1. Egg Engineering Daily Lesson PPT

2. DAY 1

3. KLEWS Chart – Engineering and Engineers K: KnowL: LearnE: EvidenceW: WonderS: Scientific What do we think we already know? What do we want to learn about these topics? List here evidence we have gathered from our research and engineering project. What do we still wonder about? List the scientific principles we’ve learned here.

4. What is Engineering & Engineering Careers What is Engineering Engineering Careers

5. Engineering Teams Group 1Group 2Group 3Group 4Group 5Group 6 Student 1 Student 2 Student 3 Student 4 Student 5

6. Group Norms Create team (engineering company) group norms. Document your decisions on the Team Template. Examples: – We will share their ideas – We will ask clarifying questions – We will ask for help

7. Team Name Create team (engineering company) name. You can be as creative as you want. Document your decision on the Team Template. Examples: – The Engineering Divas – Texas Egg and Em Engineers – Amazing Engineers

8. Team Motto & Logo Create team (engineering company) motto and logo. You can be as creative as you want. Document your decision on the Team Template. Examples: – Adidas – “Impossible is nothing” – Apple Computer – “Think Different” – McDonald´s – “I’m lovin’ it”

9. Assign Roles Assign roles (Principal Investigator, Materials Manager, Lab Tech, Scientific Journalist, and Time Manager). Read the description of each of the roles and assign each person a role. Document your decision on the Team Template

10. Presentation of Groups 2 minutes to present: Team name Team members Team roles Group norms Team motto Team logo

11. Lesson Closing

12. Student Reflection and Summary 1.What is Engineering? 2.What do Engineers do? 3.How does Engineering connect to the real world? 4.Do you think that you would like to be an Engineer? Why or Why Not?

13. DAY 2

14. KLEWS Chart – Circuits (series and parallel), Electromagnetic, Schematic Diagram, Force and Motion K: KnowL: LearnE: EvidenceW: WonderS: Scientific What do we think we already know? What do we want to learn about these topics? List here evidence we have gathered from our research and engineering project. What do we still wonder about? List the scientific principles we’ve learned here.

15. Class Discussion Questions 1.How does electricity travel? 2.Electricity can be transformed into which other forms of energy? 3.What is necessary to have energy flow through a circuit? What happens if some parts of the circuit are missing? 4.What is a force? What are some examples of forces? 5.How can forces change an object’s movement, shape, or position? 6.How could you create an investigation to test the effect of a force on matter? Video: https://www.youtube.com/watch?v=E8AZBR8Zz04https://www.youtube.com/watch?v=E8AZBR8Zz04

16. Content Review https://thescienceclassroom.wikispaces.com/Electric+Circuitshttps://thescienceclassroom.wikispaces.com/Electric+Circuits (Image courtesy of Contractor Talk) http://blog.oureducation.in/some-concepts-of-electromagnetic-field/

17. Schematic Diagram Draw a schematic diagram using symbols of a series circuit and parallel circuit and label them. Create the series and parallel circuit using a battery, wire, switch and a light bulb.

18. Schematic Diagram Draw a schematic diagram using symbols of a series circuit and parallel circuit and label them. Series diagramSeries & parallel imageParallel diagram

19. Venn Diagram Series and Parallel Circuit List the “similarities” and “differences” between a series and parallel circuit.

20. Venn Diagram Answers Series and Parallel Circuit

21. Electromagnet How are electromagnets formed? Create an electromagnet and draw it on your handout. Video How an Electromagnet Works: https://www.youtube.com/watch?v=sFC7- WVNUP8 https://www.youtube.com/watch?v=sFC7- WVNUP8

22. Feedback 1.Teams will take 2 minutes to list how their teams worked after day 2 aligned to their group norms. 2.Teams will share out their findings. 3.The audience will give critical feedback and possible solutions on what the team can do better tomorrow. 4.Each group will have 1 minute to share. Audience will have 1 minute to provide critical feedback and possible solutions. 5.The team receiving feedback will write it down on their feedback template. 6.Teams will make adjustments if needed.

23. Lesson Closing

24. Student Reflection and Summary 1.How does electricity travel? 2.Electricity can be transformed into which other forms of energy? 3.What is necessary to have energy flow through a circuit? What happens if some parts of the circuit are missing? 4.What is a force? What are some examples of forces? 5.How can forces change an object’s movement, shape, or position? 6.How could you create an investigation to test the effect of a force on matter?

25. DAY 3

26. KLEWS Chart – Engineering Design Process (EDP) K: KnowL: LearnE: EvidenceW: WonderS: Scientific What do we think we already know? What do we want to learn about these topics? List here evidence we have gathered from our research and engineering project. What do we still wonder about? List the scientific principles we’ve learned here.

27. Class Discussion Questions 1.What is the Engineering Design Process (EDP)? 2.What are the steps in the Engineering Design Process (EDP)? 3.How does Engineering Design Process (EDP) apply to real life? Video: Engineering Design Process https://www.youtube.com/watch?v=ZQF8i U7ygoM https://www.youtube.com/watch?v=ZQF8i U7ygoM

28. Engineering Design Process (EDP)

29. Egg Engineering Team Challenge Your engineering firm has been asked to design a model. You’ll be part of a team working to protect astronauts when crash landing. Your job is to design something that will keep an egg intact when dropped from a certain height. The egg represents an astronaut. Your task will require three different parts: – A capsule to protect the egg – A test stand that drops the capsule – A control circuit that holds the capsule until the start of the test Resource: Egg Engineering Team Challenge (Egg Engineering Handbook [EEH] pgs. 8-9)

30. Drop Test Video You will view video on what Egg Engineering is - Drop Test Video (Appendix 11). You will record what you have viewed from the video onto their Egg Engineering Template (Appendix 10). Video: https://drive.google.com/file/d/0BzWGLDQSa NiLSk1FTEZVVThMblk/view?usp=sharing https://drive.google.com/file/d/0BzWGLDQSa NiLSk1FTEZVVThMblk/view?usp=sharing

31. Design Trades, Criteria and Constraints Presentation (scored on rubric) Collaboration (scored on rubric) Construction of Spacecraft (scored on scorecard) Construction of Circuit (scored on scorecard) Construction of Test Hardware (scored on scorecard) Budget for Supplies (scored on scorecard) Resource: Egg Engineering Team Challenge (EEH pgs. 8-9)

32. Research Time You will be researching Engineering, Circuits, and Electromagnets as a team Please write your research findings on the Egg Engineering Workspace (EEH pg. 10-14)

33. Feedback is the Breakfast for Champions You will take 2 minutes to list how your team worked after day 2 aligned to their group norms. You will share out your findings. The audience will give critical feedback and possible solutions on what the team can do better tomorrow. Each group will have 1 minutes to share. Audience will have 1 minute to provide critical feedback and possible solutions. The team receiving feedback will write it down on their feedback template. Teams will make adjustments if needed.

34. Lesson Closing

35. Student Reflection and Summary 1.What is the Engineering Design Process (EDP)? 2.What are the steps in the Engineering Design Process (EDP)? 3.How does Engineering Design Process (EDP) apply to real life? 4.What research did you find about Egg Engineering? 5.What other information do you need in order to begin creating your blueprint and model?

36. DAY 4

37. Engineers Entrance Procedures As an Engineer, I will… 1.Walk in silently, pick up my Folder 2.Find my seat, take out my KLEWS Chart and PENCIL, place it on my desk, and place my everything else under your table neatly 3.Silently begin my KLEWS Chart 4.After I complete my KLEWS Chart, I will take out the following handouts: – EDP Handout (Appendix 9) – Egg Engineering Team Challenge Handout (Appendix 12) – Egg Engineering Template (Appendix 10) – Blueprint Feedback Form (Appendix 13) – Feedback Template (Appendix 7) – Daily Student Reflection and Summarizing Template (Appendix 4) 5.When the timer or music goes off, I will SLANT and wait to recite the Class Pledge, Class Motto, and Eagle Norms What Should I Have on My Desk… Team Folder Notebook Pencil Markers What Should be Placed Neatly in the under your table… Sweaters Novels Anything else

38. KLEWS Chart – Blueprints K: KnowL: LearnE: EvidenceW: WonderS: Scientific What do we think we already know? What do we want to learn about these topics? List here evidence we have gathered from our research and engineering project. What do we still wonder about? List the scientific principles we’ve learned here.

39. Class Discussion Questions What information from your KLEWS chart will you use today as you are creating your blueprint? What information do you still need?

40. Lesson Connection Blueprints and diagrams are one way engineers communicate their designs. The written word is another way. In any event, the ability to clearly communicate your design to others is critical. Decisions makers need to understand what you want to build. Customers need to understand what you are building so they can decide to buy it. Manufacturing needs to be able to actually produce what you design. Maintenance needs to understand your design so they can keep it working. In order for your task to be done successfully, you will need to be able to visualize and design, on paper, what your model will look like with dimensions and labels.

41. Today’s Lesson You will begin on the design phase of your model - circuit, spacecraft, and test hardware box. You will need to create a blueprint of your models with dimensions and labels.

42. Blueprint Examples Link: http://www.me.umn.edu/courses/me2011/handouts/drawing/blanco-tutorial.htmlhttp://www.me.umn.edu/courses/me2011/handouts/drawing/blanco-tutorial.html

43. Circuits For the electrical, you would usually do this as a schematic and not have actual dimensions except maybe for the wire going to the magnet.

44. Spacecraft 1.The spacecraft should hold the egg in a sealed plastic bag to prevent a mess in case of breakage. 2.The drawing should show how the egg is inserted and secured.

45. Test Hardware Box The box provides a way to hold the spacecraft until testing. The electromagnet from the electronics should mount to the top of the box so the spacecraft will stay put until the release button. Typically, a removable shelf will hold the egg until the magnet is engaged and then be removed prior to the test. This can be as simple as a large cardboard box with window and access holes, a slot for the shelf, and the shelf (perhaps from the cut out part of a window) along with a mounting hole for the electromagnet.

46. Design Trades, Criteria and Constraints Review the constraints, design trades and criteria for each model Egg Engineering Team Challenge (EDH pgs. 8-9) Remember, you will be graded on how well you adhere to the Design Trades, Criteria and Constraints Eggs should have astronauts drawn on them

47. Criteria For Success for Blueprint You must include measurements for all 3 models: circuit, spacecraft, and test hardware box You must label each part of all 3 models: circuit, spacecraft, and test hardware box You must have sufficient detail on your blueprint that someone could build what is on your blueprint without having to ask you questions Egg Engineering Workspace (EDH pgs. 10-14) Time: 30 Minutes

48. Feedback is the Breakfast for Champions Teams will place their blueprints onto their table. You will give feedback to the other engineering teams on their blueprints. Each group will rotate to each group and write feedback on the Blueprint Feedback Form to other teams. You will leave the sheet of feedback on the table. Time: Each rotation will be 2 minutes

49. Feedback is the Breakfast for Champions As groups are rotating, you will need to answer the following questions: – How did the teams create their blueprints? – What are their measurements? – What are their constraints? – What are their design trades? – Did the team meet the criteria of success for the blueprint? Note: Scientific Journalist should be the person writing the feedback. The Principal Investigator should be asking the questions to the team. Every team member should contribute to the discussion.

50. Feedback is the Breakfast for Champions You will take 2 minutes to list how your team worked after day 4 aligned to their group norms. You will share out your findings. The audience will give critical feedback and possible solutions on what the team can do better tomorrow. Each group will have 1 minute to share. Audience will have 1 minute to provide critical feedback and possible solutions. The team receiving feedback will write it down on their feedback template. Teams will make adjustments if needed.

51. Lesson Closing Blueprints and diagrams are one way engineers communicate their designs. The written word is another way. In any event, the ability to clearly communicate your design to others is critical. Decisions makers need to understand what you want to build. Customers need to understand what you are building so they can decide to buy it. Manufacturing needs to be able to actually produce what you design. Maintenance needs to understand your design so they can keep it working. Homework:  You will continue to make modifications to your blueprints. You will bring this information back to class tomorrow to help guide you on Day 5 of the Egg Engineering Unit.

52. Student Reflection and Summary 1.What other information do you need in order to begin creating your models? 2.After receiving feedback from your teammates, what changes are you going to make to your blueprints? 3.What was challenging about today? 4.What are you going to do tonight to ensure that tomorrow you are ready to start building?

53. DAY 5

54. Engineers Entrance Procedures As an Engineer, I will… 1.Walk in silently, pick up my Folder 2.Find my seat, take out my KLEWS Chart and PENCIL, place it on my desk, and place my everything else under your table neatly 3.Silently begin my KLEWS Chart 4.After I complete my KLEWS Chart, I will take out the following handouts: – EDP Handout (Appendix 9) – Egg Engineering Team Challenge Handout (Appendix 12) – Egg Engineering Template (Appendix 10) – Blueprint Feedback Form (Appendix 13) – Feedback Template (Appendix 7) – Daily Student Reflection and Summarizing Template (Appendix 4) 5.When the timer or music goes off, I will SLANT and wait to recite the Class Pledge, Class Motto, and Eagle Norms What Should I Have on My Desk… Team Folder Notebook Pencil Markers What Should be Placed Neatly in the under your table… Sweaters Novels Anything else

55. KLEWS Chart – Review K: KnowL: LearnE: EvidenceW: WonderS: Scientific What do we think we already know? What do we want to learn about these topics? List here evidence we have gathered from our research and engineering project. What do we still wonder about? List the scientific principles we’ve learned here.

56. Class Discussion Questions What information from your KLEWS chart will you use today as you create your models? What information do you still need?

57. Today’s Lesson For the next 3 days, you will create your apparatus: circuit, spacecraft, and test hardware box. Use your blueprints to guide your build. Refer to your Design Trades, Criteria and Constraints.

58. Today’s Lesson Materials will be available to choose. You will find an Expense Report Form (pg. 16 of EEH). This is where the Materials Manager keeps track of all of the materials that you use. The Teacher is in charge of the materials station. When you purchase materials, the Materials Manager must bring up your Expense Report Form. This form will be signed every time a material has been purchased. While you do not have a budget, be aware that you will get points for having the least amount of money spent to build all 3 models. The cost of materials can be found on the Egg Engineering Team Challenge (pg. 9 of EEH).

59. Materials Teams will share the following materials: – 6V Battery $5 for 10 minutes – Wire cutter $5 for 10 minutes Every team will receive the following materials: – Egg (Free) – Switches $2 (You will need 2) – Gauge $5 – Ziplock Bag $2 – Scissors $1

60. Materials for Purchase Peanut Butter 1 spoon for $1 Cotton Balls 2 for $1 Balloons $1.00 Sponge $1.50 Oatmeal $1 per scoop Rubber band 2 for $1 Paperclips $1 Wire $1 per foot Nail $1 Washer $1 Electrical Tape $1 per foot String $1 per foot Cardboard Box $4 Nuts $1 Can $1 Duck tape $1 per foot Sand $1 per scoop Rice puff cereal $1.00 per scoop D Battery $2 Straws $1 Egg (Free) Scissors $1 Switches $2 (You will need 2) Gauge $5 Ziplock Bag $2 6V Battery $5 for 10 minutes Wire cutter $5 for 10 minutes

61. Feedback is the Breakfast for Champions You will take 2 minutes to list how your team worked after day 5 aligned to your group norms. You will share out your findings. The audience will give critical feedback and possible solutions on what the team can do better tomorrow. Each group will have 1 minute to share. Audience will have 1 minute to provide critical feedback and possible solutions. The team receiving feedback will write it down on their feedback template. Teams will make adjustments if needed.

62. DAY 8

63. KLEWS Chart – Review K: KnowL: LearnE: EvidenceW: WonderS: Scientific What do we think we already know? What do we want to learn about these topics? List here evidence we have gathered from our research and engineering project. What do we still wonder about? List the scientific principles we’ve learned here.

64. Class Discussion Questions What information from your KLEWS chart will you use today as you create your models? What information do you still need?

65. Today’s Lesson Feedback is what engineers get from their teammates and stakeholders to ensure that they are creating great projects. Today, you will present your apparatus to the other teams and receive feedback.

66. Today’s Lesson Teams will place their apparatus and blueprints onto their table. The Principal Investigator and the Scientific Journalist will stay at the tables to present their apparatus to the groups as they rotate through. Each group will rotate to each table and write feedback to give to the other teams on the Apparatus Feedback Form #1. The Scientific Journalist will write down the feedback they received on the Apparatus Feedback Form Each rotation will last 4 minutes. Be sure to ask questions as you rotate.

67. Apparatus Feedback Students will have the Design Trades, Criteria, and Constraints (EHH pgs. 8-9) with them to ensure that they are providing their teammates great feedback for them to consider when making adjustments to their apparatus. Some examples of questions to ask: How did your team’s blueprints and apparatus compare? Did you make any changes after you started to build your apparatus? Did the team meet the criteria of success - design trade, criteria, and constraints? – How much money did you spend? – What did you choose this material opposed to using something else? – Are your spacecraft sides no greater than 6 inches? – How many batteries did you use and why? If you used more than one, how are the connected? – Why do you think your egg will survive?

68. Adjustments! Teams take 15 minutes to discuss the feedback they received. Teams make adjustments to their apparatus if needed.

69. Feedback is the Breakfast for Champions You will take 2 minutes to list how your team worked after day 6 aligned to your group norms. You will share out your findings. The audience will give critical feedback and possible solutions on what the team can do better tomorrow. Each group will have 1 minute to share. Audience will have 1 minute to provide critical feedback and possible solutions. The team receiving feedback will write it down on their feedback template. Teams will make adjustments if needed.

70. Lesson Closing Call each other tonight to confirm the changes that you would like to make. You will have 15 minutes to implement any feedback you received today at the beginning of class tomorrow. Tomorrow, you will be presenting your finished apparatus to all Engineering teams. You will then test your apparatus. You will be scored on several rubrics: – Presentation Rubric (Appendix 16) – Collaboration Rubric (Appendix 17) – Construction of Spacecraft, Circuit, Test Hardware Scorecard (Appendix 18)

71. Student Reflection and Summary 1.What was challenging about today? 2.What are you going to do tonight to ensure that tomorrow your team is on track to be done by Day 9?