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Science vs. Engineering and Catapult Introduction
Overview: The students will learn the difference between scientists and engineers. They will also learn about the engineering design process and how it differs from scientific experimentation. A basic introduction to catapults as well as catapult history will be presented to familiarize the students with our project.
Teacher Prep Time: 20 min Make copies of Science vs. Engineering Worksheet (W1.1) and Catapult History Handout (H1.1) for all students Prepare the demonstration video o Get TV and VCR Prepare the catapult demonstration o Read Teacher Manual to understand catapult operation
Objectives: Students will be able to understand the engineering design process Students will compare and contrast this process with scientific experimentation Teach students basic catapult history and build student interest in catapults
Teaching Standards: Virginia SOLs: PS.1 The student will plan and conduct investigations in which n) an understanding of the nature of science is developed and reinforced
Massachusetts Science and Technology / Engineering Curriculum Framework: 2.1: Identify and explain the steps of the engineering design process, i.e., identify the need or problem, research the problem, develop possible solutions, select the best possible solution(s), construct a prototype, test and evaluate, communicate the solution(s), and redesign.
ITEA’s Standards for Technological Literacy: Standard 7: Students will develop an understanding of the influence of technology on history. Standard 9: Students will develop an understanding of engineering design.
Materials: Science vs. Engineering Worksheet (W1) Catapult History Handout (H1) Operational ETK Catapult Demonstration video
Description of Class: Science v. Engineering (25 min)
- T. distributes both worksheet and handout to students. Students will fill in answers as the class progresses
- T. asks students what they know about scientific experimentation. T. has students write steps on board.
- T. discusses how scientists use scientific experimentation to explore the world around them Scientist will research and experiment to test a general theory or question and see if it is true or false.
- T. asks students to individually write 5 words that describe a scientist. T. writes students words on board as they call them out. T. discusses words with class
- T. asks students “Using what you know about scientific experimentation, what do you think the engineering design process is?” To start them off, T. will draw the first block of the engineering process on the board and say “Instead of starting with a question, engineers start with a design problem.” With student aid, T. completes the engineering design process on the board.
- T. asks students to individually write 5 words that describe an engineer. T. writes students words on board as they call them out. T. discusses words with class (similarities and differences between the words used for the scientist and the engineer)
- T. sums up the differences between science and engineering (reference Teacher Manual)
Catapult Introduction (25 min)
- T. shows demonstration video
- T. uses video to transition into a brief outline of what the catapult ETK will cover and of the design challenge.
- T. shows the students the catapult they will be working with and gives a brief demonstration of how it works.
- T. leads discussion on catapult history using the History Handout (H1.1)
W1.1: Science vs. Engineering Worksheet (teacher’s copy)
Scientific Experimentation The Engineering Design Process
5 Words that Describe a Scientist 5 Words that Describe an Engineer
Question
Form Hypothesis
Experiment
Collect and Analyze Data
Form Conclusion
Identify Problem
Brainstorm Ideas
Develop Design
Test Design
Develop Final Report
Revise Design
H1.1: Catapult History Handout
Catapults Catapults were the first form of field artillery used during battles by the Greeks. They were used as "siege" machines. The word "siege" means the surrounding and blockading of a town or fortress by an army trying to capture it.
The word Catapult comes from the two Greek words "kata" and "pultos". "Kata" means downward and "pultos" refers to a small circular shield carried in battle. Katapultos was then taken to mean "shield piercer".
The Ballista The first catapults used by the Greeks were based on the bow and arrow but of a much larger size. The "Ballista" was the name given to the first Greek Catapult. It fired spears instead of arrows and its bow worked very differently from a normal bow.
The Ballista worked like the small wooden propeller and rubber band air planes that children play with today.
Top view of a Ballista. A Ballista being set into firing position.
Day 2: Energy
Overview: Students will gain an appreciation of energy principles, including kinetic and potential energy. They will also examine the basic equations governing energy. The teacher will lead a discussion of the Law of Conservation of Energy and the SI unit system. Students will complete an activity on the subjects of spring constants and potential energy.
Teacher Prep Time: 20 min Make copies of Energy Worksheet (W2.1) and Spring Constant Worksheet (W2.2) for all students Obtain supplies for Spring Constant Experiment o A spring scale for each group o A ruler for each group o Rubber bands of different thickness and sizes for each group
Objectives: Students will be able to understand the both kinetic and potential forms of energy Students will become familiar with the equations governing kinetic and potential energy Students will learn about the Law of Conservation of Energy Students will be able to identify SI units pertaining to the ETK Students will learn how potential and kinetic energy relates to springs and rubber bands.
Teaching Standards: Virginia SOLs: PS.1 The student will plan and conduct investigations in which b) length, mass, volume, density, temperature, weight, and force are accurately measured and reported using the International System of Units; c) conversions are made among metric units applying appropriate prefixes; d) triple beam and electronic balances, thermometers, metric rules, graduated cylinders, and spring scales are used to gather data; PS.5 The student will investigate and understand changes in matter and the relationship of these changes to the Law of Conservation of Matter and Energy. Key concepts include a) physical changes. PS.6 The student will investigate and understand states and forms of energy and how energy is transferred and transformed. Key concepts include a) potential and kinetic energy; b) mechanical, chemical, and electrical energy; and c) heat, light, and sound. PS.10 The student will investigate and understand scientific principles and technological applications of work, force, and motion. Key concepts include c) work, force, mechanical advantage, efficiency, and power Math 8.14 The student will a) describe and represent relations and functions, using tables, graphs, and rules Math 8.17 The student will create and solve problems, using proportions, formulas, and functions. Math 8.18 The student will use the following algebraic terms appropriately: domain, range, independent variable, and dependent variable.
Materials: Every student receives Energy and Spring Constant Worksheets Each group needs: o Rubber bands A, B, C, and D o Ruler o Spring Scale
Description of Class: Introduction to Energy (25 min) Note: Students will use the information in 1, 2, 3, and 4 to complete Energy Worksheet (W2.1)
- T. passes out energy worksheet. Students fill in answers as teacher covers concepts.
- Forms of Energy: T. states that all forms of energy can be put into one of two main categories. T. writes the two categories on board: Potential & Kinetic. T. has students brainstorm examples of Potential and Kinetic energy.
- T. discusses Law of conservation of energy: T. states that energy can NOT be created or destroyed, it can only change forms. о Example: T. lifts a book up into the air and says that it now has potential energy. If T. drops the book the potential energy will be converted into kinetic energy as the book falls. When the book hits the floor, the kinetic energy of the book moving will be converted into sound and heat. T. drops the book.
- Equations that Govern Energy: T. states that the Potential Energy related to the height of an object is known as gravitational potential energy. T. writes the equation for gravitational potential energy on the board and describes each term. о PEgravity = Mass x gravity x height о To demonstrate T. gets book from before and drops on floor from a height of approximately 6 inches. Then T. drops book on floor from a height of several feet above. T. explains that the book will go faster and make more noise at impact as the height it is dropped from increases. This is because its potential energy increases as height increases. T. talks about springs and how they are one way to store potential energy. T. writes states that Hookes Law allows us to calculate the amount of potential energy contained in a spring, writes the equation on the board, and describes each term. о Hookes Law: K = spring constant о PEspring = ½ K x (Length2 – Length1)^2 о To demonstrate T. shoots a rubber band at the board, but only pulls the rubber band back an inch or two. T. then shoots a rubber band at the board, pulling the rubber band back as far as possible. T. explains that the rubber band goes faster and farther as the length you pull it back increases. This is because its potential energy increases as length increases. T. states that an object in motion has kinetic energy. T. writes the equation for kinetic energy of motion on the board and describes each term. о KEmotion = ½ mass x velocity^2 о T. explains the transformation of energy in the two previous cases (book and rubber band). When the book is dropped, the PE becomes KE as it falls. Because of the
W2.1: Energy Worksheet
(Teacher’s copy)
There are two main categories of energy, potential and kinetic. Write at least 3
examples of each:
Potential (Stored Energy) Kinetic (Objects in Motion)
1. Holding Object in Air 1. Moving Car
2. Stretched Rubber band/Spring 2. Baseball after being hit
3. Roller Coaster at top of hill 3. Roller Coast at bottom of hill
As the teacher goes over the following material, fill in the empty spaces:
The Law of Conservation of Energy says that energy cannot be created or
destroyed.
There are several types of energy (you listed six above). We will talk about two
specific types of potential energy and one specific type of kinetic energy.
Potential Energy related to the height of an object is called Gravitational Potential
Energy.
The equation used to calculate the amount of this energy follows:
PEgravity = Mass x Gravity x Height
Springs are one device used to store potential energy.
The equation used to calculate the amount of this energy follows:
PEspring = ½ K x (Length2 – Length1)^2
In this equation K = Spring Constant
Moving objects have Kinetic Energy of Motion.
The equation used to calculate the amount of this energy follows:
KEmotion = ½ Mass x Velocity^2
W2.1: Energy Worksheet
There are two main categories of energy, potential and kinetic. Write at least 3
examples of each:
Potential Kinetic
As the teacher goes over the following material, fill in the empty spaces:
The Law of Conservation of Energy says that energy cannot be created or
destroyed.
There are several types of energy (you listed six above). We will talk about two
specific types of potential energy and one specific type of kinetic energy.
Potential Energy related to the height of an object is called Gravitational Potential
Energy.
The equation used to calculate the amount of this energy follows:
PEgravity = Mass x Gravity x Height
Springs are one device used to store potential energy.
The equation used to calculate the amount of this energy follows:
PEspring = ½ K x (Length2 – Length1)^2
In this equation K = Spring Constant
Moving objects have Kinetic Energy of Motion.
The equation used to calculate the amount of this energy follows:
KEmotion = ½ Mass x Velocity^2
Day 3: Simple Machine (Levers) & Projectile Motion
Overview: Students will gain knowledge of simple machines, specifically levers and how they apply to catapults. Students will gain an interactive, conceptual knowledge of projectile motion.
Teacher Prep Time: 20 min T. must set up three catapults for the lever demonstration. The fulcrum of each catapult arm will be at a different point, one in the middle, one on the extreme right, and one on the extreme left. Each lever has a weight on the right end (see diagrams below). T. make enough copies of Simple Machine Handout and Lever Worksheet for the entire class
Objectives: Students will recognize the 6 types of simple machines. Students will understand the 3 classes of levers. Students will understand the relationship f 1 d 1 = f 2 d 2 Students will see real life applications of projectile motion. Students will gain experience with equations and substitution.
Teaching Standards: Virginia SOLs: PS.10 The student will investigate and understand scientific principles and technological applications of work, force, and motion. Key concepts include a) speed, velocity, and acceleration; c) work, force, mechanical advantage, efficiency, and power; and d) applications (simple machines, compound machines, powered vehicles, rockets, and restraining devices). Math 8.17 The student will create and solve problems, using proportions, formulas, and functions. Math 8.18 The student will use the following algebraic terms appropriately: domain, range, independent variable, and dependent variable.
Materials: Simple Machine Worksheet (W3.1) for each student Levers Worksheet (W3.2) for each student Styrofoam (5” diameter) ball 3 Catapults and 3 equal weights 1 fully prepared Catapult
Description of Class: Simple machines and Levers (25 min)
- T. asks students what they think simple machines are
- T. explains that simple machines are tools used to make work easier.
- T. describes the 6 types: inclined plane, wedge, screw, lever, wheel and axle, pulley. Students fill in worksheet (W3.1) as teacher goes over material.
- T. talks about how simple machines are all around us. T. asks students to point out simple machines just within the classroom. Then T. asks students to identify simple machines they use at home every day.
- T. moves discussion specifically to levers T. goes over the important terms “Load, pivot, and effort” describing each T. says there are three classes of levers: Class I, Class II, Class III The classes are based upon where the pivot point is relative to the load and effort
See Teacher’s Copy of W3.1 for explanation of lever classes о Note: “Nutcracker” in the worksheet is not the soldier-type cracker, but the one pictured below
- T. then says we will be using levers with the catapults
- T. does lever demonstration using catapult pieces and weights. T. selects student to help with demonstration T. and student go to catapult with fulcrum at point A and weight on one end. Student pushes on side of lever opposite the weight, raising the weight.
Student then moves catapult with fulcrum at point B and repeats the process.
Student moves to catapult with fulcrum at point C and repeats process.
Student then reports to class which point was easiest and hardest to lift the weight. (it should be Point A )
A B C
A B C
A B C
20 lbs
Fulcrum
Load Effort
о Ball moves in an arc, draw arc on board:
T. then asks, “What happens if I walk faster or slower?” о The ball will take a different path о Draw faster or slower arcs on the board over the original arc: о Tomorrow we’re going to talk about adjusting these two variables (horizontal and vertical velocity) to make the best catapult.
W3.1: Simple Machines Worksheet (Teacher Copy)
Fill in the blanks as the teacher goes through the information. Identify the Simple Machine by writing its name below the picture
Simple machines are use to make work easier There are six basic
types of simple machines, they are…
Inclined Plane Lever Wedge
Pulley Wheel and Axle Screw
Simple machines can be found in the world all around us. List some of the simple
machines you found in the classroom…
There are also simple machines that we use every day at home, list some of those
below…
Light switch (lever), Bottom of sink (Inclined plane), Handicap ramp (Inclined Plane), Stapler (Lever), Staple (wedge), Push pin (wedge), Cap to soda bottle (screw), Knobs on sinks (screw), Rolling Chair (wheel and axle), Scissors (lever)
Compound bow (Pulley), Broom (lever), Car wheels (wheel and axle), Bikes (wheel and axle, lever), Stairs (inclined plane), Salad tongs (lever), Corkscrew (screw), Knife (wedge)
W3.1: Simple Machines Worksheet
Fill in the blanks as the teacher goes through the information. Identify the Simple Machine by writing its name below the picture
Simple machines are use to There are six basic
types of simple machines, they are…
Simple machines can be found in the world all around us. List some of the simple
machines you found in the classroom…
There are also simple machines that we use every day at home, list some of those
below…
The simple machine we will use with the catapults is the
There are classifications of levers. The classes are based upon where
the pivot is relative to the load and effort. In the picture below, label the load,
pivot, and effort.
Write short description of each class below…
First Class:
Second Class:
Third Class:
