Catapult

ACTIVITY HEADER

 

 

 

Name of Activity Catapult
Author Kara Miranda
Keywords design, challenge, build catapult, launch, LEGO, not classroom tested, k-3, 4-6, 7-9, prototype, Engineering Design Process, lever, fulcrum, force, load
Subject Simple Machines, LEGO Building
Grade Level K, 1, 2, 3, 4, 5, 6, 7, 8, 9+
Time 2 Hours Total
Brief Description An design challenge in which students will design and build a catapult and see which design will launch an object the furthest. This activity can use either Lego or non-Lego pieces. *This activity is not classroom tested.*
Lesson Objectives: To apply building techniques and knowledge about levers to an activity challenge.
Materials Needed: Simple Machine or RCX kits
Example photos of catapults
Assortment of extra LEGO pieces, especially beams
Engineer’s Planning Sheet
Plastic spoons
Rubber bands
Tongue depressors
Glue
Tape
Ruler (yardstick or tape measure)
Preparation and Set Up: Collect necessary materials

Photocopy worksheets
Arrange students into groups of 2

Decide how you will distribute extra pieces and other materials

Write design requirements on the board

Find a section of the floor at least 15 feet long and put tape down on one side. Students will place their finished catapults on this line and launch the object from there, and the teacher can measure how far it has gone.

Necessary Background Review three different classes of levers.

Vocabulary:
Prototype
Engineering Design Process

Catapult
Lever (first, second, and third class)
Fulcrum
Force
Load

Procedure
    • Tell students that in this challenge they will be making a catapult. Explain to them what a catapult is, making sure to go into levers and its three different classes. A catapult can mean any machine that hurls a projectile. Students can use either Legos or non-Lego materials to create their catapult.
    • Show students different pictures and/or videos of catapults, explaining what they do and how they work. Explain the engineering design process.
    • Tell them the requirements for their catapults. Examples of requirements are:
    •       Must be six inches tall
    •       Must launch a ball at least 6 feet
    • Allow the class to brainstorm different ideas for their catapult design. Have them plan out and draw their design on the engineering planning sheet.
  • Distribute materials and have students start building.
    • After students finish building their catapults, have them place their catapult on the line and launch an object (preferably something that will not roll, perhaps a Lego piece). Measure how far the catapult launched the object.
  • After the students finish, review the activity with the class. Have them share their ideas, ask groups to explain what the hardest part of the challenge was, etc.
Extensions: Have students redesign their catapult to make it launch objects even further.
Have a class-wide competition to see whose catapult launches the furthest.
Reference 1 http://sites.tufts.edu/stompactivitydatabase/files/formidable/111_image_1.jpg
Reference 2 http://sites.tufts.edu/stompactivitydatabase/files/formidable/111_image_2.jpg
Reference 3 http://sites.tufts.edu/stompactivitydatabase/files/formidable/Building_Design_Sheet3.pdf

Spin Art

ACTIVITY HEADER

 

 

 

Name of Activity Spin Art
Author Kara Miranda
Keywords open-ended, design, challenge, design, build, spin, create, art, markers, crayons, paint, art supplies, not classroom tested, NXT, toys, prototype, Engineering Design Process, Gears, gear ratios, 4-6, 7-9, 2 Hours Total
Subject NXTs
Grade Level 4, 5, 6, 7, 8, 9+
Time 2 Hours Total
Brief Description An open-ended design challenge in which students will design and build an object that will spin in some manner to create art with markers, crayons, paint, or other art supplies. *This activity is not classroom tested.*
Lesson Objectives: To apply building techniques and knowledge about gears to an activity challenge.
Materials Needed: RCX or NXT LEGO kits
Example photos of toys that create spin art
Assortment of extra LEGO pieces, especially gears and beams
Engineer’s Planning Sheet
Markers, crayons, paint, or other art supplies
Tape (to tape markers, crayons etc. to LEGO pieces)
Large sheets of paper to draw on
Preparation and Set Up: Collect necessary materials
Tape down large sheets of paper to floor if necessary
Photocopy worksheets
Arrange students into groups of 3
Decide how you will distribute extra pieces and drawing utensils
Write design requirements on the board
Necessary Background Review gears and gear ratios

Vocabulary:
Prototype
Engineering Design Process
Gears
Gear ratio

Procedure
  • Tell students that in this challenge they will be making spin art. Explain to them what spin art is and the different ways they can go about making it. Spin art is created by any medium spinning in some manner, whether it is the marker drawing in circles, paint being spun, or paper being rotated, etc. Students may attach these things to a car that they program, or a stationary object, or whatever they choose; this activity is very open ended for students design-wise.
  • Show students different pictures and/or videos of spin art toys, explaining what they do and how they work. Also, it may be a good idea to review how gears work. Explain the engineering design process, emphasizing the prototype and the redesign.
  • Tell them the requirements for their spin art makers. Examples of requirements are:
  •       Must have at least three gears
  •       Can be manual or electric
  •       Must use two different mediums (i.e. markers and paint, paint and crayons, etc)
  • Allow the class to brainstorm different ideas for their spin art design. Have them plan out and draw their design on the engineering planning sheet.
  • Distribute materials and have students start building. You may have to assist students with taping markers to their project.
  • After the students finish, review the activity with the class. Have them share their ideas, ask groups to explain what the hardest part of the challenge was, etc.
Extensions: Have students add more gears
Have students add more drawing utensils (more markers, etc)
Have students put their drawing utensils on different axes (i.e. one paintbrush horizontal and one marker vertical)
Have students add a sensor that causes something on their spin art maker to perform some act (i.e. when the light sensor senses white, the blue marker starts spinning)
Reference 1 http://sites.tufts.edu/stompactivitydatabase/files/formidable/a.jpg
Reference 2 http://sites.tufts.edu/stompactivitydatabase/files/formidable/b.jpg
Reference 3 http://sites.tufts.edu/stompactivitydatabase/files/formidable/c1.pdf

Challenge Swap

ACTIVITY HEADER

 

 

 

Name of Activity Challenge Swap
Author STOMP
Keywords swap, challenge, objective, materials, procedure, method, assessment
Subject Non-LEGO
Grade Level 4, 5, 6, 7, 8, 9+
Time 1 Hour Total
Brief Description Students will swap challenges that they design for each other and try to do the given challenge. The challenge must include an objective, a materials list, procedure, and methods of assessment.
Lesson Objectives: - To develop and plan activities.
- To review previous skills.
Materials Needed: - Paper and pencils.
- Additional materials to be decided by challenge writer.
Preparation and Set Up: n/a
Procedure
  1. Have students create any design challenge they would like for someone else in the class.
  2. The challenge can have any focus or skill level as decided by the teacher. Give any constraints you want to the class.
  3. Have students create a materials list and methods of assessing his or her solution.
    1. Why does someone need to do this challenge?
    2. How will someone know if he/she has completed the challenge?
  4. Tell students to keep in mind the amount of time allowed for completing the challenge.
Reference 1 http://sites.tufts.edu/stompactivitydatabase/files/formidable/Challenge-Swap-5.pdf

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