Intro: Wheels and AxlesBuild a wheel and experiment with movement and how friction affects motion and speed. Learn about how the wheel and axle make work easier. | | | |
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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. | Get familiar with the Simple Machines and Linkages guide and vocabulary. Assign this lesson as student resources. Have students read the list and watch the video. | | | Discover the mechanical advantage of the wheel and axle. | While reading about the wheel and axle, ask students to think about how this simple machine makes tasks easier. They reduce the force required to move objects over distances, particularly when dealing with friction, the force that opposes motion on the ground. You can find wheel and axle systems in vehicles like bicycles and cars, as well as everyday items such as door knobs and water wheels. Can they think of examples beyond modes of transportation? Examples include a doorknob or a pizza cutter.
Imagine section is a critical phase where students are encouraged to conceptualize, and visualize their ideas before diving into the building and prototyping stage in Build section. Pause to have a short group reflection. | | | Design a simple wheel on an axle and experiment with reducing friction. | 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.
Florida - NGSSS
For SC.35.CS-CS.1.2 - COMPUTER SCIENCE and SC.35.CS-CC.1.3 - COMPUTER SCIENCE introduce students to the concept of computational thinking, emphasizing problem decomposition, and the importance of breaking complex problems into smaller parts. Explain how this will be applied to building the invention. They iterate and test how their renewable invention would engage in the real-world.
NGSS
For 3-5-ETS1-1 - ENGINEERING DESIGN, students will consider constraints, such as the materials they have available, the time they have to complete the project, and any limitations when starting to build. For 3-5-ETS1-2 - ENGINEERING DESIGN, students understand how to design and build functional prototypes, as well as how to evaluate and refine their design through testing. And for 3-5-ETS1-3 - ENGINEERING DESIGN students engaged in this learning experience helps students understand how to design and build functional prototypes, as well as how to evaluate and refine their design through testing. |
NGSS | |
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3-5-ETS1-1
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. | Students will identify a design challenge considering specific needs or wants. Through hands-on exploration and discussions, they will determine the criteria for a successful solution while acknowledging constraints like materials, time, and cost. Assessment can be carried out by having students research related problems and their solutions, creating visual or physical representations of their findings, or presenting their understanding of the problem's criteria and constraints to their peers. | 3-5-ETS1-2
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. | After understanding their design problem, students brainstorm multiple potential solutions. They will use hands-on techniques like sketching, model building, or creating simple mock-ups to visualize and represent their ideas. For assessment, students can engage in peer reviews to compare and critique each other's solutions, record videos explaining their proposed solutions, or organize a small showcase where they present and justify their ideas based on the criteria and constraints. | 3-5-ETS1-3
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. | With their proposed solutions in hand, students will design tests to evaluate the effectiveness and viability of their ideas. They will use hands-on approaches to control variables, conduct their tests, and identify failure points. As an assessment, students could maintain a detailed journal documenting their testing process, discuss their observations in group discussions, or create visual aids (like charts or slides) to represent their findings and suggested improvements. |
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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