applied technology & engineering let’s rock-et! · 2 design challenge design and build a...
TRANSCRIPT
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APPLIED TECHNOLOGY & ENGINEERING
Name: ______________________________________
Date: __________________ Grade: ____ Section: ___
Let’s Rock-et!
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DESIGN CHALLENGEDESIGN CHALLENGE
Design and build a bottle rocket that will fly straight, reach the highest altitude possible, and return safely to Earth.Design and build a bottle rocket that will fly straight, reach the highest altitude possible, and return safely to Earth.
Criteria Constraints
Your rocket must...• be made from a 2- liter plastic soda bottle • have at least three fins attached to its body• fit on the launcher• be capable of multiple launches• have a recovery (parachute) systems
Your rocket must stay within these limitations:• fins cannot extend below the neck of the bottle (where it begins to narrow).•the rocket cannot have any parts that could cause injury
Approved Materials Key Points
• 2 liter plastic bottle• tape• cardboard• ping-pong balls• tennis balls• string• duct tape• masking tape• plastic bags• straws
NOTE: Keep track of and safeguard all materials. Points will be lost if replacement parts are needed.
• The bottle cannot be cut, punctured, or damaged in any way or the rocket will not hold the air pressure. Can you blow up a balloon that has a hole in it?
• 2 liter plastic bottle• tape• cardboard• ping-pong balls• tennis balls• string• duct tape• masking tape• plastic bags• straws
NOTE: Keep track of and safeguard all materials. Points will be lost if replacement parts are needed.
Key Terms
• 2 liter plastic bottle• tape• cardboard• ping-pong balls• tennis balls• string• duct tape• masking tape• plastic bags• straws
NOTE: Keep track of and safeguard all materials. Points will be lost if replacement parts are needed.
• Drag: the force that slows down or prevents an object from moving.
• Lift: the force that lifts an object from the ground• Thrust: the force that propels or pushes an object
forward.
Class CompetitionClass Competition
•Rockets will be judged on how high and straight it flies. Two spotters will measure altitude.•Water may be added to the rocket prior to launch. The amount is to be determined by he students.•Each team is responsible for getting its own data. A member of the student team that built the rocket must launch the rocket. •Rockets will fill with a maximum of 90 psi of air.
•Rockets will be judged on how high and straight it flies. Two spotters will measure altitude.•Water may be added to the rocket prior to launch. The amount is to be determined by he students.•Each team is responsible for getting its own data. A member of the student team that built the rocket must launch the rocket. •Rockets will fill with a maximum of 90 psi of air.
Let’s Rock-et Project
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The Cradle of Aviation Museum 5/09 BQ
2. Now cut out the fin. Use this first fin as a template for the other tail fins.
Decide if you would like 2, 3 or 4 fins and make that many fins.
3. Now we are going to attach the fins to the side of the rocket. Remember, the bottom of the bottle will become the top of the rocket so make sure the point end points toward the bottom of the bottle and flat end is toward the top of the bottle (see figure above). The fins should be closer to the bottom of the rocket than the top.
If you are using glue: Figure out where you would like to put your fin. Spread the extra sections on the fin out so that they are flush against the side of the bottle with the fin sticking out as in the figure below:
Fin
The bottom of the bottle
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The Cradle of Aviation Museum 5/09 BQ
Now put the glue on the tabs and place the fin back up against the side of the bottle. Repeat this step for every fin, spacing them evenly around the bottle. If you are using tape: Figure out where you would like to put your fin. Spread the extra sections on the fin out so that they are flush against the side of the bottle with the fin sticking out as in the figure above. Now use tape to adhere the tabs to the side of the bottle. Repeat this step for all your fins spacing them out evenly around the bottle.
4. Now take the card stock/thin cardboard and hold it sideways as demonstrated in the picture below:
Now take the top two corners (the corners pointed to in the picture) and bring them together. Overlap them a little bit but be careful because if you
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Attach tabs to the bottle
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The Cradle of Aviation Museum 5/09 BQ
Now put the glue on the tabs and place the fin back up against the side of the bottle. Repeat this step for every fin, spacing them evenly around the bottle. If you are using tape: Figure out where you would like to put your fin. Spread the extra sections on the fin out so that they are flush against the side of the bottle with the fin sticking out as in the figure above. Now use tape to adhere the tabs to the side of the bottle. Repeat this step for all your fins spacing them out evenly around the bottle.
4. Now take the card stock/thin cardboard and hold it sideways as demonstrated in the picture below:
Now take the top two corners (the corners pointed to in the picture) and bring them together. Overlap them a little bit but be careful because if you
The bottom of the bottle
Attach tabs to the bottle
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overlap too much, the cone may not fit on the top of the rocket. You should now have a cone (Nose cones are used to help the rocket’s aerodynamics and allow it to move smoothly through the air). Tape or tape the cone from those corners to the peak. Take the scissors and cut around the base of the cone so that it is even.
Attach the inside of the cone to the top of the bottle using glue or tape.
Now you’re done! Feel free to play around with the design and add your own touches.
The Cradle of Aviation Museum 5/09 BQ
overlap too much, the cone may not fit on the top of the rocket. You should now have a cone (Nose cones are used to help the rocket’s aerodynamics and allow it to move smoothly through the air). Tape or tape the cone from those corners to the peak. Take the scissors and cut around the base of the cone so that it is even.
Attach the inside of the cone to the top of the bottle using glue or tape.
Now you’re done! Feel free to play around with the design and add your own touches.
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9
IDENTIFY THE PROBLEM
In your own words... state what you’ve been asked to do.
I have been asked to ___________________________________________________________ that will
_____________________________________________________________________________________
Look at the rubric for this project on the last page and then answer the next two questions.
1. Which goal do you think will be the most challenging? ____________________________________
2. What’s ONE strategy you can try to overcome it? ____________________________________________
_____________________________________________________________________________________
DEVELOP POSSIBLE SOLUTIONS
In the boxes below, draw six (6) different versions of what your design might look like. It’s very important to label the drawings to help me understand your thinking.
Prototype #1 Prototype #2
Prototype #3 Prototype #4
Prototype #5 Prototype #6
10
CHOOSE A SOLUTION
You need to create clear, specific and labeled drawings (using rulers and other drawing instruments) from three different views (front, top and side). Draw the designs in centimeters and label the dimensions. You will not be able to begin construction until this drawing is completed. Teacher’s initial are required for approval. Follow the examples below.
A - Place a point of origin 3 blocks over and 3 blocks up
B - Draw in the object line representing the overall length (3inches or 12 blocks)
C - Draw in the object line representing the overall height (2 inches or 8 blocks)
D - Finish drawing the object lines that represent the outside edges of the shape
E - Measure and draw any other object lines that represent more surfaces
LENGTH
HEIGHT
Front ViewD
D
LENGTH
HEIGHT
Front View
E
LENGTH
HEIGHT
Front ViewC
BA
A- CHEAT Transfer the length of the shape to the top view by drawing dotted lines
B - Draw in the object line representing the overall width (2 ½ inches or 10 blocks)
C - Finish drawing the object lines that represent the outside edges of the shape
D - Measure and draw any other object lines that represent more surfaces
LENGTH
HEIGHT
Top View
CHEAT
WIDTH
A
LENGTH
WIDTH
Top View
B
C
C
Width
Top View
D
STEP 1
STEP 2
1. Front View2. Top View3. Right Side View4. Dimensions5. Isometric View
1. Front View2. Top View3. Right Side View4. Dimensions5. Isometric View
1 1/2"
2”F
ro
t
n
T
p
o
Side
Rightn
t
Le
gh
Width
Heig
ht
2 1/2"
1”
3”
3-ViewDrawings Top View
Front View SideView
LENGTH
A - Place a point of origin 3 blocks over and 3 blocks up
B - Draw in the object line representing the overall length (3inches or 12 blocks)
C - Draw in the object line representing the overall height (2 inches or 8 blocks)
D - Finish drawing the object lines that represent the outside edges of the shape
E - Measure and draw any other object lines that represent more surfaces
LENGTH
HEIGHT
Front ViewD
D
LENGTH
HEIGHT
Front View
E
LENGTH
HEIGHT
Front ViewC
BA
A- CHEAT Transfer the length of the shape to the top view by drawing dotted lines
B - Draw in the object line representing the overall width (2 ½ inches or 10 blocks)
C - Finish drawing the object lines that represent the outside edges of the shape
D - Measure and draw any other object lines that represent more surfaces
LENGTH
HEIGHT
Top View
CHEAT
WIDTH
A
LENGTH
WIDTH
Top View
B
C
C
Width
Top View
D
STEP 1
STEP 2
1. Front View2. Top View3. Right Side View4. Dimensions5. Isometric View
1. Front View2. Top View3. Right Side View4. Dimensions5. Isometric View
1 1/2"
2”F
ro
t
n
T
p
o
Side
Rightn
t
Le
gh
Width
Heig
ht
2 1/2"
1”
3”
3-ViewDrawings Top View
Front View SideView
LENGTH
A - Place a point of origin 3 blocks over and 3 blocks up
B - Draw in the object line representing the overall length (3inches or 12 blocks)
C - Draw in the object line representing the overall height (2 inches or 8 blocks)
D - Finish drawing the object lines that represent the outside edges of the shape
E - Measure and draw any other object lines that represent more surfaces
LENGTH
HEIGHT
Front ViewD
D
LENGTH
HEIGHT
Front View
E
LENGTH
HEIGHT
Front ViewC
BA
A- CHEAT Transfer the length of the shape to the top view by drawing dotted lines
B - Draw in the object line representing the overall width (2 ½ inches or 10 blocks)
C - Finish drawing the object lines that represent the outside edges of the shape
D - Measure and draw any other object lines that represent more surfaces
LENGTH
HEIGHT
Top View
CHEAT
WIDTH
A
LENGTH
WIDTH
Top View
B
C
C
Width
Top View
D
STEP 1
STEP 2
1. Front View2. Top View3. Right Side View4. Dimensions5. Isometric View
1. Front View2. Top View3. Right Side View4. Dimensions5. Isometric View
1 1/2"
2”F
ro
t
n
T
po
Side
Rightn
t
Le
gh
Width
Heig
ht
2 1/2"
1”
3”
3-ViewDrawings Top View
Front View SideView
LENGTH
A - Dimension the overall length (either the front or top view)
B - Dimension the overall height (either the front or side view)
C - Dimension the overall width (either the top or side view)
D - Dimension any other edges, cut-outs, slants, holes, etc. (don’t over dimension, it only makes the drawing look messy)
A- Draw the side view of the shape in the bottom right corner of the sketch box (over one up one)
B - Starting at point #1, draw a diagonal line up to the left 5 intersections. (take your time and hit each diagonal intersection)
C - Repeat step B for points 2, 3, 4, and 5.
D - Now simply connect all 5 dots and your isometric view will be complete.
STEP 4
STEP 5
LENGTH
HEIGHT
Front View
3”
2” HEIGHT
Top View
2 1/2” 1”
3”
WidTH
HEIGHT
Side View
2 1/2"
1 1/2"
1” 2”
Length
Sketch
12345
A
B
Sketch
12345
A
C
Sketch
12345
A
D
C
D
D
DC
C
A- CHEAT Transfer the height of the shape to the side view by drawing dotted lines
B - Draw in the object line representing the overall width (2 ½ inches or 10 blocks)
C - Draw in the object line representing the overall height (2inches or 8 blocks, you also have a dot that represents the height)
D- Finish drawing the object lines that represent the outside edges of the shape
HEIGHT
WIDTHLENGTH
CH
EA
T
Front View Side View
A
WidTH
HEIGHT
Side View
C
B
WidTH
HEIGHT
Side View
D
D
STEP 3
A - Dimension the overall length (either the front or top view)
B - Dimension the overall height (either the front or side view)
C - Dimension the overall width (either the top or side view)
D - Dimension any other edges, cut-outs, slants, holes, etc. (don’t over dimension, it only makes the drawing look messy)
A- Draw the side view of the shape in the bottom right corner of the sketch box (over one up one)
B - Starting at point #1, draw a diagonal line up to the left 5 intersections. (take your time and hit each diagonal intersection)
C - Repeat step B for points 2, 3, 4, and 5.
D - Now simply connect all 5 dots and your isometric view will be complete.
STEP 4
STEP 5
LENGTH
HEIGHT
Front View
3”
2” HEIGHT
Top View2 1/2
”
1”3”
WidTH
HEIGHT
Side View
2 1/2"
1 1/2"
1” 2”
Length
Sketch
12345
A
B
Sketch
12345
A
C
Sketch
12345
A
D
C
D
D
DC
C
A- CHEAT Transfer the height of the shape to the side view by drawing dotted lines
B - Draw in the object line representing the overall width (2 ½ inches or 10 blocks)
C - Draw in the object line representing the overall height (2inches or 8 blocks, you also have a dot that represents the height)
D- Finish drawing the object lines that represent the outside edges of the shape
HEIGHT
WIDTHLENGTH
CH
EA
T
Front View Side View
A
WidTH
HEIGHT
Side View
C
B
WidTH
HEIGHT
Side View
D
D
STEP 3
A - Dimension the overall length (either the front or top view)
B - Dimension the overall height (either the front or side view)
C - Dimension the overall width (either the top or side view)
D - Dimension any other edges, cut-outs, slants, holes, etc. (don’t over dimension, it only makes the drawing look messy)
A- Draw the side view of the shape in the bottom right corner of the sketch box (over one up one)
B - Starting at point #1, draw a diagonal line up to the left 5 intersections. (take your time and hit each diagonal intersection)
C - Repeat step B for points 2, 3, 4, and 5.
D - Now simply connect all 5 dots and your isometric view will be complete.
STEP 4
STEP 5
LENGTH
HEIGHT
Front View
3”
2” HEIGHT
Top View
2 1/2” 1”
3”
WidTH
HEIGHT
Side View
2 1/2"
1 1/2"
1” 2”
Length
Sketch
12345
A
B
Sketch
12345
A
C
Sketch
12345
A
D
C
D
D
DC
C
A- CHEAT Transfer the height of the shape to the side view by drawing dotted lines
B - Draw in the object line representing the overall width (2 ½ inches or 10 blocks)
C - Draw in the object line representing the overall height (2inches or 8 blocks, you also have a dot that represents the height)
D- Finish drawing the object lines that represent the outside edges of the shape
HEIGHT
WIDTHLENGTH
CH
EA
T
Front View Side View
A
WidTH
HEIGHT
Side View
C
B
WidTH
HEIGHT
Side View
D
D
STEP 3
Production DrawingsProduction DrawingsProduction DrawingsProduction DrawingsProduction DrawingsProduction DrawingsProduction DrawingsProduction DrawingsProduction DrawingsProduction DrawingsProduction DrawingsProduction DrawingsProduction DrawingsProduction DrawingsProduction DrawingsProduction DrawingsProduction DrawingsProduction DrawingsProduction DrawingsProduction DrawingsProduction Drawings
Front ViewFront ViewFront ViewFront ViewFront ViewFront ViewFront ViewFront ViewFront ViewFront ViewFront ViewFront ViewFront ViewFront ViewFront ViewFront ViewFront ViewFront ViewFront ViewFront ViewFront View
Top ViewTop ViewTop ViewTop ViewTop ViewTop ViewTop ViewTop ViewTop ViewTop ViewTop ViewTop ViewTop ViewTop ViewTop ViewTop ViewTop ViewTop ViewTop ViewTop ViewTop View
Materials NeededMaterials NeededMaterials NeededMaterials NeededMaterials NeededMaterials NeededMaterials NeededMaterials NeededMaterials NeededMaterials NeededMaterials NeededMaterials NeededMaterials NeededMaterials NeededMaterials NeededMaterials NeededMaterials NeededMaterials NeededMaterials NeededMaterials NeededMaterials Needed
Tools NeededTools NeededTools NeededTools NeededTools NeededTools NeededTools NeededTools NeededTools NeededTools NeededTools NeededTools NeededTools NeededTools NeededTools NeededTools NeededTools NeededTools NeededTools NeededTools NeededTools Needed
Side View Side View Side View Side View Side View Side View Side View Side View Side View Side View Side View Side View Side View Side View Side View Side View Side View Side View Side View Side View Side View
11
CHOOSE A SOLUTION
Identify which prototype you’ve chosen to make and explain why. If you really can’t describe it to me and tell
me why this prototype is insanely great, you shouldn’t be building it.
CHOOSE A SOLUTION
A paragraph has a beginning a middle and
an end.The beginning, or the topic sentence, states what the paragraph is about.
The middle develops the idea in detail by giving specific support & details
for it (usually 3 - 5).
The end (conclusion) restates the main idea in the topic sentence.
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12
ENGINEERING YOUR PROTOTYPE
All transportation vehicles have sub-systems or parts that work together to make them go. The scooter on the right has a motor for PROPULSION, a handle bar for GUIDANCE, a hand brake for CONTROL and a wheel for SUSPENSION.
A) Identify each of the same sub-systems parts in your prototype
PROPULSION: ______________________________________
GUIDANCE: ________________________________________
CONTROL: _________________________________________
SUSPENSION: ______________________________________
DRAG the force that slows down or prevents an object from moving.
B) Which of the vehicles below will likely produce the least drag? _____
C) How are you going to reduce drag in the design and building of your prototype? (Complete sent.)
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13
BUILD YOUR PROTOTYPE
Describe what you did today. Mention any problems you had, design changes or questions.
Make a labeled sketch that shows what you did.
LOG #1 Date: _________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
YES I used complete sentences to describe my progress
YES My description is neatly written and legible
YES I used key terms when possible
YES My drawing is large enough and centered in the space
YES My line quality is sharp and precise (no smudges)
YES Labels and dimensions are OUTSIDE the drawing
EXAMPLE
14
Describe what you did today. Mention any problems you had, design changes or questions.
Make a labeled sketch that shows what you did.
LOG #2 Date: _________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
YES I used complete sentences to describe my progress
YES My description is neatly written and legible
YES I used key terms when possible
YES My drawing is large enough and centered in the space
YES My line quality is sharp and precise (no smudges)
YES Labels and dimensions are OUTSIDE the drawing
Describe what you did today. Mention any problems you had, design changes or questions.
Make a labeled sketch that shows what you did.
LOG #3 Date: _________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
YES I used complete sentences to describe my progress
YES My description is neatly written and legible
YES I used key terms when possible
YES My drawing is large enough and centered in the space
YES My line quality is sharp and precise (no smudges)
YES Labels and dimensions are OUTSIDE the drawing
15
Describe what you did today. Mention any problems you had, design changes or questions.
Make a labeled sketch that shows what you did.
LOG #4 Date: _________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
YES I used complete sentences to describe my progress
YES My description is neatly written and legible
YES I used key terms when possible
YES My drawing is large enough and centered in the space
YES My line quality is sharp and precise (no smudges)
YES Labels and dimensions are OUTSIDE the drawing
Describe what you did today. Mention any problems you had, design changes or questions..
Make a labeled sketch that shows what you did.
LOG #5 Date: _________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
YES I used complete sentences to describe my progress
YES My description is neatly written and legible
YES I used key terms when possible
YES My drawing is large enough and centered in the space
YES My line quality is sharp and precise (no smudges)
YES Labels and dimensions are OUTSIDE the drawing
16
Things that worked or went well
1. _____________________________________
2. _____________________________________
3. ____________________________________
Things that did not work or go well
1. _____________________________________
2. _____________________________________
3. _____________________________________
Things that I redesigned (changed)
1. _____________________________________
2. _____________________________________
3. ____________________________________
What the changes did
1. _____________________________________
2. _____________________________________
3. _____________________________________
Things I’d do differently next time
1. _____________________________________
2. _____________________________________
3. ____________________________________
What these might do
1. _____________________________________
2. _____________________________________
3. _____________________________________
ROCKET FLIGHT DATAROCKET FLIGHT DATAROCKET FLIGHT DATAROCKET FLIGHT DATAROCKET FLIGHT DATAROCKET FLIGHT DATAROCKET FLIGHT DATAROCKET FLIGHT DATATrial Altitude
(m)Pressure
(psi.)Amount of water
(ml)
Flew straight w/o
tumbling or wobbling
Rocket tumbled or
wobbled; did not fly straight
Parachute deployed for a “soft” landing
Rocket or parachute did not function
correctly
1
2
3
4
5
17
GOAL #1: I CAN use and follow the engineering design process in my design brief to solve problems about transportation technology.
GOAL #1: I CAN use and follow the engineering design process in my design brief to solve problems about transportation technology.
GOAL #1: I CAN use and follow the engineering design process in my design brief to solve problems about transportation technology.
GOAL #1: I CAN use and follow the engineering design process in my design brief to solve problems about transportation technology.
GOAL #1: I CAN use and follow the engineering design process in my design brief to solve problems about transportation technology.
This is how I’ll do it...This is how I’ll do it...This is how I’ll do it...This is how I’ll do it...This is how I’ll do it...
a. I will make a collection of concept drawings t h a t s h o w s d i f f e r e n t w a y s t o s o l v e a transportation problem.
a. I will make a collection of concept drawings t h a t s h o w s d i f f e r e n t w a y s t o s o l v e a transportation problem.
a. I will make a collection of concept drawings t h a t s h o w s d i f f e r e n t w a y s t o s o l v e a transportation problem.
a. I will make a collection of concept drawings t h a t s h o w s d i f f e r e n t w a y s t o s o l v e a transportation problem.
a. I will make a collection of concept drawings t h a t s h o w s d i f f e r e n t w a y s t o s o l v e a transportation problem.
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b. I will make three-view drawings of my “best idea” with measurements & labels that others can follow.
b. I will make three-view drawings of my “best idea” with measurements & labels that others can follow.
b. I will make three-view drawings of my “best idea” with measurements & labels that others can follow.
b. I will make three-view drawings of my “best idea” with measurements & labels that others can follow.
b. I will make three-view drawings of my “best idea” with measurements & labels that others can follow.
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c. I will have an explanation for my “best idea” with specific reasons and supporting details.c. I will have an explanation for my “best idea” with specific reasons and supporting details.c. I will have an explanation for my “best idea” with specific reasons and supporting details.c. I will have an explanation for my “best idea” with specific reasons and supporting details.c. I will have an explanation for my “best idea” with specific reasons and supporting details.
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d. I will create a written response to an open response question about transportation technology.d. I will create a written response to an open response question about transportation technology.d. I will create a written response to an open response question about transportation technology.d. I will create a written response to an open response question about transportation technology.d. I will create a written response to an open response question about transportation technology.
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e. I will keep track of my progress and design changes by completing engineering logs during the project.
e. I will keep track of my progress and design changes by completing engineering logs during the project.
e. I will keep track of my progress and design changes by completing engineering logs during the project.
e. I will keep track of my progress and design changes by completing engineering logs during the project.
e. I will keep track of my progress and design changes by completing engineering logs during the project.
Engineering Log #1Engineering Log #1Engineering Log #1Engineering Log #1Engineering Log #1
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Engineering Log #2Engineering Log #2Engineering Log #2Engineering Log #2Engineering Log #2
0 1 2 3 4
Engineering Log #3Engineering Log #3Engineering Log #3Engineering Log #3Engineering Log #3
0 1 2 3 4
Engineering Log #4Engineering Log #4Engineering Log #4Engineering Log #4Engineering Log #4
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Engineering Log #5Engineering Log #5Engineering Log #5Engineering Log #5Engineering Log #5
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f. I will collect and display data about my prototype and use it to evaluate how well it worked.f. I will collect and display data about my prototype and use it to evaluate how well it worked.f. I will collect and display data about my prototype and use it to evaluate how well it worked.f. I will collect and display data about my prototype and use it to evaluate how well it worked.f. I will collect and display data about my prototype and use it to evaluate how well it worked.
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Final ScoreFinal ScoreFinal ScoreFinal Score
GOAL#2: I CAN choose, use and keep track of tools and materials and have good reasons for using them.
GOAL#2: I CAN choose, use and keep track of tools and materials and have good reasons for using them.
GOAL#2: I CAN choose, use and keep track of tools and materials and have good reasons for using them.
GOAL#2: I CAN choose, use and keep track of tools and materials and have good reasons for using them.
GOAL#2: I CAN choose, use and keep track of tools and materials and have good reasons for using them.
This is how I’ll do it...This is how I’ll do it...This is how I’ll do it...This is how I’ll do it...This is how I’ll do it...
a. I will wear safety goggles and follow all safety procedures in the workshop.a. I will wear safety goggles and follow all safety procedures in the workshop.a. I will wear safety goggles and follow all safety procedures in the workshop.a. I will wear safety goggles and follow all safety procedures in the workshop.a. I will wear safety goggles and follow all safety procedures in the workshop.
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b. I’ll keep track of my materials and not need any replacement parts.b. I’ll keep track of my materials and not need any replacement parts.b. I’ll keep track of my materials and not need any replacement parts.b. I’ll keep track of my materials and not need any replacement parts.b. I’ll keep track of my materials and not need any replacement parts.
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c. I will clean up my work space and put tools and materials back where they belong.c. I will clean up my work space and put tools and materials back where they belong.c. I will clean up my work space and put tools and materials back where they belong.c. I will clean up my work space and put tools and materials back where they belong.c. I will clean up my work space and put tools and materials back where they belong.
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Final ScoreFinal ScoreFinal ScoreFinal Score
GOAL#3: I CAN use tools and materials to build a prototype that works.GOAL#3: I CAN use tools and materials to build a prototype that works.GOAL#3: I CAN use tools and materials to build a prototype that works.GOAL#3: I CAN use tools and materials to build a prototype that works.GOAL#3: I CAN use tools and materials to build a prototype that works.
This is how I’ll do it...This is how I’ll do it...This is how I’ll do it...This is how I’ll do it...This is how I’ll do it...
a. I will follow my building guide and make a bottle rocket that will fly straight, reach the highest altitude possible, and return safely to Earth.
a. I will follow my building guide and make a bottle rocket that will fly straight, reach the highest altitude possible, and return safely to Earth.
a. I will follow my building guide and make a bottle rocket that will fly straight, reach the highest altitude possible, and return safely to Earth.
a. I will follow my building guide and make a bottle rocket that will fly straight, reach the highest altitude possible, and return safely to Earth.
a. I will follow my building guide and make a bottle rocket that will fly straight, reach the highest altitude possible, and return safely to Earth.
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b. I will build a prototype that looks like a f in ished product wi thout any loose parts , damaged or rough surfaces, dents, gouges or globs of glue.
b. I will build a prototype that looks like a f in ished product wi thout any loose parts , damaged or rough surfaces, dents, gouges or globs of glue.
b. I will build a prototype that looks like a f in ished product wi thout any loose parts , damaged or rough surfaces, dents, gouges or globs of glue.
b. I will build a prototype that looks like a f in ished product wi thout any loose parts , damaged or rough surfaces, dents, gouges or globs of glue.
b. I will build a prototype that looks like a f in ished product wi thout any loose parts , damaged or rough surfaces, dents, gouges or globs of glue.
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c. I will build, test and demonstrate a prototype that is sturdy, holds together and doesn’t need repairs between multiple uses.
c. I will build, test and demonstrate a prototype that is sturdy, holds together and doesn’t need repairs between multiple uses.
c. I will build, test and demonstrate a prototype that is sturdy, holds together and doesn’t need repairs between multiple uses.
c. I will build, test and demonstrate a prototype that is sturdy, holds together and doesn’t need repairs between multiple uses.
c. I will build, test and demonstrate a prototype that is sturdy, holds together and doesn’t need repairs between multiple uses.
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Final ScoreFinal ScoreFinal ScoreFinal Score
APPLIED TECHNOLOGY & ENGINEERING
Bottle Rocket Project
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