STEP 3 - Engineering
1. Design and Make Activities
Junior and Senior Infants
Strands and Strand Units: Energy & forces, Forces, Materials, Properties and characteristics of materials
Objectives: The children investigate how forces act on objects i.e. observe when the paper bridge collapses when you place coins on the bridge. The children investigate how to construct a stronger bridge.
The children in Junior and Senior Infants have been busy learning about bridges and working as engineers.
Strands and Strand Units: Energy & forces, Forces, Materials, Properties and characteristics of materials
Objectives: The children investigate how forces act on objects i.e. observe when the paper bridge collapses when you place coins on the bridge. The children investigate how to construct a stronger bridge.
The children in Junior and Senior Infants have been busy learning about bridges and working as engineers.
- First of all we listened to the story of “The Billy Goats Gruff” and we discussed how the Billy Goats got to the other side of the river.
- Next we sang the song “London Bridge”.
- We looked at pictures of bridges in Adare, Croom and Limerick city.
- We even became engineers ourselves as we designed and made our own bridges in groups.
- Junior Infants designed bridges with blocks, bricks and cubes.
- Senior Infants explored how to make a paper bridge using books and one A4 sheet of paper. All the books were the same and the sheets of paper were the same.
- We added 10c coins to this bridge until it collapsed. We discovered that this bridge collapsed when we put 2 coins on it.
- We made this bridge stronger by adding an extra sheet of paper and it collapsed when we put 3 coins on it.
- We repeated this test by adding a 3rd sheet of paper. The bridge collapsed when we added 4 coins.
- Next we made a bridge with an arch. It held 9 coins.
- After that we made a corrugated bridge. It held 10 coins.
- For fair testing the width of the river for each bridge was 14 cm.
- We found that the weakest bridge was the first bridge made with one A4 sheet of paper and the strongest bridge was the corrugated bridge.
- However we felt that the best bridge was the arched bridge since the corrugated bridge could damage your car if you were driving over it.
First, Second, Third and Fourth Class
Strand: Forces
Title: Design and make a paper rocket
Objective:
Investigating (Fair Testing), Estimating and measuring, Designing and Making, Recording, Analysing
Strand: Forces
Title: Design and make a paper rocket
Objective:
- Become aware of and explore how moving air can make things move
- A4 sheet of paper
- Scissors
- Pencil
- Straw
- Sellotape
- Measuring tape
- Roll a strip of paper approx. 5cm wide around the pencil tightly until you get to the other end
- Tape the tube of paper at each end and at the middle
- Remove the pencil from the tube
- Cut off both ends of the tube
- Design the rocket fins and attach to the bottom of the rocket
- Predict/Estimate how far the rocket will go
- Launch the rocket by inserting the straw in the open end and blow
- Launch the rocket a number of times and adjust the position or angle of the straw to see if it will make any difference to the distance the rocket travels.
Investigating (Fair Testing), Estimating and measuring, Designing and Making, Recording, Analysing
Fifth and Sixth Class
Strands and Strand Units: Energy & Forces/ Design and Make
Objectives: Learn about the forces at work to make a car move forward.
Background:
We discussed what makes a car move forward? What about a rocket? How does something so massive get in motion? Newton's third law says that for every action there is an equal but opposite reaction. To understand how this applies to motion, let's look at the car example. When the fuel burns, it creates a force pushing backwards. The equal but opposite force pushes the car forwards. In order to consolidate this theory, we created a model of a car using a balloon and toilet roll.
Equipment:
2 straws
Cardboard discs (wheels)
Toilet paper tube
Construction paper
Balloon
Rubber band
Instructions:
1. Using a compass, make 4 small holes in the toilet paper holder and feed the straws through. Pay attention to ensuring the straws are level.
2. Cut out and attach the discs for wheels. For stability blue-tac was used to fix the wheels in place.
3. Attach the balloon to the top of the car. Leave space to blow up the balloon.
4. Let it go!
Conclusion:
What does science say about it? With our balloon powered car, the reaction is the air behind the car pushing against the car with the same force causing the forward movement of the car. As the air flows from the balloon, the energy changes to kinetic energy or the energy of motion. The moving Balloon Powered Car is using kinetic energy.
Scientific skills:
Investigating (Fair Testing), Estimating and measuring, Designing and Making, Recording, Analysing
Strands and Strand Units: Energy & Forces/ Design and Make
Objectives: Learn about the forces at work to make a car move forward.
Background:
We discussed what makes a car move forward? What about a rocket? How does something so massive get in motion? Newton's third law says that for every action there is an equal but opposite reaction. To understand how this applies to motion, let's look at the car example. When the fuel burns, it creates a force pushing backwards. The equal but opposite force pushes the car forwards. In order to consolidate this theory, we created a model of a car using a balloon and toilet roll.
Equipment:
2 straws
Cardboard discs (wheels)
Toilet paper tube
Construction paper
Balloon
Rubber band
Instructions:
1. Using a compass, make 4 small holes in the toilet paper holder and feed the straws through. Pay attention to ensuring the straws are level.
2. Cut out and attach the discs for wheels. For stability blue-tac was used to fix the wheels in place.
3. Attach the balloon to the top of the car. Leave space to blow up the balloon.
4. Let it go!
Conclusion:
What does science say about it? With our balloon powered car, the reaction is the air behind the car pushing against the car with the same force causing the forward movement of the car. As the air flows from the balloon, the energy changes to kinetic energy or the energy of motion. The moving Balloon Powered Car is using kinetic energy.
Scientific skills:
Investigating (Fair Testing), Estimating and measuring, Designing and Making, Recording, Analysing
2. Participation in Engineer's Week & Using the Engineer's Week Pack
Junior and Senior Infants Participation in Engineer's Week
During Engineers Week Junior and Senior Infants learnt that there are different types of engineers. Engineers use their problem solving skills to improve the world we live in.
We watched a video were we learnt about engineering.
We coloured pictures of the different types of engineers.
We worked as a chemical engineer when we did the Coke and Mentos experiment.
Engineering video Junior and Senior Infants - Silly Billy.
The pupils in Junior and Senior Infants loved this video and found it to be really interactive.
The pupils in Junior and Senior Infants loved this video and found it to be really interactive.
First, Second, Third and Fourth Class Participation in Engineer's Week
The pupils completed the following activities:
Bending Water
The pupils learned that electricity is a type of energy. They learned that static electricity is the result of an imbalance between negative and positive charges in an object. It can be generated when you rub two things together. The pupils in 4th tested this theory:
Materials:
A dry pen
Hair
Slow and steady stream of water
Instructions:
1. Rub the pen through hair rapidly, several times.
2. Slowly move the pen towards the flow of water - don't let it get wet.
3. You should find that the water bends towards the pen.
Conclusion:
The pen has a negative charge after rubbing through hair. When the pen is moved closer to the water, it attracts the positively charged particles in the water and the water bends.
The pupils completed the following activities:
Bending Water
The pupils learned that electricity is a type of energy. They learned that static electricity is the result of an imbalance between negative and positive charges in an object. It can be generated when you rub two things together. The pupils in 4th tested this theory:
Materials:
A dry pen
Hair
Slow and steady stream of water
Instructions:
1. Rub the pen through hair rapidly, several times.
2. Slowly move the pen towards the flow of water - don't let it get wet.
3. You should find that the water bends towards the pen.
Conclusion:
The pen has a negative charge after rubbing through hair. When the pen is moved closer to the water, it attracts the positively charged particles in the water and the water bends.
Take the Engineering Challenge
The pupils from 1st - 4th learned that engineers take ideas and turn them into reality, using Science, Maths and imagination. They learned that there are many different types of engineers.
Using the handout, the pupils matched the engineering descriptions with the images on the page. They discussed each picture and learned about:
The pupils from 1st - 4th learned that engineers take ideas and turn them into reality, using Science, Maths and imagination. They learned that there are many different types of engineers.
Using the handout, the pupils matched the engineering descriptions with the images on the page. They discussed each picture and learned about:
- Aeronautical engineers
- Biomedical engineers
- Agricultural engineers
- Chemical engineers
- Civil engineers
- Computer engineers
- Electircal engineers
- Electronic engineers
- Marine engineers
- Mechanical engineers
Video: The pupils from 1st - 4th watch the video 'Scientific Sue'.
The pupils loved this video. Scientific Sue demonstrated amazing experiments on how gas and air reacts, including an experiment using marshmallows.
1st - 4th: Engineer a Plane
Objective: The pupils had to design and engineer an aeroplane.
Materials:
A4 sheet of paper
Measuring tape
Instructions:
The pupils looked at the template and designed an aeroplane based on this.
They tested their planes and made adjustments to increase their distance and the force with which they threw the plane.
The pupils then created their own plane design.
Conclusion:
The pupils learned that the shape of the plane affected the distance that it flew. They also learned about thrust and force.
Objective: The pupils had to design and engineer an aeroplane.
Materials:
A4 sheet of paper
Measuring tape
Instructions:
The pupils looked at the template and designed an aeroplane based on this.
They tested their planes and made adjustments to increase their distance and the force with which they threw the plane.
The pupils then created their own plane design.
Conclusion:
The pupils learned that the shape of the plane affected the distance that it flew. They also learned about thrust and force.
Ziplines
As part of Engineers week, the pupils in 1st-4th class designed, created and investigated ziplines. The aim was to design and build a zipline that could safely support an object travelling from one side of the zipline to the other. Friction and gravity are two forces that influence ziplines and the pupils had to take this into account when designing and creating. The children were given a range of materials to choose from and had to decide which were best to make the zipline sturdy and which were best in order for the zipline to work successfully. The children thoroughly enjoyed this challenge.
As part of Engineers week, the pupils in 1st-4th class designed, created and investigated ziplines. The aim was to design and build a zipline that could safely support an object travelling from one side of the zipline to the other. Friction and gravity are two forces that influence ziplines and the pupils had to take this into account when designing and creating. The children were given a range of materials to choose from and had to decide which were best to make the zipline sturdy and which were best in order for the zipline to work successfully. The children thoroughly enjoyed this challenge.
5th and 6th - Participation in Engineer's Week
Engineering Experiment : Energy and Forces: Investigating Wind Energy
Objective:
The pupils will make a pinwheel to model a wind turbine and learn about wind energy.
Materials:
1. The pupils learned about wind energy and how harnessing the wind contributes to generating electricity.
2. They looked at videos on wind wheels in operation.
3. Pupils worked in pairs. Before beginning the assembly, they watched an instructional video on how to make a pinwheel.
4. Fold the square of paper along each diagonal and open up again.
5. Cut down each diagonal from the corner about ⅔ of the way towards the centre.
6. Carefully bring the edges together and poke the pin through the centre. ( ask an adult to help )
7. Push the pin through the eraser on the top of the pencil and check the pinwheel spins.
Conclusion:
First, the pupils checked the pinwheel spins by blowing on it. Blow from the front, back and each side. Discuss: Does it spin? Which way does it spin? Blow above and below the blades, how does the pinwheel spin now?
Next, the pupils brought the pinwheel outside hold it facing the wind, sideways to the wind and away from the wind.
They recorded where the pinwheel spins the fastest.
Skills:
Investigating, design and make, predicting, recording and analysing.
Engineering Experiment : Energy and Forces: Investigating Wind Energy
Objective:
The pupils will make a pinwheel to model a wind turbine and learn about wind energy.
Materials:
- Scissors
- Long pencil with eraser
- 1 straight push pin
- Paper
- Diagram of the pinwheel template
1. The pupils learned about wind energy and how harnessing the wind contributes to generating electricity.
2. They looked at videos on wind wheels in operation.
3. Pupils worked in pairs. Before beginning the assembly, they watched an instructional video on how to make a pinwheel.
4. Fold the square of paper along each diagonal and open up again.
5. Cut down each diagonal from the corner about ⅔ of the way towards the centre.
6. Carefully bring the edges together and poke the pin through the centre. ( ask an adult to help )
7. Push the pin through the eraser on the top of the pencil and check the pinwheel spins.
Conclusion:
First, the pupils checked the pinwheel spins by blowing on it. Blow from the front, back and each side. Discuss: Does it spin? Which way does it spin? Blow above and below the blades, how does the pinwheel spin now?
Next, the pupils brought the pinwheel outside hold it facing the wind, sideways to the wind and away from the wind.
They recorded where the pinwheel spins the fastest.
Skills:
Investigating, design and make, predicting, recording and analysing.
5th and 6th: Engineering Experiment: Investigating Forces and Thrust
Objective: Using the principles of thrust and force, design a plane and ascertain which plane flies 1. the highest and 2. the furthest distance.
Materials:
A4 paper
Scissors
Ruler/ measuring tape
Instructions:
1. The pupils discussed planes and their design. They watched a video on the engineering https://www.youtube.com/watch?v=PuVkw9Dlguc
2. The pupils discussed different designs of planes and hang-gliders.
3. Working in pairs, the pupils were given the instructions to create the following planes:
- the simple 'n' speedy
- the fantastic flyer
- the skater
- the wide winged glider
- the aeroboat
-the rollercoaster
Conclusion:
The pupil learned that the speed at which they threw the plane was important. Thin and sleek planes, with small wings, liked to be thrown quickly. The glider had bigger, wider wings, and preferred to be thrown slowly.
The angle at which they threw the plane also made a difference.
Finally, they learned that changing the angle across the wings affected the distance of some of the designs. Having the wings angled slightly upwards, downwards or completely level altered the flight of the plane.
Skills:
Investigating, design and make, predicting, recording and analysing.
Objective: Using the principles of thrust and force, design a plane and ascertain which plane flies 1. the highest and 2. the furthest distance.
Materials:
A4 paper
Scissors
Ruler/ measuring tape
Instructions:
1. The pupils discussed planes and their design. They watched a video on the engineering https://www.youtube.com/watch?v=PuVkw9Dlguc
2. The pupils discussed different designs of planes and hang-gliders.
3. Working in pairs, the pupils were given the instructions to create the following planes:
- the simple 'n' speedy
- the fantastic flyer
- the skater
- the wide winged glider
- the aeroboat
-the rollercoaster
Conclusion:
The pupil learned that the speed at which they threw the plane was important. Thin and sleek planes, with small wings, liked to be thrown quickly. The glider had bigger, wider wings, and preferred to be thrown slowly.
The angle at which they threw the plane also made a difference.
Finally, they learned that changing the angle across the wings affected the distance of some of the designs. Having the wings angled slightly upwards, downwards or completely level altered the flight of the plane.
Skills:
Investigating, design and make, predicting, recording and analysing.
5th and 6th Class Engineering Experiment - Making a Draw Bot
Objective: Connect a motor into a simple circuit and watch the machine come to life to wiggle and vibrate across the floor.
Equipment:
1. Using the knowledge gained on simple circuits, the pupils connected the battery, motor, motor clips and the off centre wheels.
2. The attached the markers to the plastic cups - they predicted which would make their bot more robust - 4 or 3 markers!
3. The fixed the motor to the top of the plastic cup.
4. The decorated the draw bot.
5. The pupils tested their draw bot - making adjustments to ensure that the bot rotated.
6. Challenge time! The pupils competed to see which bot could 1. turn in circles and 2. stay on the page for the longest time.
Scientific Skills: investigating, design and make, hypothesising, predicting, experimenting
This was one of the pupils favourite activity during engineer's week!
Objective: Connect a motor into a simple circuit and watch the machine come to life to wiggle and vibrate across the floor.
Equipment:
- motors,
- motor clips,
- off-centre wheels,
- battery box
- drinking cups
- markers
- sticky fixers
- art material
- AA battery
1. Using the knowledge gained on simple circuits, the pupils connected the battery, motor, motor clips and the off centre wheels.
2. The attached the markers to the plastic cups - they predicted which would make their bot more robust - 4 or 3 markers!
3. The fixed the motor to the top of the plastic cup.
4. The decorated the draw bot.
5. The pupils tested their draw bot - making adjustments to ensure that the bot rotated.
6. Challenge time! The pupils competed to see which bot could 1. turn in circles and 2. stay on the page for the longest time.
Scientific Skills: investigating, design and make, hypothesising, predicting, experimenting
This was one of the pupils favourite activity during engineer's week!
Engineering Video
The pupils in 5th and 6th watched the video, 'Explorium: Engineering and Sports', . They really enjoyed it and learned about:
The pupils in 5th and 6th watched the video, 'Explorium: Engineering and Sports', . They really enjoyed it and learned about:
- The different types of engineers.
- Equipment that is tested by engineers.
- The rigorous tests that are involved in designing footballs for the world cup championship - they test for circumference, sphericy, shape & size retention, water absorption, weight, pressure and rebound ability.
- How hamstring machines work for athletes.
- Hawkeye technology.
- Materials used in sports equipment.
- Robokeeper.
- Reaction time - the pupils tried this experiment, testing their reaction time using a ruler.
- How aps can track the wellness of athletes.
Engineering Video - Scientific Sue
The pupils loved this video. They learned:
The pupils loved this video. They learned:
- That Joseph Black (born 1728) was an amazing engineer.
- There are imaginary bubbles in foam.
- Carbon Dioxide is heavier than gas/air.
- Carbon Dioxide is slightly acidic.
- Robert Boyle (born 1627) studied pressure and volume.
- Vinegar and baking soda produces a gas that can quench a candle.
- Joseph Black figured out that air is not just one gas.
- James Martin made ejection seats for pilots in WW2.
- If you put air into marshmallows they get smaller.
- Thomas Andrew (born 1813) .
- When gas expands the temperature decreases.
STEM Creatures
Using the template from the Engineer's Week pack, the pupils in 5th and 6th explored how to shape and fold paper to make different patterns, design and shapes.
They then created their own creatures from paper.
Using the template from the Engineer's Week pack, the pupils in 5th and 6th explored how to shape and fold paper to make different patterns, design and shapes.
They then created their own creatures from paper.
3. Investigate and Develop and Understanding of how Everyday Items Work
The pupils in 5th and 6th completed individual projects on how everyday items work. Projects completed include:
The pupils in 5th and 6th completed individual projects on how everyday items work. Projects completed include:
- Rotary Milking Parlour
- Electric Blanket
- Drones
- Microwave
- Television
- Fridge
- Toaster
- Digital Camera
- Mobile Phone
- Washing Machine
- Dishwasher
- Drill
- Kettle
- Computer
- 3D Printer
- Microscope