Fluid Functionality

Overview:

In this inquiry activity, students will explore and understand what pneumatic and
hydraulic systems are and how they are currently used. Students will produce
culminating pieces of work summarizing and extending their knowledge of Pascals
Law. They will investigate the viscosity of fluids in relation to the efficiency and
functioning of a hydraulic system of their design. Students will ask questions about
their systems and develop and implement experiments to provide solutions to their
queries.

Grade Level: 8

Strand and Topic: Understanding Matter and Energy: Fluids

Inquiry Focus:

How can you use the technological design process to build and change the
functionality of a hydraulic system using different fluids?

The time required depends on students background knowledge, skills set, level of
interest, and any additional time required for completion of student work.

Big Ideas:

Fluids are an important component of many systems.

Fluids have different properties that determine how they can be used.
Fluids are essential to life.

Overall Expectations:

Science and Technology

1. analyse how the properties of fluids are used in various technologies, and
assess the impact of these technologies on society and the environment;
2. investigate the properties of fluids;
3. demonstrate an understanding of the properties and uses of fluids.

Specific Expectations:

Science and Technology

2.1 follow established safety practices for using apparatus, tools, and
materials
2.4 investigate applications of the principles of fluid mechanics
2.5 use scientific inquiry/experimentation skills to identify factors that affect
the flow rates of various fluids
 2.6 use technological problem-solving skills to design, build, and test devices
that use pneumatic or hydraulic systems
2.7 use appropriate science and technology vocabulary, including viscosity,
density, particle theory of matter, hydraulic, and pneumatic, in oral and
written communication
2.8 use a variety of forms (e.g., oral, written, graphic, multimedia) to
communicate with different audiences and for a variety of purposes
3.1 demonstrate an understanding of viscosity and compare the viscosity of
various liquids (e.g., water, syrup, oil, shampoo, ketchup)
3.4 explain the difference between liquids and gases in terms of their
compressibility (e.g., gases are more compressible than liquids) and how their
compressibility affects their usage (e.g., pneumatic devices are used to
operate bus doors because they work over a larger temperature range and
are safer for this purpose than hydraulic devices)
3.6 explain in qualitative terms the relationship between pressure, volume,
and temperature when a liquid (e.g., water) or a gas (e.g., air) is compressed
or heated
3.7 explain how forces are transferred in all directions in fluids (Pascals law)

Systems in Action: Understanding Structures and Mechanisms

Science and Technology

3.1 identify various types of systems

3.2 identify purpose, inputs, and outputs of various systems
3.3 identify the various processes and components of a system

Language: Oral Communication

1.2 demonstrate an understanding of appropriate listening behaviour by

adapting active listening strategies to suit a wide variety of situations,
including work in groups
2.2 demonstrate an understanding of appropriate speaking behaviour in most
situations, using a variety of speaking strategies and adapting them to suit
the purpose and audience
2.4 use appropriate words, phrases, and terminology from the full range of
their vocabulary, including inclusive and non-discriminatory language, and a
range of stylistic devices, to communicate their meaning effectively and
engage the interest of their intended audience
2.7 use a variety of appropriate visual aids to support and enhance oral
presentations

Language: Writing
 1.2 generate ideas about more challenging topics and identify those most
appropriate to the purpose
1.3 gather information to support ideas for writing, using a variety of
strategies and a wide range of print and electronic sources
1.4 sort and classify ideas and information for their writing in a variety of
ways that allow them to manipulate information and see different
combinations and relationships in their data
1.6 determine whether the ideas and information they have gathered are
relevant, appropriate, and sufficiently specific for the purpose, and do more
planning and research if necessary
2.1 write complex texts of a variety of lengths using a wide range of forms
3.1 spell familiar words correctly
3.3 confirm spellings and word meanings or word choice using a wide variety
of resources appropriate for the purpose

Mathematics: Number Sense

- solve multi-step problems arising from real-life contexts and involving whole
numbers and decimals, using a variety of tools
- use estimation when solving problems involving operations with whole
numbers, decimals, percents, integers, and fractions, to help judge the
reasonableness of a solution
- solve problems involving operations with integers, using a variety of tools
- identify and describe real-life situations involving two quantities that are
directly proportional

Mathematics: Measurement

- research, describe, and report on applications of volume and capacity

measurement

Key Concepts:

Pneumatics, hydraulics, Pascals Law, viscosity, systems, input, output, force

Prior Skill Sets:

Students should be able to:

- use the Technological-Design Process:

Critical aspects of technological problem solving are: careful planning;
purposeful selection of tools and materials; testing, retesting, and
modifications of a product or process; communicating about the solution; and
 recommending of changes or improvements. (Ontario Science and
Technology curriculum document, 2007, p. 17)
- work safely with tools
- write observations based on experimentation and ask questions that demonstrate
curiosity about what was observed
- understand the use of independent and dependent variables when experimenting
- design and carry out a plan to achieve a solution using the Scientific Method and
Technological-Design Process

Prior Knowledge:

Understanding Structures and Mechanisms

Grade 2

3.1 describe different ways in which objects move

3.2 identify ways in which the position of an object can be changed
3.3 identify the six basic types of simple machines lever; inclined plane;
pulley; wheel and axle, including gear; screw; and wedge and give
examples of ways in which each is used in daily life to make tasks easier
3.4 describe how each type of simple machine allows humans to move
objects with less force than otherwise would be needed

Grade 4

3.5 distinguish between pulley systems and gear systems that increase force
and those that increase speed
3.8 identify the input components that drive a mechanism and the output
components that are driven by it

Grade 5

2.2 measure and compare, quantitatively and/or qualitatively, the force

required to move a load using different mechanical systems, and describe the
relationship between the force required and the distance over which the force
moves
3.3 explain the advantages and disadvantages of different types of
mechanical systems
Grade 7

2.2 design, construct, and use physical models to investigate the effects of
various forces on structures
3.2 describe ways in which the centre of gravity of a structure affects the
structures stability
3.3 identify the magnitude, direction, point of application, and plane of
application of the forces applied to a structure

Understanding Matter and Energy

Grade 2

3.4 identify conditions in which the states of liquids and solids remain
constant and conditions that can cause their states to change

Grade 3

2.2 investigate forces that cause an object to start moving, stop moving, or
change direction
2.3 conduct investigations to determine the effects of increasing or
decreasing the amount of force applied to an object
3.3 describe how different forces applied to an object at rest can cause the
object to start, stop, attract, repel, or change direction
3.4 explain how forces are exerted through direct contact or through
interaction at a distance

Grade 7

3.2 state the postulates of the particle theory of matter

Materials and Equipment:

balsa wood, dowels, hot glue, carpenter's glue, and other materials for
building (straws, Popsicle sticks, etc.)
tools - hand and/or machine
fluids of different viscosities
syringes (varying in sizes) and tubing

Safety:
 Refer to the STAO Safety in Elementary Science and Technology: A Reference Guide
for Elementary School Educators (2014) http://stao.ca/res2/unifElemSafety/ and
your specific board guidelines.

- safe usage of personal protective equipment (p. 35-36)

- follow and review established safety procedures (p. 37-40)
- follow established safety procedures for using tools and handling materials (p. 64-
69, 72-75)

Instructional Planning and Delivery:

Engage -> Explore -> Explain -> Extend -> Evaluate

Type Structured or Guided Coupled Open or Full

Directed

Participant Teacher Initiated Teacher Initiated, Teacher Initiated Student Initiated

and Performed Student
Performed

Teacher Directed Student Directe d

Path to Inquiry

Accommodations and Modifications

Teacher Tip: This inquiry activity lends itself to allowing a wide range of learners to
access the curriculum in a variety of ways. Nevertheless, the teacher should
recognise that students can have a wide variation of abilities and should ensure that
instruction is tailored according to individual needs and preferences. Within this
document, there are several different entry points for students along the inquiry
process. Teachers can choose to do one of the options (guided, coupled, open) with
the entire class or choose to do different options with groups of students depending
on student ability.

Engage (I SEE)

Activity 1

Students are provided with different-sized syringes and the same length of tubing.
They are challenged to determine the combination of syringes that will provide the
most force to pop the plunger out vertically from one of the syringes connected at
the other end. Once students have determined their choice of combination of
syringes, provide students with different lengths of tubing. Students should
conclude that they require the largest and smallest syringe, and the length of tubing
does not matter according to Pascals Law.

Teacher uses this demonstration to teach Pascals Law:

- http://kids.britannica.com/comptons/article-9312902/Pascals-law
Safety Considerations: Teacher must consider any potential hazards before
proceeding. Students should understand that there is a safe way to handle and use
the syringes and that incorrect use (e.g., pointing the syringes at themselves or
other students before popping them) can result in injury. It is encouraged that
students use personal protective equipment, such as eye protection to prevent any
injury of students looking up.

Activity 2

Students are instructed to build a vertical launcher with their chosen combination of
syringes. The launcher must pop one of the plungers vertically into the air and the
syringes must have a structure holding the syringes together that is structurally
sound and aesthetically pleasing.

Students then investigate the maximum height that their structures can pop the
plunger into the air. Students are then challenged to use water inside their syringes
and investigate the differences.

Teacher uses this investigation to discuss pneumatics and hydraulics.

Teacher Considerations:
When engaged in technological problem solving, students should be given
opportunities to be creative in their thinking, rather than merely to find a prescribed
answer. (Ontario Science and Technology curriculum document, 2007, p. 16)
Teachers are encouraged to have students work through a model that follows the
Technological Design-Process, like SPICE:

S-Scenario

P- Problem

I- Investigate

C- Construct

E-Evaluate

Students are given a scenario to set the stage for the problem. For this particular
activity, consider trying to launch something into the air that can be attached to the
end of one of the plungers. Students then conduct some planning, which can
include rough drawings that are similar to isometric drawings. Students should
include measurements to determine their usage of materials. They are also
encouraged to write procedural plans of the steps that they will take to construct
their structure from beginning to end. This encourages students to do some pre-
planning before cutting and building to prevent unnecessary mistakes. Through the
construct stage, encourage re-design and proper use of tools and techniques of
building. In the evaluation stage, students should be testing out their structure and
system and revising, if needed. Students are encouraged to test their system and
structure throughout the design process. Having a formal reflection step where
groups work together to share findings and discuss complications/flaws is
recommended. Once students are satisfied with their design, it is good practice to
have them reflect on their process and final structure.

The testing of this particular structure can take place in a classroom, but is better
suited for spaces with high ceilings like a gymnasium or an outdoor space.

Teacher Tip: Students new to the Technological-Design process and building may
prefer to work with a partner. Groups of more than two for this project are not
recommended due to the projects scope. Materials should be taken into
consideration when deciding individual versus group work.
Safety Considerations: Teachers must consider any potential hazards before
proceeding. Students should understand that there is a safe way to handle and use
the syringes and that incorrect use (e.g., pointing the syringes at themselves or
other students before popping them) can result in injury. It is encouraged that
students use personal protective equipment, such as eye protection, to prevent any
injury of students looking up.

Questioning (I WONDER)

Through a Knowledge Building Circle (KB -

http://learnteachlead.ca/projects/knowledge-building/), or an online forum, class-
wiki, collaborative website, or on chart paper, gather student questions. Teachers
should use the first two activities in the Engage portion of this inquiry to provide a
starting point for discussion. Students should reflect upon their first activity, where
they investigated the different sizes of syringes to their structures in Activity 2.
 Teachers can add their own questions to start students off or redirect the topic. The
class can choose questions that will be revisited, answered collaboratively and
expanded on throughout the unit. Students are also encouraged to answer other
questions during this process. For instance, it is very likely that a student will pose a
question regarding their structure that another student might be able to answer
based upon the design of their own.

Teacher-led Student-Led - examples

What systems use pneumatics or Why do fluids generate more force?

hydraulics?
What are the pros/cons using one
over the other?
Does the viscosity of a fluid affect the
performance of a hydraulic system?
How so?
What kinds of locomotion and
movements can we use syringes for?
How can we make the launcher more
efficient?
How can we make the launcher
generate more force to make the
plunger go higher?
How could the addition of more
syringes and using valves help the
system?
What other simple machines can we
use in junction with the syringes and
fluids?

Explore / Inquiry activity: (I DO)

The design task will be to build a scaled model of a system that uses pneumatics
and hydraulics to provide movement in the structure in order for it to fulfil its
purpose.

For example:

Many production lines use robots to speed up production and ensure consistency.
Many products are transferred by a conveyor belt from robot to robot. You are hired
to create a robotic arm that can be used on the assembly line. Your robot must:

- be able to grip, rotate 90 degrees, extend/retract, elevate, and release

- be produced using materials that involve positive environmental considerations
- be operated and controlled using pneumatic and/or hydraulic principles
Inquiry Design Activity

Option 1 (Guided) The teacher sets the scope of the design task (i.e., hydraulic
arm). The inquiry can be specific to the functioning of that system (i.e., the arm
must lift, rotate, and grasp an item).

Option 2 (Coupled) Together, teacher and students set the scope of the design
task (i.e., hydraulic arm). The inquiry can be specific to the functioning of that
system (i.e., the arm must lift, rotate, and grasp an item). Challenge the students to
explore given fluids to change the speed in which these movements occur. This
inquiry can also focus on choice of fluids and materials with regards to
environmental sustainability and durability.

Option 3 (Open) Students are given free range of building a system of their choice
(i.e., hydraulic arm, bridge, childrens toy) that includes a determined amount of
movements required (e.g., lift, rotate, grasp) and the speed at which they occur,
based on the task. The inquiry can be about function, design, costs, aesthetics,
sustainability, environmental impact, and materials.

Teacher Considerations:

When engaged in technological problem solving, students should be given

opportunities to be creative in their thinking, rather than merely to find a prescribed
answer. (Ontario Science and Technology curriculum document, 2007, p. 16)
Teachers are encouraged to have students work through a model that follows the
Technological Design-Process, like SPICE:

S-Scenario

P- Problem

I- Investigate

C- Construct

E-Evaluate

Students are given a scenario to set the stage for the problem. For this particular
activity, consider guiding them to design something like a hydraulic arm, a toy, a
bridge where there are several different movements and design options possible.
Students then conduct some planning, which can include rough drawings that are
similar to isometric drawings. Students should include measurements to determine
their usage of materials. They are also encouraged to write some procedural plans
of the steps that they will take to construct their structure from beginning to end.
This encourages students to do some pre-planning before cutting and building to
prevent unnecessary mistakes. Through the construct stage, encourage re-design
 and proper use of tools and techniques of building. In the evaluation stage, students
should be testing their structure and system and revising, if needed. Students are
encouraged to test their system and structure throughout the design process. Once
students are satisfied with their design, it is good practice to have them reflect on
their process and final structure.

To provide consistency from project to project, consider providing all students with
the same amount of materials. Students must plan their model to ensure that they
do not require more than the allotment. Consider giving students a set amount of
balsa wood, coroplast, syringes, tubing, gears, pulleys, etc. Ensure that students are
familiar with the materials and that students can still apply their knowledge of safe
use of tools and materials when working with them.

Experimental Inquiry Activity

Critical aspects of technological problem solving are: careful planning; purposeful

selection of tools and materials; testing, retesting, and modifications of a product or
process; communicating about the solution; and recommending of changes or
improvements. (Ontario Science and Technology curriculum document, 2007, p.
16) Students should be encouraged to continue to test and re-test as part of their
design process. To help aid with generic tests of student structures, it is encouraged
that students test the efficacy of their structures and build knowledge with some of
these investigations:

Examples of investigations:
- How does the addition of hydraulics affect the functioning of the system?
- Have students investigate their system with just air and then with the
addition of water.
What has changed?
Is this beneficiary to the function of the system or not?
Why?
- What happens when you change the viscosity of the fluid within the system?
- Provide students with various fluids that they can use in their systems.
Students can try fluids like: syrup, honey, water, ketchup, juice, etc.
What benefits does this addition create?
What challenges does this change create?
- How does the above relate to Pascals Law?
- Students should conclude that different fluids will result in different pressures
exerted.
Teachers can choose to conduct these investigations in either a guided, coupled, or
open inquiry format based on the options below:

Option 1 (Guided) Teacher-directed. Have stations for each concept and students
execute the experiments related to the concepts.
Option 2 (Coupled) Teacher asks the questions and the class designs the
experiments together.

Option 3 (Open) Student led. From student original designs, the question of
improvement and comparison of designs is asked. Teacher can lay out materials for
students to use to test and re-test their designs. The teacher then introduces the
concepts of pneumatics, hydraulics, viscosity, and Pascals Law once again.

Explain

From their experiences, students explain their observations about their hydraulic
and pneumatic systems.

The knowledge can be collaboratively built using a Knowledge Circle, or an online

forum, class-wiki, collaborative website, or on chart paper in the classroom. Using
the data and experiential knowledge, revisit the original questions from the first
Knowledge Circle. Encourage students to try and answer their questions using their
models and experiences from their investigations with fluids. Students are
encouraged to bring their structures to the circle to help them refer to different
aspects of their design.

Special attention can be given to different learning styles, as different concepts can
be recorded orally and uploaded to a site, video recorded for kinesthetic
demonstrations, or drawn by students.

Students should have had ample opportunities to explore different fluids and how
they influence the functioning of their system. Students should be able to explain
their choice of ideal fluid for their structure and system and relate it to Pascals Law.

The Knowledge Circle is also a great opportunity to reflect upon and share their
building techniques with others. Ideally, there will be a variety of designs and
students will have used the materials very differently. Have students share how they
used the tools and materials to meet the needs of their system.

Student Support Resources:

Pascals Law and Hydraulic Brake System Video: https://www.youtube.com/watch?

v=VxLTDtaRCZk
Pascals Law: https://www.youtube.com/watch?v=VxLTDtaRCZk

Hydraulics and Pneumatics general information: http://hydraulicspneumatics.com/

Air and water power: https://www.youtube.com/watch?v=BFYkCz1q-b0

Hydraulics: http://www.explainthatstuff.com/hydraulics.html

Related Background Resources and/or Links:

Teachengineering.org. (2015). Hydraulic Arm Challenge - Activity -

www.TeachEngineering.org. Retrieved 14 July 2015, from:
https://www.teachengineering.org/view_activity.php?
url=collection/wpi_/activities/wpi_hydraulic_arm_challenge/wpi_hydraulic_arm_challe
nge.xml

Octe.on.ca. (2015). OCTE. Retrieved 13 July 2015, from: http://octe.on.ca/index.php?

id=19

Ontariodirectors.ca. (2015). CODE Health & Safety Project. Retrieved 13 July 2015,
from: http://www.ontariodirectors.ca/health_and_safety.html

LearnTeachLead.ca. (2015). LearnTeachLead.ca - Student Achievement Division

Resources - K to 12. Retrieved 13 July 2015, from: http://LearnTeachLead.ca

YouTube. (2015). Defining a Problem: Crash Course Kids #18.1. Retrieved 14 July
2015, from: https://www.youtube.com/watch?v=OyTEfLaRn98

YouTube. (2015). Defining Success: Crash Course Kids #18.2. Retrieved 13 July
2015, from: https://www.youtube.com/watch?
v=XyFUqFQfl30&index=4&list=PLhz12vamHOnZ4ZDC0dS6C9HRN5Qrm0jHO

Extend / Redesign

After learning more about systems functionality, students revisit their design to see
how they can improve upon it. Students can look at how to improve the mechanical
advantage and efficiency and/or work done. Students are encouraged to use the
knowledge built from the second Knowledge Building Circle to help re-design some
aspects of their systems. Encourage students to work collaboratively and share
ideas. Students might be encouraged to evaluate their design on other measures of
success.

Other criteria for success include:

durability
aesthetics
cost/materials
accuracy (if building a throwing device)
 Extension Possibilities
- students can conduct an Engineering Fair to showcase their models and any final
calculations
- use SKYPE to talk to engineers that are working on current hydraulic and pneumatic
systems and machines

Optional/Alternative build ideas:

- a game that incorporates the use of syringes (i.e., a maze that you must navigate
through with the use of syringes that tilt the board)
- art projects that require pop-ups or moving features, like a mask

Evaluate (I REMEMBER)

Assessment Opportunities

Things to look for in assessment pieces:

Consistently With prompts Not yet

Can the student use the

vocabulary appropriately?

Does the technological-design

process show signs that new
knowledge was used to
improve on the design?

Can the student justify

choices of design for criteria
success?

Possibilities for Assessment As/For/Of Learning:

 Assessment For Learning:

Use anecdotals during Knowledge Circle to find common misconceptions and frame
inquiries during the I Explore phase to dispel the misconceptions and build new
understandings. Common misconceptions that might come up are:
Mass, volume, weight, heaviness, size, and density may be perceived as
equivalent;
Liquids of high viscosity are also liquids with high density;
Heating air only makes it hotter;
Pressure and force are synonymous;
Pressure arises from moving fluids;
Moving fluids contain higher pressure;
Liquids rise in a straw because of suction;
Fluid pressure only acts downward.

Take the time to review tool safety and the use of materials before the inquiry part
of the process. A quick safety assessment at the beginning is a good review and
often a confidence builder.

Assessment As Learning:

- Exit passes
- Journals reflecting on what they learned
What did I do in class today?
What did I learn?
What did I find interesting?
What questions do I have about what I learned?
What was the point of todays lesson?
What connections did I make to previous ideas of lessons?
- Graffiti wall
- Visible Learning goals/concepts are on a chart, and students put a check mark once
they understood the concept
- Student conferences and discussions when students are working
- Student notes of the Technological-Design Process: drawings, procedural writing, re-
designs, testing, and observations

Assessment Of Learning:
- Knowledge Circle contributions
- Student explanation of their structure using vocabulary
- Use co-created success criteria to assess student
projects. For guidance in creating inquiry focussed rubrics with students, try
pages 32-34 of Natural Curiosity.
- criteria can include:
- form and function
- environmental considerations
- design process
- use of the scientific method when conducting investigations
- laboratory skills
- safety

Self-evaluation for SPICE Model

1. Were my sketches clear enough for others to understand?

1 2 3 4 5

2. Did I include written suggestions on my rough sketch?

1 2 3 4 5

3. Did my product do what I designed it to do?

1 2 3 4 5

4. If I worked with others, how well did I cooperate?

1 2 3 4 5

5. If I worked with others, how would I rate my contribution to the product?

1 2 3 4 5

(5= My best effort; 3 = Medium; 1 = Poor effort)

Science and Technology Performance Task Grade / Division K-8

CRITERIA Performance Indicators

Level 1 Level 2 Level 3 Level 4

Design Develops a plan Develops a Develops a Develops a
Process plan with limited workable plan clear workable workable plan
clarity and a few with some clarity plan including and modifies the
steps and some steps steps in a plan as necessary
logical
sequence

Design Uses tools, Uses tools, Uses tools, Uses tools,

Process use of equipment, and equipment, and equipment, and equipment, and
materials materials with materials with materials safely materials safely
limited regard to some regard to and appropriately
safety safety

Design Demonstrates Demonstrates Uses the design Uses the design

Process use of little use of the some use of the process (plan, process (plan,
design process design process design process build, test, build, test,
(plan, build, test, (plan, build, test, evaluate, evaluate,
evaluate, evaluate, communicate) communicate)
communicate) communicate) effectively

Model Translates design Translates design Successfully Successfully

translate plan to plans into a plans into a translates translates design
model working model, working model design plan into plan into a
with assistance with limited a working working model
assistance model based on based on criteria
criteria required required

Model Creates model Creates model Creates model Creates model

model performs that performs with some that functions that functions
intended task intended function evidence of successfully beyond
in a limited intended function according to expectations
manner specifications

Communicatio Uses little Uses some Uses most Uses all

n terminology appropriate appropriate appropriate appropriate
terminology for terminology for terminology for terminology for
grade level grade level grade level grade level

Communicatio Report lacks Communicates Communicates Communicates

n clarity clarity with some clarity clearly and clearly, precisely,
precisely (e.g., and insightfully
oral or written)
through all
stages of task

Communicatio Limited Uses a Chooses a Skilfully chooses

n presentation awareness of presentation style presentation a presentation
skills / style importance of that is somewhat style that is style that
style to suit appropriate to appropriate to maximizes the
purpose purpose and purpose and impact for
audience audience purpose and
audience

Communicatio Communicates Communicates Communicates Communicates

n of basic understanding of understanding of understanding understanding of
concepts few of the basic some of the basic of most of the all of the basic
concepts concepts basic concepts concepts
(for grade level)
e.g., oral or
written

Learning Log Makes limited Reflects on Reflects on Uses

reflection for reflection results but makes results in order sophisticated
purpose few changes to make reflection to
necessary record results.
changes and Makes changes
evaluate and evaluates
information information
gathered gathered

Learning Log Sets a few goals Sets some goals Sets clear goals Sets clear goals
goals / time and describes and describes and describes and describes
lines few of the steps some of the steps each step each step needed
needed to needed to needed to to achieve goals
achieve goals achieve goals achieve goals and adjusts as
necessary

Learning Log Selects, records, Selects, records, Selects, Selects, records,

resources and uses and uses records, and and integrates
resources with somewhat uses appropriate
limited appropriate appropriate resources
appropriateness resources resources

Group Work Has limited Demonstrates Demonstrates Actively identifies

contribution to success working some commitment to group goals and
group goal toward group commitment to the group goals fulfills a variety of
goals the group goals; and carries out roles in group
carries out assigned roles
specific roles with
some success

*Adopted from Halton District School Board

Technology Possibilities:

3D modelling software, e.g., 123D Design for iPad, www.tinkercad.com for PC

Duplo, LEGO, and K'Nex
3D printing
use data collection hardware, e.g., motion probes, and software to collect and
organize data

Indigenous Perspective:

According to the Western and Northern Canadian Protocol educator resource,

Teaching and learning take place within the rich and complex context of the school
community. Student engagement and learning become enriched when students feel
safe and experience a sense of belonging within their school community. Creating
warm and caring schools and learning environments where First Nations, Mtis, and
Inuit students feel safe and valued has a positive influence on student engagement
and learning. This is accomplished through positive, inclusive, and respectful
attitudes as well as through the presence of affirming First Nations, Mtis, and Inuit
imagessuch as art, posters, books, videos, and positive messages celebrating
diversitythroughout the school (Our Way Is A Valid Way, WNCP, 2013, pg. 34)

Teachers should strive to make connections to the curriculum by incorporating the

indigenous worldview in ways that appreciate and affirm the diversity in thinking
about science and the natural world. The following are a few examples of how to
ensure FNMI understandings are reflected in teaching about engineering and the
use of fluids, hydraulics, and pneumatics:
invite traditional storytellers and Elders to share stories relating to
engineering and use of fluids
allow students to visit historical sites that show traditional ways of using
fluids and manufacturing them for human use (e.g., maple syrup, fats, oil)
use thematic story circles
weave FNMI language into the science curriculum
incorporate or adapt Medicine Wheel and Circle of Life teachings to learning
about engineering and using natures gifts
use Traditional Ways of Knowing in the teaching of structures, e.g., for
Traditional Laws; students can demonstrate cultural practices related to
stewardship, such as using the materials and fluids found in nature
connecting students with Traditional Elders/community people to learn about
land and people questions
Resource on Engineering: http://www.aboriginalaccess.ca/resources/resource-
downloads

Water Fracking: http://canadians.org/sites/default/files/publications/fracking-

perspectives.pdf

Engineering: https://www.engineerscanada.ca/indigenous-outreach