Simple & MotorizedMechanisms
STEMtech
Alignment with National Standards
LEGO Education has created activities that align with national standards. The activities included in the teacher’s guide fulfill recommendations of the National Science Education Content Standards, most notably, Content Standard B, Physical Science, and Content Standard E, Science and Technology, for grades K-4 and
5-8.Additionally, you can find specific learning
objectives listed at the beginning of each activity.
Science & Technology
Indiana Standards Summary• Explain why it is important in science to keep honest, clear, and accurate records.• Identify ways that technology has strongly influenced the course of history and
continues to do so.• Find the Mean and Median of a set of data.• Analyze and interpret a given set of findings, demonstrating that there may be more
than one good way to do so.• Keep and report records of investigations and observations using tools, such as
journals, charts, graphs, and computers• Discuss the results of investigations and consider the explanations of others.• Demonstrate the ability to work cooperatively while respecting the ideas of others and
communicating one’s own conclusions about findings.• Explain how a model of something is different from the real thing but can be used to
learn something about the real thing.• Investigate how and describe that something may not work if some of its parts are
missing.• Inspect, disassemble, and reassemble simply mechanical devices and describe what
the various parts are for.
Science & Technology
Indiana Standards cont.
Standard 5 – The Mathematical World. Mathematics is essentially a process of thinking that involves building and applying abstract, logically connected networks of ideas.
Standard 6 – Common Themes. Students work with an increasing variety of systems and begin to modify parts in systems and models and notice the changes that result. They question why change occurs.
…Let your students invent and investigate
like young scientists
Simple and Motorized Mechanisms
What does it consist of?
The Curriculum: Teacher Activity Pack- Includes all teacher support needed - 12 45-minute lessons- 12 20-minute extension- 4 additional problem solving activities- Item Number 979635
The Tool: Science and Technology Kit- includes bricks- building cards- sorting trays- storage box- designed for two students per kit- Item Number 979632
Storage Solution
1. Sturdy storage, sorting tray
2. Top card with element list
3. Building cards: 24 building instruction booklets1 principle building booklet
.
CreativeThinking
Co-operative Skills
Problem-
solving
The Extra Learning Dimension
LEGO Education Science & Technology Base set is for stimulating creative thinking, problem-solving and team-working skills.
What is the Science in the 9632?
9
Finding out about the world in a systematic way by….
• Scientific Inquiry: • Asking meaningful questions to find solutions of real value• Constructing and conducting careful investigations• Designing Fair Tests• Noticing, wondering, discovering
• Measurement: • accuracy and recording carefully• creating scale• numbers and parts of a whole for measurement• using different measurement tools
• Collaborating with a co-worker (a Buddy)• Communicating about “what I’ve discovered”
• sketching• writing skills• speaking skills
4C structure securing a natural learning processConnect – Construct – Contemplate – Continue
How do we execute it?
The 4 C’s
ConnectStudents can add to their knowledge bank only when they can connect a new Experience to a previous experience or when they are exposed to a stimulatingInitial experience. Real-world examples and background information are used to Help students connect
Construct“Learning by making” involves construction of models and ideas. Open-ended exploration – students build models to aid in understanding concepts
Investigation – students follow instructions to build models that serve a specific Purpose
Problem solving – students design and build models that meet the challengesOf set objectives
The 4 C’s
ContemplateAfter constructing a model, students reflect on the knowledge they gained,Which solidifies their understanding and leads to the pursuit of related ideasAnd curriculum
ContinueStudents naturally desire to build upon previous experiences and can do soThrough enrichment activities, competitions, exploration of related resources, And challenges in other fields.
Curriculum Focus
Covering three important areas of the science & technology curriculum:
Forces & Motion
Measurement
Energy
Forces and Motion
4 Models with Activities :
Sweeper Gearing and speed Balanced and unbalanced forces Pulley drives for safety
Big Game Fishing Reducing Speed and increasing force using
string and pulleys (block and tackle) Ratchet and pawl safety system Designing products/games
Freewheeling Using wheels and axles to move loads Inclined planes and measuring distances
The Hammer Levers, cams, and inclined planes Exploring friction Control and timing of actions Designing mechanical toys
Forces & Motion
Measurement
3 Models with Activities: Trundle
Gearing Down Reading and calibrating scales to
measure distance
Postal Scale Levers, pulleys, and balanced
forces Reading and Calibrating sales to
measure mass
Click-Clock Gearing up, pendulums, and falling
weights Reading and calibrating scales to
measure time Feedback system controlling speed
of the falling weight
Measurement
Energy
3 Models with Activities: Windmill
Capturing wind energy to run machines
Storing and transferring energy Ratchet and pawl as safety and
control mechanism
Land Yacht Capturing wind energy for transport Transforming energy Gearing
Flywheeler Flywheel as a speed control
mechanism Storing kinetic energy Balanced and unbalanced forces
Energy
The Teacher Activity Pack
Introduction – including how to, overall objective Curriculum Support Grids – ties activities to specific national
standards 12 Activities including teacher support, worksheets, and
models 12 Extension Activities - problem solving extensions for each
activity 4 Additional Problem-Solving Activities - each featuring a
problem to be solved and a design brief that incorporates two or more concepts learned from the 12 main activities
Principle Models - to be used to model simple machines for gears, levers, pulleys, wheels & axles
Glossary – simple explanations of specific scientific terms LEGO Element Survey – stating the proper name of an element Interactive CD - introduce the activities and problems to
students
Catapult
Winch Hand Cart
Merry-go-roundBridge
Watch Tower
Advanced Curriculum Activities
Model can be built by two students at the same time reducing class building time and increasing teamwork and communication skills
Models have been especially designed for maximum variability. Allowing for easy manipulation and testing by the students
Models are designed for measurability and easy observation
Models can withstand rougher handling
More about the Models
Classroom Management
Resilient models that don’t fall apart Tasks designed for pairs – buddy-building, each with their own
specific role. Teacher’s notes and background for introducing concepts and
content Worksheets and evaluation sheets, linked to specific learning
values Worksheets designed to guide children with little teacher
intervention Sets delivered in sturdy storage box with sorting tray and
illustrated overview of elements for easy inventory
Scientific Inquiry and Physical Science Predicting, estimating, observing, measuring and recording Experimenting with balanced and unbalanced forces
increased and reduced forces Exploring gravity, mass, weight and momentum Gearing up and down for speed Capturing, storing and transferring energy• Exploring metals and non-metals
Curriculum Connections
Curriculum Connections
Technology and Math Incorporating mechanisms into structures, systems and sub-systems Exploring mechanical control devices Experimenting with components; pulleys, axles, ratchets and pawls Exploring properties of materials, combining materials Working collaboratively Making tools to measure distance, time, force and weight Calibrating scales to suitable level of accuracy and acceptable error Testing and evaluating ideas for reliability, effectiveness and safety
Vocabulary
Axle Axle Connector Peg
1 x 4 BeamCrank
Bushing
Wheel
2 x 2 Plate
HubPulley
Inclined plane
Farther
Principals
Pulleys
Gears
Wheels & Axles
levers
Science & Technology
Have Fun!!
GEARSA gear is a tooth wheel.
• Gears can be used to transfer force, increase or
reduce speed, and change the direction of rotary motion.• The drive gear is the gear that is turned by an
outside effort.• Any gear that is turned by another gear is
called a driven/follower gear.• Gears are found in many machines, where
there is a need to control the speed of rotary movement and turning force(i.e. power tools, cars and egg beaters)
Using gears
… for a mouse-powered elephant winch … and a goggle-eyed machine!
Curriculum Connections
Vocabulary
Gearing Up
Pulley
Friction
Belt
DriverFollower
Gear ratio
GearMesh
Gears Objectives
Define a gear as a toothed wheel which meshes with another toothed wheel to transfer force or speed
Build a model which will gear up, or increase speed.
Build a model which will gear down, or increase force.
Arrange gears so they turn in the same direction, in opposite directions, or at 90 degree to each other as desired.
Recognize that how fast or how slowly one gear makes another turn depends on the number of teeth on the gears
Have fun with gears!!
Gears
Build the base and Model G1 - Direction of Rotation What happens to the follower gear when you turn the driver gear??Calculate the gear ratio. • The driver and the follower/driven turn in opposite directions.• The speeds of the driver gear and the driven gears are the same because they have the same number of teeth• Gear Ratio 24:24 or 24/24 = 1:1
Build Model G2 – Gearing UpPredict what happens when you turn the handle on the 24-tooth gear.Calculate the gear ratio.
• The larger gear turns the smaller driven/follower gear,
resulting in increased speed, but reduced output force. This is called gearing up.• Gear Ratio 8:24 or 8/24 = 1/3
Build Model G3 – Gearing Down Predict what happens when you turn the handle on the 8-tooth gear axle.
The large 24-tooth /driven follower turns slower than the 8-tooth driver. Gearing down decreases the speed of rotation but increases the outputforceThe gearing down ratio is 24:8 or 24/8 = 3/1
Build Model G4 – Idler Gearing Predict what happens when you turn one of the gear handles
The 24-tooth driver and the 24-tooth follower/driven gear both turn in the same direction. The gear in the middle (the idler) rotates in the opposite direction and at the same speed.
Gear – True or False
Two meshed gears turn in opposite directions.
A large gear makes a smaller gear turn faster.
A smaller gear makes a larger gear turn slower.
An idler gear makes gears meshing with it turn in the same direction.
A gear ratio of 8/24 is the same as a ratio of 1:3
T T T T T
Catapult
Winch Hand Cart
Merry-go-round Bridge
Watch Tower
Advanced Curriculum Activities
Gears: the pros and cons
• All gears must be carefully meshed to work.• Spur gears are excellent for sending energy of motion
from one place to another• They can speed up or slow down motion, change
direction of motion, and they do not slip and are very efficient
• Bevel gears also change the angle of motion• Worm gears also change the angle of motion• Worm gears can ONLY reduce speed but at the same
time significantly increase the force• Worm gears are also self-locking, providing a safety
feature when the user is tired of cranking
Curriculum Connection - Freewheeling
Force and Motion- Wheels, Axles, Inclined Plan
Objectives
• Measuring Distance
• Reading and Calibrating Scales
• Forces
• Moving Energy
• Friction and Air resistance
Vocabulary
• Wheels
• Axles
• Inclined Plane
… for ballet skates
… and a sleepy elephant mover!
• Most wheels consist of a tire, a hub, and an axle
• Wheels on axles make it easy to move loads: they reduce friction compared to dragging the load
• Single axles or axle pegs make it easier to steer two wheels
• Big wheels turn more slowly than smaller wheels, have less friction, and give a smoother ride
WHEELS
Curriculum Connections
1. The wheel has been around for approximately how long?
2. What part of the world did the wheel probably originate?
3. What was used before axles were invented?
4. The spoke wheel was used by the Romans around what time?
1. 5,000 years 2. Mesopotamia - Iraq
3. Round wooden rollers 4. 100 A. D.
About the Wheel
Objectives:
Students will be able to:
Define a wheel and axle as a Simple Machine
Build a wheeled model which goes further
Build a wheeled model which transports a load
Measure the distance and take averages
Have fun with wheels and axles !
Simple Machines – Wheels and Axles
Curriculum Connection-Freewheeler
• Make a launching Hill• Draw a Start Line• Establish a measurement from the floor for the
start line.• Build the Freewheeler – Book 3A and 3B• Test the Freewheeler on the ramp to make sure
it is running smoothly.• Measure how far the empty cart rolls.• Test three times to be scientifically correct• Record the distance and use a LEGO brick as a
marker
Curriculum Connection - Freewheeling
Wheels, Axles, Inclined Plane
Objectives
• Measuring Distance
• Reading and Calibrating Scales
• Forces
• Moving Energy
• Friction and Air resistance
VVocabulary
• Wheels
• Axles
• Inclined Plane