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Curricular Unit: Latex Tubing and Hybrid Vehicles

Contributed by VU Bioengineering RET Program, School of Engineering, Vanderbilt University

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Grade Level: 10 (9-11) Time Required: 200 minutes
Subject areas: algebra

Summary
The learning of linear functions is pervasive in
most algebra classrooms. Linear functions are
vital in laying the foundation for
understanding the concept of modeling. This
unit gives students the opportunity to make use
of linear models in order to make predictions
based on real-world data, and see how
engineers address incredible and important design challenges through the use of linear modeling.
Student groups act as engineering teams by conducting experiments to collect data and model the
relationship between the wall thickness of the latex tubes and their corresponding strength under
pressure (to the point of explosion). Students learn to graph variables with linear relationships and
use collected data from their designed experiment to make important decisions regarding the
feasibility of hydraulic systems in hybrid vehicles and the necessary tube size to make it viable.
Engineering Connection
Modeling is commonly used in mathematics and engineering and frequently used to make
generalizations based on collected data. Currently, engineers of varied specializations are applying
their expertise to create vehicles that require less fuel, making them more sustainable. Hydraulic
hybrid vehicles use a hydraulic system with a hydraulic accumulator to store energy from the
braking process and reuse it to accelerate the vehicle. In this unit, students learn about this
engineering design and an engineering lab at a university that is researching the strength of latex
used in such a hydraulic accumulator. The work includes designing and conducting experiments to
collect data and model relationships between variables, such as the wall thickness of latex tubes and
their corresponding strengths (pressure at the point of explosion), from which they can extrapolate
the appropriate latex tube measurements required in order to store maximum energy in a modern
hybrid passenger vehicle's braking system.
Unit Overview
This "legacy cycle" unit is structured with a contextually based grand challenge followed by a
sequence of instruction in which students first offer initial predictions (generate ideas) and then
gather information from multiple sources (multiple perspectives). This is followed by research and
revise as students integrate and extend their knowledge through a variety of learning activities. The
cycle concludes with formative (test your mettle) and summative (go public) assessments that lead
students towards answering the challenge question. See below for the progression of the legacy
cycle through the unit. Research and ideas behind this way of learning may be found in How People
Learn: Brain, Mind, Experience and School, (Bransford, Brown & Cocking, National Academy
Press, 2000); see the entire text at http://www.nap.edu/catalog.php?record_id=9853.
The "legacy cycle" is similar to the "engineering design process" in that they both involve
identifying existing societal needs or challenges, combining science and math to develop solutions,

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and using research conclusions to design optimal solutions. Though the engineering design process
and the legacy cycle both result in viable solutions, they vary in how solution are devised and
presented. See an overview of the engineering design process
at http://www.nasa.gov/audience/foreducators/plantgrowth/reference/Eng_Design_5-12.html.
In the first lesson of this unit, students are introduced to the engineering challenge: To create small-
scale models from which their testing results could be generalized to large-scale latex tubing for a
hydraulic accumulator suitable for a passenger car. They learn about how hydraulic accumulators
and hydraulic systems function, specifically how they conserve energy by capturing braking energy
usually lost as heat. Through a nine-minute video, they watch and listen to an engineer talking about
his lab-based model to test the feasibility of using an elastomer as an energy accumulator. Then they
brainstorm and generate ideas for how to solve the challenge.
Through practice in the second lesson, students learn to quickly and efficiently interpret graphs and
gain familiarity with common graph terminology such as independent variable, dependent variable,
linear data, linear relationship, rate of change, as well as the equation for calculating slope. The
focus is on students becoming able to clearly describe linear relationships by using the language of
slope and the rate of change between variables.
During the associated activity, student groups use latex tubes and bicycle pumps to conduct
experiments to gather research data about the relationship between latex strength and air pressure.
Students use this data to create graphs and linear models from which they extrapolate latex strength
to answer the engineering design challenge question—to predict the latex dimensions that would be
required for a full-size hydraulic accumulator installed in a modern passenger sedan. To conclude
the unit, students describe the entire engineering analysis process that they experienced in order to
answer the challenge, and explain their conclusions and how they could be applied to the design of
hydraulic hybrid vehicles.
Aligned Educational Standards
CCSS (1)

To see/print the full curricular unit, including the unit schedule,

specific aligned standards, attachments and assessment click
https://www.teachengineering.org/curricularunits/view/van_latex_curricularunit?utm_source=tpt

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