Egg Drop
Instructor Guide
Getting Started
2
Project Brief
2
Project Overview
3
Concepts Addressed
4
Design Criteria
Worksheet
Assessments
Learning Objectives
5
Pre-Test
17
Prerequisites
5
Post-Test
20
Key Terms
5
Project Discussion Guide
8
Assessment Rubrics
Teacher Preparation
16
17
22
Pre- and Post-Test Evaluation Rubric
22
8
Prerequisite Skills Preparation Rubric
23
Day-to-Day Plans
9
Understand Phase Evaluation Rubric
24
Understand
9
Explore Phase Evaluation Rubric
25
Explore
9
Define Phase Evaluation Rubric
26
Define
9
Ideate Phase Evaluation Rubric
27
Ideate
10
Prototype Phase Evaluation Rubric
28
Prototype
10
Refine Phase Evaluation Rubric
29
Refine
10
Solution Phase Evaluation Rubric
30
Solution
10
Differentiated Instruction
11
Non-Native Speakers
12
Special Needs Students
12
STEAM Connections 13
Make It
15
Extension Ideas
15
Assessment Processes
15
Getting Started
Project Brief
It’s all about the tools and the process!
“Design thinking” skills can be developed while students learn and apply basic concepts about physics and
motion. Students should think critically about the forces their egg will experience, how much force it can
withstand, and how to create a vessel that will absorb or diminish the forces on the egg. Students begin
by formulating and answering some key questions:
•
•
•
•
•
•
What are the most significant forces that will act upon the egg?
What materials will your egg drop container be made from?
What math and equations will inform your egg drop design?
Where will the force of the fall be directed?
What features of the design add or reduce air resistance?
What similar solutions from the real world can be used to inform your design?
Process:
For this egg drop project, the first task is to develop basic skills in using Autodesk® 123D Design® software to develop concepts as part of the Design Thinking ideation stage. After completing the sample egg
drop protector, students are encouraged to develop their own designs and apply their knowledge of the
software and the fundamental physics to generate multiple concepts for alternative designs. The bottom
line is this: if students can expand and enhance their ability to combine the innovation capabilities of the
software, the power of the design thinking process, and critical thinking skills about engineering and physics, then the goals of this curriculum have been achieved.
Design considerations used in the example project are as follows:
•
Purpose: Does the egg drop protector achieve the basic goal of allowing the egg to survive a fall?
•
Design: What does the egg protector look like? How do the design features function? How is the
egg loaded or unloaded?
•
Physics: What forces act upon the egg and need to be mitigated by the design?
•
Creation and assembly: How will the components be made? How will they be assembled to create
the final product?
•
Scheduling requirements: 5 to 6 hours
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Project Overview
In the Science in the Real World Series of
projects, students and teachers are presented with opportunities to apply knowledge
and information to solve real world problems. Harvard researcher Dr. Tony Wagner
writes that “In today’s world, knowledge
and information are commodities, easily accessed through the Internet; the challenge
is to help students understand how to apply
that knowledge in creative ways.” The
importance of applying knowledge to new
contexts serves as one of the fundamental
principles that frames new international science and engineering curriculum strategies
such as the Next Generation Science Standards in the U.S. and the Central Board of
Secondary Education’s national curriculum
of India.
The study of forces and their impact on
the physical world is an essential aspect of
physics. In this project, students are guided towards investigating how the choice
of material and the design of structures
directly impact how an object is affected
by the physical forces of tension and compression. Explorations about the relationships between forces, material choices, and
structural design are essential elements of
engineering that can be applied to a diverse
range of real world problems.
Sample Lesson: Through the application
of Autodesk software, students will experience a new twist on the classic egg drop
physics project. In a traditional science
classroom setting, the constraints of time
and varied levels of student skills in drawing
and model fabrication generally limit the
degree of complexity and quality of structures developed as solutions to preventing
a fragile egg from breaking upon impact
when dropped from a high elevation. In this
series, we demonstrate how the traditional
constraints of time and fabrication skills can
be surmounted by creating a virtual model
in 123D Design, which can subsequently be
rapidly translated into a physical prototype
with the use of 123D Make software and
laser cutting. The technical video and additional software tutorials available online
are intended to empower students with the
creative skills to imagine and generate their
own creative designs for a sophisticated
egg drop structure. Like all the projects in
this series, the specific lesson example is
intended to be illustrative of the process
that could be applied to any physical engineering project where the production and
testing of a physical prototype can enhance
student understanding of essential scientific
concepts.
Software: Autodesk 123D Design
Optional: Autodesk 123D Make
Time:
5 hours
Difficulty: Beginner
Subject(s): Art, Science
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Concepts Addressed
•
Gravity is an attractive force that exists between two or more bodies of mass, and
is relative to the mass of the bodies and their distance to one another. In practice we are
usually concerned about the gravitational force exerted by the Earth due to its mass and its
close proximity, but it is worth noting that other large bodies of mass can exert measurable
gravitational forces, such as the sun and moon. If the distance between an object and the
center of the earth is considered constant (as the difference is negligible in most cases),
then the gravitational force (Fg) exerted by the Earth on an object is equal to the objects
mass multiplied by the acceleration of gravity (g), which is a constant 9.8 meters per second
per second. The force of gravity (Fg) is also known as an object’s weight.
•
An object is in free fall if the only force acting on it is the force of gravity. This situation is very rare, as it implies that there is no air resistance. If an object is truly in free fall on
the surface of the earth, its acceleration will be 9.8 meters per second per second.
•
Air resistance, or drag, is a force that resists the movement of an object while traveling through a fluid, such as air. Much like friction, it is caused by the exterior surface of a
moving object in contact with air. Actually calculating the air resistance of an object is very
difficult, as it is dependent on the shape, velocity, and surface finish of an object, as well as
the density of the air, wind speed, and the humidity. In general the larger the cross-sectional
area and the higher the velocity, the greater the air resistance will be.
•
Terminal velocity is the velocity of a falling object when its drag (air resistance)
equals the force of gravity, at which point a falling object will travel at a constant velocity.
Terminal velocity can be used as an indicator of how aerodynamic shapes of similar weights
are. For example, a feather’s terminal velocity is much lower than that of a similarly weighted bean.
•
Momentum is defined as the product of a body’s velocity and its mass (momentum
= velocity*mass). Momentum is a conserved quality; in other words, in any closed system
the sum of all momentum stays constant. When determining the outcome of collisions, this
quality is particularly useful when coupled with kinetic energy.
•
Pressure is defined as a force applied to an area.
•
Rapid prototyping technologies that include laser cutting and 3D printing enable
students to produce physical prototypes for engineering and scientific inquiries. These physical artifacts offer students the opportunity to test ideas as a way to deepen their understanding of discipline-specific content.
•
Software such as 123D Design enables students to translate conceptual ideas into
virtual prototypes to support understanding of science and engineering concepts.
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Learning Outcomes
As a result of participating in this project,
students will be able to:
•
Describe the dynamic relationship
among materials, structures, and the forces
that impact them.
•
Describe how gravitational forces
affect a falling object, and understand the
formula F = M A.
•
Demonstrate skills in using Autodesk
123D Design software to generate multiple
concepts for a light-weight structure that
will protect a fragile egg from breaking
upon impact with the ground.
•
Demonstrate skills in using 123D
Make software to generate templates for a
structure built from interlocked sections of
corrugated cardboard.
•
Describe how laser cutting technology can be used to rapidly prototype a design generated in 123D Make.
•
Demonstrate skills related to incorporating virtual and physical representations
of applied science explorations into a variety of presentation formats that can include
written essays, and oral and visual presentations.
•
Demonstrate competence in effectively utilizing digital media.
Prerequisites
If you have not used any of the Autodesk
software before, we recommend that you
view and test out these free online tutorials:
For Autodesk 123D Design, go to http://
www.123dapp.com/howto/design
For Autodesk 123D Make, go to http://ww
w.123dapp.com/howto/make
In order to complete the sample project, refer to the following technical videos in the
Classroom Assets folder:
•
Egg Drop LV 1
•
Egg Drop LV 2
•
Egg Drop LV 3
•
Egg Drop LV 4
Key Terms
Gravity is an attractive force that exists between two or more bodies of mass, and is
relative to the mass of the bodies and their
distance to one another.
Center of gravity refers to the average location of the weight of an object. In general, determining the center of gravity (cg) is
a complicated procedure, because the mass
(and weight) may not be uniformly distributed throughout the object.
Acceleration is a change in speed over
a period of time; the higher the acceleration, the faster the change in speed. For
example, if a car goes from 0 miles per
hour (mph) to 60 mph in 2 seconds, it has
a higher acceleration than if the car goes
from 0 mph to 40 mph in 2 seconds. Acceleration is a rate of change of speed; no
change means no acceleration. If something is moving at constant speed, it is not
accelerating.
Speed is a measure of how fast an object
is moving. It describes a change in position
with time, or more simply put, how far an
object will travel over a given period of
time. This measure is given in units of distance per time (that is, miles per hour or
feet per second).
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Free fall is a situation where the only force acting on an object is the force of gravity. This
situation is very rare, as it implies that the object is falling yet there is no air resistance. If an
object is truly in free fall on the surface of the earth, its acceleration will be 9.8 meters per
second per second.
Crumple zones are areas of an object designed to deform and crumple in an impact, as a
means to absorb the energy of a collision. The fronts of most automobiles are designed as
crumple zones to protect the passengers from frontal collisions.
Cardboard is a generic term for paperboard products, but the term commonly refers to
corrugated container board.
Laser cutters are computer-controlled machines used to cut sheets of various materials.
Air resistance or drag is a term used in fluid dynamics that is sometimes referred to as air
resistance or fluid resistance. Friction is one of multiple factors that influence the amount of
drag encountered by a body moving through a fluid such as air or water.
Kinetic energy is the energy possessed by a body in motion. It is calculated as one half the
mass of the body times the square of its speed.
Potential energy is stored energy, such as the energy stored chemically in a battery, the
gravitational energy due to the position of a body such as roller coaster car sitting at the top
of the drop, the energy stored in a spring, or energy stored in molecular bonds.
Key Terms: 123D Design
Gallery contains examples of models completed in 123D Design.
Groups contain one or more objects, as well as other groups.
Intelligent snapping allows a 2D or 3D primitive to be dragged onto any geometry and snap
to the nearest face or edge.
Kits contains custom parts and pre-built kits.
Navigation tools are used to move around the scene. These include, pan, orbit, and zoom.
Patterns create circular, rectangular, path, and mirrored patterns.
Redo is a command that allows the user to return to a previous action that had previously
been removed through the Undo command.
Select-based options displays only the relevant options based on the selected 2D or 3D
primitive.
Undo is a command that enables the user to remove up to 30 of the last actions taken in
Autodesk 123D Design.
View cube is used to look at and orbit around the scene.
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Key Terms: 123D Make
Import is the first feature in 123D Make, and it allows the user to open models from their
computer.
.STL and .OBJ are the two file types supported by 123D Make. STL stands for stereo lithography and is a common file format that most solid modeling programs can export. The OBJ
file format is commonly used by 3D surface modeling software.
Stacked slices cross sections your 3D model, cutting it into slices you can glue and stack
on top of one another. Use the Dowels option to make it easier to line up and assemble
your model. You can re-create the model using any flat material you can cut.
Interlocked slices cut your 3D model into two stacks of slotted slices. Lock them together
in a grid, like when building a 3D puzzle. This uses less material than stacked slices.
Curve cuts slice perpendicular to a curve, resembling ribs. Use this for organic shapes, such
as for modeling a brontosaurus. Also, use the Navigation tools to help rotate your view to
see the curve.
Radial slices cuts your 3D model into radiating slices from a central point. Use this for a
round symmetrical object, such as a vase.
Folded panels separates your 3D model into 2D segments of triangular meshes. These
segments (panels) are folded multiple times, then attached using one of ten different joint
types. Use paper, cardboard, even sheet metal.
Slice direction allows the user to alter the angle at which their model is sliced. This function also allows the curve of the curved slice method to be altered.
Modify form contains a few simple tools to help reduce slicing errors and the ability to hollow models. These tools alter the entire model, not just the selected slice.
Assembly step allows the user to observe how the model should be assembled, and preview the assembled model.
Get plans is where the user chooses one of three file formats for the finial sliced plans. If
you only have access to an ink printer, you will most likely want to export the slices as a
PDF.
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Project Discussion Guide
Essential Project Conceptual Questions
•
Why is it important to understand how falling objects are affected by gravity?
•
How might knowledge derived from a project such as the egg drop be used to examine engineering design challenges related to areas as diverse as packaging, automotive
design, or landing a rover on Mars?
•
How does material choice impact how a design will fare in terms of protecting a falling egg from breaking?
How will the addition and subtraction of mass from a structure that protects an egg influence the amount of force exerted on the egg on impact with the ground?
•
How can a parachute or wings possibly alter the rate of acceleration of an object falling in earth’s gravitational field?
Essential Project Design Questions
•
From what height will the egg drop container be dropped?
•
What type of surface will the egg drop container be landing on?
•
What physical characteristics of a raw egg need to be considered in order to design
an effective egg drop container?
•
What shapes and sizes of egg drop containers will offer maximum protection for the
egg?
•
How will air resistance factor into the design of the egg drop container?
Teacher Preparation
1.
2.
3.
4.
5.
Read the Design Thinking Guide.
Review the technical videos associated with each lesson.
Be prepared to partner with your students in learning the new software techniques.
Show students how to find help in the curriculum and use the software Help feature.
Point out which videos the students need to catch up on if they need reference.
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Day-to-Day Plans
Understand: Watch and Listen
To establish a solid foundation for the egg drop project, students need to have a clear understanding about the importance of understanding the forces at play and applying basic
engineering principles and strategies. The best starting point is to carefully review the project design brief. Distribute the student pre-test and have students spend 10 to 20 minutes
developing their responses to the questions. Your next job is to facilitate a student discussion built around the pre-test questions. These can be conducted as a full class or small
group discussions.
Explore: Develop a Knowledge Base
Through the Explore process, you want students to consider the objectives, identify and explore the forces at work, and think critically about how to apply their ideas to a simple engineering project. This understanding helps inform students’ decisions in the Define phase.
A good place to start is to form teams in which students can discuss the essential project
conceptual and design questions listed above. An important first step in the Explore phase
involves conducting a thorough review of common shock-absorbing and padding design
features, while considering what is and is not feasible for your egg protector.
Define: Clarify Requirements
This critical stage in the design process involves establishing the criteria for the project. In
order to create the most effective egg drop container possible, you need to understand
specific parameters related to factors such as dimensions, materials used, construction
techniques, physical properties of eggs, and forces acting upon the egg and container. This
requires identifying important aspects of gravity, acceleration, force absorption, and the
functional design requirements. In this phase, it is also critical for students to identify criteria
relative to the physical nature of the product, such as strength, durability, ease of use, comfort, and safety.
Note: Open the Design Criteria Worksheet to help you in completing the Define and Explore
phases.
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Ideate: Creativity
In order to develop their own interpretive design for a vessel that would protect an egg
from the impact of a fall, students must base their interpretive design on the criteria that
they have documented in the Define stage. This means they have completed their research
in order to subsequently justify why their design reflected the specific design features used
and the technological elements. Students can initiate the Ideate stage in a number of ways:
by developing sketches on paper, building quick study models out of materials such as paper or clay, or just simply start by using Autodesk 123D Design. This is the time for students
to come up with as many ideas as possible for their product. While you want students to
explore many concepts, remind them that it is good practice to keep some of the design criteria in the back of their minds as they explore ideas. Throughout the Ideate phase, a variety
of techniques can be used to visualize a wide range of possibilities: Inventor software, simulation, and basic exploratory designs. The goal is to get students to visually communicate to
themselves and others the essential direction that they will take and refine in the next phase
of prototyping.
Prototype: Test
In this phase, students translate key concepts derived from the Ideate phase into virtual and
possibly physical prototypes with the software. Students can watch the technical learning
videos, explore the datasets from the example project, and refer back to the online tutorials
as they learn the skills that transform their concepts into reality. Encourage students to assist
each other in learning the software.
Refine: Almost There
In this phase, you want your students to leverage the power of the software to refine aspects of the design. As students proceed through this phase, remind them to keep referring
back the basic criteria that they previously established. Encourage students to engage in a
mental practice of asking themselves whether their egg drop protector is well matched to
its intended function, and appropriately takes into account the strength, weight, size, and
shape of an egg.
Solution: Final Presentation
This phase is vital for preparing students for future success in school, careers, and life in
general. The Solution phase is when you ask students to demonstrate how this project has
helped them expand and enhance the four Cs of their learning and innovation skills: critical
thinking, communication, collaboration, and creativity.
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Instruct the students to prepare and conduct small group presentations that capture the important aspects of each of the previous phases. Ideally, students should be aware from the
outset that the results of their efforts throughout the design phase will culminate in a final
presentation.
Note: Emphasize that a successful presentation must clearly define the problem that guided
the design, and articulate the key criteria that are addressed in the solution.
Stress the importance of using software tools to visualize, animate, and present in the same
way real professionals do every day. Remind students that many colleges, universities, and
employers place high value on digital portfolios that convey how a student thinks, works
with others, generates creative solutions, and communicates ideas and knowledge through
a variety of written, visual, and oral formats. By investing effort into this project, your students will be one step closer to their goals for careers and/or college.
Note: If time is limited, you may opt to have students share their final presentations electronically. This provides an opportunity to generate feedback from peers and teacher.
Differentiated Instruction
•
Encourage students to review the lesson and skills videos in small groups.
•
Have small teams of students collaborate to complete one design criteria matrix by
dividing up the work.
•
Identify specific websites that students can use for the Define and Explore stages.
•
Provide some students with a set of predefined design criteria and background
content to modify the Define and Explore stages.
•
Have small groups collaborate on the Ideate, Refine, Prototype, and Presentation
stages. Have some students focus on the development of physical sketches and
sketch models while collaborating with team members who focus on digital
prototyping.
•
Provide students with self and peer evaluation forms to be filled out at the completion
of each phase.
•
Provide students with models of successful student presentations with clear examples
of each Design phase.
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Non-Native Speakers
•
Encourage students to tap into their own culture and life experience to discover prior
knowledge of the project topic.
•
Provide English/first language translation dictionaries and/or electronic translation
devices.
•
Allow the student to prepare materials in their primary language and have it
translated later.
•
Pair ELL students with native English speakers.
•
Provide a translator for viewing of videos.
Special Needs Students
•
•
•
•
Provide prefabricated modeling components.
Engage the help of aides to assist in physical sketch modeling and prototypes.
Accommodate students by allowing additional time and/or reducing the scope of
project requirements.
Provide any necessary accommodations for access to technology such as alternative
input devices, larger font sizes, speech recognition, and so on.
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STEAM Connections
G Science
During space exploration, scientists have been challenged by the deployment of rovers and
landers to the Moon, Mars, Venus, and Titan. Like the egg drop process, these landers effectively fall a great distance and land while protecting their fragile contents. Unlike the egg
drop, however, the environmental conditions these landers experience differ greatly from
the surface of the Earth. Choose one of these celestial bodies and research how their environments would alter your egg drop design and which technologies the landers used that
may help to inform your design. Consider factors such as speed of entry, weight of object,
surface on which to land, other forces besides gravity, and so on.
Using what you know about the specific parameters of your egg drop experiment, such as
the height of the drop; the landing surface; the mass, weight and design of your egg protector; and fundamental laws of motion and force (F = M*A) to create a simple mathematical model to approximate the velocity and energy before the impact, and the maximum
acceleration during the impact using video footage.
" Technology
Many features of egg drop models are similar to modern safety features found in automobiles. For example, the fronts of cars are designed to crumple in on themselves, directing
much of the force of collision into bending the material itself, and towards the sides of the
car and away from the driver and passengers. Additionally, air bags deploy in the case of a
crash so that the force of a crash or collision is spread over several inches, greatly reducing
the apparent force. Examine other modern safety features and discuss which of them can
be applied to an egg drop model.
Laser cutting provides a high degree of precision, and allows for assembly of constituent
pieces, mass production, reproducibility, and rapid prototyping. However, like all things,
there are disadvantages to using this technology. Compare traditional egg drop models with
the laser-cut cardboard models made in 123D Make. What are the advantages and disadvantages of each style?
J Engineering
An alternate experiment to the egg drop involves launching the egg containing model from
a trebuchet. Trebuchets are catapults that have been used for hundreds of years in sieges
and warfare. A rotating arm with a counterweight on one end is used to harness the power
Autodesk Digital STEAM Workshop—Egg Drop—Instructor’s Guide
13
of gravity itself and transfer it to an object on the other end of the arm, throwing it through
the air. What additional concerns would you have to take into account, and what might a
successful design look like?
In the technical videos, the egg drop model is made from corrugated cardboard. What is
the purpose of corrugated cardboard? How can the form and structure of a lighter object
actually be engineered to be stronger than a heavier design? Investigate why recycling paper and cardboard is a commonplace practice. How much and what types of cardboard are
made with recycled material? Why does cardboard lend itself to recycling and reuse?
Engineers and designers must calculate internal stresses of the components while under
load. In the past, this type of analysis would take days to perform. However, with the use of
computers, it is possible to perform this task in minutes using finite element analysis (FEA)
software. Autodesk Inventor has such a software package built into it under the Stress Analysis environment. Use Inventor to create an FEA of the egg drop container by applying the
loads you expect to be exerted to the system. See how much force your system deflects and
note the maximum internal stresses. How might you alter your design to reduce force on
your egg?
F Art
The intersection of practical functionality with aesthetic appeal is a fascinating realm in
which two apparently contrasting concepts can interact with amazing results. Consider the
sample egg drop holder, a sphere with cross sections at many different angles. Where do
you see similar forms in artworks around the world?
Form and function do not have to be in direct competition with each other. Consider the
most basic design requirements of the egg drop vessel. What functions do the different
design features need to serve? How can your design features also be fashioned to be artistically and aesthetically pleasing as well?
] Math
A safety factor is a concept used to strengthen a part beyond what the original part was
meant to withstand. For example, a pull-up bar is likely to have a safety factor of 8 or 9,
that is to say, it was designed to hold eight or nine times as much weight than it was originally intended for. Research how engineers and designers commonly use safety factors to
gain a better understanding of the product development process. Next, calculate as best
you can the safety factor of your egg protector. From what height could you drop an egg in
the protector without breaking it?
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Record a few egg drop models and an egg dropped from the same height with a video
camera. Later, use a computer to determine the height and time frame by frame of each
drop, then graph the data alongside an ideal calculated acceleration curve. Compare each
graph and write a short summary of the similarities and differences between them. Then,
propose causal mechanisms for the discrepancies you measured, if any.
Make It
When you ask adults what they remember most about school, the answer often refers to
something they produced, something they built, wrote, performed, or generated through
some form of visual media. Such activities can take extra time, but the benefits are worth it.
Extension Ideas
•
Use Autodesk® 123D Design software to develop an object to develop a launcher for
an egg, one that could shoot an egg without breaking it.
•
Use Autodesk® 123D Design software to model other engineered shock absorbers,
such as springs, hydraulics, or elastic materials.
Assessment Processes
The assessment process for all of the projects in this curriculum provides students with
formative feedback for each of the essential design phases. The rubrics that are included as
a separate document guide students in knowing what is expected for each phase and the
criteria used to evaluate the quality of the work. For each project, students complete a self
and peer evaluation. These include a reflective narration for each phase, accompanied by a
point score derived from the rubric. These evaluations are accompanied by a teacher evaluation that also includes a narrative and numerical score for each phase along with a cumulative score. The STEAM questions, Extension Ideas, and the optional Build It activity offer
students an opportunity to take what they learn in the assessment process and apply that
knowledge to enhance the quality of their work and increase their scores.
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Design Criteria
Worksheet
In this design challenge, students must apply their understanding of design and the
technical skills required to use Autodesk®
123D Design® to design and model a
container that will prevent a raw egg from
breaking as it is dropped to the ground.
Encourage students to supplement the resources provided in this project with other
sources of knowledge that can include their
texts, teachers, each other, and the wide
array of online resources.
To develop innovative project solutions, it is
critical to develop a clear understanding of
all relevant design criteria. This worksheet
is intended to help you identify important
factors that shape this project by prompting a response to questions in four key
categories: Who, Where, What, and Why.
Who?
•
Who will use the egg drop container?
•
Who will be responsible for different
steps of the design process?
•
Who would be a good resource for
you as you consider the design elements of
the egg drop container
Where?
•
Where will the design features be
located on the egg container?
•
Where does the container touch the
egg?
•
Where will the components to craft
the object come from?
•
Where will the force of the fall be
directed?
•
Where does the force generated by
the drop go?
What?
•
What features of your egg protector
will absorb shock or transfer it away from
the egg?
•
What forces will act upon the egg
and your protector?
•
What part of the container will produce the most air resistance in a fall?
•
What material properties are most
effective to protect an egg?
•
What are some of the other real-world applications of shock-absorbing
components?
Why?
•
Why have you chosen your specific
egg-drop-container design?
•
Why are designs that minimize or
redirect forces crucial to engineering problems in the real world world?
•
Why can some materials absorb forces and shocks better than others?
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Pre-Test
Discussion
What physical forces will act upon the egg as it falls to the ground and then stops suddenly
upon impact??
Pick an element of a machine that minimizes or absorbs force, such as a spring, suspension,
or cushion. Can you describe how it is engineered to absorb, deflect, or redirect force?
Where is the energy stored? Why is this a vital part of the larger object’s design?
Design elements made for absorbing shock and redirecting force are incorporated into
thousands of objects and machines. What examples can you think of??
What features could be included in the design of an egg protector to minimize the forces
acting upon the egg as it is dropped and hits the ground?
Autodesk Digital STEAM Workshop—Egg Drop—Instructor’s Guide
17
Survey
To what extent would you agree or disagree with the following statements:
1 - Strongly disagree 2 - Somewhat disagree 3 - Neutral 4 - Somewhat agree
Strongly agree
1
2
3
4
55
I understand basic concepts of physics and
motion, such as momentum, acceleration,
force, mass, and gravity.
I understand how to use simple physics
equations to model these forces and how
they interact with an egg drop container
while it falls to the ground and then comes
to an abrupt stop.
I understand some simple design features
that can be used to create objects that
absorb or redirect forces, for example, to
minimize the apparent forces experienced
by a driver or an egg.
I have used Autodesk 123D Design before
and understand the basics.
I have a solid understanding of the seven
phases of design thinking.
Autodesk Digital STEAM Workshop—Egg Drop—Instructor’s Guide
18
Based on your discussions and thinking about your responses to the
survey, sketch a few ideas that immediately come into your mind. It can
be anything!
Autodesk Digital STEAM Workshop—Egg Drop—Instructor’s Guide
Post-Test
Now that you have completed this project,
reconsider the responses you provided in
the Pre-Test for the following questions.
After writing your new response, look back
at the original Pre-Test document and describe how the process of working on this
project may have shifted your response.
What physical forces will act upon the egg
as it falls to the ground and then stops suddenly upon impact?
Describe how your response to this question changed as a result of your experience
with this project.
Pick an element of a machine that minimizes or absorbs force, such as a spring,
suspension, or cushion. Can you describe
how it is engineered to absorb, deflect, or
redirect force? Where is the energy stored?
Why is this a vital part of the larger object’s
design?
Describe how your response to this question changed as a result of your experience
with this project.
Design elements made for absorbing shock
and redirecting force are incorporated into
thousands of objects and machines. What
examples can you think of?
Describe how your response to this question changed as a result of your experience
with this project.
What features could be included in the
design of an egg protector to minimize the
forces acting upon the egg as it is dropped
and hits the ground?
Describe how your response to this question changed as a result of your experience
with this project.
Autodesk Digital STEAM Workshop—Egg Drop—Instructor’s Guide
20
Survey
To what extent would you agree or disagree with the following statements:
1 - Strongly disagree 2 - Somewhat disagree 3 - Neutral 4 - Somewhat agree
Strongly agree
1
2
3
4
55
I understand basic concepts of physics and
motion, such as momentum, acceleration,
force, mass, and gravity.
I understand how to use simple physics
equations to model these forces and how
they interact with an egg drop container
while it falls to the ground and then comes
to an abrupt stop.
I understand some simple design features
that can be used to create objects that
absorb or redirect forces, for example, to
minimize the apparent forces experienced
by a driver or an egg.
I have used Autodesk 123D Design before
and understand the basics.
I have a solid understanding of the seven
phases of design thinking.
For this and all of the projects, an important goal is to help you develop competence in
design thinking. With this in mind, envision a real-world challenge or problem to which you
can apply the skills and concepts acquired from this project to develop innovative solutions.
This can be anything: a service, a new product, something to entertain or to inform―use
your imagination! Share your thoughts in words, sketches, or some of your own digital
models.
Autodesk Digital STEAM Workshop—Egg Drop—Instructor’s Guide
21
Assessment Rubric
Pre- and Post-Test Evaluation Rubric
Excellent
Good
Fair
Poor
Great care was
taken to read and
answer all questions. Assumed a
leadership role in
group discussions.
Care was taken to
read and answer all
questions. Demonstrated a willingness
to participate in
group discussions.
A minimal amount
of care was taken
to read and answer
all questions. Minimal engagement in
group discussions.
No care was taken to
read and answer all
questions. No engagement in group
discussions.
Great care was taken to thoughtfully
read and answer all
questions. Assumed
a leadership role in
group discussions.
Care was taken to
thoughtfully read
and answer all questions. Demonstrated a willingness to
participate in group
discussions.
A minimal amount
of care was taken
to read and answer
all questions. Minimal engagement in
group discussions.
No care was taken to
read and answer all
questions. No engagement in group
discussions.
4 points
Pre-Test
“What I
Know”
Post-Test
“What I
Learned”
3 points
2 points
Autodesk Digital STEAM Workshop—Egg Drop—Instructor’s Guide
1 points
22
Prerequisite Skills Preparation Evalua-
Excellent
Good
Great care was
taken
in using the videos
to develop the necessary skills for the
project.
Care was taken in
using the videos to
develop the necessary skills for the
project.
4 points
How-to
Videos
Fair
3 points
2 points
Poor
1 points
A minimal amount
No care was taken to
of care was taken to
use the videos to deuse the videos to develop the necessary
velop the necessary
skills for the project.
skills for the project.
Exceptional effort
Reasonable effort
Minimal effort was
Collabora- was made by the
was made by the
made by the student
student to work
tion and
student to work with to work with others
with others to deto develop comParticipa- velop competencies others to develop
competencies with
petencies with the
tion
with the prerequisite
the prerequisite skills. prerequisite skills.
skills.
Autodesk Digital STEAM Workshop—Egg Drop—Instructor’s Guide
No effort was made
by the student to
work with others to
develop competencies with the prerequisite skills.
23
Understand Phase Evaluation Rubric
Excellent
Good
Great care was
taken to explore the
project videos and
project brief.
Care was taken to
explore the project
videos and project
brief.
4 points
Project
Videos
and Brief
Fair
3 points
2 points
Poor
1 points
A minimal amount
No care was taken to
of care was taken to
explore the project
explore the project
videos and project
videos and project
brief.
brief.
The design journal
The design jourThe design journal
The design journal
provides outstandnal provides solid
provides a minimal
provides no evidence
ing evidence that
evidence that the
amount of evidence
that the student
Design
the student attempt- student attempted
that the student
attempted to develattempted to develJournal ed to develop an un- to develop an unop an understanding
derstanding of the
derstanding of the op an understanding
of the project and
project and design
project and design
of the project and
design challenge.
challenge.
challenge.
design challenge.
Exceptional effort
Reasonable effort
Minimal effort was
No effort was made
Collabora- was made by the
was made by the
made by the student
by the student to
student to deepen
tion and
student to deepen
to deepen or clarify
deepen or clarify
or clarify their unor
clarify
their
undertheir
understanding
their
understanding
Participa- derstanding through
standing through dis- through discussion
through discussion
tion
discussion with
cussion with others.
with others.
with others.
others.
Autodesk Digital STEAM Workshop—Egg Drop—Instructor’s Guide
24
Explore Phase Evaluation Rubric
Excellent
4 points
Deeper
Inquiry
Design
Journal
Good
Fair
3 points
2 points
Poor
1 points
Exceptional effort
A minimal amount
Substantial effort
No effort was made
was invested by the
of effort was made
was made by the stuby the student to
student to expand
by the student to
dent to expand their
expand their untheir understanding
expand their ununderstanding of the
derstanding of the
of the design chalderstanding of the
design challenge, the
design challenge, the
lenge, the factors
design challenge, the
factors that shape
factors that shape
that shape the
factors that shape
the project, or the
the project, or the
project, or the types
the project, or the
types and quality of
types and quality of
and quality of prior
types and quality of
prior solutions.
prior solutions.
solutions.
prior solutions.
The design journal
The design journal
The design journal
provides a minimal
provides outstandprovides solid eviamount of evidence
dence of design exing evidence of
of design exploradesign exploration. ploration. The notes
The design journal
tion.
The notes and
and sketches indicate
The notes and
provides no evidence
sketches indicate an a sound grasp of the
of design explorasketches indicate
project
exceptional grasp
a limited grasp of
tion.
of the project and
and the factors that
the project and the
the factors that will
will influence their
factors that will influinfluence their own
own work.
ence their own work.
work.
Almost always
listens to, shares
Usually listens to,
shares with, and
with, and supports
the efforts of others. supports the efforts
Tries to keep people of others. Does not
working well tocreate conflict in the
Collabora- gether. Exhibits ex- group. Helps team
ceptional leadership members develop a
tion
abilities in helping
deeper understandothers develop a
ing of the project
deeper understand- and the factors that
ing of the project
will influence their
and the factors that
own work.
will influence their
own work.
Sometimes listens
to, shares with, and
supports the efforts
of others, but sometimes is not a good
team member.
Never listens to,
Contributes little to- shares with, and supports the efforts of
wards helping team
members develop a others. Often is not a
deeper understand- good team member.
ing of the project
and the factors that
will influence their
own work.
Autodesk Digital STEAM Workshop—Egg Drop—Instructor’s Guide
25
Define Phase Evaluation Rubric
Excellent
4 points
Exceptional effort
was invested by
the student to use
the worksheet to
Design
expand their understanding of the deCriteria
Worksheet sign challenge, the
factors that shape
the project, or the
types and quality of
prior solutions.
The design journal provides outstanding evidence
Design
that the student
has
identified and
Journal
assessed the critical criteria that will
shape their project.
Almost always
listens to, shares
with, and supports
the efforts of others. Tries to keep
Collabora- people working well
together. Exhibits
tion
exceptional leadership abilities in helping others identify
the critical project
design criteria.
Good
3 points
Substantial effort
was made by the
student to use the
worksheet to expand
their under-standing of the design
challenge, the factors that shape the
project, or the types
and quality of prior
solutions.
The design journal provides solid
evidence that the
student has identified and assessed
the critical criteria
that will shape their
project.
Fair
2 points
A minimal amount
of effort was made
by the student to
use the worksheet to
expand their understanding of the
design challenge, the
factors that shape
the project, or the
types and quality of
prior solutions.
The design journal
provides a minimal
amount of evidence
that the student has
identified and assessed the critical criteria that will shape
their project.
Sometimes listens
to, shares with, and
Usually listens to,
supports the efforts
shares with, and
of others, but somesupports the efforts
times is not a good
of others. Does not
team member.
create conflict in the
Contributes little togroup. Helps team
wards helping team
members identify the
identify the critical
critical project design
project design critecriteria.
ria.
Autodesk Digital STEAM Workshop—Egg Drop—Instructor’s Guide
Poor
1 points
No effort was made
by the student to
use the worksheet to
expand their understanding of the
design challenge, the
factors that shape
the project, or the
types and quality of
prior solutions.
The design journal
provides no evidence
that the student has
identified and assessed the critical criteria that will shape
their project.
Never listens to,
shares with, and supports the efforts of
others. Often is not a
good team member.
26
Ideate Phase Evaluation Rubric
Excellent
4 points
Good
Fair
3 points
2 points
Poor
1 points
Ideation
Substantial effort
Exceptional effort
was made by the
was invested by the
student to generate
A minimal amount
student to genNo effort was made
concepts or potential of effort was made
erate concepts or
by the student to
solutions.
by the student to
potential solutions.
generate concepts or
A variety of media generate concepts or
A variety of media
potential solutions.
was used to explore potential solutions.
was used to explore
ideas.
ideas.
Design
Journal
The design journal
provides outstanding evidence that
the student has
explored multiple
design solutions.
The design journal provides solid
evidence that the
student has explored
multiple design solutions.
Almost always
listens to, shares
Usually listens to,
with, and supports
shares with, and
the efforts of othsupports the efforts
ers. Tries to keep
Collabora- people working well of others. Does not
create conflict in the
together. Exhibits
tion
group. Helps team
exceptional leadermembers generate
ship abilities in faciland assess multiple
itating the creation
ideas.
and assessment of
multiple ideas.
The design journal
provides a minimal
amount of evidence
that the student has
explored multiple
design solutions.
The design journal
provides no evidence
that the student has
explored multiple
design solutions.
Sometimes listens
to, shares with, and
supports the efforts
Never listens to,
of others, but someshares with, and
times is not a good
supports the efforts
team member.
of others. Makes no
Contributes little tocontribution towards
wards helping team
generating ideas.
members generate
ideas.
Autodesk Digital STEAM Workshop—Egg Drop—Instructor’s Guide
27
Prototype Phase Evaluation Rubric
Excellent
Good
Exceptional effort
Substantial effort
al prototypes.
prototypes.
4 points
Fair
3 points
Prototype was invested by the
was made by the
Develop- student to visualize student to visualize
and test physical
and test physical
ment and
models and/or virtu- models and/or virtual
Testing
2 points
Poor
1 points
A minimal amount of
No effort was made
effort was made by
by the student to
the student to visualvisualize and test
ize and test physical
physical models and/
models and/or virtual
or virtual prototypes.
prototypes.
The design journal
The design jourThe design journal
provides outstandnal provides solid
provides a minimal
ing evidence that
evidence that the
amount of evidence
the student has
student has docuthat the student has
Design
documented and
mented and evaludocumented and
Journal
evaluated protoated prototype(s) or
evaluated prototype(s) or considered considered possible type(s) or considered
possible changes or
changes or refinepossible changes or
refinements.
ments.
refinements.
Almost always
listens to, shares
Sometimes listens
Usually listens to,
to, shares with, and
with, and supports
shares with, and
the efforts of others.
supports the efforts
supports the efforts
Tries to keep people
of others, but someof others. Does not
Collaboratimes is not a good
working well tocreate conflict in the
team member.
gether. Exhibits extion
group. Helps team
ceptional leadership
Contributes little tomembers develop
abilities in facilitatwards developing or
and assess protoing the production
assessing prototypes.
types.
and assessment of
prototypes.
Autodesk Digital STEAM Workshop—Egg Drop—Instructor’s Guide
The design journal
provides no evidence
that the student has
documented and
evaluated prototype(s) or considered
possible changes or
refinements.
Never listens to,
shares with, and supports the efforts of
others. Often is not a
good team member.
28
Refine Phase Evaluation Rubric
Excellent
4 points
Refine
Solutions
Design
Journal
Exceptional effort
was invested by the
student to refine
ideas. Proposed
solutions are very
closely aligned to
the critical design
criteria.
Good
Fair
3 points
2 points
Poor
1 points
Substantial effort
A minimal amount of
No effort was made
was made by the
effort was made by
by the student to restudent to refine
the student to refine ideas. Proposed
ideas. Proposed
fine ideas. Proposed
solutions do not
solutions are aligned solutions somewhat
relate to the critical
to the critical design aligned with the critidesign criteria.
criteria.
cal design criteria.
The design journal
The design journal
The design jourprovides a minimal
provides outstandThe design journal
nal provides solid
amount of evidence
ing evidence that
provides no evidence
evidence that the
that the student has
the student has sigthat the student has
student has refined
refined aspects of
nificantly enhanced
refined aspects of the
aspects of the design the design through
the design through
design through the
through the use of
the use of the softthe use of the softuse of the software.
the software.
ware.
ware.
Almost always
listens to, shares
Usually listens to,
with, and supports
shares with, and
the efforts of others.
supports the efforts
Collabora- Tries to keep people of others. Does not
working well tocreate conflict in the
tion
gether. Exhibits exgroup. Helps team
ceptional leadership
members refine their
abilities in facilitatoriginal ideas.
ing the refinement
of ideas and details.
Sometimes listens
to, shares with, and
supports the efforts
of others, but sometimes is not a good
team member.
Contributes little
towards refining
designs.
Autodesk Digital STEAM Workshop—Egg Drop—Instructor’s Guide
Never listens to,
shares with, and
supports the efforts
of others. Has made
no attempt to help
refine designs.
29
Solution Phase Evaluation Rubric
Excellent
Good
Exceptional effort
was invested by the
student to develop
a high-quality final
presentation.
Substantial effort
was made by the
student to organize and prepare all
aspects of the final
presentation.
4 points
Preparation of
Presentation
Communication
and Team
Dynamics
Presentation Content
Exceptional effort
was made to help
the team conduct
the final presentation. The quality of
the verbal and visual
elements of the
presentation was
outstanding.
Exceptional effort
was invested towards developing
and presenting a
quality design solution that is aligned
to the design criteria
for the project.
Fair
3 points
2 points
Poor
1 points
A minimal amount of
No effort was made
effort was made by
by the student to
the student prepare
prepare the final prethe final presentasentation.
tion.
Substantial effort
Minimal effort was
was made to help
made to help the
the team conduct
team conduct the
the final presentafinal presentation.
tion. The quality of The verbal and visual
the verbal and visual
elements of the
elements of the pre- presentation were of
sentation was good.
mediocre quality.
No effort was made
to help the team
conduct the final
presentation.
Substantial effort
Minimal effort was
was invested toinvested towards
wards developing
developing and
and presenting a
presenting a quality
quality design solu- design solution that
tion that is aligned to
is aligned to the
the design criteria for design criteria for the
the project.
project.
No effort was invested towards developing and presenting a
quality design solution that is aligned to
the design criteria for
the project.
Autodesk Digital STEAM Workshop—Egg Drop—Instructor’s Guide
30