Tech Directions - January 2008 - (Page 27)

that often arise in the course of an engineering design activity. First we discussed the issue of material availability and cost. I brought out my supply of straws and tape—and let students know that I would not buy any more. We talked about how often engineers are given a finite amount of resources and a budget. Since we live in close proximity to Boeing, I used airplane construction as an example and mentioned the rounds of layoffs the plant recently faced in reference to project cost. The Boeing example proved a good segue into our discussion of planning. I asked students what they perceived as the process involved in airline design. Many of them had been following news about construction of the new 777 aircraft. I could explain to them that the planning process had been going on for months and that only after plan approval could manufacturing of the product actually begin. Following some discussion, students were willing to try to put their preliminary ideas on paper, and I asked them to be as detailed as possible. We looked at weight and balance. I reminded them to consider their goal and the weight of the straws. How could they design a sturdy base to carry the weight and keep their tower balanced? I gave each team a 12" × 18" sheet of white drawing paper and four pencils (one for each team member.) Nearly all teams plunged in and began to draw, and within a short time several asked for new paper. I told them to use the back of the sheet they already had, again emphasizing the idea of limited resources. After this, most groups began to focus more narrowly on the project and to work more carefully. During the planning process, two huge breakthroughs occurred. Students realized they could use the scissors to cut the straws, and they realized that they could bend and flatten the straws. At the end of the first class period, nearly all teams had submitted plans and a materials request list for my approval. Sample preliminary design plan At the beginning of the next class period, I gave each group the materials they requested, supplying the straws in bundles of 50. Students worked for about 30 minutes until it was obvious that some groups were growing frustrated. I found it helpful, at that point, to pull the class together and help refocus everyone’s efforts. I simply asked them to consider what was working and what was not, and how they could modify their original plans to make their projects succeed. I then allowed the teams to fill out modified supply request forms if necessary. During the early phase of construction, it is important to be aware of frustration levels in the classroom. You will also need to regroup as necessary throughout the project. move outside and continue building on the playground for unlimited height potential. Without my even reminding them, they filled out supply request forms and secured more straws. We did move outside with the supervisory help from another teacher. At that point, the school’s firstgrade teacher saw us working under her classroom window and brought her students out to watch. The younger students offered encouragement, which seemed to motivate my students even more. I gave a 15-minute warning to a chorus of protests. After the 15 minutes elapsed, I called the teams to line their projects up near the side of the building so that we could declare a winner. Five out of the six teams succeeded in building freestanding towers, and the tallest measured 12' 3" inches high. The Debrief I recommend setting a final class period aside for debriefing. This is the most important part of any project of this nature. I began by emphasizing the success of the project, noting that every team was able to create a product. Then we revisited the learning objectives. It’s helpful to ask students questions about how their team came together to create their vision and the process they used to see that vision become a reality. How do the skills they learned apply to other facets of their lives? What changed in their plans when they realized the straws did not have to retain their original form? Ask the students what they learned about the science concepts addressed. What did they learn about the design process? What Happened As the teams began to experience success, naturally their motivation level rose. Each team succeeded at designing a functional support system—and the competition heated up. We moved from the classroom into the cafeteria to provide more space as the towers grew. Finally, one team had a tower that reached the ceiling. When the other teams saw this, they suggested we Conclusion Students should be able to leave this project with an understanding of the design and construction process. They should have a newfound respect for the challenges and the benefits of working as part of a team. Finally, they should be able to apply these skills across the curriculum. www.techdirections.com PRE-ENGINEERING 27 http://www.techdirections.com

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Tech Directions - January 2008

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