Description: Individuals design, build and test a vehicle using one or two snap mousetraps as its sole means of propulsion to push a paper cup forward, reverse direction, and stop as close as to the original starting point as possible. Construction Parameters: A. Individuals will construct a vehicle where all propulsive energy must come from one or two snap mousetraps of base size 6.0 cm x 12.0 cm or smaller. No part of the Jaw/Hammer may extend more than 1.0cm beyond the base. Mousetraps must retain all of their original parts and structural integrity. Altering the structural integrity of the mousetrap is prohibited, including welding, bending, and cutting. Items may be added to each mousetrap through methods including, but not limited to: soldering, taping, tying, gluing and clamping. Added items cannot increase the potential energy of the unmodified mouse trap. Up to 4 holes may be drilled in each mousetrap to attach it to the vehicle. B. Conversion of the mechanical energy of each mousetrap’s spring is permissible, but any additional sources of kinetic energy must be at their lowest states in the ready-to-run configuration. C. The vehicle must not be remotely controlled or tethered and must stop and reverse automatically. D. Electric/Electronic components and devices are not allowed E. A ¼” diameter wooden dowel must be attached to the vehicle approximately perpendicular to the floor. The bottom of the dowel must be ≤ 1.0 cm from the track surface and be easily accessible to the teacher to measure. The top of the dowel must contain a small 5.0 cm x 5.0 cm flag, with the bottom of the flag being 10.0 cm off of the floor to facility timing. F. Vehicles in their entirety in the ready-to-run configuration must fit within a 50.0 cm x 20.0 cm space of any height. G. All parts of the vehicle must move a whole. The only parts allowed to contact the floor during the run are wheels/treads, drive string(s), and any parts already in contact with the floor in the ready-to-run configuration. Pieces falling from the vehicle are a construction violation. The cup is not considered part of the vehicle. H. Only items able to be 3D printed for the project are bushing maximum 1.5 cm diameter by 1.0 cm thickness, and axle hubs for wheels, all other items must be approved by instructor. Practice Log: A. Individuals must record the vehicle distance, cup distance, and run time of at least 10 practice runs while varying at least on vehicle parameter (e.g., # of string wraps around the axle) for each run. B. Logs will need to be submitted 24hrs before any graded runs can occur The Competition: A. Individuals have 8 minutes to set up and complete up to 2 graded runs. Vehicle in the ready-to-run configuration before the end of the 8-minute time period will be allowed to complete a run. B. The teacher will provide a 3 oz paper cup that is at least 5.0cm tall. Individuals must place the cup upside down to cover the Start Point. The start point can be anywhere under the cup as long as it is completely covered. C. In the ready-to-run configuration, the vehicle’s dowel must touch the cup, and the vehicle must remainIndividuals must adjust their vehicle (e.g., change distance, directional counts) within their 8 minutes. Timing is paused during measurements made by the teacher. Timing resumes once students pick up/touch their vehicle or begin making their own measurements. E. Individuals must not roll the vehicle on the floor of the track on the day of graded testing F. Substances applied to the vehicle must be approved by the teacher prior to use, must not damage or leave residue on the floor, track and or testing area. During the 8-minute time, Individuals may clean the track but it must remain dry. G. Students must start the vehicle using any part of an unsharpened #2 pencil with an unused eraser, supplied by the teacher, in a motion approximately perpendicular to the floor, to actuate a trigger. They may not touch the vehicle to start it, hold it while actuating the trigger, or “push” the vehicle to get it started. Once the run starts, students must not follow the vehicle until called by the teacher. H. A Failed run occurs for any run that does not occur in the 8 minutes or if the time or distance cannot be measured for vehicle (e.g., the run starts before the teacher is ready, the student(s) pick it up before it is measured, the vehicle runs backwards at the start of the run). The vehicle falling to reverse direction does not result in a failed run or a violation. I. If a vehicle does not move upon its activation, it does not count as a run and the team may set up for another run but will not be given additional time. The Track: A. The track will be a minimum width of 2.0 m on a smooth, level, and hard surface. (hallway floor) B. The Start Position (SP), Cup Target Point (CTP) will be marked on tape approximately 2.5 cm wide and approximately 5 cm long. C. The CTP will be at a distance from 8.0 m to 10.0 m in 0.5 increments and will be chosen on the grading day testing. D. The event run time will be recorded from 0.5 m to 6.5 m If a vehicle fails to make It to the 6.5 m distance or passes outside the designated left and right boundaries of the track the run time will recorded as 200.0 seconds Grading: A. The lowest final score receives the highest grade. The lowest of the 2 run scores is the final score. B. All other grades will be ranked and figured accordingly C. Run score for each run = Vehicle distance (distance away from original starting point) in 0.1 cm + 2 x Cup Distance (0.1 cm) + 4 x Run Time in seconds (o.1 sec) + Penalties. D. Cup Distance = the point to point distance, in cm to the nearest 0.1 cm, from the CTP to the closest point of the cup. If the Cup covers the CTP, the cup distance is 0.0 cm. If the cup tips over during the run, measurement is made from where the cup comes to rest. E. Run time starts when the vehicle passes the 0.5 m mark and ends when the vehicle passes the 6.5 m mark F. Individuals with incomplete practice logs will receive a penalty of 250 points G. Individuals without practice logs will receive a penalty of 500 points H. Individuals with construction violations will be ranked behind Individuals that have no construction vi

Hi everyone,

We're high schoolers in Frisco, Texas in EDD trying to develop an engineering product to help improve soil moisture uncertainty in gardens and farms using drones. In order to develop an effective solution, it is important for us to understand multiple aspects of the market through data collection. We are hoping you can complete the market study provided below to provide us with information that will aid in the creation of an effective solution. It should be pretty quick, and would be greatly appreciated!

Market Study: https://forms.gle/XutdaGABnKLs3FsB9

Anyone has Quiz or practice questions for principles of Engineering - pneumatics ?

sunglare: https://docs.google.com/forms/d/e/1FAIpQLSeABQiKsPJCoZNFPk2aaCgkubJIDGf_cPpsNpSG-jUWkjSikw/viewform?usp=sf_link

stuck drawers: https://docs.google.com/forms/d/e/1FAIpQLSfUJq18B1ZKl8fFAif0f2jTSgHluMKVo8QPKw2OVjN-mOEw3Q/viewform?usp=sf_link

Hey! We are a group of high school students who came together due to one problem - our school water tastes BAD. Currently, we are doing market research and are trying to collect data on general water quality/taste issues at the school. If y'all could fill this form out so we could get some market data/research, that would be much appreciated!

https://docs.google.com/forms/d/e/1FAIpQLSdHrOIHp-LzZGboGkZZfPQ9hf7CeP5h967acw82wWFKqnkarg/viewform?usp=sf_link

This survey will help me and other researchers in my group solve the problem of blind spots. https://forms.gle/UX8QtU4hF9zYRvUV6

Thank You

PS it is anonymous

Is there a lot of overlap between biology and PLTW biomedical sciences? Is it good to take it in the same year?

I’ve been trying for days, but I can’t get it to work right. If someone would be willing to show me their blocks view for it, that would be so incredibly helpful. Thanks :)

Looking for anyone out there that teachers EES. I teach it to 8th graders and was looking for any extra activities you might do in your program that the students like.

Hey, we’re looking for a iPad, or Windows 11 app that would be 5 to 10 year old friendly. Anyone know of any early ed programs that might work?

Im currently an upcoming high school freshman and I was wondering whether I should choose Biomed or Engineering. From what I heard biomed has a lot of chemistry which is one of my fav subjects, but I'm also not interested in becoming a doctor. For engineering the class seems good but nothing in it would be considered a favorite. which one should I pick?

I want to complete digital electronics pltw over the summer since it is a strong recommendation for the class i want to take at my school, but i dont want to pay for the program. can anyone give me alternatives or things that i can learn pltw digital electronics from?

I took the PBS EOC a couple of days ago, and I got a 440, which came out to “Distinguished.” My school is using this as our final for the class, so I’m just wondering what that converts to out or 100? If anyone has even a rough idea, please let me know — I am a little freaked out about it lol.

I took the POE final a couple of weeks ago and got a score of 350 or "accomplished". Anyone know how my teacher came to the score of 70/100 as my final grade for the class?

I mixed up closed loops with open loops on my test. I also was not taught all of the curriculum in my IED and PED class. I was wondering if I could retake the tests without having to take the class again?

GUYS I JUST TOOK THE PBS EOC AND SCORED 600!! WE ONLY GOT TO LIKE UNIT 3.1.1 AND I BARELY STUDIED BUT I HAD GOOD RETENTION OF EVERYTHING WE LEARNED OVER THE COURSE… I CAN’T BELIEVE IT!!! Also I don’t mean to be “that one person” but is scoring a 600 hard, and is it good for like college or something? Thanks :’)

I take my EOC for MI next week and I was wondering if anyone else is taking the class/ has already taken the eoc

So for my Engineering class our final project is 3.3.1. I don't understand this at all, specifically how we're supposed to include coding into this project (Although again, nothing makes any sense to me or my team members). Any and all help would be appreciated!

Hi im a sophmore at my highschool and our hbs eoc is in the next two weeks and our teacher considers it a big test for final grade. I was wondering if anyone had an update study guide of what it would be over and they said this eoc especially, is heavily clinical based testing.

So my midterm for POE is coming up and there's some things I have not really understood some of the things going on. Does anyone have a good resource (website, notes, books, videos, etc) that could help me review for the midterm. We are currently up to 2.1.7, calculating truss forces. Thank you for the help.

hi.

So basically I want to major in math+CS. I started the PLTW engineering pathway in freshman year, didn't take any PLTW eng classes sophomore year because it just didn't work out with the electives I wanted to take and required courses, and now junior year I'm signed up to take PLTW POE next semester. I'm also doing course registration for next year and considering potentially PLTW EDD.

So basically PLTW is not as rigorous and won't give me credit like APs, but I'm already taking all the APs that would directly fulfill requirements in college. I'm not sure exactly what I'd do instead of POE as it's a one-semester double class, but I could add a different one-semester double class like my school's algorithms and data structures (which I would be taking next year otherwise) and re-arrange next year. The alternative classes are APs which are STEM related but probably less related to my major than engineering, like AP bio or AP psych, and I could find other classes to fill slots if I needed to (AP Lang (I've already taken AP lit) or robotics maybe?). From a purely which class would I prefer standpoint, I am interested in bio and psych I'm more interested in engineering. EDD would definitely be fun because I've done a lot of long-term projects like that, but I'm not as sure about POE.

The other option would be to see if I could skip POE and go straight to EDD. That basically gives the options of doing neither POE nor EDD, taking POE but not EDD, taking both, and if I am successful convincing my counselor, taking just EDD. Thoughts?

P.S: With my first PLTW course, if you are curious what I thought of it to make more informed decisions, I thought it was kinda boring but we also had a really bad teacher who quit teaching the year after and now there's a different teacher who I've heard good things about.