integrative science, technology, engineering, and...

Teacher Edition Biomechanics Unit

Funding by the Georgia Department of Education through the U.S. Department of Education Race to the Top. Center for Education Integrating Science Mathematics and Computing-‐CEISMC

Integrative Science, Technology, Engineering, and Mathematics

BIOMECHANICS Robotics and Engineering Design 8th Grade CTAE Curriculum

Teacher Edition Biomechanics: Investigation 1

Funding by the Georgia Department of Education through the U.S. Department of Education Race to the Top. Center for Education Integrating Science Mathematics and Computing-‐CEISMC

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Integrative Science, Technology, Engineering, and Mathematics

BIOMECHANICS Investigation 1 – Balloon Babble-RFP Instructional Objectives Students will:

• comprehend the information in a Request For Proposal; • identify Criteria and Constraints from the information in a Request For Proposal;

• write procedures for an experiment; • calculate velocity; • conduct an experiment and gather data; and • write a response letter to a Request For Proposal.

Background This investigation is the introduction to the Universal Systems Model approach used for each of the four units in the Robotics and Engineering Design Course. What is the Universal Systems Model? The Universal Systems Model is a general conceptualization on how a process can be approached and represented. There are four basic elements to the model: input, process, output and feedback. The Input represents the basic materials or resources that will be utilized by the process to form an output. The Process is the operation that occurs to transform the input into the desired output. The desired result or goal is the Output. Assessment, adjustment and control are functions of Feedback. If the desired Output is not achieved, the Input or the Process must be adjusted to achieve the desired result. This investigation will give a brief overview of Systems Thinking and the Universal Systems Model. The highlight of the activity shows the importance of analysis of data and how the analysis drives decisions

Teacher Edition Biomechanics: Investigation 1

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FUNDING BY THE GEORGIA DEPARTMENT OF EDUCATION THROUGH THE U.S. DEPARTMENT OF EDUCATION RACE TO THE TOP CENTER FOR EDUCATION INTEGRATING SCIENCE MATHEMATICS AND COMPUTING-‐CEISMC

made. These decisions aid in the effort to achieve the desired result of the challenge presented in the activity.

Crosscutting+Concepts

Core+Ideas

GPS+Content+Standard

PracticesCommon+Core

MSENGR9TS92 1 4 7 1 ETS1.A S8P1.C 1 MCC8.F.52 5 8 2 23 6 3 4S8CS4

S8CS1S8CS2

Investigation+1+Standards

Engineering+&+Technology

Science+Correlations Math+Correlations

PracticesGPS+Characteristics+of+

Science

Materials Copies of Student Sheets for Investigation 1 Engineering Notebook Bicycle Pumps (10) Inflators (3 triple, 4 double, 3 single) 250-‐5” radius balloons 10-‐Stopwatches 10-‐Yardsticks Graph Chart Paper Chart Paper Color Dots Markers Overview Following are the phases of the 7-‐E Instructional Model in which students can construct new learning based on prior knowledge and experiences. The time allotted for each activity is approximate and can be adjusted per the discretion of the teacher.

Teacher Edition Biomechanics: Investigation 1 3

Funded by the Georgia Department of Education through the U.S. Department of Education Race to the Top grant

Investigation 1.1 – Introduction of the Unit/Elicit/Engage (40 minutes) Preparation: Prepare photocopies of student sheets (1 per student). Form groups (3 students per group) for this Investigation.

Overview: Introduction to the Unit / Elicit/ Engage • Students become familiar with the expectations of the unit. • Students discuss the components of a Request For Proposal (RFP). • Students familiarize themselves with a system designed for a specific task.

Materials: Opening PPT, Student Sheet Request For Proposal (RFP), Bicycle pumps (10), Inflators (10), Balloons (3 per group), chart paper, Paper ( 1 per student), Measuring Tape (1 per group) Opening (5 min): Students will make the prescribed paper airplane and attempt to fly it 20 feet. Students will describe in their engineering journal why the plane did not meet the criteria of flying 20 feet.

Student Actions Teacher Actions Level and Indicator of Understanding

Part 1: 10 Min Introduction to the Unit

Students read the 9-‐week plan of the course.

Give the students an overview of the course. Mention the use of the universal model and the engineering cycle.

Students will refer to the 9-‐week plan as they progress through the unit. Students should be able to identify the components of the universal model.

Part 2 10 min Elicit -‐ Understand the Balloon Babble Challenge

Students should read the Request For Proposal (RFP) and list information given in order of importance.

Discuss the components of a Request For Proposal (RFP). Guide discussion on what information is important.

Students through discussion will understand the information in the Request for Proposal (RFP) and make a list of information from important to least important.

Part 3 15 min Engage-‐ Materials Exploration.

Students familiarize themselves with the system through exploration.

Guide the exploration of the three types of inflators.

Students should be able to understand the system and operate the system.

Group Work



Daily Plan Investigation 1.1 – Introduction to the Unit/Elicit/Engage (~40 minutes) Essential Questions: How can the engineering design process be used to develop a functional system in response to an (RFP)?

Suggested Activities Tips and Hints

Opening: 5 Min 1. Have the students follow the directions from the

Opening PPT and make a paper airplane. 2. Communicate to the students that the paper airplane

has to travel 20 feet. Have the students throw the airplane once and record the distance of flight.

3. Have the students describe in their engineering journal why the plane did not meet the criteria of flying 20 feet.

Focus the student responses on the problem of the airplane not meeting the criteria.

Part 1: 10 Min -‐ Introduction to the Unit 1. Give an overview of the course. 2. Have the students complete a graphic organizer for

the investigations in the unit. Detail sequence of events.

Mention the use of the universal model and engineering cycle in the progression of the unit.

Part 2 10 min – Elicit-‐Understand the Balloon Babble Challenge.

1. Have students read the Request for Proposal (RFP) for the Balloon Babble.

2. Have students identify and list in order of importance the information on the RFP. List on chart paper.

3. Have students discuss the components of an RFP and the purpose of a RFP.

Part 2 15 min – Engage-‐Materials Exploration. 1. Assign students to their group. 2. Distribute 1 bicycle pump, 1 inflator and 3 balloons

to each group. 3. Allow 3 minutes for each group to familiarize

themselves with the system. Rotate inflators after 3 minutes.

Be prepared for balloons to pop. Groups should rotate inflator with a group that has a different type of inflator.

B I O M E C H A N I C S I -‐ 1 O P E N I N G A C T I V I T Y

WILL IT FLY?

1. FOLD A PIECE OF PAPER IN HALF HOT DOG STYLE.

2. FOLD EACH SIDE OF THE FOLD IN HALF HOT DOG STYLE.

3. FOLD THE WINGS AS SEEN IN THE PICTURES TO THE RIGHT.

4.  MAKE AN ATTEMPT TO FLY THE PLANE 20 FEET.

Funded by the Georgia Dept. of Ed. through the U.S. Dept. of Ed. Race to the Top grant 5

Student Sheet-‐ Request for Proposal (RFP) Biomechanics: Investigation 1

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Balloon Babble Project

Request for Proposals:

Solicitation 1T-‐P0PT Pump it Up Inc. 2001 Monolith Pkwy. Hot Airsville, NM 47836 Full Proposal Deadline (Due by end of class) Fill due date here Important Information and Proposal Requirements

• A complete set of documentation is necessary at the time of proposal submission.

• Multiple proposals from one corporation will not be accepted and will result in the voiding of all entries from the corporation.

• The Balloon Babble project team will review all proposals. The following is a list of the required components for all entries:

o Letter of Response § Company wide solution

o Documentation of the testing conducted on test device o Daily log of work o Documentation of all test devices

Project Description Pump it Up Inc., the leader in party planning and entertainment services, is seeking a proposal as part of the Balloon Babble Project. The project is to design the process that utilizes the most efficient inflator that will inflate standard 5 in. round latex balloons. As an entertainment group, many of our events require large quantities of this balloon to be prepared and time is a critical issue for event preparation. We are seeking a proposal from companies with solutions that demonstrate appropriate testing procedures and rationale for the design submitted. We are interested in the inflation times for batches of 10 dozen balloons inflated to a diameter of 5 in. All submissions should be sent to our company offices to the attention of Mr. Don T. Popp, Director of Expansion Engineering, by the date specified above.



Investigation 1.2 –Explore (~40 minutes) Preparation: Make appropriate number of copies of the Criteria Constraints and Procedure (CCP) student sheets. Make sure you have the materials needed for the activity. Duplicate the CCP Student Sheet on chart paper.

Overview: Explore • Students identify criteria and constraints. • Students draft experiment procedure for testing the inflator system.

Materials: Criteria, Constraints and Procedures (CCP) Student Sheets, Bicycle Pumps (1 per group), 3-‐D Printed Inflators (4-‐single, 3-‐double, 3-‐triple), Balloons (3 per group), and chart paper with markers. Opening (5 min): Have the students respond to the following “During yesterday’s Exploring your Materials, did anything happen that surprised you or did the system work as you expected? Explain.”


Part 1: 20 Min Identify Criteria and Constraints

Students will refer to the RFP to list the Criteria and Constraints outlined in the RFP.

Allow for a discussion of the definition of Criteria and Constraint. Ask if there are any similarities between the two. Compile a master list on chart paper.

Students will complete the CCP student sheet with a list of Criteria and Constraints.

Part 2 15 min Designing an Experiment

Students using the components of the system, will design an experiment and write the procedures for the experiment on the CCP.

Discuss the components of a Request For Proposal (RFP). Guide discussion on what information is important.

Students will write the procedure of the experiment chosen to determine maximum inflation efficiency outlined by the RFP.

Group Work



Daily Plan Investigation 1.2 – Explore (~40 minutes) Essential Questions: How can the engineering design process be used to develop a functional system in response to an (RFP)?


Opening: 5 Min 1. Have the students respond to the following “During

yesterday’s Exploring your Materials, did anything happen that surprised you or did the system work as you expected? Explain.

Have the students write their responses in their engineering notebook.

Part 1: 20 Min Identify Criteria and Constraints 1. In their groups, have students review the RFP for the

Balloon Babble. 2. While in their groups, have students create a list of all

criteria and constraints from the information in the RFP and record them on the CCP.

3. Ask each group for a criteria and a constraint and write them on chart paper to display in front of the class.

4. Discuss the list and make any adjustments based on the discussion.

Allow students to discuss the Criteria and Constraints in their groups.

Part 2 15 min Designing an Experiment. 1. In their groups, have students use the components of

the system (3 balloons, Bicycle Pump and inflator) and design an experiment that will determine the efficiency of the balloon inflation per the requirements of the Request For Proposal (RFP) for the Balloon Babble. Assign each group an inflator to be used for the rest of the Investigation.

2. In their groups have the students write the designed procedures on the CCP.

Guide students to write the instructions to the actions done to inflate the balloons. Remind them that they will be inflating all twelve balloons DURING the trial. The procedure should be detailed so that anyone could complete the procedure.



Daily Plan Investigation 1.2 – Explore (~40 minutes) Essential Questions: How can the engineering design process be used to develop a functional system in response to an (RFP)?


Key Vocabulary: Criteria – a desired standard or attribute of a design that can be measured. Examples of Criterion can be the size, color, shape, etc Constraint – is a limitation or condition imposed on the design. Examples of Constraints – appearance, materials, space, human capabilities, etc.

Student Sheet-‐ Criteria Constraints and Procedure (CCP) Biomechanics: Investigation 1

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Name:__________________________________ Inflator Device:_________________________________________


Criteria Constraints

Draft Procedures Final Procedures

If you would like to add illustrations of your procedure, please draw them on the back of this page.



Investigation 1.3 –Explain/Elaborate (~40 minutes) Preparation: Secure the materials needed for the activity. Make copies of the Opening Activity Article, “Oops.”

Overview: Explain/Elaborate • Students design experiments to test efficiency. • Students write procedures for the experiment designed.

Materials: Criteria, Constraints and Procedures (CCP) Student Sheets, Bicycle Pumps (1 per group), 3-‐D Printed Inflators that have been assigned to each group, Balloons (3 per group), and timers. Opening (5-‐7 min): Have the students read the article “ Oops! Preventing Human Error.” Display the following question for the student’s to respond to in their engineering notebook, “What was the impact on the Astronauts for having clear procedures?”


Part 1: 15 Min Explain -‐ Testing of the Procedure

Students will conduct the experiment based on procedures written by other groups. Students will discuss how to improve the procedure.

Teacher chooses groups at random to test procedures designed for the experiment. Lead discussion on how the procedures can be improved.

Students will follow other groups’ procedures as written.

Part 2 20 min Elaborate -‐ Refining the Procedures

Students using the components of the system and the improvements discussed in the previous section will finalize the procedures for the experiment.

Guide the students in the refining of their procedures. Assure that every step they perform is listed. They should also run through the written procedure once they believe it is complete to confirm that they complete the task as required.

Students will write the final draft of procedures for the experiment chosen to determine maximum inflation efficiency outlined by the RFP.

Group Work



Daily Plan Investigation 1.3 – Explain/Elaborate (~40 minutes) Essential Questions: How can the engineering design process be used to develop a functional system in response to an (RFP)?


Opening: 5 Min 1. Have the students read the article “ Oops!

Preventing Human Error.” Display the following question for the student’s to respond to in their engineering notebook, “What was the impact on the Astronauts for having clear procedures?”


Part 1: 15 Min Explain -‐ Testing of the Procedure 1. Select a groups draft procedures. 2. Select another group to follow the procedures

written by the first group chosen in 1. 3. Have the group make several attempts at following

the procedure. Other students in their groups should make observations and record them in the engineering notebook.

4. Repeat with two more groups 5. Discuss how effective or ineffective the procedures

were and what improvements can be made to them.

The procedures should detail every step needed to complete the activity. Students cannot assume that the readers interpret their own understanding into the procedure.

Part 2 20 min Elaborate -‐ Refining the Procedures. 1. Based on the discussion from Part 1, students in

their groups should revise their procedures. 2. Students should use the inflator system to aid in the

revision. 3. Students should complete and write the final

procedures for the experiment after assuring through testing that they are sufficient.

Advise students to use their supplies to work through the revision of their procedures. Remind them that every step they perform is listed and they should run through the procedure once they believe it is complete to confirm efficiency.

OOPS! Preventing Human Error

Everybody makes mistakes. Up in space, lives are at stake. When home base is so far away, mistakes can have disastrous consequences. Many mistakes can be attributed to human error. So making sure people do their jobs right is one of the most effective ways to keep things running smoothly on the Space Shuttle and International Space Station (ISS).

If there’s one thing that NASA trainers have learned, it’s that practice makes perfect. This helps reduce human errors in space. Skills are repeated so that they become almost instinctive reactions. Every possible scenario is rehearsed so that nobody is left unprepared. After a mission is completed, there is plenty of discussion to allow fine-tuning for future projects. The whole process starts with the astronaut candidates. Most of the astronauts come from very technical, detail-oriented careers. They have already learned how to be safe workers. Most pilots are former military test pilots who are used to stressful flight situations. Mission specialists are often engineers and doctors who handle a different type of stress. They’re all high caliber individuals, and were chosen with these qualities in mind. They already come to NASA with skills and attitudes that assure success. Candidates attend a lengthy astronaut-training course. There they study, discuss, and explore the areas of knowledge they’ll need when working in space.

Practice Makes Perfect Astronauts practice every aspect of the space flight before ever leaving the ground. NASA trainers strive to reproduce normal flight activities. These range from flying, to making meals, to putting on a flight suit, to changing directions mid-flight. Then they take those operations up one step. They add in some unexpected malfunctions to the simulated exercises. This is when astronauts learn how to react quickly to whatever surprises might come their way. “There are two types of reactions we train for,” says Lisa Reed, training team lead at NASA's Johnson Space Center in Houston. “The first is the physical reaction--knowing what to do to resolve a situation. This is best learned by repeating, repeating, and repeating a sequence of planned procedural responses, so that if something does happen during a mission, their response comes almost without thinking. The other is developing a thought process an astronaut must go through to analyze any situation that might arise in flight. Astronauts need to determine the level of emergency they’re facing and what response is appropriate. They may face minor glitches or serious problems, and they need to be able to figure out the difference, and take the appropriate action based on what has happened.”

While astronauts are learning the responses and procedures, they’re also learning to work together as a team. Establishing relationships and trust help the group function together as a crew. That helps reduce the potential for human error, Reed says. “When everyone works together, they catch each others’ errors, they help each other follow procedures, and they back each other up. Crew dynamics are vital to a mission’s success.”

Simulating Success Before they ever go up in space, astronauts try out skills and procedures in a number of simulators. These could be machines that mimic what the crewmembers will face in space. There could also be an actual space shuttle orbiter to practice in. The Neutral Buoyancy Laboratory reproduces the effects of reduced gravity by floating the astronauts in a large underwater tank. This facility is used primarily to train astronauts for space walks. All of these training runs are practiced over and over. They are designed to familiarize the astronaut with all the mental and physical aspects of what space walking feels like, Reed says. This ranges from being in a space suit to trying to manipulate their fingers in the big bulky gloves—all easier said than done, says Reed. Combining mental exercises with physical skills pulls the training program together. Familiarity with what to expect helps these space pioneers keep cool heads and follow procedures to their logical outcome.

The hard part about training astronauts for their space missions, Reed says, is that none of the instructors have actually flown on the shuttle. They do not teach about these systems from direct experience. To counter this problem, each trainer must complete a lengthy period of training in shuttle simulators themselves. They then pass a series of evaluations before being certified to teach astronauts. Each mission is different, so the trainers are continually studying to increase their knowledge. The training continues, even after the mission is completed. “After every flight we have a training debrief, where we talk about what worked, and what we could do better next time,” Reed says. “This helps us improve our training and helps our instructors be more effective. Every step is new, so even when there are malfunctions on a flight, we debrief to learn more about them. Our goal is to become safer with every trip and we’re doing a good job of meeting that goal.”

Article Published by NASAexplores: April 26, 2001Article Published by NASAexplores: April 26, 2001

Article Published by NASAexplores: April 26, 2001



Investigation 1.4 –Elaborate (~40 minutes) Preparation: Create a Whole Class Graph Chart for each class period. Make sure the pumps, inflators, balloons and timers are ready to distribute. Make appropriate number of copies of the Inflator Trials Student Data Sheet.

Overview: Explain/Elaborate • Students perform designed experiment. • Students record data from the experiment. • Students analyze the data using appropriate methods and calculations.

Materials: Inflator Trials Student Data Sheets, Bicycle Pumps (1 per group), 3-‐D Printed Inflators that have been assigned to each group, Balloons (12 per group), timers, chart paper and colored dots. Opening (5-‐7 min): Have the students in their engineering notebook complete the following: “I expect my inflator system to inflate the 12 balloons___________________.”


Part 1: 15 Min Performing the Experiment

Students in their groups will conduct the experiment based on their final procedures. Students will collect relevant data.

Remind the students to follow the procedures as written each time they conduct a trial. Guide students to record all instances (successes and failures) as they will be used to analyze the data.

Students will record the data from each trial on the Inflator Trials Student Data Sheet.

Part 2 20 min Completing the Data

Each group will graph their data on the Whole Class Graph Chart representing the total time to inflate 12 balloons.

Verify the calculations. Display the Whole Class Graph Chart and assist in the graphing of the data.

Student Groups will display the total time for inflating the twelve balloons on Whole Class Chart graph.

Group Work



Daily Plan Investigation 1.4 –Elaborate (~40 minutes) Essential Questions: How can the engineering design process be used to develop a functional system in response to an (RFP)?


Opening: 2-‐5 Min 1. Have the students in their engineering notebook

complete the following: “I expect my inflator system to inflate the 12 balloons___________________.”


Part 1: 25 Min Performing the Experiment 1. Answer any questions the students/groups may

have regarding the data collection and the paper used to record the data.

2. Students should complete the appropriate number of trials: • Single inflator – 12 trials • Double inflator – 6 trials • Triple inflator – 4 trials

Remind the students to follow explicitly the procedures that they have written. Facilitate the completion of the trials and circulate the room to observe that groups are adhering to procedures.

Part 2 15 min Complete the Data. 1. Students in their groups should complete the

required calculations deemed necessary by them to complete the Student Data Sheet..

2. Have students calculate the total time for the inflation of 12 balloons.

3. Groups will use markers or colored dots to graph their total time on the Whole Class Graph Chart. Choose one color for the single inflator groups, another color for the double inflator groups and another color for the triple inflator groups.

Verify calculations made. You can use a student-‐selected graph. One suggestion would be to use an x-‐y coordinate graph with the x-‐axis being the number of inflators and the y-‐axis being the time.

Student Sheet-‐ Inflator Trials Biomechanics: Investigation 1 15


Trial Documentation Worksheet

Device: Single Balloon Inflator

Trial Time Trial Notes

1

2

3

4

5

6

7

8

9

10

11

12

Total Time




Device: Double Balloon Inflator


1

2

3

4

5

6

Total Time




Device: Triple Balloon Inflator


1

2

3

4

Total Time



Investigation 1.5 –Evaluate/Extend (~40 minutes) Preparation: Post Whole Class Graph Chart for each class period. Make sure the pumps, inflators, balloons and timers are ready to distribute. Make appropriate number of copies of the Letter of Response Student Sheet (LOR).

Overview: Explain/Elaborate • Students analyze data and make conclusions based on the analysis. • Students make presentations. • Students make data based decisions and compose a Letter of Response (LOR) for the Request for

Proposal (RFP). Materials: Inflator Trials Student Data Sheets, Bicycle Pumps (1 per group), 3-‐D Printed Inflators that have been assigned to each group, Balloons (12 per group), timers, chart paper and colored dots. Opening (2-‐5 min): Have the students in their engineering notebook respond to the following prompt, “ What is your favorite dinner meal? Give three reasons why it is your favorite.”


Part 1: 10 Min Evaluate -‐ Business Meeting Preparation

Students meet with other groups with the same inflator type to develop reasons why their inflator is the best to use for the response to the RFP. Students will use data to drive the discussion.

Teacher should keep the Inflator Type groups on task during their discussions. Encourage the spokesperson for each group to be well prepared with their reasons.

Students will give at least three reasons why their inflator should be the one to use to respond to the RFP.

Part 2 20 min Evaluate -‐ Business Meeting

The Business (whole class) will conduct a meeting to make a decision based on data on which inflator to use.

Teacher should guide the discussion.

The class will determine based on data which inflator to use.

Part 3 20 min Extend – Letter of Response (LOR)

The students will write their LOR based on the results of the business meeting.

Guide the students in the writing using the prompts in the LOR.

Each student will write an LOR for the RFP. Once you have guided them to placing the basics on the LOR this is a good chance to have them write a letter completely.

Group Work



Daily Plan Investigation 1.5 –Evaluate/Extend (~40 minutes) Essential Questions: How can the engineering design process be used to develop a functional system in response to an (RFP)?


Opening: 2-‐5 Min 1. Have the students in their engineering

notebook respond to the following prompt, “ What is your favorite dinner meal? Give three reasons why it is your favorite.”


Part 1: 10 Min Evaluate -‐ Business Meeting Preparation

1. Assemble groups based on the inflator type they tested to discuss differences in trials and results.

2. Each Inflator Type group will discuss the results and select at least three reasons why their inflator should be the one used to respond to the RFP.

3. Have groups select a spokesperson for that inflator type to present during the business meeting.

Keeping the Inflator Type groups on task. Make sure that they have a spokesperson selected and have appropriate reasons for why their inflator should be the one chosen.

Part 2 20 min Evaluate -‐ Business Meeting 1. Call the meeting to order and conduct this in

a formal manner. Setting rules for the meeting.

2. Have each spokesperson present their case and allow for discussion questions as time allows.

3. Take general questions before vote and then vote for company inflator selection.

Use the guidelines below to conduct the Business Meeting. Assign a timekeeper/parliamentarian to move the discussions.



Daily Plan Investigation 1.5 –Evaluate/Extend (~40 minutes) Essential Questions: How can the engineering design process be used to develop a functional system in response to an (RFP)?


Part 3 20 min Extend – Letter of Response (LOR)

1. Have students fill the basic parts of the LOR based on the vote of the company. Facilitate the completion of LOR.

The LOR should state the claim regarding the inflator selected by the company. Evidence, reasoning and the method of testing should be included in the LOR. Data should be presented to support the claim.

Business Meeting Etiquette and Ground Rules

Ø Be prepared to be productive. Ø Participate. Ø Start and end on time. Ø Treat everyone with respect and do not interrupt others when

speaking. Ø One conversation at a time.

(These are suggested and can be changed to reflect classroom rules and procedures.)

Student Sheet-‐ Letter of Response (LOR) Biomechanics: Investigation 1

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Letter of Response

Balloons by Buzz 1883 Rambling Wreck Way Atlanta, GA 31888 E-‐mail: [email protected] Date: Mr. Don T. Popp Director of Expansion Engineering Pump it Up Inc. 2001 Monolith Pkwy. Hot Airsville, NM 47836 Dear Mr. Don T. Popp: Please accept this letter in response to Proposal 1T-‐P0PT, for the design of a balloon inflator. Balloons by Buzz, is a company dedicated to the entertainment industry and guided by the mission to make party set-‐up more efficient. Since receiving the RFP, our company has determined that (State your Claim at this point) While conducting trial on each device we found that (State your evidence from the data) From this data our results support that (State your rationale) We hope that you find our information beneficial to your proposal request and we hope to do business with your firm in the near future. Sincerely, Design Engineer

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