for a plane to fly straight up for a while but only travel a few feet forward.)

To analyze the class data, first take a poll of the class to compile data counts to complete the Distance/Time Table as an overhead transparency. Direct students to use the larger of their two averages from design 1 or design 2.

Example blank class data table.

1. Using the class data, have students individually make bar graphs with number of students on the x-axis and distance on the y-axis. Which distance has the largest number of paper gliders that went that far?

2. If time permits, as a class, determine who has the longest time average.

Assessment

Pre-Activity Assessment

Brainstorming: Before starting the activity, have students generate a number of possible ideas about the activity topic. Encourage wild ideas and discourage criticism of any ideas. Ask:

What are all the different ways you can design a paper airplane?

Activity Embedded Assessment

Worksheet: Have students record on the Flight Distances Worksheet their flight distances and times for both plane designs. Review their data to assess their engagement and comprehension of the experimental testing process.

Post-Activity Assessment

Class Discussion: Ask students to list factors that they noticed affected their airplane model test flights. Record their answers on the board. Ask how they would change their designs if they had more time to work on them. Have them list some of the variables that affect flight (such as the weight of the plane's parts, wing shape, wing length, rudders, ailerons, plane length, etc.)

Pass the Buck: In groups of four, have students brainstorm ideas to design the perfect paper airplane. First, assign one student in the group to be the recorder. Then have someone toss out an idea. Next, another person in the group provides an idea that builds on the first. Go around the group in this fashion until all students have put in enough ideas to put together a design. When they are done, have them share their ideas with the class.

Safety Issues

Provide a clear path for the airplanes to be thrown so that people are not be in the path of the paper airplanes.

Troubleshooting Tips

Clarify to students when and where to fly the airplanes. Ideally, conduct the activity in a hallway, gym or outdoors. You may want to show them how to fold some of the trickier paper airplanes as a group before you let them try on their own.

If some students have dificulty folding the paper airplanes, ask other students who have mastered the process to help them.

Expect that some students already have experience with paper airplanes. Let them know that they will get a chance to demonstrate their favorite airplane design in a later lesson, but the purpose of this activity is to get some basic folding shapes down for the entire class. Or, ask them to do one of the provided patterns for their first trials and their own designs for the second trial. Then, have the students explain what changes were made to improve the plane for the second trial.

Activity Extensions

For extra math practice, have students create a line or bar graph of their individual plane trials.

Have students complete other challenges with their paper airplanes. Set up a mock landing pad, a target or a hoop to measure plane flight accuracy.

Many websites are available on the topic of paper airplanes and design. If students want to continue to experiment with paper airplane design, suggest they start by looking at the Paper Aircraft Association's excellent website at: http://www.topphotograph.dsl.pipex.com/paamain/index.html.

A company called Whitewings makes all sorts of kits for very cool paper airplanes; see http://www.whitewings.com/.

Activity Scaling

For younger students, keep it simple by limiting the designs to one paper airplane prototype design. And, it may be easier if you do not introduce the concept of control surfaces such as rudders and elevators. Also, complete the bar graph as a class or in small groups.

For older students, encourage more complex models and manipulate them more. Encourage students to come up with their own unique paper airplane designs (even for the first plane design), and have them explain their designs to the class in terms of what they changed to improve flight.

Additional Multimedia Support

A helpful NASA diagram shows the basic ariplane parts and their functions; see https://www.grc.nasa.gov/www/k-12/airplane/airplane.html.

References

Paper Aircraft Association. Accessed 2004. http://www.topphotograph.dsl.pipex.com/paamain/index.html

Copyright © 2004 by Regents of the University of Colorado

Contributors Tom Rutkowski; Alex Conner; Geoffrey Hill; Malinda Schaefer Zarske; Janet Yowell

Supporting Program Integrated Teaching and Learning Program, College of Engineering, University of Colorado Boulder

Acknowledgements

The contents of this digital library curriculum were developed under grants from the Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education and National Science Foundation (GK-12 grant no. 0338326). However, these contents do not necessarily represent the policies of the Department of Education or National Science Foundation, and you should not assume endorsement by the federal government.

Last modified: April 11, 2019

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Paper Airplanes: Building, Testing, & Improving. Heads Up! - Activity

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Students learn the different airplane parts, including wing, flap, aileron, fuselage, cockpit, propeller, spinner, engine, tail, rudder, elevator. Then they each build one of four different (provided) paper airplane (really, glider) designs with instructions, which they test in three trials, measuring flight distance and time.

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In this lesson, students learn about pollutants and about different water filtration systems used to filter bacteria out from water. The lesson has an engineering piece to it (the design of water filtration systems) as well as a science piece (learning about water pollutants, filtration, and aeration). Students first learn about water pollutants, then they learn about common designs for water filtration systems. This lesson relates to transdisciplinary teaching because students get to design their own water filtration systems to help eliminate water pollutants from the environment. They test their filtration systems, record their observations, and make adjustments, similar to engineers.

Link: The Dirty Water Project: Design-Build-Test Your Own Water Filters - Activity - TeachEngineering

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Quick Look

Grade Level: 5 (3-5)

Time Required: 1 hours 30 minutes

(Add 15-minutes at the beginning if the class makes the "polluted" water and sets up the aeration; can be split into two 45-minute sessions)

Expendable Cost/Group: US $3.00

Group Size: 3

Activity Dependency: None

NGSS Performance Expectations:

Summary In this hands-on activity, students investigate different methods-aeration and filtering-for removing pollutants from water. Working in teams, they design, build and test their own water filters-essentially conducting their own "dirty water projects." A guiding data collection worksheet is provided.
This engineering curriculum aligns to Next Generation Science Standards (NGSS).

Engineering Connection

Civil, chemical and environmental engineers work together to make existing water treatment systems better, and to develop new water treatment systems. Some engineers design state-of-the-art seawater treatment system technologies that process ocean water cost-effectively for safe domestic use.

Learning Objectives

After this activity, students should be able to:

Use sight and smell to identify pollutants in a water sample.

Explore what types of pollutants are removed from water by aeration and filtration.

Design, build and test a water filtration system.

Explain the role of engineers in water treatment systems.

Educational Standards

Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards.

All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN), a project of D2L (www.achievementstandards.org).

In the ASN, standards are hierarchically structured: first by source; e.g., by state; within source by type; e.g., science or mathematics; within type by subtype, then by grade, etc.

NGSS Performance Expectation

Click to view other curriculum aligned to this Performance Expectation

This activity focuses on the following Three Dimensional Learning aspects of NGSS:

Science & Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design problem.

Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions. At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs.

Engineers improve existing technologies or develop new ones to increase their benefits, to decrease known risks, and to meet societal demands.

NGSS Performance Expectation

Click to view other curriculum aligned to this Performance Expectation

This activity focuses on the following Three Dimensional Learning aspects of NGSS:

Science & Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered.

Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved. Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints.

Suggest an alignment not listed above

Materials List

Each group needs:

Data Collection Worksheet, one per student

2-liter plastic bottle cut in half horizontally, as shown in Figure 1; ask students to bring empty bottles from home or get from local recycling center near you; wash before use; consider using the same ones used in Lesson 4's This Landfill is a Gas activity.)

Figure 1. Cut a 2-liter plastic soda bottle in half through the middle.

3-inch square of mesh, such as fine nylon screen or fine cheese-cloth

1 rubber band

1 spoon or other stirring utensil; a chopstick works well

To share among all groups:

filter materials, such as filter paper or large coffee filter (at least 6" in diameter), 6 cotton balls, ~6 cups soil, ~6 cups sand, 1 dozen large and small pebbles (total), ~6 cup activated charcoal (such as used for potting plants and in aquariums)

aquarium aerator or a mechanical stirrer/mixer; aeration pumps for fish tanks work well

measuring cups

2 large jugs/jars, ~1 gallon size, such as plastic gallon milk jugs with lids; for mixing/storing "polluted water" (recipe follows)

"polluted water" made by mixing the following items in amounts at the teacher's discretion: water (enough to fill the jugs/jars ~¾ full), green liquid food coloring, soil, organic matter such as grass clippings and orange rinds, dishwashing detergent, vinegar, baking soda, salt, pepper, pieces of polystyrene foam (foam peanuts), small pieces of newspaper, and your own ideas for other items

Worksheets and Attachments
Visit [www.teachengineering.org/activities/view/cub_environ_lesson06_activity2] to print or download.

Introduction/Motivation

Due to its incredible chemical properties, water is often considered the "universal solvent." It can mix with organic (natural) or synthetic (human-made) substances. Some of these products easily break down in water, while others break down very slowly, or perhaps even never. Water naturally cleans itself via filtration through the ground and evaporation via the water cycle.

At one time, communities disposed of their waste and garbage directly into lakes, streams and oceans. Now, most countries require that unclean (contaminated, polluted) water be treated before it is permitted to be released into natural bodies of water like lakes, rivers and oceans.

Generally, three different ways are used to treat raw sewage (waste) water before it is released. First, the liquid is given time to settle and then is exposed to oxygen by stirring or bubbling air through it (aeration). This helps many harmful organic pollutants react with oxygen and change into carbon dioxide and water. Second, the liquid is filtered to remove the particulate matter. Third, it is treated chemically with chlorine or ozone to kill any remaining harmful components such as bacteria.

Environmental, chemical and civil engineers work together to improve existing water treatment systems and design new ones to ensure that we have clean water both now and in the future. Today, let's imagine that we are engineers working for the Clean Water Environmental Engineering Company. The company has been asked to design a new water filtration system for a small community with a polluted water supply using limited materials. We are going to focus on the second step in the water treatment process, filtering. First, we are going to look at different types of filter material to determine which ones work well. Then each group in the company will design a filtering system to clean the polluted water. The best filtering system will be used in the small community.

Procedure

Before the Activity

Prepare the "polluted water" supply and let it ripen in a sunny spot for a day or two. Alternatively, do this as a class demonstration so that students know exactly what is in the water. If you have student create the "polluted water" supply, have them write down the ingredients and their sight and smell (not taste) observations about the solution as it changes.

Place the aerator/mixer in one sample of "polluted water" and let it sit overnight before Part 1. You will probably need to aerate a large sample of water for a day or so before Part 2, depending on how many groups choose to use aerated water for their best filter. Note: Aeration, the process of adding air to water, is often part of the water purification process in order to help many harmful organic pollutants react with oxygen and change into non-threatening carbon dioxide and water.

Be sure to mix the solution thoroughly before preparing the student samples.

Prepare the 2-liter bottles: cut them in half horizontally. Place a square of mesh over the bottle opening and secure it with the rubber band. If you use cheese cloth, you will need to replace it before Part 2.

Make copies of the Data Collection Worksheet, one per person.

Make a transparency or large chart of the class data section for use in Part 1.

Review the water cycle with the class. Pay special attention to where the water can be purified. See the following book for a great description: The Magic School Bus - Wet All Over: A Book about the Water Cycle by Joanna Cole and Pat Relf (New York, NY: Scholastic Books, Inc., 1996).

With the Students
Part 1

Divide the class into groups of three students each.

Distribute a worksheet to each group.

Remind the students that they are now working for the Clean Water Environmental Engineering Company and have been asked to design a new water filtration system for a small community with a polluted water supply. First, the company is going to look at different types of filter material to determine which ones work well. Then each group in the company will design a filtering system to clean up the polluted water.

Give the following supplies to each group: a pre-cut 2-liter bottle, a ½-¾ cup (100-200 ml) sample of the "polluted water" in a beaker or cup, one type of "filter" (one group will not get a filter in order to test the mesh only), and a spoon.

Ask each group to draw a picture of the "polluted water." Ask them to describe in words what it looks and smells like. Remind them to gently stir the solution and record their sight and smell observations on the worksheet. Remind students to never taste the solution.

Ask students to come up with questions they think are important to answer throughout the activity about water filters (i.e., what makes a good filter?). Have them also write down on their worksheets their predictions for what they think their particular filter material will do.

Ask students to set up their filters by placing the filter material into the inverted 2-liter bottle top, as shown in Figure 2. Note: Place the filter in the end of the bottle with the neck, so it functions like a funnel. Use the other half of the bottle as a stand. Prompt students to draw sketches of their setups on the worksheet.

Figure 2. A 2-liter bottle with a coffee filter placed in the bottom.

Ask students to gently stir the "polluted water" and then slowly pour it into the filter. Make sure the group with the filter paper is careful to not pour liquid above the top of the filter.

Direct students to observe what happens during the filtration. Expect some filtrations to take longer than others. Remind students to record on their worksheets their observations and draw pictures of the filtered water.

After all groups have collected data, share the results as a class by filling in the information on the transparency or chart made earlier. Have students record all team results in the class data section on the worksheets.

As a class, look at the aerated sample. Discuss what aeration is and how it works (refer to the aeration explanation in the Before the Activity section).

Ask students to work in their engineering design groups to design the best water filtration system given the filter material options and their choice of aerated or non-aerated water. Have them fill in the worksheet to record and explain their design choices. Permit them to use as many of the filtering materials as they want.

Collect all supplies and dispose of used items properly. Rinse and save the 2-liter bottles Part 2.

Part 2

Have students sort into their Part 1 groups.

Give each team a prepared 2-liter bottle, ½-¾ cup (100-200 ml) of the "polluted water" in a beaker or cup (aerated or non-aerated, whichever they chose) and a spoon.

Distribute the filter materials as needed. Note: It helps if teams each send a designated "materials" person from to collect their supplies from a central classroom location.

Ask students to fabricate their groups' water filter systems and draw pictures of them on their worksheets.

For testing, direct students to gently stir the polluted water supply and then slowly pour an amount into the filter. For teams that used filter paper, remind them to be careful not to pour the liquid above the top of the filter.

Figure 3. A 2-liter bottle with a coffee filter traps contaminants (carbon, in this case).

Alert students to carefully observe and record on their worksheets what happens during the filtration process. Note: Some filtration systems take longer than others to process the "polluted water," so students should not worry if their filtration systems takes longer than other systems. Also have teams draw pictures on their worksheets of the filtered water.

Direct students to record their results and answer the worksheet discussion questions, comparing answers with team members.

After all the groups are finished, label and line up the filtered samples. Ask each team to present its filter system to the class (aka Clean Water Environmental Engineering Company). Have students discuss similarities and differences in the filters.

Conclude with a class vote and discussion about which water is the cleanest and why.

Assessment

Pre-Activity Assessment: Part 1

Questions: Have students come up with questions they think are important to answer throughout the activity about water filters (i.e., what makes a good filter?). Tell them to keep the questions in mind and answer them at the end of the activity.

Picture Drawing: Ask each student to draw a picture of their group's "polluted water" in the space provided on the Data Collection Worksheet.

Prediction: Ask students to write down a prediction for what they think their particular filter materials will do in the space provided on the worksheet.

Recorded Observations: Ask students to stir the solution and record their observations on their worksheets.

Pre-Activity Assessment: Part 2

Picture Drawing: Ask each student to draw a picture of their best water filter in the space provided on worksheet.

Activity Embedded Assessment: Parts 1 and 2

Recorded Observations: Students observe and record what happens during the filtration process.

Picture Drawing: Have each student draw a picture of the filtered water in the space provided on the worksheet.

Post Activity Assessment: Part 1

Data Recording: After all groups have collected data, share the results as a class by filling in the information on the transparency or chart made earlier. Have students record all team results in the Class Data Section on the worksheet.

Clean Water Environmental Engineering Company Design Project: Ask students to work in their engineering design groups to design the best water filter system given the filter material options and their choice of aerated or non-aerated water. Have them record and explain their choices on the worksheet.

Post Activity Assessment: Part 2

Worksheet Questions: Have students answer the worksheet discussion questions, comparing answers with a team member. Collect and review student worksheets to assess their engagement, comprehension and mastery of the subject matter.

Engineering Presentations: Ask each team to present its filter system design to the class, explaining their logic. Examine the filtered solutions. Conclude with a class vote and discussion about which water is the cleanest and why.

Safety Issues

Remind students to only make sign and smell observations of the "polluted water" solution and never taste a solution, even if it looks "clean."

Troubleshooting Tips

Have some paper towels, rags or sponges on hand in-case of spills.

Consider any student allergies before creating the dirty water sample.

Advise students to fold the filter paper so it fits into the bottle top and suggest they pre-wet the paper so that it sticks to the sides of the "funnel." An eyedropper and tap water are useful for pre-wetting the filter paper.

Remember to dispose of the waste from this experiment properly! Typically, the "polluted water" solution can be poured down the drain. But if any contaminating chemicals were used, dispose of it using responsible disposal methods.

Activity Extensions

Provide students with pH paper and a pH guide so they can determine the pH of the solution during different stages of the process: plain water, "polluted water" before treatment, after aeration, after filtering with one filter, and after using their final filter. Discuss how the different components in the solution affect the pH. How would the pH of the solution affect the rest of the environment? (Refer to pH table.)

Ask students to measure the volume before and after filtration. Younger students can describe it as more or less or use measuring spoons/cups. Older students can use labeled beakers or graduated cylinders.

Experiment with some simple chemical treatments. For example, add chlorine to a water sample as a class demo or with older students. Remember to wear protective equipment when handling chemicals!

Ask students: Does the order of the filter layers matter? Why or why not?

Direct students to filter their samples more than once, keeping a small sample after each filtration for comparison purposes. Does the water get (visually) cleaner on subsequent filtrations? Why or why not?

Activity Scaling

For younger students, conduct the activity as a demo with fewer filter choices. Demonstrate each filter type individually and then ask students to predict what will happen when both filter types are used together. Ask students to draw pictures of the results.

For older students, let the teams work more independently so more time is spent on the design portion of the project. Ask students to make their own suggestions for filter materials and other ways to treat the "polluted water." Have students bring in some materials from home to test as filters and have each team test its own items after you have modeled the filtration procedure.

References

Cole, Joanna and Relf, Pat. The Magic School Bus - Wet All Over: A Book About the Water Cycle. New York, NY: Scholastic Inc., 1996 (ISBN 0-590-50833-4).

Glencoe Science: An Introduction to the Life, Earth and Physical Sciences. Student Edition. Blacklick, OH: Glencoe/McGraw-Hill, 2002.

Hassard, Jack. Science as Inquiry - Active Learning, Project-Based, Web-Assisted and Active Assessment Strategies to Enhance Student Learning. Tucson, AZ: Good Year Books, 1999. (ISBN 0-673-57731-7)

Lucas, Eileen. Water: A Resource in Crisis. Chicago, IL: Children's Press, Inc., 1991.

Prentice Hall Science. Ecology Earth's Natural Resources Activity Book. NJ: Prentice Hall, Inc., 1993.

Spurling Jennett, Pamela. Investigations in Science - Ecology. Westminster, CA: Creative Teaching Press, Inc., 1995.

Stille, Darlene. The New True Book - Water Pollution. Chicago, IL: Childrens Press, Inc., 1991.

Copyright © 2005 by Regents of the University of Colorado

Contributors Amy Kolenbrander; Jessica Todd; Malinda Schaefer Zarske; Janet Yowell

Supporting Program Integrated Teaching and Learning Program, College of Engineering, University of Colorado Boulder

Acknowledgements

The contents of this digital library curriculum were developed under grants from the Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education and National Science Foundation (GK-12 grant no. 0338326). However, these contents do not necessarily represent the policies of the Department of Education or National Science Foundation, and you should not assume endorsement by the federal government.

Last modified: November 11, 2020

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The Dirty Water Project: Design-Build-Test Your Own Water Filters - Activity

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In this hands-on activity, students investigate different methods-aeration and filtering-for removing pollutants from water. Working in teams, they design, build and test their own water filters-essentially conducting their own "dirty water projects." A guiding data collection worksheet is provided.

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In this lesson, students learn about distance and displacement, and therefore making it an intradisciplinary lesson (physics). Students first practice measuring distance and displacement. They then write on a map to find the distance of the route they take to school as well as the displacement between their house and their school. Then, students are challenged to use distance and displacement to make a maze that one of their peers has to solve. During this lesson, students learn about robotics engineers use digital map tools to generate routes between numerous places.

Link: Learning Distance and Displacement - Activity - TeachEngineering

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Summary Students hone their understanding of distance and displacement, and how to distinguish between the two. The level of difficulty becomes greater as students move through each section of the activity. This activity can help students to visualize and apply the concepts of distance and displacement to their everyday lives. Students practice measuring distance and displacement by mapping out their routes to school, and by making their own routes that will then be student tested. This activity serves as a good way to reaffirm physics concepts, and as a way for students to practice skills such as measuring and collecting time.
This engineering curriculum aligns to Next Generation Science Standards (NGSS).

Engineering Connection

Robotics engineers specialize in designing, building, and programming robotic systems. They would be central to the development of a delivery robot, working on tasks such as path planning, navigation algorithms, and sensor fusion to enable the robot to autonomously navigate its environment.

Related: Transportation engineering focuses on designing and optimizing transportation systems, including vehicles, infrastructure, and logistics. Engineers in this field would contribute to the design of efficient delivery routes and the integration of delivery robots into existing transportation networks.

Learning Objectives

After this activity, students should be able to:

Explain that distance is the sum of all paths traveled.

Explain that displacement is a measurement of the direct path from a starting position to an ending position.

Explain the difference between distance and displacement.

Educational Standards

Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards.

All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN), a project of D2L (www.achievementstandards.org).

In the ASN, standards are hierarchically structured: first by source; e.g., by state; within source by type; e.g., science or mathematics; within type by subtype, then by grade, etc.

Suggest an alignment not listed above

Materials List

For each group:

a ruler with cm

a computer/phone with timer

a spool or of string

For the teacher:

Worksheets and Attachments
Visit [www.teachengineering.org/activities/view/bos-2802-distance-displacement-measurement-activity] to print or download.

Pre-Req Knowledge

Students are expected to:

Know how to use a ruler and timer.

Be familiar with the concepts of distance and displacement.

Introduction/Motivation

We have previously discussed distance and displacement. As a review, who can tell me what distance is? (Answer: The extent or amount of space between two things, points, lines, etc.) Who can tell me what displacement is? (Answer: The moving of something from its place or position; the change in position of something.)

In today's activity, we are going to visualize these concepts to better understand the difference between them.
(Show students the 1:32-minute Food Delivery Robot Ad video.)
After watching that video, what are the benefits of using this technology to deliver pizza? What are the drawbacks? (Let students offer suggestions.)

As the engineer creating this "Nuro" delivery robot, what kinds of things do you think you would have to consider? (Based on student answers, prompt students to think about mapping the route and prod them for ideas about distance/displacement.)

Thinking about the food delivery robot, today we are going to collect data on distance and displacement for our routes to and from school.

Procedure
Before the Activity
Decide which map to use in the Distance and Displacement Worksheet and insert it into the Word document. The map provided in the attached worksheet is of East Boston. Change the map to fit your local school community.

NOTE:

In communities where public transport is the main mode of travel for students, consider replacing the Boston map with one of your community that includes bus/train routes.

In communities where students are driven to school by guardians or the bus, consider replacing the Boston map with one of your community that includes major and minor roads.

In the Distance and Displacement Worksheet: For the Exit ticket, you can replace "a friend's house" with a well-known landmark from the community you teach in.

Make copies of the Distance and Displacement Worksheet, one per student.

Arrange students into groups of two, or keep them working individually if you have enough materials.

With the Students Part 1: Introduction / Pre-Activity (15 min)

1. Go over the Introduction / Motivation section.

2. Give each student a copy of the Distance and Displacement Worksheet.

3. Give each student a ruler with centimeters.

4. Have students complete Section 1 of the Distance and Displacement Worksheet (practicing measuring distance and displacement). They will need a ruler.

5. Students who finish early can help classmates or discuss answers.

Part 2: Distance and Displacement Map - Explore! (25 min)

1. Have students work through Section 2 of the Distance and Displacement Worksheet. Note: The attached worksheet uses our local map; you may want to substitute this map with a map of your own area.

Students should map their route between school and home using distance and displacement individually. Notes:

Students may use their phones (or computers if they do not have access to phones) to look at Google Maps.

Students will need a ruler, and string (for more complicated paths).

How can we measure the distance we walked?

Part 3: Design Challenge (30 min)
Have students complete Section 3 of the Distance and Displacement Worksheet (making a maze for a peer to test) and answer the reflection questions. Students will need a ruler, string, and a timer. See example of a maze below:

Let's draw a map!

For the Exit ticket, you can replace "a friend's house" with a well-known landmark from the community you teach in.

Part 4: Conclusion (5-10 min)

1. Wrap up the activity with a brief review of what distance is and what displacement is. (Answer: Distance is the length of the path taken by an object. Displacement is the distance between where the object started and where it ended up.)

2. Have students share one thing they learned from this activity.

Vocabulary/Definitions

displacement: The measurement of the direct path from a starting position to an ending position; includes direction.

distance: The sum of all paths traveled.

Assessment
Pre-Activity Assessment
The first worksheet serves as a warm-up to have students determine how to find distance and displacement. Based on student performance, you may choose to spend more time going over the content or move on if students demonstrate competency.
Activity Embedded (Formative) Assessment
Students explore the difference between distance and displacement in the Distance and Displacement Worksheet. There is an opportunity for formative assessment by walking around and listening to partners share ideas about how to calculate distance and displacement.
Post-Activity (Summative) Assessment
After the design challenge, students are asked reflection questions that require them to think critically about the real-world applications of distance and displacement. These reflections provide opportunities for students to think critically and for the teacher to assess content understanding.

Investigating Questions

How do we describe how far we are from a location?

How are distance and displacement different?

Troubleshooting Tips

Explain to students how to make a maze; show them the example listed in Part 3 of the procedure.

Individualize the map in the Distance and Displacement Worksheet to your own area.

1. In communities where public transport is the main mode of travel for students, consider replacing the Boston map with one of your community that includes bus/train routes.

2. In communities where students are driven to school by guardians or the bus, consider replacing the Boston map with one of your community that includes major and minor roads.

Activity Extensions

This activity is a great segue to teach students the difference between speed and velocity. An additional option for extension (as mentioned in the Engineering Connection section) is for students to use the concepts of distance and displacement of neighborhood planning to reimagine their neighborhood, making it easier to get to school without moving their houses, the school, or any other buildings.

Copyright © 2024 by Regents of the University of Colorado; original © 2021 Boston University

Contributors Shereen Mejia, Boston Public Schools @ East Boston High School; Victoria Bartow, Boston Public Schools @ Edward M. Kennedy Academy for Health Careers

Supporting Program NSF Research Experience for Teachers (RET) in Integrated Nanomanufacturing at the Photonics Center, Boston University

Acknowledgements

This curriculum was based upon work supported by the National Science Foundation under RET grant no. EEC 1407165-at the Research Experience for Teachers in Integrated Nanomanufacturing at the Photonics Center at Boston University. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

Last modified: May 17, 2024

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Learning Distance and Displacement - Activity

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Students hone their understanding of distance and displacement, and how to distinguish between the two. The level of difficulty becomes greater as students move through each section of the activity. This activity can help students to visualize and apply the concepts of distance and displacement to their everyday lives.

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In this lesson, students learn about tension and compression and how these two forces affect the structure of a building. Students' task is to build a tower out of 20 uncooked spaghetti noodles and 30 small marshmallows. Students are challenged to think about how they can create a balanced amount of compression and tension in their tower's structure. To do this, they must partake in trial and error to discover common designs that achieve this. This lesson only teaches compression and tension, making it intradisciplinary (physics).

Link: Leaning Tower of Pasta - Activity - TeachEngineering

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Summary Using spaghetti and marshmallows, students experiment with different structures to determine which ones are able to handle the greatest amount of load. Their experiments help them to further understand the effects that compression and tension forces have with respect to the strength of structures. Spaghetti cannot hold much tension or compression; therefore, it breaks very easily. Marshmallows handle compression well, but do not hold up to tension.
This engineering curriculum aligns to Next Generation Science Standards (NGSS).

Engineering Connection

Engineers consider tension and compression forces when designing a building or structure, and choosing the materials to build it. All structures must be able to handle the forces that act upon them so they will not fail and injure people, wildlife or the environment. Like all structures, the foundation, frame and joints of a skyscraper must be able to withstand enormous tension and compression forces - from the weight of its own materials, the load of people and equipment it holds and the impact of natural forces such as wind, snow and earthquakes.

Learning Objectives

After this activity, students should be able to:

Describe how compression and tension affect the stability of a structure

Compare their model to others to understand why some models are stronger than others

Use number sense to correlate the strength of a structure to the amount of weight it holds

Explain why engineers consider tension and compression forces when designing and choosing the appropriate materials for a building or structure

Educational Standards

Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards.

All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN), a project of D2L (www.achievementstandards.org).

In the ASN, standards are hierarchically structured: first by source; e.g., by state; within source by type; e.g., science or mathematics; within type by subtype, then by grade, etc.

NGSS Performance Expectation

Click to view other curriculum aligned to this Performance Expectation

This activity focuses on the following Three Dimensional Learning aspects of NGSS:

Science & Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. The uses of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions.

Suggest an alignment not listed above

Materials List

Each group needs:

20 unbroken pieces of uncooked, long pasta, such as spaghetti, linguine or fettuccini

30 small marshmallows

Measuring tape or ruler

Weights or small books

Worksheets and Attachments
Visit [www.teachengineering.org/activities/view/cub_mechanics_lesson10_activity1] to print or download.

Introduction/Motivation

Have you ever wondered how really tall buildings stay up? Why do sky scrapers not fall down when wind hits them? Engineers work with architects and scientists to understand what makes materials break, and then use what they learn to design strong structures. Today, you will have the opportunity to figure out how to make a strong structure, too. Sometimes, engineers may be able to find very strong materials, but they cannot use them in a structure because the material are too expensive. Sometimes, engineers cannot use as much material as they might like due to budget or supply limitations. Just like an engineer, today you will be constrained; you can only use a limited amount of materials. Your job is to design and build a structure that is as tall and strong as possible, using only marshmallows and spaghetti.

As you build, think about what forces will be acting upon your structure. Which parts will be pushed together - that is, which will experience compression - and which parts will be pulled apart - that is, which will be under tension. Is it better to have a piece of spaghetti or a marshmallow under tension? Under compression? How will you design the tallest, strongest structure using limited resources?

Procedure

Before the Activity

Copy a Standing Strong Worksheet for each group.

With the Students

Figure 1. Some structures are strong.... and, some are not.

1. The object of this activity is to build a tower as high AND as strong as you can using only a limited supply of spaghetti (or linguine or fettuccini) and marshmallows. There are no step-by-step instructions for this project, only the constraints of limited resources! Students can do whatever they want with the materials to try to build a structure as tall, stable and strong as possible. The project can be made more difficult by adding more constraints such as fewer materials, a minimum height requirement, or a requirement to support at least a minimum weight for a given time. Let the student teams' imagination, creativity and ingenuity run wild.

2. Hold a competition and give points for how tall the structure is as well as how much weight it can hold. A good way to comparatively measure the effectiveness of each structure is by having students take the load the structure can support and divide it by the weight of the structure. The higher this number, the more effective the structure. For example, 30g (maximum weight structure could hold) divided by 10g (weight of structure alone) = 3.

3. Before testing the structures (see Figure 1), have students measure and record the height and weight of their structure.

4. How much weight does the structure support? Five grams? 10 grams? 20 grams? 30 grams? Have students record their structure's maximum weight held on the worksheet, and calculate the load to weight ratio for comparison purposes.

5. As a class, graph the amount of weight each structure held vs. how much each structure weighed as well as the height of the structure. Discuss different trends and use the graph to lead in to the other discussion questions.

6. After the competition, hold a class discussion:

Discuss which structure was the tallest and held the most weight. Which structures had the highest ratio of load to structure weight? Which structures held the most weight, regardless of heiguss the success or failure of the materials used. Spaghetti cannot hold much tension or compression; therefore, it breaks very easily. Marshmallows handle compression well, but do not hold ht, and why.

Discup to tension (the spaghetti can slip out of them).

Which geometric shapes seemed the strongest for holding weight - triangles, squares, or circles?

Assessment

Pre-Activity Assessment

Discussion Question: Solicit, integrate and summarize student responses.

Have you ever built a tower? What did you use for the material(s)? How strong was it? How did you know it was/was not strong?

Activity Embedded Assessment

Worksheet: Have the students complete the activity worksheet; review their answers to gauge their mastery of the subject.

Pairs Check: After student teams finish their worksheets, have them compare answers with a peer group, giving all students time to finish the worksheet.

Post-Activity Assessment

Class Presentations: Have the student groups take turns presenting the structures to the rest of the class. Ask them to explain where the forces tension and compression are taking place. Have the class determine which shapes seem to be the strongest for holding up weight.

Toss-a-Question: Using questions 1-7 on the Standing Strong Worksheet, have students work in groups and toss a ball (or wad of paper) back and forth. The student with the ball asks a question and then tosses the ball to someone to answer. If a student does not know the answer, they toss the ball onward until someone gets it. The person who gets the answer correct gets to start the next question. Review the answers at the end and have the students write down the correct answers on their worksheets.

Safety Issues

The rigid, long pasta could injure an eye. Although this is an activity with a lot of freedom, students should not horseplay with the spaghetti.

Troubleshooting Tips

Before students start construction, be sure they understand where you will add weight to their structure to test it. Knowing this should be a consideration in their structure design. For example, it is difficult to add weight to a tall, narrow tower.

Activity Extensions

Have the students build models using materials other than marshmallows and pasta, such as toothpicks, gumdrops, caramels, Popsicle sticks, etc. Which materials made even better buildings than spaghetti and marshmallows, and why? Have the students discuss these materials in terms of compression and tension.

Give each material a cost and give groups a budget (i.e. spaghetti noodle $0.10 and marshmallows $0.20 with a $10.00 budget). Let groups pick how much of each material they want with the given budget and create a structure.

Have the students design their own experiment to look at the geometry behind different structures. Which shape can hold the most weight - a triangle, square or circle? Challenge the students to explain their answers by creating diagrams showing the compression and tension forces on each shape.

Copyright © 2004 by Regents of the University of Colorado.

Contributors Chris Yakacki; Ben Heavner; Malinda Schaefer Zarske; Denise Carlson

Supporting Program Integrated Teaching and Learning Program, College of Engineering, University of Colorado Boulder

Acknowledgements

The contents of this digital library curriculum were developed under a grant from the Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education, and National Science Foundation GK-12 grant no 0338326. However, these contents do not necessarily represent the policies of the Department of Education or National Science Foundation, and you should not assume endorsement by the federal government.

Last modified: January 23, 2021

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Using spaghetti and marshmallows, students experiment with different structures to determine which ones are able to handle the greatest amount of load. Their experiments help them to further understand the effects that compression and tension forces have with respect to the strength of structures. Spaghetti cannot hold much tension or compression; therefore, it breaks very easily.

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In this lesson, students learn about constraints that are considered by engineers when designing roller coasters. Then they design their own roller coasters out of pipe insulation and tape. They use marbles as the roller coasters carts, with each group getting a different type of marble (wooden, glass, etc.). This lesson incorporates physics as well as mathematics. Not only do they have to consider kinetic and potential energy (physics), but they also have to consider the angles of their hills and loops (mathematics) They also have to consider the steepness (slope) of their hills. Therefore, this lesson is interdisciplinary.

Link: Building Roller Coasters - Activity - TeachEngineering

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Students build their own small-scale model roller coasters using pipe insulation and marbles, and then analyze them using physics principles learned in the associated lesson. They examine conversions between kinetic and potential energy and frictional effects to design roller coasters that are compl…

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In this lesson, students learn what a virus is and how it can spread from person to person. They particularly then learn about AIDS and HIV and how scientists haven't been able to develop a cure for these viruses. Then they participate in an activity in which they "share bodily fluids" and therefore, "spread a virus." At the end of the activity, they must figure out who was infected with the virus first. This lesson is an intradisciplinary lesson, as it combines science and engineering.

Link: Tracking a Virus - Activity - TeachEngineering

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Students simulate the spread of a virus such as HIV through a population by “sharing” (but not drinking) the water in a plastic cup with several classmates. Although invisible, the water in a few of the cups has already be tainted with the “virus” (sodium carbonate). After all the students have shared their liquids, the contents of the cups are tested for the virus with phenolphthalein, a chemical that causes a striking color change in the presence of sodium carbonate. Students then set about trying to determine which of their classmates were the ones originally infected with the virus.

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In this lesson, students learn about friction and how it affects tires on the road. They learn that snow and ice create more friction and, therefore, cause cars to slide. They then partake in activity in which they observe the level of friction on different surfaces (wax paper, sandpaper, etc.). They then learn about friction in literacy. This lesson is interdisciplinary, as it combines physics with English/writing.

Link: Red Light, Green Light: Forces of Friction, Roads & Tires - Lesson - TeachEngineering

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Quick Look

Grade Level: 8 (7-9)

Time Required: 45 minutes

Lesson Dependency:

Subject Areas: Physical Science, Physics

NGSS Performance Expectations:

Summary Building upon their understanding of forces and Newton's laws of motion, students learn about the force of friction, specifically with respect to cars. They explore the friction between tires and the road to learn how it affects the movement of cars while driving. In an associated literacy activity, students explore the theme of conflict in literature, and the difference between internal and external conflict, and various types of conflicts. Stories are used to discuss methods of managing and resolving conflict and interpersonal friction.
This engineering curriculum aligns to Next Generation Science Standards (NGSS).

Engineering Connection

Engineers use their understanding of the force of friction to design safe roads, tires, cars and brakes. Transportation and automotive engineers make sure that roads and tires provide the right amount of friction because friction provides traction and control for a safe driving experience, especially in icy or wet conditions. Even designing how paper is moved through a copy machine involves an understanding of friction. Engineers also reduce the force of friction between moving mechanical parts (in engines, tools, artificial limbs, etc.) so the parts run smoother and last longer.

Learning Objectives

After this lesson, students should be able to:

Explain how friction relates to the movement of cars (moving forward, stopping, turning corners).

Define friction as a force that resists the motion of an object moving relative to another object

Predict ways to improve the movement of cars in snow and ice, and explain why

Relate engineering with frictional forces, especially when designing automobiles

Educational Standards

Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards.

All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN), a project of D2L (www.achievementstandards.org).

In the ASN, standards are hierarchically structured: first by source; e.g., by state; within source by type; e.g., science or mathematics; within type by subtype, then by grade, etc.

NGSS Performance Expectation

Click to view other curriculum aligned to this Performance Expectation

This lesson focuses on the following Three Dimensional Learning aspects of NGSS:

Science & Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Science knowledge is based upon logical and conceptual connections between evidence and explanations.

The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared.

Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and forces at different scales.

Suggest an alignment not listed above

Pre-Req Knowledge

Forces, Newton's laws of motion

Introduction/Motivation

Think about the last time you rode in a bus or a car. Why do the wheels on some cars spin out at a green light, while other cars go forward without spinning wheels? Why do cars come screeching to a stop when the driver slams on the brakes? What makes a car going 60 miles per hour stay on the highway traveling safely forward? The answer to all these questions is the force of FRICTION (and Newton's laws of motion, of course)! Engineers need to understand the force of friction so that they can design safe roads, tires, cars and brakes. Engineers also try to reduce the force of friction between moving mechanical parts so that they will last longer.

When a car's tires start to turn, the friction between the road and the tires make the car begin to move forward. Similarly, when a car is going around a corner, the friction between the road and the tires keeps the car from sliding off the side of the road (remember Newton's first law? Without the force of friction, the car would tend to go in a straight line - straight off the road!) When a car slows down, the friction between the road and the tires helps to bring the car to a stop as the wheels slow down. It is the friction between the wheels and the brake pads that causes the wheels to slow down. Obviously, friction is a very important force when you are riding in a car!

Imagine that there was a lot less friction between roads and tires. Pretend that there was the same amount of friction as there is between your shoe and ice if you walked across an ice-covered lake. What would happen? Cars would be slipping all over the road because the friction between the road and tire would not be sufficient enough to keep the tire "stuck" to the road. It would be hard for cars to start going because their wheels would spin. It would also be hard for the cars to stop. Imagine trying to stop a car by pushing on the brakes if there were no friction between the tires and the road - what would happen? Even if the wheels stopped turning, the car would keep sliding over the low-friction roads! The car would slide and spin out of control, going across the yellow line or into a ditch!

Sometimes, when it rains or snows, the friction between tires and the road can be greatly reduced, and there is the danger of the car sliding. Because of this hazard, engineers developed extra safe brakes - computer-controlled antilock braking systems (ABS). Because these ABS brakes are computer-controlled, they can sense what each wheel is doing at all times. Since the computer knows what all four wheels are doing, if one wheel is about to start skidding while trying to brake, the ABS system can adjust the other three wheels so that the car does not slide. Refer to the fun and hands-on associated activity Hovercraft Racers! for students to investigate the friction between two surfaces. Follow-up with the associated activity How Far? Measuring Friction Using Different Materials for students to explore how different textures provide varying amounts of friction to objects moving across them.

Our imaginary low-friction road isn't all bad news, though. If a car could get going with very little friction between the tires and the road, the car would be much more fuel-efficient because the engine wouldn't have to work very hard to keep the car moving. Transportation and automotive engineers make sure that roads and tires have the right amount of friction - too much, and the car engines would have to do more work to keep going; too little, and the cars would not stick to the road!

Engineers take advantage of this link between friction and tire/road dynamics to make roads with material that encourages friction for safety, but not too much friction, so that cars do not have to work too hard to move forward. In areas where there is a lot of snow, some people use special tires with metal studs because the metal studs poke into the snow and ice, creating more friction than rubber alone. Sometimes, roads are so icy that people even have to put chains on their tires to create enough friction between the car tires and the road so that they do not slip and slide all over the roads.

Following the lesson refer to the associated activity It Takes Two to Tangle to expand the idea of friction in personal relationships through stories.

Lesson Background and Concepts for Teachers

Friction is a force that arises when things rub together. The frictional force between the road and tire is what allows the tire to "push" off the road, thus moving the car forward (Newton's third law - the action is the pushing frictional force, the reaction is the forward movement of the car). Imagine a car being lowered on a jack. When the tires don't touch the ground at all (and so there is no friction between the tires and the ground), the tires can spin, but the car does not move. At the very moment that the tires first touch the ground, they "grab" the ground. That "grab" is the frictional force between the tire and the ground. When the tires "grab" the ground, the car moves forward. Sometimes, such as when a car is on ice, mud or sand, there is not enough frictional force for a car's tires to grab the ground, and so the car has a hard time moving forward (it spins out or slides). So, even though friction is often thought of as the force that opposes the motion of an object, the motion of a car would not be possible without friction! Friction may slow the car down as it moves along the road, but it also is the force that enables the car to move forward at all. It is the friction force that keeps the tires from sliding on the road. By the same token, it is friction that makes the car come to a stop when the brakes are applied. So, it is the force of friction that makes a car accelerate forward and also decelerate to a stop.

Friction is also very important when a car goes around a turn. If the friction between the road and tires is not sufficient, the car will slide sideways off the road instead of turning the corner. Dirt roads have less friction than paved roads, which is why cars sometimes slide around corners on dirt roads on TV or in movies. If cars are going very fast, the back tires can slide, making the car "fishtail" as it goes around the corner.

Associated Activities

Lesson Closure

Have the students explain what they think friction is. Why does it slow down movement, but at the same time make movement possible? Why is friction so important for engineers who build cars to understand? What are some additional applications of friction in day-to-day life and for engineers? What would life be like without friction?

Vocabulary/Definitions

Force: Something that acts from the outside to push or pull an object. For example, an adult pulling a child in a wagon exerts a force upon the wagon.

Friction: A force that arises when things rub together.

Newton's third law of motion: For every action there is an equal and opposite reaction.

Assessment

Pre-Lesson Assessment

Discussion Question: Solicit, integrate and summarize student responses.

What forces make a car going 60 miles per hour stay on the highway traveling safely forward? Why does the car not slow down, swerve right and left, or slide off the road? (Answer: FRICTION and Newton's third law of motion. The friction between the road and the car's tires make it travel in the forward direction.).

Post-Introduction Assessment

Question/Answer: Ask the students and discuss as a class:

Imagine trying to stop a car by pushing on the brakes if there were no friction between the wheels and the road. What would happen? (Answer: If there were no friction, the wheels would stop, but the car would keep sliding, and would not slow down at all. The car would only stop when it hit something.)

Can you think of a situation in which an engineer might want less friction? When might an engineer want more friction? (Possible answers: Engineers try to reduce friction between moving parts so that they do not wear down as quickly. Increasing friction is a useful way to slow things down - that is how the brakes work in a car, a bike or a scooter! There are many other possible answers to this question.)

Lesson Summary Assessment

Roundtable: Have the class form into teams of 3-5 students each. Have the students on each team make a list of ways that friction affects cars by each person taking turns writing down ideas. Students pass the list around the group until all ideas are exhausted. Have teams read aloud the answers and write them on the board. (Suggestion: Friction does not only occur between wheels and the road - it also occurs between all moving parts in the engine, the brakes, etc.)

Friction Boggle!: Repeat the same activity as above, except when the teams read aloud their answers and write them on the board, ask if any other teams came up with the same idea. If any other teams have the same answer on their sheet, all teams have to cross that answer out on their list. The team that ends up with the most "unique" ideas, wins!

Lesson Extension Activities

Ask the students go home and ride their bike, and return to school with some observations about the movement of the bike and friction that they've made while riding their bike. How are road bikes different than mountain bikes? Why are the tires different?

Ask the students to research hovercrafts. How do they work? How fast can they go? What kind of surfaces can they go over? What role does friction play in the movement of hovercrafts?

References

Gittewitt, Paul. Conceptual Physics. Menlo Park, CA: Addison-Wesley, 1992.

Hauser, Jill Frankel. Gizmos and Gadgets: Creating Science Contraptions that Work (and Knowing Why). Charlotte, VT: Williamson Publishing, 1999.

Kagan, Spencer. Cooperative Learning. Capistrano, CA: Kagan Cooperative Learning, 1994. (Source for Roundtable assessment.)

VanCleave, Janice. Physics for Every Kid: 101 Easy Experiments in Motion, Heat, Light, Machines and Sound. NewYork, NY: John Wiley and Sons Inc., 1991.

Wolfson, Richard and Jay M. Pasachoff. Physics: For Scientists and Engineers. Reading, MA: Addison-Wesley Longman Inc., 1999.

Copyright © 2004 by Regents of the University of Colorado.

Contributors Sabre Duren; Ben Heavner; Malinda Schaefer Zarske; Denise Carlson

Supporting Program Integrated Teaching and Learning Program, College of Engineering, University of Colorado Boulder

Acknowledgements

The contents of this digital library curriculum were developed under a grant from the Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education and National Science Foundation GK-12 grant no. 0338326. However, these contents do not necessarily represent the policies of the Department of Education or National Science Foundation, and you should not assume endorsement by the federal government.

Last modified: July 29, 2020

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Red Light, Green Light: Forces of Friction, Roads & Tires - Lesson

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Building upon their understanding of forces and Newton's laws of motion, students learn about the force of friction, specifically with respect to cars. They explore the friction between tires and the road to learn how it affects the movement of cars while driving.

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In this lesson, students design their own parking garage, thus acting as architects and engineers. They must first map out their garage using blueprints, and then they must design an outline for the garage using a variety of materials (materials may vary). They are given constraints (limitations) for their parking garage. They first, however, learn about what architects and engineers do. This lesson is interdisciplinary, as it mainly focuses on the engineering process of designing a structure.

Link: Architects and Engineers: Working Together to Design Structures - Lesson - TeachEngineering

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Students explore the interface between architecture and engineering. In the associated hands-on activity, students act as both architects and engineers by designing and building a small parking garage.

Learning Objectives

After this lesson, students should be able to:

Explain the roles of an architect and an engineer.

Give an example of the differing responsibilities architects and engineers have in building design.

Explain that the development of steel was a key prerequisite for the construction of skyscrapers.

Educational Standards
Suggest an alignment not listed above

Introduction/Motivation

The day of the Olympic soccer game has finally arrived! Your class has rented an eco-friendly bus to take you to the Olympic stadium. As you pull up to the drop off point, you are in awe of how many people are around the stadium. The parking structure is jammed full, with cars packed into all 10 levels. The parking structure is very modern looking - with all sorts of fancy touches and decorations. It is indeed impressive. You know that civil engineers help to make buildings, but are a bit curious about who else might be involved in the process. Who else do you think may be involved in the process of making buildings? Other types of engineers, architects, land use planners, construction workers, among others, are all involved in creating buildings.

The two main designers of a building are the architect and the engineer. This may seem a bit confusing at first, as the roles and responsibilities of engineers and architects are not clear cut and overlap a bit. Let's try to clear things up, starting off with things that we know.

What is an engineer? An engineer is a person who designs and builds things for the benefit of society. Engineers use math and science to design and build structures, equipment and processes. (optional: show students the What Is Engineering? video)

What is an architect? An architect is a person who develops the creative designs for buildings or structures. So, the jobs of an engineer and architect, although similar, vary in some details.

How do architects and engineers work together? The architect is more concerned with the look of the structure, whereas the engineer is primarily concerned with the safety and functionality of the structure. The engineer figures out which materials to use and how to safely construct the building the architect has envisioned. Skyscrapers are a good example. Think of skyscrapers and how tall they are - what a massive feat to design and build such a tall structure.

Has anyone ever been in a skyscraper? Skyscrapers did not exist until about 90 years ago. Before there were skyscrapers, the tallest buildings could only stand about 10 stories high. This was because the main material used in constructing structures was wood. Architects had plans and hopes for taller buildings, but the materials available at the time did not allow for buildings to hold the weight of buildings greater than about 10 stories tall. Engineers began to develop steel beams that are much stronger than wood and could be used in the construction of buildings and bridges. Today, we call these sturdy beams, I-beams (see Figure 1). The development of steel I-beams was precisely what architects needed in order to build taller buildings; as a result, skyscrapers began to shoot up high into the sky.

Clearly, modern cities - with their amazing skylines - are the result of a joint effort between engineers and architects. The height and beauty of buildings and other structure cannot be accomplished without the efforts of both types of engineering.

So, we know that architects wanted to make bigger, more elaborate buildings, and engineers helped them to figure out how to make it possible. It seems, then, that architects come up with an idea and then make a plan that engineers help them execute. The architect's plan has a special name - it's called a blueprint (see Figure 2). Has anyone seen a blueprint? What is the purpose of a blueprint? After the architect creates the blueprint (building plan), the engineer goes over the architect's design and decides what materials must be used to make bring the architect's design to completion and to make the building strong enough for use.

Many types of engineers also work on other systems within a building, such as elevators, lighting, heating, ventilation, air-conditioning, plumbing and much more. It requires a lot of engineering teamwork to design, construct and finally prepare a building for daily use. From selecting appropriate furniture to energy efficient window coverings to sound proofing carpet, there are a lot of details that go into building design.

Lesson Background and Concepts for Teachers

An architect and engineer both participate in designing and building a structure, whether it is a house or a skyscraper. An architect designs and draws up plans for buildings, bridges, and other structures. The goal of an architect's design is to satisfy the customer's requirements, making the appearance of the structure to the customer's liking and performing quality work. Students can practice applying these considerations and skills to design their own parking garage with the Requirements & Constraints: Making Model Parking Garages activity.

Civil, architectural and structural engineers have the responsibility of applying an architect's design and carrying it through to construction. The goal of these engineers is to satisfy the customer's requirements and make the design functional and safe. Other engineers that may be involved in building design are electrical engineers for the lighting systems, mechanical engineers for the elevator, and plumbing engineers for the plumbing system, among others.

The key difference between an architect and an engineer is that an architect focuses more on the artistry and design of the building, while the engineer focuses more on the technical and structural side. While the architect is concerned with making the building aesthetically pleasing, an engineer makes sure that the building is functional and safe. (There is, of course, a lot of overlap, but these definitions should give students a general idea.) Architects design a structure by considering the customer's needs and requirements. Engineers design the structure according to the architect's design, including electrical drawings, structural layout and plumbing. To develop and present their designs, both architects and engineers use technical drawings called blueprints. A blueprint is the detailed drawing presented by an architect or engineer that outlines their design. Blueprints can be hand-drawn or drawn on a computer using a computer aided drawing program, such as AutoCAD® or SolidWorks®.

In designing any structure, an architect has to plan out their ideas by making a scaled drawing (see Figure 3). Before an engineer can approve an architect's design, they have to analyze the design and select materials that can safely uphold the structure. An engineer takes the blueprint presented by an architect and determines whether or not it is possible to build, and what are the best materials to use. Different materials have different advantages, such as greater strength or greater flexibility. One advantage of wood, for example, is that it provides a lot of strength but can also be cut down to size with ease. Steel, however, is better for tall buildings because it is stronger than wood and can be made into long beams. There are a lot of decisions that go into every minor detail of designing and building structures. In order to design safe structures that will last for many decades, engineers must stay current on the properties of materials, know about design flaws and research new engineering technology.

Associated Activities

Lesson Closure

It is getting close to game time and your class decides to head into the stadium to grab your seats before the action starts! As you walk into Olympic stadium, you are still thinking about what you just learned about architects and engineers. You know that there are lots of different sites for the different Olympic events: the soccer field, the gymnasium, the swimming facility, and many more. Some of these buildings look really neat and must have taken a lot of work from both architects and engineers! Let's see if you can remember the difference between the roles of an architect and an engineer. Who can tell me what architects do? (Answer: An architect focuses more on the artistry and design of the building.) Great! And what do engineers do? (Answer: The engineer focuses more on the technical and structural side.) Can someone give an example of how engineers and architects have different responsibilities in designing a building? (Possible Answers: Architects decide where windows and lighting should be, where doorways and stairs should be located, where built in bookshelves and counters should be, etc. Engineers concern themselves with making buildings safe and functional by selecting structural materials, deciding where the structural members of the design need to go, and designing the electrical, heating, ventilation, air conditioning and plumbing systems.)

I have one more question for you. Who remembers what very important thing had to happen before architects and engineers could build tall skyscrapers? That's right! Steel, which is stronger than wood, had to be invented. This is a great example of how an engineering development allows architects to realize their vision of amazingly tall buildings.

Vocabulary/Definitions

Architect: A person whose profession is designing and drawing plans for buildings, bridges and houses, as well as many other structures.

Blueprint: A detailed plan of a design, usually to scale.

Computer-aided design: Design software used in architecture and engineering to create precision drawings; also known as CAD.

Engineer: A person who uses math and science to design and create things for the benefit of humanity and our world.

Assessment

Pre-Lesson Assessment

Discussion Questions: Solicit, integrate, and summarize student responses.

Does anyone know what an engineer does? (Answer: An engineer is a person who designs and builds things for the benefit of society. Engineers use math and science to design and build structures, equipment and processes.) Who can explain what an architect does? (Answer: An architect is a person who develops the creative designs for buildings or structures.) Can someone think of when these two professions would work together? (Answer: in the design and construction of a skyscraper, an Olympic stadium or any structure) Besides civil engineers, what other types of engineers are involved in making a structure? (Answer: electrical engineers, land-development engineers, lighting engineers, mechanical engineers, etc.)

Post-Introduction Assessment

Olympic Design: As a class, choose one Olympic building or site, and then make a list of different tasks that are performed in designing that structure. Some of these tasks include:

Figuring out the correct sizing of doorways, the number of bathrooms, where to put the light switches, which roofing material to use, etc. Try to figure out if these tasks are part of the architect or the engineer's drawing/design. (Answers: doorways - architect; bathrooms - architect; light switches - engineer; roofing material - engineer.)

As students call out components, write the different parts in two columns - one under "architects" and the other under "engineers." Ask the students to help you decide which column the different parts of the building should go under. Ask the students if they remember what had to be developed in order for tall, complicated buildings to be built. (Answer: steel) Remind the students that building a structure can be quite complicated, so it is extremely important that architects and engineers exercise good teamwork to meet the needs and desires of the customer.

Special Structures Discussion: Discuss as a class:

What are some different structures that architects and engineers designed and built together? (Answer: Almost any structure - including bridges, schools, homes and businesses - is the result of architects and engineers working together. If you are doing this activity as part of the Olympic Engineering Unit, use examples from the Beijing Olympics.)

Lesson Summary Assessment

Drawing: Have the students draw their Olympic hotel and make a "blueprint" of their room. The blueprint should include doorways and parts of the room, not furniture or accessories unless they are built into the hotel. Have the students label parts designed by an engineer (light switches, plumbing, etc.). You will likely need to draw an example blueprint on the board, and it would also be helpful to explain what is meant by "top view" of a room or building.

Lesson Extension Activities

Have students research a structure and try to find blueprints of the building. Alternatively, have students visit a library and check out a book of building blueprints in which they are interested.

Have students research skyscrapers and discover other engineering accomplishments that were crucial to the development of skyscrapers (i.e., elevators, computer information monitors, telephones, etc.).

References

Beijing Municipal Commission of Urban Planning, "Presentation of Competation for the Architecture Design of National Stadium (2008 Olympic Main Stadium)," 2002. www.bjghw.gov.cn/web/static/catalogs/catalog_itl/itl.html Accessed November 2, 2006

Bellis, Mary. About, Inc., About.com, "The History of Skyscrapers," 2006. http://inventors.about.com/library/inventors/blskyscapers.htm Accessed November 2, 2006

Penn State, Department of Architectural Engineering, F.A.Q. for Prospective Students. www.engr.psu.edu/ae/advising/prospective_faq.asp Accesed November 2, 2006

Rangaswamy, Aswin, P.E. Structural Engineers Association of Southern California, "FAQ," 2006. http://www.seaint.org/SEAOSC/public/faq.htm Accessed November 2, 2006

Wikimedia Foundation, Inc. Wikipedia, The Free Encyclopedia, "Architectural Engineering," October 31, 2006. www.wikipedia.org Accessed November 2, 2006

Wikimedia Foundation, Inc. Wikipedia, The Free Encyclopedia, "Skyscraper," www.wikipedia.org Accessed November 2, 2006

Wikimedia Foundation, Inc. Wikipedia, The Free Encyclopedia, "Blueprint," www.wikipedia.org Accessed November 2, 2006

Copyright © 2006 by Regents of the University of Colorado.

Contributors Sara Stemler; Melissa Straten; Katherine Beggs; Denali Lander; Abigail Watrous; Janet Yowell

Supporting Program Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulder

Acknowledgements

The contents of this digital library curriculum were developed under a grant from the Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education and National Science Foundation GK-12 grant no. 0338326. However, these contents do not necessarily represent the policies of the Department of Education or National Science Foundation, and you should not assume endorsement by the federal government.

Last modified: May 3, 2023

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Architects and Engineers: Working Together to Design Structures - Lesson

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Students explore the interface between architecture and engineering. In the associated hands-on activity, students act as both architects and engineers by designing and building a small parking garage. After this lesson, students should be able to: Explain the roles of an architect and an engineer.

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In lesson, students design and program robotic arm to pick up and carry a soda can. They first learn about robotics engineers as well as common designs for robotic arms. Students are provided with syringes that shoot out hydraulic fluid, bolts and screw, and scraps of wood. They learn how hydraulic pumps work and how they can use the fluid to put the arm in motion. This lesson is intradisciplinary, as it mainly focuses on engineering.

Link: Hydraulic Arm Challenge - Activity - TeachEngineering

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In this lesson, students learn about the lungs and how they bring in air. They learn names of important muscles and inside organs that have a role in the breathing process. They then learn about common breathing devices that engineers build to help those who have breathing issues. They are then challenged to design their own breathing device out of water balloons, a plastic bottle, and 2 straws. This lesson is interdisciplinary, as it combines science (learning about the lungs/anatomy) and engineering.

Link: Creating Model Lungs: Just Breathe! - Informal Learning Activity - TeachEngineering

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Creating Model Lungs: Just Breathe! - Informal Learning Activity