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