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Mousetrap Car Engineering Challenge

Grade 7TechnologyOther3 days

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4.0 (1 rating)

The Mousetrap Car Engineering Challenge for 7th-grade students integrates technology and simple machine principles to design, build, and optimize a mousetrap-powered vehicle. Through hands-on activities, students explore the mechanics and applications of simple machines, develop a concept sketch of their car, construct and test their designs, and engage in iterative improvements for enhanced performance. The project emphasizes collaboration, creativity, and problem-solving skills, providing a comprehensive learning experience that incorporates real-world engineering principles.

Simple MachinesDesign and ConstructionIterationCollaborationPhysicsEngineering PrinciplesOptimization

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we use the principles of simple machines to design, build, and optimize a mousetrap car that performs effectively, addressing challenges in design, performance, and collaboration?

Essential Questions

Supporting questions that break down major concepts.

What are simple machines and how do they work?
How do the principles of simple machines apply to the design and function of mousetrap cars?
What are the essential components and mechanics involved in building a mousetrap car?
How can a mousetrap car be optimized for speed or distance?
What forces act on a mousetrap car, and how can understanding these forces help in improving its performance?
How can engineering principles be applied to solve real-world challenges using simple machines?
What are the potential challenges faced when building and testing mousetrap cars and how can they be addressed?
How do iterations and testing contribute to the engineering design process of creating a mousetrap car?
In what ways can creativity and problem-solving be incorporated into designing a more efficient mousetrap car?
How does collaboration benefit the design and construction process of mousetrap cars?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Students will be able to identify and describe the six types of simple machines and how each functions.
Students will understand the principles behind the mechanics of simple machines and how they apply to mousetrap cars.
Students will design and build a functioning mousetrap car using principles of simple machines, demonstrating understanding in material selection and mechanics.
Students will optimize their mousetrap car to either maximize speed or distance, incorporating feedback from testing and iteration.
Students will analyze the forces acting on their mousetrap car and discuss how these forces impact the car's performance, applying concepts of physics.
Students will collaboratively solve design challenges, demonstrating the application of engineering principles and teamwork in the project.
Students will evaluate and reflect on the design process, iterations, and testing, articulating improvements made and lessons learned.

Entry Events

Events that will be used to introduce the project to students

Museum of Simple Machines

Kick off the project by taking students on a virtual tour of a fascinating museum exhibit dedicated to the historical evolution and modern applications of simple machines. Encouraging students to see how these concepts are integrated into their world fuels inquiry into practical applications and the design of their mousetrap cars.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Simple Machine Detective

Students will explore and identify the six types of simple machines, understanding their functions and applications. This is a foundational activity to help students recognize the principles they'll use in designing mousetrap cars.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Research each of the six types of simple machines: lever, wheel and axle, pulley, inclined plane, wedge, and screw.

2. Create a visual diagram for each simple machine, indicating how it functions and giving real-world examples.

3. Share and discuss your findings with peers to build a comprehensive class resource on simple machines.

Final Product

What students will submit as the final product of the activityA complete set of visual diagrams for each type of simple machine, compiled into a class reference resource.

Alignment

How this activity aligns with the learning objectives & standardsAligns with the understanding of different types of simple machines and their functions.

Activity 2

Mousetrap Car Concept Sketch

Students will design a concept sketch of their mousetrap car, utilizing the knowledge of simple machines. This helps them visualize and plan the integration of these machines into their design.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Based on your research, brainstorm with your group how different simple machines could be incorporated into the mousetrap car design.

2. Draw a detailed concept sketch of your mousetrap car, labeling where and how each simple machine will be used.

3. Present your design to the class, explaining the choice of simple machines and their expected impact on the car's performance.

Final Product

What students will submit as the final product of the activityA detailed and labeled concept sketch of a mousetrap car design, incorporating simple machines.

Alignment

How this activity aligns with the learning objectives & standardsSupports the understanding of how simple machines can be integrated into new designs.

Activity 3

Building the Mousetrap Car

This activity involves the actual construction of the mousetrap car. Students apply their designs and adjust as necessary, reinforcing the principles of simple machines in a hands-on environment.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Gather necessary materials and tools based on the designs created in the previous activity.

2. Construct the mousetrap car, assembling components with attention to the simple machines incorporated in the design.

3. Test the car for basic functionality and adjust the design and build as needed.

Final Product

What students will submit as the final product of the activityA functioning mousetrap car built with the integration of simple machines.

Alignment

How this activity aligns with the learning objectives & standardsCovers the application and construction aspect, using principles of simple machines in practical creation.

Activity 4

Iterative Design and Testing

Students optimize their mousetrap cars through iterative testing and modifications, focusing on maximizing either speed or distance.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Test your mousetrap car to measure speed and distance, recording the results.

2. Discuss the performance outcomes, identifying areas for improvement and hypothesizing solutions.

3. Modify your car design based on feedback and test again to observe changes in performance.

Final Product

What students will submit as the final product of the activityAn optimized mousetrap car with improved speed or distance, along with a documented series of iterative design changes.

Alignment

How this activity aligns with the learning objectives & standardsEmphasizes the iterative process and application of feedback for performance optimization.

Activity 5

Force Analysis Workshop

Students will analyze the forces acting on their mousetrap car and discuss how these forces impact performance, fostering a deeper understanding of physics concepts in real-world applications.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Learn about the basic forces: gravity, friction, and tension, and their relevance to the mousetrap car.

2. Conduct force analysis using measurements from testing to understand how these forces impacted your car's performance.

3. Present your findings to the class, explaining how force analysis contributed to performance improvements.

Final Product

What students will submit as the final product of the activityA written analysis of forces acting on the mousetrap car and their effect on performance, supported by data from tests.

Alignment

How this activity aligns with the learning objectives & standardsProvides understanding of physics concepts by analyzing forces involved in practical situations.

Activity 6

Engineering Reflection Report

Students will reflect on their design process, testing outcomes, and collaborative efforts, articulating what they have learned and how they have solved challenges.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Reflect on the entire design and building process, considering what worked well and what could be improved.

2. Write a report on the challenges faced, solutions implemented, and skills gained during the project.

3. Share your report with the class, offering insights and lessons learned from the project experience.

Final Product

What students will submit as the final product of the activityA comprehensive reflection report detailing the engineering design process, challenges tackled, and lessons learned.

Alignment

How this activity aligns with the learning objectives & standardsAligns with evaluating and reflecting on the engineering process, focusing on interaction, collaboration, and innovation.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Mousetrap Car Project Rubric

Category 1

Understanding of Simple Machines

Assessment of students' comprehension and explanation of simple machines, their functions, and applications as foundational knowledge for the project.

Criterion 1

Identification and Description

Students' ability to identify, describe, and provide examples of six simple machines.

Exemplary

4 Points

Thoroughly identifies and describes all six simple machines with accurate examples and detailed explanations that relate to real-world applications.

Proficient

3 Points

Accurately identifies and describes all six simple machines, providing relevant examples.

Developing

2 Points

Identifies and describes most of the simple machines, though some descriptions or examples may be vague or incomplete.

Beginning

1 Points

Struggles to identify or describe simple machines accurately; descriptions lack detail or accuracy.

Criterion 2

Application to Mousetrap Car Design

Students' ability to apply knowledge of simple machines to the mousetrap car design conceptually.

Exemplary

4 Points

Demonstrates a sophisticated understanding of how each simple machine can be innovatively applied in the mousetrap car design.

Proficient

3 Points

Shows a strong understanding of the application of simple machines in the design, with thought-out usage.

Developing

2 Points

Attempts to apply simple machines to the design but with inconsistent understanding or creativity.

Beginning

1 Points

Demonstrates difficulty in applying the concept of simple machines to the design.

Category 2

Design and Construction

Evaluation of students' design sketches, construction skills, and functional mousetrap car creation.

Criterion 1

Design Concept and Sketch

Students' ability to create a detailed and well-labeled design sketch for their mousetrap car.

Exemplary

4 Points

Develops an exceptionally detailed, innovative, and well-labeled sketch that clearly communicates the integration of simple machines.

Proficient

3 Points

Produces a clear and detailed design sketch with proper labeling and integration of simple machines.

Developing

2 Points

Provides a sketch that includes basic design concepts but lacks detail or clarity in labeling.

Beginning

1 Points

Sketch lacks detail, clarity, and labeling, showing minimal planning in design.

Criterion 2

Construction and Assembly

Execution of the design in constructing a functional mousetrap car using simple machines.

Exemplary

4 Points

Executes construction with exceptional craftsmanship and innovation, resulting in a highly functional and durable car.

Proficient

3 Points

Constructs a functional mousetrap car that effectively incorporates design elements and mechanics.

Developing

2 Points

Builds a car that functions, but construction lacks precision or mechanics are underutilized.

Beginning

1 Points

Experience difficulty in construction; car fails to function as intended.

Category 3

Testing and Optimization

Assessment of the iterative testing process and performance improvements of the mousetrap car.

Criterion 1

Testing and Analysis

Students' ability to conduct tests, analyze results, and understand forces affecting performance.

Exemplary

4 Points

Performs comprehensive tests with detailed analysis of results, demonstrating a deep understanding of forces and implications for improvement.

Proficient

3 Points

Conducts thorough testing and provides sound analysis of results with some understanding of forces.

Developing

2 Points

Performs basic testing with limited analysis and superficial understanding of results and forces.

Beginning

1 Points

Tests lack thoroughness; analysis is minimal, indicating a limited understanding of forces.

Criterion 2

Iterative Design Improvement

Students' ability to apply feedback and iterations for performance enhancements.

Exemplary

4 Points

Innovatively applies extensive feedback and iteration, resulting in significant improvements in performance.

Proficient

3 Points

Applies feedback effectively resulting in noticeable improvements in performance.

Developing

2 Points

Makes some improvements based on feedback, with limited success.

Beginning

1 Points

Struggles to implement changes based on feedback; improvements are minimal or absent.

Category 4

Collaboration and Reflection

Evaluation of teamwork, reflection on the design process, and articulation of learning and improvements.

Criterion 1

Team Collaboration

Students' ability to work collaboratively, contribute to group tasks, and solve problems together.

Exemplary

4 Points

Exhibits leadership and outstanding collaborative effort, frequently contributing innovative solutions.

Proficient

3 Points

Works cooperatively, contributing to group tasks and suggesting solutions.

Developing

2 Points

Participates in group tasks but shows limited initiative in collaboration.

Beginning

1 Points

Participates minimally in group tasks; relies on others for collaboration.

Criterion 2

Reflection and Learning Articulation

Students' ability to reflect on the engineering process, challenges faced, and personal growth.

Exemplary

4 Points

Provides a comprehensive, insightful reflection that clearly articulates learning, challenges, and growth.

Proficient

3 Points

Offers a clear reflection on the process, acknowledging challenges and learning.

Developing

2 Points

Provides a basic reflection with limited insights into learning and challenges.

Beginning

1 Points

Reflection is brief and lacks depth, failing to articulate learning effectively.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

Reflect on the journey of designing and building your mousetrap car. What aspects of the design process worked well for you, and which ones did not? How did you address any challenges you encountered?

Text

Required

Question 2

How confident do you feel in applying the concepts of simple machines to real-world projects after completing this activity?

Scale

Required

Question 3

What have you learned about the importance of collaboration and teamwork in the context of this project?

Text

Required

Question 4

Which aspect of the project did you find the most challenging, and how did you work through it?

Multiple choice

Optional

Options

Understanding simple machines

Designing the mousetrap car

Building the car

Testing and iterations

Analyzing forces

Question 5

How well did your final mousetrap car perform compared to your initial expectations? What factors contributed to its performance?

Text

Required

Question 6

Rate the impact of iterative design and testing on your final mousetrap car outcome.

Scale

Optional