The problem: There is a building disaster in Albany, New York. The building houses one of the nationfs top chemical research. Due to the toxic nature of the research items in the building, the site is classified as dangerous for human health. Therefore, the recovery effort cannot be done by manpower.  The city needs to create transport devices that can remove the structural debris quickly and efficiently.

Project Description/Teacherfs Notes: Students will be mechanical engineers and design a transport device using Lego Robotics. Students will be given a model of the disaster site, and test the efficiency of their transport devices. A school-wide science fair will be implemented to display the results of the designs.

This project is an Interdisciplinary unit. In science class, students will incorporate their past units on Vision and Flight in using the Scientific Method and forces to construct the physical structure of the device, documenting their design, testing their ideas. Meanwhile, in math class, students will understand the relationship between the forces by creating scatter plots, examining linear equations, logic, and angles. In the humanities, students will connect the history behind building machines: How had the Renaissance shaped the building of machines?

Materials: Lego Mindstorm Kits- Class set for 25 students per class.

Group Science worksheets for design and data documentation

Digital Camera to document process.

DETAILED ACTIVITY MAP:

First Day Implementation: Immersion into the Mindstorm kits- How can they support us in our transport design?

Students will be grouped in twos. Goal: in 45 minutes, create a mobile structure using the lego sets that can travel the furthest distance after going down a ramp as specified by the instructor. You will most likely explore this by trial and error therefore, be sure to make sketches of each of your initial design in your worksheets, and document its results after you tested it on the ramp.

Teacherfs notes: Teacherfs informal observation includes sitting in on studentfs thinking out loud. Point out connection between the forces of flight and the forces at work in their device. Ideas to be sure to push for each group- weight and its affect on resistance, resistance/drag and its roll with thrust, bernoullifs and the shape of the device, balance of forces.

10 minute group share (in 4fs) students share the designs and summarize 3 points that makes mobiles travel far distances. Prepare for class share.

15 minute class share- points to look for:

weight brings resistance and increases drag for the mobile. This makes thrust difficult. An idea mobile should be light in order travel the furthest distance.

Homework/evaluation: Take your designs home and modify its design so that it can travel far. Draw your new design and in one paragraph, describe your modifications and how it can accomplish the design goal.

Read article—If you were to design a transport device that performed recovery effects on Ground zero, what are some of the features an ideal mobile should have?