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Transportation Systems Boat Research Assignment
- Show photographs or discuss commercially built boats similar to the ones they will be designing.
- Arrange for a field trip to an Erie Canal Lock, take a trip on the Canandaigua Lady paddle wheeler, boat show room, marina, or other marine sites.
- Obtain permission to use the school swimming pool for the students to test their boats, and for race day. Make sure a lifeguard is on duty whenever the pool is used.
- Obtain the necessary materials and supplies for a remote control boat activity from a local hobby shop or other educational suppliers.
- Distribute the evaluation sheets and design specifications sheets
explaining how the students will be evaluated on the boat activity. Explain that
students will be keeping logs/journals of their boat-building experiences.
Size Specifications
Evaluation
- Show and explain examples of the type of sketches and drawings that must be completed for the boat activity design. Show sample models produced in past years, if possible.
- Explain the buoyancy of (2) two liter bottles in the sink full of water and weights added to a board across the top of the bottles.
- Explain the pitch of propellers.
- Explain the operation of canal locks.
- Explain the operation of hovercrafts and hydrofoils.
- Explain and show examples of orthographic projection drawings, using front, tip, and side views.
- Assign students homework to sketch their home television on small
¼" 8 ½" x 11" graph paper using the orthographic projection method, for
better understanding of orthographic projection.
14a. Prepare a test on marine transportation from discussions in class, worksheets, homework, and textbook reading.
Marine Terminology Quiz
2a. Explain the history, economic, social, and technological impacts of marine transportation on our environment (part of their textbook homework).
2b. Explain marine terminology using diagrams distributed on student handout sheets.
- Demonstrate how to draw the designs of their boat to scale on large (17" x 22") graph paper (using the orthographic projection method) that will show all their design parts. Do simple pictorial sketching to illustrate parts of their boat design that may be difficult to understand.
- Explain and demonstrate the safe use and operation of machinery and tools that may be used for constructing the boat.
- Explain and demonstrate the safe use of materials and supplies that may be used in constructing the boat.
- Explain and demonstrate the safe use of fasteners that may be used in fastening parts of their boat.
- Prepare a safety test for each machine demonstrated, general technology lab safety, and explain that a 100% must be obtained to go to work.
- Explain that a sample bill of materials for building their boat should be included on their graph paper drawing in the space above the side view.
- Videotape the boat-making and testing for each group. The students will later prepare a script that goes with the videotape.
- Evaluate daily logs or journals regularly and when the boat is completed.
- Develop race brackets to record times of each boat.
Class Boat Teams
- Invite students, teachers, administrators, school board members, and legislators to boat race day as spectators and assistants.
- Score each part of the evaluation sheet individually with the team.
Evaluation
- Show students the videotapes and photographs of themselves while they were working on their vehicle and if possible, show videotapes of past boat races.
- Promote the boat races on the school television and public address
system, as well as in community newspapers, the school newspaper, and local newsletters.
Develop an 8 ½" x 11" sign announcing the boat race day, time, and
place, and distribute around the school.
Promotion Flyer
- Conduct the races as described in Learning Context.
What Students Do
- Participate in class discussion about orthographic projection, and topics related to marine transportation.
- Research marine technology, rafts, catamaran boats, ships, buoyancy, and boat propulsion systems and other related topics provided by the teacher, or choose their own topic with teacher approval, using library books, periodicals, or Internet research. Students may also visit marinas, and boat show rooms for information. Each team member completes their own word-processed research report and is evaluated on the evaluation sheet.
- Brainstorm ideas from class discussion, and make sketches.
- Complete a homework assignment to sketch the home television on graph paper, using the orthographic projection method.
- In teams of two, begin drawing designs full size on 17" x 22" graph paper using orthographic projection (front, top, and side views). Small pictorial sketches may also be drawn for clarification on the graph paper. Students identify the names of materials on the drawing, using leader lines to point to parts that may be difficult to understand.
- Pass the machine and tools safety test with 100% accuracy to go to work in the lab.
- Test boat in swimming pool.
- Complete a video script describing the design of the boat and how it worked.
- Test the time it takes to reach the end of the pool and returning with a new person paddling.
- Meet with the teacher when you are completed with all the required assignments and have your boat evaluated using the evaluation sheets provided.
- Develop an 8 ½ x 11 paper sign, announcing the boat races, and place around the school to advertise the boat races.
- Participate in the boat races. Disassemble the boat when the races are completed, recycle usable materials, save bottles for recycling, discard trash, or keep the boat for use in a pond.
Record the author, title of book or magazine, title of article, magazine date, and copy an article or sign out a book or magazine pertaining to the research on marine transportation for further research. Emphasis should be on researching one form of marine transportation.
Copies of the articles are submitted with the report. Record and copy any Internet web documents.
Students also investigate marine transportation past and present, transportation innovations, marine products, canal systems, cargo transportation, yacht races, economic impacts, and social impacts.
They investigate the impacts of marine transportation on the environment and the development of boats, canal systems, products for the present.
Write a one page report on the articles researched explaining what was discovered, and how it will help to design the two liter boat. Copies of the articles are submitted with the report.
Talk to family members, other students, and teachers about the project, ask for help and ideas in creating the design.
Select and use appropriate materials, equipment, and tools and learn to optimize or use tradeoffs when building the boat.
Students are expected to work effectively on task in a lab, cooperate with fellow students and teachers, and present their findings in a written summary and on videotape, using the design brief explaining the activity, size specifications, materials available for scale model, materials available for the boat, evaluation criteria, procedures, due date, textbook homework, and worksheets.
Use computer aided design drawing programs to draw their boat orthographic projection of students have experience on CADD systems available, or show interest in drawing their boat on a CADD program.
Sketch small pictorials of complex parts that may be difficult to show in an orthographic projection.
Use rulers and traditional drafting tools to produce scaled orthographic projection drawings, one inch to a foot (1"=1’) scale model of the boat from the drawing, using two inch pieces of straws to simulate the bottles, wood strips to simulate 2 x 4’s and oars, window screen to simulate chicken wire to secure bottles, small pieces of wire to simulate plastic ties to hold chicken wire, and masking tape to simulate duct tape. The scale model and the blueprints or CADD drawings will be evaluated on the evaluation sheet.
Complete a bill of materials needed, showing all parts, and quantities on the 17" x 22" graph paper.
Search the Internet for boat information. Engineering design is evident when students search the Internet for information for boat designs, develop drawings, build a model, and evaluate it.
Obtain materials provided to or items found at home
Design and material changes to improve the boat are encouraged.
Begin processing materials and constructing the vehicle. Attach bottles to the wood frame. Be careful of the chicken wire.
Use science, math, and technology skills to produce a boat, and prepare a summary report illustrating skills in each of those areas. Interdisciplinary areas that will be understood and utilized are analyzing drag, buoyancy, material processing, design drawings, and choosing the best parts and materials for the optimal solution.
Make necessary adjustments during construction.
Keep a daily log of work on prepared daily log sheets and sketch ideas.
Explain the operation of the boat in a summary report and videotape explaining how their boat performed and if the boat worked as planned.
By testing the boats in the swimming pool, students will understand mechanical advantage when designing oars, oar locks, and location, forces of drag and the affects on the boat efficiency in the water, boat buoyancy, balance, center of gravity, the affects created by the weight of passenger and boat.
Discuss advantages and disadvantages of the boat design with the teacher and teammates to improve efficiency.
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