AUTOMOTIVE ENGINEERING
PRESENTS
th
7
Grade
Dragster Project
Jeremy Truppi
February 2014
Students are required to build the fastest car
in the class. Their objective is to understand
STREAMLINING & AERODYNAMICS in order
to achieve speed.
7th grade Technology
•
All levels of students
• Ages 11-12
• Special Needs
Course accommodates 16 – 30 students
• TIME LINE: 5 weeks (15 total classes)
•
•
GOALS & OBJECTIVES
SENSE & MEANING
• Making a connection from real
automotive engineering and
building a dragster in class.
•
Understanding Streamlining to
ensure less drag = more speed.
•
Incorporating “Specification”
measurements to add a common
guideline for every student.
•
Working in teams to complete a
common goal: WIN
Have fun!
•
NJCCS
•
•
•
•
•
CPI#9.1: All students will develop career
awareness and planning, employability
skills and foundational knowledge
necessary for success in the workplace
RST.7.9: Compare and contrast the
information gained from reading a text on
the same topic.
CPI # 8.2.12.A.1: Design and create a
technology product or system that improves
the quality of life and identify trade-off’s,
risks and benefits.
CPI# 8.2.2.B.1: Brainstorming and devise a
plan to build using the design process
RST.7.7: Integrate quantitative or technical
information expressed in words in a text with
a version of that information expressed
visually
PRESENTATIONS / SPREADSHEETS
GRAPHS / SPREADSHEETS
Students will be assisted by
a series of checklists via
step guides. Personal
assistance will be given
based upon self direction.
As students race they will be taught how to
calculate SPEED = Distance/Time. They will then
make the calculations and connect how weight
plays a factor in the speed (based on power of CO2)
Students will then be taught how to calculate that
data into a spreadsheet and decide how much
weight to lose based on their current speed.
MULTIPLE INTELLIGENCES
LINGUISTIC
Students must work with their
teams and communicate through
LOGICAL / MATHEMATICAL
constructive criticism.
Students will have to calculate SPEED & DRAG.
Then revise their dragsters based on their data.
INTERPERSONAL
Students work in teams to help each
other with data entry and
streamlining ideas.
INTRAPERSONAL
Students must
independently to build
dragsters. After evaluation
are also required to
revisions on their
work
their
they
make
own.
BRAINY BITS
MOTOR CORTEX
PARIETAL LOBE
(spatial orientation)
FRONTAL LOBE
(problem solving)
Students will constantly
be calculating speed and
weight . As well as revising
their dragster to improve
on the total speed.
TEMPORAL LOBE
(sound and speech)
OCCIPITAL LOBE
(visual processing)
Students use a WIND
TUNNEL iPad app to
see how much wind
resistance and drag
their dragsters have.
WORKS CITED
Gardner, Howard. Intelligence Reframed: Multiple
Intelligences for the 21st Century. New York:
Basic Books, 1999.
Google Images Web. Oct 2013.
Gregorc, Anthony. The Gregorc Style Delineator.
Latest. AFG, 2004.
Horner, Evelyn. Ramapo College. Mahwah. Fall 2013.
Lecture.
Sousa, David A. . How the Brain Works. 4th ed.
Thousand Oaks, CA: Corwin Press, 2011. print.