Pet Rescue Design Challenge Learning
201 S. Market St. San Jose, CA 95113 1-408-294-8324 thetech.org
Help rescue a beloved pet trapped in a pipe! In this design challenge activity students will explore how structure relates to function as they design devices to save Fido. As they iterate through this design challenge, students gain firsthand experience in the design process. Grades 3-6 Estimated time: 50 minutes Student Outcomes: 1. Students will be able to identify how “form” relates to “function” in nature, their created devices, and how the two are similar. 2. Students will be able to utilize the three step design process to meet an engineering challenge. 3. Students will be able to articulate the steps in their design process, identify the challenges presented by their designs, and how they met and ultimately solved those challenges. Next Generation Science Standards Grade 3-5: Engineering Design 3-5-ETS1-1, 3-5-ETS1-2, 3-5-ETS1-3 Grade 3: Life Science 3-LS3-2; Physical Science 3-PS2-1 Grade 4: Life Science 4-LS1-1 Grade 6: Engineering Design MS-ETS1-1, MS-ETS1-2, MS-ETS1-3, MS-ETS1-4 Common Core Language Arts-Speaking and Listening Grade 3: SL.3.1b-d, SL.3.3, SL.3.4a Grade 4: SL.4.1b-d, SL.4.4a Grade 5: SL.5.1b-d, SL.5.4 Grade 6: SL.6.1b-d Vocabulary: Familiarity with these terms and concepts will enhance students’ experience in the activity • • • • • • • • • • • • • • • • •
Ball and Socket Joint: A joint with circular motion (ex: shoulder). Biomimicry: The design and production of materials, structures, and systems that are modeled on biological entities and processes. Bone: Complex living structures that make up the skeleton. Cartilage: Tissue that keeps bones from rubbing and absorbs shock. Fixed Joint: A joint with no motion (ex: cranium). Gliding Joint: A joint with sliding motion (ex: wrist). Hinge Joint: A joint with bending motion (ex: knee). Involuntary Muscle: Muscles you have no conscious control over. Joint: A place where bones come together. Ligament: A strong connective tissue that holds bones together at joints. Muscular System: A series of muscles in our bodies that makes our skeletal system function. Pivot Joint: A joint with a rotating motion (ex: base of skull). Skeletal Muscle: Voluntary muscles that move bones. Skeletal System: The bones that make up the framework of a body. Smooth Muscle: Involuntary muscles that line internal organs. Tendon: A connective tissue that holds bones and muscles together. Voluntary Muscle: Muscles under your conscious control.
https://www.thetech.org/educators/design-‐challenge-‐learning
Pet Rescue Design Challenge Learning
201 S. Market St. San Jose, CA 95113 1-408-294-8324 thetech.org
Resources: •
Biomimicry3.8: A company providing biomimicry innovation consulting, professional training, and educational program and curricular development. The website includes great video resources on biomimicry across all disciplines of engineering and natural science. The company is associated with the film “Second Nature: The Biomimicry Evolution” that aired on PBS. http://biomimicry.net
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The Physics of Body Mechanics: An article by Linea Bartlet on how the physics of body movement. It includes information on basic muscle physiology, Newton’s Laws of Motion, torque, joints and levers, and how artificial muscles work. www.2hesston.edu/Physics/BodyMech-LB/lbresearch.htm
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NeoK12: An educational resource full of videos, lessons, and games for K-12. The website includes a variety of science and engineering topics including the Skeletal System. www.neok12.com/Skeletal-System.htm
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BBC Bitesize: A publication of the BBC, it contains a variety of surface-level articles on various topics including science, engineering, and design. The article on the skeletal and muscular system provides information through text and multimedia. www.bbc.co.uk/education/guides/zpkq7ty/revision
Design Challenge Process: The Design Challenge Process is designed so students reinforce their science, mathematics, social studies, and language arts content knowledge, through an open-ended process that results in an original, team-driven solution. Students are expected to take responsibility for assessing their own progress and incorporate peer feedback as they conceptualize and redesign their projects. The process consists of three interconnected steps: Conceptualize • Identify problem, materials, and constraints • Brainstorm ideas and possible solutions Construct and Test • Select a solution • Design and construct • Prototype • Redesign or modify • Retest Acquire Knowledge • Research • Share solutions • Reflect and discuss Through the try, fail, learn approach, students develop skills and habits of mind of Silicon Valley innovators: creativity, problem solving, design, collaboration, leadership, risk-taking, perseverance, and learning from failure.
https://www.thetech.org/educators/design-‐challenge-‐learning
201 S. Market St. San Jose, CA 95113 1-408-294-8324 thetech.org
Pet Rescue Design Challenge Learning
Materials: Materials can be limiting or inspirational to students! Have a wide variety of materials to promote a diversity of solutions. “Recycled items” are really useful: old mouse pads, wood scraps, boxes, cardboard tubes, strawberry baskets, etc. Class Supplies to Share: • Tape • Hot glue • Craft glue • Brads • String • Rope • Wire • Craft sticks • Dowels • Basswood • Pipe cleaners • Strawberry baskets • Plastic/Paper cups • Plastic bags
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Plastic spoons Springs Foam pieces Clothespins Spools Foam core Binder clips Paper clips Rubber bands Clay or Play-Dough Scissors Glue guns Craft stick punch
Testing Supplies: • Flashlight • Big cardboard tube (at least 5-7 inches in diameter or large enough for the animal) • 4-6 inch stuffed animal
https://www.thetech.org/educators/design-‐challenge-‐learning
201 S. Market St. San Jose, CA 95113 1-408-294-8324 thetech.org
Pet Rescue Design Challenge Learning
Lesson Plan: Introduction (10 minutes) 1. Today we’re going to be talking about “form and function”. How things are designed, made, or evolve is important to determining how they are used. This is an important concept in both the designed and natural world. 2. Provide images of familiar natural objects. Identify features and ask the students why those features may exist. For example: Compare teeth of a dog to the teeth of a cow. Why would a dog need sharp teeth while a cow has flat teeth? 3. Use toys that function similar to body parts as an extension to biomimicry. For example: A toy grabber functions and looks very similar to our hand which is used in the same way. 4. Today you are going to design a device to help solve a problem. As you work on this problem keep an eye out for how form and function work together. Design Challenge (20 minutes) 1. Introduce the Scenario: Your beloved pet has escaped from your house and has been missing all afternoon. You’ve looked in all her favorite hiding spots – under the house, in the neighbor’s garage, in the bushes behind your house – and you still can’t find her. Dejected, you wander through the neighborhood hoping against all hope that you’ll find her. Suddenly you hear her small, soft voice. After looking around frantically you realize she has fallen into, and is trapped inside, a pipe. You try with all your might, but you can’t reach her! 2. Introduce the Challenge: Create a device that you can use to rescue your pet from the pipe. 3. Introduce the Constraints: • The device must be able to gently remove the animal from the pipe. • You may not damage/injure the animal during the rescue. • You may not destroy the pipe – it must remain intact. • When you demonstrate your device to the class (and rescue the pet!), you will be asked to make analogies between the design of your device and designs found in nature (body parts, joints, methods and structures related to carrying and lifting, etc.). • You may only use the materials available. • A minimum of two team members must work together during the operation of the device. • The team members operating the device must stand at least 3 feet away from the pipe. 4. Build: Give students about 15 minutes to build. Instructor should ask open-ended questions to help guide students through the design process, but should also allow students space to tinker. Students will not be allowed to test the device until the demonstration period. 5. Test: The test rig consists of a large stuffed animal wedged inside a cardboard (or other material) tube. Make sure the tube is secured to a surface and a square is taped around the tube whose edges are three feet away from the test rig. Students stand behind the tape line and attempt to pull the stuffed animal out of the tube. Demonstration and Reflection (20 minutes) 1. Demonstration: Have students demonstrate their device for the class. If students have not completed their device ask them how the device would have worked. When students demonstrate their device to
https://www.thetech.org/educators/design-‐challenge-‐learning
201 S. Market St. San Jose, CA 95113 1-408-294-8324 thetech.org
Pet Rescue Design Challenge Learning
the class they should identify any analogies between the design of the device and designs found in nature. The instructor may use the following questions to help guide students during their presentation: • Questions: o Which parts of your device provide support for another part of the device? o What would your device look like without the structural support? o Which parts of your device move? How are they attached to the structural (support) parts? o How many directions can your moving parts turn, twist, bend, or move? o Would you be able to use this device on a live animal? Why or why not? If not, what types of changes would you need to make? o If you were going to build a robot that could rescue pets from a pipe, what things would you consider? What types of things would you want to include? What forms would you design for the associated functions? o If we wanted to classify (organize) all the devices that the class made, how would you group them? What are some features that many devices have in common? What are features that make them different? How are different combinations of all these “forms” used for the same ultimate “function” (rescuing the pet)? o Which parts of your body does your device mimic as it is used to reach the pet? Are there parts that extend or reach? Parts that rotate? Parts that bend? Parts that swivel? o Are there any parts that act in way your body cannot? How do they work? o How did you design the part of the device used to retrieve the pet? What were the things you considered in the design? 2. Reflection: Review what was learned. Mention that scientists and engineers go through this Design Challenge Process on a daily basis, learning from their mistakes and reflecting and improving upon what they have already designed. Specifically, review form and function and how they are related. Tell students to keep a close watch for design ideas – why do you think things are build/made/designed/evolve the way they are? There’s probably a good reason – and it has to do with function! • Teaching Points: o Bones (or our skeletal system) are the structural supports for our bodies. o Joints can move our bones in a variety of directions, depending on their structure. o Muscles are important for moving our bones. o Muscles can only pull; they cannot push. o The shapes of different bones are related to the amount of force they must withstand. o You can also discuss other structures/”forms” and their related function that is similar to the body.
https://www.thetech.org/educators/design-‐challenge-‐learning
