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Bike Lane Barriers

Greetings, Double-O-STEM Club agents! You have been selected for an important mission. Ellie needs your help with a problem in her community.

Think about these questions as you watch the video. Write answers in your Double-O STEM Club notebook.

  1. What are Ellie and her family interested in learning?
  2. What does Ellie learn from the trainer about the problem?
  3. Who will benefit from the solutions?
Image preview of a YouTube video

Watch on YouTube https://edtechbooks.org/-kSb

After you watch the video, click the activity links below to start this mission.
 
Getting Started
 

In this Bike Lane Barriers case, you will use library resources to:

  • Watch the case introduction video and identify the main character's problem.
  • Research and brainstorm bike lane barrier designs.
  • Design and develop a bike lane barrier prototype.
  • Gather feedback throughout the process and incorporate as needed.
  • Reflect on the process, findings, successes, and failures of the prototypes.

Below is a link to your agent handbook where you can take notes as you brainstorm and research solutions to Ellie's problem with your fellow Double-O STEM Club agents.

Double-O STEM Club Agent Handbook: Bike Lane Barriers

Learning Activities

Think

Now that you have seen the video, work with other Double-O STEM Club agents to think about the problem and a solution. 

Guiding Questions:

  • What is the main problem?
  • What other problems did you notice?
  • What research questions need to be answered to help you design a solution?


Learning Objectives

  • The agent will describe the main problem associated with the presented case.
  • The agent will articulate questions suitable for library research based on identified problems in the case.

Next Generation Science Standards - Engineering

  • 3-5 ETS1-1 Engineering Design: Define a simple design problem reflecting a need or want that includes criteria for success and constraints on time, cost, or materials.
American Association of School Librarians Standards - Inquiry
  • A.A.1: Learners display curiosity and initiative by formulating questions about a personal interest or a curricular topic.
  • A.A.2: Learners display curiosity and initiative by recalling prior and background knowledge as context for new meaning.

Use library resources to research, think about, and discuss bike barriers made from recycled tires. Don't worry if you can't find all the information. Do your best. Take screenshots to share what you find with fellow agents. 

Guiding Questions:

  • How do the bike barriers look (shape, size, color, etc.)?
  • What are the advantages and limitations of the materials required (beyond tires)?
  • What search terms would help you find the best information?
  • What are the construction costs?
  • What are the maintenance needs?
  • What is the process for replacement and disposal?

Be sure to take notes and share them with other Double-O STEM Club agents.

Learning Objectives

  • The agent will Identify three different barrier types used to separate bike lanes from roads/highways.
  • The agent will identify three advantages and limitations of each barrier type they identify.
  • The agent will articulate questions suitable for library research based on identified problems in the case.
  • The agent will determine parameters for what a successful solution to the problem entails in light of the contextual constraints.
  • The agent will use library databases and circulation materials to examine identified research questions.

Next Generation Science Standards - Engineering

  • 3-5 ETS1-1 Engineering Design: Define a simple design problem reflecting a need or want that includes criteria for success and constraints on time, cost, or materials.
  • 3-5-ETS1-2 Engineering Design: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

American Association of School Librarians Standards - Inquiry

  • A.A.1: Learners display curiosity and initiative by formulating questions about a personal interest or a curricular topic.
  • A.B.1: Learners engage with new knowledge by following a process that includes using evidence to investigate questions.
  • A.B.2: Learners engage with new knowledge by following a process that includes devising and implementing a plan to fill knowledge gaps.
  • A.D.1-4: Learners participate in an ongoing inquiry-based process by continually seeking knowledge, engaging in sustained inquiry, enacting new understanding through real-world connections, and using reflection to guide informed decisions.

Now that you've researched bike lane barriers, it’s time to think about how to measure the effectiveness of possible solutions. Brainstorm evaluation ideas that you might use to test prototypes. Discuss answers to the guiding questions in this section with other Double-O STEM Club agents. Remember to take notes.

Guiding Questions:

  • What environmental factors should you consider?
  • What design components should you consider (look, size, function, etc.)?
  • How might you evaluate the materials used (quality, durability, cost, etc.)?

Learning Objectives

  • The agent will describe the main problem associated with the presented case.
  • The agent will develop instruments to collect data regarding identified problems/solutions.

Next Generation Science Standards - Engineering

  • 3-5 ETS1-1 Engineering Design: Define a simple design problem reflecting a need or want that includes criteria for success and constraints on time, cost, or materials

American Association of School Librarians Standards - Inquiry

  • A.A.1: Learners display curiosity and initiative by formulating questions about a personal interest or a curricular topic.
  • A.B.1: Learners engage with new knowledge by following a process that includes using evidence to investigate questions.
  • A.B.2: Learners engage with new knowledge by following a process that includes devising and implementing a plan to fill knowledge gaps.
  • A.D.1-4: Learners participate in an ongoing inquiry-based process by continually seeking knowledge, engaging in sustained inquiry, enacting new understanding through real-world connections, and using reflection to guide informed decisions.
  • A.C.1: Learners adapt, communicate, and exchange learning products with others in a cycle that includes interacting with content presented by others.

Based on your library research, draw a schematic (a detailed diagram or plan) of your idea for a bike barrier. See if you can draw it to scale. Share your drawing with other Double-O STEM Club agents and use their feedback to refine your idea. 

Guiding Questions:

  • What will the barrier look like?
  • What size will it be?
  • What additional materials are needed?

Learning Objectives

  • Based on findings from conducted library research, the agent will hypothesize one or more solutions to an identified problem in the case.
  • The agent will design a bike lane barrier that uses recycled tires.
  • The agent will develop prototype or model solutions based on research and data analysis.
  • The agent will revise work based on analyzed data and feedback.

Next Generation Science Standards - Engineering

  • 3-5 ETS1-1 Engineering Design: Define a simple design problem reflecting a need or want that includes criteria for success and constraints on time, cost, or materials.
  • 3-5-ETS1-2 Engineering Design: generate and compare multiple possible solutions for a problem and compare constraints and success criteria.

American Association of School Librarians Standards - Inquiry

  • A.A.2: Learners display curiosity and initiative by recalling prior and background knowledge as context for new meaning.
  • A.B.3: Learners engage with new knowledge by following a process that includes generating products that illustrate learning.
  • A.C.3: Learners adapt, communicate, and exchange learning products with others in a cycle that includes acting on feedback to improve. 
  • A.D.1-4: Learners participate in an ongoing inquiry-based process by continually seeking knowledge, engaging in sustained inquiry, enacting new understanding through real-world connections, and using reflection to guide informed decisions.

Time to start building! Use the materials that you chose in the last step to create a prototype (an example for testing). Don’t worry about it looking nice. Someone in your group should write down the design decisions you make along the way. 

Guiding Questions:

  • Do you think your design will work to solve the problem?
  • Why or why not?

Learning Objectives

  • Based on findings from conducted library research, the agent will hypothesize one or more solutions to an identified problem in the case.
  • The agent will develop .........
  • The agent will revise work based on analyzed data and feedback.
  • The agent will design a bike lane barrier prototype.
  • The agent will develop prototype or model solutions based on research and data analysis.

Next Generation Science Standards - Engineering

  • 3-5 ETS1-1 Engineering Design: Define a simple design problem reflecting a need or want that includes criteria for success and constraints on time, cost, or materials.
  • 3-5-ETS1-2 Engineering Design: Generate and compare multiple possible solutions for a problem and compare constraints and success criteria.
  • 3-5-ETS1-3 Engineering Design: Plan to carry out fair tests where variables are controlled and failure points considered to improve prototypes.
  • 5-ESS3-1 Earth and Human Activity: Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

American Association of School Librarians Standards - Inquiry

  • A.B.2: Learners engage with new knowledge by following a process that includes devising and implementing a plan to fill knowledge gaps.
  • A.B.3: Learners engage with new knowledge by following a process that includes generating products that illustrate learning.
  • A.C.1: Learners adapt, communicate, and exchange learning products with others in a cycle that includes interacting with content presented by others.
  • A.C.3: Learners adapt, communicate, and exchange learning products with others in a cycle that includes acting on feedback to improve. 
  • A.D.1-4: Learners participate in an ongoing inquiry-based process by continually seeking knowledge, engaging in sustained inquiry, enacting new understanding through real-world connections, and using reflection to guide informed decisions.

Good work, agents! I knew I could count on you to solve the community’s bike lane barrier problem. Now it is time to share your designs. As a group, you will present your prototype (make a new one if yours was damaged during testing) and your design decisions.

Guiding Questions:

  • Why did you make the barrier the way you did?
  • Be sure to talk about how you improved the design based on your testing. 

Learning Objectives

  • The agent will design a bike lane barrier that uses recycled tires.
  • The agent will design a pedestrian/bicycle bridge using CAD software.
  • The agent will calculate how many recycled tires will be needed to add barriers to a 250 foot section of road.
  • The agent will identify benefits and limitations of their prototype.

Next Generation Science Standards - Engineering

American Association of School Librarians Standards - Inquiry

  • A.C.1: Learners adapt, communicate, and exchange learning products with others in a cycle that includes interacting with content presented by others.
  • A.D.1-4: Learners participate in an ongoing inquiry-based process by continually seeking knowledge, engaging in sustained inquiry, enacting new understanding through real-world connections, and using reflection to guide informed decisions.

Celebration

Excellent bike lane barrier designs, agents! Watch the video below to wrap up this Double-O STEM Club mission.

Image preview of a YouTube video

Watch on YouTube https://edtechbooks.org/-vWpN