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Printable ResourcesConcussions are a Headache!

Appendix A: Day 1 – Pre/Post TestAppendix B: Day 1 – Pre/Post Test Answer KeyAppendix C: Day 1 – Concussion Worksheet Teacher NotesAppendix D: Day 1 – Concussion Worksheet Appendix E: Day 1 – Concussion Worksheet Answer KeyAppendix F: Day 2 – Microgravity Accelerometers Appendix G: Day 2 – Newton’s 2nd Law and Momentum WorksheetAppendix H: Day 2 – Newton’s 2nd Law and Momentum Worksheet Answer KeyAppendix I: Day 2 – Accelerometer TestAppendix J: Day 2 – Accelerometer Test Answer KeyAppendix K: Day 4 – Engineering Design ChallengeAppendix L: Day 4 – Engineering WorksheetAppendix M: Day 4 – Suggested Resources HandoutAppendix N: Day 4 – Engineering Design Challenge RubricAppendix O: Day 5 – Technical Paper OutlineAppendix P: Day 5 – Technical Paper RubricAppendix Q: Day 5 – Engineering Design ProcessAppendix R: Day 9 – “MEMS do what?” HandoutAppendix S: Day 9 – “MEMS do what?” Answer KeyAppendix T: Day 9 – Career Journal TemplateAppendix U: Day 10 – Etching Activity PrelabAppendix V: Day 10 – Etching Activity Prelab Answer KeyAppendix W: Day 11 – Etching Activity Teacher InformationAppendix X: Day 11 – Etching Activity Student HandoutAppendix Y: Additional Teacher Resources

Appendix A: Day 1 – Pre/Post Test

Name __________________________ Period __________________ Date ____________Concussions are a Headache!

Multiple ChoiceIdentify the choice that best completes the statement or answers the question.

____ 1. What does MEMS stand for?a. Mechanical Engine Microsystems c. Microelectric Machines Syncb. Microelectromechanical systems d. Musical Electric Machine Systems

____ 2. Generally, how many “g’s” are sustained during a concussion?a. 1-3 g's c. 20-30 g'sb. 9-12 g's d. 90-100 g's

Problem: Show all your work on a separate sheet of paper. Circle your final answer.

3. At Rockwell High School, the student population is comprised of 55% males. Of the males, 63% participate in varsity athletics whereas only 58% of the females do. What is the probability of a Rockwell High School student participating in varsity athletics? Include a diagram in your answer.

4. A net force of 20 N is acting on an object with a mass of 5 kg. What is the acceleration of the object? Include a diagram in your answer.

Extended Response: Answer the following on a separate sheet of paper.

5. Sketch and label a one axis accelerometer. Briefly describe the function of each component.

6. Electronic devices that fit in the palm of your hand (like a smartphone) do a lot of tasks while being pretty small. How does building a prototype model help an engineer explain all that's going on inside a smartphone?

7. What are two advantages and two disadvantages of using models?

8. Explain the term "accelerometer" to a 2nd grader.

9. Briefly describe how microelectromechincal devices are made.

10. List the steps to the engineering design process.

Draft: 5/4/2023

Appendix B: Day 1 – Pre/Post Test Answer Key

Concussions are a Headache!Answer Section: Total Possible Points: 42

MULTIPLE CHOICE

1. ANS: B PTS: 12. ANS: D PTS: 1

PROBLEM

3. ANS:Males 55%Females 45% (100%-55%)Male Varsity Athletes 63%Female Varsity Athletes 58%

P(varsity athlete) = (Males %)*(Male Varsity Athlete %) + (Female %)*(Female Varsity Athlete %)

P(varsity athlete) = (0.55)*(0.63) + (0.45)*(0.58) = 0.6075 = 60.75%

Points Rationale4 Student response includes a correct diagram, a clear and completely

correct solution demonstrating understanding of conditional probability and the rules of probability

3 Student response includes a diagram, is correct with possibly one minor error in demonstrating understanding of conditional probability and the rules of probability

2 Student response is complete however there are more than one minor errors in demonstrating their understanding of conditional probability and the rules of probability AND/OR is missing or incorrect diagram

1 Student attempts to answer but there are major errors AND/OR is missing or incorrect diagram

0 Student does not attempt to answer

PTS: 44. ANS:

Draft: 5/4/2023


Points

Rationale

4 Student response includes a correct diagram, a clear and completely correct solution demonstrating the application of Newton’s 2nd Law (F=ma)

3 Student response includes a diagram, is correct with one minor error in demonstrating the application of Newton’s 2nd Law (F=ma)

2 Student response is complete however there are more than one minor errors demonstrating the application of Newton’s 2nd Law (F=ma) AND/OR is missing or incorrect diagram

1 Student attempts to answer but there are major errors0 Student does not attempt to answer

PTS: 4

Extended Response

5. ANS:Answers may vary, sample response:

Spring - allows the housing to move while the mass remains stationary.

Mass - due to inertia, the mass will try to stay stationary.

Housing - container for all the accelerometer parts, anchor point for the springs.

Points Rationale4 Student’s sketch and descriptions are correct3 Student’s sketch and descriptions are correct but there is one minor

error2 Student’s sketch and/or descriptions have more than one minor error1 Student’s sketch and/or descriptions have major errors0 Student does not attempt to answer

PTS: 4

Draft: 5/4/2023


6. ANS:Answers will vary, sample response:The mechanics of a smartphone are really small so if an engineer uses a bigger model, he/she can explain how their device works. Engineers can test their own ideas to see if they work in the model.

Points Rationale4 Student’s response is acceptable and demonstrates understanding

that a prototype is a working model used to test a design concept by making actual observations and necessary adjustments

3 Student’s response has at least one flaw in understanding that a prototype is a working model used to test a design concept by making actual observations and necessary adjustments

2 Student’s response has more than one flaw in understanding that a prototype is a working model used to test a design concept by making actual observations and necessary adjustments

1 Student’s response is lacking in understanding that a prototype is a working model used to test a design concept by making actual observations and necessary adjustments


PTS: 47. ANS:

Answers will vary, sample response:ADVANTAGES: models provide a visual representation of a conceptual design; models can be built first, tested and modified before building the real thing; models can be more cost-effective; models could be a time-saver in the long run.

DISADVANTAGES: some real problems may not manifest themselves in models that do show up in the real thing; models must be constructed carefully to be a realistic representation of the real thing; models are predictions and estimations, some people may not find them believable.

Points Rationale4 Student’s response lists 2 acceptable advantages and 2 acceptable

disadvantages3 Student’s response is missing an advantage or disadvantage

AND/OR lists an unacceptable advantage or disadvantage2 Student’s response lists only advantages or disadvantages and are

unacceptable0 Student does not attempt to answer

PTS: 48. ANS:

Answers will vary, sample response:

Draft: 5/4/2023


An accelerometer is a measuring tool that allows you to measure how much something is speeding up or slowing down. It can even tell if you have tilted or turned something, like your iPad or Wii controller.

Points Rationale4 Student’s response is an acceptable description of an accelerometer

in terms a 2nd Grader would understand3 Student’s response is an acceptable description of an accelerometer

in terms a 2nd Grader would understand however may use at least one word above a 2nd grade level

2 Student’s response is an acceptable description of an accelerometer in terms a 2nd Grader would understand however may use more than one word above a 2nd grade level

1 Student’s response is an unacceptable description of an accelerometer in terms a 2nd Grader would understand


PTS: 49. ANS:

Answers will vary, sample response:Microelectromechanical (MEM) devices are fabricated using nanotechnology and micromachining techniques. A silicon wafer is masked to prevent the silicon from being etched away. The wafer is then placed in a chemical etching solution to remove the silicon that has not been masked. This methods allow for the removal of silicon along it’s crystal planes.

Points Rationale4 Student’s response is acceptable and demonstrates understanding of

the process of fabricating MEMS devices3 Student’s response is acceptable and demonstrates understanding of

the process of fabricating MEMS devices however it has one minor flaw

2 Student’s response is acceptable and demonstrates understanding of the process of fabricating MEMS devices however it has more than one minor flaw

1 Student’s response contains major flaws in understanding0 Student does not attempt to answer

PTS: 410. ANS:

Points Student Response4 Student correctly identifies all the steps of the engineering design

process. (Identify problem, formulate question to be answered, think about possible solutions, design prototype, test the prototype,

Draft: 5/4/2023


redesign prototype)3 Student omits 1 step from the process2 Student omits 2-3 steps from the process1 Student omits 4-5 steps from the process0 Student cannot name any steps of the process

PTS: 4

Draft: 5/4/2023

Appendix C: Day 1 – Concussion Worksheet Teacher Notes

Conditional Probability BasicsHere is a brief explanation of setting up a conditional probability problem using a tree diagram.

EX Part 1: The student body of Podunk High School consists of 57% males. Of those males 67% receive a free lunch while only 52% of the females at PHS receive the free lunch.

Constructing a tree diagram consists of a couple of opposite groups (PHS Males vs Females). In the next branch of the tree, each group is split into subgroups.

PHS Males PHS Females 0.57 0.43

Students Students Students Students Receiving with Full Receiving with Full Free Lunch Price Lunches Free Lunch Price Lunches 0.67 0.33 0.52 0.48

Once the diagram is set up, the initial probabilities can be multiplied and added together.

EX Part 2: Find the probability of a PHS student receiving free lunch. Explanation, find the branches of the tree dealing with free lunch and multiply the probabilities together. (0.67)*(0.57) + (0.43)*(0.48) = 0.5883

EX Part 3 Given that a PHS student receives free lunch, find the probability of the student being a female. One branch of the tree involves females and free lunches. This branch is your numerator. The “given” portion of the instructions gives you the denominator (multiple tree branches)

(0.43)∗(0.48)(0.67)∗(0.57)+(0.43)∗(0.48)

= .3508

Draft: 5/4/2023

Appendix D: Day 1 – Concussion Worksheet

Name __________________________ Period ____________ Date ____________Concussion Worksheet

Concussions have become an epidemic in high school athletics. New statistics are being released every day to explain this problem. Today we are going to use some of these statistics to explore the topic of probability. Attached is some data relating to concussions.

1. According to the National High School Federation approximately 18.3% of high school athletes play football. Of those football players, 8.5% of those players are diagnosed with a concussion during the high school season. Of the non-football players, 2.4% were diagnosed with concussions.

a. Construct a tree diagram to show the sample space of the events.

b. Find the probability of a high school athlete being diagnosed with concussions?

c. Given an athlete has been diagnosed with a concussion, find the probability that the student plays football.

Draft: 5/4/2023

Appendix D: Day 1 – Concussion Worksheet

2. According to the NHSF participation in high school soccer occurs at a rate of 52.7% for boys and 47.3% for girls. Injury high school soccer occur at a rate of 2.43% for boys and 2.36% for girls. Of those injuries concussions occur at a rate of 9.4% for boys and 15.1% for girls.

a. Construct a tree diagram to show the sample space of all possible events.

b. Find the probability of suffering an injury while playing soccer.

c. Given that a soccer player is injured, find the probability of the athlete being female.

d. Find the probability of suffering a concussion while playing soccer.

e. Given that a soccer player has been diagnosed with a concussion, find the probability of the player being female.

Draft: 5/4/2023

Appendix E: Day 1 – Concussion Worksheet Answer Key

Concussion Worksheet Answer KeyConcussions have become an epidemic in high school athletics. New statistics

are being released every day to explain this problem. Today we are going to use some of these statistics to explore the topic of probability. Attached is some data relating to concussions.

1. According to the National High School Federation approximately 18.3% of high school athletes play football. Of those football players, 8.5% of those players are diagnosed with a concussion during the high school season. Of the non-football players, 2.4% were diagnosed with concussions.

a. Construct a tree diagram to show the sample space of the events.

FOOTBALL NON-FOOTBALL18.3% 81.7%

CONCUSSION NO-CONCUSSION CONCUSSION NO-CONCUSSION 8.5% 91.5% 2.4% 97.6%

b. Find the probability of a high school athlete being diagnosed with concussions?

P(CONCUSSION) = (.183)*(.085) + (.817)*(.024) = 0.02

c. Given an athlete has been diagnosed with a concussion, find the probability that the student plays football.

P(CONCUSSION+FOOTBALLCONCUSSION

¿=(.183∗.085)

(.183∗.085+.817∗.024) = .078

Draft: 5/4/2023


2. According to the NHSF participation in high school soccer occurs at a rate of 52.7% for boys and 47.3% for girls. Injury high school soccer occur at a rate of 2.43% for boys and 2.36% for girls. Of those injuries concussions occur at a rate of 9.4% for boys and 15.1% for girls.

a. Construct a tree diagram to show the sample space of all possible events.

BOYS SOCCER GIRLS SOCCER .527 . .473

INJURY NO INJURY INJURY NO INJURY .0243 .9757 .0236 .9764

CONCUSSION NONCONCUSSION CONCUSSION NONCONCUSSION.094 .906 .151 .849

b. Find the probability of suffering an injury while playing soccer.

P(INJURY) = .527*.0243 + .473*.0236 = 0.011

c. Given that a soccer player is injured, find the probability of the athlete being female.

P( INJURY +FEMALEINJURY

¿=(.473∗.0236)

(. .527∗.0243+.473∗.0236) = .466

d. Find the probability of suffering a concussion while playing soccer.

P(CONCUSSION) = .527*.0243*.094 + .473*.0236*.151 = 0.0029

e. Given that a soccer player has been diagnosed with a concussion, find the probability of the player being female.

P(CONCUSSION+ INJURY +FEMALE

CONCUSSION¿=

(.473∗.0236∗.151)(. .527∗.0243∗.094+ .473∗.0236∗.151) =

Draft: 5/4/2023


0.595

Draft: 5/4/2023

Appendix F: Day 2 – Microgravity: Accelerometers

The following 6 pages are an excerpt from a lesson developed by NASA called “Microgravity — A Teacher's Guide with Activities in Science, Mathematics, and Technology”. The entire lesson can be found on NASA’s website or by following this link:

http://www.nasa.gov/pdf/62474main_Microgravity_Teachers_Guide.pdf

OR

http://goo.gl/53wL7

Draft: 5/4/2023

http://goo.gl/53wL7

http://www.nasa.gov/pdf/62474main_Microgravity_Teachers_Guide.pdf


Accelerometers Objective: • To measure the acceleration

environments created by different motions.

Science Standards: Physical Science - position and motion of objects Unifying Concepts and Processes Change, Constancy, & Measurement Science and Technology - abilities of technological design

Science Process Skills: Communicating Measuring Collecting Data

Mathematics Standards: Communication Number & Number Relationships Measurement Computation & Estimation

Activity Management: This activity provides students with the

plans for making a one-axis accelerometer that can be used to measure acceleration in different environments ranging from +3 g to -3 g. The device consists of a triangular shaped poster board box they construct with a lead fishing sinker suspended in its middle with a single strand of a rubber band. Before using the device, students must calibrate it for the range of accelerations it can measure.

The pattern for making the accelerometer box is included in this guide. It must be doubled in size. It is recommended that

-3

-2

-1

0

1

2

3

Students construct a device that can measure acceleration environments from +3 to -3 9.

Lightweight poster board (any color)

3 "drilled egg" lead fishing sinkers, 1 ounce size

Masking tape Rubber band, #19 size 4 small paper clips Scissors Straightedge Ballpoint pen Pattern Hot glue (low temperature)

several patterns be available for the students to share. To save on materials, students can work in teams to make a single accelerometer. Old file folders can be substituted for the poster board. The student reader can be used at any time during the activity.

Draft: 5/4/2023

MA

TER

IALS

AN

D T

OO

LS


The instructions call for three egg (shaped) sinkers. Actually, only one is needed for the accelerometer. The other two are used for caiibrating the accelerometer and can be shared between teams.

When the boxes are being assembled, the three sides are brought together to form a prism shape and held securely with masking tape. The ends should not be folded down yet. A rubber band is cut and one end is inserted into a hole punched into one of the box ends. Tie the rubber band to a small paper clip. This will prevent the end of the rubber band from sliding through the hole. The other end of the rubber band is slipped through the sinker first and then tied off at the other end of the box with another paper clip. As each rubber band end is tied, the box ends are closed and held with more tape. The two flaps on each end overlap the prism part of the box on the outside. It is likely that the rubber band will need some adjustment so it is at the right tension. This can be easily done by rolling one paper clip over so

will be difficult to read the scale. It is easier to read if the students jump with the meter. In this case, they must keep the meter in front of their faces through the entire jump. Better still would be to take the accelerometer on a fast elevator, on a trampoline, or a roller coaster at an amusement park.

Assessment: Test each accelerometer to see that it is constructed and calibrated properly. Collect and review the student sheets.

Extensions: 1. Take the accelerometer to an amusement park

and measure the accelerations

NS

2the rubber band winds up on it. When the rubber 1

2band is lightly stretched, tape the clip down.

After gluing the sinker in place on the rubber band, the accelerometer must be calibrated. The

SNNS

012

1012

position of the sinker when the box is standing on one end indicates the acceleration of 1 gravity (1 g). By making a paper clip hook, a second sinker is hung from the first and the new position of the first sinker indicates an acceleration of 2g9. A third sinker indicates 3 g. Inverting the box and repeating the procedure yields positions for negative 1, 2, and 3 g. Be sure the students understand that a negative g acceleration is an acceleration in a direction opposite gravity's pull. Finally, the half way position of the sinker when the box is laid on its side is 0 g.

Students are then challenged to use their accelerometers to measure various accelerations. They will discover that tossing the device or letting it fall will cause the sinker to move, but it

Magnetic Accelerometer Three ring magnets with like poles facing each other.

2. Construct a magnetic accelerometer. 3. Design and construct an accelerometer for

measuring very slight accelerations such as those that might be encountered on the Space Shuttle.

Draft: 5/4/2023

Mag

netic

Pol

e A

rran

gem

ent

Accelerometer Box Pattern

Hole for rubber band

Enlarge 2X

5 cm 5 cm 5 cm 5 cm

2 cm

Hole for rubber band

Draft: 5/4/2023

5 cm

4 cm

27 c

m

19 c

m

4 cm

Student Reader - 1

Acceleration Acceleration is the rate at which an object's velocity is changing. The change can be in how fast the object is moving, a direction change, or both. If you are driving an automobile and press down on the gas pedal (called the accelerator), your velocity changes. Let's say you go from 0 kilometers to 50 kilometers per hour in 10 seconds. Your acceleration is said to be 5 kilometers per hour per second. In other words, each second you are going 5 kilometers per hour faster than the second before. In 10 seconds, you reach 50 kilometers per hour.

You feel this acceleration by being pressed into the back of your car seat. Actually, it is the car seat pressing against you. Because of the property of inertia, your body resists acceleration. You also experience acceleration when there is a change in direction. Let's say you are driving again but this time at a constant speed in a straight line. Then, the road curves sharply to the right. Without changing speed, you make the turn and feel your body pushed into the left wall of the car. Again, it is actually the car pushing on you. This time, your acceleration was a change in direction. Can you think of situations in which acceleration is both a change in speed and direction?

The reason for this discussion on acceleration is that it is important to understand that the force of gravity produces acceleration on objects. Imagine you are standing at the edge of a cliff and you drop a baseball over the edge. Gravity accelerates the ball as it falls. The acceleration is 9.8 meters per second per second. After 5 seconds, the ball is traveling at a rate of nearly 50 meters per second. To create a microgravity environment where the effects of gravity on an experiment are reduced to zero, NASA would have to accelerate that experiment (make it fall) at exactly the same rate gravity does. In practice, this is hard to do. When you jump into the air, the microgravity environment you experience is about 1/100th the acceleration of Earth's gravity. The best microgravity environment that NASA's parabolic aircraft can create is about 1/1000th g. On the Space Shuttle in Earth orbit, microgravity is about one-millionth g. In practical terms, if you dropped a ball there, the ball would take about 17 minutes just to fall 5 meters!

Microgravity — A Teacher's Guide with Activities in Science, Mathematics, and Technology, 91 EG-1997-08-110-HQ, Education Standards Grades 5-8 (∆), 9-12 (t)

Draft: 5/4/2023

Student Worksheet - 1

Accelerometer Construction and Calibration

The instructions below are for making a measuring device called an accelerometer. Accelerometers are used to measure how fast an object changes its speed in one or more directions. This accelerometer uses a lead weight suspended by a rubber band to sense changes in an object's motion.

Building the Accelerometer: 1. Trace the pattern for the accelerometer on a

piece of poster board. Cut out the pattern. 2. Use a ruler and a ballpoint pen to draw the fold

lines on the poster board in the same place they are shown on the pattern. As you draw the lines, apply pressure to the poster board. This will make the poster board easier to fold.

3. Fold the two long sides up as shown in the first illustration. The left side with the tabs is folded over first. The right side is folded second. This makes a long triangle shape. Use tape to hold the sides together.

4. Punch a small hole in one of the end triangles. Cut the rubber band to make one long elastic band. Tie one end of the band to a small paper clip. Thread the other end through the hole.

5. Slip the lead weight on the band. Punch a hole in the other end triangle. While stretching the band, slip the free end through the second hole and tie it to a second paper clip.

6. Set the triangular box on its side so the window is up. Slide the weight so it is in the middle of the elastic band. Put a dab of hot glue on each end of the weight where the elastic band enters the holes.

7. If the elastic band sags inside the box, roll the elastic around one of the paper clips until it is snug. Then tape the paper clip in place. Tape the other triangular end in place.

Fold this side first. The two flaps are on the inside. Fold this side

second and tape to hold.

Draft: 5/4/2023

Student Worksheet - 2

Fold ends after rubber band and weight are attached. The two flaps on each end are folded to the outside.

Ta pe

-3

-2 Ta

pe

-1

0

1Calibrating the Accelerometer: 1. Stand the accelerometer on one end. Using a

pencil, mark one side of the accelerometer next to the middle of the weight. Identify this mark as 1 g.

2. Using a small paper clip as a hook, hang a second weight on the first. Again, mark the middle of the first weight on the accelerometer. Identify this mark as 2 g. Repeat this step with a third weight and identify the mark as 3 g.

3. Remove the two extra weights and stand the accelerometer on its other end. Repeat the marking procedure and identify the marks as - 1 g, -2 g, and -3 g.

4. The final step is to mark the midway position between 1 and -1 g. Identify this place as 0 g. The accelerometer is completed.

2

3

Finished Accelerometer

Draft: 5/4/2023

Appendix G: Day 2 – Newton’s 2nd Law and Momentum Worksheet

Name __________________________ Period ____________ Date ____________

Newton’s 2nd Law and Momentum Worksheet

Answer the following questions on a separate piece of paper. Make sure you show the equation, substitution with units and the units of the answer!

1. How much force is required to accelerate a 2 kg mass at 3 m/s2?

2. Given a force of 100 N and an acceleration of 10 m/s2, what is the mass?

3. What is the acceleration of a 10 kg mass pushed by a 5 N force?







10. How much more force is needed to accelerate a 100 kg object at 40 km/hr in 10 seconds?

11. A steel ball whose mass is 2.0 kg is rolling at a rate of 3.8 m/s. What is its momentum?

12. A marble is rolling at a velocity of 1.5 m/s with a momentum of 0.10 kg*m/s. What is the weight of the marble?

Draft: 5/4/2023

Appendix H: Day 2 – Newton’s 2nd Law and Momentum WorksheetAnswer Key

ANSWERS

1. F = ma F = 2 kg * 3 ms ² F = 6 N

2. F = ma 100 N = m * 10 ms ² m = 10 kg

3. F = ma 5 N = 10 kg * a a = 0.5 ms ²

4. F = ma 88 N = m * 4 ms ² m = 22 kg

5. F = ma F = 12 kg * 5 ms ² F = 60 N

6. F = ma 10 N = m * 5 ms ² m = 2 kg

7. F = ma F = 5 kg * 20 ms ² F = 100 N

8. F = ma 6 N = 24 kg * a a = 0.25 ms ²

9. F = ma 10 N = 25kg * a a = 0.4 ms ²

10. F = ma a = Vta=40km /hr

10 secs=4 km /hr /secF=100 kg∗4 km

hr F = 400 N

11. P = mv P = mv P = 2 kg * 3.8 ms P = 7.6 kg*m/s

12. P =mv 0.10kg∗ms

=m∗1.5 ms m = 0.067 kg

Draft: 5/4/2023

Appendix I: Day 2 – Accelerometer Test

Name __________________________ Period ____________ Date ____________

Accelerometer TestsAnswer the following as you test your accelerometer using complete sentences.

Accelerometer Team Names:

___________________________ ___________________________

___________________________ ___________________________

Test your accelerometer by jumping in the air with it a few times. What happens to the position of the sinker?

What “g” forces did you encounter in your jumps?

Where else might you encounter g forces like these?

Explain how your accelerometer measures different accelerations.

Draft: 5/4/2023

Appendix J: Day 2 – Accelerometer Test Answer Key)

Accelerometer TestAnswer the following as you test your accelerometer using complete sentences.

Accelerometer Team Names:

___________________________ ___________________________

___________________________ ___________________________

Test your accelerometer by jumping in the air with it a few times. What happens to the position of the sinker?

Answers will vary. They should include a discussion as to how the sinker moves appears to move down as they jump up, stops moving at the top of their jump and moves down when they land.

What “g” forces did you encounter in your jumps?

Answers will vary.

Where else might you encounter g forces like these?

Answers will vary. Suitable responses will include such things as roller coasters and traveling over a hill in a car.

Explain how your accelerometer measures different accelerations.

Because of inertia, the sinker will try to stay where it is and this will stretch the rubber band. Eventually the rubber band will be able to move the sinker. The rubber band obeys Hooke’s Law which states the restorative force is proportional to the amount of stretch. By measuring how much the rubber band has to stretch before it moves the sinker you can determine your acceleration. Small accelerations will not stretch the rubber band as much as large accelerations.

Draft: 5/4/2023

Appendix K: Day 4 – Engineering Design Challenge

Engineering Design Challenge

You are a team of engineering consultants that has been contacted by the well-known athletic gear company, Riddell. They are concerned with the high number of concussions being reported by athletes and want your help in designing an accelerometer that will measure head impact. Your team has already created a large-scale accelerometer to show Riddell, but they have requested a much smaller device that can be built into the helmet so as not to interfere with the play of the game. Additionally, they also want to see an option that is more sensitive than your original. (Your new functional prototype accelerometer must measure no larger than 10 x 5 cm.) You will then write a technical report and present your design to Riddell for a final review.

List 3 questions that you and your team have for Riddell before beginning your challenge.

1.

2.

3.

Questions to discuss and answer with your team:

How can your accelerometer be redesigned so it is more sensitive to slight accelerations?

Make a sketch of your idea on the back of this page and write out a short explanation.

Draft: 5/4/2023

Appendix L: Day 4 – Engineering Worksheet

Name __________________________ Period ____________ Date ____________

Engineering Worksheet

Questions:1. Why do you think that to a scientist or engineer failure is not necessarily a

bad thing?

2. What are the constraints you are facing as you complete the engineering design challenge?

3. Use Hooke’s Law (F = kΔx where F is the restorative force, k is the spring constant and x is the amount a spring has been stretched or compressed) to show how two different springs can have the same restorative force.

4. What is meant by the term accuracy?

5. Does making an accelerometer smaller make it more accurate? Support your answer!

6. Name 3 factors that can affect the sensitivity of an accelerometer:

Draft: 5/4/2023

Appendix L: Day 4 – Engineering Worksheet

Planning your design:

What design modification will you address to increase measurement sensitivity?

How will you go about doing this? List what steps you intend to take.

What materials will you need to make the accelerometer more sensitive AND smaller?

Draft: 5/4/2023

Appendix M: Day 4 – Suggested Resources Handout

Engineering Design Challenge Suggested Resources

The following list can be found at http://goo.gl/uhwVH

A beginner’s guide to accelerometers

http://www.dimensionengineering.com/info/accelerometers

Accelerometer Principles http://zone.ni.com/devzone/cda/ph/p/id/12?nipkw=accelerometer&nisrc=Google&niurl=&ninet=search&nicam=Measurements_Ad_Text&nigrp=Sensor_Accelerometer

What does the iPhone accelerometer do?

http://www.howstuffworks.com/iphone-accelerometer.htm

Accelerometers http://www.hobbytronics.co.uk/accelerometer-info

Engineer Guy shows how a phone accelerometer works

http://www.engadget.com/2012/05/22/the-engineer-guy-shows-how-a-smartphone-accelerometer-works/

What is MEMS? http://www.memsindustrygroup.org/i4a/pages/index.cfm?pageid=3926

MEMS Pressure Sensor Fabrication (video)

https://www.youtube.com/watch?v=JhBmvnil66M&feature=youtu.be

Backside Etch (video) https://www.youtube.com/watch?v=oUi_s2KoAEg

MicroElectroMechanical Systems (MEMS)

http://mems.sandia.gov/

MEMS Presentation by Vinyak Hegde

http://www.slideshare.net/vinayak.nandi/mems-detail-presentation

What is MEMS Technology? https://www.mems-exchange.org/MEMS/what-is.html

Southwest Center for Microsystems Education

http://scme-nm.org/index.php?option=com_content&view=featured&Itemid=192

Discover the MEMS in the Machine

http://www.memsindustrygroup.org/i4a/pages/index.cfm?pageid=3933

National Instruments: Accelerometer Principles

http://zone.ni.com/devzone/cda/ph/p/id/12

MEMSnet http://www.memsnet.org/mems/fabrication.html

Draft: 5/4/2023

http://www.memsnet.org/mems/fabrication.html

http://zone.ni.com/devzone/cda/ph/p/id/12





https://www.mems-exchange.org/MEMS/what-is.html



http://mems.sandia.gov/

https://www.youtube.com/watch?v=oUi_s2KoAEg







http://www.hobbytronics.co.uk/accelerometer-info

http://www.howstuffworks.com/iphone-accelerometer.htm

http://zone.ni.com/devzone/cda/ph/p/id/12?nipkw=accelerometer&nisrc=Google&niurl=&ninet=search&nicam=Measurements_Ad_Text&nigrp=Sensor_Accelerometer



http://www.dimensionengineering.com/info/accelerometers

http://goo.gl/uhwVH

Appendix N: Day 4 – Engineering Design Challenge Rubric

Engineering Design Challenge RubricCategory 4 Points 3 Points 2 Points 0 Point

Presentation

Content (x2) Thoroughly and clearly states the design and function of the small-scale accelerometer to give a basic understanding of its operation.

Discusses the design and function of the small-scale accelerometer to give a basic understanding of its operation.

Discusses the design and function of the small-scale accelerometer but incorrectly describes its operation.

No discussion of the design, function and/or operation.

Organization Presentation is clearly organized similar to the technical paper outline so that the presentation follows a logical sequence with no distracting elements or blocks of texts.

Presentation appears to flow in a logical sequence and addresses the technical paper outline.

Presentation does not flow smoothly and/or major omissions of content from the technical paper outline.

The presentation is hard to follow and is obvious that there is no logical sequence to the information presented.

Performance Effectively delivers to the audience by making eye contact with audience and adds to text on slide. Uses voice variation; interesting and vivid to hear.

Makes eye contact with the audience, but does not add to information provided on slide. Speaks clearly and confidently.

Makes very little eye contact and read off of slide. Uses incomplete sentences.

Little or no attempt is made to stay on the topic. Does not consider audience. Difficult to understand.

Teamwork Presentation shows that each person delivered key information and evidence of rehearsal is evident

Presentation shows that 75% of the team delivered key information and evidence of rehearsal is evident



Draft: 5/4/2023

Appendix N: Day 4 – Engineering Design Challenge Rubric

Prototype

Meets Constraint

The prototype measures 10x5 cm as a specified constraint.

The prototype does not meet the constraint of 10x5 cm.

Function The prototype does measure accelerations performing with 100% consistency.

The prototype measures accelerations consistently 80% of the time.

The prototype measures consistently <80% of the time.

The prototype does NOT measure accelerations

Sensitivity The team presents evidence that supports the fact that their prototype is more sensitive than the large- scale model.

The team has not evidence that supports the fact that their prototype is more sensitive than the large-scale model

Engineering Design Process (EDP)

The team’s prototype is clearly the result of the teams successful application of the EDP

The team’s prototype is clearly NOT the result of the teams application of the EDP

Draft: 5/4/2023

Appendix O: Day 5 –Engineering Design Process

Engineering Design Challenge: Technical Paper Outline

The purpose of a technical paper is to explain what the team did and why they did it. Note that this is NOT a lab report. It is a way to communicate, in a professional manner, what the team did with clear explanations and reasons. The team’s technical paper must address the stakeholders as presented in the engineering design challenge. The goal is to persuade the stakeholders to choose the team’s proposed design solution.

Technical paper should follow APA formatting, use Times New Roman: 12-point font, and be double spaced.

Title Page: (centered) Project Title Team’s STEM Business Name Authors’ Names School Teacher / Coach’s Name Submission Date

Introduction:Some authors find it easiest to initially skip this section until the remainder of the proposal is finished. Define the problem and explain the need to take action. State the design challenge’s purpose and potential for solving the problem.

Begin with a one-sentence statement: “The purpose of this project is to…”Use verbs that show measurable results: assess, compare, determine, evaluate, identify, develop, define, increase, decrease, improve, reduce, etc.

Identify and explain the effects of doing nothing to solve the problem.Make the reader feel a need to take action by briefly explaining the importance of the subject.

Provide research-based background information regarding the subject. Briefly explain why you chose to do what you did.

This will familiarize the readers with the subject and to gain their interest.

Engineering Design Process:This is the largest section of your proposal. It will tell the readers how you will solve the problem, why you will do it that way, and what the deliverables are. Provide a description of the prototype’s evolution based on the phases of the

provided engineering design process.For each step, state how and why you are doing it that way, and what the deliverable is. The deliverable should be something the reader could see, hold, feel, or experience.

Support testing methods (related to the engineering design process) and results with diagrams such as chart, table, and/or spreadsheet formats.

Explain STEM careers required for achieving full-scale version of prototyped design solution. Include description of the roles, responsibilities, and educational requirements of the professionals.

Conclusion: Restate and summarize the design’s purpose, benefits, and affects on the future. Suggest further research needs and possible design improvements.References: Cite Sources in APA Format.

(adapted from: Purdue OWL: INDOT workshop resources for engineers, nd)

Draft: 5/4/2023

Appendix P: Day 5 –Technical Paper Rubric

Engineering Design Challenge: Technical Paper Rubric

COMPONENT 4 3 2 1TECHNICAL PAPER

Technical Writing

Utilizes accurate technical language and terminology.

Cites credible evidence within document that demonstrates a comprehensive understanding of the concept, design challenge, and stakeholders.

Utilizes accurate, technical language and terminology that demonstrates a comprehensive understanding of the concept, design challenge, and stakeholders.

Utilizes mostly accurate, technical language and terminology that demonstrates an understanding of the concept, design challenge, and stakeholders.

Minor errors are evident.

Attempts to utilize accurate technical language and terminology that demonstrates an understanding of the concept, design challenge, and stakeholders.

Major errors are evident.

INTRODUCTION

Purpose

In-depth inferences, reinforced by research that justifies the need for stakeholders to choose team’s proposed design by concisely:

Defining the problem and urgency for stakeholders to take action.

Stating the design’s purpose and potential for solving the problem.

Identifying and explaining the effects of doing nothing to solve the problem.

Justifies the need for stakeholders to choose team’s proposed design by concisely:

Defining the problem and urgency for stakeholders to take action.



Addresses the need for stakeholders to choose team’s proposed design solution by:

Defining the problem.



Addresses the need for stakeholders to choose team’s proposed design solution by including two of the following:

Defining the problem.



Background Research

Includes in-depth inferences, reinforced by facts, to concisely synthesize the background research in relationship to the engineering design problem.

Concisely synthesizes background research in relationship to the engineering design problem.

Describes concepts in relationship to the engineering design problem. including:

Minor omissions in details are evident.

Vaguely describes concepts in relationship to the engineering design problem.

Major omissions in details are evident.

Draft: 5/4/2023

Appendix P: Day 5 –Technical Paper Rubric

COMPONENT 4 3 2 1ENGINEERING DESIGN PROCESS

EngineeringProcess

Provides a thorough and highly extensive description of the prototype’s evolution based on the iterative nature of the provided engineering design process diagram.

Provides a detailed description of the prototype’s evolution based on the iterative nature of the provided engineering design process diagram.

Provides a description of the prototype’s evolution based on the iterative nature of the provided engineering design process diagram.

Minor omissions of phases and/or phase content are evident.

Provides a description of the prototype’s evolution that is not based on the provided engineering design process diagram.

Major omissions of phases and/or phase content are evident.

Testing Documentation

Provides justification, application, or synthesis of accurately supporting testing methods (related to the engineering design process) and results with diagram, chart, table, and/or spreadsheet formats.

Accurately and consistently supports all testing methods (related to the engineering design process) and results with diagram, chart, table, and/or spreadsheet formats.

Minor inconsistencies in supporting testing methods (related to the engineering design process) and results with diagram, chart, table, and/or spreadsheet formats.

Inconsistently supports testing methods (related to the engineering design process) and results with diagram, chart, table, and/or spreadsheet formats.

STEM Career Connection

Explains STEM careers applicable for completion of full-scale version of prototype design.Bases explanation on research and includes description of: Roles Responsibilities Educational Requirements Salary Based on Education and

Experience Levels

Explains STEM careers applicable for completion of full-scale version of prototype design.Bases explanation on research and includes description of: Roles Responsibilities Educational Requirements

Explains STEM careers applicable for completion of full-scale version of prototype design.Bases explanation on research and includes limited description of: Roles Responsibilities Educational Requirements

Explains STEM careers essential for achieving full-scale version of prototyped design.

CONCLUSION

Conclusion

Employs high-level inferences while drawing on previously researched facts, testing results, and reasoning to persuasively:Restate and summarize design’s purpose, benefits, and effects on the future.Suggest further research needs and possible design improvements.

Persuasively:

Restates and summarize design’s purpose, benefits, and effects on the future.

Suggests further research needs and possible design improvements.

Restates and summarize design’s purpose, benefits, and effects on the future.


Restates and summarizes design’s purpose, benefits, and effects on the future.


Major omissions are evident.

REFERENCES

References All references are properly cited in APA format.

References are cited in APA format with minor errors.

References are cited in an inconsistent format.

Little or no attempt is made to cite references in a consistent format.

Draft: 5/4/2023

Appendix Q: Day 5 –Engineering Design Process

Ask: What is the problem?What have others done?What are the constraints?

Think:What could be some solutions?Brainstorm ideas, choose the best ones.

Plan:Draw a diagram.Make a list of materials, you will need.

Test:Follow your plan and create it.Test your solution to the problem.

Improve: Make the design better.Test it, again.

Draft: 5/4/2023

Appendix R: Day 9 – “MEMS Do What?” Handout

Name ________________________ Period ______________Date____________

MEMS Do What!?

Guided Notes on the YouTube Video:What does MEMS stand for?

Name two places where MEMS are used:

How are MEMS made?

What is the difference between the Mechanical and Electrical components?

How many MEMS devices are there per person living in North America?

Pay close attention to the discussion of the accelerometer found in car air bags. Briefly describe its action:

What is a micro-mirror device?

How is MEMS helpful in the consumer electronics market like headphones?

How is MEMS being used in the medical field?

Draft: 5/4/2023

Appendix R: Day 9 – “MEMS Do What?” Handout

Notes on PowerPoint:The most interesting thing I learned was.....

I still have questions about.....

Answers to index card questions: Student #1:

1.

2.

3.

Student #2:1.

2.

3.

Draft: 5/4/2023

Appendix S: Day 9 – “MEMS Do What!?” Answer Key

MEMS Do What!? Answer Key

Guided Notes on the YouTube Video:What does MEMS stand for?Microelectromechanical systems MEMS

Name two places where MEMS are used:(Answers will vary) Smartphones and iPads

How are MEMS made?(Answers will vary) MEMS are fabricated using micromachining techniques similar to those used to fabricate integrated circuits. Some examples are: Bulk Micromachining, Surface Micromachining, Wafer Bonding, Deep Reactive Ion Etching of Silicon

What is the difference between the Mechanical and Electrical components?The mechanical component will physically move whereas the electrical component will carry the electronic signal.

How many MEMS devices are there per person living in North America?15-20

Pay close attention to the discussion of the accelerometer found in car air bags. Briefly describe its action:A micro sensor moves in response to a vehicle’s acceleration. A tiny mass is mounted on a hinge that moves as the vehicle moves and sensors read the change in the mass relaying it to a processor. In a collision, there is a rapid change in acceleration. The sensor reads the change in the mass and when it hits an unsafe level, the airbag is deployed.

What is a micro-mirror device?Micro-mirror devices are being used in home theaters video projectors and TVs. These devices utilize hinged, microscopic mirrors that better focus images by reflecting or blocking light. These tiny mirrors create finely tuned images that surpass current projectors. Higher picture quality results.

How is MEMS helpful in the consumer electronics market like headphones?MEMS decrease audio distortion and improve quality and clarity of sound.

How is MEMS being used in the medical field?Pharmaceutical chips imbedded in patients can release a specific amount of drug at the correct time. MEMS sensors imbedded in scalpels allow surgeons to monitor the force and depth of an incision.

Draft: 5/4/2023

Appendix T: Day 9 – Career Journal Template

Name _______________________ Period ________________ Date____________

Name of Career:

Education Required (be specific with levels and areas of study):

Daily Job Duties:

Describe how this professional plays a role in the world of MEMS technology:

Please reflect in 4-5 sentences on if you are interested in this career:

Draft: 5/4/2023

Appendix U: Day 10 – Etching Activity Prelab

Name __________________________ Period _______________ Date____________

Etching Activity Prelab

Directions: The purpose of this prelab assignment is to show you how MEMS are manufactured. Then, tomorrow you will be performing a similar process in the lab called Silicon Etching. Use this Google search engine (http://www.google.com/cse/publicurl?cx=007896470641676337318:brfng6ogv1e OR http://bit.ly/12OXUD5) to answer the following questions.

MEMS Manufacturing

1. How many layers are used in a standard lithography fabrication?

2. What is bulk micromachining?

3. What is surface micromachining?

4. What are some common masking materials for the etching process?

5. Wafer bonding is analogous to what in the macroscale world?

Draft: 5/4/2023

http://bit.ly/12OXUD5

http://www.google.com/cse/publicurl?cx=007896470641676337318:brfng6ogv1e



Appendix U: Day 10 – Etching Activity Prelab

MEMS Applications

6. Name 3 ways that MEMS have contributed to biotechnology.

7. Name 3 ways that MEMS have contributed to the field of medicine.

MEMS Challenges

8. Name and explain one current challenge to the field of MEMS.

Draft: 5/4/2023

Appendix V: Day 10 – Etching Activity Prelab Answer Key

Etching Activity Prelab Answer Key

Directions: The purpose of this prelab assignment is to show you how MEMS are manufactured. Then, tomorrow you will be performing a similar process in the lab called Silicon Etching. Use this Google search engine (http://www.google.com/cse/publicurl?cx=007896470641676337318:brfng6ogv1e OR http://bit.ly/12OXUD5) to answer the following questions.

MEMS Manufacturing

1. How many layers are used in a standard lithography fabrication?Four.

2. What is bulk micromachining?This technique involves the selective removal of the substrate material in order to realize miniaturized mechanical components. Bulk micromachining can be accomplished using chemical or physical means, with chemical means being far more widely used in the MEMS industry.

3. What is surface micromachining?This involves a sequence of steps starting with the deposition of some thin-film material to act as a temporary mechanical layer onto which the actual device layers are built;

4. What are some common masking materials for the etching process?silicon dioxide and silicon nitride

5. Wafer bonding is analogous to what in the macroscale world?welding.

MEMS Applications6. Name 3 ways that MEMS have contributed to biotechnology.

(Multiple correct answers) PCR, biochips, electroporation

7. Name 3 ways that MEMS have contributed to the field of medicine.(Multiple correct answers) Pressure sensors measure intrauterine pressure during birth.MEMS pressure sensors used in drug infusion pumpsMEMS pressure sensors used in ventilating machines

MEMS Challenges8. Name and explain one current challenge to the field of MEMS.

Need deeper knowledge of MEMS fabrication, better access to fabrication equipment and expertise, and access to better and more efficient packaging.

Draft: 5/4/2023

http://bit.ly/12OXUD5




Appendix W: Day 11 – Etching Activity Teacher Information

Etching Activity Teacher Information

The plating experiment begins with galvanized (Zn coated) metal. HCl is used to remove the Zn, leaving steel exposed with no protective coating. The iron of the steel reacts with the copper to produce a copper design. The resulting square of metal will have a copper design on silver colored metal. The process models the MEMS fabrication technique in the masking and removal steps. The actual fabrication steps could be done in a classroom using silicon wafers and potassium hydroxide solution, but is much more expensive than the Zn and Cu technique. You may want to refer to the metal square as a “wafer” to utilize similar terminology to the MEMS process.

Students should have a basic understanding of chemical reactions and be able to recognize evidence for chemical reactions. The lesson also addressed oxidation and reduction.

Time Required: 40-50 minutes for the masking and reactions. Students usually want to make more than one square!

Preparing Materials

Galvanized iron can be purchased from hardware stores as metal roofing. It can be cut with tin snips and will have sharp edges. Pre-cut squares can be purchased in large quantities from Flinn Scientific. Plan one metal piece per student and have extra squares.

Several rolls of masking tape can be shared among groups; wider tape is better.

Caution should be taken in using these materials with students. Safety glasses and lab aprons should be used.

6M HCL allows the Zn coating to be removed quickly, but is a strong concentration. This is a 50% solution from concentrated HCl. 3M or weaker can be used, but more time will be needed for this part of the experiment. The metal squares must be submerged in the HCl, but the beakers of this solution can be used by multiple students. Gauge the quantity and number of beakers based upon your time. One metal square at a time.

Prepare a 5% CuSO4 . 5H2O solution with 1% concentrated H2SO4 so that you will have at least 10 mL/student. Very little of this is needed and it is brushed on the metal design with cotton.

Disposal: HCl and CuSO4·H2O solutions can be safely poured down the drain and rinsed with tap water. All other materials can be disposed of in the trash.

Draft: 5/4/2023

Appendix W: Day 11 – Etching Activity Teacher Information

Answers to Analysis Questions

1. The metal bubbles vigorously.

2. The exposed part of the metal turns a bright copper color.

3. The steel is placed in the HCl to remove the galvanized coating of Zn and expose the Fe of the steel.

4. Galvanized refers to a coating of Zn on metal to protect from corrosion. Ex: Metal construction materials are galvanized to protect them from rusting.

5. Fe

6. The electrons come from the Fe

7. The galvanized square substitutes for the silicon wafer.

8. Similarities between the metal plating and MEMS:

both processes require a chemical treatment to “cut in” to the surface. a different design can be produced for each wafer or metal square, designed by

creative engineers masking is used in both processes to prevent some areas of the surface from being

removed

Possible answers for differences:

very different scales of manufacturing; macro vs nanoscale different materials different applications of the finished product

Draft: 5/4/2023

Appendix X: Day 11 – Etching Activity Student Handout

MEMS Fabrication Activity

This activity is designed to model the fabrication process of a microelectromechanical system, or MEMS. The actual process utilizes nanotechnology techniques and results in systems that function within tiny accelerometers. In this exercise, you will model the construction of a MEMS device by using a macroscale metal plating technique. In industry, it is common to apply a layer of one metal onto another to improve the appearance of the surface or make it resistant to corrosion.

In the production of a MEMS device, a silicon chip is “masked” with another material and then removed in successive layers to develop a pattern on the chip. In your experiment, you will plate a piece of steel with copper making a design on the steel which you will create yourself. The production of your design in the plating technique is similar to how a MEMS device is produced only MEMS are engineered on a MUCH smaller scale!

MATERIALS

Eye protection (1 per student)Aprons (1 per student)5-cm x 5-cm piece of galvanized iron (1 per student)Utility or craft knife (1 per student)Masking tapePaper towelsCotton swabsSteel wool (optional)

The following are 1 per group of 6 students:Pencil with an eraser 250 mL beaker200 mL 6M hydrochloric acid 10 mL of 5% copper sulfate solutionTongs

SAFETY NOTE

Safety glasses and aprons should be utilized for this activity. Take precautions to avoid skin contact with the chemicals used in this experiment. Take precautions with utilizing the knife.

Draft: 5/4/2023


PROCEDURE

1. Completely cover both sides of a piece of galvanized iron with masking tape.

2. Draw a simple design on the masking tape with a pencil. If you want, you may draw diagrams on both sides of the piece of galvanized iron.

3. Using the utility knife cut and remove the masking tape so your design is uncovered. Erase any stray pencil marks carefully without disturbing the tape.

4. Be sure the remaining masking tape is adhering tightly to the iron. Using the tongs, place the piece of iron in the beaker of hydrochloric acid. Record observations.

5. Remove the metal piece from the acid as soon as the rapid formation of bubbling stops and rinse the acid off with water. Do not allow it to touch skin or clothing until it is thoroughly rinsed.

6. Dry the piece with paper towels.

7. Dip the cotton swab into the acidified copper sulfate solution and very gently rub it over the design.

8. When the entire area of the design has been coated with copper, rinse it with water and dry with paper towels.

9. Remove the masking tape from the piece of iron.

10. If there is any black residue on the iron, remove it by gently rubbing with steel wool.

11. Disposal: HCl and CuSO4·H2O solutions can be safely poured down the drain and rinsed with tap water. All other materials can be disposed of in the trash.

ANALYSIS QUESTIONS: Answer the following on a separate sheet of paper using complete sentences.

1. Describe what happened as the steel was placed in the HCl. What sign(s) indicated that a chemical reaction was occurring?

2. Describe what happened when the steel was rubbed with the copper sulfate solution.

Draft: 5/4/2023


3. What was the purpose of placing the steel in the HCl?

4. What is the meaning of the term galvanized?

5. After the metal piece was removed from the HCl, what was the main element exposed? Think about what steel is and what would be left if the galvanized coating is gone.

6. When you brushed the copper solution onto the metal, Cu+2 ions are changed to pure Cu+0 metal. For this to happen, copper ions must gain electrons. Where do these electrons come from?

7. In the actual MEMS production, silicon wafers are “etched” with a pattern. Which material in your activity substituted for the silicon wafer?

8. Compare and contrast the metal plating technique to a MEMS fabrication process.

Draft: 5/4/2023

Appendix Y: Additional Teacher Resources

The EDC Suggested Resources (Appendix M) has many wonderful websites that offer a vast amount of information about accelerometers, MEMS and MEMS fabrication. It would be time well spent in perusing many if not all of the links.

This lesson can also address the following Physical Education Standards:

Grades 9-12 – Physical Education

Physical Education Standard 2

Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of physical activities.

Benchmark B: Apply biomechanical principles to performance in authentic settings.

Apply critical elements and biomechanical principles (e.g., stability, rotation, linear and angular motion) to perform increasingly complex movement forms.

Analyze and evaluate performance of self and others across multiple movement forms.

Physical Education Standard 5

Exhibits responsible personal behavior and social behavior that respects self and others in physical activity settings.

Benchmark A: Demonstrate leadership by holding self and others responsible for following safe practices, rules, procedures and etiquette in physical activity settings.

1. Contribute to the development and maintenance of rules that provide for safe participation in physical activities.

2. Encourage others to apply appropriate etiquette in a variety of authentic physical activity settings.

3. Recognize unsafe conditions in practice or play and take steps to correct them.

Draft: 5/4/2023

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