Andrea Figueroas Next Generation Cars

Grade Level: 8th

Standards:
California State Standards for Science
I.Motion:
ST1.B. Students know that average speed is the total distance traveled
divided by the total time elapsed and that the speed of an object along the
path traveled can vary.
ST1.C. Students know how to solve problems involving distance, time, and
average speed
IX. Investigation and Experimentation:
ST9.F. Apply simple mathematic relationships to determine a missing quantity
in a mathematic expression, given the two remaining terms (including speed
= distance/time, density = mass/volume, force = pressure area, volume =
area height).
Common Core Math Standards
Functions:
8.F.2. Compare properties of two functions each represented in a different
way (algebraically, graphically, numerically in tables, or by verbal
descriptions).
Common Core Science Standards
Physical Science: Energy: Conservation and Transfer:
8.P.2.2. Explain the implications of the depletion of renewable and
nonrenewable energy resources and the importance of conservation.
Common Core Literacy in Science/ History-Social Science Standards
RST.6-8.3 Follow precisely a multistep procedure when carrying
experiments, taking measurements, or performing technical tasks.

out

RH.6-8.7 Integrate Visual information (e.g., in charts, graphs, photographs,

videos, or maps) with other information in print and digital texts.

Next Generation Science Standards

Middle School Engineering Design:
MS-ETS1-1. Define the criteria and constraints of a design problem with
sufficient precision to ensure a successful solution, taking into account
relevant scientific principles and potential impacts on people and the natural
environment that may limit possible solutions.
MS-ETS1-2. Evaluate competing design solutions using a systematic process
to determine how well they meet the criteria and constraints of the problem.
Human Impacts:
MS-ESS3-3. Apply scientific principles to design a method for monitoring and
minimizing a human impact on the environment.*

Objectives:
At the conclusion of this lesson, students will be able to:
1.
2.
3.
4.
5.
6.
7.

Use the Internet as an effective research tool

Use a computer program to graphically design a car
Name and explain the steps of the scientific process
Explain applications of the scientific process
Follow the procedure of the scientific process
Design and construct a model of a car built with recycled material
Analyze and draw conclusions based on the results of the cars distance and
speed

Instructions:
In this lesson you will use teamwork to design a next generation car that is
constructed out of recycled materials and can run on air alone. You will use the
internet to research different materials you can use and find ideas on how to design
your car so that is reaches optimal speed and distance. After constructing your car
successfully, you will run it by attaching a balloon with a straw to the top of it. Once
you fill the balloon with air and release it, you will record the distance it traveled
and the speed in which it moved. It is important that you work together in choosing
the materials to use and monitor the construction of your car. Have fun and
remember to do your part!

Team Roles:
1. Materials Manager - the person who is the oldest in the group. Picks up,
manages, and returns all materials.

2. Checker - the person to the right of the materials manager; makes certain all
tasks are carried out correctly, answers team questions and seeks out assistance
when team requests it. Also responsible for navigating to the websites identified by
the instructor to check for resources explaining the outcomes of their trials;
3. Encourager - the person to the right of the Checker; responsible for establishing
and keeping a positive team spirit.
4. Reporter/Recorder - the person to the right of the Encourager; responsible for
taking down (entering into the computer) the team brainstorming notes and the
selections for assembling the protective mechanism as well as recording the results
of the team trials. This person will also report the findings of the team.
5. If there are five team members the fifth person will be the reporter.
*After your team has assigned and reviewed the roles, the materials manager can
pick up the team materials.

Materials:
1.
2.
3.
4.
5.

Computers with Internet access

List of websites that can be used as resources
Meter sticks
Stop watches
Some materials you may choose to use:
-wood
-cardboard
-Styrofoam
-paper
-plastic
6. Rubber tires are optional, or group could design their own for 5 extra points.
7. Paint and brushes
8. Balloons
9. Straws
10.Tape
11.Hot glue gun and glue sticks
In your design, you will have to follow the dimensions given by the teacher for the
base of your car. You can design it to be as tall or short as your group decides.
Remember your tire size will impact the height and width of the car as well. You can
use any materials you decide on to construct the car as long as they are recycled
and not store bought (not including the paint or glue of course). You will write a lab
report with all the standard sections and present a final product to the class. In this
project, you should be trying to apply some of the knowledge you previously learned
about speed and distance, as well as renewable resources. Remember to write your
daily reflections after each session and turn into teacher before leaving. This is your
key out of class for the 3 days.

Procedure:
Day 1-Part I.

(20 minutes)

Once the team has taken time to research websites about recycling and reusing
materials, they will begin to brainstorm ideas on how to design their car. After brain
storming, the checker makes sure everyones material suggestions are discussed
and the most agreed upon plan will be selected. The checker may consult with
other groups if their teams wish.
Day 1- Part II. (45 minutes)
Once the team has decided upon the materials they will use in the production
process, they may begin to design their cars on the computer using car builder
software. Following the design process, the group will then begin to construct their
cars the following day.
Day 2- Part III. (60 minutes)
Students will come into class and immediately get into their groups and begin the
building process.
Day 3- Part IV. (55 minutes)
When all teams have completed their cars they will go outside on the playground
and get ready to record the speed and distance.
Following the last run, each of the groups will review the results and hypothesize
why the materials they chose performed as well or poorly as they did. The
materials manager returns the supplies and picks up the cars lab sheet. The group
discusses the analysis and work together to individually complete each sheet.
The group then chooses a motto for their group and assists the recorder in
preparing a presentation and graphic organizer for teaching the whole group about
what they learned. They also select an energizer which they would like the group to
give them as they complete their presentation.
The encourager leads the cheer following the groups presentation
Day 3- Part V (5 minutes)
Processing: Each team assesses the quality of the work their team accomplished in
the engineering process of creating a car that runs strictly on air and is made out of
recycled materials.

ANALYSIS AND RESULTS:

1. Did the car move a significant difference being only powered by air?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. What was successful in the design of the car?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Did the materials you use become a determining factor in the speed and
distance of the car?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. What would you change about your car if you did the experiment again?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5. As the car moves, what type of energy conversion is taking place? Explain
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Collaborative Project Peer Assessment

1
Bench Warmer
Work

Did very little

work during
period

2
Role Player

3
Team Captain

4
Super Star

Did most of the

work assigned
to the team

Did all work

assigned to
him/her well

Graciously
accepted extra
work

Organization

Did their own

thing

Followed
directions

Helped organize
the group

Contribution

Held our group

back

Helped our
group succeed

Our group was

better because
of him/her

He/she
prevented me
from doing my
best

He/she
expected too
much from me

Motivation

Took Charge &

organize the
group
Group was
much better
because of
him/her

He/she pushed
me to be better

Group members
Total from above

He/she brought
out the best in
me

Overall Performance

1.____________________
_____/16

1 2 3 4

2.____________________
_____/16

3.____________________
_____/16

4.____________________
_____/16

Cars Data
Speed=distance /time (m/s)

Trials

Group 1

Group 2

Group 3

Group4

Group 5

Group 6

Group 7

Scoring Rubric for Team Performance on Next Generation Car Engineering

Criteria:
1. Team engaged in brainstorming; evaluated suggestions and carefully chose a
plan
2. Made Predictions regarding car models distance and speed
3. Designed and constructed a car built with recycled materials
4. Correctly identified variables in laboratory report and presentation

Not Yet
Team engaged in
brainstorming;
evaluated
suggestions and
carefully chose a
plan

No evidence that
the team
brainstormed and
evaluated
suggestions

Almost There
Team clearly
brainstormed and
evaluated
suggestions before
selecting
construction plan

Got it!
Team brainstormed
several good ideas,
engaged in
investigation and
chose an effective
construction plan

Made Predictions
regarding car
models distance
and speed
Designed and
constructed a car
built with recycled
materials

Correctly
identified variables
in laboratory
report and
presentation

No evidence of
predications
regarding distance
and speed
Team
demonstrated an
inability to
construct a car
with recycled
materials
Lab report and/or
presentation was
incomplete, lacked
variables or
included incorrect
data

Team shows good

evidence of
predictions
regarding distance
and speed
Team successfully
used the time
allotted to construct
a well-designed
Next generation car
with pre-made tires
Lab report and
presentation are
complete, addresses
variables and
provides correct
data

Excellent evidence
of predictions
regarding distance
and speed
Team successfully
used the time
allotted to create a
well-designed next
generation car and
constructed tires on
their own
Lab report is very
well written ,
presentation is clear
and informative,
both address
variables, and
provide correct
information with
valid conclusions