coggins and bridges final unit

5/24/2018 Coggins and Bridges Final Unit

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Toy Story 2014: Using Reverse Engineering toInvestigate Movement in Toys

http://toystory2014.weebly.com

Lesson #1-Where Do We Start with Reverse Engineering? At the End, Of Course!Lesson #2- Its Time to Move It, Move It!Lesson #3- Energy in Actionor Not!

Lesson #4- and Were Back at the Start!

We are searching for curious students who like to take things apart! Do you everwonder what makes your favorite toys tick? This week, we are going to find out through

the process of reverse engineering. We will disassemble toys to uncover themechanisms within them that are responsible for their movement. We will also see how

the reverse engineering process is being used in lots of other exciting fields!

How can the product lead you to discover the process?How can working backward help you improve upon existing products?

Joshua Bridges and Emily CogginsSPED 6402 Spring 2014East Carolina University
http://toystory2014.weebly.com/http://toystory2014.weebly.com/http://toystory2014.weebly.com/


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Toy Story 2014: Using Reverse Engineering to Investigate Movement in ToysJoshua Bridges and Emily Coggins

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CONTENT RESEARCH PAPER

What is Reverse Engineering?

Reverse engineering is the process by which scientists study the form and

function of an object by disassembling it. With the goal of understanding how its

underlying mechanisms work, scientists build objects backward. In the words of

Samuelson and Scotchmer, reverse engineering is the process of extracting know-how

or knowledge from a human-made artifact (2001, p. 3).

The traditional engineering design process includes five important steps.

Engineers ask, imagine, plan, create, and improve (Schroeder, Zarsky, & Yowell, 2009).

Engineers begin with a need or an idea and take the steps necessary to create the

optimal final product. The process of reverse engineering takes an existing product and

seeks to understand its basic components and structure. Like the traditional engineering

design process, the reverse engineering process includes five basic steps. These steps

are general and can be completed in any order needed to reach the end goal of

understanding the system.

Reverse engineering begins with determining the original design goal. In the

case of childrens toys, the design goal may be to create a forward -moving train that

whistles as it travels. The next step is to observe the object in action and hypothesize

what parts or mechanisms are at work within it. At this point, students would essentially

play with the toys and predict what they will find upon disassembly. During the

disassembly phase, it is important to carefully document the placement of all parts and

to note how they interact with one another. Once all parts are separated, it is time to

carefully analyze them with regard to materials chosen and how the parts appear to


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have been created and assembled. Now is the time for questions such as Why is this

part made of this material? and Could the toy function the same way without any of

these parts? The final step of the process involves reporting on findings. The

documentation should provide enough evidence to serve as a blueprint for an identical

toy. This documentation could also serve as the basis for suggested improvements to

the overall design of the toy (Lincoln Interactive, p. 177).

Who Uses Reverse Engineering?

Reverse engineering has application in a number of disciplines. Historically, the

process has been used by military forces to replicate the weaponry of enemy forces.

One such example occurred as the relationship between the United States and Russia

deteriorated just prior to the Cold War. A B-29 Bomber nicknamed the Ramp Tramp

was forced to land in Russian territory. The crew was captured and interrogated white

the plane itself was disassembled by engineers. The result was the Soviet Unions TU -

4, the primary bomber used throughout the 1950s. It was a near-perfect replica of the

B-29 (Soviet Union Impounds and Copies B-29, 2006).

Companies manufacture mechanical equipment use a form of reverse

engineering known as Computer Assisted Design, or CAD. Rather than taking apart

large, often expensive hardware, these businesses create three-dimensional computer

generated models of their inner workings (Bradley & Currie, 2013). Competing

companies have been known to reverse engineer products, make minor alterations or

improvements, and manufacture similar items to market.

The most common use of the phrase reverse engineering today refers to

computer hardware and software. Developers use reverse engineering to create


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technology that is compatible with devices made by other companies. In the mid-1980s,

a company called Phoenix Technologies, Ltd. reverse engineered a BIOS for PC that

would be compatible with the one produced by IBM. Scientists at technology company

Chipworks recently shared their excitement about the release of the iPhone 5s. They

said, Phone in hand, we did what any self-respecting technology company would do

destroy it (carefully) (Tanner, 2013).

Reverse engineering for compatibility purposes is a common practice, but

developers do have to take steps to avoid charges of copy write infringement (Schwartz,

2001). Apple and Samsung have been engaged in a very public battle over patent rights

in the rapidly-growing smart phone industry. With concerns about similarities in software

systems and case designs, Apple is seeking a judges ruling to impose a $40 per device

royalty on Samsung products as damages from patent infringement (Mick, 2014).

How Can Students Observe Energy in Childrens Toys?

According to Carleigh Samson, editor for TeachEngineering.org, mechanical toys

are the perfect tools for investigating energy. Energy is the ability to do work. When

work occurs, there is a change in position, speed, state, or form. Ms. Samson explained

that students will be able to observe and describe both potential and kinetic energy

using toys with simple mechanisms. Potential energy exists within the toys when they

are at rest. It is energy that is ready to go but not yet in action.An object at a high

elevation waiting to roll down a hill holds the potential energy necessary to change

position. In a push/pull toy, the potential energy increases as the user pulls the toy

backward. Kinetic energy is energy that is currently being used. Objects in motion show

kinetic energy. A wind-up toy walking across the floor is using kinetic energy. In order


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for stored potential energy to become kinetic energy, a force must act upon it. A force is

any influence exerted on an object that makes it move (Seimears, 2010).

What Are Common Types of Movements Made by Childrens Toys?

The types of toys that the students will investigate in this unit are traditional,

mostly self-propelled, toys. Students may find that their toys are driven by wind-up,

rocking, spinning, push/pull, spring, or string mechanisms. There are also some toys

that are powered by batteries or natural forces such as gravity (V & A Museum of

Moving Toys, n.d.).

What Makes Toys Move?

Four of the most common mechanisms inside toys are cams, gears, levers, and

pulleys. A cam is a shaped piece of metal or wood that is attached a drive shaft and to a

rod called a follower. Cams come in a variety of shapes which each produce a unique

movement for the follower. Gears are responsible for turning movements. They are

teethed, or grooved, wheels that interlock as they spin. Gear speed depends on the size

diameter of the gear and the number of teeth that it has. A lever is a platform balanced

over a fixed pivot point. They are capable of flinging objects in the air. The distance that

an object can travel is affected by the amount of effort placed on one end of the lever

and by the length of the platform itself. A pulley is a grooved wheel with a rope around

it. It can be used to lift heavy objects with minimal force. When combined, the power of

pulleys to lift heavy objects increases (Price, Moving Toy Mechanisms, n.d.).


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Summary

From the military to software companies, engineers want to know how a rivals

product works so that they can create a better, and sometimes more profitable, product

themselves. Reverse engineering is the process these engineers use to determine how

the product works by disassembling it. They follow the same basic steps of determining

the original design goal, observing the product, disassembling the product, analyzing

the product, and drawing conclusions to improve the original product. The procedure

advanced engineers use to break the code of a software program can also be used to

find out how a childs toy works. The smaller parts of the toy (cams, gears, levers, and

pulleys) may not be as sophisticated as computer program code, but the process is the

same. No matter the level of importance, from matters of national security to a childs

curiosity, reverse engineering can be used determine how something works.


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References

Bradley, C., & Currie, B. (2013). Advances in the field of reverse engineering.

Computer-Aided Design and Applications, 2(5), 697-706. Retrieved January 29,

2014, from the Taylor and Francis Online database.

Course Samples. (n.d). Introduction to Engineering: Lesson 7. Retrieved January 24,

2014, from http://www.lincolninteractive.org/samples/introduction-to-

engineering/introduction-to-engineering-lesson-7

Factsheets : Soviet Union Impounds and Copies B-29. (2006, February 14). National

Museum of the Air Force. Retrieved January 24, 2014, from

http://www.nationalmuseum.af.mil/factsheets/factsheet.asp?id=1852

Mick, J. (2014, March 13). DailyTech - Apple Authorized to Seek $40 Per Device

Against Samsung. DailyTech -Apple Authorized to Seek $40 Per Device

Against Samsung. Retrieved March 13, 2014, from

http://www.dailytech.com/Apple+Authorized+to+Seek+40+Per+Device+Against+

Samsung/article34517.htm

Moving Toys. (n.d.). V&A Museum of Childhood. Retrieved January 29, 2014, from

http://www.museumofchildhood.org.uk/learning/things-to-do/moving-toys/

Price, M. (n.d.). Moving toy mechanisms. Moving toy mechanisms. Retrieved January

29, 2014, from

http://www.hyperstaffs.info/work/physics/Muirhead/website/main.htm

Samuelson, P., & Scotchmer, S. (2002). The law and economics of reverse

engineering. Yale Law Journal, 111. Retrieved January 24, 2014, from

http://www.yalelawjournal.org/images/pdfs/200.pdf

Schroeder, M., Zarske, M., & Yowell, J. (2014, January 29). Engineering in Reverse! -
http://www.bibme.org/http://www.bibme.org/http://www.bibme.org/http://www.bibme.org/http://www.bibme.org/http://www.bibme.org/http://www.bibme.org/http://www.bibme.org/http://www.bibme.org/http://www.bibme.org/http://www.bibme.org/http://www.bibme.org/http://www.bibme.org/http://www.bibme.org/http://www.bibme.org/http://www.bibme.org/http://www.bibme.org/http://www.bibme.org/http://www.bibme.org/http://www.bibme.org/http://www.bibme.org/


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Activity. Teach Engineering.org. Retrieved January 29, 2014, from

http://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/

cub_engineering_in_reverse/cub_engineering_in_reverse.xml

Schwartz, M. (2001, November 1). Reverse-Engineering. Computerworld. Retrieved

January 27, 2014, from

http://www.computerworld.com/s/article/65532/Reverse_Engineering

Seimears, C. M. (2010). Hey students, that can is full of energy!. Science Activities:

Classroom Projects and Curriculum Ideas, 47(2), 58-62. Retrieved January 24,

2014, from the Taylor and Francis Online database.

Tanner, J., Morrison, J., James, D., Fontaine, R., & Gamache, P. (2013, September 20).

Chipworks. Inside the iPhone 5s. Retrieved March 12, 2014, from

http://www.chipworks.com/en/technical-competitive-

analysis/resources/blog/inside-the-iphone-5s/
http://www.bibme.org/http://www.bibme.org/http://www.bibme.org/http://www.bibme.org/http://www.bibme.org/http://www.bibme.org/http://www.bibme.org/http://www.bibme.org/http://www.bibme.org/http://www.bibme.org/http://www.bibme.org/


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Expert Summary

Carleigh Samson is a civil engineer and an editor at the Teach Engineering

Digital Library. While searching for resources on reverse engineering with toys, I found

a lesson on teachengineering.org for an investigation very similar to what I had in mind

for camp. The lesson is called Engineering in Reverse! and involves students

disassembling push toys. It describes the reverse engineering design process and how

to guide students to make suggestions for improving the toys.

Teachengineering.org is supported by the Integrated Teaching and Learning

Program, College of Engineering, University of Colorado at Boulder. I first contacted

Janet Yowell, Associate Director of K-12 Education at the university. She directed me

to Ms. Samson. We communicated by email and phone, and she has expressed

willingness to provide support throughout the unit development process. Ms. Samson

explained that her job as editor of teachengineering.org involves conducting background

research into the topics of each lesson on the site. The lessons are written by graduate

engineering students, and it is her job to make sure they are scientifically accurate and

ready to be shared.

Ms. Samson holds a Bachelors degree in mathematics from McGill University, a

Masters degree in Education from The Johns Hopkins University, and a Masters

degree in Civil Engineering from The University of Colorado at Boulder. She is currently

a doctoral student studying Environmental Engineering.

Contact Information:

Email: [email protected]

Office Phone: 303-492-6950


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Annotated BibliographyOnline

Constructing kids: Learning, playing, and constructing with children. Retrieved from

http://constructingkids.com/

A great website where parents and kids can find videos and activities to watch

and do at home. The videos and activities deal with construction using household

items, new technology, and reviews of games and books related to engineering.

Lewis, Kristie (2010, Sept. 1). 100 Awesome engineering projects for kids.

Retrieved fromhttp://constructionmanagementdegree.org/blog/2010/100-

awesome-engineering-projects-for-kids/

This is a great website for kids to find fun experiments they can do at home. The

experiments are divided into categories including basics, light and electricity, and

harnessing nature. Experiment 35 has kids determine how a push toy works.

The Maker Movement. Retrieved fromhttp://makerfaire.com/maker-movement/

The Maker Faire is a festival that celebrates inventions and creativity. The Maker

Movement allows people from every community celebrate anyone who has

created a new invention. The students and their friends can do these festivals in

their neighborhoods to showcase their new engineering skills.

Reverse Engineering. Retrieved fromhttps://www.khanacademy.org/science/

discoveries-projects/ReverseEng

Khan Academy is a website where students can watch videos to learn about

different topics. The section on reverse engineering contains numerous videos

kids can watch to learn how common household items work.
http://constructingkids.com/http://constructingkids.com/http://constructionmanagementdegree.org/blog/2010/100-%09awesome-engineering-http://constructionmanagementdegree.org/blog/2010/100-%09awesome-engineering-http://constructionmanagementdegree.org/blog/2010/100-%09awesome-engineering-http://makerfaire.com/maker-movement/http://makerfaire.com/maker-movement/http://makerfaire.com/maker-movement/https://www.khanacademy.org/science/%20%09discoveries-projects/ReverseEnghttps://www.khanacademy.org/science/%20%09discoveries-projects/ReverseEnghttps://www.khanacademy.org/science/%20%09discoveries-projects/ReverseEnghttps://www.khanacademy.org/science/%20%09discoveries-projects/ReverseEnghttps://www.khanacademy.org/science/%20%09discoveries-projects/ReverseEnghttps://www.khanacademy.org/science/%20%09discoveries-projects/ReverseEnghttp://makerfaire.com/maker-movement/http://constructionmanagementdegree.org/blog/2010/100-%09awesome-engineering-http://constructionmanagementdegree.org/blog/2010/100-%09awesome-engineering-http://constructingkids.com/


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Reverse Engineering. Retrieved from http://encyclopedia.kids.net.au/

page/re/Reverse_engineering

This website includes a kid friendly encyclopedia where they can search for any

topic. The article on reverse engineering provides links for students to use to find

more information on how reverse engineering is used by software companies.

Print

Arnold, Nick (2011). How machines work: The interactive guide to simple machines and

mechanisms. Philadelphia: Running Press Kids.

This book teaches students about the mechanisms and simple machines used

in toys and other devices. Students can also build the machines described in the

book using the included kits. The book relates to reverse engineering

because students learn about the mechanisms inside the toys that they will

find when they take them apart.

Greathouse, Lisa (2009). How toys work. Huntington Beach: Teacher Created

Materials.

How Toys Workdescribes the design and function of different types of toys. It

also tells how the toys use physics to work. This book tells students what they

would find if they used reverse engineering skills on these toys.

Sobey, E. & Sobey, W. (2008). The way toys work: The science behind the magic 8 ball,

etch a sketch, boomerang, and more. Chicago: Chicago Review Press.
http://encyclopedia.kids.net.au/page/re/Reverse_engineeringhttp://encyclopedia.kids.net.au/page/re/Reverse_engineeringhttp://encyclopedia.kids.net.au/page/re/Reverse_engineeringhttp://encyclopedia.kids.net.au/page/re/Reverse_engineeringhttp://encyclopedia.kids.net.au/page/re/Reverse_engineering


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This book profiles 50 popular toys. Kids who read the book will learn the history,

trivia, and technology used in these toys. Kids can use reverse engineering to

perform experiments to see the concepts described in the book in action.

Spihaus, A. & Spihaus, K. (1989). Mechanical toys: How old toys work. Crown

Publishing Group.

From power to sound, this book provides its readers with all the information they

need to understand how old mechanical toys work. The book gives the reader

information on toys they may not be able to find today.

Wulffson, D. (2000). Toys!: Amazing stories behind some great inventions. New York:

Henry Holt and Company.

This is a book kids can read to learn interesting facts about the most popular

toys. Some of the toys included in the book are Mr. Potato Head, the slinky, and

Raggedy Ann. The book gives information about the workings of pinball

machines and video games.


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CONNECTION TO THE THEME

Interactions are actions that are reciprocated between two things. In other words,

when one object applies a force or action on another object, the second object applies a

force or action to the first object. These actions occur when two people or objects meet

and engage with one another. Interactions can happen between two objects no matter

their size. People can interact with people, people can interact with objects, and objects

can interact with other objects.

There is an infinite amount of actions two people or objects can apply to one

another. These actions can be as simple as two people shaking hands or as difficult as

a tugboat pulling a barge. Interactions can be both physical and non-physical. Non-

physical interactions will mostly likely occur between two people. The most common

non-physical interaction is a conversation. Physical actions happen when the people or

objects involved touch each other. Examples of physical actions are pushing and

pulling. Interactions are an integral part of the world. Without them, cars would not run

and teachers could not teach.

Interactions occur when two people or objects apply an action or force to one

another. Our topic of implementing reverse engineering to learn how toys work involves

multiple different types of interactions. These interactions include person-to-person,

student-to-toy, student-to-technology, and toy part-to-toy part. All of these interactions

are woven throughout our lessons.

The first interaction that will be depicted in our lessons is person-person between

teachers and students. This interaction will include both non-physical and physical

actions. To begin with, we, as the teachers, will have conversations with the students


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about the steps of reverse engineering, how reverse engineering has been used

throughout history, and how the students think their toys work. The students will also be

interacting with one another. With a partner, the students will act out the types of

movements they discover when analyzing the parts of the toy. The last person-to-

person interaction will occur between the students and their audience. The students will

show their parents what they did during the lessons and will explain to them how all of

the parts of the toy make it move. Their Weebly.com sites will be published, so their

audience extends throughout the world.

The interaction between the students and their toys is the second type of

interaction that will occur during our lessons. This interaction will be physical; the

students will be touching the toys and taking them apart. Also, the students will be

interacting with the parts of the toys. They will be analyzing the parts of the toy and

discovering how each part works. The students will have many opportunities to

manipulate the parts with their hands and play with them in order to determine how the

working parts interact with one another and whether or not improvements could be

made.

The third type of interaction that will be depicted in our topic is between the

students and technology. This interaction will also be physical. The technology the

students will interact with includes a SMART board, cameras, and computers/Ipads.

The students will do an interactive activity using the SMART board where they touch the

screen and move things around to sort different scenarios into categories. The students

will use cameras to take pictures of their toys, the parts of the toys, and them analyzing

the toys. Throughout all of the lessons, the students will interact with computers/Ipads to


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add information to a Weebly.com website including what they are learning about their

toys and the process of reverse engineering. The students will also be using forms to

post responses to each days point to ponder. The instructors will also be interacting

with the technology. We will be using interactive PowerPoints to give students the

background information they need to be successful during the rest of the lessons. Not

only will the instructors and the students interact with technology, some of the

technology will interact together. The cameras will be connected to the computers/Ipads

so that the pictures the students take can be uploaded to their website.

The last type of interaction that will be depicted in our topic is between the

individual parts of the toys. Each part of the toy has a specific purpose and each

connection between the parts is deliberate in order for the toys to actually work. There

are many interactions occurring simultaneously in the toy and the students will be

analyzing these interactions. In terms of reverse engineering, the interactions between

the parts are the most important because these interactions show the students how the

toy works.

Toys present an excellent opportunity to study the interactions of tiny

mechanisms. Through the process of reverse engineering their toys and publishing their

findings, students will also experience the interaction between themselves and other

people and explore technology as a tool for interacting and sharing information with a

global audience.


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TECHNOLOGY INTEGRATION

Students participating in the Toy Story 2014 unit will have many opportunities to

interact with technology throughout the camp week. A number of technological tools

have been intentionally incorporated to enhance their understanding of content and to

provide opportunities to extend that learning in creative ways.

Beginning on Day 1, students will participate in discussion surrounding a

PowerPoint for an overview of the steps of the reverse engineering process as well as

the historical and current uses of reverse engineering. This presentation will be made

available via Scribd on the unit Weebly.com site, and the teachers will lead an

exploration of it. PowerPoint was selected as a tool to present this information because

of its capability to support embedded multimedia and the ease with which presentations

can be saved, uploaded, and shared.

Also on Day 1, students will visit a website calledhttp://www.robives.com/mechsto

see animated examples of types of motion. The animations on the site are colorful and

kid-friendly and will help prepare the students to make predictions about the types of

mechanisms that they may find when they disassemble their toys. Students will

complete a research guide to provide a direction for their exploration of this site.

The reverse engineering process relies heavily on the documentation of findings.

Each student or pair of students will develop a Weebly.com site within our unit home

page on which they will document each of the five steps of the reverse engineering

process. Documenting findings on Weebly.com will allow for a global audience for

student work, as well as provide valuable experience with website building. Weebly.com
http://www.robives.com/mechs-http://www.robives.com/mechs-http://www.robives.com/mechs-http://www.robives.com/mechs-


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has an easily navigable toolbar that will allow students to begin adding content within

minutes of creating an account.

Cameras will be utilized throughout the process to document the steps taken and

the discoveries made. Students will use Dropbox to make photographs available on

desktops/laptops for uploading onto their websites.

Beginning on Day 1 of camp, students will be asked to complete a twitter-style

response to a point to ponder via the blogs feature on our unit Weebly.com site at the

end of each lesson. Responses will be evaluated using a rubric and the information that

they provide will help the instructors know if any of the concepts from the days lessons

need to be revisited later in the week. Blogging is a Web 2.0 practice that allows

students to post and respond to one anothers thoughts regarding course content. We

will also encourage students to visit Weebly at home with their families each afternoon

and to expand the conversation. Each night, there will be home interaction opportunity

available there.

As a hook on Day 2, students will view a brief video of a Furby Autopsy. The

instructors will then lead a discussion of how the process that they observed in the

video clip compares to the reverse engineering process that they are using this week at

camp. The home interaction opportunity for day 2 will be a link to

http://www.phobe.com/furby/auto1.htmlto view the full autopsy documentation of a Furby

disassembly. One of our goals is to help students see that the process can be applied in

a number of disciplines, and this site, although somewhat silly, is a great way to show

that it can be fun!
http://www.phobe.com/furby/auto1.htmlhttp://www.phobe.com/furby/auto1.htmlhttp://www.phobe.com/furby/auto1.html


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Students will visithttp://www.hyperstaffs.info/work/physics/

Muirhead/website/main.htmto build background knowledge on mechanisms commonly

found inside toys. Examples include cams, gears, levers, and pulleys. The interactive

site offers simulations in which students can design machines that will accomplish a

given goal such as moving a boulder or pushing an object off a cliff. This activity was

chosen because it allows students to see how the same mechanisms that power

childrens toys are used on a much larger scale for reasons other than play. Simulations

are a great option for allowing students to think critically about situations that are not

practical in a classroom.

In Days 3 and 4, two videos will be used as hooks. In Day 3, a video of a roller

coaster in motion will be shown to help students visualize potential and kinetic energy

on a large scale. The video will be followed by an interactive PowerPoint showing

situations where potential and kinetic energy are at work. Again, technology is being

used to expose students to ways that the principles that we are learning in the unit can

apply in real-world contexts. The Day 4 hook is a well-known Toy Story clip (3:11) called

Sid Learns a Lesson. In the clip, all of the toys that Sid has dismembered and

mistreated over the years are rising from the mud and coming to get him. Some of these

toy characters are combinations of multiple toys. We hope that this will prompt students

to think about how their toys could be redesigned or even combined with other groups

toys to form new creations.

Upon completion of the Toy Story 2014 unit, students will have produced a

detailed webpage that documents each step of the reverse engineering process.

Beginning on Day 3 and continuing into Day 4, we will be asking students to consider
http://www.hyperstaffs.info/work/physics/%20Muirhead/website/main.htmhttp://www.hyperstaffs.info/work/physics/%20Muirhead/website/main.htmhttp://www.hyperstaffs.info/work/physics/%20Muirhead/website/main.htmhttp://www.hyperstaffs.info/work/physics/%20Muirhead/website/main.htmhttp://www.hyperstaffs.info/work/physics/%20Muirhead/website/main.htmhttp://www.hyperstaffs.info/work/physics/%20Muirhead/website/main.htm


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suggestions for improvement and possible redesigns for their toys. Students will

complete a planning sheet with guiding questions that ask them to describe and justify

their plan. Students will attempt to build their redesigned units using available parts.

They will then photograph and upload their redesigns to Weebly.com and feature them

during the parent visit.


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CONTENT OUTLINE

I. What is Reverse EngineeringA. Definition of Reverse Engineering

1. Process used to determine the form and function of an object

a. Goal is to understand how underlying mechanisms workb. Object is disassembled and its parts are analyzedB. Process of Reverse Engineering

1. Five steps of the processa. Askdetermine the original design goalb. Imagineobserve the original product in actionc. Plandecide what changes can be maded. Createdevelop the new producte. Improvefix a flaw, make it more economical

2. Main step for reverse engineering a toy is disassembling ita. Carefully document the placement of all parts

i. Note how they interact with each otherb. Analyze the partsi. How they have been createdii. Materials needed

c. Ask questionsi. Why is this part made of this material?ii. Could the toy function the same way without any of itsparts?

d. Report on findingsi. Provide evidence to serve as blueprint for an identical toyii. Serve as the basis for suggested improvements

II. Uses of Reverse EngineeringA. Historical Uses1. Military

a. Russia replicated a U.S. B-29 bomberb. Created the TU-4, the primary bomber through the 1950s

B. Todays Uses1. Manufacturing Companies

a. Use a process called Computer Assisted Designb. 3-D models of the inner workings are used to improve the design

2. Computer Hardware Companiesa. Phoenix Technologies, Ltd. reversed engineered a BIOS for PC

b. New BIOS was compatible with ones made by IBM3. Telephone Companiesa. Samsung vs. Apple

i. Copying design, user interfaceIII. Physics of a Childrens Toy

A. Energy1. Definition

a. The ability to do work


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b. Work occurs when there is a change in position, speed, state orformc. Types: potential and kinetic

2. Potential Energya. Stored energy in the toy

i. Exists when the toy is at restb. Examplesi. Slinky at top of stairsii. Woodys string being pulled

3. Kinetic Energya. Energy being usedb. Force must act upon toy for energy to make it move

B. Movement1. Self-Propelled

a. Wind-up, push/pull, spring, string, rocking, spinning2. Electric

a. Powered by batteries3. Natural Forcesa. Gravity

4. Typesa. linear- moving in a straight lineb. reciprocating- moving backwards and forwardsc. oscillating- swinging from side to sided. rotary-turning in a circle

C. Mechanisms1. Cams

a. Made of metal or wood

b. Attached to a drive shaft and rod (called the follower)c. Shape determines movement of the followeri. Pearfollower remains motionless for half of the cycleii. Circularcreates a smooth motioniii. Heartfollower rises and falls with uniform velocityiv. DropCreates a sudden fall

2. Gearsa. Responsible for turning movementsb. Teethed, or grooved, wheels that interlockc. Speed depends on diameter of the gear and the number of teeth

3. Levers

a. Platform balanced over a fixed pivot pointb. Capable of flinging objects into the airc. Distance affected by force put on one end and length of theplatform

4. Pulleysa. Grooved wheel with a ropeb. Used to lift heavy objects with minimal force


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LESSON #1Where Do We Start with Reverse Engineering? At the End, Of Course!

I. DEFINE OBJECTIVES AND CONTENT

LESSONOBJECTIVE

Students will demonstrate understanding of the first steps of thereverse engineering process by determining and documenting thepurpose and design goals for movement in their toys.

POINT TOPONDER

Toys are just for fun, so they must be simple!

ESSENTIALQUESTION

How can the product help you understand the process?

CONTENTOutline the contentyou will teach in

this lesson.

What is Reverse Engineering?A. Definition of Reverse Engineering

1. Process used to determine the form and function

of an objecta. Goal is to understand how underlyingmechanisms workb. Object is disassembled and its parts areanalyzed

B. Process of Reverse Engineering1. Five steps of the process

a. Askdetermine the original design goalb. Imagineobserve the original product inactionc. Plandecide what changes can be made

d. Createdevelop the new producte. Improvefix a flaw, make it moreeconomical

2. Main step for reverse engineering a toy isdisassembling it

a. Carefully document the placement of allparts

i. Note how they interact with eachother

b. Analyze the partsi. How they have been created

ii. Materials needc. Ask questionsi. Why is this part made of thismaterial?ii. Could the toy function the same waywithout any of its parts?

d. Report on findingsi. Provide evidence to serve as


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blueprint for an identical toyii. Serve as the basis for suggestedimprovements

II. Uses of Reverse EngineeringA. Historical Uses

1. Militarya. Russia replicated a U.S. B-29 bomberb. Created the TU-4, the primary bomberthrough the 1950s

B. Todays Uses1. Manufacturing Companies

a. Use a process called Computer AssistedDesignb. 3-D models of the inner workings are usedto improve the design

2. Computer Hardware Companies

a. Phoenix Technologies, Ltd. reversedengineered a BIOS for PCb. New BIOS was compatible with ones madeby IBM

3. Telephone Companiesa. Samsung vs. Apple

i. Copying design, user interfaceii. Seeking $40 per device in damagesand royalties

III- Types of movement1. linear- moving in a straight line

2. reciprocating- moving backwards and forwards3. oscillating- swinging from side to side4. rotary-turning in a circle

II. PRE-PLANNING

What will studentsUNDERSTAND asa result of thislesson? How doesthis connect to the

EssentialQuestion?

Students will understand that the reverse engineering process canbe used to take an existing product and work backward to discoverthe mechanisms responsible for its movement.

Additionally, students will recognize specific types of movement.

The essential question asks how the product can help youunderstand the process. Students will examine their toys, observethem to describe movement, and begin a dialogue about whatcauses their movement.

What will studentsbe able to DO as aresult of thislesson?

Students will useappropriate vocabulary to describe types ofmovement.

Students will describethe steps of the reverse engineering


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process.

Students will determine the purpose and design goals of their toys.


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III. PLANNINGHOOKDescribehow youwill grab

studentsattentionat thebeginningof thelesson.BECREATIVE.

TIME: 15 minutesStudent pairs will watch three5 minute video to view clips of the reverseengineering process in action. These videos will be linked through our unitWeebly.com site. Each video will be followed by one discussion question to

which students will respond via the forms feature. They will be encouragedto interact with their partners through discussion of the questions beforeposting their thoughts.

1- Taking Stuff Apart- MICROWAVE!http://www.youtube.com/watch?v=YvZ3-JRKXuQDiscussion question: Have you ever fought the urge to take something apartto see how it worked? Have you ever actually done it? Tell us about it!

2-Khan Academy- Whats Inside a Tap Light?https://www.khanacademy.org/science/discoveries-projects/Reverse-

Eng/reverse-engineering/v/what-is-inside-a-tap-lightDiscussion question: Who knew a tap light had so many parts? Which partdo you think is leastimportant? Why?

3-3D Scanning for Reverse Engineeringhttp://www.youtube.com/watch?v=anoeBh1LxKEDiscussion question: How do you think scientists got accuratemeasurements of objects before 3D scanning was available?

INSTRU

CTIONExplainStep-by-step whatyou willdo in thislesson.Beexplicitabout tiesto Points

toPonder,EssentialQuestion,andInteractions here.Include

TIME:45 minutes total

1. Introductory PowerPointavailable through slide share on unit website.Slides include:-Introduction and discussion of point to ponder- Toys are just for fun, so theymust be simple! Do you agree with that statement? Why or why not?-Introduction and discussion of essential question- How can the producthelp you understand the process?-Review steps to the traditional engineering design process and compare tothe steps of the reverse engineering process.-Who uses reverse engineering?

-Discuss historical example of the B-29 bomber that was copied by

Russia prior to the Cold War.-Computer-Aided Design-Apple vs. Samsung legal battle over patent infringement

2. Students organize themselves into learning teams for the toyinvestigation. They may opt to work in pairs or independently.

3. Types of movement investigation and dramatization
http://www.youtube.com/watch?v=YvZ3-JRKXuQhttp://www.youtube.com/watch?v=YvZ3-JRKXuQhttps://www.khanacademy.org/science/discoveries-projects/Reverse-Eng/reverse-engineering/v/what-is-inside-a-tap-lighthttps://www.khanacademy.org/science/discoveries-projects/Reverse-Eng/reverse-engineering/v/what-is-inside-a-tap-lighthttps://www.khanacademy.org/science/discoveries-projects/Reverse-Eng/reverse-engineering/v/what-is-inside-a-tap-lighthttp://www.youtube.com/watch?v=anoeBh1LxKEhttp://www.youtube.com/watch?v=anoeBh1LxKEhttp://www.youtube.com/watch?v=anoeBh1LxKEhttps://www.khanacademy.org/science/discoveries-projects/Reverse-Eng/reverse-engineering/v/what-is-inside-a-tap-lighthttps://www.khanacademy.org/science/discoveries-projects/Reverse-Eng/reverse-engineering/v/what-is-inside-a-tap-lighthttp://www.youtube.com/watch?v=YvZ3-JRKXuQ


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ALLsupportandteachingmaterials

with yourunit.

-Overview of types of movement:http://www.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/mechanismsrev8.shtmlStudents will visit this site with their partners and view the animations of the4 types of movement. They will complete a brief sort to guide their

understanding.

Each group will be assigned a type of movement to act out in 5-10 seconds.These movements can all be shown through simple physical movementssuch as walking in a straight line (linear), swaying back and forth(oscillating). An assortment of interlocking toys will be available for use asoptional props. (KNex) The instructors will video these performances andupload to the unit homepage.

1. linear- moving in a straight line2. reciprocating- moving backwards and forwards3. oscillating- swinging from side to side

4. rotary-turning in a circle

Reverse Engineering Step 1: Determine Purpose and Design Goals4. Students select the toys that they will study for this unit. Preselectedoptions will be provided by the instructors. The following link showsexamples of the types of toys that will be provided. We would like to have atoy from each category provided that they are available.http://www.museumofchildhood.org.uk/learning/things-to-do/moving-toys/

5. The reverse engineering process relies heavily on documentation of

findings. Begin documentation now by having students login and createWeebly.com sites linked to the main unit website. This is the first stage ofthe final product in which they will publish a detailed online analysis of theinner workings of their toy. Publishing their findings online allows them tointeract with a global audience.

6. Demonstrate basic features of Weebly.com such as selecting a theme,adding text boxes, pictures, and video.

7. Show and discuss the Weebly site rubric so students will know thestandards that will be used to evaluate their work.

8. Students play with and observe their toys in action to collect data abouttheir design purpose. They may collect data in the form of photographs,videos, sketches, and written notes. An investigation guide will be provided.

9. After investigation, model the process for transferring photos and videosto Dropbox from the Ipad. Students can use the linkhttps://www.dropbox.com/help/84/en to see how to complete this process.
http://www.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/mechanismsrev8.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/mechanismsrev8.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/mechanismsrev8.shtmlhttp://www.museumofchildhood.org.uk/learning/things-to-do/moving-toys/http://www.museumofchildhood.org.uk/learning/things-to-do/moving-toys/https://www.dropbox.com/help/84/enhttps://www.dropbox.com/help/84/enhttp://www.museumofchildhood.org.uk/learning/things-to-do/moving-toys/http://www.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/mechanismsrev8.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/mechanismsrev8.shtml


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10. Students use data from investigation guide, photos, and videos to beginbuilding their sites.

Career Connection #1- Have you considered a career in Computer-Aided

Design? One day, you could use CAD to reverse engineer equipment formilitary aircraft!

Home Interaction Opportunity (accessed under Day 1 of unit Weeblysite):Cantwait until tomorrow to learn more about what makes things tick?Check out this link to learn all about the inner workings of the London Eye.http://www.londoneye.com/LearningAndDiscovery/Education/TeacherResource/OnlineResource/mechnism/mechtea.pdf

ASSESSMENT

(PerformanceTask)What willthestudentsDO todemonstrate thatthey havemastered

thecontent?Bespecificandincludeactualassessment withunitmaterials.

TIME: 5 minutes

Students will complete and submit an exit ticket via the forms feature on theunit Weebly.com page. If time is prohibitive, we will preview these questionsat camp and encourage students to complete them at home.

Day 1 Exit Ticket:1. Todays point to ponder is Toys are just for fun, so they must be simple!Do you agree with that statement now? Why or why not?

2. Which of the four types of movement that we investigated can youobserve in your toy?

3. Describe one job that utilizes reverse engineering.

4. Which of these lists the steps of the reverse engineering process in thecorrect order?a) plan, imagine, improve, create, askb) ask, imagine, plan, create, improvec) imagine, plan, ask, create, improved) improve, plan, crate, imagine, ask

To demonstrate understanding of the first step of the reverse engineeringprocess, students begin to document their observations on Weebly.com

using photographs, videos, and written observation notes.Weebly content will be assessed using a rubric.

DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THESTUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE?

YES OR NO
http://www.londoneye.com/LearningAndDiscovery/Education/TeacherResource/OnlineResource/mechnism/mechtea.pdfhttp://www.londoneye.com/LearningAndDiscovery/Education/TeacherResource/OnlineResource/mechnism/mechtea.pdfhttp://www.londoneye.com/LearningAndDiscovery/Education/TeacherResource/OnlineResource/mechnism/mechtea.pdfhttp://www.londoneye.com/LearningAndDiscovery/Education/TeacherResource/OnlineResource/mechnism/mechtea.pdfhttp://www.londoneye.com/LearningAndDiscovery/Education/TeacherResource/OnlineResource/mechnism/mechtea.pdf


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ASSESSMENT AND INSTRUCTIONAL MATERIALSInsert ALL materials here including Assessments and Instructional Materials.Explicitly LIST any additional files for this lesson. Be sure that ALL materials have beensubmitted for this lesson.1. Introductory PowerPoint (available via Scribd on unit webpage)

2. Research Guide for Types of Movement Investigation (Sort)3. Investigation guide for Step 14. Weebly site rubric5. Rubric for exit ticket


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Investigation Guide

Step 1- Determine Purpose and Design Goals

Check off each task as you complete it.

o Photograph your toy from all sides.

o Interactwith your toy through PLAY! Watch it in action.o Record a brief video of your toys movement.

o Respond to the following questions with as much detail as possible.

1. What type(s) of movement (rotary, oscillating, linear, or reciprocating) is

your toy designed to perform?

2. List and sketch each part of your toy that is visible from the outside.


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Day 1- Types of Movement Investigation Sort

Place the definition cards and example cards beneath each type of movement.

ROTARY OSCILLATING LINEAR RECIPROCATING

moving

backwards

and forwards

in a straight

line

turning round in

a circle

is moving in a

straight line

swinging from

side to side


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Day 1 Exit Ticket Rubric-

Demonstrates No

Understanding

0

Demonstrates

Partial

Understanding

1

Demonstrates Full

Understanding

2

1. Todays point toponder is Toys are

just for fun, so theymust be simple!Do you agree withthat statement?Why or why not?2. Which of the fourtypes of movementthat weinvestigated can

you observe inyour toy?3. Describe one jobthat utilizes reverseengineering.4. Which of theselists the steps ofthe reverseengineeringprocess in thecorrect order?

a) plan, imagine,improve, create,askb) ask, imagine,plan, create,improvec) imagine, plan,ask, create,improved) improve, plan,crate, imagine, ask

n/a n/a


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Reverse Engineering a Toy- Weebly.com Site Rubric

Excellent

2

Fair

1

Weak

0

Step 1-

Determine

Purpose andDesign Goals

An abundance of

photographs, notes,

and videos areprovided. The design

goal is clearly stated.

A few

photographs,

notes, or videosare provided.

The design goal

is stated but may

be unclear.

Minimal

photographs,

notes, or videosare provided.

The design goal

is not stated.

Step 2- Observe

and Develop

Ideas of How it

Works

Hypothesis is clearly

stated and supported

with evidence.

Hypothesis is

stated but

unclear or not

supported with

evidence.

Hypothesis is

not stated.

Step 3-

DisassembleInto Basic

Components

Documentation of

disassembly includesnotes, photographs,

and a detailed

exploded diagram.

Another scientist could

reassemble the toy

based on information

provided.

Documentation

of disassemblyincludes some

notes,

photographs,

and an exploded

diagram, but

they may lack

detail or be

unclear.

Documentation

of disassemblyprovides

minimal

information.

Step 4- Analysis

of Structure,

Function,

Materials, and

Manufacturing

Documentation of

analysis of structure,

function, materials,

and manufacturing is

thorough and includes

detailed and

thoughtful responses.

Documentation

of analysis of

structure,

function,

materials, and

manufacturing is

present but may

lack detail.

Documentation

of analysis of

structure,

function,

materials, and

manufacturing

is minimal or

not provided.

Step 5- Use

Documentation-

Report or

Redesign

Student successfully

reassembles original

toy and/or completes a

successful redesign.

Student justifiesreasoning for redesign.

Student

reassembles toy

close to its

original state but

may have someleftover parts.

Student

redesigns toy

but may not be

able to explain

how the toy has

improved.

Student does

not successfully

reassemble

original toy or

complete aredesign.


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LESSON #2Its Time to Move It, Move It!


LESSONOBJECTIVE

Students will observe their toys and develop ideas about how they

work.

Students will disassemble their toys into their basic components.

Students will carefully document their findings and publish them onthe unit webpage.

POINT TOPONDER

An investigation is only as valuable as the data it produces.

ESSENTIALQUESTION

How are the interact ions of mechanisms within toys responsiblefor their movement?

CONTENTOutline the contentyou will teach inthis lesson.

C. Mechanisms1. Cams

a. Made of metal or woodb. Attached to a drive shaft and rod (called thefollower)c. Shape determines movement of thefollower

i. Pearfollower remains motionlessfor half of the cycleii. Circularcreates a smooth motioniii. Heartfollower rises and falls with

uniform velocityiv. DropCreates a sudden fall2. Gears

a. Responsible for turning movementsb. Teethed, or grooved, wheels that interlockc. Speed depends on diameter of the gearand the number of teeth

3. Leversa. Platform balanced over a fixed pivot pointb. Capable of flinging objects into the airc. Distance affected by force put on one end

and length of the platform4. Pulleysa. Grooved wheel with a ropeb. Used to lift heavy objects with minimal force

II. PRE-PLANNING


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What will studentsUNDERSTAND asa result of thislesson? How doesthis connect to the

EssentialQuestion?

Students will understand how mechanisms within toys interact with one another to cause movement.


Students will observea toy in motion and expressan informedhypothesis about the mechanisms that make it move.

Students will disassemblea toy into its basic components and usecorrect vocabulary to identify and describe the mechanisms withinit.

Students continue to documentand keep detailed data for steps 2and 3 in the reverse engineering process as described in the point

to ponder.


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III. PLANNINGHOOKDescribe howyou will grabstudents

attention at thebeginning of thelesson.BE CREATIVE.

TIME: 5 minutesFurby Autopsyhttp://www.youtube.com/watch?v=9ytUwHUw4YgDiscussion:1. Does the process in this video qualify as reverse engineering?

Why or why not? Post your thoughts to the blog on Weebly!

INSTRUCTIONExplain Step-by-step what youwill do in thislesson. Beexplicit aboutties to Points to

Ponder,EssentialQuestion, andInteractionshere. Include

ALL support andteachingmaterials withyour unit.

TIME: 50 minutes1. Today, we conduct steps 2 and 3 of the reverse engineeringprocess.

-Step 2- Observe and develop ideas of how our toys work.What interactionstake place between mechanisms?-Step 3- Disassemble Into Basic ComponentsInteractwith our toys by taking them apart

Reverse Engineering Step 2: Observe and Develop Ideas of How itWorks:2. Build background knowledge on mechanisms commonly foundinside toys (cams, gears, levers, pulleys) by visitinghttp://www.hyperstaffs.info/work/physics/Muirhead/website/main.htm.This is an interactive website that allows students to designmachines that will accomplish a given goal. Students complete aresearch guide as they explore the site.

3. Students add hypotheses to Weebly site about what mechanisms

they will find when they disassemble their toys in the step 2 section.

Reverse Engineering Step 3: Disassemble Into Basic Components:

4. What is an exploded view drawing?-Exploded view drawings areuseful in showing how an object has been assembled. They arecommonly found in manuals for furniture that must be assembledafter purchase. Students view examples of exploded view drawingsto understand assignment expectations and gather inspiration.

5. Students use provided tools to carefully disassemble their toys.

They will attempt to do this in a non-destructive way so as to be ableto reassemble the parts into the original functional toy. They willcatalog each component of the toy on the website and create adetailed exploded view drawing to be scanned/photographed anduploaded. Students should note the steps taken during disassemblyto include in final documentation. A disassembly documentationguide will be provided.
http://www.youtube.com/watch?v=9ytUwHUw4Yghttp://www.youtube.com/watch?v=9ytUwHUw4Yghttp://www.youtube.com/watch?v=9ytUwHUw4Yghttp://www.hyperstaffs.info/work/physics/Muirhead/website/main.htmhttp://www.hyperstaffs.info/work/physics/Muirhead/website/main.htmhttp://www.hyperstaffs.info/work/physics/Muirhead/website/main.htmhttp://www.youtube.com/watch?v=9ytUwHUw4Yg


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Career Connection #2- Consider becoming a malware researcher!Software companies are looking for workers with reverseengineering skills to combat those nasty viruses that attack ourcomputer systems.

Home Interaction Opportunity:Share the full autopsy report for theFurby with your family.IF they can handle the gore!http://www.phobe.com/furby/auto1.html

ASSESSMENT(PerformanceTask) What willthe students DOto demonstratethat they have

mastered thecontent? Bespecific andinclude actualassessment withunit materials.

TIME: 10 minutes

Day 2 Exit Ticket:1. Can you think of examples of other places where you have seenthe mechanisms that we studied today?

2. Did you find any parts that surprised you when you disassembledyour toy? Which ones?

3. In the case of the Furby autopsy, the investigator wasdisassembling the Furby to discover why it had stopped working.Can you think of any jobs that require someone to conduct a similarinvestigation?

4. Todays point to ponder is An investigation is only as valuable asthe data it produces.What is the purpose of documentation inscience?

DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THESTUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE?

YES OR NO

ASSESSMENT AND INSTRUCTIONAL MATERIALSInsert ALL materials here including Assessments and Instructional Materials.Explicitly LIST any additional files for this lesson. Be sure that ALL materials have beensubmitted for this lesson.

1. Moving Toys website research guide2. Example links for exploded view diagrams3. A disassembly documentation guide4. Rubric for exit ticket
http://www.phobe.com/furby/auto1.htmlhttp://www.phobe.com/furby/auto1.htmlhttp://www.phobe.com/furby/auto1.html


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Day 2

Moving Toys Website Research Guide

Mechanism

Name

Description Sketch Where Have You

Seen Them?

Cams

Gears

Levers

Pulleys


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Exploded View Diagram Examples

http://bobbredemeier.com/line-art/nike-wallowa-shoe-exploded-view-diagram/
http://bobbredemeier.com/line-art/nike-wallowa-shoe-exploded-view-diagram/http://bobbredemeier.com/line-art/nike-wallowa-shoe-exploded-view-diagram/http://bobbredemeier.com/line-art/nike-wallowa-shoe-exploded-view-diagram/


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http://en.wikipedia.org/wiki/Exploded_view_drawing

http://sketchaerobics.blogspot.com/2011/08/sketch-aerobics.html
http://en.wikipedia.org/wiki/Exploded_view_drawinghttp://en.wikipedia.org/wiki/Exploded_view_drawinghttp://sketchaerobics.blogspot.com/2011/08/sketch-aerobics.htmlhttp://sketchaerobics.blogspot.com/2011/08/sketch-aerobics.htmlhttp://sketchaerobics.blogspot.com/2011/08/sketch-aerobics.htmlhttp://en.wikipedia.org/wiki/Exploded_view_drawing


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Day 2- Disassembly Documentation Guide

Carefully disassemble your toy and lay the pieces on the table in an organized manner.

Describe each step taken during disassembly.

1.

2.

3.

4.

5.

Catalog of Components

Name (if known) Description Sketch

Use the back of this paper if you need more space.


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Demonstrates No

Understanding

0

Demonstrates

Partial

Understanding

1

Demonstrates Full

Understanding

2

1. Can you think ofexamples of otherplaces where youhave seen themechanisms thatwe studied today?2. Did you find anyparts that surprisedyou when youdisassembled your

toy? Which ones?3. In the case of theFurby autopsy, theinvestigator wasdisassembling theFurby to discoverwhy it had stoppedworking. Can youthink of any jobsthat requiresomeone to

conduct a similarinvestigation?4. Todays point toponder is Aninvestigation is onlyas valuable as thedata it produces.What is the purposeof documentation inscience?


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LESSON #3Energy in Actionor Not!


LESSONOBJECTIVE

Students will understand and identify examples of potential and

kinetic energy and demonstrate understanding of the interact ions between the parts of their toys.

POINT TOPONDER

We can observe energy in objects even when they are standingstill.

ESSENTIALQUESTION

How do energy and interact ions within toys cause them to move?

CONTENTOutline the contentyou will teach in

this lesson.

2. Main step for reverse engineering a toy is disassembling ita. Carefully document the placement of allparts

i. Note how they interact with eachother

b. Analyze the partsi. How they have been createdii. Materials need

III. Physics of a Childrens ToyA. Energy

1. Definitiona. The ability to do workb. Work occurs when there is a change in

position, speed, state or formc. Types: potential and kinetic2. Potential Energy

a. Stored energy in the toyi. Exists when the toy is at rest

b. Examplesi. Slinky at top of stairsii. Woodys string being pulled

3. Kinetic Energya. Energy being usedb. Force must act upon toy for energy to make

it move

II. PRE-PLANNINGWhat will studentsUNDERSTAND asa result of thislesson? How does

Students will understand the differences between potential andkinetic energy.

Students will understand that the interact ions between


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this connect to theEssentialQuestion?

mechanisms inside the toy cause the toy to move.

The essential question asks students to describe how energy andinteractions inside the toy cause it to move. Students mustunderstand how the movement of one mechanism causes another

mechanism to move and transfers potential energy into the kineticenergy that moves it.


Students will analyzethe mechanisms they learned about in Day 2to describe the interactions between them.

Students will observe toys to identifypotential and kinetic energy.

Students will update their websites to add the information fromStep 4- Analysis of Structure, Function, Materials, andManufacturing.


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III. PLANNINGHOOKDescribe howyou will grabstudents

attention at thebeginning of thelesson.BE CREATIVE.

TIME: 10 minutesStudents will watch a 4 minute video of a rollercoaster. The video isbeing used to demonstrate potential and kinetic energy. Studentswill use the blog feature of our website to answer 3 questions. The

video will be linked to our website.

Video:http://www.youtube.com/watch?v=60zrnOyBo3U

Questions:1. What happens to the rollercoaster as it moves towards andreaches its peak?2. What happens as the rollercoaster starts travelling down the firsthill?3. How does the movement up the hill affect the movement downthe hill?

INSTRUCTIONExplain Step-by-step what you willdo in this lesson.Be explicit aboutties to Points toPonder, EssentialQuestion, andInteractions here.Include ALLsupport andteachingmaterials withyour unit.

TIME: 40 minutes

Step 4- Analysis of Structure, Function, Materials, andManufacturing

1. To recall the information they learned in Day 2, students willupdate their Weebly site to include the mechanism names found intheir toy. They can revisit the following sites from this week forassistance.http://www.hyperstaffs.info/work/physics/Muirhead/website/main.htmhttp://www.robives.com/mechs

2. Students will use the Analyzing Parts worksheet to analyze howthe mechanisms interact with each other and the materials used tomake each mechanism. They will post the answer to question 1 ontheir Weebly. The worksheet connects the lesson to the essentialquestion because the students have to describe the interactionsbetween the parts of the toy.

3. View an interactive PowerPoint on potential and kinetic energy.The PowerPoint will be available via the unit website.Slides include:

-Discussion of the questions in the hook-Examples of potential and kinetic energy-Interactive quiz on potential and kinetic energy

4. With partners from Days 1 and 2, students will use extra toys toobserve and identify examples of potential and kinetic energy. Theiranswers will be posted on the blog feature of our website. Studentswill use Slinkys, wind-up toys, and electric toys.
http://www.youtube.com/watch?v=60zrnOyBo3Uhttp://www.youtube.com/watch?v=60zrnOyBo3Uhttp://www.youtube.com/watch?v=60zrnOyBo3Uhttp://www.hyperstaffs.info/work/physics/Muirhead/website/main.htmhttp://www.hyperstaffs.info/work/physics/Muirhead/website/main.htmhttp://www.robives.com/mechshttp://www.robives.com/mechshttp://www.robives.com/mechshttp://www.hyperstaffs.info/work/physics/Muirhead/website/main.htmhttp://www.youtube.com/watch?v=60zrnOyBo3U


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5. Students will start brainstorming how to improve their toys. Theywill be told they can bring materials from home that they want touse.

Career Connection #3- Did you know that human limbs can be

reverse engineered and printed on a 3D printer? How exciting itwould be to work in a field that helps give patients such realistic andfunctional prosthetics!

Home Interaction Opportunity: Is there something in your homethat you are dying to reverse engineer? Now you know the steps tofollow to learn how it works. With parent permission, bring a toy fromhome tomorrow. We would love to see your next project! We mayeven have time to help you start the process!

ASSESSMENT(Performance

Task) What willthe students DOto demonstratethat they havemastered thecontent? Bespecific andinclude actualassessment withunit materials.

TIME: 15 minutesStudents will complete and submit an exit ticket via the forms

feature on the unit Weebly.com page.

Day 3 Exit Ticket:1. Todays point to ponder said, We can observe energy in objectseven when they are standing still. What type of energy is beingexhibited by an object when it is standing still?2. Describe kinetic energy and how it can be observed in your toy.3. What are 3 interactions that occur inside your toy?4. Describe how these interactions transfer potential energy intokinetic energy.

DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THESTUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? YES OR NO

ASSESSMENT AND INSTRUCTIONAL MATERIALSInsert ALL materials here including Assessments and Instructional Materials.1. Instructional video and activity in Energy PowerPoint:http://www.glencoe.com/sites/common_assets/science/virtual_labs/PS05/PS05.html2. Interactive quiz in PowerPoint:http://www.quia.com/jq/55465.html

Explicitly LIST any additional files for this lesson. Be sure that ALL materials have beensubmitted for this lesson.

1. Analyzing Parts worksheet2. Energy PowerPoint3. Day 3 Exit Ticket Rubric
http://www.glencoe.com/sites/common_assets/science/virtual_labs/PS05/PS05.htmlhttp://www.glencoe.com/sites/common_assets/science/virtual_labs/PS05/PS05.htmlhttp://www.quia.com/jq/55465.htmlhttp://www.quia.com/jq/55465.htmlhttp://www.quia.com/jq/55465.htmlhttp://www.quia.com/jq/55465.htmlhttp://www.glencoe.com/sites/common_assets/science/virtual_labs/PS05/PS05.html


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Engineering in Reverse! ActivityEngineering in Reverse Worksheet

In the box below, complete a detaileddrawing of the internal components

of the push-toy after it has been disassembled.Your drawing should include:

Label for all parts Brief description of the interaction between parts

After you have completed your drawing, answer the following questions.

1) What does this device do? What parts make it work this way? How do the parts interact

with each other?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

2) How would you improve the way this device is made?

AFTER Disassembly


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________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

3) How could you change this device to make it more cost effective to produce?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

4) Can you redesign this device to make it function differently? How would you do this?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________


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Demonstrates No

Understanding

0

Demonstrates

Partial

Understanding

1

Demonstrates Full

Understanding

2

1. Todays point toponder said Wecan observeenergy in objectseven when theyare standing still.What type ofenergy is beingexhibited by anobject when it isstanding still?

2. Describe kineticenergy and how itcan be observed inyour toy.3. What are 3interactions thatoccur inside thetoy?4. Describe howthese interactionscreate kinetic

energy.


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LESSON #4And Were Back at the Start


LESSONOBJECTIVE Students will use their documentation to report their findings andto develop suggestions for a redesign of the existing product.POINT TOPONDER

Not all changes are improvements.

ESSENTIALQUESTION

How can knowing how the parts of an object work help to makeimprovements?

CONTENTOutline the contentyou will teach inthis lesson.

1. Five steps of the processa. Askdetermine the original design goalb. Imagineobserve the original product inactionc. Plandecide what changes can be made

d. Createdevelop the new producte. Improvefix a flaw, make it moreeconomical

d. Report on findingsi. Provide evidence to serve asblueprint for an identical toyii. Serve as the basis for suggestedimprovements

II. PRE-PLANNING

What will studentsUNDERSTAND asa result of thislesson? How doesthis connect to theEssentialQuestion?

Students will understand that knowing the interact ions of theparts of the toy can help them to to suggest improvements.

Students will understand that not all changes will beimprovements.

The essential question asks students how their knowledge of thestructure and purpose of each part of the toy can be used toimprove it.


Students will be able to reassembletheir toys using theirdocumentation from the first three lessons.

Students will suggestchanges that could be made to their toys.

Students will manipulatethe parts of their toys to create newtoys.

Students will troubleshootproducts by using the reverseengineering process.


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III. PLANNINGHOOKDescribe how you

will grab studentsattention at thebeginning of thelesson.BE CREATIVE.

TIME: 15 minutes

Students will watch a three minute video from Toy Story entitledSid Learns a Lesson. Students will use the blog feature of Weeblyto post their responses to two questions.

Video:http://www.youtube.com/watch?v=gsusakRf7T8

Discussion Questions:1. Brainstorm a list of movements observed in the clip.

2. Discuss the ways the toys have been modified for new purposes.INSTRUCTION

Explain Step-by-step what you willdo in this lesson.Be explicit aboutties to Points toPonder, EssentialQuestion, andInteractions here.Include ALLsupport andteaching materials

with your unit.

TIME: 35 minutes

1. A discussion will be held about the students responses to thequestions in the hook. Hopefully the students will see that thesechanges made to the toys were not necessarily improvements.

Step 5- Use Documentation: Report or Redesign

2. Students will complete the Analyzing Parts worksheet. They willpost the answers to the remaining questions on their Weebly sites.

3. Students will participate in a SCAMPER creativity exercise to

generate ideas about possible improvements to their toys. Studentswill be given one minute to write down as many improvements theycan think of for the following categories: design, materials, andmovement. They will share their improvements and if students havethe same idea, they can elaborate on each others ideas.

4. Final Unit Assessment: Students will take on the role of scientistsworking at a return center for a major retailer. Their task will be toanalyze a product that has been returned to figure out what iscausing the product to malfunction. The assessment will beintroduced using the provided PowerPoint. Students will complete

the Student Sheet as they investigate their products. Theassessment will be scored using a rubric.

5.As time permits, students have the option of attempting toreassemble their toy to its original state or making modificationsthat they think will improve its function. Students can use thematerials they brought from home.If materials needed foralterations are not readily available, students draw a detailed
http://www.youtube.com/watch?v=gsusakRf7T8http://www.youtube.com/watch?v=gsusakRf7T8http://www.youtube.com/watch?v=gsusakRf7T8http://www.youtube.com/watch?v=gsusakRf7T8


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diagram of their suggestions. Students may also decide to combineparts of two separate toys to make a toy with an entirely newmovement pattern such as the ones seen in the Toy Story clip.

6. Students will complete their online analyses of their toy by

including the changes they made to the toy, how these changesaffected the movement of the toy, and why they made thesechanges. Students will also have the opportunity to work on anytasks from Steps 1-4 that they did not complete in preparation forthe parent visit.

6. If time permits, students may reverse engineer a toy they bringfrom home or share plans with the class.

Career Connection #4-Would you like to earn a living workingwith toys all day? Toy companies hire researchers to work in the

area of toy development. They seek to improve existing toys and todevelop new toys. After the investigation that you conducted thisweek, you are well on your way to becoming a qualified applicant!

Home Interaction Opportunity: Tell your family all about yourexciting week at camp when they visit our session!

ASSESSMENT(PerformanceTask) What willthe students DO

to demonstratethat they havemastered thecontent? Bespecific andinclude actualassessment withunit materials.

TIME: 15 minutes

Students will complete and submit an exit ticket via the formsfeature on the unit Weebly.com page.

Day 4 Exit Ticket:

1. Todays point to ponder said Not all changes areimprovements. Do you agree or disagree with this statement?Why?

2. If you changed your toy, how did these changes affect the toysmovement? If you did not change your toy, describe what you thinkwould happen if you did switch parts around.

3. How did understanding the interactions between the parts of thetoy help you to decide what changes to make to your toy?

DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THESTUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? YES OR NO

ASSESSMENT AND INSTRUCTIONAL MATERIALSInsert ALL materials here including Assessments and Instructional Materials.


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Explicitly LIST any additional files for this lesson. Be sure that ALL materials have beensubmitted for this lesson.

1. Day 4 Exit Ticket Rubric2. SCAMPER guide

3.Day 4 Assessment PowerPoint4. Day 4 Assessment Student Sheet5. Day 4 Assessment Rubric


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Day 4 Assessment Student SheetItem Name:

Steps of the

Reverse

EngineeringProcess

Description of Action Observations

1)

2)

3)

4)

5)

Summary of Findings:


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Day 4 Assessment Rubric

2 Points 1 Point 0 Points

Follows steps of

the reverseengineering

process

The student

accurately follows

the 5 steps of the

reverse engineering

process when

approaching this

task.

The student follows

some, but not all

steps of the reverse

engineering process.

The student does not

follow any of the

steps of the reverse

engineering process.

Documentation of

Process

All 5 steps of the

process are

appropriately

documented on the

student sheet.

Detaileddescriptions of

actions taken and

observations are

included.

Some steps of the

process are not

documented or

include minimal

details.

Documentation of

the process is

incomplete.

Summary of

Findings

The summary of

findings is detailed

enough for another

person to fully

understand what

was done and

correctlytroubleshoots the

problem with the

product.

The summary of

findings is det

coggins and bridges final unit

Documents

process of extracting

bridges final unit

toysjoshua bridges

toy story

hypothesizewhat parts

parts andto

ofthese parts

theoptimal final product