Ancient Engineering

Theme

Ancient Engineering

Directions

You have been tasked to create an ancient engineering marvel. The only limitation is your mind! Below is what you must include for your work to be high fived!

You must actually make it yourself
You must take photos or videos as proof
You must add it to the grade level you think appropriate
You must include any information for another teacher to use in their space
1. Task card
2. List of materals
3. Instructions
4. Tips
5. Etc. You are a professional so you know what is needed for others to be able to use in their space

Disruption of Thought:

https://www.youtube.com/watch?v=dmSyrGsqmg8

Tinker Prompt:

Can you make the best catapult design?

Tinker Levels:

Grades PreK-2

Craft Stick Catapult - http://livingwellmom.com/2015/05/catapult-for-kids/

Grades 3-5

Make a Tic Tac Catapult based off instructions from Mini Weapons of Mass Destruction to understand principles of a catapult
- Tutorial and Materials
Design their own catapult using similar materials as Tic Tac Catapult
- Basic Guidelines

Grades 6-8

Make a Tic Tac Catapult based off instructions from Mini Weapons of Mass Destruction to understand principles of a catapult
Design their own catapult using similar materials as Tic Tac Catapult
King of Fling Challenge

Design Thinking Challenge

Coffeechug Catapult 1.0 https://youtu.be/m5MmfZlV_74

Additional Prompts of Thought

Can you make a catapult?
Can you make a catapult that flings an object the highest?
Can you make a catapult that flings an object the farthest?
Can you identify what variables affect accuracy of a catapult?
What if you double the size of your catapult?
What if you change the projectile?
Can you make a trebuchet?
Can you explain how a catapult works using Scratch?

Here is a link to Google Form above in case it is not working from website

https://goo.gl/forms/ZgUDq98W24avkTY13

Resources

Siege Weapon Contest: Launch it! Make Improvements! Launch It Again! http://wp.me/p4covo-1fT
The Discovery in Learning via Ancient Engineering http://wp.me/p4covo-1WK
Young Engineers of Today: Spring 2015 Lab 2 – Ancient Engineering http://wp.me/p4covo-1fs
Young Engineers of Today Spring Lab 4: PVC Trebuchet http://wp.me/p4covo-1jw
Young Engineers of Today: Spring 2015 Lab 1 - Catapults http://wp.me/p4covo-1ex

NGSS Standards Alignment

We went through and picked out the NGSS standards that align with this theme. This might help as you think about aligning the work to standards to begin to move into classroom make culture.

Kindergarten

K-PS2-1. Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.
K-PS2-2. Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.*
K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

1st Grade

No applicable content standards

2nd Grade

No applicable content standards

3rd Grade

3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

4th Grade

4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object.
4-PS3-3. Ask questions and predict outcomes about the changes in energy that occur when objects collide.
4-PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.*
3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

5th Grade

5-PS2-1. Support an argument that the gravitational force exerted by Earth on objects is directed down.
5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

6th Grade

No applicable content standards

7th Grade

MS-PS2-4. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.
MS-PS2-5. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
MS-PS3-2. Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
MS-PS3-4. Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample.
MS-PS3-5. Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.
MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

8th Grade

MS-PS2-1. Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.*
MS-PS2-2. Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
MS-PS3-1. Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

Google Sites

Report abuse