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CO2 Dragster Challenge

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					Transportation Technology                                                                        Mr. E. Pagliaro


Co2 Dragster Challenge
Summary

Students are given the task of creating a CO2 car out of a block of basswood. Students will research, design, and
construct the cars. Research will consist of looking at other CO2 cars and ideas. The design portion will revolve
around sketching and drafting using the computer program AutoCAD. Constructing the car will include using
several hand and power tools.

Grade Level: 9 & 10

Subject: Technology Topic: CO2 Car dragster challenge in conjunction with I-pods Time Frame: This unit will
include: •Planning and research •Design •Canvas 9 portion •Tooling and sanding •Painting •Testing
Standards and Key Concepts.

Students will apply technological knowledge and skills to design, construct, use, and evaluate products and
systems to satisfy human and environmental needs. Students will use computer hardware and a basic computer-
aided design package to draw and dimension plans for a simple project. Use a computer program, such as Car
Builder, to model a vehicle to desired specifications. Use temperature sensors to monitor and control the
temperature of a model greenhouse. Model a computer-controlled system, such as traffic lights, a merry-go-
round, or a vehicle using Lego or other modeling hardware interfaced to a computer.
Performance Indicator: Use computer hardware and software to draw and dimension prototypical designs.
Performance Indicator: Use a computer as a modeling tool.

Understandings
The main focus of the design of the CO2 car revolves around students learning the design process,
brainstorming, and the introduction to the drafting program.

Essential Questions
What is the best way to design a car?
How does industry in the real world operate?

Knowledge and Skills
Students will have prior knowledge of basic hand and power tools. New knowledge will include the design
process and using AutoCAD

Performance Tasks and Assessment
• Students will master the AutoCad program as well as the principles and elements of design.
• Students will exhibit the proper use of all hand and machine tools required to complete the tasks at hand.
• Students will demonstrate all the proper steps to completely sand their CO2 car.

Rubric:
CO2 car design (copy)
Criteria 5 4 3 2 1 Score
Length Meets requirements 1/16"-1/8" short 3/16"-1/4" short 5/16"-1/2" short Any length shorter then 1/2".
Width Meets requirements 1/16"-1/8" short 3/16"-1/4" short 5/16"-1/2" short Any length shorter then 1/2".
Front tire placement Meets requirements 1/16"-1/8" short 3/16"-1/4" short 5/16"-1/2" short Any length shorter
then 1/2".
Rear tire placement Meets requirements 1/16"-1/8" short 3/16"-1/4" short 5/16"-1/2" short Any length shorter
then 1/2".
Transportation Technology                                                                        Mr. E. Pagliaro


Difficulty Extremely difficult and well thought out with many curves or shapes incorporated. Some curves or
shapes with a moderate level of difficulty. Little modifications made to the original shape of the block. No
modifications made to the original shape of the block. NA

Learning Experiences and Resources
Sequence of Activities
By this point, students should have completed the research and design phase of the unit. Students will use the
AutoCAD program to re-create their CO2 car they previously sketched. During the drafting of the car, students
must follow the criteria that have been laid out on the program such as length, width, and tire placements.
The criterion is in a template form and is located on the file the students will be using on AutoCAD

Differentiated Instruction:
 • Students will have the opportunity to view previous students work.
• In AutoCAD there are templates for students to manipulate and view.
• Students will be able to view teacher prepared tutorials.
• Accelerated students can “dig deeper”
• Exceptional learners can learn/review information at their own pace.

Resources
• Drafting program
• Previous students’ work
• The number of computers required is 1 per 2 students.
• Students familiarity with Software and Tools
• Students would already have been introduced to the AutoCAD program.
• Students will use the computers in the classroom.

Digital Portion
This unit will be able to serve as a bank of resources and as a community classroom via the use of pod-casting.
Each of the following areas will be explained by professionals connected to the related fields and then posted as
pod-casts. Students, teachers, and parents will then be able to view, add, and comment on the areas. This will
greatly improve the area differentiated learning by allowing accelerated students the opportunity to “dig deeper”
while also allowing exceptional learners a chance to learn/review information at their own pace.

Areas Discussed
• Design (AutoCAD), Paint, Math, Formula for speed, weights & measurements, discussion with local
investigators from the local police department about the math involved in car accidents.
• Converting units
• Science/Physics
• Friction, Tools, tooling, and procedures
• Drilling, cutting, sanding, safety, tool use.

All of the above mentioned discussions would be recorded and converted to pod-casts. This would allow
students the ability to load these pod-casts to their I-pods to be viewed and reviewed at their convenience.

Comments: This lesson can get as advanced as the instructor wants to take it. See lesson plan
Transportation Technology   Mr. E. Pagliaro

				
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posted:10/19/2011
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