The following example of an integrated S/M/T Activity is provided to show possible Science, Math and Technology connections to the challenges introduced earlier.

HULL DESIGN CONSIDERATIONS

Boat hulls that carry freight are designed to be hydrodynamically efficient so they will be economically efficient. Design tradeoffs should consider at least the following factors:

The ideal freight-carrying boat hull, in economic terms, would:

HIGH-PERFORMANCE HULL CHARACTERISTICS

Three hull performance factors must be considered when designing a boat hull for a specific task. These factors are buoyancy, stability and center of gravity.

Buoyancy - an object placed in a liquid will push down on that liquid by force of gravity, while the liquid pushes up. The push upward is buoyancy. The object placed in the water will displace a volume of water equal to the weight of the water.

Stability - a stable vessel must be able to stay upright under all reasonable conditions. There are three conditions of stability: stable, unstable and neutral. The force of gravity gives unstable objects a tendency to move to a stable position.

Center of Gravity - the focus point in an object of gravitational pull. Hull center should always be low to improve stability. Ballast is usually added to a hull to lower the center of gravity.

Conduct an experiment on a boat model that has a hull design similar to the one shown in Figure A, above. The model should be at least 18" long, 6" wide and 4" deep. Build the model out of light materials, such as wood or plastic for the structure and sheets of plastic for the outside of the hull. Determine how much weight is needed as ballast to make the model stable--it floats without tipping over). Determine how far into the water the boat sinks before and after adding the ballast. Does it make any difference as to where you add the ballast in your model? Does the amount of ballast that is needed depend on whether you are carrying a heavy or light cargo, or note at all? Compare your results with those of your classmates. Does a difference in the size of the boat model make a difference in the amount of ballast required to reach a state of stability?

PROBLEM SOLVING PROCESS:

These steps may be helpful to students in approaching their activity:

• Form cooperative groups (two to three people)
• Research boat designs (Books, Internet)
• Brainstorm for ideas
• Sketch possible solutions
• Decide how to construct, maneuver, and operate the model
• Decide on and gather materials
• Construct your design
• Test and record data on your design
• Present your work

NOTES TO TEACHERS:

The exploratory activity is designed to be a two-day lesson and could be used as an introduction for the intermediate and advanced activities. Below are more in-depth suggestions on the last two activities mentioned.

The activities should be introduced by explaining the role engineers play in the design of safe means of transportation and the use of modeling for experimentation. This lends relevancy to their own designs.

You may decide you would like to have students assist you in building a pool as a "test tank" for the model boats. The pool can be constructed by connecting a 2x4 frame using 3-inch drywall screws. A portable drill and screw bit can be very handy. The dimensions of the pool should be 2 feet wide by whatever length you want.  A 5 feet minimum is suggested. Fastening using the screws allows for easy disassembly and storage. Once the frame is constructed short cross members should be used to reinforce the corners. At this point, any sturdy clear plastic can be used to line the frame. Doubling the plastic is recommended to avoid accidents. Draining the pool can be accomplished easily with a one-gallon milk jug (with the neck cut away for scooping water), a 5-gallon bucket and a sponge.

RESOURCES:

The intended challenges were designed to be open-ended and flexible to meet a wide range of learning levels. Please feel free to incorporate additional material(s) to enhance each lesson. The categories of Exploratory, Intermediate, and Advanced provide a context in which students can understand the social and personal meaning of each challenge.

Additional materials may be found at the following locations:

• TIES Magazine, http://www.tiesmagazine.org/
• Transportation, Energy & Power, Schwaller, A. Glencoe-McGraw Hill Publishing
• Various Texts on Ships and Boats
• World Submarine Invitational

PROPOSED CURRICULUM STANDARDS CONNECTIONS:

The following Curriculum/Standards Connections for grades 5-8 are intended to aid in the use and assessment of the design challenge projects.  NOTE: These connections have been extracted from the National Standards.  You should check their correlation with your own State Curriculum Standards to ensure consistency with your curriculum goals.

Note on Assessment:  We strongly recommend using the Student Reflection Sheet and the Rubric provided in the Appendix to enhance the learning process, by encouraging student awareness and participation in the assessment of their work.  These tools can help students to understand the context, meaning, and value of undertaking these challenges.

Science Content Standards	Standards for School Mathematics	Standards for Design and Technology
Science as Inquiry - inquiry into wind energy and  its applications Physical Science Motion and Forces - application of motion and force to wind machines Transfer of Energy - conversion of energy into different forms Life Science Earth and Space Science Earth in the solar system - nature of weather and the operation of  wind  as source of natural energy Science and Technology: Understanding about science and technology - applications of  wind  as alternative energy source Science in Personal and Social Perspectives: Populations, resources, and environments - reducing pollution through the use of renewable energy Risks and benefits - benefits and problems of using wind energy History and Nature of Science Science as human endeavor - extending scientific knowledge through technological applications	Mathematics as problem solving Mathematics as communication Mathematics as reasoning Mathematical connections - applying math to real problems in science and technology Number and number relationships Number systems and number theory Computation and estimation Patterns and functions Algebra - application of power and efficiency formulae Statistics - graphing comparison of input and output of windmill Probability Geometry - use of geometry in the design and development of blades and sails of windmills Measurement - use of measuring tools for building models and for determining the power input/output of windmills	Design - improvement of selected aspects of  wind machines (blades, propellers, sails) Develop and produce products and systems - building of operating historical models - windmills as machines and systems Use and manage technology - research and inquiry via the internet and other sources - use of tools and machines in the building of the models Assess the impacts and consequences of technology - impact of technological  innovations on development of cities and industry Nature and history of technology - evolution of technology and its role in human and social development - evolution of technology based on availability of materials (diversity of wind machines, world-wide) Connections - integration of science, math and technology in the development of inventions and innovations