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  1. Students can explain how the Grabber can grip, lift, move, and release an object.

  2. Possible answers include using the Grabber as part of a new game or helping handicapped individuals reach items that they may need.

  3. Yes, the Grabber contains several levers that give the user a type of mechanical advantage called distance advantage. The "advantage" occurs when the levers magnify the force exerted when applied and increases the distance the Grabber can move.

  4. A possible example of an answer could be "The Grabber is made up of several levers; a type of simple machine. Beams and connectors are required to form its structure. The beams that make up the levers are connected at a pivot point, or fulcrum, with a connector. The beams and connectors work together to create a distance advantage."

Now that the build is finished, explore and see what it can do. Then answer the following questions in your engineering notebook:

  1. What does the Grabber do? Explain with details.

  2. How might the Grabber be used? Explain with details and sketches.

  3. A mechanical advantage is an advantage gained by the use of a mechanism in transmitting force. Does the Grabber have a mechanical advantage(s)? If so, what is the mechanical advantage? Explain with details.

  4. Explain this build, using common engineering terminology, to someone who hasn't seen it. Use at least 3 of the following terms in your description: beams, connectors, levers, pivot points, fulcrum, and simple machines. For example, I could say that beam is an engineering term that describes this build because the build requires beams to form its "structure." You may need to look up these terms if you need clarification.

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Advise students to think critically about the questions by engaging in think-pair-share. To do this, have the students answer the questions themselves in their engineering notebook. The engineering notebook can be used as assessment. Click this link (Google / .docx / .pdf) to view the engineering notebook rubric. Then after a few minutes, have the students turn to a partner or a group of three students to discuss what each student has written. Encourage them to reflect on different answers that their peers provide. Collaboration can also be a form of assessment. Click this link (Google / .docx / .pdf) to view the collaboration rubric. Finally, after another few minutes, open the class up for discuss to obtain a more critical analysis of the questions.