Makenificent Machines

Creativity and innovation- Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

• a. Apply existing knowledge to generate new ideas, products, or processes

• b. Create original works as a means of personal or group expression.

PS2: Motion and Stability: Forces and Interactions:

• PS2.A: Forces and Motion (K-5, MS): Students will explore how pushes and pulls can cause changes in motion and design mechanisms to create desired movements.

• PS2.B: Types of Interactions (MS): At the middle school level, they could consider how different types of interactions (e.g., friction in a rolling mechanism) affect the game.

Science and Engineering Practices (SEP):

• Developing and Using Models (K-12): Students will create a physical model (the game itself) to represent their design ideas.

• Planning and Carrying Out Investigations (K-12): Testing different aspects of their game and how the moving parts function.

• Analyzing and Interpreting Data (K-12): Observing how their game works and identifying areas for improvement.

• Designing Solutions (K-12): The core of the project is to design a functional game with moving parts.

• Engaging in Argument from Evidence (K-12): Students could justify their design choices based on testing and observations.

The student is expected to 

• Science 1.7 A (Grade 1): Explain how pushes and pulls can start, stop, or change the speed or direction of an object's motion

• Science 1.7 B (Grade 1): Plan and conduct a descriptive investigation that predicts how pushes and pulls can start, stop, or change the speed or direction of an object's motion.

• Science 2.7 B (Grade 2): Plan and conduct a descriptive investigation to demonstrate how the strength of a push and pull changes an object's motion.

• Science 3.7 A (Grade 3): demonstrate and describe forces acting on an object in contact or at a distance, including magnetism, gravity, and pushes and pulls

• Science 3.7 B  (Grade 3): Plan and conduct a descriptive investigation to demonstrate and explain how position and motion can be changed by pushing and pulling objects such as swings, balls, and wagons.

• Science 4.7 (Grade 4): Plan and conduct descriptive investigations to explore the patterns of forces such as gravity, friction, or magnetism in contact or at a distance on an object.

• Science 5.7 A (Grade 5): Investigate and explain how equal and unequal forces acting on an object cause patterns of motion and transfer of energy; 

• Science 5.7 B (Grade 5): Design a simple experimental investigation that tests the effect of force on an object in a system such as a car on a ramp or a balloon rocket on a string.

• Technology (Middle School): Creativity and innovation--innovative design process. The student takes an active role in learning by using a design process and creative thinking to develop and evaluate solutions, considering a variety of local and global perspectives. The student is expected to: 

  • (A) resolve challenges in design processes independently using goal setting and personal character traits such as demonstrating courage and confidence;

  • (B) discuss and implement a design process using digital tools to compare, contrast, and evaluate student-generated outcomes; and

  • (C) identify how the design process is used in various industries.

When designing and making, pupils should be taught to:

Design 

• design purposeful, functional, appealing products for themselves and other users based on design criteria

Make  

• select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]  select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

Technical Knowledge

• build structures, exploring how they can be made stronger, stiffer and more stable

Key Stage 2 (Years 3-6):

When designing and making, pupils should be taught to:

Design  

• use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups  

• generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

Make 

• select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately

Technical Knowledge

• understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]

Evaluate

• investigate and analyse a range of existing products

• evaluate their ideas and products against their own design criteria and consider the views of others to improve their work