Instructional Procedures

Introduction to Composites

1. Ask, “Who has heard of composites before? What are composite materials?”
2. Explain that composite materials have a base material and a reinforcement that combine to make a new material.
3. Watch the What Is a Composite? Video.
4. Clarify that composites include common materials mixed to change properties (e.g., plaster of paris, Mod Podge, cement, some metal alloys, fiberglass, plywood).
5. Ask, “Why would we want to use composite materials? Do composites have the same properties as their parent materials?” Provide examples (e.g., copper with graphene; graphene with nickel).
6. Watch the How Do Composites Work? Video.
7. Discuss why composites are used (rigidity/flexibility, lighter/heavier, durability, cost—e.g., plywood uses scrap wood).
8. Discuss where composites are used (rockets, submarines, longboards, surfboards, tent fabrics, medical casts).
9. Explain that students will mix materials to explore how properties change. Optionally, show the Composite Use in Programs at USU Video for additional context.

Materials Testing

1. Lay out all composite materials, cups, and small mass scales for students to see.
2. Have students form groups and begin making simple splints/devices to stabilize an injury (about 10 minutes). They may fit prototypes on a wrist mannequin or a latex glove and balloon; use a student arm only if the material does not require drying time.
3. Explain that groups will analyze composites using a 7-column × 10-row table in their notebooks with these headings:
   1. Materials Used
   2. Properties Before Combining
   3. Mass Before Combining
   4. Size Before Combining
   5. Properties After Combining
   6. Mass After Combining
   7. Size After Combining
4. Instruct students to record detailed observations of each component (e.g., lightweight, rough texture, malleable). Use the small mass scales to measure mass and note size (length, width, height) before combining.
5. Prompt: “What would you change about this material (more flexible, harder, softer)? How could you alter the combination to get those properties?”
6. Circulate to help students consider different ways composites could be utilized or implemented.
7. Have students continue observing and combining materials, recording “before” data prior to mixing and “after” data only once the composite has fully dried or set. If a material dries quickly, record those changes the same period.
8. Provide each group a bin to store in-progress composites and notes between classes.
9. Optionally, test temperature effects by placing small samples on ice packs or cold packs briefly and noting any changes in flexibility/adhesion.
10. While materials dry or set, have groups research careers that require knowledge of composites (e.g., aerospace, construction management, outdoor product development, electronics, medical devices). As time permits, show selections from the Manufacturing in High Tech Video, Exploring Careers Video, or the Manufacturing and Engineering Playlist.

Instructional Procedures

1. Have the students get into their groups to begin designing a prototype.
2. Ask the students to take out their brainstorming notes from Milestone 1. Have them spend about 15–20 minutes adding to the ideas and narrowing them down to a final idea. Explain that their final idea could be a “kit” that people use by assembling and perhaps mixing materials to stabilize a broken bone or sprain.
3. Each student in the group should individually come up with at least three ideas of their own and write these down on their notes. Then the group members will come together and share their ideas with their group.
4. Have the groups discuss what aspects they liked about each of their peers’ ideas.
5. Instruct the groups to make a list of three constraints that they think are important and need to consider as they begin their design (e.g., under a certain mass, fits within a certain size, difficulty of use). In addition to those three constraints, all students MUST include a constraint for safety. This means that their device or kit must protect the skin of the user.
6. Have the groups come to a consensus and decide on a design direction that combines some of the positive ideas they pointed out from each other’s ideas and fits within the constraints they created together. Each student in every group will sketch the final design. The group will choose the sketch they feel best depicts the final idea. The group will then annotate the final sketch. Their final idea should be approved by the teacher before making the prototype.
7. With their groups, students should begin putting their prototype together using the composite materials.
8. Instruct the students to test their prototype using a prototype fitting model and document the positive and negative aspects of their prototype in their team notebook.
9. The students should then come back together and evaluate if their design met the constraints that were decided on at the beginning of the project.
   • If constraints were not met, what needs to be changed in order to meet them?
   • Groups should brainstorm changes and plans for a second prototype.
10. The group will then make a second prototype.

Day 6 Instructional Procedures

1. Provide each group with the Rubric and Checklist for PBL Presentation.
2. Share and review the Rubric for PBL Solution/Product so expectations for the final device are clear.
3. Allow time for the teams to work together to produce a final presentation. The presentation should include:
   • Names of each group member with their role listed
   • Statement of the problem
   • The name of their medical device
   • Ideas that they came up with during brainstorming
   • The constraints they identified
   • The product they decided to develop and why
   • Outcomes of the test of the first prototype
   • Whether the prototype met the criteria and constraints
   • What changes were made for the final product
   • The final project
   • If further improvements were made, what they would be and why
   • A list of composite-related careers and the education needed for each
   • Creative and engaging presentation elements
4. Encourage the students to document their process as much as possible in their team notebook. If possible, they should include pictures or videos.
5. Have students practice their presentation and decide who will speak for specific parts.
6. Encourage students to think of memorable infomercials and why they remember them; make the presentation exciting and interesting.

Day 7 Instructional Procedures

1. Give every group an opportunity to present their solution to the backcountry injury medical device. Presentations (face-to-face or recorded) may be delivered to a client/stakeholder audience.
2. Require each group member to take an active role in the presentation. As part of the presentation, they should introduce their name and the role they were assigned by their group.
3. Each team should submit their team notebook for summative grading.
4. Allow time at the end of each presentation for audience questions.
5. Have students fill in the Fillable Career Grid with careers from the clusters explored in this plan. If students need ideas, provide examples from Connections → Related Career Opportunities. Students can use the career information websites for details like education and salary. You can also show them the Example Career Grid (Agriculture & Tourism).