Vertical Maze
Greetings, Double-O-STEM Club Agents! We need you for this important mission. Ameer and Leah need your help with a problem at the community center.
Think about these questions as you watch the video. Write answers in your Double-O STEM Club notebook.
- What are the community center directors looking for?
- What idea does Ameer like the most?
- What details does Leah consider about the new idea?
In this Vertical Maze case, you will use library resources to:
- Watch the case introduction video and identify the main character's problem.
- Research and brainstorm ideas for vertical mazes.
- Design and develop a vertical maze 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 the community center's problem with your fellow Double-O STEM Club agents.
Learning Activities
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:
Research how the 6 types of simple machines (inclined plane, wedge, lever, pulley, screw, and wheel and axle) can be used to create interactive spaces in the vertical maze. Be sure to take notes and share them with other Double-O STEM Club agents.
Guiding Questions:
- Where should you find the information?
- What search terms would help you find the best information?
- How do you know your sources are good?
Learning Objectives
- The agent will recognize and describe the function of six simple machines: inclined plane, wedge, lever, pulley, screw, and wheel and axle.
- The agent will articulate questions suitable for library research based on identified problems in the case.
- The agent will use library databases and circulation materials to examine identified research questions.
- The agent will combine simple machines to design interactive features for inclusion in their vertical maze.
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.
It is time to analyze the data from your research. Write down your ideas.
Guiding Questions:
- What did you learn about mazes?
- What do you need to consider regarding safety?
- What ideas do you have for creating interactive spaces?
- Based on your library research, what do you recommend for the vertical maze design?
Learning Objectives
- The agent will describe the main problem associated with the presented case.
- The agent will combine simple machines to design interactive features for inclusion in their vertical maze.
- 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
American Association of School Librarians Standards - Inquiry
- 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.
Use library resources to research interactive areas for mazes. Use what you learned in the last section about simple machines to see how you could incorporate them into the vertical maze to makes some interactions for visitors. However, have fun with the activity.
Guiding Questions:
- What would interest you?
- What experience might someone have as they complete the maze?
- What features will make your designed spaces interesting?
- What materials will you use?
Learning Objectives
- The agent will determine parameters for what a successful solution to the problem entails in light of the contextual constraints.
- Based on findings from conducted library research, the agent will hypothesize one or more solutions to an identified problem in the case.
- Agents will design one or more interactive features for use in the community center.
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.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.
Now that you have analyzed your research findings about mazes and simple machines, use this information to start thinking about design criteria for an interactive space. Don't worry about cost or practicality.
Guiding Questions:
- How should learners use simple machines in the interactive space?
- What role should creativity play in your design process?
- What design constraints should you consider (size, space, materials, etc.)?
- How challenging should your space be? Should there be different levels of difficulty?
Learning Objectives
- Describe problems and possible solutions related to making the interactive space.
- Develop a list of criteria to help you design the interactive space.
Next Generation Science Standards - Engineering
- 3-5-ETS1-1 Engineering Design: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
- 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.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.
Use your creative energies and the knowledge gained from your library research to design a scale drawing of your vertical maze. Begin with a rough sketch of your design. Present your work to other agents and seek feedback to improve. When you're satisfied with your designs, create a scale model with engineering paper or computer software.
Guiding Questions:
- How many levels will it have?
- How will individuals reach those levels?
- Can you make varied paths for beginner, intermediate, and advanced users? Try your best.
Learning Objectives
- The agent will determine parameters for what a successful solution to the problem entails in light of the contextual constraints
- Based on findings from conducted library research, the agent will hypothesize one or more solutions to an identified problem in the case
- Agents will design a vertical maze for use in the community center
Next Generation Science Standards - Engineering
- 4-ESS3-2 Earth and Human Activity: Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
- 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.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.
Put your designs to the test. Present your designs to Double-O STEM Club members who are not in your group, such as library guests or anyone else you can invite from the community. During your presentation, explain your design decisions. Answer any questions they have about the design. Ask them for suggestions on how to improve the design. Be sure to take notes.
Guiding Questions:
- What questions did testers ask?
- What suggestion did they make?
- If you were to try it again, what would you do?
- Why would that be a better solution?
- Do you need more information to design something that would solve the Community Center’s problem?
Learning Objectives
- Agents will recognize and describe the function of six simple machines: inclined plane, wedge, lever, pulley, screw, and wheel and axle.
- Agents will combine simple machines to design interactive features for inclusion in their vertical maze.
- The agent will determine parameters for what a successful solution to the problem entails in light of the contextual constraints.
- Agents will build models of their simple machines using resources available in the after-school setting.
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.
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.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.
With feedback from others, it is time for you to revise your design. Based on the questions and suggestions from your prototype testing presentation, how will you revise?
Guiding Questions:
- What did you learn from the testing process?
- How will you revise your designs after getting feedback from others?
Learning Objectives
- The agent will collect, analyze, and reflect on data from developed instruments.
- The agent will revise work based on analyzed data and feedback.
- The agent will identify benefits and limitations of their prototype using evaluation criteria.
Next Generation Science Standards - Engineering
- 3-ESS3-1 Earth and Human Activity: Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.
- 4-ESS3-2 Earth and Human Activity: Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
- 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.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.
Good job, agents! I know I could count on you to solve the Community Center’s vertical maze problem. Now it is time to share your designs. As a group, you will present your revised prototype and your design decisions.
Guiding Questions:
- Why did you make the package the way you did?
- How did you improve the design based on your testing?
Learning Objectives
- The agent will describe the main problem associated with the presented case.
- The agent will determine parameters for what a successful solution to the problem/opportunity entails in light of the contextual constraints.
- The agent will identify benefits and limitations of their prototype.
- The agent will design a vertical maze for use in the community center.
Next Generation Science Standards - Engineering
- 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.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
Fantastic vertical maze and interactive area designs, agents! Watch the video below to wrap up this Double-O STEM Club mission.
This content is provided to you freely by EdTech Books.
Access it online or download it at https://edtechbooks.org/double_o_stem_commun/VerticalMaze.