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Robotics. Introduction to the engineering design process via paper airplanes. Start of class. Do Now: Average the following sets of numbers. { 1, 2, 3, 4, 5}  3 {5, 10, 10, 15, 15, 20}  12.5 {8, 4, 5, 9}  6.5. Today’s learning objectives.

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Robotics

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Robotics

Introduction to the engineering design process via paper airplanes


Start of class

  • Do Now: Average the following sets of numbers.

    • { 1, 2, 3, 4, 5} 3

    • {5, 10, 10, 15, 15, 20}  12.5

    • {8, 4, 5, 9}  6.5


Today’s learning objectives

  • Introduction of the engineering design process.

  • “ABCDE” is our mnemonic for the engineering design process.

  • Use “ABCDE” to design a paper airplane which flies as far as possible


What does ABCDE mean?

  • A = Analyze

    • What are we doing?

  • B = Brainstorm

    • Think of different ways to do it

  • C = Choose

    • Select a design

  • D = Do

    • Make a prototype

  • E = Evaluate

    • How did it work? Can it be improved?


What does ABCDE mean?

  • A = Analyze

    • What are we doing?

  • B = Brainstorm

    • Think of different ways to do it

  • C = Choose

    • Select a design

  • D = Do

    • Make a prototype

  • E = Evaluate

    • How did it work? Can it be improved?

And keep refining your solution until it’s as good as it can be!


Paper Airplane Challenge

  • In groups of 2 or 3, make a paper airplane that will fly as far as possible.

  • Distance is measured perpendicular to the direction of the throw. Curves and diagonals do not count!


Paper Airplane Challenge

  • In groups of 2 or 3, make a paper airplane that will fly as far as possible.

  • Distance is measured perpendicular to the direction of the throw. Curves and diagonals do not count!


Paper Airplane Challenge

  • In groups of 2 or 3, make a paper airplane that will fly as far as possible.

  • Distance is measured perpendicular to the direction of the throw. Curves and diagonals do not count!

WINNER!


Your materials:

  • Three sheets of paper.

  • Three paperclips.

  • No replacements will be issued. If you “mess up” some of your materials, you will need to do without them.

  • Part of the challenge is the restricted material supply!

  • You may cut and fold the paper as you like.


The steps to follow…

  • Choose a first airplane design. Throw it three times, record the distances, and calculate the average distance.

  • Then make a guess about what might make the plane fly better. You may change whatever you like, but only change ONE THING. This is your “hypothesis.”

  • Record what change you made. Then again throw the plane three times and calculate the average distance.

  • Repeat this process


Homework

  • Write at least half a page explaining today’s experiment. (Use pictures, if it helps to explain) Be sure to include:

    • Who you were working with, and what each person did.

    • What changes you made to the first airplane.

    • Which change made the biggest difference.

    • How might somebody make an airplane that flies even farther?


End of class

  • Put your airplanes in the table folders

  • Put your data sheets in the table folders

  • Please put the chairs up


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