Mousetrap Vehicles

59463

MousetrapVehicles

STEM Curriculum for Mousetrap Vehicles

Teacher’s Guide

Written by Dana Cochran.

Content advising by Bill Holden.

Cover and document design by Rod Dutton.

Graphics by Wraine Meadows.

© 2005-2010 Pitsco, Inc., 915 E. Jefferson, Pittsburg, KS 66762

All rights reserved. This product and related documentation are protected by copyright and are distributed under licenses restricting their use, copying, and distribution. No part of this product or related documentation may be reproduced in any form by any means without prior written authorization of Pitsco, Inc.

All other product names mentioned herein might be the trademarks of their respective owners.

ISBN: 1586519115

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Table of ContentsActivity Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Standards Addressed by Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Construction QuickView . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Teaching Tips Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Construction Tips/Helpful Hints . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Materials by Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Troubleshooting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Level I Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Identifying Simple Machines (science/tech, LA*) . . . . . . . . . . . . . 45 minutes* Calculating Velocity (science/math, tech, LA) . . . . . . . . . . . .90-180 minutes* Relating Circumference and Distance (math/science, tech, LA) . .45-90 minutes* Vehicle Mass & Distance Relationship (tech/math, science, LA) 90-180 minutes* *Times are estimates and will vary with class size.

Engineering Challenge I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49Level II Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Finding Average Velocity (science/math, tech, LA) . . . . . . . .90-180 minutes* Measuring Potential Energy (math/science, tech, LA) . . . . . . .90-180 minutes* Designing for Maximum Velocity (tech/math, science, LA) . . .90-180 minutes* *Times are estimates and will vary with class size.

Engineering Challenge II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81Supplemental Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89Resources Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 Mousetrap Vehicles Word Search . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 Mousetrap Vehicles Crossword Puzzle . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Careers Related to Automotive Design and Engineering . . . . . . . . . . . . . . 95 Content Resources Lab Report Template . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 Simple Machines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 Speed and Velocity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Acceleration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 Additional References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Assessments Pretest I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 Posttest I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 Pretest II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 Posttest II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 *LA is language arts, and tech is technology.

Activity Overview

Activity OverviewUsing the provided kit materials, students construct a mousetrap-powered vehicle.

The Mousetrap Vehicle Teacher’s Guide contains both basic and advanced lesson plans. Basic lesson plans provide a more guided approach to instruction while advanced lesson plans are more open-ended. All lesson plans can be used to extend students’ understanding of science, technology, engineering, and math concepts using the Mousetrap Vehicle.

Resource materials are provided to supplement students’ understanding of core content. Resources include vocabulary, puzzles, assessments, and content fact sheets.

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Standards Addressed

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Standards Addressed by ActivityStandards were taken from the International Technology and Engineering Educators Association (ITEEA), the National Council for Teachers of Mathematics (NCTM), the National Science Teachers’ Association (NSTA), and the National Council of Teachers of English (NCTE).

Identifying Simples MachinesNSTA 5-8Students develop abilities necessary to do scientific inquiry.

• Studentsuseappropriatetoolsandtechniques to gather, analyze, and interpret data.

• Studentsthinkcriticallyandlogicallyto make the relationships between evidence and explanations.

• Studentscommunicatescientificprocedures and explanations.

ITEEA 6-8Students develop the abilities to use and maintain technological products and systems.

• Studentsuseinformationprovidedinmanuals, protocols, or by experienced people to see and understand how things work.

NCTE K-12Students adjust their use of spoken, written, and visual language to communicate effectively with a variety of audiences and for different purposes.

Students use a variety of technological and informational resources to gather and synthesize information and to create and communicate knowledge.

Students use spoken, written, and visual language to accomplish their own purposes.

Calculating VelocityNSTA 5-8Students develop abilities necessary to do scientific inquiry.




Students develop understandings about scientific inquiry.

• Studentsunderstandmathematicsisimportant in all aspects of scientific inquiry.

Students develop an understanding of motions and forces.

• Studentsunderstandthemotionofanobject can be described by its position, direction of motion, and speed and that motion can be measured and represented on a graph.

NCTM 6-8Students understand numbers, ways of representing numbers, relationships among numbers, and number systems.

• Studentsworkflexiblywithfractions,decimals, and percents to solve problems.

Students understand meanings of operations and how they relate to one another.

• Studentsunderstandthemeaningandeffects of arithmetic operations with fractions, decimals, and integers.

Students compute fluently and make reasonable estimates.

• Studentsselectappropriatemethodsand tools for computing with fractions and decimals from among mental computation, estimation, calculators or computers, and paper and pencil, depending on the situation, and apply the selected methods.

Students represent and analyze mathematical situations and structures using algebraic symbols.

• Studentsdevelopaninitialconceptualunderstanding of different uses of variables.

Students understand measurable attributes of objects and the units, systems, and processes of measurement.

• Studentsunderstandbothmetricandcustomary systems of measurement.

Students apply appropriate techniques, tools, and formulas to determine measurements.

• Studentsselectandapplytechniquesand tools to accurately find length, area, volume, and angle measures to appropriate levels or precision.

• Studentssolvesimpleproblemsinvolving rates and derived measurements for such attributes as velocity and density.

Students select and use appropriate statistical methods to analyze data.

• Studentsfind,use,andinterpretmeasures of center and spread, including mean and interquartile range.

Students solve problems that arise in mathematics and in other contexts.

Students recognize and apply mathematics in contexts outside of mathematics.

ITEEA 6-8Students develop the abilities to assess the impact of products and systems.

• Studentslearntodesignanduseinstruments to gather data.




Relating Circumference and DistanceNSTA 5-8Students develop abilities necessary to do scientific inquiry.










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Standards Addressed







Students use visualization, spatial reasoning, and geometric modeling to solve problems.

• Studentsrecognizeandapplygeometricideas and relationships in areas outside the mathematics classroom, such as art, science, and everyday life.



• Studentsunderstandrelationshipsamongunits and convert from one unit to another within the same system.


• Studentsusecommonbenchmarksto select appropriate methods for estimating measurements.

• Studentsdevelopanduseformulasto determine the circumference of circles and the area of triangles, parallelograms, trapezoids, and circles and develop strategies to find the area of more-complex shapes.

Students build new mathematical knowledge through problem solving.








Vehicle Mass and Distance RelationshipNSTA 5-8Students develop abilities necessary to do scientific inquiry.

• Studentsidentifyquestionsthatcan be answered through scientific investigations.




• Studentsusemathematicsinallaspectsof scientific inquiry.

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Standards Addressed



Students develop abilities for technological design.

• Studentsevaluatecompletedtechnological designs or products.







Students understand patterns, relations, and functions.

• Studentsrepresent,analyze,andgeneralize a variety of patterns with tables, graph, words, and, when possible, symbolic rules.

• Studentsrelateandcomparedifferent forms of representation for a relationship.

Students use mathematical models to represent and understand quantitative relationships.

• Studentsmodelandsolvecontextualizedproblems using various representations, such as graphs, tables, and equations.






Students develop and evaluate inferences and predictions that are based on data.

• Studentsmakeconjecturesaboutpossible relationships between two characteristics of a sample on the basis of scatterplots of the data and approximate lines of fit.



Students recognize and use connections among mathematical ideas.

Students understand how mathematical ideas interconnect and build on one another to produce a coherent whole.

ITEEA 6-8Students develop an understanding of the relationships among technologies and the connections between technology and other fields of study.

• Studentslearnthatknowledgegainedfrom other fields of study has a direct effect on the development of technological products and systems.

Students develop the abilities to assess the impact of products and systems.


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Standards Addressed

NCTM 6-8Students understand measurable attributes of objects and the units, systems, and processes of measurement.


• Studentsunderstandrelationshipsamongunits and convert from one unit to another within the same system.


• Studentssolveproblemsinvolvingscalefactors, using ratio and proportion.


• Studentsuseobservationsaboutdifferences between two or more samples to make conjectures about the populations from which the samples were taken.



ITEEA 6-8Students develop an understanding of the characteristics and scope of technology.

• Studentslearnthattechnologyiscloselylinked to creativity, which has resulted in innovation.

Students develop an understanding of the core concepts of technology.

• Studentslearnthatsystemsthinkinginvolves considering how every part relates to others.

• Studentslearnthatmalfunctionsofanypart of a system may affect the function and quality of the system.

Students develop an understanding of the attributes of design.

• Studentslearnthatthereisnoperfectdesign.

• Studentslearnthatrequirementsfordesign are made up of criteria and constraints.




Engineering Challenge INSTA 5-8Students develop abilities necessary to do scientific inquiry.








• Studentsidentifyappropriateproblemsfor technological design.

• Studentsdesignasolutionorproduct.• Studentsimplementaproposeddesign.• Studentsevaluatecompleted

technological designs or products.• Studentscommunicatetheprocessof

technological design.

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Standards Addressed

Standards Addressed


• Studentsunderstandscientistsrelyontechnology to enhance the gathering and manipulation of data; understand new techniques and tools provide new evidence to guide inquiry and new methods to gather data, thereby contributing to the advance of science; and understand the accuracy and precision of the data, and therefore the quality of the exploration, depends on the technology used.

• Studentsunderstandmathematicsis essential in scientific inquiry and understand mathematical tools and models guide and improve the posing of questions, gathering data, constructing explanations, and communicating results.

Students understand the abilities of technological design.

• Studentsevaluatethesolutionanditsconsequences.

Students understand about science and technology.

• Studentsunderstandcreativity,imagination, and a good knowledge base are all required in the work of science and engineering.

NCTM 9-12Students compute fluently and make reasonable estimates.

• Studentsdevelopfluencyinoperationswith real numbers, vectors, and matrices, using mental computation or paper-and-pencil calculations for simple cases and technology for more complicated cases.

• Studentsjudgethereasonablenessof numerical computations and their results.

Students develop an understanding of engineering design.

• Studentslearnthatmodeling,testing,evaluating, and modifying are used to transform ideas into practical solutions.

Students develop the abilities to apply the design process.

• Studentslearntoapplyadesignprocessto solve problems in and beyond the laboratory-classroom.

• Studentslearntomaketwo-dimensionaland three-dimensional representations of the designed solution.

• Studentslearntotestandevaluatethe design in relation to pre-establish requirements, such as criteria and constraints, and refine as needed.

• Studentslearntomakeaproductorsystem and document the solution.





Finding Average VelocityNSTA 9-12Students develop the abilities necessary to do scientific inquiry.

• Studentsusetechnologyandmathematics to improve investigations and communications.

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• Studentsjudgethemeaning,utility,andreasonableness of the results of symbol manipulations, including those carried out by technology.


• Studentsdrawreasonableconclusionsabout a situation being modeled.

Students analyze change in various contexts.• Studentsshouldapproximateand

interpret rates of change from graphical and numerical data.


• Studentsmakedecisionsaboutunitsandscales that are appropriate for problem situations involving measurement.


• Studentsanalyzeprecision,accuracy,and approximate error in measurement situations.


• Studentssolveproblemsthatariseinmathematics and in other contexts.

• Studentsapplyandadaptavarietyofappropriate strategies to solve problems.

Students create and use representations to organize, record, and communicate mathematical ideas.

• Studentsuserepresentationstomodeland interpret physical, social, and mathematical phenomena.


• Studentslearninventionsandinnovations are the results of specific, goal-directed research.


• Studentslearnengineeringdesignisinfluenced by personal characteristics, such as creativity, resourcefulness, and the ability to visualize and think abstractly.


• Studentslearntocollectinformationandevaluate its quality.



Measuring Potential EnergyNSTA 9-12Students develop the abilities necessary to do scientific inquiry.




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Standards Addressed


Students understand conservation of energy and the increase in disorder.

• Studentsunderstandallenergycanbeconsidered to be either kinetic energy, which is the energy of motion; potential energy, which depends on relative position; or energy contained by a field, such as electromagnetic waves.







• Studentswriteequivalentformsofequations, inequalities, and systems of equations and solve them with fluency – mentally or with paper and pencil in simple cases and using technology in all cases.




• Studentsunderstandhowmathematicalideas interconnect and build on one another to produce a coherent whole.

• Studentsrecognizeandapplymathematics in contexts outside of mathematics.


• Studentsselect,apply,andtranslateamong mathematical representations to solve problems.


• Studentslearntocollectinformationandevaluate its quality.



Designing for Maximum VelocityNSTA 9-12Students develop the abilities necessary to do scientific inquiry.


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Standards Addressed





• Studentsidentifyaproblemordesignan opportunity.

• Studentsproposedesignsandchoosebetween alternative solutions.

• Studentsimplementaproposedsolution.


• Studentscommunicatetheproblem,process and solution.







• Studentsmakedecisionsaboutunits and scales that are appropriate for problem situations involving measurement.



Students organize and consolidate their mathematical thinking through communication.

• Studentscommunicatetheirmathematical thinking coherently and clearly to peers, teachers, and others.







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Standards Addressed


• Studentslearnsystemsthinkingapplieslogic and creativity with appropriate compromises in complex real-life problems.


• Studentslearndesignproblemsareseldom presented in a clearly defined form.



• Studentslearntheprocessofengineering design takes into account a number of factors.


• Studentslearntoidentifythedesignproblem to solve and decide whether or not to address it.

• Studentslearntorefineadesignby using prototypes and modeling to ensure quality, efficiency, and productivity of the final product.

• Studentslearntoevaluatethedesignsolution using conceptual, physical, and mathematical models at various intervals of the design process in order to check for proper design and to note areas where improvements are needed.

• Studentslearntodevelopandproducea product or system using a design process.

• Studentslearntoevaluatefinalsolutions and communicate observation, processes, and results of the entire design process, using verbal, graphic, quantitative, virtual, and written means, in addition to three-dimensional models.

Students develop the abilities to use and maintain technological products and systems.

• Studentslearntodocumentprocessesand procedures and communicate them to different audiences using appropriate oral and written techniques.


• Studentslearntocollectinformationand evaluate its quality.

NCTE K-12Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment.

Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts; they draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features.

Students adjust their use of spoken, written, and visual language to communicate effectively with a variety of audiences and for different purposes.

Students conduct research on issues and interests by generating ideas and questions, and by posing problems; they gather, evaluate, and synthesize data from a variety of sources to communicate their discoveries in ways that suit their purpose and audience.



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Standards Addressed

Engineering Challenge IINSTA 9-12Students develop the abilities necessary to do scientific inquiry.

• Studentsformulateandrevisescientificexplanations and models using logic and evidence.

• Studentsrecognizeandanalyzealternative explanations and models.

• Studentscommunicateanddefendascientific argument.















Students formulate questions that can be addressed with data collect, organize, and display relevant data.

• Studentsunderstandthemeaningofmeasurement data and categorical data, of univariate and bivariate data, and of the term variable.





ITEEA 9-12Students develop an understanding of the attributes of design.

• Studentslearnthedesignprocessincludes designing a problem, brainstorming, researching and generating ideas, identifying criteria and specifying constraints, exploring possibilities, selecting an approach, developing a design proposal, making a model or prototype, testing and evaluating the design using specifications, refining the design, creating or making it, and communicating processes and results.


• Studentslearnthatdesignneedstobe continually checked and critiqued and the ideas of the design must be redefined and improved.

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Standards Addressed


















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Standards Addressed

Construction QuickView

Construction QuickView1 Make the frame. Center the deck between

the two side rails, and glue it in place.

2 Place the six-inch axle rods in the frame’s predrilled axle holes. Place a metal thrust

washer and a black spacer on each side of each axle.

3 Center the axles in the frame.

4 Place the DVD/CD spacers into the centers of the wheels.

5 Slide the wheels onto the axles.

6 Locate the mousetrap and use needle-nose pliers or wire cutters to cut the trap’s

snapper arm. Cut the arm in the corner above the place where the trap’s spring presses against the arm.

7 Remove the snapper arm and the locking bar.

8 Use pliers to straighten the non-loop end of the locking bar. Slide the locking bar

into one end of the brass lever arm and use superglue to secure.

9 Slide the other end of the lever arm over the remaining section of the snapper arm

on the mousetrap. Make sure that the lever arm slides under the trap’s spring arm.

1 0 Position the mousetrap on the deck of the vehicle so that the lever arm is

in the center of the deck. The lever arm is pointing toward the front of the trap (and the front of the vehicle) when the spring is not under tension.

1 1 Keeping the lever arm aligned with the center of the deck, move the trap so

that the rear of the trap is 10-1/4 inches from the rear axle. The rear axle is the drive axle. Remember the lever arm is pointing toward the front of the trap and the vehicle.

1 2 Superglue the trap into position.

1 3 Tighten the ziplock around the center of the drive axle, and trim the excess flush

with the clasp.

1 4 Secure the ziplock in place on the drive axle with a couple of drops of

superglue.

1 5 Tie one end of the string to the loop at the end of the lever arm.

1 6 Make a loop in the other end of the string.

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Teaching Tips

Teaching TipsSafetyWith any spring-loaded or spring-powered device, it is important to keep fingers out of harm’s way. Students should be aware of the fact that the spring can pinch.

Exercise caution when students are using cutting tools like the hobby knife. Students should be monitored closely. Teachers may prefer to do some of the cutting for younger or inexperienced students, particularly on smaller items.

Construction Tips/Helpful HintsLiquid soap can be used to “grease” the axles when rubber spacers are difficult to put on or remove.

Use a 1/8-inch drill bit to ream out the holes in the rubber spacers.

Keep the string taut when winding it around the drive axle.

The string should be just long enough to reach the drive axle. If it is too long it will tangle around the drive axle and stop the vehicle.

Place a band around the drive wheels to give the wheels added traction.

Overcome friction in moving parts by adding graphite powder.

Add masking tape to the drive axle to increase its diameter, thereby increasing torque.

Materials by ActivityIdentifying Simple Machines Completed mousetrap vehicle “Simple Machines” resource page Timer or stopwatch Pencil

Calculating Velocity Completed mousetrap vehicle Graphite (optional) Tape measure Masking tape Stopwatch “Velocity Data Sheet” Pencil

Relating Circumference and Distance Mousetrap vehicle wheels Ruler “Circumference Data Sheet” Calculator Pencil

Vehicle Mass and Distance Relationship Completed mousetrap vehicle – should be completed to the manufacturer’s instructions with no design modifications Graphite (optional) Tape measure Masking tape Timber cutter or hobby knife Dremel tool or portable hand drill Wire cutters Needle-nose pliers Cool-melt glue gun and glue slugs Washers Scale or balance for finding the mass of vehicles “Vehicle Mass and Distance Relationship Data Sheet” Pencil

Engineering Challenge I Mousetrap vehicle kit(s) Glue CA glue (Superglue) Scissors Sandpaper (optional) Graphite (optional) Tape measure Timber cutter or hobby knife Dremel tool or portable hand drill Wire cutters Needle-nose pliers

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Teaching TipsEngineering Challenge I Materials cont. Cool-melt glue gun and glue slugs Masking tape Ruler Graph paper Pencil Design logbook or notebook

Finding Average Velocity Completed mousetrap vehicle Graphite (optional) Tape measure Masking tape 4 stopwatches “Velocity II Data Sheet” Pencil “Lab Report Template”

Measuring Potential Energy Mousetrap spring “Stripped” mousetrap Torsion wheel Spring scale Table clamp or C-clamp “Measuring Potential Energy Data Sheet” Pencil Calculator

Designing for Maximum Velocity Completed mousetrap vehicle – should be completed to the manufacturer’s instructions with no design modifications Graphite (optional) Tape measure Masking tape Timber cutter or hobby knife Dremel tool or portable hand drill Wire cutters Needle-nose pliers Cool-melt glue gun and glue slugs Various spare parts – axles, wheels, mousetraps, and so forth; or a second mousetrap vehicle kit. Stopwatch “Maximum Velocity Data Sheet” Calculator Pencil Design logbook or notebook

Engineering Challenge II Mousetrap vehicles kit(s) Glue CA glue (Superglue) Scissors Sandpaper (optional) Graphite (optional) Tape measure Timber cutter or hobby knife Dremel tool or portable hand drill Wire cutters Needle-nose pliers Cool-melt glue gun and glue slugs Masking tape Ruler Graph paper Pencil Design logbook or notebook

Troubleshooting •Mousetrapvehiclescanhaveproblemswithsteering. Using a smooth and level course for racing the vehicles will help keep the cars moving along a straight path.

•Anotherhindrancetostraightsteeringcouldbe wobbly wheels. Check the wheel spacers – you may want to change the spacers to ones that are tighter.

•Youwillalsowanttomakesurethatthewheels are aligned. Before assembling the vehicle, place the side rails together and check to see how well the predrilled axle holes lineup.Youmaywanttoturnthesiderailsaround to make the best match possible for the holes. If you are drilling your own axle holes, drill through both side rails at the same time and make sure to keep the drill as straight as possible. After the vehicle has been assembled, the best advice for misaligned wheels is to maximize the path of the vehicle.

Identifying Simple MachinesTeacher Instruction

QuickViewStudents identify the simple machines used to create and power a mousetrap vehicle.

Standards AddressedNSTA 5-8Students develop abilities necessary to do scientific inquiry.




ITEEA 6-8Students develop the abilities to use and maintain technological products and systems.

• Studentsuseinformationprovidedinmanuals, protocols, or by experienced people to see and understand how things work.




Time Required45 minutes (will vary with class size)

Content Areas Primary: ScienceSecondary: Technology; language arts

Vocabulary • lever • pulley • wheelandaxle • screw • inclinedplane • wedge • spring • machine

Materials• Completed mousetrap vehicle• “SimpleMachines”resourcepage• Timerorstopwatch• Pencil

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Procedure1

After completing the mousetrap vehicle, locate the “Simple Machines” resource

page.

2 Using a timer or a stopwatch to keep track of the time, find as many examples of

simple machines in your mousetrap vehicle as possible in one minute. Write down each type of simple machine you can identify.

3 Justify your examples. Write a brief statement explaining why you think

each example represents that type of simple machine. Students will have various answers. Obviously, all students should identify wheels and axles and levers. You may want to let students discuss whether or not they think a spring is or is not a simple machine. Ask students that think it is a simple machine to classify it as one of the six types of simple machines. This may generate some good discussion. Ask students to think about what the spring is actually doing in the mousetrap and in the car. The spring is actually storing and converting energy. It is not a simple machine.

Teacher InstructionIdentifying Simple Machines

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This page may be photocopied for use within the classroom. By honoring our copyright, you enable us to invest in research for education.

Student Instruction Identifying Simple Machines

QuickViewIdentify the simple machines used to create and power a mousetrap vehicle.

Materials

• Completedmousetrapvehicle• “SimpleMachines”resourcepage• Timerorstopwatch• Pencil

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Student Instruction


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Identifying Simple Machines

Procedure1

After completing the mousetrap vehicle, locate the “Simple Machines” resource

page.

2 Using a timer or a stopwatch to keep track of the time, find as many examples of

simple machines in your mousetrap vehicle as possible in one minute. Write down each type of simple machine you can identify.

3 Justify your examples. Write a brief statement explaining why you think

each example represents that type of simple machine.

Calculating VelocityTeacher Instruction

QuickViewStudents calculate the velocity of a mousetrap vehicle.





















• Studentssolvesimpleproblemsinvolving rates and derived measurements for such attributes as velocity and density.

Students select and use appropriate statistical methods to analyze data.

• Studentsfind,use,andinterpretmeasures of center and spread, including mean and interquartile range.



T-23






Time Required45-90 minutes (will vary with class size)

Content AreasPrimary: ScienceSecondary: Math; technology; language arts

Vocabulary • velocity • variation

Calculating Velocity Teacher Instruction

T-24

Materials • Completedmousetrapvehicle • Graphite(optional) • Tapemeasure • Maskingtape • Stopwatch • “VelocityDataSheet” • Pencil

ProcedureThis activity is best accomplished if you work withapartnerorasagroup.Youwillneedtohave someone timing your vehicle’s test run as you start your vehicle.

Students could complete this activity in pairs, threes, or groups of four. Students could each build the vehicles individually and then complete the testing process in small groups or a pair of students could build and test a vehicle.

1 Locate a smooth, flat surface – preferably a hallway or classroom floor space – on

which to set up a testing track. The smoother the surface, the smoother the ride. If setting up on a tile floor, you may want to have students place a band around the rear drive wheels. The middle section of a balloon works well for this.

2 Using the masking tape, create a starting line. To do this, place a piece of masking

tape approximately 60 centimeters long on the floor. This should give you enough space to place two cars on the starting line at one time, if necessary. Students may get more excited about testing the vehicles if they can simulate a race environment. However, the timer will need to stay focused on timing the vehicle.

3 Measure a distance of three meters from the starting line and place another 60-

centimeter-long piece of masking tape on the floor. This is the finish line.

4 Place your car on the starting line. The person serving as the timer should give

you the signal to release your car. Record the time for Test Run 1 on the data sheet.

5 Complete as many tests as time allows. Remember to take turns serving as the

timer. Record the times for each run on the data sheet. Explain any significant variations in time from one test to another. For example, if the time for Test Run 1 was 15 seconds and the time for Test Run 2 was 30 seconds, you may want to include a brief note about why you think this occurred. It could be something as simple as a wobbly wheel or a change in the angle of the lever arm. However, it will be important when you analyze the data later that you have as much information as possible. Students may need additional guidance on what constitutes a significant variation in time. However, it will not hinder students if they record comments for each test run.

Calculating VelocityTeacher Instruction

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Calculating Velocity Teacher Instruction

6 Calculate the velocity of the mousetrap vehicle for each run. Calculate the average

velocity of the vehicle. Record these values on the data sheet. Students will need basic division skills to calculate velocity. Students should be exposed to the formula, V=D/T and may need to work through a couple of simple examples before attempting to complete the data sheet. A resource sheet is provided in the resource section of this guide. The sheet may be reproduced for students or used to give a short lesson on the concept.

7 Complete the data sheet.

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Calculating VelocityStudent Instruction

QuickViewCalculate the velocity of a mousetrap vehicle.

Materials

• Completedmousetrapvehicle • Graphite(optional) • Tapemeasure • Maskingtape • Stopwatch • “VelocityDataSheet” • Pencil

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Calculating Velocity Student Instruction

ProcedureThis activity is best accomplished if you work withapartnerorasagroup.Youwillneedtohave someone timing your vehicle’s test run as you start your vehicle.


which to set up a testing track.


tape approximately 60 centimeters long on the floor. This should give you enough space to place two cars on the starting line at one time, if necessary.

3 Measure a distance of three meters from the starting line and place another 60-


4 Place your car on the starting line. The person serving as the timer should give

you the signal to release your car. Record the time for Test Run 1 on the data sheet.

5 Complete as many tests as time allows. Remember to take turns serving as the

timer. Record the times for each run on the data sheet. Explain any significant variations in time from one test to another. For example, if the time for Test Run 1 was 15 seconds and the time for Test Run 2 was 30 seconds, you may want to include a brief note about why you think this occurred. It could be something as simple as a wobbly wheel or a change in the angle of the lever arm. However, it will be important when you analyze the data later that you have as much information as possible.

6 Calculate the velocity of the mousetrap vehicle for each run. Calculate the average

velocity of the vehicle. Record these values on the data sheet.

7 Complete the data sheet.

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Student Instruction


Calculating Velocity

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Complete the table with the appropriate information.

Calculate the vehicle’s average velocity. To find the average velocity, add the velocities for each run and divide by the total number of test runs completed. Record the average velocity in m/s below.

Average Velocity = _________________m/s

Velocity Data Sheet

Test Run Times (s) Distance (m) Velocity (m/s)1 32 33 3

Relating Circumference and DistanceTeacher Instruction

QuickViewStudents calculate the circumference of the mousetrap vehicle’s wheels and use that value to determine the linear distance traveled.

















Students use visualization, spatial reasoning, and geometric modeling to solve problems.

• Studentsrecognizeandapplygeometricideas and relationships in areas outside the mathematics classroom, such as art, science, and everyday life.



• Studentsunderstandrelationshipsamong units and convert from one unit to another within the same system.



• Studentsdevelopanduseformulasto determine the circumference of circles and the area of triangles, parallelograms, trapezoids, and circles and develop strategies to find the area of more-complex shapes.

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Content AreasPrimary: MathSecondary: Technology; science; language arts

Relating Circumference and Distance Teacher Instruction

Vocabulary • diameter • radius • circumference • revolution

Materials • Mousetrapvehiclewheels • Ruler • “CircumferenceDataSheet” • Calculator • Pencil

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Teacher Instruction Relating Circumference and Distance

Procedure1

Using the ruler, measure the diameter and the radius of one of the mousetrap vehicle’s

wheels. Record these values on the data sheet.

2 Calculate the circumference of the wheel.

You may want to explain to students that circumference is the perimeter of the circle. The formulas 2 x pi x r or pi x d can be used.

3 If the wheel makes one complete revolution, determine how far the wheel

will travel. Students may realize that the distance the wheel travels in one complete revolution equals the circumference. Other students may want to experiment to determine how far the wheel travels. There is nothing wrong with letting them experiment and “discover” that the circumference equals the linear distance. This should help students better understand the concept of circumference.

4 Using what you’ve learned about the circumference of the wheel and its

relationship to the distance traveled by the wheel with each revolution, complete the data sheet.


QuickViewCalculate the circumference of the mousetrap vehicle’s wheels, and use that value to determine the linear distance traveled.

Materials • Mousetrapvehiclewheels • Ruler • “CircumferenceDataSheet” • Calculator • Pencil

Relating Circumference and DistanceStudent Instruction

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Procedure1

Using the ruler, measure the diameter and the radius of one of the mousetrap vehicle’s

wheels. Record these values on the data sheet.

2 Calculate the circumference of the wheel.

3 If the wheel makes one complete revolution, determine how far the wheel

will travel.

4 Using what you’ve learned about the circumference of the wheel and its

relationship to the distance traveled by the wheel with each revolution, complete the data sheet.

Student InstructionRelating Circumference and Distance

S-36 This page may be photocopied for use within the classroom. By honoring our copyright, you enable us to invest in research for education.

Student Instruction Relating Circumference and Distance

Circumference Data Sheet Complete the data sheet using your test data.

Note: Use the fact that 1 inch = 2.54 centimeters to complete this data sheet.

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Distance Circumference (cm)Number of Revolutions

Rev = d/C100 centimeters

100 inches

200 centimeters

200 inches

1 meter (1,000 centimeters)

100 feet (1,200 inches)

Radius (cm) Diameter (cm)Circumference

C = pi xd


Vehicle Mass and Distance RelationshipTeacher Instruction

QuickViewStudents find the effect of a vehicle’s mass on the distance traveled.


• Studentsidentifyquestionsthatcan be answered through scientific investigations.








• Studentsevaluatecompletedtechnological designs or products.







Students understand patterns, relations, and functions.

• Studentsrepresent,analyze,andgeneralize a variety of patterns with tables, graph, words, and, when possible, symbolic rules.

• Studentsrelateandcomparedifferent forms of representation for a relationship.


• Studentsmodelandsolvecontextualized problems using various representations, such as graphs, tables, and equations.





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• Studentsmakeconjecturesaboutpossible relationships between two characteristics of a sample on the basis of scatterplots of the data and approximate lines of fit.




Students understand how mathematical ideas interconnect and build on one another to produce a coherent whole.

ITEEA 6-8Students develop an understanding of the relationships among technologies and the connections between technology and other fields of study.

• Studentslearnthatknowledgegainedfrom other fields of study has a direct effect on the development of technological products and systems.




Teacher InstructionVehicle Mass and Distance Relationship

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Content AreasPrimary: TechnologySecondary: Math; science; language arts

Vocabulary • weight • mass • protocol • variable • hypothesis • guess


Materials

• Mousetrapvehiclecompletedtothemanufacturer’s instructions with no design modifications

• Graphite(optional)• Tapemeasure• Maskingtape• Timbercutterorhobbyknife• Dremeltoolorportablehanddrill• Wirecutters• Needle-nosepliers• Cool-meltgluegunandglueslugs• Washers• Scaleorbalanceforfindingthemassof

vehicles • “VehicleMassandDistance

Relationship Data Sheet”• Pencil

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Vehicle Mass and Distance Relationship Teacher Instruction

Procedure1

Locate a smooth, flat surface – preferably a hallway or classroom floor space – on




3 Find the mass of the mousetrap vehicle. Record the stock vehicle’s weight on the

data sheet. You may want to discuss the difference between weight and mass with students.

4 Place the stock mousetrap vehicle on the starting line.

Students should use a mousetrap vehicle that has not been altered or redesigned.

5 Release the car and measure the total distance traveled by the car. Establish a

protocol for measuring the distance. Will you measure from the starting line to the rear of the car or from the starting line to the front of the car? You may want to discuss with students that in order for scientific testing to be valid, variables must be controlled as much as possible. This is why they are instructed to establish a way to measure the distance. This helps to ensure that the measurements are taken in the same manner each time and therefore should be as accurate as possible from one test to the next. You may also want to point out to students that having a procedure for taking the measurement helps make the experiment easier to replicate. This is another requirement of good scientific design.

6 Record the distance measurement on your “Vehicle Mass and Distance Relationship

Data Sheet.”

7 How do you think mass will affect the mousetrap vehicle?

You will need to provide washers or laboratory masses for students to use to add mass to their vehicles.

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8 Record a hypothesis on your data sheet.

Students may need a refresher on what a hypothesis is and how it is different from a guess. Students should understand that a hypothesis is based on prior knowledge or prior experimentation.

9 Ad washers or laboratory masses to the vehicleandcompleteSteps3-6.You

will need to complete at least three tests of the vehicle at different masses. For each test, record on your data sheet the vehicle’s mass and the distance traveled by the vehicle.

1 0 Use the data from your tests to create a graph that shows any relationship

between weight and distance.

1 1 Compare your data with that of other students. Record your recommendations

for building a car that will go the maximum distance.


QuickViewFind the effect of a vehicle’s mass on the distance traveled.

Materials

• Mousetrapvehiclecompletedtothemanufacturer’s instructions with no design modifications

• Graphite(optional)• Tapemeasure• Maskingtape• Timbercutterorhobbyknife• Dremeltoolorportablehanddrill• Wirecutters• Needle-nosepliers• Cool-meltgluegunandglueslugs• Washers• Scaleorbalanceforfindingthemassof

vehicles • “VehicleMassandDistance

Relationship Data Sheet”• Pencil

S-45

Student Instruction Vehicle Mass and Distance Relationship



Procedure1

Locate a smooth, flat surface – preferably a hallway or classroom floor space – on



tape approximately two feet in length on the floor. This should give you enough space to place two cars on the starting line at one time, if necessary.

3 Find the mass of the mousetrap vehicle. Record the stock vehicle’s mass on the

data sheet.

4 Place the stock mousetrap vehicle on the starting line.

5 Release the car and measure the total distance traveled by the car. Establish a

protocol for measuring the distance. Will you measure from the starting line to the rear of the car or from the starting line to the front of the car?

6 Record the distance measurement on your data sheet.

7 How do you think weight will affect the mousetrap vehicle?

8 Record a hypothesis on your data sheet.

9 Add washers or laboratory masses to thevehicleandcompleteSteps3-6.You

will need to complete at least three tests of the vehicle at different masses. For each test, record on your data sheet the vehicle’s weight and the distance traveled by the vehicle.

1 0 Use the data from your tests to create a graph that shows any relationship

between mass and distance.

1 1 Compare your data with that of other students. Record your recommendations

for building a car that will go the maximum distance.

Student Instruction

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Vehicle Mass and Distance Relationship


Student Instruction Vehicle Mass and Distance Relationship

Vehicle Mass and Distance Relationship Data Sheet

How do you think mass will affect the mousetrap vehicle? Record your hypothesis, describing how you think mass will affect the distance traveled by the vehicle.

Hypothesis ___________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________

Record your data in the appropriate area of the table below.

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Test Number

Mass of Vehicle (g)

Distance Traveled (m)

123456789


Use the data on the previous page to create a graph showing the relationship between mass and distance.

What conclusion can you make about the relationship between the mousetrap vehicle’s weight and the distance the vehicle travels? _________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

What recommendations would you make to the manufacturers of the mousetrap vehicle for increasing the distance the vehicle travels? _____________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

Student InstructionVehicle Mass and Distance Relationship

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50 100 150 200 250 300 350

Vehicle Mass (g)

Dis

tanc

e Tr

avel

ed (

m)

95

90

85

80

75

70

65

60

55

50

45

40

35

30

25

20

15

10

5

0

Teacher Instruction Engineering Challenge I

• Studentsunderstandrelationshipsamong units and convert from one unit to another within the same system.


• Studentssolveproblemsinvolvingscalefactors, using ratio and proportion.


• Studentsuseobservationsaboutdifferences between two or more samples to make conjectures about the populations from which the samples were taken.




• Studentslearnthattechnologyisclosely linked to creativity, which has resulted in innovation.


• Studentslearnthatsystemsthinkinginvolves considering how every part relates to others.

• Studentslearnthatmalfunctionsofanypart of a system may affect the function and quality of the system.


• Studentslearnthatthereisnoperfectdesign.

• Studentslearnthatrequirementsfordesign are made up of criteria and constraints.

QuickViewStudents design a mousetrap vehicle to reach the maximum distance possible.









• Studentsidentifyappropriateproblemsfor technological design.

• Studentsdesignasolutionorproduct.• Studentsimplementaproposeddesign.• Studentsevaluatecompleted

technological designs or products.• Studentscommunicatetheprocessof

technological design.

NCTM 6-8Students understand measurable attributes of objects and the units, systems, and processes of measurement.


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• Studentslearnthatmodeling,testing,evaluating, and modifying are used to transform ideas into practical solutions.


• Studentslearntoapplyadesignprocessto solve problems in and beyond the laboratory-classroom.

• Studentslearntomaketwo-dimensional and three-dimensional representations of the designed solution.

• Studentslearntotestandevaluatethe design in relation to pre-establish requirements, such as criteria and constraints, and refine as needed.

• Studentslearntomakeaproductorsystem and document the solution.







Vocabulary • model • dimension • design • modification

Materials • Mousetrapvehiclekit(s) • Glue • CAglue(Superglue) • Scissors • Sandpaper(optional) • Graphite(optional) • Tapemeasure • Timbercutterorhobbyknife • Dremeltoolorportablehanddrill • Wirecutters • Needle-nosepliers • Cool-meltgluegunandglueslugs • Maskingtape • Ruler • Graphpaper • Pencil • Designlogbookornotebook

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Engineering Challenge I Teacher Instruction

Engineering Challenge ITeacher Instruction

Procedure1

Choose at least one characteristic of the mousetrap vehicle to change. The length

or width of the chassis, the diameters of the axles, the diameters of the wheels, and the length of the lever arm are characteristics of the vehicle’s design that could be changed.

2 Sketch your design idea(s) on graph paper. Use a ruler to determine the dimensions

of the stock materials. If you are changing the length or width of the chassis, this is a good opportunity to check that the wheels will have room to spin freely on the new chassis.

3 Build your mousetrap vehicle.

4 Test your vehicle. Complete at least three test runs with your vehicle.

Use the measuring tape to measure the distance traveled on each run, and record the measurements in a notebook or design logbook. A simple notebook or three-ring binder could serve as a design logbook. Students should get in the habit of recording design ideas and testing data in a logbook.

5 Evaluate the strengths and weaknesses of your design. Make changes to the design

based on the data from the test runs. Note the changes made. Use sketches and/or written paragraphs. Include a date and time with each entry.

6 Modify your mousetrap vehicle or build a new mousetrap vehicle, making any

design changes.

7 Test the redesigned vehicle. The goal is to achieve the maximum distance possible.

Completethreetestruns.Youmaymakeminor adjustments between runs. Record the distances. Also, track any repairs or modifications made between runs.

8 Compare the distances achieved by the redesigned mousetrap vehicle with the

distances achieved by the original design. Evaluate the results.

9 Write a report summarizing the design and testing process you went through.

Include which design was most successful. Give reasons why you think that design was successful, including any factors that you feel may have contributed to the success or failure of the designs.

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QuickViewDesign a mousetrap vehicle to reach the maximum distance possible.

Materials • Mousetrapvehiclekit(s) • Glue • CAglue(Superglue) • Scissors • Sandpaper(optional) • Graphite(optional) • Tapemeasure • Timbercutterorhobbyknife • Dremeltoolorportablehanddrill • Wirecutters • Needle-nosepliers • Cool-meltgluegunandglueslugs • Maskingtape • Ruler • Graphpaper • Pencil • Designlogbookornotebook

Student Instruction Engineering Challenge I

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Student Instruction

6 Modify your mousetrap vehicle or build a new mousetrap vehicle, making any

design changes.

7 Test the redesigned vehicle. The goal is to achieve the maximum distance possible.

Completethreetestruns.Youmaymakeminor adjustments between runs. Record the distances. Also, track any repairs or modifications made between runs.

8 Compare the distances achieved by the redesigned mousetrap vehicle with the

distances achieved by the original design. Evaluate the results.

9 Write a report summarizing the design and testing process you went through.

Include which design was most successful. Give reasons why you think that design was successful, including any factors that you feel may have contributed to the success or failure of the designs.

Procedure1

Choose at least one characteristic of the mousetrap vehicle to change. The length

or width of the chassis, the diameters of the axles, the diameters of the wheels, or the length of the lever arm are characteristics of the vehicle’s design that could be changed.

2 Sketch your design idea(s) on graph paper. Use a ruler to determine the dimensions

of the stock materials. If you are changing the length or width of the chassis, this is a good opportunity to check that the wheels will have room to spin freely on the new chassis.

3 Build your mousetrap vehicle.

4 Test your vehicle. Complete at least three test runs with your vehicle. Use

the measuring tape to measure the distance traveled on each run, and record the measurements in a design logbook.

5 Evaluate the strengths and weaknesses of your design. Make changes to the design

based on the data from the test runs. Note the changes made. Use sketches and/or written paragraphs. Include a date and time with each entry.

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Engineering Challenge I

Finding Average Velocity





• Studentsjudgethemeaning,utility,andreasonableness of the results of symbol manipulations, including those carried out by technology.



Students analyze change in various contexts.• Studentsshouldapproximateand

interpret rates of change from graphical and numerical data.




• Studentsanalyzeprecision,accuracy,and approximate error in measurement situations.



QuickViewStudents calculate the velocity of a mousetrap vehicle at set points along a test track.

Standards AddressedNSTA 9-12Students develop the abilities necessary to do scientific inquiry.









Teacher Instruction

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• Studentsapplyandadaptavarietyof appropriate strategies to solve problems.












Content AreasPrimary: ScienceSecondary: Math; technology; language arts

Vocabulary • acceleration • velocity • variation

Materials • Completedmousetrapvehicle • Graphite(optional) • Tapemeasure • Maskingtape • 4stopwatches • “VelocityIIDataSheet” • Pencil • “LabReportTemplate”

Teacher InstructionFinding Average Velocity

Teacher Instruction

ProcedureThis activity requires that you work with a smallgroupofatleastfivestudents.Youwillneed to have timers at specific points along the track. Students can build their vehicles individually and then be put into small groups for testing, or they may choose to build and test their vehicles as a group.





3 Measure a distance of four meters from the starting line and place another 60-

centimeter-piece of masking tape on the floor. This is the finish line.

4 Place masking tape lines at 1 meter (m), 2 m, and 3 m. Timers will record times

at each of these intervals along the track. This means that when one car is started down the track, four timers will each gather a time. The times will correspond to the four segments of the track – 1 m, 2 m, 3 m, and 4 m. Decide at what point each timer will stop his or her timer. Will each timer stop timing when the car’s front reaches the masking tape line or when the car’s rear crosses the line? You may need to demonstrate this for students depending on the students’ skills. You may even choose to set up the testing track before the activity. Students will also need to be reminded that for the testing process to be valid, as many variables as possible must be controlled. This is why students are told to establish a standard for when each timer stops his or her stopwatch. You may want to have students identify other things that could be controlled during the testing process. For example, students might recognize that keeping the same people in the same roles during the process would be important.

5 Record the times for Test Run 1 on the “Velocity II Data Sheet.”

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6 Complete at least three tests. Complete more if time allows. Record the times

for each distance interval of each test run on the “Velocity II Data Sheet.” Explain any significant variations in time from one test to another. It will be important when you analyze the data later that you have as much information as possible. You may want to give students examples of significant variations in times from one test run to the next.

7 Calculate the velocity of the mousetrap vehicle for each distance interval of Test

Run 1. Velocity is equal to distance divided by time. So for Test Run 1, velocity equals one meter divided by the time recorded for the first distance interval. Calculate the velocity for each distance interval of each test run. Record these values in the appropriate space on the “Velocity II Data Sheet.” Go over the concept of velocity with students, if necessary.

8 Calculate the average times and velocities for each distance interval. Record these

values in the appropriate fields on the data sheet. These are simple mean calculations for each distance interval.

9 Calculate the average acceleration for each distance interval.

Acceleration may be a new concept for students. A resource page is provided in the resources section of this guide. This page can be reproduced for students or can be used as a guide for a short lesson on calculating acceleration.

1 0 Evaluate the acceleration and velocity data. Explain any patterns that you

see in the data. Explain any discrepancies or variations in acceleration data and why you think these occurred. Use the “Lab Report Template” provided to document your experiment. Students may benefit from creating a graph of the data generated. You may want to discuss with students how to explain variations in the experimental data. The sample lab report should be completed following the rules of grammar, punctuation, spelling, and usage.

Teacher InstructionFinding Average Velocity

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Student Instruction


QuickViewCalculate the velocity of a mousetrap vehicle at set points along a test track.

Materials • Completedmousetrapvehicle • Graphite(optional) • Tapemeasure • Maskingtape • 4stopwatches • “VelocityIIDataSheet” • Pencil • “LabReportTemplate”

S-59



ProcedureThis activity requires that you work with a smallgroupofatleastfivestudents.Youwillneed to have timers at specific points along the track.




tape approximately two feet long on the floor. This should give you enough space to place two cars on the starting line at one time, if necessary.

3 Measure a distance of four meters from the starting line and place another 60-


4 Place masking tape lines at 1 meter (m), 2 m, 3 m, and 4 m. Timers will record

times at each of these intervals along the track. This means that when one car is started down the track, four timers will each gather a time. The times will correspond to the four segments of the track – 1 m, 2 m, 3 m, and 4 m. Decide at what point each timer will stop his or her timer. Will each timer stop timing when the car’s front reaches the masking tape line or when the car’s rear crosses the line?

5 Record the times for Test Run 1 on the “Velocity II Data Sheet.”

6 Complete at least three tests. Complete more if time allows. Record the times

for each distance interval of each test run on the “Velocity II Data Sheet.” Explain any significant variations in time from one test to another. It will be important when you analyze the data later that you have as much information as possible.

7 Calculate the velocity of the mousetrap vehicle for each distance interval of Test

Run 1. Velocity is equal to distance divided by time. So for Test Run 1, velocity equals one meter divided by the time recorded for the first distance interval. Calculate the velocity for each distance interval of each test run. Record these values in the appropriate space on the data sheet.

8 Calculate the average times and velocities for each distance interval. Record these

values in the appropriate fields on the data sheet.

9 Calculate the average acceleration for each distance interval.

1 0 Evaluate the acceleration and velocity data. Explain any patterns that you

see in the data. Explain any discrepancies or variations in acceleration data and why you think these occurred. Use the “Lab Report Template” provided to document your experiment.

Student Instruction

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Velocity II Data SheetComplete the table with the appropriate experimental data.

Distance interval 1 m Distance interval 2 m Distance interval 3 m Distance interval 4 m

Calculate the average acceleration for each distance interval.

Average Acceleration = change in velocity ÷ change in time

Distance interval 1 m:Average acceleration = Δv / ΔtAverage acceleration = (velocity at 1 m – velocity at 0 m) / (time at 1 m – time at 0 m)Average acceleration =________________________m/s2

Distance interval 2 m:Average acceleration = Δv / ΔtAverage acceleration = (velocity at 2 m – velocity at 1 m)/ (time at 2 m – time at 1 m)Average acceleration =________________________m/s2



Test Run Time (s) Velocity (m/s) Time (s) Velocity (m/s) Time (s) Velocity (m/s) Time (s) Velocity (m/s)

1

2

3

4

5

AVERAGE:

Student Instruction Finding Average Velocity

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Velocity Data Sheet continued

Answer the following questions.

What patterns, if any, do you see in the average accelerations of the car as it traveled the entire length of the track? ______________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________

Are there any variations or discrepancies in the data? How would you explain this? ________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Student InstructionFinding Average Velocity

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• Studentswriteequivalentformsofequations, inequalities, and systems of equations and solve them with fluency – mentally or with paper and pencil in simple cases and using technology in all cases.






QuickViewStudents calculate the potential energy of the mousetrap motor.

Standards AddressedNSTA 9-12Students develop the abilities necessary to do scientific inquiry.





Students understand conservation of energy and the increase in disorder.

• Studentsunderstandallenergycanbe considered to be either kinetic energy, which is the energy of motion; potential energy, which depends on relative position; or energy contained by a field, such as electromagnetic waves.

Teacher Instruction Measuring Potential Energy

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Measuring Potential Energy Teacher Instruction

Materials • Mousetrapspring • “Stripped”mousetrap • Torsionwheel • Springscale • TableclamporC-clamp • “MeasuringPotentialEnergyData Sheet” • Pencil • Calculator


• Studentsselect,apply,andtranslateamong mathematical representations to solve problems.






Content AreasPrimary: MathSecondary: Science; technology; language arts

Vocabulary • efficiency • potentialenergy • kineticenergy

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Procedure1

Assemble the torsion wheel as indicated in the instructions included with the wheel.

Youwillneedamousetrapspringandastripped mousetrap base. Students may need some guidance in assembling the torsion wheel. The spring must be removed from the mousetrap base along with the lever arm and the trap mechanism. Students will need to slide the hook through the torsion wheel with the wheel facing them so that the words are readable. The long end of the hook should slide through the center of the wheel and then into the spring. The short end of the spring should slide under the spring arm.

2 Measure the spring’s tension at ten-degree intervals. Record the tension

force measurements on the data sheet in the appropriate location. Students will need to secure the torsion wheel to the tabletop with the clamp. You should explain the concept of tension force. The tension force of the spring is the amount of force required to wind up the spring. This is a good opportunity to point out to students the differences between torsion springs and springs that stretch.

3 Potential energy is the starting energy that your vehicle has before it is released

down the track. To find the potential energy of a mousetrap vehicle you need to calculate several values. Use the “Measuring Potential Energy Data Sheet” to calculate the potential energy of your vehicle. Complete the data sheet.

Measuring Potential EnergyTeacher Instruction

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Student Instruction


Measuring Potential Energy

QuickViewCalculate the total potential energy of the mousetrap motor.

Materials • Mousetrapspring • “Stripped”mousetrap • Torsionwheel • Springscale • TableclamporC-clamp • “MeasuringPotentialEnergyData Sheet” • Pencil • Calculator

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Measuring Potential Energy Student Instruction

Procedure1

Assemble the torsion wheel as indicated in the instructions included with the wheel.

Youwillneedamousetrapspringandastripped mousetrap base.

2 Measure the spring’s tension at ten-degree intervals. Record the tension

force measurements on the data sheet in the appropriate location.

3 Potential energy is the starting energy that your vehicle has before it is released

down the track. To find the potential energy of a mousetrap vehicle you need to calculate several values. Use the “Measuring Potential Energy Data Sheet” to calculate the potential energy of your vehicle. Complete the data sheet.

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Student Instruction Measuring Potential Energy

Measuring Potential Energy Data Sheet

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Angle (degrees)Position on

Tension Wheel

Force (Newtons)

Measured with Spring Scale

Average Force (Newtons)

Sum of Previous Force and This Force

Average Potential Energy (Joules*)

Average Force Value x Distance Traveled **

0 F1 = 0 - - - - - - - - - - - - - -

10 F2 = ______ F1-2 = (F1 + F2)/2 ______ PE = F1-2 x 0.0105 = ______

20 F3 = ______ F2-3 = (F2 + F3)/2 ______ PE = F2-3 x 0.0105 = ______

30 F4 = ______ F3-4 = ______ PE = F3-4 x 0.0105 = ______

40 F5 = ______ F4-5 = ______ PE = ______

50 F6 = ______ F5-6 = ______ PE = ______

60 F7 = ______ F6-7 = ______ PE = ______

70 F8 = ______ F7-8 = ______ PE = ______

80 F9 = ______ F8-9 = ______ PE = ______

90 F10 = ______ F9-10 = ______ PE = ______

100 F11 = ______ F10-11 = ______ PE = ______

110 F12 = ______ F11-12 = ______ PE = ______

120 F13 = ______ F12-13 = ______ PE = ______

130 F14 = ______ F13-14 = ______ PE = ______

140 F15 = ______ F14-15 = ______ PE = ______

150 F16 = ______ F15-16 = ______ PE = ______

160 F17 = ______ F16-17 = ______ PE = ______

170 F18 = ______ F17-18 = ______ PE = ______

180 F19 = ______ F18-19 = ______ PE = ______

***Total PE: _________________


*Joules are one of the units used to measure energy. One joule is the amount of work done moving a one-kilogram mass one meter with an acceleration of one m/s/s.

** The distance traveled is measured along the outer edge of the tension wheel. It is the measure of the arc of the angle at the radius of the torsion wheel. The value of 0.0105 meters is derived from converting the angle (10°) into radian measure (10° x pi)/180 and multiplying the result by the radius of the torsion wheel measured in meters (.06 m).

***Total PE is found by adding the PE values.

Designing for Maximum VelocityTeacher Instruction

QuickViewStudents design a mousetrap vehicle to achieve maximum velocity.

Standards Addressed NSTA 9-12Students develop the abilities necessary to do scientific inquiry.






• Studentsidentifyaproblemordesignanopportunity.














Students organize and consolidate their mathematical thinking through communication.

• Studentscommunicatetheirmathematical thinking coherently and clearly to peers, teachers, and others.



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• Studentslearnsystemsthinkingapplieslogic and creativity with appropriate compromises in complex real-life problems.







• Studentslearntoidentifythedesignproblem to solve and decide whether or not to address it.


• Studentslearntoevaluatethedesignsolution using conceptual, physical, and mathematical models at various intervals of the design process in order to check for proper design and to note areas where improvements are needed.









Teacher InstructionDesigning for Maximum Velocity

Teacher Instruction







Vocabulary• eight• mass• protocol• variable• hypothesis• guess

Materials

• Completedmousetrapvehicle–should be completed to the manufacturer’s instructions with no design modifications

• Graphite(optional)• Tapemeasure• Maskingtape• Timbercutterorhobbyknife• Dremeltoolorportablehanddrill• Wirecutters• Needle-nosepliers• Cool-meltgluegunandglueslugs• Variousspareparts–axles,wheels,

mousetraps, and so forth; or a second mousetrap vehicle kit.

• Stopwatch• “MaximumVelocityDataSheet”• “LabReportTemplate”• Calculator• Pencil• Designlogbookornotebook(not

shown)

T-73

Designing for Maximum Velocity

ProcedureThis activity requires that you work with a smallgroupofstudents.Youwillneedatimer. Students can build vehicles individually and then be put into small groups for testing or may choose to build and test vehicles as a group.





3 Using the measuring tape to make sure the distance is accurate, place a second two-

foot-long piece of masking tape three meters from the starting line. This is the finish line.

Teacher InstructionDesigning for Maximum Velocity

4 Place the mousetrap vehicle on the starting line. This vehicle should be built

to the manufacturer’s instructions with no modifications to the design. One person will need to time the vehicle as it moves down the length of the track.

5 Release the vehicle.

6 Record the vehicle’s travel time on the data sheet.

7 Perform three test runs using the “stock” vehicle.

8 Record times for each of the test runs on the data sheet.

9 Calculate the vehicle’s velocity for each of the test runs.

Before beginning this activity, explain to students what velocity is and how it is calculated to students.

1 0 Calculate the stock vehicle’s average velocity.

T-74

1 1 Consider factors that contribute to the vehicle’s velocity. What modifications

could you make to the vehicle to increase its velocity? Students may identify items such as weight, friction, materials, or other factors.

1 2 Design a vehicle that will have a greater velocity.Youmaychangethelength

and width of the chassis, the size and/or type of wheels, the length of the lever arm, the weight of the car, or any other aspect of the car’s design that you feel would increase its velocity with the exception of the engine itself. The car must remain a mousetrap-powered vehicle.

1 3 Sketch your design on graph paper or in a design logbook.

A simple notebook or three-ring binder could serve as a design logbook. Students should get in the habit of recording design ideas and testing data in a logbook.

1 4 Build your modified mousetrap vehicle.

Students may need a second complete mousetrap vehicle kit or you may choose to provide them with spare parts.

1 5 Complete Steps 4-10, using the modified vehicle.

1 6 Evaluate your results. Were your design modifications successful? Use the “Lab

Report Template” to communicate your results. Students’ lab reports should follow rules of grammar, spelling, punctuation, and usage.

Teacher Instruction Designing for Maximum Velocity

T-75

Student Instruction


QuickViewDesign a mousetrap vehicle to achieve maximum velocity.

Materials

• Completedmousetrapvehicle–shouldbe completed to the manufacturer’s instructions with no design modifications

• Graphite(optional)• Tapemeasure• Maskingtape• Timbercutterorhobbyknife• Dremeltoolorportablehanddrill• Wirecutters• Needle-nosepliers• Cool-meltgluegunandglueslugs• Variousspareparts–axles,wheels,

mousetraps,andsoforth.Youmaywantto use a second mousetrap vehicle kit.

• Stopwatch• “MaximumVelocityDataSheet”• “LabReportTemplate”• Calculator• Pencil

• Designlogbookornotebook(notshown)

S-77



S-78

ProcedureThis activity requires that you work with a smallgroupofstudents.Youwillneedatimer.





3 Using the measuring tape to make sure the distance is accurate, place a second 60-

centimeter-long piece of masking tape three meters from the starting line. This is the finish line.

4 Place the mousetrap vehicle on the starting line. This vehicle should be built

to the manufacturer’s instructions with no modifications to the design. One person will need to time the vehicle as it moves down the length of the track.

5 Release the vehicle.

6 Record the vehicle’s travel time on the data sheet.

7 Perform three test runs using the stock vehicle.

8 Record times for each of the test runs on the data sheet.

9 Calculate the vehicle’s velocity for each of the test runs.

1 0 Calculate the stock vehicle’s average velocity.

1 1 Consider factors that contribute to the vehicle’s velocity. What modifications

could you make to the vehicle to increase its velocity?

1 2 Design a vehicle that will have a greater velocity.Youmaychangethelength

and width of the chassis, the size and/or type of wheels, the length of the lever arm, the weight of the car, or any other aspect of the car’s design that you feel would increase its velocity with the exception of the engine itself. The car must remain a mousetrap-powered vehicle.

Student InstructionDesigning for Maximum Velocity


Student Instruction

1 3 Sketch your design on graph paper or in a design logbook.

1 4 Build your modified mousetrap vehicle.

1 5 Complete Steps 4-10, using the modified vehicle.

1 6 Evaluate your results. Were your design modifications successful? Use the “Lab

Report Template” to communicate your results.

S-79



Designing for Maximum Velocity Student Instruction

Maximum Velocity Data SheetStock Vehicle DataRecord your data in the appropriate area of the table below.

Modified Vehicle DataRecord your data in the appropriate area of the table below.

S-80



QuickViewStudents design a mousetrap vehicle that will travel to an exact distance.

Standards Addressed NSTA 9-12Students develop the abilities necessary to do scientific inquiry.

• Studentsformulateandrevisescientificexplanations and models using logic and evidence.

• Studentsrecognizeandanalyzealternative explanations and models.

• Studentscommunicateanddefendascientific argument.















Students formulate questions that can be addressed with data collect, organize, and display relevant data.

• Studentsunderstandthemeaningofmeasurement data and categorical data, of univariate and bivariate data, and of the term variable.





Teacher Instruction Engineering Challenge II

T-81

ITEEA 9-12Students develop an understanding of the attributes of design.

• Studentslearnthedesignprocessincludes designing a problem, brainstorming, researching and generating ideas, identifying criteria and specifying constraints, exploring possibilities, selecting an approach, developing a design proposal, making a model or prototype, testing and evaluating the design using specifications, refining the design, creating or making it, and communicating processes and results.


• Studentslearnthatdesignneedstobe continually checked and critiqued and the ideas of the design must be redefined and improved.







• Studentslearntoevaluatefinalsolutionsand communicate observation, processes, and results of the entire design process, using verbal, graphic, quantitative, virtual, and written means, in addition to three-dimensional models.











Teacher Instruction

T-82

Engineering Challenge II



Vocabulary • model • constraint • design • specification • inference

Materials • Mousetrapvehicleskit(s) • Glue • CAglue(Superglue) • Scissors • Sandpaper(optional) • Graphite(optional) • Tapemeasure • Timbercutterorhobbyknife • Dremeltoolorportablehanddrill • Wirecutters • Needle-nosepliers • Cool-meltgluegunandglueslugs • Maskingtape • Ruler • Graphpaper • Pencil • Designlogbookornotebook

T-83


Procedure1

Build a standard mousetrap vehicle following the instructions included with the

kit. This activity will work best if students are allowed to use two kits – one built to the stock specifications and one built to the students’ design specs. If this is not possible, students should be given access to spare parts such as axles, lever arms, wheels, and balsa wood scraps to create the redesigned vehicle for the challenge phase.

2 Develop a process for testing the mousetrap vehicle. In particular, test

specifications in the design of the vehicle that could be altered to change the distance achieved by the vehicle. For example, test whether or not the number of times the string is wrapped around the axle affects the distance the car travels or if the position of the mousetrap on the chassis affects distance. Record your testing data in your design logbook or a notebook. Students should record the testing procedure in a scientific format. They could follow a standard scientific method layout, or they could use a modified problem-solving format. It is important that the students clearly identify what specification of the design they are testing, how they are testing the spec, and what the results of the tests are. You may wish to have students bring a notebook to use as a design logbook, or you may wish to duplicate and place templates from this guide in a binder for use as a design logbook. Students should get in the practice of keeping track of ideas, testing procedures, and data.


3 Refer to your testing data. Record any inferences or conclusions you can make

about how distance is affected by different design specifications. You may want to discuss with your students what inferences are, how they are made, and how to tell if they are reasonable. This should be fairly simple, but some students will need to be reminded how to make a reasonable inference from testing data.

4 Test your theories.

Students should test their inferences and/or conclusions using the “stock” mousetrap vehicle. For example, if they infer that the position of the mousetrap on the vehicle’s chassis influences the distance traveled by the vehicle, they should reposition the mousetrap and test this theory.

5 Evaluate your theories and retest if necessary.

Here students have the opportunity to evaluate what they thought to be true and retest if needed.

6 Build a vehicle to travel a specific distance.Yourteacherwilldeterminethe

distance. For this part of the process, you will need to travel to determine a distance for the vehicles to travel. This can be made into a mini competition or kept as an individual challenge.

Teacher Instruction

T-84

7 Test the vehicle.

After building the vehicle to meet the challenge you have set forth, the students should get a chance to test their vehicles before the challenge.

8 Complete three distance trials. Record

how close you were to the target distance. Give students three chances to reach the challenge distance. You may even want to give a prize to the student that comes closest to the target distance.

9 Write a report summarizing the design and testing process you went through. Give

reasons why you think that your design was successful or unsuccessful. Include factors that may have contributed to the success or failure of the designs. Students’ reports should follow rules of grammar, punctuation, and spelling as well as being technically accurate. Note: As an extension of this activity, have students design a mousetrap vehicle that they can vary the distance traveled. The distance (between three and 10 meters) is kept secret until race time.


T-85


QuickViewDesign a mousetrap vehicle that will travel to an exact distance.

Materials • Mousetrapvehicleskit(s) • Glue • CAglue(Superglue) • Scissors • Sandpaper(optional) • Graphite(optional) • Tapemeasure • Timbercutterorhobbyknife • Dremeltoolorportablehanddrill • Wirecutters • Needle-nosepliers • Cool-meltgluegunandglueslugs • Maskingtape • Ruler • Graphpaper • Pencil • Designlogbookornotebook

S-87

Student Instruction Engineering Challenge II



Procedure1

Build a standard mousetrap vehicle following the instructions included with the

kit.

2 Develop a process for testing the mousetrap vehicle. In particular, test

specifications in the design of the vehicle that could be altered to change the distance achieved by the vehicle. For example, test whether or not the number of times the string is wrapped around the axle affects the distance the car travels or if the position of the mousetrap on the chassis affects distance. Record your testing data in your design logbook or a notebook.

3 Refer to your testing data. Record any inferences or conclusions you can make

about how distance is affected by different design specifications.

4 Test your theories.

5 Evaluate your theories and retest if necessary.

6 Build a vehicle to travel a specific distance.Yourteacherwilldeterminethe

distance.

7 Test the vehicle.

8 Complete three distance trials. Record how close you were to the target distance.

9 Write a report summarizing the design and testing process you went through. Give

reasons why you think that your design was successful or unsuccessful. Include factors that may have contributed to the success or failure of the designs.

Student Instruction

S-88

Supplemental Lessons

Supplemental LessonsDesign components of vehicle • Axlediameter • Wheeldiameter • Wheeldiametertoaxlediameterratio and its effects on speed and distance • Mousetrapposition • Lengthofleverarmanditsaffectson velocity

Design a vehicle for specific criteria • Designavehiclewithtwomousetraps that will travel a specified distance, stop, and return to the start line.

R-89

Resources

Vocabulary • acceleration • circumference • constraint • design • diameter • efficiency • gear • inclinedplane • kineticenergy • lever • machine • mass • potentialenergy • prototype • pulley • radius • revolution • screw • spring • velocity • wedge • weight • wheelandaxle

R-90This page may be photocopied for use within the classroom. By honoring our copyright, you enable us to invest in research for education.

R-91

Mousetrap Vehicles Word Search

Resources


S E G D E W N R I I I N N C V D N Y T E

T Y G E R C P R O T O T Y P E I N D A A

N O C M M C I T Y I I S E E L A E E G D

I A R N E A R R T T P A A R O M R E I E

A N Y G E G C U C S N W R N C E M G N A

R L G C F I L H E U U I K E I T E H C L

T Y E T D O C Y I D M I E E T E D Y L D

S E L E V E R I I N N F D Y Y R C I I P

N C Y E L L U P F E E N E A Y R S I N R

O R R Y Y E T M T F Y C I R R G A N E D

C I O N D E Y I E R E E G E E E E R D T

D Y A I N T C C E E P E N C N N S E P G

N M T I C E N O I T A R E L E C C A L N

N A Y S N C I T R N E D I R C S I E A I

P O T E N T I A L E N E R G Y D C Y N R

E O R C H I T T A M N I N N E D M R E P

N G T G Y A E L E Y E I E S N A T D E S

Y A I N N I N D D N N D I Y S T C E D W

C E E A E E N E A G E G N S C T G N D P

W R N E M E R E E E N R F I E E I E C E

ACCELERATION

CIRCUMFERENCE

CONSTRAINTS

DESIGN

DIAMETER

EFFICIENCY

INCLINEDPLANE

KINETICENERGY

LEVER

MACHINE

MASS

POTENTIALENERGY

PROTOTYPE

PULLEY

RADIUS

REVOLUTION

SCREW

SPRING

VELOCITY

WEDGE

WEIGHT

ACCELERATIONCIRCUMFERENCECONSTRAINTSDESIGNDIAMETEREFFICIENCYINCLINED PLANE

KINETIC ENERGYLEVERMACHINEMASSPOTENTIAL ENERGYPROTOTYPEPULLEY

RADIUSREVOLUTIONSCREWSPRINGVELOCITYWEDGEWEIGHT

Mousetrap Vehicles Word Search Answers

Resources


S E G D E W N R I I I N N C V D N Y T E

T Y G E R C P R O T O T Y P E I N D A A

N O C M M C I T Y I I S E E L A E E G D

I A R N E A R R T T P A A R O M R E I E

A N Y G E G C U C S N W R N C E M G N A

R L G C F I L H E U U I K E I T E H C L

T Y E T D O C Y I D M I E E T E D Y L D

S E L E V E R I I N N F D Y Y R C I I P

N C Y E L L U P F E E N E A Y R S I N R

O R R Y Y E T M T F Y C I R R G A N E D

C I O N D E Y I E R E E G E E E E R D T

D Y A I N T C C E E P E N C N N S E P G

N M T I C E N O I T A R E L E C C A L N

N A Y S N C I T R N E D I R C S I E A I

P O T E N T I A L E N E R G Y D C Y N R

E O R C H I T T A M N I N N E D M R E P

N G T G Y A E L E Y E I E S N A T D E S

Y A I N N I N D D N N D I Y S T C E D W

C E E A E E N E A G E G N S C T G N D P

W R N E M E R E E E N R F I E E I E C E

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Resources

Mousetrap Vehicles Crossword Puzzle


1 2

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8 9 10

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13 14 15

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21

ACROSS

3 a simple machine made from a slanted surface

5 speed and direction of an object's motion

8 amount of matter within an object; the measure of the inertia of an object

11 measure of the change in velocity

12 a simple machine using a rope or string passing through a grooved wheel

13 a simple machine consisting of an inclined plane with one or two sloping sides

14 the force that gravity exerts on a mass

16 the distance from the center of a circle to its outer edge; one half of the diameter

18 the energy of motion; one-half times the mass times the velocity squared

19 device that makes work easier by changing the

direction, speed, or amount of force 20 process of creating; plan out in systematic, graphical

form

21 model; a working example of an invention

DOWN

1 energy of position; mass times the force of gravity times height

2 distance around the outside edge of a circle; perimeter of

a circle 4 distance from one side of a circle to the other passing

through the center of the circle 6 one complete turn of a wheel

7 energy storing device usually consisting of a metal coil

that can be stretched or compressed 9 a simple machine consisting of a spiral inclined plane

10 limits 15 comparison of the amount of useful work output from

a machine to the amount of work put into the machine

17 a simple machine consisting of a bar that pivots on a point called the fulcrum

Mousetrap Vehicles Crossword Puzzle Answers

Resources


P C

O I N C L I N E D P L A N E

T R D

V E L O C I T Y R I

N U S E A

T M A S S P C V M

I F C R O O E

A C C E L E R A T I O N L T

L R E N S P U L L E Y

W E D G E W E I G H T T R

N N F R A D I U S

E C F L A O

R E K I N E T I C E N E R G Y

G C V N

Y M A C H I N E T

E R S

D E S I G N

C

P R O T O T Y P E

Resources

Careers Related to Automotive Design and Engineering

• AutomotiveBodyandRelatedRepairers

• AutomotiveSpecialtyTechnicians

• CommercialandIndustrialEngineers

• Drafters

• Engineers

• Inspectors,Testers,Sorters,Samplers,and Weighers

• MechanicalDrafters

• MechanicalEngineers

• MechanicalEngineeringTechnicians

• Painters,TransportationEquipment

• PaintingandCoatingWorkers

• TransportationVehicle,Equipment,andSystems Inspectors

Additional information about each career can be found by logging on to http://www.online.onetcenter.org/find or http://www.bls.gov/oco/.

Activity SuggestionHave students create an automotive engineering careers pamphlet detailing career information such as skills required, nature of work, and level of education. Students should include information about at least two careers.

R-95

Resources

R-96

Lab Report TemplateTitle

AbstractThe abstract is a short paragraph that summarizes your experiment. Include applicable information about your experimental subjects, materials and methods, results, and conclusions. The abstract is the part of the report that others will read to see if they are interested in the topic.

IntroductionThe introduction should give background information on the experiment. It should include an explanation of the general problem or area being investigated. The introduction should outline what information is already known about the problem. In building this part of your report, you might want to consult references or, at the very least, reread the text. Be sure to keep track of the information and list all references used.

The introduction should also present the question you are trying to answer or the hypothesis you are testing. Include what outcome you expect and how it would help support or disclaim your hypothesis or answer your question. Distinguish between the hypothesis and the experiment you will do to test the hypothesis.

Materials and MethodsThis section should include a concise, step-by-step numbered description of the material, procedures, and equipment used. Clearly describe the experimental situation, the control situation(s), and the type of observations you made. This should be detailed so that someone else could repeat your work. Do not include the rationale for your work in this section. Be sure to write this report as a past event, not as a set of instructions for the reader.

ResultsThis section should describe what happened. Include your raw data sheets or refer to the reference section of the report where they can be found. Present your findings in a logical order, not a chronological order. Give the results that you found, not what you think you should have found. Do not explain your results in this section. Results can be reported in the form of graphs, tables, or drawings. Be sure that the data recorded are single readings or averages.


R-97

Resources

Lab Report Template continued

Conclusion/DiscussionGive your interpretations of the data and relate them to the questions posed in the introduction. Avoid making this section a repetition of the introduction. If you have data to explain or a new hypothesis of why the results were unexpected, list that here.

Draw some conclusions, supporting them with your data. Did the results answer your question? Did they support or disprove your hypothesis? What is the significance of your results? Should further experiments be performed to clear up discrepancies or ambiguities in your results?

ReferencesIn this section, list the data that was concluded during the experiment. This could include graphs, charts, drawings, or data tables. In the Results section you explained what happened; in this section provide quantitative proof that your results are accurate.


Resources

Simple MachinesA machine is a device that makes work easier. Machines can make work easier by increasing force, changing the direction of a force, or by changing the speed at which the force acts.

Simple machines are made up of one or two parts and are not powered by an electrical motor.

There are six types of simple machines:


Pulley

Wedge

Screw

Lever

Inclined plane

Wheel and axle

Speed and VelocitySpeed is simply a measure of how fast something is moving. When you are in a car, the speedometer displays the speed at which the car is moving. So, if the speedometer reads 65 miles per hour (mph) this is the car’s speed.

Speed is found by dividing the distance traveled by the time required to travel that distance.

s = d ÷ t

Engineers and scientists use the term velocity to refer to how fast an object moves in a certain direction. This means that the velocity of a car would be its speed in a specific direction. For example, the same car mentioned above is moving at a speed of 65 mph. If we determine that the car is moving west at 65 mph, this is the car’s velocity.

The formula used to calculate velocity is the distance traveled divided by the time required to travel that distance.

v = d ÷ t

So, if an airplane is traveling straight east and travels 200 miles in 2 hours, the velocity of the airplane is east at 100 mph.

Mathematically speaking, speed and velocity are calculated using the same values. However, the difference between the two is the component of direction. This means that speed is a scalar quantity while velocity is a vector quantity.

Scalar quantities represent only size. For example, height, length, width, and volume would all be examples of scalar quantities. Vector quantities represent both size and direction.

R-99

Resources


V = 200 miles ÷ 2 hours = 100 mph

200 milesin

2 hours

Resources


AccelerationAcceleration is a measurement of an object’s change in velocity over a specified time. To find acceleration, find the change in velocity and divide this value by the change in time. The equation is written: Average acceleration = Δv / Δt

The deltas represent “change in.” So the equation would read “acceleration equals change in velocity divided by the change in time.”

Acceleration is typically measured in meters per second squared, which can also be termed as meters per second per second. The best way to get an understanding of acceleration is to use the formula to solve a problem:

A motorcycle accelerates from a standstill to a velocity of 30 meters per second (30 m/s) in 10 seconds. What is its acceleration?

First we need to determine the change in velocity (Δv). Here is the formula:

change in velocity = final velocity - initial velocityΔv = Vf

- Vi

In this equation we substitute our final velocity of 30 m/s for V

f , and our initial velocity (0),

because it was stationary, for Vi:

Δv = 30 m/s - 0 m/s Δv = 30 m/s

So we have determined our change in velocity (Δv) was 30 meters per second. Now we can use the average acceleration formula, a = Δv ÷ Δt:

a = 30 m/s ÷ 10 sa = 3 m/s2 or 3 m/s/s

This means that each second the motorcycle gained 3 m/s velocity. After the first second, its velocity was 3 m/s, after the second second, the velocity was 6 m/s, and after the third sec-ond, the velocity was 9 m/s. The motorcycle was gaining velocity at a rate of 3 m/s every second. That is an acceleration of 3 m/s/s.

Acceleration can have a negative value. This is called deceleration. Let’s look at another example:

A car traveling at 50 meters per second (m/s) slows to a stop in 12.5 seconds. What is the car’s acceleration?

In this case, the final velocity is 0, and the initial velocity is 50 m/s.

Δv = Vf - V

i

Δv = 0 m/s - 50 m/sΔv = -50 m/s

Using the acceleration formula, a = Δv ÷ Δta = -50 m/s ÷ 12.5 s a = -4 m/s/s

This means that each second, the motorcycle lost velocity of 4 m/s. When velocity is lost (or negative) it means the object is decelerating.

R-101

Additional ReferencesTo find these resources, please refer to Pitsco’s Big Book of Ideas & Solutions catalog. To order a free copy of this catalog, call 800-358-4983.

BooksDoc Fizzix’s Mousetrap Powered Cars & Boats, Alden J. BalmerMousetrap Vehicles, Brian RutherfordFender Bender Physics, Roy Q. Bevin and Robert A. Raudebaugh

VideosDr. Zoon Mousetrap Vehicle video

SoftwareMousetrap Vehicle Analyzer softwareTLA MouseTrap Vehicle software

Web siteshttp://www.zoonzone.com

Resources


Mousetrap Vehicles

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Pretest I

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S-102

List the six types of simple machines.

Calculate the velocity of a vehicle that travels 2 meters in 14.2 seconds.

If a vehicle’s velocity is 22 m/s2, how far will the vehicle travel in 6 seconds? v = d ÷ t d = v x t

Explain the difference between an object’s mass and an object’s weight.

If a vehicle’s tires have a diameter of 14 cm, how many revolutions would the tire need to make in order to travel 6 m?

A vehicle travels 5 meters. The vehicle’s wheels make 17.5 revolutions. What is the diameter of the wheels in centimeters?

Explain why a spring is not a simple machine.

Sort the six types of simple machines into two categories – Levers and Inclined Planes. Think about the function of each type of machine and how it makes work easier.

Explain how you determined which simple machines were levers.

Explain how you determined which simple machines were inclined planes.

6


S-103

Mousetrap VehiclesPosttest I

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10

List the six types of simple machines.

Calculate the velocity of a vehicle that travels 2 meters in 14.2 seconds.

If a vehicle’s velocity is 22 m/s2, how far will the vehicle travel in 6 seconds? v = d ÷ t d = v x t

Explain the difference between an object’s mass and an object’s weight.

If a vehicle’s tires have a diameter of 14 cm, how many revolutions would the tire need to make in order to travel 6 m?

A vehicle travels 5 meters. The vehicle’s wheels make 17.5 revolutions. What is the diameter of the wheels in centimeters?

Explain why a spring is not a simple machine.

Sort the six types of simple machines into two categories – Levers and Inclined Planes. Think about the function of each type of machine and how it makes work easier.

Explain how you determined which simple machines were levers.

Explain how you determined which simple machines were inclined planes.

6

Pretest II

12

3

4

S-104

Mousetrap VehiclesExplain the difference between velocity and acceleration.

Calculate velocity to complete the data table.



Using the data table, calculate the average acceleration (average acceleration = Δv / Δt) for each distance interval.

Distance interval 1 m:Average acceleration = (velocity at 1 m – velocity at 0') / (time at 1 m – time at 0 m) Average acceleration =________________________m/s2

Distance interval 2 m:Average acceleration = (velocity at 2 m – velocity at 1 m) / (time at 2 m – time at 1 m)Average acceleration =________________________m/s2



Calculate PE (potential energy) for a spring using the following data.

F = tension force r = radius of torsion wheel

Test Run Time (s)Velocity

(m/s)Time (s)

Velocity (m/s)

Time (s)Velocity

(m/s)Time (s)

Velocity (m/s)

1 2.15 4.8 6.25 8.95

2 1.95 4.5 5.97 8.85

3 2.24 5.01 6.35 9.05

AVERAGE:

Angle (º) F (N) ΔAngle (radians)(Angle 1 - Angle 0)

× 0.0175

ΔdΔ Angle r

ΔPE[(F0 + F1)/2] ×

Δd0 1.5 0.525 3.15

30 2.5 0.525 3.1560 3.75 0.525 3.1590 4.25 0.525 3.15

120 5 0.525 3.15150 6 0.525 3.15180 7.25 0.525 3.15



Posttest II

S-105

12

3

4

Explain the difference between velocity and acceleration.

Calculate velocity to complete the data table.



Using the data table, calculate the average acceleration (average acceleration = Δv / Δt) for each distance interval.

Distance interval 1 m:Average acceleration = velocity at 1 m – velocity at 0 m / time at 1 m – time at 0 mAverage acceleration =________________________m/s2



Distance interval 4 m:Average acceleration = velocity at 4 m – velocity at 3 m/ time at 4 m – time at 3 mAverage acceleration =________________________m/s2

Calculate PE (potential energy) for a spring using the following data.

F = tension forcer = radius of torsion wheel

Test Run Time (s)Velocity

(m/s)Time (s)

Velocity (m/s)

Time (s)Velocity

(m/s)Time (s)

Velocity (m/s)

1 2.15 4.8 6.25 8.95

2 1.95 4.5 5.97 8.85

3 2.24 5.01 6.35 9.05

AVERAGE:

Angle (º) F (N) ΔAngle (radians)(Angle 1 - Angle 0)

× 0.0175

ΔdΔ Angle r

ΔPE[(F0 + F1)/2] ×

Δd0 1.5 0.525 3.15

30 2.5 0.525 3.1560 3.75 0.525 3.1590 4.25 0.525 3.15

120 5 0.525 3.15150 6 0.525 3.15180 7.25 0.525 3.15

Mousetrap Vehicles

Glossaryacceleration: measure of the change in velocity

circumference: distance around the outside edge of a circle; perimeter of a circle

constraint: limit

design: to create or construct according to a plan

diameter: the distance from one side of a circle to the other passing through the center of the circle

efficiency: comparison of the amount of useful work obtained from a machine to the amount of work put into the machine

gear: a toothed wheel

inclined plane: a simple machine made up of a slanted, flat surface

kinetic energy: the energy of motion; 1/2 x mass x velocity2

lever: simple machine consisting of a bar that pivots on a point called a fulcrum

machine: device that makes work easier by changing the direction of a force, by changing the speed at which a force acts, or by increasing force

mass: the amount of matter in an object

potential energy: energy an object has because of its position; starting energy

prototype: a first full-scale and functional form of a new design

pulley: simple machine that uses a rope that passes through a grooved wheel

radius: the distance from the center of a circle to its outer edge; 1/2 diameter

revolution: one complete turn of a wheel

screw: spiral inclined plane

spring: energy storage device; can be either coiled or stretched

velocity: the rate of change of position along a straight line with respect to time

wedge: simple machine that consists of an inclined plane with one or two sloping sides

weight: a measurement of how much gravity is exerted on an objects

wheel and axle: simple machine consisting of a wheel and a rod or shaft around which the wheel turns; the rod supports the wheel’s center and turns with the wheel


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