I Love CandyEngineering Project

Mrs. Nicole Penn, Teacher

Kiser Middle School

I Love Candy ProjectMrs. Nicole Penn, Teacher

Part 1- Make Flyer Advertising Flavored Candy Corn

Part 2- Design & Build a Candy Dispenser using the Engineering Design Process (similar process to the

Scientific Method…however it is dynamic not static….often there are steps that must be repeated)

Part 3 (Enrichment) – Showcase Your Design-How it Works

I Love Candy – Candy Dispenser Engineering Design Project

Teacher: Nicole Penn, NBCT, MSTechEd

School: Kiser Middle School

Contact by email:

penntech95@gmail.com

pennn@gcsnc.com

Mrs. Penn, TeacherKiser Middle School

Candy Dispenser Presentation – A Student Guided Instructional Lesson PowerPoint (Note to Teachers)

- This presentation leads students through the process

(Engineering Design Process) which helps students develop the engineering skill set necessary to experience success in engineering a design solution to a given problem or need to met using real world experiences. Previously (Part 1) student made flyers to advertise their new candy flavored candy corn after surveying students in school as to which flavor they would like to have in candy corn...similar to how on Edheads.org the elderly were surveyed as to what they wanted to see in a cellphone they could use. However- they will not stop at the design part...now they will make working models of their design using a given criteria & constraint similar to real-world engineering scenarios.

Note/Credits: This activity is a variation/adaption of the Jellybean Dispenser lesson originally published by ITEEA (formerly known when it was first published – as ITEA).

However, this presentation is not included in the curriculum or lesson that they have published. Often teachers find missing links and much like engineers we must find a way to fill it in to ensure students make the connection between the content and the activity so that ultimately not only did they have fun but they had purposeful learning as well. So as quoted in the movie “Robots” - when you “See a Need ...Fill a Need”.

Thus, my presentation goes a step further by walking both the teacher and the students through the Engineering Design Process (EDP) (what students will do) as they work on the activity to ensure real world connections are met. This can also serve as a Minute by Minute guide to ensure all content is covered to maximize retention of the concept taught. Overall, this resource makes the experience engaging to ensure application! Have fun implementing!!! Challenge: Design your own resource such as this that best fits your class just as this was for mine.

-For more info you may contact me - Nicole Penn by using one of the following

emails penntech95@gmail.com or pennn@gcsnc.com

I Love Candy- Part 2 “The Dispenser”

Grouping Suggestion for Teacher-

Using the same groups as in previous activity or change up the groups by using various means of grouping (assigning numbers, grouping by colored beads, pick 5 leaders and each leader pick 2 names out of a hat that will be their team, or *assign the teams yourself as the teacher).

Group Size: No less than 2, No more than 3 (if 3 not possible…absolutely no more than 4)

*Suggested Representation: For initial set of engineering projects physically plan out how you will assign students to groups to ensure a balanced representation of gender and ethnicity is represented to develop a working appreciation of different ways of thinking, to model working in diverse groups and to encourage students to continue to group this way by modeling it is not as intimidating as it may seem to work with those you do not always know.

Intro to Next Lesson:Teacher:

In our last major project you had to complete the challenge using Edheads to design a cellphone.

In our next challenge you are going to go a step further. You will make a machine to help promote the product. Also, not only are you going to design it ...you will now make a design.

We have a problem...and we need YOU (the class) to help solve it.

My son needs your help. The cloths he put in the dryer never dried. They are still wet. Why?

You may ask?/Lets ask him...

-Did he put them in the dryer- Yes!

-Did he press the power button to turn the dryer on- Yes!

So why isn't the cloths dry?

Humm- Did he set the time for it to dry?- No!... Ah Ha! That's it!

Teacher: Oh dear....we still have a problem....

Don't give up yet...lets still brainstorm & troubleshoot

Teacher:

How did we solve this problem ?

Students:

-

-

-

-

(wait for students to give feedback...then add the following below)

...By being creative about finding solutions

We could have continued to be clueless

and still without our NEED being met.

When creativity and problem solving comes

together it makes designing (making, authoring) endless amounts of solutions much easier !

We all have a problem...and have solved one....

Teacher says-

Whether its solving a puzzle or playing a game..

Figuring out what to where to school today...

Deciding what to eat for lunch today....

Or

Figuring out how to make a new toy for our pet dog without having to go to the store to buy one...

Materials “Inventor Kit”(Only choose 10 items (not a set)

*Small items in small Re-closable bag

*Larger Items and small item bag is within Large

Re-closable bag

Tools

2 Large paper clips Cutting: Scissors

2 small paper clips Adhesive: Tape (only 2ft of scotch tape) –placed at teaming station hanging off side of desk

Cloths pin For Aesthetics: Markers, Colored Pencils

Styrofoam/Paper Bowl Safety: Safety Glasses

Styrofoam/Paper Plate Design/Sketching/Laying out Drawing:

Ruler, (Optional- Compass- if necessary)

2 Tongue depressors or craft sticks

(or Spoon or Fork….)

Documenting Ideas: EDJ

(Engineering Design Journal)

2 straws (bendable or non-bendable) Researching & Design: Desktop

Computer; Sketch-up

1 Playing Card

Manila Folder

CD/DVD

Balloon (or Rubber Band)

Resources: What we are working with?

As we continue with completing several engineering challenges there are Words to Know/Word Wall/Vocabulary (using * ”relatable” definitions)

(Note- we continue to use terms learned in previous lesson they are –criteria= requirements, things it must do & constraints=limits)

Model – a physical example of an idea/concept turned into a tangible product often to scale (if minimized or magnified it would equal the final product)

Prototype – first working model/example

Working Model – a model/example that works

Engineering Design Process – step by step procedure used to bring solutions to problems using ideas, research, engineered drawings (sketches) and testing/troubleshooting.

Engineering Design Journal- a physical document used to document ideas – brainstorming, sketches, feedback... Usually much like a book it has pages devoted for working on each stage of the Engineering Design Process (EDP) so that if someone else had to manufacture your design they would know exactly how to do it.

As we go along with each step make sure to work in your journals to document your ideas for them.......

Note to Teachers about the “relatable vocabulary”:

*Sometimes if it is necessary to recreate definitions to ensure understanding using terms students can understand- do it! At this point we want students to gain exposure and develop a love for it. Once you love it.. it is an added incentive to keep at it regardless if it becomes more difficult. Engineering is not an easy topic, thus often many do not engage in it. However, the more we make it easier to understand by building their schema and build an affection for it... the more interested students will become in it to meet the challenge. With engineering we are all winners.

Students- Checkpoints will be made along each of the EDP steps. I will begin with the first step and then allow you time to work on it. Due to time constraints of the project I will help guide you along as the Project Manger and establish “check points”. The check points are when I will introduce the next step in the EDP using a slide and ensure that you are completing that step correctly.

Differentiation- If you are ok with going ahead you can since I have

given you EDJs that have each step designated on each page to guide you along….however- make sure you are still participating in each check point to reflect on what you did to ensure you are progressing as expected.

Ready, Set…..Lets Go!

Now,

Make sure you are completing your EDP as we go along…..

You never know…..you maybe asked to turn over your EDP/Plans to another group and they will have to model the role of the manufacture/build based on your design/plans.

Thus- make sure you provide details and it can be easily read and followed.

*Note to Teachers=

“Maximize every opportunity possible to

make introduce global concepts”

*Whether it is introducing a lesson concept via a different language or via the lens of a different society or ethnic group, the need for developing an appreciation for diversity is not only a noteworthy act to do but is necessary to maximize success in meeting the needs of diverse people in engineering.

Thus, provide multiple ways to connect with learners of all backgrounds to “model” how students must do the same as 21st century leaders. Thus, this makes real world connections as students must understand engineering and technology are not just United States needs but the needs of those all over the world. Therefore, we must be forward thinkers & understand the need to speak multiple languages and understand diverse backgrounds is often essential for engineers that must transfer at times to work in places all over the world.

Teacher says to students:

Students:

The slides will continue to model examples of how we will use each of the steps in the EDP (Engineering Design Process) to document your ideas for production of your product in your EDJ (Engineering Design Journals) in your EDTs (Engineering Design Teams).

Note also that - often I will use these acronyms while you are working (EDP, EDJ, EDT) as in the world of work there are acronyms used to quickly refer to other terms as well.

Lets list them together to ensure we are all on the right track…for a successful product

design!

What are the criteria and constraints of this engineer project?

Hint: Refer back to the design brief.

I have placed a copy of it at your workstations.

Criteria Constraint

One way you can research designs are by looking at existing ones....

Step 4 Generate Ideas –List ideas for your design & sketch them out!

I Have An Idea/Idea Guy Croods Clip

http://www.bing.com/videos/search?q=croods+i+have+an+idea&go=Submit+Query&qs=bs&form=QBVR#view=detail&mid=C9F1317182872D11B824C9F1317182872D11B824

Step 5: Explore all Possible Solutions (Have we missed any?)

Which design may work best?

Revisit Criteria (any we missed?)

Examine Constraints (did we follow them?)

Example: Which design would work for what materials we have?

Criteria Constraint

Dispense Candy Materials – Inventor Kit (must use at least 10 items)

Functional Time- Due today

Hold Candy until dispensed

Dispense only 2-4 pieces

Step 6: Select the Best Approach/Solution – Pick 1

Step 7: Build Your Design

Team1 Team 2 Team 3 Team 4 Team 5

Ready, Set, Go!Using your EDJ ….now begin to

build the idea/concept designed that you picked would be the best

choice...

Step 8/9: Test, Evaluate/Redesign-Did it work? If not- redesign & test until it does....You can

do it!

It Worked?

…When one succeed we

all succeed

If Yes- If No-

Mission

Accomplished!!!!..

Next-

*Be a team player and

divide up and help

another team still

working.

CONSTRAINT: Just

don’t give them the

answers…

CRITERIA: help them

find working

solutions/answers…

Try Again…

With Minor Adjustment

SOS Is OK.

-If you need

help…don’t hesitate to

get some advice…and

borrow ideas…its

ok…

Hint: look around at

others and welcome

helpers…

We are in it together!

Enrichment: Once finished complete above….

I Love Candy----Part 3:

Make a Power Point Presentation advertising your product.

In the ad insert a video showing how it works

Or

Take several pictures showing step by step how to use the machine.

Congratulations!!!!

Using the Design Process to find

solutions is NOT something ONLY

Engineers, Inventors and/or Innovators do

but EVERYONE do daily!

You are now ready for the next Engineering Design

Challenge….TBA

Students Remember..As long as people have a need...they will need people to solve them....and that is usually by some form of technology developed.