Design and Create a Pen
Grade Level: 6-8
Time: Two or three 45 minute periods
Summary: Groups of students will brainstorm, design, and build a functional pen.
Materials:
Water, water colors, washable paint, corn starch, flour, straws, cardboard, paper, paper clips, tape, glue, plastic wrap, craft sticks, sponge, scissors, stopwatch or timer, graduated cylinder, stirring rods
Optional: Computers or tablets, calculators
Standards Grade 6:
S6CS3. Students will use computation and estimation skills necessary for analyzing data and following scientific explanations.
a. Analyze scientific data by using, interpreting, and comparing numbers in several
equivalent forms, such as integers and decimals.
b. Use metric input units (such as seconds, meters, or grams per milliliter) of scientific
calculations to determine the proper unit for expressing the answer.
c. Address the relationship between accuracy and precision and the importance of each.
d. Draw conclusions based on analyzed data.
S6CS4. Students will use tools and instruments for observing, measuring, and manipulating
equipment and materials in scientific activities.
a. Use appropriate technology to store and retrieve scientific information in topical,
alphabetical, numerical, and keyword files, and create simple files.
b. Estimate the effect of making a change in one part of a system on the system as a
whole.
MCC6.RP.3a Use ration and rate reasoning to solve real-world and mathematical problems e.g. by reasoning about tables of equivalent rations, tape diagrams, double number line diagrams, or equations.
MCC6.RP.3b Solve unit rate problems including those involving unit pricing and constant speed.
Standards Grade 7
S7CS3. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations.
a. Analyze scientific data by using, interpreting, and comparing numbers in several equivalent forms, such as integers, fractions, decimals, and percents.
b. Use the mean, median, and mode to analyze a set of scientific data.
c. Apply the metric system to a scientific investigation that includes metric to metric conversion. (i.e. centimeters to meters).
d. Draw conclusions based on analyzed data.
e. Decide what degree of precision is adequate, and round off appropriately.
f. Address the relationship between accuracy and precision and the importance of each.
S7CS4. Students will use tools and instruments for observing, measuring, and manipulating equipment and materials in scientific activities.
a. Use appropriate technology to store and retrieve scientific information in topical, alphabetical, numerical, and keyword files, and create simple files.
b. Use appropriate tools for measuring objects and/or substances.
c. Learn and use on a regular basis standard safety practices for scientific investigations.
MCC7.G.6 Solve real-world and mathematical problems involving area, volume and surface area of two-and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes and right prisms.
Standards Grade 8
S8CS3. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations.
a. Analyze scientific data by using, interpreting, and comparing numbers in several equivalent forms, such as integers, fractions, decimals, and percents.
b. Find the mean, median, and mode and use them to analyze a set of scientific data.
c. Apply the metric system to scientific investigations that include metric to metric conversions (i.e., centimeters to meters).
d. Decide what degree of precision is adequate, and round off appropriately.
e. Address the relationship between accuracy and precision.
f. Use ratios and proportions, including constant rates, in appropriate problems.
S8CS4. Students will use tools and instruments for observing, measuring, and manipulating equipment and materials in scientific activities utilizing safe laboratory procedures.
a. Use appropriate technology to store and retrieve scientific information in topical, alphabetical, numerical, and keyword files, and create simple files.
b. Use appropriate tools and units for measuring objects and/or substances.
c. Learn and use standard safety practices when conducting scientific investigations.
MCC8.G.9 Know the formulas for the volume of cones, cylinders, and spheres and used them to solve real-world and mathematical problems.
Teacher Notes:
Activate students by asking them to identify some of scientists’ oldest pieces of technology. Listen to their ideas and help them to talk about the earliest ink pens. Talk about the role that ink pens have played in recording data and knowledge over time.
In this activity, students will develop their own ink pen using the engineering design process. Once the pen is made, have students use it to record some of the most important concepts they are studying in science.
You can use any materials on hand. The materials listed are suggestions.
Depending on your students, you may need to have a discussion about the viscosity of liquids and explain how viscosity relates to flow rate.
When students are brainstorming the designs for their pens, tell them the limits or constraints that will guide their work. These constraints are:
Only the materials provided by the teacher can be used. (Point out that students do not have to use all of the materials.)
Time is limited. The teacher will determine how much time students can spend on this activity.
In this activity, students are following the engineering design process. Research can be a part of this process and usually occurs before students start generating ideas. If you have an extra day, you could let students see how other launchers are built.
Procedure:
1. Your challenge:
Your team has been stranded on an island after a boat crash. After exploring the island, you want to record the things you have seen and done, but you don’t have a writing instrument. Your challenge is to design and make a functional ink pen (with ink) using the materials found in the disabled boat. Your pen must have a reservoir to hold the ink. The pen and ink must be able to clearly write the names of everyone in your group.
2. You will follow the engineering design process to make this ink pen. The steps of the process are:
To begin, state the problem on your Design Handout. The problem statement might be something like:
We are going to design a ______that will ______.
2. In your group, discuss the kinds of pens you have seen in the past. Recall that ancient people made pens of feather and reed that delivered colored liquids. Pens that included a reservoir to hold ink were first invented in the 10th century. One scientist used a hollow quill to hold the ink and he used a cork to seal the quill and prevent spillage. (Optional – Research the history of pens to see how inventors created reservoirs to hold ink.)
3. Individually, examine the materials available and think about how you could use those materials to make a pen and ink. (You are not required to use all of the materials.)
4. Share your design ideas with the group.
5. Using everyone’s ideas, determine the best way to build the pen and make ink. Sketch the design plan on the Design Handout and list the materials you need. Explain how you will make the ink. Have your teacher check your plans and materials list. You must get the teacher’s signature before you can go to the next step.
6. Send one member of the group to pick up the materials needed to build this design for an ink pen and ink.
7. Build the ink pen and make the ink that you will load in the pen’s reservoir.
8 Once the pen and ink are made, conduct a trial run to see if it works. Record any problems with the pen or ink on the Design Sheet.
9. Describe the changes you need to make to your pen, the ink, or both.
9. Make any adjustments to the pen and ink, then test it again.
10. Present your finished pen and ink to the class.
Extension:
11. Determine the volume of the container that holds ink in your pen.
12. Determine the rate at which ink flows from your pen.
13. Describe three of the most important scientific facts you have learned in the last two weeks.
Name ______Date ______
Members of your group______
Design Handout
1. State the problem to be solved: ______
______
2. Draw your design for the pen.
3. Explain how your will make the ink. ______
______
4. List the materials needed for making your pen and ink. ______
______
5. Teacher approval. ______
3. Changes to be made to the pen, ink, or both. ______
______
______
______
______
Extension
4. What is the volume of the reservoir on your pen? ______
How did you determine the volume? ______
5. What is the rate at which the ink flows from the pen? ______
How did you determine the rate? ______
6. Describe three of the most important scientific facts you have learned in the last two weeks.
______
______
______
______
______
______
______
______