Cane Toad Trap

Engineering Design Challenge

Challenge
Congratulations! Your team was just hired as mechanical
engineers to figure out a way to trap cane toads that have
invaded the Okefenoke Swamp. Your design must attract or lure
cane toads in a humane manner, without injuring them in the
process. The trap must also not capture any other animals.

Materials
Aluminum foil
8 empty boxes
craft sticks
2 wind up toads
paper cups
toothpicks
60 straws
bands
meter sticks
60 paper clips
dominoes
24 table tennis balls
masking tape
30 paper towel tubes
100 pipe cleaners
scissors
16 cardboard sheets
fabric

4 rolls of string
30
30 rubber
55
30 clothespins
10 dowels

Constraints
Students may only use the materials listed

Introduction
An invasive species is a species that is not native to an ecosystem
and is harmful to either the ecosystem, the economy, or human
health. Invasive species can be plants, animals, or other
organisms. Many invasive species have been accidentally
introduced to new ecosystems by hitching a ride on a cargo plane,
on the bottom of a rowboat, or even within the baggage of an
unsuspecting traveler. Often, however, an invasive species is
intentionally introduced by people hoping that the benefits of the
species will outweigh the negatives. Unfortunately, this is not
always the result. People introduced cane toads to Australia
hoping these toads would eat beetles that were destroying
sugarcane crops. The cane toads, however, quickly spread and
multiplied. The cane toad has few natural predators in Australia,
and most native animals have not yet adapted to avoid the cane
toad, which is poisonous when eaten. The introduction of cane
toads has resulted in a decimation of the population of certain
native species and an alteration of the food chain. To this day,
cane toads are still considered a threat to the ecosystem of
Australia, and many organizations are working to remove cane
toads from the country.
For a list of online video resources about invasive species and cane toads, visit:
www.engineeringadventures.org

Vocabulary
Engineer: Someone who uses his or her creativity and knowledge
of math and science to design things that solve problems.
Engineering Design Process: The steps that engineers use to
design something to solve a problem.
Habitat: The environment where an animal or plant lives.

Invasive species: An animal that does not naturally live in an area

and whose introduction may cause harm to the environment or
human health.
Machine: An object that has parts that work together to complete
a task.
Mechanical engineer: An engineer who designs parts of machines
so they work together to solve a problem.
Native species: An animal that naturally lives in an area.
Technology: Anything designed by humans to help solve a
problem.

Engineering Connection
Mechanical engineering is one of the largest and most diverse
fields of engineering. Mechanical engineers are people who use
their creativity and knowledge of science and math to solve
problems related to various kinds of machines. If you take a look
around, chances are that mechanical engineers have had a hand
in many technologies around you. It is a common misconception
that mechanical engineers only work on large-scale, complex
machines, such as airplanes, cars, and robots. In fact, mechanical
engineers may work on even small machines, such as staplers or
coffee makers. With whatever machines mechanical engineers
work on, they need to think about how the parts of the machines
move, whether heat and/or friction are created, and all the forces
that act on the machine. All of these factors are important to
make sure the machine will work safely, efficiently, and reliably. In
this unit, kids are asked to act as mechanical engineers to design
a trap to catch a cane toad. They will be given simple materials
they can use in creative ways to engineer a machine that works.
A criterion for their machine is that the starting point must be at
least four feet away from the part of the machine that catches the
toad; therefore, kids will need to think about how all of the parts
of their machine interact with each other to ultimately activate
the part of the machine that catches the toad.

Background
Were on vacation, and we really need your help! Right now were
in New Zealand. We just arrived here from Australia. It turns out
that sometime while we were in Australia, a cane toad snuck into
our backpack. It escaped, and now its on the loose here in New
Zealand! This is really bad news! Cane toads are called an
invasive species because they dont belong in this part of the
world. Theyve caused a lot of problems for the animals and
people in Australia. If we dont engineer a trap to catch the cane
toad, they could become an invasive species here in New
Zealand, too! We know we can use the Engineering Design
Process to help us. The first step is to ask some good questions
about cane toads. Weve sent you a video to help you understand
some of the problems cane toads have caused in Australia.

Rubric
Engineering Design Process
ITEM
ASK
Define the
problem
Identify
criteria
Specify
constraint
s

IMAGINE
Brainstor
m
Research
and
generate
ideas
Explore

10 Points

5 Points

1 Point

Independently
defines the
problem which
is interesting
to the student
and could be
solved.
Independently
identified and
clearly defined
all the criteria
and specified
all the
constraints
with detail.

Identified the
problem and
could be
solved by the
student. With
help, identified
and defined
most of the
criteria and
specified most
of the
constraints
with some
detail.

Provided an
extensive list,
easy-to-follow
diagrams with
labels to
illustrate
possible
solutions to
the problem.
Accurate
information

Provided an
easy-to-follow
list or
diagrams with
labels to
illustrate
possible
solutions to
the problem.
Accurate
information

Identified a
problem that
could not be
tested/investi
gated or one
that did not
merit
investigation.
Did not
identify or
defined most
of the criteria
and did not
specify most
of the
constraints
with some
detail.
Did not
provide a list
or diagram
OR the list or
diagram was
quite
incomplete.
Information
taken from
only one
source and/or

Tota
l

Comments

possibilitie
s

taken from
several
sources in a
systematic
manner.
Sketches are
clear and easy
to understand.
Annotations
are included.

taken from a
couple of
sources but
not
systematically.
Sketches are
clear and easy
to understand.
Annotations
are missing.

information
not accurate.
Sketches are
messy and
hard to
understand.
Annotations
are missing.

PLAN

Plan is neat
with clear
measurements
and labeling
for all
components.
All of the
evidence and
examples are
specific,
relevant and
explanations
are given that
show how each
piece of
evidence
supports the
designers
position.
Great care
taken in
construction.
The model or
prototype is
neat,
attractive and
follows plans
accurately.
Clear evidence
of
troubleshootin
g, testing, and
refinements
based on data.

Plan provides
clear
measurements
and labeling
for most
components.
At least one of
the pieces of
evidence and
examples is
relevant and
has an
explanation
that shows
how that piece
of evidence
supports the
designer's
position.
Care taken in
construction.
The model or
prototype is
missing
details. Some
evidence of
troubleshootin
g, testing and
refinements.

Plan does not

show
measurement
s clearly or is
otherwise
inadequately
labeled.
Evidence and
examples are
NOT relevant
AND/OR are
not
explained.

Great care

Construction

Construction

Select an
approach
Develop a
design
proposal

CREATE
Make a
model or
prototype
Test and
evaluate
the design

IMPROVE

Construction
appears
careless or
haphazard.
Many details
are missing.
Little
evidence of
troubleshooti
ng, testing or
refinement.

Redesign

PRESENT
Communi
cate
processes
or results

taken in
construction
process so that
the solution is
neat,
attractive and
follows plans
accurately.

accurately
followed the
plans, but 3-4
details could
have been
refined for a
more
attractive
product.

appears
careless or
haphazard.
Many details
need
refinement
for a strong
or attractive
product.

Students are
able to clearly
articulate their
design and the
engineering
design process
explaining how
their errors
lead to their
successes.
Portfolio
provides a
complete
record of
planning,
construction,
testing,
modifications,
reasons for
modifications,
and detailed
reflection
about the
strategies used
and the
results.

Students
provide limited
insight to their
design and the
engineering
design
process.
Portfolio
provides quite
a bit of detail
about
planning,
construction,
testing,
modifications,
and reasons
for
modifications.

Students are
not able to
explain their
design or how
they used the
engineering
design
process.
Portfolio
provides
lacks detail
about
planning,
construction,
testing,
modifications,
and reasons
for
modifications.

Total