Intro: Four-Bar LinkagesDiscover the four-bar linkage, a mechanism made of links and pivot joints, and its applications in engineering. With the linkage, construct a moving giraffe head, reaching upward for the leaves of an acacia tree. | | | |
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| | Facilitators set the groundwork for students to understand the purpose and components of the project with a well-defined set of learning objectives. By delving into the lesson's fundamentals, students gain the confidence and insight to craft their unique renditions of the project. | Assign this lesson as a student resource. Have students read and watch the video.
This section prepares students to engage the lesson. Throughout the teaching of this entire lesson, the facilitator provides an opportunity for students to collaborate with each other and provide feedback on their individual or group project. | | | Equip students for before starting the lesson by familiarizing them with frequently used vocabulary words, enhancing their writing skills, and engaging in constructive building exercises. | | | | Linking knowledge about linkages and scissors with links to machines and animals. | While reading, ask students to think about the versatile design of the four-bar linkage offers in possibilities for prototyping and engineering. Before moving into Build section, think about how a four-bar linkage is be used in the puppetry. Is it for character animation, demonstrating the anatomy of a giraffe, compact storage due to its flat structure, or creating character voices?
Consider how people riding bicycles create a four-bar linkage between their hip, knee, foot on the pedal, and the gears, illustrating its practical application in daily life. Ask how they could expand the four-bar linkage into other modes of transportation or other inventions. | | | Combine links to animate a giraffe puppet. | Watch the video to get an idea of the project's structure and a demonstration of how it works. Some may figure out how to construct the project just from pausing the video or looking at a few images from the steps. The instructions are helpful for new builders or those seeking general guidance.
NGSS
For MS-ETS1-1 - ENGINEERING DESIGN present the problem to the students: design an invention to improve the natural habitiat for the animal made in Build can efficiently thrive in. Discuss the criteria (e.g., efficiency, cost-effectiveness, environmental impact) and constraints (e.g., available materials, budget) for their designs. Discuss relevant scientific principles with the students. And for MS-ETS1-2 - ENGINEERING DESIGN guide students in evaluating their prototype's performance against the defined criteria and constraints. Students should also consider potential impacts on the environment and people. Based on the evaluation, ask students to refine and improve their designs. This iterative process allows them to make modifications to their water wheels to increase efficiency or address any shortcomings. |
NGSS | |
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MS-ETS1-1
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. | Students will identify a design challenge and delve into its constraints and criteria through research and discussion. By engaging hands-on, they'll recognize the scientific principles at play and the potential societal and environmental impacts. For assessment, students can prepare a detailed report or presentation discussing their understanding of the problem's boundaries and requirements. They might also conduct group debates or round-tables to refine their definitions. | MS-ETS1-2
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. | Brainstorm and represent potential solutions using hands-on methods, such as sketching or rudimentary mock-ups of the design challenge. They'll then evaluate each solution's efficacy against the problem's constraints and criteria. For assessment, students can engage in peer-to-peer reviews, record videos explaining their evaluations, or present their evaluations using multimedia tools to their classmates. |
ISTE Students | |
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1.4.c Innovative Designer
Students develop, test and refine prototypes as part of a cyclical design process. | Teach students how to integrate the micro:bit into their prototypes to add interactivity, automation, or data collection capabilities. Guide them in programming the micro:bit to enhance their designs and address specific aspects of the problem or solution. | 1.6.c Creative Communicator
Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations. | Introduce students to a variety of digital tools and media that can enhance their communication. This could include graphic design software, multimedia creation tools, video editing software, or presentation platforms. Help students choose the appropriate tools based on their communication goals and the requirements of their project. |
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