CO2 Dragsters

The Design Process (Pg 4)

1. Take students through the design process and the different steps involved.
2. Start a class discussion and ask students what they think these steps involve.
3. If students have already gone through the design process, they can complete this part with minimal teacher assistance.

Identify and Design (Pg 5)

1. To Identify and define is the first step of the design process. In this step we are identifying the issue and defining specifically what challenges your design is to overcome, this is called a criteria.
2. Identify the need or opportunity. Get students to think about why they are designing a CO2 Dragster. The answer can not be ‘because my teacher told me to’. Come up with ideas that they could also possibly use.
3. What are the design criteria for a successful design for your project? Criteria could include the colour of their dragster, who it’s for, what wood they are making it from, etc. Get students to think of at least 3 outside of any you provide.

Principle Forces Affecting CO2 Dragsters (Pg 6).

https://auto.howstuffworks.com/auto-racing/motorsports/co2-powered-dragster2.htm

1. Students are to use the link provided to research how principle forces affect CO2 dragsters.
2. If the link does not work have students search the following ‘principle forces affecting CO2 Dragsters’ and select the one that states ‘How Stuff Works’.
3. Students are to read through each statement relating to each forces and write down a sentence that describes how they affect CO2 Dragsters. Students can copy it word for work, or you can extend them by telling them to write it in their own words.

Materials Research (Pg 7)

https://www.wood-database.com/balsa/

1. Students are to use the above URL to find information on balsa wood and write the information down.

Review of Existing Ideas (Pg 8-9)

1. Students are to find 10 images of existing CO2 Dragsters that they like.
2. Students are to place these images on one A4 word document and upload it for the teacher to print.
3. Note: if students have the ability to print, they can print their own document.

Extension Task- Project Costings (Pg 13)

If students finish in time as a class, move onto the project costings.

1. Give students the name of each material being used within the CO2 Dragsters,
2. Balsa wood blank, 2x axles, 4x wheels, 2x fish hooks, CO2 canister.
3. Help students work out the individual cost of each material.
4. Students will then spend time working out the cost of the material together.

Review of Existing Ideas- Continued (Pg 8-9)

Please note, the teacher will need to print students existing ideas before this lesson.

1. Students are to cut out all 10 images they found in the previous lesson, and glue them across the two pages.
2. Students are to write the following against each image:
3. 3 things they like.
4. 3 things they find interesting.
5. 3 things they dislike.

Design Concept Sketches (Pg 10)

1. In the spaces provided, students are to draw the top and side view designs of two CO2 Dragsters they would like to complete.
2. Once completed, students are to describe their design and why they like it in the spaces provided.

Final Design (Pg 11)

1. Students come to the teacher to show their design concept sketches and talk to the teacher about their favourite.
2. Once the student and teacher have come to a decision, the student will then go back and draw their favourite and top and side view designs nice and big.
3. Next, students are to describe why they have chosen that design.

A3 Grid Paper

1. Students are to drawer their final design onto an A3 sheet of grid paper..
2. Students are required to place two dots where they would like their axles, somewhere along the second bottom row off squares.
3. Students are to show the teacher before they cut out their design.
4. Teacher is to check the top and bottom view are the same length.

Extension Task- Project Production (Pg 12)

This step will be fore those students require further work to challenge themselves.

1. Students are to draw their top and side views again.
2. Once completed, students add the dimensions of their work including the following:
3. Length of the dragster.
4. Axles positioning.
5. Any modifications to the basic shape.

1. Hand every student a balsa wood blank.
2. Demonstrate how to trace their design onto the balsa wood blank.
3. Use tape to help students not move the template as they are tracing.
4. Note: top view will need to be traced on the bottom of the balsa wood blank due to the side view getting cut out first.
5. Give students time to trace their design onto their balsa wood blank.
6. Ensure students place two dots where their axle holes will go.
7. Demonstrate how to use the pedestal drill to drill the axles holes. Explain that the axles holes are drilled before shaping to ensure they are straight.
8. Give students time to drill their axles holes.
9. Demonstrate how to use the coping saw to start shaping their dragster, starting with the side view.
10. Show students how to create relief cuts to help with the shaping of their dragster.
11. Give students time to begin shaping their CO2 Dragster using a coping saw.
12. Demonstrate how to use both a rough and smooth file to continue shaping their CO2 Dragsters. Ensure to explicitly teach how to tell the difference between the two types of files.
13. Give students time to continuing shaping their CP2 Dragster using files.
14. Demonstrate how to use sand paper to complete the shaping process. Ensure to help students understand that sanding will take a while as the dragster will need to be really smooth.
15. Give students time to complete the shaping process.
16. When the shaping process is complete, students can paint their CO2 Dragsters. A base coat will need to be done and lightly sanded before other painting is complete to ensure a smooth, completed dragster.

Extension

You can use the brother scan n cut for students to design and cut stickers to add to the design of their dragster if time allows.

As each track can be different, how you approach this day is up to you. Ensure you complete at least one through before this lesson to ensure you know how it works and what you want students to complete.

At the end of the lesson, if you are happy for them to, students can take their CO2 Dragsters home.

Design Review (Pg 20-24)

Students are to work their way through their evaluation, ensuring to complete every page with as much detail as possible.

Extension- Production Journal (Pg 14-19)

Students who finish early can complete the production journal. They will need to write down a description of each step they undertook, what tools were required, and any safety consideration such as PPE. Next students will need to draw a quick sketch of the step.