List of Experiments
There are multiple ways to implement the construction of the experimental apparatus. Ways that have been used successfully are (i) construction of apparatus in the classroom, (ii) pre-cutting of parts outside of classroom and assembly of apparatus inside classroom, (iii) partnership with an industrial arts class, and (iv) involvement of the school’s maintenance staff with making of the apparatus. These are just a few of the ways that the construction part of the project can be managed – use your imagination!
One Year Physical Science or Integrated Chemistry Physics (ICP) Course Outline
There is a natural flow to the topics covered within a typical physical science class like ICP. Starting with the simplest ideas, students build a strong foundation of knowledge. The cumulative information covered in the modules below fall within the concepts of Mechanical Equilibrium and Conservation of Energy. Each experimental module introduces one or two ideas while reinforcing previous content, providing a scaffold for building scientific literacy. The manner in which the topics are covered provides an integrated approach to the STEM subjects rather than traditional individual silos. While the first set of experiments focuses on describing and quantifying motion there are two additional modules introducing students to the engineering design process utilized in many STEM career fields. These two lessons are key to the successful design, build, and completion of investigations throughout the proposed sequence of material.
Spread throughout the Hardware Store Science curriculum specific mathematic principles, formulas, and theories are addressed as they arise during investigation analysis. This is done to illustrate the application of fundamental math principles as well as provide a backdrop for applying new principles from geometry, trigonometry, calculus, and statistics when explaining and analyzing experimental data. A special focus throughout each lesson is providing real world application of each STEM subject within the context of future career based problem-solving exercises and activities. Once students have mastered principles of motion at the macroscopic level they transition to the microscopic properties of matter. This includes the study of chemical properties and interactions. They begin this process by investigating temperature and pressure influences on gas volume, and move into topics associated with accurately expressing chemical reactions, reactivity, and reaction rates. Battery chemistry provides students with a real-world application of where STEM fields converge as scientists and engineers explore ways of converting chemical energy into other forms of energy. Students then apply this knowledge to such challenges as using chemical processes to generate motion and electricity. This becomes a natural jumping off point for studying electrical circuits and components.
[accordion clicktoclose=”true”] [accordion-item title=”Module 1: Levers and Mechanical Equilibrium”]
During this Module students will learn Newton’s 1st law of motion and the influence of Aristotle and Galileo on its development. An investigate into balanced and unbalanced forces will lead students to develop free-body diagrams as a means of visualizing the forces acting on an object. Next, students will use their knowledge of balanced and unbalanced forces as a means of connecting with the concept of a lever. Three classes of levers will be explored using the position of the fulcrum, an applied input force, and the resulting output force. Students will learn about mechanical advantage and how to determine the mechanical advantage of a lever. Students will then investigate lever action in a manner that will allow them to determine the equilibrium rule for a simple lever with a centrally located fulcrum. Group members will utilize hand tools for assembling their fulcrum and beam. After collecting data to calculate the force distance ratio required on one side of a balanced board to lift an object of greater mass on the other side of the balanced board, students will determine the mathematical rule for equilibrium.
Lever Investigation: A lever is the most basic example of a simple machine. When the lever is balanced, the system is at mechanical equilibrium, and the work input at one end is equal to the work output at the the other end. This can be observed through the downward force of the input work and the corresponding lifting effort of the output force. In this initial experiment students construct an investigation apparatus to determine the equilibrium rule governing the location of masses on either side if a fulcrum.
Guiding Question: How does the action of a lever demonstrate mechanical equilibrium?
- Module Overview – Levers and Mechanical Equilibrium
- 1.0 – STEM Content – Mechanical Equilibrium
- 1.1 – Levers Objectives and Lesson Plan or Editable WORD Document
- 1.2 – Experimental Investigation
- 1.3 – Background Information and Activity Sheets
- 1.3a – Causes of Motion PowerPoint
- 1.3b – Balanced and Unbalanced Forces or Editable WORD Document
- 1.3c – Levers and Equilibrium PowerPoint
- 1.3d – Action Reaction Pairs or Editable WORD Document
- 1.3e – Work PowerPoint
- 1.4 – Levers, Work and Mechanical Advantage Practice Problems or Editable WORD Document
- 1.5 – levers Additional Resources
- 1.5a – Lesson Log
- 1.5b – Practice Problems and Assessments Answer Key
- 1.5c – Maker Skills
- 1.5d – Lever Investigation Build Video
- 1.5e – ABC Vocabulary Reading Strategy
- 1.5f – Origins of Equations – Levers
- 1.5g – What Is A Horsepower MUTT Article
- 1.5h – Investigation Scoring Rubric
- 1.6 – Assessment Tools
- 1.6a – Levers Practice Quiz or Editable WORD Document
During this Module students will be introduced to tolerances and dimensioning from the perspective of an engineer. Students will learn the use of calipers in obtaining dimensions of small objects, requiring precise measurements. Students will begin to create design ideas and component information relating to the Micro-Kart Challenge. The measurements and tolerances of associated component pieces will help ensure accuracy in later 3D printing. Students will apply the Engineering Design Process by participating in an engineering design challenge to create a model for studying translational motion and its causes. Students will first sketch their preliminary ideas prior to creating 3D models using CAD software and then 3D printing their experimental model chassis. Students will familiarize themselves with Tinkercad software, creating a chess piece of their own design. Once students are familiar with the tinkercad software they will design and print their MSTEM Accel Car chassis. Finally, students will use a design checklist to evaluate the final functional requirements of a rapid prototype chassis, including proposed improvements to sketch accuracy and prototyping effectiveness in meeting design requirements.
Tolerances and Dimensions: This Activity provides students with an opportunity to investigate how engineering tolerances are accounted for in design and manufacturing of components. This begins with a review of variation within a sample by comparing individual gummi bears from a larger bag of candy. Afterwards, students are taught about tolerances; in measurements, dimensions, and design development in preparation for creating digital models using Tinkercad modeling software.
Guiding Question: How are functionality and ease of assembly ensured by accuracy of dimensions and tolerances?
- Module Overview – The Engineering Design Process
- 2.0 – STEM Content – Experimentation Through Design
- 2.1 – Introduction to Engineering Design Process Objectives and Lesson Plan or Editable WORD Document
- 2.2 – Investigations
- 2.3 – Background Information and Activity Sheets
- 2.4 – Review Practice Problems
- 2.5 – levers Additional Resources
- 2.5a – Lesson Log
- 2.5b – Scamper Reference Sheet
- 2.5c – M-STEM Accel Car Design Checklist
- 2.6 – Assessment Tools
During this Module Students apply the engineering design process to create an educational model for investigating translational motion. They will then evaluate preliminary design ideas and submit a final design proposal for further development in 3D modeling software, and eventual 3D printing. Students will investigate orthographic projections as a means of communicating design concepts to design consultants, engineers, and technicians. Students will familiarize themselves with tinkercad.com (or CAD software of your choice) modeling tools during the process of creating a chess pawn. Finally, students will connect 3D printing to the modeling/prototyping stages of the engineering design process. Students are organized into design teams of 2 or 3 individuals (depending upon class size) and tasked with modeling and 3D printing an MSTEM Accel car chassis based off of their individual sketches and the design constraints inherent in the problem. Once 3D modeling is completed, design teams must submit their STL file for printing.
Orthographic Projections: This activity provides students with an understanding of 2D visual representations of 3D objects used by designers and engineers. To facilitate this learning process, students will use the Tinkercad online interactive module software that will provide students with varying projections and views of their modeled component. Students will progress from a Chess Pawn to the complete design process for a 3D printable M-STEM Acceleration Car Chassis.
Guiding Question: How does modeling software and 3-D printing provide an effective tool for engineers to develop working prototypes and models?
- Module Overview – Application of the Design Process
- 3.0 – STEM Content – Applied Engineering
- 3.1 – Application of The Design Process Objectives and Lesson Plan or Editable WORD Document
- 3.2 – Investigations
- 3.3 – Background Information and Activity Sheets
- 3.4 – Review Practice Problems
- 3.5 – levers Additional Resources
- 3.5a – Lesson Log
- 3.5b – Scamper Reference Sheet
- 3.5c – M-STEM Accel Car Design Checklist
- 3.5d – M-STEM Accel Car 3D Model – STL file
- 3.5e – M-STEM Accel Car Topper 3D Model – STL file
- 3.6 – Assessment Tools
- 3.6a – Applied Engineering Practice Quiz
