daytonregionalstemcenter.orgdaytonregionalstemcenter.org/wp-content/uploads/2013/06/... · web...

Printable ResourcesFire Safety Impact System

Appendix A: Pre / Post TestAppendix B: Pre / Post Test KEYAppendix C: Forces and Force Diagrams InquiryAppendix D: Forces and Force Diagrams Inquiry KEYAppendix E: Team CareersAppendix F: Code of Cooperation SampleAppendix G: Code of Cooperation SampleAppendix H: Engineering Design ChallengeAppendix I: Engineering Design Challenge RubricAppendix J: Guided Internet ResearchAppendix K: Decision Analysis Teacher InstructionsAppendix L: Decision AnalysisAppendix M: Lab ReportAppendix N: Situation Graph Matching Story CardsAppendix O: Situation Graph Matching Story Cards: KEYAppendix P: Interpreting Graphs HomeworkAppendix Q: Interpreting Graphs Homework: KEYAppendix R: Falling Objects InquiryAppendix S: Exit SlipAppendix T: Forces and Gravity Study GuideAppendix U: Forces and Gravity Study Guide: KEY

Draft: 5/18/2023

Draft: 5/18/2023

Appendix A: Pre / Post TestName _____________________________ Date __________ Period _____

Multiple Choice (1 point each)Identify the choice that best completes the statements or answers the question.

1. Which of the following best determines the net force when more than one force is acting on an object?A. a combination of all motions of an objectB. a combination of all motions of an object in two directionsC. a combination of all forces acting on an objectD. a combination of forces acting on an object in two directions

2. Which of the following causes an object to start moving?A. balanced forcesB. unbalanced forcesC. either balanced or unbalanced forcesD. any combination of forces

3. The gravitational force between two objects depends on the distance between the objects and each object’sA. mass B. pressureC. volume D. temperature

4. When something changes position, what is it doing?A. It is static.B. It is a reference point.C. It is lubricated.D. It is moving.

5. A girl rides an escalator that moves her upward at constant speed. As the girl rises, how do her gravitational potential energy and kinetic energy change?A. Gravitational potential energy decreases and kinetic energy decreases.B. Gravitational potential energy decreases and kinetic energy remains the same.C. Gravitational potential energy increases and kinetic energy decreases.D. Gravitational potential energy increases and kinetic energy remains the same.

Draft: 5/18/2023

6. Analyze the graphs to the right. Which of the graphs best represents the relationship between potential energy (PE) and height above ground (h) for a freely falling object released from rest?A. 1B. 2C. 3D. 4

7. The graph to the right shows the distance traveled by cars A, B, C, & D. The average speed of an object can be determined by using the formula:Average speed = distance traveled / time

Which car traveled at an average speed of 20 km/h?A. AB. BC. CD. D

8. The graph displays data collected as an object is in motion. Describe the object’s motion at each of the 5 points represented on the Speed vs. Time graph below.

Object’s Motion Described

A

B

C

D

E

Draft: 5/18/2023

http://nysedregents.org/Grade8/Science/2009exam.pdf

http://nysedregents.org/Grade8/Science/2009exam.pdf

9. Two teams are competing in a tug-of-war contest. Team A is pulling at 4000N and Team B is pulling at 4900N in the opposite direction.Determine which team is winning by completing the following (4 points):A. Sketch and label the forces.B. Determine the net force exerted.C. State whether these forces are balanced or unbalanced. How do you know?D. State which team is winning.

10. Tommy and John move a lab table across the room by both pushing on the same side of the table. John exerts a force of 1150N and Tommy exerts a force of 1150N.Label the forces being exerted on the table, and determine the net force exerted. List the resisting forces, and use scientific terminology to explain if the forces are balanced or unbalanced. (4 points)

Draft: 5/18/2023

Lab Table

11. State whether your weight or mass would change if you lived on Jupiter. Explain why. (2 points)

Draw a Force Diagram.12. A book falls onto the floor from your locker.

Draw a force diagram that displays forces acting on the book as it falling. (2 points)

Draft: 5/18/2023

Appendix B: Pre / Post Test KEY1 C2 B3 A4 D5 C6 A7 B

8

Object’s Motion DescribedA speeding upB traveling at a constant speedC slowing downD stoppedE traveling at a constant speed

5 points, 1 point per correct answer:

9

4 points

Includes all of the following: Labeled sketch of forces Net force exerted. States forces are unbalanced because Team B is exerting a force of 900N

greater than Team A Team B is winning; they are exerting more force

3 points

Includes 3 of the following: Labeled sketch of forces Net force exerted. States forces are unbalanced because Team B is exerting a force of 900N


2 points



1 point



Draft: 5/18/2023

ForceTeamB = 4900 NForceTeamA = 4000 N

ForceNet = 900 N

10

4 points

Includes all of the following: Correctly sketches force diagram Determines net exerted force List resisting forces: table’s weight (gravity), friction, air resistance (option as it

does not account for much, but it is present) Explains that the forces are unbalanced; otherwise, the table would remain

stationary

3 points

Includes 3 of the following: Correctly sketches force diagram Determines net exerted force List resisting forces: table’s weight (gravity), friction, air resistance (option as it


stationary

2 points



stationary

1 point



stationary

11

Weight would change on Jupiter, but mass would remain the same. Students should discuss that mass and weight are proportional to each other. Weight is dependent on gravity. Objects with more mass have a greater force of attraction (gravity) between them, which causes a greater weight. When objects have less mass, they also have less force of attraction (gravity) between them, which equals less weight. Since Jupiter has more mass than the Earth, the attraction of objects to Jupiter is greater so weight would change.

2 pointsIncludes both of the following: States weight would change Provides reasoning similar to explanation above

1 pointIncludes 2 of the following: States weight would changeProvides reasoning similar to explanation above

12 2 points Correctly identifies and labels both forces

1 point

Correctly identifies both forcesorCorrectly labels both forcesorCorrectly identifies and labels only one force

Draft: 5/18/2023

Lab TableForceJohn = 1150 N

ForceNet = 2300 NForceTommy = 1150 N

Forcegravity Forceair resistance

Appendix C: Forces and Force Diagrams InquiryName _____________________________ Date __________ Period _____

Have you ever done a wall squat? It’s like sitting in a chair without the chair. Your back is pressed against a wall, thighs are parallel to the floor, knees bent at a 90 angle, and feet flat on the floor. Wall squats are a great exercise, requiring lots of different forces acting at the same time. With your team, brainstorm the various forces acting on your body while doing a wall squat and list them below. Be prepared to share your ideas with the class. Now, find a wall in your classroom or hallway to actually do a wall squat or two. Pay attention to any part of your body where you feel “pressure” of any kind.

Brainstorming Ideas: What allows you to stay in a wall squat position without falling? What forces acting on your body?

You have already learned that forces are a ____________________ or a _________________________ that act on an object. Many different forces act on an object at the same time. These forces can be shown in a force diagram. A force diagram shows the object and the forces acting on the object shown by arrows called vectors. Look at the vectors in the diagram below. Please notice that the vectors show the direction of the force acting on the person, the magnitude, or size of the force, and each force is labeled according to its type. Analyze the force diagram below.

Which force has the greatest affect on the climber? How do you know?

Draft: 5/18/2023

http://physics.wku.edu/phys201/Information/ProblemSolving/ForceDiagrams.tml


Now, look at the force diagram of the car.

How is the vector for Force acceleration different from the other vectors? What do you think this difference represents?

Draw a force diagram that shows the forces acting on you as you did a wall squat. Don’t forget to label your vectors and make them the appropriate lengths. Remember short arrows represent smaller forces acting on the object and longer arrows represent larger force acting on the object.

What could you do to increase your likelihood of staying in the wall squat position for a longer period of time? Is there any way to increase one of the forces that is acting on you? If so, how?

Draft: 5/18/2023

Force friction

Force road

Force gravity

Force acceleration

Forces are measured using a metric unit called a Newton. A Newton is the force of Earth’s gravity on an object. Since all objects have mass, gravity exerts a force on all objects. The more mass an object has the more gravitational force acts on the object, causing it to have more weight. The less mass an object has the less gravitational force acts on the object, causing it to have less weight. The second factor affecting gravity is distance. Objects closer to each other have a stronger gravitational attraction; objects further away from each other have a weaker gravitational attraction. Think about the difference in the size of planets and their moons. On which place would your weight be the greatest: Saturn or Earth’s moon? Why?

Using tools such as spring scales can measure a Newton. Notice that your spring scale displays two units: grams (g) and Newtons (N). Spring scales work by hanging an object on the hook and lifting the scale and object up so that it is hanging freely. The force of gravity pulls on the object while the spring scale measures the force of the gravitational pull in Newtons.

Use a triple beam balance to find the mass (g) of the object on your table, and record the results below. Next, hang the object on the hook of the spring scale, and record the force of gravity (N) pulling on the object. Trade objects with another team and repeat this process.

Object Mass (g) Force (N)

Draft: 5/18/2023

Make your reading here

Hang the object to be measured here

Newtons on this sideGrams on this side

Leave the second object hanging on the spring scale. What do you notice about the relationship between grams and Newtons? How many grams does it take to equal one Newton? ________?

When all the forces acting on an object are known and measured, the net force can be calculated. Net force occurs when all the forces acting on an object are not equal to zero, which causes the object’s motion changes. Let’s take another look at the car and assign values for each force. You will notice that the value for the forcegravity and the forceroad are equal in force but opposite in direction so they cancel each other out. There is no up or down movement of the car. The forceacceleration is greater than the forcefriction and moving in opposite directions so we find that the difference between 20 N and 7 N is 13 N, which is the net force. If forces are moving in opposite directions (working against each other), we calculate the net force by finding the difference between the opposing forces. What direction will the car move? If you were thinking forward or left, you are correct. A net force vector is drawn and labeled with the net force calculation to show the direction the car is moving.

Forces that are pushing or pulling on an object in the same direction are combined to calculate the net force. Imagine that two children are attempting to walk a Great Dane, but he refuses to walk. Trying to force the dog to walk, both children pull on the leash in the same direction. One child exerts 2 N of force and the other exerts 3N of force., Therefore, the net force acting on the dog is 5N, found by combing 2 N and 3N.

Draft: 5/18/2023

Forcenet = 13 Newtons

Force friction = 7 NewtonsForce road = 2 Newtons

Force gravity = 2 Newtons

Force acceleration = 20 Newtons

http://www.gdcne.org/buying_a_great_dane.htm

www.shutterstock.com


Forcechild 1 = 2 Newtons Forcechild 2 = 3 Newtons


Practice:1. In the following diagram, the weight lifter is applying 8 N of force upward. Gravity is

pulling downward with 5 N of force. Draw & label both force vectors. Also, calculate, draw, and label the net force.

2. Two girls are fighting over a blanket by pulling in opposite directions. Sandy applies a force of 4 N to the left. Emily applies 2 N of force to the right. Draw a diagram of Sandy and Emily pulling on the blanket. Include a force diagram to show each girl’s applied force vectors, the calculated net force, and a net force vector.

3. The wrestling and volleyball teams have challenged each other to a tug of war contest, and agree that the losers buy pizza for the winners. The volleyball team is convinced they will win since they have more competitors participating. The wrestlers are exerting a force of 38N while pulling the rope to the left. The volleyball players are exerting a force of 44N while pulling the rope to the right. Which team will be buying pizza? Draw a COMPLETE force diagram to provide visual evidence for your answer.

4. Forces in direct contact with an object are referred to as contact forces. In the car example, the friction is a contact force because it is acting directly on the. Identify another example of a contact force shown in the picture.

Some forces can influence the motion of an object without direct contact. In the car example, the force of gravity is a noncontact force affecting the car’s motion.

Draft: 5/18/2023

Appendix D: Forces and Force Diagrams Inquiry KEYHave you ever done a wall squat? It’s like sitting in a chair without the chair. Your back is pressed against a wall, thighs are parallel to the floor, knees bent at a 90 angle, and feet flat on the floor. Wall squats are a great exercise, requiring lots of different forces acting at the same time. With your team, brainstorm the various forces acting on your body while doing a wall squat and list them below. Be prepared to share your ideas with the class. Now, find a wall in your classroom or hallway to actually do a wall squat or two. Pay attention to any part of your body where you feel “pressure” of any kind.

Brainstorming Ideas:Friction between shoes & floorFriction between back & wallGravityMay also say that their muscles hurt (burn) but this is a reaction to fighting the forces acting on their body.

What allows you to stay in a wall squat position without falling? What forces acting on your body?The strength of your muscles allows you to stay in the “squat” position and not fall. The forces acting on your body are gravity and friction.

You have already learned that forces are a ____________________ or a _________________________ that act on an object. Many different forces act on an object at the same time. These forces can be shown in a force diagram. A force diagram shows the object and the forces acting on the object shown by arrows called vectors. Look at the vectors in the diagram below. Please notice that the vectors show the direction of the force acting on the person, the magnitude, or size of the force, and each force is labeled according to its type. Analyze the force diagram below.

Which force has the greatest affect on the climber? How do you know?Gravity has the greatest effect on the climber. I know this because in the 2nd picture the blue gravity arrow has more magnitude (is longer than all the other arrows).

Draft: 5/18/2023



Now, look at the force diagram of the car.

How is the vector for Force acceleration different from the other vectors? What do you think this difference represents?The forceacceleration vector is longer than all the other vectors. This shows that acceleration is the strongest force acting on the car.

Draw a force diagram that shows the forces acting on you as you did a wall squat. Don’t forget to label your vectors and make them the appropriate lengths. Remember short arrows represent smaller forces acting on the object and longer arrows represent larger force acting on the object.

What could you do to increase your likelihood of staying in the wall squat position for a longer period of time? Is there any way to increase one of the forces that is acting on you? If so, how? You could stay in a wall squat a longer period of time by doing strength training exercises to build up the muscles that were experiencing “burn” or fatigue. The only way to increase the forces acting on you would be to increase your mass. Mass is proportional to gravity.

Draft: 5/18/2023

Force friction

Force road

Force gravity

Force acceleration

Forcefloor

Forc

Forcewall Forcebody friction

Forces are measured using a metric unit called a Newton. A Newton is the force of Earth’s gravity on an object. Since all objects have mass, gravity exerts a force on all objects. The more mass an object has the more gravitational force acts on the object, causing it to have more weight. The less mass an object has the less gravitational force acts on the object, causing it to have less weight. The second factor affecting gravity is distance. Objects closer to each other have a stronger gravitational attraction; objects further away from each other have a weaker gravitational attraction. Think about the difference in the size of planets and their moons. On which place would your weight be the greatest: Saturn or Earth’s moon? Why?You would weigh more on Saturn. Saturn has a larger mass than the moon so it has a stronger gravitational pull on objects that are close to its surface.

Using tools such as spring scales can measure a Newton. Notice that your spring scale displays two units: grams (g) and Newtons (N). Spring scales work by hanging an object on the hook and lifting the scale and object up so that it is hanging freely. The force of gravity pulls on the object while the spring scale measures the force of the gravitational pull in Newtons.

Use a triple beam balance to find the mass (g) of the object on your table, and record the results below. Next, hang the object on the hook of the spring scale, and record the force of gravity (N) pulling on the object. Trade objects with another team and repeat this process.

Object Mass (g) Force (N)Answers will vary depending on objects given

Draft: 5/18/2023

Make your reading here

Hang the object to be measured here

Newtons on this sideGrams on this side

Leave the second object hanging on the spring scale. What do you notice about the relationship between grams and Newtons? How many grams does it take to equal one Newton? ________?

When all the forces acting on an object are known and measured, the net force can be calculated. Net force occurs when all the forces acting on an object are not equal to zero, which causes the object’s motion changes. Let’s take another look at the car and assign values for each force. You will notice that the value for the forcegravity and the forceroad are equal in force but opposite in direction so they cancel each other out. There is no up or down movement of the car. The forceacceleration is greater than the forcefriction and moving in opposite directions so we find that the difference between 20 N and 7 N is 13 N, which is the net force. If forces are moving in opposite directions (working against each other), we calculate the net force by finding the difference between the opposing forces. What direction will the car move? If you were thinking forward or left, you are correct. A net force vector is drawn and labeled with the net force calculation to show the direction the car is moving.

Forces that are pushing or pulling on an object in the same direction are combined to calculate the net force. Imagine that two children are attempting to walk a Great Dane, but he refuses to walk. Trying to force the dog to walk, both children pull on the leash in the same direction. One child exerts 2 N of force and the other exerts 3N of force., Therefore, the net force acting on the dog is 5N, found by combing 2 N and 3N.

Draft: 5/18/2023


Force friction = 7 NewtonsForce road = 2 Newtons

Force gravity = 2 Newtons

Force acceleration = 20 Newtons


www.shutterstock.com


Forcechild 1 = 2 Newtons Forcechild 2 = 3 Newtons


Practice:1. In the following diagram, the weight lifter is applying 8 N of force upward. Gravity is

pulling downward with 5 N of force. Draw & label both force vectors. Also, calculate, draw, and label the net force.

2. Two girls are fighting over a blanket by pulling in opposite directions. Sandy applies a force of 4 N to the left. Emily applies 2 N of force to the right. Draw a diagram of Sandy and Emily pulling on the blanket. Include a force diagram to show each girl’s applied force vectors, the calculated net force, and a net force vector.

3. The wrestling and volleyball teams have challenged each other to a tug of war contest, and agree that the losers buy pizza for the winners. The volleyball team is convinced they will win since they have more competitors participating. The wrestlers are exerting a force of 38N while pulling the rope to the left. The volleyball players are exerting a force of 44N while pulling the rope to the right. Which team will be buying pizza? Draw a COMPLETE force diagram to provide visual evidence for your answer.The wrestlers will be buying pizza for the volleyball team.

4. Forces in direct contact with an object are referred to as contact forces. In the car example, the friction is a contact force because it is acting directly on the. Identify another example of a contact force shown in the picture.

Some forces can influence the motion of an object without direct contact. In the car example, the force of gravity is a noncontact force affecting the car’s motion.

Draft: 5/18/2023

8 N – 5 N = 3 N

Forcenet = 3 N

Forceperson = 8 N Forcegravity = 5 N

Forcenet = 6 N

ForceSandy = 4 N ForceEmily = 2 N

Sandy Emily

Forcenet = 6 N

Forcewrestlers = 38 N Forcevolleyball players = 44 N

Wrestlers Volleyball Players

Appendix E: Team CareersName _____________________________ Date __________ Period _____

On the designated lines, record the name of the team member assuming each career. Consider individual strengths that will allow each team member to be successful in his or her career.

Draft: 5/18/2023

Materials Engineer: ______________________________________

Leads the team’s proper use of materials used in prototype construction. Considers advantages and disadvantages to prearranged materials for maximum efficiency of prototype. Observes material efficiency throughout construction and testing.

Civil Engineer: ______________________________________

Manages the team’s organization through the progression of the challenge. Keeps constraints and objectives in mind at all times, while keeping the team focused on goals.

Technical Writer: ______________________________________

Leads the team in the documentation of all written products. Tracks information in provided data table and records necessary observations throughout the challenge.

Graphic Designer: ______________________________________

Manages visual representations created by the team. Assesses any diversity within designs and leads team in collaboration throughout the challenge.

Appendix F: Code of Cooperation

Team Name:

Team Members:

Mission Statement:

Anticipated Results:

Tactical Objectives:

Ground Rules:

Consequences:

Concluding Statement:

Draft: 5/18/2023

Appendix G: Code of Cooperation Sample

Team Name: Ladies First

Team Members: Chris Johnson—Curriculum Lead Shawna McClenen—Engineering Lead Rachel White—Pre-Service Teacher Jessica Messick—Engineering Student

Mission Statement: Our mission is to incorporate STEM disciplines in the classroom by working with

diverse teams.

Anticipated Results: Gain knowledge to use in future experiences and develop a curriculum on STEM

principles To provide an improved rainwater collection system to the members of the Access

Center for Improved Living To increase our number of professional contacts

Tactical Objectives: Meet all deadlines Meet budget Keep clients updated Provide best possible design to our ability

Ground Rules:1. Complete tasks in a timely and professional manner2. Come prepared each day3. Be respectful to team members and clients4. Ask questions and for assistance when needed5. Communicate with team members6. Have fun and stay caffeinated7. Keep end goal in sight

Consequences:1. Verbal notification by activity leader—one-on-one confrontation2. Team meeting to confront issue3. Group member provides pretzel M&Ms and/or coffee for the group

Concluding Statement: “The instructor and team leaders jointly reserve the right to make the final

decisions to resolve difficulties that arise within the group based upon input from the group. Before this is necessary, the team should find a fair and equitable solution to the problem.”

Draft: 5/18/2023

Appendix H: Engineering Design ChallengeName _____________________________ Date __________ Period _____

Background Information:Each year in the United States, fires kill more Americans than all natural disasters combined. In 2010, there were 369,500 residential fires. As a result, 13,350 civilians were injured and 2,640 lost their lives in those fires.

It only takes minutes for thick black smoke to fill a house. Most fires occur in the home while people sleeping. If you wake up to a fire, there is no time to grab valuables since fire spreads so quickly and the smoke is too thick. Therefore, there is only time to escape. Although the number of fatalities and injuries caused by residential fires has declined gradually over the past several decades, many residential fire-related deaths remain preventable.

1. Imagine you are sleeping in your upstairs bedroom and the smoke detector goes off. What would you do?

2. What safety precautions can you and your family implement in order to be prepared in the event of a house fire?

Engineering Design Challenge Debriefing:Underwriters Laboratories (UL) would like to approve a design for an impact system that allows individuals to safely evacuate through an upper-story window during a house fire. Consider the emotional distress faced in the following situation while engineering a solution: “Imagine waking up in the middle of the night to find your bedroom filled with smoke. You run to your bedroom door, only to find that the doorknob is hot to the touch and the only safe escape is out your second story window.” Despite the fact that people know it is safer to risk the jump rather than the flames, many cannot bring themselves to jump. Therefore, a reliable impact system, ensuring safety in a fall, would likely decrease the number of fire-related deaths. The following criteria have been set for the impact system prototype.

The fire impact system prototype must: be no greater than 18cm x 36cm x 11cm and no less than 13cm x 26cm x 6cm use materials supplied by your teacher. Materials from home may also be used with

teacher approval. withstand an impact with masses representing the average weights of a:

o 4 year old.o 14 year old.o 40 year old.

be designed and built while following the engineering design process. be completed within the timeframe set by your teacher.

Your team must: test the prototype and the record all results in a data table. provide individual sketches and a sketch of your team’s final design. complete a team technical report regarding your prototype’s design and effectiveness.

Draft: 5/18/2023

Appendix I: Engineering Design Challenge RubricName _____________________________ Date __________ Period _____

4 3 2 1

Engineering Design Process /Final Prototype

Prototype design is sketched, completed on time according to constraints, and tested successfully. Final design can be replicated.

Prototype design is sketched, completed on time, and tested, but does not follow constraints. Final design can be replicated.

Prototype design is sketched to scale. It is completed and tested, but does not follow constraints, or is not completed on time. Final design needs further clarification to be replicated.

Prototype design is not sketched to scale. It is built and tested, but does not follow constraints, or is not completed on time. Final design cannot be replicated.

Decision Analysis Matrix

Team fully utilizes the Design Analysis Matrix by identifying at least 5 goals and rankings for use in design selection. Team scores and calculates each proposal in order to come to a consensus about the best design.

Team fully utilizes the Decision Analysis Matrix by identifying at least 4 goals and rankings for use in prototype design selection. Team scores and calculates each proposal in order to come to a consensus about the best design choice.

Team utilizes the Decision Analysis Matrix by identifying 2 to 3 goals and rankings for use in design selection. Team scores and calculates each proposal in order to come to a consensus about the best design choice.

Team utilizes the Decision Analysis Matrix by identifying fewer than 2 goals and rankings for use in design selection; OR, team does not properly score and calculate each proposal in order to come to a consensus about the best design choice.

Testing Data

Data table includes accurately calculated data for all 4 of the following: transfers between potential and kinetic energy; efficiency; speed; cost.

Data table includes accurately calculated data for 3 of the following: transfers between potential and kinetic energy; efficiency; speed; cost.



Reflection

At least 3 of success and 3 areas of failure in design process are fully analyzed and explained, and at least 4 suggestions for further meeting or exceeding constraints in the future are communicated.

At least 2 areas of success and 2 areas of failure in filtration design are fully analyzed and explained, and at least 4 suggestions for further meeting or exceeding constraints in the future are communicated.

At least 1 area of success and 1 area of failure in prototype design are fully analyzed and explained, and at least 2 suggestions for further meeting or exceeding constraints in the future are communicated.

1 area of success OR 1 failure in prototype design is analyzed OR explained, and fewer than 2 suggestions for further meeting or exceeding constraints in the future and communicated.

Draft: 5/18/2023

Appendix J: Guided Internet ResearchName _____________________________ Date __________ Period _____Directions: When trying to design a product you often need to complete research to determine what products already exist and learn from others who have experience with a similar product. This requires careful background research.

Before you design your impact system, you will conduct background research about existing impact systems. Use the following websites and questions to guide your research. As you research, make connections to impact system engineering design challenge.Each person on your team will research one of the following areas for designs of impact systems: (If you only have 3 people on your team, only 3 of these areas will be researched)

Stunt air bagshttp://www.darylscience.com/Demos/StuntMen.htmlhttp://www.youtube.com/watch?v=nad-k2QxgKQ

Car air bagshttp://www.cars.com/go/advice/Story.jsp?

section=safe&story=techAir&subject=safe_techhttp://www.youtube.com/watch?v=Gfkhg9xjtfo

Motorcycle air bag vesthttp://www.sportrider.com/features/146_1008_electronic_airbag_technology/viewall.htmlhttp://www.youtube.com/watch?v=7WCcNzgcumI

Airbag backpack systemhttp://www.theadventurepost.com/all-posts/avalanche-airbags-gaining-

recognition-among-skiers-snowboarders/http://www.wildsnow.com/5951/avi-vest-impact-review/

Aviation evacuation slideshttp://www.youtube.com/watch?v=C7nM84BDyic&feature=relatedhttp://en.wikipedia.org/wiki/Evacuation_slide

Answer the following questions in your notebook: Using the websites listed under each type of impact system to perform your

research. If you find any information on additional websites, please write down the website next to the information in your notebook.

1. What is impact system you are researching?2. What is the purpose of impact system you are researching?3. List 3 factors that need to be considered when creating this impact system?4. What materials are currently used?5. What designs (shape, height, etc..) did you research? Feel free to draw these

designs.

Draft: 5/18/2023

http://www.youtube.com/watch?v=C7nM84BDyic&feature=related

http://www.wildsnow.com/5951/avi-vest-impact-review/

http://www.youtube.com/watch?v=7WCcNzgcumI

http://www.sportrider.com/features/146_1008_electronic_airbag_technology/viewall.html

http://www.sportrider.com/features/146_1008_electronic_airbag_technology/viewall.html

Appendix K: Decision Analysis Teacher Instructions

Decision Analysis Techniques in Engineering DesignMethod of Weighted Factors

By: Margaret Pinnell, PhD

This method of decision analysis can be used whenever a difficult choice must be made such as choosing a college or a certain product, etc. Step-by-step instructions for using

this method as a tool for assessing design plan ideas are provided below.

Identifying the objectives and constraints for a particular topic can assist in make a final decision. Safety should always be on the list, but some other items might include

aesthetics, cost, ease of maintenance, performance (ability to function as intended), recyclability, etc.

Instructions for using the matrix:1. Determine the relative importance of each of these objectives and constraints,

and rank them from 1 – 10 with 10 being the most important and 1 being of little importance (may be nice to have, but doesn’t really matter). All constraints will be rated a 10.

2. As a team, discuss each conceptual design, and rank the designs from 1-n in its ability to meet the identified objectives or constraints. For example, if you are analyzing three different designs, you will rank those designs from 1-3, with 3 being the best and 1 being the least. In some cases, the designs may have equal performance and they might get the same rating, an example of this is shown below.

3. For each design, multiply the attributed (objective or constraint) weighting factor by the rank, and add up a total score.

4. The design that has the highest score may be considered the “best.” Keep in mind though, that there is a significant amount of subjectivity to this approach, so if two designs have very close values, you may want to consider these designs a little more deeply.

An example is provided below for purchasing a car. This was done through the eyes of a college student who is looking for a new car to transport her from home to school. The ranking was done without any research, but certainly actual values could be obtained from reliable resources regarding relative safety, cost, gas mileage etc. If this information is available, this research should be done, but this is just a quick example. The college student, with input from her parents, identified the following factors that would help her decide which car to purchase. They decided that safety was, by far, the most important factor.

Since this was for a college student, cost-related issues including price of the car, cost of upkeep/maintenance and gas mileage were all very important as well. The student didn’t really have more than a suitcase that she would need to carry, so cargo room was not that important, but would be nice to have in case she did have some larger things to bring home. Also, since she only needed the car to last her through her 4 (or 5) years in college, the “life span” of the car was only marginally important. The college student protested regarding aesthetics, after all, she wanted a cool ride, so aesthetics were pretty important to the student. The student considered three cars available at a dealer

Draft: 5/18/2023

close to her home.

Draft: 5/18/2023

Results of this decision analysis matrix suggest that Car 1 is the best choice.

Draft: 5/18/2023

Appendix L: Decision Analysis

Draft: 5/18/2023

Appendix M: Lab ReportName _____________________________ Date __________ Period _____

Team Name:Given Problem Statement: How can understanding forces, motion, and gravity help design an effective fire escape impact system that ensures safe evacuation from second story windows during residential fires?

Research: In your engineering notebook, record findings from completing the Guided Internet Research

Decision Analysis Matrix:Constraints: goals that are required in order for a design to be considered a success.Objectives: goals that are not necessarily required, but would be nice bonuses.1. As a team, review the list of prototype design constraints (refer to the engineering design challenge).

List constraints below:

2. As a team, develop at least three design objectives that your team would like to include.

3. Determine the relative importance of each of the constraints and objectives, and assign them a weight from 1-10, with 10 being the most important and 1 being of little importance (may be nice to have, but doesn’t really matter). All constraints are assigned a weight of 10 because your prototype cannot succeed without them.

Design Selection Process: Record each of the above constraints, objectives and assigned weights on the Decision Analysis Matrix. As a team, make an informed decision regarding a team design plan by completing the Decision Analysis Matrix as you share, discuss, and evaluate each individual design.

Final Design:1. As a team, sketch of your team’s chosen final design on printer or graph blank paper. Include notes, labels,

measurements, and material list.2. Present team’s Engineering Design Challenge Rubric, Decision Analysis Matrix, and sketch to the teacher for approval.

Decision Analysis Scored AND Team Sketch Approved: ___________ Teacher Initials

3. In your engineering notebook, write a brief explanation of your team’s final design plan, including reasons for team’s choice, all measurements, and expected results

Testing the Design: Prepare your impact system and complete testing as follows.1. Using the motion detector software (Logger Lite), click “New” to pull up a blank graph if not already done for you.2. Place impact system directly under the sensor of the motion detector. Click the “Record” button and drop impact system

to the ground, making sure no other objects are in motion within the range of the motion detector.3. Record collected data in the table below.4. Save and/or print each trial’s graph by clicking the “Store” button.5. Repeat steps 1-4 three times for each represented weight.

Results: Record testing data.Data Table: Complete the following data table for all three trials with each mass.

Mass(g) Trial Force

(N)Distance

(m)Time(s)

Speed(m/s)

QualitativeData

Draft: 5/18/2023

123

123

123

Graph: Print your team’s motion sensor software generated graphs for analysis.Data Analysis: As a team, carefully analyze the graphs. Discuss any patterns in relationships between the independent and dependent variables? (For example, if one increased, did the other decrease?)Individually: Refer to your team’s collected qualitative and quantitative data as you complete the following questions in your engineering notebook.1. Is there a relationship between data? Explain why or why not.2. Create a force diagram for each mass.

Each vector must indicate the appropriate magnitude and direction. Use the measured Newtons on each diagram.

3. Analyze and compare the graphs. Did weight affect the speed?4. Identify when the forces are balanced during testing.5. Identify when the forces are unbalanced during testing.6. Describe the potential energy and kinetic energy of your system (the mass) before it falls.7. Describe the potential energy and kinetic energy of your system (the mass) while it is falling.8. Describe the potential energy and kinetic energy of your system (the mass) after it lands.

Conclusion: In your engineering notebook, write your own conclusions in paragraph form. The following information must be included: Summarize the problem. Discuss the research conducted which lead to the selection of variables, objectives, and constraints. Briefly describe the final design, and how it was tested. Based on the testing, was your solution a success or failure? (Why?) List one thing you learned and describe how it applies to a real-life situation. Discuss possible errors that may have occurred while collecting data.

Recommendations: In your engineering notebook, individually answer the following questions:1. Based on the results of your testing, identify two areas of success in your team’s prototype design. Why were these

areas successful? Explain.2. Based on the results of testing, identify two areas of failure in your prototype design. What caused the failure? Explain.3. As a team, determine at least 2 suggestions for further meeting or exceeding the constraints in the future for an impact

system.

Draft: 5/18/2023

Appendix N: Situation Graph Matching Story CardsName _____________________________ Date __________ Period _____

Situation Graph Matching Story Cards

1. Jessica walked to the store at the end of her road, bought a candy bar, and then sprinted back home.

2. Dave quickly ran around the school for gym class, but gradually came to a stop when his muscles began to cramp up.

3. Payton climbed slowly up the hill at the park and then sprinted quickly down the opposite side.

4. Bob rode his bike from his house, gradually building up speed. He began slowing down when it began raining, but then sped up again.

5. Miranda went for a walk with her cousins. She suddenly realized she had forgotten her purse at the house. She jogged home to retrieve it and then made a mad dash to catch up with her cousins.

6. After the game, Suzie slowly made her back to school.

7. Monique walked quickly from her home to the bus stop and waited. She realized that she had missed the bus so she walked home.

8. Juan was walking up the road when he thought he saw a snake along the road. He went back a little bit to get a better look. When he realized that it was a poisonous snake he took off running down the same road.

9. Bart ate dinner at a friend’s house before going to the movies. After dinner, they walked to the movie theater and watched “Spiderman”.

10. Maria was member of the Vikings soccer team. As part of their pre-season workouts, the team had to run to the goal post and back again as fast as they could.

Draft: 5/18/2023

Draft: 5/18/2023

Appendix O: Situation Graph Matching Story Cards: KEY

Graph A 6

Graph B 1

Graph C 4

Graph D 9

Graph E 2

Graph F 10

Graph G 7

Graph H 8

Graph I 5

Graph J 3

Draft: 5/18/2023

Appendix P: Interpreting Graphs HomeworkName _____________________________ Date __________ Period _____

Interpreting Distance vs. Time and Speed vs. Time Graphs HomeworkMatch the graph to the correct situation description.

1. Graph ______: Roxanne walks from her house to the school and then runs quickly with a friend to the soccer field.

2. Graph ______: Wyatt rides his bicycle from his house to park where

he decides to ditch his bike and hike the trail.

3. Graph ______: As Rosie is walking to her friend’s house she decides to stop at the local food mart to buy ice cream. She then continues walking to her friend’s house at the same pace.

Create your own story for the graphs below.

4.

5.

Draft: 5/18/2023

Time TimeTime

Distance travel

Distance travel

Distance travel

Graph 2 Graph 3Graph 1

Time

Distance travel

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________Time

Distance travel

The distance-time graphs below represent the motion of a car. Match the descriptions with the graphs. Explain your answers.

Descriptions:6. The car is traveling at a constant

speed. Matches graph: ______ because _______

___________________________________________________________________

___________________________________________________________________

7. The car is stopped. Matches graph: ______ because _______________________

___________________________________________________________________

___________________________________________________________________

8. The speed of the car is increasing. Matches graph: _____ because ____________

___________________________________________________________________

___________________________________________________________________

Draft: 5/18/2023

Graph B Graph BGraph A

Time Time

Distance travel

Distance travel

Distance travel

Time

Appendix Q: Interpreting Graphs Homework: KEYMatch the graph to the correct situation description.

1. Graph ___2__: Roxanne walks from her house to the school and then runs quickly with a friend to the soccer field.

2. Graph ___3__: Wyatt rides his bicycle from his house to park where

he decides to ditch his bike and hike the trail.

3. Graph ___1__: As Rosie is walking to her friend’s house she decides to stop at the local food mart to buy ice cream. She then continues walking to her friend’s house at the same pace.

Create your own story for the graphs below.

4.

5.

Draft: 5/18/2023

Time TimeTime

Distance travel

Distance travel

Distance travel

Graph 2 Graph 3Graph 1

Time

Distance travel

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________Time

Distance travel

Answers will vary. Example: Joey walked to the football game where he hung out with his friends for a while. He then realized he was going to be late so he ran home.

Answers will vary. Example: Juanita started off riding her bike at a constant rate of speed. She became tired and slowed down her rate at which she was speeding up. She eventually found her comfortable speed and remained at that speed for the remainder of her trip.

The distance-time graphs below represent the motion of a car. Match the descriptions with the graphs. Explain your answers.

Descriptions:9. The car is traveling at a constant

speed. Matches graph: __B___ because the speed stays the same as time increases.

___________________________________________________________________

___________________________________________________________________

10. The car is stopped. Matches graph: ___A__ because as time increases speed is increasing at the same rate.___________________________________________________________________

___________________________________________________________________

11. The speed of the car is increasing. Matches graph: ___C__ because as the time increases the speed gradually increases at a faster rate ___________________________________________________________________

___________________________________________________________________

Draft: 5/18/2023

Graph B Graph BGraph A

Time Time

Distance travel

Distance travel

Distance travel

Time

Appendix R: Falling Objects InquiryName _____________________________ Date __________ Period _____

Materials

Set Up*: Inquiry Activity:Computer with Motion Detector software Basket coffee filter (s)Motion Detector Book(s)Right-angle clamp other items to dropMetal rodMeter sticksRing stand

*These objects are optional. You may have a different set up for your motion detectors based on available supplies.

Set up your motion detector so it is approximately 1.5 meters above the ground. Follow any special instructions given by your teacher.

Choose distance vs. time graph from your motion detectors software to record your data. You may also use the view, which shows both a distance vs. time graph and a velocity vs. time graph on the same screen.

Drop various items, one at a time, from 1.5 meters. Be sure to hold the items directly below the motion detector sensor. For consistency, you may want to start with items touching the sensor.

After each item is dropped, click store, and measurements will be stored on the graph. This will allow for comparison of data. Each item should appear in a different color on the graph.

1. Explain what the following distances represent on the graph:

a) 0m:

b) 1.5m

2. Explain what the times represent on the graph.

Draft: 5/18/2023

3. Explain what the flat line at the end of the graph represents.

4. What does this flat line tell you about falling objects?

5. What do you similarities and differences do you notice between the lines?

6. What is caused by air resistance?

7. Which objects had the most air resistance? Provide mathematical evidence to support your answer.

8. Imagine that all air is removed from a room, and the objects are dropped at the same time. Do you think the objects would hit the ground at the same or different times? Explain your reasoning using scientific evidence.

Discussion with teacher once activity is completed: __________ Teacher Initials

Draft: 5/18/2023

Appendix S: Exit SlipName _____________________________ Date ________ Period _____Base responses to the following on your team’s qualitative and quantitative observations during prototype testing. Use scientific and mathematical specific vocabulary to SUPPORT each of your responses.1. What similarities and differences were observed for each of the prototype tests?

2. Would you consider your team’s prototype testing a success or failure?

3. What changes do you think would improve your team’s prototype design?

Appendix S: Exit SlipName _____________________________ Date ________ Period _____Base responses to the following on your team’s qualitative and quantitative observations during prototype testing. Use scientific and mathematical specific vocabulary to SUPPORT each of your responses.1. What similarities and differences were observed for each of the prototype tests?

2. Would you consider your team’s prototype testing a success or failure?

3. What changes do you think would improve your team’s prototype design?

Draft: 5/18/2023

Appendix T: Forces and Gravity Study GuideName _____________________________ Date __________ Period _____

Be Sure to Understand the Following: Meaning of motion

How speed of a moving object is calculated

How weight and mass differ

Meaning of force

Unit used for measuring forces

How to create a force diagram indicating a forces magnitude and direction

How the net force acting on an object is determined

Difference between balanced and unbalanced forces?

How distance vs. time graphs and speed vs. time graphs are interpreted.

Meaning of potential energy and when it is greatest / least

Meaning of kinetic energy and when it is greatest / least

Two factors that affect gravitational force

Practice:Match the letter of the words below to the correct definitions.

a. net force b. balanced forces c. forces unbalanced forces

_____ 1. A push or pull acting on an object_____ 2. When the net force on an object is not zero_____ 3. Forces that are always acting in equal but opposite directions_____ 4. The total of all forces acting on an object

Motion GraphsThe graph on the right represents the motion of an object, and could represent two different types of graphs. Describe the object’s motion at each position for each type of graph.

Position vs. Time Graph:1.

2.

3.

Speed vs. Time Graph: 1.

2.

3.

Draft: 5/18/2023

Force Diagrams: Draw a force diagram, determine net force, and then state whether the forces are balanced or unbalanced for each scenario below.

1. A book at rest on a tabletop.

2. Tommy and John are moving a table by exerting a pushing force on the same side. John exerts a force of 1150N, and Tommy exerts a force of 800N.

3. A geostationary satellite is boosted 35,786 K from the Earth’s surface. Is Earth’s gravitational on the satellite be more or less in orbit than when it was on Earth? Support your answer using scientific reasoning.

4. Based on the Law of Universal Gravitation, the gravitational pull is greater between two objects thatA. Have greater massesB. Are farther apartC. Have rougher surfacesD. Are moving at greater speed

5. Which of the following always causes change in speed, direction, or both?A. Balanced forces B. Unbalanced forcesC. Either balanced or unbalanced forcesD. Both balanced and unbalanced forces

6. The diagram on the right shows a ball in four positions as it rolls along a track from left to right. In which position does the ball have its minimum gravitational potential energy and maximum kinetic energy?A. 1B. 2C. 3D. 4

Draft: 5/18/2023

Appendix U: Forces and Gravity Study Guide: KEY

Be Sure to Understand the Following: Meaning of motion

Motion is the act of an object changing position through time.

How speed of a moving object is calculatedSpeed= Distance / Time

How weight and mass differMass is the amount of matter in an object and weight the gravitational pull multiplied by the mass

Meaning of forceA push or pull

Unit used for measuring forcesNewton

How to create a force diagram indicating a forces magnitude and directionSee examples in forces inquiry

How the net force acting on an object is determinedCalculate all forces acting upon the object

Difference between balanced and unbalanced forcesBalanced forces occur when the net force is equal to zero therefore the object does not change motion. Unbalanced forces occur when objects are not equal to zero therefore there is a change in motion.

How distance vs. time graphs and speed vs. time graphs are interpretedDistance vs. time graphs= how far two objects are from each otherSpeed vs. time graphs= how fast an object in moving in a given amount of time

Meaning of potential energy and when it is greatest / leastPotential Energy is stored energy. It is at its greatest when it is at its highest position, and potential energy is at its least when the rollercoaster is at its lowest position.

Meaning of kinetic energy and when it is greatest / leastKinetic energy is energy in motion. Its at its greatest when the rollercoaster is at its lowest point. Kinetic energy is the least at its highest point.

Two factors that affect gravitational forceMass and distance

Draft: 5/18/2023

Practice:Match the letter of the words below to the correct definitions.

a. net force b. balanced forces c. forces unbalanced forces

___c__ 1. A push or pull acting on an object___d__ 2. When the net force on an object is not zero___b__ 3. Forces that are always acting in equal but opposite directions___a__ 4. The total of all forces acting on an object

Motion GraphsThe graph on the right represents the motion of an object, and could represent two different types of graphs. Describe the object’s motion at each position for each type of graph.

Position vs. Time Graph:1. Object is moving at a constant rate forward2. Object is stopped3. Object returns to original position at constant rate

Speed vs. Time Graph: 1. Object is moving at a constant rate forward2. Object is stopped3. Object returns to original position at constant rate

Force Diagrams: Draw a force diagram, determine net force, and then state whether the forces are balanced or unbalanced for each scenario below.

1. A book at rest on a tabletop.

Draft: 5/18/2023

Forcegravity

Forcetable

2. Tommy and John are moving a table by exerting a pushing force on the same side. John exerts a force of 1150N, and Tommy exerts a force of 800N.

Net Force = (1150N + 800N) = 1950N

3. A geostationary satellite is boosted 35,786 K from the Earth’s surface. Is Earth’s gravitational on the satellite be more or less in orbit than when it was on Earth? Support your answer using scientific reasoning.The gravitational pull on the satellite would be less because the further away an object is to the ground, the less the gravitational pull on the object.

4. Based on the Law of Universal Gravitation, the gravitational pull is greater between two objects thatA. Have greater massesB. Are farther apartC. Have rougher surfacesD. Are moving at greater speed

5. Which of the following always causes change in speed, direction, or both?A. Balanced forces B. Unbalanced forcesC. Either balanced or unbalanced forcesD. Both balanced and unbalanced forces

6. The diagram on the right shows a ball in four positions as it rolls along a track from left to right. In which position does the ball have its minimum gravitational potential energy and maximum kinetic energy?A. 1B. 2C. 3D. 4

Draft: 5/18/2023

800N

1150N

daytonregionalstemcenter.orgdaytonregionalstemcenter.org/wp-content/uploads/2013/06/... · web...

Documents