Design and Build an Electric Toy
Grade level: 6-8
Time: Three 45 minutes periods
Summary: In this hands-on activity, groups of students use the engineering process to design and create a toy that moves.
Materials: Design Handout (one for each student)
Materials available in the Toy Supply Store: Tissue rolls, pipe cleaners, craft sticks, tape, paper clips, straws, scissors, notecards, rubber bands, paper clips, 2’ length of insulated wire, wire cutters, AA batteries, rulers, markers, magnets
6th Grade Standards:
S6CS2. Students will use standard safety practices for all classroom laboratory and field investigations.
a. Follow correct procedures for use of scientific apparatus.
b. Demonstrate appropriate techniques in all laboratory situations.
c. Follow correct protocol for identifying and reporting safety problems and violations.
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.
c. Read analog and digital meters on instruments used to make direct measurements of length, volume, weight, elapsed time, rates, and temperature, and choose appropriate units for reporting various quantities.
S6CS5. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters.
a. Observe and explain how parts are related to other parts in systems such as weather systems, solar systems, and ocean systems including how the output from one part of
a system (in the form of material, energy, or information) can become the input to other parts. (For example: El Nino’s effect on weather)
b. Identify several different models (such as physical replicas, pictures, and analogies)
7th Grade Standards:
S6CS2. Students will use standard safety practices for all classroom laboratory and field investigations.
a. Follow correct procedures for use of scientific apparatus.
b. Demonstrate appropriate techniques in all laboratory situations.
c. Follow correct protocol for identifying and reporting safety problems and violations.
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.
c. Read analog and digital meters on instruments used to make direct measurements of length, volume, weight, elapsed time, rates, and temperature, and choose appropriate units for reporting various quantities.
S6CS5. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters.
a. Observe and explain how parts are related to other parts in systems such as weather systems, solar systems, and ocean systems including how the output from one part of
a system (in the form of material, energy, or information) can become the input to other parts. (For example: El Nino’s effect on weather)
b. Identify several different models (such as physical replicas, pictures, and analogies) that could be used to represent the same thing, and evaluate their usefulness, taking into account such things as the model’s purpose and complexity.
8th Grade Standards:
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.
S8CS5. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters.
a. Observe and explain how parts can be related to other parts in a system such as the role of simple machines in complex machines.
b. Understand that different models (such as physical replicas, pictures, and analogies) can be used to represent the same thing.
S8P3. Students will investigate relationship between force, mass, and the motion of objects.
c. Demonstrate the effect of simple machines (lever, inclined plane, pulley, wedge, screw, and wheel and axle) on work.
Teacher Notes: One way to activate this lesson is by showing a short video clip on toy design such as the one at:
Discuss the Design Process with students or provide them with the following information.
Design Process:
1. Identify the need or problem. In this step, you restate the need or problem in your own words. For example: How can we design a ______that will ______.
2. Identify the criteria and constraints. Criteria are the things that are required and constraints are the restrictions in materials, time, and/or budget.
3. Brainstorm ideas to solve the need or problem. During this time, individuals present their ideas to the group. The group listens respectfully without criticizing. After all ideas are presented and discuss, the group decides on the best way to solve the problem.
4. Draw the design for your solution. Sketch the plans for your solution. In your sketch, show what it will it look like when finished and how the parts fit will together.
5. Build the item that you have designed. Start with the package of basic materials and purchase the optional items that you need. Following your plans, construct your item.
6. Test the item to see if it works correctly.Find out if your item works.
7. After testing, redesign to fix any problems or make needed improvement. After testing your item, notice any problems. Is it moving? Is it doing what it is designed to do? If not, decide how to fix it.
8. Retest the item to see if it works correctly. Try operating your item again to see if all problems are solved.
Previous knowledge required to complete the activity includes:
Electric circuits require a closed loop that can carry current.
Electric circuits require a source of power such as a wall outlet or battery.
Motors can be used to produce motion.
If you do not have all of the materials listed, you can substitute other items. Students must have a battery or two, wire, motor, and something material to provide the body of the toy. Most of the other materials are optional.
If you don’t have enough wire cutters for each group, you could have groups share the cost of the cutters.
After students test their toys for the first time, they may find that they have some materials they don’t need and want to purchase other materials. You might consider letting them sell items back to the store so that they can purchase new ones.
Each toy has to move at a speed of 0.1 m/s or faster. You may want to create a testing area so that you can help students determine the speed. Make meter sticks and stop watches (or times) available. Let students run their toys for 10 seconds, the measure the distance they traveled. They can use the formula speed = distance/time to determine the speed.
Correlate your math standards to the processes in this activity.
Design and Build an Electric Toy
Procedure:
1. Working in groups of 2 or 3, read the following challenge:
Mattie is a new girl who just moved into your neighborhood. Flooding caused by heavy rains washed away Mattie’s previous home and everything in it, including all of her toys. Her favorite toys were the ones that have batteries and move. Your challenge is to create a new electric toy for Mattie using the materials provided by the teacher. The toy must:
- Be able to travel at a speed of 0.1 meters/second or faster.
- Cost less than $50,
- Be finished and ready to share with the class by ______. (Your teacher will provide a date.)
2. As a group, identify the problem or need that you have been asked to solve. Write the problem or need on the Design Handout.
3. Individually, spend a few minutes thinking of some ideas for a toy.
4. One person at a time, share your ideas to the group. While one student shares , others will listen quietly.
5. Working with your group, discuss the ideas and select the best one. Draw your group’s design for the toy on the Design Handout.
6. List the materials needed to build this design and record the price of each material in the Budget on the Design Sheet. Be sure that you have enough money for everything you need to purchase from the Toy Supply Store.
7. Show your design and budget to your teacher for approval. If the teacher does not approve of your plans, re-do the design according to the teacher’s suggestions.
8. Purchase the materials you need at the Toy Supply Store and construct your toy.
9. Test your toy to see if it works. The toy should move at a speed of 0.1 meters/second or faster. To determine speed, measure the time it takes the toy to move a distance of 1 meter. Divide the resulting speed by 10. Show your calculations on the Design Handout.
10. Also check the toy for any other problems that need solving. Record the problems on the Design Handout.
11. During the testing phase, also look for any ways that you can improve the toy. Record possible improvements on the Design Handout.
12. After testing the toy, discuss the problems and improvements with your group. Decide on how you want to change the toy. Make the needed changes or adjustments.
13. Retest your toy to see if you solved the problems.
14. When all toys are finished, demonstrate and explain your toy for your classmates.
15. Write an advertisement for your toy that can be posted in the local paper. The advertisement should:
Have at least one picture,
Be 20-50 words in length,
Explain what your toy does and tell why someone might want to buy it.
Name ______Date ______
Design Handout
Design and Build an Electric Toy
1. What is the problem or need that your group has been asked to solve?
______
______
2. Your group’s design for a toy that moves or has moving parts:
Teacher’s Signature ______
3. Budget for your toy:
Name of item to purchase / Price per item / Number of items / Cost of these itemsTotal______
Teacher’s Signature ______
4. Simple machines in your toy:
Type of simple machine in your toy / What does this machine do in your toy:5. Calculate the speed of your toy. Speed can be determined using the formula:
Speed = distance/time
Speed of your toy ______
6. Advertisement for your toy: Be sure that your advertisement has at least one picture, is 20-50 words in length, and explains why someone might want to buy the toy.
Toy Supply Store
Price List
Materials Available / Cost of materialsTissue roll / $5.00
Pipe cleaner / $3.00
Craft stick / $3.00
Tape / $3.00 per foot
Paper clip / $2.00
Straw / $3.00
Scissors / $6.00
Notecard / $2.00
Rubber band / $2.00
1’ of insulated wire / $8.00
Wire cutters / $8.00
AA battery / $8.00
Ruler / $4.00
Marker / $3.00
Magnet / $4.00