4 i Pulleys Final Proofed

Science and Technology Resource Pack

Grade 4: Structures and Mechanisms

Pulleys and Gears

Discrete (Inclusive of All S&T Strand Expectations)

Pilot Edition

A RESOURCE PACKAGE FOR TEACHERS BY TEACHERS

4D Structures and Mechanisms Pilot Edition of 85

© 2000 Toronto District School Board Reproduction of this document for use by staff in the Toronto District School Board is encouraged. For anyone other than Toronto District School Board staff, no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any other means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the Toronto District School Board. This permission must be requested and obtained in writing from:

Toronto District School Board Library and Learning Resources 3 Tippett Road Tel: (416) 397-2595 Toronto, ON M3H 2V1 Fax: (416) 395-5173

Every reasonable precaution has been taken to trace the owners of copyrighted material and to make due acknowledgement. Any omission will gladly be rectified in future printings. This document has been reviewed for equity. In implementing this resource, individual teachers will model and encourage respect for racial, cultural, and language diversity. Teachers will foster inclusion by modifying activities, procedures, and materials as necessary to promote equal access and safety for all students.


Project Leader Roland van Oostveen

Management Team Joe Hogan Brian Jeynes Sidney McKay Bev Wright

Developers Nick Azami Suzanne Gumbs-Fleming Michael Oda Prakash Singh Vijaya Balchandani Alison Gymes-Basnett Jeff Orlando Jackie Smith Laurie Behan Mary Ann Iacobucci Sandra Alfieri Page Glen Svarich Hindy Bieler Joan Jamieson Heather Randle Lisa Sweeting Leesa Blake Catherine Kling Jodi Rees Sandy Szeto Monique Bulgin Judith Kramer Carolynn Rogers Bret Taylor Jodi Cleveland Val Krebs Kerry Russ Sandy Thompson Lina Constantini-Kefsenid Brenda Kusmenko Kelly Ryan Lorraine Vernon Barbara Cook Lisa Laliberte Stacey Sabetti Nicole Vosper Paul Cressman D. Elizabeth Lau Judit Sastre Jane Wadden Timothy Crew Catherine Little Josephine Scavuzzo Catherine Watts Jennifer Diceman Paula Marchese Paul Seaman Sean West Caroline Dobkin-Kurtz Karen Matchett-Sirota Susan Seeley Vonda Williams Debbie Donsky Bob McDonald Sandee Sharpe Margaret Wise-Hellmuth Allison Edwards Kelly McKaye Carol Sheardown Andrew Wood Marcia Freeman Suzanne Muir Elizabeth Sherk Shelly Zorzit Cherril George Peter Murphy Lynn Short Jodi Greenwood David Nelson

Project Advisors Joan Annette Geoff Day Eva Meriorg Jane Wadden Leesa Blake Barb Glassier Marilynn Pascale Rob Wager Ray Bowers Doug Hayhoe Maxine Rehder Peter Williams John Caranci Dennis Hitchmough Linda Somers

Science and Technology Resource Centre Personnel Carla Atkins Craig Hall Jeff Kemp Wendy Stainton Pam Cumming Barb Hickey

Editors, Formatters, Artwork, and General Assistance Gitta Berg Christel Kleitsch Liz Nivins Bev Wright Gail Ferreira Ng-A-Kien Karen Lawson Ken Sutton David Friend Evelyn Maksimovich Jon van Oostveen Christy Hayhoe Sandra Manley Deanne Walle The acknowledgements recognize all staff and others who participated in the development of several Resource Packs during 1999/2000.


TABLE OF CONTENTS

Science and Technology Expectation Sheets 5

Unit Outline Page 8

Unit Overview/Safety Page 10

Materials List 11

ACTIVITIES

Activity 1 What Do You Know About Pulleys and Gears? 12

Letter to Parents 17

Worksheet 1-1 18

Activity 2 The Fabulous Broom & Jug Pulley Investigation 19

Worksheet 2-1 22

Activity 3 Pulley Systems 23

Worksheet 3-1 28

Worksheet 3-2 30

Activity 4 Gears, Gears, Gears! 31

Worksheet 4-1 35

Activity 5 Pulleys and Gears at Home 37

Worksheet 5-1 39

Activity 6 Bicycles! 40

Worksheet 6-1 44

Activity 7 Our Invention 46

Activity 8 What Have You Learned About Pulleys and Gears? 50

Activity 9 Advertising—True or False? 52

Worksheet 9-1 55

APPENDICES 56


EXPECTATIONS IN THE ONTARIO CURRICULUM

Overview

In previous grades, students will have investigated and built structures using wheels and axles. In Grade 4, they will broaden their understanding by looking at two special kinds of wheels: pulleys and gears. Pulleys are used singly or in combination to move an object from one place to another. Gears can be used in combination to change speed and direction of movement. Students will design and build pulley systems and gear systems, and will explore the advantages of each type of system. They will also continue to refine their understanding of structures, and will incorporate mechanisms in a structure to meet a specific need.

Overall Expectations

By the end of Grade 4, students will: • demonstrate an understanding of the characteristics of pulleys and gears; • design and make pulley systems and gear systems, and investigate how motion is transferred

from one system to another; • identify ways in which different systems function, and identify appropriate criteria to be

considered when designing and making such systems.

Expectations in the Ontario Curriculum Correlated with the Unit Activities

Ministry Code

Expectations Activities that Address the Expectations

1 2 3 4 5 6 7 8 9

Understanding Basic Concepts By the end of Grade 4, students will:

4s80

describe, using their observations, the functions of pulley systems and gear systems x x x x

x

4s81

describe, using their observations, how rotary motion in one system is transferred to rotary motion in another in the same structure

x

x

4s82

describe, using their observations, how gears operate in one plane and in two planes

x

4s83

demonstrate an awareness of the concept of mechanical advantage by using a variety of pulleys and gears

x x x

x

Developing Skills of Inquiry, Design, and Communication By the end of Grade 4, students will:

4s84 formulate questions about and identify needs and problems related to structures and mechanisms in their environment, and explore possible answers and solutions

x

x


Ministry

Code Expectations Activities that Address the Expectations

1 2 3 4 5 6 7 8 9 4s85 plan investigations for some of these answers

and solutions, identifying variables that need to be held constant to ensure a fair test and identifying criteria for assessing solutions

x

4s86 use appropriate vocabulary, including science and technology terminology, to describe their investigations

x x x x x

4s87 compile data gathered through investigation in order to record and present results, using tally charts, tables, and labelled graphs produced by hand or with a computer

x x x x

4s88 communicate the procedures and results of investigations for specific purposes and to specific audiences, using media works, written notes and descriptions, drawings, charts, and oral presentations

x

4s89 design, make, and use a pulley system that performs a specific task x

4s90 design and make a system of pulleys and/or gears for a structure that moves in a prescribed and controlled way and performs a specific function

x

4s91 manipulate pliable and rigid materials as required by a specific design task x

Relating Science and Technology to the World Outside the School By the end of Grade 4, students will:

4s92 demonstrate awareness that most mechanical systems are fixed and dependent on structures

x

4s93 compare, in qualitative terms, the performance of various mechanical systems, and describe how they are used

x

x x

x

x

4s94 identify and make modifications to their own pulley and gear systems to improve the way they move a load

x

4s95 evaluate, in general terms, the performance of a system that they have made and the performance of another system designed to do the same task

x

4s96 explain how various mechanisms on a bicycle function x

4s97 demonstrate awareness that finishing techniques can adversely affect the performance of a mechanical system

x


Ministry

Code Expectations Activities that Address the Expectations

1 2 3 4 5 6 7 8 9 4s98 identify the properties of materials that are

best suited for use in a structure that contains a mechanical system

x

4s99 describe the consequences of having a limited choice of materials when making a device or a structure

x

4s100 identify common devices and systems that incorporate pulleys and/or gears

x x x


UNIT OUTLINE Activity Type Title Description Specific

Expectations Addressed

Suggested Time (min)

1

RA What Do You Know About Pulleys and Gears?

Through discussion, students will share their knowledge about pulleys and gears. Students will bring household items into school for further exploration.

4s80

4s100

45

2

CA

OE

RA

AO

The Fabulous Broom & Jug Investigation

In this activity, students will explore different ways to lift an object. Through exploration, they will learn that an object can be raised easily using a pulley.

4s83

4s85

4s87

120

3

CA

RA

AO

Pulley Systems Students will explore the concept of mechanical advantage by lifting a load without a pulley, with a fixed pulley system, with a movable pulley system, and finally with a combined pulley system (block-and-tackle).

4s80

4s83

4s86

4s87

4s93

120

4

CA Gears, Gears, Gears!

Students will work in small groups to compare and contrast four different types of gear systems—worm gear, spur gear, bevel gear, and rack and pinion. After the small-group investigations, students will create a chart comparing the four systems. In this activity, students will be taught the terminology for these systems and shown real-world examples of each.

4s80

4s82

4s83

4s86

60

5

OE Pulleys and Gears at Home

This activity is a homework assignment where students explore the pulleys and gears used in real life. They will look for objects in their homes which use pulleys or gears and will record the information as a drawing or description.

4s80

4s100

30

6

RA

CA

OE

AO

Bicycles! In this activity, students will investigate the different parts of a bicycle, explore different gears, and determine when is the best time to use high and low gears.

4s87

4s96

60

7

OE

RA

AO

Our Invention In this activity, students will be challenged to invent a product that uses a pulley system and/or gears to produce a motion. Students will prepare presentations to share their work with the class.

4s89

4s90

4s95

2 weeks

RA = reflective activity CA = content activity OE = open-ended activity AO = assessment opportunity


Activity Type Title Description Specific

Expectations Addressed

Suggested Time (min)

8

RA What Have You Learned About Pulleys and Gears?

In this activity, the class will return to the chart made in Activity 1 and complete the “What I Learned” section of the chart.

4s80

4s86

60

9

AO Advertising—True or False?

Students will read an advertisement for a strength-building pulley system which claims to make the user stronger. In reality, the new pulley system uses more pulleys, thus increasing the mechanical advantage.

4s83

4s86

4s93

120

RA = reflective activity CA = content activity OE = open-ended activity AO = assessment opportunity

Activities which encompass Understanding Basic Concepts, Developing Skills of Inquiry, Design, and Communication and Relating Science and Technology to the World Outside the School use the following headings:

Reflective Activity (RA) • to find out and record what the students already know at the beginning of the process • to determine what the students have learned through the unit, allows opportunities for meta-

cognitive studies, and should mirror (in some way) the initial Reflective Activity

Content Activities (CA) • to relate, in unambiguous but not authoritarian ways, alternative conceptions of the concepts

under study

Open-Ended Activities (OE) • to allow the students to design their own technological solutions to problems (SPICE

methodologies) or to devise their own scientific investigations of phenomena (OLDER methodologies)

Assessment Opportunities (AO) • should be embedded throughout the unit


UNIT OVERVIEW/SAFETY PAGE

Unit Overview

Students will build upon previous knowledge and experiences to gain a better understanding of the science and technologies involved with pulleys and gears. Students will explore and investigate pulleys and gears with a “hands-on, minds-on” approach to learning. Through the use of commercially made and homemade materials, students will understand how gears and pulleys affect the relationship between input and output effort. The culminating activity of this unit allows students to use their new-found knowledge of pulleys and gears to design and build a machine with real-world applications. This unit will take place primarily in the classroom. The bicycle activity (Activity 6) may need a larger space, such as the gym or the schoolyard, depending on how the activity is executed.

Safety Considerations • Safety goggles should be worn by teacher and students when handling sharp objects or tools. • Use caution when lifting heavy objects. • Be careful students do not get fingers and clothes caught when using pulleys and/or gears. • Warn students to use caution when cutting materials for investigations—scissors are sharp. • Students should exercise extreme caution when using the bicycle—turn the pedal slowly and

be careful not to get anything caught in the spokes, gears, or chain. • Remind students to use only the pedal to spin the wheel. They should not use their hands or

feet to spin the wheel. • Refer to, Safety in the Elementary Classroom: A Manual for Teachers, for further safety

instructions. • Make sure pulleys are attached to a secure fixture and are tested before conducting any

investigation.


MATERIALS LIST

Non-Consumable Materials Included in the Resource Pack • Doctor DeSoto • The Inventa Book of Mechanisms (distributed by T.T.S.) • Machines & Work • Make it Work! Machines. Scholastic Canada Ltd., 1994. ISBN 0-590-24401-9 • The Way Things Work. Houghton Mifflin, 1988. ISBN 0395428572 • bevelled gears (6 trees) • blocks of wood (40 cm long) (15) • double pulleys (10) • dowelling (30 cm lengths) to fit pulleys (20) • dowelling (10 cm lengths) to fit pulleys (20) • goggles (10) • Lego sets #1030 (2 sets) and #1031 (2 sets of cards) • manual egg beater (1) • measuring tapes (5) • red fixed pulleys (30) • single pulleys (10) • spring scales (15) • screw-in hooks (15) • rack and pinion gears (10 small, 10 large) • spur gears (10 large, 10 medium, 10 small) • work gloves (5 pairs) • worm gear systems (5 small, 5 large) • weights (9 pieces)

Consumable Materials Included in the Resource Pack • duct tape • elastic bands (various sizes)

• string • rope

Materials Supplied by the School, Teacher, and Students (Found Materials) • BBQ skewers • bicycle(s) • chalk • chart paper • markers • paper

• pencils • scissors • spools • straws • wood for construction


ACTIVITY 1

WHAT DO YOU KNOW ABOUT PULLEYS AND GEARS?

OVERVIEW

This activity introduces the student to the unit. Through small-group and large-group discussion, students will share their knowledge about pulleys and gears. Students will bring household items into school for further exploration. (45 min)

BACKGROUND INFORMATION Students may or may not have investigated wheels and axles prior to this unit. If the students in your class have never been introduced to these concepts, you may want to look at the expectations for Grade 3 and give the class some exposure to wheels and axles before starting this unit.

Gears and pulleys are special kinds of wheels. Pulleys are used singly or in combination to move an object from one place to another. Gears can be used in combination to change speed and direction of movement.

Pulleys A simple pulley uses a wheel and a rope. The wheel provides a round, grooved track for the rope to run through. In a simple pulley, the effort can be applied in one direction and the load can be moved in the other direction.

Gears • are forms of wheels and axles • one-toothed wheel turns another toothed wheel and interlocks with it • can be used to change speed and direction of objects • if a gear with a lot of teeth drives a gear with fewer teeth, the speed increases • if a gear with fewer teeth drives a gear with more teeth, the speed decreases All machines are made up of one or more mechanisms used to solve a particular problem. A mechanism uses or creates motion and consists of one or more simple machines (e.g., lever, pulley, wheel) that perform a specific function.

All types of mechanisms can be divided into the following simple machines: • levers • pulleys • wheel and axle (including gears) • inclined plane (including the wedge and the screw) (Note: Some sources list six simple machines, placing the wedge and the screw in two separate categories.)

Expectations 4s80

4s100


Some things to think about: • Several mechanisms can be combined to make a machine. • A mechanism can be used to turn one kind of force into another kind of force. • Mechanisms only produce work when energy is supplied. • All mechanisms make work easier. • Mechanisms use or create motion. • A mechanism may increase the speed of an operation or increase the distance travelled. • Mechanisms are versatile. • Mechanisms are very efficient.

Important Concepts Force: a push, pull, or twist that makes something move, slows it down or stops it, or the pressure that something exerts on an object • to make anything move, there has to be force acting on it • forces can be external or internal • to maintain the form of an object, the internal forces must remain the same as the external

forces

Load: the mass of an object that is moved by a simple or complex machine Effort: the force that is applied to a machine to produce an action Energy: the capacity to do work • energy is required for things to produce motion • some forms of energy include heat, light, electromagnetic waves, sound, and electricity • the faster the object is moving, the more energy it has

Friction: the resistance an object or body meets when moving over a surface (or through a gas or liquid) • friction always opposes movement; it disappears when movement stops

Exploration It is possible that students have not had much experience with the structures and mechanisms strand (specifically with simple machines). It is very important that students get an opportunity to explore a variety of materials and acquaint themselves with simple machines before being taught any of the specific expectations for this topic.


Before starting this unit, draw or collect various household devices that are examples of simple machines. You may wish to send a letter home to parents to ask for help collecting such materials. Make sure nothing valuable or breakable is sent to school. Warn students to be careful bringing materials in. Explain safety procedures for carrying sharp objects, heavy objects, etc.

Here are some materials you may want to collect: • pulleys, string, rulers, gears, boards, screwdrivers, pliers, wrenches, old motors, clocks,

radios, and telephones (these machines can be taken apart), manual egg beaters, hand drills, yo-yos, corkscrews, pencil sharpeners, nutcrackers, clothespins, scissors, skates, compasses, hammers, balance scales, citrus squeezers, toy cranes, toy bulldozers, bicycles, tricycles

These materials can be placed in bins in an exploration centre, where students can explore the materials, develop their own questions, and begin to classify materials using their own classification criteria. Make a graffiti wall using a large piece of butcher paper, and display it in the exploration centre. Students can record their findings on this wall, entitled “What We Discovered About Simple Machines.”

MATERIALS • Worksheet 1-1 (one per group or per student) • introductory letter (one per student) • chart paper • markers • pencils • manual egg beater* • various pulleys and gears* *included in Resource Pack

TEACHER PREPARATION • Photocopy the introductory letter and the worksheet. • Prepare a piece of chart paper with three columns. This will be a KWL chart. Title the

columns on your KWL chart as follows: (Make two charts in case the first one is completed before all of the information is recorded.)

- What We Know - What We Want to Know - What We Learned

• Divide the class into small groups.

INSTRUCTIONAL STRATEGIES

Reflections • Have students brainstorm all the vocabulary they can think of that relates to simple machines.

Students can brainstorm individually, in pairs, or in small groups. Students can record their notes on Post-it notes, cards, chart paper, etc.

• After the brainstorming session, hold a class discussion to share the vocabulary students already know. Depending on students’ prior knowledge, you may hear terms such as load, effort, lever, fulcrum, structure, or mechanism.


Activity Time • As a large group, introduce the unit topic by placing a series of pulleys and gears in front of

the class. These may include a can opener, manual egg beater, pulleys, gears, clothesline, and toy cranes. Lead a short discussion on what students already know about pulleys and gears. Do not correct students’ ideas; the purpose of this activity is to find out what students know or think they know at this point in time.

• Explain the activity to the class. Working in small groups, students will brainstorm everything they know about pulleys and gears. Each student will use Worksheet 1-1 to record the group’s ideas.

• Explain the first two columns of the KWL chart to the students. First, groups will brainstorm and list everything they know about pulleys and gears in the I Know column. Next, groups will brainstorm and list some questions they have about pulleys and gears in the I Want to Know column.

• Explain that the I Learned column will be filled in later in the unit. Remind students to leave this column blank for now.

• Have each student take notes on an individual worksheet. • Let students get to work.

Wrapping Up • After the groups have finished brainstorming, hold a class discussion to share the

information. Use the large KWL chart you prepared to record student ideas. Remember to leave the last column blank. Save this chart and the student worksheets for Activity 8.

• Hand out the letter for students to take home. Read through the letter with the class, making sure that students understand that they do not have to bring materials from home, although it would be helpful. Also, make sure that the students are aware of safety considerations, such as:

- no electrical appliances - ask parental permission first before bringing something in - keep hands and loose clothing away from gears and pulleys

• Give the class a brief overview of the unit to be studied. A suggested statement could be, “We are going to be studying all about pulleys and gears over the next few weeks. We will be learning vocabulary for certain pulleys and gears, as well as doing exciting investigations. We will finish the unit by designing and building our own inventions using pulleys and gears!”

Building on the Experience

Students can add to their chart throughout the unit. Whenever they come across another question they want answered, they can put it in the What I Want to Know column of the KWL chart. Modifications ESL and other special-needs students: When grouping the students, ensure that the students needing more help are in appropriate groups. You may want ESL students to record their ideas in their own language, or work with a peer interpreter to record their own ideas.


Curriculum Links Language: Writing - As a follow-up, students can write a set of goals they wish to accomplish during this unit, using the information from the What I Want to Know column of the chart.

ASSESSMENT SUGGESTIONS/STRATEGIES

Since this is an introductory and reflective activity, assessment should simply create a baseline of what students know by saving copies of the individual student KWL charts.


LETTER TO PARENTS (SAMPLE)

Dear _____________________, Our class will explore pulleys and gears as part of our work in Science and Technology. Through this, the students will begin to understand the impact pulleys and gears have on people and on the environment.

The students will be challenged to find different and unique solutions to problems. While co-operating with other students, they will apply the knowledge and skills they have gained from other areas to solve problems.

We hope that you will share in your child’s learning experience by discussing his/her activities in Science and Technology. Please visit or work with us during our explorations. We have included a list of materials we will be using. Can you supply us with any of these items?

Thank you for your co-operation and support.

Sincerely,

LIST OF MATERIALS:

pulleys, string, rulers, gears, boards, screwdrivers, pliers, wrenches, old motors, old clocks, old radios, and old telephones (that can be taken apart), manual egg beaters, hand drills, yo-yos, corkscrews, pencil sharpeners, nutcrackers, clothespins, scissors, skates, compasses, hammers, balance scales, citrus squeezers, toy cranes, toy bulldozers, bicycles, tricycles


WORKSHEET 1-1

WHAT DO YOU KNOw ABOUT PULLEYS AND GEARS?

Name: ______________________ Date: __________________________

Wha

t I

Lea

rned

Wha

t I

Wan

t to

K

now

Wha

t I

Kno

w


ACTIVITY 2

THE FABULOUS BROOM & JUG PULLEY INVESTIGATION

OVERVIEW In this activity, students will explore different ways to lift an object. Through exploration, they will learn that an object can be raised easily using a pulley. Students will observe that a block-and-tackle system further decreases the amount of force required to lift the object. (120 min)

MATERIALS • chart paper

For each group of two or three students: • plastic jug with screw-on top half-filled with water, or a pail of sand • broom handle or wooden dowel* • ruler • rope* • marker • duct tape* • Worksheet 2-1 (one per student) *included in Resource Pack

TEACHER PREPARATION • Gather enough materials for the class. This activity should be done in pairs or in small

groups. Pre-cut the rope into appropriate lengths. • Photocopy the worksheet (one per student).


Reflections • Put students in their pairs or small groups. Give each group a rope, a jug filled with water,

and a broom handle. • Give the challenge: “If you aren’t allowed to touch the jug with your hands, how can you lift

it? You can use only the materials you are given.” • Hand out Worksheet 2-1 (one per student). Read it over as a class. Explain that each person

should fill out his or her own sheet.

Activity Time Note: Give as little instruction as possible so students will use their own ideas. • Show students how to set up their equipment. Move two desks (or two chairs, back to back)

one metre apart. Place the pole so that it sits with one end on each desk. Have students tape both ends of the broom handle to the desks.

Expectations 4s83-85

4s87


• Let students get to work. Allow 10-15 minutes for each group to come up with the “best” solution to the problem. Students should record their ideas on the worksheet.

• Remind students that the same person in each group must compare the different ways to lift the jug. Revisit this concept when you reconvene for group discussion. Ask, “Why is it important to have the same person perform the investigation?” and, “Why did different groups get different results?” Explain that different people have different physical strength and exert different amounts of force. The materials may also vary in length or mass. We want the results to be reproducible.

• As a class, have students share their solutions and discuss their findings. Record student ideas on chart paper.

Wrapping Up • Ask the class, “Which way do you think is easiest to lift the jug?” Students should note that

lifting the jug by putting the rope over the broom handle and pulling (similar to using a movable pulley) is easier than just lifting it up with the rope directly.

• Ask the class, “Can you think of a way to make lifting the jug even easier?” • If no one has thought of the block-and-tackle method (tie the rope to the jug handle, loop it

over the broom, then put it through the jug handle again; pull on rope), suggest it and have students try it out. Have students fill out their worksheets, if they have not already done so.

• Depending on the weight of the load, friction may hinder this investigation. If this happens, introduce the term friction and discuss how it can be overcome (i.e., by greasing the pole).

Building on the Experience Modifications • Partner special-needs students with a peer who will help them to perform the investigation. • Provide student interpreters who can explain the questions to ESL students. • Allow students to complete the worksheet in their own language. • Allow students to answer the questions orally for the teacher, with a student translator. • Have students include drawings/diagrams to aid their explanations.


ASSESSMENT SUGGESTIONS/STRATEGIES • Evaluate student worksheets. • Take observational notes. • Have students present their discoveries orally.


WORKSHEET 2-1

WE SOLVED THE PROBLEM!

Name: ______________________ Date: __________________________

1. Draw pictures of how you set up your investigation. If you need more space, use the back of this page.

2. Record the results you found.

3. a) Was one method easier than the others?

b) Which one?

c) Why do you think it was easier?


ACTIVITY 3

PULLEY SYSTEMS

OVERVIEW Students will explore the concept of mechanical advantage by lifting a load without a pulley, with a fixed pulley system, with a movable pulley system, and finally with a combined pulley system (block-and-tackle). Students will measure and record the effort it takes to lift the load using each of the four methods. (120 min)

BACKGROUND INFORMATION Force: a push, pull, or twist that makes something move, slows it down, or stops it, or the

pressure that something exerts on an object - to make anything move, there has to be force acting on it - forces can be external or internal - to maintain the form of an object, the internal forces must remain the same as the external forces

Load: the mass of an object that is moved by a simple or complex machine Effort: the force that is applied to a machine to produce an action

Mechanical Advantage When a mechanism or system reduces the force needed to lift a load, it has a mechanical advantage. A machine that makes it very easy to lift a heavy load will have a very high mechanical advantage. The mechanical advantage of a machine can be calculated as the ratio of the force needed to lift the load without using a machine (output force) to the force it takes to lift the same load using the machine (effort force).

Fixed Pulley System A fixed pulley system stays in one place. A flagpole is an example of a fixed pulley. A fixed pulley does not increase the force, but it does make it easier to lift things by changing the direction of the load. Pulling down on the string or rope will lift up the load. • If you lift something, your own muscles are doing all the work. If you pull down on a pulley,

your body mass is helping you to raise the load. This makes it easier to move something. If you add a counterweight, you can move something larger. Counterweights are often used in fixed pulley systems such as elevators and garage doors.

Expectations 4s80 4s83

4s86-87 4s93


Movable Pulley System • This type of pulley system moves with the load. It involves a pulley being suspended from a

rope, leaving a section of rope on either side of the pulley. Each section of the rope supports half the load.

Block-and-Tackle System • If you combine one fixed pulley and one movable pulley, you can do twice as much work

with the same effort. An example would be a hoist to use to lift a heavy object on a construction site.

MATERIALS

For each group: • movable pulley* • fixed pulley* • string* (1m) • spring scale* • objects to be used as loads (e.g., books, pails of sand, shoes) • block of wood* with screw-in hook* (attach pulley to block with hook for a fixed pulley) • Worksheets 3-1 and 3-2 (one of each per student) • pencils *included in the Resource Pack


TEACHER PREPARATION • Collect the material needed for this activity. Make sure you have enough objects to be used

as loads. You may wish to measure the mass of these objects ahead of time for your own information.

• Photocopy the worksheets. • Have the spring scales, rope, and pulleys available to students in an accessible area. • Group students into pairs or small groups of three or four. • You may wish to screw the hooks into the blocks of wood beforehand. Each group needs one

block of wood. To make a fixed pulley, attach a pulley to the hook in the wooden block.


Reflections • Introduce the term force. Give a few examples of forces, then ask the class for more

examples (e.g.: a student exerts a force on a door by pushing on it; a book sitting on a table is exerting a downward force on the table; pulling on a rope exerts a force on it; the wind exerts a force on you when it blows against you). Make sure everyone understands what a force is.

• As a class, discuss the types of things students lift on a regular basis (e.g., knapsacks, books). Introduce the concept that the heavier a load is, the more effort is needed. Make sure students understand what is meant by the terms load and effort.

• Brainstorm ways to reduce the amount of effort force needed to lift a load. Demonstrate lifting a load with a spring scale. Show the class how much effort (in newtons) it takes to do so. Ask students to think of ways to use pulleys to reduce the effort force.

• Discuss how the scale measures force. Show the class that a spring scale measures force in newtons.

Activity Time

Note: When using a spring scale, students may complain that the force “keeps on changing.” Tell students to record the largest force they observe. • Put students in their small groups. Hand out Worksheets 3-1 and 3-2 (one of each per

student). • Have one person from each group come up and collect the materials for the group. Each

group needs one movable pulley with a hook, one fixed pulley, a block of wood with a screw-in hook, a spring scale, and a piece of string about 1 m long. Each group also needs three objects to act as loads (e.g., a shoe, a pencil case, and a book).

• Read out loud Part One (Measuring Force) on Worksheet 3-1. Make sure every group understands what to do. Go over Worksheet 3-2 briefly to ensure everyone knows how to fill in the charts.

• Let students get to work to complete this section and fill out the chart with their results. • When everyone has finished Part One, read Part Two (Fixed Pulley System) out loud. Make

sure every group understands what to do, then let the groups get to work. Note that you may wish to have students clamp the fixed pulley systems to the desks. Alternately, have one student in each group assigned to hold the system in place.

• Students will complete Parts One, Two, and possibly Part Three, in the first period. Unless you have plenty of time, leave Part Four for the next period.


• Before students start Part Four, challenge them to design and set up a system that uses two pulleys. After students have tried out their own systems, let them go ahead and do Part Four (Block-and-Tackle).

Wrapping Up • At the end of their investigations, have students discuss their observations in their groups:

- Which pulley system took the least force to lift the load? (Answer: The movable pulley system and the block-and-tackle system should both take less force than the fixed pulley system and no pulley.)

- Which pulley system made it easiest to lift the load? (Answer: The block-and-tackle system was probably easiest, since students pulled down to lift the load with less force (compared to the movable pulley system, which was awkward).

• Have students answer the questions on the bottom of Worksheet 3-2. • As a class, discuss what students discovered during this activity. (Using more than one pulley

makes it easiest to lift a load.) • Explain to the class that when a mechanism such as a pulley system makes it easier to lift a

load (takes less force than lifting that same load by hand), it has a mechanical advantage. Ask student volunteers to name which systems had a mechanical advantage, or required less effort force to lift the load. (Answer: The movable pulley system and the block-and-tackle system both have a mechanical advantage.)

• Conclude the discussion by relating the concept of mechanical advantage to the outside world. Brainstorm equipment that uses many pulleys to make the job easier (e.g., cranes).

Building on the Experience • Repeat the investigation after school or during recess with any students who didn’t grasp the

concept of mechanical advantage. Ask for a volunteer student to come in and work with the student(s) to repeat the investigation. Remember that students are only required to demonstrate an awareness of this concept.

• Add more pulleys to the system to extend the investigation. Have students make predictions about what they think will happen if more pulleys are added. Repeat the tests. Were student predictions correct?

• Research Sir Isaac Newton and his findings regarding gravity. Modifications • Partner students with a peer who will help them to perform the investigation. • Provide student interpreters who can explain the questions. • Allow students to complete the activity sheet in their own language. • Allow students to answer the questions orally for the teacher, with a student translator. • Have students include drawings/diagrams to aid their explanations.

Curriculum Links

Language: Oral Communication - Encourage students to use appropriate science and technology vocabulary when describing their observations.


ASSESSMENT SUGGESTIONS/STRATEGIES • Observe student interactions within the groups. Assess student ability to stay on task,

measure force using a spring scale, and record observations. • Assess Worksheet 3-2 for accuracy and correctness.


WORKSHEET 3-1

PULLEY SYSTEMS

Part One: Measuring Force

Procedure

1. Hook the spring scale to a load, such as a shoe. You may need to tie the string around the load.

2. Look at the spring scale as you lift the load. How much force does it take? 3. Record your observations on the chart. 4. Repeat steps 1 – 3 two more times, using a different load each time.

Part Two: Fixed Pulley System

Procedure

1. Balance the fixed pulley system between two desks. 2. Tie one end of the string to a load, such as a shoe. 3. Pass the other end of the string through the pulley. 4. Tie a loop in the other end of the string. Hook the spring scale in this loop. 5. Pull on the spring scale to lift the load. How much force does it take? 6. Record your results on the chart. 7. Repeat steps 2 – 6 two more times, using a different load each time.

WORKSHEET 3-1 CONTINUED à


WORKSHEET 3-1 CONTINUED

Part Three: Movable Pulley System

Procedure

1. Put the block of wood between two desks. The screw should be pointing down. 2. Tie one end of the string to the screw. Put the other end of the string through the pulley. 3. Hold the free end of the string. Have another person hold the pulley and connect the load to

the pulley. 4. Attach the spring scale to the free end of the string. 5. Starting with the load on the floor, pull on the spring scale to lift the load. How much force

does it take? 6. Record your results on the chart. 7. Repeat steps 4 – 6 two more times, using a different load each time.

Part Four: Block-and-Tackle System

Procedure

1. Look at the diagram above. Use your materials to set up this system. 2. Measure the force it takes to lift each of your three loads. 3. Record your results on the chart.


WORKSHEET 3-2

PULLEY SYSTEMS RECORDING SHEET

Name: ______________________ Date: __________________________

LOAD FORCE (N)

(No Pulley)

FORCE (N)

(Fixed Pulley)

FORCE (N)

(Movable Pulley)

FORCE (N)

(Block & Tackle)

Analysis

1. Draw pictures of the 4 methods you used to lift a load.

(No Pulley)

(Fixed Pulley)

(Movable Pulley)

(Block & Tackle)

2. a) Which method made it easiest to lift the load?

b) How do you know? Explain.


ACTIVITY 4

GEARS, GEARS, GEARS!

OVERVIEW Students will work in small groups to compare and contrast four different types of gear systems—worm gear, spur gear, bevel gear, and rack-and-pinion. After the small-group investigations, students will create a class chart comparing the four systems. In this activity, students will be taught the terminology for these systems and shown real-world examples of each. (60 min)

BACKGROUND INFORMATION

Four Basic Types of Gears: • bevel • worm • spur • rack-and-pinion

Bevel Gears two gears meet at an angle (usually at 90°) to change the direction of rotation

• used in machines such as egg beaters

Expectations 4s80

4s82-83 4s86 4s93


Worm Gears • worm and wheel gears meet at 90° • a shaft with screw thread meshes with tooth wheel to alter the direction of motion • used in things such as car speedometers Spur Gears • two gear wheels intermesh in the same plane • used in bicycles • used in can openers Rack-and-Pinion Gears • the one wheel, the pinion, meshes with a sliding toothed rack, converting rotary motion to

reciprocation motion (back and forth) and vice versa • found in cars Gearing up: the output gear turns faster than the input gear, but less force is available

Gearing down: the output gear turns slower than the input gear, but more force is available


Gear Ratio = number of teeth on input gear number of teeth on output gear Gear Trains: two or more gears joined together; if the centre gear is used only to change the direction of rotation or to act as a “spacer,” it is called an idler gear

MATERIALS For each group: • several spur gears* of various sizes • axles* and support mechanisms* • bevel gear system* • spur gear system* • worm gear system* • rack-and-pinion system* • Worksheet 4-1 (one per student)

For the class: • pencil sharpener (spur gear system) • manual egg beater* (bevel gear system) • markers • pencils

*included in Resource Pack

TEACHER PREPARATION • Assemble the materials needed for each group. • Read Machines and Work (included in the Resource Pack) and be prepared to use it in class. • Photocopy the worksheet (one per student). You may choose to photocopy and enlarge the

gear diagram given on the first page of this activity. • Place students in groups of four. • Have real-life samples of gears (i.e., pencil sharpener, egg beater, bicycle, any pictures

showing real-life applications of worm gears and rack-and-pinion systems, such as car steering systems), available for the wrapping up of the activity.


Reflection • Put students in their small groups. Hand out the spur gears, axles, and support mechanisms.

Each student should record observations in his or her own notebook. • Give 10 – 15 minutes for free exploration. Ask, “What can you discover about gears?”

Remind students to record their observations, using arrows to indicate the direction of motion. Offer the following challenges:

- Challenge 1: Investigate two gears of the same size. - Challenge 2: Investigate the effect a small gear (with a crank) has on a large gear. - Challenge 3: Investigate the effect a large gear (with a crank) has on a small gear. - Challenge 4: What happens to the direction the gears are turning when you use two gears? What if you use more gears?


Activity Time • Give each group one set of each type of gear system (bevel/spur/worm/rack-and-pinion). Do

not introduce any new terminology at this point. • Instruct students to investigate how each system works. Hand out Worksheet 4-1. Each

student should fill out a separate worksheet. Students should complete both questions with their group.

Wrapping Up • When all groups have completed their investigations, discuss their findings as a class. • Ask students to give some of the similarities and differences they noticed between the four

types of gear system. • Discuss definitions and terminology for the various systems. List the names the groups came

up with for each system (if any), and determine a class definition for each system. Once the definitions are complete, discuss with the students the terminology for each system (i.e., bevel gears, worm gears, rack and pinion). Use the real-life examples (i.e., the egg beater and pencil sharpener, a bicycle) when discussing the terminology.

• Discuss the concept of gears working on different planes and rotating in different manners. Why might this be useful in real life?

• Discuss with students why they think gears are usually protected—either enclosed, as in the pencil sharpener, or greased, as in a bicycle.

Building on the Experience Modifications • ESL students and low readers should be grouped with stronger readers. • You may wish to set up an activity table, where each system is labelled with the appropriate

terminology. Any student having difficulty with the definitions can work at this table for remediation.

Curriculum Links Language: Writing - Have students write a formal definition of each gear type. You can then use these definitions to create a class glossary of science and technology terms which can be added to throughout the year. You may even want to have students illustrate the definitions and eventually “publish” your class glossary.

ASSESSMENT SUGGESTIONS/STRATEGIES Assess Worksheet 4-1 for accuracy and an understanding of the four gear systems.


WORKSHEET 4-1

GEARS, GEARS, GEARS!

Name: ______________________ Date: __________________________

1. Draw a picture of each type of gear system. Give it a name.

2. Use arrows to show how the gears move.



WORKSHEET 4-1 CONTINUED Name: ______________________ Date: __________________________

3. Compare and contrast the gear systems. How are they the same? How are they different?

SIMILARITIES DIFFERENCES


ACTIVITY 5

PULLEYS AND GEARS AT HOME

OVERVIEW This activity is a homework assignment where students explore the pulleys and gears used in real life. They will look for objects in their homes which use pulleys or gears, and will record the information as a drawing or description. (30 min)

MATERIALS Worksheet 5-1 (one per student)

TEACHER PREPARATION

Make copies of the worksheet (one per student).


Reflections • Introduce the activity by looking around the classroom and school with the class. Can you

see any pulleys and gears at work? (e.g., flagpoles use pulleys; pencil sharpeners use gears) • As a class, brainstorm other places where you might find pulleys or gears (e.g., can opener,

car steering wheel and windshield-wiper system, stage curtain, retractable basketball backboard, blinds, curtains, overhead screens, bicycles, moving toys).

Activity Time • Explain the activity to the class and hand out Worksheet 5-1. Students will go through their

homes looking for gears and pulleys. Encourage students to follow a logical order in their investigation (i.e., go through their home room by room in a clockwise direction). Remind them to look on the ceilings and walls.

• Encourage students to involve their parents/guardians to assist their investigation. • When students find pulleys or gears, they will draw a picture or record a description of the

mechanism they have found on Worksheet 5-1. • Mention to students that sometimes they may see devices that they think contain pulleys and

gears which are not visible (such as the inside of a clock). In these cases, ask students to record what they see and explain in writing why they think it may contain a pulley or gear. For example, tell students that elevators usually move using pulley systems. Of course, students will not be able to observe these pulley systems, but if they see an elevator, they should include it on their observation list.

• Students may not find many pulleys and gears at this point. You may want to repeat this activity again later in the unit.

Wrapping Up • Discuss student discoveries as a class. • Discuss the difference between a fixed and a movable pulley system. Students will probably

find fixed systems rather than movable ones.

Expectations 4s80

4s100


• Ask the question, “Why are most pulley systems fixed and dependent on structures?” (Answer: For stability—for example, the pulleys in an elevator or crane depend on a structure.)


Have students look for pulleys and/or gears in a food store, in a clothing store, on their way home from school, or at any other location. For example, check out the standard holding net in a tennis court; a hand drill or drill press in the design and technology room at the school; or a hand egg beater in the family studies room. Modifications • Have student interpreters explain the activity and questions to ESL students before going

home. • Allow students to complete the questions on the activity sheet in their own language. • Allow students to answer the questions orally for the teacher, with a student translator. • Have students include drawings/diagrams to aid their explanations.

ASSESSMENT SUGGESTIONS/STRATEGIES Assess students’ drawings and descriptions to see if they are able to identify pulleys and gears correctly.


WORKSHEET 5-1

PULLEYS AND GEARS AT HOME

Name: ______________________ Date: __________________________

1. Find objects that contain a pulley or gear, or both.

2. Draw a picture of the object, or write a description in words.

Object Drawing or Description Is it a pulley, a gear, or both?

3. Did you find more fixed pulleys or more movable pulleys? Can you explain why?

4. Use the space on the back of the page to comment on all of your findings.


ACTIVITY 6

BICYCLES!

OVERVIEW In this activity, students will investigate the different parts of a bicycle, explore different gears, and determine when is the best time to use high and low gears. They will record their findings and apply their knowledge to their own experience when riding a bicycle.

Even though some students may find it difficult to grasp the technical explanations, they probably know how their bikes work in practical terms. Use this as a starting point for the unit. Go from what they know (from experience) to what they learn (chart data). (60 min)

BACKGROUND INFORMATION When a bicycle is in high gear, the back wheel rotates faster and more times per pedal rotation than when the bicycle is in low gear. However, it takes more force to rotate the pedals. This type of gear is good for flat ground and for going downhill, when you want to go fast.

When a bicycle is in low gear, the back wheel rotates slower and less times per pedal rotation, but less effort force is needed to move the pedals. It is easier to pedal in this gear, but you can’t go as fast. This gear is good for going uphill.

MATERIALS • bicycle with gears • chalk • work gloves* • overhead projector • Worksheet 6-1 (one per student) • pencil • scrap pieces of wood (for creating friction) • Machines and Work book* *included in Resource Pack

SAFETY WARNING Discuss safety with the class before starting this activity: Keep your hands, body, and clothing away from moving chains and turning bicycle wheels.


4s92-93 4s96


TEACHER PREPARATION • Ask one or more students to bring in their bikes for the day. Or, a local business may be

willing to lend you a bike for a day. You may want to compare different types of bikes, so ask students to bring in bikes such as BMX (motocross), 10-speed, and/or all-terrain bikes.

• Read Machines and Work (included in Resource Pack). • Decide on a large, open space to do this large-group activity. • Depending on the number of bikes, ask adult volunteers to come join the class to assist with

this activity. • Photocopy the worksheet (one per student).


Reflections • As a class, brainstorm and record all the parts of a bicycle. • Use Machines and Work to show the different types of gears on a bicycle.

Activity Time

Note: This activity can be carried out as activity centres, or as a teacher demonstration. • Depending on the number of bicycles available, place students in small groups with a bicycle

in each group. Have adult volunteers present in the class. • Ask each group to do some preliminary brainstorming before examining the bicycle:

- How do I arrange the gears if I want to go fast on flat ground? - How do I arrange the gears if I want to go up a hill?

• Have each group carefully turn their bicycle upside down so that the bike is resting on the seat and handlebars (adult assistance may be required). (Note: Throughout this activity, students will leave the pedal gear on the middle-sized gear.)

• Direct students to observe the different parts of a bike. Ask the following questions for each group to discuss:

- How many gears are there? - What sizes are the gears? - What are the gears for? - What does the bicycle chain do? - How can you switch from one gear to another? - What else can you discover about how the bike works?

• Assign roles to the students in each group. Switch roles for each test so every student has a chance to play a role. Explain the function of each role so students understand what to do.

Role 1: Pedal Turner Role 2: Counter Role 3: Safety Officer

• Have each group perform the following tests on the bicycle:


Test 1

1. Put the bicycle in low gear (the largest gear on the back wheel or the smallest gear on the front wheel).

2. Hold the back wheel off the ground. (Students may need an adult volunteer to hold the bike.) 3. Set the pedals so that they are in a vertical position (perpendicular to the ground). 4. Mark the back (rear) tire with the chalk. This will help you to keep count of how many times

the back wheel turns. 5. The Pedal Turner will turn the pedal one rotation. The Counter will count how many times

the rear wheel rotated. 6. Everyone should record the data on his or her worksheet. 7. Repeat the test. This time, turn the pedal two times. (Have students switch roles so everyone

has a chance to try it.) 8. Repeat the test. This time, turn the pedal three times. Test 2

1. Put the bicycle in high gear (the smallest gear on the back wheel or the largest gear on the

front wheel).


2. Set the pedals so that they are vertical (perpendicular to the ground). 3. The Pedal Turner will turn the pedal one rotation. The Counter will count how many times

the rear wheel rotated. 4. Everyone should record the data on his or her worksheet. 5. Repeat the test two more times, as before. (Have students switch roles so everyone has a

chance to try it.)

Wrapping Up • If necessary, give students time to complete the worksheet. Each student should have an

individual copy of the worksheet. • Ask the class some questions:

- “How do you make the back/rear wheel go fast?” - “Which gear should you put your bike into when you are riding uphill? Why?” - “Which gear should you use when you are riding on a flat surface? Why?”

Building on the Experience • Students should apply their learning to their own experience of riding a bicycle. As a group,

view a map of your school locale. Pay particular attention to the different types of elevations. Mark on the map the times when you would ride in high gear and in low gear.

• Challenge the students to design a new type of bicycle. Ask them to consider the following: - What would be the best number of gears for your bicycle? - How many teeth would each gear have? Why? - Why would your bicycle be better than existing bicycles?

• Additional research ideas could include: - bikes for the handicapped (for example, people who are paralyzed or have no legs) - long-distance/racing bikes - cross-country bikes - design the bike of the future - bikes that fly - bikes that go underwater

Modifications • Partner students with a peer who will help them to perform the activity. • Provide student interpreters who can explain the questions. • Allow students to answer the questions orally or demonstrate their results for the teacher,

with a student translator. • Have students include drawings/diagrams to aid their explanations.

Curriculum Links Language: Reading - Explore clichés that originate from bicycles or gears. For example “We’re gearing up for our run,” or “Don’t break the link in the chain.”

ASSESSMENT SUGGESTIONS/STRATEGIES • Evaluate the worksheet for accuracy of concepts and knowledge. • Use the ASAP Give Me the Gears task (located in the Appendices, p. 61).


WORKSHEET 6-1

BICYCLES!

Name: ______________________ Date: __________________________

Test 1: Low Gear 1. Put the bicycle in low gear. 2. Hold the back wheel off the ground. 3. Set the pedals so that they are in a vertical position. 4. Mark the back tire with the chalk. This will help you to keep count of how

many times the back wheel turns. 5. The Pedal Turner will turn the pedal one rotation. The Counter will count how

many times the back wheel rotated. 6. Record your result on the chart below. 7. Repeat the test. This time, turn the pedal two times. 8. Repeat the test. This time, turn the pedal three times.

Test 2: High Gear 1. Put the bicycle in high gear. 2. Set the pedals so that they are vertical. 3. The Pedal Turner will turn the pedal one rotation. The Counter will count how

many times the back wheel rotated. 4. Record your result on the chart below. 5. Repeat the test two more times, as before.

# of Pedal Turns # of Wheel Rotations

1

2

TEST 1:

LOW GEAR

3

1

2

TEST 2:

HIGH GEAR

3



WORKSHEET 6-1 CONTINUED Name: ______________________ Date: __________________________

Questions: 1. What gear should you use to make the back wheel go fast? Why? 2. What gear should you use to make the back wheel go slow? Why? 3. Which gear should you put your bicycle into when you are: a) riding uphill? b) riding on a flat surface? Explain your answers. 4. How do gears make riding your bicycle easier? (Hint: Think about

mechanical advantage.)


ACTIVITY 7

OUR INVENTION

OVERVIEW In this activity students will be challenged to invent a product that uses a pulley system and/or gears to produce a motion. Students will prepare presentations to share their work with the class. (2 weeks)

MATERIALS • chart paper • invention books • magazines • plastic pulleys* and gears* • Lego™ • elastic bands* (various sizes) • wood • straws

• BBQ skewers • spools • lids • string* • yogurt cups • Design and Technology Folio (located in

the Appendices, p. 79) • Self-Evaluation Form (Appendices, p. 76)


TEACHER PREPARATION • Collect the materials needed for this activity. • Send students home with a note, listing the materials you would like them to bring in (such as

wood, straws, skewers, spools, lids, string, and yogurt cups). • Photocopy the Folio and Self-Evaluation Form (one of each per student). • Decide on student groups of three or four. • Read the ASAP tasks Defending the Castle and Catapult, located in the Appendices, pp. 63

and 65. If you choose to use these tasks, photocopy the accompanying student worksheets. Rather than using marshmallows as projectiles, you may wish to find suitable non-food items, such as Styrofoam balls. (Please note that ASAP tasks are intended as assessment tools, not as instructional tools.)


Reflections • As a class, review what students have learned about pulleys. Use chart paper to make a list as

you brainstorm information about pulleys. If any important details are not mentioned, remind students of what they learned. Students should remember the different types of pulleys, how they work, and which make it easier to lift a load.

• As a class, review what students have learned about gears. Use chart paper to make a list, and remind students of anything they do not mention. Students should remember the different types of gears, how they work, and how gears change the direction and speed of motion.

• As a class, review the SPICE methodology.

Expectations 4s84

4s88-91 4s94-95 4s97-99


ACTIVITY TIME • Divide students into small working groups of three or four people. • Challenge students to design a product that uses pulleys and/or gears to produce a motion

(i.e., move something, open/close something). • Give some suggestions of situations and products students may want to design:

- Design a miniature carnival ride with tiny people to ride in it. - Design an invention of your choice to make life easier. - Design a moving device, such as a car, a dump truck, or a crane. - Design a time-keeping device.

• Hand out the Design and Technology Folio (one per student). Students will follow the SPICE methodology in creating their product. (Also see the Appendices, p. 77.)

- S (situation): Have each group identify a situation to address. - P (problem): What is the problem that needs to be fixed in this situation? - I (ideas): Have each group brainstorm ideas for a solution to the problem. - C (construct): Each group will choose the best idea and construct it. - E (evaluate): Groups will perform tests on their products to see if they work. They will evaluate their own and others’ products.

Wrapping Up • Once groups have finished constructing and evaluating their products, give them a chance to

fix any problems they may have discovered. • Next, have each group prepare a presentation to share the product with the class. Look at the

Building on the Experience section below for presentation ideas. • In their groups, students will write a script that they will follow during the presentation. Each

member of the group should have a speaking part. • During the presentation, students will explain, in detail, how their invention works. They

must be able to demonstrate/explain how motion is transferred from one part to another. Remind students to use the appropriate science and technology terminology to describe their invention.

• These presentations can take on the format of a game show, an “infomercial,” or a regular presentation. You may choose to select peer judges who will also evaluate the presentation. Evaluations can be based on:

- Overall presentation format - Does this product meet your needs? - Would you purchase this product? - What do you like about this product? - What would you improve?

• Have a short question-and-answer period at the end of each presentation. Each presenter should answer a question from the audience.

• As a class, evaluate the performance and make suggestions for improvement. Based on the feedback from their peers and teacher, groups can go back to the original design and incorporate the suggestions given for a new and better product.


• Once all the presentations have been completed, lead a class discussion on the design process. Ask some reflection questions, then hand out Worksheet 7-2 for each student to complete.

• As a whole class, you may decide to build a life-size model of one of the inventions. This might require more sturdy pulleys and gears made of metal. You must take additional safety measures if metal pulleys and gears are used.


Choose one of the alternative presentation activities listed below: • Each group will make a poster to sell the product (approximate time—2 days). This poster

will include: - the name of the product - a picture of the invention, which can be drawn or photographed with a regular or digital camera and then printed and glued on to the poster

- a sales slogan - information on how the product works - ordering information - price

• Each group will produce electronically a one-page flyer to advertise the product (approximate time—2 days, depending on computer availability). This may be created using any word-processing or drawing program. The flyer should use different text styles, fonts, and colours, and include:

- name of product - brief description of product - small picture or drawing of product - ordering information - price

• Storyboard (approximate time—2 days): The group will design a presentation on paper using a storyboard. The cards will be designed as follows:

- Card 1: Title page - Card 2: Instructions on how to use the product - Card 3: Special features - Card 4: Benefits - Card 5: Comparison of this product to other existing similar products on the market - Card 6: Detailed description of the product - Card 7: Ordering information

• PowerPoint or Hyperstudio Presentation (approximate time—3 to 4 days, depending on computer availability): Once the storyboard has been completed, each group should have their format approved by the teacher in order to make sure all elements have been included. Next, each group will then recreate their presentation electronically using a multimedia format (Hyperstudio or PowerPoint).

Note: Depending on the amount of time available to you, members of each group can be given different tasks to complete simultaneously. For example, some students can work on the storyboard task, while others work on the poster task. Or, some students can work on an electronic presentation, while others prepare a flyer.


Modifications • Partner students with a peer in their group who will assist them with the various activities. • Provide student interpreters who can explain the questions. • Allow students to complete the activity sheet and self-assessment form with assistance and/or

in their own language. • Ensure there is a translator when the audience asks questions after the presentation.

Curriculum Links

Arts: Drama &Dance - Students may want to prepare a commercial to advertise their products. Language: Oral Communication - Encourage students to use appropriate science and technology terminology when describing their products. Arts: Visual Arts - Have students design and paint or draw a bus or subway poster advertising their product.

ASSESSMENT SUGGESTIONS/STRATEGIES • Have a student conference to evaluate the process of creating/designing. • Evaluate whether students use appropriate terminology when presenting their products. • Evaluate the Design and Technology Folio for completeness and original thinking. • Evaluate the Self-Evaluation Forms (located in the Appendices, p. 76) to see if students

understand their own strengths and weaknesses. • When evaluating group presentations, take peer assessments into account. • Evaluate the electronic presentation based on the criteria for each card and the four levels of

achievement. • Use the ASAP Test Items (found in the Appendices, p. 67) to assess student understanding.


ACTIVITY 8

WHAT HAVE YOU LEARNED ABOUT PULLEYS AND GEARS?

OVERVIEW

In this activity, the class will return to the chart made in Activity 1 and complete the “What I

MATERIALS • each student’s partially completed Worksheet 1-1 • class KWL chart from Activity 1 • markers • pencils

TEACHER PREPARATION • Collect the KWL charts from Activity 1. If any students have lost their charts, photocopy

new ones to be completed. If the class KWL chart is unavailable, prepare a new one.


Reflections • As a large group, take a look at the class KWL chart from Activity 1. Read it out loud. Ask

students if they still agree with everything on the chart. Are some of the entries under the “What I Know” column incorrect? Have answers been found to any of the entries in the “What I Want to Know” column?”

• Explain that students will now brainstorm what they have learned about pulleys and gears. They will complete the third column of their worksheets, “What I Learned.”

Activity Time • Hand out the partially completed worksheets from Activity 1. Have extra blank copies of

Worksheet 1-1 available. • Divide students into small groups of three or four. • Each student will record answers on an individual worksheet. • Give groups some time to brainstorm ideas to put in the third column, “What I Learned.”

Wrapping Up • After students have brainstormed the information, hold a class discussion. Use the prepared

KWL chart to record student ideas. • Encourage discussion of terminology and language. • Remind students that this sheet can be used as a record of what they learned during this unit

and may be useful for future assessments.



Building on the Experience Modifications • When grouping students, ensure that those students needing more help are in appropriate

groups. You may want ESL students to record their ideas in their own language or work with a peer interpreter to record their own ideas.

• Students who are having difficulty with some of the terms and ideas in the “What I Learned” section could be paired with other students to help them review the concepts. Or, remedial sessions could be offered during recess and after school.

Curriculum Links

Language: Writing - Students can refer back to the “What I Want to Know” list of goals they set in Activity 1 and write a reflection on their success in meeting these goals.


If you have not already done so, use the ASAP Test Items (located in the Appendices, p. 66) to assess student knowledge.

ASSESSMENT SUGGESTIONS/STRATEGIES • Perform anecdotal observation of students during group work time. • Compare the three KWL columns on student worksheets. Look for growth in each student’s

cognitive understanding and skills. • Evaluate student answers to the ASAP Test Items (located in the Appendices, p. 67).


ACTIVITY 9

ADVERTISING—TRUE OR FALSE?

OVERVIEW Students will read an advertisement for a strength-building pulley system which claims to make the user stronger. In reality, the new pulley system uses more pulleys, thus increasing the mechanical advantage. Teachers will use this performance-based assessment tool to measure students’ knowledge base and their ability to apply this knowledge in an analytical fashion when dealing with real-world situations. (120 min)

MATERIALS • 1 single fixed pulley* • 1 double fixed pulley* • 1 single movable pulley* • 1 double movable pulley* • 2 lengths of string* (about 1 m, or appropriate for the size of pulleys) • 2 spring scales* • 2 weights* (of the same mass) • magazines • Worksheet 9-1 • pencils


TEACHER PREPARATION

Set up the two pulley systems: 1. Single-pulley block-and-tackle (‘old’ system)

• set up one block-and-tackle system, using 1 fixed and 1 movable pulley (with hook) • attach a weight to the hook • clip the spring scale onto the end of the rope coming from the fixed pulley

Expectations 4s83 4s86 4s93


2. Double pulley block-and-tackle (‘new’ system) • set up second block-and-tackle system, using 1 double fixed pulley and 1 double movable

pulley (with hook) • attach a weight to the hook (same mass as in the first pulley system) • clip on the spring scale to the end of the rope coming from the fixed pulley

• This activity is to be used as an assessment opportunity, so students should work individually. Set up one station in the class with both these systems. Try to set up the station in an isolated area in the classroom.

• Have pencils and paper available in the testing area, along with copies of Worksheet 9-1. Encourage students to follow the instructions on the worksheet, but to take any notes on the blank sheets of paper. They can complete the worksheet later at their desks.

• This assessment activity should take place during another activity of any kind so the rest of the class will be occupied.


Reflections • Since this activity is to be used for assessment purposes, student preparation should be

minimal. As a class, you may want to look at magazine advertisements and discuss how they are written in order to sell products.

• Lead students to draw upon their own experiences with toys they may have purchased. Ask questions such as, “Did the toy you purchased look and work just like it was advertised on television?” Facilitate discussion, but don’t ask leading questions.

Activity Time • Send students, one at a time, to the station you have set up. They should test out the two

systems and take notes on the blank paper provided. It should take students between 5 and 10 minutes to complete the activity.

• Have students return quietly to their desks to write up their observations and thoughts on Worksheet 9-1.


Wrapping Up Once the whole class has completed the activity and handed in the worksheets, gather the students in a large group. Encourage students to share their findings and the implications they discovered. Ask them if they thought that the ‘new’ pulley system really helped to make them stronger. Challenge students to explain why it was easier to lift the weight using the new system.

Building on the Experience Modifications • Partner students with a peer who will help them to perform the activity. • Allow students to complete the test in their own language. • Provide student interpreters who can explain the questions. • Allow students to answer the questions orally for the teacher, with a student translator. • Have students include drawings/diagrams to aid their explanations.

ASSESSMENT SUGGESTIONS/STRATEGIES Evaluate Worksheet 9-1 for student understanding of the concept of mechanical advantage.


WORKSHEET 9-1

ADVERTISING—TRUE OR FALSE?

Name: ______________________ Date: __________________________

First, try to lift the weight using the “old” pulley system. Next, lift the weight using the “new” pulley system. Now that you have tried both pulley systems, what do you think? 1. Was it easier to lift the same weight using the ‘old’ system or the ‘new’ system? 2. Is the advertisement telling the truth when it says it builds muscle to make you

stronger? Use the space below to explain the results of your testing. Remember to answer the questions above, and write your conclusions. Use the back of this paper if you need more space.

Our revolutionary pulley system will help build your strength! The special materials we use will build muscle to make you stronger!

WE CAN PROVE IT!!! Compare our NEW pulley system to the OLD pulley system.

You will find it easier to lift the same weight with our amazing invention!


APPENDICES


APPENDIX I: RESOURCES Related Resources 58 Glossary 60

APPENDIX II: ASSESSMENT ASAP Performance Task: Give Me the Gears 61 ASAP Performance Task: Defending the Castle 63 ASAP Performance Task: Catapult 65 ASAP Test Items 67 ASAP Rubrics 69 Self-Evaluation Form (Activity 7) 76

APPENDIX III: DESIGN AND INQUIRY TOOLS Designing with SPICE 77 Inquiry with OLDER 78 Design and Technology Folio (SPICE) 79 Investigation Folio (OLDER) 83


APPENDIX I: RESOURCES

RELATED RESOURCES

Fiction Hutchins, H., O’Neill, C. Leanna Builds a Genie Trap. Annick Press, 1986.

Kellog, S. The Island of Skog. The Giant Jam Sandwich. Lord & Burroway. Steig, W. Doctor DeSoto. New York: Farrar, Straus, & Giroux, 1982.

Stevenson, J. No Need for Monty. New York: Greenwillow Books, 1987. Tusa, T. Stay away from the Junkyard.

Non-Fiction Macauley, D. The Way Things Work. Boston: Houghton Mifflin, 1988.

Teacher Resources

Baker, Wendy and Andrew Haslam. Make it Work! Machines. Scholastic Canada Ltd., 1994. Oakley, G. Graham Oakley’s Magic Changes. Parker, Steve and David Parr. The Marshall Cavendish Science Project Book of Mechanics. New

York: Marshall Cavendish, 1993. Richards, Roy. An Early Start to Technology. Simon & Schuster Education, 1990.

Seller, Mick. Wheels, Pulleys and Levers. Science Workshop, Gloucester Press, Aladdin Books Ltd., 1993.

Williams, John. Machines. Wayland Publishers Ltd., 1991. Zubrowski, Bernie and The Children’s Museum, Boston. Wheels at Work: Building and

Experimenting with Models of Machines. William Morrow and Company, Inc., 1986.

Motion: How Moving Objects Interact. Scholastic Science Place, Scholastic, 1997.

CD-ROM

The Learning Company. Gadgets and Gizmos. Macaulay, David. The Way Things Work 2.0. Irwin Publishing, 1996. Eyewitness Encyclopedia of Science. Irwin Publishing, 1995.

Web Sites http://sccao.oise.utoronto.ca/tdsb


TEACHER REFERENCES Moore, Nancy. Design and Technology System. Exclusive Educational Productions, 1997. Item

#0055 (also available in French) (S.M.A.R.T.), The Smart Group. Investigating the World of Science, Math and Real Technology.

Exclusive Educational Products, 1997. Item #0057 Moore, Nancy and Marilyn Millar. Math, Science and Technology Resource #1. Exclusive

Educational Products. Item #0092 (also available in French; works with the Gear Box Kit )

Springboards to Technology: Design and Technology in the Curriculum. The Metropolitan Toronto School Board, 1993.

Tolman, Marvin N. Hands-on Physical Science Activities for Grades K-8. Parker Publishing, 1995. ISBN 0132301784

Macauley, David. The Way Things Work. Houghton Mifflin, 1988.

Miller, Lucy and Dale Seymour. KidTech: Hands-on Problem Solving With Design Technology for Grades 5-8 (available in Canada from Addison Wesley), 1998.

The Child’s World: Presenting Technology to Children in the Primary and Junior Divisions. The Metropolitan Toronto School Board, 1989.

Manipulatives. (available from Exclusive Educational Products, call 1-800-563-1166)

The Gear Box. Item #4846 Gear Box Circuit Kit. Item #4978 (30-piece kit with guide)

The Rack and Worm Gear Kit. Item #5446 (60 pieces) Pulleys and Gears, Structures and Mechanisms. Toronto: GTK Press.


GLOSSARY bevel gears two gears that meet at an angle (usually at 90°) to change the direction

of rotation block-and-tackle system a combination of one fixed pulley and one movable pulley effort the force that is applied to a machine to produce an action energy the capacity to do work fixed pulley system a pulley system that stays in one place force a push, pull, or twist that makes something move, slows it down, or

stops it, or the pressure that something exerts on an object friction the resistance an object or body meets when moving over a surface (or

through a gas or liquid) gear a special kind of wheel system in which one toothed wheel turns

another toothed wheel and interlocks with it gear ratio a ratio of the number of teeth on the input gear over the number of

teeth on the output gear gear train a system of two or more gears joined together gearing down a situation where the output gear turns more slowly than the input

gear, but more force is available gearing up a situation where the output gear turns faster than the input gear, but

less force is available high gear the smallest gear on the back wheel or the largest gear on the front

wheel of a bicycle load the mass of an object that is moved by a simple or complex machine low gear the largest gear on the back wheel or the smallest gear on the front

wheel of a bicycle machine a constructed system made up of one or more parts that works to

perform a specific task or function mechanical advantage the advantage gained when a mechanism or system reduces the force

needed to lift a load mechanism a machine or part of a machine that works to perform a specific

function movable pulley system a pulley system that moves with the load pulley a special kind of wheel system using a wheel and a rope. The wheel

provides a round, grooved track for the rope to run through. rack-and-pinion gears gears in which one wheel, the pinion, meshes with a sliding toothed

rack, converting rotary motion to reciprocation motion (back and forth) and vice versa

spur gears two gear wheels that intermesh in the same plane worm gears a shaft with a screw thread that meshes with a tooth wheel to alter the

direction of motion


APPENDIX II: ASSESSMENT

ASAP PERFORMANCE TASK: GIVE ME THE GEARS

Teacher Notes: 1. Have students try this in class on a real bicycle with rear sprockets of different sizes. Have

them devise a way to count the number of turns of the rear sprocket (and hence the wheel) for one turn of the crank.

2. Prior knowledge should include an awareness of: the functions of gear systems; how rotary

motion is transferred; how gears operate in planes; the concept of mechanical advantage. 3. Prior skills to be developed include: formulating questions; identifying needs; compiling

data. 4. Communication skills could be assessed by:

• pencil and paper • oral descriptions • student/teacher interviews

Evaluation: Students can be evaluated on: • understanding basic concepts - gear systems make changes in direction, speed, and force

possible; gears operate in one and two planes; rotary motion in one system can be transferred to rotary motion in the same system

• design skills - performing and recording; analyzing and interpreting • communication skills - clarity and precision of vocabulary; clarity and precision of evidence

Overview: The student will observe a compound machine and identify the simple machines that are used in their operation. (e.g., bicycle)


STUDENT WORKSHEET: GIVE ME THE GEARS You have saved money to purchase a bicycle at a garage sale. The bicycle you have chosen is a 10-speed bike. What tests will you devise in order to make sure the bicycle is in top running order? 1. Identify the simple machines used in the bicycle. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 2. Explain how the mechanisms on your bicycle work. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 3. What tests will you use? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________


ASAP PERFORMANCE TASK: DEFENDING THE CASTLE

MATERIALS: scrap materials, wood, string, glue, glue guns, gloves, saws, measuring tools, scissors, Lego, Construx, other building supplies, pulley wheels, gears, elastics, screws, nails, screwdrivers, hammer, workmates

Time Required: Time depends on whether the construction occurs at school or home, but a time period of 2 to 4 hours will be typical. Type of Activity: hands-on Student Grouping: small group (maximum 4) or pair/share Safety: Students should be reminded of safety procedures and when using scissors and glue guns. Supervise students using glue guns. If students are using hammers or saws, they must wear safety goggles. A separate area of the class for using hammers and glue guns is also a good idea as it keeps the remainder of the class away from these areas.

Teacher Tips: 1. A variety of construction materials should be available in the classroom to allow students to

complete this task. Materials may either be commercial (e.g., Lego), or they may be found materials.

2. Prior knowledge should include understanding: the functions of pulley and gear systems; the concept of mechanical advantage by using gears and pulleys.

3. Prior skills to be developed include: designing, recording, observing, and fabricating structures.

4. Communication skills could be assessed by: • pencil and paper • oral descriptions • student/teacher conferences

Evaluation: Students could be evaluated on: • understanding basic concepts - pulley and gear systems make changes in direction, speed,

and force; mechanical advantage gained by using a variety of pulleys and gears • design skills - initiating and planning; performing and recording; analyzing and evaluating • communication skills - clarity and precision of supporting evidence; clarity and precision of

vocabulary

Overview: Students are asked to design and build systems to supply a castle with water and defend it. Some possibilities include a drawbridge with a pulley system or a catapult.


STUDENT WORKSHEET: DEFENDING THE CASTLE A castle is about to be built. The people who live there need to:

1. get water from the river 5 metres below the deck 2. protect themselves from their enemies with a catapult 3. open and close the drawbridge across the moat, quickly and

slowly. A. Design, build, and describe how you would solve each of these problems. B. Identify the properties of the materials you used and describe how they are

suited to the structures you built. C. If you were given this activity again, what other materials would you use? How

would your devices be different?


ASAP PERFORMANCE TASK: CATAPULT

Overview: Students make a catapult to fire a marshmallow through a predetermined hole, such as a basketball ring, a height of 1 metre above the floor and 2 metres away. Materials: rulers, marshmallows, pencils, markers, target, elastics, string, Popsicle sticks, glue,

glue guns, pulley wheels, gears, scissors Time Required: 40 minutes for class activity Type of Activity: hands-on experimentation Student Grouping: pairs Safety: Students should be reminded of safety procedures when using scissors and glue guns.

If students are using hammers or saws, they must wear safety goggles. A separate area of the class for using hammers and glue guns is also a good idea as it keeps the remainder of the class away from these areas.

Teacher Tips: 1. Prior knowledge should include understanding the functions of gear and pulley systems. 2. Prior skills to be developed include designing, recording, observing, and fabricating

structures. 3. Communication skills could be assessed by:

• paper and pencil • oral descriptions/demonstrations • student/teacher conferences

Evaluation: Students could be evaluated on: • understanding basic concepts - pulley and gear systems make changes in direction, speed,

and force; mechanical advantage is gained through the use of pulley and gears. • design skills - initiating and planning; performing and recording; analyzing, synthesizing,

and evaluating • communication skills - clarity and precision of supporting evidence; clarity and precision of

vocabulary; clarity and precision of measurement


STUDENT WORKSHEET: CATAPULT

Challenge:

Build a catapult to fire marshmallows through the ring which is 1 metre above floor level and 2 metres away. Design your catapult, build it using the materials you receive, and describe how it works.


ASAP TEST ITEMS

Name: ________________________ Date: ________________________ 1. There are pairs in each of the illustrations below. One of the gears has an arrow

on it to show which way it is turning. Draw an arrow on the other gear to show the direction it will turn.

2. Label the gears and describe how they work.


3.

. Give an example of where each of the above mechanisms would be used, and the advantage each would give to the user.


ASAP UNDERSTANDING BASIC CONCEPTS

Criteria

Level 1

Level 2

Level 3

Level 4 Understanding of basic concepts

MET (page 13)

shows understanding of few of the basic concepts

demonstrates significant misconceptions

gives explanations showing limited understanding of the concepts

shows understanding of some of the basic concepts

demonstrates minor misconceptions

gives partial explanations

shows understanding of most of the basic concepts

demonstrates no significant misconceptions

usually gives complete or nearly complete explanations

shows understanding of all of the basic concepts

demonstrates no misconceptions

always gives complete explanations

Understanding of

relevant concepts,

principles, and

theories

demo nstrates

significant

misconceptions which

detract from the

meaning when

explaining concepts,

principles, or theories

does not identify or

explain sources of

error

demonstrates minor

misconceptions which

do not detract from

the meaning when



identifies, but does

not explain, sources of

error

demonstrates no

significant

misconceptions when



identifies and partially

explains sources of

error

demonstrates no

misconceptions, or

revises prior

misconceptions, when



identifies and explains

sources of error

Applying relevant

concepts, principles

and theories

analyzes information

in a way that shows

some contradictions

or confusion evident

in their use of the

concepts

analyzes, interprets,

and evaluates

information in a way

that shows an

occasional

contradiction or

confusion in the use

of concepts


and evaluates


that essentially shows

an understanding of

the concepts


and evaluates


that shows a clear

understanding of

concepts

Explaining concepts,

principles, and

theories

gives explanations

that are incomplete,

inaccurate, and lack

detail

gives explanations

that have major errors

in accuracy and lack

detail

gives explanations

that are complete and

accurate, but the level

of detail is

inconsistent

gives explanations

that are complete,

accurate, and detailed


ASAP INQUIRY RUBRIC

Criteria

Level 1

Level 2

Level 3

Level 4

MET (page 13)

applies few of the required skills and strategies

applies some of the required skills and strategies

applies most of the required skills and strategies

applies all (or almost all) of the required skills and strategies

Initiating and

Planning

Understanding the need Making a plan

states questions in an

untestable form, and

identifies few of the

components needed for

a fair test

no set of procedures is

attempted, or the

procedures are

incoherent or

unworkable

does not identify or

control variables

restates questions in a

testable form that

identifies some


a fair test

develops a set of

procedures that are

limited in their

appropriateness,

efficiency, clarity,

and/or completeness

identifies and controls

some variables

restates questions a

testable form that

identifies most


a fair test

develops a set of

procedures that are

appropriate but are

limited in their

efficiency, clarity, or

completeness


most major variables

restates questions in a

testable form that

identifies the


a fair test

develops a set of

procedures that are

appropriate, efficient,

clear, or complete


major variables

Performing and Recording

Carrying out the plan

does not follow any

procedures to conduct

a fair test

data are not recorded or

is irrelevant

display of information

is disorganized, not

precise, accurate or

complete

units are not indicated

follows most identified


a fair test

data are of limited

relevance, is limited in

scope, and/or contains

major inaccuracies


is somewhat organized,

and somewhat precise,

accurate, and complete

units are often

incorrect or are not

included

follows identified


a fair test, and makes

some modifications

data are relevant and

sufficient in scope and

detail, but not

extensive


is organized and

mostly precise,


most units are included

follows identified


a fair test, and justifies

modifications

data are relevant and

may be extensive in

scope and detail


is organized, precise,


all units are included

Analysing and Interpreting

Looking back

relevant data are not

analyzed or explained

conclusion/inference is

absent, incoherent,

illogical, or irrelevant,

and not supported by

the data

conclusion does not

address the original

task

relevant data are partly

identified and

explained without

analysis


not well-supported by

the data; or is partially

supported by the data

and is not clearly stated

conclusion partly

addresses the original

task

relevant data are

identified and

explained with partial

analysis


valid, understandable,

and supported by the

data

conclusion addresses

the original task

relevant data are

identified, analyzed

and explained


valid, clearly stated,


data

conclusion addresses

the original task


ASAP DESIGN RUBRIC

Criteria

Level 1

Level 2

Level 3

Level 4

MET (page 13) Inquiry and design skills

applies few of the required skills and strategies

applies some of the required skills and strategies

applies most of the required skills and strategies

applies all of the required skills and strategies

Initiating and Planning

Understanding the need Making a plan

does not demonstrate

an understanding of the

problem

no plan is attempted for

designing a product, or

the plan is incoherent

or unworkable

does not take into

account predetermined

criteria

demonstrates a partial

understanding of the

problem;

develops a plan for

designing a product

that is limited in

appropriateness,

efficiency, clarity, and

completeness

identifies and takes

into account some

predetermined criteria

demonstrates a basic

understanding of the

problem

develops a plan for

designing a product

that is appropriate,

clear, and complete


into account most


demonstrates a

thorough understand-

ing of the problem

develops a

reproducible plan for

designing a product

that is appropriate,

efficient, clear, and

complete


into account all


Performing and

Recording

Carrying out the plan

does not follow a plan

to build a product

needs assistance to

select appropriate

materials and

equipment to build a

product;

tests the product and

records results that are

irrelevant or not related

to predetermined

criteria

makes no

modifications or

retesting of the product


is disorganized, not

precise, accurate, or

complete

units are not indicated

follows most steps in a

plan to build a product

selects appropriate

materials and

equipment to build a

product


records results that are

limited in scope,

contain major

inaccuracies, or have

limited relevance to


makes modifications,

but does not retest

product


is somewhat organized,

and somewhat precise,


units are often

incorrect or are not

included

follows all steps in a

plan to build a product,

and makes required

modifications

selects appropriate

materials and

equipment to enhance

the performance and

design of the product


records results with

sufficient scope and

detail that are relevant

to predetermined

criteria

makes and records

modifications and

retests product


is organized and

mostly precise,


most units are included

follows all steps in a

plan to build a product,

and makes and records

required modifications

selects appropriate

materials and

equipment, and adapts

materials to enhance

the performance and

design of the product


records results with

extensive scope and

detail that are relevant

to predetermined

criteria

makes, records, and

justifies modifications,

and retests product


is o rganized, precise,


all units are included


ASAP DESIGN RUBRIC CONTINUED

Criteria

Level 1

Level 2

Level 3

Level 4

Analysing and

Interpreting

Looking back

relevant criteria are not

analyzed or explained


absent, incoherent,

illogical, or irrelevant,

and not supported by

the performance of the

design

product does not

address the original

problem

relevant criteria are

partly identified and

explained without

analysis


not w ell-supported by


design or is partially

supported by the

performance of the

design and is not

clearly stated

product partly

addresses the original

problem


identified and

explained with partial

analysis


valid, understandable,


performance of the

design

product addresses the

original problem


identified, analysed

and explained


valid, clearly stated,

and well-supported by


design

product fully addresses

the original problem


ASAP COMMUNICATION RUBRIC

Criteria

Level 1

Level 2

Level 3

Level 4

Communication of required knowledge MET (page 13)

communicates with little clarity and precision rarely uses appropriate science and technology terminology and units of measurement

communicates with some clarity and precision sometimes uses appropriate science and technology terminology and units of measurement

generally communicates with clarity and precision usually uses appropriate science and technology terminology and units of measurement

consistently communicates with clarity and precision consistently uses appropriate science and technology terminology and units of measurement

Clarity and

precision of

supporting

evidence

communicates

information without

stating the question or

problem that was

solved, and states

conclusions that are not

supported with

adequate evidence

uses tables, charts,

and/or diagrams, but

their purpose is unclear

communicates

information describing

the question or

problem that was

solved, and states

conclusions with some

supporting evidence

uses some tables,

charts, and/or

diagrams, and their

purpose is clear

communicates

information describing

the question or

problem that was

solved and states

conclusions with an

adequate amount of

evidence

uses tables, charts,

and/or diagrams where

appropriate, and their

purpose is clear

communicates

information, clearly

describing the question

or problem that was

solved, and states

conclusions with

specific and detailed

evidence

uses tables, charts, and/

or diagrams in appro-

priate contexts, and

their purpose is clear

Clarity and

precision of

vocabulary,

including

mechanics

uses colloquial

language in place of

proper science or tech-

nology terminology

major errors in spelling

and/or grammar that

interfere with meaning

uses some colloquial

language in place of

proper science or tech-

nology terminology

major errors in spelling

and/or grammar, but

meaning is clear

usually uses proper

science or technology

terminology in proper

context

minor errors in spelling

and/or grammar, but

meaning is clear

consistently uses

proper science or

technology termino-

logy in proper context

no errors in spelling

and/or grammar, and

meaning is clear

Clarity and

precision with

measuring

records numerical data

inaccurately and

inconsistently which

affects the results of

the investigation

attempts calculations,

but they are incomplete

and/or incorrect

uses incorrect SI units

or often does not

include any units or

symbols

constructs graphs with

assistance


consistently, but with

some errors in

accuracy, which affects

the results of the

investigation

completes calculations,

but some calculations

are incorrect, leading to

erroneous conclusions

uses SI units using

words or a mixture of

words and symbols

with some incorrect

units


some assistance


consistently, but with

minor errors in

accuracy which do not

affect the results of the

investigation

completes calculations

with some minor errors

which do not lead to

erroneous conclusions

uses SI units with

symbols with an

occasional incorrect

unit


some minor errors


consistently and

accurately

completes calculations

correctly

consistently uses

correct SI units with

symbols

constructs accurate

graphs


ASAP RELATING SCIENCE AND TECHNOLOGY RUBRIC

Criteria

Level 1

Level 2

Level 3

Level 4

Relating of science and technology to each other and the world outside the school

MET (page 13)

shows little understanding of connections between science and technology in familiar contexts shows little understanding of connections between science and technology and the world outside the school

shows some understanding of connections between science and technology in familiar contexts shows some understanding of connections between science and technology and the world outside the school

shows understanding of connections between science and technology in familiar contexts shows understanding of connections between science and technology and the world outside the school

shows understanding of connections between science and technology in both familiar and unfamiliar contexts shows understanding of connections between science and technology and the world outside the school, as well as their implications

Interpreting and

applying concepts

shows little evidence of

interpreting and

applying concepts and

principles in familiar

situations

shows some evidence of

interpreting and

applying concepts and

principles in familiar

situations

shows sufficient

evidence of interpreting

and applying concepts

in familiar situations

shows evidence of

interpreting, applying,

and evaluating concepts

in familiar, as well as

some new situations

Making informed

decisions

needs assistance to

distinguish between fact

and opinion when

making connections in

social, environmental,

economic, and/or

political contexts

needs some assistance

to distinguish between

fact and opinion when



economic, and/or

political contexts

distinguishes between

fact and opinion when



political, and/or

economic contexts

distinguishes between

fact and opinion, and

considers their merit

when making

connections in social,

environmental,

political, and/or

economic contexts Perceptions and

influence of

Science and

Technology

needs assistance to

identify and explain the

factors that influence

people’s perceptions of

science and technology

in their daily lives

identifies few instances

of how science and

technology are used in

daily lives

identifies some factors

that influence people’s

perceptions of science

and technology in their

daily lives

identifies some

instances of how


are used in daily lives

identifies the factors

that influence people’s



daily lives

identifies ways in which


are used our in daily

lives

identifies and evaluates

the factors that

influence people’s



daily lives

identifies and evaluates

the influence science

and technology have on

daily lives


ASAP USING TOOLS, EQUIPMENT, AND MATERIALS RUBRIC

Criteria

Level 1

Level 2

Level 3

Level 4

Inquiry and design skills (including skills in the safe use of tools, equipment, and materials)

MET (Page 13)

uses tools, equipment, and materials correctly only with assistance

uses tools, equipment, and materials correctly with some assistance

uses tools, equipment, and materials correctly with only occasional assistance

uses tools, equipment, and materials correctly with little or no assistance

Choosing and using

tools and equipment

needs assistance to

choose and accurately

use appropriate tools

and equipment in

order to gather and

analyze data or

construct products


to choose and

accurately use

appropriate tools and

equipment in order to

gather and analyze

data or construct

products

chooses and uses


equipment accurately

and with only minor

errors in order to

gather and analyze

data or construct

products

chooses and uses


technologies

accurately and

proficiently in order

to gather and analyze

data or construct

products

Choosing and using

materials

needs continuous

assistance to choose

appropriate materials

and use them

efficiently and

effectively


to choose appropriate

materials and use

them efficiently and

effectively

chooses appropriate

materials and uses


effectively, requiring

only occasional

assistance

chooses appropriate

materials and uses


effectively

Caring for tools,

materials, and

equipment

needs continuous

assistance and

supervision to follow

appropriate and safe

procedures for

cleaning, maintaining,

and storing tools,

materials, and

equipment being used

needs occasional

reminders to follow

appropriate and safe

procedures for

cleaning, maintaining,

and storing tools,

materials, and


needs few reminders

to follow appropriate

and safe procedures

for cleaning,

maintaining, and

storing tools,

materials, and


follows appropriate

and safe procedures

for cleaning,

maintenance, and

storage of tools,

materials, and


Understanding safety

considerations

does not follow safety

considerations

without constant

supervision

follows some safety

considerations, but

needs some

supervision

follows most safety

considerations, but

needs occasional

supervision

follows all safety

considerations

without supervision


SELF-EVALUATION FORM (ACTIVITY 7) Name: ______________________ Date: __________________________

1. When the product was finished, I was happy with it because: 2. This is how we could make our product better: 3. I think I did a good job because: 4. This is how I can do better next time: 5. This is what I learned from working on this project:


POSSIBILITIES OPPORTUNITIES

PROBLEMS Clarify and define the

Opportunity or Problem. This will provide a more

accurate setting for your ideas.

IDEAS INVESTIGATION

Research the Situation. Identify the requirements, available resources, and

restrictions. Develop some criteria. Create

lots of ideas!

CHOOSE CREATE

Pick the best idea; develop a plan, then go

ahead and do it. Test all or any part of your

solution if it seems appropriate.

EVALUATE Look back at your

criteria and reflect on how well you achieved them. Always consider what improvements could be made if you

did it all again.

Backtracking The circumstances

may have to be observed more closely or over a

longer period of time to define the range of

possibilities.

Backtracking On-going evaluation may reveal significant concerns. This could

cause a return to earlier stages to rethink a

definition, criteria or your ideas.

Side Trip New technologies or

areas of knowledge may have to be explored.

Skills may be identified that require time to

learn at some stage.

Side Trip Skills, materials or equipment may be

inadequate. Things can go wrong! Mini-problems may have to be solved.

Consider other ways of doing it.

Side Trip More information may

be needed to understand the Situation. Other people or different

sources of information may have to be

consulted.

SITUATION Observe circumstances

carefully. Look for any Possibilities. Opportunities and Problems always occur

within a context. Ideas can POP into your head anytime!

Backtracking New insights may arise suggesting a rethinking of the wording of your

definition. Problems may even begin to look like

Opportunities.

APPENDIX III: DESIGN AND INQUIRY TOOLS

DESIGNING WITH SPICE


LIMIT Identify the variables involved in the event. Limit the number of variables to the test

variable(s) most likely to cause the event (hypothesis).

DEVISE

Devise a correlational study or experiment to test the test variable(s)

selected (hypothesis) and collect the data.

EVALUATE Organize,

analyze the data and come to a conclusion. Apply your conclusion to the test variable(s)

(hypothesis).

REPORT AND

RECYCLE

Communicate the

investigation to others, and if

the conclusion does not

support the hypothesis,

select another test variable(s)

and redesign the

test.

Backtracking The circumstances

may have to be observed more closely or over a longer period of time to

define the test variable(s) in a clearer way.

Backtracking Ongoing evaluation may reveal significant concerns. This could

cause a return to earlier stages to rethink a

test variable(s) or test design.

Side Trip New insights or

areas of knowledge may have to be explored.

Skills may be identified that require time to

learn at some stage.

Side Trip Skills, materials or equipment may be

inadequate. Things can go wrong! Mini-problems may have to be solved.

Consider other test designs.

Side Trip More information may

be needed to understand the event. Other

people or different sources of information

may have to be consulted.

OBSERVATION Look around for things that create questions in

your mind. Identify questions that for you

require explanation.

Backtracking New insights may arise suggesting a rethinking of the design of the test.

INQUIRY WITH OLDER


Design and Technology Folio (OLDER)

Name: _______________________________________________________________

Grade: _______________________________________________________________

Date: ________________________________________________________________

Teacher:______________________________________________________________

Observation: What is happening in this situation?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Technology Problem Write what your project must do:

Design and build a…

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


Ideas

Draw a picture of your chosen idea or design:


Construction

This is what I need:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Construction

How I will make it:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


Discovery Log: I liked these things about my design:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Discovery Log: This is what I learned when working on this project:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


Investigation FolioInvestigation Folio (OLDER)(OLDER)

Name:

Grade:

Date:

Teacher:

Limit: What question will you choose to investigate?

Observations: What is happening in this situation? What variables can be measured or changed in your investigation?

Prediction: Write what you think will happen:


Devise a Plan: How will you find the answer to your question?


Evaluate: What did you discover?

Revise/Learning Log: The things I really liked about my plan…

Revise/Learning Log: How could I do a better job?

Revise/Learning Log: The things I learned when working on this investigation…

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