Simple & Motorized Mechanisms

1. Simple & Motorized Mechanisms STEMtech

2. 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. Alignment with National Standards

3. 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

4. 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. Science & Technology

5. Simple and Motorized Mechanisms …Let your students invent and investigate like young scientists

6. 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

7. Storage Solution • Sturdy storage, sorting tray • Top card with element list • Building cards: • 24 building instruction booklets • 1 principle building booklet • .

8. The Extra Learning Dimension Problem- solving Co-operative Skills Creative Thinking LEGO Education Science & Technology Base set is for stimulating creative thinking, problem-solving and team-working skills.

9. What is the Science in the 9632? • 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 9

10. How do we execute it? 4C structure securing a natural learning process Connect – Construct – Contemplate – Continue

11. The 4 C’s Connect Students 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 stimulating Initial 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 challenges Of set objectives

12. The 4 C’s Contemplate After constructing a model, students reflect on the knowledge they gained, Which solidifies their understanding and leads to the pursuit of related ideas And curriculum Continue Students naturally desire to build upon previous experiences and can do so Through enrichment activities, competitions, exploration of related resources, And challenges in other fields.

13. Curriculum Focus Covering three important areas of the science & technology curriculum: Forces & Motion Measurement Energy

14. Forces and Motion

15. Forces & 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

16. Measurement

17. 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

18. Energy

19. 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

20. The Teacher Activity Pack • Introduction – including how to, overall objective • CurriculumSupport 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-SolvingActivities - 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

21. Advanced Curriculum Activities Catapult Bridge Merry-go-round Watch Tower Winch Hand Cart

22. More about the Models • 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

23. 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

24. Curriculum Connections • 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

25. 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 • Makingtools 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

26. Vocabulary Axle Connector Peg Axle 2 x 2 Plate Crank 1 x 4 Beam Farther Pulley Bushing Hub Wheel Inclined plane

27. Principals Wheels & Axles Pulleys levers Gears

28. Have Fun!! Science & Technology

29. GEARS • A 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)

30. Using gears … and a goggle-eyed machine! … for a mouse-powered elephant winch

31. Curriculum Connections Vocabulary Friction Gear ratio Gearing Up Belt Pulley Follower Driver Mesh Gear

32. 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!!

33. 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 Up Predict 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

34. 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 output force The 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.

35. 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

36. Advanced Curriculum Activities Catapult Merry-go-round Bridge Hand Cart Winch Watch Tower

37. 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

38. Force and Motion- Wheels, Axles, Inclined Plan Curriculum Connection - Freewheeling • Objectives • Measuring Distance • Reading and Calibrating Scales • Forces • Moving Energy • Friction and Air resistance • Vocabulary • Wheels • Axles • Inclined Plane

39. Curriculum Connections … and a sleepy elephant mover! WHEELS … for ballet skates • 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

40. About the Wheel • The wheel has been around for approximately how long? • What part of the world did the wheel probably originate? • What was used before axles were invented? • 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.

41. Simple Machines – Wheels and Axles 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 !

42. 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-Freewheeler

43. Wheels, Axles, Inclined Plane Curriculum Connection - Freewheeling • Objectives • Measuring Distance • Reading and Calibrating Scales • Forces • Moving Energy • Friction and Air resistance V • Vocabulary • Wheels • Axles • Inclined Plane