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Transformation 2013 Design Challenge 5E Lesson

Title: Pimp My Ride: Spinners Authored by: Nicole Howard Additional content and revisions by: Transformation 2013 Subject: Principles of Technology Grade Level: High School

Challenge Abstract:

In this Design Challenge, students will investigate how spinners/dubs/rims work. They will learn about wheel and axle design, forces, friction, and rotation, and they will learn how to create free-body diagrams.

Meeting the Needs of STEM Education through Design Challenge


Design Challenge Title: Pimp My Ride: Spinners TEKS addressed: IPC: 4(B) investigate and describe applications of Newton’s laws 4(D) investigate and demonstrate mechanical advantage and efficiency of various machines such as levers, motors, wheels and axles, pulleys and ramps Physics: 4(B) analyze examples of uniform and accelerated motion including linear projectile and circular 4(C) demonstrate the effects of forces on the motion of objects 4(D) develop and interpret a free body diagram for force analysis Principles of Technology: 5(A) analyze examples of uniform and accelerated motion, including linear, projectile, and circular motion 5(C) formulate the effects of forces on the motion of objects 5(D) develop and interpret a free-body diagram for force analysis

Engage Activity Approximate time: Provide the students with 6-8 sheets of graph paper and 1 sheet of construction paper. Have the students lay the neatly stacked sheets of graph paper on top of the construction paper, and ask them to fold the paper in half along the 11.5 inch side. Once folded, instruct the students to staple along the fold to create an Engineering Journal that they will use throughout the duration of the project. Using your computer and an LCD projector, show the following 28 second YouTube video clip. Ask the students to reflect in their journals regarding the following questions: 1. How do spinners work? 2. Is there science involved in the construction of spinners? If so, what concepts do you think are addressed? Introduce the students to the Design Challenge: You are a newly hired engineer working for the up and coming automobile accessories company, “Spinners and Dubs”. You have been asked to design a 22” set of spinners (dubs/rims). The most original set of spinners designed will be showcased on the popular television show, Pimp My Ride, and the design team will receive a $10,000 bonus if their set is chosen. Good Luck!


Engage Activity Products/Artifacts

Journal Entry

Materials/Equipment: – 6-8 sheets of graph paper per student – 1 sheet of construction paper per student – Stapler – Pencil – Computer – LCD projector Resources:


Explore Activity 1 Approximate time: Provide the students with an opportunity to perform Internet research regarding wheels, axles, spinners/dubs/rims. Have them investigate the following web sites: **Students can complete the questions listed at the bottom of this web page for an assignment if you wish.** **You will need to set up a trial account for this video tutorial (or you could purchase a 12-month classroom license), so you might want to show the video to the entire class.** Also, there is a quiz attached to the video that you could print out and administer to students for a grade. Provide the students with hands-on examples of items that allow wheels to spin on an axle (examples include rotary dial phone, rolling pin, bike, roller skates, egg beater, small windmill, portable fan, door knob, manual pencil sharpener, record player, legos kit with wheels and axles, etc.). Have the students write in their Engineering Journal about their explorations regarding how wheels and axles work. Also, have them write about their explorations with spinners and how they work. You might want the students to answer the questions from the 1st web link and the quiz questions from the 2nd web link in their journals.


Explore Activity Products/Artifacts

Possibly wheels & axles questions from 1st web link, possibly quiz from 2nd web link, journal entry

Materials/Equipment: – Computers – Internet connection – Engineering Journal – Various hands-on examples of wheels as noted above Resources:


Explain Activity Approximate time: Have the students share their exploration discoveries with the class. Guide them in their discussion making certain that you incorporate instruction regarding the topic of wheels and axles to fill in gaps and clarify concepts. Be sure to incorporate the following vocabulary into your discussion: wheels, axles, effort, fulcrum, resistance, uniform motion, accelerated motion, force, friction, velocity, direction, and rotation. This is also an excellent time to bring in the “Free-Body Diagram” to the discussion. Here are excellent resources that could possibly be used during your discussion: Separate the students into groups and assign each group an item from the Exploration Activity. Ask the students to complete a Free-Body Diagram to share with the class regarding the Exploration Object that they have been assigned. Once complete have the students report back to the class.

Explain I Activity Products/Artifacts

Free-Body Diagram, Presentation

Materials/Equipment: – Wheeled Objects from the Explore Activity – Possibly computer and LCD projector – Example of Free-Body Diagram Resources:


Elaborate Activity Approximate time: Provide each group of students with 10 pieces of construction paper or card stock, one toilet tissue roll or paper towel roll, straws or dowel sticks, scissors, markers or map pencils (optional), tape, straight pins, several paper brads, and 2-3 thin plastic circles about the size of a quarter or half dollar (you could use the lids to film canisters). Ask the students to design a prototype of their spinner using the supplies that they have been provided. Remind them that the most creative design will be showcased on the popular television show “Pimp My Ride”!

Elaborate Activity Products/Artifacts

Spinner prototype

Materials/Equipment: – 10 pieces of construction paper or card stock – One toilet tissue roll or paper towel roll – Straws – Scissors – Markers or map pencils (optional) – Tape – Straight pins – Several paper brads – 2-3 thin plastic circles about the size of a quarter or half dollar (you could use the lids to film canisters) per group Resources: none


Evaluate Approximate time: Each group will present their design to the class via a commercial for their product. Give the students an opportunity to be as creative as possible and use as much technology as they can. Afterward their commercial, the students must demonstrate that their design is fully functional, and they should include background regarding their planning and design process in their presentations. Probe them for information regarding the iterative process: Did you have any road blocks? If so, what? How did you adjust your design to make up for the initial road block? Etc… Ask each student to write a 1-page technical paper regarding the project and what they learned. You can prompt them incorporate the vocabulary that was introduced during the Explain section of the lesson cycle, have them discuss the iterative process that they encountered, and ask them to incorporate a free-body diagram of how a spinner works. .

Evaluate Activity Products/Artifacts

Commercial, product presentation and demonstration, technical paper

Materials/Equipment: Possibly: – Television – DVD/VCR player – Computer – Internet access – Paper – Computer with word processor and printer

Resources: none