Engineering and Technology Unit 1 PDF

UNIT 1 Engineering and Technology © Houghton Mifflin Harcourt Image Credits: ©gmutlu/iStock/Getty Images Plus/...

UNIT 1 Engineering and Technology © Houghton Mifflin Harcourt Image Credits: ©gmutlu/iStock/Getty Images Plus/ Explore Online Unit Project: Dropping Off, Picking Up How can the front of the school be redesigned to improve the way students are dropped off and picked up? Ask your teacher for more project information. Getty Images Prototype gear made by a 3D printer 1  UNIT 1 At a Glance LESSON 1 How Are Science and Math Used in Engineering?..................... 4 LESSON 2 What Is the Design Process?............ 26 LESSON 3 How Does Technology Affect Society?........................... 46 Unit Review............................... 68 Vocabulary Game: Concentration Materials 1 set of word cards © Houghton Mifflin Harcourt Image Credits: (inset) ©Corbis Setup erosion Mix up the cards. Place the cards face down on a table in even rows. Each card should not touch erosion another card. Directions The pro cess 1. Take turns to play. moving of sedimen 2. Choose two cards. Turn the cards face up. tf one plac rom If the cards match, keep the pair and take e to another another turn. If the cards do not match, turn them back over. 3. The game is over when all cards have been matched. The players count their pairs. The player with the most pairs wins. 2  Unit Vocabulary brainstorming: Collecting as many ideas as you can, however good you think they are. constraint: A real world limit on the solution you are designing, for example, safety, time, money, or materials. criteria: The desirable features of a solution. deforestation: The process of cutting down trees to plant crops. © Houghton Mifflin Harcourt Image Credits: ©williv/E+/Getty Images; ©Kaan Tanman/ E+/Getty Images; (inset) ©Corbis; ©D. Normark/PhotoLink/Getty Images erosion: The process of moving sediment from one place to another. tradeoff: The process of giving up one quality or feature of a design to gain a different quality or feature. 3  LESSON 1 How Are Science and Math Used in Engineering? © Houghton Mifflin Harcourt Image Credits: ©Stocktrek Images, Inc./Photodisc/Getty On a clear night in the city, it can be hard to see the stars. Streetlights, headlights, and lights in buildings can dim starlight. Earth’s atmosphere also has a blurring effect on our view of stars from Earth. That’s one reason the Hubble Space Telescope was sent into space in 1990. It orbits above Earth and gives us a clearer view of space. By the end of this lesson... Images you’ll be able to describe how science and math are used in engineering. 4  Explore Can You Solve It? Online Almost right after launch, a problem was found with the Hubble Space Telescope. It was not able to take clear pictures and see different parts of space as well as it was built to do. NASA was faced with a big engineering problem: How do you fix a telescope in orbit? Luckily, they figured out a solution. 1. What do you think was wrong with the telescope? How do you think NASA fixed the Hubble telescope? © Houghton Mifflin Harcourt Image Credits: ©NASA EVIDENCE NOTEBOOK Look for this icon to help you gather evidence to answer the questions above. 5  EXPLORATION 1 What Is Engineering? What Is Technology and What Is Not? Look around you. What are some of the things that you see? A chair? A door? a car? All of these things are products of engineering, which is the practical use of science and math to solve problems to meet needs and wants. Engineered objects can be simple. You can change a stick to a tool by breaking off a twig and using it to dig a hole. Engineered objects can also be complex such as a communication satellite that orbits Earth. What are some other things that are products of engineering? 2. Look over each of the objects below. Decide which ones are examples of technology and which are not examples of technology. Draw lines to match each object to the proper box: Engineered or Not Engineered. calculator wooden chair Engineered truck Not Engineered plant computer insect 3. What evidence did you use to decide how to sort the items? © Houghton Mifflin Harcourt HANDS-ON Apply What You Know In Touch with Technology 4. With a partner, take turns describing what today’s breakfast or trip to school would have been like if there were no technology. Together, write down one true statement about technology that your descriptions show. Be prepared to share it. 6  Factory Engineering How can we define technology? A good way to do this is to say that technology is the products and processes designed to solve a problem or meet a need. Engineering makes technology. Some examples of technology that engineers designed are smartphones and cars. Technology is even used to make the food you eat. Look at the images below to see technology used in a bakery. For each step in the process, think about how an engineer designed Explore the machines. Online STEP 1 A machine rolls bread dough STEP 2 The dough is kneaded and into cylinders and then drops them on a shaped by a machine. conveyor belt. ©RGtimeline/Shutterstock; (tr) ©RGtimeline/Shutterstock; (br) ©RGtimeline/Shutterstock © Houghton Mifflin Harcourt Image Credits: (t) ©RGtimeline/Shutterstock; (bl) STEP 3 The conveyor belt carries the STEP 4 The baked loaves cool on the dough into ovens. conveyor belt. 5. Look at the objects listed. Choose each object that is an example of something an engineer helped design. a. tree b. lamp c. fire alarm d. T-shirt e. printer 7 Technology Everywhere When you think of technology, what do you visualize? A computer? A space telescope? You might think of technology as complex machines that are very technical. But technology is anything made by people that meets a need. We live in an engineered world. As you walk through a park, there are bicycles and park benches. As you walk into a mall, there are lights shining, escalators moving, and automatic doors opening. Nearly everything around us is technology. Look around your classroom. Most of the objects you see are examples of technology. A pencil, for example, is technology. It helps you communicate by writing. It is not as complex as a smartphone that allows you to communicate by texting, but both meet the need of communication. The student in this photo is using scissors, a kind of technology, to cut paper. © Houghton Mifflin Harcourt 6. Where are you least likely to see technology? Why? 8  Classroom Technology 7. Match the descriptions to the technology in the classroom and add labels. a. b. An engineer helped to design the case A chemical engineer improved the quality and keys, and a computer engineer of the glass, while a mechanical engineer helped to make it solve complex math designed the frame so it is easy to use. problems. c. d. A mechanical engineer helped make it A mechanical engineer helped build the © Houghton Mifflin Harcourt by designing machines to print, cut the machines used to cut and stitch the cloth paper, and bind it together. together. 8. What two things do all the objects have in common as examples of technology? 9  Language SmArts Tech Knowledge Now that you have learned about technology and how we define it, research online one piece of technology. Write down the needs or wants that it meets. Take note of at least two sources that you used to get information. Now pair up with another student and test each other. Ask each other what the piece of technology is and why it is technology. Also ask how it meets wants or needs. 9. What is your piece of technology? What are some of the wants and needs that it meets? EVIDENCE NOTEBOOK The Hubble telescope had many different scientists and engineers working on it to make it work well. When it did not work as expected, it showed that something needed to be fixed. Think about the situation that the scientists and engineers faced and answer the following question in your Evidence Notebook. What need or want did the Hubble project have? Tip Putting It Together Technology is all around us and in almost everything that we see. Combine details From our homes to schools, there are traffic lights and ovens and from different © Houghton Mifflin Harcourt other types of technology. Humans have been designing solutions sources to clarify to meet wants and needs for a long, long time. or strengthen your main ideas. 10. What is the purpose of technology? Reading and Writing in Science. 10  EXPLORATION 2 How Does Engineering Use Science? Engineering Vision Scientists discover new things about the world and universe around us. Engineers use these scientific discoveries to help design and make new technology. Ideas can build on one another over time to produce totally new solutions. Look over each image. Think about how new scientific discoveries helped engineers design each item. Early studies of optics, the science of light Polymer chemists discovered lighter, tougher interacting with matter, helped people engineer plastics. Engineers used them to design antique spectacles. lightweight plastic frames and thinner, lighter lenses. DigitalVision/Getty Images; (bl) ©Magdalena Lates/iStockPhoto.com; (br) ©Phanie/Alamy © Houghton Mifflin Harcourt Image Credits: (tl) ©Corbis; (tr) ©Klaus Vedfelt/ Scientific discoveries with water-absorbing Scientific discoveries with lasers led to LASIK eye plastics led to soft contact lenses. People often correction surgery. It changes the shape of the prefer them for sports and activities. cornea, your eye’s outer covering. After surgery, people may not need glasses or contacts. 11. How did science contribute to better meet people’s vision wants and needs? 11 Science with Vision Glasses, contacts, and LASIK vision correction are all great examples of how scientific discoveries with optics help many people see better. Many scientific discoveries are helped with tools. New tools designed by engineers may in turn lead to new scientific discoveries. This refracting telescope is an engineered tool that helps you see things far away by combining lenses. Telescopes are used by astronomers to study objects in space. © Houghton Mifflin Harcourt Image Credits: (b) Stockbyte/Getty Images; (tr) ©Roman This reflecting telescope is an engineered tool A lab microscope is an engineered tool that helps that helps you see things far away using mirrors biologists and students like you look at living and lenses. These telescopes are also used by cells and other tiny objects. astronomers to study objects in space. Language SmArts Makhmutov/Getty Images; (tl) ©JGI/Getty Images Research Computer Technology 12. Research online to summarize one scientific discovery that faster, more powerful computers made possible. Make a short presentation of your research to the class. 12  Thinking Alike Engineers and scientists use some of the same ways of doing things. Both scientists and engineers see a problem and ask questions about it. They think about the specifics and use models to design a solution. For example, when at first the Hubble telescope was not taking clear images, scientists and engineers worked as a team and discovered that Hubble’s main mirror had been built incorrectly. They modeled different solutions on Earth and tested those solutions many times. NASA engineers used evidence from their tests to determine whether their proposed solutions would work. They used math to analyze the solutions, keeping in mind that any Hubble fix would take place in outer space. Throughout the process, NASA scientists and engineers communicated with each other to find the best solutions. Thinking Differently Scientists and engineers follow many of the same methods to find answers to problems. However, their goals differ. Scientists, for example, conduct research and investigations to add to our knowledge. An example might be interpreting data from distant galaxies to better estimate when those galaxies formed. Engineers, on the other hand, focus on solving problems or achieving goals. Although science and engineering have different goals, their work complements one another. Advances in science often lead to advances in New technology can lead to new engineering, and advances in engineering often science. The first personal computers, lead to advances in science. like this prototype, led to new scientific discoveries. 13. Choose the words from the word bank that correctly complete the sentences. add to knowledge make loopholes make problems solve a problem © Houghton Mifflin Harcourt mathematics no models problems solutions Engineers and scientists. They both use and computational thinking. 13 Looking at What They Do The overlapping ways that scientists and engineers do their jobs may seem confusing. Use the question below to summarize the similarities and differences. 14. For each item, circle all that apply in the right column. (Hint: Think about the goals of scientists versus those of engineers.) Activity Who does it? Analyze test data to find the best boat design Scientist or Engineer Ask questions to find out if Earth’s surface is changing Scientist or Engineer Use a model to explain how animals behave Scientist or Engineer Plan and carry out a fair test Scientist or Engineer Use evidence to argue for the best solution Scientist or Engineer Show and explain a new way to build a wall Scientist or Engineer Analyze test data to explain how forces affect objects Scientist or Engineer Use a model to test a new speaker design Scientist or Engineer Graph the data gathered during a test Scientist or Engineer Use evidence to argue for the best explanation Scientist or Engineer © Houghton Mifflin Harcourt Image Credits: ©Mark Richards/ZUMA Press Inc/NewsCom Ask questions to see what is wrong with a thermometer Scientist or Engineer Read and critique an explanation of plant growth Scientist or Engineer EVIDENCE NOTEBOOK How did scientists and engineers work together on Hubble? Write your answer in your Evidence Notebook. Putting It Together 15. What do engineers and scientists have in common? 14  HANDS-ON ACTIVITY Testing Straw Beams Objective Materials Collaborate with your partners to see how different bundles straws (4 per group) of straws can support or not support different weights. Have you masking tape ever wondered how much weight an object can support by itself? 2 stacks of books What about if there are 2 or 3 of the same object together. Can they 1 foam cup support more? paper clip string, 20 cm pennies or other What question will you investigate to meet this objective? unit weights ruler Procedure STEP 1 Begin by setting up your stacks of books. Make sure that they are the same height and at less than one straw length apart. They also must be tall enough to hang a cup beneath. © Houghton Mifflin Harcourt STEP 2 Talk with your partner about what you might think will happen. Discuss how many weights you think one straw can support. 15 STEP 3 Tie the string to make a loop. Use the paper clip and tape to put a hook on the cup. Check that the paper clip can hook onto the string loop. Check that the paper clip will support at least 50 weights. STEP 4 Begin measuring by passing a STEP 5 Tape an additional straw to the straw through the string loop. Then place original straw and hook the cup on the the single straw across the stack of books. straw bundle. Slowly add weights one Carefully hang the cup on the string. Add by one until the straw bundle bends and weights one by one until the straw bends falls. and falls. STEP 6 Repeat Step 4 until your team has built and tested a straw bundle using four straws in all. Record your data below. Number of straws 1 2 3 4 © Houghton Mifflin Harcourt Washers supported What else did you notice while testing the straw bundles? 16  Analyze Your Results STEP 7 Summarize your results below. Tell which bundle of straws supported the most and which the least. Find two other groups and compare your results. Explain any differences. STEP 8 Make a bar graph to record your measurements. Use your bar graph to interpret your results. © Houghton Mifflin Harcourt Make a rule based on the information you have gathered. 17 Draw Conclusions STEP 9 Why do you think that more straws taped together helped support the weight of the cup? STEP 10 If you could do the activity again and change two things, what would they be? Why? STEP 11 If you used a pencil instead of a straw, how do you think that would have changed the results in the experiment? Why? STEP 12 How could what you learned in this activity be used in building? What questions would you have to answer? © Houghton Mifflin Harcourt 18  EXPLORATION 3 Using Math and Measurement How Math Helps You’ve measured the supporting strength of the straws. You also made a rule to describe how the straws behaved. This is an example of how math can be used to model real-world behavior. Having this type of data allows engineers and scientists to explore and make designs and solutions. It is important to know how to use math when you are an engineer and scientist because it can help describe objects and systems. Math helps explain and model how these systems work. This radar gun helps coaches and fans A lens gathers and refracts light. Math can track the speed of baseball pitches. describe how the light bends. Farrall/Photographer’s Choice RF/Getty Images; (bl) ©Monty Rakusen/Getty Images; (br) © Houghton Mifflin Harcourt Image Credits: (tl) ©Chuck Franklin/Alamy; (tr) ©Don This tool measures how much stretching These solar cells capture energy from ©Mar Photographics/Alamy force steel can withstand. This property is the sun. The meter measures how much tensile strength. energy is transformed to electricity. 16. How could you use numbers to describe how your classroom changes during the course of a day? 19 Orbiting Eyeglasses Math and measuring errors gave the Hubble blurry vision. During manufacturing, the main mirror of the Hubble telescope was ground to the wrong shape by a tiny amount. This error was enough to blur Hubble’s view into space. Because the mirror could not be reshaped back on Earth, the best way to fix it was to correct the “eye” of the telescope in space by adding optics that acted like human eyeglasses. Scientists and engineers worked together to build a solution to correct the Hubble telescope’s “vision.” The solution involved using a set of devices that corrected for the flaw in the mirror. These devices were developed and tested on Earth. Do the Math The Eyes Have It 17. A person with healthy eyesight has 20/20 vision. If you have 20/100 vision, it means that what healthy eyes can see at 100 feet, your vision is so poor you can only see at 20 feet. Complete the following sentence. If someone has 20/10 vision, what others see at feet, that person can see at feet, which is than normal. EVIDENCE NOTEBOOK Record how eyeglasses improve the vision © Houghton Mifflin Harcourt Image Credits: ©NASA of three different people you know. Putting It Together 18. How did science, math, and engineering together repair the Hubble telescope? 20  TAKE IT FURTHER Discover More Check out this path... or go online to choose one of these other paths. Careers in Music and Math Science & Moore’s Law Engineering Computer Science Explore Online Have you ever wondered how computers work? Who helps design them? Software engineers work hard to design and create the software for computers. You can think of the software as the “chores” list for a computer. By combining many, many instructions, software can do complex things, such as modeling the solar system or playing a game. Once the software is written, people can use the software in their computers. A software engineer works with Software engineers are important for designing computers all the time. software models and solutions. These solutions then © Houghton Mifflin Harcourt Image Credits: (t) ©ronstik/istock / getty Images help other people use computers to solve problems as well. 19. Go online and research software for modeling. Use the space below to identify the software and describe what it can be used to do. Software engineers need to know how to use and understand different kinds of computer code. This is a simple Plus/Getty Images program in a language called BASIC. 20. Now, research online for a short lesson on how to code software. Describe it. 21  Software engineers make computer models that are used by NASA scientists to plan the missions of spacecraft to answer specific questions about travel to planets, moons, and asteroids in our solar system. Data such as the date of launch, the size of the spacecraft, its speed, and the length of the mission are entered into the computer model. The model maps multiple paths in space for the spacecraft, and helps scientists and engineers determine the best flight plan for the spacecraft. This computer model shows a 90-day space mission to an object passing near Earth. This computer model shows plans for a mission to Mars. © Houghton Mifflin Harcourt Engineer It! Space Exploration 21. How can computer models be used to expand space exploration? 22  LESSON 1 Lesson Check Name Can You Solve It? Explore 1. Use what you have learned to explain Online how scientists and engineers worked to fix the Hubble telescope. Be sure to do the following: Explain how scientists and engineers identified the problem. Describe the solution that was developed to repair Hubble. Identify how scientists and engineers worked together to fix Hubble. EVIDENCE NOTEBOOK Use the information you’ve collected in your Evidence Notebook to help you cover each point above. © Houghton Mifflin Harcourt Image Credits: ©NASA Checkpoints 2. Which of the following are examples of key practices for scientists and engineers? Circle all that apply. a. composing music d. designing solutions based on models b. arguing in court e. asking questions c. analyzing and interpreting 23 3. Organize each image to sort out how the Hubble telescope was fixed. Start with evidence of the problem. 4. Match each idea with its concept. Solve problems Scientist Engineer Gain knowledge © Houghton Mifflin Harcourt Image Credits: (r) ©NASA; (tl) ©NASA; (bl) ©NASA 5. How is mathematics used in science and engineering? Circle all that apply. a. in estimating materials and costs c. to analyze data b. in measurements d. to use technology 6. Which of the following are examples of technology? Check all that apply. a. tree d. dog b. calculator e. pet leash c. lamp 24  LESSON 1 Lesson Roundup Circle all that apply. A. It is the job of engineers to 1. discover how natural things work. 2. apply technology. 3. develop solutions. 4. eliminate technology. 5. improve solutions. B. Define technology. What are some examples of it around us? C. Which of the following describes the field of science that helped fix the Hubble telescope? 1. geology 2. optometrists 3. bulldozing 4. optics D. Choose the words from the word bank to complete the sentences. weird similar data plants solutions engineers conclusions © Houghton Mifflin Harcourt Engineers and scientists work in ways. Both make sure to use to help them form. E. Circle all phrases that are examples of engineers applying math to their work. 1. a pie graph showing the different types of food in the cafeteria 2. the angle of the ramp leading to a gym 3. an equation that describes the arc of a basketball in the air 4. your calculator 25  LESSON 2 What Is the Design Process? © Houghton Mifflin Harcourt Image Credits: ©Westend61/Getty Images Hiking is a wonderful way to experience the natural world. Trails also affect the environment, though. Sometimes people have to make changes to minimize or avoid damage. By the end of this lesson... you’ll be able to use the engineering design process to find a good solution to this problem. 26  Explore Can You Solve It? Online You are a ranger walking in your park. As you get closer to High Top Hill, it’s getting harder to walk uphill because there’s a deep trench worn in the path, and some of the soil on the path seems to be washed away. How could you solve this problem? 1. What do you think a good solution would look like? What would you need to do before you start to build? What are some things that would limit your design? How would you know if your solution was successful? © Houghton Mifflin Harcourt EVIDENCE NOTEBOOK Look for this icon to help you gather evidence to answer the questions above. 27  EXPLORATION 1 Defining a Problem It’s All in the Details Once you have a problem, you need to learn more about it before you can get started on a solution. Let’s continue with the problem of building or repairing a path up the steep High Top Hill in the park. What would you want to know before you started to design the path? You might want to know about the following: weather in this area features of the area materials you can use time you have to build Learning more about the topic is a best way to make good decisions about what you want to do. This additional knowledge helps you to define the criteria you will use and also determine any constraints. Criteria tell the desirable features of a solution. For your path, you need to make sure the path is safe, reduces erosion, and uses minimal materials. A constraint is something that limits what you are trying to do. This could include limited money to spend, materials, space to build, or time to finish. 2. Identify each item as criteria or constraint by drawing a line to the correct word. Think about how path length interacts with other choices. cost Criteria availability of materials Constraints keeps people safe length of path time © Houghton Mifflin Harcourt reduces washing away of soil 28  What Do You See? Studying a map of the park where you want to build the path is a great way to gather additional information to determine what criteria you will use and any constraints there are. Grass 40m 30m ail Grass and trees 40m Tr 20m o p 30m T Grass and scrub High Scrub 20m High Bare ground m m Top 70 10 Hill m 10m Elevation number 80 m 90 10m 30 m 5 20 > , m 20 m 30 : ail m 10 k Tr m al ngW Parking Lo Picnic Area Meadow 10 m Pond Shelter and 20 Restrooms rail 10m m Pond T Meadow 30 m 40 m 3. This map shows the steep part of High Top Hill where the path will be built or repaired. The topographic lines (contours) show the hills and flat areas. The color key shows plants. Icons show the physical features of the park, such as picnic areas and restrooms. 4. What features of the map are most useful for your planning? Why? © Houghton Mifflin Harcourt 29 In the Background To solve a problem, it is often helpful to do some background research to see what is already known about it. If another solution worked somewhere else, then you may want to try to follow it. If they ran into problems or if some things have changed, you probably want to try something else. The problem you are researching is how to design and make or modify a path in the park that will be safe and minimize erosion. Erosion happens when wind and rain carry the soil away. What types of things do you think previous builders have discovered? They may You may want to add some large rocks to the areas around the path. These can increase have figured out the best materials to use, the drainage and reduce erosion by holding the best ways to stay within budget, or which plants soil in place. prevent erosion. © Houghton Mifflin Harcourt Image Credits: (b) ©Spaceport9/Shutterstock; (t) ©Robert Shantz/Alamy Plants can be used to prevent erosion. Their roots hold soil in place. Plants that are native to the area are usually best. 30  Using straw bundles or mulch will help to Using some form of barrier is also a good way to prevent erosion. This keeps the soil moist. Moist prevent erosion. A low wooden or concrete wall soil erodes less easily than dry soil. slows water flow. Slower flow erodes less soil. If you build a wall, you also need to design a way for rainfall to drain away. A drainage channel allows the water to flow down the hill where you want it to instead of pooling behind the wall. (tr) ©PhilAugustavo/istock / getty Images Plus/Getty Images; (b) ©Deposit Photos/ © Houghton Mifflin Harcourt Image Credits: (tl) ©bruceman/Getty Images; 5. What other effects of these erosion controls might you need to consider for a park setting? Glow Images EVIDENCE NOTEBOOK What background information can you collect that would be useful in deciding how to build the path on the hill? Enter your answers in your Evidence Notebook. 31 Put Your Heads Together Once you have decided on a problem to solve, it is important to gather as many ideas as possible before deciding how you will go about solving the problem. This is a process called brainstorming. When you brainstorm, you collect as many different ideas as you can, no matter how good you think they are. This technique is especially useful when working with a group of people. a. First, generate as many b. Next, discuss the ideas c. After all the ideas are ideas as you can in 5–10 as a group. Give each discussed, eliminate any minutes. Listen to everyone’s person a chance to explain ideas that do not meet the ideas without judging. Select what they meant. constraints (limits) of the one person to serve as the problem. Narrow the list down recorder. Using a whiteboard to two or three ideas. Use the everyone can see is very decision matrix on the next © Houghton Mifflin Harcourt helpful. page to choose which idea to develop further. 6. Why does brainstorming work best with a group? 32  HANDS-ON Apply What You Know Make a Decision Matrix 7. Engineers use a decision matrix to determine which solution is best, given the criteria of the problem. List the criteria in the left column and assign a priority by choosing a number from 1 (low priority) to 5 (top priority). List the top ideas for solving the problem across the top. Rate each solution by giving it a number of points for each criterion. If it fully meets that criterion, give it the maximum number of points. If it only partly meets that criterion, give it fewer points. Add up the points to help you make a decision. Priority Solutions (1–5) A B C Criteria Total points Language SmArts Tip Background Research The English © Houghton Mifflin Harcourt Language Arts 8. Learning the details of a project through research is a good first Handbook can step before brainstorming possible solutions. Also use several provide help with sources to conduct some brief research on the design solutions understanding from the brainstorming session. Summarize what you learn in the how to research, box below. using several sources. 33  HANDS-ON ACTIVITY Testing a Path with a Scale Model Objective Possible Materials Collaborate with a team to build a scale model of the problem to topographic map get a better understanding of how your solution might work or even clay and soil if it will work. craft sticks paint tray or large In this activity, you will build a model of High Top Hill to test the pan solution you have chosen to develop further. If you find your initial paper and idea does not work well, you may decide to change your solution. cardboard plastic bricks plastic wrap or foil What problem will you investigate to meet this objective? ruler watering can or sprayer Procedure STEP 1 Obtain the topographic and physical features map from your teacher, and take a good look at the area of High Top Hill where you want to build the path. Do these two types of maps tell you everything you need to know about the park? Is there another kind of map that © Houghton Mifflin Harcourt would be helpful? 34  STEP 2 Use the materials provided to construct a model of the hill. Use the maps you just studied to help determine height and other features of the hill. Before you build your solution, test the hill as it is. Spray or drizzle water over it and observe where the water flows. What types of things could you use to represent the soil, grass, and other plants you need to study? STEP 3 Apply the path erosion solution your team has brainstormed to the model. Use the ruler to measure the path. You want to be sure that it is not too long, too short, or too steep. Why is the length of the path an important thing to know for this project? STEP 4 Use the sprayer or watering can to slowly drizzle water on your model hill with the solution in place. Be sure to notice the directions it flows in as it goes from the top to the bottom. Record your findings. These should include a picture of your hill design, location of the path, and the flow of the water. © Houghton Mifflin Harcourt What does the water represent? Does it flow as you want it to? 35 STEP 5 Adjust your erosion solution as necessary. You want to be sure that the water coming down the hill does not erode the path or the soil around it. Then improve and retest your erosion solution. Why might you need to move the location of the path? Turn in your findings to your teacher. Be sure to keep a copy of them for yourself. Analyze Your Results STEP 6 If your scale model is 10 centimeters and the actual path is 100 times as long, how many meters is the actual path? STEP 7 Why is the length of the path an important thing to know? STEP 8 What questions do you have about the process of solving engineering problems? © Houghton Mifflin Harcourt 36  STEP 9 Sketch and label your solution. Then explain how it works. Draw Conclusions STEP 10 What changes did you have to make to your path design after pouring the water? Why? STEP 11 How well will your erosion solution prevent erosion? STEP 12 What difficulties do you think you may encounter in building the path that your team proposed? © Houghton Mifflin Harcourt 37  EXPLORATION 2 Choosing the Best Solution Zeroing In Explore Online How often do you get things perfect on the first try? It often takes many trials before a working solution is found. The important thing to remember is that having to do something over does not mean you have failed. It just means you have found a way something will not work. The old phrase, “If at first you do not succeed, try, try again” works well in engineering. a. The first shot lands on the target a little too Engineering design improves as you low and to the left of the bull’s-eye. How would test design ideas and make improvements. you hold the bow differently? Each trial gives you more information. Over time, you will develop a prototype that meets all the criteria. It’s also important to test several times. If something happens once during a test, it might just be a chance event. If it happens many times, you can rely on it more. 9. How does repeating tests and building on your successes lead to better solutions? b. On the second try, the arrow is a little too high and to the right of the bull’s-eye. How would you hold the bow differently this time? © Houghton Mifflin Harcourt c. Bull’s-eye! You hit the target right in the center. Repeating tests and making improvements each time is important. 38  HANDS-ON Apply What You Know Collaborating and Communicating 10. In the previous Apply What You Know, you brainstormed ideas with your team about how to design and build the path to minimize erosion and improve safety. In this activity, you will visit two other teams in your class to see what ideas they had about the problem. Discuss your initial erosion solutions and how they changed after the first test. Be sure to take notes and summarize them, describing what would be the ideal solution to the problem. Be prepared to share your summary with the class. 11. Choose the correct words to complete each sentence. You can use each word more than once. often improved rarely repeated testing Design solutions are perfect at first. Through trials, they can be. The kinds of improvements that need to be made can be determined by. © Houghton Mifflin Harcourt EVIDENCE NOTEBOOK In your Evidence Notebook, explain why testing different solutions to the problem of erosion on the park path would help improve the final design solution. 39 It’s a Process As you have in this lesson, engineers follow a loose set of steps to develop solutions. The steps are a design process or an engineering design process. The steps may blend together or repeat. The steps can be sorted into three parts— defining the problem, developing a solution, and improving and retesting. Find a problem or need Define the Brainstorm Evaluate Develop and Research problem solutions solutions and test a model choose the best Criteria and constraints not met Evaluate Criteria and constraints met Communicate 12. Sort the engineering steps into the categories below. Define the problem Develop solutions Record, improve, and retest Putting It Together 13. Why is collaboration such an important part of the design process? Give an © Houghton Mifflin Harcourt example from your recent Hands-On Activity. 40  TAKE IT FURTHER Discover More Check out this path... or go online to choose one of these other paths. People in Appalachian Trail Maintenance Science & A Trail Erosion Problem Engineering Wangari Maathai Explore Online Wangari Maathai was a scientist, college professor, and environmentalist who educated the world about the impact of erosion and deforestation. Born in Kenya and educated in the United States and Germany, she earned a doctoral degree (PhD). She dedicated her life to preserving the environment by planting trees. In Kenya, there is limited space that can be used for farming because most of the soil lacks nutrients. Farmers cut down the trees to plant their crops where there are enough nutrients. This is called deforestation. When the trees are gone, rains and winds can carry the soil away. © Houghton Mifflin Harcourt Image Credits: ©OLIVIER HOSLET/NewsCom This is erosion. Dr. Maathai worked tirelessly Dr. Wangari Maathai was a professor, to educate the people of her country about scholar, author, and avid environmentalist. harmful deforestation. Her work with the Green Belt Movement earned her the Nobel Peace Prize in 2004. 14. Why might deforestation cause erosion? 41 Impact in Kenya Erosion and deforestation in Kenya were two engineering problems that the Green Belt Movement was designed to solve. The engineering design process could be applied to large problems like this. Just like smaller problems, there are constraints that limit the solutions to these problems. For example, the local climate, the availability of young trees, and the amount of money available all affected the Green Belt Movement. There are criteria that help measure success. Often, a large problem such as this is solved as a series of smaller problems. 15. Suppose you had to plant lots of trees but could not afford to buy them from a nursery. What would you do? Dr. Maathai did her work in Kenya, located on the continent of Africa. What is the environment like here? Most of the country is very dry. Planting trees helps clean the air and bring in more water to the area. KENYA Ihithe 5 > , : © Houghton Mifflin Harcourt 16. Propose criteria for success for the Green Belt Movement. 42  LESSON 2 Lesson Check Name Can You Solve It? Explore 1. Now that you have learned more about Online the engineering design process, how would you make a good erosion solution that also makes it safe to walk down the path? Be sure to do the following: Define some of the criteria and constraints related to this problem and solution. Describe how brainstorming and researching other erosion solutions helped come up with a good solution. Explain how testing, improving, and retesting helped you develop an erosion solution. EVIDENCE NOTEBOOK Use the information you’ve collected in your Evidence Notebook to help you cover each point. © Houghton Mifflin Harcourt Checkpoints 2. Defining a problem is often the first part of the engineering design processes. Which of these steps are usually part of defining the problem? Select all that apply. a. evaluating the design c. doing additional research b. finding a problem to be solved d. testing a solution 43 3. Draw a line from each item in the middle to sort the items as criteria or constraints. time Criteria erosion is reduced Constraints location the solution is safe money 4. Choose the correct words to complete each sentence. brainstorming testing share withhold reduce expand Good techniques include letting every member of the group their ideas. After all members have spoken, the best thing to do is the list in order to figure out the best way to solve the problem. 5. Which of the following are true about the engineering design process? Select all that apply. a. Collaboration and communication d. Some solutions work better than never play a role in the design others. process. b. Each step needs to be followed in an e. The steps are always the same, exact order. no matter what the problem. c. Sometimes steps are repeated or blend together. 6. Why is communication important in the engineering design process? Choose all that apply. © Houghton Mifflin Harcourt a. Engineers want to know what c. to share information about mistakes others have made. different discoveries b. to ensure that brainstorming happens d. Engineers need it to keep track of after the experiment is designed where others are living. 44  LESSON 2 Lesson Roundup A. Your teacher wants the class to brainstorm ways to rearrange the desks in class so everyone can see the front of the class better. Arrange the steps of the process you would use. Ask questions to learn more about the problem. Decide which solutions best met the criteria and constraints. Assign someone to record the class’s ideas. Identify constraints and criteria for a good solution. Discuss the ideas to reduce the number of possible solutions. Test the solution to see if the problem has been solved. B. Choose the correct words for each sentence. problem conclusion background research more brainstorming solutions criteria constraints brainstorming After a has been identified, it is important to do to learn as much as possible about the issue. This will lead to more complete set of and. Once all these factors are in place, the solution can be designed. C. What role does research play in the design solution process? © Houghton Mifflin Harcourt 45  LESSON 3 How Does Technology Affect Society? © Houghton Mifflin Harcourt Image Credits: ©Uli Jooss/culture-images GmbH/Alamy In the mid 20th century, American drivers liked their cars to look like the jet planes and rockets of the era. By the end of this lesson... you’ll understand how and why technology changes over time. 46  Explore Can You Solve It? Online Look at this car! It was designed and built more than 50 years ago. It has some features that are similar to those of today’s cars, but it also has some features that are very different. Look at the back of the car. These fins were designed to mimic the look of fighter jets and rockets of the time. Cars today look very different from this. What do you think led to this change? 1. Why have cars lost their fins and changed in other ways Tip © Houghton Mifflin Harcourt Image Credits: ©Glow Images, Inc/Getty Images over time? Learn more about technology by reading How Are Science and Math Used in Engineering? and What Is the Design Process? EVIDENCE NOTEBOOK Look for this icon to help you gather evidence to answer the question above. 47  EXPLORATION 1 Improving Over Time So Many Changes! Fins are just one way that cars from the 1950s differ from today’s cars. Many of the changes show how society’s needs and wants have changed over time. For example, people want cars that are comfortable, easier to drive, and have more safety features. Look at the images to learn more about ways that the design of automobiles has changed over time. In the 1950s, people wanted cars that resembled fast flying machines. Today, cars have a much more streamlined, rounded shape. The streamlined shape reduces drag between the car and the air. This increases the car’s fuel efficiency, or how far it can go using a certain amount of fuel. © Houghton Mifflin Harcourt Image Credits: (tl) ©Car Culture/Getty Images; (tr) ©svetlana485/Fotolia; (bl) ©Maciej Noskowski/Getty Images; (br) ©Maciej Noskowski/E+/Getty Images Features inside the car have also changed over time. Modern dashboards still provide information about the car, such as its speed and remaining fuel. But they also have systems for entertainment and navigation. These often depend on connections to satellites, radio towers, or cell phone towers. 48  Safety in automobile engineering is influenced by society in two ways: choices people make and regulations put in place by the government. In the 1950s, seat belts were not required. In the 1960s, the federal government required all cars to have seat belts. Later, laws were passed requiring people to use them. © Houghton Mifflin Harcourt Image Credits: (tl) ©SuperStock/Getty Images; (tr) ©Image Source/Getty Images; (br) ©VictorBernard/istock / getty Images Plus/Getty Images; When a car stops suddenly, the driver is in danger of hitting the steering wheel. Today’s steering wheels contain airbags, which inflate quickly when a car is in an accident. The airbag acts as a cushion. Since 1998, government regulations have required airbags in cars. (bl) ©merydolla/Fotolia 2. Select one of the sets of images. Summarize how that part of the automobile changed. Based on the trend you observed, predict a future change that you think might occur in this automobile part. Explain why you made this prediction. 49  Do the Math Fuel Efficiency 3. The main job of a car is to get people or things from one place to another. Cars use fuel, such as gasoline, to do so. Fuel efficiency is a measure of how much fuel it takes to go a certain distance. The term gas mileage, or just mileage, is sometimes used to describe a car’s fuel efficiency. Some people want cars that are very fuel efficient. These cars use fewer resources and reduce the costs associated with running the car because the driver spends less money on fuel. Analyze this graph of the average fuel efficiency for different types of vehicles. Identify the trend you see for each vehicle type. 25 Passenger Cars Miles per gallon 20 Vans, Pickup Trucks, 15 and SUV’s 10 Heavy Duty Trucks 5 0 1970 1975 1980 1985 1990 1995 2000 2005 Year Make a rough copy of the graph in your notebook, leaving room on the right. Use online resources to find mileage figures for modern vehicles of each type. Add the highest and lowest values you find to the graph. Miles per gallon Type of vehicle Highest Lowest Heavy duty trucks © Houghton Mifflin Harcourt Vans, pickup trucks, and SUVs Passenger cars 50  4. What trends did you identify in the graph? Does the range of data you found through online research support the argument that the trends will continue? What evidence do you have to support this argument? Fuel can be expensive. Operating a fuel- efficient car can lead to big savings at the gas pump. EVIDENCE NOTEBOOK In your Evidence Notebook, identify and describe ways in which society has caused changes in the design of cars over time. Enter your answers in your Evidence Notebook. Language SmArts Tip Compare and Contrast The English Language Arts 5. You have learned about some ways that cars have changed Handbook can since the 1950s. You have also gathered information about © Houghton Mifflin Harcourt Image Credits: ©vlynder/iStockphoto.com provide help with some of the factors that caused these changes. Select one understanding how other specific design feature or part of a car, such as tires or to compare and brakes. Use print or digital sources to gather information about contrast. ways in which that aspect of car design has changed over time. Find out what factors influenced or caused these changes. Write a summary of what you learn. 51  EXPLORATION 2 Consequences What’s the Impact? New technologies cause changes. Some of the changes are positive changes. Other changes caused by new technology are negative. Engineers and designers think about changes that a new technology might cause. They discuss and evaluate expected changes. Technology can also cause unexpected changes or consequences. Like any technology, cars have caused positive and negative changes. Widespread availability of cars makes it possible for people to travel quickly over much greater distances. They change where people live and work. They also change the shape of cities and the typical look of houses. Look at the images to learn more about positive and n