Technology and the Diversity of Limits

Students should work with their teams on the first three questions. Emphasize that all team members must have the answers written in their technology notebooks. Students should work individually on the last two questions.

1. Imagine that you are going to build a real boat.

   1. How would the results from this investigation help you?

      Students should realize that testing can help them make decisions about a final product. They may have formulated ideas about the shape of a sail or the angle of propellers from these tests. They could then scale up what they learned to apply to a real boat.

   2. How would this investigation and an investigation testing the parts of a real boat be different?

      This question helps students think about the limitations of their models. One big difference is that antacid would not be used to power a real boat. Other differences are that the size of the boat parts would be different, the traveling distances would be different, and the materials would be different. Students may have other ideas. Accept any reasonable ideas.

2. What do you think you could have done to improve your team’s investigation?

   Encourage students to be specific in their answers, which will vary. They may come up with ideas for improving how they measured the results. Some students will realize that they may not have been particularly careful about the changes they made to their boats, such as randomly bending the propellers rather than bending them in a prescribed way.

3. Come up with at least two more questions that you would like to investigate that are related to moving the boat forward. You will not actually run these tests, so you are not limited to materials in the classroom. Hint

   This question helps emphasize to students that even though they may have found the answer to one question, there are always more questions that the process of technology design can answer. You may want to refer back to the graphic, Process of Technology Design, to help them understand that technology design is a continuous process. They should come up with at least two questions. These questions will be based on ideas they may have about using different materials such as fabric for sails or metal for propellers, or using different shapes and sizes for each part. They may have ideas about using different methods of propulsion and different kinds of fuel. Because they will not actually run tests to answer their questions, students should not be limited by materials available in the classroom.

4. Work by yourself to answer the following questions.

   1. What part of this activity was easiest for you? Why?

      Answers will vary but should reflect how students considered what was easy for them. Viewing the process in this way helps them to realize their own talents. It can also help you decide how to group them in future activities. You might group them with different strengths so that they are able to complement each other in their teamwork.

   2. What part was hardest? Why?

      Answers will vary but should reflect how students considered what was difficult for them. Viewing the process in this way helps them to realize that even though part of the process is difficult, it does not mean they are unsuccessful at doing science or technology.

5. Step 7 had you think about how you could help everyone come to a consensus. What ideas did you have? List at least two things you can do to practice this skill.

   Students will have different ideas about how they can practice the skill of coming to a consensus. They might come up with ideas about listening to others, asking questions, or considering the information and evidence that other people present.