COMPLEX PROBLEMS, SIMPLE MACHINES

Activity # 1 - Wheel and Axle

Approximate Time Required 2 hours over 2 days

Key Question Can you create a self-propelled train?

Student Learning
In addition to the competencies listed in the next section, students will:
• develop a plan to build a self-propelled train and prepare a drawing of what it will look like,
• build the train and test it, and
• demonstrate the train to the class and explain how it works.

Competencies

Science and Competency 1: To take action, bearing in mind the different types of reasoning specific
Technology to science and technology
Competencies • The student defines a problem related to science and technology
• The student proposes a solution to the problem
• The student implements the proposed solution he/she has chosen
• The student assesses the results

Competency 2: To appreciate how human activities are

influenced by the specific contributions of science and
technology
• The student describes how science and technology are
used in human activities relating to a problem
• The student considers the nature of science and
technology as it relates to the problem

Cross- Competency 2: To solve problems

Curricular • The student analyzes the components of the situational problem
Competencies • The student creates a model of the situational problem
• The student formulates possible solutions
Intellectual • The student selects a solution
• The student implements the solution
• The student evaluates his/her procedure

Areas of The student gradually constructs a dynamic world-view that gives meaning to his/her
Lifelong life
Learning
World-View
Constructivist Activity Steps

Role of Teacher Role of Student

Engage Present the students with the problem:

Create a self propelled train. Present pairs
of students a box of materials with which to
work to create their train.

Individual Ask students to plan their trains and Create a plan to build a self-
Predictions prepare drawings of what they will look like. propelled train and prepare a
drawing of what
it will look like.
Group predictions Place students in groups. Ask students to Evaluate the plan of each group
evaluate the plan of each group member and member and choose one they think
to choose one they think will work best. will work best. Place the plan of this
Train in their logbooks.
Activity/Experiment Ask groups to build the train they chose and Build the chosen train and test it.
test it.

Group discussion Ask students to answer the following Answer teacher questions and
questions: Does the train work? What works record answers in log book.
well? What do we need to know for next
time? Tell students to record the answers
to these questions in their log books.
Group reports why Ask each group to demonstrate their train Demonstrate trains to the
predictions were to the class, and to explain how it works. class and explain how they
accurate or Also ask students to discuss their answers work. Discuss answers to the
inaccurate to the questions discussed in their groups. questions discussed in groups. (See
(See above.) above.)

Short explanation The trains students created needed wheels

and connected by an axel to work. (See
Background Information for Teachers in
Project Overview.)
Vocabulary related to the concept should be
introduced and developed at this point in
relation to what the students have
already experienced increating their
designs.
 Apply to Depending on the class, time, and
new interest, the teacher can make a
situation choice as to the next step.
Students can be presented with the
opportunity to perfect their trains or
apply the knowledge they have learned
to a similar task. (See extension
activity)

Vocabulary List

Wheel: A solid disk or a rigid circular ring connected by spokes to a hub, designed to turn around
an axle passed through the center.
Axle: The pin or spindle on which a wheel revolves, or which revolves with a wheel.

Evaluation Ideas
Teacher Evaluation and Student Self-Evaluation

• For evaluation purposes, it is recommended that students have a record of their creation either in
the form of a (digital) photograph, drawing, or the train itself. Their plan should be included in
their records.
• This will be an example of the student’s prior knowledge and a good basis for authentic evaluation.
If completing the extension activity it is recommended that another record be collected to
demonstrate the growth in student learning.
• For portfolio purposes, students can include their (digital) photos, plans, and observation charts. A
portfolio provides a clear record of whether students were able to:
a. Define the problem (the students’ plan)
b. Propose a solution (the students’ plan)
c. Implement the proposed solution - build the train
d. Assess results - test the train and log observations

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

Materials (per group):

• wire • wheels • glue • rubber bands • wood of different sizes and shapes • propeller • saw
Teacher Comments from Field Testing
• Save the trains from this activity for the next activity. Students will first remove parts
from the trains and then use the trains in the inclined-plane activity.
• Pairs of students worked best.
• A collection of shoeboxes or small bins will help maintain the distribution of
materials.
• This activity should be divided up over a couple of sessions to ensure students
have ample time to plan, create, and evaluate. However, the activity should be
completed within a two-day span.
• It is important to focus on students' prior knowledge (their plans and creations from
the exploration stage) and the observations made and logged. This allows the
teacher and student to monitor their individual learning progress. It is also a good
means of maintaining authentic evaluation.
• It is important to monitor materials so they stay within the classroom. This will avoid
conflicts in the schoolyard when students take their creations out of the classroom
environment.