reverse engineering
TRANSCRIPT
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
A WebQuest for 10th Grade (Intro to Engineering)
Designed by Drew Swanson
Drew [email protected]
Based on a template from The WebQuest Page
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Have you ever wondered how something worked, and so you took it apart? Well that in nutshell is called reverse engineering. Reverse Engineering has become a major and powerful tool in the engineering community. It is not only practiced but done on a daily basis with complains around the world. Reverse engineering is the process of taking something apart to see how someone else engineering (made) it. This breaks no patients or laws as long as you don’t duplicate the item. And It’s a great tool to build and develop brainstorming, and provide a wealth of knowledge for the investigating engineers. It push's competitors to be changing and improving there products at all times. And in my option, one of the most powerful tools out there.
How is item constructed and why done this way?
Student Page
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
You will form groups of 2 to 4 people . And in these groups you will be investigating a simple machine.Simple machines:
-Are anything that does not run on a limited fuel source. Such as a battery, or combustion motor.
-There is no size limit to your idem, but keep in mind you have to bring it in. (ex stapler, kids toy, door knob)
You main thing you will be trying to do is investigate or hypothesized why it was made that way, and then a report on how it works.
product to be dissembled;complexity to be analyzed;personal insight to be articulated;Summary to be created;Force analysis givenSpeech to the class, to inform them of all your discoveriesPresent the simple machine fully reassembled
Title
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
What to do…1.First you'll be assigned/pick a team of 2-4 students2.Once you‘ve given groups you will pick a simple machine3.Take apart the simple machine in an organized manor, keeping all the parts for reassembly4.Ask a question and state hypothesis on why it was built in that manner. Note (Use scientific knowledge to help design and guide your scientific investigation)5.With Newton's Laws of motion in mind, explain the relationship between the forces acting on the object (human power, how is it moving or functioning) the objects mass (find its mass) and changes in its motion (generally whys it move)6.How is the object interact with its surroundings, on a macro and micro level.7.Explain the cause-effect relationships within the system (force here causes this, force here makes it do this…)8.Draw a rough force diagram with the information gather above.9.Reassemble the simple machine10.Give speech explaining all the listed above, and turn in the report summarizing what you learned.
In the report I want an intro to the machine, 4 paragraphs hitting each point listed above in good detail (be able to answer all questions), force diagram, and a conclusion. KNOW YOUR PROJECT, You will be quizzed by real engineers.
Reverse EngineeringFAQ about Reverse Engineering
Reverse Engineering softwareIntro to Reverse Engineering Software
Newton's three laws Newton! What are your laws?
Force diagramsComplex Example of Force DiagramsHow to draw a force diagram
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
CATEGORY 9+ 7-9 4-6 0-3
Construction -Materials
Appropriate materials were selected and creatively taken apart and put back together in a full functioning manner.
Appropriate materials were selected and taken apart. Put back together in a mostly functioning manner.
Appropriate materials were selected and taken apart. Semi reassembled
Inappropriate materials were selected and were not reassembled
Scientific Knowledge Explanations by all group members indicate a clear and accurate understanding of scientific principles including newtons laws
Explanations by all group members indicate a relatively accurate understanding of scientific principles including most of Newton's laws
Explanations by most group members indicate relatively accurate understanding of scientific principles, partial understanding of Newton's laws
Explanations by several members of the group do not illustrate much understanding of scientific principles missing newtons laws
Data Analyzed Data anaylized several times in a careful, reliable manner.
Data anaylized twice in a careful, reliable manner.
Data analyzed once in a careful, reliable manner.
Data not analyzed carefully OR not analyzed in a reliable manner.
Summaries/report Show an expert amount of knowledge about there machine, with a well developed report and insight
Show a good amount of knowledge about there machine, with a developed report and some insight
Show some knowledge about there machine, with a report and some insight
Show little knowledge about there machine, with a poor report and no insight
Speech Well planned out (has outline) and delivered speech, able to answer all questions with confidence
A planned out (some outline) and delivered speech, able to awnser all questions
Seem off the cuff speech (no outline) and confused by some questions
No planning or thought into the speech
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
You have now successfully done the process know as reverse engineering. You took something that you didn’t understand, broke it down, and found out how someone else engineered it. With this tool there is no limit to your knowledge , and no traditional schooling required. People go to universities for years to learn how to do, what you just did. Congratulations, now I challenge you to go out and find something you don’t understand reverse engineer it. There will be extra credit given for any student who does another reverse engineering project. Contact me if interested.
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Id like to say thanks to all of my professors in college, The engineering department at Colorado State University.
Pictures used:Paged 1 picture, acquired from … (for jump reverse
152) a High Rely company. www.highrely.com/assets/Software_Test_Web.jpg
Page 2 picture, acquired from www.marisco.net/mechanics.htm ARISCO. LTD. 2005
Page 3 picture, acquired from
www.uld.vt.edu/consulting_services/ Virginas leadership development page.
Page 4 picture, acquired from www.nature.com/.../v2/n11/full/nrm1101-790b.html from the article “RNA Splicing”
Page 6 picture , acquired from Felipe Torrus at Flickr.com
Include here is a link back to The WebQuest Page and The WebQuest Slideshare Group so that you can acquire the latest version of this template and other materials.
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
A WebQuest for 10th Grade, Engineering
Designed by
Drew [email protected]
Based on a template from The WebQuest Page
Evaluation
Teacher Script
Conclusion
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This project originated from a professor I had at Colorado State University in one of my mechanical engineering design classes. It is of coarse tuned down for simplicity of high school students. Keep in mind you can make it more complex or even more simple for younger kids.
What I'm trying to do here is get away from just reports and essays, and get the kids to be more hands on showing that there is a ton of knowledge out there beyond books. It also covers topics from writing reports, giving speeches, and physics.
Evaluation
Teacher Script
Conclusion
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This content can span over a huge amount of subjects, from physic class to sciences and of coarse engineering classes. I would keep the age range from junior high and up, just because some of Newton’s ideas and things described are complex but the material can be decreased to elementary level or up to college level. I wrote it for a 10th, 11th level class.
If not altered, The students should have a basic understanding of English, essay writing, speech, and physics. Newton's ideas and how forces work. All very basic. A couple class sessions prior to being assigned is all you would need to prep the class for the assignment.
Evaluation
Teacher Script
Conclusion
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
I tried to integrate the Colorado model Content standards for 9th thru 12th grade science which you can view at there website. Colorado Science Standards (1 through 5)
More specifically in each category:1st category (ask questions and state hypotheses using
prior scientific knowledge to help design and guide development and implementation of a scientific Investigation)
2nd category (Newton’s Three Laws of Motion explain the relationship between the forces acting on an object, the object’s mass, and changes in its motion)
3rd category (there is a cycling of matter (for example: carbon,nitrogen) and the movement and change of energy through the ecosystem (for example: some energy dissipates as heat as it is transferred through a food)
5st category (there are cause-effect relationships within systems)
I’m trying to get the students to think outside the normal teaching area, of books, memorizing, reading. I want them to spark an interest in an everyday items and want to understand them. And then of coarse quiz them to make sure there learning, and present there knowledge to the class. Which I believe is powerful! Kids teaching kids.
Evaluation
Teacher Script
Conclusion
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Evaluation
Teacher Script
Conclusion
What to do…1.First you'll be assigned/pick a team of 2-4 students2.Once you‘ve given groups you will pick a simple machine3.Take apart the simple machine in an organized manor, keeping all the parts for reassembly4.Ask a question and state hypothesis on why it was built in that manner. Note (Use scientific knowledge to help design and guide your scientific investigation)5.With Newton's Laws of motion in mind, explain the relationship between the forces acting on the object (human power, how is it moving or functioning) the objects mass (find its mass) and changes in its motion (generally whys it move)6.How is the object interact with its surroundings, on a macro and micro level.7.Explain the cause-effect relationships within the system (force here causes this, force here makes it do this…)8.Draw a rough force diagram with the information gather above.9.Reassemble the simple machine10.Give speech explaining all the listed above, and turn in the report summarizing what you learned.
In the report I want an intro to the machine, 4 paragraphs hitting each point listed above in good detail (be able to answer all questions), force diagram, and a conclusion. KNOW YOUR PROJECT, You will be quizzed by real engineers.
As a teacher, I recommend have an understanding of reverse engineering and some basic physics. Nothing to complicated, just Newton's laws and force diagrams. I would prep the class with this information, about one or two class periods worth. What Newton's laws are and what kind of force diagrams you want. How to pick good machines that can be disassembled. For picking groups, I would let them be with there friends, trying to make this a fun project. But do as you want.
I personally am a Mechanical engineering so I’m having fellow engineers come in to watch and ask questions, I think new faces makes it feel like more of a speech environment. And if there presenting to people in industry puts pressure to perform.
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher PageMaterial wise, the students are going to need to be able to find and
disassemble a simple machine. So the students are going to need access to tools. I’m assuming they have tools at home, if not you as the teacher is going to need to provide a primitive set of tools for the group. I cant imagine many groups won’t have someone in it who as some basic tools.
-No software needed or hardware.-No email system needed, but would help (maybe implement check
ups)-There are websites listed on the students pages, but there just for more info and a little guidance, not essential
Human resources: This can be taught with one teacher. Its mostly hands on time among the kids with the project, except for the few days before being assigned you should lay down some basic material knowledge (like explained before). I also have outside people coming in to watch the speeches. (like explained before)
Evaluation
Teacher Script
Conclusion
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
I think I will get the most feed back of how much they learned after there speeches, there enthusiasm and how well they can answer my questions. The report is not my person main concern (you could put more weight on it) what I want to see them doing is taking a problem, using logic and critical thinking, and working towards an elegant explanation. The force diagram and report is too just help guide them.
This project has also been centered around the Colorado Science Standards, as mentioned before, so a strong correlation using the scientific method which is tightly related to logical and critically thinking process.
Mostly above all, I’m trying to spark a curiosity about the world around them, getting them involved hands on, and having fun in school.
Evaluation
Teacher Script
Conclusion
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Pre Assigned: Teach the basics of Newton's laws, and Force diagrams and maybe a pre intro.
Day One: Intro to project. Set them in groups (make sure they understand what a simple machine is (ex: stapler) Let groups think about it, and give you a list of the machines they have picked. (can switch by next class period)
Day Two: Let them get into there groups and help them take apart there machines, stressing that there trying to understand there machine, so work slow and take notes. (note bags for loss parts, must be able to reassemble)
Day Three: Check to see where every one is… See if there understanding how Newton's laws effect there part, how forced effect there part ext… Continue disassembly and make sure report outline is being started.
Day Four: Wrap up project, outline done and reassemble part
Day Five: Reports Due, Speeches Due.
Evaluation
Teacher Script
Conclusion
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
The kids now have true hands on experienced with a tool that is used everyday in the world, epically in engineering. It helped them to take a problem, analyze it and learn something entirely in depended from us. They then took that knowledge and taught other student. They wrote reports showing what they learned and gave drawing (force diagrams) on how physics (math) works in everyday life. Encourage your students to go out and find something that interreges them and investigate, take it apart, reverse engineer it and always, always ask questions???.
Evaluation
Teacher Script
Conclusion
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
All pictures used in the teacher portion where from clip art, 2008 PowerPoint Microsoft. Thank you!
Here is a link back to The WebQuest Page and The WebQuest Slideshare Group so that you can acquire the latest version of this template and training materials.
Evaluation
Teacher Script
Conclusion