Can You Design a Mobile Device?
Part 1: Applying the Scientific
Method
You are going to be engineers designing a mobile device. Your
design will build on what you have already learned about
motion and forces. Your device cannot be one of the devices
we have already made in class, although you can use parts of
the designs we created earlier.
Your device needs to do the following:
• Move 12 inches horizontally from its starting point without
being pushed or thrown
• Change speed
• Change direction without external forces and continue
moving at least 6 inches (included in the 12 inches)
• Push over a chapter book/push aside an object (show force)
without using a ramp to give your device further acceleration
For Part 2 of this activity, you will create a poster exploring how
your device uses scientific principles.
Can You Design a Mobile Device? Part 1: Applying the Scientific Method
Copyright 2007, Exemplars, Inc. All rights reserved.
1 of 15
Can You Design a Mobile Device? Part 1: Applying the
Scientific Method
Suggested Grade Span
6–8
Task
You are going to be engineers designing a mobile device. Your design will build on what you
have already learned about motion and forces. Your device cannot be one of the devices we
have already made in class, although you can use parts of the designs we created earlier.
Your device needs to do the following:
• Move 12 inches horizontally from its starting point without being pushed or thrown
• Change speed
• Change direction without external forces and continue moving at least 6 inches (included in
the 12 inches)
• Push over a chapter book/push aside an object (show force) without using a ramp to give
your device further acceleration
For Part 2 of this activity, you will create a poster exploring how your device uses scientific
principles.
Big Ideas and Unifying Concepts
Cause and effect
Design
Models
Physical Science Concept
Motion and forces
Design Technology Concepts
Design constraints and advantages
Invention
Can You Design a Mobile Device? Part 1: Applying the Scientific Method
Copyright 2007, Exemplars, Inc. All rights reserved.
2 of 15
Mathematics Concepts
Cost and pricing
Data collection, organization and analysis
Measurement
Time Required for the Task
Allow three to five lessons, depending on the length of a class period.
Context
This investigation follows several earlier activities from our unit on forces and motion. Students
have been introduced to the related concepts, and now this investigation allows students to
apply their understanding of inertia, gravity, friction and Newton’s Laws. In previous units, we
have done a number of design technology challenges, so students are familiar with the
scientific method as well as with the design process and the use of models to test designs.
What the Task Accomplishes
This task allows the teacher to assess students’ knowledge of design, forces and motion, and
their understanding of how to use the scientific method. The designs should reflect conceptual
understanding of motion, inertia, gravity and friction. The solution should also reflect their
understanding and application of the investigation and design process. The poster, to be
created for Part 2 of this task, has students present both conceptual and process learning.
How Students Will Investigate
I prepare student worksheets in a packet to guide this design activity. The packet includes
multiple copies of the scientific method worksheet, a science vocabulary list, and a rubric that
states expectations for the task. Each student decides which materials to use and is
responsible for drawing sketches and making notations along the way. Other miscellaneous
construction materials - scissors, tape, rubber bands, etc. - are also available in one central
location in the room, along with a scraps container for clean up.
To begin the design process, students consider some possible ideas (using past activities as a
starting point). Then, they select one idea to begin building, make a sketch of the device, gather
materials, and build, test and retest as parts are added and modified. This process will be
repeated over several classes as adjustments are made along the way. Once the design is
successful, students move on to preparing a poster that explains their designs and the scientific
concepts applied.
Can You Design a Mobile Device? Part 1: Applying the Scientific Method
Copyright 2007, Exemplars, Inc. All rights reserved.
3 of 15
Interdisciplinary Links and Extensions
Science
Students may decide that once their design is successful, they want to increase the number of
interesting things it can do and thus make modifications to the original design. Students may
also want to explore toys and other devices to see what makes them move and work, and then
to explain their observations using scientific principles. The class could have a “Toy Science
Fair” to display what they have learned.
Language Arts/Social Studies
Students may be interested in conducting research on toys or transportation whose movement
can be explained using the similar that use similar scientific principles.
Mathematics
There are many math concepts integrated with this overall unit on forces and motion. Of course,
students always enjoy trying to set records for speed and distance. Students could also figure
out production costs and materials needed to mass-produce their device.
Teaching Tips and Guiding Questions
Students’ designs will be diverse, so it is important to have a variety of materials on hand as
well as an open space to use when testing designs. To encourage creative and critical thinking,
I continually move about the room thinking with the students and asking them about the
concepts they are using. I remind students to document their modifications along the way on
the scientific method sheets.
Some possible guiding questions:
• What designs have we already used that do what you want this device to do?
• What materials will work best for your particular design? Why did you select that particular
material?
• How can you get it to change speed? direction?
• What changes might you make to your design?
• Is it too big? too small? too slow? Why do you think so?
• How are you measuring distance?
• What forces might be at work here?
• What do you think will happen if you change your design? Did you write down what you
modified?
• Why do you think your design was successful? What did you do to make it successful?
• What did you learn during this task? Did anything surprise you?
Can You Design a Mobile Device? Part 1: Applying the Scientific Method
Copyright 2007, Exemplars, Inc. All rights reserved.
4 of 15
Concepts to be Assessed
(Unifying concepts/big ideas and science concepts to be assessed using the Exemplars
Science Rubric under the criterion: Science Concepts and Related Content)
Design Technology and Invention – Constraints and Advantages: Students observe that
several steps are involved in making things and that some materials are better than others,
depending on the intended purposes and characteristics of the materials.
Physical Science – Motion and Forces: Students demonstrate conceptual understanding of
inertia, friction and gravity (three forces influencing an object’s speed and distance) in building
their designs.
Scientific Method: Students observe and explain reactions when variables are controlled and
describe cause and effect relationships with some justification, using data and prior knowledge.
Students see that how a model works after changes are made to it may suggest how the real
thing would work if the same thing were done to it and that choosing a useful model (not too
simple, not too complex) to explore concepts encourages insightful and creative thinking in
science, mathematics and engineering (models).
Mathematics: Students make precise measurements and apply the concepts of cost and
pricing. Students collect, organize and analyze data appropriately.
Skills to be Developed
(Science process skills to be assessed using the Exemplars Science Rubric under the criteria:
Scientific Procedures and Reasoning Strategies, and Scientific Communication Using Data.)
Scientific Method: Planning and testing a design, predicting, observing, collecting and
recording data, using data to draw conclusions, challenging misconceptions, raising new
questions and communicating.
Other Science Standards and Concepts Addressed
Scientific Method: Students predict, observe, describe, investigate and explain phenomena.
Students collect data and analyze the data to draw conclusions.
Scientific Theory: Students look for evidence that explains why things happen and modify
explanations/designs when new observations are made.
Design Technology – Invention; Constraints and Advantages: Students understand and can
explain that invention requires a series of steps and, depending on the task, careful choice of
materials.
Can You Design a Mobile Device? Part 1: Applying the Scientific Method
Copyright 2007, Exemplars, Inc. All rights reserved.
5 of 15
Physical Science – Forces and Motion: Students apply forces to objects and observe the
objects in motion. Students understand and can explain that the three forces influencing an
object in motion (speed and distance) are inertia, gravity and friction.
Mathematics: Students use graphing to represent and analyze data. Students identify trends
and patterns and use numerical data and (precise) measurements in describing events,
answering questions, providing evidence for scientific explanations, and challenging
misconceptions.
Suggested Materials
Refer to the worksheets on pages 8 and 9. Additionally, students bring in (recycled and other)
materials from home to use. In general, materials might include things like:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Parts of toys
Plastic bottles and containers
Box board (flattened cereal boxes, etc.)
Paper-towel and toilet-paper rolls
Cardboard
Paper cups
Foil
Rubber bands
Paper clips
Masking tape
Scissors
Balloons
Wheels
Dowels
Pipe cleaners
Straws
Possible Solutions
Certain designs will work better than others. Students will know they have solved this challenge
if their model design meets the following specifications: moves 12 inches horizontally from its
starting point without being pushed or thrown; changes speed; changes direction without
external forces and continues moving at least six inches, (included in the 12 inches); and
pushes over a chapter book/pushes aside an object (show force) without using a ramp to give
the device further acceleration.
All daily scientific method worksheets must be completed, listing all modifications and clearly
describing the design tested. Two sketches (moving forward and turning) and data must be
clearly labeled and recorded as evidence of testing the design. Conclusions, explanations and
improvements to the design should be clearly stated.
Can You Design a Mobile Device? Part 1: Applying the Scientific Method
Copyright 2007, Exemplars, Inc. All rights reserved.
6 of 15
Task-Specific Assessment Notes
Novice
This student does not complete all parts of the recording or of the task. There is only one
diagram of the design, and it is unclear how the balloon, meat tray, and wheels are attached.
The last day’s recording sheet does not demonstrate a strategy that shows reasoning as to how
modifications led to improvements in performance – evidence that the student does not
understands how to apply the design process. There are minimaldaily notes and no charts.
Apprentice
This student’s solution is lacking in detail although the task is completed. Two sketches are
completed and mostly labeled. The Day 3 work sample is included here. The work shows a
basic understanding of the design process; however, the explanation of improvements to the
design lack detail (no explanation about how the device was made) and do not show evidence
of a cause-effect relationship or of reasoning using scientific or design concepts. Daily notes
are limited for most days. A labeled chart is included.
Practitioner
This student’s solution and recordings are complete and detailed. Two sketches are clearly
labeled, including materials used. This is a Day 4 sample and the student is still modifying
appropriately. Each day’s work includes a chart of changes in resulting distances – evidence of
a strategy used and an understanding of cause-effect relationships. The student workes until
the design is successful.
Expert
This student’s solution is complete and detailed. There are two well-labeled diagrams of the
design. Day 1 and Day 3 write-ups reflect good conceptual understanding and appropriate use
of terms (force, mass, friction). Each day’s chart shows evidence of understanding cause-effect
relationships. Daily notes clearly detail procedures. There is evidence of use of the design
process, because the design was continually modified (and documented) over more than five
days in order to meet specifications.
Can You Design a Mobile Device? Part 1: Applying the Scientific Method
Copyright 2007, Exemplars, Inc. All rights reserved.
7 of 15
Can You Design a Mobile Device? Part 1: Applying the Scientific Method
Copyright 2007, Exemplars, Inc. All rights reserved.
8 of 15
Can You Design a Mobile Device? Part 1: Applying the Scientific Method
Copyright 2007, Exemplars, Inc. All rights reserved.
9 of 15
Novice
Can You Design a Mobile Device? Part 1: Applying the Scientific Method
Copyright 2007, Exemplars, Inc. All rights reserved.
10 of 15
Apprentice
Can You Design a Mobile Device? Part 1: Applying the Scientific Method
Copyright 2007, Exemplars, Inc. All rights reserved.
11 of 15
Practitioner
Can You Design a Mobile Device? Part 1: Applying the Scientific Method
Copyright 2007, Exemplars, Inc. All rights reserved.
12 of 15
Practitioner
Can You Design a Mobile Device? Part 1: Applying the Scientific Method
Copyright 2007, Exemplars, Inc. All rights reserved.
13 of 15
Expert
Can You Design a Mobile Device? Part 1: Applying the Scientific Method
Copyright 2007, Exemplars, Inc. All rights reserved.
14 of 15
Expert
Can You Design a Mobile Device? Part 1: Applying the Scientific Method
Copyright 2007, Exemplars, Inc. All rights reserved.
15 of 15