Teacher Guide Activity1 Wheel Axle

8/7/2019 Teacher Guide Activity1 Wheel Axle

1/4

COMPLEX PROBLEMS, SIMPLE MACHINES

Activity # 1 - Wheel and Axle

Approximate Time Required 2 hours over 2 daysKey Question Can you create a self-propelled train?

Student Learning

In addition to the competencies listed in the next section, students will: develop a plan to build a self-propelled train and prepare a drawing of what it will look like,

build the train and test it, and

demonstrate the train to the class and explain how it works.

Competencies

Science andTechnologyCompetencies

Competency 1: To take action, bearing in mind the different types of reasoning specificto science and technology The student defines a problem related to science and technology

The student proposes a solution to the problem

The student implements the proposed solution he/she has chosen

The student assesses the results

Competency 2: To appreciate how human activities are

influenced by the specific contributions of science and

technology The student describes how science and technology are

used in human activities relating to a problem The student considers the nature of science and

technology as it relates to the problem

Cross-Curricular

Competencies

Intellectual

Competency 2: To solve problems The student analyzes the components of the situational problem

The student creates a model of the situational problem

The student formulates possible solutions

The student selects a solution The student implements the solution

The student evaluates his/her procedure

Areas ofLifelong

Learning

World-View

The student gradually constructs a dynamic world-view that gives meaning to his/herlife


2/4

Constructivist Activity Steps

Role of Teacher Role of Student

Engage Present the students with the problem:

Create a self propelled train. Present pairsof students a box of materials with which to

work to create their train.

Individual

Predictions

Ask students to plan their trains andprepare drawings of what they will look like.

Create a plan to build a self-propelled train and prepare a

drawing of whatit will look like.

Group predictions Place students in groups. Ask students toevaluate the plan of each group member and

to choose one they think will work best.

Evaluate the plan of each groupmember and choose one they think

will work best. Place the plan of this

Train in their logbooks.Activity/Experiment Ask groups to build the train they chose and

test it.Build the chosen train and test it.

Group discussion Ask students to answer the following

questions: Does the train work? What workswell? What do we need to know for next

time? Tell students to record the answers

to these questions in their log books.

Answer teacher questions and

record answers in log book.

Group reports why

predictions were

accurate orinaccurate

Ask each group to demonstrate their trainto the class, and to explain how it works.

Also ask students to discuss their answersto the questions discussed in their groups.

(See above.)

Demonstrate trains to theclass and explain how they

work. Discuss answers to thequestions discussed in groups. (See

above.)

Short explanation The trains students created needed wheels

and connected by an axel to work. (See

Background Information for Teachers inProject Overview.)

Vocabulary related to the concept should be

introduced and developed at this point in

relation to what the students have

already experienced increating theirdesigns.


3/4

Apply to

new

situation

Depending on the class, time, and

interest, the teacher can make a

choice as to the next step.

Students can be presented with theopportunity to perfect their trains or

apply the knowledge they have learnedto a similar task. (See extension

activity)

Vocabulary List

Wheel: A solid disk or a rigid circular ring connected by spokes to a hub, designed to turn around

an axle passed through the center.Axle: The pin or spindle on which a wheel revolves, or which revolves with a wheel.

Evaluation IdeasTeacher Evaluation and Student Self-Evaluation

For evaluation purposes, it is recommended that students have a record of their creation either in

the form of a (digital) photograph, drawing, or the train itself. Their plan should be included in

their records. This will be an example of the students prior knowledge and a good basis for authentic evaluation.

If completing the extension activity it is recommended that another record be collected todemonstrate the growth in student learning.

For portfolio purposes, students can include their (digital) photos, plans, and observation charts. A

portfolio provides a clear record of whether students were able to:

a. Define the problem (the students plan)b. Propose a solution (the students plan)

c. Implement the proposed solution - build the train

d. Assess results - test the train and log observations

Extension

Students will apply the knowledge they have learned to a similar task in this follow-upactivity. Students are asked to build a self-propelled, rubber band powered train.

Materials (per group):

wire wheels glue rubber bands wood of different sizes and shapes propeller saw

Teacher Comments from Field Testing Save the trains from this activity for the next activity. Students will first remove parts

from the trains and then use the trains in the inclined-plane activity.

Pairs of students worked best. A collection of shoeboxes or small bins will help maintain the distribution of

materials. This activity should be divided up over a couple of sessions to ensure students

have ample time to plan, create, and evaluate. However, the activity should be


4/4

completed within a two-day span.

It is important to focus on students' prior knowledge (their plans and creations fromthe exploration stage) and the observations made and logged. This allows the

teacher and student to monitor their individual learning progress. It is also a good

means of maintaining authentic evaluation.

It is important to monitor materials so they stay within the classroom. This will avoidconflicts in the schoolyard when students take their creations out of the classroom

environment.

Documents

Teacher Guide Activity1 Wheel Axle