Sample Course
Contacts
University of California Curriculum Integration (UCCI)
Institute
Sarah Fidelibus, UCCI Program Manager
Street Address:
1111 Franklin Street
Oakland, CA 94607
1. Program Information
Mailing Address:
1111 Franklin Street
Oakland, CA 94607
Phone: (510) 287-3349
Web Site: ucci.ucop.edu
Teacher Contact: Sarah Fidelibus
Position/Title: UCCI Program Manager
Phone: (510) 287-3349
E-mail: sarah.fidelibus@ucop.edu
2. Course Contact
A. COVER PAGE - Course ID 440540
1. Course Title
Green Up and Go! Clean Energy-neering (UCCI)
2. Transcript Title/Abbreviation
Green Up
3. Transcript Course Code/Number
UCCI
4. Seeking Honors Distinction?
No
Subject: Laboratory Science
5. Subject Area
Category: Physics
6. Grade Level(s)
9,10,11,12
7. Unit Value
1.0 (one year, 2 semesters, or 3 trimesters equiv.)
8. Previously Approved
Was this course previously approved by UC?
No
9. Is this course classified as a Career Technical Education course:
Name of Industry Sector: Engineering and Design
Name of Career Pathway: Engineering Technology
Yes
10. Brief Course Description
Green Up and Go offers students a real world opportunity to discover and understand principles of
physics, engineering, design and green-clean technologies. From electric cars to wind farms our world is
driven by innovations that come to life through the marriage of science and engineering. How do we
prepare students to successfully navigate these two worlds? Is there an academic course empower
students with the the knowledge, attitudes and skills that will prepare them to become the next
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generation of innovators? Yes. Green Up and Go: Clean Energyneering is that course!
Green Up and Go offers students a real world opportunity to discover and understand principles of
physics, engineering, design and green-clean technologies. Students, working individually and in teams,
participate in a series of hands???on experimental projects such as building wind generators and
personal transportation devices to explore both alternative and traditional energy sources and
transportation. The projects provide a foundation for data collection, analysis, reflection, presentations
and technical writing skills. Through these experiences students hone critical thinking, communication,
collaboration, creativity and Career Technical Education skills while learning key physics, engineering,
and design concepts.
This year long UC-approved D - lab science course combines elements of physics, engineering and
green technology to prepare students for success in college science and engineering as well as careers
that can contribute to a greener environment for us all.
11. Pre-Requisites
(Required)
12. Co-Requisites
(Recommended)
13. Context for Course
This is an integrated course utilizing physics concepts in an engineering environment. The course is designed to
generate interest in physics through engineering projects in a way that increases students' likelihood of success.
The applications throughout the course allow students to see the connection between physics concepts and the
engineering of various engine types to determine which models can be designed to maximize energy efficiency.
Also, this course could be part of an Engineering Academy as an intermediate course in a sequence of Engineering
courses.
14. History of Course Development
This course was developed at the Fall 2011 University of California Curriculum Integration (UCCI) Institute
focusing on subject area "d" - lab science and the Career Technical Education (CTE) Engineering industry sector.
It has been challenging for educators to find and develop linkages with certain disciplines, including English,
history/social sciences, and lab science. To address these challenges, the University of California created the UCCI
Institute to focus on subject areas that have proven to be difficult to develop integrated curriculum. Over 60
California high school academic and CTE instructors, administrators, curriculum specialists, and UC staff were
assembled into teams and challenged to develop innovative model courses that infuse core foundational academic
concepts with relevant career technical elements.
15. Textbooks
TEXTBOOK 34095
Title: Engineering Fundamentals: An Introduction to Engineering (Or district-approved Engineering
textbook)
Edition: 4th
Publication Date: 2007
Publisher: Thompson Engineering Co.
Author(s): Moaveni, Saeed
URL Resource:
Usage:
Primary Text
Read in entirety or near entirety
TEXTBOOK 34096
Title: Modern Automotive Technology
Edition: 7th
Publication Date: 2009
Publisher: Goodheart-Willcox Company, Inc.
Author(s): Duffy, James E.
URL Resource:
Usage:
Primary Text
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Read in entirety or near entirety
TEXTBOOK 34097
Title: Any district adopted physics text.
Edition: District choice
Publication Date: Distric choice
Publisher: District choice
Author(s): District choice
URL Resource:
Usage:
Primary Text
Read in entirety or near entirety
TEXTBOOK 34098
Title: CK-12 Engineering: An Introduction for High School
Edition: Any
Publication Date: 2009
Publisher: CK-12.org
Author(s): D. Baker, T. Ganesh, A. Ganesh, S. Krause, C. Roberts, J. White-Taylor
URL Resource: http://www.ck12.org/flexbook/book/736
Usage:
Supplementary or Secondary Text
Read in entirety or near entirety
16. Supplemental Instructional Materials
Unit 1: Engineering Engines: What They Are and How They Work
Text books
Moaveni, Saeed, Engineering Fundamentals: An Introduction to Engineering, 4th Ed., 2007, Thompson
Engineering Co. (or district adopted text)
Eisenkraftt, Arthur, Active Physics: Transportation, AAPT/AIP, It's About Time, Inc. (or the district
adopted text)
Duffy, James E., Modern Automotive Technology, 7th ed., 2009, Tinley Park, IL, Goodheart-Willcox
Company, Inc.
Online Resources
http://www.khanacademy.org/ (an excellent source of video tutorials related to the underlying math and
physics principles related to this course.)
http://www.animatedengines.com/index.shtm (comprehensive list of engines, virtually animated)
http://phet.colorado.edu/en/simulation/gas-properties (online virtual simulator to explore thermodynamics
and gas properties)
http://www.sciencetoymaker.org/boat/index.htm (instructions for how to build a steam-powered "put-put"
boat)
Other Resources
http://www.cert.ucr.edu - UCR Center for Environmental Research and Technology (model of a cuttingedge center for research partnership among industry, government, and academia)
Unit 2: Mousetrap Vehicle Performance Test
Online Resources:
http://www.khanacademy.org/ (an excellent source of video tutorials related to the underlying math and
physics principles related to this course.)
http://www.docfizzix.com/, http://shop.pitsco.com/, Example kits of materials at these sites among other
places
http://www.google.com/search?client=safari&rls=en&q=mousetrap+vehicle&ie=UTF-8&oe=UTF8#q=mousetrap+vehicle&hl=en&client=safari&rls=en&prmd=imvns&source=univ&t example videos on
line
Suggested Build Materials:
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spring scales, meter sticks, weights and stopwatch
wood, 2 mousetraps, string, paper cups, metal axles, paper clips
Unit 3: Wind Energy - Weightlifting
On-line resources:
http://www.khanacademy.org/ (an excellent source of video tutorials related to the underlying math and
physics principles related to this course.)
ATETV.org--you tube video--showing how wind turbine technicians are trained
WindTechTV.org--videos showing how wind turbines work
KidWind.org--turbine kits, lessons and background information
WindWise (Lesson 6--"How Does a Windmill Work")
ASE.com--federal energy efficiency website
http://www.cosi.org/files/Flash/simpMach/sm1.swf (simple machines)
http://www1.eere.energy.gov/education/lessonplans/default.aspx (lesson plans for wind energy)
http://www1.eere.energy.gov/education/lessonplans/plans.aspx?id=317 (wind energy exploration
assignment 1)
nsf.gov/discoveries ( research of wind turbines)
www1.eere.energy.gov/education/lessonplans/ (Energy Efficiency & Renewable Energy (U.S. Dept. of
Energy)
www.k12science.org/currichome.html (Center for Innovation in Engineering and Science Education
(CIESE))
www.edf.org/article.cfm?contentid=8466&redirect=cagreenjobs (Green Jobs Guidebook?? Employment
Opportunities in the New Clean Economy)
www.ellabakercenter.org/index.php?p=gcjc_teaching_tools (Green-Collar Jobs Campaign Teaching
Tools)
skillsusa.org (career paths and competitions)
http://mesa.ucop.edu/ (career paths and competitions)
Suggested Build materials:
small electric fan
metal rod (16" long)
PEX tubing (10" long)
4"x6" index cards
skewers
" dowels
string
paper cups
plastic cups
corks
straight pins
tape
washers
straws
cardboard
balsa wood
corrugated plastic
hot glue gun
Unit 4:Electric Motors and Generators
Goodheart-Willcox Company, Inc.
Suggested Electronic Resources:
Internet resources for research
Power Point Presentation
Excel
WordText Resource: District approved Texts
Suggested Supplies:
Basic hand tools
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Magnets, wire, cardstock, nails, etc
Electric motors
Electric generators
Batteries
Motor-generator
Multi-meters
Model vehicle/ device
Unit 5: Wind Energy - Electricity Generation
Supplemental Texts
Wind Energy Basics: A Guide to Home - and Community - Scale Wind Energy Systems, Paul Gipe
(2009)
WindWise Education (www.WindWiseEducation.org)--Lesson 8, "Which Blades are Best?".
Interdisciplinary wind energy curriculum with tools to teach wind concepts in grades 6-12.
Online Resources
http://www.khanacademy.org/ (an excellent source of video tutorials related to the underlying math and
physics principles related to this course.)
ATETV (videos showing how wind turbine technicians are trained)
WindTechTV.org (videos showing how wind turbines work)
www.awea.org--American Wind Energy Association (background information and resources)
www.doe.gov--U.S. Department of Energy (background information and statistics)
www.nrel.org--National Renewable Energy Laboratory (background information, resources, statistics,
data on latest research)
www.kidwind.org (turbine kits, lessons, and background information)
www.vernier.com (probeware)
www.pasco.com (turbine kits, probeware)
www.kelvin.com (project motor)
Suggested Build Materials
Tower--PVC pipe
Generator--project motor (www.kelvin.com or www.kidwind.org)
Hub--CDs or DVDs, foam, Tinker toys, turbine kit
Blades--balsa wood, card stock, cardboard, corrugated plastic
box fan
resistor--10-ohm, 1 watt
multimeter (for measuring voltage)
or probeware (voltage and current for measuring power)--Vernier, Pasco. Probeware allows the user to
graph power calculated from voltage and current versus time. Integrating over time gives total energy in
units similar to kW-h (mW-s)
Unit 6: Human Transport Solution
On line Resources:
http://www.khanacademy.org/ (an excellent source of video tutorials related to the underlying math and
physics principles related to this course.)
Software:
CAD software
3-D modeling software
Suggested Build Materials:
Used bikes and misc bike parts (gears, cable, chain, wheels, etc...)
Small DC motors (SIM motors used by the robotics team cost about $30 and should work well. treadmill
motors can also work. )
Heavy gauge wire
Heavy duty potentiometers
Heavy duty switches
Lead-acid batteries
Scrap wood
Scrap metal
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Steel tubing
Uni-strut or c-strut channel and matching nuts/bolts
Nuts and bolts
Tools:
Hand tools: wrenches, pliers, hacksaws, wood saws,
Power Tools: battery operated drill/screwdriver, drillpress
Welding equipment (optional)
B. COURSE CONTENT
Course Purpose
Green Up and Go: Clean Energyneering is a rigorous and engaging integrated Physics and CTE
Engineering course with an overarching focus on green energy, transportation, and efficiency
optimization. Utilizing a combination of traditional and project-based instructional methods, students
engage in extensive laboratory-based scientific inquiry and in iterative engineering design process that
begin to prepare them for careers in science, technology, transportation, engineering or renewable
energy research. In this course, students experience a spiraling curriculum that provides multiple entry
points to develop a deep understanding of physics concepts (motion, kinematics, forces, torque, energy,
efficiency, thermodynamics, electricity, and electromagnetism) as well as scientific skills (experimental
design, data collection and analysis, written and oral communication of experimental results.) In
addition, the integrated approach allows students to develop competence in a host of Engineering
Design concepts and skills including the iterative design cycle, technical drawing and 3-D modeling, use
of CAD, prototyping, safe use of hand and power tools, material selection, manufacturing, and career
exploration. Last, by encapsulating learning opportunities within the context of green energy, efficiency
analysis and transportation, students will be exposed to careers within renewable energy and
manufacturing -- a significantly growing industry sector.
Course Outline
Unit 1: Engineering Engines: What They Are and How They Work
Essential Question: How do we build a greener engine?
Supporting Question(s):
What are the functional characteristics of a variety of currently existing engines?
How can energy be converted into motion?
Which characteristics of an engine can we modify to make it "greener"?
Physics Concepts Covered: The laws of Thermodynamics, efficiency, Charles??? Law, Boyle's Law,
Combined Gas Law, Pascal's Principle, States of Matter.
Description:
This first unit is used as an introduction to the course by defining the critical steps of the scientific
process and engineering design. Moreover, norms for team work, collegial cooperation, and professional
communication are introduced. Through research and analysis, students, working in small teams,
discover the many types of engines that exist, how they work, and how energy is used, through
thermodynamics and the gas laws. Teams learn the history and design development of types of engines
(devices that transmit motion), i.e., simple internal combustion, external combustion, turbine, and ones
using alternative energy sources. Students present these findings to class. By manipulating variables
such as volume, pressure and temperature in a virtual simulator, students collect and analyze data to
describe the relationship between these variables as they relate to the motion of the gas particles in
various engines. This connects the volume and pressure to thermodynamics. Students in their teams
design 3-D models of their engines, report, through papers and oral presentations their engine research
and any analysis of the continuing value of that type of engine. Students learn design and drafting
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techniques as they draw their 3-D models of their engines. Subsequently, teams are challenged to
create their 3-Dimensional model using materials available in the classroom, and explore ways of using
green technology to reduce environmental impact. Class discussion will cover the future of various types
of engines, their continued evolution, and new concepts. Using teamwork, critical thinking, problem
solving, imagination, and inquiry, teams analyze their 3-D model engine design to determine how the
engine could be made to work, then write and present to the class a technical paper.
Note: In each unit, labs addressing research and construction of models emphasize the physics and
CTE concepts involved, while alerting students to the environmental impact and possible solutions to
green needs. Students maintain an Engineering Journal throughout the course to record all research,
results, data acquired, team activities, and building projects.
Unit 2: Mousetrap Vehicle Performance Test
Essential Question: How do acceleration and velocity concepts interrelate with force and energy
concepts to describe the motion of vehicles?
Supporting Question(s):
How can we design and build a prototype moving vehicle using a mousetrap?
How can we measure velocity, acceleration, force, torque, and work using our mousetrap vehicle?
What is needed to improve the performance of our mousetrap vehicle?
Physics concepts covered: distance, displacement, motion, velocity, acceleration, kinematics, forces and
Newton's laws of motion, torque, mechanical advantage, efficiency, energy and work.
Description:
The teacher presents the information listed in the physics concepts taught. The teacher builds on topics
presented in unit 1 by reinforcing design and prototyping processes.
Culminating project for unit: Working in teams of two, students develop and test a mousetrap-powered
vehicle that can push a recycled paper cup two meters forward, then back away from the cup for one
meter.
Student teams design, prototype and draw 2-d and 3-d plans for their vehicles.
Teams measure velocity, acceleration, force, torque and directional stability and calculate mechanical
advantage, energy and work.
Teams document their work in the team members' Engineering journals, and a team report orally and
with papers their results to their class and teacher.
Unit 3: Wind Energy (Weightlifting/High Torque)
Essential Question: How can a wind-powered device lift a weight?
Supporting Question(s): What are the historical applications of wind turbines?
Physics Concepts Covered: Motion, force, rotational motion, torque, Ohm's Law, power and efficiency,
simple machines
Description:
Students explore the relationship of wind to mechanical power, studying force to change direction,
rotational dynamics, torque, the nature of gears and pulleys, friction, mechanical advantage and power.
In teams, students investigate historical devices using wind and water to do work (grinding grain, cutting
wood, pumping water) and describe the limitations and benefits of these energy sources as well as the
impact on environmental sustainability and green energy. They will also determine whether windmills are
still used today for any of these applications.
Unit 4: Electric Motors & Generators
Essential Question: What is the relationship between electricity and magnetism in the functioning of
electric motors and power generators?
Supporting Question(s):
What is the effect of a magnetic field on a current-carrying armature?
What are the basic principles of an electromagnetic generator?
What makes an electric motor and generator "greener"
Physics Concepts Covered: Electricity, magnetism, electromagnetic induction, simple circuits, current,
charge, Ohm's Law
Description:
Students analyze the relationship between electricity and magnetism, electromagnetic induction, and
electrical circuits, energy transfer and efficiency as they relate to motors and generators in powering a
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vehicle in a greener form. By observation and analysis, teams record the applicable physics principles
involved in their function in their engineering journal, including diagrams of electrical circuits showing
relevant values such as power and torque. Working in teams, students deconstruct a motor and a
generator. Students then construct a simple motor model and a simple generator model. In teams,
students research similarities between motors and generators, study motor-generator systems and
green alternatives, such as regenerative braking and hybrid power, recording their results and reporting
to the class. Based on their research, teams design plans for a vehicle or other device powered by a
motor-generator green power system. Teams describe their plans to the group for peer review and
critique. Incorporating recommended changes, teams build a functioning vehicle or device, with
emphasis on green energy aspects. Each teams tests their vehicle or device, making modifications as
needed, until they are able to present the whole group with their final project. A final technical report,
based on their engineering journals, kept throughout the process, is written and presented by the team
along with the demonstration, emphasizing the physics concepts and CTE Engineering Design concepts
learned and used in the project.
Unit 5: Wind Energy (Electricity Generator/High Speed)
Essential Question: How can a wind turbine convert mechanical energy into electrical energy?
Supporting Question(s):
How can we design a wind turbine that produces electricity?
How can we maximize the efficiency of the turbine?
Physics Concepts Covered: Motion, force, energy transfer, rotational motion, torque, Ohm's Law,
electromagnetic induction, power and efficiency, simple machines
Description:
Based on past investigations of wind power and generators (motion, force, energy transfer, torque,
Ohm's Law, electromagnetic induction, power and efficiency), students design and build a wind turbine.
They produce experimental data isolating one design variable (length, pitch, surface area or shape) and
analyze their results. Students investigate how gears can be used to change speed and torque. Based
on these results, students compete to build the best wind powered generator judging performance based
on both electrical energy output and efficiency.
Unit 6: Short range human/electric powered transportation solutions:
Essential Question: How can the integration of physics and the engineering design process be used to
develop a short range personal transportation solution which is designed to: 1) help users make local
trips, 2) be economically and mechanically viable, 3) be safe and user friendly 4) utilize both human and
electro-mechanical power sources, 5) make a positive impact on the environment.
Supporting Question(s):
a. What are the benefits and drawback of the current forms of local, short-range transportation (in your
specific geographic location)?
b. What factors relating to human needs, marketability, technology, and laws of physics influence the
design of a solution which meets the design requirements listed above.
Physics Concepts Covered: Motion, force, energy transfer, rotational motion, torque, Ohm's Law, simple
circuits, electromagnetic induction, power and efficiency, simple machines, stress and strain
Description:
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This unit provides a capstone experience where students apply the conceptual understanding and skills
related to physics and engineering acquired throughout the prior units in the context of a comprehensive
Engineering Design project. Students develop a short range human/electric powered transportation
solution to help reduce the dependence on fossil fuels for local transportation, engendering a positive
environmental impact. Students investigate the needs of the end user and correspondingly develop a set
of design requirements. Physics content will be reviewed and/or learned through a series of carefully
orchestrated lab activities that address the information students need-to-know in order to complete the
engineering design cycle for this project. Physics content to be addressed in these lab activities
includes:
* electro-mechanical energy systems (storage of electrical energy, circuitry, motors)
* Power and Efficiency
* work and energy transfer (potential, kinetic, electrical, thermal)
* forces (applied, frictional, rolling resistance)
* stress and strain
* torque
Engineering CTE concepts and skill acquisition will also be addressed during these lab activities, and
will be applied to successfully execute this capstone project. These skills and concepts include:
* Understanding Engineering Design Process
* materials strength and selection considerations
* fastening systems
* visual communication - 2-D and 3-D drawing and modeling
* rapid prototyping technology and virtual testing
* electro-mechanical systems
* gear ratios, simple machines
For example, to design a functional and safe chassis for their vehicle, students will need to understand
how the selection of materials and their fastening systems respond to applied forces. To gain an
understanding of these relationships, students collect data during a series of lab activities involving the
manipulation of variables that include material type, material dimensions, type and direction of forces
applied. Students analyze this data to gain insight into the criteria needed for specifying appropriate
material and fabrication methods for their proposed design.
Based on these investigations, students develop one or a combination of the following: physical, full size
or scaled down electro-mechanical functioning test prototype with accompanying mechanical drawings
and/or virtual prototypes utilizing computer modeling. Where available these can be supplemented by
rapid prototyped components utilizing such technologies as 3D printing, CNC machining and laser
cutting. Students collect and analyze data, and evaluate the efficiency and performance of their design.
Results are presented and evaluated by peers, teacher, parents, and external individuals.
Laboratory Activities
Laboratory Activities:
Because this course is a project-based exploration of the fundamental concepts of Engineering and
Physics, all units incorporate hands-on activities. Students often receive theory-based instruction during
the first half of class, moving into a laboratory environment for the application of acquired knowledge
and principles for the second half. Each unit involves scientific inquiry and observation, application of
principles, collection and analysis of the data, modification and re-application, synthesis of the results,
final evaluation and presentation of findings to the class. Critical thinking and problem solving skills and
team building exercises are incorporated throughout the course. Examples of lab activities that are
consistent to each unit are:
Safety fundamentals reinforcement with specific safety skills enhancement.
Hand, bench and machine tool operation fundamentals and terminology.
Accurate reading of working and assembly drawings.
Team brainstorming activities with application of fundamental principles.
Experimental design to isolate and test individual variables.
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Testing, modifying, re-designing unit project as necessary.
Recording of results, analysis of data, synthesis and reporting of findings.
Unit 1:Engineering Engines: What They Are and How They Work
1. Background Research on Engines
Based on previous assignment research, students work in teams of 2 to draft designs of an engine of
their choice such as steam, internal combustion, etc.
2. Virtual Simulation of Gas Laws
Using an online virtual simulator (see the resources section), observe the relationship between an
engine and the gas laws, thermodynamics, motion, force, energy, gas output, and power production.
In the simulator, students manipulate variables such as volume, pressure and temperature, collect and
analyze data to describe the relationship between these variables on the motion of the gas particles in
the engine.
3. Creating a Model Engine
Students, in teams of 4, design and build a 3-D representation of their specific type of engine. They will
present their findings to class, emphasizing the use of gas laws, thermodynamics, pressure.
4. Lab Write-up
Referencing the online virtual simulator, students reanalyze their engine in light of efficiency and
suggest ways that the engine can be improved.
Reflecting on their 3-D design and the virtual simulator data, students write-up an engine improvement
proposal, emphasizing energy efficiency.
The 2-3 page write up will be entered in the lab journal.
Unit 2: Mousetrap Vehicle Performance Test
1. Building and Drawing the Chassis
Students are divided in small teams and select with their team members their ideal vehicle design.
Teams build a mousetrap vehicle chassis--a frame, 4 wheels (using any material for wheels), and
appropriate axles.
Teams explore the directional stability of the vehicle and may modify their chassis. In their engineering
journal, students explain their thoughts by drawing an orthographic projection (top and side views) of
their mousetrap car chassis.
2. Experimentation with the Chassis
Teams experiment with their vehicles to determine velocity and acceleration, by pushing the vehicle on a
horizontal surface and down an inclined plane, by measuring time and distance. In their engineering
journal, students explain, elaborate and evaluate design experimental procedures which controls
variable, collect, process, and analyze data, and use that data to draw conclusions.
Students calculate linear velocity, linear acceleration and the acceleration due to gravity on an inclined
plane and report their results in a lab write-up.
3. Determining the Force
Students measure and evaluate forces created by their vehicle using a spring scale.
They measure the force exerted as the spring is stretched by different amounts.
Students further explore Newton's laws of motion using spring scales and are guided to identify how
those laws apply to their vehicle.
Students use spring scales to measure and calculate their vehicle's torque, making notes on their
journal.
Teams report their findings in a 3-5 page research paper.
4. Experimentation with Optimization
Students brainstorm to develop strategies to solve the performance criteria in the overall assignment.
Students measure the radius and circumference of their vehicle wheels and calculate the rotations
needed to cover the required distances.
Students develop prototypes, testing the placement of their mousetraps on the vehicle.
Students create 2-d mechanical drawings to scale of the team's mousetrap vehicle.
Students review and evaluate their test results and determine their final design.
All work is recorded in their engineering journal.
5. Final performance testing
Teams test their mousetrap vehicles based upon the performance criteria.
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Students calculate the potential and kinetic energies of their vehicles as they move through a trial run.
Teams evaluate their vehicle's performances and report one step that could improve their vehicle's
performance.
Teams measure the distances their vehicles traveled and the time required, then calculate the
acceleration, kinetic energy and total work of their vehicles.
Teams present to the class an oral report evaluating the performances of the mousetrap vehicle.
Teams submit a 7-10 page technical paper that details the design, development, experimentation and
performance of their device.
6. Lab Write-up
Students analyze their mousetrap car's performance, emphasizing comparisons between projected
results and actual values, such as distance traveled, speed, force, efficiency.
The 2-3 page write up will be entered in the lab journal.
Unit 3: Wind Energy (Weightlifting/High Torque)
1. Introduction to Materials
Teacher introduces students to various types of turbines, discussing operation and functionality.
Students are introduced to factors such as blade diameter and pitch and how they relate to efficiency.
2. Blade Design
Teams use research and prior knowledge about motion and forces to engage in an analysis of blade
design.
Teams experiment with different blade variables (length, pitch, surface area, shape, etc.) and materials.
Teams isolate one variable at a time, collect weight lifting performance data, and determine maximum
output for that variable as a function of different wind speed. In order to maximize classroom time and
ensure that all students have a basic understanding of how these variables affect torque, teams present
their analysis to the class.
3. Gear and Pulley design
Teams apply appropriate problem-solving strategies and critical thinking skills to work-related issues by
designing an experiment involving pulleys and gears with different specifications.
Teams address the effects of changing pulley radius ratios on the torque of the system and the
magnitude of the force necessary to raise different masses using the wind turbine as primary power
source.
Teams draw conclusions regarding the relationship between these variables by collecting and analyzing
data, representing data on appropriate graphs, and calculating the time necessary to raise the mass
under each experimental condition.
4. Windmill design and construction
Students compete to construct a windmills that are either very strong (lifting the most weight), very
powerful (lifting weight quickly), or very efficient (compared to the energy in the wind).
5. Lab Write-up
Students analyze their results and compare their data to estimated values, then reflect on improvements
to their device.
The 2-3 page write-up will be entered in the lab journal
Unit 4: Electric Motors & Generators
1. Deconstruct an Electric Motor
Students disassemble a motor noting the applicable physics principles responsible for its function.
Students document their observations in a lab journal and explain their understanding of interactions
between electricity and magnetism through a series of diagrams in an engineering journal.
Students include a circuit diagram with relevant values such as power and torque are calculated using
voltage, current (P=IV) and rpm measured using a digital multimeter and tachometer.
2. Building a simple motor
Referencing the diagrams from Assignment 1, students build a simple electric motor using common
household items. This simple motor should take no more than two hours to build.
The students kinesthetically demonstrate understanding of electromagnetic phenomena. The end result
is a functional motor.
The construction process is documented in the engineering journal.
3. Deconstruct and Build an Electric Generator
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Students disassemble a generator noting the applicable physics principles responsible for its function.
Students then build a simple electric generator using common household items. This simple generator
should take no more than two hours to build.
The students kinesthetically demonstrate understanding of electromagnetic phenomena energy
transport. The end result is a functional motor.
The construction process is documented in the engineering journal.
4. Building a Motor-Generator Powered Model Vehicle or Device
Using the plans developed for their presentations, students build a functional model vehicle/device which
incorporates a motor-generator system.
Students test the functionality of their vehicle/device with special emphasis on the green aspects, and
reflect on possible improvements.
Vehicle is run with and without regenerative braking. Battery charge is measured and a comparison is
made with and without regenerative braking.
Results are graphed as running time vs. residual charge. In this way students explore efficiency of their
regenerative braking motor-generator system by applying energy conservation principles.
In teams of 4, students design and build a functional model vehicle or device which will incorporate a
motor-generator system
5. Lab Write-up
After testing the vehicle or device and analyzing improvement opportunities teams write a project report
detailing the scope of the project, the graphing results and their possible green energy applications,
focusing on the energy efficiency of the green energy motor- generator system and proposing possible
improvements for future application.
A 2-3 page lab write-up is entered in the journal.
Unit 5: Wind Energy (Electricity Generator/High Speed)
1. Blade Design
Teams rely on their research and knowledge about motion, forces, and electricity (from previous units)
to engage in an analysis of blade design.
Teams experiment with different blade variables (length, pitch, surface area, shape, etc.) and materials.
Teams isolate one variable at a time, collect performance data (output voltage), and determine
maximum output for that variable as a function of different wind speed.
Teams graph the data and present their analysis to the class.
2. Gear Design
Teams rely on their research and their prior discoveries about ??motion and forces to engage in an
analysis of gear design.
Teams construct simple gear boxes to calculate gear ratios, examine different types of gears (spur gear,
bevel gear, worm and compound gears) and compare input force to output force and the relationship
between speed and torque.
Data is recorded in a log. Teams analyze the data, compare these results with their findings in Unit 3
and present their analysis to the class.
3. Wind Turbine Prototyping, Testing, Data Collection/ Analysis
Teams fabricate their prototype windmill (size limitations and component parameters are identified by the
instructor in the design challenge specifications). Teams engage in a series of tests, data collection and
data analysis:
Teams evaluate performance under a variety of series and parallel electrical loads to understand the
effect on force, torque, work, and energy necessary to power the load. Data is recorded in a log as well
as conclusion statements.
Teams measure energy output with turbine angled to the wind between 0 degrees and 90 degrees. Data
is recorded in a log as well as conclusion statements.
Teams design a vane that uses the force of the wind to align the turbine to achieve maximum energy
output. Data is recorded in a log as well as conclusion statements.
4. Lab Write-up
Students analyze their results and compare their data to estimated values, then reflect on improvements
to their device.
The 2-3 page write-up will be entered in the lab journal
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Unit 6 - Short-Range Human/Electric Powered Transportation Solution
Capstone review of past units for information about the following topics. Engage in experimentation, data
collection, analysis on actual prototypes on the following topics:
forces on an incline - students design an experiment, collect and analyze data to determine the amount
of force necessary to move a load at a constant speed at a variety of inclines. They then scale this up to
the expected loads for their design.
Gears - torque and speed, work and distance - experimentation in unit 5
Human power output capabilities - students design an experiment, collect, and analyze data to
determine their own power output capabilities on a bicycle while varying exertion level, gear ratio, and
speed.
Materials Selection - student design and experiment, collect and analyze data to determine material
strength capabilities while varying material type and dimensions.
Electro-mechanical energy systems - Students experiment with a variety of batteries and motors to
determine the torque, power output, and battery life, of different combinations of battery-motor systems.
1: Prototype
Teams select a specific design concept from their brainstorm stage .
Fabricating a virtual prototype of the proposed engineering design solution. Students utilize CAD and/or
parametric modeling software to visualize and virtually evaluate the feasibility of their proposed solution.
Where feasible, students are encouraged to incorporate animation to better communicate and evaluate
their solution.
If resources are available, design and fabrication of rapid prototyped components to evaluate key
components of the proposed engineering design solution using technologies such as 3D printing, CNC
and laser cutting.
Throughout the prototyping stage students are required to maintain an engineering log to record
performance data evaluated relative the criteria developed in key assignment 3.
Fabricating a physical, full size or scaled down electro-mechanical functioning test prototype.
Prior to fabrication students complete a set of mechanical drawings utilizing traditional hand or computer
assisted drafting techniques. This type of prototype will be used to evaluate the electro-mechanical
functional characteristics of the proposed design and does not address aesthetics.
2: Refine
Students utilize continuous feedback from peers and teachers to evaluate and fine tune their proposed
design. The refinements can be made to the physical electro-mechanical functioning test prototype
and/or through virtual models.
3: Lab Write-up
Students analyze their results and compare their data to estimated values, then reflect on improvements
to their device.
The 4-6 page write-up will be entered in the lab journal
Final analysis report will be included in the final presentation
Key Assignments
Recurring Assignments
Students will maintain an engineering journal throughout the year long course. It will contain lab writeups, diagrams and all other assignments.
Unit 1: Engineering Engines: What They Are and How They Work
1. Background Research on Engines
Teams write a research paper including history, development, an introductory exploration of the physics
involved in the operation of the engine and how it has evolved to the current design stage, reporting
orally to the full class their findings.
Students research types of machines (device that transmits or modifies force or motion): simple, internal
combustion, external combustion, turbine, electronic, hydraulics, and ones using alternative energy
sources).
In teams of 4, students research and discuss in class specific details of assigned types of machines,
including vocabulary and concepts learned in thermodynamics, force, motion, energy transformation,
efficiency, work produced.
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Students begin maintaining an engineering journal, carried throughout all units to end of class 2.
Creating a Model Engine
Teams will do a 5 minute oral presentation of their engine using power point or other visual aids and
write a 2-3 page technical paper reviewing their engine, why it did or did not operate, including the
engineering design, physics laws, and fuel types involved.
Unit 2: Mousetrap Vehicle
1.Project Introduction
Teacher engages the students presenting 2 standard mousetraps to student teams and instructs the
students that these mousetraps will be the engine of their vehicle.
2. Initial Design Planning
In their engineering journal, students sketch a model vehicle that includes a plan for the vehicle chassis
and a list of the necessary parts selected from the reusable/recycled materials.
3. Presentation of Design Analysis
Each student presents his or her design to the group in a 2-3 minute presentation and records
suggestions for design improvement from their peers in their engineering journal. Examples:
Considerations of drag, mechanical advantage, torque, effects of wheel radius, etc.
Unit 3: Wind Energy (Weightlifting/High Torque)
1. Research and exploration
Small teams of students explore and research two historical devices where rotational motion is
generated from natural sources of wind or water flow which are harnessed to accomplish work such as
in a water mill or wind turbine.
Teams define how historic innovations relate to contemporary efforts in promoting environmental
sustainability in the area of renewable energy, using Green/Clean technology.
2. ??Research Application
Teams identify how energy transfer produces rotational motion and describe the benefits and limitations
of the two selected devices.
3. ??Findings
Students present to the class their findings from this research in the form of a 2-3 page written technical
paper and a 2-3 minute oral presentation.
Unit 4: Electric Motors & Generators
1. Deconstruct an Electric Motor
Students document their observations in their engineering journal, researching and explaining their
understanding of interactions between electricity and magnetism through a series of diagrams, including
a circuit diagram with relevant values such as power and torque. ?????? ??
2. Building a simple motor
Students record findings after constructing a simple motor and a simple generator by themselves, using
materials found in the home. ?????? ??
3. Motor-Generator Interactions
In groups, students research similarities between motors and generators, paying special attention to
motor-generator systems and green alternatives such as regenerative braking and hybrid power.
Students write a 2-3 page report on the history and implementation of motor-generator systems.
5. Planning for Powering a Small Vehicle/Device
After investigating and documenting their understanding of hybrid power, dynamic braking and motorgenerator systems, students develop and present plans to power the mouse trap car or other
vehicle/device with a green energy motor-generator system.
Students stress the importance of physics principles in their 2-3 minute presentation.
Peers analyze and critique the project in a reflection period and the authoring team manipulates their
designs based on that feedback.
Unit 5: Wind Energy (Electricity Generator/High Speed)
1: ??Initial Research
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Teams research contemporary wind turbine design identifying the major components and their
interactions as a complete electrical generation system. Research includes:
Examination of major variables that include blade design, blade number and configuration, axis
orientation and component dimensions and gearing and their impact on performance.
The role that wind turbines play in the emerging field of Green/ Clean technology.
The potential negative environmental impact of wind turbines.
This research is presented to the class through a combination of written documents and visual media
presentations.
After the presentation, the class is introduced to the design challenge of building their own electricity
generating turbine.
2: Blade and Gear Design Analysis
Teams come together to evaluate the results of their blade and gear analysis using a decision matrix
that allows them to rank aspects of their designs in order to choose the design that best suits the
challenge.
Once teams select their design, they formalize a plan to build their design as a functioning prototype.
This plan must include scale drawings and/or 3d computer models.
Teams present the design in a 2-3 minute oral presentation.
Data from all tests is presented in graph format and entered in the journal along with recommendations
for potential improvements to the design.
Teams evaluate their design and brainstorm improvements to maximize output.
Unit 6: Short Range Human/Electric Powered Transport Solution.
This unit serves as a capstone experience for students.
1. Project Introduction?????? ????
After being presented with the overall challenge, students will be divided into small groups. Sample
engineering design proposals are provided by the instructor as a reference and students engage in an
exercise to develop their own written design proposals. The proposal describes the scope of the project,
the intended purpose(s) and user(s) and identifies the physics and CTE concepts and skills they may
need to apply in developing a short range human/electric powered transportation solution. A minimum
length of 2 pages is expected.
2: ??Exploration ??
Working in small teams, students use their design proposal as a framework to brainstorm how to
approach/tackle the challenge sharing their ideas with the class.
With the input, the entire class produces a 2-3 page document summarizing current solutions, user
needs, potential characteristics of a solution, and the physics concepts that will guide the development
of a successful design.
3: Define ????
Building upon key assignments 1 and 2, teams develop a detailed engineering design criteria matrix that
clarifies end user needs and product performance specifications.
Criteria for the matrices to include but not limited to the following variables:
Intended users (demographics)
Safety
Performance range- speed, battery re-charge time, weight and size limits
Functionality (what will they be carrying, how far, how long? etc...)
Usability/comfort
Price/affordability
Aesthetic requirements
Based on class and teacher feedback to the initial draft, teams produce their final design criteria matrix
as either a carefully organized 1-2 page hand drawn or computer generated document.
4: Brainstorming
Building upon the knowledge already acquired from earlier activities, students investigate possible
solutions for the design challenge utilizing a variety of methods, including hand/computer generated
drawings, virtual models and/or 2-D and 3-D physical models to conceptualize potential design
solutions.
Team concepts are presented to the class for feedback in a 2-3 minute presentation.
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5: Presentation
In this final stage, teams give a 3-5 minute presentation of their physical or virtual engineering
prototypes. Presentations must address the following key points:
Important features of the design with respect to the criteria established in key assignment 3.
An analysis of the performance data comparing the data derived from prototype testing to the criteria
bench marks defined in the design criteria matrix.
The key physics concepts embedded in the design solution
The students??? understanding of the engineering design process.
Instructional Methods and/or Strategies
Standard Strategies for the entire course
Although lectures, quizzes, and homework assignments will be utilized, students spend time during each
unit completing project work. Students use hand tools, power tools, analog and digital measuring
devices, CAD, 3-D modeling software, probe-ware, data analysis software, online resources and
simulations as they engage in a variety of activities that balance direct instruction with laboratory and
project work. Methods of instruction will include, but are not limited to those listed below.
Direct Instruction
For some physics and engineering concept and skill development, instructional methods will include
structured overviews, interactive lectures and practice. Teacher-facilitated discussions generated by
teacher-formulated, open-ended questions to help students develop the analytical thinking skills to
question and pose solutions for real world business problems. Teacher modeling of problem solving
techniques and data analysis, ??coupled with guided practice will help students develop innovative
ways to manipulate, represent, analyze and draw conclusions regarding experimental data.
* Interactive Lectures and Demonstrations
* Guided practice
* Homework and Independent Practice
* Teacher modeling
Inquiry/Exploratory Labs
Prior to presenting students with science concepts, students investigate a phenomenon via a student-led
lab. There will be minimal guidance from the teacher other than low- to high-level Bloom???s questions
to help guide student learning.
Student Led Discussions
Wrapping up activities and/or labs will often wrap up in the form of student-led discussions. Students
present, discuss, argue, and/or agree on each group???s evidence-based conclusions. Students ask
each other questions regarding their experiment or conclusions using academic language. The teacher
will facilitate discussions, but will not evaluate students??? responses. The teacher may rephrase
unclear questions while making sure the reiteration of the question was the intended one.
Lab Work and Data Analysis
Labs provide an authentic opportunity to collect and analyze data using the appropriate tools of science.
Thus, students are expected to design their own lab procedures, given only the materials provided to
them, including coming up with their own questions and hypotheses. Students are responsible for
collecting, creating a visual representation, and analyzing data. In some cases, the procedures will be
provided. In these cases, students will be asked questions to guide their representation and
interpretation of the data gathered.
Project Work
In the course of completing projects, students engage in many of the instructional strategies mentioned
above. However, they will also be completing assignments that pertain to creating a final product that is
the culmination of their project work. This may include the production of an artifact (technical drawing,
model, prototype, device, or report), or it may involve preparing for and delivering a presentation to the
class, teacher, or a panel of relevant guests and experts. Preparation of artifacts and presentations
represents a synthesis of many of the concepts and skills developed within the context of the earlier
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scaffold assignments.
Instructional Strategies unique to particular units:
Unit 1: Engineering Engines: What They Are and How They Work
* In teams of 4, students design a model of how one of engine can develop in the near and far future
giving particular emphasis to emerging green/clean technologies, lasers, and low heat, high energy
producing concepts and write a report to the class.
* Whole-class discussion about commonalities and differences among the engines, the evolution from
simply levers to types of engines, and forms of fuel/power source that have developed over the years.
* Students discuss how types of engines can evolve in the near and far future giving particular emphasis
to emerging green/clean technologies, lasers, and low heat, high energy producing concepts.
* Based on a peer-designed rubric, students are assessed based on teamwork, leadership, ability to
work together, and involvement in the critical thinking and problem solving process.
* Students maintain an engineering journal of the work done in their team, demonstrating the elements
learned and used.
* Teacher reviews the finished engine model and students??? journals for completeness and
demonstration of understanding concepts being taught through the engine model.
Unit 2: Mousetrap Vehicle Performance Test
Physics concepts taught: ??distance, displacement, motion, speed, velocity, acceleration, kinematics,
Newton???s laws of motion, forces, torque, mechanical advantage, efficiency, energy and work.
CTE concepts taught: the ??design process, 2-d and 3-d drawings, prototyping, documenting work in
Engineering journals, reporting orally and with written reports, evaluating others??? work as well as self
evaluating their own work
The teacher distinguishes between distance and displacement, and speed and displacement. The
teacher shows how acceleration changes velocity and how forces affect acceleration, velocity and
displacement. The teacher distinguishes between the various simple machines, shows students how to
calculate mechanical advantage, torque, and efficiency. The teacher distinguishes between potential and
kinetic energy and shows how work is done as forces are applied across a distance. Students perform
lab activities to further investigate these concepts.
Using the constructivist 5 E model (engage, explore, explain, elaborate and evaluate) the teacher guides
the students as:
* Teacher shows students materials that come from post-consumer products (e.g. old CDs, soda caps,
wood sticks, etc.).
* Students in teams research, design, build and test a mousetrap vehicle and investigate its physical
properties using an iterative design process and inquiry cycle. Students work cooperatively in teams,
and discover the properties of velocity, acceleration, force, and torque through experiments.
* Students work in teams, present oral reports, and lead discussions regarding their design decision
using appropriate academic language.
Unit 3: Wind Energy - Weightlifting
Discovery activities--Discuss variables affecting the strength of a windmill, gears.
Direct instruction of physics concepts???Discuss applications of force, work, energy transfer, torque,
mechanical advantage, efficiency.
Student-led instruction--Students will share the results of their experiments with blade design.
Unit 4: Motors
Direct Instruction:
For core physics concepts and problem solving skill development instructional methods will include
lectures, problem sets, guided practice and demonstrations.
Indirect Instruction:
Students gather relevant information during the course projects to facilitate personal project goals. ??
Reflective written reports will serve as self assessments.
Interactive Instruction:
Students use peer partner learning, peer evaluations and peer critiquing to guide project progress.
Unit 5: Wind Energy - Electricity Generation
Student-led instruction
Video (many available online)
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Guest speaker from wind industry (via Skype if necessary) to discuss blade design, pitch, yaw, gearing
Unit 6: Human Transport Solution
Guest Speaker/panelists
* An entrepreneurial guest from industry presents to the class on the process of taking a product from
concept stage to final production.
* Students prepare questions to ask the presenter about their own projects
Assessment Methods and/or Tools
Course wide Assessments
* Students maintain an engineering journal of the work done in their team, demonstrating the elements
learned and used. Journal is evaluated for completion, clarity, and critical thinking on a regular basis
using a teacher-developed rubric.
* Textbook driven homework assignments will be evaluated on completion (work ethic) and correctness
(curricular literacy)
* Periodic quizzes will be used to assess curricular literacy in relevant physics content
Unit 1: Engineering Engines: What They Are and How They Work
* Based on a peer-designed rubric, students are assessed based on teamwork, leadership, ability to
work together, and involvement in the critical thinking and problem solving process.
* Teacher reviews the finished engine model and students’ journals for completeness and
demonstration of understanding concepts being taught through the engine model.
Unit 2: Mousetrap Vehicle Performance Test
Using a teacher-developed rubric, student lab reports are assessed with respect to the critical thinking
capacity of students while collecting, processing and analyzing data regarding these physics concepts:
* distance, velocity and acceleration
* forces and torque
* mechanical advantage and efficiencies seen with simple machines
* kinetic and potential energy
Intermediate Design Ideas - Using a teacher-developed rubric, teachers assesses engineering sketches,
drawings, written and oral reports, and student reflection on the engineering design process. Rubric
assesses
Final Vehicle Test - The final key assessment is to test the produced vehicle, see how well it performs to
meet the criteria and how quickly the vehicle movement task is accomplished. Teachers evaluate with a
teacher-developed rubric:
* Students’ final portfolio describing their design process
* Written and oral presentation of a final report where students review their vehicle’s performance,
and evaluate how they could improve its performance.
Unit 3: Wind Energy - Weightlifting
* Research Paper – Teams are evaluated on their written communication, use of academic
vocabulary, and work ethic with respect to the understanding of the physics and history of wind or water
mills.
* Oral Presentation – Teams present the findings of the above-described research in display format
(poster or multimedia presentation).
* Experimental design and data analysis - Using a teacher-developed rubric, student lab reports are
assessed with respect to the critical thinking capacity of students while collecting, processing,
 analyzing data and representing data graphically regarding the design of blades, pulley and gears.
* Final windmill design - using an evaluation rubric, teacher assess the final design of the student-build
windmill.
Unit 4: Motors
Project Presentation:
Using a peer-evaluation rubric, students are assessed on work ethic and critical thinking as they
describe their proposed application of motor-generator principles
Final Product:
Student-built apparatuses are evaluated using a teacher generated rubric. Functionality of the design,
critical thinking, and work ethic are assessed.
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Written Report:
Students self-assess their project outcomes; reflecting on their initial designs, successes and failures
along the way. Teacher uses a rubric to evaluate curricular literacy and critical thinking with respect to
relevant physics principles (electromagnetism, circuits, current, voltage, torque)
Unit 5: Wind Energy - Electricity Generation
* Performance testing - Teams must show a sustained voltage output of at least 0.5 V (or energy output
of at least 250 mW-s using voltage and current probe ware).
* Technical Paper - Teams are evaluated on their written communication, curricular literacy, and work
ethic with respect to the design, development, experimentation and understanding of the physics which
governs the behavior of their device.
* Oral Presentation of Academic Display - Teams present the findings of the above-described
research in display format (poster or multimedia presentation). The oral presentation of this display will
be evaluated on oral communication and critical thinking regarding the presentation of key ideas
(including investigation, experimentation, design, testing, and experiences related to their device).
Unit 6: Human Transport Solution
* Lab reports - will be evaluated using a teacher-created rubric with respect to critical thinking in
experimental design process, curricular literacy of relevant physics concepts, and written
communication.
* Constructive Feedback - Teacher and Peer review/feedback using rubric to assess progress in
engineering design process and work ethic of team mates. Teacher and Peers will assess adherence to
design specifications, quality of innovative thought, and work ethic.
* Final Presentation - Teacher (and possible expert guest-assessors) will use a teacher-created rubric to
do a final assessment of student presentations. Oral communication, work ethic, curricular literacy
pertaining to relevant physics concepts as well as critical thinking regarding implementation of
engineering concept and skills
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