Gravity Powered Vehicles-More Making Science

After we finished our swing unit, we moved on to designing and making vehicles powered only by gravity. We started out by asking the boys to write down the first thing that came to their mind when they saw the following words: gravity, mass, prototype, distance, weight distribution, friction and time. After discussing their answers, they were given the following design challenge: Make a vehicle that will travel down a ramp ad go the farthest distance (using just gravity). Following the Design Process, they were given these materials and constraints: one piece of 8.5x11 inch card stock, one 12 inch dowel, four plastic wheels, a roll of masking tape and pennies...with a max combined mass of 40g and the size no bigger than 20x10cm. They could use scissors, cutting board, box cutter, hole punch, pencils and rulers. After questions were asked, the boys were given their design sheet, put in to groups of 2 and set off to work.

Over the next 3 weeks of classes, the boys made, weighted, tested, improved, added pennies, changed, tested, fixed, changed, took away pennies, and tested their vehicles. All the while taking notes of what they were doing while they created their vehicle and used the practice ramp to test it. During this time, conversations were going on between partners, teams as well as with the teacher, dealing with what was working and why, what wasn't working and why, what one group was doing different from another, etc.

Those that had their prototype made just right, were then given the chance to test it on the "competition" ramp. During this time they continued to make improvements. Once the group thought their vehicle was "dialed in", they got another piece of card stock and made their final version. Because of time, some groups didn't get to this step and had to use their prototype in the official test.

The room was set up. First all cars were tested to see if they complied with the weight and size restrictions. Next, each group stepped up the the competition ramp and gave their vehicle a go. There were four trials, each making note of the mass, distance and time. After they were done, the boys had to figure out the averages.

The final activity was to reflect on the process on paper. First the boys were asked to define specific terms that were used and discussed in this unit. Next they had to write about the experience they just had and were given examples of prompts as well as a rubric for what was expected.

Putting science, technology, 'riting, engineering, art and math together in practical, hands-on way. Over all, a great learning experience for all involved. Learning science by "doing" science...

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Science and Humanities

The 4th grade humanities teachers wanted to do a design project in coordination with their unit on Texas landforms. After learning about the different landforms that are in Texas, the students were put into groups and given one landform to work with. The goal was to create a diorama in a pizza box that would have clues on the outside lid, hinting to what landform was inside. Inside the box, would be a fact sheet and the landform, created using various materials.

In science class, we went over the design process with the boys and gave them their design process sheets. First the were able to ask questions about the project, see an example the teacher made and take a look at the materials they were going to work with. In this section, they took notes that they thought would be important to their design and build. Next they brainstormed on their own and came up with two ideas. They were then asked to sketch out those ideas and then share them with their partner. The planning step came next, and each group had to come up with one idea and sketch it out with more detail and explanation. 

Once their plan was approved by the teacher, they were set off to create. We asked them to draw the layout of their landform in the bottom of the box to help guide their build. Off they went, cutting, glueing, taping, bending, material to get the effect they wanted. Some had to evaluate their first idea and re-imagine how to create the landform they needed to make.

During this process, we were also able to bring in science concepts like why the sky is blue, why the sky looks bluer above you then on the horizon. We talked about water and why it's different colors and what that might mean.

Over the course of three science class sessions, the creating happened until the final projects were done. After the diorama was made, the students set out to create their clue and information sheets. Here are some completed projects: