Using the custom, built-in CAD system of WhiteBox Learning, students develop 3-D models in minutes. The simplicity of the modeling process puts focus where it belongs—on learning the critically important science, technology, engineering and math (STEM) concepts that live just below the surface. After designing and analyzing in the web-based design software, students connect the virtual to the physical by printing custom templates that can be used to build physical representations of their designs. The WhiteBox Learning Process
Begins with Research!
In the research section, students begin by exploring all the theory and concept background they will need to proceed with the activity. This section includes background text with plenty of interactive activities, tools and tutorials to ensure students are well prepared for the remaining sections. Next, students move on to the Design
section. Engineers combine scientific concepts and theories with reality using tools to visualize their designs in 3D. In this section, students use the custom, built-in CAD system to create 3D models on screen and quickly choose between a variety of components to improve their designs. Then, in the Analysis
section, students work with a number of built-in tools to see how well their designs stand up to the scientific principles explored in the Research section. Creating the models is fun and exciting, but won’t mean much if not supported by science.
Then it’s finally time to compete in the Virtual Racing Competition!
In this competition portion of the activity, students see how their designs measure up against each other. After completing their design and applying any improvements, the Outputs
section creates a drawing for a physical build of the mousetrap cars. Drawings, a design specifications report and a bill of materials report can be found in this section. Now that students have conquered the virtual world, it’s time to Build and Test
the mousetrap cars in the physical world. Using the included materials, students use the instructions and tips in this section to build a physical representation of their design. The Benefits of WhiteBox Learning
Free software trial available! Contact Flinn Scientific for details.
- Teacher-Directed Curriculum: The specially designed learning system puts teachers in control. Teachers can adjust the content level to meet the varied learning needs of middle and high school students. Achievement and performance reports help teachers guide student learning.
- Standards-Based, STEM Knowledge: The application encompasses a high-quality, standards-based curriculum that enhances the development of fundamental science, technology, engineering and math (STEM) knowledge.
- Comprehensive Suite of Tools: The system contains a fully integrated suite of CAD, analysis and content delivery tools—all within a common, easy-to-use interface.
- Time, Focus and Confidence: The software and system was designed to maximize student focus where it matters most—on making theory actionable. This enables a higher standard of learning and ultimately yields confidence.
- Accessible Web 2.0 Interface: Because the system is web-based, it’s accessible from anywhere. It’s also built with the most advanced web-based tools available. This provides teachers with the flexibility they deserve and students with the “wow factor” they expect from technology.
Correlation to Next Generation Science Standards (NGSS)†
Science & Engineering Practices
Asking questions and defining problems
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations and designing solutions
Engaging in argument from evidence
Obtaining, evaluation, and communicating information
Disciplinary Core Ideas
MS-PS2.A: Forces and Motion
MS-PS2.B: Types of Interactions
MS-PS3.A: Definitions of Energy
MS-PS3.B: Conservation of Energy and Energy Transfer
MS-PS3.C: Relationship between Energy and Forces
MS-ETS1.A: Defining and Delimiting Engineering Problems
MS-ETS1.B: Developing Possible Solutions
MS-ETS1.C: Optimizing the Design Solution
HS-PS2.A: Forces and Motion
HS-PS2.B: Types of Interactions
HS-PS3.A: Definitions of Energy
HS-PS3.B: Conservation of Energy and Energy Transfer
HS-PS3.C: Relationship between Energy and Forces
HS-ETS1.A: Defining and Delimiting Engineering Problems
HS-ETS1.B: Developing Possible Solutions
HS-ETS1.C: Optimizing the Design Solution
Cause and effect
Scale, proportion, and quantity
Systems and system models
Structure and function
MS-PS2-2. Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object
MS-PS3-3. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
MS-PS3-5. Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.
MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
HS-PS3-1. Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motion of particles (objects) and energy associated with the relative position of particles (objects).
HS-PS3-3. Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.
HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
HS-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.