2014-2015 Physical Science Honors Middle School Engineering Design Challenge
Flying T-shirt Launchers
Purpose:
The purpose of this competition is to connect OCPS students to real-world problem solving through an
engineering design process. This particular challenge was chosen for its ability to allow students to apply
science concepts that they have learned in semester one of the Physical Science Honors course (2003320).
Students will have a chance to interact with engineers from the community and to participate in a ‘regional’
competition against other schools at the Lockheed facility in Orlando, Florida.
Problem:
The cheerleading squad at a local high school wants to be able to throw t-shirts into the cheering crowd at
sports games, but throwing by arm up into the stands is not very effective in terms of range or accuracy. The
team looked into an air cannon, but they could not afford an air cannon (most models start at $1500) and their
principal said that they can’t make their own because it is too much like a gun and would violate school rules.
They want you to design a t-shirt launcher for their squad to use at games.
Criteria:
The launcher must be operable and safe (always err on the side of safety if unsure).
The launcher should be at least somewhat adjustable for launching at different heights and distances.
Teams may get adult assistance in the construction of the launcher (i.e. if power tools are needed), but the
design must be the students’.
Launchers will be tested using targets at various distances, heights, and widths. Targets may be hula-hoops
or similar objects.
Launcher must be able to fit through doorways.
Launcher should be able to be operated by 4 or fewer students.
Team must keep an accurate budget, including receipts.
Team must compile data of launcher performance to be used when aiming at targets.
Constraints:
Launcher may not be an air cannon or similar device.
Launcher may not use explosives.
The launcher must be operable and safe (always err on the side of safety if unsure).
Launcher materials, construction tools, and testing tools must be at or under budget of $100
Additional Information:
Teams may get adult assistance in the construction of the launcher (i.e. if power tools are needed), but the
design must be the students’.
No sharp edges are allowed, see safety criteria/constraint.
Students must wear impact goggles/glasses during operation of the launcher, see safety criteria/constraint.
Store bought kits may be used, but will result in loss of points.
If items are donated or borrowed, this should still be mentioned in the budget and monetary estimation given.
Materials:
Will vary upon group design, but suggested supplies include the list below:
1. Notebook for project (folder, notebook, binder, any format OK)
2. For sketching and prototype-building, each group needs:
paper, pencils and erasers
assortment of office/classroom supplies and small arts and crafts supplies, such as paper, tape, scissors,
glue, craft sticks, paper clips, rubber bands, twist ties, etc.
3. For full-scale model building, groups may request and need:
pieces of wood, such as cuts of plywood, dowel, 2 x 4 beams
Based on and Modified from www.teachengineering.org “Physics of the Flying T-shirt”
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PVC pipes and joints
Various glues and tapes
nails, screws, hinges, springs
elastic tubing, bungee cords
power drill, drill bits, including a hole cutter (a circular saw drill bit attachment that cuts wider holes in wood
sheets), hacksaw, screw drivers, hammers
sandpaper
other items available at grocery, hardware and dollar/discount stores
Background Information on Engineering Design Process:
All engineering designs start with a need. For example, practical solar panels were engineered when
companies like NASA needed a way to power satellites in space. The Internet was born when the US military
needed a way to communicate between computers. Here, cheerleaders need a way to get a t-shirt high into
the bleachers. So now what do we do? As engineers, how do we actually go about designing something to
meet our client's need?
When faced with a design challenge, engineers follow the engineering design process. This process consists
of the following five basic steps (write them on the board, in a circle arrangement): 1) ask, 2) imagine, 3) plan,
4) create, and 5) improve.
What could be some
solutions?
Brainstorm ideas.
Choose the
best one.
What is the problem?
What have others done?
What are the constraints?
Production
Design satisfies the goal
Make your
design even
better.
Test it out!
Draw a diagram.
Make a list of the
materials
you’ll need.
Test
Follow your plan
and create it.
Test it out!
The first step is to identify the need or problem to be solved by "asking" yourself or someone else what issues
need help. Then you "imagine" as many different ways as possible to meet the need. Team brainstorming
helps with this step. In step three, you choose the best idea and figure out how to design it by making a "plan."
Then you "create" your design and because the first attempt is never perfect, step five is to "improve" on your
design. Engineers typically follow this circular process as they design solutions to all kinds of challenges to
make things better for people.
While all five steps are important, it is essential to emphasize the second and third steps: imagine and plan.
During step 2, when you are imagining your design, it helps to work in teams and think "outside the box." This
helps generate more creative designs.
As wild as some of the ideas may be from your imagining in step 2, your team must select the best idea in
order to start step 3. During the planning stage, every design project has its own particular requirements and
Based on and Modified from www.teachengineering.org “Physics of the Flying T-shirt”
12/12/2014
constraints to consider. But, almost all projects have a budget, which limits what can be spent for the project. It
is important to make a detailed and well thought out plan with all the pricing accounted for before you start
building.
Suggested Progression:
1. Brainstorming. Do not emphasize the constraints too much during the brainstorming process so that ideas
aren’t limited. “Crazy ideas” may have usable elements to them that would not be considered if thrown out too
early.
Here are good videos to review:
http://www.youtube.com/watch?v=M66ZU2PCIcM (ABC News Nightline video called "The Deep Dive")
http://www.engineeryourlife.org/cms/6196.aspx?eylprofile=Video (Watch the Judy Lee video)
https://www.teachengineering.org/view_lesson.php?url=collection/cub_/lessons/cub_flyingtshirt/cub_flyingtshirt
_lesson01.xml
3. Apply the criteria, constraints, and science to hone the brainstorming ideas. Students should begin to
sketch more feasible ideas and discuss energy conversion (elastic potential or gravitational potential to kinetic).
Some clips from Design Squad Episodes (click episodes, the media player isn’t super useful for exact times),
suggested episodes are Cardboard Furniture and Got Game can be good for this.
4. Groups select their best idea/plan. Make a prototype diagram to be created and then a model can be built
from everyday craft supplies. The model does not have to work, but should allow students to have a 3-D
representation of their device and to begin to think about issues that may occur during construction.
5. Students work on creating diagram full their full-sized model. The diagram should be detailed and include a
materials list. Students should decide what will need to be purchased and what could be borrowed or donated
(and where to get purchased, borrowed, and donated items).
6. Teams create their devices.
7. Teams test their devices. Analyze problems and adjust/redesign/improve devices as this is a very
important and authentic part of the engineering design process. Adjustments should be documented.
8. Teams test devices and collect data of different ‘settings’. This information will be used by the teams during
the competition for the best chance of shooting t-shirts through the targets.
9. Teams should finish compiling their notebook for the competition. (see notebook section.)
10. School Competition: the winning project goes to Lockheed. Arrange transportation of the device to the
Lockheed site.
Notebooks:
The notebooks will be a record of the teams design process. Students should save and record artifacts from
every stage of the design process. The notebooks are open in format, in that the notebook can be a
composition or spiral notebook or single pages collected into a binder, folder, or presentation cover.
Notebooks should have a section or pages for each step of the design process, project budget, and any other
notes the team wants to include. They may have multiple versions of certain sections. The main point is that
the judges can follow the design process of each group.
Example:
Ask – students summarize their understanding of the problem.
Based on and Modified from www.teachengineering.org “Physics of the Flying T-shirt”
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Imagine – students save evidence of initial and intermediate brainstorming ideas
Plan – students include copy of prototype plan and picture
Plan – students include copy of final approved plan with materials list
Create – students include picture of launcher
Test – students include initial test data and structural analysis
Improve – students list what they decided to adjust and why
Test – students include final test data (a copy of which will be used during the competition)
Production – students state why they are satisfied with their device and how it meets the criteria and
constraints of the client
Budget – students include budget listing what was spent on project, could include copies of receipts
Judging:
Devices will be judged on a number of factors for multiple awards. Students should keep in mind the goal of
meeting the client’s needs (accurate t-shirt launcher), but other factors such as ease of use, design process
(submitted notebook), originality/creativity, and aesthetic appearance of the device.
Dates:
School winners need to be reported by February 2, 2015. This will include the information on all individuals
(children and adults) visiting the facility that Lockheed requests due to security issues.
The Regional Competition will be held at the Lockheed Martin Visitor Center February 16, 2015???
Projects can be dropped off at the Lockheed site on Friday 13th or brought to the facility the day of the
competition.
Groups should plan on arriving by 8:30am. Students will split into multiple groups that toggle between
presenting their launching devices to the engineers and taking a tour of the facility.
Based on and Modified from www.teachengineering.org “Physics of the Flying T-shirt”
12/12/2014