http://www.teachengineering.org/view_activity.php?url=collection/wpi_/activities/wpi_safety_sue/safety_sue.xmlactivitytext/xmlK-12 Outreach Office, engineering design processinertiacenter of gravitymaterial propertiesmassweightspeedaccelerationfriction Newton’s lawsgravity anglesslopesratiocost to benefit ratio

Student groups are provided with a generic car base for which design a device/enclosure to protect an egg on or in the car as it rolls down a ramp at increasing slopes. Students are expected to perform basic mathematical calculations using their data.

Automotive manufacturers hire engineers to redesign cars in an effort to make them safer. This process always involves a trade-off between cost of manufacturing a new design and level of safety. After this activity, students will be able to recognize this trade-off and understand the concept of cost to benefit ratio. explain the engineering design process.explain the relationship between distance, time and speed.describe how one can use math to solve a problem.343TeachEngineering.orgThis project was developed as an IQP project by Scott Beaurivage, Justin Riley, and Ryan St. Gelais, undergraduate engineering students at Worcester Polytechnic Institiute, funded in part by Pratt & Whitneyhttp://www.teachengineering.org/collection/wpi_/activities/wpi_safety_sue/design_constraints.dochttp://www.teachengineering.org/collection/wpi_/activities/wpi_safety_sue/design_constraints.pdfhttp://www.teachengineering.org/collection/wpi_/activities/wpi_safety_sue/cost_and_data_table.dochttp://www.teachengineering.org/collection/wpi_/activities/wpi_safety_sue/cost_and_data_table.pdfhttp://www.teachengineering.org/collection/wpi_/activities/wpi_safety_sue/notes.dochttp://www.teachengineering.org/collection/wpi_/activities/wpi_safety_sue/notes.pdfhttp://www.teachengineering.org/collection/wpi_/activities/wpi_safety_sue/perform_data.xlshttp://www.teachengineering.org/collection/wpi_/activities/wpi_safety_sue/perform_data.pdfhttp://www.teachengineering.org/collection/wpi_/activities/wpi_safety_sue/ramp.pdfhttp://www.teachengineering.org/collection/wpi_/activities/wpi_safety_sue/assemble_carbase.jpghttp://www.teachengineering.org/collection/wpi_/activities/wpi_safety_sue/safety_rubric.pdfhttp://www.teachengineering.org/collection/wpi_/activities/wpi_safety_sue/safety_rubric.xlshttp://www.teachengineering.org/collection/wpi_/activities/wpi_safety_sue/team_member_assessment_form.dochttp://www.teachengineering.org/collection/wpi_/activities/wpi_safety_sue/team_member_assessment_form.pdfS101D432MassachusettsScience1.1 Given a design task, identify appropriate materials (e.g., wood, paper, plastic, aggregates, ceramics, metals, solvents, adhesives) based on specific properties and characteristics (e.g., weight, strength, hardness, and flexibility).68S1012153MassachusettsScience2.1 Identify and explain the steps of the engineering design process, i.e., identify the need or problem, research the problem, develop possible solutions, select the best possible solution(s), construct a prototype, test and evaluate, communicate the solution(s), and redesign.68S1009558MassachusettsScience2.2 Demonstrate methods of representing solutions to a design problem, e.g., sketches, orthographic projections, multiview drawings.68S1011180MassachusettsScience2.3 Describe and explain the purpose of a given prototype.68S1004F28MassachusettsScience2.5 Explain how such design features as size, shape, weight, function, and cost limitations would affect the construction of a given prototype.68S10022F2MassachusettsScience6.2 Given a transportation problem, explain a possible solution using the universal systems model.68S10173D8MassachusettsMathDemonstrate an understanding of positive integer exponents, in particular, when used in powers of ten, e.g., 10², 10⁵.56S100B7B8MassachusettsMathDemonstrate an understanding of fractions as a ratio of whole numbers, as parts of unit wholes, as parts of a collection, and as locations on the number line.56S101C12FMassachusettsMathIdentify and determine common equivalent fractions, mixed numbers, decimals, and percents.56S10109EEMassachusettsMathCompare and order integers (including negative integers), and positive fractions, mixed numbers, decimals, and percents.56S101810CMassachusettsMathSelect and use appropriate operations to solve problems involving addition, subtraction, multiplication, division, and positive integer exponents with whole numbers, and with positive fractions, mixed numbers, decimals, and percents.56S1017F98MassachusettsMathAply the Order of Operations for expressions involving addition, subtraction, multiplication, and division with grouping symbols (+, -, x, ÷).56S10009C6MassachusettsMathAccurately and efficiently add, subtract, multiply, and divide (with double-digit divisors) whole numbers and positive decimals.56S1009B34MassachusettsMathAccurately and efficiently add, subtract, multiply, and divide positive fractions and mixed numbers. Simplify fractions.56S10160EFMassachusettsMathEstimate results of computations with whole numbers, and with positive fractions, mixed numbers, decimals, and percents. Describe reasonableness of estimates.56S10105EBMassachusettsMathUse ratios and proportions in the solution of problems, in particular, problems involving unit rates, scale factors, and rate of change.78S1018952MassachusettsMathEstimate and compute with fractions (including simplification of fractions), integers, decimals, and percents (including those greater than 100 and less than 1).78S1016F8BMassachusettsMathDetermine when an estimate rather than an exact answer is appropriate and apply in problem situations.78S101D900MassachusettsMathProduce and interpret graphs that represent the relationship between two variables in everyday situations.56S100E628MassachusettsMathSolve problems involving proportional relationships and units of measurement, e.g., same system unit conversions, scale models, maps, and speed.56S10201F9MassachusettsMathIdentify and use the properties of operations on real numbers, including the associative, commutative, and distributive properties; the existence of the identity and inverse elements for addition and multiplication; the existence of n^th roots of positive real numbers for any positive integer n; and the inverse relationship between taking the n^th root of and the n^th power of a positive real number.910S1011DD4MassachusettsMathSimplify numerical expressions, including those involving positive integer exponents or the absolute value, e.g., 3(2² - 1) = 45, 4|3 - 5| + 6 = 14; apply such simplifications in the solution of problems.910S1009D37MassachusettsMathUse estimation to judge the reasonableness of results of computations and of solutions to problems involving real numbers.910S1012637MassachusettsMathSelect, create, and interpret an appropriate graphical representation (e.g., scatter-plot, table, stem-and-leaf plots, box-and-whisker plots, circle graph, line graph, and line plot) for a set of data and use appropriate statistics (e.g., mean, median, range, and mode) to communicate information about the data. Use these notions to compare different sets of data.910S101DA61MassachusettsMathDescribe the effects of approximate error in measurement and rounding on measurements and on computed values from measurements.910S10066BAMassachusettsMathSolve everyday problems that can be modeled using linear, reciprocal, quadratic, or exponential functions. Apply appropriate tabular, graphical, or symbolic methods to the solution. Include compound interest, and direct and inverse variation problems. Use technology when appropriate.910United StatesCopyright 2012 - K-12 Outreach Office, Worcester Polytechnic Institutehttp://www.teachengineering.org/policy_ipp.phphttp://www.teachengineering.org/2011-10-307Teacher