Coggins and Bridges Final Unit

Toy Story 2014: Using Reverse Engineering to
Investigate Movement in Toys

http://toystory2014.weebly.com

Lesson #1-Where Do We Start with Reverse Engineering? At the End, Of Course!
Lesson #2- Its Time to Move It, Move It!
Lesson #3- Energy in Actionor Not!
Lesson #4- and Were Back at the Start!

We are searching for curious students who like to take things apart! Do you ever
wonder what makes your favorite toys tick? This week, we are going to find out through
the process of reverse engineering. We will disassemble toys to uncover the
mechanisms within them that are responsible for their movement. We will also see how
the reverse engineering process is being used in lots of other exciting fields!

How can the product lead you to discover the process?
How can working backward help you improve upon existing products?

Joshua Bridges and Emily Coggins
SPED 6402 Spring 2014
East Carolina University
Toy Story 2014: Using Reverse Engineering to Investigate Movement in Toys
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CONTENT RESEARCH PAPER

What is Reverse Engineering?

Reverse engineering is the process by which scientists study the form and
function of an object by disassembling it. With the goal of understanding how its
underlying mechanisms work, scientists build objects backward. In the words of
Samuelson and Scotchmer, reverse engineering is the process of extracting know-how
or knowledge from a human-made artifact (2001, p. 3).
The traditional engineering design process includes five important steps.
Engineers ask, imagine, plan, create, and improve (Schroeder, Zarsky, & Yowell, 2009).
Engineers begin with a need or an idea and take the steps necessary to create the
optimal final product. The process of reverse engineering takes an existing product and
seeks to understand its basic components and structure. Like the traditional engineering
design process, the reverse engineering process includes five basic steps. These steps
are general and can be completed in any order needed to reach the end goal of
understanding the system.
Reverse engineering begins with determining the original design goal. In the
case of childrens toys, the design goal may be to create a forward-moving train that
whistles as it travels. The next step is to observe the object in action and hypothesize
what parts or mechanisms are at work within it. At this point, students would essentially
play with the toys and predict what they will find upon disassembly. During the
disassembly phase, it is important to carefully document the placement of all parts and
to note how they interact with one another. Once all parts are separated, it is time to
carefully analyze them with regard to materials chosen and how the parts appear to
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have been created and assembled. Now is the time for questions such as Why is this
part made of this material? and Could the toy function the same way without any of
these parts? The final step of the process involves reporting on findings. The
documentation should provide enough evidence to serve as a blueprint for an identical
toy. This documentation could also serve as the basis for suggested improvements to
the overall design of the toy (Lincoln Interactive, p. 177).
Who Uses Reverse Engineering?
Reverse engineering has application in a number of disciplines. Historically, the
process has been used by military forces to replicate the weaponry of enemy forces.
One such example occurred as the relationship between the United States and Russia
deteriorated just prior to the Cold War. A B-29 Bomber nicknamed the Ramp Tramp
was forced to land in Russian territory. The crew was captured and interrogated white
the plane itself was disassembled by engineers. The result was the Soviet Unions TU-
4, the primary bomber used throughout the 1950s. It was a near-perfect replica of the
B-29 (Soviet Union Impounds and Copies B-29, 2006).
Companies manufacture mechanical equipment use a form of reverse
engineering known as Computer Assisted Design, or CAD. Rather than taking apart
large, often expensive hardware, these businesses create three-dimensional computer
generated models of their inner workings (Bradley & Currie, 2013). Competing
companies have been known to reverse engineer products, make minor alterations or
improvements, and manufacture similar items to market.
The most common use of the phrase reverse engineering today refers to
computer hardware and software. Developers use reverse engineering to create
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technology that is compatible with devices made by other companies. In the mid-1980s,
a company called Phoenix Technologies, Ltd. reverse engineered a BIOS for PC that
would be compatible with the one produced by IBM. Scientists at technology company
Chipworks recently shared their excitement about the release of the iPhone 5s. They
said, Phone in hand, we did what any self-respecting technology company would do
destroy it (carefully) (Tanner, 2013).
Reverse engineering for compatibility purposes is a common practice, but
developers do have to take steps to avoid charges of copy write infringement (Schwartz,
2001). Apple and Samsung have been engaged in a very public battle over patent rights
in the rapidly-growing smart phone industry. With concerns about similarities in software
systems and case designs, Apple is seeking a judges ruling to impose a $40 per device
royalty on Samsung products as damages from patent infringement (Mick, 2014).
How Can Students Observe Energy in Childrens Toys?
According to Carleigh Samson, editor for TeachEngineering.org, mechanical toys
are the perfect tools for investigating energy. Energy is the ability to do work. When
work occurs, there is a change in position, speed, state, or form. Ms. Samson explained
that students will be able to observe and describe both potential and kinetic energy
using toys with simple mechanisms. Potential energy exists within the toys when they
are at rest. It is energy that is ready to go but not yet in action. An object at a high
elevation waiting to roll down a hill holds the potential energy necessary to change
position. In a push/pull toy, the potential energy increases as the user pulls the toy
backward. Kinetic energy is energy that is currently being used. Objects in motion show
kinetic energy. A wind-up toy walking across the floor is using kinetic energy. In order
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for stored potential energy to become kinetic energy, a force must act upon it. A force is
any influence exerted on an object that makes it move (Seimears, 2010).

What Are Common Types of Movements Made by Childrens Toys?
The types of toys that the students will investigate in this unit are traditional,
mostly self-propelled, toys. Students may find that their toys are driven by wind-up,
rocking, spinning, push/pull, spring, or string mechanisms. There are also some toys
that are powered by batteries or natural forces such as gravity (V & A Museum of
Moving Toys, n.d.).
What Makes Toys Move?
Four of the most common mechanisms inside toys are cams, gears, levers, and
pulleys. A cam is a shaped piece of metal or wood that is attached a drive shaft and to a
rod called a follower. Cams come in a variety of shapes which each produce a unique
movement for the follower. Gears are responsible for turning movements. They are
teethed, or grooved, wheels that interlock as they spin. Gear speed depends on the size
diameter of the gear and the number of teeth that it has. A lever is a platform balanced
over a fixed pivot point. They are capable of flinging objects in the air. The distance that
an object can travel is affected by the amount of effort placed on one end of the lever
and by the length of the platform itself. A pulley is a grooved wheel with a rope around
it. It can be used to lift heavy objects with minimal force. When combined, the power of
pulleys to lift heavy objects increases (Price, Moving Toy Mechanisms, n.d.).

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Summary
From the military to software companies, engineers want to know how a rivals
product works so that they can create a better, and sometimes more profitable, product
themselves. Reverse engineering is the process these engineers use to determine how
the product works by disassembling it. They follow the same basic steps of determining
the original design goal, observing the product, disassembling the product, analyzing
the product, and drawing conclusions to improve the original product. The procedure
advanced engineers use to break the code of a software program can also be used to
find out how a childs toy works. The smaller parts of the toy (cams, gears, levers, and
pulleys) may not be as sophisticated as computer program code, but the process is the
same. No matter the level of importance, from matters of national security to a childs
curiosity, reverse engineering can be used determine how something works.

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References
Bradley, C., & Currie, B. (2013). Advances in the field of reverse engineering.
Computer-Aided Design and Applications, 2(5), 697-706. Retrieved January 29,
2014, from the Taylor and Francis Online database.
Course Samples. (n.d). Introduction to Engineering: Lesson 7. Retrieved January 24,
2014, from http://www.lincolninteractive.org/samples/introduction-to-
engineering/introduction-to-engineering-lesson-7
Factsheets : Soviet Union Impounds and Copies B-29. (2006, February 14). National
Museum of the Air Force. Retrieved January 24, 2014, from
http://www.nationalmuseum.af.mil/factsheets/factsheet.asp?id=1852
Mick, J. (2014, March 13). DailyTech - Apple Authorized to Seek $40 Per Device
Against Samsung. DailyTech - Apple Authorized to Seek $40 Per Device
Against Samsung. Retrieved March 13, 2014, from
http://www.dailytech.com/Apple+Authorized+to+Seek+40+Per+Device+Against+
Samsung/article34517.htm
Moving Toys. (n.d.). V&A Museum of Childhood. Retrieved January 29, 2014, from
http://www.museumofchildhood.org.uk/learning/things-to-do/moving-toys/
Price, M. (n.d.). Moving toy mechanisms. Moving toy mechanisms. Retrieved January
29, 2014, from
http://www.hyperstaffs.info/work/physics/Muirhead/website/main.htm
Samuelson, P., & Scotchmer, S. (2002). The law and economics of reverse
engineering. Yale Law Journal, 111. Retrieved January 24, 2014, from
http://www.yalelawjournal.org/images/pdfs/200.pdf
Schroeder, M., Zarske, M., & Yowell, J. (2014, January 29). Engineering in Reverse! -
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Activity. Teach Engineering.org. Retrieved January 29, 2014, from
http://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/
cub_engineering_in_reverse/cub_engineering_in_reverse.xml
Schwartz, M. (2001, November 1). Reverse-Engineering. Computerworld. Retrieved
January 27, 2014, from
http://www.computerworld.com/s/article/65532/Reverse_Engineering
Seimears, C. M. (2010). Hey students, that can is full of energy!. Science Activities:
Classroom Projects and Curriculum Ideas, 47(2), 58-62. Retrieved January 24,
2014, from the Taylor and Francis Online database.
Tanner, J., Morrison, J., James, D., Fontaine, R., & Gamache, P. (2013, September 20).
Chipworks. Inside the iPhone 5s. Retrieved March 12, 2014, from
http://www.chipworks.com/en/technical-competitive-
analysis/resources/blog/inside-the-iphone-5s/

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Expert Summary
Carleigh Samson is a civil engineer and an editor at the Teach Engineering
Digital Library. While searching for resources on reverse engineering with toys, I found
a lesson on teachengineering.org for an investigation very similar to what I had in mind
for camp. The lesson is called Engineering in Reverse! and involves students
disassembling push toys. It describes the reverse engineering design process and how
to guide students to make suggestions for improving the toys.
Teachengineering.org is supported by the Integrated Teaching and Learning
Program, College of Engineering, University of Colorado at Boulder. I first contacted
Janet Yowell, Associate Director of K-12 Education at the university. She directed me
to Ms. Samson. We communicated by email and phone, and she has expressed
willingness to provide support throughout the unit development process. Ms. Samson
explained that her job as editor of teachengineering.org involves conducting background
research into the topics of each lesson on the site. The lessons are written by graduate
engineering students, and it is her job to make sure they are scientifically accurate and
ready to be shared.
Ms. Samson holds a Bachelors degree in mathematics from McGill University, a
Masters degree in Education from The Johns Hopkins University, and a Masters
degree in Civil Engineering from The University of Colorado at Boulder. She is currently
a doctoral student studying Environmental Engineering.
Contact Information:
Email: carleigh.samson@gmail.com
Office Phone: 303-492-6950
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Annotated Bibliography
Online
Constructing kids: Learning, playing, and constructing with children. Retrieved from
http://constructingkids.com/
A great website where parents and kids can find videos and activities to watch
and do at home. The videos and activities deal with construction using household
items, new technology, and reviews of games and books related to engineering.
Lewis, Kristie (2010, Sept. 1). 100 Awesome engineering projects for kids.
Retrieved from http://constructionmanagementdegree.org/blog/2010/100-
awesome-engineering-projects-for-kids/
This is a great website for kids to find fun experiments they can do at home. The
experiments are divided into categories including basics, light and electricity, and
harnessing nature. Experiment 35 has kids determine how a push toy works.
The Maker Movement. Retrieved from http://makerfaire.com/maker-movement/
The Maker Faire is a festival that celebrates inventions and creativity. The Maker
Movement allows people from every community celebrate anyone who has
created a new invention. The students and their friends can do these festivals in
their neighborhoods to showcase their new engineering skills.
Reverse Engineering. Retrieved from https://www.khanacademy.org/science/
discoveries-projects/ReverseEng
Khan Academy is a website where students can watch videos to learn about
different topics. The section on reverse engineering contains numerous videos
kids can watch to learn how common household items work.
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Reverse Engineering. Retrieved from http://encyclopedia.kids.net.au/
page/re/Reverse_engineering
This website includes a kid friendly encyclopedia where they can search for any
topic. The article on reverse engineering provides links for students to use to find
more information on how reverse engineering is used by software companies.

Print
Arnold, Nick (2011). How machines work: The interactive guide to simple machines and
mechanisms. Philadelphia: Running Press Kids.
This book teaches students about the mechanisms and simple machines used
in toys and other devices. Students can also build the machines described in the
book using the included kits. The book relates to reverse engineering
because students learn about the mechanisms inside the toys that they will
find when they take them apart.
Greathouse, Lisa (2009). How toys work. Huntington Beach: Teacher Created
Materials.
How Toys Work describes the design and function of different types of toys. It
also tells how the toys use physics to work. This book tells students what they
would find if they used reverse engineering skills on these toys.
Sobey, E. & Sobey, W. (2008). The way toys work: The science behind the magic 8 ball,
etch a sketch, boomerang, and more. Chicago: Chicago Review Press.
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This book profiles 50 popular toys. Kids who read the book will learn the history,
trivia, and technology used in these toys. Kids can use reverse engineering to
perform experiments to see the concepts described in the book in action.
Spihaus, A. & Spihaus, K. (1989). Mechanical toys: How old toys work. Crown
Publishing Group.
From power to sound, this book provides its readers with all the information they
need to understand how old mechanical toys work. The book gives the reader
information on toys they may not be able to find today.
Wulffson, D. (2000). Toys!: Amazing stories behind some great inventions. New York:
Henry Holt and Company.
This is a book kids can read to learn interesting facts about the most popular
toys. Some of the toys included in the book are Mr. Potato Head, the slinky, and
Raggedy Ann. The book gives information about the workings of pinball
machines and video games.

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CONNECTION TO THE THEME

Interactions are actions that are reciprocated between two things. In other words,
when one object applies a force or action on another object, the second object applies a
force or action to the first object. These actions occur when two people or objects meet
and engage with one another. Interactions can happen between two objects no matter
their size. People can interact with people, people can interact with objects, and objects
can interact with other objects.
There is an infinite amount of actions two people or objects can apply to one
another. These actions can be as simple as two people shaking hands or as difficult as
a tugboat pulling a barge. Interactions can be both physical and non-physical. Non-
physical interactions will mostly likely occur between two people. The most common
non-physical interaction is a conversation. Physical actions happen when the people or
objects involved touch each other. Examples of physical actions are pushing and
pulling. Interactions are an integral part of the world. Without them, cars would not run
and teachers could not teach.
Interactions occur when two people or objects apply an action or force to one
another. Our topic of implementing reverse engineering to learn how toys work involves
multiple different types of interactions. These interactions include person-to-person,
student-to-toy, student-to-technology, and toy part-to-toy part. All of these interactions
are woven throughout our lessons.
The first interaction that will be depicted in our lessons is person-person between
teachers and students. This interaction will include both non-physical and physical
actions. To begin with, we, as the teachers, will have conversations with the students
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about the steps of reverse engineering, how reverse engineering has been used
throughout history, and how the students think their toys work. The students will also be
interacting with one another. With a partner, the students will act out the types of
movements they discover when analyzing the parts of the toy. The last person-to-
person interaction will occur between the students and their audience. The students will
show their parents what they did during the lessons and will explain to them how all of
the parts of the toy make it move. Their Weebly.com sites will be published, so their
audience extends throughout the world.
The interaction between the students and their toys is the second type of
interaction that will occur during our lessons. This interaction will be physical; the
students will be touching the toys and taking them apart. Also, the students will be
interacting with the parts of the toys. They will be analyzing the parts of the toy and
discovering how each part works. The students will have many opportunities to
manipulate the parts with their hands and play with them in order to determine how the
working parts interact with one another and whether or not improvements could be
made.
The third type of interaction that will be depicted in our topic is between the
students and technology. This interaction will also be physical. The technology the
students will interact with includes a SMART board, cameras, and computers/Ipads.
The students will do an interactive activity using the SMART board where they touch the
screen and move things around to sort different scenarios into categories. The students
will use cameras to take pictures of their toys, the parts of the toys, and them analyzing
the toys. Throughout all of the lessons, the students will interact with computers/Ipads to
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add information to a Weebly.com website including what they are learning about their
toys and the process of reverse engineering. The students will also be using forms to
post responses to each days point to ponder. The instructors will also be interacting
with the technology. We will be using interactive PowerPoints to give students the
background information they need to be successful during the rest of the lessons. Not
only will the instructors and the students interact with technology, some of the
technology will interact together. The cameras will be connected to the computers/Ipads
so that the pictures the students take can be uploaded to their website.
The last type of interaction that will be depicted in our topic is between the
individual parts of the toys. Each part of the toy has a specific purpose and each
connection between the parts is deliberate in order for the toys to actually work. There
are many interactions occurring simultaneously in the toy and the students will be
analyzing these interactions. In terms of reverse engineering, the interactions between
the parts are the most important because these interactions show the students how the
toy works.
Toys present an excellent opportunity to study the interactions of tiny
mechanisms. Through the process of reverse engineering their toys and publishing their
findings, students will also experience the interaction between themselves and other
people and explore technology as a tool for interacting and sharing information with a
global audience.

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TECHNOLOGY INTEGRATION

Students participating in the Toy Story 2014 unit will have many opportunities to
interact with technology throughout the camp week. A number of technological tools
have been intentionally incorporated to enhance their understanding of content and to
provide opportunities to extend that learning in creative ways.
Beginning on Day 1, students will participate in discussion surrounding a
PowerPoint for an overview of the steps of the reverse engineering process as well as
the historical and current uses of reverse engineering. This presentation will be made
available via Scribd on the unit Weebly.com site, and the teachers will lead an
exploration of it. PowerPoint was selected as a tool to present this information because
of its capability to support embedded multimedia and the ease with which presentations
can be saved, uploaded, and shared.
Also on Day 1, students will visit a website called http://www.robives.com/mechs to
see animated examples of types of motion. The animations on the site are colorful and
kid-friendly and will help prepare the students to make predictions about the types of
mechanisms that they may find when they disassemble their toys. Students will
complete a research guide to provide a direction for their exploration of this site.
The reverse engineering process relies heavily on the documentation of findings.
Each student or pair of students will develop a Weebly.com site within our unit home
page on which they will document each of the five steps of the reverse engineering
process. Documenting findings on Weebly.com will allow for a global audience for
student work, as well as provide valuable experience with website building. Weebly.com
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has an easily navigable toolbar that will allow students to begin adding content within
minutes of creating an account.
Cameras will be utilized throughout the process to document the steps taken and
the discoveries made. Students will use Dropbox to make photographs available on
desktops/laptops for uploading onto their websites.
Beginning on Day 1 of camp, students will be asked to complete a twitter-style
response to a point to ponder via the blogs feature on our unit Weebly.com site at the
end of each lesson. Responses will be evaluated using a rubric and the information that
they provide will help the instructors know if any of the concepts from the days lessons
need to be revisited later in the week. Blogging is a Web 2.0 practice that allows
students to post and respond to one anothers thoughts regarding course content. We
will also encourage students to visit Weebly at home with their families each afternoon
and to expand the conversation. Each night, there will be home interaction opportunity
available there.
As a hook on Day 2, students will view a brief video of a Furby Autopsy. The
instructors will then lead a discussion of how the process that they observed in the
video clip compares to the reverse engineering process that they are using this week at
camp. The home interaction opportunity for day 2 will be a link to
http://www.phobe.com/furby/auto1.html to view the full autopsy documentation of a Furby
disassembly. One of our goals is to help students see that the process can be applied in
a number of disciplines, and this site, although somewhat silly, is a great way to show
that it can be fun!
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Students will visit http://www.hyperstaffs.info/work/physics/
Muirhead/website/main.htm to build background knowledge on mechanisms commonly
found inside toys. Examples include cams, gears, levers, and pulleys. The interactive
site offers simulations in which students can design machines that will accomplish a
given goal such as moving a boulder or pushing an object off a cliff. This activity was
chosen because it allows students to see how the same mechanisms that power
childrens toys are used on a much larger scale for reasons other than play. Simulations
are a great option for allowing students to think critically about situations that are not
practical in a classroom.
In Days 3 and 4, two videos will be used as hooks. In Day 3, a video of a roller
coaster in motion will be shown to help students visualize potential and kinetic energy
on a large scale. The video will be followed by an interactive PowerPoint showing
situations where potential and kinetic energy are at work. Again, technology is being
used to expose students to ways that the principles that we are learning in the unit can
apply in real-world contexts. The Day 4 hook is a well-known Toy Story clip (3:11) called
Sid Learns a Lesson. In the clip, all of the toys that Sid has dismembered and
mistreated over the years are rising from the mud and coming to get him. Some of these
toy characters are combinations of multiple toys. We hope that this will prompt students
to think about how their toys could be redesigned or even combined with other groups
toys to form new creations.
Upon completion of the Toy Story 2014 unit, students will have produced a
detailed webpage that documents each step of the reverse engineering process.
Beginning on Day 3 and continuing into Day 4, we will be asking students to consider
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suggestions for improvement and possible redesigns for their toys. Students will
complete a planning sheet with guiding questions that ask them to describe and justify
their plan. Students will attempt to build their redesigned units using available parts.
They will then photograph and upload their redesigns to Weebly.com and feature them
during the parent visit.

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CONTENT OUTLINE

I. What is Reverse Engineering
A. Definition of Reverse Engineering
1. Process used to determine the form and function of an object
a. Goal is to understand how underlying mechanisms work
b. Object is disassembled and its parts are analyzed
B. Process of Reverse Engineering
1. Five steps of the process
a. Ask determine the original design goal
b. Imagine observe the original product in action
c. Plan decide what changes can be made
d. Create develop the new product
e. Improve fix a flaw, make it more economical
2. Main step for reverse engineering a toy is disassembling it
a. Carefully document the placement of all parts
i. Note how they interact with each other
b. Analyze the parts
i. How they have been created
ii. Materials needed
c. Ask questions
i. Why is this part made of this material?
ii. Could the toy function the same way without any of its
parts?
d. Report on findings
i. Provide evidence to serve as blueprint for an identical toy
ii. Serve as the basis for suggested improvements
II. Uses of Reverse Engineering
A. Historical Uses
1. Military
a. Russia replicated a U.S. B-29 bomber
b. Created the TU-4, the primary bomber through the 1950s
B. Todays Uses
1. Manufacturing Companies
a. Use a process called Computer Assisted Design
b. 3-D models of the inner workings are used to improve the design
2. Computer Hardware Companies
a. Phoenix Technologies, Ltd. reversed engineered a BIOS for PC
b. New BIOS was compatible with ones made by IBM
3. Telephone Companies
a. Samsung vs. Apple
i. Copying design, user interface
III. Physics of a Childrens Toy
A. Energy
1. Definition
a. The ability to do work
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b. Work occurs when there is a change in position, speed, state or
form
c. Types: potential and kinetic
2. Potential Energy
a. Stored energy in the toy
i. Exists when the toy is at rest
b. Examples
i. Slinky at top of stairs
ii. Woodys string being pulled
3. Kinetic Energy
a. Energy being used
b. Force must act upon toy for energy to make it move
B. Movement
1. Self-Propelled
a. Wind-up, push/pull, spring, string, rocking, spinning
2. Electric
a. Powered by batteries
3. Natural Forces
a. Gravity
4. Types
a. linear- moving in a straight line
b. reciprocating- moving backwards and forwards
c. oscillating- swinging from side to side
d. rotary-turning in a circle
C. Mechanisms
1. Cams
a. Made of metal or wood
b. Attached to a drive shaft and rod (called the follower)
c. Shape determines movement of the follower
i. Pear follower remains motionless for half of the cycle
ii. Circular creates a smooth motion
iii. Heart follower rises and falls with uniform velocity
iv. Drop Creates a sudden fall
2. Gears
a. Responsible for turning movements
b. Teethed, or grooved, wheels that interlock
c. Speed depends on diameter of the gear and the number of teeth
3. Levers
a. Platform balanced over a fixed pivot point
b. Capable of flinging objects into the air
c. Distance affected by force put on one end and length of the
platform
4. Pulleys
a. Grooved wheel with a rope
b. Used to lift heavy objects with minimal force

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LESSON #1
Where Do We Start with Reverse Engineering? At the End, Of Course!

I. DEFINE OBJECTIVES AND CONTENT
LESSON
OBJECTIVE
Students will demonstrate understanding of the first steps of the
reverse engineering process by determining and documenting the
purpose and design goals for movement in their toys.

POINT TO
PONDER
Toys are just for fun, so they must be simple!

ESSENTIAL
QUESTION
How can the product help you understand the process?

CONTENT
Outline the content
you will teach in
this lesson.
What is Reverse Engineering?
A. Definition of Reverse Engineering
1. Process used to determine the form and function
of an object
a. Goal is to understand how underlying
mechanisms work
b. Object is disassembled and its parts are
analyzed
B. Process of Reverse Engineering
b. Imagine observe the original product in
action
e. Improve fix a flaw, make it more
economical
2. Main step for reverse engineering a toy is
disassembling it
a. Carefully document the placement of all
parts
i. Note how they interact with each
other
ii. Materials need
c. Ask questions
i. Why is this part made of this
material?
ii. Could the toy function the same way
without any of its parts?
i. Provide evidence to serve as
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blueprint for an identical toy
ii. Serve as the basis for suggested
improvements
II. Uses of Reverse Engineering
A. Historical Uses
1. Military
a. Russia replicated a U.S. B-29 bomber
b. Created the TU-4, the primary bomber
through the 1950s
B. Todays Uses
1. Manufacturing Companies
a. Use a process called Computer Assisted
Design
b. 3-D models of the inner workings are used
to improve the design
2. Computer Hardware Companies
a. Phoenix Technologies, Ltd. reversed
engineered a BIOS for PC
b. New BIOS was compatible with ones made
by IBM
3. Telephone Companies
a. Samsung vs. Apple
i. Copying design, user interface
ii. Seeking $40 per device in damages
and royalties
III- Types of movement
1. linear- moving in a straight line
2. reciprocating- moving backwards and forwards
3. oscillating- swinging from side to side
4. rotary-turning in a circle

II. PRE-PLANNING
What will students
UNDERSTAND as
a result of this
lesson? How does
this connect to the
Essential
Question?
Students will understand that the reverse engineering process can
be used to take an existing product and work backward to discover
the mechanisms responsible for its movement.

Additionally, students will recognize specific types of movement.

The essential question asks how the product can help you
understand the process. Students will examine their toys, observe
them to describe movement, and begin a dialogue about what
causes their movement.
What will students
be able to DO as a
result of this
lesson?
Students will use appropriate vocabulary to describe types of
movement.

Students will describe the steps of the reverse engineering
Page 24 of 58
process.

Students will determine the purpose and design goals of their toys.

Page 25 of 58
III. PLANNING
HOOK
Describe
how you
will grab
students
attention
at the
beginning
of the
lesson.
BE
CREATIV
E.
TIME: 15 minutes
Student pairs will watch three 5 minute video to view clips of the reverse
engineering process in action. These videos will be linked through our unit
Weebly.com site. Each video will be followed by one discussion question to
which students will respond via the forms feature. They will be encouraged
to interact with their partners through discussion of the questions before
posting their thoughts.

1- Taking Stuff Apart- MICROWAVE!
http://www.youtube.com/watch?v=YvZ3-JRKXuQ
Discussion question: Have you ever fought the urge to take something apart
to see how it worked? Have you ever actually done it? Tell us about it!

2-Khan Academy- Whats Inside a Tap Light?
https://www.khanacademy.org/science/discoveries-projects/Reverse-
Eng/reverse-engineering/v/what-is-inside-a-tap-light
Discussion question: Who knew a tap light had so many parts? Which part
do you think is least important? Why?

3- 3D Scanning for Reverse Engineering
http://www.youtube.com/watch?v=anoeBh1LxKE
Discussion question: How do you think scientists got accurate
measurements of objects before 3D scanning was available?

INSTRU
CTION
Explain
Step-by-
step what
you will
do in this
lesson.
Be
explicit
about ties
to Points
to
Ponder,
Essential
Question,
and
Interactio
ns here.
Include
TIME:45 minutes total

1. Introductory PowerPoint available through slide share on unit website.
Slides include:
-Introduction and discussion of point to ponder- Toys are just for fun, so they
must be simple! Do you agree with that statement? Why or why not?
-Introduction and discussion of essential question- How can the product
help you understand the process?
-Review steps to the traditional engineering design process and compare to
the steps of the reverse engineering process.
-Who uses reverse engineering?
-Discuss historical example of the B-29 bomber that was copied by
Russia prior to the Cold War.
-Computer-Aided Design
-Apple vs. Samsung legal battle over patent infringement

2. Students organize themselves into learning teams for the toy
investigation. They may opt to work in pairs or independently.

3. Types of movement investigation and dramatization
Page 26 of 58
ALL
support
and
teaching
materials
with your
unit.
-Overview of types of movement:
http://www.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/mechanis
msrev8.shtml
Students will visit this site with their partners and view the animations of the
4 types of movement. They will complete a brief sort to guide their
understanding.

Each group will be assigned a type of movement to act out in 5-10 seconds.
These movements can all be shown through simple physical movements
such as walking in a straight line (linear), swaying back and forth
(oscillating). An assortment of interlocking toys will be available for use as
optional props. (KNex) The instructors will video these performances and
upload to the unit homepage.
1. linear- moving in a straight line
2. reciprocating- moving backwards and forwards
3. oscillating- swinging from side to side
4. rotary-turning in a circle

Reverse Engineering Step 1: Determine Purpose and Design Goals
4. Students select the toys that they will study for this unit. Preselected
options will be provided by the instructors. The following link shows
examples of the types of toys that will be provided. We would like to have a
toy from each category provided that they are available.
http://www.museumofchildhood.org.uk/learning/things-to-do/moving-toys/

5. The reverse engineering process relies heavily on documentation of
findings. Begin documentation now by having students login and create
Weebly.com sites linked to the main unit website. This is the first stage of
the final product in which they will publish a detailed online analysis of the
inner workings of their toy. Publishing their findings online allows them to
interact with a global audience.

6. Demonstrate basic features of Weebly.com such as selecting a theme,
adding text boxes, pictures, and video.

7. Show and discuss the Weebly site rubric so students will know the
standards that will be used to evaluate their work.

8. Students play with and observe their toys in action to collect data about
their design purpose. They may collect data in the form of photographs,
videos, sketches, and written notes. An investigation guide will be provided.

9. After investigation, model the process for transferring photos and videos
to Dropbox from the Ipad. Students can use the link
https://www.dropbox.com/help/84/en to see how to complete this process.
Page 27 of 58

10. Students use data from investigation guide, photos, and videos to begin
building their sites.

Career Connection #1- Have you considered a career in Computer-Aided
Design? One day, you could use CAD to reverse engineer equipment for
military aircraft!

Home Interaction Opportunity (accessed under Day 1 of unit Weebly
site):
Cant wait until tomorrow to learn more about what makes things tick?
Check out this link to learn all about the inner workings of the London Eye.
http://www.londoneye.com/LearningAndDiscovery/Education/TeacherResou
rce/OnlineResource/mechnism/mechtea.pdf
ASSESS
MENT
(Perform
ance
Task)
What will
the
students
DO to
demonstr
ate that
they have
mastered
the
content?
Be
specific
and
include
actual
assessm
ent with
unit
materials.
TIME: 5 minutes

Students will complete and submit an exit ticket via the forms feature on the
unit Weebly.com page. If time is prohibitive, we will preview these questions
at camp and encourage students to complete them at home.

Day 1 Exit Ticket:
1. Todays point to ponder is Toys are just for fun, so they must be simple!
Do you agree with that statement now? Why or why not?

2. Which of the four types of movement that we investigated can you
observe in your toy?

3. Describe one job that utilizes reverse engineering.

4. Which of these lists the steps of the reverse engineering process in the
correct order?
a) plan, imagine, improve, create, ask
b) ask, imagine, plan, create, improve
c) imagine, plan, ask, create, improve
d) improve, plan, crate, imagine, ask

To demonstrate understanding of the first step of the reverse engineering
process, students begin to document their observations on Weebly.com
using photographs, videos, and written observation notes.
Weebly content will be assessed using a rubric.

DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE
STUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? YES OR NO

Page 28 of 58
ASSESSMENT AND INSTRUCTIONAL MATERIALS
Insert ALL materials here including Assessments and Instructional Materials.
Explicitly LIST any additional files for this lesson. Be sure that ALL materials have been
submitted for this lesson.
1. Introductory PowerPoint (available via Scribd on unit webpage)
2. Research Guide for Types of Movement Investigation (Sort)
3. Investigation guide for Step 1
4. Weebly site rubric
5. Rubric for exit ticket

Page 29 of 58
Investigation Guide
Step 1- Determine Purpose and Design Goals
Check off each task as you complete it.
o Photograph your toy from all sides.
o Interact with your toy through PLAY! Watch it in action.
o Record a brief video of your toys movement.
o Respond to the following questions with as much detail as possible.
1. What type(s) of movement (rotary, oscillating, linear, or reciprocating) is
your toy designed to perform?

2. List and sketch each part of your toy that is visible from the outside.

Page 30 of 58
Day 1- Types of Movement Investigation Sort
Place the definition cards and example cards beneath each type of movement.
ROTARY OSCILLATING LINEAR RECIPROCATING

moving
backwards
and forwards
in a straight
line
turning round in
a circle
is moving in a
straight line
swinging from
side to side

Page 31 of 58
Day 1 Exit Ticket Rubric-
Demonstrates No
Understanding
0
Demonstrates
Partial
Understanding
1
Demonstrates Full
Understanding
2
1. Todays point to
ponder is Toys are
just for fun, so they
must be simple!
Do you agree with
that statement?
Why or why not?

2. Which of the four
types of movement
that we
investigated can
you observe in
your toy?

3. Describe one job
that utilizes reverse
engineering.

4. Which of these
lists the steps of
the reverse
engineering
process in the
correct order?
a) plan, imagine,
improve, create,
ask
b) ask, imagine,
plan, create,
improve
c) imagine, plan,
ask, create,
improve
d) improve, plan,
crate, imagine, ask

n/a n/a

Page 32 of 58
Reverse Engineering a Toy- Weebly.com Site Rubric
Excellent
2
Fair
1
Weak
0
Step 1-
Determine
Purpose and
Design Goals
An abundance of
photographs, notes,
and videos are
provided. The design
goal is clearly stated.
A few
photographs,
notes, or videos
are provided.
The design goal
is stated but may
be unclear.
Minimal
photographs,
notes, or videos
are provided.
The design goal
is not stated.
Step 2- Observe
and Develop
Ideas of How it
Works
Hypothesis is clearly
stated and supported
with evidence.
Hypothesis is
stated but
unclear or not
supported with
evidence.
Hypothesis is
not stated.
Step 3-
Disassemble
Into Basic
Components
Documentation of
disassembly includes
notes, photographs,
and a detailed
exploded diagram.
Another scientist could
reassemble the toy
based on information
provided.
Documentation
of disassembly
includes some
notes,
photographs,
and an exploded
diagram, but
they may lack
detail or be
unclear.
Documentation
of disassembly
provides
minimal
information.
Step 4- Analysis
of Structure,
Function,
Materials, and
Manufacturing
Documentation of
analysis of structure,
function, materials,
and manufacturing is
thorough and includes
detailed and
thoughtful responses.
Documentation
of analysis of
structure,
function,
materials, and
manufacturing is
present but may
lack detail.
Documentation
of analysis of
structure,
function,
materials, and
manufacturing
is minimal or
not provided.
Step 5- Use
Documentation-
Report or
Redesign
Student successfully
reassembles original
toy and/or completes a
successful redesign.
Student justifies
reasoning for redesign.
Student
reassembles toy
close to its
original state but
may have some
leftover parts.
Student
redesigns toy
but may not be
able to explain
how the toy has
improved.
Student does
not successfully
reassemble
original toy or
complete a
redesign.
Page 33 of 58

Page 34 of 58
LESSON #2
Its Time to Move It, Move It!

LESSON
OBJECTIVE
Students will observe their toys and develop ideas about how they
work.

Students will disassemble their toys into their basic components.

Students will carefully document their findings and publish them on
the unit webpage.

POINT TO
PONDER
An investigation is only as valuable as the data it produces.

ESSENTIAL
QUESTION
How are the interactions of mechanisms within toys responsible
for their movement?
CONTENT
Outline the content
you will teach in
this lesson.
C. Mechanisms
1. Cams
a. Made of metal or wood
b. Attached to a drive shaft and rod (called the
follower)
c. Shape determines movement of the
follower
i. Pear follower remains motionless
for half of the cycle
ii. Circular creates a smooth motion
iii. Heart follower rises and falls with
uniform velocity
iv. Drop Creates a sudden fall
2. Gears
a. Responsible for turning movements
b. Teethed, or grooved, wheels that interlock
c. Speed depends on diameter of the gear
and the number of teeth
3. Levers
a. Platform balanced over a fixed pivot point
b. Capable of flinging objects into the air
c. Distance affected by force put on one end
and length of the platform
4. Pulleys
a. Grooved wheel with a rope
b. Used to lift heavy objects with minimal force

II. PRE-PLANNING
Page 35 of 58
What will students
UNDERSTAND as
a result of this
lesson? How does
this connect to the
Essential
Question?

Students will understand how mechanisms within toys interact
with one another to cause movement.

What will students
be able to DO as a
result of this
lesson?
Students will observe a toy in motion and express an informed
hypothesis about the mechanisms that make it move.

Students will disassemble a toy into its basic components and use
correct vocabulary to identify and describe the mechanisms within
it.

Students continue to document and keep detailed data for steps 2
and 3 in the reverse engineering process as described in the point
to ponder.

Page 36 of 58
III. PLANNING
HOOK
Describe how
you will grab
students
attention at the
beginning of the
lesson.
BE CREATIVE.
TIME: 5 minutes
Furby Autopsy http://www.youtube.com/watch?v=9ytUwHUw4Yg
Discussion:
1. Does the process in this video qualify as reverse engineering?
Why or why not? Post your thoughts to the blog on Weebly!
INSTRUCTION
Explain Step-by-
step what you
will do in this
lesson. Be
explicit about
ties to Points to
Ponder,
Essential
Question, and
Interactions
here. Include
ALL support and
teaching
materials with
your unit.
TIME: 50 minutes
1. Today, we conduct steps 2 and 3 of the reverse engineering
process.
-Step 2- Observe and develop ideas of how our toys work.
What interactions take place between mechanisms?
-Step 3- Disassemble Into Basic Components
Interact with our toys by taking them apart

Reverse Engineering Step 2: Observe and Develop Ideas of How it
Works:
2. Build background knowledge on mechanisms commonly found
inside toys (cams, gears, levers, pulleys) by visiting
http://www.hyperstaffs.info/work/physics/Muirhead/website/main.htm.
This is an interactive website that allows students to design
machines that will accomplish a given goal. Students complete a
research guide as they explore the site.

3. Students add hypotheses to Weebly site about what mechanisms
they will find when they disassemble their toys in the step 2 section.

Reverse Engineering Step 3: Disassemble Into Basic Components:

4. What is an exploded view drawing?-Exploded view drawings are
useful in showing how an object has been assembled. They are
commonly found in manuals for furniture that must be assembled
after purchase. Students view examples of exploded view drawings
to understand assignment expectations and gather inspiration.

5. Students use provided tools to carefully disassemble their toys.
They will attempt to do this in a non-destructive way so as to be able
to reassemble the parts into the original functional toy. They will
catalog each component of the toy on the website and create a
detailed exploded view drawing to be scanned/photographed and
uploaded. Students should note the steps taken during disassembly
to include in final documentation. A disassembly documentation
guide will be provided.

Page 37 of 58
Career Connection #2- Consider becoming a malware researcher!
Software companies are looking for workers with reverse
engineering skills to combat those nasty viruses that attack our
computer systems.

Home Interaction Opportunity: Share the full autopsy report for the
Furby with your family.IF they can handle the gore!
http://www.phobe.com/furby/auto1.html

ASSESSMENT
(Performance
Task) What will
the students DO
to demonstrate
that they have
mastered the
content? Be
specific and
include actual
assessment with
unit materials.
TIME: 10 minutes

Day 2 Exit Ticket:
1. Can you think of examples of other places where you have seen
the mechanisms that we studied today?

2. Did you find any parts that surprised you when you disassembled
your toy? Which ones?

3. In the case of the Furby autopsy, the investigator was
disassembling the Furby to discover why it had stopped working.
Can you think of any jobs that require someone to conduct a similar
investigation?

4. Todays point to ponder is An investigation is only as valuable as
the data it produces. What is the purpose of documentation in
science?


1. Moving Toys website research guide
2. Example links for exploded view diagrams
3. A disassembly documentation guide
4. Rubric for exit ticket

Page 38 of 58
Day 2
Moving Toys Website Research Guide
Mechanism
Name
Description Sketch Where Have You
Seen Them?
Cams

Gears

Levers

Pulleys

Page 39 of 58
Exploded View Diagram Examples

http://bobbredemeier.com/line-art/nike-wallowa-shoe-exploded-view-diagram/

Page 40 of 58
http://en.wikipedia.org/wiki/Exploded_view_drawing

http://sketchaerobics.blogspot.com/2011/08/sketch-aerobics.html

Page 41 of 58

Page 42 of 58
Day 2- Disassembly Documentation Guide
Carefully disassemble your toy and lay the pieces on the table in an organized manner.
Describe each step taken during disassembly.
1.

2.

3.

4.

5.
Catalog of Components
Name (if known) Description Sketch

Use the back of this paper if you need more space.

Page 43 of 58

Demonstrates No
Understanding
0
Demonstrates
Partial
Understanding
1
Demonstrates Full
Understanding
2
1. Can you think of
examples of other
places where you
have seen the
mechanisms that
we studied today?

2. Did you find any
parts that surprised
you when you
disassembled your
toy? Which ones?

3. In the case of the
Furby autopsy, the
investigator was
disassembling the
Furby to discover
why it had stopped
working. Can you
think of any jobs
that require
someone to
conduct a similar
investigation?

4. Todays point to
ponder is An
investigation is only
as valuable as the
data it produces.
What is the purpose
of documentation in
science?

Page 44 of 58
LESSON #3
Energy in Actionor Not!

LESSON
OBJECTIVE
Students will understand and identify examples of potential and
kinetic energy and demonstrate understanding of the interactions
between the parts of their toys.

POINT TO
PONDER
We can observe energy in objects even when they are standing
still.

ESSENTIAL
QUESTION
How do energy and interactions within toys cause them to move?
CONTENT
Outline the content
you will teach in
this lesson.
2. Main step for reverse engineering a toy is disassembling it
a. Carefully document the placement of all
parts
i. Note how they interact with each
other
ii. Materials need

III. Physics of a Childrens Toy
A. Energy
1. Definition
a. The ability to do work
b. Work occurs when there is a change in
position, speed, state or form
c. Types: potential and kinetic
2. Potential Energy
a. Stored energy in the toy
i. Exists when the toy is at rest
b. Examples
i. Slinky at top of stairs
ii. Woodys string being pulled
3. Kinetic Energy
a. Energy being used
b. Force must act upon toy for energy to make
it move

II. PRE-PLANNING
What will students
UNDERSTAND as
a result of this
lesson? How does
Students will understand the differences between potential and
kinetic energy.

Students will understand that the interactions between
Page 45 of 58
this connect to the
Essential
Question?
mechanisms inside the toy cause the toy to move.

The essential question asks students to describe how energy and
interactions inside the toy cause it to move. Students must
understand how the movement of one mechanism causes another
mechanism to move and transfers potential energy into the kinetic
energy that moves it.
What will students
be able to DO as a
result of this
lesson?
Students will analyze the mechanisms they learned about in Day 2
to describe the interactions between them.

Students will observe toys to identify potential and kinetic energy.

Students will update their websites to add the information from
Step 4- Analysis of Structure, Function, Materials, and
Manufacturing.

Page 46 of 58
III. PLANNING
HOOK
Describe how
you will grab
students
attention at the
beginning of the
lesson.
BE CREATIVE.
TIME: 10 minutes
Students will watch a 4 minute video of a rollercoaster. The video is
being used to demonstrate potential and kinetic energy. Students
will use the blog feature of our website to answer 3 questions. The
video will be linked to our website.

Video: http://www.youtube.com/watch?v=60zrnOyBo3U
Questions:
1. What happens to the rollercoaster as it moves towards and
reaches its peak?
2. What happens as the rollercoaster starts travelling down the first
hill?
3. How does the movement up the hill affect the movement down
the hill?
INSTRUCTION
Explain Step-by-
step what you will
do in this lesson.
Be explicit about
ties to Points to
Ponder, Essential
Question, and
Interactions here.
Include ALL
support and
teaching
materials with
your unit.
TIME: 40 minutes

Step 4- Analysis of Structure, Function, Materials, and
Manufacturing

1. To recall the information they learned in Day 2, students will
update their Weebly site to include the mechanism names found in
their toy. They can revisit the following sites from this week for
assistance.
http://www.hyperstaffs.info/work/physics/Muirhead/website/main.htm
http://www.robives.com/mechs

2. Students will use the Analyzing Parts worksheet to analyze how
the mechanisms interact with each other and the materials used to
make each mechanism. They will post the answer to question 1 on
their Weebly. The worksheet connects the lesson to the essential
question because the students have to describe the interactions
between the parts of the toy.

3. View an interactive PowerPoint on potential and kinetic energy.
The PowerPoint will be available via the unit website.
Slides include:
-Discussion of the questions in the hook
-Examples of potential and kinetic energy
-Interactive quiz on potential and kinetic energy

4. With partners from Days 1 and 2, students will use extra toys to
observe and identify examples of potential and kinetic energy. Their
answers will be posted on the blog feature of our website. Students
will use Slinkys, wind-up toys, and electric toys.
Page 47 of 58
5. Students will start brainstorming how to improve their toys. They
will be told they can bring materials from home that they want to
use.

Career Connection #3- Did you know that human limbs can be
reverse engineered and printed on a 3D printer? How exciting it
would be to work in a field that helps give patients such realistic and
functional prosthetics!

Home Interaction Opportunity: Is there something in your home
that you are dying to reverse engineer? Now you know the steps to
follow to learn how it works. With parent permission, bring a toy from
home tomorrow. We would love to see your next project! We may
even have time to help you start the process!
ASSESSMENT
(Performance
Task) What will
the students DO
to demonstrate
that they have
mastered the
content? Be
specific and
include actual
assessment with
unit materials.
TIME: 15 minutes
Students will complete and submit an exit ticket via the forms
feature on the unit Weebly.com page.

Day 3 Exit Ticket:
1. Todays point to ponder said, We can observe energy in objects
even when they are standing still. What type of energy is being
exhibited by an object when it is standing still?
2. Describe kinetic energy and how it can be observed in your toy.
3. What are 3 interactions that occur inside your toy?
4. Describe how these interactions transfer potential energy into
kinetic energy.


1. Instructional video and activity in Energy PowerPoint:
http://www.glencoe.com/sites/common_assets/science/virtual_labs/PS05/PS05.html
2. Interactive quiz in PowerPoint: http://www.quia.com/jq/55465.html

1. Analyzing Parts worksheet
2. Energy PowerPoint
3. Day 3 Exit Ticket Rubric

Page 48 of 58
Engineering in Reverse! Activity
Engineering in Reverse Worksheet

In the box below, complete a detailed drawing of the internal components
of the push-toy after it has been disassembled.
Your drawing should include:
Label for all parts
Brief description of the interaction between parts

After you have completed your drawing, answer the following questions.
1) What does this device do? What parts make it work this way? How do the parts interact
with each other?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2) How would you improve the way this device is made?
AFTER Disassembly
Page 49 of 58
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3) How could you change this device to make it more cost effective to produce?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4) Can you redesign this device to make it function differently? How would you do this?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Page 50 of 58
Demonstrates No
Understanding
0
Demonstrates
Partial
Understanding
1
Demonstrates Full
Understanding
2
1. Todays point to
ponder said We
can observe
energy in objects
even when they
are standing still.
What type of
energy is being
exhibited by an
object when it is
standing still?

2. Describe kinetic
energy and how it
can be observed in
your toy.

3. What are 3
interactions that
occur inside the
toy?

4. Describe how
these interactions
create kinetic
energy.

Page 51 of 58

LESSON #4
And Were Back at the Start

LESSON
OBJECTIVE
Students will use their documentation to report their findings and
to develop suggestions for a redesign of the existing product.
POINT TO
PONDER
Not all changes are improvements.

ESSENTIAL
QUESTION
How can knowing how the parts of an object work help to make
improvements?
CONTENT
Outline the content
you will teach in
this lesson.
b. Imagine observe the original product in
action
e. Improve fix a flaw, make it more
economical

i. Provide evidence to serve as
blueprint for an identical toy
ii. Serve as the basis for suggested
improvements

II. PRE-PLANNING
What will students
UNDERSTAND as
a result of this
lesson? How does
this connect to the
Essential
Question?
Students will understand that knowing the interactions of the
parts of the toy can help them to to suggest improvements.

Students will understand that not all changes will be
improvements.

The essential question asks students how their knowledge of the
structure and purpose of each part of the toy can be used to
improve it.
What will students
be able to DO as a
result of this
lesson?
Students will be able to reassemble their toys using their
documentation from the first three lessons.

Students will suggest changes that could be made to their toys.

Students will manipulate the parts of their toys to create new
toys.

Students will troubleshoot products by using the reverse
engineering process.
Page 52 of 58

III. PLANNING
HOOK
Describe how you
will grab students
attention at the
beginning of the
lesson.
BE CREATIVE.
TIME: 15 minutes

Students will watch a three minute video from Toy Story entitled
Sid Learns a Lesson. Students will use the blog feature of Weebly
to post their responses to two questions.

Video: http://www.youtube.com/watch?v=gsusakRf7T8

Discussion Questions:
1. Brainstorm a list of movements observed in the clip.

2. Discuss the ways the toys have been modified for new purposes.
INSTRUCTION
Explain Step-by-
step what you will
do in this lesson.
Be explicit about
ties to Points to
Ponder, Essential
Question, and
Interactions here.
Include ALL
support and
teaching materials
with your unit.
TIME: 35 minutes

1. A discussion will be held about the students responses to the
questions in the hook. Hopefully the students will see that these
changes made to the toys were not necessarily improvements.

Step 5- Use Documentation: Report or Redesign

2. Students will complete the Analyzing Parts worksheet. They will
post the answers to the remaining questions on their Weebly sites.

3. Students will participate in a SCAMPER creativity exercise to
generate ideas about possible improvements to their toys. Students
will be given one minute to write down as many improvements they
can think of for the following categories: design, materials, and
movement. They will share their improvements and if students have
the same idea, they can elaborate on each others ideas.

4. Final Unit Assessment: Students will take on the role of scientists
working at a return center for a major retailer. Their task will be to
analyze a product that has been returned to figure out what is
causing the product to malfunction. The assessment will be
introduced using the provided PowerPoint. Students will complete
the Student Sheet as they investigate their products. The
assessment will be scored using a rubric.

5. As time permits, students have the option of attempting to
reassemble their toy to its original state or making modifications
that they think will improve its function. Students can use the
materials they brought from home. If materials needed for
alterations are not readily available, students draw a detailed
Page 53 of 58
diagram of their suggestions. Students may also decide to combine
parts of two separate toys to make a toy with an entirely new
movement pattern such as the ones seen in the Toy Story clip.

6. Students will complete their online analyses of their toy by
including the changes they made to the toy, how these changes
affected the movement of the toy, and why they made these
changes. Students will also have the opportunity to work on any
tasks from Steps 1-4 that they did not complete in preparation for
the parent visit.

6. If time permits, students may reverse engineer a toy they bring
from home or share plans with the class.

Career Connection #4- Would you like to earn a living working
with toys all day? Toy companies hire researchers to work in the
area of toy development. They seek to improve existing toys and to
develop new toys. After the investigation that you conducted this
week, you are well on your way to becoming a qualified applicant!

Home Interaction Opportunity: Tell your family all about your
exciting week at camp when they visit our session!

ASSESSMENT
(Performance
Task) What will
the students DO
to demonstrate
that they have
mastered the
content? Be
specific and
include actual
assessment with
unit materials.
TIME: 15 minutes

Students will complete and submit an exit ticket via the forms
feature on the unit Weebly.com page.

Day 4 Exit Ticket:

1. Todays point to ponder said Not all changes are
improvements. Do you agree or disagree with this statement?
Why?

2. If you changed your toy, how did these changes affect the toys
movement? If you did not change your toy, describe what you think
would happen if you did switch parts around.

3. How did understanding the interactions between the parts of the
toy help you to decide what changes to make to your toy?


Page 54 of 58

1. Day 4 Exit Ticket Rubric
2. SCAMPER guide
3. Day 4 Assessment PowerPoint
4. Day 4 Assessment Student Sheet
5. Day 4 Assessment Rubric

Page 55 of 58

Page 56 of 58
Day 4 Assessment Student Sheet
Item Name:
Steps of the
Reverse
Engineering
Process
Description of Action Observations
1)

2)

3)

4)

5)

Summary of Findings:

Page 57 of 58
Day 4 Assessment Rubric

2 Points

1 Point 0 Points
Follows steps of
the reverse
engineering
process
The student
accurately follows
the 5 steps of the
reverse engineering
process when
approaching this
task.
The student follows
some, but not all
steps of the reverse
The student does not
follow any of the
steps of the reverse
Documentation of
Process
All 5 steps of the
process are
appropriately
documented on the
student sheet.
Detailed
descriptions of
actions taken and
observations are
included.
Some steps of the
process are not
documented or
include minimal
details.
Documentation of
the process is
incomplete.
Summary of
Findings
The summary of
findings is detailed
enough for another
person to fully
understand what
was done and
correctly
troubleshoots the
problem with the
product.
The summary of
findings is detailed,
but the student does
not correctly
troubleshoot the
problem with the
product.
The summary of
findings lacks detail
and does not identify
the problem with the
product.

Page 58 of 58
Demonstrates No
Understanding
0
Demonstrates
Partial
Understanding
1
Demonstrates Full
Understanding
2
1. Todays point to
ponder said Not all
changes are
improvements. Do
you agree or
disagree with this
statement? Why?

2. If you changed
your toy, how did
these changes
affect the toys
movement? If you
did not change your
toy, describe what
you think would
happen if you need
switch parts around.

3. How did knowing
the interactions
between the parts of
the toy help you in
deciding what
changes to make to
your toy?

Coggins and Bridges Final Unit

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Coggins and Bridges Final Unit

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Toy Story 2014: Using Reverse Engineering to

Investigate Movement in Toys

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