COMPLEX PROBLEMS, SIMPLE MACHINES

Activity # 2 - Inclined Plane

Approximate Time Required 2 hours over 2 days

Key Question
Can you create a device that enables you to move the train made in the previous wheel-and-axel
activity up a ramp?

Student Learning
In addition to the competencies listed in the next section, students will:
• develop a plan to build a device to move the train made in the wheel-and-axel
activity up a ramp,
• build the device and test it, and
• demonstrate the device to the class and explain how it works.
Competencies
Science and Competency 1: To take action, bearing in mind the different types of
Technology reasoning specific 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
Intellectual • The student formulates possible solutions
• 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
Lifelong meaning to his/her life
Learning
World-View
Per Class Per student Per group of students

Books : board or book at least 35cm long; knife

small plastic yoghurt container; piece of string 3 times
as long as the board; 20 or more marbles or pennies;
the self-propelled train built in the wheel-and-axle
activity (remove balloon if previously used).
Materials

Constructivist Activity Steps

Role of Teacher Role of Student
Engage Present the students with
the problem: Create a device
that will enable you to move the
train made in the wheel-and-
axel activity up a ramp. Present
pairs of students a box of
materials with which to work to
create their device.
Individual Ask students to plan their Create a plan to build a device to move
Predictions device and prepare drawings of the train made in the wheel-andaxel
what they will look like. activity up a ramp and prepare a
drawing of what it will look like.
Group Place students in groups. Ask Evaluate the plan of each group
predictions students to evaluate the plan of member and choose one they think will
each group member and to work best. Place the plan of this
choose one they think will work device in their logbooks.
best.
Activity/ Ask groups to build the Build the chosen device and test it.
Experiment device they chose and test it.
Group Ask students to answer the Answer teacher questions and record
discussion following questions: Does the answers in log book.
device work? What works 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 devices to the

predictions were demonstrate their device to
accurate or the class, and to explain how
inaccurate it works. Also ask students
to discuss their answers to
the questions discussed in
their groups.
class and explain how they work.
Discuss answers to the
questions discussed in groups.
(See above.)
 (See above.)

Short explanation The devices students built

should be inclined planes
with a means to pull the car
up the inclined plane. (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 in creating
their designs.

Apply to new Students can perfect their

situation devices.

Vocabulary List Effort

Inclined plane: A flat surface on a slant

Effort: Force applied against inertia Inclined Plane
Load: A weight or mass that is supported

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 device 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 device and log observations

Teacher Comments from Field Testing

• 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.