Tech Directions - January 2008 - (Page 24)

Rollin’ in Style! Students Design Bike-Mounted Skateboard Racks By Rick Massey rmassey@pgs.k12.va.us R ECOGNIZING the increasing popularity of skateboarding, I have found a project that teaches design and manufacturing concepts—and, of equal importance, really gets my students by teaching creativity, the design process, problem solving, engineering concepts, and teamwork skills. Project Details The activity generally takes about eight days to complete. (See Project Schedule in Table 1.) Production teams consist of two students—ideally a boy and a girl or a skater and a nonskater. An old bicycle of mine that has fenders comes in handy for the project. Note that two bikes with fenders would greatly speed the activity, since students could more quickly test their prototypes. (For a real challenge, bring in a bicycle that does not have fenders.) If necessary, you can easily acquire an inexpensive skateboard at a discount or resale store. You could also build a simple skateboard, or one of your students might lend you one. Note that to avoid a situation that could lead to injury or a law suit, Front-mounted skateboard rack motivated. I challenge them to design and build a skateboard rack that mounts easily on a bicycle. The finished product must hold the skateboard securely, be easy to use, and not hinder the cyclist’s ability to ride the bike. In addition to normal lab supplies like wood, metal, and plastic, all you need for the activity are a skateboard and a bicycle. The project benefits students Rick Massey is a technology education teacher, Moore Middle School, Disputanta, VA. you must stress to your students that they may not ride the skateboard in your classroom or lab at any time! I use skateboards that have had their wheels immobilized with super epoxy. Students know that they will not roll and don’t even try to show off their abilities. (Should a student even stand on the skateboard, I send him or her to the hall for 15 minutes.) Remind your students of the three elements of good design: attractiveness, functionality, and durability. Construction materials might include wood, metal, or plastic, with various metal fasteners used for strength. I consider pine acceptable for the prototypes, but the final product should be made of hardwood for a really good design. Students might also take advantage of the flexibility of plastic, cutting acrylic with some type of power saw, then bending it with a propane torch or strip heater. Running the flame from a propane torch along the edge will eliminate scratches caused by cutting and sanding. Students might also use sheet Table 1—Project Schedule Day 1—Teacher explains project, forms teams, reviews elements of design and problem solving. Day 2—Students make sketches and have them approved by teacher. Day 3—Modeling with cardboard or foam board (optional). Days 4–7—Construction and testing. Day 8—Presentation of final product to class. 24 techdirections ◆ JANUARY 2008

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Tech Directions - January 2008

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