Tech Directions - February 2009 - (Page 16) Engineering Concepts Involved in the Activity Form follows function—Students can really get a feel for the need to have a real, working product. At first glance, they show more concern with how their pinball machine will look when completed than with the mechanics of the machines. After closer examination of how a pinball machine works, they start to grasp the fact that it really doesn’t matter how good a pinball machine looks if the flippers and plungers don’t work as intended. ● Effect of gravity and friction on the ball and playing surface—Students can experiment with different textured surfaces and different angles to the playing surface to get their particular ball moving at the optimum speed for a fun and challenging pinball game. ● Centrifugal force on the ball— Students must try to predict the different paths of the ball on the playing surface and plan obstacles and ● Standards for Technological Literacy Addressed (International Technology Education Association, 2000) Standard 8: Students will develop an understanding of the attributes of design. Benchmarks H, I, J, & K (pp. 97, 98) Standard 9: Students will develop an understanding of engineering design. Benchmarks I & J (p. 104) Standard 10: Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving. Benchmarks I, J, & K (p. 111) Standard 11: Students will develop the abilities to use the design process. Benchmarks N, O, P, Q, & R (pp. 123, 124) Standard 12: Students will develop the abilities to use and maintain technological products and systems. Benchmarks L, N, & O (pp. 131, 132) Benchmarks for Science Literacy Addressed (American Association for the Advancement of Science, 2008) Chapter 3: Nature of Technology benchmark A. Technology and Science, and B. Design and Systems Chapter 8: The Designed World benchmark B.: Materials and Manufacturing Table 1—Materials 3/8" diameter steel balls Various springs Dowel rods—1/4", 3/8", and 1/2" Wood (most readily available) Various colors of paint and clear-coat Plastic gears with appropriate axles scoring opportunities accordingly. As the machine comes together, they can test their predictions and make modifications to the playing surface as necessary. ● Mechanical advantage of the flipper(s), plunger, and any other moving parts—Students must weigh the options of having their flippers controlled by short strokes that are more difficult to actuate or by longer strokes that are a little bit easier to actuate. They learn to calculate the mechanical advantage of each type of simple machine through the different lab exercises that they complete in class. ● Newton’s Laws of Motion—Students should note the relevance of Newton’s laws of motion on the man- ner in which the ball travels on the playing surface. Brief statements of the three laws: 1. A physical body will remain at rest, or continue to move at a constant velocity, unless an outside net force acts upon it. of simple machines. It also gives them an opportunity to develop their problem-solving skills and use design skills to complete an interesting, fun product. References International Technology Education Association (2000). Standards for Technological Literacy. Retrieved May 1, 2008, from http://www.iteaconnect. org/TAA/PDFs/xstnd.pdf. American Association for the Advancement of Science (2008). Science for all Americans online. Retrieved May 1, 2008, from http://www. project2061.org/publications/bsl/ online/bolintro.htm. Table 2—Equipment Required Band saw with fence for straight cuts Electric drill Optional Table saw Milling machine Router Miter saw Radial arm saw Drill press 2. Rate of change of momentum is proportional to the resultant force producing it and takes place in the direction of that force. 3. For every action, there is an equal and opposite reaction. Author’s note: Thanks to Perry Gemmill for assistance and feedback in the preparation of this article, Sean Munck for the initial idea of the pinball game design brief, and all of my technology education students for their participation and cooperation in this design brief. Final Thoughts This design brief has proven very useful in helping students get a better grasp on the operation and uses The pinball project will soon be available as an On-Demand Classroom Project. To be notified when it is available, send an e-mail to vanessa@techdirections.com with “Pinball” in the subject line. 16 techdirections ◆ FEBRUARY 2009 http://www.iteaconnect.org/TAA/PDFs/xstnd.pdf http://www.iteaconnect.org/TAA/PDFs/xstnd.pdf http://www.project2061.org/publications/bsl/online/bolintro.htm http://www.project2061.org/publications/bsl/online/bolintro.htm
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