Guidebook - Level 12

Teacher Guide - Laser Cutting Level 12 Copyright © 2024 Author: Erin Goodwin Editors: Lindsey Own and Dana Alkhatib ISBN: 978-981-17737-6-1 Published by: SKOOL21 PTE. LTD. 71 Robinson Road, #14-01, 068895, Singapore First Edition published by SKOOL21 PTE LTD - Singapore, 2024 Second Edition published by SKOOL21 LLC - United States, 2026 No part of this book may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher, except in the case of brief quotations embodied in critical reviews and certain other non-commercial uses permitted by copyright law.

For permissions or inquiries, please contact: Email: info@skool21.org Website: https://skool21.org Address: 600 California St, #13-021, San Francisco, CA 94108, United States

Table of Contents S. NO

CONTENT

PAGE NO.

1

PREFACE

O3

2

INTRODUCTION TO THE KIT

04

3

LESSON STRUCTURE

05

4

THE ENGINEERING DESIGN PROCESS

06

5

FOSTERING SOCIAL SKILLS

07

6

MAKERSPACE SETUP

08

7

STEM CLASSROOM MANAGEMENT

09

8

IMPLEMENTATION GUIDE

11

9

STANDARDS ALIGNMENT

15

10

CAMBRIDGE SCIENCE ALIGNMENT

16

11

NGSS ALIGNMENT

18

12

CAMBRIDGE MATHEMATICS ALIGNMENT

19

13

COMMON CORE MATHEMATICS ALIGNMENT

21

14

SCHEME OF WORK

23

15

LESSON PLANS AND ANSWER KEY

26

16

ASSESSMENT GUIDE

103

02

Preface Welcome to the Future of Teaching and Learning!

Thank you for joining us on this exciting journey! The SKOOL21 STEM Innovators series is designed not only to ignite curiosity in students but also to empower teachers to lead meaningful, hands-on STEM learning experiences. Through this series, you will guide young innovators as they explore, design, and solve real-world challenges using science, technology, engineering, and mathematics (STEM).

Building on a Strong Foundation Each level of the SKOOL21 STEM series builds upon the previous one, creating a strong continuum of learning — from simple machines to advanced 3D modeling. Students travel through key technological eras, from the Industrial Revolution to the innovations shaping our future. No matter their starting point, every learner will discover new skills and deeper understanding along the way.

Learning by Doing At SKOOL21, we believe students learn best by doing. Each book comes with a comprehensive STEM kit, enabling students to build, test, and explore concepts through hands-on challenges. As a teacher, you will facilitate engaging projects where students actively create, problem-solve, and apply critical thinking skills — all while having fun.

Making a Real-World Impact

Every project is designed to connect learning to real-world issues, inspired by the Sustainable Development Goals (SDGs). Through these challenges, students see how their ideas can contribute to solving problems like clean water access, renewable energy, and environmental conservation — empowering them to envision a better world.

Teaching Like a Pro The SKOOL21 STEM program aligns with international standards and best practices, ensuring that both teachers and students are developing the collaboration, innovation, and design thinking skills valued in today’s world. You’re not just supporting schoolwork — you’re preparing the next generation of thinkers, leaders, and changemakers.

03

Introduction to the Kit The STEM Innovators Handbook Level 12 is designed for students who are ready to explore precision fabrication and digital craftsmanship through laser engraving and cutting. Building upon prior experience with 3D modeling and electronics, this level introduces learners to the world of advanced design-to-production workflows using the latest in desktop fabrication technology.

At the heart of this level is the Creality Falcon2 Pro 22W, a high-powered laser engraver and cutter built for both speedand accuracy. With its industrialgrade laser and intuitive design software compatibility, students can transform their digital vector drawings into precise engravings or cuts on a wide range of materials, from wood and acrylic to leather and metal.

Technical Features Machine Power (MAX)

120W

Engraving Area

400*415mm

Optical Power

22W

Input Voltage

100-240V~ 50-60Hz

Output Voltage

DC 24.0V 5.0A

Laser Source

Diode Laser

Laser Class

Class 1(FDA)

Laser Engraving Software

LightBurn

Supported File Formats

Jpeg, jpg, png, bmp, svg, dxf, etc.

Supported Materials

Cardboard, wood, bamboo, rubber, leather, fabric, acrylic, plastic, etc.

、LaserGRBL

04

Lesson Structure Each lesson in the handbook follows a structured format to ensure clarity and effective implementation. A sample solution is also found at the end of each lesson. The structure includes:

Lesson objectives NGSS Standards Cambridge Science Standards ISTE Standards Connections Cambridge Math Standards Common Core Math Standards

Define the Problem Students are introduced to the science concept and a related real world problem they are tasked with solving.

Getting Started Every project begins with guided first steps. This helps the student to confidently tackle the challenge with a solid foundation.

Design and Plan Students brainstorm individually, then collaborate with their team to come up with the best design plan.

Build - Test - Improve Students collaborate to build, test, and improve models. Then, they practice giving and receiving constructive feedback.

Math and Science Connection/Reflect Students connect their learning back to the academic objectives and answer guided reflection questions.

05

The Engineering Design Process The Engineering Design Process (EDP) is a systematic approach used by engineers and designers to solve problems and create innovative solutions. It provides a structured framework for developing new products, processes, or systems by following a series of well-defined steps. This process is not only applicable in engineering, but is also widely used in various STEM disciplines to tackle challenges and develop creative solutions.

For students in first grade and above, the typical Engineering Design Process follows multiple iterative steps, including identifying a problem, researching, brainstorming, designing, prototyping, testing, and refining solutions.

This structured approach encourages creativity, critical thinking, and iteration, forming a strong foundation for future STEM learning.

06

Fostering Social Skills STEM activities naturally build key social skills. Teachers can help students practice and strengthen these skills by guiding them during group work, discussions, and project challenges.

Key social skills developed include:

Collaboration

Communication

Encourage students to share ideas and assign roles during group work to build teamwork and respect for different perspectives.

Model clear communication and ask students to explain their thinking and listen carefully to teammates.

Critical Thinking

Problem-Solving

Prompt students to ask "why" and "what if" questions when solving problems or designing solutions.

Challenge students to try different strategies when they face obstacles and praise persistence.

Empathy and Respect

Time Management

Remind students to value everyone's ideas and support peers by using kind, respectful language.

Help teams set mini-deadlines and guide them to break projects into smaller, manageable tasks.

Conflict Resolution

Presentation Skills

Coach students to talk through disagreements calmly and find solutions that everyone can accept.

Give students regular chances to present their work to peers, using clear speaking and supportive feedback.

Reflection

Teamworking

Build reflection into the process by asking students what worked well, what was challenging, and what they would do differently next time.

Celebrate strong teamwork by recognizing when students share leadership, encourage each other, and solve problems together.

Teaching STEM also teaches students how to think, work, and lead. By actively supporting social skills during projects, teachers prepare students not just for academic success, but for future careers and life challenges.

07

Makerspace Setup A makerspace is a creative, hands-on area where students explore STEM concepts through building, experimenting, and solving problems together. This guide is designed for teachers who are new to STEM and looking for clear steps to set up and manage a makerspace.

Space Design: Choose a clean, well-lit space with room to move.

Arrange tables/chairs in clusters of 2–4 students.

Use low, open shelves for easy access to materials.

For 30 students, 750–900 sq ft is recommended (25–30 sq ft per student to allow movement, collaboration, and tool/machine/material use).

Materials Management: Ensure that kits are complete and accessible before each project.

Provide racks or open shelves to organize and store STEM kits for easy access.

Refer to the project instructions in the SKOOL21 book to identify if additional materials (e.g., craft items, recycled objects) are needed—plan ahead and prepare them in advance.

Shared Resources: Provide one STEM kit per small group.

Encourage teamwork by having students co-design and co-build projects.

Safety First: Set simple safety rules and review often.

Supervise all tool use closely.

Keep a first-aid kit in the space.

08

STEM Classroom Management STEM classes are hands-on, highly engaging, and often noisy—that’s a good thing! But without clear routines and structures, they can quickly become chaotic. A well-managed makerspace allows students to explore and innovate safely, responsibly, and collaboratively.

STEM Class Session Routine Set a clear and consistent structure to each session so students know what to expect and stay focused: 90-minute project (Grade 3 to Grade 12) 45-minute project ( Pre-K to Grade 2)

W

C

In t

Up

n lea s

ar

ro

m

-U

p/ 5– du c 8 3– t 5 mmins ion ins

in 5 m ins 3m 2–

Define the Problem

Reflection

5 mins 2–3 mins

5–7 mins 3–5 mins

Measure Your Success

Math & Science

5–7 mins 3–5 mins

7–10 mins 5 mins

Share & Improve

7–8 mins 3–5 mins

Getting Started

Bu

i

30 ld & – T 15– 35 m est 18 ins mi ns

ll Cha

en g

e

ins 5 m ins m 3–5

09

10 mins 5–7 mins

Space Organization: Assign specific work zones: Build Area, Supply Rack, Quiet Zone, Cleanup Station.

Provide racks or open shelves to store kits neatly and accessibly.

Keep a project material checklist to make sure kits are complete before starting.

Tool and Materials Rules: Use tools with care – no playing or misusing materials.

Return everything to its labeled place.

Ask before taking extra supplies.

Hands to yourself—respect others’ creations and space.

Only one group member (Material Manager) may collect materials at a time.

Group Management with Team Roles Group work can be messy without structure. SKOOL21 encourages student collaboration, so rotating roles helps balance responsibility and ensure active participation: Leader

Keeps team on task, tracks time, encourages collaboration.

Material Manager

Collects kits/materials from the teacher, ensures supplies are returned post-build.

Reporter

Shares outcomes, challenges, and solutions with the class.

Testing Supervisor

Evaluates the model, gives feedback, suggests changes.

10

Implementation Guide The SKOOL21 STEM Innovators Handbook offers project-based STEM lessons for Pre-K through Grade 12. Teachers can use three main models to implement these projects:

Integrated Approach Embed STEM projects into existing science and math lessons. For example, a science unit on plants might include a hands-on engineering challenge from the handbook. This aligns STEM activities directly with curriculum standards and learning objectives. Research shows that teaching STEM subjects together (as with integrated lessons) deepens understanding and retention and makes learning more relevant and connected to the real world.

Advantages: Reinforces required science/math standards with hands-on application.

Builds problem-solving and critical-thinking skills through project-based learning.

Helps students see connections across subjects (an “interconnected viewpoint”). viewpoint”)​ Uses existing class time (no extra periods needed), so STEM isn’t an add-on but part of the curriculum.

Practical Tips: Align projects to lessons: Choose SKOOL21 projects that match your unit goals (e.g. use a simple machine project during a forces & motion unit).

Start small: Begin with a short STEM activity (one 45-minute session) in a science or math lesson, then build up to longer projects.

Co-teach if possible: Collaborate with a science or math colleague to share planning and bring in different expertise.

Use grade-appropriate pacing: For Pre-K–Grade 2, integrate a 45-min STEM mini-project each week; for Grade 3+, you might split a 90-min science period into lecture + project time.

Emphasize standards: SKOOL21 projects are designed to align with NGSS, Common Core standards, Cambridge math and science. Highlight these connections in your lesson plan to meet academic goals.

11

Stand-Alone Class Approach Schedule a dedicated STEM class or makerspace session (e.g. a weekly 90minute lab period or rotating STEM special). In this model, students work in a makerspace or lab with tools and machines (like robotics kits, 3D printers, craft materials, etc.). A makerspace is “a collaborative workspace inside a school for making, learning, and exploring” exploring”​. Students in teams tackle SKOOL21 projects from start to finish, using hands-on materials rather than just textbooks.

Advantages: Focused hands-on learning: Students can take abstract concepts and make them concrete (for example, learning circuitry by actually building a paper circuit).

Resilience and creativity: The trial-and-error nature of making teaches perseverance; students learn to iterate on designs when things don’t work and thus develop grit​ grit.

Equity and access: A well-stocked STEM lab gives all students (including girls and under-represented groups) equal access to tech and engineering tools. tools​ Practical Tips: Schedule regularly: Block out a consistent STEM lab period (45–90 minutes) each week or rotate classes in/out of the lab.

Prepare materials in advance: Keep common kits (e.g. robotics, simple circuits, design sets) ready so each session isn’t delayed by setup and leave time for cleanup during class Train teachers: Provide basic training or guides on the SKOOL21 projects so teachers feel confident using the equipment and managing hands-on activities.

Group students thoughtfully: Mix skill levels in teams; older students can mentor younger ones in a makerspace project.

Blend with curriculum: Even in a stand-alone class, tie projects to standards (e.g. a coding project that teaches math logic or a design challenge that reinforces physical science concepts).

12

Extra-Curricular Approach Run STEM projects as after-school clubs, lunch-time activities, or summer camps. These are optional programs (STEM clubs, robotics teams, coding camps, etc.) where interested students can explore SKOOL21 challenges more freely. After-school STEM “engages students in hands-on, real-world projects,” making STEM feel exciting and relevant.

Advantages: Extra time to explore: Students get more hours to question, tinker, and learn beyond the limited school day. For example, a weekly robotics club might meet for an hour after school.

Builds interest and identity: Fun club activities spark motivation and a positive attitude toward STEM, helping students develop a STEM identity​ identity.

Flexible and student-driven: Students self-select; they work at their own pace on creative projects (e.g. coding a game, building a model bridge).

Reaches diverse learners: Clubs can target different age groups and skill levels – from basic science for younger kids to advanced robotics for teens.

This helps bridge enrichment gaps (making STEM opportunities available to all students)​ students).

Practical Tips: Keep it low-stakes: Emphasize fun and curiosity over grades. Short, handson projects (like mini-challenges) keep students engaged.

Advertise widely: Invite all students, not just high-achievers. Use school announcements, flyers, and parent newsletters to raise awareness.

Tie to competitions or showcases: Use events (science fairs, robotics tournaments) to motivate the extra effort.

Leverage summer or camp time: If resources allow, run a week-long STEM summer camp using several SKOOL21 projects for deeper immersion.

Collaborate with community: Invite guest speakers (engineers, makers) or partner with local libraries/museums for materials and inspiration.

13

Hybrid Approach (Blending All Models) In practice, many schools use a mix of models. A hybrid approach might integrate simple STEM tasks into regular lessons and also offer a dedicated STEM lab plus an after-school club. This way, every student gets some STEM exposure and those who love it can dive deeper.

When to integrate: Use curriculum-linked projects during core classes. For example, in a Grade 4 math class you might use a SKOOL21 project on gears to teach ratios, or in science class students might build a model ecosystem. Smaller or single-session activities fit well here.

When to do stand-alone: Reserve longer, open-ended projects for STEM class or the makerspace. Complex engineering challenges (robot design, 3D modeling, advanced coding) need longer blocks, so these suit a 90-min STEM period or series of lab sessions.

When to use clubs: Offer students a space for exploration that doesn’t fit the curriculum or timeline. These projects can be driven by student interest and can span several weeks without pressure to “cover the curriculum.”

Using a hybrid plan ensures flexibility. Teachers can adapt: if a semester is heavy with testing, lean on after-school clubs for enrichment; when covering standards, weave STEM into lessons. Always check that even free-form projects still touch academic goals.

(Note: SKOOL21 projects are already aligned to NGSS and Common Core standards, Cambridge Mathematics and Cambridge Science, so whether standards​ integrated or stand-alone, they support learning objectives.)

14

15

Standards Alignment

Cambridge Science Alignment Learning Objective

Project #

Thinking and Working Scientifically 1TWSp.01 Ask questions about the world around us and talk about how to find answers.

1TWSp.02 Make predictions about what they think will happen.

1TWSc.02 Use given equipment appropriately.

1TWSc.03 Take measurements in non-standard units.

1TWSc.05 Collect and record observations and/or measurements by annotating images and completing simple tables.

Life processes 1Bp.02 Know that animals, including humans, need air, water and suitable food to survive.

1Bp.03 Know that plants need light and water to survive.

Changes to materials 1Cc.01 Describe how materials can be changed by physical action, e.g. stretching, compressing, bending and twisting.

Forces and energy 1Pf.01 Explore, talk about and describe the movement of familiar objects.

1Pf.02 Describe pushes and pulls as forces.

1Pf.03 Explore that some objects float and some sink.

16

Project Name

Earth and Space 1ESp.02 Describe land as being made of rock and soil.

1ESs.01 Know that Earth is the planet on which we live.

1ESs.02 Describe the Sun as a source of heat and light, and as one of many stars.

Science in Context 1SIC.03 Know that everyone uses science and identify people who use science professionally.

1SIC.04 Talk about how science helps us understand our effect on the world around us.

17

NGSS Alignment Learning Objective

Project #

Structure, Function, and Information Processing

Space Systems: Patterns and Cycles

Light and Sound

Engineering Design K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it functionas needed to solve a given problem.

K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define asimple problem that can be solved through the development of a new or improved object or tool.

K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths andweaknesses of how each performs.

18

Project Name

Cambridge Mathematics Alignment Learning Objective

Project #

Number 1Nc.01 Count objects from 0 to 20, recognising conservation of number and one-to-one correspondence.

1Nc.03 Estimate the number of objects or people (up to 20), and check by counting.

1Ni.01 Recite, read and write number names and whole numbers (from 0 to 20).

1Ni.02 Understand addition as: counting on combining two sets.

1Ni.03 Understand subtraction as: o counting back take away difference 1Ni.05 Estimate, add and subtract whole numbers (where the answer is from 0 to 20).

Geometry 1Gg.01 Identify, describe and sort 2D shapes by their characteristics or properties, including reference to number of sides and whether the sides are curved or straight.

1Gg.02 Use familiar language to describe length, including long, longer, longest, thin, thinner, thinnest, short, shorter, shortest, tall, taller and tallest.

1Gg.04 Use familiar language to describe mass, including heavy, light, less and more.

1Gg.05 Use familiar language to describe capacity, including full, empty, less and more.

19

Project Name

Statistics 1Ss.02 Record, organise and represent categorical data using: o practical resources and drawings lists and tables Venn and Carroll diagrams block graphs and pictograms.

1Ss.03 Describe data, using familiar language including reference to more, less, most or least to answer non-statistical questions and discuss conclusions

20

CCSS Mathematics Alignment Learning Objective

Project #

Counting and Cardinality

Operations and Algebraic Thinking

Measurement and Data

21

Project Name

Geometry

22

Scheme of Work This scheme of work covers 36 sessions: 4 introductory lessons (45 mins each), 15 projects split into 30 sessions (each 90-min project is delivered as two 45min sessions), and 1 capstone project (90 mins, split into 2 sessions). It can work for weekly 45-minute classes or biweekly 90-minute classes (two sessions combined).

Session

Objectives

Related Science

Materials

Lesson 1: Getting Started with Scratch 1 (45mins)

Lesson 2: FunKey Hardware Basics 2 (45mins)

Lesson 3: Scratch with FunKey 3 (45mins)

Lesson 4: Advanced FunKey Sensors 4 (45mins)

Project 1: Drawing Shapes 5 (45mins) 6 (45mins)

Project 2: Food Maze Game 7 (45mins) 8 (45mins)

23

Related Math

Sustainability Themes

Project 3: Trickiest Multiplication 9 (45mins) 10 (45mins)

Project 4: Flowering Plants 11 (45mins) 12 (45mins)

Project 5: Identifying Animals 13 (45mins) 14 (45mins)

Project 6: Travel Landmark Map 15 (45mins) 16 (45mins)

Project 7: Too Much Sunlight 17 (45mins) 18 (45mins)

Project 8: Organ Match 19 (45mins) 20 (45mins)

Project 9: Redirecting a Flood 21 (45mins) 22 (45mins)

24

Project 10: Liquid & Solid Simulator 23 (45mins) 24 (45mins)

Project 11: Mini Golf Gravity 25 (45mins) 26 (45mins)

Project 12: Fossil Evidence 27 (45mins) 28 (45mins)

Project 13: Probability Machine - Drop Ball 29 (45mins) 30 (45mins)

Project 14: Shadow Puppet Show – Part 1 31 (45mins) 32 (45mins)

Project 15: Shadow Puppet Part 2 33 (45mins) 34 (45mins)

Capstone Project: Waste Reduction 35 (45mins) 36 (45mins)

25

Lesson Plans and Answer key

26

Project 1: Affordable Housing Model Lesson Plan

Duration: 90 minutes

Learning Objectives

At the end of the lesson, the learners will: 1. Explain the importance of affordable housing and describe how engineering and design can address real-world challenges in communities.

2. Use CAD software to design a scaled housing model that meets defined size, joinery, and efficiency constraints, and prepare it for laser cutting.

3. Assemble, test, and evaluate a laser-cut housing model, applying feedback and reflection to improve accuracy, joinery quality, and material efficiency.

Materials

Laser Cutter

⅛” MDF

Smoke Purifier

Vocabulary

Term

Meaning

Joinery

The method of connecting pieces of wood together with tab-and-slot joints

CAD

An acronym for Computer-Aided Design; used to create design of real-world objects

Fabricate

To laser cut wood into pieces that can be assembled into an object

Preparation (Teacher To-Do Before Class) 1. Ensure that all laptops/computers are charged and have access to the internet. Log in to the CAD software (Onshape or other chosen design platform) on each student group account so that students can start immediately.

2. Check that the laser cutter is set up, calibrated, and safety-tested before class. Make sure the cutting bed is clean and aligned.

3. Prepare the approved material sheets (e.g., 3mm plywood, acrylic, or cardboard) cut to standard sizes that fit the machine’s working area.

4. Print and display the laser cutter safety rules in the classroom. Review emergency stop procedures and ensure that safety goggles are available for all students.

5. Upload or prepare a sample CAD file and laser-cut model for demonstration, showing both the digital design and the physical prototype.

5. Have measuring tools (rulers, calipers) ready for students to check their designs before cutting.

6. Confirm that ventilation or fume extraction is working properly for safe operation.

7. Test the file-to-machine workflow (exporting from CAD to laser cutter software) to avoid technical issues during class.

25

Learning Activities (Session 1) Introduction 1. Begin by discussing the global challenge of affordable housing and how it affects billions of people around the world. Use this opportunity to highlight the importance of smart, spacesaving design in addressing housing shortages, especially in densely populated or lowincome communities.

2. Introduce students to the use of CAD software (Onshape) for creating digital prototypes and the value of laser cutting for turning those designs into real-world models. Emphasize how precision design and efficient use of materials can lead to innovative construction solutions that save time, reduce waste, and cut costs.

3. Ask guiding questions to prompt discussion: Why is affordable housing important for communities?

How can engineering and design help solve real-world problems like housing shortages?

What are the benefits of using digital tools like Onshape and laser cutters in construction design?

4. Clarify the learning goal: Students will design and assemble a scaled model of an affordable housing unit using computer-aided design (CAD) tools and laser cutting techniques.

5. Ensure that you review key vocabulary and confirm that all students understand the design constraints and project expectations.

Define the Problem 1. Read the “Define the Problem” section together with your students. Encourage brief brainstorming to explore how space-saving and affordable design can meet housing needs.

2. Clearly explain the constraints (model size, joinery techniques) and criteria (efficiency, accuracy, and community fit) they must follow.

3. Invite students to suggest what features they believe make a housing model both practical and cost-effective, supporting critical thinking and design awareness.

Build the model

1,2,3

Log in to your onShape account.

Click Create -> Document.

Name the file “Project 1: Affordable Housing Model.”

25

4 Create a new sketch and use a combination of the rectangle tool, line tool, trim tool, and dimension tool to create a side of the front of the house. The goal is to create rectangular house profiles that snap together as shown below.

6

5

Copy and paste the house side to create the outline of the opposite side.

Extrude the sides to give them 0.1 inches of thickness.

8

7

Extrude the windows and doors, but select “Remove” in order to subtract rather than add the material.

Create another sketch to create the windows and doors.

9

Inspect your design from multiple angles to ensure it has come out the way you intended.

08

Test Have students check the “Measure Your Success” section to confirm that their housing model has four interlocking sides, includes windows and a door, fits within the 400 x 415 mm cutting area, and is made only from laser cut materials. Remind them to evaluate how well their model fits together using joinery.

Share & improve Ask students to pair up and review each other’s models. Each student should share one feature they like and one improvement suggestion. Encourage feedback focused on joinery quality, clarity of design features like windows and doors, and how well the model uses materials efficiently.

-- End of Session 1 --

Learning Activities (Session 2) Challenge 1. Open the sketch you have been working on.

2. Check the dimensions of your built model by clicking on “Dimensions” tool then on the side of your object.

3. When designing the second wall, make sure both can be assembled together by checking their dimensions.

08

4. Duplicate the object so you get 4 walls.

5. Include the new walls to extrude.

6. Final shape.

Test Have students check that the new walls connect securely with the first two using the designed joinery. Make sure all tabs align and fit without gaps. They can test the layout with cardboard or laser-cut pieces to verify assembly works as intended.

Share & improve Let students exchange wall sketches with a classmate for review. Ask them to give one piece of positive feedback and one suggestion for improving the fit or stability of the tabs.

Encourage discussion about what makes joints reliable and easy to assemble.

-- End of Session 2 --

08

Answer Key MATH AND SCIENCE CONNECTION ANSWER 1 a. Yes, the roof pitch will change if it is scaled by 1.5/1.2 = 15/12 = 4/3 = 1 1/3 b. No, shifting the house, also known as moving the location, will not affect the pitch. c. ii. y= f(ax) represents a horizontal scale, while i. y=f(x) + a, is a vertical shift.

Reflect Question #

Answer key

1

An affordable housing model made with laser cutting can help address zero poverty by providing a low-cost, scalable, and quick-to-produce design solution that supports access to safe shelter for underserved communities.

2

Architects and urban planners can use the affordable housing model to address zero poverty by designing efficient, low-cost housing solutions and planning inclusive communities that provide access to jobs, transportation, and essential services, helping lift people out of poverty.

08

Project 2: Planter Boxes Lesson Plan

Duration: 90 minutes

Learning Objectives

At the end of the lesson, the learners will: 1. Explain the role of planter boxes in addressing food insecurity and describe how design can maximize growing space in small urban environments.

2. Use CAD software to design a planter box with interlocking joinery that fits within laser cutter size limits and demonstrates efficient material use.

3. Assemble, test, and evaluate a laser-cut planter box, giving and receiving peer feedback to improve strength, fit, and suitability for planting.

Materials

Laser Cutter

⅛” MDF

Smoke Purifier

Vocabulary

Term

Meaning

Planter boxes

A container that holds soil and plants, allowing for gardening in areas where ground planting isn't possible

Grassroots

An organized effort undertaken by groups of individuals in a given geographic area to bring about changes

Food desert

A geographic area where residents have limited access to affordable and healthy food

Preparation (Teacher To-Do Before Class) 1. Ensure that all laptops/computers are charged and have access to the internet. Log in to the CAD software (Onshape or other chosen design platform) on each student group account so that students can start immediately.

2. Check that the laser cutter is set up, calibrated, and safety-tested before class. Make sure the cutting bed is clean and aligned.

3. Prepare the approved material sheets (e.g., 3mm plywood, acrylic, or cardboard) cut to standard sizes that fit the machine’s working area.

4. Print and display the laser cutter safety rules in the classroom. Review emergency stop procedures and ensure that safety goggles are available for all students.

5. Upload or prepare a sample CAD file and laser-cut model for demonstration, showing both the digital design and the physical prototype.

5. Have measuring tools (rulers, calipers) ready for students to check their designs before cutting.

6. Confirm that ventilation or fume extraction is working properly for safe operation.

7. Test the file-to-machine workflow (exporting from CAD to laser cutter software) to avoid technical issues during class.

Learning Activities (Session 1) Introduction 1. Begin by explaining the importance of planter boxes in addressing food insecurity.

2. Emphasize how they can help people grow their food in small urban spaces or areas with limited access to fresh produce.

3. Use the infographics to spark discussion about food security, plant needs, and how geometric design can maximize growing space while minimizing material use.

4. Ask guiding questions such as: Why is local food production important?

How can geometry and design improve the planter’s efficiency?

What makes a planter box useful in a city environment?

5. Ensure that you review key vocabulary and confirm that all students understand the design constraints and project expectations.

Define the Problem 1. Read the problem statement with students and highlight the goal: designing an effective planter box that can be laser cut and used in urban communities.

2. Encourage brainstorming around design features that would make the planter practical, durable, and easy to ship.

3. Review criteria and constraints early on to help students plan their design ideas within the given limits.

Build the model

1,2,3

Log in to your onShape account.

Click Create -> Document.

Name the file ”Project 2: Planter Boxes”.

4 Create a new sketch and use a combination of the rectangle tool, line tool, trim tool, and dimension tool to create one side of the planter box. The goal is to create rectangular profiles of the box that will snap together.

5

6

Create a rectangle with one tab sticking out.

Then, use the linear pattern tool to create a line of tabs along the edges.

For the last edge, create a line down the center of the rectangle and mirror the tabs over the line.

7

Complete the sketch and then extrude the side with a thickness of 0.125”.

Test Have students review the “Measure Your Success” section to ensure their planter box design uses interlocking joinery, fits within the laser cutter's size limits, and maximizes volume using minimal material. Encourage them to test how the parts fit together and if the structure is stable enough to hold soil and plants.

Share & improve Pair students to give and receive feedback on their planter box designs. Each student should highlight one successful design choice and offer one suggestion for improvement. Guide them to focus on joinery accuracy, material efficiency, and whether the planter meets the goal of growing food in small or urban spaces.

-- End of Session 1 --

08

Learning Activities (Session 2) Challenge 1. Create two wall pieces that fit together using interlocking notches. These notches should be designed so that the raised parts (tabs) of one wall fit exactly into the cut-out sections (slots) of the other. Make sure the positions and sizes of the tabs and slots are mirrored or aligned to allow the pieces to slide or snap into each other, as shown in the image.You can determine the size of these notches by measuring the dimensions of the first piece using “Dimensions” tool.

2. Do the same for the rest of the pieces.

3. Edit extrude option to the other 2D faces to become 3D

Test Ask students to test their complete box by checking if all six sides fit together using only the joinery design—no glue or tape. Make sure the design fits the laser cutter’s size limits and forms a sturdy, sealed container suitable for planting.

Share & Improve Pair students and have them share their completed designs. Ask them to evaluate if the joinery fits cleanly and if the structure holds together well. Each student should give one compliment and one improvement idea, focusing on fit accuracy, material efficiency, and potential weak spots in the box.

-- End of Session 2 --

08

Answer Key MATH AND SCIENCE CONNECTION ANSWER 1 1. C = πd = 12π cm ≈ 38 cm ANSWER 2 Students may draw the circle by hand with a protractor or use a website such as Desmos to find the largest diameter, which is 6. They can also use the formula: d = a + b - c = 12 + 9 - 15 = 6

ANSWER 3 Outdoor full sun is the best place to grow the tomato plants, since the yield at both 10,000 lumens and 25 ℃ is much higher than the yields at the light and temperature values of the indoor windowsill and basement artificial light.

Reflection Question #

Answer key

1

Planter boxes can help address the problem of zero hunger in food deserts by enabling people to grow fresh fruits and vegetables locally, even in limited spaces, increasing access to nutritious food where grocery stores are scarce.

2

Agricultural engineers and urban planners can use planter boxes to help address the problem of zero hunger by integrating small-scale food production into urban spaces, enabling local communities to grow fresh produce and improve access to nutritious food.

08

Project 3: Standing Desk Converter Lesson Plan

Duration: 90 minutes

Learning Objectives

At the end of the lesson, the learners will: 1. Explain how prolonged sitting impacts health and describe how ergonomic design can improve posture, energy, and productivity.

2. Use CAD software to design a standing desk converter that includes adjustable features, stable joinery, and fits within laser cutter constraints.

3. Assemble and evaluate a laser-cut desk converter, applying peer feedback to improve strength, adjustability, and user comfort.

Materials

Laser Cutter

1/8" Acrylic

Smoke Purifier

Vocabulary

Term

Meaning

Ergonomic

Broducts designed to make the work environment more efficient, safe, and healthy

Sedentary

Sitting or lying down for long periods of time, with little to no physical activity

Preparation (Teacher To-Do Before Class) 1. Ensure that all laptops/computers are charged and have access to the internet. Log in to the CAD software (Onshape or other chosen design platform) on each student group account so that students can start immediately.

2. Check that the laser cutter is set up, calibrated, and safety-tested before class. Make sure the cutting bed is clean and aligned.

3. Prepare the approved material sheets (e.g., 3mm plywood, acrylic, or cardboard) cut to standard sizes that fit the machine’s working area.

4. Print and display the laser cutter safety rules in the classroom. Review emergency stop procedures and ensure that safety goggles are available for all students.

5. Upload or prepare a sample CAD file and laser-cut model for demonstration, showing both the digital design and the physical prototype.

5. Have measuring tools (rulers, calipers) ready for students to check their designs before cutting.

6. Confirm that ventilation or fume extraction is working properly for safe operation.

7. Test the file-to-machine workflow (exporting from CAD to laser cutter software) to avoid technical issues during class.

Learning Activities (Session 1) Introduction 1. Begin by discussing how prolonged sitting can lead to health issues like back pain, poor posture, and reduced energy.

2. Explain how standing desk converters help address these problems by allowing users to switch between sitting and standing during the day.

3. Use the diagrams to explore health risks, mechanical design for adjustability, and the performance benefits of standing more often.

4. Ask guiding questions like: Why is it important to move more during the workday?

What role does engineering play in designing ergonomic furniture?

How can small innovations lead to better health and productivity?

5. Ensure that you review key vocabulary and confirm that all students understand the design constraints and project expectations.

Define the Problem 1. Read the problem scenario with students and clarify the client’s need for a heightadjustable desk converter.

2. Review the key design constraints—supporting a laptop at adjustable heights, flexibility, and comfort. Invite students to brainstorm what features would make the desk converter both user-friendly and mechanically functional.

3. Prompt them to consider how they will approach designing a stable and adjustable structure using Onshape or physical modeling.

Build the model

1,2,3

Log in to your Onshape account.

Click Create -> Document Name the file “Project 3: Standing Desk Converter”.

4 Create a new sketch and use a combination of the rectangle tool, line tool, trim tool, and dimension tool to create the laptop platform that has a tab sticking out.

5

Create a rectangle with one tab sticking out and use the sketch fillet tool to round the corners for a sleek aesthetic. It is up to you to decide how large your stand should be, depending on the size of your device.

6

Create a sketch and then extrude it to create a vertical panel. Create another sketch with a linear pattern of vertical rectangles with material removed that the laptop stand can be placed on.

Test Have students review the “Measure Your Success” section to confirm that their standing desk converter allows for smooth height adjustment, supports the weight of a laptop, and fits within any size or material constraints. Encourage them to test the range of motion and stability of their design, checking whether the laptop stays secure at different heights and angles.

Share & improve Have students pair up and test each other’s standing desk models. Each student should identify one feature that supports ergonomic use and one suggestion to improve adjustability or strength. Encourage them to focus on hinge design, user comfort, and ease of use when offering feedback.

-- End of Session 1 --

08

Learning Activities (Session 2) Challenge 1. Hide part 2 by clicking on the eye icon for a better observation of the object.

2. On the top side view draw the edges of the stand with the same dimensions as the first piece (this will be like a hole for it to be attached to it).

3. Use the offset tool to draw the edges of the hole which will hold the stand, then complete the rectangle.

08

4. Extrude the face of the piece with 0.3 thickness.

5. Move the position of the stand to the end of the object to support it. This can be done by using “transform” tool then select “translate by x,y,z” then moving the object on the z axis.

Test Have students check whether their bottom piece fits tightly into the stand and supports the overall structure. They should review the joinery for stability and ensure the bottom prevents wobbling or tipping when a laptop is placed on top.

Share & improve Pair students to review each other’s designs. Each student should identify one strength (e.g., stability, good alignment) and offer one suggestion for improvement (e.g., tab size, material fit). Encourage feedback focused on structural support and how well the piece integrates with the overall stand.

-- End of Session 2 --

08

Answer Key MATH AND SCIENCE CONNECTION ANSWER 1 With a hypotenuse of 13” and a ratio of leg lengths of 16:9, set up the equation: 2

2

(16x) + (9x) = 13 2

2

2

256x + 81x = 169

Length = 16x = 16(

2

337x = 169 2

x = x=

13 )= 337

117 = 6.37 in 337

Area = Length x Width =

208 117 = x 337 337

Width = 9x = 9(

169 337 13 337

13 208 )= = 11.33 in 337 337

24,336 2 = 72.21 in 337

ANSWER 2 How many 11.33” x 6.37” rectangles fit in a 24” x 36” sheet?

24" = 2.1-> round down to 2 whole lengths 11.33" 36" = 5.6-> round down to 5 whole widths 6.37" 2 x 5 = 10 rectangles.

Check how many rectangles fit if they are turned horizontally: 24"

= 3.7-> round down to 3 whole widths 6.37" 36" = 3.2-> round down to 3 whole lengths 11.33" 3 x 3 = 9 rectangles 10 > 9, so the maximum number of rectangles that can be fit is 10.

Students can also check mixing and matching the orientations, but there will not be enough room to fit more rectangles.

ANSWER 3 1.7 m x 0.001 = 0.0017 m = 0.17 cm

Reflection Question # 1

2

Answer key A standing desk converter helps address good health and wellbeing by reducing prolonged sitting, which can lower the risk of obesity, back pain, and heart disease, while promoting better posture and increased energy during the day.

Product designers and health coaches can use a standing desk converter to promote good health and wellbeing by encouraging more movement and reducing sedentary behavior, which helps improve posture, energy levels, and long-term physical health.

08

Project 4: Car Model Lesson Plan Learning Objectives

Duration: 90 minutes

At the end of the lesson, the learners will: 1. Describe how friction and surface type affect the speed and movement of a car model, connecting these concepts to real-world examples.

2. Use CAD software to design a laser-cut car with accurate wheel placement and joinery that supports smooth motion.

3. Assemble and test a car model on different surfaces, analyze performance results, and suggest design improvements based on friction and stability.

Materials

Laser Cutter

⅛” MDF

Smoke Purifier

Smoke Purifier

Vocabulary

Term

Meaning

Friction

Force that resists the motion of two objects rubbing together

Frictional Coefficient

Numerical value that represents how much resistance there is between two surfaces when they slide against each other

Mechanics

A branch of physics that studies how forces affect the motion of objects

Preparation (Teacher To-Do Before Class) 1. Ensure that all laptops/computers are charged and have access to the internet. Log in to the CAD software (Onshape or other chosen design platform) on each student group account so that students can start immediately.

2. Check that the laser cutter is set up, calibrated, and safety-tested before class. Make sure the cutting bed is clean and aligned.

3. Prepare the approved material sheets (e.g., 3mm plywood, acrylic, or cardboard) cut to standard sizes that fit the machine’s working area.

4. Print and display the laser cutter safety rules in the classroom. Review emergency stop procedures and ensure that safety goggles are available for all students.

5. Upload or prepare a sample CAD file and laser-cut model for demonstration, showing both the digital design and the physical prototype.

5. Have measuring tools (rulers, calipers) ready for students to check their designs before cutting.

6. Confirm that ventilation or fume extraction is working properly for safe operation.

7. Test the file-to-machine workflow (exporting from CAD to laser cutter software) to avoid technical issues during class.

Learning Activities (Session 1) Introduction 1. Begin by explaining how cars rely on physics to move efficiently, especially the roles of speed and friction.

2. Highlight that students will explore these concepts by building and testing laser-cut model cars.

3. Discuss how different surfaces (like wood, carpet, or plastic) affect performance, and how analyzing friction can help improve safety and speed.

4. Use real-world examples such as car skidding or slowing down to help students connect the concept to daily life.

5. You can ask questions like: What happens when friction is too low or too high?

Why is testing on different surfaces important?

How can car design affect performance and safety?

6. Ensure that you review key vocabulary and confirm that all students understand the design constraints and project expectations.

Define the Problem Read the “Define the Problem” section with your students. Emphasize that they are helping a physics class understand friction by designing cars that can be tested on various surfaces.

Review the goals of accurate modeling and explain the importance of file design for laser cutting. Encourage students to think about what features will affect the car’s speed and traction.

Build the model

1,2,3

Log in to your onShape account.

Click Create -> Document.

Name the file “Project 4: Car Model.”

4

Create a new sketch and use a combination of the circle tool, line tool, and rectangle tools to create the outline of pieces to make a car. You may use the dimensions below for inspiration, or you may prefer to choose your own size.

Test Have students revisit the "Measure Your Success" section and test their car models on different surfaces such as wood, carpet, and plastic. Ask them to observe how friction affects the car’s speed and movement on each surface. Ensure that the models are fully assembled, stable, and cut accurately from the laser files. Encourage students to record and compare results to understand which design performs best under different friction conditions.

Share & improve Pair students up to review each other’s car designs. Each student should point out one strength in their partner’s model and suggest one improvement. Focus the discussion on how well the car moves, how the materials and wheel placement affect performance, and whether the design could be adjusted to handle friction better. Guide students to make thoughtful changes based on test results and peer feedback.

-- End of Session 1 --

Learning Activities (Session 2) Challenge

1. Open a new sketch on the face of one of the wheels. Use the Dimension tool to draw a new inner circle that matches the shaft diameter of your motor or axle. Then, add a second circle with a smaller outer diameter than the original wheel.

2. Select the new sketch and use the Extrude tool. Be sure to choose “New” instead of “Add” so the extrusion becomes a separate part, not an extension of the wheel.

08

3. (Optional) Create another version of the part with a slightly smaller shaft diameter. This will give a tighter fit, which may help the wheels stay more securely on the shaft during testing.

4. Duplicate the object 4 times.

Test Have students test their completed car designs on various surfaces and record how far or fast the cars move. Guide them to compare performance and friction levels. Encourage them to observe which materials produce the most and least resistance and use this data to rank surface friction in the provided chart.

Share & improve Let students pair up to exchange observations and feedback. Each student should identify one effective design feature and one suggestion for improvement in their partner’s car. Encourage focus on how the car handles friction, wheel stability, and motion consistency. Invite students to modify their designs based on feedback and surface testing results.

-- End of Session 2 --

08

Answer Key MATH AND SCIENCE CONNECTION ANSWER 1 The rate of change of the car’s position on the smooth floor, moving from 0 to 9 cm in 6 seconds, is higher than the rate of change of the car’s position on the carpet, which moves from 0 to 5 cm in 6 seconds. Mathematically: Smooth floor: Carpet:

9-0 = 1.5 cm/s 6

5-0 = 0.83 cm/s 6

1.5 > 0.83 ANSWER 2 The car’s acceleration is the fastest from 0 - 1 s, since the slope is the steepest (2 cm/s / 1 s = 2 2 cm/s )

Reflection Question # 1

2

Answer key A friction car model can help promote quality education by offering a handson, visual way for students to learn about physics concepts like force, motion, and energy, making abstract science and engineering topics more accessible and engaging.

An auto mechanic and mechanical engineer could use a friction car model for training purposes or at a career day to teach students or trainees about basic mechanical principles, vehicle dynamics, and problem-solving skills, sparking interest in technical careers through interactive learning.

08

Project 5: Inclusive STEM Figurine Lesson Plan Duration: 90 minutes

Learning Objectives

At the end of the lesson, the learners will: 1. Explain why representation in STEM matters and describe how design choices can promote inclusion and challenge stereotypes.

2. Use CAD software to design a figurine with balanced proportions, interlocking joinery, and features that reflect a STEM professional.

3. Assemble and test a laser-cut figurine, then evaluate its stability and visual impact while applying peer feedback to improve clarity, balance, and inspiration.

Materials

Laser Cutter

⅛” MDF

Smoke Purifier

Vocabulary

Term

Meaning

Prototype

An early version of a product that's used to test a concept or process

Marketing

The promotion of an organization's mission

Preparation (Teacher To-Do Before Class) 1. Ensure that all laptops/computers are charged and have access to the internet. Log in to the CAD software (Onshape or other chosen design platform) on each student group account so that students can start immediately.

2. Check that the laser cutter is set up, calibrated, and safety-tested before class. Make sure the cutting bed is clean and aligned.

3. Prepare the approved material sheets (e.g., 3mm plywood, acrylic, or cardboard) cut to standard sizes that fit the machine’s working area.

4. Print and display the laser cutter safety rules in the classroom. Review emergency stop procedures and ensure that safety goggles are available for all students.

5. Upload or prepare a sample CAD file and laser-cut model for demonstration, showing both the digital design and the physical prototype.

5. Have measuring tools (rulers, calipers) ready for students to check their designs before cutting.

6. Confirm that ventilation or fume extraction is working properly for safe operation.

7. Test the file-to-machine workflow (exporting from CAD to laser cutter software) to avoid technical issues during class.

Learning Activities (Session 1) Introduction 1. Begin by discussing how representation matters, especially in STEM fields where women are historically underrepresented.

2. Explain that this project allows students to design and prototype toy figurines that reflect female engineers. These figures serve as powerful visual tools that can inspire young girls to see themselves in STEM careers.

3. Use guiding questions to spark discussion: Why is it important for kids to see role models who look like them?

How can toys help challenge gender stereotypes?

In what ways can design support inclusion and inspiration?

4. Ensure that you review key vocabulary and confirm that all students understand the design constraints and project expectations.

Define the Problem Review the "Define the Problem" section together. Make it clear that their role is to support a physics class by designing testable cars that demonstrate how friction works across different surfaces. Talk about why precision in digital design matters when preparing files for laser cutting. Help students consider what features—like wheel size, weight, or axle placement— could influence their car’s ability to move quickly and safely across materials like carpet, wood, or tile.

Build the model

1,2,3

Log in to your onShape account.

Click Create -> Document.

Name the file “Project 5: Inclusive Soldier Figurine”.

4

Create a sketch on the Front plane. Search “Insert DXF or DMG file” and import the DXF file as the basis for the sketch. Click the green checkmark to complete the sketch.

5

Extrude the sketch to give the toy the thickness appropriate for a toy.

Test Have students revisit the "Measure Your Success" section and check if their figurine design meets the required criteria for balance, proportion, and recognizable engineering features. Ask them to inspect the model for stability and whether it can be assembled cleanly from the laser-cut parts. Encourage them to reflect on how well their design communicates the identity of a female STEM professional and if it could inspire younger audiences. If possible, allow brief peer testing or viewing to assess visual impact.

Share & improve Pair students to review each other’s figurine designs. Each student should highlight one strong feature in their partner’s model—such as pose, clothing details, or engineering tools—and suggest one area for improvement. Encourage thoughtful feedback on how well the figurine represents a confident, capable woman in STEM. Guide students to consider both aesthetic appeal and messaging in their revisions, helping them refine their design to better inspire inclusion and representation.

-- End of Session 1 --

Learning Activities (Session 2) Challenge

1. Identify the base or bottom face of the object where the stand will be attached.

08

2. Measure the leg length by clicking on the sides of it. The measurement will appear in the bottom-right corner of the screen. Note this width for the next step.

3. Create a new sketch on a plane that is perpendicular to the leg. Draw a rectangle using the same width as the leg. Then, draw a circle around the rectangle to act as the base of the stand.

4. Select the new sketch and use the Extrude tool to give the stand its thickness.

Make sure to select “New” instead of “Add” so the stand is created as a separate part, not joined to the original object.

5. Use the Transform or Move tool to align and position the stand beneath the leg of the object.

Ensure it sits flat and centered for proper support.

08

Test Have students check the “Measure Your Success” section to confirm that their base supports the figurine upright and fits the click-in connection. Test that the figurine stands securely without wobbling and that the base fits within the design constraints.

Share & improve Ask students to pair up and give each other quick feedback. Each student should mention one thing that works well (e.g., stability or fit) and one suggestion for improvement. Encourage feedback on design clarity, balance, and fit accuracy.

-- End of Session 2 --

Answer Key MATH AND SCIENCE CONNECTION ANSWER 1 1. 18% - 12% = 6% difference 0.06 x 5,000,000 = 30,000 more young women are interested in STEM careers.

ANSWER 2 4,500x = 500 x = 5/45 = 1/9 = 0.11 = 11% ANSWER 3 3. a. The average percent increase in interest from the aeronautical engineer was 7.75 while the average percent increase in interest for the civil engineer was 6.25. Thus, the aeronautical engineer caused a higher percent increase than the civil engineer. b. The standard deviation for the aeronautical engineer was 2.39 while the standard deviation for the civil engineer was 5.54. This means there was more variety in the results for the civil engineer than for the aeronautical engineer. If the organization had to only release one figurine, they should choose the aeronautical figurine from these data points.

Reflection Question #

Answer key

1

An inclusive STEM figurine helps promote gender equality by providing visible, diverse role models that challenge stereotypes and encourage all genders to see themselves as capable and welcome in STEM fields.

2

An advertising specialist or recruitment officer can use a female STEM figurine to attract young women to STEM careers by showcasing relatable role models, breaking gender stereotypes, and creating visually engaging campaigns that inspire interest and confidence in pursuing science and engineering paths.

08

Project 6: Rainwater Collector Lesson Plan Duration: 90 minutes

Learning Objectives

At the end of the lesson, the learners will: 1. Explain why portable rainwater collection is important for outdoor survival and describe how design choices can improve storage, portability, and ease of use.

2. Use CAD software to design a lightweight rainwater collector with interlocking joinery and features that allow for both water collection and pouring.

3. Assemble and test a laser-cut rainwater collector, evaluate its stability and efficiency, and apply peer feedback to improve water flow, portability, and fit accuracy.

Materials

Laser Cutter

1/8" Acrylic

Smoke Purifier

Vocabulary

Term Receptacle Scarcity

Meaning An object or space used to contain A lack

Preparation (Teacher To-Do Before Class) 1. Ensure that all laptops/computers are charged and have access to the internet. Log in to the CAD software (Onshape or other chosen design platform) on each student group account so that students can start immediately.

2. Check that the laser cutter is set up, calibrated, and safety-tested before class. Make sure the cutting bed is clean and aligned.

3. Prepare the approved material sheets (e.g., 3mm plywood, acrylic, or cardboard) cut to standard sizes that fit the machine’s working area.

4. Print and display the laser cutter safety rules in the classroom. Review emergency stop procedures and ensure that safety goggles are available for all students.

5. Upload or prepare a sample CAD file and laser-cut model for demonstration, showing both the digital design and the physical prototype.

5. Have measuring tools (rulers, calipers) ready for students to check their designs before cutting.

6. Confirm that ventilation or fume extraction is working properly for safe operation.

7. Test the file-to-machine workflow (exporting from CAD to laser cutter software) to avoid technical issues during class.

Learning Activities (Session 1) Introduction 1. Introduce the importance of clean water access, especially during outdoor activities like hiking or camping in remote areas.

2. Explain how a compact rainwater collector can provide a portable solution by catching and storing rainwater for later use.

3. Emphasize how this project supports critical thinking, survival skills, and environmental awareness.

4. Ask questions like: Why is rainwater collection important for outdoor survival?

What materials are best for lightweight, portable designs?

How can we make the collector easy to carry and use?

5. Ensure that you review key vocabulary and confirm that all students understand the design constraints and project expectations.

Define the Problem Read the “Define the Problem” section with your students. Emphasize that they are helping a gear company create a lightweight and effective tool for clean water collection. Review the criteria (it must store and catch rainwater) and constraints (must be easy to carry).

Encourage students to brainstorm what shape or mechanism would work best in real-life hiking situations.

Build the model

1,2,3

Log in to your onShape account.

Click Create -> Document.

Name the file “Project 6: Rainwater Collector.”

4

5

Create a rainwater collector that is larger at the opening at the top and funnels into a container.

Ensure the pieces have joinery to fit together.

Extrude the pieces with 0.125" thickness and assemble them in Assembly 1 to ensure they fit together.

Test Have students review the “Measure Your Success” section and check if their design can catch and hold water securely. Make sure it can be assembled or folded easily for storage and meets the lightweight requirement. Let them simulate rain using a spray bottle or cup and evaluate how much water is collected and retained.

Share & improve Pair students to share their designs. Each student should identify one smart design feature in their partner’s model and suggest one improvement. Encourage them to discuss portability, water collection efficiency, and how well the design could survive in outdoor conditions. Let them refine their models based on testing and peer feedback.

-- End of Session 1 --

Learning Activities (Session 2) Challenge ...

08

Test Have students test whether their design allows water to be poured smoothly into a small opening, such as a filter or drain. Ensure the spout or channel is positioned correctly and that no water leaks from unintended areas. Remind them to check that the parts fit securely and that the model stands steady when in use.

Share & Improve Ask students to partner up and share their pouring mechanism designs. Each student should mention one feature that works well and suggest one way to improve ease of use or stability.

Encourage feedback focused on water flow, part fit, and how easily the design integrates with a typical water filter setup.

-- End of Session 2 --

Answer Key MATH AND SCIENCE CONNECTION ANSWER 1 a. Amount = rate x time V(t) = 0.5t 3 b. V(30) = 0.5(30) = 15 in 3

c. Total Volume = 5 = 125 in V(t) = 125 = 0.5t t = 125/ 0.5 = 250 minutes

3

ANSWER 2 a. Amount = rate x time 2

V(t) = 0.5t

2

3

b. V(30) = 0.5(30 ) = 0.5(900) = 450 in c. V(t) = 125 = 0.5t 125/0.5 = t 250 = t

2

2

2

t = 15. 8 minutes Note that the container fills much faster with the variable rate, since it is always increasing, than with the constant rate.

08

Reflection Question #

Answer key

1

A rainwater collector used on a backpacking trip offers an off-grid, eco-friendly way to access water in remote areas. It reduces the need to carry large quantities of bottled water, supports hydration and hygiene, and promotes sustainable use of natural resources without depleting local water sources.

2

Environmental engineers and product designers can collaborate to create efficient, sustainable rainwater collectors that provide clean water in areas with limited access. By integrating smart design, eco-friendly materials, and effective filtration, they can develop scalable solutions for homes, schools, and outdoor use.

08

Project 7: Wind Turbine Airfoils Lesson Plan

Learning Objectives

Duration: 90 minutes

At the end of the lesson, the learners will: 1. Explain how airfoil shape affects wind turbine efficiency and describe why renewable energy is important for sustainable power generation.

2. Use CAD software to design laser-cut turbine blades and hubs with features that support stability, airflow, and accurate testing.

3. Assemble and test airfoil models in a simulated wind environment, evaluate performance results, and apply peer feedback to improve design efficiency and stability.

Materials

Laser Cutter

⅛” MDF

Smoke Purifier

½” wooden dowel

Vocabulary

Term

Meaning

Airfoil

A shaped surface, like a wing or blade, designed to generate lift or control airflow when moving through air

Model

A simplified representation of a system or concept used to explain, predict, or analyze its behavior

Turbine

A machine with rotating blades that converts fluid flow (like wind, water, or steam) into mechanical energy

Preparation (Teacher To-Do Before Class) 1. Ensure that all laptops/computers are charged and have access to the internet. Log in to the CAD software (Onshape or other chosen design platform) on each student group account so that students can start immediately.

2. Check that the laser cutter is set up, calibrated, and safety-tested before class. Make sure the cutting bed is clean and aligned.

3. Prepare the approved material sheets (e.g., 3mm plywood, acrylic, or cardboard) cut to standard sizes that fit the machine’s working area.

4. Print and display the laser cutter safety rules in the classroom. Review emergency stop procedures and ensure that safety goggles are available for all students.

5. Upload or prepare a sample CAD file and laser-cut model for demonstration, showing both the digital design and the physical prototype.

5. Have measuring tools (rulers, calipers) ready for students to check their designs before cutting.

6. Confirm that ventilation or fume extraction is working properly for safe operation.

7. Test the file-to-machine workflow (exporting from CAD to laser cutter software) to avoid technical issues during class.

Learning Activities (Session 1) Introduction 1. Explain how wind turbines work by converting wind energy into electricity using rotating blades. Introduce the idea that blade shape affects how efficiently wind energy is captured.

2. Let students know they will design and cut different blade airfoils using a laser cutter, then test their models in a simulated wind environment to measure performance.

3. Emphasize the real-world impact of this work on clean energy and sustainability.

4. Use guiding questions like: What makes one blade design capture more wind than another?

How can we design for both performance and efficiency?

Why is renewable energy important for our future?

5. Ensure that you review key vocabulary and confirm that all students understand the design constraints and project expectations.

Define the Problem Read the "Define the Problem" section together. Explain that students will act like engineers helping a clean energy company test airfoil designs. Clarify that the focus is on designing small blades that are fast and affordable to produce and that can be evaluated for wind performance. Encourage brainstorming about which design features (like curvature or length) may lead to better results.

Build the model

1,2,3

Log in to your Onshape account.

Click Create -> Document Name the file “Project 7: Wind Turbine Airfoils.”

4

Create an elliptical design for your wind turbine airfoil. Inspect the examples for inspiration.

6

5

Create an airfoil based on one of the three design options. Use a spline curve to create the geometry.

Extrude the airfoil to give it ⅛” thickness.

7

8

Create a central hub with a hole in the middle to be able to attach to the dowel. Use the circular pattern to create a pattern of three airfoils. Make sure the inner diameter of the hub matches the outer diameter of your dowel such that it fits tightly, but is still able to rotate.

Perform a boolean union to combine the parts into one design for laser cutting, such that the laser cutter does not cut the pieces apart.

Test Have students refer to the "Measure Your Success" section and test their airfoil models using a fan or wind source. Ask them to observe how fast each blade turns and how consistently it spins. Have them measure wind capture performance and compare results to identify which blade design is most effective.

Share & improve Pair students to give feedback on each other’s blade designs. Each student should name one strength and one improvement idea. Ask them to reflect on which design features made a difference in performance. Encourage them to revise their models based on what they learned from testing and peer feedback.

-- End of Session 1 --

08

Learning Activities (Session 2) Challenge .....

Test Have students test their airfoil hub and holder designs by attaching the airfoils and using a fan to simulate wind. Make sure the hub holds the blades securely and spins freely. Ask students to check if their design allows for stable rotation and accurate comparison between different blade shapes. Remind them to refer to the “Measure Your Success” table to confirm that the setup meets the criteria for testing performance.

Share & Improve Pair students to observe each other’s hub and holder systems in action. Ask each student to point out one thing they like and one idea for improvement. Encourage them to discuss how the design supports airflow, stability, and test accuracy. Students can make adjustments based on what they learn from each other’s feedback and testing outcomes.

-- End of Session 2 --

Answer Key MATH AND SCIENCE CONNECTION ANSWER 1 π π radians a. 60° x = 180 3 π 2π m ≈ 2.1 m s = rθ = 2 m( )= 3 3 2

b. Area of the circle = r = 4 Segment of the circle ratio:

4π 2π 2 60 x = , so x = = = 2.1 m 4π 360 6 3

Note that this shape is special since the arc length of this sector is equal to its area. This only happens when r = 2.

08

ANSWER 2 P(50) = P(100) =

1500 2

50 1500 2

100

(1 - 0.1(

30 2 ) ) = 0.58 50

(1 - 0.1(

30 2 ) ) = 0.15 100

The power density is better with a spacing of 50 m, since 0.58 > 0.15.

ANSWER 3 To optimize, take the derivative and set it to 0, or graph the function and find the coordinates of the peak.

A spacing of 13.42 m provides the maximum power density of 4.17

w

2

m

Reflection Question # 1

2

Answer key Wind turbine airfoils increase the efficiency of wind turbines, allowing them to capture more energy from the wind and convert it into electricity more effectively. This improved performance lowers the cost of wind power generation and makes renewable energy more accessible and sustainable for communities around the world.

Aeronautical engineers focus on designing wind turbine airfoils that maximize aerodynamic efficiency by reducing drag and increasing lift. Environmental engineers use these designs to develop sustainable energy systems that minimize environmental impact, ensuring wind turbines are both efficient and eco-friendly.

08

Project 8: Bike Rack Lesson Plan

Learning Objectives

Duration: 90 minutes

At the end of the lesson, the learners will: 1. Explain how bike racks support sustainable transportation and describe how thoughtful design can improve safety, accessibility, and environmental impact.

2. Use CAD software to design a laser-cut bike rack that meets criteria for sturdiness, size, and ease of locking multiple bikes.

3. Assemble and test a bike rack model, evaluate its stability and usability, and apply peer feedback to improve space efficiency, safety, and user convenience.

Materials

Laser Cutter

⅛” MDF

Smoke Purifier

Vocabulary

Term

Meaning

Bike Rack

A structure designed for securely holding or parking bicycles

Emissions

Gases or substances released into the air, usually from vehicles, factories, or other sources

Commuter

A person who travels regularly between home and work or school.

Preparation (Teacher To-Do Before Class) 1. Ensure that all laptops/computers are charged and have access to the internet. Log in to the CAD software (Onshape or other chosen design platform) on each student group account so that students can start immediately.

2. Check that the laser cutter is set up, calibrated, and safety-tested before class. Make sure the cutting bed is clean and aligned.

3. Prepare the approved material sheets (e.g., 3mm plywood, acrylic, or cardboard) cut to standard sizes that fit the machine’s working area.

4. Print and display the laser cutter safety rules in the classroom. Review emergency stop procedures and ensure that safety goggles are available for all students.

5. Upload or prepare a sample CAD file and laser-cut model for demonstration, showing both the digital design and the physical prototype.

5. Have measuring tools (rulers, calipers) ready for students to check their designs before cutting.

6. Confirm that ventilation or fume extraction is working properly for safe operation.

7. Test the file-to-machine workflow (exporting from CAD to laser cutter software) to avoid technical issues during class.

Learning Activities (Session 1) Introduction 1. Begin by discussing how bike racks support clean transportation and healthier lifestyles.

2. Explain that more people biking means fewer cars on the road, which helps reduce air pollution, traffic, and carbon emissions.

3. Emphasize how students will design and test bike racks using laser cutting, learning about sustainability and safe urban planning.

4. You can ask: How do bike racks make it easier for people to choose biking over driving?

What are the environmental benefits of cycling more?

How can design improve both safety and accessibility?

5. Ensure that you review key vocabulary and confirm that all students understand the design constraints and project expectations.

Define the Problem Read the “Define the Problem” section together. Explain that students will design a bike rack that is safe, space-efficient, and easy to access. Emphasize that the design should reduce clutter, encourage commuting by bike, and fit in front of office buildings. Ask students what features make a bike rack effective and secure.

Build the model

1,2,3

Log in to your Onshape account.

Click Create -> Document Name the file “Project 8: Bike Racks.”

4

5

Create two bases.

Create an arc that notches into the base.

6

Import a DXF or DWG of a bike to visualize how the bike will connect.

Test 1. Have students review the “Measure Your Success” section and check that their bike rack design: Holds at least two bikes Fits within the designated size Uses only laser-cut parts 2. Test the stability of the rack and how easily bikes can be locked and unlocked. Encourage teams to simulate real use and ensure safety and usability.

Share & improve Ask students to present their models and test results. In pairs, each student should give one compliment and one constructive idea to improve the design. Guide them to focus on space efficiency, sturdiness, and how inviting the rack is for everyday use. Suggest that they revise their designs based on peer and performance feedback.

-- End of Session 1 --

Learning Activities (Session 2) Challenge ...

08

Test Have students check whether their updated bike rack design allows at least three bikes to be locked securely and spaced out for easy access. Verify that the rack stands steadily, fits within the size limits, and uses only laser-cut materials. Encourage students to simulate placing and locking bikes to ensure the design is functional and user-friendly.

Share & improve Pair students to review each other’s upgraded designs. Ask each student to give one piece of positive feedback and one improvement suggestion focused on space, locking access, and ease of use. Encourage them to consider user convenience, safety, and how clearly the design communicates where bikes should be placed.

-- End of Session 1 --

Answer Key MATH AND SCIENCE CONNECTION ANSWER 1

Students may calculate by hand or use a program as shown to find the mean, median, and IQR. Note that the Q1 and Q3 values are found as the median of the first half of the data and the median of the second half of the data, respectively.

ANSWER 2 The mean is higher in location A, the mall, than the park, location B. The spread is larger at the mall than at the park.

ANSWER 3 The bike racks at the mall have a higher average usage, so additional racks could be most useful there. The difference in spread is 4 as opposed to 3, so that is not too concerning for the planning board.

08

Reflection Question # 1

2

Answer key A bike rack supports sustainable transportation infrastructure that reduces traffic congestion and environmental impact. When thoughtfully designed and integrated into urban planning, bike racks encourage innovation in mobility solutions and promote more resilient, accessible cities.

Civil engineers and urban designers can incorporate bike racks into wellplanned, sustainable urban transport systems that encourage cycling and reduce car dependency. By strategically placing durable, accessible, and aesthetically integrated bike racks, they support innovative infrastructure that promotes clean mobility and healthier, more connected communities.

08

Project 9: Braille Signage Lesson Plan

Duration: 90 minutes

Learning Objectives

At the end of the lesson, the learners will: 1. Explain the importance of Braille signage in promoting accessibility and describe how inclusive design supports independence for people with visual impairments.

2. Use CAD software to design laser-engraved Braille signage that meets criteria for readability, alignment, and material constraints.

3. Assemble and test Braille signage prototypes, evaluate tactile clarity and accuracy, and apply peer feedback to improve spacing, engraving depth, and overall accessibility.

Materials

Laser Cutter

⅛” MDF

Smoke Purifier

Vocabulary

Term

Meaning

Braille

A writing system using raised dots that blind or visually impaired people read by touch

Raster Engraving

A technique where the laser moves back and forth, like a printer, to engrave an image or text by burning away material with tiny dots

Terminal

A building where passengers check in, go through security, board, and arrive from flights

Preparation (Teacher To-Do Before Class) 1. Ensure that all laptops/computers are charged and have access to the internet. Log in to the CAD software (Onshape or other chosen design platform) on each student group account so that students can start immediately.

2. Check that the laser cutter is set up, calibrated, and safety-tested before class. Make sure the cutting bed is clean and aligned.

3. Prepare the approved material sheets (e.g., 3mm plywood, acrylic, or cardboard) cut to standard sizes that fit the machine’s working area.

4. Print and display the laser cutter safety rules in the classroom. Review emergency stop procedures and ensure that safety goggles are available for all students.

5. Upload or prepare a sample CAD file and laser-cut model for demonstration, showing both the digital design and the physical prototype.

5. Have measuring tools (rulers, calipers) ready for students to check their designs before cutting.

6. Confirm that ventilation or fume extraction is working properly for safe operation.

7. Test the file-to-machine workflow (exporting from CAD to laser cutter software) to avoid technical issues during class.

Learning Activities (Session 1) Introduction 1. Introduce the topic by explaining how Braille signage helps people with visual impairments navigate public spaces independently.

2. Highlight how laser engraving enables the creation of accurate and durable Braille on materials like metal, acrylic, or wood.

3. Emphasize that this project empowers students to create inclusive designs that make environments more accessible and equal for everyone.

4. Ask guiding questions such as: Why is Braille important in public spaces?

What makes signage more accessible?

How can design help promote inclusion?

5. Ensure that you review key vocabulary and confirm that all students understand the design constraints and project expectations.

Define the Problem Read the “Define the Problem” section with your students. Clarify that they are helping an airport create Braille signage to assist travelers with limited eyesight. Encourage them to consider what makes signage effective and inclusive. Remind them to think about clarity, readability, material choice, and placement in their design.

Build the model

1,2,3

Log in to your onShape account.

Click Create -> Document.

Name the file “Project 9: Braille Signage.”

4,5

6

Create a backboard for the sign.

Research the braille pattern for “Terminal A”.

Create the design on the backboard by importing the DXF file as a sketch and extruding it up.

Test Have students check their designs against the “Measure Your Success” criteria. Ensure the Braille dots are spaced correctly, readable by touch, and aligned with the text message. Test the design using sample surfaces and confirm that the engraved dots are clear and consistent. Verify that the design fits the laser cutting guidelines.

Share & improve Pair students to share and review each other's Braille signage. Ask them to give one compliment and one suggestion for improvement. Encourage them to focus on the readability of the Braille, alignment with the printed text, and design simplicity. Support revisions that improve accessibility and clarity.

Learning Activities (Session 2)

-- End of Session 1 --

Challenge ...

Test Ask students to test their Braille signs by laser engraving on a small 2” x 3” material. Have them check that the Braille dots are clearly raised and easy to feel, using either tactile feedback or a Braille ruler for measurement. Make sure they adjust the engraving depth until the dots reach the ideal height. Confirm that the text matches the intended message and the sign fits within the design specifications.

08

Share & Improve Have students pair up and test each other's signs by touch. Each student should give one piece of positive feedback and one suggestion for improvement, focusing on clarity, accuracy of the Braille pattern, and engraving quality. Encourage them to make small adjustments to depth, spacing, or layout to enhance accessibility.

-- End of Session 2 --

Answer Key MATH AND SCIENCE CONNECTION

ANSWER 1 Braille and On Time: 0.75 x 0.65 = 0.488 x 100 = 48.8% Staff and On Time 0.25 x 0.85 = 0.213 x 100 = 21.3% Braille %: 48.8 / (48.8 + 21.3) = 0.696 There is a 69.6%, almost 70% chance that the person who made it to the gate on time used Braille signs to navigate.

ANSWER 2 Out of a group of 100 travelers, 75 are predicted to use Braille signs. Then, 1 - 0.65 = 0.35, which is 35%, will not make it to the gate on time. This means; 75 x 0.35 = 26.25, or 26 passengers are predicted to not make it to the gate on time.

ANSWER 3 Yes, the airport should still have Braille signs, as only 25% of blind travelers ask the staff for help.

The staff may be too busy or the traveler may wish to be independent.

Reflection Question #

Answer key

1

Braille signage can make public spaces, buildings, and services more accessible to people who are blind or visually impaired. This inclusive design promotes equal opportunities, independence, and participation for all individuals.

2

An assistive technologies specialist design and implement accessible wayfinding solutions that empower visually impaired individuals to navigate spaces independently. Their expertise ensures that braille signage meets user needs and compliance standards, fostering inclusive environments that reduce barriers and promote equality.

08

Project 10: Reusable Shipping Containers Lesson Plan Duration: 90 minutes

Learning Objectives

At the end of the lesson, the learners will: 1. Explain how reusable and modular shipping containers reduce waste, save space, and support sustainable global trade.

2. Use CAD software to design a flat-pack shipping crate with interlocking joinery that allows for easy assembly, disassembly, and reuse.

3. Assemble and test a laser-cut crate model, evaluate its stability and efficiency, and apply peer feedback to improve stacking strength, fit, and compact storage.

Materials

Laser Cutter

⅛” MDF

Smoke Purifier

Vocabulary

Term

Meaning

Freight

Goods or cargo transported by truck, train, ship, or plane

Adhesives

Substances used to bond or stick materials together such as tape or glue

Preparation (Teacher To-Do Before Class) 1. Ensure that all laptops/computers are charged and have access to the internet. Log in to the CAD software (Onshape or other chosen design platform) on each student group account so that students can start immediately.

2. Check that the laser cutter is set up, calibrated, and safety-tested before class. Make sure the cutting bed is clean and aligned.

3. Prepare the approved material sheets (e.g., 3mm plywood, acrylic, or cardboard) cut to standard sizes that fit the machine’s working area.

4. Print and display the laser cutter safety rules in the classroom. Review emergency stop procedures and ensure that safety goggles are available for all students.

5. Upload or prepare a sample CAD file and laser-cut model for demonstration, showing both the digital design and the physical prototype.

5. Have measuring tools (rulers, calipers) ready for students to check their designs before cutting.

6. Confirm that ventilation or fume extraction is working properly for safe operation.

7. Test the file-to-machine workflow (exporting from CAD to laser cutter software) to avoid technical issues during class.

Learning Activities (Session 1) Introduction 1. Explain that shipping containers are essential for global trade but often create environmental challenges due to emissions, space usage, and waste.

2. Introduce the idea that reusable containers designed with laser-cut modular parts can reduce warehouse space, cut costs, and lower environmental impact.

3. Emphasize that the goal of this project is to rethink traditional shipping with smarter, flatpacked, and repairable container designs that support sustainability.

4. Ensure that you review key vocabulary and confirm that all students understand the design constraints and project expectations.

Define the Problem Read the “Define the Problem” section with your students. Clarify that the goal is to create a prototype of a reusable shipping crate using joinery methods. Review what a prototype is, and discuss why modularity and space-saving features are important in real-world shipping and storage. Invite students to brainstorm how a container can be designed for easy assembly, disassembly, and reuse.

Build the model

1,2,3

Log in to your onShape account.

Click Create -> Document.

Name the file “Project 10: Shipping Crate.”

4

5

Create a bottom for the crate.

Create sides for the crate that will fit in the tabs of the bottom.

6

Create the top of the crate.

Test Have students review the "Measure Your Success" section. Ask them to check that their crate design fits together using joinery, is able to be assembled and disassembled easily, and can lay flat when not in use. Encourage them to test the structural stability of the assembled prototype and observe whether the connections are tight and secure.

Share & improve Pair students up to test each other’s designs. Each student should describe how their crate functions and receive one positive comment and one suggestion for improvement. Encourage feedback on how easy it is to put together or store the crate, how compact it is when flatpacked, and whether any parts could be redesigned for better fit or strength.

-- End of Session 1 --

Learning Activities (Session 2) Challenge .....

08

Test Have students check whether their crate design snaps together securely without shifting. Ask them to gently shake or move the stacked crates to see if any parts slide or disconnect. Ensure that the joining features (slots, tabs, or connectors) are aligned properly and keep the crates stable during simulated movement. Encourage them to revise the design if it feels loose or unstable.

Share & Improve Pair students and ask them to explain how their crates connect and stay secure during shipment. Each partner should suggest one thing that works well and one way to make the connection stronger or easier to align. Encourage feedback on slot placement, snapping strength, and how easily the crates can be stacked or separated.

Answer Key

-- End of Session 2 --

MATH AND SCIENCE CONNECTION ANSWER 1 3

The volume of the crate is 2m x 2m x 3m = 12 m 3 If 10 sculptures need to fit in each crate, then the largest allowable volume is 12/10 = 1.2 m for each sculpture.

ANSWER 2 Encourage students to draw the scenario and use trigonometry.

08

Reflection Question #

Answer key

1

Reusable shipping containers reduce waste and the need for single-use packaging materials. By enabling multiple uses, they lower resource consumption, decrease environmental pollution, and support more sustainable supply chains.

2

A manufacturing engineer and a systems engineer can use reusable shipping containers to design efficient production processes and supply chains that maximize container reuse and minimize waste. The manufacturing engineer focuses on creating durable, modular containers, while the systems engineer optimizes logistics and tracking systems to ensure containers are reused effectively across the supply network, reducing resource consumption and environmental impact.

08

Project 11: Aquatic Cleanup Hook Lesson Plan

Duration: 90 minutes

Learning Objectives

At the end of the lesson, the learners will: 1. Explain how marine debris affects ecosystems and describe how specialized cleanup tools can reduce plastic pollution while protecting aquatic life.

2. Use CAD software to design a laser-cut aquatic cleanup hook that balances grip strength, efficiency, and safety for marine environments.

3. Assemble and test a cleanup hook prototype, evaluate its ability to collect debris in water, and apply peer feedback to improve stability, performance, and environmental safety.

Materials

Laser Cutter

⅛” Acrylic Sheet

Smoke Purifier

Vocabulary

Term

Meaning

Aquatic

In or relating to the water

Offset

A tool that allows the user to make a geometry slightly larger or smaller than the previous shape

Preparation (Teacher To-Do Before Class) 1. Ensure that all laptops/computers are charged and have access to the internet. Log in to the CAD software (Onshape or other chosen design platform) on each student group account so that students can start immediately.

2. Check that the laser cutter is set up, calibrated, and safety-tested before class. Make sure the cutting bed is clean and aligned.

3. Prepare the approved material sheets (e.g., 3mm plywood, acrylic, or cardboard) cut to standard sizes that fit the machine’s working area.

4. Print and display the laser cutter safety rules in the classroom. Review emergency stop procedures and ensure that safety goggles are available for all students.

5. Upload or prepare a sample CAD file and laser-cut model for demonstration, showing both the digital design and the physical prototype.

5. Have measuring tools (rulers, calipers) ready for students to check their designs before cutting.

6. Confirm that ventilation or fume extraction is working properly for safe operation.

7. Test the file-to-machine workflow (exporting from CAD to laser cutter software) to avoid technical issues during class.

Learning Activities (Session 1) Introduction 1. Explain how marine debris threatens ocean life by entangling animals and polluting ecosystems. Introduce the idea that specialized tools—like aquatic cleanup hooks—can help safely collect floating waste like plastic bottles and nets.

2. Let students know they will design and laser cut their own cleanup hook, shaped to latch onto debris while minimizing harm to marine life. They’ll test the hook’s effectiveness in simulated cleanup scenarios.

3. Emphasize the real-world impact of this project on ocean conservation and sustainable design.

4. Use guiding questions like: What shape makes a hook better at catching debris without damaging the environment?

How can we design a tool that’s both effective and easy to use in water?

Why is protecting marine life from plastic pollution important?

5. Ensure that you review key vocabulary and confirm that all students understand the design constraints and project expectations.

Define the Problem Read the “Define the Problem” section with your students. Discuss how removing debris without harming marine life requires a specific design solution. Encourage students to brainstorm ideas that balance strength, precision, and environmental safety. Emphasize that their goal is to help a marine researcher safely collect waste from the water.

Build the model

1,2,3

Log in to your Onshape account.

Click Create -> Document Name the file “Project 11 - Aquatic Cleanup Hook.”

4

Start by modeling a normal fishing hook.

Use the three-point arc tool to create a hook that can pick up plastic such as a plastic 6-pack ring.

5

Add a straight line for the top of the hook.

6

7

Use the offset tool to create another edge and then connect the bottom edge with a point.

Create a loop at the top for the hook to attach to a fishing line. Use the three-point arc tool and a circle to subtract out the center.

Test Ask students to review the “Measure Your Success” section. Test the hook’s ability to latch onto common debris shapes (like mock bottles or nets) without slipping. Make sure it fits securely onto a pole and can handle underwater movement without damage. Have students observe whether the hook collects debris efficiently during practice runs.

Share & improve Pair students and have them review each other’s hooks. Ask each student to give one piece of praise and one improvement suggestion, focusing on grip strength, shape efficiency, and safety for marine life. Encourage revisions to improve how well the hook catches various objects and remains stable when in use.

-- End of Session 1 --

Learning Activities (Session 2) Challenge .....

08

Test Have students attach their laser-cut aquatic cleanup hooks to a fishing pole and test them in a tub filled with simulated plastic waste. Observe how many pieces of debris the hook can collect in one attempt. Remind students to check if the hook’s prongs are shaped well enough to catch and hold trash without slipping. Encourage them to reflect on the effectiveness of their design and how it performed in water.

Share & Improve Pair students to share feedback on each other’s designs. Each student should highlight one strength and suggest one improvement. Focus their feedback on how many items the hook could pick up, how securely it held the debris, and how easy it was to maneuver in water.

Encourage thoughtful adjustments to improve collection efficiency.

-- End of Session 2 --

Answer Key MATH AND SCIENCE CONNECTION ANSWER 1 Arc length s = r, where is in radians. 45 degrees = s = 1.5(

π 4

)=

3π 8

π 4

radians.

≈ 1.18 m

ANSWER 2 2 x 1.18m x $12/m = $43.2 ANSWER 3 $43.2 x 50 = $2,160

Reflection Question #

Answer key

1

An aquatic cleanup hook removes trash and debris from water bodies, improving water quality and reducing pollution. This tool supports healthier aquatic ecosystems and safer water sources for communities, promoting better sanitation and environmental health.

2

Marine biologists assess the impact of debris on ecosystems, while environmental engineers develop tools and systems, like the cleanup hook, to efficiently remove waste and restore water quality.

08

Project 12: Bee Nesting House Lesson Plan

Duration: 90 minutes

Learning Objectives

At the end of the lesson, the learners will: 1. Explain the importance of solitary bees as pollinators and describe how design features like hole size, spacing, and materials affect bee survival and nesting success.

2. Use CAD software to design a laser-cut bee nesting house with secure structure, accurate hole placement, and features that support pollinator habitats.

3. Assemble and test a nesting house prototype, evaluate its stability and suitability for bees, and apply peer feedback to improve design strength, layout, and ecological effectiveness.

Materials

Laser Cutter

⅛” balsa sheet

Cardboard

Bamboo tubes, 5" x 3/16” - 5/16”

Smoke Purifier

Vocabulary

Term

Meaning

Ecosystem

A community of living organisms interacting with their environment

Nesting

the process of building or selecting a sheltered place to lay eggs and raise their young

Solitary

Alone

Preparation (Teacher To-Do Before Class) 1. Ensure that all laptops/computers are charged and have access to the internet. Log in to the CAD software (Onshape or other chosen design platform) on each student group account so that students can start immediately.

2. Check that the laser cutter is set up, calibrated, and safety-tested before class. Make sure the cutting bed is clean and aligned.

3. Prepare the approved material sheets (e.g., 3mm plywood, acrylic, or cardboard) cut to standard sizes that fit the machine’s working area.

4. Print and display the laser cutter safety rules in the classroom. Review emergency stop procedures and ensure that safety goggles are available for all students.

5. Upload or prepare a sample CAD file and laser-cut model for demonstration, showing both the digital design and the physical prototype.

5. Have measuring tools (rulers, calipers) ready for students to check their designs before cutting.

6. Confirm that ventilation or fume extraction is working properly for safe operation.

7. Test the file-to-machine workflow (exporting from CAD to laser cutter software) to avoid technical issues during class.

Learning Activities (Session 1) Introduction 1. Solitary bees play a vital role in pollinating crops and flowers, yet many lack safe places to nest. By designing and laser-cutting custom bee nesting boxes, students can help provide habitats for these important pollinators.

2. These boxes are made with hollow tubes or drilled holes sized for different bee species, keeping them safe from predators and extreme weather.

3. This hands-on project teaches students how design and engineering can support biodiversity and conservation.

4. Ask guiding questions like: Why are solitary bees important for ecosystems?

How can design choices (like hole size and materials) affect bee survival?

What features make a good nesting environment?

Define the Problem Read the scenario together. Explain that students are helping a beekeeper by designing a bee nesting box where solitary bees can safely lay eggs.Emphasize that the goal is to create a design that supports pollination and protects bees. Encourage them to consider what features will attract bees and keep them safe.

Build the model

1,2,3

Log in to your Onshape account.

Click Create -> Document Name the file “Project 12 - Bee Nesting House.”

4

Create the base for the house.

5

Create the sides for the house. Create an offset plane with a plane tool such that the sides can be made right where they need to notch into the joinery on the base.

6

Create the roof of the house. Create an offset plane from the top plane, and then an angled plane at a 30 degree angle, using the top of the side as the reference plane.

7

Create an aligned rectangle using the corners of the side as one side of the roof. Using trigonometry, we get cos(30) = 2/H, so the hypotenuse length is 2/cos(30) = 2.3.

08

6

Create a pentagonal back for the house with tabs that fit in the existing slots.

Test Have students check the “Measure Your Success” section to confirm their nesting box meets all requirements: correct number and size of holes, secure structure, and suitable materials. Test the design by reviewing whether it would offer enough space and protection for different solitary bee species.

Share & improve Pair up students and let them review each other’s designs. Each student should share one thing they like and one suggestion to improve the box (e.g., more stable structure, better spacing of holes). Encourage them to refine the design to better meet the needs of bees and support pollination.

-- End of Session 1 --

Learning Activities (Session 2) Challenge .....

08

Test Have students check if their design includes holes that are the correct size and spacing for solitary bees to enter. Remind them to confirm the holes connect to the nesting tubes inside and that the front panel fits securely onto the box. If possible, test the fit of bamboo or cardboard tubes to ensure they are stable and provide adequate nesting space.

Share & Improve Ask students to pair up and show each other their designs. Each student should identify one thing that works well in their partner’s design (e.g., good hole layout, strong attachment) and suggest one improvement (e.g., better spacing, stronger material). Encourage respectful feedback focused on bee safety and nesting success.

-- End of Session 2 --

Answer Key MATH AND SCIENCE CONNECTION ANSWER 1

rt

Use the exponential growth model: P(t) = Pe 0

Step 1: Find r using the known values of P =5, t=5, P(5) = 24 0

3r

24 = 5e 24 r = ln( ) ÷ 3 = 0.52 5 Step 2: Use the new r value to find the time needed to P(t) = 100 0.52

100 = 5e

t = ln(20) ÷ 0.31= 5.73 years ANSWER 2 a. H(t) = 7 + 2t b. H(10) = 7+2(10) = 27 houses. No, that is a lot of bee nesting houses, so they likely do not need to keep adding them after a certain number of houses are built.

Reflection Question #

Answer key

1

A bee nesting house provides safe habitats for native bee populations, which are essential pollinators for healthy ecosystems and biodiversity. Supporting bees boosts plant reproduction, improves food chains, and helps maintain balanced and thriving natural environments.

2

Ecologists study how nesting houses affect local biodiversity, while beekeepers manage and protect bee colonies, ensuring pollination services that sustain plants, crops, and wildlife habitats.

08

Project 13: Bookends Lesson Plan

Duration: 90 minutes

Learning Objectives

At the end of the lesson, the learners will: 1. Explain how symbolic design can promote justice and describe how bookends can highlight themes of fairness, equity, and social awareness.

2. Use CAD software to design flat-pack bookends with interlocking joinery that are both stable and visually meaningful.

3. Assemble and test a laser-cut bookend prototype, evaluate its strength and thematic clarity, and apply peer feedback to improve balance, symbolism, and usability.

Materials

Laser Cutter

⅛” MDF

Smoke Purifier

Vocabulary

Term

Meaning

Bookend

An object placed at the end of a row of books to keep them upright and organized.

Justice

The fair treatment of people according to laws, ethics, or principles of fairness.

Preparation (Teacher To-Do Before Class) 1. Ensure that all laptops/computers are charged and have access to the internet. Log in to the CAD software (Onshape or other chosen design platform) on each student group account so that students can start immediately.

2. Check that the laser cutter is set up, calibrated, and safety-tested before class. Make sure the cutting bed is clean and aligned.

3. Prepare the approved material sheets (e.g., 3mm plywood, acrylic, or cardboard) cut to standard sizes that fit the machine’s working area.

4. Print and display the laser cutter safety rules in the classroom. Review emergency stop procedures and ensure that safety goggles are available for all students.

5. Upload or prepare a sample CAD file and laser-cut model for demonstration, showing both the digital design and the physical prototype.

5. Have measuring tools (rulers, calipers) ready for students to check their designs before cutting.

6. Confirm that ventilation or fume extraction is working properly for safe operation.

7. Test the file-to-machine workflow (exporting from CAD to laser cutter software) to avoid technical issues during class.

Learning Activities (Session 1) Introduction 1. Introduce students to how libraries can promote justice through the books they display.

Explain that literature can inspire social awareness and critical thinking on moral and ethical issues.

2. Tell students they will design and laser cut symbolic bookends that highlight justice-themed literature.

3. These bookends can help attract readers' attention and encourage them to explore powerful ideas.

4. Ask guiding questions such as: How can symbols influence what people notice and care about?

What values or themes should your bookend represent?

Why is it important to encourage reading about justice and equity?

5. Review key vocabulary and the laser cutting design expectations before beginning the design process.

Define the Problem 1. Review the “Define the Problem” section with your students. Emphasize that the library needs functional and meaningful bookends to support themed displays.

2. Discuss how design elements can communicate messages and values. Encourage students to think about how to make their bookends both useful and visually compelling.

Build the model

1,2,3

Log in to your Onshape account.

Click Create -> Document Name the file “Project 13 - Bookends.”

4

Create a back for the bookend with slits for the supports and base to notch into. Use the linear pattern tool to pattern the notches efficiently and precisely.

5

Extrude the back out with a ⅛” thickness.

6

Create a base for the back to notch into. Create the sketch on an offset plane that will be where the base will go. Make the base wide enough to support the weight of multiple books.

7

Create supports that notch into the back and base.

08

Test Have students check that their bookends meet the “Measure Your Success” criteria: flat-pack construction, easy assembly, stable enough to hold books upright, and designed with a justice-related theme. Encourage them to test the fit, balance, and visibility of their design next to a row of books.

Share & improve Pair students to present and test each other’s bookends. Each student should give one compliment and one improvement suggestion. Ask them to focus on how well the design communicates a message, how sturdy it is, and how effectively it draws attention to the books it supports. Encourage iteration and refinement.

-- End of Session 1 --

Learning Activities (Session 2) Challenge .....

Test 1. Have students test their bookends by assembling the laser-cut parts and checking if they fit securely using joinery. Place books between the bookends to see how many they can support without tipping.

2. Encourage them to evaluate: Is the design balanced and stable?

Does the justice-themed vector image stand out and attract attention?

Do the dimensions need adjusting to support different book sizes?

08

Share & Improve Have students pair up and display their assembled bookends. Each partner should comment on: One element of the design that communicates the justice theme well One suggestion to improve functionality (e.g., base width, height, joinery strength) Encourage them to revise their vector design or structural layout for better message clarity and physical support.

-- End of Session 2 --

Answer Key MATH AND SCIENCE CONNECTION ANSWER 1 Answers will vary based on the strength of each student’s design. Students should test their bookends and add books until the bookend slips. Then, they should try tactics such as changing the height and adding weight to their bookend to improve their performance.

ANSWER 2 The force of friction opposes the weight of the books pressing against the bookend. The normal force of the books is the weight of the books.

2 W = 5(1 kg)(9.8 m/s ) =49 N Ffr = µFN = µmg The force of friction must be at least the weight in order to prevent sliding. µmg ≥ 49 N 2

0.3m(9.8 m/s ) 49 N 2

m ≥ 49 /((0.3)(9.8 m/s )) m ≥ 16.65 kg Since there are two books, the mass of each needs to be m ≥ 8.83 kg

Reflection Question # 1

2

Answer key Bookends designed with justice themes can spark curiosity and create a visually engaging environment that encourages readers to explore books on ethics. By symbolizing fairness, equality, and moral values, these bookends serve as a subtle reminder of important ethical topics, inspiring readers to dive deeper into related literature.

Product designers and CAD specialists can collaborate to create justicethemed bookends that are both visually striking and meaningful, helping to promote ethics and social justice literature. By using digital design tools to craft detailed, customizable, and affordable bookends, they make it easier for libraries, schools, and readers to showcase and engage with justice-related books, sparking interest and conversations around ethics.

08

Project 14: Mini loom Lesson Plan

Learning Objectives

Duration: 90 minutes

At the end of the lesson, the learners will: 1. Explain how mini looms can support traditional crafts and describe how accessible tools create income opportunities for women working from home.

2. Use CAD software to design a laser-cut mini loom that is lightweight, stable, and easy to assemble for weaving activities.

3. Assemble and test a mini loom prototype, evaluate its usability and weaving performance, and apply peer feedback to improve comfort, stability, and efficiency.

Materials

Laser Cutter

⅛” MDF

Smoke Purifier

Vocabulary

Term Loom

Meaning A device used for weaving threads into fabric

Microgrant

A small amount of funding given to individuals or organizations to support projects or initiatives

Weaving

The process of interlacing threads or fibers to create fabric or other materials

Preparation (Teacher To-Do Before Class) 1. Ensure that all laptops/computers are charged and have access to the internet. Log in to the CAD software (Onshape or other chosen design platform) on each student group account so that students can start immediately.

2. Check that the laser cutter is set up, calibrated, and safety-tested before class. Make sure the cutting bed is clean and aligned.

3. Prepare the approved material sheets (e.g., 3mm plywood, acrylic, or cardboard) cut to standard sizes that fit the machine’s working area.

4. Print and display the laser cutter safety rules in the classroom. Review emergency stop procedures and ensure that safety goggles are available for all students.

5. Upload or prepare a sample CAD file and laser-cut model for demonstration, showing both the digital design and the physical prototype.

5. Have measuring tools (rulers, calipers) ready for students to check their designs before cutting.

6. Confirm that ventilation or fume extraction is working properly for safe operation.

7. Test the file-to-machine workflow (exporting from CAD to laser cutter software) to avoid technical issues during class.

Learning Activities (Session 1) Introduction 1. Introduce students to how weaving can empower women globally by offering flexible, homebased income opportunities.

2. Emphasize that laser-cut mini looms simplify the weaving process, helping women improve quality and productivity while preserving traditional crafts.

3. Explain that students will design and assemble laser-cut looms that are lightweight and easy to use.

4. These tools can be reused and shipped easily, making them ideal for supporting women who work from home.

5. Ask guiding questions like: Why is home-based work important for women with children?

How can technology help preserve traditional crafts?

What makes a weaving tool both functional and easy to use?

6. Review terms like “loom,” “warping,” and “assembly,” and clarify the design goals for the project.

Define the Problem 1. Review the “Define the Problem” section with your students A microgrant program wants to provide mini looms to help women create woven products for children.

2. Ask students to think about the features that would make a loom useful for beginners and easy to assemble. Discuss considerations like portability, simplicity, and how the tool supports productivity.

Build the model

1,2,3

Log in to your Onshape account.

Click Create -> Document Name the file “Project 14 - Mini loom.”

4

5

Create two concentric circles to be the center of the loom.

Create a circular pattern of holes around the edge to allow the yarn to connect to the edge.

6

7

Create a top arc for a yarn loop to be able to hang the loom.

Extrude the intended solid parts of the design for a preview of how it will look.

Test Ask students to assemble their mini loom and test its stability and usability. Can the loom hold thread under tension without bending or sliding? Does the spacing make it easy to weave evenly? Encourage them to actually try weaving a few lines to assess performance.

Share & improve Have students pair up and review each other’s loom designs. Each should give one compliment and one suggestion for improvement. Guide students to consider comfort of use, weaving clarity, and how easy the loom is to assemble or store. Suggest small adjustments that could improve weaving quality or efficiency.

-- End of Session 1 --

Learning Activities (Session 2) Challenge .....

08

Test Have students refer to the “Measure Your Success” section and try weaving on their mini loom.

Ask them to test how well the loom supports multiple weaving sections and whether the shape is comfortable to hold. Have them check if the added shape enhances the design and appeals to children. Students should evaluate how sturdy, usable, and lightweight their loom is.

Share & Improve Pair students to give feedback on each other’s loom designs. Each student should name one strength and one idea for improvement. Ask them to reflect on which features helped with weaving or made the loom more appealing. Encourage students to revise their design based on test results and peer suggestions.

Answer Key

-- End of Session 2 --

MATH AND SCIENCE CONNECTION ANSWER 1 a.

b. From the graph, the business breaks even (when cost equals revenue) at around 33 items sold. c. Solve: C(x) = R(x) 500 + 10x = 25x 500 = 15x

≃

500 33.33 15 Yes, it matches the graph x=

c. Profit = Reveue - Cost Assume profit = 100 25x − (500 + 10x) = 100 15x = 600 x = 40 So the business needs to sell 40 items to make a profit of $100. e. To increase revenue, reducing the cost per item may be more practical than raising prices.

Higher prices might reduce demand, while lowering production costs can increase profit margins without affecting sales.

08

Reflection Question #

Answer key

1

Mini-looms offer a way for women and caregivers to generate sustainable income from home, supporting local economies and creating access to dignified and flexible work.

2

Engineers, designers, and educators can develop affordable, scalable loom designs, support local training, and promote entrepreneurship, especially in underserved communities.

08

Project 15: Livestock Feeder Lesson Plan

Duration: 90 minutes

Learning Objectives

At the end of the lesson, the learners will: 1. Explain why consistent feeding is important for livestock health and describe how modular, laser-cut feeders support sustainable agriculture.

2. Use CAD software to design a flat-pack livestock feeder with interlocking joinery that allows for easy assembly, disassembly, and efficient feed flow.

3. Assemble and test a feeder prototype, evaluate its stability and dispensing function, and apply peer feedback to improve durability, usability, and shipping efficiency.

Materials

Laser Cutter

⅛” MDF

Smoke Purifier

Vocabulary

Term

Meaning

Livestock

Farm animals raised for food, work, or other agricultural purposes, such as cows, sheep, and chickens

Forum

A space, online or in person, where people discuss topics, share ideas, or exchange information

Preparation (Teacher To-Do Before Class) 1. Ensure that all laptops/computers are charged and have access to the internet. Log in to the CAD software (Onshape or other chosen design platform) on each student group account so that students can start immediately.

2. Check that the laser cutter is set up, calibrated, and safety-tested before class. Make sure the cutting bed is clean and aligned.

3. Prepare the approved material sheets (e.g., 3mm plywood, acrylic, or cardboard) cut to standard sizes that fit the machine’s working area.

4. Print and display the laser cutter safety rules in the classroom. Review emergency stop procedures and ensure that safety goggles are available for all students.

5. Upload or prepare a sample CAD file and laser-cut model for demonstration, showing both the digital design and the physical prototype.

5. Have measuring tools (rulers, calipers) ready for students to check their designs before cutting.

6. Confirm that ventilation or fume extraction is working properly for safe operation.

7. Test the file-to-machine workflow (exporting from CAD to laser cutter software) to avoid technical issues during class.

Learning Activities (Session 1) Introduction 1. Introduce students to how smart agricultural tools, like automatic livestock feeders, can support global sustainability and food security.

2. Explain that laser-cut feeders can be manufactured efficiently and shipped flat to reduce cost and waste.

3. Emphasize how automated feeders help farmers maintain consistent feeding schedules, reduce labor, and improve animal health.

4. These feeders are especially helpful in rural and low-resource settings where reliable farming equipment may be limited.

5. Ask guiding questions like: Why is feeding consistency important for livestock health?

How does automation reduce labor in agriculture?

What makes a product easier to manufacture and ship globally?

6. Review terms like “automated feeder,” “modular assembly,” and “feed flow,” and clarify design expectations for students.

Define the Problem 1. Review the “Define the Problem” section with your students. A committee wants to create a low-cost, laser-cut automatic livestock feeder that can be shipped internationally.

2. Ask students to think about what makes a feeder efficient, easy to assemble, and reliable.

Discuss how laser cutting can help achieve consistent performance while minimizing material waste and cost.

Build the model

1,2,3

Log in to your Onshape account.

Click Create -> Document Name the file “Project 15 - Livestock Feeder.”

4

Create a base for the trough with a hole for the feed to exit and slots for the sides to notch into. Use the circular pattern tool to make the slots.

5

Create a base for the trough with a hole for the feed to exit and slots for the sides to notch into. Use the circular pattern tool to make the slots.

6

Use the loft tool to create a funnel that fits in the top to catch grain poured from a large container.

Test Ask students to assemble their feeder prototypes and test the feed dispensing function. Can the feeder hold and release dry materials like pellets evenly?

Check that all parts fit securely and the design can be disassembled for shipping. Encourage students to observe the rate of feed release and whether the structure remains stable during use.

Share & improve Have students pair up and give feedback on each other’s feeder designs. Each student should provide one positive comment and one suggestion for improvement.

Focus on functionality, ease of use, and how well the feeder can be shipped flat. Suggest modifications that improve feed flow, durability, or ease of assembly.

-- End of Session 1 --

08

Learning Activities (Session 2) Challenge .....

Test Have students refer to the “Measure Your Success” section and test their trough design by pouring grain into the feeder. Ask them to observe whether the grain exits smoothly and lands in the trough without spilling. Have them check if the trough catches enough feed for livestock and whether it is positioned securely. Students should evaluate how well the trough integrates with the bottom plate and supports feeding efficiency.

Share & Improve Pair students to give feedback on each other’s trough designs. Each student should name one strength and one idea for improvement. Ask them to reflect on how the grain flows through their design and if the livestock would easily access it. Encourage students to revise their trough shape or placement based on test results and peer suggestions to improve feeding reliability and reduce mess.

-- End of Session 2 --

08

Answer Key MATH AND SCIENCE CONNECTION ANSWER 1 If feed pours at a constant rate of 3 cm³/min into a cylinder and the initial height is 2 cm, then the volume increases linearly. The volume of a cylinder is: 2

V = πr h Since the volume changes at a rate of 3 cm³/min, we solve for height: 2 V(t)=3t+V0 (where V0 = r .2cm is the initial volume) So: h(t) =

V(t)

=

3t

+2 2 r r This gives the height of the feed as a function of time, assuming radius r is constant.

2

ANSWER 2 The rate of change of height is given as: dh

=3−

t

dt 4 t dh As t increases, the term becomes larger, so the overall rate decreases 4 dt This means the feed is pouring out more slowly over time. This might represent a situation where the feed container is running out of material or where gravity/feed pressure is reduced over time.

Reflection Question # 1

2

Answer key Troughs can support the SDG Goal of Partnership by being part of collaborative agricultural efforts between countries, especially when designs are shared globally. Countries can partner to manufacture, improve, and distribute efficient livestock feeding systems that reduce labor and cost for farmers, especially in developing regions.

Engineers, agricultural specialists, and international development workers can collaborate across borders to design, produce, and share livestock feeders.

Their cooperation fosters knowledge exchange, builds local capacity, and strengthens global partnerships aimed at improving food security and sustainable agriculture.

08

Assessment Guide At SKOOL21, assessments are a tool for learning and growth — not just grading.

From Pre-K to Grade 12, we use assessments to guide students in building skills, confidence, and a love of STEM learning. We focus on feedback, reflection, and continuous improvement to help every student reach their full potential.

Pre-Assessment (optional)

STEM Learning Process

Post-Assessment: Capstone Project

Students embark on the STEM Learning Journey, consisting of an Introductory Lesson followed by 15 hands-on STEM projects aligned with curriculum objectives.

Get a snapshot of students’ starting knowledge before onboarding in STEM.

Math & Science Connection

Self-Assessment Rubrics

Help students connect math and science concepts through real-world STEM challenges.

Encourage students to reflect, take ownership of their learning, and set personal goals.

Celebrate students' learning through realworld projects that apply key skills.

Pre-Assessment (optional) Pre-assessment can be formal (a short quiz) or informal (a discussion or activity) – SKOOL21 treats it as optional so teachers use it when it adds value. Done thoughtfully, pre-assessment honors Dewey’s idea that connecting to students’ prior experience boosts learning Teacher Tips: Keep it low-stakes: Thumbs-up/down polls.

Open-ended questions: Quick discussions.

Mini-quizzes: Short and simple.

KWL Charts: Capture what students know and want to learn.

Play-based observation: Especially for Pre-K/K

Math & Science Connection By assessing how students apply math skills in science activities (and vice versa), teachers can deepen understanding of both subjects. This underscores the real-world relevance of STEM learning and reinforces critical thinking.

Teacher Tips: Cross-link activities: Measure, graph, or calculate during science experiments.

Ask math questions in science: “How tall is your plant?”

Teamwork: Solve science problems with math in groups.

Use real tools: Rulers, scales, charts, simple coding tools.

Link to standards: Align with both math and science goals.

08

Self-Assessment Rubrics Self-assessment helps learners identify their strengths and areas to improve, reinforcing metacognition. Teachers play a guiding role in this process, helping students learn how to honestly and constructively judge their work.

Teacher Tips: Introduce rubrics early: Define "what success looks like."

Model reflection: Score sample work together.

Self and peer review: Students rate and discuss.

Ask reflective questions: “What was your biggest challenge?”

Celebrate honesty: Praise accurate self-assessment.

Self-reflect on your work on this project.

I can break down a problem.

I can develop a working prototype.

I can code my prototype to do what I want.

Post-Assessment: Capstone Project The capstone project designed as a culminating experience for students to demonstrate and share their learning with an authentic audience. The capstone can be considered and used as an assessment task, allowing students to synthesize knowledge and skills developed over the course of the 15-project STEM series.

Through the capstone project, students engage in a meaningful application of problemsolving, critical thinking, and engineering design principles. They are challenged to address real-world problems, showcasing their ability to integrate concepts across science, technology, engineering, and mathematics disciplines.

STEM Innovation Fair To celebrate student achievements, schools are encouraged to organize events such as a STEM Showcase, Innovation Fair, or Open House. These events provide an authentic platform for students to present their capstone projects to peers, educators, families, and community members.

Students articulate their design process, explain their decisions, and respond to feedback from an engaged and supportive audience.

Possible presentation formats include: Interactive demonstrations Poster sessions Digital portfolios Pitch presentations modeled after professional STEM conferences

STEM

Organizers may also invite industry experts, local businesses, or university partners to serve as panelists or mentors, further enhancing the real-world relevance of student projects. By celebrating student innovation in a public forum, these events reinforce the value of STEM education while fostering confidence, communication skills, and collaboration.

08