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All grades  Project 4 weeks

CO₂ Dragster Dash!

Jantzen G
6-8.AF.6.8
3-5-ETS1-1
6-8.AF.6.7
Self Directed Learning
Academic Mindset
+ 1 more
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Purpose

This two-week unit on 3D modeling and printing CO₂ dragsters aims to immerse 9th-grade students in a hands-on, project-based learning experience that deepens their understanding of the engineering design process. By engaging in collaborative design, iterative prototyping, and real-world testing, students develop critical thinking and problem-solving skills while applying scientific concepts such as aerodynamics and forces. The project culminates in a race day, offering students the opportunity to reflect on their learning journey, evaluate their design decisions, and celebrate their achievements in a supportive and dynamic environment.

Learning goals

Students will apply the engineering design process to develop and optimize CO₂ dragsters, focusing on criteria such as speed and safety. They will engage in self-directed learning by using peer feedback and self-reflection to refine their designs. Through critical thinking and problem-solving, students will explore innovative approaches to enhance their dragsters' performance. Additionally, students will cultivate an academic mindset by establishing a sense of belonging and identity within their teams, contributing to a collaborative learning environment.
Standards
  • [Next Generation Science Standards] 6-8.AF.6.8 - Optimize performance of a design by prioritizing criteria, making tradeoffs, testing, revising, and re-testing.
  • [Next Generation Science Standards] 3-5-ETS1-1 - Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
  • [Next Generation Science Standards] 6-8.AF.6.7 - Undertake a design project, engaging in the design cycle, to construct and/or implement a solution that meets specific design criteria and constraints.
Competencies
  • Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.
  • Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.
  • Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.

Products

Throughout this learning experience, students will create a digital portfolio documenting their design journey, including initial sketches, CAD models, and reflections on the design process. By the end, each team will produce a functional 3D-printed CO₂ dragster ready for racing. The final product will be showcased in a class exhibition where students present their dragsters and share insights from their design iterations and race outcomes.

Launch

Exhibition

On race day, set up an exhibition area where each team displays their CO₂ dragster alongside their digital portfolio. Invite peers, teachers, and family members to view the designs, initial sketches, CAD models, and reflections. Encourage students to present their design journey, highlighting key decisions and iterations that led to their final product. After the races, hold a brief awards ceremony to recognize achievements in categories such as speed, innovation, and design.