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\begin{document}

\title{~~~ Rocket launcher~ ~(Mechanics- Electricity and circuits - Design
3Dprinting)}



\author[1]{Magie S Ginidy}%
\author[1]{Karim El Sarnagawi}%
\affil[1]{Affiliation not available}%


\vspace{-1em}



  
  \date{June 14, 2024}


\begingroup
\let\center\flushleft
\let\endcenter\endflushleft
\maketitle
\endgroup








\sloppy


Quarter: 1 Month: Oct/Nov Week: 1-5 Grade: 6 \emph{Topic:} Hydraulics
and Pneumatics\emph{Workshop:} Rocket launcher\emph{Hypothesis:} Fluid
force will move the Rocket up and down\emph{STEAM RELATION}Science:
students will explore Hydraulics and Pneumatics systems. Technology:
Students will apply different types of circuits. Engineering: Students
will learn about gears and their functions on any mechanical machine.
Art: Students will design and print 3D part to be used on the workshop
challenge. Math: Students will use different measurements to compare
between different fluids pushing force.\emph{Vocabulary:}

\begin{itemize}
\tightlist
\item
  Fluid force
\item
  Electrical force
\item
  Density
\item
  Pressure \emph{Hook technique:}
\end{itemize}

\begin{enumerate}
\tightlist
\item
  Students will use reverse engineering to explore the working of Rocket
  launcher.
\item
  Students will search and use worksheets to get more
  information.\emph{Aids and Materials:}
\item
  Rocket launcher kits
\item
  Electronic components material box A
\item
  DIY material box A
\item
  Laptops and internet connection
\item
  3D printers and filament
\end{enumerate}

\textbf{Beginner level}

\emph{Procedure:}

\emph{Mechanics Domain}(chapter5, part1, pages from 83:88)

\textbf{Learning Outcomes:}

\emph{Knowledge:}

Define the basic principles of hydraulics and pneumatics.

Identify key components and their functions in hydraulic and pneumatic
systems.

Cognitive Domain: Knowledge

\emph{Comprehension:}

Summarize the differences between hydraulic and pneumatic systems.

Cognitive Domain: Comprehension

\emph{Application:}

Apply the principles of hydraulics and pneumatics to design simple fluid
power systems.

Demonstrate the ability to select appropriate components for specific
hydraulic and pneumatic applications.

Cognitive Domain: Application

\emph{Analysis:}

Analyze the advantages and disadvantages of hydraulic and pneumatic
systems in various applications.

Compare and contrast different types of hydraulic and pneumatic
actuators.

Cognitive Domain: Analysis

\emph{Synthesis:}

Design and construct complex hydraulic or pneumatic systems to meet
specific requirements.

Integrate multiple hydraulic or pneumatic components to create a
functional system.

Cognitive Domain: Synthesis

\emph{Evaluation:}

Critically evaluate the safety considerations and precautions for
working with hydraulic and pneumatic systems.

Cognitive Domain: Evaluation

\emph{Standards linking:}

\emph{NGSS Standards:}

HS-PS2-5: Plan and conduct an investigation to provide evidence that an
electric current can produce a magnetic field and that a changing
magnetic field can produce an electric current.

MS-PS2-3: Ask questions about data to determine the factors that affect
the strength of electric and magnetic forces.

HS-PS2-6: Communicate scientific and technical information about why the
molecular-level structure is important in the functioning of designed
materials.

HS-ETS1-3: Evaluate a solution to a complex real-world problem based on
prioritized criteria and trade-offs that account for a range of
constraints, including cost, safety, reliability, and aesthetics, as
well as possible social, cultural, and environmental impacts.

HS-ETS1-1: Analyze a major global challenge to specify qualitative and
quantitative criteria and constraints for solutions that account for
societal needs and wants.

\emph{Common Core Math Standards:}

CCSS.Math.Content.HSN.Q.A.1: Use units as a way to understand problems
and to guide the solution of multi-step problems.

CCSS.Math.Content.HSF.IF.C.9: Compare properties of two functions each
represented in a different way (algebraically, graphically, numerically
in tables, or by verbal descriptions).

\emph{Common Core ELA Standards:}

CCSS.ELA-LITERACY.RST.11-12.2: Determine the central ideas or
conclusions of a text; summarize complex concepts, processes, or
information presented in a text by paraphrasing them in simpler but
still accurate terms.

CCSS.ELA-LITERACY.RST.11-12.3: Follow precisely a complex multistep
procedure when carrying out experiments, taking measurements, or
performing technical tasks.

CCSS.ELA-LITERACY.RST.11-12.4: Determine the meaning of symbols, key
terms, and other domain-specific words and phrases as they are used in a
specific scientific or technical context relevant to grades 11-12 texts
and topics.

\emph{Main question: What is the difference between Hydraulics and
Pneumatics?}Time: 30 mins. Procedure:

\begin{itemize}
\tightlist
\item
  Students will use the assembled Rocket launcher module to move the
  Rocket up and down using pneumatic force generated by syringes.
\item
  Students will fill the syringes with water to observe the effect of
  hydraulics on the pushing force.
\item
  Students will fill the syringes with different materials such as oil
  and soap and compare their effects using the following worksheet.
\end{itemize}

\par\null

Students will draw their conclusions based on these simple experiments
and conduct further research on topics such as density, pressure, and
force.

\emph{Electricity Domain}

(chapter2, lesson1, pages from 24:28, lesson2, pages from 37:42)

\textbf{Learning Outcomes:}

\emph{Knowledge}

\textbf{Understand the basic principles of electricity:}

\begin{itemize}
\tightlist
\item
  Explain fundamental concepts such as electric charge, voltage,
  current, resistance, and power.
\item
  Understand the relationship between these concepts.
\item
  \emph{Cognitive Domain: Knowledge}
\end{itemize}

\emph{Comprehension}

\textbf{Comprehend the structure and function of a simple electric
circuit:}

\begin{itemize}
\tightlist
\item
  Understand the components of a basic electric circuit.
\item
  Identify components including power source, conductors, resistors,
  switches, and loads.
\item
  Describe how these components work together to create a functioning
  circuit.
\item
  \emph{Cognitive Domain: Comprehension}
\end{itemize}

\emph{Analysis}

\textbf{Analyze the function and operation of a DC motor:}

\begin{itemize}
\tightlist
\item
  Describe the structure of a DC motor.
\item
  Explain the function of a DC motor.
\item
  Observe and explain the change in the direction of rotation upon
  reversing the motor's connection.
\item
  \emph{Cognitive Domain: Analysis}
\end{itemize}

\emph{Application}

\textbf{Demonstrate the ability to build and analyze a circuit with a DC
motor:}

\begin{itemize}
\tightlist
\item
  Construct a simple circuit with a DC motor.
\item
  Include a power source and appropriate wiring.
\item
  Analyze the functioning of the circuit and the motor's behavior.
\end{itemize}

\emph{Standards linking :}

\emph{NGSS Standards:}

HS-PS3-1: Create a computational model to calculate the change in the
energy of one component in a system when the change in energy of the
other component(s) and energy flows in and out of the system are known.

HS-PS3-3: Design, build, and refine a device that works within given
constraints to convert one form of energy into another form of energy.

\emph{Common Core Math Standards:}

CCSS.Math.Content.HSN.Q.A.1: Use units as a way to understand problems
and to guide the solution of multi-step problems.

CCSS.Math.Content.HSF.IF.C.9: Compare properties of two functions each
represented in a different way (algebraically, graphically, numerically
in tables, or by verbal descriptions).

\emph{Common Core ELA Standards:}

CCSS.ELA-LITERACY.RST.11-12.2: Determine the central ideas or
conclusions of a text; summarize complex concepts, processes, or
information presented in a text by paraphrasing them in simpler but
still accurate terms.

CCSS.ELA-LITERACY.RST.11-12.3: Follow precisely a complex multistep
procedure when carrying out experiments, taking measurements, or
performing technical tasks.

CCSS.ELA-LITERACY.RST.11-12.4: Determine the meaning of symbols, key
terms, and other domain-specific words and phrases as they are used in a
specific scientific or technical context relevant to grades 11-12 texts
and topics.

Main question: How can we rotate the main part of Rocket launcher and
what are the components needed for that? Time: 30 mins. Procedure:\selectlanguage{english}
\begin{figure}[H]
\begin{center}
\includegraphics[width=0.70\columnwidth]{figures/image2/image2}

\end{center}
\end{figure}

\begin{itemize}
\tightlist
\item
  Students will disassemble the main part of the Rocket launcher using
  the Reverse Engineering Technique and brainstorm ideas on how to
  achieve rotation. They will then document the required components.
\item
  Students will utilize a DC motor, resistors, and batteries to rotate
  the main part in different directions (clockwise and
  counterclockwise).
\item
  To grasp the concept of open and closed circuits, students will review
  their prior knowledge of circuits and complete the following
  worksheet.
\end{itemize}

\emph{Design and Printing Domain}

(chapter1, lesson1, pages from 3:5)

\textbf{Learning Outcomes:}

\emph{Knowledge}\textbf{Understand the basics of 3D design:}

\begin{itemize}
\tightlist
\item
  Grasp the fundamental concepts of 3D design.
\item
  Understand three-dimensional space.
\item
  Understand basic geometric shapes.
\item
  Understand the process of creating and manipulating 3D objects.
\item
  \emph{Cognitive Domain: Knowledge}
\end{itemize}

\emph{Application}\textbf{Navigate and utilize TinkerCad:}

\begin{itemize}
\tightlist
\item
  Proficiently navigate the TinkerCad interface.
\item
  Understand various tools within TinkerCad.
\item
  Utilize TinkerCad features to create 3D designs.
\item
  \emph{Cognitive Domain: Application}\textbf{Create basic 3D models:}
\end{itemize}

\begin{itemize}
\tightlist
\item
  Create basic 3D models using TinkerCad.
\item
  Combine geometric shapes.
\item
  Resize and position objects.
\item
  Apply transformations like rotation and scaling.
\item
  \emph{Cognitive Domain: Application}\textbf{Incorporate complex
  features:}
\end{itemize}

\begin{itemize}
\tightlist
\item
  Incorporate advanced features like holes, fillets, chamfers, and text
  into 3D designs.
\item
  Enhance functionality and aesthetics of models.
\item
  \emph{Cognitive Domain: Application}\textbf{Prepare designs for 3D
  printing:}
\end{itemize}

\begin{itemize}
\tightlist
\item
  Understand requirements and constraints of 3D printing.
\item
  Consider object size, support structures, and printability.
\item
  Prepare designs in Tinker Cad for successful 3D printing.
\item
  \emph{Cognitive Domain: Application}
\end{itemize}

\emph{Knowledge}\textbf{Understand the basics of 3D printing:}

\begin{itemize}
\tightlist
\item
  Have a basic understanding of the 3D printing process.
\item
  Understand the technologies involved.
\item
  Understand common materials used.
\item
  Understand the steps from design to a physical printed object.
\item
  \emph{Cognitive Domain: Knowledge}
\end{itemize}

\emph{Application}\textbf{Operate a 3D printer:}

\begin{itemize}
\tightlist
\item
  Gain practical experience in operating a 3D printer.
\item
  Load filament into the printer.
\item
  Calibrate the printer.
\item
  Initiate prints and monitor the printing process.
\item
  \emph{Cognitive Domain: Application}
\end{itemize}

\emph{}

\emph{Standards linking:}

\emph{NGSS Standards:}

HS-ETS1-2: Design a solution to a complex real-world problem by breaking
it down into smaller, more manageable problems that can be solved
through engineering.

\emph{Common Core Math Standards:}

CCSS.Math.Content.HSN.Q.A.1: Use units as a way to understand problems
and to guide the solution of multi-step problems.

\emph{Common Core ELA Standards:}

CCSS.ELA-LITERACY.RST.11-12.2: Determine the central ideas or
conclusions of a text; summarize complex concepts, processes, or
information presented in a text by paraphrasing them in simpler but
still accurate terms.

CCSS.ELA-LITERACY.RST.11-12.3: Follow precisely a complex multistep
procedure when carrying out experiments, taking measurements, or
performing technical tasks.

Main challenge: The main part of Rocket launcher doesn't fit on motor's
axis

Time: 60 mins.

Procedure:

Students will design a 3D printing part using TinkerCAD software to use
it as a connector between motor and the main Rotating part.

Reference link:\emph{https://www.youtube.com/watch?v=24ByEWUmJ3g}

Students will learn how to print their parts on 3D printers and then
Test them and gather feedbacks.

\emph{Intermediate level}

\emph{Electricity Domain}

(chapter2, lesson1, pages from 24:36)

\textbf{Learning Outcomes:}

\emph{Knowledge}

\textbf{Understanding the concept of electrical circuits and the flow of
current:}

\begin{itemize}
\tightlist
\item
  Grasp the fundamental concept of electrical circuits.
\item
  Understand the flow of current in circuits.
\item
  \emph{Cognitive Domain: Knowledge}
\end{itemize}

\emph{Comprehension}

\textbf{Recognizing the difference between series and parallel
connections in electrical circuits:}

Differentiate between series and parallel connections in circuits.

\emph{Cognitive Domain: Comprehension}

\textbf{Explaining the advantages and disadvantages of series and
parallel connections:}

\begin{itemize}
\tightlist
\item
  Explain the advantages of series and parallel connections in circuits.
\item
  Explain the disadvantages of series and parallel connections in
  circuits.
\item
  \emph{Cognitive Domain: Comprehension}
\end{itemize}

\emph{Application}

\textbf{Demonstrating the ability to connect LEDs in series and parallel
configurations:}

\begin{itemize}
\tightlist
\item
  Demonstrate the skill of connecting LEDs in series configurations.
\item
  Demonstrate the skill of connecting LEDs in parallel configurations.
\item
  \emph{Psychomotor Domain: Application}
\end{itemize}

\emph{Analysis}

\textbf{Observing the effects of series and parallel connections on the
brightness and voltage requirements of LEDs:}

\begin{itemize}
\tightlist
\item
  Observe and explain how series and parallel connections affect LED
  brightness.
\item
  Observe and explain how series and parallel connections impact LED
  voltage requirements.
\item
  \emph{Cognitive Domain: Analysis}
\end{itemize}

\textbf{Analyzing the relationship between voltage, current, and
resistance in series and parallel circuits:}

\begin{itemize}
\tightlist
\item
  Analyze the relationship between voltage, current, and resistance in
  series circuits.
\item
  Analyze the relationship between voltage, current, and resistance in
  parallel circuits.
\item
  \emph{Cognitive Domain: Analysis}
\end{itemize}

\emph{NGSS Standards:}

HS-PS3-5: Develop and use a model of two objects interacting through
electric or magnetic fields to illustrate the forces between objects and
the changes in energy of the objects due to the interaction.

\emph{Common Core Math Standards:}

CCSS.Math.Content.HSN.Q.A.1: Use units as a way to understand problems
and to guide the solution of multi-step problems.

\emph{Common Core ELA Standards:}

CCSS.ELA-LITERACY.RST.11-12.2: Determine the central ideas or
conclusions of a text; summarize complex concepts, processes, or
information presented in a text by paraphrasing them in simpler but
still accurate terms.

CCSS.ELA-LITERACY.RST.11-12.3: Follow precisely a complex multistep
procedure when carrying out experiments, taking measurements, or
performing technical tasks.

Main challenge: Add 4 LEDs to the chairs of the main Rotating part and
use potentiometer to control the speed of motor.

Time: 60 mins Procedure: * Students will connect 4 LEDs on series and on
parallel to see the difference between them. * Students will compare
between the different connections. * Students will use the potentiometer
to control the speed of motor.

\emph{Mechanics Domain}

(chapter5, lesson1, pages from 78:82)

\emph{Knowledge}

\textbf{Understanding the basic principles of mechanical systems and the
role of gears in transmitting motion and power:}

\begin{itemize}
\tightlist
\item
  Grasp the fundamental principles of mechanical systems.
\item
  Understand the role of gears in transmitting motion and power.
\item
  \emph{Cognitive Domain: Knowledge}
\end{itemize}

\textbf{Familiarizing oneself with different types of gears and their
specific functions in mechanical systems:}

\begin{itemize}
\tightlist
\item
  Identify different types of gears.
\item
  Understand the specific functions of various gears in mechanical
  systems.
\item
  \emph{Cognitive Domain: Knowledge}
\end{itemize}

\emph{Application}

\textbf{Demonstrating the ability to identify and select appropriate
gears for a given application or task:}

\begin{itemize}
\tightlist
\item
  Apply the skill of identifying suitable gears for specific tasks.
\item
  Demonstrate the ability to select appropriate gears for a given
  application.
\item
  \emph{Cognitive Domain: Application}
\end{itemize}

\emph{Comprehension}

\textbf{Explaining the concept of gear ratios and their impact on speed
and torque in mechanical systems:}

\begin{itemize}
\tightlist
\item
  Explain the concept of gear ratios.
\item
  Understand how gear ratios affect speed and torque in mechanical
  systems.
\item
  \emph{Cognitive Domain: Comprehension}
\end{itemize}

\emph{Application}

\textbf{Applying problem-solving skills to calculate gear ratios and
determine the desired gear combination for specific requirements:}

\begin{itemize}
\tightlist
\item
  Apply problem-solving skills to calculate gear ratios.
\item
  Determine appropriate gear combinations for specific requirements.
\item
  \emph{Cognitive Domain: Application}
\end{itemize}

\textbf{Demonstrating the ability to connect gears with a motor using
appropriate methods such as shaft coupling or gearboxes:}

\begin{itemize}
\tightlist
\item
  Demonstrate the skill of connecting gears with a motor.
\item
  Apply appropriate methods like shaft coupling or gearboxes for
  gear-motor connections.
\item
  \emph{Psychomotor Domain: Application}
\end{itemize}

\emph{Analysis}

\textbf{Analyzing the relationship between motor speed, gear ratio, and
output motion or torque:}

Analyze the relationship between motor speed, gear ratio, and output
motion or torque.

\emph{Cognitive Domain: Analysis}

\emph{Observation}

\textbf{Observing and understanding the effects of gear connections on
the direction, speed, and force of motion:}

Observe and understand how gear connections impact direction, speed, and
force of motion.

\emph{Cognitive Domain: Observation}

\emph{Recognition}

\textbf{Recognizing the importance of proper alignment and meshing of
gears to ensure efficient and smooth operation:}

Recognize the importance of proper gear alignment and meshing.

\emph{Cognitive Domain: Recognition}

\emph{Linking standards:}

\emph{NGSS Standards:}

HS-ETS1-2: Design a solution to a complex real-world problem by breaking
it down into smaller, more manageable problems that can be solved
through engineering.

HS-ETS1-3: Evaluate a solution to a complex real-world problem based on
prioritized criteria and trade-offs that account for a range of
constraints, including cost, safety, reliability, and aesthetics, as
well as possible social, cultural, and environmental impacts.

\emph{Common Core Math Standards:}

CCSS.Math.Content.HSN.Q.A.1: Use units as a way to understand problems
and to guide the solution of multi-step problems.

\emph{Common Core ELA Standards:}

CCSS.ELA-LITERACY.RST.11-12.2: Determine the central ideas or
conclusions of a text; summarize complex concepts, processes, or
information presented in a text by paraphrasing them in simpler but
still accurate terms.

CCSS.ELA-LITERACY.RST.11-12.3: Follow precisely a complex multistep
procedure when carrying out experiments, taking measurements, or
performing technical tasks.\emph{}

Main challenge: Use an alternative way to move the Rocket up and Down
(Electrical force instead of fluid force). Time: 45 mins Procedure:

\begin{itemize}
\tightlist
\item
  Students will disassemble the other parts of rocket launcher and think
  how to use motor and gears to move the Rocket up and down.
\item
  Students will learn more about different gears types and uses of each.
\item
  Students will select the suitable gear type to be used on their
  challenge.
\item
  Students will apply the movement using Rack \& Pinion gears.
\end{itemize}

\emph{Advanced}

\emph{Programing Domain}

(chapter3, lesson1, pages from 44:49)

\textbf{Learning Outcomes:}

\emph{Knowledge}

\textbf{Understanding the basic principles of Arduino programming and
the concept of microcontrollers:}

\begin{itemize}
\tightlist
\item
  Grasp the fundamental principles of Arduino programming.
\item
  Understand the concept of microcontrollers.
\item
  \emph{Cognitive Domain: Knowledge}
\end{itemize}

\textbf{Familiarizing oneself with the components of an Arduino board
and their functions:}

\begin{itemize}
\tightlist
\item
  Identify components of an Arduino board.
\item
  Understand the functions of various components.
\item
  \emph{Cognitive Domain: Knowledge}
\end{itemize}

\emph{Application}

\textbf{Demonstrating the ability to set up a basic circuit using an
Arduino board, an LED, and appropriate resistors:}

Demonstrate the skill of setting up a basic circuit using an Arduino
board, LED, and resistors.

\emph{Psychomotor Domain: Application}

\textbf{Writing and uploading a simple Arduino program to control the
blinking of an LED:}

\begin{itemize}
\tightlist
\item
  Write a simple Arduino program.
\item
  Upload the program to control LED blinking.
\item
  \emph{Cognitive Domain: Application}
\end{itemize}

\emph{Analysis}

\textbf{Analyzing and understanding the code structure, syntax, and
logic used in the Arduino program:}

\begin{itemize}
\tightlist
\item
  Analyze the structure and syntax of the Arduino program.
\item
  Understand the logic used in the program.
\item
  \emph{Cognitive Domain: Analysis}
\end{itemize}

\emph{Comprehension}

\textbf{Exploring the concept of input/output (I/O) pins on the Arduino
board and their role in controlling external devices:}

\begin{itemize}
\tightlist
\item
  Explore the concept of input/output (I/O) pins on the Arduino board.
\item
  Understand the role of I/O pins in controlling external devices.
\item
  \emph{Cognitive Domain: Comprehension}
\end{itemize}

\textbf{Understanding the concept of loops and their importance in
programming:}

\begin{itemize}
\tightlist
\item
  Understand the concept of loops in programming.
\item
  Recognize the importance of loops in programming.
\item
  \emph{Cognitive Domain: Comprehension}
\end{itemize}

\textbf{Familiarizing oneself with the structure and syntax of (for
loop) in Arduino programming:}

Understand the structure and syntax of the (for loop) in Arduino
programming.

\emph{Cognitive Domain: Comprehension}

\emph{Application}

\textbf{Demonstrating the ability to utilize (for loop) to control the
blinking of multiple LEDs simultaneously:}

Apply the skill of using (for loop) to control multiple LEDs blinking
simultaneously.

\emph{Psychomotor Domain: Application}

\emph{Linking standards:}

\emph{NGSS Standards:}

HS-ETS1-2: Design a solution to a complex real-world problem by breaking
it down into smaller, more manageable problems that can be solved
through engineering.

HS-ETS1-3: Evaluate a solution to a complex real-world problem based on
prioritized criteria and trade-offs that account for a range of
constraints, including cost, safety, reliability, and aesthetics, as
well as possible social, cultural, and environmental impacts.

\emph{Common Core Math Standards:}

CCSS.Math.Content.HSN.Q.A.1: Use units as a way to understand problems
and to guide the solution of multi-step problems.

\emph{Common Core ELA Standards:}

CCSS.ELA-LITERACY.RST.11-12.2: Determine the central ideas or
conclusions of a text; summarize complex concepts, processes, or
information presented in a text by paraphrasing them in simpler but
still accurate terms.

CCSS.ELA-LITERACY.RST.11-12.3: Follow precisely a complex multistep
procedure when carrying out experiments, taking measurements, or
performing technical tasks.

Main challenge: How to make the 4 LEDs blink sequentially.

Time: 30 mins Procedure:

\begin{itemize}
\tightlist
\item
  Students will search for a code on the internet.
\item
  Students will connect the 4 LEDs with Arduino to control the LEDs.
\item
  Students will try to write the code and upload it on the Arduino
  board.
\end{itemize}

\emph{DIY challenge}

Big challenge: Students are required to utilize various motion transfer
mechanisms to construct a lifting machine capable of lifting weights at
different distances. Level 1: Use the lifting machine to lift weights to
a short distance. Level 2: Use the lifting machine to lift weights to a
moderate distance. Level 3: Use the lifting machine to lift weights to a
considerable distance.\emph{Tools and materialsAssessments:Formative
Assessments}Students will be asked various questions after the
explanation through slides/YouTube videos. They will be assessed for the
understanding of the project. Project and its materials will be
discussed.\emph{Summative assessment:Prototype}

\selectlanguage{english}
\FloatBarrier
\end{document}

