an egg-cellent race car car... · 1 an egg-cellent race car designing a fast and safe car 100...

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1 An Egg-cellent Race Car Designing a fast and safe car 100 points Crash test Question How do people survive major collisions in fast cars? Purpose To experience the engineering design process. To build a sturdy, fast car to safely race down an acceleration ramp. To protect a raw egg passenger during a collision with a solid barrier. To explain the science behind a car and its collision into a solid barrier in terms of speed, slope, acceleration, energy, forces, inertia, mass, momentum, and Newton’s 3 Laws. Materials For each team: Provided by teacher: Cardboard 2 straws 2 2.5 mm x 11 cm wood dowel rods for axles Construction paper scissors rulers markers Provided by each group: 1 roll of tape lids for wheels Discussion How do people survive major vehicle collisions while in fast cars? Scientists and engineers apply the laws of physics to reduce damage to both cars and passengers. During this project, you will work in teams to use the engineering process to create a sturdy, fast, & safe car to protect a raw egg a collision. This project will help you reinforce the concepts from class and elaborate on some of the “Eggcellent” safety devices in a car!

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Page 1: An Egg-cellent Race Car Car... · 1 An Egg-cellent Race Car Designing a fast and safe car 100 points Crash test Question How do people survive major collisions in fast cars? Purpose

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An Egg-cellent Race Car Designing a fast and safe car

100 points

Crash test Question How do people survive major collisions in fast cars?

Purpose To experience the engineering design process.

To build a sturdy, fast car to safely race down an acceleration ramp.

To protect a raw egg passenger during a collision with a solid barrier.

To explain the science behind a car and its collision into a solid barrier in terms of speed,

slope, acceleration, energy, forces, inertia, mass, momentum, and Newton’s 3 Laws.

Materials For each team:

Provided by teacher:

Cardboard

2 straws

2 2.5 mm x 11 cm wood dowel rods for axles

Construction paper

scissors

rulers

markers

Provided by each group:

1 roll of tape

lids for wheels

Discussion How do people survive major vehicle collisions while in fast cars? Scientists and engineers

apply the laws of physics to reduce damage to both cars and passengers. During this project,

you will work in teams to use the engineering process to create a sturdy, fast, & safe car to

protect a raw egg a collision. This project will help you reinforce the concepts from class and

elaborate on some of the “Eggcellent” safety devices in a car!

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Designing an Egg-cellent Race Car

The Rules Failure to do follow these rules will reduce your grade and eliminate you from the contest.

1. Cars must be able to move down the provided ramp with a raw egg as a passenger and

withstand multiple crashes with a solid barrier at the end of the ramp.

2. Teams may use only cardboard for the structure of their car. Wheels and axels must

consist of container lids and wooden rods as explained in class. No other wheels and

axels will be permitted.

3. Once the car is built, additional items may be used inside the car. Items must be

approved by Mrs. Smith before incorporated into the car.

4. Each team’s car must meet these dimensions to race.

Height - 12 cm high maximum, no minimum

Length – 25 cm long maximum, no minimum

Width - 11 cm wide maximum, no minimum

Weight – no minimum nor maximum

# Wheels – minimum of 3

5. Each team will need to keep their supplies & race car in the provided container before &

after class. You are responsible for the safety of the supplies and your car.

6. On race day, cars will be released down the ramp by a member of your design team. It’s

key to practice. Ramps may be used for test trials during class time leading up to race

day during class, study halls, or homeroom time. If needed, Mrs. Smith reserves the

right to limit number of test trails per group.

7. On race day, the egg must be “healthy” & unbroken after impact.

8. Race day eggs will be inspected by Mrs. Smith before and after the crash and must

remain unbroken. Mrs. Smith has all final decisions! Eggs that survive the initial impact but roll out of the device and break or can’t be removed from the device are eliminated and will receive a zero on the safety section of the rubric. Teams that break their egg by accident or carelessness are eliminated and will receive a zero for the safety section of the rubric. Again, Mrs. Smith has final decisions!

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Rubric – 100 total points

Part 1

TOTAL of

15 points

Individual grade – Finding, Designing, & Testing Solutions

Record each day’s work with:

o Date

o Statement of the day’s problem

o Description of ideas discussed, research conducted, possible

solutions

o When appropriate, neat, detailed prototype and redesign

sketches with labels and dimensions (in cm) of:

wheels & axles

outside body of vehicle

inside vehicle

o When appropriate, tests conducted and solution evaluated

Due at the end

of each class

work day.

Part 2

10 points

Team grade – Car Dimension Requirements

Race car meets the dimension requirements

o Maximum width – 11 cm

o Maximum height – 25 cm

o Maximum length – 12 cm

o Minimum of 3 wheels

Due 1 day

before race

day.

Part 3

10 points

Individual grade – Race Day Data

Data and observations from race day

o Distance

o Time

o Average speed

Due race day.

Part 4

15 points

Team grade – Car’s Performance on Race Day

Performance of team race car on race day.

Completion of the race, speed of car, and safety of egg passenger.

EXTRA CREDIT will be given to the team with the fastest car in each class period as well as for those cars that show extra creativity, out of the box thinking, and/or ingenuity.

Due race day.

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FINAL PROJECT: - 50 points

1. Photo – 10 points 1. Take a photo of your car and print it out. 2. Attach it to cardboard, poster board, or construction paper. 3. Neatly place the name of your race car above the photo.

2. Planning of ACE paragraph in science journal – 10 points 1. Use planning skills you’ve learned in your English classes to plan out your ACE

paragraph responding to this prompt: The designing, building, and racing of your Egg-cellent Race Car required the

understanding and application of many scientific principles regarding force and motion.

Choose 3 of these principles and clearly describe how your understanding of each of these scientific concepts played a major role in your race car.

Use your Alphabox list as a resource as you begin organizing your thoughts. 2. Be sure to accurately and descriptively provide evidence to explain your

understanding and application of the scientific principles involved in the forces and

motion of your car. To support your understanding and application of your 3 chosen scientific

principles, use your science notes, the videos watched, diagrams reviewed,

class discussions, and/or independent research as evidence. o In your “cite”, include

definitions of each principle

examples of each principle

o In your “explain”, include

how you applied this science concept to build the car

examples on the race car of where each principle is

used

3. ACE paragraph final copy - 20 points 1. Type your final ACE paragraph in 12 font, double-spaced, Times New Roman font. 2. See the attached rubric. 3. Print out your paragraph.

4. Photo and ACE paragraph combined together for display – 10 points 1. Neatly attach your typed paragraph below your photo on poster board. 2. Neatly place your name on the front side of your display underneath your paragraph.

FINAL

PROJECT

50 points

Individual grade – Final Project

Photo of vehicle– 10 points

Planning of ACE paragraph in science journal – 10 points

ACE paragraph final copy - 20 points

Photo & ACE paragraph combined together for display –10 points

Due

Your First and Last Name

Race Car Name

ACE Response

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Part 1: Individual grade – Finding, Designing, & Testing Solutions

Individual Grade

Name:

DATE:

Statement of the day’s problem:

Description of ideas discussed, research conducted, possible solutions:

When appropriate, neat, detailed prototype and redesign sketches with labels and dimensions (in cm) of:

wheels & axles

outside body of vehicle

inside vehicle

When appropriate, tests conducted and solution evaluated

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Part 1: Individual grade – Finding, Designing, & Testing Solutions

Individual Grade

Name:

DATE:

Statement of the day’s problem:

Description of ideas discussed, research conducted, possible solutions:

When appropriate, neat, detailed prototype and redesign sketches with labels and dimensions (in cm) of:

wheels & axles

outside body of vehicle

inside vehicle

When appropriate, tests conducted and solution evaluated

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Part 1: Individual grade – Finding, Designing, & Testing Solutions

Individual Grade

Name:

DATE:

Statement of the day’s problem:

Description of ideas discussed, research conducted, possible solutions:

When appropriate, neat, detailed prototype and redesign sketches with labels and dimensions (in cm) of:

wheels & axles

outside body of vehicle

inside vehicle

When appropriate, tests conducted and solution evaluated

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Part 1: Individual grade – Finding, Designing, & Testing Solutions

Individual Grade

Name:

DATE:

Statement of the day’s problem:

Description of ideas discussed, research conducted, possible solutions:

When appropriate, neat, detailed prototype and redesign sketches with labels and dimensions (in cm) of:

wheels & axles

outside body of vehicle

inside vehicle

When appropriate, tests conducted and solution evaluated

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Part 1: Individual grade – Finding, Designing, & Testing Solutions

Individual Grade

Name:

DATE:

Statement of the day’s problem:

Description of ideas discussed, research conducted, possible solutions:

When appropriate, neat, detailed prototype and redesign sketches with labels and dimensions (in cm) of:

wheels & axles

outside body of vehicle

inside vehicle

When appropriate, tests conducted and solution evaluated

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Part 2: Car Dimension Requirements

Team Grade

Name:

DATE:

Requirements Your Car

Signature of person

measuring dimensions

Signature of person

verifying dimensions

Maximum width – 11 cm

Maximum height – 25 cm

Maximum length – 12 cm

Minimum of 3 wheels

No maximum or minimum

weight

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Part 3: Race Day Data

Individual Grade

Name:

DATE:

OVER

Car Name Mass Of Car Distance Time Average Speed

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1. Which car had the fastest average speed?

2. Using science vocabulary and concepts, describe why you think it was so fast.

3. Which car had the slowest average speed?

4. Using science vocabulary and concepts, describe why you think it was so slow

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Part 4: Car’s Performance on Race Day

Team Grade

Name:

DATE:

Performance of car on race day.

Completion of the race, speed of car, and safety of egg passenger.

EXTRA CREDIT will be given to the team with the fastest car in each class period as well as for those cars

that show extra creativity, out of the box thinking, and/or ingenuity.

Sturdiness

5 points Car makes it down the ramp in 1 piece with no extra

force needed.

3 points Car loses one part but still makes it down the ramp

with no extra force needed.

1 points Car loses 2 parts, makes it down the ramp and/or needs

one extra force.

0 points Car loses more than 2 parts and/or needs more than

one extra force to make it down the ramp.

Safety

5 points The egg passenger remains safe & has no cracks upon

collision.

3 points The egg passenger remains safe, has one small crack

upon collision, or when being removed from car.

1 point The egg passenger is hurt & has several small breaks or

larger upon collision.

0 points The egg passenger is severely hurt upon collision.

Aesthetics

5 points The car looks very aesthetically pleasing.

Neat in appearance

Catchy exterior design

3 points The car looks okay but nothing special.

Basic in appearance and exterior design.

1 point The car looks rushed and sloppy.

Extra Credit

Total