LEARN NC

2 Egg transport vehicle

By Roxanne Moses

Provided by Kenan Fellows Program.

hard-boiled egg shaped like a little car

One of the design requirements for the car is to safely transport a delicate egg.

In this lesson, students will learn about car design features that help to protect passengers in a crash. They will transfer this knowledge to their car designs as they continue working as a group.

Learning outcomes

Students will:

  • Learn about technological design factors that will protect the egg-passenger in their car designs
  • Learn about the causes of car accidents and how to reduce their chances of being in an accident when they become drivers
  • Gain experience and comfort in public speaking
  • Work together as a team on their car designs

Teacher planning

Time required

One class period

Materials needed

Materials for the construction of the car should be available. This list is repeated from the first lesson in this unit.

  • springs
  • rubber bands
  • carbon dioxide
  • water bottles
  • balsa wood
  • wheels
  • axles
  • eye screws
  • thin braided rope
  • coping saw
  • glue
  • sanding block
  • measuring tape

Student handouts

Group one expert interview: Egg transport vehicle
Document by the author
Open as PDF (19 KB, 3 pages; also available as Microsoft Word document)

Activities

  1. Group One presents the Egg Transport Vehicle expert interview.
  2. Discuss the information presented in the expert interview. Ask students to share items they found particularly interesting or surprising. Make sure to answer any questions or elaborate on concepts that are unclear.
  3. For the remainder of the class period, students meet as a group and work on their car designs. Advise them to keep in mind the information they learned during the expert interview.
  4. While students are working in their groups, circulate through the class and ask groups about how they are approaching their designs. Offer guidance where necessary. Try to lead students to justify their decisions in terms of scientific principles. Ask them about how they arrived at their decisions and how they are handling disagreements. Emphasize that disagreement is natural! It will be a factor in group work for the rest of their lives.

Assessment

Because not all students will be presenting in the expert interviews, you should only informally assess those that do. Make sure they are prepared and interested in conveying the information to the rest of the students. Circulate through the groups as they continue with their car designs and encourage all students to participate.

North Carolina curriculum alignment

Science (2005)

Grade 8

  • Goal 1: The learner will design and conduct investigations to demonstrate an understanding of scientific inquiry.
    • Objective 1.01: Identify and create questions and hypotheses that can be answered through scientific investigations.
    • Objective 1.07: Prepare models and/or computer simulations to:
      • Test hypotheses.
      • Evaluate how data fit.
    • Objective 1.10: Analyze and evaluate information from a scientifically literate viewpoint by reading, hearing, and/or viewing:
      • Scientific text.
      • Articles.
      • Events in the popular press.
  • Goal 2: The learner will demonstrate an understanding of technological design.
    • Objective 2.02: Use information systems to:
      • Identify scientific needs, human needs, or problems that are subject to technological solution.
      • Locate resources to obtain and test ideas.
    • Objective 2.03: Evaluate technological designs for:
      • Application of scientific principles.
      • Risks and benefits.
      • Constraints of design.
      • Consistent testing protocols.