EXTREME CRASH TEST SITE MAP Multi car antenna Slow Mo - Ramp Crashes BeamNG.Drive Gameplay Highlights
In this lesson, students will design and test a powered balsa co2 dragster They start with sketches and drawings and build their car to their own specifications that were informed by a careful study of Newtonian Kinematics Students will have three to four weeks to design and build a car that will participate in time trials on a 15-meter track, while protecting a raw egg This lesson should follow the study of Newtonian physics and the physics of motion security problems of the vehicle accident himself with safely survive a rapid transition from movement to stillness While the CO2 dragster will remain a staple in physics class, this lesson gives students the opportunity to explore a more directed area engineering physics automotive design.
Standard 10 forces and the standard Understands movement 12 includes the nature of the standard scientific research 13 Understands the scientific enterprise.
Prepare and participate effectively in a series of conversations and collaborations with diverse partners, building on other ideas and expressing their own clearly and persuasively.
Present information, findings and supporting evidence such that listeners can follow the line of reasoning and organization, development and style are appropriate to task, purpose, and audience.
Adapt speech to a variety of contexts and communication tasks, demonstrating command of formal English when indicated or appropriate.
Evidence of mastery of the conventions of grammar and the English standard use when writing or speaking.
Acquire and use accurately a range of academic and specific words to the general field and adequate sentences for reading, writing, speaking and listening at college preparation and career; demonstrate independence in gathering vocabulary knowledge when it encounters a major unknown term comprehension or expression.
Use Newtonian physics to make accurate forecasts and explain the observed results.
Use the design process to identify, imagine, develop, implement and evaluate solutions to a given problem.
Use various power tools and hand to manufacture and test a model built to their own specifications and measurements.
Momentum a property of a moving body that has the body due to its mass and movement, which is equal to the product of the mass and velocity of the body.
the inspiration pulse; a force communicated to produce a sudden movement.
Moving the state of being removed from the usual or proper place.
act speed or the state to move quickly; movement speed.
Aerodynamic a branch of science that deals with the movement of air and other gaseous fluids and the forces acting on the moving body with respect to these fluids.
Imagine to form a mental image of something not present.
Develop or expose to delete my degrees or detail.
Evaluate to assess the significance, worth, or value.
Zone a zone triggered by opposition to the surrounding or adjacent components.
Placing classroom implementation so that it is suitable for the use of tools and model building lines and the offices of columns are not the best implementation, instead of working tables preferably benches or laboratory tables work better space should be set aside for the use of various power tools such as a scroll saw, drill press, and rotating tools, in addition to regular hand tools described in the section of teacher presentation and motivational materials is expected to reach after a unit on Newtonian mechanics, so students will have had a month or more courses and guided practice as an introduction to concepts such as motion in one dimension, collisions and momentum, and energy transfer students should be able to do calculations on these concepts and use them to make prédicti ons and explain the results the project as a whole is explained below in steps during and between each stage, work with students to ensure they address the overall goal of their design, and that they use their time wisely different classes will need different time allocated for each step, in particular the implementation phase where students will build models teachers must provide an average of two to three class periods for brainstorming and drawing steps, and at least a week for the actual construction of the current models of the problem with the class students will design and test a cO2 dragster balsa powered cars they design will compete on a 15-meter track, while protecting a raw egg they must keep the parameters of their materials in mind the balsa wood blanks are identical all over 12 inches that rétréc issent about 4 inches to about 1 inch Step 1 break students into groups Students will identify the need for their automotive design will include They will then reflect and create a thumbnail sketch of at least 10 different ideas for the overall design of their car, paying attention to various means that the car will address the speed and security Encourage students to create a variety of ideas to each group with a form divided into spaces for 10-15 thumbnail sketches Ask groups to discuss the benefits and disadvantages of each model and the re-design to better solve the problem Step 2 have students select three designs of their thumbnails and further develop should reflect together to ensure that their models are most effective, they can be they will write these drawings on graph paper and start thinking about how adapt their ideas into the parameters given balsa wood blanks are identical over 12 inches that shrink about 4 inches to about 1 inch Stage 3 students choose their best design and produce a design plan scale on graph full-size paper to be used as a model for the project construction phase This drawing can be cut and pasted on the balsa wood in white, or just drawing on wood Step 4 students will use a variety motorized and non-motorized tools to build their car model they will each be provided with the white body, axles, wheels, and 8 grams cO2 cartridges Pitsco kit can be used to ensure that each student starts with the same materials as a baseline This is the project of the segment that will take the longest since students often have little experience woodworking Ensure that time management is a big part of the responsibility of students deadlines are their own, and a large part of every project is making sure they are aware of the importance of using them time wisely Start teach some children how to use larger equipment and they can work as assistants and may be responsible for helping other students at the end of the project, each student will have been able to use all the tools at least once the focus is to ensure that the design plan is transferred accurately to the car draft, and that students take their time and produce a polished finished product effort the importance of good with any technical tool s, and the importance of good sanding between paint steps Step 5 race day, the students present their cars briefly to the class and explain how they designed to protect various aspects egg special attention should be paid to timing the day the race cars it is crucial that the time may be as close as a few hundredths of a second track and timers can be obtained and Pitsco step 6 other companies armed with measurements of distance and time, and a broken or unbroken egg, students will write a short report to present their test results and evaluate their designs These reports will include calculations.
Evaluation Students will criticize their own designs and use their data and calculations to explain what worked, it didn t work, and why they also use their data to draw conclusions on how to improve their designs and to say what changes they would make given the opportunity to do the project again.
The ratio of student to the end of the project will be used as self-critical component of students overall assessment In addition to this self-criticism, the students will be classified in the following categories Each category can give a possibility to reach 20 pts and a section of suitable quality is provided with the mark for each student that will include an explanation of their grade creativity and effectiveness of the student's design There should be a connection between the phases of the project in terms of process design in other words, the final car, students should end up out of their application design process students often want to give up the design process in the middle of the project in favor of a good idea that they midway It is important to ensure that they are fairly reflecting these ideas are incorporated into the design at each stage to the project shows a conscious chain execution thought pa Does the student is attention to detail they have correctly used the appropriate tools, for example, has been cut is precisely made students spend enough time sanding between the paint layers model closely matches the specifications in terms of the student Does the egg survive.
Does physics student demonstrates an adequate understanding of the physics at work during testing of the model Does it correctly perform the appropriate calculations to make predictions in the design process and to explain the results after day of the race.
Art students can focus on the appearance of their car in terms of shape, line and science and technology students of color can use wind tunnels, computer simulations, spreadsheets, CAD applications, etc. during the project the students in graphic design can create marketing materials to promote their car models.
Crash Test Physical Educator Resource Center, crash, test, physical.