Fourth graders worked together to "reverse engineer" a calculator. They used their knowledge of energy and electrical circuits to predict what it looked like inside the calculator.
Students discussed the purpose of reverse engineering:
|
Make a drawing of the outside and inside of the calculator. Take measurements and calculate the area and perimeter.
|
Use tools to open the calculator without damaging the inside parts. Compare the prediction to the actual inside of the calculator. Identify the dry cell and other parts of the circuit.
|
Discuss how the parts work together. Put it back together and check to see if the calculator still works. Tell how it can be improved.
|