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Project Name: Sphero Water Wars!!!
Overview: Students will be asked to create a “vehicle” that attaches to Sphero using the given “hat.” This vehicle must be able to transport 100 ml of water from the starting line, around a loop and to the finish line saving as much water as possible and in the least amount of time.
Objectives: Students will discuss volume and how much space is required to hold a specific volume of water. They will also discuss elements of design necessary to help the car drive smoother, keep water in place, prevent splashing, help in turning radius, how weight/materials/drag change speed and efficiency, etc.
Online access to pictures, objectives, rubrics and helper videos
Trailer to get your students excited:
Online access to the video
individual designs might need to be tweaked for optimized driving
After your prints complete
Some assembly is required for the vehicles provided but they are in no way the "best" examples.
For the vehicle thats is completely printed, the wheels and axels will be a different print file than the base vehicle. The base vehicle needs to be printed with supports. For the partially printed vehicle (blue) you will need to print 4 wheels and the base file. Make sure to print the base file with supports.
You may want to print a "hat" for each group/sphero.
**While you are printing, you may want to have kids practice driving.
***If you would like an extention, try having the kids code the sphero to go around the track.
What Mediums to use
We took a sphero hat model existing in tinkercad and modified it to add the attachment platform.
Each group member was given the opportunity to design a vehicle that met requirements of the challenge. Based on the comfort and skill levels of the group, each member turned to their own medium to complete the challenge.
4-PS3-3 Ask questions and predict outcomes about the changes in energy that occur when objects collide.
4-PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
Grades 3-5 Design:
3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
*3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
Common Core Math Standards:
*4.MD-2 - I can solve real-world problems that require arithmetic with distances, liquid volumes, masses, time, and money.
5.MD-3. Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
5.MD-5. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. a. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication
*5.MD-5. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.
Preparation: Tynker Cad (or other design program of choice) accounts should be created (one per group) for design purposes, students should have had time to work with the program so that they understand the basic tools, options and design aspects. Students should have been given a chance to become familiar with the Sphero, control and its driving capabilities
Online Form to Assess with the Rubric