# Eggxpress-Egg Drop Project SAMPLE MODULE • MESA Curriculum

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```Eggxpress-Egg Drop Project
Module Overview
th
School-6th
Suggested Time
MESA Period: 3-5 weeks of daily 50-60 minute sessions
MESA Afterschool: 4 total sessions of 60-90 minutes each
MESA Saturday: 2 Saturdays for total of 8 hours
Purpose
The purpose of this unit is to reinforce or introduce the engineering
design process to MESA students, while introducing students to
principles of package engineering. Students will be prepared to build an
egg drop container at the end of the unit that will achieve the greatest
“surviving egg to total egg” ratio at the MESA Day competition.
Objectives
At the end of this unit students will:
-Know the parts of the design cycle and relate them to an egg drop project
-Critically analyze packaging materials and choose appropriate materials
-Solve problems related to energy
-Solve problems related to surface area and volume
-Understand the practical applications of the design process for students
and for engineers
-Build a competitive egg drop container for the MESA competition
Standards
(Common Core
and NGSS)
Common Core Mathematics Standards
Expressions and Equations 6-EE
6c. Evaluate expressions at specific values of their variables. Include
expressions that arise from formulas used in real-world problems.
Perform arithmetic operations, including those involving whole-number
exponents, in the conventional order when there are no parentheses to
specify a particular order (Order of Operations). For example, use the
formulas V = s3 and A = 6 s2 to find the volume and surface area of a
cube with sides of length s = 1/2.
Geometry 6-G
2. Find the volume of a right rectangular prism with fractional edge
lengths by packing it with unit cubes of the appropriate unit fraction edge
lengths, and show that the volume is the same as would be found by
multiplying the edge lengths of the prism. Apply the formulas V = l w h
and V = b h to find volumes of right rectangular prisms with fractional
edge lengths in the context of solving real-world and mathematical
problems.
4. Represent three-dimensional figures using nets made up of rectangles
and triangles, and use the nets to find the surface area of these figures.
SAMPLE MODULE • MESA Curriculum: Project Based Learning Modules
© 2014 The Regents of the University of California - MESA
Eggxpress-Egg Drop Project
Apply these techniques in the context of solving real-world and
mathematical problems.
Geometry 7-G
6. Solve real-world and mathematical problems involving area, volume
and surface area of two- and three-dimensional objects composed of
triangles, quadrilaterals, polygons, cubes, and right prisms.
Geometry 8-G
9. Know the formulas for the volumes of cones, cylinders, and spheres and
use them to solve real-world and mathematical problems.
Geometry
Congruence G-CO
7. Use the definition of congruence in terms of rigid motions to show that
two triangles are congruent if and only if corresponding pairs of sides and
corresponding pairs of angles are congruent.
Geometric Measurement and Dimension G-GMD
3. Use volume formulas for cylinders, pyramids, cones, and spheres to
solve problems.
Modeling with Geometry G-MG
3. Apply geometric methods to solve design problems (e.g., designing an
object or structure to satisfy physical constraints or minimize cost;
Next Generation Science Standards (NGSS)
PS Physical Sciences
Middle School (6-8)
MS-PS2-1.
Apply Newton’s Third Law to design a solution to a problem involving
the motion of two colliding objects.* [Clarification Statement: Examples
of practical problems could include the impact of collisions between two
cars, between a car and stationary objects, and between a meteor and a
space vehicle.] [Assessment Boundary: Assessment is limited to vertical
or horizontal interactions in one dimension.]
MS-PS2-2
Plan an investigation to provide evidence that the change in an object’s
motion depends on the sum of the forces on the object and the mass of the
object. [Clarification Statement: Emphasis is on balanced (Newton’s First
Law) and unbalanced forces in a system, qualitative comparisons of forces,
mass and changes in motion (Newton’s Second Law), frame of reference,
and specification of units.] [Assessment Boundary: Assessment is limited
to forces and changes in motion in one-dimension in an inertial reference
SAMPLE MODULE • MESA Curriculum: Project Based Learning Modules
© 2014 The Regents of the University of California - MESA
Eggxpress-Egg Drop Project
frame and to change in one variable at a time. Assessment does not
include the use of trigonometry.]
PS Physical Sciences
High School (9-12)
HS-PS2-1.
Analyze data to support the claim that Newton’s second law of motion
describes the mathematical relationship among the net force on a
macroscopic object, its mass, and its acceleration.[Clarification Statement:
Examples of data could include tables or graphs of position or velocity as
a function of time for objects subject to a net unbalanced force, such as a
falling object, an object rolling down a ramp, or a moving object being
pulled by a constant force.] [Assessment Boundary: Assessment is limited
to one-dimensional motion and to macroscopic objects moving at nonrelativistic speeds.]
Assessment
Resources
HS-PS2-3.
Apply scientific and engineering ideas to design, evaluate, and refine a
device that minimizes the force on a macroscopic object during a
collision.*[Clarification Statement: Examples of evaluation and
refinement could include determining the success of the device at
protecting an object from damage and modifying the design to improve it.
Examples of a device could include a football helmet or a parachute.]
[Assessment Boundary: Assessment is limited to qualitative evaluations
and/or algebraic manipulations.]
Students will be evaluated through the following methods:
 Assessment worksheets
 Oral presentations with rubrics
 Lab reports with rubric
 Project testing and evaluation
Free fall and the Acceleration of Gravity
http://www.physicsclassroom.com/class/1dkin/u1l5b.cfm
Newton’s Second Law of Motion
http://www.physicsclassroom.com/Class/newtlaws/u2l3e.cfm
Glenn Learning Technologies
http://www.nasa.gov/centers/glenn/home/index.html
Momentum and Impulse Connection
http://www.physicsclassroom.com/class/momentum/u4l1b.cfm
Physics Net: Typical Values of Drag Co-efficients
http://www.ac.wwu.edu/~vawter/PhysicsNet/Topics/Dynamics/Forces
/DragCoeficientValues.html
SAMPLE MODULE • MESA Curriculum: Project Based Learning Modules
© 2014 The Regents of the University of California - MESA
Eggxpress-Egg Drop Project
Background
Since the helmets worn by Roman soldiers thousands of years ago, to the pads worn by modern
day football players, since the creation of bubble wrap and packing peanuts, to the inclusion of
air bags in automobiles, protecting people and things has been important to society. It is in the
area of packaging engineering that the science of protection is practically understood and
applied. Although “package engineering” itself is not considered a formal branch of
engineering, it borrows from various engineering disciplines, such as mechanical engineering,
materials science and engineering and even chemical engineering. It is certainly an area that
will continue to be relevant, as its applications (shipping, helmets, infant car seats, sport pads,
etc.) continue to “impact” us greatly today.
For some relevant and current uses of packaging engineering, one can visit the following
websites:
Sealed Air corporation: the makers and patent holders of “Bubble Wrap”
http://www.sealedairprotects.com/
UPS: description of their package engineering methods
http://www.ups.com/content/us/en/bussol/browse/package-engineering.html
Bell Helmets: Manufacturer of helmets for recreational use
http://www.bellhelmets.com/cycling/
Information on the manufacturing of football helmets and NFL equipment management
http://entertainment.howstuffworks.com/fb-equip.htm
Car crash simulations and explanations of the physics of accidents and protection from the
Insurance Institute of Highway Safety
http://www.iihs.org/
Benefit To Society
The need to protect packages and objects in general is of great importance to our society. The
shipping industry (UPS, FedEx, etc.), for example, must use packaging technologies that will
successfully protect the wide myriad of items that they transport throughout the world.
Essentially, any company that needs to ship products would need to consider carefully which
packaging products and materials to use to safely protect their commodities
Perhaps more importantly, people need similar technologies to protect them in many areas and
situations. Automobiles are one example of the use of these technologies to insure the safety of
vehicle passengers. From the design and construction of a car’s chassis and frame, to its ability
to absorb the energy of impact, and the strategic placement and function of air bags inside car
cabins, package engineering informs safety in automobiles. Another example is in the area of
sports, as helmets and pads are worn by athletes in football and hockey especially and are
essential in minimizing injury and long term bodily damage.
SAMPLE MODULE • MESA Curriculum: Project Based Learning Modules
© 2014 The Regents of the University of California - MESA
Eggxpress-Egg Drop Project
Engineering Design Process/Module Content
Engineers have to create a solution to a problem. The solution must fit into the given
constraints for the problem. In the MESA program, we learn to engineer solutions that can
relate to real world problems. The use of the engineering design process contextualizes this
problem solving approach for students.
This unit is organized around 4 steps in the engineering design process: investigate, plan,
create, evaluate, and then restart the process, over and over again until a viable competitionready project is created. The unit begins with an introductory/ice breaker activity that leads
students into the challenge to be addressed.
Organization of Module/Content
Introduction
 Naked Egg Drop Activity as an icebreaker.
Step 1: Investigate
 Research egg drop projects online using search engines, or can begin with this link:
http://www.science-ideas.com/egg-drop-project-ideas.
 Review relevant Physics/Mathematics Concepts with students (the complexity and depth
through which these concepts are covered will vary by grade level and student
math/science background, and is at the discretion of the instructor):
MOMENTUM
 Momentum & Impulse PowerPoint: use one of the following presentations to provide
students with a conceptual understanding of the concepts.
http://batesvilleinschools.com/physics/PhyNet/Mechanics/Momentum/momentum_i
n_a_nutshell.ppt
 Conservation of Momentum Lesson:
http://www.physicsclassroom.com/class/momentum/u4l2b.cfm
and presentation:
and videos showing examples of the conservation of momentum:
http://video.pbs.org/video/1607941500/
http://www.our-space.org/materials/states-of-matter/momentum-in-space
 Momentum/Energy Lab http://www.flinnsci.com/Documents/PRpdfs/PS10871.pdf
 Momentum & Impulse Problems: test students’ conceptual understanding of concepts.
http://tuhsphysics.ttsd.k12.or.us/Tutorial/Lessons/Imp_and_Mom.html#Solutions
ENERGY
 Kinetic & Potential Energy PowerPoint: use the presentation to provide students with
a conceptual understanding of the concepts.
http://education.jlab.org/jsat/powerpoint/energy_forms_and_changes.ppt
SAMPLE MODULE • MESA Curriculum: Project Based Learning Modules
© 2014 The Regents of the University of California - MESA
Eggxpress-Egg Drop Project
 Energy Problems: test students’ conceptual understanding of concepts.
http://webs.rps205.com/curriculum/science/files/B394F7A6B21444F4816A38A22D4
5D036.pdf
DRAG
 “It’s a drag” lab activity
 Another Drag lab/activity:
http://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cu
b_airplanes/cub_airplanes_lesson05_activity1.xml
GEOMETRY: VOLUME, SURFACE AREA
 Interactive/on-line resources for explaining basic 3D figures and surface area/volume
formulas (cube and cylinder)
 http://www.learner.org/interactives/geometry/area.html
 Surface Area, Volume and Total Area discussion and problems:
http://www.calculatorsoup.com/calculators/geometry-solids/geometricshapes.php
 Introduce MESA students to the engineering design process. There are many online
resources to do this including:
The “teach engineering” resource:
http://www.teachengineering.org/engrdesignprocess.php
The “science buddies” website to explain the engineering design process:
http://www.sciencebuddies.org/engineering-design-process/engineering-design-processsteps.shtml
 Have students create their own design notebook: MESA students will use a journal to
document the information gathering process they engaged in and any relevant information
that will prepare them for designing and building their competition ready package. The
journal can also follow them throughout the different steps of the project. Regular entries
into the notebook/journal are an essential part of this unit/project.
The “science buddies” website contains a concise explanation of a notebook/journal
http://www.sciencebuddies.org/blog/2010/01/lab-notebooks.php
Step 2: Plan
 Students will apply their knowledge of drag and shock absorption to a simple version of the
ultimate problem by doing the “Descent Module Activity” in the curriculum folders.
Activity based on a NASA resource based on the “Pathfinder” mission.
http://quest.nasa.gov/mars/teachers/tg/program3/3.1.html
 Have students use lessons from the “Descent Module Activity” to begin planning their own
preliminary/model egg package.
 Egg Drop Geometry: Using knowledge of Volume and area, design preliminary shapes for
your package, determine feasibility of materials in designing and building the package.
Determine the Volume and Surface Area of your potential package.
 Planning – Insure information is entered on the students’ “Design Notebook.”
SAMPLE MODULE • MESA Curriculum: Project Based Learning Modules
© 2014 The Regents of the University of California - MESA
Eggxpress-Egg Drop Project
Step 3: Create
 Begin the construction of a package that will hold one egg, a model/prototype of your
competition package.
 If needed, another egg container activity can be found on the RAFT website:
http://www.raft.net/ideas/Egg%20Drop.pdf
 Create – Insure information is entered on the students’ “Design Notebook.”
Step 4: Evaluate
 Analyze the materials, process and plan used in single egg drop package for effectiveness
 Reference the MESA project rules: http://mesa.ucop.edu/mesa_day_rules/ as students
prepare to potentially build their competition package.
 MESA Egg Drop Lab Report – Reflect on what you have learned and experienced to begin
your Egg Drop Lab Report. Utilize the Science concepts and understanding of design to
restart the design process for your Actual Package.
 Evaluation – Insure information is entered on the students’ “Design Notebook.”
Repeat Steps until confident you have competition-ready Egg Drop Package
The different activities and lessons in this module will be presented in the following ways




Discussions and Concept Overviews (PowerPoint Presentations, etc.)
Hands-on investigation of concepts
Student Self-guided and Collaborative Work
Demonstrations and Labs
SAMPLE PACING GUIDE
Although instructors can structure their lessons as they see fit, below is the suggested pacing
guide for this module:
Activity
Approximate Time
Introduction
Naked Egg Drop Activity
Testing and discussion on results and
Introduction to egg drop unit and project…
Step 1: Investigation
Egg Drop Link – researching packaged egg drop online.
Overview of Physics Concepts and Completion of
Problems
1-2 class periods
5 – 8 45 minute class
periods
1 class period and/or
homework assignment
4-5 class periods
SAMPLE MODULE • MESA Curriculum: Project Based Learning Modules
© 2014 The Regents of the University of California - MESA
Eggxpress-Egg Drop Project
Investigation Reflection/Learning Log
Homework and/or 1 class
period
Step 2: Planning
NASA Light Bulb Lab
Overview of Design Cycle/ Geometry
Planning - Reflection Log
3 – 4 class periods
1 ½ class periods
2 -2½ class periods
Homework or ½ class period
Step 3: Create
2 - 3 class periods
1 – 2 class periods or 1 class
period plus homework
Homework or 1 class period
Mini Egg Drop
Create – Reflection Log
Step 4: Evaluate
MESA Egg Drop Lab Report Write Up
Evaluate – Reflection Log
3 – 6 hours of self guided
school or home work
2 – 5 hours or as much time as
possible
Homework or 1 class period
SAMPLE MODULE • MESA Curriculum: Project Based Learning Modules
© 2014 The Regents of the University of California - MESA
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