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Unit 2 - Blind Challenge and Roller Coaster Creation: 9 to 13 Days
Key unit vocabulary
Lesson 1: Blind Intro Challenge (2 -3 Days)
Teacher Resources: Unit Slides - Blind Design Challenge
Student Resources:
Lesson 2 - Roller Coaster (7 to 10 Days)
Teacher Resources:
Student Resources:
General summary of unit:
This unit is designed to provide students a hands on problem experience using the design process. Your class will start with a simple blind challenge where you can assess and reference steps that were utilized or skipped. This Is YOUR ONBOARDING lesson into the LAB.
Skills students need or will develop:
What are the standards of workmanship in your room and the guiderails that you have set.
Student will develop YOUR design process model and what it looks like in their class.
Learn a brainstorming skill (Important part of the design process) using mind maps.
Next, your class determines what YOUR design process model looks like in your classroom and then dive deep into brainstorming using Mind Maps to determine the specifics of their Roller Coaster Design. Most teachers do not provide material lists until after the brainstorming and design is made.
Goals For A Final Project:
Students will participate in a BLIND Design Challenge. The idea is to use this as a reference for improvement, it is almost like a pre-assessment.
Goals For A Final Project:
Students will create a roller coaster design focusing on criteria and constraints they have with their material and time.
Potential Skills needed to developed during the unit
Skills developed through the roller coaster design unit:
Problem-solving: Students will encounter challenges and obstacles while designing and constructing their roller coaster models. They will need to think critically and use problem-solving skills to overcome these challenges and create functional designs.
Critical thinking: Students will engage in analytical thinking throughout the unit, considering factors such as track design, structural integrity, and speed optimization. They will need to evaluate and make decisions based on these considerations to create successful roller coaster models.
Engineering and design principles: Students will learn and apply basic engineering and design principles, such as understanding forces, motion, and stability. They will explore how these principles impact roller coaster performance and use them to design safe and thrilling rides.
Teamwork and collaboration: Students will work in teams to design and construct their roller coasters. They will need to communicate effectively, delegate tasks, and collaborate to bring their designs to life. Teamwork skills will be crucial for a successful outcome.
Creativity and innovation: Students will have the opportunity to showcase their creativity and innovation in designing unique roller coasters. They will need to think outside the box, experiment with different track configurations, and incorporate exciting elements to make their designs stand out.
Attention to detail: Designing roller coasters requires careful attention to detail. Students will need to measure and align track pieces accurately, ensure proper support structures, and focus on the small details that contribute to the overall functionality and aesthetics of their models.
Adaptability and iteration: As students test their roller coaster models and evaluate their performance, they will likely need to make modifications and iterate their designs. This process will foster adaptability and encourage students to learn from failures and make improvements.
Presentation and communication skills: Students will have the opportunity to present their roller coaster designs to a panel of judges. They will need to effectively communicate their design choices, explain their decision-making process, and articulate the features and benefits of their models.
Risk assessment and safety awareness: Students will learn to assess potential risks and consider safety measures in their roller coaster designs. They will understand the importance of ensuring rider safety and incorporating structural stability into their models.
Reflection and self-assessment: Throughout the unit, students will reflect on their progress, evaluate their designs, and assess their own learning. They will develop the ability to self-assess their strengths, weaknesses, and areas for improvement, fostering a growth mindset.
Roller Coaster Challenge
Two Week Agenda
Read Design Brief Carefully
Days 1 - 3 : Design Process Notebook Steps 1-3 Due:?
Done Individual and must be done before you are assigned to a group
Make A Copy and Customize - Design Process Notebook
Days 4-6: Design Process Notebook Steps 4-6 Due: ?
Days 7-10 - Prototype and build Due: ?
Create video of your machine in motion. Upload your video into your Design Notebook to present to the class.
Step 1: What to Discuss Beforehand
Step 1: What to Discuss Beforehand
For this activity, first learn about civil engineering as a STEM career. Civil engineers are engineers who design structures, from bridges and buildings to train tracks and roller coasters! Show some videos (more resources below) of different types of roller coasters to help them brainstorm potential design ideas.
Step 2: Explain the Mission
Step 2: Explain the Mission
Each team will be given the mission of designing a roller coaster that will carry their ping pong ball a distance of 2 feet, ending with a glorious land in a cup. Keep increasing this distance, or require multiple turns as they figure it out! In STEM activities, start with a specific goal for all students to feel success, but we keep the challenge open-ended to allow for differentiation based on student ability.
Step 3: Brainstorming
Step 3: Brainstorming
Split into teams. The ideal size is three students per team. We recommend no more than four to a team, as someone will be left out.
Split into teams. The ideal size is three students per team. We recommend no more than four to a team, as someone will be left out.
Before building, show students available materials and have them brainstorm designs for their roller coaster
SUPPLIES YOU’LL NEED:
SUPPLIES YOU’LL NEED:
9 oz cup
Ping pong ball
Construction paper
Small paper plates
Craft Sticks
Masking tape
Cardboard
Hot glue guns/glue
Additional miscellaneous construction items (students may also bring additional recycled materials from home)
Step 4: Design and Build
Step 4: Design and Build
Don’t show any examples to sway their thinking! After an initial idea, provide materials for building.
HELPFUL HINTS DURING BUILDING:
HELPFUL HINTS DURING BUILDING:
Don’t provide examples in the beginning. Allow students to explore the materials and struggle with the initial design.
Keep challenging student teams to build taller rides with more twists.
Encourage teams to consider a theme for the ride and add appropriate decorations and aesthetics including a name and signage.
Remind students to test out the track to make sure it’s wide enough for the ping pong ball.
*If a ping pong ball cannot generate enough momentum, consider allowing students to use other balls as well such as glass marbles or golf balls.
Does the ball fly off the track? Try adding a ledge to keep it on the track, or decrease the slope of the track to slow it down.
Does the ball stop? Try increasing the slope of the track.
An optional design constraint is having a minimum-height requirement for the start of the track, such as 8 inches off the ground. You could also include a minimum time to "make the ride worth the wait" and require the ball to be moving independently for x amount of seconds.
Step 5: Reflection
Step 5: Reflection
A STEM challenge should always end in reflection and the sharing of designs. Some great questions to ask:
What were a few challenges in working in teams?
What did you learn about communication?
What materials worked best for your design?
As far as the actual design and construction, what went well? What didn't go so well? After seeing what other teams built, what would you do differently?
Step 6: Extend the Learning
Step 6: Extend the Learning
Roller coasters are a great way to discuss potential and kinetic energy. Here is a brief background: As riders travel up the first hill, a motorized chain pulls their cart to the top (that’s the click-click sound you hear at your feet). The first hill is usually the tallest and has the most potential energy, or the amount of energy stored, due to the object’s height. The amount of energy stored from falling down the first hill will be enough to carry riders all the way to the end of the ride! The taller the first hill, the farther that gravity can pull riders downward. As riders scream while falling down the hill, gravity takes over. All the built-up potential (stored) energy now changes to moving or kinetic energy. The further down the hill, the faster you go! As riders go up and down hills, the energy changes from potential to kinetic and back at each hill.
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