3rd Grade Engineering Design Performance Task DRAFT- Balloon Boats

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1 3rd Grade Engineering Design Performance Task DRAFT- Balloon Boats Science Standards: 3.2! Interaction and Change: Living and non-living things interact with energy and forces. 3.2P.1! Describe how forces cause changes in an objectʼs position, motion, and speed. 3.4! Engineering Design: Engineering design is a process that uses science to solve problems or address needs or aspiration. 3.4D.1! Identify a problem that can be addressed through engineering design, propose a potential solution, and design a prototype. Learning Targets: I can create a designed structure that will move through water. Language Target: I can use cause and effect words to analyze how an event occurred. Language Vocabulary: Cause and Effect connection words: led, result, effect, since, resulted in, led to Sentence Frames (examples): Results: The design included which the balloon boat traveling m. The design included which the balloon boat floating. Literature Connection: Treasures (Unit 5, Week 3)

2 Key Vocabulary: Force a push or pull Buoyancy - force of liquid pushing on an object Motion - changing position Distance the amount an object changes position Friction - force that goes against the motion of an object Newtonʼs Third Law of Motion - for every action (force), there is an equal and opposite reaction (force) Problem - situation that needs a solution Solution - structure or process that solves a problem Prototype - working model of a design solution Model - object that represents (is like) a real thing Materials: balloons, straws, containers (milk cartons, water bottles, margarine tubs, etc), tape or adhesive (glue, silicone, putty, clay, etc), scissors, gutter (or other container that holds water), tape measure, fishing line or string Teacher Background: Forces are acting on objects at all time. When there are unbalanced forces acting on a object, the object will move. This motion is affected by the magnitude of those unbalanced forces. Some forces such as gravity tend to increase an objectʼs motion. Other forces such as friction tend to cause an objectʼs motion to decrease. Motion can be quantified by measuring the distance an object travels or the time it takes for an object to move. Isaac Newton explained the motion of objects. In his 3rd Law of Motion he explained that for every action, there is an equal and opposite reaction. In the case of balloon-powered vehicles, the action is the air being pushed out by the balloon. The reaction is the motion in the opposite direction. The bigger the action, the bigger the reaction. Engineering Design Defined: There are four components to the engineering design process. 1.! Identifying and Defining a Problem to be Solved (I) 2.! Generating Possible Solutions (G) 3.! Testing Solutions and Collecting Data (T) 4.! Analyzing and Interpreting Results (A) During initial student experiences, the individual parts of the engineering design process need to be explicitly taught and modeled by the teacher. As students gain experience, teachers will gradually release control and move to a model of more learner self-direction.

3 Identifying and Defining a Problem to be Solved 1." Revisit the Scientific Inquiry Performance Task: Balloon Rockets OR do a demonstration of a balloon rocket to review the concept of forces and motion and illustrate Newtonʼs Third Law of motion. Have two students hold the fishing line or string parallel to the floor. Thread the line through the straw. Blow up a balloon, keeping the open end pinched, and tape it parallel to straw with the open end near one of the students. Make sure the students are holding the line tight and release the balloon. It should move quickly down the line. Ask the students why the balloon moved the way it did. 2. Have a class discussion about the fact that we live in a area that has many rivers. We use these rivers to transport materials or people. Tell students that they are going to behave like engineers. Engineers come up with solutions to real problems in the world. They are going to come up with some solutions to the problem of designing structures that move through water. Have students write the problem in their Engineering Design Performance Task template: Design a balloon boat that will float and move through the water as far as possible. Have them include a sentence or two about why this is an important problem to solve. Generating Possible Solutions 4. Tell students that they are going to come up with some solutions to this problem. However, sometimes it is difficult to work with real objects; rivers and boats are too big. Instead, we are going to work with models. Tell them that we will model a river using a gutter (or other water container). Also, instead of creating a life-size structure, they are going to design prototype that will fit in the river model. Have students come up with 1 or 2 solutions for designing a balloon boat that will travel down the model river. Explain that the goal (criteria) is to design and build and boat that will float and travel the farthest distance. There will also be some limitations (constraints). They will only be able to use the materials provided: one container, one straw, one balloon, adhesives, and scissors. Have them share their solutions with a partner and add 1 or 2 more solutions to their template.

4 5. Tell students that engineers pick one solution and build a prototype. A prototype is a working model of a design solution. Have students work in groups of 2-3 to build a prototype of a balloon boat. Have students take a photograph or draw a picture of their design and put it in their template. Testing Solutions and Collecting Data 6." Once student groups have constructed their prototypes, tell students it is time to test how well their designs solve the problem. Ask students to discuss how we will know if the design prototype successfully solved the problem. Set up the testing area with the model river where everyone can observe the testing. Make sure to place a tape measure next to it. Have groups come up and test their balloon boats. Have students come to consensus whether the design successfully solved the problem. Analyzing and Interpreting Results 7." Have students write about how well their design solved the problem. 8." Engineers are always looking at ways to improve their designs. Have students write about some improvements they could make to their ramp. They should include a picture that shows those improvements.

5 BALLOON BOAT DESIGNS CRITERIA (goals) The balloon boat must float. The balloon boat must travel a distance of at least 1 meter. CONSTRAINTS (limits) 1 container (tub, bottle, carton, etc) 1 straw 1 balloon scissors adhesive (tape, glue, clay, silicone, etc)

6 BALLOON BOAT DESIGNS ENGINEERS DISTANCE (m) PROTOTYPE 1 PROTOTYPE 1

7 Name Date ENGINEERING DESIGN TASK Balloon Boats Describe the PROBLEM that you are trying to solve. Design a balloon boat that will float and travel through the water as far as possible. Draw or describe some possible SOLUTIONS. CRITERIA (goals) CONSTRAINTS (limits) The balloon boat 1 container must float. 1 straw The balloon boat 1 balloon must travel a scissors distance of at adhesive least 1 meter.

8 Pick one of the solutions and build a PROTOTYPE. Attach a photograph or draw a picture of your DESIGN. Describe how well your DESIGN solved the PROBLEM. My balloon boat!!! float, and it traveled meters. I used!!!!!!!! to build my boat. Describe or draw how you could IMPROVE your DESIGN. I could improve my design by

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