lesson 1 track car...resource assessm ent 1. increase students’ motivation (1) a teacher can use a...

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Lesson 1－Track Car

Course

Objectives

◼ Students can operate the models with teachers' demonstration and instruction.

◼ Understand the application and principle of the law of inertia.

◼ Develop decision-making skills. Students can modify the model themselves to achieve the goal.

Total Time

60 mins

Keywords Newton's first law. Inertia. Track car.

Teaching Guide Time

(mins)

Teaching

Resource

Assessm

ent

1. Increase Students’ Motivation

(1) Ask students if they have taken a bus? Do they know why people in a bus lean forward when the bus suddenly brakes?

(2) A teacher demonstrates the model of this lesson - Elastic Scale. Please ask students to think about how to make it work.

(3) Brainstorming If a moving car stopped abruptly, what

would happen to the passengers inside it?

（Ａ：People lean forward due to the influence of the law

of inertia.）

5 ▪ Suppleme

ntal slides

Self-awa

reness


2. Course Activity Related to the Manual

(1) Students get the basic materials of this model.

(2) A teacher can guide students to assemble the model with the building blocks according to the teaching slide and the student's book.

(3) Encourage students to modify the model. If a student finishes the adjustment, he or she can do the “Hands-on Experiment” first.

(4) Hands-on Experiment Try adjusting the car, then the track.

See which factors affect the glide distance.

（A：Track width and car weight will affect the sliding

distance.）

(5) Hold a contest. Students can discuss and practice during the contest.

(6) Hands-on Creativity Try remodeling your car and doing

things like putting a marble on it. Also, you can put a book at the end of the track and see what happens when the car glides to the end of the track.

（Ａ：The slope of the track will affect the sliding of the

track car.）

10

20

15

▪ Electronic whiteboard

▪ Projector & Screen

▪ Tablet or computer

▪ Building blocks

Participa

tion

3. Integrated Learning

(1) Display all the models of each group. Give the winner group a big hand.

(2) A teacher can make a review of the concepts of “Newton's first law. Inertia. Track car." Or this teacher can encourage students to share the experience about either the assembly of the model or the reflection of a game.

(3) Students’ works can be displayed in the classroom.

(4) Remind students to clean up the desk, disassemble the model and put the building blocks back to the boxes.

10

▪ Model

▪ Boxes

Oral

Presenta

tion

4. Extension Task

(1) Ask students to sprint at full speed in the playground. See if they can stop immediately or stay in motion due to the law of inertia.

（Ａ：They will stay in motion due to the law of inertia, in

other words, they can't stop immediately.）

Record & Feedback


Lesson 2－Rickshaw

Course

Objectives

◼ Understand the structure of the rickshaw and Newton's second law.

◼ Understand the principle of operation of the main switch with the assembly of the building blocks.

◼ Develop the spirit of active participation in activities.

Total Time

60 mins

Keywords Rickshaw. Newton's second law.

Teaching Guide Time

(mins)

Teaching

Resource

Assessm

ent


(1) A teacher asks the students which ball is easier to throw: a baseball or an iron ball. Let students explain why a baseball can fly farther under the same force.

(2) A teacher demonstrates the model of this lesson - Rickshaw. Please ask students to think about how to make it work in a different way.

(3) Brainstorming What phenomena in daily life can we

apply Newton's second law of motion to?

（Ａ：Two cars of the same mass: the faster the car

moves, the greater the damage when being hit.）

5 ▪ Suppleme

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(4) Hands-on Experiment Try the Rickshaw and see whether its

speed goes from slow to fast.

（A：The speed is getting faster and faster due to the

acceleration.）


(6) Hands-on Creativity Observe how the speed of the car changes when it carries either one or two rubber wheels.

（A：When the mass becomes heavier, the speed

decreases.）

10

20

15




▪ Building blocks

Participa

tion



(2) A teacher can make a review of the concepts of “Mass. Weight. Elastic Scale." Or this teacher can encourage students to share the experience about either the assembly of the model or the reflection of a game.



10

▪ Model

▪ Boxes

Oral

Presenta

tion

4. Extension Task

(1) Put a light object and a heavy object on the rickshaw at different times. Do experiments. Which object makes the rickshaw move faster?

(A：A rickshaw with a light object moves faster. Please

use the items that can be found in the classroom.)

Record & Feedback


Lesson 3－Balloon Car

Course

Objectives

◼ Understand Newton's third law.



Total Time

60 mins

Keywords Balloon Car. Newton's third law.

Teaching Guide Time

(mins)

Teaching

Resource

Assessm

ent


(1) A teacher can use a video of a taking-off rocket and then ask students how a rocket can take off. Or a teacher can tell the story in the manual to encourage students to think.

(2) A teacher demonstrates the model of this lesson - Balloon Car. Please ask students to think about how to make it work in a different way.

(3) Brainstorming What phenomena in daily life can we

apply Newton's third law of motion to?

（Ａ：When the hand hits the wall, the hand will hurt.

(action/reaction)）

5 ▪ Suppleme

ntal slides

Self-awa

reness






(4) Hands-on Experiment Now try this: Insert a flat balloon in the

upper hole of the C-5X10 frame and inflate it. Write down the car speed while testing the balloon under different levels of pressure.

（A：The more inflation, the greater the reaction, and then

the farther the car goes.）


(6) Hands-on Creativity Try another experiment. Insert straws

with different diameters into the balloon and seal them tightly with tape. Observe the changes in car speed with different size straws.

※ Required Materials: balloons, straws, and tapes.

（Ａ：The smaller the blowing port is, the greater the

action is, and then the faster the car goes.）

10

20

15




▪ Building blocks

Participa

tion

3. Integrated Learning (1) Display all the models of each group. Give the winner group a

big hand.

(2) A teacher can make a review of the concepts of “Balloon Car. Newton's third law." Or this teacher can encourage students to share the experience about either the assembly of the model or the reflection of a game.



10

▪ Model

▪ Boxes

Oral

Presenta

tion

4. Extension Task

(1) Let students think about other ways to speed up the balloon car. Hold a contest to see whose balloon car runs the farthest.

（Ａ：Students can reduce the weight of the car or fill

more air into the balloon.）

Record & Feedback


Lesson 4－Roulette Wheel

Course

Objectives

◼ Understand the application of Coriolis force.

◼ Develop the ability to analyze and improve the structure through group discussion.

◼ Assemble the roulette wheel with building blocks. Try to demonstrate the principle applied in the model.

Total Time

60 mins

Keywords Roulette Wheel. The Coriolis Effect.

Teaching Guide Time

(mins)

Teaching

Resource

Assessm

ent


(1) A teacher can play a video of the typhoon news and ask students why the typhoon rotates counterclockwise in the northern hemisphere. Or this teacher lectures the topic story. Students listen and try to comprehend the lesson.

(2) A teacher demonstrates the model of this lesson - Roulette Wheel. Please ask students to think about how to make it work.

(3) Brainstorming Do you know which surface phenomena

are affected by the Coriolis force?

（Ａ：Wind, missiles, ocean currents.）

5 ▪ Suppleme

ntal slides

Self-awa

reness






(4) Hands-on Experiment Now try this: One person aims the ball

at the hole in the center of the Earth while the other spins the turntable. Put some ink on the marble so that it will leave a trace of the journey as it travels across the disc.

（A：It moves forward first and then turns right slightly.）


(6) Hands-on Creativity Try something different: Rotate the model in both clockwise and counterclockwise directions. Observe any differences in the journey of the marble.

（A：It turns to the right in a clockwise/counterclockwise

direction due to Coriolis force.）

10

20

15




▪ Building blocks

Participa

tion



(2) A teacher can make a review of the concepts of “Roulette Wheel. The Coriolis Effect." Or this teacher can encourage students to share the experience about either the assembly of the model or the reflection of a game.



10

▪ Model

▪ Boxes

Oral

Presenta

tion

4. Extension Task

(1) Let students turn the model again and try to see what happens if the colored paint is poured on the model.

(2) Search for the typhoon videos in the southern hemisphere. What is the difference with the typhoon in the northern hemisphere?

（A：The typhoon in the southern hemisphere rotates

clockwise because the Coriolis force is different in

different locations.）


Record & Feedback


Lesson 5－Monograph 1

Course

Objectives

◼ Create or improve models using what you have learned.

◼ Develop the ability to analyze and improve the structure of model with group discussion.

◼ Develop the ability to express ideas and communicate with others.

Total Time

60 mins

Keywords Roulette Wheel. Balloon Car. Rickshaw. Track car. CHORO-Q.

Teaching Guide Time

(mins)

Teaching

Resource

Assessm

ent


(1) A teacher inspires students to discuss "a CHORO-Q " and think about how to assemble it.

(2) Brainstorming To summarize what has been learned so far, make a rubber band CHORO-Q and use it to compete against other students.

5 ▪ Suppleme

ntal slides

Self-awa

reness



(2) Encourage students to adjust and improve the model first.

10

35




▪ Building blocks

Participa

tion



(2) Encourage students to share the experience about either the assembly of the model or the reflection of a game.


10

▪ Model

▪ Boxes

Oral

Presenta

tion

4. Extension Task

(1) Encourage students to modify models and think about how to get the car to run the fastest and farthest.

Record & Feedback


Lesson 6－Mechanical Clock

Course

Objectives


◼ Understand the principles and applications of gears.

◼ Develop the ability to analyze and improve the structure through group discussion.

Total Time

60 mins

Keywords Mechanical clock. Gears.

Teaching Guide Time

(mins)

Teaching

Resource

Assessm

ent


(1) A teacher can take out the mechanical clock and ask students how the mechanical clock machine works. Or this teacher lectures the topic story. Students listen and try to comprehend the lesson.

(2) A teacher demonstrates the model of this lesson - Mechanical Clock. Please ask students to think about how to make it work in a different way.

(3) Brainstorming Do you know the difference between a

traditional mechanical clock and a modern electronic watch?

（Ａ：Modern electronic watches are small and portable,

but traditional mechanical clocks are large and obvious.）

5 ▪ Suppleme

ntal slides

Self-awa

reness






(4) Hands-on Experiment Adjust the gear ratio to change the

speed of the clock hands, and then observe how they are affected by the adjustment.

（A：The larger the gear ratio is, the larger the difference

between the diameters of the gears, which makes the clock runs faster if the driver gear is the

larger gear.）


(6) Hands-on Creativity Try to redesign the outside

of the mechanical clock so it looks like Big Ben in England.

（Ａ：Share the picture of Big Ben for reference.）

10

20

15




▪ Building blocks

Participa

tion



(2) A teacher can make a review of the concepts of “Mechanical clock. Gears. “Or this teacher can encourage students to share the experience about either the assembly of the model or the reflection of a game.



10

▪ Model

▪ Boxes

Oral

Presenta

tion

4. Extension Task

(1) Let students to modify the model. See whose mechanical clock looks most creative.

（Ａ：Share different pictures of mechanical clocks to

inspire students’ ideas.）

Record & Feedback


Lesson 7－Angle Measuring Instrument

Course

Objectives

◼ Understand the principle and application of the worm gear.


◼ Assemble the angle measuring instrument with building blocks and try to demonstrate the principle applied in the model.

Total Time

60 mins

Keywords Worm Drive (Worm Gear and Worm Screw). Angle Measuring Instrument.

Teaching Guide Time

(mins)

Teaching

Resource

Assessm

ent


(1) A teacher lectures the topic story. Students listen and try to comprehend the lesson.

(2) A teacher demonstrates the model of this lesson - Angle Measuring Instrument. Please ask students to think about how to make it work and measure the weight.

(3) Brainstorming How are worm gears and gear wheels

different from each other?

（Ａ：Worm gears can get a larger torque. A worm gear

can rotate a gear, but a gear cannot rotate the worm

gear.）

5 ▪ Suppleme

ntal slides

Self-awa

reness






(4) Hands-on Experiment Use an

Angle Measuring Instrument to mark 30 and 60-degree angle increments on the blackboard.

（A：Make an angle ruler or

a protractor to measure the angle.）


(6) Hands-on Creativity With the same worm gear, try to change

the model into a fence machine.

（Ａ：Please use the motor and worm gear to make the

operation slower, which drives the gear and make the

fence rise.）

10

20

15




▪ Building blocks

Participa

tion



(2) A teacher can make a review of the concepts of “Worm gear. Angle Measuring Instrument." Or this teacher can encourage students to share the experience about either the assembly of the model or the reflection of a game.



10

▪ Model

▪ Boxes

Oral

Presenta

tion

4. Extension Task

(1) Encourage students to use angle measuring instruments to measure the angles of different corners in school or at home. See if all the corners are 90 degrees?

（ A ： Different architectural designs have different

angles. Therefore, not all corners are 90 degrees. But

they can also provide support to the architecture.）


Record & Feedback


Lesson 8－Revolving Door

Course

Objectives

◼ Understand the characteristics and applications of the ratchet.

◼ Develop the ability to design models and do experiments with building blocks.

◼ Enjoy learning physics by exploring physical laws with simple tools and methods.

Total Time

60 mins

Keywords Revolving Door. Ratchet.

Teaching Guide Time

(mins)

Teaching

Resource

Assessm

ent


(1) A teacher asks students if they have seen the revolving door, how a revolving door works and can a revolving door be used in reverse direction. Or A teacher lectures the topic story. Students listen and try to comprehend the lesson.

(2) A teacher demonstrates the model of this lesson - Elastic Scale. Please ask students to think about how to make it work in a different way.

(3) Brainstorming What applications of the ratchet and pawl

mechanism can be seen in everyday life?

（Ａ：Clock, ticket gate.）

5 ▪ Suppleme

ntal slides

Self-awa

reness






(4) Hands-on Experiment Try to spin a revolving door in

clockwise and counterclockwise direction. See for yourself if the door can spin in one direction only.

（A：It only opens in one direction(one-way traffic)

because the one-way revolving door has a security

function of controlling and monitoring access.）


(6) Hands-on Creativity Use toy blocks to create a building, then add a revolving door to it for aesthetics and practicality.

（Ａ：Ask students to modify the model structure, and

share some pictures of revolving doors from the internet

for reference.）

10

20

15




▪ Building blocks

Participa

tion



(2) A teacher can make a review of the concepts of “Revolving Door. Ratchet." Or this teacher can encourage students to share the experience about either the assembly of the model or the reflection of a game.



10

▪ Model

▪ Boxes

Oral

Presenta

tion


4. Extension Task

(1) Ask students to modify the model and design an entrance door and an exit door of an amusement park, and make these two revolving doors turn in different directions.

（For example, make the entrance revolving door rotate

counterclockwise, and make the exit revolving door

rotate clockwise.）

Record & Feedback


Lesson 9－Push Game

Course

Objectives

◼ Understand the principle of crankshaft.

◼ Develop the ability to communicate and coordinate with others through group discussions.

◼ Develop the ability to design models and make experiments with building blocks.

Total Time

60 mins

Keywords Crankshaft. Push game.

Teaching Guide Time

(mins)

Teaching

Resource

Assessm

ent



(2) A teacher demonstrates the model of this lesson - Push game. Please ask students to think about how to make it work and measure the weight.

(3) Brainstorming How is the crankshaft rotation in a duplex

piston engine translated into a kinetic force?

（Ａ：The kinetic energy of the reciprocating motion of

the piston is converted into rotational kinetic energy.）

5 ▪ Suppleme

ntal slides

Self-awa

reness






(4) Hands-on Experiment Put a C-60T Gear in front of a

model push game, and then try to push it forward.

（A：Control the force and try to push the gear.）


(6) Hands-on Creativity Try to build a back-kneading

massage machine with a crankshaft.

（Ａ：Students can make a few round massage points at

the top of the crankshaft. Share pictures of the back

massager for reference.）

10

20

15




▪ Building blocks

Participa

tion



(2) A teacher can make a review of the concepts of “Crankshaft. Push game." Or this teacher can encourage students to share the experience about either the assembly of the model or the reflection of a game.



10

▪ Model

▪ Boxes

Oral

Presenta

tion

4. Extension Task

(1) Let students modify the model again. Try to use the crankshaft to make a mechanism that imitates the behavior of other animals.

（For example, the hamster moves up and down.）

Record & Feedback



Course

Objectives




Total

Time

60

mins

Keywords

Push Game. Revolving Door. Angle Measuring Instrument. Mechanical

Clock.

Teaching Guide Time

(mins)

Teaching

Resource

Assessm

ent


(1) A teacher inspires students to discuss how to make an animal model using what you have learned.

(2) Brainstorming To summarize what has been learned so far,

try to build a model animal (e.g. worm gear application on giraffes), and get it move. Of course, we can also use cardboard to decorate the model!

5 ▪ Supplem

ental slides

Self-awa

reness



(2) Encourage students to adjust and improve the model first.

10

35




▪ Building blocks

Particip

ation





10

▪ Model

▪ Boxes

Oral

Present

ation


4. Extension Task

(1) Encourage students to review these concepts and try to modify the model into different animals.

Record & Feedback


Lesson 11－Wiper

Course

Objective

s

◼ Understand how gears and racks work.

◼ Make a list of the applications of gears and racks in daily life (e.g. a robotic arm).


Total Time

60 mins

Keywords Gears. Racks. Wiper.

Teaching Guide Time

(mins)

Teaching

Resource

Assessm

ent


(1) A teacher can ask students if they have ever observed a wiper of the car and know how a wiper works. Or a teacher lectures the topic story. Students listen and try to comprehend the lesson.

(2) A teacher demonstrates the model of this lesson - Wiper. Please ask students to think about how to make it work in a different way.

(3) Brainstorming What applications in our daily lives use

gear and rack?

（Ａ：A robotic arm）

5 ▪ Suppleme

ntal slides

Self-awa

reness






(4) Hands-on Experiment Try to change the wiper blades’

movement from a radial, pivot movement, into a sequential/pantograph (face-to-face) sweeping movement.

（A：Change the way the axle is fixed.）


(6) Hands-on Creativity Find different ways to speed up the

wiper movement.

（Ａ：Increase gear ratio.）

10

20

15




▪ Building blocks

Participa

tion



(2) A teacher can make a review of the concepts of “Gears. Racks. Wiper." Or this teacher can encourage students to share the experience about either the assembly of the model or the reflection of a game.



10

▪ Model

▪ Boxes

Oral

Presenta

tion

4. Extension Task

(1) Encourage students to modify the model and make a shaking doll.

（A：Make a body-shaking model by using the principle

of the wiper.）

Record & Feedback


Lesson 12－Train

Course

Objectives

◼ Understand the principle and application of the linkage.

◼ Develop the spirit of active participation in activities.

◼ Think about what applications we can use the operating principle of linkage on.

Total Time

60 mins

Keywords Linkage. Train.

Teaching Guide Time

(mins)

Teaching

Resource

Assessm

ent


(1) A teacher can ask students whether they have taken a train and encourage them to think of how the train works. Or a teacher lectures the topic story. Students listen and try to comprehend the lesson.

(2) A teacher demonstrates the model of this lesson - Train. Please ask students to think about how to make it work in a different way.

(3) Brainstorming What applications in our daily does the

linkage theory apply to?

（Ａ：Prosthetic limbs.）

5 ▪ Suppleme

ntal slides

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reness






(4) Hands-on Experiment Change the planar-linkage to a

triple-joint linkage mechanism and see if the train can

still run smoothly.

（A：A short crank is for the movement, and a rocker is

for the swing. Connect them with a linkage.）


(6) Hands-on Creativity Use toy blocks to make a passenger

carriage for your train!

（Ａ：Let students modify the car structure with the

frames and the axle connectors.）

10

20

15




▪ Building blocks

Participa

tion



(2) A teacher can make a review of the concepts of “Linkage. Train." Or this teacher can encourage students to share the experience about either the assembly of the model or the reflection of a game.



10

▪ Model

▪ Boxes

Oral

Presenta

tion

4. Extension Task

(1) Encourage students to operate the train again and add a different function.

（For example: going backward, turning left or right,

etc.）

Record & Feedback


Lesson 13－Big Mouth

Course

Objectives

◼ Understand the principle and application of crank mechanism.

◼ Develop the ability to analyze and improve the structure in the process of group discussion.

◼ Assemble a big mouth and try to demonstrate the principles applied in the model.

Total Time

60 mins

Keywords Crank mechanism. Big mouth.

Teaching Guide Time

(mins)

Teaching

Resource

Assessm

ent



(2) A teacher demonstrates the model of this lesson - Big Mouth. Please ask students to think about how to make it work in a different way.

(3) Brainstorming What devices in daily life apply the crank

and linkage mechanism?

（Ａ：Train wheels.）

5 ▪ Suppleme

ntal slides

Self-awa

reness






(4) Hands-on Experiment Make a copy of the upper and

lower lip picture cards on the back cover of the instructions. Cut them off and paste them on a model puppet so the mouth can open and close.

（A：Help students to make copies and encourage them to

modify the model.）


(6) Hands-on Creativity Try to design your own picture

cards for more fun!

（A：A teacher can share a variety of lip images, allowing

students to draw their special lip images and put the lip

images on the models.）

10

20

15




▪ Building blocks

Participa

tion



(2) A teacher can make a review of the concepts of “Crank mechanism. Big mouth." Or this teacher can encourage students to share the experience about either the assembly of the model or the reflection of a game.



10

▪ Model

▪ Boxes

Oral

Presenta

tion

4. Extension Task

(1) Let students modify the big mouth model again. Try to replace the big mouth image with the elevator image, and make an elevator that moves up and down.

（A：A teacher can share a variety of elevator pictures,

allowing students to draw an elevator and stick it on the

model.）


Record & Feedback


Lesson 14－Lawn Mower

Course

Objectives

◼ Learn the principles and applications of gear transmission.

◼ Develop a spirit of cooperation and problem-solving skills through teamwork.

◼ Assemble the lawn mower with building blocks, operate the model, and demonstrate its function.

Total Time

60 mins

Keywords Gear transmission. Lawn mower.

Teaching Guide Time

(mins)

Teaching

Resource

Assessm

ent


(1) A teacher plays a video of the lawn mower operation and asks students how the lawn mower works. Or a teacher lectures the topic story. Students listen and try to comprehend the lesson.

(2) A teacher demonstrates the model of this lesson - Elastic Scale. Please ask students to think about how to make it work

(3) Brainstorming Where have you seen different gear

combinations before? Why do people use such combinations?

（Ａ：Clock. Adjust for different gear ratios.）

5 ▪ Suppleme

ntal slides

Self-awa

reness






(4) Hands-on Experiment Let’s make a model mower to see

if it can actually work. Observe how the gear set transmits momentum.

（A：The gear set meshes with the teeth to rotate and

transmit power.）


(6) Hands-on Creativity Try to use it with other gear sets and

make a transmission gearbox.

（Ａ：With different sizes of gears, students can use

different gear ratios to make a gearbox.）

10

20

15




▪ Building blocks

Participa

tion



(2) A teacher can make a review of the concepts of “Gear transmission. Lawn mower." Or this teacher can encourage students to share the experience about either the assembly of the model or the reflection of a game.



10

▪ Model

▪ Boxes

Oral

Presenta

tion

4. Extension Task

(1) Encourage students to find out things related to gears and observe their operations.

（For example: bicycle, correction tape.）

Record & Feedback



Course

Objectives




Total

Time

60 mins

Keywords Lawnmower. Big mouth. Train. Wiper.

Teaching Guide Time

(mins)

Teaching

Resource

Assessm

ent


(1) A teacher inspires students to discuss "a face model" and think about how to assemble it.

(2) Brainstorming Based on the models and principles you

have already learned, make a model face. If you get stuck, remember the applications of gears and racks.

5

▪ Supplemental slides

Self-awa

reness



(2) Encourage students to adjust and improve the model

first.

10 35




▪ Building blocks

Participa

tion





10

▪ Model

▪ Boxes

Oral

Presenta

tion

4. Extension Task

(1) Encourage students to modify the model and make a whole human body model.

Record & Feedback


Lesson 16－Naughty Snake

Course

Objectives

◼ Understand the definition and application of period motion.

◼ Develop the ability to communicate with others through group discussion.


Total Time

60 mins

Keywords Period motion. Naughty Snake.

Teaching Guide Time

(mins)

Teaching

Resource

Assessm

ent



(2) A teacher demonstrates the model of this lesson - Naughty Snake. Please ask students to think about how to make it work in a different way.


periodic motion apply to?

（Ａ：Clocks.）

5 ▪ Suppleme

ntal slides

Self-awa

reness






(4) Hands-on Experiment Make a copy of the naughty snake

picture card on page 79, then cut out the copied snake picture and paste it onto a model snake you have made. See if you can make it move like the naughty snake does.

（A：Help students to make copies and stick to the

models to make the models work correctly.）


(6) Hands-on Creativity Try to modify the model to make it a

swing. See if the swinging motion is periodic.

（Ａ：Make a simple swing with the long rods and the

frames. The swing moves back and forth and finally returns to the starting position, which is the period

motion.）

10

20

15




▪ Building blocks

Participa

tion



(2) A teacher can make a review of the concepts of “Period motion. Naughty Snake." Or this teacher can encourage students to share the experience about either the assembly of the model or the reflection of a game.



10

▪ Model

▪ Boxes

Oral

Presenta

tion

4. Extension Task

(1) Encourage students to modify the model. Try to make a

model that imitates the way an animal moves.。

（For example: a bird flaps wings.）

Record & Feedback


Lesson 17－Revolving Crane

Course

Objectives

◼ Understand the principle of circular motion.

◼ Develop the ability to communicate and coordinate with others through group discussion.

◼ Develop the ability to design models and do experiments with building blocks.

Total Time

60 mins

Keywords Circular motion. Revolving Crane.

Teaching Guide Time

(mins)

Teaching

Resource

Assessm

ent


(1) A teacher can pick up a rubber band and spin it around. Ask students why the rubber band makes a circular motion.

(2) A teacher demonstrates the model of this lesson - Revolving Crane. Please ask students to think about how to make it work


circular motion apply to?

（Ａ：Carousel, satellite.）

5 ▪ Suppleme

ntal slides

Self-awa

reness






(4) Hands-on Experiment Try to redesign the model to make

a spin dryer, and see whether its motion is circular.

（A：If the speed is fast enough, the combined force( the

positive force of the model and the gravity of the ball) is exactly equal to the centripetal force, so the ball will not

fall down.）


(6) Hands-on Creativity Put a ping-pong ball on a model seat,

and when the seat’s speed of rotation increases, see if the ball will fall off.

（Ａ：The clothing dehydrator uses the centrifugal force

to rotate and detach the water, which is a circular

motion.）

10

20

15




▪ Building blocks

Participa

tion



(2) A teacher can make a review of the concepts of “Circular motion. Revolving Crane." Or this teacher can encourage students to share the experience about either the assembly of the model or the reflection of a game.



10

▪ Model

▪ Boxes

Oral

Presenta

tion

4. Extension Task

(1) Ask students to tie the rope to the bottle. Fill water in the bottle. Spin the bottle at different speeds to see if the water falls out.

（A：If the speed is fast enough, the combined force (the

positive force of the bottle and gravity of the water is exactly equal to the centripetal force, so the water will not fall out. )


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Lesson 18－Chicken Pecking Rice

Course

Objectives

◼ Understand the definition and application of intermittent motion.

◼ Develop the ability to analyze and improve the structure in the process of group discussion.


Total Time

60 mins

Keywords Intermittent motion. Chicken pecking rice.

Teaching Guide Time

(mins)

Teaching

Resource

Assessm

ent



(2) A teacher demonstrates the model of this lesson - Chicken pecking rice. Please ask students to think about how to make it work.


intermittent motion apply to?

（Ａ：For example, a crane makes intermittent

movements, that is, a crane uses different mechanisms for taking, moving, unloading and these mechanisms

work intermittently.）

5 ▪ Suppleme

ntal slides

Self-awa

reness






(4) Hands-on Experiment Now, let’s rotate the chicken’s

head without stopping, and see if its motion is continuous or intermittent.

（A：The chick will bow and then stop, and then swing

again, which is an intermittent motion.）


(6) Hands-on Creativity let’s change the C-Snail Cam in the

model to a pulley, and rotate the handle again to observe the motion of the chicken’s head.

（Ａ：The chick will move to a higher place, stop and then

swing.）

10

20

15




▪ Building blocks

Participa

tion



(6) A teacher can make a review of the concepts of “Intermittent motion. Chicken pecking rice." Or this teacher can encourage students to share the experience about either the assembly of the model or the reflection of a game.



10

▪ Model

▪ Boxes

Oral

Presenta

tion

4. Extension Task

(1) Let students modify the model. Turn the chick into a different animal.

（For example: Woodpecker）

Record & Feedback


Lesson 19－Drawing Pantograph

Course

Objectives

◼ Understand the principle and application of parallel linkage.

◼ Develop the ability to communicate and coordinate with others.

◼ Assemble the model with building blocks and try to demonstrate the principle in the model.

Total Time

60 mins

Keywords Parallel linkage. Drawing pantograph.

Teaching Guide Time

(mins)

Teaching

Resource

Assessm

ent



(2) A teacher demonstrates the model of this lesson - Drawing pantograph. Please ask students to think about how to make it work.

(3) Brainstorming What situations will you need to use a

pantograph?

（Ａ：When the drafter needs to accurately draw a

scaled-down graphic of a large-sized object (such as a house, a road, etc.) on a limited-area paper or when the shape on the measurement map corresponds to the size

of an object in reality, they can use drawing pantograph.）

5 ▪ Suppleme

ntal slides

Self-awa

reness






(4) Hands-on Experiment Let’s use a diagraph to draw two

shapes of different sizes.

（A：Encourage students to operate the model. Refer to

page 72 in the manual.）


(6) Hands-on Creativity Now, swap the position of the

C-150mm AXLE I on the model with the position of the pencil. Compare the difference in the pictures you draw before and after the swap.

（Ａ：The picture will be smaller.）

10

20

15




▪ Building blocks

Participa

tion

3. 綜合活動 Integrated Learning


(2) A teacher can make a review of the concepts of “Parallel linkage. Drawing pantograph." Or this teacher can encourage students to share the experience about either the assembly of the model or the reflection of a game.



10

▪ Model

▪ Boxes

Oral

Presenta

tion

4. Extension Task

(1) Encourage students to use a drawing pantograph to draw models or components in the manual.

（A：You can see components on part list on page 3.

Model pictures are in lesson 5,10,15 and 20.）

Record & Feedback



Course

Objectives


◼ Develop the spirit of experimentation with active participation.


Total Time

60 mins

Keywords Naughty Snake. Revolving Crane. Chicken Pecking Rice. Drawing

Pantograph.

Teaching Guide Time

(mins)

Teaching

Resource

Assessm

ent


(1) A teacher inspires students to discuss "a fitness equipment” and think about how to assemble it.

(2) Brainstorming To summarize what you have learned so

far, use the following models to make fitness equipment for parks (e.g. a space-walk machine).

5

▪ Supplemental slides

Self-awa

reness



(2) Encourage students to adjust and improve the model

first.

10 35




▪ Building blocks

Participa

tion




10

▪ Model

▪ Boxes

Oral

Presenta

tion

4. Extension Task

(1) Encourage students to make different fitness equipments, mainly using intermittent motion, period motion or circular motion.

Record & Feedback

lesson 1 track car...resource assessm ent 1. increase students’ motivation (1) a teacher can use a...

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