CO2 Dragster Challange

CO2 Dragster Challenge

Summary:
Students are given the task of creating a CO2 car out of a block of basswood. Students will research, design, and construct the cars. Research will consist of looking at other CO2 cars and ideas. The design portion will revolve around sketching and drafting using the computer program Canvas 9. Constructing the car will include using several hand and power tools.
Grade Level: 8
Subject: Technology Topic: CO2 Car dragster challenge in conjunction with I-pods Time Frame: This unit should take between 15-20 42 minute classes to complete which will include:
•Planning and research •Design •Canvas 9 portion •Tooling and sanding •Painting •Testing
Standards and Key Concepts
Standards:
NY- New York State Standards:
• Subject: Mathematics, Science, and Technology (1996, 2005 Math update)
• Learning Standard 5: Technology
Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.
• Level: Intermediate
• Key Idea: Computer Technology 3:
Use computer hardware and a basic computer-aided design package to draw and dimension plans for a simple project.
Use a computer program, such as Car Builder, to model a vehicle to desired specifications.
Use temperature sensors to monitor and control the temperature of a model greenhouse.
Model a computer-controlled system, such as traffic lights, a merry-go-round, or a vehicle using Lego or other modeling hardware interfaced to a computer.
Performance Indicator: Use computer hardware and software to draw and dimension prototypical designs.
Performance Indicator: Use a computer as a modeling tool.



Understandings:
The main focus of the design of the CO2 car revolves around students learning the design process, brainstorming, and the introduction to the drafting program Canvas 9.

Essential Questions:
What is the best way to design a car?
How does industry in the real world operate?

Knowledge and Skills:
Students will have prior knowledge of basic hand and power tools. New knowledge will include the design process and using Canvas 9.


Performance Tasks and Assessment

Performance Tasks:
• Students will master the Canvas 9 program as well as the principles and elements of design.
• Students will exhibit the proper use of all hand and machine tools required to complete the tasks at hand.
• Students will demonstrate all the proper steps to completely sand their CO2 car.

Rubric:
CO2 car design (copy)
Criteria 5 4 3 2 1 Score
Length Meets requirements 1/16"-1/8" short 3/16"-1/4" short 5/16"-1/2" short Any length shorter then 1/2".
Width Meets requirements 1/16"-1/8" short 3/16"-1/4" short 5/16"-1/2" short Any length shorter then 1/2".
Front tire placement Meets requirements 1/16"-1/8" short 3/16"-1/4" short 5/16"-1/2" short Any length shorter then 1/2".
Rear tire placement Meets requirements 1/16"-1/8" short 3/16"-1/4" short 5/16"-1/2" short Any length shorter then 1/2".
Difficulty Extremely difficult and well thought out with many curves or shapes incorporated. Some curves or shapes with a moderate level of difficulty. Little modifications made to the original shape of the block. No modifications made to the original shape of the block. NA



Learning Experiences and Resources

Sequence of Activities:
By this point, students should have completed the research and design phase of the unit. Students will use the Canvas 9 program to re-create their CO2 car they previously sketched. During the drafting of the car, students must follow the criteria that have been laid out on Canvas 9- Such as length, width, and tire placements. The criteria is in template form and is located on the file the students will be using on Canvas 9.


Differentiated Instruction:
• Students will have the opportunity to view previous students work.
• In Canvas 9 there are templates for students to manipulate and view.
• Students will be able to view teacher prepared tutorials.
• Accelerated students can “dig deeper”
• Exceptional learners can learn/review information at their own pace.

Resources:
• Canvas 9 drafting program
• Previous students’ work
• The number of computers required is 1 per 2 students.
• Students familiarity with Software and Tools:
o Students would already have been introduced to the Canvas 9 program.
o Students will use the computers in the classroom.


Digital Portion:
This unit will be able to serve as a bank of resources and as a community classroom via the use of pod-casting. Each of the following areas will be explained by professionals connected to the related fields and then posted as pod-casts. Students, teachers, and parents will then be able to view, add, and comment on the areas. This will greatly improve the area differentiated learning by allowing accelerated students the opportunity to “dig deeper” while also allowing exceptional learners a chance to learn/review information at their own pace.

Areas Discussed
• Design
o Canvas 9
o Paint
o Discussion about design with a local architect
• Math
o Formula for speed
o Converting units
o Discussion with local investigators from the local police department about the math involved in car accidents
• Science/Physics
o Weights and measurements
o Aeronautics
o Friction
o Discussion with local pilots about drag, aeronautics, and friction.
• Tools, tooling, and procedures
o Drilling
o Cutting
o Sanding
o Painting
o Discussionwith experts and Lowes or Home Depot
• Safety
o Tool use
 Discussion with expert from Lowes or Home Depot
o Car crashes and speed
 Discussion with local law enforcement about speed and crashes

All of the above mentioned discussions would be recorded and converted to pod-casts. This would allow students the ability to load these pod-casts to their I-pods to be viewed and reviewed at their convenience.