Boats and Buoyancy

thingiverse

The Problem: You must design a boat that will be able to float, stay upright and be able to be propelled by wind. The Challenge: Design a boat with buoyancy, stability, and a method of wind propulsion. Create a blueprint of your design. Stay afloat as long as you can while a fan propels your boat. Constraints: The 2D design must be included with labels and measurements. The method of wind propulsion may be made with the 3D printer or with other materials. The boat needs to be designed with 3D printing software and printed on the 3D printer. Groups will have a 10 minute time limit to present the project and float their boat. Print Settings Printer Brand: MakerBot Printer: MakerBot Replicator 2 Rafts: No Supports: No Post-Printing Custom Section Project Description Project Name: Boats and Bouyancy Overview and Background: This lesson was developed at the Maine Center for Research in STEM Education as an introduction to Engineering Design using 3D printing in grades 3-5. It explores concepts of balanced and unbalanced forces, engineering design principles, and group work dynamics through a design challenge of a wind-powered buoyant vehicle. Objectives: Learning Targets: I can design a 3D model that meets multiple constraints. This means I can: Design a blueprint of a 3D model. Evaluate the model based given criteria and constraints. Revise the model according to feedback and observation. Explain how balanced and unbalanced forces affected the design. Follow agreed-upon rules of discussion and carry out my assigned role. Audience Grade 3-5 Skills Learned Standards Addressed: NGSS: 3-5-ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost 3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem 3-5-ETS1-3 Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved 3-PS2-1 Plan and Conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of the object. CCSS ELA-Literacy - SL.5.1.B Follow agreed-upon rules for discussion and carry out assigned roles ELA-Literacy - SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. STEMSCOPES: Grade 3: Objects and Motion: Do 2: PBL Lesson Procedure Warm-Up Testing Buoyancy Discussion of Buoyancy and hull design Project Ignite (AutoDesk/TinkerCAD) Boat Building Tutorial Print examples from the tutorial Use TinkerCAD for Boat Building Challenge Identify the need and constraints Imagine: develop possible solutions Plan: select a promising solution Create: build a prototype Test and evaluate prototype Improve: Redesign as needed Presentations of Boat Designs Underlying Assumptions Students have completed a tutorial for 3D Printing with TinkerCAD Students have a working definition of force Tools/Materials Epic (free online books) Does it Sink or Does it Float? Epic (free online books) Discovering Science Making things Float and Sink Epic (free online books) Engineers Solve Problems TinkerCAD (or equivalent CAD software) Makerbot Replicator 2 (or equivalent 3D Printer) Materials for floating demonstration Laptops/Desktops running Chrome 52.0+ (PC/Mac/Linux all work) Warm-up (.5 hrs) Prepare multiple samples of materials, and have students make predictions about whether or not they will float. Include examples of materials (i.e. steel) that will float depending on the design of the structure. Include other examples of materials that will float because of their composition (i.e. wood, styrofoam). Test each of these predictions in a tub of water and record the results. Activities Discussion of Buoyancy and hull design (.75 hours) View and discuss videos showing how boats floathttps://www.youtube.com/watch?v=xniW3_afO-0https://www.youtube.com/watch?v=pnIlE1xD-yM View images of different boat shapes using Google images, boating websites, Bing images, etc. Discuss why certain designs may be better than others in terms of buoyancy and stability. Ask the question: “If I throw a penny into a wishing well (fountain), does it float?” “Will a metal rowboat float?” “What makes one float and not the other even if they’re both made of metal?” Discuss the impact of weight on hull design. For example: If the hull is smaller and the deck is filled with heavy objects, will the boat float high in the water or ride lower? What impact would having a wide hull like a barge have on buoyancy and heavy loads? Discuss how the sail uses wind as a force against the boat. Blow on a piece of paper and explain that there is force on one side of the paper, and the paper moves in the direction of that force. Common Misconceptions: Materials that float naturally vs. Objects that float due to structure Relationship between weight/mass and buoyancy Relationship between weight/mass and density Project Ignite (AutoDesk/TinkerCAD) Boat Building Tutorial (1 hr) The teacher will be using Project Ignite to introduce students to TinkerCAD. Through the Project Ignite class program, the teacher will be able to monitor the progress of the students. In Project Ignite, the students will complete the Explore Buoyancy: Designing Sea Craft exercise. The teacher will be able to use Project Ignite as a formative assessment tool. By the end of the tutorial exercise, the students should be able to use TinkerCAD to begin to build their own boat. Common Misconceptions: 3D printed material is solid (3D printed material is actually filled with a honeycomb structure) Perspective view vs. printed product Print examples from the tutorial (outside of class time) Allow at least 30 minutes per model for print time, consider putting multiple models on each build plate, and printing overnight/during other class activities. Boat Building Design Challenge (Total 5.5-8.5 hrs) Identify the Need and Constraints (.5 hrs) Use the accompanying student materials to guide students through initial plans and roles for the boat building challenge. The Problem You must design a boat that will be able to float, stay upright and be able to be propelled by wind. The Challenge Design a boat with buoyancy, stability, and a method of wind propulsion.. Create a blueprint of your design. Stay afloat as long as you can while a fan propels your boat. Constraints The 2D design must be included with labels and measurements. The method of wind propulsion may be made with the 3D printer or with other materials. The boat needs to be designed with 3D printing software and printed on the 3D printer. Groups will have a 10 minute time limit to present the project and float their boat. Lead a discussion with students to generate criteria for their projects. Examples of Criteria Aesthetics Speed and efficiency of propulsion Mass Stability in wind or waves Payload capacity Explain the responsibilities of each of the group roles, and students self-select their roles. Design Team Expert Materials Engineers Architectural Engineer Mechanical Engineer Imagine: Develop Possible Solutions (.5 hrs) Instruct students to brainstorm solutions, individually and then in their groups. Students should record samples of their solutions in the student journal. Consider allowing individuals to design in TinkerCAD rather than on paper. Common Misconceptions: Fixed Mindset - limited by first attempt Plan: Select a Promising Solution (.5 hrs) In assigned groups, instruct students to combine their ideas into a single promising solution, focused on the previously determined criteria and constraints. Reinforce collaboration according to group roles and inclusion of multiple viewpoints or ideas. Consider allowing individuals to design in TinkerCAD rather than on paper. Conference with each group to approve the proposed sketch. Create: Build a Prototype (1 hr) Reinforce the use of TinkerCAD. Encourage students to produce a minimally functional product - something that is testable - rather than a complete, perfected solution. Print products after. Common Misconceptions: Prototype is a finished, polished product Test and evaluate prototype (.75 hrs/iteration) Give students access to a variety of materials to test their design. Allow students to create their own environment and procedure for testing. Encourage students to spend time discussing the test results, and the relation to principles of balanced and unbalanced forces before changing their design in TinkerCAD. Consider conferencing with groups at this point. Common Misconceptions: Sinks because of weight Effects of the center of the mass Improve: Redesign as needed (.75 hrs/iteration) Return to TinkerCAD to modify the design based on the test results. Collaborative discussion across multiple groups about the process of testing, evaluating and redesign. What worked or did not work and why? Encourage students to relate the discussion to balanced and unbalanced forces. Students complete Exit Ticket to check for understanding and misconceptions, before the next iteration. Consider giving portions of the exit ticket in each iteration, increasing in complexity. Class Wrap-up Discussion Presentations of Boat Designs (1.0 hr) Options for presentation format may include Slideshow Document reader Poster - Computer or Hand Projector/TV/Smartboard Show ME/SeeSaw/Explain Everything/Notability Interview Other Duration 8.5-11.5 hours Preperation Students have completed a tutorial for 3D Printing with TinkerCAD Students have a working definition of force References If students are not on track to proficiency, see materials below to supplement the lesson. http://www.morethanaworksheet.com/2015/06/20/teaching-balanced-and-unbalanced-forces/http://beyondpenguins.ehe.osu.edu/issue/icebergs-and-glaciers/using-icebergs-to-teach-buoyancy-and-densityhttps://www.youtube.com/watch?v=YyJSlcIbd-shttps://www.youtube.com/watch?v=ABMJgz9Ja_s Bill Nye Forces in Motion Sailing and Wind Power: UNSW Physics Buzz Real World Physics Buoyancy HyperPhysics Forces and Motion HyperPhysics Physics Classroom Utah Science Rubric Handouts