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Hovercraft build project
Essential Questions:
How do objects move in response to forces? (Mechanics/kinematics)
How does energy relate to the motion of objects?
When building a hovercraft, where does the energy from the hovercraft initially come from?
Where and how is this energy stored?
How is this stored energy turned into kinetic energy (the energy of the craft in motion)?

Shown: Kits from Kelvin Educational
I. Build and demonstrate a hovercraft, or
II. Write a typed report, with a cover page, 3 double-spaced pages of text, and 1 page of citations/references, on what a hovercraft is, how they work, and how they use Newton’s laws of motion, or
III. Create a computer presentation on what a hovercraft is, how they work, and how they use Newton’s laws of motion. Present it to the class.
Grading (customize as needed)
The hovercraft should not be pushed at the start.
It cannot be adjusted after it starts, except by remote control.
A remote control, if used, must be wireless. (i.e. no strings!)
Each foot the craft moves gains 10%. If it goes 10 feet you get a grade of 100%.
If it goes 20+ feet, then you get 105%. If it goes more 30+ feet then you get 110%.
How to build your own hovercraft
Photos from a hovercraft project
Build a remote control hovercraft!
Can a hovercraft go up the walls?
A simple to build project
Mod your toy helicopter; turn it into a hovercraft
Kelvin Educational Kits
Kelvin Educational online catalog
EGR 100 — Hovercraft Design Project: College freshmen majoring in engineering build and design hovercrafts
http://www.eng.uab.edu/me/faculty/amcclain/hovercrafts.html
Hovercraft calculator – used only for building larger hovercraft that can actually carry passengers.
http://www.olshove.com/HoverHome/hovcalc.html
Learning Standards
Next Generation Science Standards
DCI – Energy is a quantitative property of a system that depends on the motion and interactions of matter and radiation within that system. That there is a single quantity called energy is due to the fact that a system’s total energy is conserved, even as, within the system, energy is continually transferred from one object to another and between its various possible forms.
Conservation of energy means that the total change of energy in any system is always equal to the total energy transferred into or out of the system.
Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems.
Mathematical expressions, which quantify how the stored energy in a system depends on its configuration (e.g., relative positions of charged particles, compression of a spring) and how kinetic energy depends on mass and speed, allow the concept of conservation of energy to be used to predict and describe system behavior.
The availability of energy limits what can occur in any system.
Next Generation Science Standards: Science – Engineering Design (6-8)
• Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
2016 Massachusetts Science and Technology/Engineering Curriculum Framework
HS-ETS4-5(MA). Explain how a machine converts energy, through mechanical means, to do work. Collect and analyze data to determine the efficiency of simple and complex machines.
HS-PS3-3. Design and evaluate a device that works within given constraints to convert one form of energy into another form of energy.
• Emphasis is on both qualitative and quantitative evaluations of devices.
• Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, and generators.
Appendix VIII Value of Crosscutting Concepts and Nature of Science in Curricula
Cause and Effect: Mechanism and Explanation. Events have causes, sometimes simple, sometimes multifaceted. A major activity of science and engineering is investigating and explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events in new contexts or design solutions.
Mousetrap racer build project
Your task is to build a mousetrap powered car!
It can be built from wood, paper, plastic, metal, erector sets, pens, rulers, old toys, Legos, and other materials.

We need a fair comparison between race cars. Therefore it must be powered by only 1 mousetrap.
You may not modify the mousetrap, such as by over-winding the metal coil, because that would unfairly increase its potential energy storage.
A rat trap, or trap for any other animal, is not safe or acceptable.
2 people may collaborate to make 1 car.
If you do not have your car on the day that it is due, you lose 5 points per day.
I suggest working in groups, making your own local mousetrap racer “factory”. This approach is easier and more fun.
Clearly print your names somewhere on the car!
Giving time to do this
Day 1 – We introduce the project, discuss the physics and engineering principles, show some videos and photos.
Day 2 – (Which could be any day that fits our class schedule) – Have students bring in the building materials they have procured so far. Also, as a teacher I will help make materials available in class. Both teacher and some volunteer students will show in class how to assemble a mousetrap racer. The way that it is shown in class is not the only way to do it.
Day 3 – Classroom build. Students individually or in pairs work on the mousetrap racer. First start off with a brief review of physics principles – storing energy as PE, simple machines, how mechanical devices can transform PE into kinetic energy, etc.
Day 4 – Run the mousetrap racers! Find a long hallway with a smooth floor. We will have competitions:
(A) Fastest: Which car goes to the finish line in the shortest amount of time?
(B) Furthest distance: Which car goes the furthest?
Much information on mouse trap racers is available online. However, you may not use a kit to build your racer.
Instructables (several ideas here)
Mousetrap cars and kits from Doc Fizzix. Great for ideas
Gallery of great mousetrap racers. from UCI Summer Science Institute
What is a mousetrap powered car? How does it work?
It is a vehicle powered by a mousetrap spring. We tie one end of a string to the tip of a mousetrap’s snapper arm, and the other end of the string has a loop that is designed to “catch” a hook that is glued to a drive axle.
Once the loop is placed over the axle hook, the string is wound around the drive axle by turning the wheels in the opposite direction to the vehicle intended motion.
As the string is wound around the axle, the lever arm is pulled closer to the drive axle causing the mousetrap’s spring to “wind-up” and store energy.
When the drive wheels are released, the string is pulled off the drive axle by the mousetrap, causing the wheels to rotate.
How do you build a mouse trap powered racer?
There is no one “right way” to build a mousetrap powered vehicle. The first step to making a good mouse trap powered car is simple: put something together and find out how it works.
Once you have something working you can begin to isolate the variables that are affecting the performance and learn to adjust to improve your results.
Build, test, have fun spectacular failures, and improve, just like SpaceX rockets.
What’s the difference between a FAST Racer and a LONG distance traveler?
When you build a mouse-trap car for distance, you want a small energy consumption per second or a small power usage. Smaller power outputs will produce less wasted energy and have greater efficiency.
When you build a vehicle for speed, you want to use your energy quickly or at a high power output.
We change the power ratio of a vehicle by changing one or all of the following:
* where the string attaches to the mouse-trap’s lever arm
* the drive wheel diameter
* the drive axle diameter.
The amount of energy released by using a short lever arm or a long lever arm is the same, but the length of the lever arm will determine the rate at which the energy is released and this is called the power output.
Long lever arms decrease the pulling force and power output but increase the pulling distance.
Short lever arms increase the pulling force and the power output by decrease the pulling distance but increasing the speed.
Building for speed
If you are building a mouse-trap car for speed, you will want to maximize the power output to a point just before the wheels begin to spin-out on the floor. Maximum power output means more energy is being transferred into energy of motion in a shorter amount of time. Greater acceleration can be achieved by having a short length lever arm and/or by having a small axle to wheel ratio.
Building for distance
Minimize the power output or transfer stored energy into energy of motion at a slow rate. This usually means having a long lever arm and a large axle-to-wheel ratio.
If you make the lever arm too long, you may not have enough torque through the entire pulling distance to keep the vehicle moving, in which case you will have to attach the string to a lower point or change the axle-to wheel ratio.
Supplies
Most parts can be scavenged from toys, or recycled materials. You may also consider stores such as Michael’s Art Supply, Home Depot, or A. C. Moore. Mousetraps are available in 2 packs, for less than $2, from supermarkets.
Learning Standards
Next Generation Science Standards
DCI – Energy is a quantitative property of a system that depends on the motion and interactions of matter and radiation within that system. That there is a single quantity called energy is due to the fact that a system’s total energy is conserved, even as, within the system, energy is continually transferred from one object to another and between its various possible forms.
Conservation of energy means that the total change of energy in any system is always equal to the total energy transferred into or out of the system.
Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems.
Mathematical expressions, which quantify how the stored energy in a system depends on its configuration (e.g., relative positions of charged particles, compression of a spring) and how kinetic energy depends on mass and speed, allow the concept of conservation of energy to be used to predict and describe system behavior.
The availability of energy limits what can occur in any system.
Next Generation Science Standards: Science – Engineering Design (6-8)
• Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
Massachusetts Science and Technology/Engineering Curriculum Framework
HS-ETS4-5(MA). Explain how a machine converts energy, through mechanical means, to do work. Collect and analyze data to determine the efficiency of simple and complex machines.
HS-PS3-3. Design and evaluate a device that works within given constraints to convert one form of energy into another form of energy.
• Emphasis is on both qualitative and quantitative evaluations of devices.
• Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, and generators.
Appendix VIII Value of Crosscutting Concepts and Nature of Science in Curricula
Cause and Effect: Mechanism and Explanation. Events have causes, sometimes simple, sometimes multifaceted. A major activity of science and engineering is investigating and explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events in new contexts or design solutions.
The Big Dig
What are we learning?
We’re studying the engineering – applied physics – used in Boston’s Big Dig. We’ll study the effect of changing forces, loads, materials and shapes, on a structure.
Why are we learning this?
To learn how to break a complex real-world problem – building safe tunnels and related structures – into smaller parts that can be solved using scientific/engineering principles.
To learn how to use a simple computer simulation to model such systems.
Vocabulary goals
compression, tension, bending, shear, torsion, loads, dead load, live load, settlement load, thermal load, wind load, earthquake load, dynamic load, arch, brace, buttress
Historical background
The Central Artery/Tunnel Project (CA/T) – the Big Dig – was a megaproject in Boston that rerouted the Central Artery of Interstate 93, the chief highway through the heart of the city, into the 3.5-mile (5.6 km) Thomas P. O’Neill Jr. Tunnel. It also included the construction of the Ted Williams Tunnel (extending Interstate 90 to Logan International Airport), the Zakim Bunker Hill Memorial Bridge over the Charles River, and the Rose Kennedy Greenway in the space vacated by the previous I-93 elevated roadway. Planning began in 1982; construction work was carried out between 1991 and 2006.
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Intro adapted from Wikipedia, The Big Dig, 1/18
Photo gallery
Here are before-and-after photos of downtown Boston, showing the removal of the Central Artery and it’s replacement with the Rose Kennedy Greenway.
Left-click on it to open in a new window, at higher-resolution.

Our app Building Big: Forces & Engineering app (from PBS)
Use the worksheet assigned by the teacher.
Building the tunnel under Forth Point Channel
William Harris, in “How Tunnels Work: The Big Dig” (How Stuff Works) writes:
A few miles west, Interstate 90 enters another tunnel that carries the highway below South Boston. Just before the I-90/I-93 interchange, the tunnel encounters the Fort Point Channel, a 400-foot-wide body of water that provided some of the biggest challenges of the Big Dig.
Engineers couldn’t use the same steel-tube approach they employed on the Ted Williams Tunnel because there wasn’t enough room to float the long steel sections under bridges… Eventually, they decided to abandon the steel-tube concept altogether and go with concrete tunnel sections, the first use of this technique in the United States.
…workers first built an enormous dry dock on the South Boston side of the channel. Known as the casting basin, the dry dock measured 1,000 feet long, 300 feet wide and 60 feet deep — big enough to construct the six concrete sections that would make up the tunnel…
The completed sections were sealed watertight at either end. Then workers flooded the basin so they could float out the sections and position them over a trench dredged on the bottom of the channel.
[They couldn’t] simply lower concrete sections into the trench [because] of the MBTA’s Red Line subway tunnel, which runs just under the trench. The weight of the massive concrete sections would damage the older subway tunnel if nothing were done to protect it. So engineers decided to prop up the tunnel sections using 110 columns sunk into the bedrock. The columns distribute the weight of the tunnel and protect the Red Line subway, which continues to carry 1,000 passengers a day.

Apps
Slider photo: Boston before- and after- Big Dig (10 years later, did the Big Dig deliver?, Boston Globe)
Documentaries
Extreme Engineering: Boston’s Big Dig (2003)
https://vimeo.com/30626123
Tour of the Big Dig in Boston, Bob Vila
National Geographic MegaStructures Boston Big Dig Documentary 2016
https://www.youtube.com/watch?v=R2HHmWxGRMQ
Big Dig The Construction Story of Boston Big Dig
Underground Utility Protection
In “The Big Dig: Learning from a Mega Project”, Virginia Greiman writes
To protect against losses caused by the disruption and failure of underground utilities, a Big Dig utility program relocated 29 miles of gas, electric, telephone, sewer, water, and other utility lines maintained by thirty-one separate companies in 1996.
Some of this infrastructure was more than 150 years old; a complete lack of knowledge on the age, condition, and location of most of the utilities required submission of “as-built” drawings by all project contractors—drawings of existing conditions rather than planned or proposed construction.
The project had to deal with utilities that were shown on as-built drawings but never installed, and damage and flooding caused by underground sewer pipes not identified on the drawings.
Resources
Wikipedia.org: Big Dig
PBS: Great Projects – The Building of America
Archaeology of the Central Artery Project: Highway to the Past. Website + 58 page PDF book.
Big Dig: Massachusetts Historical Commission, Archaeological Exhibits Online
Learning Standards
2016 Massachusetts Curriculum Framework High School Technology/Engineering
HS-ETS1-1. Analyze a major global challenge to specify a design problem that can be improved. Determine necessary qualitative and quantitative criteria and constraints for solutions, including any requirements set by society.
HS-ETS1-2. Break a complex real-world problem into smaller, more manageable problems that each can be solved using scientific and engineering principles.
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, aesthetics, and maintenance, as well as social, cultural, and environmental impacts.
HS-ETS1-4. Use a computer simulation to model the impact of a proposed solution to a complex real-world problem that has numerous criteria and constraints on the interactions within and between systems relevant to the problem.
HS-ETS1-5(MA). Plan a prototype or design solution using orthographic projections and isometric drawings, using proper scales and proportions.
HS-ETS1-6(MA). Document and present solutions that include specifications, performance results, successes and remaining issues, and limitations.
Protecting cities from rising sea levels
Protecting cities from rising sea levels
from “Can New York Be Saved in the Era of Global Warming?” by Jeff Goodell, Rolling Stone, July 2016.
Hurricane Sandy, which hit New York in October 2012, flooding more than 88,000 buildings in the city and killing 44 people, was a transformative event. It did not just reveal how vulnerable New York is to a powerful storm, but it also gave a preview of what the city faces over the next century, when sea levels are projected to rise five, six, seven feet or more, causing Sandy-like flooding (or much worse) to occur with increasing frequency.

Credit – Jamal Countess/Redux
Zarrilli turns away from the river, and we walk toward the park that separates it from the Lower East Side. “One of our goals is not just to protect the city, but to improve it,” Zarrilli explains. Next year, if all goes well, the city will break ground on what’s called the East Side Coastal Resiliency Project, an undulating 10-foot-high steel-and-concrete-reinforced berm that will run about two miles along the riverfront. It’s the first part of a bigger barrier system, known informally as “the Big U,” that someday may loop around the entire bottom of Manhattan… there are plans in the works to build other walls and barriers in the Rockaways and on Staten Island, as well as in Hoboken, New Jersey, across the Hudson River. …
…wall-building is politically fraught: You can’t wall off the city’s entire 520-mile coastline, so how do you decide who gets to live behind the wall and who doesn’t? “You have to start somewhere,” Zarrilli says, “so you begin in the places where you get the maximum benefit for the most people.”
In Zarrilli’s view, there is no time to waste. By 2030 or so, the water in New York Harbor could be a foot higher than it is today. That may not sound like much, but New York does not have to become Atlantis to be incapacitated. Even with a foot or two of sea-level rise, streets will become impassable at high tide, snarling traffic. …
Then the big storm will come… if you add a foot or two of sea-level rise to a 14-foot storm tide, you have serious trouble. …Water will flow over the aging sea walls at Battery Park and onto the West Side, pouring into the streets, into basements, into cars, into electrical circuits, finding its way into the subway tunnels. New Yorkers will learn that even after the region spent $60 billion on rebuilding efforts after Sandy, the city’s infrastructure is still hugely vulnerable.
… New York’s Achilles’ heel is the subways, which are vulnerable to saltwater, which is highly corrosive to electrical circuits, as well as to the concrete in the tunnels. In theory, the subway system can be restructured to keep seawater out, but at some point, the cost gets prohibitive. … the Metropolitan Transportation Authority, which operates the New York subways, had to spend $530 million upgrading the South Ferry station in Lower Manhattan after it was heavily damaged on 9/11. After Sandy turned the station into a fish tank, the MTA had to close it for months and spend another $600 million to fix it. The MTA has now installed retractable barriers to stop seawater from flooding the station in the next big storm, but the subway system remains vulnerable to rising seas. “We’re not thinking systemically about climate change,” says Michael Gerrard, director of the Center for Climate Change Law at Columbia Law School. “We’re focused on Sandy, and Sandy isn’t the worst thing that could happen.”
In the end, there is only one real solution for sea-level rise: moving to higher ground.
In the near future, one of the main drivers of what policy wonks call “managed retreat” is likely to be the rising costs of flood insurance, which is provided to most property owners through National Flood Insurance Protection, an outdated, mismanaged federal program that subsidizes insurance rates for homeowners and businesses in high-risk areas (commercial insurers bailed out of the flood-insurance market decades ago).
Under NFIP, few people who live in flood-prone areas pay the actual cost of the risk. In addition, grandfather clauses in the program often allow homeowners to rebuild in areas that are doomed to flood again very soon. Attempts by Congress to reform the program have failed miserably, and it’s now $23 billion in debt. Eventually, increasing property losses will force reform and insurance rates will go up and up. “When people have to pay more and own more of the risk themselves, their decisions about where they live will change,” says Alex Kaplan, a senior vice president at Swiss Re, a global reinsurance company.
New York state is already experimenting with voluntary buyouts in high-risk areas. The logic is simple: In the long run, it’s cheaper simply to buy people out of their homes than to keep paying for them to be rebuilt after storms (it also moves people out of harm’s way).
Of course, it would cost hundreds of billions of dollars to buy out residents and businesses in Lower Manhattan. Instead, some urban planners have discussed offering tax breaks and other financial goodies to encourage residents and businesses to relocate to higher ground. Could parts of Lower Manhattan ever be de-populated and returned to nature? “Buildings were built,” says Kate Orff, director of the urban-planning program at Columbia University’s Graduate School of Architecture, Planning and Preservation. “They can also be unbuilt.” More likely, the walls will go up, getting higher and higher as the seas rise.
The above info is from https://www.rollingstone.com/politics/news/can-new-york-be-saved-in-the-era-of-global-warming-20160705#ixzz4Da26LKLM
Protecting Staten Island, New York City
Topic: Staten Island Multi-Use Elevated Promenade
This text from the article “A 5.3-Mile “Elevated Promenade” On Staten Island Will Break Ground This Year” by Bianca Bahmondes, Secret NYC, 2/25/2019
It was recently announced that the 5.3-mile proposed seawall in Staten Island will officially begin construction since federal funding has now been secured. The U.S. Army Corps for Engineers (USACE) will be giving $400 million to the project, which is formally known as the Staten Island Multi-Use Elevated Promenade. This new promenade has been in the works since 2015 and is intended to help protect the island from sea-level rising, storm surges, and super storms in the future.
It will be build along the island’s eastern coast from Fort Wadsworth to Great Kills. The promenade will rise about 20 feet above sea level and feature a series of interconnected leaves, berms, and seawalls that are designed to withstand a 300-year storm.
In the announcing statement Governor Cuomo said: “This innovative project will protect Staten Islanders from future devastating storms, enhance access to the shore, create thriving wetlands and bring peace of mind to the diverse communities that live along the coastline. [This] agreement allows New York to move forward with this critical resiliency measure, which will ensure vulnerable communities have the resources they need to build back stronger after the devastation of Hurricane Sandy and better prepare for the next 100-year storm.”
Images from https://www.governor.ny.gov/sites/governor.ny.gov/files/atoms/files/Visualization.pdf


Further reading
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Learning Standards
2016 Massachusetts Science and Technology/Engineering Curriculum Framework
HS-ESS2-6. Use a model to describe cycling of carbon through the ocean, atmosphere, soil, and biosphere and how increases in carbon dioxide concentrations due to human activity have resulted in atmospheric and climate changes.
HS-ESS3-1. Construct an explanation based on evidence for how the availability of key natural resources and changes due to variations in climate have influenced human activity.
HS-LS2-7. Analyze direct and indirect effects of human activities on biodiversity and ecosystem health, specifically habitat fragmentation, introduction of non-native or invasive species, overharvesting, pollution, and climate change. Evaluate and refine a solution for reducing the impacts of human activities on biodiversity and ecosystem health.*
High School Technology/Engineering
HS-ETS1-1. Analyze a major global challenge to specify a design problem that can be improved. Determine necessary qualitative and quantitative criteria and constraints for
solutions, including any requirements set by society.*
HS-ETS1-2. Break a complex real-world problem into smaller, more manageable problems that each can be solved using scientific and engineering principles.*
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, aesthetics, and maintenance, as well as social, cultural, and environmental impacts.*
Radar
Radar was developed secretly for military use by several nations, before and during World War II.The term was coined in 1940 by the United States Navy as an acronym for RAdio Detection And Ranging. It entered English and other languages as a common noun, losing all capitalization.
Radar uses radio waves to determine the range, angle, or velocity of objects.

*

*
EM waves can be of many different wavelengths.
Longer wavelengths we perceive as orange and red
Shorter wavelengths are towards the blue end of the spectrum
Fields are at right-angles to each other
They travel through vacuum (empty space) at the speed of light
c = speed of light
c = 3 x 108 m/s = 186,282 miles/second
So all parts of the EM spectrum – radio, light, Wi-Fi, X-rays,
are all made of exactly the same thing! The only thing different among them? wavelength and frequency!

Our eyes can only see a tiny amount of the EM spectrum.
There are longer and shorter waves as well.

Is used to detect aircraft, ships, spacecraft, guided missiles, motor vehicles, weather formations, and terrain.
A radar system consists of:
transmitter producing electromagnetic radio waves
a receiving antenna (often the same antenna is used for transmitting and receiving)
a receiver and processor to determine properties of the object(s)
Radio waves from the transmitter reflect off the object and return to the receiver
This gives info about the object’s location and speed.
Uses
air and terrestrial traffic control
radar astronomy
air-defence systems / antimissile systems
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marine radars to locate landmarks and other ships

aircraft anticollision systems

outer space surveillance and rendezvous systems
meteorological (weather) precipitation monitoring

flight control systems
guided missile target locating systems
ground-penetrating radar for geological observation
Learning Standards
2016 Massachusetts Science and Technology/Engineering Curriculum Framework
6.MS-PS4-1. Use diagrams of a simple wave to explain that (a) a wave has a repeating pattern with a specific amplitude, frequency, and wavelength, and (b) the amplitude of a wave is related to the energy of the wave.
HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling within various media. Recognize that electromagnetic waves can travel through empty space (without a medium) as compared to mechanical waves that require a medium.
HS-PS4-5. Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy. Clarification Statements:
• Emphasis is on qualitative information and descriptions.
• Examples of technological devices could include solar cells capturing light and
converting it to electricity, medical imaging, and communications technology.
Massachusetts Science and Technology/Engineering Curriculum Framework (2006)
6. Electromagnetic Radiation Central Concept: Oscillating electric or magnetic fields can generate electromagnetic waves over a wide spectrum. 6.1 Recognize that electromagnetic waves are transverse waves and travel at the speed of light through a vacuum. 6.2 Describe the electromagnetic spectrum in terms of frequency and wavelength, and identify the locations of radio waves, microwaves, infrared radiation, visible light (red, orange, yellow, green, blue, indigo, and violet), ultraviolet rays, x-rays, and gamma rays on the spectrum.
Engineering
Engineering is the use of physics to design buildings, vehicles, or infrastructure. We’ll examine real world engineering projects, and see how these techniques may be extended to proposed mega-engineering projects.
Objectives
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Ask questions that arise from examining models or a theory, to clarify and/or seek additional information and relationships.
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Ask questions to clarify and refine a model, an explanation, or an engineering problem.
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Evaluate a question to determine if it is testable and relevant.
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Ask and/or evaluate questions that challenge the premise(s) of an argument, the interpretation of a data set, or the suitability of the design
– Science and engineering practices: NSTA National Science Teacher Association
– Next Generation Science Standards Appendix F: Science and Engineering Practices
https://kaiserscience.wordpress.com/physics/forces/extreme-engineering/
Using forces
Introduction: When engineers design a building, they have to consider all of the forces on every element in the structure.
It doesn’t matter if they are designing a building, airplane, overpass or tunnel – it all comes down to using Newton’s laws of physics & forces.
What kind of engineering – applied physics – was used in Boston’s Big Dig? Let’s use an app to study the effect of changing forces, loads, materials and shapes, on a structure.
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Forces: Forces act on big structures in many ways. Click on one of the actions to explore the forces at work and to see real-life examples. Squeezing, stretching. bending, sliding, twisting
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Loads: All structures must withstand loads or they’ll fall apart. In order to build a structure, you need to know what kinds of external forces will affect it. The weight of the structure, weight of objects (live load), soft soil, temperature, earthquakes, wind, vibration
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Materials: What you build a structure out of is just as important as how you build it: Put these to the test – wood, plastic, aluminum, brick, concrete, reinforced concrete, cast iron, steel
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Shapes: The shape of a support affects its ability to resist loads.
App: “Building Big: Forces Lab” PBS

Subways
In the late 19th century, as America’s teeming cities grew increasingly congested, the time had come to replace the nostalgic horse-drawn trolleys with a faster, cleaner, safer, and more efficient form of transportation.
Ultimately, it was Boston — a city of so many firsts — that overcame a litany of engineering challenges, interests of businessmen, and the fears of its citizenry to construct America’s first subway.
Based in part on Doug Most’s acclaimed non-fiction book of the same name, The Race Underground tells the dramatic story of an invention that changed the lives of millions.
Introduction: The Race Underground
Main page: The Race Underground
Slide Show: The Race underground Boston in the early 1900’s
Video: The Race Underground, Chapter 1: Building Boston’s Subways
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Then & Now: Boston in the Early 1900s
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Preview: The Race Underground
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Bonus Video: MBTA Signal School
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Map, interactive: What the Maps Miss
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General Article: The Forgotten Hero of the American Subway
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Bonus Video: Chapter 1

Engineering An Empire

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Our related article on Extreme Engineering.
External resources
Walkinator app, by Bryce Summer. Biomechanical evolution.
Learning Standards
2016 Massachusetts Science and Technology/Engineering Curriculum Framework
HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion is a mathematical model describing change in motion (the acceleration) of objects when acted on by a net force.
HS-PS2-10(MA). Use free-body force diagrams, algebraic expressions, and Newton’s laws of motion to predict changes to velocity and acceleration for an object moving in one dimension in various situations
2016 High School Technology/Engineering
HS-ETS1-1. Analyze a major global challenge to specify a design problem that can be improved. Determine necessary qualitative and quantitative criteria and constraints for solutions, including any requirements set by society.
HS-ETS1-2. Break a complex real-world problem into smaller, more manageable problems that each can be solved using scientific and engineering principles.
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, aesthetics, and maintenance, as well as social, cultural, and environmental impacts.
HS-ETS1-4. Use a computer simulation to model the impact of a proposed solution to a complex real-world problem that has numerous criteria and constraints on the interactions within and between systems relevant to the problem.
HS-ETS1-5(MA). Plan a prototype or design solution using orthographic projections and isometric drawings, using proper scales and proportions.
HS-ETS1-6(MA). Document and present solutions that include specifications, performance results, successes and remaining issues, and limitations.



