SPONSORED EDUCATIONAL MATERIALS TEACHER LESSON 1

STEP-BY-STEP:
INTRODUCTION TO CODING
OBJECTIVE: Students will gain an understanding STANDARDS FOCUS:
of what algorithms are, and how they are translated Science (NGSS)
into coding to drive the actions of computers and Science and Engineering Practices: Asking
computer-controlled objects. Questions and Defining Problems, Developing
and Using Models, Using Mathematics and
TIME: 30 minutes (60 minutes with lesson extension)
Computational Thinking
MATERIALS: Pencils or pens, “Step-by-Step” student ETS1.A: Defining and Delimiting an Engineering
worksheet Problem
Language Arts (CCSS)
LESSON PLAN R7: Integrate content presented in diverse formats
1. Pre-Activity Discussion: What Is Coding? RSci2: Follow precisely a multistep procedure when
Ask students to describe some of the actions that we performing technical tasks
use computers to do. (For example, send emails, play
Art (National Core Arts Standards)
video games, perform calculations, etc.) Ask students
VA—Cr1: Generate and conceptualize artistic ideas
how they think the computer performs these
and work
complicated tasks. (Students may say that there are
computer programs that give computers instructions Math (CCSS)
about what actions to take.) Explain to students MP5: Use appropriate tools strategically
that computer programmers rely on algorithms MP7: Look for and make use of structure
to direct the actions of a computer or a computer-
controlled device like a robot. An algorithm is a set ANSWERS TO STUDENT WORKSHEET
of steps that can be followed from start to finish
to complete a task. In an algorithm, a complicated PART 1
action is broken into many small steps. Explain that
computer programmers write algorithms for each
task a computer needs to do. Then they translate the
algorithms into a language that a computer can read
and follow. This language is called computer code.

2. Conduct the Activity: Hand out the “Step-by-Step”

PART 2
student worksheet. In the exercise, students will
Code:
follow an algorithm to draw an image and then
write a code for the algorithm. When everyone has
gggii • i • i • i • g • g • hhh • f •
finished, discuss what they learned. Why was it
important that each step was very simple? How might EXTENSION
you make the code shorter? (For example, a code Coding Challenge: Challenge students to write code
may include instructions to repeat a small segment that can be used to create a more complicated image.
of the steps.) Explain that computer programmers Have them start by drawing a multicolored image on
use loops to shorten the codes that they write. A loop a piece of graph paper. Then ask them to write a code,
is a group of actions that is repeated a given number using symbols that can be used to copy the image.
of times. For example, take the following code: Challenge them to include loops in their code. Have
students test their code by giving it to a classmate.
i• i• i• i• i• i• i• i• i• i• i• i• Were they able to successfully draw the image? Discuss
This code can be shortened to Repeat 12 times: i• the challenges students faced when writing their code.

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KOOV provides endless opportunities to explore how coding can drive the actions of a robot. The My First
Coding Learning Course gives students an in-depth introduction to basic coding on the computer. To use KOOV
to extend this lesson, open the KOOV interface and go to the Learning Course. Choose My First Robot Coding.
Complete Stage 1: “Let’s Start Coding with KOOV.” As you complete the stage, discuss how the code breaks
larger actions down into small steps. Experiment with changing the order of steps.

www.sony.com/koov
 STUDENT WORKSHEET 1

STEP-BY-STEP
Computers can perform very complicated tasks. Inside the computer, each complex action
is broken down into smaller parts. These small steps are put together in a sequence,
called an algorithm (al-guh-ri-them). The computer follows the steps in the algorithm
from beginning to end to complete a task.

In this activity, you’ll draw an image on a grid by following the steps in an algorithm.

PART 1: Follow an Algorithm

DIRECTIONS: Start in the square in the left-hand corner of the grid below. Then follow the algorithm below.

Move one square right.

Move one square right.
Move one square right. START
Move one square down. HERE

Move one square down.

Color in square.
Move one square down.
Color in square.
Move one square down.
Color in square.
Move one square down.
Color in square.
Move one square right.
Color in square.
Move one square right.
Color in square.
Move one square up.
Move one square up.
Move one square up.
Color in square.
Move one square left.
Color in square.

What did you draw? _________________________________________________________________________________

PART 2: Convert to Code

You probably noticed that it required a lot of text to guide you to draw a simple image. In computer programs,
algorithms are written in a special language that can be read by the computer. This language is called computer
code. Can you convert the algorithm above into a different form?

DIRECTIONS: Use the symbols below to change the algorithm you followed into a type of code.
f Move one square left g Move one square right i Move one square down
h Move one square up • Color in square

CODE: _______________________________________________________________________________________________

CHALLENGE YOURSELF: Draw a more complicated image on a piece of graph paper. Then write your own code
that can be used to copy the image. Test your code by giving it to a friend. Did they draw the same image?
SPONSORED EDUCATIONAL MATERIALS TEACHER LESSON 2

INSTRUCT A ROBOT:
PRACTICING CODING
OBJECTIVE: Students will learn how to translate a STANDARDS FOCUS:
complicated task into an algorithm that has clear and Science (NGSS)
simple steps. Science and Engineering Practices: Asking
Questions and Defining Problems, Developing
TIME: 45 minutes
and Using Models, Using Mathematics and
MATERIALS: Pencil or pen, “Instruct a Robot” student Computational Thinking
worksheet ETS1.A: Defining and Delimiting an Engineering
Problem
LESSON PLAN Language Arts (CCSS)
1. Evaluate a Set of Instructions: Tell students that R7: Integrate content presented in diverse formats
you are going to give them instructions to bake a RSci2: Follow precisely a multistep procedure when
batch of cookies. Then write the following steps on performing technical tasks
the classroom board.
Art (National Core Arts Standards)
• Gather eggs, butter, sugar, flour, baking soda, and VA—Cr1: Generate and conceptualize artistic ideas
chocolate chips. and work
• Mix ingredients in large bowl. Math (CCSS)
• Place cookie dough on a pan. MP5: Use appropriate tools strategically
MP7: Look for and make use of structure
• Bake until done.

Guide students to evaluate your instructions. Ask 3. Introduce Conditional Statements: Computer
the class: Do they think a person could successfully codes are algorithms that give the computer
bake cookies by following these steps? If 10 people instructions for how to complete an action. Explain
followed these steps, would they all make the exact that codes often include a specific type of language
same cookies? Why or why not? Prompt students to structure. They may include loops (See “Step-by-Step”
be specific when they describe the limitations of the lesson) or conditional statements. Also called if/then
instructions. (For example: The instructions don’t say statements, a conditional statement instructs the
how much of each ingredient is needed. They don’t computer to do a particular task if another condition
explain the order in which the ingredients should is met. For example, a conditional statement might
be added. They don’t specify how the dough should be “If the oven is at a temperature of 375°F, then place
be placed on the pan—in balls or as one large layer. the cookie pan in the oven.” Challenge the students
The temperature that the cookies should be baked to revise your code to include if/then statements.
at is not given. There are no instructions explaining (For example, If the cookies are light brown in color,
how a person knows when the cookies are done.) then remove them from the oven.)

2. Write a Recipe: Explain to students that their 4. Conduct the Activity: Hand out the “Instruct a
task is to write an algorithm for baking cookies. An Robot” student worksheet. In the exercise, students
algorithm is a set of steps that can be followed will write an algorithm that can be used by a fellow
from start to finish to complete a task. For example, student—their “robot”—to complete a complicated
scientists might write an algorithm that instructs a task. Have them test their algorithms with another
robot on how to bake cookies. As a class, try to write student. Discuss what went wrong if they are
an algorithm for baking cookies. Make sure that each unsuccessful in their tests. Was there a step missing?
step is very specific. (For example: Break open 1 egg. Was the order of the steps accurate? Should the
Add 1 teaspoon of baking soda. Mix until there are no steps have been simpler actions?
more lumps. Scoop out a 1-inch ball of dough.)

DIVE DEEPER WITH

The KOOV platform makes it easy for students to challenge themselves to write complicated codes for their
robots. Have them hone their skills by following the My First Robot Coding lessons in the Learning Course.
Once they’re mastered the basics, you can challenge the class to brainstorm a complex action for a KOOV robot
and write the code to make it work. Experiment with using loops and conditional statements.

www.sony.com/koov
 STUDENT WORKSHEET 2

INSTRUCT A ROBOT
Today, many robots perform complicated tasks—from building cars to sorting items in
warehouses. Suppose you are an engineer who is designing a robot that can perform
a task a human does today. Think about a task that can be completed in your classroom,
such as sharpening your teacher’s pencils or sorting recyclables. Your job is to write the
instructions the robot needs to follow, called an algorithm (al-guh-ri-them).

ASK
Identify the problem you want to solve. What job will your robot do?

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

What benefit would there be to having a robot do this task instead of a human?

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

PLAN
What actions does your robot need to do to complete this task? Write a list of the steps involved.

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

Does your robot need any materials to complete the task? If so, what is needed?

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

CREATE Try to use the following

features in your algorithm:
On separate paper, write an algorithm for your robot to complete the task.
Remember that an algorithm breaks complicated actions into very simple
A loop, which is a group
steps. For example, if your task is to sharpen a pencil, your instructions need of actions that is repeated
to describe how to pick up the pencil, exactly how to use the sharpener, and a certain number of times.
how to know when the task is complete. (Example: Repeat 10 times:
Turn sharpener clockwise
around the pencil.)
To write your own algorithm, follow these steps:
1. Plot out your work. An if/then statement, which
is an instruction to perform a
2. Write a first draft. task if a certain condition is
3. Review your draft and revise as necessary. met. (Example: If the end of
the pencil is a sharp point, then
place the pencil on the desk.)

TEST
Give your algorithm to another classmate to follow. Are they successful in completing the task? _______________

IMPROVE
Revise your algorithm if needed.
SPONSORED EDUCATIONAL MATERIALS TEACHER LESSON 3

CREATE AN ANIMAL ROBOT:

DESIGNING FROM NATURE
OBJECTIVE: Students will study the anatomy of an STANDARDS FOCUS:
animal and use what they learned to design a robot Science (NGSS)
that has similar characteristics. Science and Engineering Practices: Asking
Questions and Defining Problems; Developing
TIME: 45 minutes
and Using Models; Constructing Explanations and
MATERIALS: “Create an Animal Robot” student Designing Solutions; Obtaining, Evaluating, and
worksheet, pens or pencils Communicating Information
LS1.A: Structure and Function
LESSON PLAN ETS1.B: Developing Possible Solutions
1. Make Observations: Show students images Language Arts (CCSS)
of several different types of animals, such as an W2: Write informative/explanatory texts to examine
alligator, a shark, a crab, and a bat. For each animal, complex ideas
ask students to describe the animal’s features and SL5: Make strategic use of visual displays to express
their function. How do these features help the information
animal survive? Prompt students to consider how
Art (National Core Arts Standards)
the animal moves, how it eats, features that keep it
VA—Cr1: Generate and conceptualize artistic ideas
warm, etc. (For example, an alligator has four legs to
and work
walk on land and a tail that moves to help it swim
VA—Cr3: Refine and complete artistic work
and balance on land; a crab has 10 legs, eight that
help keep it stable on the seafloor in moving water
and have students complete it independently. When
and two that are used to grasp things; a shark has
everyone has finished, have the students share the
sleek skin, strong jaws, and fins that help it move
models of their designs with the class for feedback.
through the water; a bat has wings to fly; etc.)
Give students the opportunity to revise or improve
their designs based on the feedback.
2. Link Observations to Engineering: Show students
a photo of an airplane. Ask students how they think
scientists came up with the idea for the design of an EXTENSION
airplane. (It has wings like a bird.) Explain to students Engineering Design Process: Explain that engineers
that engineers are scientists who design new devices follow a series of steps to plan or build new objects.
or objects in order to solve problems. Explain that This is called the engineering design process. Review
engineers often look to organisms in nature for ideas the steps below with the students. Ask students to
about how to design new inventions. Instruct students analyze how they used the process.
to consider the features of the animals included in STEP 1 Ask What Is the Problem?
your classroom discussion. Brainstorm ways their STEP 2 Do Background Research
characteristics could be useful in engineering design. STEP 3 Identify Design Requirements
(For example, the characteristics of a shark’s skin may STEP 4 Brainstorm Possible Solutions
help make objects that move faster through the water; STEP 5 Make Models of Design
ocean-exploring robots may be designed with bodies STEP 6 Build Design
that move easily through the water.) STEP 7 Test Design
STEP 8 Improve Design
3. Design a Nature-Inspired Solution: Hand out the
“Create an Animal Robot” student worksheet

DIVE DEEPER WITH

KOOV’s building blocks can be used to build working robots based on animal designs. Start by going deeper
into the Block Artist Learning Course. Open KOOV and go to the Learning Course: Become a KOOV Block Artist.
Complete Stage 4 of the course: “Learn by Watching and Copying.” As students build, prompt them to analyze
which parts of the robot are based on the animal’s anatomy. Once they have completed this stage, have students
move on to one of the Robot Recipes. These step-by-step guides for building robots are available in four different
skill levels, and include examples with and without code. Once students have mastered the recipes, they can use
what they learned to build their own designs based on a different animal.

www.sony.com/koov
 STUDENT WORKSHEET 3

CREATE AN ANIMAL ROBOT

DIRECTIONS: Engineers often look to nature for inspiration when designing new
inventions. For example, some robots built to explore the ocean are shaped like fish
with fins that help them swim through the water. When trying to build a robot that
can run fast, scientists copied the leg shape of a cheetah—the world’s fastest land
animal. Suppose that you are an engineer who is designing a new type of robot. How
might studying an animal help you to design it? Answer the questions below to plan
how you could make a robot that has features similar to those of an animal in nature.

1 What do you want your robot to be able to do?

_____________________________________________________________________________________________________________

2 What is an animal that has a shape or ability similar to what you want in your robot?

_____________________________________________________________________________________________________________

3 What features of the animal allow it to have that ability? For example, does it have an unusual shape or
special feet? Do Internet research to find out more about your animal.

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

4 How do you think this ability helps the animal survive in the wild?

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

5 Explain how the animal’s ability would be useful in your robot.

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

6 How would you design a robot

that has the same shape or ability
as your animal? Think about the
materials you would use and how
you would build important features
of the body, such as parts that can
move. Draw a model of your robot in
the box to the right. Be sure to label
different parts in your sketch. Use a
separate piece of paper if necessary.

7 Create a poster or presentation to

share your design with your class.
SPONSORED EDUCATIONAL MATERIALS TEACHER LESSON 4

TURN ON THE LIGHTS:

INTRODUCTION TO ELECTRIC CIRCUITS
OBJECTIVE: Students will use the scientific process to STANDARDS FOCUS:
carry out an investigation to determine how an electric Science (NGSS)
circuit can be created to turn on a lightbulb. Science and Engineering Practices: Asking
Questions and Defining Problems, Planning
TIME: 30–40 minutes
and Carrying Out Investigations, Constructing
MATERIALS: One set of the following materials for Explanations and Designing Solutions
each group of students: “Turn On the Lights” student PS3.B: Conservation of Energy and Energy Transfer
worksheet, low-voltage LED lightbulb, large piece of ETS1.A: Defining and Delimiting an Engineering
aluminum foil, cotton string, paper clips, AA battery, Problem
tape, scissors, pen or pencil
Language Arts (CCSS)
SL1: Participate in collaborative discussions
LESSON PLAN Math (CCSS)
1. Make Observations About Electricity and Light:
MP1: Make sense of problems and persevere in
Show the class a flashlight and switch the light on
solving them
and off. Ask students to describe components they
MP5: Use appropriate tools strategically
can see or that they think may be found inside a
flashlight. (Answers may include a bulb, a power
source such as a battery, wiring, a switch, etc.) bulb in a complete electric circuit. The path between
Ask students what they think happens inside the the ends of the battery and the lightbulb was
flashlight to cause the light to turn on. (They may unbroken. The complete circuit allows electricity to flow
say that electricity flows through the bulb.) Write the through the bulb.) Discuss any problems students had
term “electric circuit” on the classroom board. Explain with their designs. How did these factors prevent the
that an electric circuit is a closed loop through which light from turning on?
electricity (moving charged particles) can flow. Draw
the model of an electric circuit (below right) on the
classroom board. Use the model to show that when ANSWERS TO STUDENT WORKSHEET
you flip the switch to “on,” it closes the loop between Students’ setups for the experiment may vary. One
the battery (the electricity Battery
possibility is to cut strips of aluminum foil and fold or
source) and the bulb. roll them to form two “wires.” Connect one end of one
Once the loop is closed “wire” to the positive end of the battery and the opposite
by turning on the switch, Wire
end to one of the metal spokes on the LED light. Then
the electric circuit allows attach one end of the second “wire” to the negative end
electricity to flow through of the battery and the unattached end to the other spoke
the bulb and light it up. Switch on the light. If using a typical lightbulb, the ends of the
[off] Bulb
aluminum foil need to touch the base of the bulb and
2. Conduct the Investigation: Separate the class into the side of the metal case. If the light doesn’t work, make
small groups and hand out the student worksheet, sure that the battery has enough voltage for the bulb.
“Turn On the Lights.” Give each group the listed Conclusions:
materials. As a class, briefly discuss which of the
a. Answers will vary.
materials are similar to what is found in a flashlight.
(For example, there is a bulb, a battery, and material b. Answers may include that the students chose
[aluminum foil] that is similar to wiring.) Have materials, such as aluminum foil, that allow
students complete the activity in their groups. electricity to flow. The electric current needs to
flow from the battery to the bulb to turn it on.
3. Analyze Results: When everyone is finished,
discuss their results. Ask the class: What caused

DIVE DEEPER WITH

KOOV can help students learn more about circuits powering LED lights. Go to KOOV and open the Learning
Course. Choose My First Robot Coding and complete Stage 2: “Getting Into Electronics.” Students will be guided
through the electronic components of KOOV and writing code that can turn LED lights on and off in a KOOV
robot. You can also show students any of the Robot Recipes with LED lights, such as the Alligator. As you
connect the blocks and configure the code, discuss how it connects to what you learned in your experiment.
What provides electricity to the light? How is the electric circuit completed to turn on the light?

www.sony.com/koov
 STUDENT WORKSHEET 4

TURN ON THE LIGHTS

In this activity, you’ll use the scientific process to test how everyday materials
can be used to make an electric circuit to turn a lightbulb on and off.

MATERIALS: Low-voltage LED lightbulb, large piece of aluminum foil,

cotton string, paper clips, AA battery, tape, scissors

ASK A QUESTION How can we use everyday materials to create an electric circuit
to turn on an LED lightbulb?

WRITE A HYPOTHESIS Consider the materials you have been given. Make a prediction about how some
or all of the materials can be connected in an electric circuit to light up the bulb. Draw a model below that
shows the arrangement that you think will work. Be sure to label the different materials. Use separate paper if
necessary.

Make a prediction:

Draw your model:

Write your hypothesis:

CARRY OUT AN INVESTIGATION Use the materials to create the design you sketched above. When you
connect your materials, does the bulb light up? If it does not work, try modifying your design until it is successful.

DRAW CONCLUSIONS
a. Did your final design match your model in your hypothesis? If not, how was it different?

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

b. What materials did you use to connect the bulb to the battery? Explain why you chose these materials.

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

IMPROVE YOUR DESIGN Evaluate your design. How does it compare to a typical flashlight? Could you
make it sturdier or make it easier to turn the light on and off? Think about other materials you could use to
improve your design.
SPONSORED EDUCATIONAL MATERIALS TEACHER LESSON 5

TOWER CHALLENGE:
CENTER OF GRAVITY AND BALANCE
OBJECTIVE: Students will learn about the center of STANDARDS FOCUS:
gravity and analyze how it helps to make structures Science (NGSS)
stable. Science and Engineering Practices: Asking
Questions and Defining Problems, Planning
TIME: 45 minutes
and Carrying Out Investigations, Constructing
MATERIALS: “Tower Challenge” student activity Explanations and Designing Solutions
worksheet, electric fan, 10–15 small books, set of PS2.A: Forces and Motion
building materials for each group: 20 drinking straws, PS2.B: Types of Interactions
4 paint stirrers, 10 Popsicle sticks, 4 paper-towel tubes, ETS1.B: Developing Possible Solutions
2 sheets of cardboard, 10 rubber bands, masking tape
Language Arts (CCSS)
SL1: Participate in collaborative discussions
LESSON PLAN
1. Classroom Demonstration: Ask for one or two Art (National Core Arts Standards)
volunteers to come to the front of the class and stand VA—Cr1: Generate and conceptualize artistic ideas
with his or her feet shoulder-width apart. One at a and work
time, place a lightweight chair roughly 6 inches in Math (CCSS)
front of each volunteer. Ask them to try to pick up MP1: Make sense of problems and persevere in
the chair. Instruct the rest of the class to observe the solving them
students’ posture and movement. What, if anything,
did the class notice about the students’ bodies as
they picked up the chairs? (They may notice that the 3. Make Connections: Ask students why engineers
students’ hips pushed backward.) Ask the students: might need to consider center of gravity when
Was it easy or difficult to pick up the chair? (They will building structures or other objects. (For example,
likely say it was easy.) Repeat the process, but this buildings need to have the center of gravity located
time have each student stand with his or her hips, over the supporting base, a robot needs to keep its
legs, and heels flat against a sturdy wall. center of gravity over its support as it moves, etc.)
Ask: What differences did they notice between the What other factors might affect how well a building
two trials? (They will notice that it is more difficult to or object can stay upright? (Answers may include the
pick up the chair with their hips against a wall. They strength of the materials used to build it, the size of
may feel like they are going to tip forward.) the supporting base.)

2. Discuss Forces: Explain that the difference between 4. Build and Test Towers: Hand out the “Tower
the two trials has to do with the center of gravity. Challenge” student activity worksheet. Break the
A person’s center of gravity is located near his or class into pairs or small groups and have them use
her waist. If your center of gravity stays over your the worksheet to each build a strong tower. Prompt
feet, you stay upright. But when you pick up an them to consider your classroom discussion as they
object in your hands, it adds weight to the front of plan their designs. After 5 minutes of planning time
your body—changing the location of your center and 25 minutes of building time, test each group’s
of gravity. Normally, you compensate by moving your designs. Discuss the results of the tests. Did each
hips backward. This balances your total weight so tower’s center of gravity affect its stability? A tower
that your center of gravity stays over your feet. When with more weight on top (high center of gravity)
the students stood against the wall, they couldn’t will be more likely to tip over than one with a lower
move their hips back to balance the weight. The center of gravity. How did the tower’s base size and
center of gravity moved forward and they felt like width affect its stability? (In general, a wider base will
they were going to tip over. be more stable.)

DIVE DEEPER WITH

When building with KOOV, understanding how different structures can balance is key. Several courses will guide
students through learning about the structures that keep robots stable. Go to the KOOV Learning Course and open
“Become a KOOV Block Artist.” Complete Stage 2: “The 360 Connector and the Center of Gravity.” Then move on to
Stage 3: “Strengthening Boards,” Stage 5: “How to Place and Balance,” and Stage 6: “Objectives and Originality.” Once
they have completed the courses, challenge students to experiment with a changing center of gravity by adding
movable parts to their creations. Can they keep their creations balanced even while they’re moving or changing shape?

www.sony.com/koov
 STUDENT WORKSHEET 5

TOWER CHALLENGE
Follow the steps below to design and build a tower. Your tower
must be able to stay standing when wind blows on it and should
be able to support a large weight.

DESIGN REQUIREMENTS:
Your goal is to build a tower
that can stay standing even with
powerful winds and which can
hold as many books as possible.
You may only use the given
materials to build your tower.
Your tower must be at least
40 centimeters (15 inches) tall.

BUILDING MATERIALS:
20 drinking straws, 4 paint stirrers,
10 Popsicle sticks, 4 paper-towel
tubes, 2 sheets of cardboard,
10 rubber bands, masking tape

PLAN YOUR DESIGN: Spend

5 minutes planning your tower
design. To the right, draw a
model of your tower, labeling the
building materials you will use.

BUILD YOUR DESIGN: You have

25 minutes to build your design.

TEST YOUR DESIGN: Compare your design to those STRENGTH TEST: Place a thin book or magazine on
of your classmates. Which do you think will stand up the top level of the tower. Observe what happens.
the longest? Does the tower begin to bend? One by one, add
WIND TEST: Place your design on the table 60 additional books or magazines until the tower
centimeters (24 inches) from the electric fan your begins to bend or break. How many did it hold?
teacher set up. Tape the base of your tower to the EVALUATE YOUR DESIGN: How did your tower
table. Tape only the side farthest away from the compare with those of your classmates? What features
fan. Observe what happens when the fan is turned did the strongest towers have?
on low speed. Does the tower sway? Does it fall
Think about the results of your tests. How would you
over? Increase the speed of the fan to medium.
change your design to improve it?
Observe what happens when the speed of the fan
is increased to medium.