AUTOMOTIVE AUTOMOTIVE ENGINEERINGENGINEERING

PRESENTSPRESENTS

77thth Grade Grade Dragster Dragster ProjectProject

Jeremy TruppiJeremy Truppi

February 2014February 2014

• 7th grade Technology• All levels of students

• Ages 11-12• Special Needs

• Course accommodates 16 – 30 students• TIME LINE: 5 weeks (15 total classes)

INTR

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INTR

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CE Students are required to build the fastest car in the class. Their

objective is to understand STREAMLINING & AERODYNAMICS

in order to achieve speed.

• Making a connection from real automotive engineering and building a dragster in class.

• Understanding Streamlining to ensure less drag = more speed.

• Incorporating “Specification” measurements to add a common guideline for every student.

• Working in teams to complete a common goal: WIN

• Have fun!

GOALS & OBJECTIVESSENSE & MEANING

• CPI#9.1: All students will develop career awareness and planning, employability skills and foundational knowledge necessary for success in the workplace

• RST.7.9: Compare and contrast the information gained from reading a text on the same topic.

• CPI # 8.2.12.A.1: Design and create a technology product or system that improves the quality of life and identify trade-off’s, risks and benefits.

• CPI# 8.2.2.B.1: Brainstorming and devise a plan to build using the design process

• RST.7.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually

NJCCS

• Day 1 – 3: Introduction to

Day 1 – 3: Introduction to

Streamlining and

Streamlining and Brainstorming Dragster

Brainstorming Dragster

DesignsDesigns• Day 4 & 5: Building a

Day 4 & 5: Building a

Styrofoam car. Then

Styrofoam car. Then

evaluate & revise.

evaluate & revise.• Day 6 & 7: Build Balsa Car

Day 6 & 7: Build Balsa Car

• Day 8: Practice Race

Day 8: Practice Race • Day 9-13: Race Week

Day 9-13: Race Week

(with revisions to improve

(with revisions to improve

time)time)• Day 14 & 15: FINAL

Day 14 & 15: FINAL

RACES and Presentations

RACES and Presentations

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PRESENTATIONS / SPREADSHEETS

GRAPHS / SPREADSHEETSStudents will be

assisted by a series of checklists via step

guides. Personal assistance will be

given based upon self direction.

As students race they will be taught how to calculate SPEED = Distance/Time. They will then make the calculations and connect how weight plays a factor in the speed (based on power of CO2)Students will then be taught how to calculate that data into a spreadsheet and decide how much weight to lose based on their current speed.

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MULTIPLE INTELLIGENCES

INTERPERSONALStudents work in teams to help each other with data entry and streamlining ideas.

INTRAPERSONALStudents must work

independently to build their dragsters. After evaluation

they are also required to make revisions on their own.

LOGICAL / MATHEMATICALStudents will have to calculate SPEED & DRAG. Then revise their dragsters based on their data.

LINGUISTIC

Students must work with their teams and communicate

through constructive criticism.

BRAINY BITS

FRONTAL LOBE(problem solving)Students will constantlybe calculating speed and weight . As well as revisingtheir dragster to improveon the total speed.

PARIETAL LOBE(spatial orientation)

TEMPORAL LOBE(sound and speech)

OCCIPITAL LOBE(visual processing)Students use a WINDTUNNEL iPad app to see how much wind resistance and drag their dragsters have.

MOTOR CORTEX

Gardner, Howard. Intelligence Reframed: Multiple Intelligences for the 21st Century. New

York: Basic Books, 1999.

Google Images Web. Oct 2013. Gregorc, Anthony. The Gregorc Style Delineator.

Latest. AFG, 2004. Horner, Evelyn. Ramapo College. Mahwah. Fall 2013. Lecture. Sousa, David A. . How the Brain Works. 4th ed. Thousand Oaks, CA: Corwin Press, 2011. print.

WORKS CITED