Engineer a Sneaker - Activity - www.TeachEngineering.org

A coach talks to four kids with basketballs - all wearing various kinds of sneakers.

Designing today's sneakers is an engineering science that combines physics, biomechanics and materials science. The engineering designs take advantage of a wide range materials and creative structural concepts to provide durability, comfort, cushioning and stability. Good designs also consider the characteristics of various foot types (female, male, child) since each has typical shapes and proportions. For example, women's feet are usually narrower with higher arches than men's feet. The inside layout of a well-designed sneaker takes these physical differences into account. Another important consideration is the activity application. Each sport has different footwear requirements; some require high flexibility, others maximum cushioning or high traction.

Part 1: Modeling and Building a Sneaker

As a class, discuss the following: Think about the characteristics of your shoes. What would you like to be different about them? What would it take to create a sneaker with that new property or component? What materials do you know about that could be used?
Divide the class into groups of three or four students each. Give each group Worksheet B: Design Specifications for the Sneaker to complete.
Hand out two copies of Worksheet A: Materials and Properties to each group. Discuss the properties of each material (springy, soft, rigid, sticky, rough, etc.).
Hand out two copies of Worksheet C: Materials and Costs to each group. Costs are assigned to each item. The designed pair of sneakers must be within budget, limiting options and forcing engineering trade-off decisions.
Distribute two fabric bases plus a bag that includes the materials available for construction of the prototype sneakers. Students can cut or shape materials as desired. Alternatively, set up a "store" at which students can purchase the materials they want by completing and submitting Worksheet C.
Once students select the materials that they feel will work best (meet their design criteria) for their prototype sneakers, have them use glue and tape to assemble the prototypes.
Allow the prototypes time to dry.

Part 2: Evaluating and Improving the Design

Distribute the dry prototypes to the original designers and two lengths of twine for tying on the prototypes.
If time permits, have groups present their designs to the class, explaining what worked well and how they would improve their prototypes. Evaluate each design according to the criteria in #3, below. If time is short, enlist the help of another adult to evaluate half of the groups.
Use the following criteria to evaluate for design success, rating on a 1-3 scale:

Height: Measure the student's height with and without the sneakers on.
Traction: Slide around the floor with and without the sneakers on.
Cushioning: Jump up and down with and without the sneakers on.
Stiffness: Bend and twist prototype sneakers compared to store-bought sneakers.

If students suggested any additional design criteria, have the group discuss and decide what would be appropriate tests for design success.
Conclude with a class discussion of the following: Compare your sneaker prototypes to some of the sneakers that students are wearing. How do the materials you used compare to the ones in the store-bought sneakers? Are the ideas you have created realistic? What activities are best suited to your designs?