COSI Columbus: Gadget Works

Search

Provider Details

Find Other Programs offered by COSI Columbus

Program
US Grade: 2 - 6
Age: 8 - 12
Program Fee: $220.00 USD
Discount: TWICE discount:$190
Program Length: 60 min
Class Size: 30 Max

Technology
Connections: IP ISDN
Multipoint? POint-to-Point

Cancellation Policy:
Please see the link for our full cancelation policy: http://www.cosi.org/ educators/ videoconferencing/ ee-policies/

Recording & Distribution
Recording allowed? No

Stats Since: 09/03/2009
Hits: 790, Users: 422

Videoconference Program Database

Registration
*Availability: By Request
*Register Now
*More Info:COSI Columbus

*Report an error

COSI Columbus : Gadget Works - Simple Machines

Description
Professor Gadgeteer guides students in grades 2-6 through an exploration of simple machines by observing the motion of wind-up toys, taking the toys apart, and putting them back together again. Each program includes hands-on materials for 30 students that will be used during the 45-60 minute show and materials for many additional hours of in-class activities.
- Greeting and View of Prof. Gadgeteer's newest invention
- Review of simple machines and their uses in gadgets
- Each group presents their hypotheses of how the Happy Crab works
- Take apart the crab
- Observation and hypothesis on the workings of the Chattering Teeth, using copies of the ?Wind-up Teeth Hypothesis Sheet? form
- Take apart the Teeth
- Compare and contrast the Crab and Teeth
- Reassembling the Crab and Teeth
- Identifying how Professor Gadgeteer?s Invention works
- Final Questions and Thanks

Preparation
Teacher packet with hands-on materials and pre and post activities is included.

U.S. National Curriculum Standards
Students in grades K-4 should have abilities necessary to do scientific inquiry, including:
- Employing simple equipment and tools to gather data and extend the senses.
- Using data to construct a reasonable explanation.
- Communicating investigations and explanations. Students should begin developing the abilities to communicate, critique, and analyze their work and the work of other students. This communication might be spoken or drawn as well as written.

Students in grades K-4 should have abilities of technological design, including:
- Proposing a solution. Students should make proposals to build something or get something to work better; they should be able to describe and communicate their ideas. Students should recognize that designing a solution might have constraints, such as cost, materials, time, space, or safety.
- Evaluating a product or design. Students should evaluate their own results or solutions to problems, as well as those of other children, by considering how well a product or design met the challenge to solve a problem. They should modify designs based on the results of evaluations.
- Communicating a problem, design, and solution. Student abilities should include oral, written, and pictorial communication of the design process and product.

Students in grades 5-8 should have abilities necessary to do scientific inquiry, including:
- Using appropriate tools and techniques to gather, analyze, and interpret data.
- Developing descriptions, explanations, predictions, and models using evidence. Students should base their explanation on what they observed, and as they develop cognitive skills, they should be able to differentiate explanation from description ? providing causes for effects and establishing relationships based on evidence and logical argument.
- Communicating scientific procedures and explanations. With practice, students should become competent at communicating experimental methods, following instructions, describing observations, summarizing the results of other groups, and telling other students about investigations and explanations.

Students in grades 5-8 should have abilities of technological design, including:
- Designing a solution or product. Students should make and compare different proposals in the light of the criteria they have selected. They must consider constraints - such as cost, time, trade-offs, and materials needed - and communicate ideas with drawings and simple models.
- Implementing a proposed design. Students should organize materials and other resources, plan their work, make good use of group collaboration where appropriate, choose suitable tools and techniques, and work with appropriate measurement methods to ensure adequate accuracy.
- Evaluating completed technological designs or products. Students should use criteria relevant to the original purpose or need, consider a variety of factors hat might affect acceptability and suitability for intended users or beneficiaries, and develop measures of quality with respect to such criteria and factors; they should also suggest improvements and, for their own products, try proposed modifications.
- Communicating the process of technological design. Students should review and describe any completed piece of work and identify the stages of problem identification, solution design, implementation, and evaluation.

Students in grades 5-8 should know that:
- Energy is a property of many substances and is associated with heat, light, electricity, mechanical motion, sound, nuclei, and the nature of a chemical. Energy is transferred in many ways.
- Technological solutions have side effects, and technologies cost, carry risks, and provide benefits.
- Perfectly designed solutions do not exist. All technological solutions have trade-offs, such as safety, cost, efficiency, and appearance.
- Technological designs have constraints. Some constraints are unavoidable, for example, properties of materials, or effects of weather and friction; other constraints limit choices in the design, for example, environmental protections, human safety, and aesthetics.
- Technological solutions have intended benefits and unintended consequences. Some consequences can be predicted, others cannot.
- Technology influences society through its products and processes. Technology influences the quality of life and the ways people act and interact. Technological changes are often accompanied by social, political, and economic changes that can be beneficial or detrimental to individuals and to society. Social needs, attitudes, and values influence the directions of technological development.
- Science cannot answer all questions and technology cannot solve all human problems or meet all human needs. New technologies often will decrease some risks and increase others.

Rating Score
5.0/5 out of 33 teacher evaluation(s)

This information was last updated on: 05/24/2010
This page integrates content from COSI Columbus with their consent. Questions?