Engineering Vehicles

In this unit, students explore the relationship between the phenomena of forces and motion and how energy is converted from one form to another in an energy system. In this lesson, students design a vehicle that can travel over a surface on a cushion of air. This page highlights key parts of this lesson.

Science Background for Teachers:

Science background gives teachers more detailed information on the phenomena students explore in this unit. Here is an excerpt from the science background section on engineering hovercrafts.

How Hovercraft Work

Because of this, hovercraft are commonly used for search- and-rescue operations in difficult terrain, as well as for deliveries in tough-to-reach areas. For example, the U.S. Postal Service began using a hovercraft to deliver mail in the late 1990s because transportation around southwestern Alaska is difficult. There aren’t many roads connecting the small towns and villages to one another. This makes mail delivery challenging, especially in the winter, when it is too dangerous to fly planes.

A hovercraft works because of how it applies forces to move. In order to reduce friction, the hovercraft must create force (a push or a pull) to move forward and lift off the ground. It does this with large fans located beneath and on the back of the hovercraft. These fans push the vehicle forward.

The fans are powered by a motor that transforms electrical energy into kinetic energy. When the motor is attached to a power source such as a battery, the motor spins, powering the fans. The fans force air down through a hole in the base of the vehicle. The air from the fans is contained by a skirt made from a flexible strip of rubber along the base of the hovercraft. This force creates a cushion of high pressure beneath the craft.

As the skirt fills up with air, pressure builds and some air escapes around the edge of the skirt. The force of air pushing down from the top of the hovercraft and escaping along the edges of the skirt causes the hovercraft to lift above the surface. The escaping air separates the skirt from the friction of the ground’s surface. The airflow within a hovercraft must be balanced to prevent the vehicle from tipping from side to side.

Lift is what causes the hovercraft to move upward. Lift must oppose the hovercraft’s weight, which is how much the force of gravity pulls on it. The basic framework of a hovercraft is designed to provide structural support. This is called its structural system, and it includes the fans, motor, and flexible skirt.

Once the hovercraft is in the air, the pilot needs a way to control its speed and path. The control system sets the speed and direction, while the guidance system provides information about the vehicle.

As the hovercraft moves, it relies on its suspension system. The suspension system provides for a smooth ride by absorbing the external forces that act on the hovercraft. When the hovercraft isn’t being used, it is maintained through its support system to ensure that all of the parts and systems are working as they should.

While all vehicles are made up of the six subsystems, they are designed differently depending on whether they are intended for land, water, or air. For example, vehicles intended for land include cars, trucks, buses, and trains.

Vehicles intended for the water include boats, canoes, and warships. They can be propelled by human power, such as oars, wind power with sails, or mechanical power with engines. The weight of a boat is suspended by buoyancy. Ships today use advanced navigation equipment that can determine the ship’s location, how close it is to land, how fast it is going, and possible underwater hazards.

They are propelled forward by engines supported by fossil fuels or electrical stations. Tires and shocks support the weight of the vehicle as they move across roads. Road vehicles are typically controlled by steering wheels.

Vehicles intended for the air include planes, helicopters, and jets. They are propelled forward by the action-reaction forces of turbines or the spin of propellers. The weight of an airplane is supported by the wings, which are kept airborne by lift. Airplanes also have advanced navigation equipment that help pilots determine their location, height, and speed. Air traffic controllers act as an additional airport guidance system.

Supports Grade 7

Science Lesson: Engineering Vehicles

Mechanical engineers use scientific knowledge about forces, motion, and energy to design machines that use kinetic energy to do work. Hovercrafts are vehicles that solve the problem of friction by traveling over land and water on a cushion of air.

Science Big Ideas

  • Mechanical engineers apply the concepts of forces, energy transfer, and motion to design machines that use kinetic energy to do work.
  • Vehicles are machines that move passengers or goods from one place to another.
  • Hovercraft are vehicles that travel over land and water on a cushion of air.

Sample Unit CTA-2
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Prepared hands-on materials, full year grade-specific curriculum, and personalized live professional development designed to support mastery of current state science standards.

Science Essential Questions

  • What causes a hovercraft to hover above the ground?
  • How does the structural system of the hovercraft support the craft as it lifts off the ground?
  • What causes a hovercraft to move forward?
  • What kinds of questions do engineers who want to design a hovercraft-like vehicle need to ask?

Common Science Misconceptions

Misconception: Sustaining motion requires a continued force.

Fact: An object in motion will remain in motion unless acted on by an outside force. 

Science Vocabulary

Hovercraft : a vehicle that creates a cushion of air to travel over land and water

Machine : a technology that uses kinetic energy to do work

Mechanical engineering : the field of engineering concerned with applying forces and energy transfer to design and build machines

Vehicle : a machine that moves passengers or goods from one place to another

Lexile(R) Certified Non-Fiction Science Reading (Excerpt)

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Delivering Mail in Alaska

In southwestern Alaska, transportation is difficult. There aren’t many roads connecting the small towns and villages to one another. This makes mail delivery challenging, especially in the winter, when it is too dangerous to fly planes.

In response, the U.S. Postal Service began using a hovercraft to deliver mail in the late 1990s. A hovercraft is a vehicle that travels over land and water on a cushion of air. A vehicle is a machine that moves passengers or goods from one place to another. Bobsleds and race cars are also kinds of vehicles.

The hovercraft in Alaska carries mail year-round, except for six weeks when the water is just beginning to freeze and one week when the ice begins to melt in the spring. This is because the hovercraft needs a relatively flat surface to hover above.

 

Engineering a Hovercraft

A mechanical engineer named Christopher Cockerell was the first person to create a hovercraft. He used cat food cans and an air blower. He continued to test and revise his idea, crafting miniature hovercrafts out of balsa wood and fans. Mechanical engineering is the field of engineering concerned with applying forces and energy transfer to design and build machines. Mechanical engineers focus on using machines to solve problems. A machine is a technology that uses kinetic energy to do work.

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Transportation Subsystems

Every vehicle is a system because it is made up of connected, interacting parts. Each vehicle is also made up of smaller subsystems that allow them to function properly. The key subsystems are a propulsion system, a suspension system, a control system, a guidance system, a structural system, and a support system.

Take a hovercraft. A mechanical engineer has to balance four forces to achieve movement. Thrust is what makes the hovercraft move forward. Thrust is generated by the propulsion system, which provides the force that moves a vehicle toward its destination. Thrust must equal or exceed drag caused by air resistance between air molecules and the hovercraft for the vehicle to hover.

While all vehicles are made up of the six subsystems, they are designed differently depending on whether they are intended for land, water, or air. For example, vehicles intended for land include cars, trucks, buses, and trains. They are propelled forward by engines supported by fossil fuels or electrical stations. Tires and shocks support the weight of the vehicle as they move across roads. Road vehicles are typically controlled by steering wheels.

Vehicles intended for the water include boats, canoes, and warships. They can be propelled by human power, such as oars, wind power with sails, or mechanical power with engines. The weight of a boat is suspended by buoyancy. Ships today use advanced navigation equipment that can determine the ship’s location, how close it is to land, how fast it is going, and possible underwater hazards.

Vehicles intended for the air include planes, helicopters, and jets. They are propelled forward by the action-reaction forces of turbines or the spin of propellers. The weight of an airplane is supported by the wings, which are kept airborne by lift. Airplanes also have advanced navigation equipment that help pilots determine their location, height, and speed. Air traffic controllers act as an additional airport guidance system.

 

Hands-on Science Activity

For the hands-on activity, students engineer a prototype rescue vehicle that moves over land on a cushion of air to reduce friction between the craft and the ground. As part of this process, students first define the problem before they design a possible solution to the problem, given the available materials. Students test their prototype solution to see how well it solves the problem, and decide if they would refine or replicate any of their designs based on the data.

Science Assessments

KnowAtom incorporates formative and summative assessments designed to make students thinking visible for deeper student-centered learning.

  • Vocabulary Check
  • Lab Checkpoints
  • Concept Check Assessment 
  • Concept Map Assessment 
  • And More...

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Science Standards

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Discover hands-on screens-off core science curriculum for student centered K-8 classrooms. KnowAtom supports classrooms with all hands-on materials, curriculum, and professional development to support mastery of the standards.

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Standards Tags: MS-ETS1-1 , MS-ETS1-2 , MS-ETS1-3 , MS-PS2-2 , MS-PS3-5 , MS-ETS1-4 , MS-PS3-6 , MS-PS3-1 , 8-MS-PS3-5 , 7.MS-ETS3-3 (MA) , 7.MS-ETS3-4 (MA) , 7.MS-ETS3-5 (MA) , 7-PS3-1 , 7-PS3-5 , 8-PS2-2 , 7.1.2 , 7.1.5 , 8.1.7 , 8.2.1 , 6.PS3.3 , 6.ETS1.2 , 8.PS2.1 , 8.PS2.3 , 8.2.1 , 6.PS3.3 , 6.ETS1.2 , 8.PS2.1 , 8.PS2.3 , 8.PS2.4 , 8.PS2.5 , 8.PS4.2 , S8P2 , S8P3 , 6.P2U1.4 , 7.P2U1.2 , 7.P3U1.3 , 7.P3U1.4 , 8P.1.2.1.2 , 8P.2.1.1.2 , 8P.4.1.1.2 , 6-8.PS1.A.1 , 6-8.PS1.A.2 , 6-8.PS3.A.1 , 6-8.ETS1.A.1 , 6-8.ETS1.B.1 , 6-8.ETS1.B.2 , 6-8.ETS1.B.3 , 3.2.6-8.H , 3.2.6-8.L , 3.5.6-8.A , 3.5.6-8.B , 3.5.6-8.C , 3.5.6-8.D , 3.5.6-8.E , 3.5.6-8.F , 3.5.6-8.G , 3.5.6-8.H , 3.5.6-8.I , 3.5.6-8.J , 3.5.6-8.K , 3.5.6-8.L , 3.5.6-8.M(ETS) , 3.5.6-8.N(ETS) , 3.5.6-8.O , 3.5.6-8.P(ETS) , 3.5.6-8.Q , 3.5.6-8.R , 3.5.6-8.S , 3.5.6-8.T , 3.5.6-8.U , 3.5.6-8.V , 3.5.6-8.W(ETS) , 3.5.6-8.X , 3.5.6-8.Y , 3.5.6-8.Z , 3.5.6-8.AA , 3.5.6-8.X , 3.5.6-8.Y , 3.5.6-8.Z , 3.5.6-8.AA , 3.56-8.CC , 3.5.6-8.DD , 3.5.6-8.EE , 3.5.6-8.FF , 3.5.6-8.GG , 3.5.6-8.HH , 3.5.6-8.II , 3.5.6-8.JJ , 3.5.6-8.KK , 3.5.6-8.LL , 6.PS.3 , 6.PS.4 , 7.PS.3 , 7.PS.4 , 8.PS.2 , Asking questions and defining problems , Developing and using models , Planning and carrying out investigations , Using mathematics and computational thinking , Analyzing and interpreting data , Constructing explanations and designing solutions , Obtaining evaluating and communicating information , Engaging in argument from evidence , Defining and Delimiting Engineering Problems , Developing Possible Solutions , Optimizing the Design Solution , Influence of Engineering Technology and Science on Society and the Natural World , Conservation of Energy and Energy Transfer , Forces and Motion , Energy 16 , Stability and Change , Energy and Matter , Motion and Stability: Forces and Interactions 8 , Motion and Stability: Forces and Interactions 9 ,

Supports Grade 7

Science Standards

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Standards citation: NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. Neither WestEd nor the lead states and partners that developed the Next Generation Science Standards were involved in the production of this product, and do not endorse it.