ETF Bridges and K'nex.indd - Engineering the Future

1Engineering the Future

Fun with Bridges and K’NEXS1/S2

Scottish Charity Number SC004401 Scottish Charity Number SC015263

PROFESSIONAL ADAPTABLEINDISPENSABLEINVENTIVE CREATIVE

www.engineeringthefuture.info

Fun with Bridges and K’NEXEngineering Activity Teacher Guide


ContentsIntroduction

Outline of engineering activity

Engineering and learning principles

Learning outcomes

Curricular links

Structure and timing

Key resources

Acknowledgement

Phase 1: Bridge Building Challenge

Phase 2: K’NEX Fairground Attraction

Challenge

Also included:

Introductory PowerPoint Presentation to

Activity 1

Introductory PowerPoint Presentation to

Activity 2

Pupil Instruction Sheet

Support Materials:

pictures; labels; $1000 bills; wallets

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p 5

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p 9

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IntroductionThe materials in this pack form one of a series of units which promote the teaching and learning of engineering in the secondary school curriculum. The unit was developed by a school-university partnership involving Lanark Grammar School (Gerry Paterson and Aline Wilson) and the University of Glasgow Department of Electronics and Electrical Engineering (Catrina Bryce). The Engineering Challenge in the project is adapted from Spotlight Science for Scotland S2 (Nelson Thornes Ltd).

This school-university partnership was one of a number of collaborative networks of school and university staff in Electrical and Electronic Engineering (EEE) created by the Engineering the Future project. These enabled staff and students from schools and universities to work together to create exciting and innovative programmes for school pupils, supported by world leading engineering research groups. These materials have already been trialled successfully in secondary schools across Scotland.

In the words of pupils involved: ‘It’s more fun, so you want to know more about physics.’ – ‘A lot of work: challenging but you’ve accomplished something, it ‘clicks’ and you remember it.’ – ‘… instead of being told step by step what to do you get to vary it yourself.’ – ‘…it just made you feel really smart once you’d done it.’

Engineering the Future is a 3-year project funded by a major grant from the UK Engineering and Physical Sciences Research Council (EPSRC) which is running from October 2006 to early 2010. It involves staff from the Department of Electronic and Electrical Engineering in the University of Strathclyde and from the Departments of Electronics and Electrical Engineering and of Educational Studies in the University of Glasgow and science teachers in some 20 secondary schools in 9 education authorities in Scotland and in 2 independent schools. The financial support afforded to the project by EPSRC is gratefully acknowledged as are the advice and encouragement provided by EPSRC and by the Universities of Strathclyde and of Glasgow.

Engineering the Future was planned in response to the general recognition that engineering in this country, in particular



Science

MathsTechnology

Creativity & Innovation

Leisure

Health

Wealth Creation

Society

Industry

Infrastructure

Engineering

electrical/electronic engineering, faces serious challenges. The number of young people taking up university engineering courses is low and becoming lower. Many young people – including ambitious high achievers – have very limited or distorted ideas about what engineering involves. In particular, they do not associate a creative, inventive, problem-solving and entrepreneurial approach to life and work with their science and mathematics work – an approach essential for equipping individuals with the skills necessary to meet the needs of today and the demands of tomorrow.

This is not a matter of academic interest. Engineers use science and mathematics, in conjunction with the tools of technology, to create new systems, infrastructures, devices, products and commodities for the overall benefit of society. There is an urgent economic need to embed and highlight engineering in the school curriculum. Engineering, the application of scientific and mathematical knowledge to practical issues, needs and problems, is fundamental to the creation of new technologies and sustainable industries. Engineering requires and supports the development of high levels of scientific and mathematical competence in the service of useful design, creativity, innovative thinking and problem-solving. It requires and fosters the confidence, drive, determination to succeed, teamwork and business acumen necessary to promote economic enterprise. There is an economic need for a larger number of engineers, high level engineering graduates and very capable technician engineers, with such skills to build a strong indigenous high-tech economic base.

We hope that you find these materials useful.



Teacher GuideOutline of engineering activityIn the first activity of this unit the objective is that pupils build the strongest bridge with a roadway that crosses a 15 cm gap, within a set time, limited resources and budget. The pupils work in teams to make a bridge from paper, sellotape and straws and test it to see the maximum mass it can hold.

The second activity of the challenge involves the teams of pupils from the bridge activity building a fairground attraction within a set time limit and presenting the end design to a panel of judges. The pupils work in teams to build a moving fairground attraction (e.g., Roller-Coaster, Ferris Wheel, Carousels) using K’NEX. To help the teams build their design a senior pupil is allocated to each team. The teams have a set time period to build their fairground attraction and produce short (approx. 5 minute) presentations on their designs. If possible an engineer could be asked to judge the winners.

This unit is capable of being developed in a number of ways; these are indicated under the heading ‘Variations’ at the end of each activity description.



Engineering and learning principlesPupils will learn the engineering processes involved in making a new product and in so doing use and develop a range of skills:

Working as an engineer: analysing what is required; asking 1. questions and hypothesising; considering different options; finding an optimum solution; designing, building, testing and altering their product until it meets the set specification; working with limited resources and in a set time; modelling and understanding how things work; reviewing and evaluating results to identify limitations and improvement.

Collaborative learning: working as part of a team, co-2. operating, listening, using each person’s strengths and developing each person’s weaker points, sharing tasks, taking responsibility for the task they have chosen or been allocated.

Development of problem solving and analytical thinking 3. skills.

Development of scientific practical investigation and inquiry 4. skills.

Following instructions precisely and making any necessary 5. amendments; critical analysis of K’NEX instructions.

Thinking creatively and critically.6.

Dealing with success and failure; reflection and self analysis.7.

Developing skills of reasoning to provide explanations and 8. evaluations supported by evidence.

Presenting and reporting on findings; explaining their 9. understanding of concepts; informed discussion and communication; peer criticism.



Learning outcomesPupils will develop their knowledge and understanding of 1. structural engineering.

Pupils will plan and build to specific criteria a simple model 2. of a functioning bridge.

Pupils will develop an appreciation for the role of the 3. engineer in society and understand that teamwork and communication, combined with a knowledge of science and mathematics, are the desirable qualities of an engineer.

Curricular LinksThere are clear links to Curriculum for Excellence, not only to the Sciences, but also to Technologies, Numeracy and Literacy. This unit also contributes to the development of enterprise and citizenship and provides a basis for future study in relevant units in National Qualifications courses:

SG Physics Transport and Energy

Int 2 Physics Mechanics – forces and energy

The unit clearly contributes to certain of the purposes of learning in sciences and in technologies within Curriculum for Excellence. Pupils will:

recognise the impact the sciences make on their own lives, • the lives of others, the environment and on society;

broaden their understanding of the application and concepts • behind technological thinking, including the nature of engineering and the links between the technologies and the sciences;

establish the foundation for more advanced learning and, for • some, future careers in the sciences and the technologies.

The unit contributes to the development of the skills and attributes of scientifically literate citizens such as:

expressing opinions and showing respect for others’ views•

being able to read and understand essential points from • sources of information.

The following Curriculum for Excellence statements of experiences and outcomes relate directly to the activity.



SciencesSCN 1-15a Through exploring properties and sources of materials, I can choose appropriate materials to solve practical challenges.

SCN 2-07a By investigating how friction, including air resistance, affects motion, I can suggest ways to improve efficiency in moving objects.

SCN 1-15a Through exploring properties and sources of materials, I can choose appropriate materials to solve practical challenges.

TechnologiesTCH 3-01a From my studies of technologies in the world around me, I can begin to understand the relationship between key scientific principles and technological developments.

TCH 3-07a When participating in a collaborative enterprise activity, I can develop administrative and entrepreneurial skills which contribute to the success of the activity.

TCH3-12a By applying my knowledge and skills of science and mathematics, I can engineer 3D objects which demonstrate strengthening, energy transfer and movement.

TCH 2-14a Through discovery and imagination, I can develop and use problem-solving strategies to construct models.

TCH 3-14a By using problem-solving strategies and showing creativity in a design challenge, I can plan, develop, organise and evaluate the production of items which meet needs at home or in the world of work.

NumeracyMNU 3-03b I can continue to recall number facts quickly and use them accurately when making calculations.

MNU 3-09b I can budget effectively, making use of technology and other methods, to manage money and plan for future expenses.

MNU 3-11a I can solve practical problems by applying my knowledge of measure, choosing the appropriate units and degree of accuracy for the task and using a formula to calculate area or volume when required.



LiteracyLIT 3-02a When I engage with others, I can make a relevant contribution, encourage others to contribute and acknowledge that they have the right to hold a different opinion. I can respond in ways appropriate to my role and use contributions to reflect on, clarify or adapt thinking.

LIT 2-04a As I listen or watch, I can identify and discuss the purpose, main ideas and supporting detail contained within the text, and use this information for different purposes.

LIT 2-07a I can show my understanding of what I listen to or watch by responding to literal, inferential, evaluative and other types of questions, and by asking different kinds of questions of my own.

LIT 2-16a To show my understanding across different areas of learning, I can identify and consider the purpose and main ideas of a text and use supporting detail.

Structure and timingThere are two phases in this engineering insert.

Engineering Challenge: where teams of pupils build a bridge 1. in their own practical class and the teacher identifies the winning team by testing the strength of the bridge using weights. Approx 2-3 x 50 minute periods; 1-2 periods for designing and building the bridge and one for the testing

The K’NEX Challenge, where the teams build a moving 2. fairground attraction from the K’NEX kits and present their design. Criteria such as teamwork, design, etc., are used to score the teams and identify the winners. Full day: depending on the total resources and space available and the size of the year group, it may be necessary to devote several days in total to this activity to provide enough time for all teams to participate.



Key resourcesWorksheets with instructions•

The materials for building and testing the bridge – straws, • sellotape, paper, scissors and weights

K’NEX Fairground kits for the K’NEX Challenge•

Competition prizes•

Senior pupils to help with part 2.•

AcknowledgementThe Bridge Building Challenge is adapted from Spotlight Science for Scotland S2 (Nelson Thornes Ltd).



Phase 1Bridge Building Challenge The objective is to build the strongest bridge with a roadway that crosses a 15 cm gap within a set budget and time limit. The pupils work in teams to make a bridge from paper, sellotape and straws and test it to see the maximum mass it can hold.

Time Required1-3 x 50 minutes periods

Resources requiredPaper up to 10 sheets per team•

Scissors 1 pair per team•

Sellotape up to 3m per team•

Straws up to 10 per team•

Pupil worksheets 1 per team•

Rulers 1 per team•

Weights various masses, totalling 10kg•

2 benches, set 15cm apart, to set up a test for the bridges•

Optional PowerPoint introduction attached.•



PreparationPrepare and print the pupil instruction sheet, 1 per team

ProcedureThe teacher should set the background to the project 1. referring to the characteristics of engineering that are involved in the challenge:

problem-solving directed at providing solutions to real • issues

the application of scientific knowledge•

teamwork•

time management•

budget management•

creativity•

design•

This first phase of the challenge involves teams of pupils 2. building a bridge using straws, paper and sellotape. As in a real engineering project, there are design constraints for the pupils building their bridge:

the bridge must cross a gap of 15 cm •

the bridge must have a roadway•

they must build the bridge within a £10,000 budget (the • various materials they can use have associated costs, which are indicated in the instructions for the activity)

they must build their bridge within a set time period.•

At the end of the bridge building challenge period the 3. teacher tests the strength of the bridge by adding weights until the bridge collapses. All the bridges in the class must be tested in the same way. Note: care should be taken when testing the bridge and provision should be made for the possibility of the weights falling when the bridge collapses.



VariationsPupils discuss and decide on the criteria for testing before • beginning to plan and construct their bridges.

Each group of pupils make a presentation to their peers on • their bridge design before the bridges are tested.

Pupils forecast which bridges will be the strongest before • testing.

The design brief can be extended in a number of ways:•

o to include cost and appearance in the criteria.

o to require a 10 cm wide K’NEX vehicle to be able to cross the bridge (the size of the vehicle can vary with the K’NEX motor used).

o to set a minimum weight limit, e.g. 2 kg below which any bridge is automatically disqualified before other criteria are applied.

Give the pupils a wallet with pretend money in it, set up a • store selling straws, paper and sellotape, get the pupils to buy their materials – resources are included within the package



Phase 2K’NEX Fairground Attraction Challenge The second phase of the challenge involves teams of pupils building a fairground attraction within a set time limit and presenting the end design to a panel of judges.

The teams build a moving fairground attraction (e.g., Roller-Coaster, Ferris Wheel, Carousel) using K’NEX. To help the teams build their design, a senior pupil is allocated to each team. The teams have a set time period to build their fairground attraction and produce short (approx. 5 minute) presentations on their designs.

If possible an engineer could be asked to judge the winners.



Time RequiredFull day – or a shorter time if a simpler K’NEX design 1. is chosen for the challenge. Given resources and space available and the size of the year group, it may be necessary to devote more than one single day to ensure that all pupils in the year group participate.

Resources requiredK’NEX fairground kits (available from toy shops) 3-5 1. attractions can be built from each set.

Pupil presentation worksheets 1 per team2.

Judging criteria worksheets 1 per judge3.

Competition prizes 1 for each category e.g. 4. strongest, best teamwork

1 senior pupil per team5.

An engineer for judging, if possible6.

PowerPoint presentation 7.

PreparationPrepare the K’NEX kits to allow the students to build one of 1. the fairground attractions.

Buy the competition prizes.2.

Invite an engineer or engineers to judge the presentations 3. and give the prizes.

Arrange for senior pupils to help out.4.

Print a copy of the judging criteria sheet for each team.5.

Print the pupil presentation worksheets.6.



ProcedureEach team chooses the fairground attraction they wish to 1. build and a senior pupil is allocated to each team.

The teams are told how long they have to build their 2. fairground attraction and reminded of how much time they have left throughout the challenge.

With the help of their senior pupil the teams build their 3. fairground attractions.

While the pupils are building their fairground attraction, 4. judges score the teams against criteria such as teamwork and design.

The pupils present their fairground attraction designs to the 5. panel of judges based on the items they should consider and included in the presentation worksheet.

The scores are added up after the teams have given their 6. presentations and the judges have allocated marks. The winning teams are then announced and the judges award the prizes.



VariationsUsing K’NEX, teams of pupils must build a motor vehicle to • transport an egg over the bridge they designed for the Bridge Building Challenge.

o If the pupils know what the final challenge involves from the start, then pupils who were forward thinking would have the opportunity to build a bridge with tracks to help guide their vehicle across.

o Criteria for judging – speed, design and fitness for purpose: the motor vehicle that can cross the bridge and carry the egg 50 cm in the quickest time wins.

o Prototype motor vehicle designs could be provided for the pupils to customise and modify.

When finished with constructing fairground attractions in • accordance with instructions, groups of pupils can design and build their own attraction.

Documents

ETF Bridges and K'nex.indd - Engineering the Future