Summer Camp Eureka Curriculum (2016)
Structure Camp Instructor: Caleb Rogers
Aerodynamics Camp Instructor: Dennis Palad Assistant Camp Instructors:

Key Points to Include:

Materials Needed:


End Goal:
Structure Session:
Students…
 Understand weight distribution and why it is important to distribute weight in structures and buildings.
 Understand why triangles are strong and commonly used for support.
 Understand compression and tension and when these forces occur.
Aerodynamics Session:
Students…
 Understand why flight is possible and what restricts it.
 Understand and are able to demonstrate lift, thrust, drag and pull (gravity/weight).
 Understand how to use the Engineering Process
Rules:
 Students
 Respect the Advisors, Mentors, and each other
 No horseplay: No throwing things at each other, no running around
 Ask mentors for permission to go drink water or use the bathroom. Mentors should go with the Student.
 No eating or drinking inside the class; go outside
 Have a good attitude; no saying “I can’t do it!”, or whining.
 Do not hurt others, with physical objects, or your words.
 Do not go behind the blue tape.
 Work together with your partners
 Mentors
 No Profanity. Stay focused on Camp; do not go off on a tangent, or get into an argument about things like video games, superheros, etc.
 Do NOT build your student’s contraptions.
 Do NOT say demeaning, negative things or putdowns to each other, or to the students.
 Realize that you lead by example, so be a good example.
Overview:
 Students will be in groups of 23 and will work on guided activities based on the camp that they are participating in. The two camp themes are structure and aerodynamics.
Structure Activities:
 Paper Strip Tower:
 Estimated Time: 65 minutes
 Materials: two sheets of standard construction paper, scissors, and 1 foot of scotch tape
 Objective: Guide students through the basics of triangles and weight distribution. Make the tallest tower that can withstand the force of a fan from across the table.
 Details: The paper and tape can be used in any way with the exception of taping the tower to the table.
 Straw and Pipe Cleaner Tower:
 Estimated Time: 90 minutes
 Materials: 20 straws, 15 pipe cleaners, and 1 Nothing but Net ball.
 Objective: Guide students through the basics of triangles and weight distribution. Get the ball to permanently rest as high atop the tower as possible.
 Details: A tower will need to support the Nothing but Net ball. The ball is 4 inches in diameter and weighs 0.115 pounds. The straws and pipe cleaners can be used in any way, but cannot be cut.
 Water Balloon Cradle:
 Estimated Time: 95 minutes
 Materials: 5 straws, 5 pipe cleaners, ½ container Play Dough, scissors, and 1 water balloon.
 Objective: Make a structure that will protect a water balloon from an approximately 15 foot fall.
 Details: Fill up the water balloon so that it is the size of a large egg (approx. 3 in. tall and 2 in. wide). The straws and pipe cleaners can be manipulated in any way. The structure needs to cradle a water balloon as it falls approximately 15 feet to the ground and has to prevent the balloon from popping.
 Popsicle Stick Table:
 Estimated Time: 90 minutes
 Materials: 50 popsicle Sticks, hot glue gun and glue (determined by mentor), and 16 weights (2.5 pounds each).
 Objective: Support at least 10 pounds with a table.
 Details: Make a table out of popsicle sticks that has to be at least 6 inches high, have a base area of 4 inches squared, and have a table top area of 64 inches squared. There has to be at least two different points of contact with the ground. The table needs to support at least 10 pounds.
 Dams:
 Estimated Time: 105 minutes
 Materials: transparent plastic container, 20 popsicle sticks, 6 inches of aluminum foil, and water (7 cups)
 Objective: Create a dam that does not leak water to the other side.
 Details: Make a dam out of popsicle sticks, sealed with aluminum foil, that prevents water from one side it from reaching the other side of the container (5.5 inches long).
 Tunnels:
 Estimated Time: 90 minutes
 Materials: transparent plastic container, 1 container PlayDoh, 7 cups sand, 5.5 inches saran wrap, and 10 toothpicks
 Objective: Create a tunnel that does not collapse under the weight of sand.
 Details: The tunnel will be built with Playdoh, saran wrap, and toothpicks and needs to be a minimum of 3 inches wide and 3 inches tall at any given point. It must span the length of the container (5.5 inches). Throughout the building of the tunnel, students can place the bag of sand onto the tunnel to test their structure. Once the tunnel is completed, the full 7 cups of sand, within the bag, should be able to permanently rest on the tunnel. The tunnel needs to withstand the weight of the sand without the Playdoh collapsing.
Structure Lessons:
 Cube and Pyramid Activity
 Materials: 13 marshmallows and 20 toothpicks
 Objective: Create a triangular pyramid and a cube out of toothpicks and marshmallows.
 Description: Show how cubes alone are not as effective as using triangles. By gently shaking a vertices of each figure with their finger, the students will observe that the pyramid holds its shape while the cube does not. In order to make the cube stable, students will create a brace from opposite corners of the cube with two toothpicks connected by another marshmallow. This will make two right triangular pyramids demonstrating once again that triangles provide excellent structure.
 Popsicle Bridge:
 Estimated Time: 195 minutes
 Materials: 60 popsicle sticks, hot glue gun and glue (determined by mentor), 16 weights (2.5 pounds each).
 Objective: Make a bridge that will spans a 10 inch gap and supports 7.5 pounds of weight.
 Details: Make a bridge and do a weight test. The weights will be placed in increments of 2.5 pounds hanging onto the weighting block on the bridge.. The bridge must be 4.25 inches wide at any given point regardless of gaps. The top of the sides of the bridge must be at least 1 popsicle tall by three popsicles(parallel to the bridge). Remember that the area the weight is applied on, the top of the bridge, is at the base of these two sides. Have a 0.78 inch by 0.78 inch hole in the middle to weight with. Popsicles may be manipulated in any way – can be broken. Then reflect and make a better bridge. Testing will be a weight competition.
Structure Presentations:
 Engineering Process Presentation
 Materials: Engineering Process Slideshow
 Objective: Teach students how to use the Engineering process
 Description: Following the slideshow, teach the students 8 steps that would lead to a successful working process
Aerodynamics Activities:
 Glider Activity
 Materials: Cardboard, Scissors,6.35 x 1.75 inch rectangle of Wrapping Tissue Paper, and Timer
 Objective: Teach students the basics of thrust.
 Description: Watch video of the tumblewing glider. Use wrapping tissue paper to create a mama bug glider. Mama bug gliders are gliders that can be controlled simply by manipulating the air beneath it. Using either an arm or a board the air that movement creates is enough to move the glider. Fold each of the short edges of the tissue paper in 0.5 in. The ends should stick up 90 degrees. Pinch in the center of the long side, approximately 0.5 inch from the edge. Demonstrate thrust by making the glider fly (drop the glider into the air and begin approaching it with your sheet of cardboard. Students will have practice time. All students will compete for whose glider stays in the air the longest. Students will launch their gliders at the same time and be timed.
 Water Balloon Parachute:
 Estimated Time: 80 minutes
 Materials: 1 water balloon, 8 strings (each 1 foot in length), 2×2’ square of trash bag, water source, ruler, permanent marker, scissors, and 1 foam cup.
 Objective: Guide students through the basics of drag. Land the water balloon without having it pop.
 Details: Empty all the air from the water balloon and fill it with water until it measures approximately 3 inches in height. Identify what shape the Students want their parachute to be (using the square trash bag). The Students can but do not have to use all the string (it is dependent on the shape they choose). Create a parachute that can land a water balloon safely to the ground from Abldg. Explain to Students why/why not their design works.
 Paper Helicopter Activity:
 Estimated Time: 5 minutes
 Materials: 40, 7 in x 2.5 in rectangles of copier paper; 40 paper clips; scissors
 Objective: Create a paper helicopter that effectively spins when dropped.
 Details: Fold paper in half lengthwise, crease, and unfold. Cut a little less than halfway down the created crease. Halfway down the length of the paper, make two small cuts towards the center of the paper. Fold both sides of the uncut half of the paper into the center. Fold the two remaining flaps down, in opposing directions. Crease and open the flaps halfway. Put a paper clip at the center of the bottom of the uncut half of the paper. Test.
Aerodynamics Lessons:
 Paper Airplane Activity:
 Estimated Time: 140 minutes
 Materials: 4+ sheets of copy paper, handout (sample plane design instructions, aerodynamics principles, set of instructions w/questions), timer (mentor’s phone), and a tape measurer.
 Objective: Teach students the aerodynamic concepts. Explain why paper airplanes fly and identify factors that affect flight.
 Details: Provide students with packet of different types of plane designs and different paper plane design instructions. Mentors explain as needed. Students will be allowed 3 trials to test different designs. Each trial is timed and measures how far the airplane flies. Mentors prompt questions and review observations (how design affects the flight of the plane) throughout. All of this will be taught by giving the students 3 trials and have them make observations to what would affect the flight of the airplane.
 Drag activity:
 Estimated Time: 2 minutes
 Materials: Nothing
 Objective: Learn how drag is affected by the shape of the design.
 Details: First, have the Students move their hands (palms open, thumbs on top, pinkies on bottom) horizontally. They should notice some resistance. Explain that the air is hitting the surface of the palm, which results in the resistance. Then, have the Students move their hands (palms open and facing down) horizontally. They should notice less resistance. Explain that the air is hitting less of your hand, therefore there is less resistance. Then explain how that relates to the shape of airplanes and rockets.
 Bottle Rocket w/Parachute
 Estimated Time: 275 minutes
 Materials: 3, 2Lsoda/water bottles; 3, 1.5Lsoda/water bottles; 3, 1Lsoda/water bottles; cardboard; foam board; duct tape; water source; 7 water balloons; 4, 2×2 foot squares of trash bags; 32 strings (each 1 foot in length); water source; ruler; permanent marker; and scissors; box cutter
 Objective: Further teach the aerodynamic concepts. Create a bottle rocket with an attached parachute that lasts as long as possible in the air without the water balloon popping
 Details: Expands on the concepts of drag in relation to fin design. Create three bottle rockets with one type of fin for each bottle size. Choose a shape of the parachute canopy. Create three parachutes that can attach to the bottle rocket and each safely carry a water balloon. Empty all the air from the water balloon and fill it with water until it measures approximately 3 inches in height. Fill the 2L bottles with 1L water. Fill the 1.5L with 0.75L water. Fill the 1L bottles with 0.5L water. Air Pressure for all bottles will be 30 psi Test. Create three more bottle rockets with the other fin type, otherwise using the same procedure. Test. The parachute on the rocket needs to last as long as possible in the air and the water balloon needs to come down safely along with the bottle rocket. Reflect and determine best design. Create the design with the remaining materials. Test. Make more/replace parachutes and water balloons as needed.
Aerodynamics Presentations:
 Engineering Process Presentation
 Materials: Engineering Process Slideshow
 Objective:Teach students how to use the Engineering process
 Description: Following the slideshow, teach the students 8 steps that would lead to a successful working process
Ice Breakers:
 Structure Camp:
 Day 1: Shoe Talk
 Form into 2 groups
 Will need a mentor if odd number of Students
 Each person takes off one shoe and each group forms pile of shoes
 A person from one group has to randomly select a shoe from the other group’s pile and find its owner
 Once owner is found, that person has to ask the other a question
 Repeat until all shoes have been returned to their owner Structure Camp:
 Day 1: Shoe Talk
 Day 2: Find your partner(s)
 Matching fictional characters are written on pieces of paper
 Each person is assigned a paper
 They try to figure out what they are and who the people they match are based on asking yes/no questions to the other Students
 Day 3: Human Rock Paper Scissors
 Rock, Paper, Scissors played in groups of 3 (2 children and one mentor per group)
 May involve a mentor if there is an odd number of Students.
 Use universal symbols, determined by mentors.
 Groups play against groups
 Winners play against winners, losers play against losers
 Day 4: Gimme Gimme
 Form into three groups
 Group names: Diamond, Gold, Iron
 Number of mentors involved dependent on size of camp
 A mentor asks for something each team has
 The person who gets the item to the location first wins
 Aerodynamics Camp:
 Day 1: Two Truths and a Lie
 Have a few mentors make a “2 truths & 1 lie” (examples)
 Let the children figure out which is which
 Tell children to try it amongst themselves
 Mentors+children work together
 Day 1: Two Truths and a Lie
 Day 2: Lost on a Deserted Island
 Go around and talk to everyone and ask them what 3 things they would take with them to a deserted island
 Day 3: Mingle
 Moderator asks: What is your favorite….
 Superhero
 Food
 Color
 Animal
 School subject
 Place
 Game
 Movie
 Book
 Season
 Flavor of ice cream
 Students with similar answers from groups
 Ask one question, discuss, then repeat
 Moderator asks: What is your favorite….
 Day 4: Categories / Similarities
 Everyone talks with each other to decide 6 similarities everyone has in common
 Not physical similarities Two Truths and a Lie
 Have a few mentors make a “2 truths & 1 lie” (examples)
 Let the children figure out which is which
 Tell children to try it amongst themselves
 Mentors+children work together