Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 35511
Punkin Chunkin - An Engineering Design Challenge
This Engineering Design Challenge is intended to help students apply the concepts of the transfer of potential and kinetic energy from SC.6.P.11.1.
It is not intended as an initial introduction to this benchmark.
Subject(s): Mathematics, English Language Arts, Science
Grade Level(s): 6
Intended Audience: Educators
Suggested Technology: Computer for Presenter,
Internet Connection, Basic Calculators, LCD Projector
Instructional Time: 4 Hour(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: Catapult, energy, potential, kinetic, , EDC, Engineering Design Challenge
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
Analyze Day 3 Example Table Distance Pumpkins Traveled.pdf
Catapult Directions.pdf
Engineer Report Pumkin Chunkin.pdf
Engineer_Design_Challenge_Process.pdf
LESSON CONTENT
Lesson Plan Template: Guided or Open Inquiry
Learning Objectives: What will students know and be able to do as a result of this lesson?
Students will:
design and construct prototypes of a catapult to launch pumpkins (use the candy-sized pumpkins, usually available in the fall).
keep careful records to test the prototypes, analyze the results, and modify the models based on their analysis.
present the prototype at a "conference," discussing the merits of their design, and citing evidence in support of their design.
evaluate other designs and will describe the features of a successful catapult.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should have already received initial instruction in potential and kinetic energy and the transfer of energy. Students should understand that as potential energy
increases, the kinetic energy increases when the energy is transferred from potential to kinetic and should be able to explain the Law of Conservation of Energy.
Guiding Questions: What are the guiding questions for this lesson?
1. What materials work best to increase the distance a pumpkin is catapulted?
2. How can we design a catapult to increase the distance a pumpkin is launched?
Introduction: How will the teacher inform students of the intent of the lesson? How will students understand or develop an
investigable question?
Day 1
1. Show students the video http://science.discovery.com/videos/punkin-chunkin-2009-catapults.html ("PunkinChunkin: Catapults") or another video
page 1 of 5 aboutPunkinChunkin. If you have access to Discovery Education, you can find many PumpkinChunkin videos on their website. After watching the video, ask students:
What they saw in the video that was successful in launching pumpkins.
What they saw that was not successful in launching pumpkins.
Do they have any creative ideas for powering machines or launching.
2. Have the students form groups of 3-4 students per team. The teams should decide upon a name.
3. Tell the students that they will be making a practice catapult. They will experiment with using the catapult by launching candy pumpkins and trying to get the
pumpkins into a target (e.g., a bowl, a plastic Trick-or-Treat pumpkin, etc.). Building a practice catapult (see the attached file for step by step images):
Stack 7 craft sticks together and use a rubber band to tie each end of the stack together.
Use a rubber band to tie the remaining 2 craft sticks together. The rubber band should be close to one end of the sticks.
Insert the stack of 7 craft sticks through the 2 stick bundle, pushing the stack of craft sticks as close to the rubber band tie as possible.
Tie a rubber band in a cross fashion joining the two pieces. The closer the stack of craft sticks is to the edge, the more leverage the catapult will have.
Use a hot glue gun to secure the bottle cap to the opposite end of the 2 stick bundle. The cap will be your basket for objects to be launched. Your catapult is
ready for launching.
4. Safety is critical! Remind students to wear their safety goggles at all times.
5. Place the target at one end of the group. Have the students place their catapults 30 cm from the target. In their teams, students will practice launching their
pumpkins into the target, noticing how much tension is required for the pumpkin to reach the target. Students can adjust the tension by adjusting how far the craft
stick is pulled down (e.g., increase force to push the craft stick further down, decrease the amount of force pushing the craft stick down to allow the craft stick to
raise up).
6. Students will move their catapults back 20 cm (a total of 50 cm) from the target and practice launching again. They should notice the difference in the amount of
tension required for the pumpkin to hit the target. Students can adjust the tension by adjusting how far the craft stick is pulled down (e.g., increase force to push
the craft stick further down, decrease the amount of force pushing the craft stick down to allow the craft stick to raise up).
7. Students will move their catapults forward 40 cm (a total of 10 cm from the target) and practice launching again. They should notice the difference in the amount of
tension required for the pumpkin to hit the target. Students can adjust the tension by adjusting how far the craft stick is pulled down (e.g., increase force to push
the craft stick further down, decrease the amount of force pushing the craft stick down to allow the craft stick to raise up).
8. Pass out the Engineer Report and have students record information about the following questions in thePreplanning: Catapult Testing section:
Did you hit the target on your first try? Why or why not?
How did you adjust your catapult so the pumpkin would reach the target?
What change did you notice in launching your pumpkin when you moved the catapult further back from the target?
What change did you notice in launching your pumpkin when you moved the catapult closer to the target?
What did you notice about HOW a catapult works?
Introduce Challenge Question: How can you increase the distance a pumpkin is catapulted?
Investigate: What will the teacher do to give students an opportunity to develop, try, revise, and implement their own methods to
gather data?
Day 2
1. Explain to the students that they are mechanical engineers. They have been hired by the team, Pumpkin Hurlers, to design a catapult for the annual November
Punkin Chunkin contest in Delaware. The Pumpkin Hurlers are a rookie team and need the expertise of engineers to be competitive against expert teams.
2. Explain the Engineer/Design Challenge Process graphic (refer to chart of graphic, if posted), Phase 1.
Explain that we are now in Phase 1: Identifying the Problem. In this stage, engineers identify the problem and identify areas they need to consider when they
design their solution. These considerations are part of the "specifications" for the solution.
After they identify the specifications, they brainstorm possible solutions. Engineers usually brainstorm many solutions before they settle on the best one to build.
Stress that they shouldn't stop at the first idea they get - they should think of several ideas before choosing the one that best fits the specifications.
After they decide on a solution, engineers make a drawing of their idea so they can begin to work out the details of the design (material needed, size, etc.).
Once they have a plan approved by the Project Head (teacher), they build a model of their design to test it. This model is called a "prototype."
3. Briefly show them Phases 2 and 3 of the Engineer/Design Challenge Process graphic, but explain that they will be getting more details about those later in the
challenge.
4. Pass out the Engineer Reports (See Accommodations for options).
5. Guide the class in developing the question: How can you build a catapult that will launch your pumpkin the greatest distance?
6. With the class, develop the specifications of the problem:
Teams must create a catapult using the materials provided.
The catapult must be designed with increasing the distance of the object launched as the primary goal.
Additional specifications suggested by the group.
7. Students get back into their teams and complete Phase 1 (Steps #1-6 above) on the Engineer Report. (Hint: Tell students that, as Project Head, you cannot give
them ideas, but you can help clarify. One idea is to tell them that you will only be able to ask questions, not answer any. For example, if a student asks if you think
their design will work, respond with, "Does it meet our specifications?" Feedback to Students)
8. Once the teams have a design and materials list (selected from the list on the Engineer Report), they will bring the report to you for approval. As students bring you
their plans, ask:
How does your design increase the distance an object is catapulted? Formative assessment—does the student understand that energy is stored in the arm.
Potential energy increases as tension of the arm increases.
Does your design take into account the materials that will work best to increase the distance the object will fly? Feedback to Students
9. After the teams receive approval for their designs, they can collect their materials and begin building their prototypes.
Analyze: How will the teacher help students determine a way to represent, analyze, and interpret the data they collect?
Day 3
1. Gather the student teams together and tell them that we are moving into Phase 2: Testing.
Refer to the Engineer/Design Challenge Process graphic (if posted). Explain that engineers test their prototypes before they present them. The purpose of
testing is to work out all the "bugs" in a design before showing it to others.
So, they test the design under the conditions of the challenge, analyze the results of the test to see what worked well on the design and what needs to be
improved, then they modify their design to fix the things that need to be improved while keeping the things that worked well.
After modifying, they go back to test again, continuing the test -analyze- modify cycle until they feel their solution is complete.
page 2 of 5 2. With the students, discuss the testing they will use. Ask, "How will we test our designs?" (Mark a starting point where catapults will be arranged. Students will
launch pumpkins from the starting line.)
Discuss safety rules to be followed. (Students should stay out of the line of fire. Safety goggles should be worn at all times.)
Another team of students should be responsible for watching where the pumpkin hits the ground and then measure the distance from the starting line to the
landing point. (Hint: To make measurement easier and more precise, use a surface such as aluminum foil to mark where the pumpkin hits the ground. Other
suggestions include dusting the surface with flour to allow the pumpkin to leave a mark, or test in sand.)
Lead them into a discussion about controlling the tests for valid results. Consider these variables:
How do you make sure you place the prototype in the same place each time? (Mark the starting line and place each team's prototype at that mark.)
How do you make sure you have the same conditions for each test? (Lead the students into deciding that the place where the pumpkin first lands will be
used as the place for measurement.)
How do we measure the quality of the prototype? (The distance each pumpkin is catapulted).
Any other variables that come up during the discussion.
3. In their engineering teams, students develop a way to record the data from their tests. See Engineer Report, Phase 2. A chart might look like this (see attached
chart). In addition to a data table, students could maintain a data log to record unusual events (e.g., bumped the catapult, rubber bands broke, operators changed)
that occur during testing. Statistical analysis and data log will help especially during Phase 3, when students analyze and present their results to the class.
4. Students bring their prototypes to the launching area and the starting line. Test according to the conditions outlined by the class. Ideally, 25-30 tests per team
would result in more accurate results. If you are limited on time, have students conduct a minimum of 3 trials per team.
5. Students record their data, and then complete the Test Analysis section on Engineer's Report. During the Test Analysis, students should determine the mean of their
data. Students should also calculate the range of their measurements and discuss the meaning of the data with regard to the performance of their prototype.
6. Students bring Test Analysis section to Project Head for approval signature BEFORE they modify. Discuss the students' finding with each engineer team (Feedback to
Students) One Note: Some students may have a hard time with modifying their current design and instead want to start over with a new design. There is usually
something that works in every design - help the team find those things that they can build on. Starting over with a new design each time defeats the purpose of the
Engineer Design Process.
7. Encourage all teams to complete at least 2 test - analyze - modify cycles. Remind them that they need Project Head approval at the end of each analysis.
Closure: What will the teacher do to bring the lesson to a close? How will the students make sense of the investigation?
Day 4
1. Gather the student teams together and tell them that we are moving into Phase 3: Presentation. Refer to the Engineer/Design Challenge Process graphic (if posted).
Explain that, after testing is completed engineers present their final prototype for "public comment." This public comment could be with the customer who
ordered the project, the people who will be using the project, or some other interested party.
In our case, we are presenting our prototypes to the Pumpkin Hurlers. In an Engineers' Conference/Community Meeting. Teacher tells students that when
another engineering team is presenting, the rest of the class will play the role of the "Pumpkin Hurlers." Remind them that the Pumpkin Hurlers are a rookie
team and need the expertise of engineers to be competitive against expert teams. So they need to listen carefully and critically to the presentations to
determine which team offers the best design.
2. Students present their prototypes.
3. Have a question and answer period after each presentation:
Project Head: Prompt them to use their evidence to support their claims of effectiveness (Formative Assessment - Are they using the terms energy transfer,
potential energy, and kinetic energy correctly?)
Project Head: Collect data from each team to use as a statistical analysis of the prototypes. Create a plot dot (line plot) of the data for all teams. Display and
discuss MAFS.6.SP.2.4 "Display numerical data in plots on a number line, including dot plots, histograms, and box plots." Share with students that engineers
and scientists use data displayed in various ways in order to analyze their results. Using the line plot created from the class data, guide the students in a
discussion about the most effective prototype according to the line plot.
4. Have the students complete the Feasibility Report and Summative Assessment prompt in the Science Notebooks (See Summative Assessment #1, parts a and b):
How can you increase the distance a pumpkin is catapulted? Use evidence from the Engineers' Conference/Community Meeting to support your evaluation.
5. Students can self-assess or teacher can assess using the attached Engineering Design Process Evaluation Rubric.
Day 5
1. Display NGSSS SC.6.N.1.5 "recognizes that science involves creativity, not just in the design of experiments, but also in creating explanations that fit the evidence."
2. Conduct a Think-Pair-Share to have students think about and discuss ways that science involves creativity. Write students' ideas on an anchor chart.
3. Read "How Creativity Powers Science" (found at http://www.sciencenewsforkids.org/2012/05/how-creativity-powers-science/). Have students add ideas to the
anchor chart.
4. Relate the discussion and the article to the Pumpkin Chunkin' activity. Allow time for students to discuss ways in which the activity encouraged creativity.
5. As a final activity, students will write a reflection in their science notebooks about the creative thinking in which they engaged throughout the process of designing
and redesigning their catapults.
Summative Assessment
Teacher evaluation, part 1 (Recorded in student notebook):
a. Feasibility Report: Have students decide which of the presented solutions would be the most feasible, citing evidence from the Engineers' Conference to support
his/her evaluation (it can be their own team's catapult or another team's design.).
Students' explanations must include:
Detailed information, in the form of words and labeled pictures, about the design.
The words potential and kinetic energy. (Teachers can assess student responses based on the details provided and clarity of describing catapult's ability to launch
pumpkins).
Students should include a sketch of the design and label where potential and kinetic energy occur in launching the catapult.
Students should also include a written explanation of how potential energy is converted to kinetic energy when the pumpkin is launched.
The Law of Conservation of Energy should be addressed in the written explanation as students describe how energy changes from potential to kinetic then back to
potential.
b. Students will answer the following in their notebooks: "How can you increase the distance a pumpkin is catapulted?" Use evidence from the Engineers'
Conference/Community Meeting to support your evaluation.
page 3 of 5 Teacher evaluation, part 2:
Use the attached Engineering Design Process Evaluation Rubric to assess students.
Formative Assessment
Ask the students, "Has anyone ever seen or built a catapult? How does it work?" An object is placed in a bucket on the end of an arm. Energy is stored in the arm as
it is pulled down to provide tension. The arm is released, which releases tension, and the object in the bucket goes flying.
Then ask the students, "What can we do to increase the distance an object is catapulted?" Increase the amount of potential energy by increasing the tension in the
catapult arm.
Feedback to Students
Ask the students:
How successful do you think your design will be at catapulting a pumpkin?
What materials will you need to increase the distance your pumpkin will travel?
Additional questions to support students are embedded in the content of this lesson plan.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Students with physical impairments will be on teams with non-disabled peer to enable them to construct the prototype. The teacher may choose to have a student
complete each section of the Engineer Report and Summative Assessment orally.
Extensions:
Have the students create a catapult that will launch a 3-4 pound pumpkin. Students can compete with each other in a mini "Punkin Chunkin" competition. Safety is
critical so be sure to consider all possible dangers and get administrative approval.
Suggested Technology: Computer for Presenter, Internet Connection, Basic Calculators, LCD Projector
Special Materials Needed:
Introduction Day 1
Materials for each student:
10 wide craft sticks
wide rubber bands
1 water bottle cap
Safety goggles
Engineer Report (attached)
For each group:
Target (e.g., bowl, a plastic Trick-or-Treat bucket, etc.)
Meter stick or ruler (to measure distance from the target)
For use by the entire class:
Glue gun to glue on bottle cap
Bag of candy pumpkins
Days 2-4
Materials for each student:
Safety goggles
For each group:
Cardboard base (6"; x 6")
Roll of masking tape
Plastic spoon
Craft sticks
Straws
Rubber bands
For the entire class:
Bag of candy pumpkins
Masking tape to mark the starting line
Measuring tape or meter sticks
Materials for teacher use:
Catapults: Contraptions: Punkin Chunkin. This website on the Science Channel provides more information about catapults, their history, and how they work.
http://science.discovery.com/tv/punkin-chunkin/contraptions/catapult/catapult.html
Engineering Design Process Evaluation Rubric (attached)
Engineer/Design Challenge Process graphic (attached)
Engineer Report (attached)
page 4 of 5 Further Recommendations:
This lesson will take 4 class periods of 45-60 minutes each.
SOURCE AND ACCESS INFORMATION
Contributed by: Melissa Woods
Name of Author/Source: Melissa Woods
District/Organization of Contributor(s): Brevard
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
SC.6.N.1.5:
SC.6.P.11.1:
LAFS.6.SL.1.1:
MAFS.6.SP.2.4:
Description
Recognize that science involves creativity, not just in designing experiments, but also in creating explanations that fit
evidence.
Remarks/Examples:
Florida Standards Connections: LAFS.68.RST.3.7 LAFS.68.WHST.1.2 and, LAFS.68.WHST.3.9.
Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations
where kinetic energy is transformed into potential energy and vice versa.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by
referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic,
text, or issue under discussion.
d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and
paraphrasing.
Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
page 5 of 5