Boats and Buoyancy
1
Boats and Buoyancy
Lesson Plan
Run Time: 8.5-11.5 hrs
Learning Targets
I can design a 3D model that meets multiple constraints.
This means I can:
● Design a blueprint of a 3D model.
● Evaluate the model based given criteria and constraints.
● Revise the model according to feedback and observation.
● Explain how balanced and unbalanced forces affected the design.
● Follow agreed-upon rules of discussion and carry out my assigned role.
Standards Addressed
NGSS:
● 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
● 3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based on
how well each is likely to meet the criteria and constraints of the problem
● 3-5-ETS1-3 Plan and carry out fair tests in which variables are controlled and failure
points are considered to identify aspects of a model or prototype that can be improved
● 3-PS2-1 Plan and Conduct an investigation to provide evidence of the effects of
balanced and unbalanced forces on the motion of the object.
CCSS
1
● ELA-Literacy - SL.5.1.B Follow agreed-upon rules for discussion and carry out
assigned roles
● ELA-Literacy - SL.5.6 Adapt speech to a variety of contexts and tasks, using
formal English when appropriate to task and situation.
STEMSCOPES:
● Grade 3: Objects and Motion: Do 2: PBL
1
Extensions from CCSS
● MATH-MP1 Make sense of problems and persevere in solving them
● MATH-MP5 Use appropriate tools strategically
● MATH-3.MD.A.2 Measure and estimate liquid volumes and masses of
objects using standard units of grams (g), kilograms (kg), and liters (l)
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Boats and Buoyancy
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Procedure
1. Warm-Up Testing Buoyancy
2. Discussion of Buoyancy and hull design
3. Project Ignite (AutoDesk/TinkerCAD) Boat
Building Tutorial
4. Print examples from the tutorial
5. Use TinkerCAD for Boat Building
Challenge
2
a. Identify the need and constraints
b. Imagine: develop possible
solutions
c. Plan: select a promising solution
d. Create: build a prototype
e. Test and evaluate prototype
f. Improve: Redesign as needed
6. Presentations of Boat Designs
Key Terms
Buoyancy, force, balanced force, unbalanced force, acceleration, motion, design, criteria,
constraints, model, CAD, filament, wind power, density, volume, mass
Underlying Assumptions
● Students have completed a tutorial for 3D Printing with TinkerCAD
● Students have a working definition of force
Tools/Materials
● Epic (free online books) Does it Sink or Does it Float?
● Epic (free online books) Discovering Science Making things Float and Sink
● Epic (free online books) Engineers Solve Problems
● TinkerCAD (or equivalent CAD software)
● Makerbot Replicator 2 (or equivalent 3D Printer)
● Materials for floating demonstration
● Laptops/Desktops running
Chrome 52.0+
(PC/Mac/Linux all work)
● https://www.youtube.com/watch?v=eT4n3dzkG3w
●
2
https://www.teachengineering.org/k12engineering/designprocess
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Boats and Buoyancy
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Warm-up (.5 hrs)
Prepare multiple samples of materials, and have students make predictions about
whether or not they will float. Include examples of materials (i.e. steel) that will float depending
on the design of the structure. Include other examples of materials that will float because of
their composition (i.e. wood, styrofoam).
Test each of these predictions in a tub of water and record the results.
Activities
Discussion of Buoyancy and hull design (.75 hours)
1. View and discuss videos showing how boats float
a. https://www.youtube.com/watch?v=xniW3_afO-0
b. https://www.youtube.com/watch?v=pnIlE1xD-yM
c. https://www.youtube.com/watch?v=Yyvyj41njB
2. View images of different boat shapes using Google images, boating websites, Bing
images, etc. Discuss why certain designs may be better than others in terms of
buoyancy and stability.
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3. Ask the question: “If I throw a penny into a wishing well (fountain), does it float?” “Will a
metal rowboat float?” “What makes one float and not the other even if they’re both made
of metal?”
4. Discuss the impact of weight on hull design. For example: If the hull is smaller and the
deck is filled with heavy objects, will the boat float high in the water or ride lower? What
impact would having a wide hull like a barge have on buoyancy and heavy loads?
5. Discuss how the sail uses wind as a force against the boat. Blow on a piece of paper
and explain that there is force on one side of the paper, and the paper moves in the
direction of that force.
Common Misconceptions:
Materials that float naturally vs. Objects that float due to structure
Relationship between weight/mass and buoyancy
Relationship between weight/mass and density
Project Ignite (AutoDesk/TinkerCAD) Boat Building Tutorial (1 hr)
The teacher will be using Project Ignite to introduce students to TinkerCAD. Through the
Project Ignite class program, the teacher will be able to monitor the progress of the
students. In Project Ignite, the students will complete the Explore Buoyancy: Designing
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Consider center of mass placement above supports
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Boats and Buoyancy
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Sea Craft exercise. The teacher will be able to use Project Ignite as a formative
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assessment tool. By the end of the tutorial exercise, the students should be able to use
TinkerCAD to begin to build their own boat.
Common Misconceptions:
3D printed material is solid (3D printed material is actually filled with a
honeycomb structure)
Perspective view vs. printed product
Print examples from the tutorial (outside of class time)
Allow at least 30 minutes per model for print time, consider putting multiple models on
each build plate, and printing overnight/during other class activities.
Boat Building Design Challenge (Total 5.5-8.5 hrs)
Identify the Need and Constraints (.5 hrs)
Use the accompanying student materials to guide students through initial plans and roles
for the boat building challenge.
The Problem
You must design a boat that will be able to float, stay upright and be able
to be propelled by wind.
The Challenge
Design a boat with buoyancy, stability, and a method of wind
propulsion.. Create a blueprint of your design. Stay afloat as long as
you can while a fan propels your boat.
Constraints
● The 2D design must be included with labels and measurements.
● The method of wind propulsion may be made with the 3D printer or with
other materials.
● The boat needs to be designed with 3D printing software and printed on
the 3D printer.
● Groups will have a 10 minute time limit to present the project and float
their boat.
Lead a discussion with students to generate criteria for their projects.
Examples of Criteria
● Aesthetics
● Speed and efficiency of propulsion
● Mass
● Stability in wind or waves
● Payload capacity
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https://projectignite.autodesk.com/app/project/257/Explore-Buoyancy-Designing-Sea-Craft/overview/
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Boats and Buoyancy
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Explain the responsibilities of each of the group roles, and students self-select their
roles.
● Design Team Expert
● Materials Engineers
● Architectural Engineer
● Mechanical Engineer
Imagine: Develop Possible Solutions (.5 hrs)
Instruct students to brainstorm solutions, individually and then in their groups. Students
should record samples of their solutions in the student journal. Consider allowing
individuals to design in TinkerCAD rather than on paper.
Common Misconceptions:
Fixed Mindset - limited by first attempt
Plan: Select a Promising Solution (.5 hrs)
In assigned groups, instruct students to combine their ideas into a single promising
solution, focused on the previously determined criteria and constraints. Reinforce
collaboration according to group roles and inclusion of multiple viewpoints or ideas.
Consider allowing individuals to design in TinkerCAD rather than on paper.
Conference with each group to approve the proposed sketch.
Create: Build a Prototype (1 hr)
Reinforce the use of TinkerCAD. Encourage students to produce a minimally functional
product - something that is testable - rather than a complete, perfected solution.
Print products after.
Common Misconceptions:
Prototype is a finished, polished product
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Boats and Buoyancy
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Test and evaluate prototype (.75 hrs/iteration)
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Give students access to a variety of materials to test their design. Allow students to
create their own environment and procedure for testing.
Encourage students to spend time discussing the test results, and the relation to
principles of balanced and unbalanced forces before changing their design in
TinkerCAD. Consider conferencing with groups at this point.
Common Misconceptions:
Sinks because of weight
Effects of the center of the mass
Improve: Redesign as needed (.75 hrs/iteration)
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Return to TinkerCAD to modify the design based on the test results.
Collaborative discussion across multiple groups about the process of testing, evaluating
and redesign. What worked or did not work and why?
Encourage students to relate the
discussion to balanced and unbalanced forces.
Students complete Exit Ticket to check for understanding and misconceptions, before
the next iteration. Consider giving portions of the exit ticket in each iteration, increasing
in complexity.
Class Wrap-up Discussion
Presentations of Boat Designs (1.0 hr)
Options for presentation format
may include
● Slideshow
● Document reader
● Poster - Computer or Hand
● Projector/TV/Smartboard
● Show ME/SeeSaw/Explain
Everything/Notability
● Interview
● Other
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If time, repeat the test, evaluate, and redesign process for 2-4 iterations.
6
If time, repeat the test, evaluate, and redesign process for 2-4 iterations.
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Boats and Buoyancy
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Formative Assessment
● Student Lab Journal
● TinkerCAD Online Progress
● Exit Slip
Plan After Formative Assessment
If students are not on track to proficiency, see materials below to supplement the lesson.
● http://www.morethanaworksheet.com/2015/06/20/teaching-balanced-and-unbalanced-for
ces/
● http://beyondpenguins.ehe.osu.edu/issue/icebergs-and-glaciers/using-icebergs-to-teach-
buoyancy-and-density
● https://www.youtube.com/watch?v=YyJSlcIbd-s
● https://www.youtube.com/watch?v=ABMJgz9Ja_s
● Bill Nye Forces in Motion
Summative Assessment
Next Gen/CCSS
Standards
1
Doesn’t Meet
2
Partially Meets
3
Meets
4
Exceeds
3-5-ETS1-1
Criteria Expectations
Source of Evidence:
Teacher Observation
Only one or none of
the criteria were
followed.
Two of the criteria
were followed
Three of the criteria
were followed
All of the criteria for
the design were
followed.
3-5-ETS1-2
Quality of Blueprint
Source of Evidence:
BluePrint
Included no detail,
science concepts
were not addressed.
Included no design.
No constraints were
met.
Included little to no
detail, science
concepts were not
addressed.
Constraints were not
met. Included little
to no design.
Included some detail.
Science concepts were
partially addressed.
Only some constraints
were met.
Included adequate
detail. Science
concepts were fully
addressed. All
constraints were met.
3-5-ETS1-3
Presentation
Source of Evidence:
Teacher Observation
Explanations by most
group members did
not indicate much of
an understanding of
science principles
that were used.
Explanations by most
group members
indicated a relatively
a relatively accurate
understanding of
scientific principles
that were used.
Explanations by all group
members indicated a
relatively accurate
understanding of
scientific principles that
were used.
Explanations by all
group members
indicated a clear and
accurate understanding
of scientific principles
that were used.
3-PS2-1
Does not show
Can design a boat
Can revise the design of
Can discuss the effects
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Boats and Buoyancy
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Effects of balanced
and unbalanced forces
on the motion of the
object.
Source of Evidence
Student Presentation
understanding of
balanced and
unbalanced forces.
that floats.
-or-
Can explain why a
boat did not float.
a boat to float or move
in the wind.
-and-
Can explain the
reasoning of revisions
of the additional
features to the design,
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and relate to balanced
and unbalanced forces
after independent
research
CCSS-SL 5.1B
I can follow
agreed-upon rules of
discussion and carry
out my assigned role.
Source of Evidence:
Self-Assessment
I had difficulty
functioning in my
group.
I functioned in my
assigned role while:
● Listening
well
● Waiting my
turn
● Staying
focused
● Being
respectful
● Doing my
job well
SOME of the time
I functioned in my
assigned role while:
● Listening well
● Waiting my
turn
● Staying
focused
● Being
respectful
● Doing my job
well
MOST of the time
I functioned in my
assigned role while:
● Listening well
● Waiting my
turn
● Staying
focused
● Being
respectful
● Doing my job
well
ALL of the time
CCSS-SL 5.6/6.6
I can change the way
I am speaking
depending on the task
and situation.
Source of Evidence:
Oral presentation
Student appropriately
uses 2 or less of the
following:
● Delivery
speed
● Expression
● Accuracy
● Posture
● Voice
projection
Student appropriately
uses 3 of the
following:
● Delivery
speed
● Expression
● Accuracy
● Posture
● Voice
projection
Student appropriately
uses 4 of the following:
● Delivery speed
● Expression
● Accuracy
● Posture
● Voice
projection
When speaking, student
appropriately uses all of
the following:
● Delivery speed
● Expression
● Accuracy
● Posture
● Voice
projection
Extensions
States of Matter
Density
Additional Documents
● Student Materials
● Exit Ticket
● Rubric
Background Information
● Sailing and Wind Power:
○ UNSW
○ Physics Buzz
○ Real World Physics
7
Features may include: Pontoons, Keel (Sailboat), Centerboard, Outriggers,
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Boats and Buoyancy
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● Buoyancy
○ HyperPhysics
● Forces and Motion
○ HyperPhysics
○ Physics Classroom
○ Utah Science
© University of Maine, 2017, All rights reserved, please contact [email protected] for permission.
