Ship Wrecked!
Outcome:
5-3-14: Use the design process to construct a prototype containing a system of two or
more different simple machines that move in a controlled way to perform a specific
function.
Materials:
?
writing utensil
?
research materials (library, internet, etc.)
?
various materials for constructing prototype (to be determined by individual students)
Teacher’s Instructions:
1. Make a class set of pages 2-9. For this activity students may work individually or with a
partner. Page 10 is a peer assessment sheet. Make enough copies of page 10 so that
each student can fill one out for each student or pair of students that will be presenting.
Page 11 is for teacher assessment. Make one copy for each student or pair of students
that will be presenting.
2. Explain to the class that they will be solving a problem using the design process. The
task is to design and create a fishing tool and present their ideas to the rest of the class.
3. Hand out pages 2-9 to each student. Page 2 describes the problem that students will be
required to solve and the list of criteria for their designs.
4. Pages 3-5 outline the design process. Students will use this log to document their
progress throughout the design process. This will be submitted for evaluation after
presentations.
5. This project requires students to do some research. Pages 6-8 contain background
information to help them get started.
6. Students will use page 9 to complete a self assessment after they have completed their
design and presented it to the class.
7. Students will use page 10 to complete peer assessments during/after each presentation.
Teachers will use page 11 for evaluating projects/presentations.
Teacher Background Information:
For background information on the Design Process, see pages 3-5.
For background information on simple machines and fishing tools made from simple
machines, see pages 6-8.
1
Ship Wrecked!
Try and solve this problem!
Your boat has been capsized in bad weather and you are on a small island
that used to be a fishing camp. Rescue off the island will be in a few days
after the weather conditions improve. Survival will depend on designing a
device to catch fish from shore. The criteria that you have to follow are:
the device must be built using only recycled material which can be
found in the old fishing hut. There is no fishing equipment, just
materials that you may be able to fasten together;
the device must contain at least two or more simple
machines; and
one person alone must be able to
demonstrate how it will be used.
2
Name: _________________
Design Process Log
Using the Design Process to Solve a Problem
Step 1: Identify a Practical Problem to Solve
What problem are you trying to solve?
What is the intended purpose of your design? (What is your design supposed to do?)
Step 2: Research
What do you already know about this kind of device?
What other information did you find about this kind of device?
What materials will you need to construct this device?
Step 3: Develop Criteria to Evaluate a Prototype
What is the criteria that your device must meet? (Hint: see page 2.)
The class may also include additional criteria (e.g. function, efficiency, aesthetics, waste, etc.).
1. ________________________________________________________________________
2. ________________________________________________________________________
3. ________________________________________________________________________
4. ________________________________________________________________________
5.. ________________________________________________________________________
6. ________________________________________________________________________
3
Step 4: Construct a Prototype
Sketch your design inside the box below. Label all the parts of your design.
Once you have sketched your design, construct a prototype of your design. (Hint: a prototype
is an example.)
Step 5: Test a Prototype
Use the scale to rate your device according to the criteria listed in Step 3.
1. _________________________________________
0
1
2
3
4
5
2. _________________________________________
0
1
2
3
4
5
3. _________________________________________
0
1
2
3
4
5
4. _________________________________________
0
1
2
3
4
5
5. _________________________________________
0
1
2
3
4
5
6. _________________________________________
0
1
2
3
4
5
4
Step 6: Identify and Make Improvements
Look at your scores from Step 5.
Did you score lower than 3 on any of the criteria?
Yes
No
If yes, list the criteria in the space provided below and describe how you will improve your
design to meet this criteria.
Area that needs improving
My Improvements
Step 7: Communicate and Reflect on Solution
Use the space below to write a brief description of your design, how the device works, why
you chose to construct it the way you did, and how it solves the initial problem. Remember,
you will be presenting this to your classmates so be prepared to show your design and
demonstrate how it works.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
5
Simple Machines
A simple machine is a tool that makes work easier. It has few or no moving parts and it requires
some form of energy, or effort, to work. There are six simple machines:
lever
inclined plane
wheel and axle
screw
wedge
pulley
A lever is a board or bar that rests on a turning point. This point is
called the fulcrum. An object that a lever moves is called the load.
The closer the load is to the fulcrum, the easier it is to move. An
example of a lever is a see-saw. A see-saw has two loads, the people
on either side of the see-saw. Another example of a lever is a hammer
when it is used to pull out a nail. The load in this case is the nail.
An inclined plane is a flat surface that is higher on one end. It is used
to move an object to a lower or higher place. When it moves a load to
a lower place it uses the force of gravity. An example of an inclined
plane is a slide. The load (a person) uses the slide to get from the top
of the structure to the bottom of the structure. Another example of an
inclined plane is a ramp. Ramps make it easier to move things to lower
or higher ground.
A wheel and axle make up another simple machine. The axle is the
rod that goes through the wheel and lets the wheel turn. Wheels and
axles make it easy to move things from place to place. Imagine that
you are walking your bicycle across the street. Now imagine that your
bicycle does not have wheels. Which way is easier?
A screw is a simple machine that is made from another simple
machine. It is an inclined plane that winds around itself. It is used to
raise or lower objects or to hold things together. For example, the
screws on the inside of a lid and the outside of a jar works to fasten the
lid to the jar. A light bulb is another example of a screw.
A wedge is used to push two objects apart. It’s made of two inclined
planes that meet and form a sharp, narrow edge. The sharp edge is
inserted between objects. As pressure is applied and the wide end
pushes through, the objects come apart. An axe is an example of a
wedge.
A pulley is made out of a wheel and a rope. The rope fits inside a
groove in the wheel. One part of the rope is attached to the load.
When you pull the other side of the rope, the wheel turns and the load
moves. Pulleys make the work of moving heavy loads much easier
and are useful for moving things to hard to reach places. Flag poles,
cranes, and window blinds all use pulleys to work.
6
Simple Machines and Fishing
Fishing Rod and Reel
Probably the most familiar method of fishing, the rod and reel
uses a lever and a pulley. A fishing rod is an example of a lever.
The fulcrum is at the end where the angler’s hand is holding onto
the rod. The load is the lure or hook that is cast out in the water.
The load can also be the fish that the angler is lucky enough to
catch.
The effort, which is applied in the middle of the rod, comes from
reeling in the fishing line. However, the lever also acts to increase
the speed and distance of the load (lure) as it is cast out over the
water. The longer the fish rod, the greater the distance that the lure
can be cast.
The reel on the fishing rod is actually a wheel and axle. The reel
has a wheel which is attached to a central axle that moves the
wheel when it is turned. The fishing line winds or unwinds around
the axle, making a pulley. The reel also has a crank handle that
makes it easier to wind the fishing line.
Ice Fishing
Many Manitobans like to fish in the winter. In winter, anglers do not
need a long rod because they do not need to cast their line.
Instead, they fish through a hole in the ice. In this case, a short
lever suffices. Anglers use what is called a tip-up, which is
another example of a lever.
In this case the rod, or lever, acts more like a see-saw. The
fulcrum is in the middle and the lever is weighted on one end so
the other end sticks up in the air. When a fish (the load) bites, it
pulls down the high end, causing the weighted end to pop up and
signaling to the angler that something is on the line.
But wait! How do anglers make a hole in the ice? They use an ice
auger. An auger is an example of a screw, which is a more
complex version of an inclined plane. In this case, the inclined
plane is cut in a spiral shape around a metal shaft.
7
Commercial Fishing
Manitobans do not only fish for recreation. Some are
commercial fishers who catch the fish that you buy in the
grocery store. They fish for a living.
The fishers fish with gill nets. Gill nets are like underwater
fences. Fish are caught when they try to swim through the
mesh, which entangles their gills. The nets vary in length,
depth, and size of mesh. The mesh size determines the size of
fish that can be caught. Each net is about 80 metres long with
plastic floats attached to the top line of the net and lead
weights along the bottom line.
When the net is full of fish it is very heavy and difficult to lift out
of the water. The large commercial boats (which can be up to
50 feet long) have a motorized net lifter at the front of the boat
(called the “bow”) that works much like a pulley. It resembles
a reel on a fishing rod, only much larger.
Commercial Fishing in Winter
Commercial fishers also fish in winter under the ice. How do
they do it? Well, just like an angler, they use an auger to drill
holes through the ice, only their augers are much bigger.
Once the holes are drilled, they set their nets under the ice
using a jigger. The jigger is a dart-shaped plank about six feet
(1.8 metres) long. It has a steel-tipped wooden arm running
through a slot and hinged to a steel rod. A long rope is
attached to the rod.
To set a net, a jigger is placed through a hole cut in the ice.
The jigger is positioned so that the steel-tipped arm sticks up
against the underside of the ice at the water’s surface. When
all is ready, the operator pulls on the rope (applies force). The
rope is attached to the metal rod (the lever) on the jigger.
When pulled, the rope applies pressure on the wooden arm,
pushing it upwards and causing the steel tip to dig into the ice
and propel the jigger forward approximately one metre.
When the rope is released, the steel tip drops away and
returns to its former position. The operator tugs the rope again
and repeats the process until the jigger has moved from the
first hole a distance equal to the length of the net. A second
hole is then drilled and the jigger is removed. The rope trailing
the jigger is tied to a gill net. As the rope is pulled, the net
enters the water through the first hole and is pulled into
position between the two holes.
8
lake ice
steel tip
steel runners
direction
of jigger
wooden
arm
iron rod
slack line
water
Student Design Process Self Assessment
Student Name:
I chose to make a .....
One success I experienced was ...
One problem I encountered was...
If I did the project again I would .....
I would still like to learn more about ......
I think my design ......
9
Student Design Process Peer Assessment
Name of Student/Group:
Name of Evaluator:
What did the student/group make?
What success did they have?
What problems did they encounter?
Were they able to solve these problems?
Yes _____ No _____
If "yes, how?
Rate the student/group on the following by circling the appropriate space.
("1" = poor, the lowest rating, and "5" = excellent, the highest rating.)
1. Aesthetic value of the device
1
2
3
4
5
2. Use of recycled materials
1
2
3
4
5
3. Effectiveness of the device
1
2
3
4
5
4. Presentation and knowledge about
the device
1
2
3
4
5
10
Teacher Design Process Checklist
Name of Student/Group
Design Process
(After student presentations, collect Design Process Log.)
1. Identifies/Understands the problem
2. Shows research for possible solutions
3. Develops/Identifies criteria for success
4. a) Provides labeled sketch/blueprint
4. b) Constructed a prototype
5. Tested prototype according to criteria identified
6. Identifies problems and makes improvements
7. Presented and communicated results
Other criteria
Used recycled materials
Two or more simple machines used
Can be maneuvered by one person
11