Spark 101 Lesson Plan
Video Presentation Title: What is the Science behind the Bottle of Darkness Magic Trick?
Unit of Instruction: Problem Solving
Subject/Course:
Concepts of Engineering
The goal of this unit is to introduce the student to problem solving and how it relates to the engineering fields.
Standard(s):
Common Core
 110.34(b)(25) - Listening and Speaking/Speaking
…Students speak clearly and to the point, using the conventions of
language.
…Students will continue to apply earlier standards with greater
complexity.
…Students are expected to formulate sound arguments by using
elements of classical speeches (e.g., introduction, first and second
transitions, body, and conclusion), the art of persuasion, rhetorical
devices, eye contact, speaking rate (e.g., pauses for effect), volume,
enunciation, purposeful gestures, and conventions of language to
communicate ideas effectively.
 110.34(b)(26) - Listening and Speaking/Teamwork
…Students work productively with others in teams.
…Students will continue to apply earlier standards with greater
complexity.
…Students are expected to participate productively in teams, offering
ideas or judgments that are purposeful in moving the team towards
goals, asking relevant and insightful questions, tolerating a range of
positions and ambiguity in decision-making, and evaluating the work of
the group based on agreed-upon criteria
Objective(s):
By the end of the lesson, students will be able to use the Engineering and/or
Scientific Problem Solving steps so that they can solve any problem that arises
or gets assigned to them in the class and show they
have learned the process by solving at least one of the assigned problems
Students will develop an understanding of the attributes of design. This
includes defining the problem, brainstorming, and research, identifying criteria
and specifying constraints.
After watching the video students will Design their prototypes in Pairs, working
through the constraints to come up with their best possible solutions to present
to the class.
Standards for technological literacy
 130.362(c)(2)(A)
…use clear and concise written, verbal, and visual communication
techniques
 130.362(c)(5)(B)(D)(I)
…complete projects according to established criteria
 130.362(c)(6)(A)(C)(E)
…identify and describe the fundamental processes needed for a
project, including design and prototype development
...use problem-solving techniques to develop technological solutions
…assess risks and benefits of a design solution
© 2016 Spark 101
Developed by Shawn K. Hale, Engineering Teacher, P. L. Dunbar HS, Fort Worth ISD, Texas
Page 1 of 5
Assessment/Demonstration of Learning:
TEKS
Students will develop an understanding of the attributes of design
The design process includes defining a problem, brainstorming, researching and
generating ideas, identifying criteria and specifying constraints, exploring
possibilities of designing and creating a bottle of darkness, selecting an
approach, developing a design proposal, making a model prototype. After
watching the video, students will make a prototype of the bottle with the
necessary criteria and constraints as seen in the video.
Students will develop an understanding of engineering
Establish design principles are used to evaluate existing design, to collect data,
and to guide the design process. Students will use background knowledge and
resources to help them evaluate solutions to the problem.
© 2016 Spark 101
Resources Needed:
 Spark 101 case study video
http://www.spark101.org/video/what-is-the-science-behindthe-bottle-of-darkness-/



Engineer’s notebook for each student
Spark 101 Student Resource: Bottle of Darkness Design Brief
String
Note: review the video beforehand and build a bottle of your own
to demonstrate to the students. You can choose when you
demonstrate it, i.e. at the end of the video or before the students
demonstrate theirs.
- A wine cork can be cut down into a ball easily
Developed by Shawn K. Hale, Engineering Teacher, P. L. Dunbar HS, Fort Worth ISD, Texas
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Lesson Component
Time Allotted
Teacher Procedure
Engagement: 1st day
Activator
(Prior to showing the
video presentation)
Time:
__5_ minutes
Have your students log on and take the pre-survey for this lesson while handing out the
Design document, to the students for when they are finished.
Grouping:
Independent
Pairs
Small groups
(3-5)
Whole group
Problem/Motivation
(Part I of video)
Show this first segment of the video to students that shows the bottle of darkness in action.
Stop the video at the first stopping point and explain what the students will be doing to
solve the mystery of how the string and bottle was able to stay in the bottle. Students must
understand the criteria and constraints involved in designing a finished product to
demonstrate.
Time:
7.43 minutes
Problem Solving
Activity
(Describe process for
identifying possible
solution(s) to the problem
presented)
Solving the Problem
(Part II of video)
At this point have students get with a partner and ensure that all students have their
engineering note books and are sketching out their ideas in them.
- Hand out graph paper for students to draft out their design to build from.
(Students need to know that they will have to come up with their own materials they find
at home, except for the string which will be provided to them.)
Time:
35 minutes
Grouping:
Independent
Pairs
Small groups
(3-5)
Whole group
Time:
35
Checks for Understanding
Students will work in pairs to communicate the design process for creating this bottle of
darkness. 9-Step Design Process along with understanding the criteria and constraints that
engineers must use when designing the finished product.
Day 2:
-
Comparing
Solutions and
Meaning
(Describe process for
identifying possible solution(s) to
the problem presented)
© 2016 Spark 101
Time:
5 minutes
Start the class by having the students demonstrate their bottle of darkness to the class
and have them explain the process they took and what they did.
Show this second segment of the video to your students,
Students will complete the design brief after viewing the case study video that includes the
problem and constraints for designing the container.
Checks for Understanding
Students will complete the design brief including the following:
Grouping:
 Designers
Independent
 Problem Statement
Pairs
 Design Statement
Small groups
Developed by Shawn K. Hale, Engineering Teacher, P. L. Dunbar HS, Fort Worth ISD, Texas
Page 3 of 5
(3-5)
Whole group
Future Impact and
Meaning
(Part III of video)

- Show this third and final segment of the video. Students will record in their engineers’
notebooks the 6-step design process for creating this storage unit. The partners will
complete the following deliverables:
Time:
11.00 minutes


Future Impact and
Meaning
(Have students reflect
on how solving the
problem might relate to current
or future goals)
Time:
5 minutes
Grouping:
Summarizer/Closure
Time:
___ minutes
Additional Notes (if needed)
© 2016 Spark 101
Spark 101 Student Resource: Bottle of Darkness Design Brief
Engineer’s notebook showing the process or steps taken to design the Bottle
Checks for Understanding
Have students do a brief write-up explaining how doing this project has changed their
thought process towards engineering in their engineering journals.
Independent
Pairs
Small groups
(3-5)
Whole group
-
Assessment (if applicable)
Constraints and or criteria
-
Class discussion on problem solving about how the project was solved with a simple
solution and how they perceived it.
Have students log on and take the post-assessment survey
Project graded
1. Were students able to produce the same results as in the video? i.e. did the string hang from the bottle
and did the bottle hang from the string.
2. Students were able to perform trick more than one time (Repeatable)
3. Does their product match their drafting
4. Worksheets completed properly
This was a two day lesson where students watch the first part of the video then have time in class to work
through their thoughts and have that night to collect their materials. To start off the class the next day I went
ahead and demonstrated the one I had built with a trimmed down wine cork a glass vase with duct tape around
it and the string. (A simple roll of sting that can be picked up at most stores.) Then students had their turn, once
everyone was done we watched the second part of the video and talked about how theirs were different or the
same and what thought process they went through. Then we watched
Developed by Shawn K. Hale, Engineering Teacher, P. L. Dunbar HS, Fort Worth ISD, Texas
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CK12 Connections (if available)
OpenStax Connections (if available)
Access free videos, texts, practice items about engineering at:
http://www.ck12.org/search/?q=engineering&source=ck12&grade=11
© 2016 Spark 101
Developed by Shawn K. Hale, Engineering Teacher, P. L. Dunbar HS, Fort Worth ISD, Texas
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