MADISON PUBLIC SCHOOL DISTRICT
GRADE 6 Cycle Class
Creative Engineering
Authored by: Julie Spoerl, Technology Integration Specialist
Carole Rawding, MHS Physics Teacher
Reviewed by: Lee Nittel,
Director of Curriculum and Instruction
Adopted by the Board: January, 2013
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
David Arthur
Kevin Blair
Shade Grahling
Linda Gilbert
Thomas Haralampoudis
James Novotny
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
I.
OVERVIEW
Creative Engineering is a cycle course that meets 2 days a week for a full marking period (20 classes). It is a
required course for all 6th grade students, the intent being to teach and assess the NJ Core Curriculum Content
Standards (CCCS) for Technology Education 8.2, (Technology Education, Engineering, and Design). Students
will learn and apply basic engineering concepts in order to complete several hands-on projects. Students will use
computer websites for research, when applicable, and use critical thinking and problem solving skills. The skills
and concepts taught and assessed will directly correlate to the NJ CCCS for Technology Education, 8.2.
II. RATIONALE
This curriculum is intended to provide opportunities for all students to think critically, problem solve, and apply
the design process to real world situations. This hands-on and engaging course requires students to apply
engineering, science, and mathematics principals as they solve problems. It will provide a foundation of
knowledge and skills for students as they move into more sophisticated science and engineering studies.
III. STUDENT OUTCOMES
Technology Education, Engineering, and Design: CCCS 8.2
A: Nature of Technology: Creativity and Innovation
8.2.8.A.1 Explain the impact of globalization on the development of a technological system over time.
B: Design: Critical Thinking, Problem Solving, and Decision-Making
8.2.8.B.1: Design and create a product that addresses a real-world problem using the design process and
working with specific criteria and constraints.
8.2.8.B.2 Identify the design constraints and trade-offs involved in designing a prototype (e.g., how the
prototype might fail and how it might be improved) by completing a design problem and reporting results in
a multimedia presentation
8.2.8.B.3 Solve a science –based design challenge and build a prototype using science and math principles
throughout the design process
C: Technological Citizenship, Ethics, and Society
8.2.8.C.1 Explain the need for patents and the process of registering one
E: Communication and Collaboration
8.2.8.E.1 Work in collaboration with peers and experts in the field to develop a product using design process,
data analysis, and trends, and maintain a digital log with annotated sketches to record the development cycle.
F: Resources for a Technological World
8.2.8.F.1 Explain the impact of resource selection and processing in the development of a common
technological product or system
8.2.8.F.2 Explain how the resources and processes used in the production of a current technological product
can be modified to have a more positive impact on the environment (e.g., by using recycled metals, alternate
energy sources) and the economy.
G: The Designed World
8.2.8.G.1 Explain why human-designed systems, products, and environments need to be constantly
monitored, maintained, and improved.
8.2.8.G.2 Explain the interdependence of a subsystem that operates as part of system.
8.2.8.C.2 and 8.2.8.D.1 are not covered in this course but are covered in other 6th grade core
subjects.
NJ CCCS for Science:
5.1.8.A.3: Use scientific principles and models to frame and synthesize scientific arguments and pose theories.
5.1.8.B.1: Design investigations and use scientific instrumentation to collect, analyze, and evaluate evidence
as part of building and revising models and explanations.
5.1.8.C.2: Revise predictions or explanations on the basis of discovering new evidence, learning new
information, or using models.
5.1.8.C.3: Generate new and productive questions to evaluate and refine core explanations.
5.1.8.D.1: Engage in multiple forms of discussion in order to process, make sense of, and learn from others’
ideas, observations, and experiences.
5.2.8.D.1: Relate kinetic and potential energies. (catapult)
5.2.6.E.4: Predict if an object will sink or float using evidence and reasoning. (barge)
5.2.8.E.2: Compare the motion of an object acted on by balanced forces with the motion of an object acted on
by unbalanced forces in a given specific scenario. (tower and egg)
IV.
ESSENTIAL QUESTIONS AND CONTENT
Tallest Tower:
□ How have tall structures changed over time?
□ How are the tallest towers in the world different? How are they the same?
□ Why do you think the buildings changed over time?
□ After the project: What would you change about your tower? What would you keep the same?
□ How can choosing your materials carefully have a positive impact on the environment?
□ What critical features create a tall, stable tower?
Aluminum Barge:
□ What factors affect the structure of the design of the boat?
□ Why would you need to patent a successful structure?
□ What is a patent?
□ How might you change your structure after seeing other structures?
□ What critical features create a floating barge able to support weight?
Catapult:
□ How are catapults used in the real world?
□ What helped the catapult work as well as it did?
□ What did you learn about motion and forces?
□ What would you change about your design?
□ What critical features create a working catapult able to launch a far distance?
Egg Drop
□ What design would allow you to create the smallest container capable of protecting an egg from a fall
from the second floor window?
□ How did your group work together to design the protection for the egg?
□ Why would your design need to be constantly monitored, maintained, and improved if used in the real
world?
□ What constraints did you have in building your design? What would you do if these constraints were
removed?
□ How would you improve your design next time?
V. STRATEGIES
▫
▫
▫
▫
▫
Teacher demonstration
Model building
Cooperative group work and collaborative projects
Guided practice
Lecture and discussion
▫
Internet research/videos
VI. EVALUATION
Students will be assessed in this course through the following means:
▫
▫
▫
Journal entries: Students will answer the essential questions listed above and the suggested journal
questions listed on the attached document in journal entries at the conclusion of each project.
Project Rubric Assessment (attached)
Participation Rubric Assessment (attached)
VII. REQUIRED RESOURCES
▫
Student journals for reflection
Tallest Tower:
□ Newspapers
□ Masking Tape
□ Rulers
Aluminum Barge:
□ Aluminum Foil
□ Pennies
□ Large bin for water
□ Rulers
Catapult:
□ Shoeboxes (brought in by students)
□ Popsicle sticks
□ Rubber bands
□ Masking Tape
□ Plastic spoons
□ Marshmallows
Egg Drop:
□ Eggs
□ Miscellaneous materials (boxes, bubble wrap, packing peanuts, paper, tape, straws, paperclips, tape,
anything can be applied here)
Note to Teachers: When doing projects, do not give students materials until they have created their designs
and had the designs approved.
VIII. SCOPE AND SEQUENCE
Tallest Tower: Days 1-6
Teacher Reference: read the educators guide, student assignment, and skyscrapers lesson located at the
following websites:
http://www.pbs.org/wgbh/buildingbig/educator/act_tower_ei.html and
http://www.pbs.org/wgbh/buildingbig/educator/act_tower_ho.html and
http://www.pbs.org/wgbh/buildingbig/skyscraper/index.html
The websites above will give background information related to the activities below.
STUDENT ASSIGNMENT 1: You have been asked by a prestigious architectural firm to design the tallest free
standing tower possible. You will be required to present a model of your tower that demonstrates it is the tallest of all
other towers presented. You will be provided with no more than 6 sheets of newspaper and 1 meter of tape to build the
tallest tower possible. Your tower needs to stand for 1 minute.
Activities:
□
□
□
□
□
□
As a class using a projector and Smart Board or in groups with laptops, explore forces, shapes, and
loads: Go to http://www.pbs.org/wgbh/buildingbig/lab/loads.html and have students explore the
loads, forces, and shapes lab before designing their tower.
Research the history and evolution of the tallest towers in the world: Have students visit:
http://www.skyscraper.org/TALLEST_TOWERS/tallest.htm and
http://www.time.com/time/photogallery/0,29307,1950812,00.html. They can do this as a class
using the projector and Smart Board or in small groups using laptops. Have Students research and
take notes on the shapes and design of the tallest towers in the World. Have them consider the base,
wind, force pushing down and up, loads, etc. What makes these towers successful?
Plan and design the tower: Have students design a free standing tower drawing in their journals and
answer journal questions.
Create the towers: Students create their towers with 6 sheets of newspapers and tape. Teachers can
choose to give them a specific amount of tape such as ½ meter or 1 meter.
Measure the towers user meter sticks and record the measurement to the nearest tenth of a
centimeter in journals. Measure the base area of the tower. Remember towers must remain standing
for 1 minute.
Students discuss the success of the towers and reflect in the journals. See journal questions and
essential questions.
STUDENT ASSIGNMENT 2: The architectural firm has now asked you to use fewer materials to create the tallest
structure. They would like to conserve resources to lessen their carbon footprint on the earth and “be green.” You are
now required to present a model of the tallest tower using only 2 sheets of newspaper and ½ meter of tape to build the
tallest tower possible.
Activities:
□
□
□
□
Plan and design tower 2: Student should design and plan in their journals.
Create the 2nd tower: Students create towers with only 2 sheets of newspaper and ½ meter tape.
Measure the towers user meter sticks and record the measurement to the nearest tenth of a
centimeter in journals.
Reflect: Students discuss the success of the towers and reflect in the journals. Should include “How
can choosing your materials carefully have a positive impact on the environment?”
Related Science Concepts:
□ Distribution of load, symmetry, base, stability, center of gravity
Aluminum Barge: Days 7-11
Teacher reference. Example lesson plan is located at:
http://www.lessonplanspage.com/printables/PScienceWillTheBoatSinkOrFloat4.htm
STUDENT ASSIGNMENT: You have been hired as an engineer for a shipping company. They would like you to
design a boat that can carry their cargo across a river. They would like the barge to hold as much weight as possible
without sinking (of course!). You will have 1 sheet of 15cmx15cm aluminum foil to create your boat. You will test the
buoyancy of the boat by applying weight using pennies.
Activities:
□
□
□
□
□
□
Using the projector and Smart Board as a class or use the laptops in groups to research barges and
boats on the Internet: Have students research the definition of a barge. They can also go to
http://www.boatsafe.com/kids/022298hulls.htm to read about different kinds of boat designs and
take notes in their journals. Have each group share something with the class that they learned in
their research. Have them begin to make predictions and the best design for their projects.
Plan and design the barge: Students should design and plan their boats in their journals. Refer to the
journal questions attached at the end of this document.
Create and test the barge: Students create and test boats. Set a specific amount of time that each boat
needs to float for – example each boat must float for 5 minutes. Have students keep a record of how
many pennies each boat can hold. Which boat design could hold the most pennies?
Change the barge, gather data, and create a graph: Next, have each group change only one factor
about their boat such as the size of the sides, the area of the base, or the shape of the bottom. Have
them change the same factor several times and record how many pennies each design can float before
sinking. Then have students create a graph to show the class with their data.
Reflect in their journals: See journal questions.
Research Patents: Have students discuss what a patent is and why they might want to patent a
successful design. For information on patents, go to Wonderopolis and show the video (13 minutes)
on student inventions and read all about patents: http://wonderopolis.org/wonder/what-is-apatent/ This can be done as a class using the projector and Smart Board. Students should answer
the following essential questions: What is a patent? And Why would you need to patent a successful
structure?
Example of a barge:
(teacher reference only!)
Related Science Concepts: buoyancy
Catapult: Days 12 - 15
Teacher reference: An example lesson plan is available at the following websites:
http://www.discoveryeducation.com/teachers/free-lesson-plans/motion-forces-energy-and-electricity.cfm
and http://www.squidoo.com/catapult-lessons Read through the lesson plan prior to starting this activity.
STUDENT ASSIGNMENT: You have gone back in time to the medieval era. The King has asked you to design a
catapult to storm the enemy’s castle and defend his own. He would like it to be able to shoot from as far away as
possible. Your job is to design a model of a catapult to show the King and have your catapult shoot a marshmallow the
farthest distance.
Activities:
□
□
□
□
□
Using the projector and Smart board as a class or using laptops in groups, research catapults on the
Internet. Watch the 3 minute video at http://videos.howstuffworks.com/science-channel/29114what-the-ancients-knew-the-roman-catapult-video.htm which shows the recreation of a roman
catapult. Students can also read about the history of catapults at
http://www.stormthecastle.com/catapult/the-history-of-the-catapult.htm. Answer the question:
What is a modern day use of catapults or a catapult like device?
Plan and design: Students should use their journals to design and plan their catapult. Students
should include predictions about tension in rubber band, length of launching arm and angle of the
release of the marshmallow. See journal questions for prompts.
Create the catapults: Using the materials provided each group will create their catapult. Then the
class will test how far and how accurate each catapult can project by launching marshmallows from
the catapults and measuring the distances. Students should attempt to maximize their distance and
brainstorm possible variances such as tension in rubber band, length of launching arm, and angle of
release of the marshmallows. Students should create a chart in their journals to collect the data.
Catapult Challenge: Once the students have pre-tested the catapults and they know the distances,
students should be given a target such as a plate or large bowl (or toy castle). They should position
the catapult so that the marshmallow will land on the target.
Reflect in Journals: See journal questions but also include the following questions, “How do you
think these devices altered the course of warfare?” and “Where do you think catapults are used
today?”
Example Catapults:
(for teacher reference only)
You tube video showing how to create a catapult: http://www.youtube.com/watch?v=RBVwJUR9j90
Related Science Concepts: Tension, force, angle of release, levers, potential energy and kinetic energy
“When energy is transferred from one system to another, the quantity of energy before transfer equals the
quantity of energy after transfer. As an object falls, its potential energy decreases as its speed, and
consequently its kinetic energy, increases. While an object is falling, some of the object’s kinetic energy is
transferred to the medium through which it falls, setting the medium into motion and heating it.” NJCCCS
Egg Drop: Days 16-19
Note: Prior to starting this activity, have students brainstorm materials to bring to school from home such as
small boxes, packaging material, socks, garbage bags, straws, balloons, newspaper, etc. Instruct students to
keep items small. Exclude bubble wrap, Styrofoam peanuts, and other pre-existing packing material. If
desired, teacher can provide students with the materials.
Teacher Reference: An example project outline is available at the following website:
http://www.csun.edu/~sb4310/The%20Amazing%20Egg%20Drop.htm
STUDENT ASSIGNMENT: You have been hired by the United States Air force to design a container that can
protect precious cargo when dropped from a plane to the ground. They want to be able to fit as many packages in the
plane as possible so make your package as small as possible. To do this, you will create a model package that can protect
an egg from breaking when dropped from a specific height without changing the egg in anyway. The egg must be able
to be place in container and then removed from container easily (not taped inside).
Maximum Dimension: 30cm
Maximum Mass: 1 kg
Activities:
□
□
□
□
□
As a group, brainstorm a list of materials that can be used to design the container.
Design and plan: Students draw a picture of their package design and answer journal questions.
Create and Measure: Students create their containers to protect the eggs. Have students measure and
find the mass, using a balance, of the package. Record information in their journals.
Test: They will then test the containers by dropping them from various distances such as standing
on a desk, out a window or from the top of a second floor stairway. Record the distances from which
the egg was dropped, where it was successful and unsuccessful. Have students take notes on all
distances.
Reflect: Answer journal questions. Also include: “How did your group work together?” “Did your
group divide tasks equally?’
Related Science Concepts: impulse (the relationship between force and time in stopping an object), inertia,
forces, and gravity
Example Journal Entry Questions
(To be completed before and after each activity.)
Before the Activity:
1.
2.
3.
4.
5.
Brainstorm ideas with your team and suggest possible solutions to the design.
Diagram your chosen design and label the components clearly.
Explain how your design is intended to function to achieve your goal.
Why did you choose this method for your design?
Do you think your design will be successful? Why or why not?
After the Activity:
1. How did the result compare to your prediction? Explain.
2. If you were given the opportunity to redesign and rebuild, what design would you choose, and why? Include
a diagram.
3. How could you improve your design to make it more effective?
4. List the critical features of a successful design.
5. Did you learn from the other groups? What parts of their ideas would you use if you got the chance to build
again?
Journals should also be used to take notes or record data during construction and/or experimentation.
If time allows, students can redesign a project of their choice.
Assessment Rubric for Project
4
Clear evidence of
troubleshooting,
testing, and refinements
based on data or
scientific principles.
Project functions
extraordinarily well,
holding up under
atypical stresses.
3
Clear evidence of
troubleshooting, testing
and refinements.
2
Some evidence of
troubleshooting, testing
and refinements.
1
Little evidence of
troubleshooting, testing
or refinement.
Project functions well,
holding up under
typical stresses.
Project functions pretty
well, but deteriorates
under typical stresses.
Fatal flaws in function
with complete failure
under typical stresses.
Critical Features
Identification
A number of critical
features were identified
that determined the
success of the design.
A few critical features
were identified that
determined the success
of the design.
A critical feature was
identified that
determined the success
of the design.
No critical features
were identified that
determined the success
of the design.
Plan
Plan is neat with clear
measurements and
labeling for all
components.
Data taken several
times in a careful,
reliable manner.
Appropriate materials
were selected and
creatively modified in
ways that made them
even better.
Great care taken in
construction process so
that the structure is
neat, attractive and
follows plans
accurately.
Journal provides a
complete record of
planning, construction,
testing, modifications,
reasons for
modifications, and some
reflection about the
strategies used and the
results.
Plan is neat with clear
measurements and
labeling for most
components.
Data taken twice in a
careful, reliable manner.
Plan provides clear
measurements and
labeling for most
components.
Data taken once in a
careful, reliable manner.
Appropriate materials
were selected and there
was an attempt at
creative modification to
make them even better.
Construction was
careful and accurate for
the most part, but 1-2
details could have been
refined for a more
attractive product.
Journal provides a
complete record of
planning, construction,
testing, modifications,
and reasons for
modifications.
Appropriate materials
were selected.
Plan does not show
measurements clearly
or is otherwise
inadequately labeled.
Data not taken carefully
OR not taken in a
reliable manner.
Inappropriate materials
were selected and
contributed to a product
that performed poorly.
Modification/Testing
Function
Data Collection
Construction -Materials
Construction - Care
Taken
Journal/Log - Content
Construction accurately
followed the plans, but
3-4 details could have
been refined for a more
attractive product.
Construction appears
careless or haphazard.
Many details need
refinement for a strong
or attractive product.
Journal provides quite a
bit of detail about
planning, construction,
testing, modifications,
and reasons for
modifications.
Journal provides very
little detail about
several aspects of the
planning, construction,
and testing process.
Assessment Rubric for Participation
4
Routinely provides
useful ideas and writes
in journal when
participating in the
group and in classroom
discussion. A definite
leader who contributes
a lot of effort.
3
Usually provides useful
ideas and sometimes
writes in journal when
participating in the
group and in classroom
discussion. A strong
group member who
tries hard!
2
Sometimes provides
useful ideas and rarely
writes in journal when
participating in the
group and in classroom
discussion. A
satisfactory group
member who does what
is required.
1
Rarely provides useful
ideas and does not write
in journal when
participating in the
group and in classroom
discussion. May refuse
to participate.
Time-management
Routinely uses time
well throughout the
project to ensure things
get done on time.
Group does not have to
adjust deadlines or
work responsibilities
because of this person's
procrastination.
Usually uses time well
throughout the project,
but may have
procrastinated on one
thing. Group does not
have to adjust deadlines
or work responsibilities
because of this person's
procrastination.
Tends to procrastinate,
but always gets things
done by the deadlines.
Group does not have to
adjust deadlines or
work responsibilities
because of this person's
procrastination.
Rarely gets things done
by the deadlines AND
group has to adjust
deadlines or work
responsibilities because
of this person's
inadequate time
management.
Problem-solving
Actively looks for and
suggests solutions to
problems.
Refines solutions
suggested by others.
Does not try to solve
problems or help others
solve problems. Lets
others do the work.
Attitude
Always has a positive
attitude about the
task(s). Always offers
constructive
suggestions to others in
a positive tone of voice
and kind words.
Often has a positive
attitude about the
task(s). Sometimes
offers constructive
suggestions to others in
a positive tone of voice
and kind words.
Focus on the task
Consistently stays
focused on the task and
what needs to be done.
Very self-directed.
Focuses on the task and
what needs to be done
most of the time. Other
group members can
count on this person.
Preparedness
Brings needed materials
to class and is always
ready to work.
Almost always brings
needed materials to
class and is ready to
work.
Does not suggest or
refine solutions, but is
willing to try out
solutions suggested by
others.
Usually has a positive
attitude about the
task(s). Needs
reminders to offer
constructive
suggestions to others in
a positive tone of voice
and kind words.
Focuses on the task and
what needs to be done
some of the time. Other
group members must
sometimes nag, prod,
and remind to keep this
person on-task.
Almost always brings
needed materials but
sometimes needs to
settle down and get to
work
Contributions
Often has a negative
attitude about the
task(s). Doesn’t offer
constructive
suggestions to others in
a positive tone of voice
and kind words.
Rarely focuses on the
task and what needs to
be done. Lets others do
the work.
Often forgets needed
materials or is rarely
ready to get to work.