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ByJoel Rosenberg

Julie BrenninkmeyerLee Pulis

Cary Sneider

Rebecca Pierik, Editor

Museum of Science, Boston

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Engineering the Future: Designing the World of the 21st

Century is a product of the National Center forTechnological Literacy (NCTL) at the Museum of Science,Boston. The President and Director of the Museum ofScience is Ioannis Miaoulis. The Chief Operating Officer isWayne Bouchard. Chief Financial Officer is John Slakey.

This publication was made possible through grants from the:

National Institute for Technology and Standards (NIST)

U.S. Small Business Administration

Massachusetts Technology Collaborative

Cisco Corporation

Copyright© 2005, Museum of Science, Boston.

All rights reserved. Printed in the United States of America. Thiswork may not be reproduced by mechanical or electronic meanswithout written permission from the Museum of Science, Boston,except for pages to be used in classroom activities and teacherworkshops.

For permission to copy portions of this material for otherpurposes, please write to:

Vice PresidentEducator ProgramsMuseum of Science1 Science ParkBoston, MA 02114-1099

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Teacher’s Guide to Engineering the Future SAMPLE DRAFT 10/27/05

Project 1 Design the World’s Best OrganizerIntroduction to Engineering Design and Manufacturing

Project 1 Designing the World’s Best Organizer introduces your students to theworld of engineering. In the first class the students view a video of an industrialdesign team at work. They immediately apply what they learn to design a bettercell phone holder. They learn more about what engineers do by reading thestories of working engineers in their textbooks. Next the students learn how tomake engineering drawings—a skill which they will need to accomplish themajor project—designing the world’s best organizer. The students see thatorganizers are all around us, helping people keep track of objects andinformation that they need on a daily basis. In the remaining tasks the studentsfollow the engineering design process. They define the problem, conduct marketresearch to find out what kinds of organizers people need and are willing to payfor. They redefine the problem in terms of criteria and constraints, generateseveral possible solutions, choose the best one, develop that idea further andbuild a mock-up and a prototype. They test the prototype with the intendedaudience, and calculate what it would cost to produce, ship, and market todetermine whether or not they’ve met the challenge of developing the world’sbest organizer. Finally, they apply what they learned about manufacturing intheir textbooks, to redesign their organizers and prepare drawings andinstructions for manufacturing.

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Project 1 45-minute class periods: 5 10 15 20 25 30 35 40 TextChap

Task 1.1 New Employee Orientation.Students fill out questionnaire, view anddiscuss a video about industrial design, andreceive project assignment.

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Task 1.2 Design a Cell Phone Holder.Examine needs, sketch possible ideas,create mock-ups, and estimate costs.

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Task 1.3 Engineering Drawing. Learn howto make oblique, perspective, orthographicand isometric drawings.

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Task 1.4 Define the Problem. Define themajor problem to be solved, including criteriaand constraints. Form a team.

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Task 1.5 Conduct Research. Find outabout the competition. Identify possiblecustomers, then conduct a survey todetermine their needs.

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Task 1.6 Propose Creative Ideas.Brainstorm and sketch possible solutions tothe problem. Share ideas with othermembers of your team.

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Task 1.7 Choose the Best Solution.Analyze solutions with respect to criteria andconstraints, and select the best solution todevelop further.

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Task 1.8 Build a Prototype. Learn safetyrules; make orthographic drawings of theselected design, then construct a scalemodel and prototype.

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Task 1.9 Test the Prototype. Determine ifthis design will save the company. lll 8Task 1.10 Communicate the Design.Present your design to the President andBoard of Acme Organizer Company.

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Task 1.11 Redesign for Manufacturing.Create a plan for manufacturing yourproduct.

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Task 1.12 Prepare for Evaluation. ReviewEngineer’s Notebook. Improve as needed. lll

This is a Ganatt chart, which is used by engineers to break a large project down intosmaller tasks with time estimates. You may want to share this with your students orcreate your own.

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Task 1.4 Define the ProblemOverview The reading assignments of the first three chapters highlight the

engineering design process. The students will now apply this processas they prepare for the major design challenge of the unit—to save acompany the produces and sells organizers from financial ruin bycreating a new organizer product that will meet people’s needs.Task 1.4 is to take the first step of the engineering design process: todefine the problem in terms of criteria and constraints.

Time Frame 2 Class Periods

Focus Question How can we save our company through engineering?

Objectives Students are able to:• Name many of the technologies that surround us and describe

how they are organized.• Explain how the engineering design process learned from the

textbook might apply to this new challenge.• Develop preliminary ideas for the marketing study.

MA Standards 1.1 Identify and explain the steps of the engineering design process,i.e., identify the problem, research the problem, develop possiblesolutions, select the best possible solution(s), construct a prototype,test and evaluate, communicate the solution(s), and redesign.

Materials No special materials are required for Task 1.4 except for the students’Engineer’s Notebooks and pens or pencils.

Preparation Materials for Prototypes. Decide in advance what is feasible givenyour budget and available facilities. (This topic is discussed atgreater length at the beginning of this unit, under “Preparing toTeach Project 1.) If possible, obtain sample materials to showstudents what they will have available to construct their organizerprototypes. Be specific in terms of the dimensions and amount ofmaterials that will be allowed for each team. For example, oneteacher limits each team to a 1”x 6” x 8’ pine board, plus as much1/4” plywood and scrap molding as they need.

Materials for Mock-ups. The material used for the mock-up willrepresent the material used for the prototype, but be quicker andeasier to build with and change. Corrugated cardboard or foam-corecan be used to represent wood or other durable materials.

Teams. Prepare to assign the students to teams. It’s best to groupstudents who have a range of skills. In many settings teachers havefound it advisable to have all-girl and all-boy teams so the boys donot dominate when it comes to building things.

1st Class 1. Hand out New Employee Survey 1C. Tell the students that thisshort questionnaire is intended to find out what they already knowabout manufacturing. They should not worry if they don’t know theanswers yet, as they’ll have a chance to answer these questions againat the end of the term (or quarter.)

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short questionnaire is intended to find out what they already knowabout manufacturing. They should not worry if they don’t know theanswers yet, as they’ll have a chance to answer these questions againat the end of the term (or quarter.)

2. Recall the Engineering Design Process. On the first page of Task1.4 the students will see the steps of the engineering design processthat was introduced in the first three chapters of their textbook.Point out the symbols in the middle of the page and ask them toguess which step each of the symbols represents. Invite them tocompare ideas with other students, and when they think they have itfigured out to turn the page and see what the illustrator had in mind.

3. Which steps did you following in Task 1.2? Ask the studentshow many of these steps they followed in designing their cell phoneholder. (Most likely they will note that they: 1- defined the problem;2- researched the problem by talking with people; 3- developedpossible solutions; and 4- chose the best one to make a mock-up. Ifthe students say they 5- created a prototype, remind them of thedistinction between mockup and prototype—a prototype is made ofthe material that they expect the production model to be made from.The students should recognize that they did not go through theentire engineering design process—yet.)

4. Introduce the scenario. Have the students read the next page,which provides an overview for the rest of Project 1. When they arefinished ask volunteers to paraphrase the scenario.

5. What’s an organizer? Call students’ attention to the next page intheir Engineer’s Notebook, which defines an organizer as “anythingdesigned to keep smaller things so they stay together and are easy tofind and retrieve when needed.” Allow the students 5 or 10 minutesto list the organizers they see around the room on their own beforediscussing it with them.

6. Expand the concept of an organizer. Call the class’s attention andask students to name some of the things on their lists. At firststudents are likely to think of just the things that we normally call“organizers,” such as desk organizers, or file drawers. If they don’tdo it without prompting, encourage them to think more broadly. Ifthere are doubts, apply the definition to see if it fits. For example:Book cases organize books so it’s easy to find the book you want.Wallets organize money, cards, and photos so they are easy to access.Pockets in our clothes organize change or other things we want tocarry with us.Computers organize information so it’s easy to store then find whenyou want it.

7. Why are organizers important? Ask the students the questions atthe bottom of the page:

“What would this room look like if the organizers disappeared butthe things in them remained?” (A mess!)

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“How is a house like an organizer?” (It organizes people and thingsthey need for living. Different functions occur in different rooms.)

8. What’s the problem? On the next page the students are asked todefine the problem presented in the scenario, and to list the criteriaand constraints that are part of the problem definition. First, ask thestudents to recall the following definitions of criteria and constraintsfrom their reading:

Criteria are the desired elements of the final product.

Constraints are the limitations to the design or design process.

Give the students time to fill in the blank spaces on the page, first bydefining the problem in their own words, and then by listing criteriaand constraints. Let them think about it on their own for a while,before holding a discussion about it.

9. Discuss criteria and constraints. The students may havedifficulty coming up with criteria and constraints since the scenariodoes not directly provide these. Invite students to share their ideasabout what the criteria might be. See if you can get them to generatemore of their own ideas by asking further questions. For example:

To generate ideas about criteria: In order to “save thecompany” what qualities will you look for in a new product?(e.g. It needs to be attractive, to fulfill a need, to be better thancompeting products, be cheaper than the competitors, becolorful, etc.)

To generate ideas about constraints: What limitations do youthink you should place on yourselves when you design thisproduct, so it will have a chance for economic success? (e.g. Itshould not be too costly, or too big and heavy, or require a lot ofcare and maintenance.)

10. Assign Homework: Chapter 5. Ask students to read Chapter 5 intheir textbooks, and to answer questions at the end of the chapter.

2nd Class 1. Discuss the Homework: Chapter 5. This chapter provides aninsider’s view of the industrial design firm, IDEO, which wasfeatured in the Nightline video shown in Task 1.1. Students shouldcome away from this discussion with a few key concepts:• Good teamwork is essential to good design. Good teamwork

means that team members listen to each other thoughtfully, andrespect different viewpoints and skills of other team members.

• Good design brings together art, science, and math, and theability to observe people and understand their needs.

• Although human factors specialists and artists are important ondesign teams, engineers of various kinds are also important.(Industrial, mechanical, electrical, and software engineers arementioned in the chapter.)

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mentioned in the chapter.)• Some products, like wallets and televisions, are designed for a

mass market, which means a great diversity of people would beinterested in buying them. Others are designed for a nichemarket, which refers to a smaller group of people with a specialneed, such as surgical instruments for doctors.

• Innovation refers to the improvement of existing products,which is what designers and engineers do most of the time.Invention refers to the creation of new products.

2. Assign teams. Assign groups of students to work together on theorganizer project. Explain that they will be working together for theremainder of the Organizer Project.

3. Discuss problem definition. Ask the students to pull their chairstogether so that they can compare their ideas about defining theproblem. Tell them that they can add (or subtract) ideas from thepreliminary list that they made, in response to ideas from others.They should agree on a clear statement of the problem, and a list ofat least three criteria and three constraints. They should all have afinal statement of the problem in their Engineer’s Notebooks beforeleaving class.

4. Discuss strengths of the other team members. Ask the studentsto fill out the next page in which they list the names of the otherstudents on their team, and one or two strengths each student iswilling to declare. Remind the teams of the Nightline video thatshowed how important it is to have team members with diverseskills. Ask each student to think of one skill that they have thatwould be helpful in designing things to share with their teammates.

5. Materials for Mock-Ups and Prototypes. On the next pagestudents will see the definitions of mock-ups and prototypes.Explain that after they design their organizers, each team will have achance to construct a mock-up. That will help them decide if theywant to make any changes before building a prototype out of moredurable material. It’s best if you can tell them what kind of materialthey will use, and how much they’ll have to build their organizersand mock-ups. There is space in their Engineer’s Notebooks torecord that information.

6. Assign Homework: Chapter 6. Ask students to read Chapter 6 intheir textbooks, and to answer the questions at the end of thechapter. Their answers to the questions can be inserted after Task 1-4.

Assessment Evidence of team accomplishments will be found in the papers thatthe teams create together. Collect one paper from each team andread carefully to see if there are any ambiguities in the problemdefinitions, misuses of the terms “criteria” and “constraints,” or casesin which solutions are incorporated in the problem definition.

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Background and Teaching Suggestions

Task 1.4 is the first in a series that will walk the students through each step of theengineering design process. As such, it is important for you to call your students’attention to the graphic at the top of each Tasks as a kind of mental map—here’s wherewe are in the engineering design process.

The engineering design process is at the heart of what engineers do. Even though mostengineers do not follow this process step-by-step, it nonetheless provides a pathway forthinking, just as the inquiry method does for scientific thinking. The following chartillustrates that scientific inquiry and engineering design are parallel processes, but arenot exactly the same.

Scientific Inquiry Engineering Design

Identify a question that can be answered. Identify a problem that can be solved.

Design and conduct scientific observationsand investigations.

Design and conduct research anddevelopment studies.

Develop descriptions, explanations,predictions, and models using evidence.

Propose a variety of different solutions.

Propose a hypothesis to test the mostlikely explanation.

Build a prototype to test the mostpromising solution

Test the hypothesis through computersimulations, experiments or byobservations in the field.

Test they prototype through computersimulations, experiments or byobservations in the field.

Communicate findings to otherResearchers.

Communicate the best solution to theclient.

Identify new questions that grow out ofthe previous research study.

Redesign in response to feedback abouthow the product or process functions.

Another important distinction is that unlike the work of scientists, artists, or poets, whomay work on projects that only they and their peers think is important, engineers musttake into account the needs and interests of many more people.

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Project 2 Designing Sustainable CitiesIntroduction to Construction Technology

Designing Sustainable Cities introduces students to the problems of today’s cities thatsprawl across vast areas, negatively impacting the environment, while making the livesof inhabitants more difficult through longer commutes and pollution. To address theseproblems the students learn about the “new urbanism” movement in which cityplanners, architects, and engineers work together to design structures that serve avariety of functions. Students are challenged to work in teams to design a structure forhousing and at least one other function, such as office space, retail shops, ormanufacturing facilities.

By estimating building sizes and working with scale to draw floor plans and footprintsof buildings the students skills from chapter 1 are enhanced and extended to largerobjects and spaces. Forces and loading are explored by first considering how a deckdistributes loads and then extends into testing different materials. Students considerhow specific properties of materials are important to take into account when selectingbuilding materials. It is possible at this point to note the interaction of science andengineering, as the students will have to problem solve to create appropriate testingdevices for their materials. After choosing some appropriate materials the studentsexplore the function of structures, the shapes that structures can take, and how they areable to withstand the forces that act on them. Finally they look at how thermal energy istransferred and how a home does its part to keep humans warm in winter and cool inthe summer. In the culminating activity of the unit the students bring to bear all thatthey’ve learned as they meet the challenge of designing a structure with living spacesand working spaces by presenting a model and a plan of a building of the future.

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Project 2 :45-minute class periods: 5 10 15 20 25 30 35 40 TextChap

Task 2.1 Defining the ProblemStudents examine how much space isused and investigate reasons for urbansprawl.

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Task 2.2 Working with ScaleStudents draw on their math knowledgeand review scale and scale factors bydrawing plan views of their classroom andfootprints of their home.

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Task 2.3 Design a Deck: Know YourLive and Dead LoadsStudents examine total loads explore howthey are transferred through the membersof a decking structure.

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Task 2.4 Engineering Strength ofMaterials Students test different materialsand analyze their strengths under differenttypes of forces.

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Task 2.5 Testing Concrete ColumnsStudents explore the properties of themost common building material by creatingand crushing concrete samples.

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Task 2.6 Design a Tower: TheImportance of FailureStudents design and then load a tower tofailure to do an analysis of the forces thataffect a structure.

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Task 2.7 Exploring Structural Shapesand ElementsStudents explore how shape affectsstructural integrity and how forces act inmembers of a structural system.

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Task 2.8 Investigating ThermalTransfersStudents are introduced to energyconcepts through thermal systems, andexplore thermal energy balances in astructure.

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Project 2: “Present your Building of theFuture”Students present a plan and a model oftheir building that will be a step towardsreducing urban sprawl and includesimportant considerations for structuraldesign and thermal energy efficiency.

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Task 2.3 Design a Deck: Know Your Dead and Live Loads

Overview In this activity the students are challenged to design and build amodel of a deck that will support its dead load and a live load. Theyare given dimension criteria and a minimal amount of materials(straws, cardboard, paper and tape). They will need to consider howto orient their materials (horizontal vs. vertical strips) to maximizestrength to support the dead and live loads.

This activity can be introduced before discussing constructionvocabulary, then enriched by applying those terms to their structures.By the end of this task, students should understand the definitions ofgirder (beam), joist, decking (or flooring) and post.

Internet research on building codes and deck design is suggested.Students are prompted to look at their state’s Building Code (whichmay be found online in most cases) to find the minimum allowablelive load the deck must support. The deck design task is followed by acalculation challenge -- to select a hot tub that stays within live loadconstraints. They are also asked to calculate safety factors andconsider appropriate placement of the hot tub. Having familiarizedthemselves with deck elements, students will then redesign their deck(if necessary) to support a hot tub, and create scale drawings withconstruction components labeled and forces identified. Finally, theywill need to fill out a building permit for their project.

Time Frame 3-4 class periods

Focus Questions How does the orientation affect the strength of a beam? What are thecomponents of a deck and how do they distribute a load? Whatinformation would you need to calculate the dead load of a deck?How will structural components be arranged for maximum strength?What is a building permit and when do you need one?

Objectives Students are able to:• Calculate total loads as a sum of dead load and live loads.• Recognize how to maximize the strength of a building component

by spacing and orientation.• Recognize how the loading is transferred to the ground.• Describe the purpose of a building permit and some of the

requirements for building.

MA Standards 1.1 Identify and explain the steps of the engineering design process.The design process steps are identify the problem; research theproblem; develop possible solutions, construct a prototype; test andevaluate; communicate the solutions and redesign.1.4 Interpret and apply scale and proportion to orthographicprojections and pictorial drawings, such as 0.5” = 1’-0”1.5 Interpret plans, diagrams, and working drawings in theconstruction of a prototype.

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2.2 Distinguish among tension, compression, shear and torsion, andexplain how they relate to the selection of materials in structures.1.3 Calculate the resultant forces for a combination of live loads anddead loads.2.5 Differentiate the factors that affect the design and building ofstructures, such as zoning laws, building codes, and professionalstandards.

Materials Copy paperCardboard (or tag board)Masking tapeStraws

Preparation Teachers should read Chapter 11, “The Big Dig” in the EngineeringText book to become familiar with the concepts of live load and deadload. It is recommended that the teacher should have some idea ofhow decks are constructed; the Internet and do-it-yourself books canhelp.

Teachers should try the deck project themselves before introducing itto their students. Students may be more conscious of their limitedsupply of building materials if the paper, cardboard and tape are pre-cut and handed out as a package.

1st Class

1. Hand out the second assessment for this chapter labeled “ETF Inc. EmployeeOrientation Survey: 2.3-2.5 Engineering Properties of Materials”. Give studentstime to complete it and then collect their responses. Assure them that thisassessment is only going to help them highlight what information is importantfor the end of the year test and wrong answers do not count against theiracademic mark.

2. Introduce this activity by inquiring about student experience building a deck orporch. Brainstorm the types of materials required.

3. Define the task -- to build a model of a model deck (8” x 11” x 3” high) that willsupport its own weight (dead load) and a live load (building materials) whilekeeping the cost to a minimum (material constraints).

4. Provide each team with one piece of copy paper, six 1”x 11” strips of cardboard(or tag board), 2 plastic straws, and masking tape. The paper is intended torepresent the decking, the cardboard (or tag board) can be used for girders andjoists, the straws are the posts, and the tape is the fastening system.

5. While students are working on their models, circulate around the room to: Ask students to describe what they are trying to accomplish with their design. Provide tips to help students with techniques of cutting, joining, and drawing. Ask students: “What happens to a flat piece of cardboard when you hold the

ends and push in the middle? Is there a way to orient it so it doesn’t bend?” Discuss how orientation affects the strength of a beam; increasing the vertical

surface area increases the strength of the material that is loaded from above.You may be able to make some quantitative observations by applying a stack

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of hanging weights from the center of the beam in two different orientations.Popsicle sticks are useful as well.

6. Assign Homework: Have students read Chapter 11, “The Big Dig” and takenotes. Answer questions in “What’s the Story?”

2nd Class

1. Direct students to place live loads on their structures such as books, videotapesor cups with sand. They should note weak areas and any failure in theirEngineering Notebook and identify options for strengthening their modelswithout extra materials.

2. While students are testing their models, circulate around the room to:• Encourage students to think about how to space components and consider

configurations that work best to hold a live load.• Introduce terms like compression, tension, bending, shear, and torsion and

ask students to identify locations where these forces exist.

3. Conduct a group discussion about lessons learned as they are building andadded live load to their model decks.

4. Brainstorm solutions (deck configurations), and ask teams to create scaledrawings of alternative deck plans and identify the most logical alternative(s).Remind students they are using the engineering design process to try out theirprototypes and they are allowed to redesign and redraw until they have a sturdydeck.

5. Ask students to analyze their designs by answering the questions in theirEngineering Notebook. This includes a question about converting the model sizeto actual deck dimensions. If their 8”x 11”x 3” high design is a 1”= 2’ model, the actualdeck dimensions would be 16’x 22’x 6’ high.

6. Assign Homework: Review Chapter 11 and answer the questions in “Designingwith Math and Science,” “Connecting the Dots,” and “What do you think?” onnotebook paper.

3rd Class

1. Encourage students to research the building elements used in deck constructionand the type of wood and wood alternatives used. The weight (and/or density)of the construction materials is necessary to calculate the dead load of thestructure. They may also be able to research the building code for live load fordecks. This will require having Internet access.

2. Have students solve the Tymann family question in the Engineering Notebookby calculating the live load of the hot tub with water. They will also considerhow a safety factor and building codes might affect the design.

Tub weight+

(Gallons x Pounds/Gal) = Total Load ÷ Area = Pressure x Safetyfactor

Adj.Pressure

300 lbs 265 8.34 lbs/gal 2510 lbs 36 sf 69.7 psf 1.25 87 psf400 lbs 350 8.34 lbs/gal 2919 lbs 64 sf 51.9 psf 1.25 65 psf

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3. Review questions from reading and encourage discussion on the design andconstruction process of the Big Dig and the simple design of the model deck.What things do they have in common?

4. Introduce the building permit in Engineering Notebook and ask students to fillit out according to their deck design. This means that some areas will remainblank, as they do not apply to obtaining a deck permit. (Students may note thatlater they will study other areas they could fill in for different permits likeimproving heating systems or other structural improvements)

5. Assign homework: Have students finalize the task by explaining the designprocess in a report, including the types of forces that exist in the differentmembers of the deck, spacing of joists, dead and live loadings, dead and liveload reactions. Hand in report with building permit, drawing and model.

Assessment

Use discussion to assess students’ understanding of the activity. Evaluate reports withscaled drawings, design process and dead and live load reactions as well as thecardboard model. Use the rubric to evaluate student work. Expect students to applylearning to final design project.

Background Concepts or Teaching Suggestions:

The main concepts in this task include reviewing the engineering design process,drawing a plan to scale, and teaching how a live load and dead load is simplified to areaction force in the vertical member (post) of a structure. Teachers may choose to keepthe live load and dead load in terms of their distributed form in lbs/ft2 (psf) of deck orinspire the students to use the mathematical formulas given in the Teacher’s Guide tofind the compression force in the post. Students can find the weight of the decking andjoists and divide this by the joist spacing for dead distributed load. Live distributed loadwould be the 60 lb/ft2or other as stated in the code. Total distributed loading would bethe sum of these two.

The purpose of the model is to see how members respond to loading and figure out theircorrect orientations. By working with a three dimensional model, students can betterfigure in spacing as well. A second drawing should be included to show the final deckplan, as figured by testing the prototype model.

Extension Activity:

Have students calculate the dead load reaction at posts by using the cubic weight ofSouthern Pine (Southern pine is used for deck construction, at 12% moisture content, 38lb/ft3) multiplied by the total volume of the deck and dividing by the number of posts.Ask students what the live load will be for the deck and how they think it may betransmitted as a reaction at the post. Keep in mind that design is governed by themaximum loading, so a post in the middle of the deck will experience more of a reactionthan one on the side. In order to analyze live load reactions at a central post follow thisformula:

code live load in square feet x spacing of joists x length of joist

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Have students add live load and dead load reactions to find the total reaction at the post.Note here that dead load and live load reactions are measured in pounds and dead andlive loadings are measured in lb/ft or lb/ft2.

Deck Project Rubric

3 2 1

EngineeringDesignProcess

Students successfullydocument all steps of theengineering designprocess: define problem,research, come up withalternatives, make aselection, test, redesign.

Students define someof the steps of theengineering designprocess.

Students define acouple of steps of theengineering designprocess.

Final PlanDrawing toscale

Plan is correctly drawn toscale, is neat, elements ofdeck are labeled.

Plan is drawn to scale. Drawing attempted,not drawn to scale.

Final Modelto scale

Final model has all fourcomponents, is compact,and built to scale.

Final model is built toscale and/or compact.

Final modelattempted.

Calculationof live load

Maximum live load atposts calculated fromresult of building code liveload. Students find total-loading reactions for postsusing formula stated inTeacher’s Guide.

Post live load reactioncalculations haveminor errors.

Attempt at live loadcalculation.

Calculationof dead load

Wood weight per cubicfoot is accurate. Studentsfind volume of deck andmultiply this by cubicweight, then divide bynumber of posts to finddead load reaction. Totalreaction calculated byadding dead load and liveload.

Calculations haveminor errors.

Attempt at dead loadcalculation.

BuildingPermit

Building Permit isaccurately and completelyfilled out.

Building Permit is notaccurate and/or notcomplete.

Building Permitincluded.

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Project 3: Improve a Patented Boat DesignIntroduction to Fluid and Thermal Systems

This project involves the engineering design process and highlights teamwork,innovation, press- and brake-formed manufacturing, fluid dynamics, hydraulics,pneumatics, propulsion, heat engines, resistance in pipes, product quality improvement,patenting and marketing.

Once a product already exists, engineers often redesign it. Patents are meant to protectoriginal ideas, but also make those ideas known to others, so that improvements can bemade. That’s what happened with the putt-putt boat, a toy invented in the late 1800s,and redesigned several times in the early 1900s. This toy is still manufactured today inIndia, and there are many patents available (viewable online) that date back as far as theoriginal British design in 1891 by Tomas Piot.

In this project students do hands-on research with fluid power transmission systems,construct and test prototype boat hulls and heat engines, test system variables, writepatent applications summarizing proposed design improvements, and present proposedmarketing plans.

In the first task, students build a wooden manufacturing die to press-form a metal hull.Students explore compressible and incompressible fluids with syringe systems filledwith air and water. They decide whether to make their “forming machine” pneumatic orhydraulic. They see that incompressible liquids transfer energy more directly thangases, since compressible gases store some of the energy in their “springiness.” Theyalso learn how different diameter pistons can be used to amplify forces. As analternative to the metal hull, students use a pattern to fabricate a brake-formed hullfrom a milk carton. Manufacturing concepts and power transmission systems andprocedures for mass production of the boats are considered.

With their hulls complete, students can attach pistons and pipes to simulate thefunction of the engine. A demonstration of the water rocket shows how propulsiondepends on the expulsion of mass, such as water. A closer look at this system allowsstudents to formulate ideas about how they might alter boat form (appearance) andfunction (performance).

Students build a simple aluminum heat engine and observe how it works. Bycomparing the Piot engine cycle with other commonly used engine cycles, students seealternative ways that thermal differences can be used to create pressure differencesthat make things move. To gain a deeper understanding of efficiency, students considerit in their redesign. Students study resistance in pipes using different kinds of strawsand then boat-test various piping configurations. Time is provided for teams to test theirown original design improvement ideas.

Team results are communicated to the class as design improvement patent applicationsand marketing plan presentations. Rubrics are provided for assessment, and projectpre-test questions are re-administered for post-learning comparison.

This unit ties to the other units using the context of the ETF, Inc. design company againshifting focus. A new putt-putt boat design is suggested by fund-raising consultants as away to raise funds for the town’s hospital building campaign.

Page 18 DRAFT


Project Schedule(Modify and update the project timeline as needed for school breaks, vacations, in-service, snow days, test days, etc. Write weekly start/end dates above timelinecolumns.)

Dates:

Tasks & Subtasks Week: 1 2 3 4 5 6 7 8 9I 3.0 Project Intro & DemoC 3.1 Construct a Hull-Forming PressC • Make a Two-Part DieT • Test Open and Closed Fluid

SystemsR 3.2 Research Fluid Force

AmplificationR • Pneumatic System AnalysisR • Hydraulic System AnalysisSDT 3.3 Select & Test the Best Hull-Mfg.

Syst.*

C 3.4 Fabricate a Brake-Formed HullR 3.5 Compare Basic Propulsion

SystemsR • Investigate the Putt-Putt Engine

CycleCT 3.6 Fabricate & Test a Prototype

EngineC • Prototype Boiler FabricationC • Boiler InstallationT • Test Your Prototype Engine!R 3.7 Investigate Heat EnginesDT 3.8 Test Resistance in PipesRT 3.9 Test Product ImprovementsCo 3.10 Communicate Results &

Conclusions

* Scheduling note to Task 3.3: If you are ahead of schedule at mid-project, add a day ormore here. Have students share and discuss with the class their Internet researchfindings on the applications and comparative advantages and disadvantages ofhydraulic versus pneumatic power transmission systems.

1. Project 3 illustrates how steps of the Engineering Design Process are not alwaysfollowed in sequence. In the left column above, each task and subtask is labeled withletters corresponding to the names of appropriate Engineering Design Process stages: I =Identify, R = Research, D = Develop, S = Select, C = Construct, T= Test, Co =Communicate, X = Redesign.2. Make notes here of important scheduling deadlines and deliverables:

DRAFT Page 19


Project 4: Power to CommunicateIntroduction to Electrical and Communication Systems

The overall goal of Project 4.0 is for students to learn fundamental concepts aboutelectricity, to be able to build and design simple circuits, and to develop a functionalmental model of what is going on inside the wires and components of any electricalcircuit. At the end of each major topic the students apply what they learned to a creativeengineering design project. Tasks 4.1 through 4.5 focus on fundamentals of electricity,while Task 4.6 focuses on communication.

We've tried to take the best elements of the way electricity is taught in physics, combinethem with the best elements of how it's taught in technology, and put it in a format thatuses some good practices in teaching. Hopefully, students will come away with ascientific model of current flowing through an electrical circuit, and they'll also be ableto design circuits using that model.

Students will use a kit of Snap Circuits parts from Elenco Electronics. Each component issoldered to snaps and mounted on plastic with the schematic symbol printed on it.Circuit construction just requires snapping parts together, and the finished arrangementalso forms the schematic diagram. This helps students visualize what's happening incircuits, and also makes it easier for them to design. Students don't need to know how toread resistors, how to identify an LED's orienation, how to use a breadboard, or how tosolder. These are important skills, but for a novice they can be obstacles.

The scientific model is built over time in a cycle of learn/apply. Following is a briefoutline of Project 4.0.

Task 4.1 Design a rodent detector. Students first learn about the parts in their kit. Theyalso learn that a circuit requires a continuous conducting path. Then they apply theirknowledge to design a simple rodent detector.

Task 4.2 Design a System to charge and discharge a capacitor. Next they learn how acapacitor behaves, and develop their model of charge flow as a compressible fluid. Thisanalogy is useful for describing what's happening in the circuit, and it's similar to howBenjamin Franklin and Alessandro Volta first thought of electricity. Much of our modelis from the CASTLE Curriculum, developed by Melvin Steinberg and CamilleWainwright in the U.S. (Steinberg 2004). In this model charge is conserved, energyprovided by the source is "used up" (transferred out) by the load, and charge flows inthe same direction everywhere in a circuit. Students apply their new limitedunderstanding of charge flow to design a system for charging and discharging acapacitor.

Task 4.3 Design a ventilation system. We continue with the air analogy, and introducevoltage difference as an "electric pressure difference," which is a property of a battery.Bulbs are resistances and current is charge flow rate, so the relationship ∆V = I x R canbe introduced without calling it "Ohm's law" (McIldowie 1998). Students are alreadyfamiliar with this relationship from thermal and fluid systems. The color-coding systemthey've been using to identify differences in pressure and temperature originated withvoltage differences in CASTLE. Students apply their understanding of series and

Page 20 DRAFT


parallel resistances (demonstrated by blowing through different combinations ofdrinking straws) to control the speed and direction of a fan.

Task 4.4 Improve the ammeter in your kit. Most of the model is now built, and thingsget quantitative as students learn about the multimeter. The goal is for students to learnhow to use the ammeter, voltmeter, and ohmmeter, while at the same time learning howthese different functions work. The voltmeter is an ammeter in series with a "resistor"that always has the same resistance. The ohmmeter is a known resistance in series withan unknown resistance. Ohm's law for resistors (that have "linear" resistance) ties allthree functions of the multimeter together. Students then practice using Ohm's law bydesigning additional circuits to change the functionality of the Snap Circuits ammeter.

Task 4.5 Design an emergency lighting system. Energy in circuits is often downplayedin traditional curricula. We're using box diagrams, developed by Peter Cheng and DavidShipstone in the UK (Shipstone 2003). Students learn that P = I x ∆V through geometry --P is the area of a rectangle with sides I and ∆V. Students then learn how power outputfrom solar cells depends on the load, and how generators in windmills and power plantstransfer energy to the power grid. The application is in designing an emergency lightingsystem, which provides a nice review of many of the topics covered so far.

Task 4.6 Design a communication system. Communication systems are introducedthrough the different encoders, transmitters, receivers, and decoders that are availableusing Snap Circuits. Signals travel as sound, as current, as light, back to current, andback to air in one system. Students begin to experience the physical aspect ofcommunication, and learn how parts go together. Then they apply their experience todesign a system as a class.

Hopefully this research-based approach to electricity will enable students to really get afeel for what's happening in electrical circuits. They should then be well prepared to gofurther with the topic if they want. If they don't, they should have a better sense of howthe ubiquitous electrical things around them are functioning, at an elementary level.

DRAFT Page 21


Project 4.0 45-minute periods: 5 10 15 20 25 30 35 40 TextChap

Task 4.1 Design a rodent detector. In orderto understand circuit basics students:• Explore inputs and outputs• Make a bulb light• Identify conductors and insulators• Design a rodent detector

llIII23

Task 4.2 Design a System to charge anddischarge a capacitor. Students develop amodel of flow through a circuit as they:• Evaluate single-bulb circuit models• Evaluate multiple-bulb circuit models• Learn how a capacitor works• Design a charge/discharge system

llIII I 24

Task 4.3 Design a ventilation system.Students learn fundamental concepts as they.• Color code voltage differences on

schematic diagrams• Compare series and parallel circuits• Classify resistance of components• Design a ventilation control system

IIII IIII25,26

Task 4.4 Improve the ammeter in your kit.Students learn how current, voltage, andresistance are measured, and how they arerelated as they work with multimeter.Students apply what they learned to redesignthe ammeter in their kit.

I IIIII II27,28

Task 4.5 Design an emergency lightingsystem. Students learn to analyze power andenergy, loads and sources as they:• Construct box diagrams of circuits• Study solar cells• Study electrical motors and generators• Learn about AC and DC• Design an emergency lighting system

III III29

Task 4.6 Design a communication system.Students learn about inputs and outputs,encoders and decoders, transmitters andreceivers, analog and digital signals,electrical and fiber optics transmission asthey prepare for their challenge: to design alocal communications system.

IIIII 30,31

Engineering the Future Project

KEY

Item Designation Availability or need of item

Item Description Description of item Est. CostSuggested Vendor NotesCatalog Number Min Package Qty

Package Quantity Quantity in package

Item Designation Item Description Suggested Vendor

Catalog Number

Package Quantity

Approx. Cost Per Package

Approx. Order Qty.-

30 Students

Est. Cost Notes

utility knife (plastic retractable) Staples, etc. 016340 1 3.79 10 37.90quad-ruled graph paper Staples, etc. 22030 50 sheets 2.64 2 5.28glue gun Staples, etc. 508701 1 14.95 4 59.80glue sticks Staples, etc. 334641 30 per pack 8.95 1 8.95transparent tape Staples, etc. 483535 6 13.51 1 13.51masking tape Staples, etc. 523910 1 1.49 12 17.88scissors Staples, etc. 505248 1 1.99 10 19.90ruler Staples, etc. 164566 1 1.09 1 1.09Yard stick Staples, etc. 1 1.65 3 4.95Simple Calculators Staples, etc. 510812 1 3.49 5 17.45

optional T-squares, right triangles Home Depot, etc. 0.00Newsprint or Butcher paper 0.00Stapler Staples, etc. 489562 1 4.38 4 17.52

Cardboard/Cardboard boxes collect from recycling 0.00

nails Home Depot, etc. 720065 1lb 1.69 1 1.69Screws Home Depot, etc. assorted pc 10.00 1 10.00set of drill bits Home Depot, etc. 164198 37pc 19.95 1 19.95hand drill, variable speed Home Depot, etc. 167646 1 14.97 1 14.97set of screwdrivers Home Depot, etc. 165061 40pc 9.99 1 9.99Tape measure roll Home Depot, etc. 165083 1 6.99 2 13.98

pliers Home Depot, etc. 165091 3 9.96 1 9.96

Estimated # of packages of min. size for 30 Students

Estimated cost needed for 1 team or studentAdditional informationMinimum amount available from vendor in a single order

**Items in ( ) can be substituted for other materials

Approx Order Qty.-30 Students

Suggested vendor (given for store-type reference)Catalog number of item in Suggested Vendor's catalogue

Simple, Common Projects Tools

Basic Building Tools

Materials Listing for Engineering the Future


OPTEstimated cost of minimum order

Optional items

This list has been compiled in order to assist you in preparing for using the "Engineering the Future" curriculum. Suggested items and vendors are listed, but many of the items may be in your storage room, or found at lower costs from other sources. Many items come in bulk or may be purchased at a lower price in bulk. Be sure to ask vendors if they give educational discounts! For some projects, the students may want to bring in their own materials as part of their design research. This list is still in development, so items may be changed/improved/removed. All suggestions are welcome!

Phone 617-589-0437, Fax 617-589-0389, [email protected] Museum of Science.Science Park.Boston, MA 02114-1099 As of 8/2/05, Page 1



Catalog Number

Package Quantity


Approx. Order Qty.-

30 Students

Est. Cost Notes

isometric graph paper Art supply store 923811ISO 30 sheets 4.50 2 9.00manila file folders Staples, etc. 508812 100 10.78 1 10.78Newsprint or Butcher paper

1" x 6" x 8' pine or fir clear Home Depot, etc. 1 6.00 8 48.001/4" x 4' x 8' plywood Home Depot, etc. 1 15.00 2 30.00

optional foam core (cardboard) Art supply store CC24362 24x36-25 sheets 102.75 1 102.75optional density cubes Science kit WW4646500 17.50 1 17.50optional equal mass cube set Science kit WW4800900 9.85 1 9.85

drinking straws Pitsco 23733 250 2.50 2 5.00 Clear bendy straws, if MATERIALS Yard Sticks Staples/Home Depot 0.00 available, are preferred

Tape Measure Home Depot, etc. 167538 1 6.99 4 27.96paper clips Staples, etc. 484952 10 boxes of 100 3.80 1 3.80Modeling Clay/pins/gum drops toy/candy/Staples…Collection of Cardboard boxes or sheets recyclingMasking tape Staples/Home Depot

Squeeze Clamps (4in. Handi clamp) Home Depot, etc. 167105 1 6.97 4 27.88Sandpaper (coarse) Home Depot, etc. 17938 1 1.87 1 1.871 Rubber stopper (alt 1 cork) Science Kitrubber bands Staples, etc. 363200 bag 1.25 1 1.25

optional fishing line Ace Hardware, etc. 8004335 180yds 2.39 1 2.39optional spaghetti grocery store box 1.00 1 1.00optional thread grocery store spool 0.80 1 0.80

CRUSHER 2' x 6'x 8' lumber board Home Depot, etc. 1 4.00 2 8.00large gate hinge Home Depot, etc. 2 10.00 1 10.00Assorted wood pieces for supportsaluminum metal (5inx7in) -cut into rectangles Home Depot, etc. 1 0.50 1 0.50portland cement Home Depot, etc. 60 lb bag 6.48 1 6.48fine -med sand for aggregate Home Depot, etc. 50lb 7.87 1 7.871/2in diameter. pipe insulation (cut to 3" pieces) Home Depot, etc. 402600 4 tubes, 3ft ea. 3.98 1 3.98assorted paper and plastic tubes STUDENTS 0.00recycled cups or bottlesaggregate samples (collected from students) different grade sands

GENERAL DESIGN

Unit 1 - Engineering Design Process - Organizer

Unit 2 - Designing Sustainable Cities

BASIC CONCRETE

TESTING MATERIAL




Catalog Number

Package Quantity


Approx. Order Qty.-

30 Students

Est. Cost Notes

mixing container (cups, plastic containers, plastic plates) grocery store 5 3.00 1 3.00variety of insulation materials - students select Home Depot, etc. 10.00overhead sheet projection sheets Staples, etc. 476821 100 22.88 1 22.88Liquid Crystal Sheet, 77-86 degrees F, 12"x12", Science Kit WW3072374 1 22.50 2 45.00Aquatic Strip Thermometers PetCo, etc. 257877 1 1.99 10 19.9025W Light bulb Home Depot, etc. 2 3.00 2 6.00Clamp Light Home Depot, etc. 1 5.00 2 10.00Dimmer Switch Home Depot, etc. 162660 13.50 1 13.50

HULL PRESS10cc syringe McMaster 7510A653 10 8.04 3 24.1230cc syringe McMaster 7510A655 10 13.71 3 41.1350cc syringe McMaster 7510A656 10 22.27 1 22.27

1/4" Inner Diameter PVC tubing McMaster 5233K56 50ft 7.00 1 7.00Female quick-turn (luer) cap McMaster 51525K315 10 3.19 3 9.57Female quick-turn (luer) x 1/8" McMaster 51525K283 10 4.05 1 4.05Male quick-turn (luer) x 1/4" McMaster 51525K276 10 4.86 1 4.86female quick-turn (luer) x 1/4" McMaster 51525K286 10 4.44 7 31.081/8" I.D. latex tubing McMaster 5234K24 1 0.56 5 2.80 http://www.chemlite.com1/4" I.D. latex tubing McMaster 5234K44 1 0.69 5 3.459" balloons (1 bag) grocery store 100 1.00 1 1.00Hull Metal - Cooking tins grocery store 1 0.50 30 15.00Dial daily care body wash (or equivalent with suspended particles in it) drug store 1 3.69 1 3.69

Can use another liquid soap with suspended partcles

1/4" x 1/4-18 NPT Barbed to Port, natural polypropylene Ark-Plas

AP012518FA25P 2 SAMPLE 1 0.00

www.ark-plas.com, search for part number and add to sample cart to order

1/4" x 1/4-18 NPT 90 Barbed to Port, clear polycarbonate Ark-Plas

APRC258KM25CL 2 SAMPLE 1 0.00


1/4" x 1/4" x 1/4" Barbed Tee, clear polycarbonate Ark-Plas APRC425TEECL 5 SAMPLE 1 0.00


Locking Male x Female x Locking Male 4-way stopcock Ark-Plas

AP13SCL3MFMCL 2 SAMPLE 1 0.00


1/4" x 1/4" barbed check valve, silicone/polycarbonate Ark-Plas AP19CV0025SL 2 SAMPLE 1 0.00


STEADY STATE HOUSEUnit 2 - Designing Sustainable Cities - continued…

Unit 3 - Building a Toy Boat - Syringe Lab




Catalog Number

Package Quantity


Approx. Order Qty.-

30 Students

Est. Cost Notes

HULL PRESS - continuedNails

See basic building tools

ScrewsSee basic building tools

Wood drill bits, 1-1/8", 3/4" (equal to outer diameters of 10cc and 30cc syringes) Home Depot, etc. 5.00 1 5.00

On Hand sand paper - various grits Home Depot, etc. 25 9.75 1 9.75 Store SKU # 839 779

BOAT BOILERfull, unopened 2L soda bottles grocery store 1 0.99 1 0.99 2.8 fluid ounces5-minute epoxy - Loctite Home Depot, etc. 1 2.97 5 14.85GE 100% Silicone II (2) Clear Sealant, Kitchen and bath Home Depot, etc. 1 2 5 10.00stirrer straws (~1/8" dia.) grocery store 50 1.00 1 1.00 Clear bendy straws, if drinking straws (~1/4" dia.) grocery store 50 1.00 1 1.00 available, are preferredbendy straws (~1/4" dia.) grocery store 50 1.00 2 2.001"x4"x8' (a 1x4) pine wood Home Depot, etc. 3.65 3 10.95birthday candles grocery store 2.00 1 2.00Rulers Staples, etc. 0.00Scissors Staples, etc.

ENGINE DEMOwater rocket drug store, toy store 1 4.95 1 4.95fishing line hardware store 0.00Drinking bird Science Kit WW6579800 1 7.95 2 15.904W Night light hardware store 4.00 1 4.00Extension cord hardware store 1 2.00 1 2.00

Commercial putt putt boat Buzzboats POP-1 1 3.00 1 3.00http://www.buzzboats.com/poppop.htm

Wallpaper tray/trough Home Depot, etc. Store SKU # 328 880Oval roasting pan grocery/home goods

On Hand coping saw (or jig saw) Home Depot, etc. 166018 1 5.97 1 5.97 Store SKU # 972 523On Hand vise grip Home Depot, etc. Store SKU # 249 246On Hand pliers Home Depot, etc. 165091 3 9.96 1 9.96 Store SKU # 840 335On Hand box of toothpicks grocery store 1 2.00 1 2.00On Hand index cards Staples, etc. 517672 100 1.14 1 1.14On Hand aluminum foil grocery store 75 sq ft 1.47 1 1.47On Hand thumb tacks Staples, etc. 100 0.69 1 0.69On Hand matches/lighter grocery store 1 1.50 1 1.50OPT tea lights grocery store bag 5.00 1 5.00

Unit 3 - Building a Toy Boat - Syringe Lab - continued…




Catalog Number

Package Quantity


Approx. Order Qty.-

30 Students

Est. Cost Notes

Contact JEFF CODA for ALL Elenco orders, 1-800-533-2441, x217. IDENTIFY YOURSELF as part of the MUSEUM OF SCIENCE CURRICULUM. **********************

FOR EVERY TWO STUDENTSPower to Communicate Kit Elenco SCMASS1 1 22.50 15 337.50Supercapacitor Elenco SCCAP1 1 4.00 15 60.00

On Hand Analog multimeter (not digital) Elenco M-105 1 4.95 15 74.25FOR EVERY FOUR STUDENTS

These parts as one kit to buy SCMASS2 1 6.5 8 52.00* microphone Elenco* power amp Elenco* 0.1 uF cap Elenco

ONE FOR EVERY TEACHER/CLASS750 Snap Circuits Extreme Elenco SC-750 1 59.95 1 59.95Snap circuits case (with insert) Elenco snapcase7 1 24.95 1 24.95

These parts as one kit to buy SCMASS3TK 1 75.00 1 75.00* lamp holders Elenco* antenna Elenco* variable cap Elenco* ?2-spring Elenco* solar cell Elenco* Extra #14 and #48 bulbs ElencoEnergizer AA batteries 36 pack Home Depot, etc. 36 11.45 1 11.45Transparent compass (overhead) Science Kit WW6639701 1 11.95 1 11.95Genecon Science Kit WW6481100 1 46.75 2 93.50Projection DC ammeter Science Kit WW4808101 1 47.50 1 47.50Mini alligator jumper cables Radio Shack, etc. 278-1156 10 5.19 1 5.19

"OPEN IT UP"OnHand Package - mechanical pencil lead Staples, drug store 15 0.99 1 0.99 Resistance

paper clips Staples, etc. 525915 100 0.49 1 0.49 ConductorMagnet wire set Radio Shack, etc. 278-1345 4.89 1 4.89 Motor/generatorHigh energy ceramic magnet Radio Shack, etc. 64-1877 1 1.29 4 5.16 Motor/generatorsandpaper from boat unit motor1.5V submini lamp Radio Shack, etc. 2621139 1.29 2 2.58 generatorbolts 1/4"x3.5" hexbolt Home Depot, etc. 1/4"x3.5" hexbolt 0.18 1 0.18 generatorwashers 1/4" fender washer Home Depot, etc. 1/4" fender washer 0.11 4 0.44 generatornuts 1/4" hex nuts Home Depot, etc. 1/4" hex nuts 0.03 2 0.06 generator

OnHand cardboard Home Depot, etc. generator1/2" Round Ceramic Magnets Radio Shack, etc. 64-1883 5 1.89 1 1.89 speaker

OnHand Plastic cup grocery, drug store 1 1.99 1 1.99 speakerElectrical tape grocery, drug store 0.00 speaker

OnHand cardboard grocery, drug store 0.00 battery holderOnHand brass fastener tacks grocery, drug store 378814 100 1.75 1 1.75 battery holder

aluminum foil 24"sq grocery, drug store 0.00 capacitor plastic wrap 12"sq grocery, drug store 1 0.99 1 0.99 microphone/capacitor

cup grocery, drug store 1 1.99 1 1.99 microphone

Unit 4 - Electricity and Communication




Catalog Number

Package Quantity


Approx. Order Qty.-

30 Students

Est. Cost Notes

steel wool Home Depot 130735 1 3.69 1 3.69 fuse1L water bottles w/spigot top grocery store 1 1.00 4 4.00 air capacitorballoon grocery store air capacitorPacking tape grocery store air capacitor

OnHand pennies 1 0.01 5 0.05 "charge" modelhula hoop toy store 1 5.99 1 5.99 "charge" modelDrinking/stirrer straws from boat unit resistanceBlue LED Radio Shack, etc. 276-311 1 3.29 1 3.29 Color mixerPing pong ball Sears, sporting goods 6 1.99 1 1.99 Color mixerBox of Knox gelatin (clear) grocery store 4 packets 1.00 1.79 1.79 fiber optic cable


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