Printable Resources
Concussions are a Headache!
Appendix A: Day 1 – Pre/Post Test
Appendix B: Day 1 – Pre/Post Test Answer Key
Appendix C: Day 1 – Concussion Worksheet Teacher Notes
Appendix D: Day 1 – Concussion Worksheet
Appendix E: Day 1 – Concussion Worksheet Answer Key
Appendix F: Day 2 – Microgravity Accelerometers
Appendix G: Day 2 – Newton’s 2nd Law and Momentum Worksheet
Appendix H: Day 2 – Newton’s 2nd Law and Momentum Worksheet Answer Key
Appendix I: Day 2 – Accelerometer Test
Appendix J: Day 2 – Accelerometer Test Answer Key
Appendix K: Day 4 – Engineering Design Challenge
Appendix L: Day 4 – Engineering Worksheet
Appendix M: Day 4 – Suggested Resources Handout
Appendix N: Day 4 – Engineering Design Challenge Rubric
Appendix O: Day 5 – Technical Paper Outline
Appendix P: Day 5 – Technical Paper Rubric
Appendix Q: Day 5 – Engineering Design Process
Appendix R: Day 9 – “MEMS do what?” Handout
Appendix S: Day 9 – “MEMS do what?” Answer Key
Appendix T: Day 9 – Career Journal Template
Appendix U: Day 10 – Etching Activity Prelab
Appendix V: Day 10 – Etching Activity Prelab Answer Key
Appendix W: Day 11 – Etching Activity Teacher Information
Appendix X: Day 11 – Etching Activity Student Handout
Appendix Y: Additional Teacher Resources
Appendix A: Day 1 – Pre/Post Test
Name __________________________ Period __________________ Date ____________
Concussions are a Headache!
Multiple Choice
Identify the choice that best completes the statement or answers the question.
____ 1. What does MEMS stand for?
a. Mechanical Engine Microsystems
b. Microelectromechanical systems
c. Microelectric Machines Sync
d. Musical Electric Machine Systems
____ 2. Generally, how many “g’s” are sustained during a concussion?
a. 1-3 g's
c. 20-30 g's
b. 9-12 g's
d. 90-100 g's
Problem: Show all your work on a separate sheet of paper. Circle your final answer.
3. At Rockwell High School, the student population is comprised of 55% males. Of the males,
63% participate in varsity athletics whereas only 58% of the females do. What is the
probability of a Rockwell High School student participating in varsity athletics? Include a
diagram in your answer.
4. A net force of 20 N is acting on an object with a mass of 5 kg. What is the acceleration of
the object? Include a diagram in your answer.
Extended Response: Answer the following on a separate sheet of paper.
5. Sketch and label a one axis accelerometer. Briefly describe the function of each
component.
6. Electronic devices that fit in the palm of your hand (like a smartphone) do a lot of tasks
while being pretty small. How does building a prototype model help an engineer explain all
that's going on inside a smartphone?
7. What are two advantages and two disadvantages of using models?
8.
Explain the term "accelerometer" to a 2nd grader.
9. Briefly describe how microelectromechincal devices are made.
10. List the steps to the engineering design process.
Draft: 3/22/2016
Page 2
Appendix B: Day 1 – Pre/Post Test Answer Key
Concussions are a Headache!
Answer Section: Total Possible Points: 42
MULTIPLE CHOICE
1. ANS: B
2. ANS: D
PTS: 1
PTS: 1
PROBLEM
3. ANS:
Males 55%
Females 45% (100%-55%)
Male Varsity Athletes 63%
Female Varsity Athletes 58%
P(varsity athlete) = (Males %)*(Male Varsity Athlete %) + (Female %)*(Female
Varsity Athlete %)
P(varsity athlete) = (0.55)*(0.63) + (0.45)*(0.58) = 0.6075 = 60.75%
Points Rationale
4
Student response includes a correct diagram, a clear and completely
correct solution demonstrating understanding of conditional
probability and the rules of probability
3
Student response includes a diagram, is correct with possibly one
minor error in demonstrating understanding of conditional probability
and the rules of probability
2
Student response is complete however there are more than one
minor errors in demonstrating their understanding of conditional
probability and the rules of probability AND/OR is missing or incorrect
diagram
1
Student attempts to answer but there are major errors AND/OR is
missing or incorrect diagram
0
Student does not attempt to answer
PTS: 4
4. ANS:
Draft: 3/22/2016
Page 3
Appendix B: Day 1 – Pre/Post Test Answer Key
Points Rationale
4
Student response includes a correct diagram, a clear and completely
correct solution demonstrating the application of Newton’s 2nd Law
(F=ma)
3
Student response includes a diagram, is correct with one minor error
in demonstrating the application of Newton’s 2nd Law (F=ma)
2
Student response is complete however there are more than one minor
errors demonstrating the application of Newton’s 2nd Law (F=ma)
AND/OR is missing or incorrect diagram
1
Student attempts to answer but there are major errors
0
Student does not attempt to answer
PTS: 4
Extended Response
5. ANS:
Answers may vary, sample response:
Spring - allows the housing to move while the mass
remains stationary.
Mass - due to inertia, the mass will try to stay stationary.
Housing - container for all the accelerometer parts, anchor
point for the springs.
Points Rationale
4
Student’s sketch and descriptions are correct
3
Student’s sketch and descriptions are correct but there is one minor
error
2
Student’s sketch and/or descriptions have more than one minor error
1
Student’s sketch and/or descriptions have major errors
0
Student does not attempt to answer
PTS: 4
6. ANS:
Draft: 3/22/2016
Page 4
Appendix B: Day 1 – Pre/Post Test Answer Key
Answers will vary, sample response:
The mechanics of a smartphone are really small so if an engineer uses a bigger
model, he/she can explain how their device works. Engineers can test their own
ideas to see if they work in the model.
Points Rationale
4
Student’s response is acceptable and demonstrates understanding
that a prototype is a working model used to test a design concept by
making actual observations and necessary adjustments
3
Student’s response has at least one flaw in understanding that a
prototype is a working model used to test a design concept by
making actual observations and necessary adjustments
2
Student’s response has more than one flaw in understanding that a
prototype is a working model used to test a design concept by
making actual observations and necessary adjustments
1
Student’s response is lacking in understanding that a prototype is a
working model used to test a design concept by making actual
observations and necessary adjustments
0
Student does not attempt to answer
PTS: 4
7. ANS:
Answers will vary, sample response:
ADVANTAGES: models provide a visual representation of a conceptual design;
models can be built first, tested and modified before building the real thing;
models can be more cost-effective; models could be a time-saver in the long run.
DISADVANTAGES: some real problems may not manifest themselves in models
that do show up in the real thing; models must be constructed carefully to be a
realistic representation of the real thing; models are predictions and estimations,
some people may not find them believable.
Points Rationale
4
Student’s response lists 2 acceptable advantages and 2 acceptable
disadvantages
3
Student’s response is missing an advantage or disadvantage
AND/OR lists an unacceptable advantage or disadvantage
2
Student’s response lists only advantages or disadvantages and are
unacceptable
0
Student does not attempt to answer
PTS: 4
8. ANS:
Answers will vary, sample response:
Draft: 3/22/2016
Page 5
Appendix B: Day 1 – Pre/Post Test Answer Key
An accelerometer is a measuring tool that allows you to measure how much
something is speeding up or slowing down. It can even tell if you have tilted or
turned something, like your iPad or Wii controller.
Points Rationale
4
Student’s response is an acceptable description of an accelerometer
in terms a 2nd Grader would understand
3
Student’s response is an acceptable description of an accelerometer
in terms a 2nd Grader would understand however may use at least
one word above a 2nd grade level
2
Student’s response is an acceptable description of an accelerometer
in terms a 2nd Grader would understand however may use more than
one word above a 2nd grade level
1
Student’s response is an unacceptable description of an
accelerometer in terms a 2nd Grader would understand
0
Student does not attempt to answer
PTS: 4
9. ANS:
Answers will vary, sample response:
Microelectromechanical (MEM) devices are fabricated using nanotechnology and
micromachining techniques. A silicon wafer is masked to prevent the silicon from
being etched away. The wafer is then placed in a chemical etching solution to
remove the silicon that has not been masked. This methods allow for the
removal of silicon along it’s crystal planes.
Points Rationale
4
Student’s response is acceptable and demonstrates understanding of
the process of fabricating MEMS devices
3
Student’s response is acceptable and demonstrates understanding of
the process of fabricating MEMS devices however it has one minor
flaw
2
Student’s response is acceptable and demonstrates understanding of
the process of fabricating MEMS devices however it has more than
one minor flaw
1
Student’s response contains major flaws in understanding
0
Student does not attempt to answer
PTS: 4
10. ANS:
Points
4
Student Response
Student correctly identifies all the steps of the engineering design
process. (Identify problem, formulate question to be answered,
think about possible solutions, design prototype, test the prototype,
Draft: 3/22/2016
Page 6
Appendix B: Day 1 – Pre/Post Test Answer Key
3
2
1
0
redesign prototype)
Student omits 1 step from the process
Student omits 2-3 steps from the process
Student omits 4-5 steps from the process
Student cannot name any steps of the process
PTS: 4
Draft: 3/22/2016
Page 7
Appendix C: Day 1 – Concussion Worksheet Teacher Notes
Conditional Probability Basics
Here is a brief explanation of setting up a conditional probability problem using a tree
diagram.
EX Part 1: The student body of Podunk High School consists of 57% males. Of those
males 67% receive a free lunch while only 52% of the females at PHS receive the free
lunch.
Constructing a tree diagram consists of a couple of opposite groups (PHS Males vs
Females). In the next branch of the tree, each group is split into subgroups.
PHS Males
0.57
Students
Receiving
Free Lunch
0.67
PHS Females
0.43
Students
with Full
Price Lunches
0.33
Students
Receiving
Free Lunch
0.52
Students
with Full
Price Lunches
0.48
Once the diagram is set up, the initial probabilities can be multiplied and added together.
EX Part 2: Find the probability of a PHS student receiving free lunch.
Explanation, find the branches of the tree dealing with free lunch and multiply the
probabilities together.
(0.67)*(0.57) + (0.43)*(0.48) = 0.5883
EX Part 3 Given that a PHS student receives free lunch, find the probability of the
student being a female.
One branch of the tree involves females and free lunches. This branch is your
numerator. The “given” portion of the instructions gives you the denominator (multiple
tree branches)
(𝟎.𝟒𝟑)∗(𝟎.𝟒𝟖)
(𝟎.𝟔𝟕)∗(𝟎.𝟓𝟕) + (𝟎.𝟒𝟑)∗(𝟎.𝟒𝟖)
Draft: 3/22/2016
= .3508
Page 8
Appendix D: Day 1 – Concussion Worksheet
Name __________________________ Period ____________ Date ____________
Concussion Worksheet
Concussions have become an epidemic in high school athletics. New statistics
are being released every day to explain this problem. Today we are going to use
some of these statistics to explore the topic of probability. Attached is some data
relating to concussions.
1. According to the National High School Federation approximately 18.3% of
high school athletes play football. Of those football players, 8.5% of those
players are diagnosed with a concussion during the high school season. Of
the non-football players, 2.4% were diagnosed with concussions.
a. Construct a tree diagram to show the sample space of the events.
b. Find the probability of a high school athlete being diagnosed with
concussions?
c. Given an athlete has been diagnosed with a concussion, find the
probability that the student plays football.
Draft: 3/22/2016
Page 9
Appendix D: Day 1 – Concussion Worksheet
2. According to the NHSF participation in high school soccer occurs at a rate of
52.7% for boys and 47.3% for girls. Injury high school soccer occur at a rate
of 2.43% for boys and 2.36% for girls. Of those injuries concussions occur at
a rate of 9.4% for boys and 15.1% for girls.
a. Construct a tree diagram to show the sample space of all possible
events.
b. Find the probability of suffering an injury while playing soccer.
c. Given that a soccer player is injured, find the probability of the athlete
being female.
d. Find the probability of suffering a concussion while playing soccer.
e. Given that a soccer player has been diagnosed with a concussion, find
the probability of the player being female.
Draft: 3/22/2016
Page 10
Appendix E: Day 1 – Concussion Worksheet Answer Key
Concussion Worksheet Answer Key
Concussions have become an epidemic in high school athletics. New statistics
are being released every day to explain this problem. Today we are going to use
some of these statistics to explore the topic of probability. Attached is some data
relating to concussions.
1. According to the National High School Federation approximately 18.3% of
high school athletes play football. Of those football players, 8.5% of those
players are diagnosed with a concussion during the high school season. Of
the non-football players, 2.4% were diagnosed with concussions.
a. Construct a tree diagram to show the sample space of the events.
FOOTBALL
18.3%
CONCUSSION
8.5%
NON-FOOTBALL
81.7%
NO-CONCUSSION
91.5%
CONCUSSION
2.4%
NO-CONCUSSION
97.6%
b. Find the probability of a high school athlete being diagnosed with
concussions?
P(CONCUSSION) = (.183)*(.085) + (.817)*(.024) = 0.02
c. Given an athlete has been diagnosed with a concussion, find the
probability that the student plays football.
P(
𝐶𝑂𝑁𝐶𝑈𝑆𝑆𝐼𝑂𝑁+𝐹𝑂𝑂𝑇𝐵𝐴𝐿𝐿
Draft: 3/22/2016
𝐶𝑂𝑁𝐶𝑈𝑆𝑆𝐼𝑂𝑁
) =
(.183∗ .085)
(.183∗.085+ .817∗.024)
= .078
Page 11
Appendix E: Day 1 – Concussion Worksheet Answer Key
2. According to the NHSF participation in high school soccer occurs at a rate of
52.7% for boys and 47.3% for girls. Injury high school soccer occur at a rate
of 2.43% for boys and 2.36% for girls. Of those injuries concussions occur at
a rate of 9.4% for boys and 15.1% for girls.
a. Construct a tree diagram to show the sample space of all possible
events.
BOYS SOCCER
.527
INJURY
.0243
CONCUSSION
.094
.
NO INJURY
.9757
GIRLS SOCCER
.473
INJURY
.0236
NONCONCUSSION
.906
CONCUSSION
.151
NO INJURY
.9764
NONCONCUSSION
.849
b. Find the probability of suffering an injury while playing soccer.
P(INJURY) = .527*.0243 + .473*.0236 = 0.011
c. Given that a soccer player is injured, find the probability of the athlete
being female.
P(
𝐼𝑁𝐽𝑈𝑅𝑌+𝐹𝐸𝑀𝐴𝐿𝐸
𝐼𝑁𝐽𝑈𝑅𝑌
) =
(.473∗.0236 )
(..527∗.0243 + .473∗.0236 )
= .466
d. Find the probability of suffering a concussion while playing soccer.
P(CONCUSSION) = .527*.0243*.094 + .473*.0236*.151 = 0.0029
e. Given that a soccer player has been diagnosed with a concussion, find
the probability of the player being female.
𝑪𝑶𝑵𝑪𝑼𝑺𝑺𝑰𝑶𝑵+ 𝑰𝑵𝑱𝑼𝑹𝒀+𝑭𝑬𝑴𝑨𝑳𝑬
(.𝟒𝟕𝟑∗.𝟎𝟐𝟑𝟔∗.𝟏𝟓𝟏 )
𝑪𝑶𝑵𝑪𝑼𝑺𝑺𝑰𝑶𝑵
(..𝟓𝟐𝟕∗.𝟎𝟐𝟒𝟑∗.𝟎𝟗𝟒 + .𝟒𝟕𝟑∗.𝟎𝟐𝟑𝟔∗.𝟏𝟓𝟏)
P(
Draft: 3/22/2016
) =
= 0.595
Page 12
Appendix F: Day 2 – Microgravity: Accelerometers
The following 6 pages are an excerpt from a lesson developed by NASA called “Microgravity
— A Teacher's Guide with Activities in Science, Mathematics, and Technology”. The entire
lesson can be found on NASA’s website or by following this link:
http://www.nasa.gov/pdf/62474main_Microgravity_Teachers_Guide.pdf
OR
http://goo.gl/53wL7
Draft: 3/22/2016
Page 13
Appendix F: Day 2 – Microgravity: Accelerometers
Accelerometers
Objective:
• To measure the acceleration
environments created by different
motions.
-3
-2
Science Standards:
-1
Physical Science
- position and motion of objects
Unifying Concepts and Processes
Change, Constancy, & Measurement
Science and Technology
- abilities of technological design
0
1
2
3
Science Process Skills:
Communicating
Measuring
Collecting Data
Communication
Number & Number Relationships
Measurement Computation &
Estimation
Activity Management:
This activity provides students with the
plans for making a one-axis
accelerometer that can be used to
measure acceleration in different
environments ranging from +3 g to -3 g.
The device consists of a triangular shaped
poster board box they construct with a
lead fishing sinker suspended in its
middle with a single strand of a rubber
band. Before using the device, students
must calibrate it for the range of
accelerations it can measure.
The pattern for making the accelerometer
box is included in this guide. It must be
doubled in size. It is recommended that
Draft: 3/22/2016
MATERIALS AND TOOLS
Mathematics Standards:
Students construct a device that can
measure acceleration environments from +3
to -3 9.
Lightweight poster board
(any color)
3 "drilled egg" lead fishing
sinkers, 1 ounce size
Masking tape
Rubber band, #19 size
4 small paper clips
Scissors
Straightedge
Ballpoint pen
Pattern
Hot glue (low temperature)
several patterns be available for the students to
share. To save on materials, students can work in
teams to make a single accelerometer. Old file
folders can be substituted for the poster board.
The student reader can be used at any time during
the activity.
Page 14
Appendix F: Day 2 – Microgravity: Accelerometers
When the boxes are being assembled, the three
sides are brought together to form a prism shape
and held securely with masking tape. The ends
should not be folded down yet. A rubber band is cut and
one end is inserted into a hole punched
into one of the box ends. Tie the rubber band to a
small paper clip. This will prevent the end of the rubber
band from sliding through the hole. The other end of the
rubber band is slipped through the sinker first and then
tied off at the other end
of the box with another paper clip. As each rubber band
end is tied, the box ends are closed and held
with more tape. The two flaps on each end
overlap the prism part of the box on the outside.
It is likely that the rubber band will need some
adjustment so it is at the right tension. This can be
easily done by rolling one paper clip over so
the rubber band winds up on it. When the rubber
band is lightly stretched, tape the clip down.
After gluing the sinker in place on the rubber
band, the accelerometer must be calibrated. The
position of the sinker when the box is standing on
one end indicates the acceleration of 1 gravity (1 g). By
making a paper clip hook, a second sinker is hung from
the first and the new position of the
first sinker indicates an acceleration of 2g9. A
third sinker indicates 3 g. Inverting the box and
repeating the procedure yields positions for
negative 1, 2, and 3 g. Be sure the students
understand that a negative g acceleration is an
acceleration in a direction opposite gravity's pull.
Finally, the half way position of the sinker when the box
is laid on its side is 0 g.
will be difficult to read the scale. It is easier to
read if the students jump with the meter. In this
case, they must keep the meter in front of their faces
through the entire jump. Better still would
be to take the accelerometer on a fast elevator, on a
trampoline, or a roller coaster at an amusement park.
Assessment:
Test each accelerometer to see that it is
constructed and calibrated properly. Collect and review
the student sheets.
Extensions:
1. Take the accelerometer to an amusement park
and measure the accelerations
Magnetic Pole Arrangement
The instructions call for three egg (shaped)
sinkers. Actually, only one is needed for the
accelerometer. The other two are used for
caiibrating the accelerometer and can be shared
between teams.
N
S
S
N
N
S
2
1
0
1
2
2
1
0
1
2
Magnetic Accelerometer
Three ring magnets with like poles facing each other.
2. Construct a magnetic accelerometer.
3. Design and construct an accelerometer for
measuring very slight accelerations such as
those that might be encountered on the Space
Shuttle.
Students are then challenged to use their
accelerometers to measure various accelerations.
They will discover that tossing the device or
letting it fall will cause the sinker to move, but it
Draft: 3/22/2016
Page 15
Accelerometer Box Pattern
Hole for rubber
band
5 cm
5 cm
5 cm
4 cm
5 cm
5
cm
Enlarge 2X
19 cm
4 cm
27 cm
2 cm
Hole for rubber
band
Draft: 3/22/2016
Page 16
Student Reader - 1
Acceleration
Acceleration is the rate at which an object's velocity is changing. The change can be in how fast
the object is moving, a direction change, or both. If you are driving an automobile and
press down on the gas pedal (called the accelerator), your velocity changes. Let's say you
go from 0 kilometers to 50 kilometers per hour in 10 seconds. Your acceleration is said to
be 5 kilometers per hour per second. In other words, each second you are going 5
kilometers per hour faster than the second before. In 10 seconds, you reach 50 kilometers
per hour.
You feel this acceleration by being pressed into the back of your car seat. Actually, it is the
car seat pressing against you. Because of the property of inertia, your body resists
acceleration. You also experience acceleration when there is a change in direction. Let's say
you are driving again but this time at a constant speed in a straight line. Then, the road
curves sharply to the right. Without changing speed, you make the turn and feel your body
pushed into the left wall of the car. Again, it is actually the car pushing on you. This time,
your acceleration was a change in direction. Can you think of situations in which
acceleration is both a change in speed and direction?
The reason for this discussion on acceleration is that it is important to understand that the force
of gravity produces acceleration on objects. Imagine you are standing at the edge of a cliff and
you drop a baseball over the edge. Gravity accelerates the ball as it falls. The acceleration is 9.8
meters per second per second. After 5 seconds, the ball is traveling at a
rate of nearly 50 meters per second. To create a microgravity environment where the
effects of gravity on an experiment are reduced to zero, NASA would have to accelerate
that experiment (make it fall) at exactly the same rate gravity does. In practice, this is hard
to do. When you jump into the air, the microgravity environment you experience is about
1/100th the acceleration of Earth's gravity. The best microgravity environment that NASA's
parabolic aircraft can create is about 1/1000th g. On the Space Shuttle in Earth orbit,
microgravity is about one-millionth g. In practical terms, if you dropped a ball there, the
ball would take about 17 minutes just to fall 5 meters!
Microgravity — A Teacher's Guide with Activities in Science, Mathematics, and Technology,
EG-1997-08-110-HQ, Education Standards Grades 5-8 (∆), 9-12 (t)
Draft: 3/22/2016
Page 17
91
Student Worksheet - 1
Accelerometer Construction
and Calibration
The instructions below are for making a measuring device called an accelerometer. Accelerometers are
used to measure how fast an object changes its speed in one or more directions. This accelerometer uses a
lead weight suspended by a rubber band to sense changes in an object's motion.
Building the Accelerometer:
1. Trace the pattern for the accelerometer on a
piece of poster board. Cut out the pattern.
2. Use a ruler and a ballpoint pen to draw the fold
lines on the poster board in the same place
they are shown on the pattern. As you draw the
lines, apply pressure to the poster board. This
will make the poster board easier to fold.
3. Fold the two long sides up as shown in the first
illustration. The left side with the tabs is folded
over first. The right side is folded second. This
makes a long triangle shape. Use tape to hold the
sides together.
4. Punch a small hole in one of the end triangles.
Cut the rubber band to make one long elastic
band. Tie one end of the band to a small paper
clip. Thread the other end through the hole.
5. Slip the lead weight on the band. Punch a hole
in the other end triangle. While stretching the
band, slip the free end through the second hole
and tie it to a second paper clip.
6. Set the triangular box on its side so the window
is up. Slide the weight so it is in the middle of the
elastic band. Put a dab of hot glue on each end
of the weight where the elastic band enters the
holes.
7. If the elastic band sags inside the box, roll the
elastic around one of the paper clips until it is
snug. Then tape the paper clip in place. Tape the
other triangular end in place.
Draft: 3/22/2016
Fold this side first.
The two flaps are on
the inside.
Fold this side
second and tape
to hold.
Page 18
Student Worksheet - 2
Fold ends after rubber band and
weight are attached. The two flaps on each
end are folded to the outside.
Ta
pe
-3
Ta
-2
pe
-1
0
1
Calibrating the Accelerometer:
1. Stand the accelerometer on one end. Using a
pencil, mark one side of the accelerometer next
to the middle of the weight. Identify this mark as
1 g.
2. Using a small paper clip as a hook, hang a
second weight on the first. Again, mark the
middle of the first weight on the accelerometer.
Identify this mark as 2 g. Repeat this step with a
third weight and identify the mark as 3 g.
3. Remove the two extra weights and stand the
accelerometer on its other end. Repeat the
marking procedure and identify the marks as - 1
g, -2 g, and -3 g.
4. The final step is to mark the midway position
between 1 and -1 g. Identify this place as 0 g.
The accelerometer is completed.
Draft: 3/22/2016
2
3
Finished Accelerometer
Page 19
Appendix G: Day 2 – Newton’s 2nd Law and Momentum Worksheet
Name __________________________ Period ____________ Date ____________
Newton’s 2nd Law and Momentum Worksheet
Answer the following questions on a separate piece of paper. Make sure you
show the equation, substitution with units and the units of the answer!
1. How much force is required to accelerate a 2 kg mass at 3 m/s2?
2. Given a force of 100 N and an acceleration of 10 m/s2, what is the mass?
3. What is the acceleration of a 10 kg mass pushed by a 5 N force?
4. Given a force of 88 N and an acceleration of 4 m/s2, what is the mass?
5. How much force is required to accelerate a 12 kg mass at 5 m/s2?
6. Given a force of 10 N and an acceleration of 5 m/s2, what is the mass?
7. How much force is required to accelerate a 5 kg mass at 20 m/s2?
8. What is the acceleration of a 24 kg mass pushed by a 6 N force?
9. What is the acceleration of a 25 kg mass pushed by a 10 N force?
10. How much more force is needed to accelerate a 100 kg object at 40 km/hr
in 10 seconds?
11. A steel ball whose mass is 2.0 kg is rolling at a rate of 3.8 m/s. What is its
momentum?
12. A marble is rolling at a velocity of 1.5 m/s with a momentum of 0.10
kg*m/s. What is the weight of the marble?
Draft: 3/22/2016
Page 20
Appendix H: Day 2 – Newton’s 2nd Law and Momentum Worksheet
Answer Key
ANSWERS
1. F = ma
𝑚
F = 2 kg * 3 𝑠²
F=6N
𝑚
2. F = ma
100 N = m * 10 𝑠²
m = 10 kg
3. F = ma
5 N = 10 kg * a
a = 0.5 𝑠²
4. F = ma
88 N = m * 4 𝑠²
5. F = ma
F = 12 kg * 5
6. F = ma
10 N = m * 5 𝑠²
7. F = ma
F = 5 kg * 20 𝑠²
F = 100 N
8. F = ma
6 N = 24 kg * a
a = 0.25 𝑠²
9. F = ma
10 N = 25kg * a
a = 0.4 𝑠²
10. F = ma
400 N
a= a =
11. P = mv
P = mv
12. P =mv
0.10
Draft: 3/22/2016
𝑚
𝑚
m = 22 kg
𝑚
F = 60 N
𝑠²
𝑚
m = 2 kg
𝑚
𝑉
40 𝑘𝑚/ℎ𝑟
𝑡
10 𝑠𝑒𝑐𝑠
𝑘𝑔∗𝑚
𝑠
𝑚
𝑚
= 4 km/hr/secF = 100 kg ∗ 4
P = 2 kg * 3.8
= m ∗ 1.5
𝑚
𝑠
𝑚
𝑠
𝑘𝑚
ℎ𝑟
F=
P = 7.6 kg*m/s
m = 0.067 kg
Page 21
Appendix I: Day 2 – Accelerometer Test
Name __________________________ Period ____________ Date ____________
Accelerometer Tests
Answer the following as you test your accelerometer using complete sentences.
Accelerometer Team Names:
___________________________
___________________________
___________________________
___________________________
Test your accelerometer by jumping in the air with it a few times. What happens
to the position of the sinker?
What “g” forces did you encounter in your jumps?
Where else might you encounter g forces like these?
Explain how your accelerometer measures different accelerations.
Draft: 3/22/2016
Page 22
Appendix J: Day 2 – Accelerometer Test Answer Key)
Accelerometer Test
Answer the following as you test your accelerometer using complete sentences.
Accelerometer Team Names:
___________________________
___________________________
___________________________
___________________________
Test your accelerometer by jumping in the air with it a few times. What happens
to the position of the sinker?
Answers will vary. They should include a discussion as to how the sinker moves
appears to move down as they jump up, stops moving at the top of their jump
and moves down when they land.
What “g” forces did you encounter in your jumps?
Answers will vary.
Where else might you encounter g forces like these?
Answers will vary. Suitable responses will include such things as roller coasters
and traveling over a hill in a car.
Explain how your accelerometer measures different accelerations.
Because of inertia, the sinker will try to stay where it is and this will stretch the
rubber band. Eventually the rubber band will be able to move the sinker. The
rubber band obeys Hooke’s Law which states the restorative force is proportional
to the amount of stretch. By measuring how much the rubber band has to stretch
before it moves the sinker you can determine your acceleration. Small
accelerations will not stretch the rubber band as much as large accelerations.
Draft: 3/22/2016
Page 23
Appendix K: Day 4 – Engineering Design Challenge
Engineering Design Challenge
You are a team of engineering consultants that has been contacted by the wellknown athletic gear company, Riddell. They are concerned with the high number
of concussions being reported by athletes and want your help in designing an
accelerometer that will measure head impact. Your team has already created a
large-scale accelerometer to show Riddell, but they have requested a much
smaller device that can be built into the helmet so as not to interfere with the play
of the game. Additionally, they also want to see an option that is more sensitive
than your original. (Your new functional prototype accelerometer must measure
no larger than 10 x 5 cm.) You will then write a technical report and present your
design to Riddell for a final review.
List 3 questions that you and your team have for Riddell before beginning
your challenge.
1.
2.
3.
Questions to discuss and answer with your team:
How can your accelerometer be redesigned so it is more sensitive to slight
accelerations?
Make a sketch of your idea on the back of this page and write out a short
explanation.
Draft: 3/22/2016
Page 24
Appendix L: Day 4 – Engineering Worksheet
Name __________________________ Period ____________ Date ____________
Engineering Worksheet
Questions:
1. Why do you think that to a scientist or engineer failure is not necessarily a
bad thing?
2. What are the constraints you are facing as you complete the engineering
design challenge?
3. Use Hooke’s Law (F = kΔx where F is the restorative force, k is the spring
constant and x is the amount a spring has been stretched or compressed)
to show how two different springs can have the same restorative force.
4. What is meant by the term accuracy?
5. Does making an accelerometer smaller make it more accurate? Support
your answer!
6. Name 3 factors that can affect the sensitivity of an accelerometer:
Draft: 3/22/2016
Page 25
Appendix L: Day 4 – Engineering Worksheet
Planning your design:
What design modification will you address to increase measurement sensitivity?
How will you go about doing this? List what steps you intend to take.
What materials will you need to make the accelerometer more sensitive AND
smaller?
Draft: 3/22/2016
Page 26
Appendix M: Day 4 – Suggested Resources Handout
Engineering Design Challenge Suggested Resources
The following list can be found at http://goo.gl/uhwVH
A beginner’s guide to
accelerometers
http://www.dimensionengineering.com/info/accelerometers
Accelerometer Principles
http://zone.ni.com/devzone/cda/ph/p/id/12?nipkw=accelerom
eter&nisrc=Google&niurl=&ninet=search&nicam=Measureme
nts_Ad_Text&nigrp=Sensor_Accelerometer
What does the iPhone
accelerometer do?
http://www.howstuffworks.com/iphone-accelerometer.htm
Accelerometers
http://www.hobbytronics.co.uk/accelerometer-info
Engineer Guy shows how a
phone accelerometer works
http://www.engadget.com/2012/05/22/the-engineer-guyshows-how-a-smartphone-accelerometer-works/
What is MEMS?
http://www.memsindustrygroup.org/i4a/pages/index.cfm?pag
eid=3926
MEMS Pressure Sensor
Fabrication (video)
https://www.youtube.com/watch?v=JhBmvnil66M&feature=yo
utu.be
Backside Etch (video)
https://www.youtube.com/watch?v=oUi_s2KoAEg
MicroElectroMechanical Systems
(MEMS)
http://mems.sandia.gov/
MEMS Presentation by Vinyak
Hegde
http://www.slideshare.net/vinayak.nandi/mems-detailpresentation
What is MEMS Technology?
https://www.mems-exchange.org/MEMS/what-is.html
Southwest Center for
Microsystems Education
http://scmenm.org/index.php?option=com_content&view=featured&Itemi
d=192
Discover the MEMS in the
Machine
http://www.memsindustrygroup.org/i4a/pages/index.cfm?pag
eid=3933
National Instruments:
Accelerometer Principles
http://zone.ni.com/devzone/cda/ph/p/id/12
MEMSnet
http://www.memsnet.org/mems/fabrication.html
Draft: 3/22/2016
Page 27
Appendix N: Day 4 – Engineering Design Challenge Rubric
Engineering Design Challenge Rubric
Category
4 Points
3 Points
2 Points
0 Point
Content (x2)
Thoroughly and clearly states
the design and function of the
small-scale accelerometer to
give a basic understanding of
its operation.
Discusses the design and
function of the smallscale accelerometer to
give a basic
understanding of its
operation.
Discusses the design
and function of the
small-scale
accelerometer but
incorrectly describes its
operation.
No discussion of the
design, function and/or
operation.
Organization
Presentation is clearly
organized similar to the
technical paper outline so that
the presentation follows a
logical sequence with no
distracting elements or blocks
of texts.
Presentation appears to
flow in a logical sequence
and addresses the
technical paper outline.
Presentation does not
flow smoothly and/or
major omissions of
content from the
technical paper outline.
The presentation is
hard to follow and is
obvious that there is no
logical sequence to the
information presented.
Performance
Effectively delivers to the
audience by making eye
contact with audience and
adds to text on slide. Uses
voice variation; interesting and
vivid to hear.
Makes eye contact with
the audience, but does
not add to information
provided on slide. Speaks
clearly and confidently.
Makes very little eye
contact and read off of
slide. Uses incomplete
sentences.
Little or no attempt is
made to stay on the
topic. Does not
consider audience.
Difficult to understand.
Teamwork
Presentation shows that each
person delivered key
information and evidence of
rehearsal is evident
Presentation shows that
75% of the team delivered
key information and
evidence of rehearsal is
evident
Presentation shows that
50% of the team
delivered key
information and
evidence of rehearsal is
evident
Presentation shows that
25% of the team
delivered key
information and
evidence of rehearsal is
evident
Presentation
Draft: 3/22/2016
Page 28
Appendix N: Day 4 – Engineering Design Challenge Rubric
Prototype
Meets
Constraint
The prototype measures 10x5
cm as a specified constraint.
Function
The prototype does measure
accelerations performing with
100% consistency.
Sensitivity
The team presents evidence
that supports the fact that their
prototype is more sensitive
than the large- scale model.
The team has not
evidence that supports
the fact that their
prototype is more
sensitive than the largescale model
Engineering
Design
Process (EDP)
The team’s prototype is clearly
the result of the teams
successful application of the
EDP
The team’s prototype is
clearly NOT the result
of the teams application
of the EDP
Draft: 3/22/2016
The prototype does not
meet the constraint of
10x5 cm.
The prototype measures
accelerations consistently
80% of the time.
The prototype measures
consistently <80% of the
time.
Page 29
The prototype does
NOT measure
accelerations
Appendix O: Day 5 –Engineering Design Process
Engineering Design Challenge: Technical Paper Outline
The purpose of a technical paper is to explain what the team did and why they did it.
Note that this is NOT a lab report. It is a way to communicate, in a professional manner,
what the team did with clear explanations and reasons. The team’s technical paper must
address the stakeholders as presented in the engineering design challenge. The goal is
to persuade the stakeholders to choose the team’s proposed design solution.
Technical paper should follow APA formatting, use Times New Roman: 12-point font,
and be double spaced.
Title Page:






(centered)
Project Title
Team’s STEM Business Name
Authors’ Names
School
Teacher / Coach’s Name
Submission Date
Introduction:
Some authors find it easiest to initially skip this section until the remainder of the proposal is finished.
 Define the problem and explain the need to take action.
 State the design challenge’s purpose and potential for solving the problem.
Begin with a one-sentence statement: “The purpose of this project is to…”
Use verbs that show measurable results: assess, compare, determine, evaluate, identify, develop,
define, increase, decrease, improve, reduce, etc.
 Identify and explain the effects of doing nothing to solve the problem.
Make the reader feel a need to take action by briefly explaining the importance of the subject.
 Provide research-based background information regarding the subject.
 Briefly explain why you chose to do what you did.
This will familiarize the readers with the subject and to gain their interest.
Engineering Design Process:
This is the largest section of your proposal. It will tell the readers how you will solve the problem, why you
will do it that way, and what the deliverables are.
 Provide a description of the prototype’s evolution based on the phases of the
provided engineering design process.
For each step, state how and why you are doing it that way, and what the deliverable is. The
deliverable should be something the reader could see, hold, feel, or experience.
 Support testing methods (related to the engineering design process) and results with
diagrams such as chart, table, and/or spreadsheet formats.
 Explain STEM careers required for achieving full-scale version of prototyped design
solution. Include description of the roles, responsibilities, and educational
requirements of the professionals.
Conclusion:
 Restate and summarize the design’s purpose, benefits, and affects on the future.
 Suggest further research needs and possible design improvements.
References:
 Cite Sources in APA Format.
(adapted from: Purdue OWL: INDOT workshop resources for engineers, nd)
Draft: 3/22/2016
Page 30
Appendix P: Day 5 –Technical Paper Rubric
Engineering Design Challenge: Technical Paper Rubric
COMPONENT
4
3
2
1
TECHNICAL PAPER
Technical
Writing
Utilizes accurate technical language Utilizes accurate, technical language
and terminology.
and terminology that demonstrates a
comprehensive understanding of the
Cites credible evidence within
concept, design challenge, and
document that demonstrates a
stakeholders.
comprehensive understanding of the
concept, design challenge, and
stakeholders.
Utilizes mostly accurate, technical
language and terminology that
demonstrates an understanding of
the concept, design challenge, and
stakeholders.
Attempts to utilize accurate technical
language and terminology that
demonstrates an understanding of
the concept, design challenge, and
stakeholders.
Minor errors are evident.
Major errors are evident.
INTRODUCTION
In-depth inferences, reinforced by
research that justifies the need for
stakeholders to choose team’s
proposed design by concisely:
Purpose
Background
Research
Draft: 3/22/2016
Justifies the need for stakeholders to Addresses the need for stakeholders Addresses the need for stakeholders
choose team’s proposed design by to choose team’s proposed design
to choose team’s proposed design
concisely:
solution by:
solution by including two of the
following:
Defining the problem and urgency
Defining the problem.
Defining the problem and urgency
for stakeholders to take action.
Defining the problem.
Stating the design’s purpose and
for stakeholders to take action.
Stating the design’s purpose and
potential for solving the problem.
Stating the design’s purpose and
Stating the design’s purpose and
potential for solving the problem.
potential for solving the problem.
Identifying and explaining the effects
potential for solving the problem.
Identifying and explaining the effects of doing nothing to solve the
Identifying and explaining the effects
Identifying and explaining the effects of doing nothing to solve the
problem.
of doing nothing to solve the
of doing nothing to solve the
problem.
problem.
problem.
Includes in-depth inferences,
Concisely synthesizes background
reinforced by facts, to concisely
research in relationship to the
synthesize the background research engineering design problem.
in relationship to the engineering
design problem.
Describes concepts in relationship to Vaguely describes concepts in
the engineering design problem.
relationship to the engineering
including:
design problem.
Minor omissions in details are
evident.
Page 31
Major omissions in details are
evident.
Appendix P: Day 5 –Technical Paper Rubric
COMPONENT
4
3
2
1
ENGINEERING DESIGN PROCESS
Engineering
Process
Testing
Documentation
STEM Career
Connection
Provides a thorough and highly
extensive description of the
prototype’s evolution based on the
iterative nature of the provided
engineering design process
diagram.
Provides a detailed description of
the prototype’s evolution based on
the iterative nature of the provided
engineering design process
diagram.
Provides a description of the
prototype’s evolution based on the
iterative nature of the provided
engineering design process
diagram.
Provides justification, application, or
synthesis of accurately supporting
testing methods (related to the
engineering design process) and
results with diagram, chart, table,
and/or spreadsheet formats.
Accurately and consistently
supports all testing methods
(related to the engineering design
process) and results with diagram,
chart, table, and/or spreadsheet
formats.
Minor inconsistencies in supporting
testing methods (related to the
engineering design process) and
results with diagram, chart, table,
and/or spreadsheet formats.
Inconsistently supports testing
methods (related to the engineering
design process) and results with
diagram, chart, table, and/or
spreadsheet formats.
Explains STEM careers applicable
for completion of full-scale version
of prototype design.
Explains STEM careers applicable
for completion of full-scale version
of prototype design.
Explains STEM careers applicable
for completion of full-scale version
of prototype design.
Explains STEM careers essential
for achieving full-scale version of
prototyped design.
Bases explanation on research and
includes description of:
 Roles
 Responsibilities
 Educational Requirements
 Salary Based on Education and
Experience Levels
Bases explanation on research and
includes description of:
 Roles
 Responsibilities
 Educational Requirements
Bases explanation on research and
includes limited description of:
 Roles
 Responsibilities
 Educational Requirements
Minor omissions of phases and/or
phase content are evident.
Provides a description of the
prototype’s evolution that is not
based on the provided engineering
design process diagram.
Major omissions of phases and/or
phase content are evident.
CONCLUSION
Conclusion
Employs high-level inferences while Persuasively:
drawing on previously researched
facts, testing results, and reasoning Restates and summarize design’s
purpose, benefits, and effects on
to persuasively:
the future.
Restate and summarize design’s
Suggests further research needs
purpose, benefits, and effects on
and possible design improvements.
the future.
Restates and summarize design’s
purpose, benefits, and effects on
the future.
Restates and summarizes design’s
purpose, benefits, and effects on
the future.
Suggests further research needs
Suggests further research needs
and possible design improvements. and possible design improvements.
Major omissions are evident.
Suggest further research needs and
possible design improvements.
REFERENCES
References
Draft: 3/22/2016
All references are properly cited in
APA format.
References are cited in APA format References are cited in an
with minor errors.
inconsistent format.
Page 32
Little or no attempt is made to cite
references in a consistent format.
Appendix Q: Day 5 –Engineering Design Process
Ask:
What is the problem?
What have others done?
What are the constraints?
Think:
What could be some solutions?
Brainstorm ideas, choose the best ones.
Plan:
Draw a diagram.
Make a list of materials, you will need.
Test:
Follow your plan and create it.
Test your solution to the problem.
Improve:
Make the design better.
Test it, again.
Draft: 3/22/2016
Page 33
Appendix R: Day 9 – “MEMS Do What?” Handout
Name ________________________ Period ______________Date____________
MEMS Do What!?
Guided Notes on the YouTube Video:
What does MEMS stand for?
Name two places where MEMS are used:
How are MEMS made?
What is the difference between the Mechanical and Electrical components?
How many MEMS devices are there per person living in North America?
Pay close attention to the discussion of the accelerometer found in car air bags. Briefly
describe its action:
What is a micro-mirror device?
How is MEMS helpful in the consumer electronics market like headphones?
How is MEMS being used in the medical field?
Draft: 3/22/2016
Page 34
Appendix R: Day 9 – “MEMS Do What?” Handout
Notes on PowerPoint:
The most interesting thing I learned was.....
I still have questions about.....
Answers to index card questions:
Student #1:
1.
2.
3.
Student #2:
1.
2.
3.
Draft: 3/22/2016
Page 35
Appendix S: Day 9 – “MEMS Do What!?” Answer Key
MEMS Do What!? Answer Key
Guided Notes on the YouTube Video:
What does MEMS stand for?
Microelectromechanical systems MEMS
Name two places where MEMS are used:
(Answers will vary) Smartphones and iPads
How are MEMS made?
(Answers will vary) MEMS are fabricated using micromachining techniques similar to
those used to fabricate integrated circuits. Some examples are: Bulk Micromachining,
Surface Micromachining, Wafer Bonding, Deep Reactive Ion Etching of Silicon
What is the difference between the Mechanical and Electrical components?
The mechanical component will physically move whereas the electrical component will
carry the electronic signal.
How many MEMS devices are there per person living in North America?
15-20
Pay close attention to the discussion of the accelerometer found in car air bags. Briefly
describe its action:
A micro sensor moves in response to a vehicle’s acceleration. A tiny mass is mounted
on a hinge that moves as the vehicle moves and sensors read the change in the mass
relaying it to a processor. In a collision, there is a rapid change in acceleration. The
sensor reads the change in the mass and when it hits an unsafe level, the airbag is
deployed.
What is a micro-mirror device?
Micro-mirror devices are being used in home theaters video projectors and TVs. These
devices utilize hinged, microscopic mirrors that better focus images by reflecting or
blocking light. These tiny mirrors create finely tuned images that surpass current
projectors. Higher picture quality results.
How is MEMS helpful in the consumer electronics market like headphones?
MEMS decrease audio distortion and improve quality and clarity of sound.
How is MEMS being used in the medical field?
Pharmaceutical chips imbedded in patients can release a specific amount of drug at the
correct time. MEMS sensors imbedded in scalpels allow surgeons to monitor the force
and depth of an incision.
Draft: 3/22/2016
Page 36
Appendix T: Day 9 – Career Journal Template
Name _______________________ Period ________________ Date____________
Name of Career:
Education Required (be specific with levels and areas of study):
Daily Job Duties:
Describe how this professional plays a role in the world of MEMS technology:
Please reflect in 4-5 sentences on if you are interested in this career:
Draft: 3/22/2016
Page 37
Appendix U: Day 10 – Etching Activity Prelab
Name __________________________ Period _______________ Date____________
Etching Activity Prelab
Directions: The purpose of this prelab assignment is to show you how MEMS are
manufactured. Then, tomorrow you will be performing a similar process in the lab called
Silicon Etching. Use this Google search engine
(http://www.google.com/cse/publicurl?cx=007896470641676337318:brfng6ogv1e OR
http://bit.ly/12OXUD5) to answer the following questions.
MEMS Manufacturing
1. How many layers are used in a standard lithography fabrication?
2. What is bulk micromachining?
3. What is surface micromachining?
4. What are some common masking materials for the etching process?
5. Wafer bonding is analogous to what in the macroscale world?
Draft: 3/22/2016
Page 38
Appendix U: Day 10 – Etching Activity Prelab
MEMS Applications
6. Name 3 ways that MEMS have contributed to biotechnology.
7. Name 3 ways that MEMS have contributed to the field of medicine.
MEMS Challenges
8. Name and explain one current challenge to the field of MEMS.
Draft: 3/22/2016
Page 39
Appendix V: Day 10 – Etching Activity Prelab Answer Key
Etching Activity Prelab Answer Key
Directions: The purpose of this prelab assignment is to show you how MEMS are
manufactured. Then, tomorrow you will be performing a similar process in the lab called
Silicon Etching. Use this Google search engine
(http://www.google.com/cse/publicurl?cx=007896470641676337318:brfng6ogv1e OR
http://bit.ly/12OXUD5) to answer the following questions.
MEMS Manufacturing
1. How many layers are used in a standard lithography fabrication?
Four.
2. What is bulk micromachining?
This technique involves the selective removal of the substrate material in order to
realize miniaturized mechanical components. Bulk micromachining can be
accomplished using chemical or physical means, with chemical means being far
more widely used in the MEMS industry.
3. What is surface micromachining?
This involves a sequence of steps starting with the deposition of some thin-film
material to act as a temporary mechanical layer onto which the actual device layers
are built;
4. What are some common masking materials for the etching process?
silicon dioxide and silicon nitride
5. Wafer bonding is analogous to what in the macroscale world?
welding.
MEMS Applications
6. Name 3 ways that MEMS have contributed to biotechnology.
(Multiple correct answers) PCR, biochips, electroporation
7. Name 3 ways that MEMS have contributed to the field of medicine.
(Multiple correct answers) Pressure sensors measure intrauterine pressure
during birth.
MEMS pressure sensors used in drug infusion pumps
MEMS pressure sensors used in ventilating machines
MEMS Challenges
8. Name and explain one current challenge to the field of MEMS.
Need deeper knowledge of MEMS fabrication, better access to fabrication
equipment and expertise, and access to better and more efficient packaging.
Draft: 3/22/2016
Page 40
Appendix W: Day 11 – Etching Activity Teacher Information
Etching Activity Teacher Information
The plating experiment begins with galvanized (Zn coated) metal. HCl is used to remove
the Zn, leaving steel exposed with no protective coating. The iron of the steel reacts with
the copper to produce a copper design. The resulting square of metal will have a copper
design on silver colored metal. The process models the MEMS fabrication technique in the
masking and removal steps. The actual fabrication steps could be done in a classroom
using silicon wafers and potassium hydroxide solution, but is much more expensive than the
Zn and Cu technique. You may want to refer to the metal square as a “wafer” to utilize
similar terminology to the MEMS process.
Students should have a basic understanding of chemical reactions and be able to recognize
evidence for chemical reactions. The lesson also addressed oxidation and reduction.
Time Required: 40-50 minutes for the masking and reactions. Students usually want to
make more than one square!
Preparing Materials
Galvanized iron can be purchased from hardware stores as metal roofing. It can be cut with
tin snips and will have sharp edges. Pre-cut squares can be purchased in large quantities
from Flinn Scientific. Plan one metal piece per student and have extra squares.
Several rolls of masking tape can be shared among groups; wider tape is better.
Caution should be taken in using these materials with students. Safety glasses and lab
aprons should be used.
6M HCL allows the Zn coating to be removed quickly, but is a strong concentration. This is
a 50% solution from concentrated HCl. 3M or weaker can be used, but more time will be
needed for this part of the experiment. The metal squares must be submerged in the HCl,
but the beakers of this solution can be used by multiple students. Gauge the quantity and
number of beakers based upon your time. One metal square at a time.
Prepare a 5% CuSO 5H O solution with 1% concentrated H SO so that you will have at
least 10 mL/student. Very little of this is needed and it is brushed on the metal design with
cotton.
4
.
2
2
4
Disposal: HCl and CuSO4·H2O solutions can be safely poured down the drain and rinsed
with tap water. All other materials can be disposed of in the trash.
Draft: 3/22/2016
Page 41
Appendix W: Day 11 – Etching Activity Teacher Information
Answers to Analysis Questions
1. The metal bubbles vigorously.
2. The exposed part of the metal turns a bright copper color.
3. The steel is placed in the HCl to remove the galvanized coating of Zn and expose the Fe
of the steel.
4. Galvanized refers to a coating of Zn on metal to protect from corrosion. Ex: Metal
construction materials are galvanized to protect them from rusting.
5. Fe
6. The electrons come from the Fe
7. The galvanized square substitutes for the silicon wafer.
8. Similarities between the metal plating and MEMS:



both processes require a chemical treatment to “cut in” to the surface.
a different design can be produced for each wafer or metal square, designed by
creative engineers
masking is used in both processes to prevent some areas of the surface from being
removed
Possible answers for differences:



very different scales of manufacturing; macro vs nanoscale
different materials
different applications of the finished product
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Appendix X: Day 11 – Etching Activity Student Handout
MEMS Fabrication Activity
This activity is designed to model the fabrication process of a microelectromechanical system,
or MEMS. The actual process utilizes nanotechnology techniques and results in systems that
function within tiny accelerometers. In this exercise, you will model the construction of a MEMS
device by using a macroscale metal plating technique. In industry, it is common to apply a layer
of one metal onto another to improve the appearance of the surface or make it resistant to
corrosion.
In the production of a MEMS device, a silicon chip is “masked” with another material and then
removed in successive layers to develop a pattern on the chip.
In your experiment, you will plate a piece of steel with copper making a design on the steel
which you will create yourself. The production of your design in the plating technique is similar
to how a MEMS device is produced only MEMS are engineered on a MUCH smaller scale!
MATERIALS
Eye protection (1 per student)
Aprons (1 per student)
5-cm x 5-cm piece of galvanized iron (1 per student)
Utility or craft knife (1 per student)
Masking tape
Paper towels
Cotton swabs
Steel wool (optional)
The following are 1 per group of 6 students:
Pencil with an eraser
250 mL beaker
200 mL 6M hydrochloric acid
10 mL of 5% copper sulfate solution
Tongs
SAFETY NOTE
Safety glasses and aprons should be utilized for this activity. Take precautions to avoid skin
contact with the chemicals used in this experiment. Take precautions with utilizing the knife.
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Appendix X: Day 11 – Etching Activity Student Handout
PROCEDURE
1. Completely cover both sides of a piece of galvanized iron with masking tape.
2. Draw a simple design on the masking tape with a pencil. If you want, you may draw
diagrams on both sides of the piece of galvanized iron.
3. Using the utility knife cut and remove the masking tape so your design is uncovered.
Erase any stray pencil marks carefully without disturbing the tape.
4. Be sure the remaining masking tape is adhering tightly to the iron. Using the tongs,
place the piece of iron in the beaker of hydrochloric acid. Record observations.
5. Remove the metal piece from the acid as soon as the rapid formation of bubbling
stops and rinse the acid off with water. Do not allow it to touch skin or clothing until it
is thoroughly rinsed.
6. Dry the piece with paper towels.
7. Dip the cotton swab into the acidified copper sulfate solution and very gently rub it
over the design.
8. When the entire area of the design has been coated with copper, rinse it with water
and dry with paper towels.
9. Remove the masking tape from the piece of iron.
10. If there is any black residue on the iron, remove it by gently rubbing with steel wool.
11. Disposal: HCl and CuSO4·H2O solutions can be safely poured down the drain and
rinsed with tap water. All other materials can be disposed of in the trash.
ANALYSIS QUESTIONS: Answer the following on a separate sheet of paper using
complete sentences.
1. Describe what happened as the steel was placed in the HCl. What sign(s) indicated
that a chemical reaction was occurring?
2. Describe what happened when the steel was rubbed with the copper sulfate solution.
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Appendix X: Day 11 – Etching Activity Student Handout
3. What was the purpose of placing the steel in the HCl?
4. What is the meaning of the term galvanized?
5. After the metal piece was removed from the HCl, what was the main
element exposed? Think about what steel is and what would be left if the galvanized
coating is gone.
6. When you brushed the copper solution onto the metal, Cu+2 ions are changed to pure
Cu+0 metal. For this to happen, copper ions must gain electrons. Where do these
electrons come from?
7. In the actual MEMS production, silicon wafers are “etched” with a pattern. Which
material in your activity substituted for the silicon wafer?
8. Compare and contrast the metal plating technique to a MEMS fabrication process.
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Appendix Y: Additional Teacher Resources
The EDC Suggested Resources (Appendix M) has many wonderful websites that offer a
vast amount of information about accelerometers, MEMS and MEMS fabrication. It
would be time well spent in perusing many if not all of the links.
This lesson can also address the following Physical Education Standards:
Grades 9-12 – Physical Education
Physical Education Standard 2
Demonstrates understanding of movement concepts, principles, strategies and
tactics as they apply to the learning and performance of physical activities.
Benchmark B: Apply biomechanical principles to performance in authentic settings.
Apply critical elements and biomechanical principles (e.g., stability, rotation, linear and angular
motion) to perform increasingly complex movement forms.
Analyze and evaluate performance of self and others across multiple movement forms.
Physical Education Standard 5
Exhibits responsible personal behavior and social behavior that respects self and others
in physical activity settings.
Benchmark A: Demonstrate leadership by holding self and others responsible for following safe
practices, rules, procedures and etiquette in physical activity settings.
1. Contribute to the development and maintenance of rules that provide for safe
participation in physical activities.
2. Encourage others to apply appropriate etiquette in a variety of authentic physical activity
settings.
3. Recognize unsafe conditions in practice or play and take steps to correct them.
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