my self- buggy - queen's...

My Self-Propelled Buggy

Strand: Energy & ControlTopic: Forces & Movement

3GRADE

Context and Purpose

Unit Overview

Making Decisions

Looking at Values

Teaching the Unit

New Vocabulary

Summary of Resources

MOE Expectations

Links to Other Subjects

Blackline Masters

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Elementary Science andTechnology Partnership

Acknowledgements

Project director and editor Dr. Malcolm Welch, Faculty of Education, Queen’s University, Kingston, Ontario, Canada, K7L 3N6

Project deputy director Dr. Andréa Mueller, Faculty of Education, Queen’s University

Lead teacher author Chris Shannon, Catholic District School Board of Eastern Ontario

Teacher and Faculty Partners Algonquin & Lakeshore Catholic District School Board

Christina Ackerman, Faith Bland, Paul Couture, Paul Cox, Pauline Dockrill, Rosemary Engemann,

Theresa Frendo-Cumbo, Jamie Gaudet, Lisa McDonald, Gail Ows, Lisa Romano, Walter Sepic,

Jamie Tees, Sheena Whalen

Catholic District School Board of Eastern Ontario

Colleen Bennett, Dawn Fewer, Heather Garlough

Faculty of Education, Queen’s University

Dr. Peter Chin, Dr. Cathy Christie, Joan McDuff, Dr. Hugh Munby, Luigia Cimellaro, Jenny Taylor

Consultant Dr. David Barlex, Director, Nuffield Design & Technology Project

Layout Douglas Gifford

Illustrations Michael Shumate and Rob Loree

Project administrator Tricia Walker

The EST project wishes to thank all those teachers, administrators, school board personnel and

students who supported the piloting of the curriculum materials and who provided valuable feedback.

Financial assistance for the production of this unit provided by the Imperial Oil Charitable Foundation.

© Algonquin & Lakeshore Catholic District School Board 2002© Catholic District School Board of Eastern Ontario 2002© Faculty of Education at Queen’s University 2002

ISBN 1-894855-16-7

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The Context

Most children enjoy playing with toy vehicles,

including those that they push or pull along,

those powered by the stored energy in a wound

spring, or those driven by a battery-operated

motor. In this unit students will design and make

a self-propelled buggy for themselves or for a

friend. The toy can be based on a real vehicle, on a

vehicle from a book or movie, or can be a fantasy

vehicle developed from the student’s imagination.

The appearance of the buggy should appeal to the

individual who will use it.

The Purpose

In this unit students will learn:

that movement is caused by forces of energy

that are stored and then released;

how forces affect the operation of everyday

devices;

to develop their ideas through sketching and

working with technical components, wooden

strips, paper, card, and found materials;

to collect data about user preferences;

to develop their designs by thinking about the

purpose of the buggy and the interests of the

possible users;

to write a design specification;

to mark, measure, cut and join materials with

increasing accuracy;

to use a variety of tools with precision and

care;

to use simple mechanisms to provide a

transmission system;

to evaluate a product against a design

specification;

to evaluate their designing and making.

Context and Purpose

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Unit Overview

The Support Tasks

1 Exploring toy vehicles

60 minutes

2 Making a wooden chassis

60 minutes

3 Exploring wheels and axles

60 minutes

4 Making a card chassis

60 minutes

5 Making a jet-propelled buggy

60 minutes

6 Elastic band buggy

90 minutes

7 Using and decorating nets

60 minutes

The Big Task: The design and make activity

The Big Task is for students to design and make a

self–propelled buggy for themselves or to give to a

special friend, using card, wood strip, and found

materials.

5 x 60 minutes

The Evaluation30 minutes

Unit Review30 minutes

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Making Decisions

Design Decisions

Students can decide on the following:

who the buggy is for;

how the buggy will be constructed;

although the basic frame structure

is given, there is ample opportunity

for students to develop variations

involving different arrangements of

wheels, axles, and power source on

different sizes and shapes of chassis;

the source of power to move the buggy;

the appearance;

deciding on the appearance of the

buggy involves thinking about the

interests of the users;

the size of the buggy;

deciding on the size and shape of the

buggy involves thinking about the

overall dimensions and shape of the

chassis, the type and size of the wheels.

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Looking at Values

Grades 1 - 3

Making design decisions involves making value

judgements. Making these judgements is an ongoing

process that will permeate this unit. Teachers should

engage students in thoughtful discussion that will

help them make decisions that are important to

themselves and eventually to society.

Values are influenced by personal priorities. This

is particularly relevant in the case of Grade 1 - 3

students. Teachers should explore how students

feel and what they think, knowing their experience

is centred on themselves, their friends and their

family. Discuss how these relationships might

influence them when making decisions.

Teacher input

Explain to students that products and services are

designed and made to meet a need or want. Tell

students that when they decide about the worth

or importance of a product, they are making a

value judgement about its quality. Tell students

that a democratic society requires each student to

become an informed citizen who will use his or her

knowledge and value system when making decisions

about technology in settings outside the school.

Explain to students that as they learn to recognize

and discuss values, they will begin to compare

how their own values are similar to or distinct

from those of friends and others. Ask questions

that will help students conceptualize what values

are and how these values might impact their

life, both now and in the future. Recognize that

students’ answers will reveal value judgements

that become more complex and sophisticated

with practice and experience.

At appropriate times throughout the unit, use the

following questions as starting points to engage

students in thinking about and discussing values.

Aesthetic values

In what ways is the product pleasing to the

senses?

Do I like my product? If so, why? If not, why

not?

Technical values

What materials were used in the production?

What skills were needed to make the product?

Does the product perform its intended

function?

Will the product withstand extended use?

Economic values

Who else would want to own the product?

Why would someone else want to own the

product?

Environmental values

How long will the product last?

What happens to the product when it is no

longer wanted?

Social values

Whose needs or wants were considered

during the designing?

What needs or wants were considered during

the designing?

Moral values

How does the product affect me?

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Teaching the Unit

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Teaching the Unit

suggested timing

Support Task 1: Exploring toy vehicles

60 minutes

Student activity

Tell the students to draw a simple sketch of one

or two of the toys on their table, to label the

important parts, and to add notes to explain what

moves them. Use the drawings and collection of

toy vehicles as a reference display during the rest

of the unit.

Homework extension: If a student is designing

and making their buggy to give to a special friend,

they will need to find out what the friend would

like. If it is for themselves, they need to think

about what they like.

Teacher input

Tell the students that the Big Task for this unit is

to design and make a self-propelled toy vehicle

called a “buggy”. It will be designed and made for

themselves or for a special friend. Explain that to

begin they must look at a variety of different toy

vehicles that work in different ways.

Show the class a collection of toy vehicles. There

should be enough toys so that each table will

have a small collection for students to look at and

handle. This will help the students to understand

how their buggy might look and realize that

although there are differences amongst the toys,

there are also similarities.

Demonstrate and discuss the different ways the

vehicles move, such as push and pull toys. Be sure

to point out the important features - wheels, axles,

a chassis to support the wheels and axles,

and a power source.

Some key ideas to include in the

discussion:

Does the toy move with a

push?

Is the toy being pulled?

How are the wheels

attached to the body of the

toy?

Which toys have fixed axles

and which have live axles?

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Teaching the Unit

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Teaching the Unit

Resources requiredStimulus materials: variety of toy vehicles

Consumable materials: none required

Tools: none required

Safety checkDiscuss the hazards and risks involved when working in a group and with other people’s

property. Discuss how these risks can be managed by the way students behave and treat the items

on display.

suggested timing

Relating this Support Task to the Big Task

At the conclusion of this Support Task have the

students tell you what they have learned about toy

vehicles. Next ask students how this information

will help them design and make a self-propelled

buggy.

New vocabulary

self-propelled, wheel, axle, fixed axle, live axle,

chassis

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Teaching the Unit

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Teaching the Unit

1. Show the class how to mark off strips to the length needed for their frame. Each end piece is the length of the end of the frame minus the thickness of the wooden strip.

bench hook

junior hacksaw

clamp holds wood in position

2. Show the class how to use a bench hook and a junior hacksaw to cut a 10 mm x 10 mm wood strip to length and clean up the ends with abrasive paper.

4. Some students may need to use a Lynx jointer to help them join two pieces of wood at right angles.

square section dowellingsquare section dowelling gusset

3. Show the class how to use card corners and a small amount of PVA glue to construct a frame.

suggested timing

Support Task 2: Making a wooden chassis

60 minutes

Teacher input

Tell the students that they will need to make a

chassis for their buggy and that one way to do

this is to make a simple wooden frame. In this

Support Task students will learn how to do this by

making a frame 15 cm x 10 cm. In Support Task 3

students will learn how to fix wheels and axles to

the frame.

Once the students have constructed their frames

they should be left on a flat surface to dry

overnight.

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Teaching the Unit

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Teaching the Unit

Resources requiredStimulus materials: completed frame

Consumable materials: 10 mm x 10 mm wood strip, white glue, cardboard gussets, abrasive paper

Tools: junior hacksaw, bench hook, safety ruler, pencil, Lynx jointer

Safety checkDiscuss the hazards and risks involved when using cutting tools and adhesives and how the risks

can be managed by working carefully and using the correct procedures.

suggested timing



students tell you what they have learned about

constructing a wooden frame. Next ask students

how this information will help them design and

make a self-propelled buggy.

New vocabulary

gusset

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Teaching the Unit

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Teaching the Unit

5 mm dowel

vice clamped to edge of desk

2. Demonstrate to the students how to cut 5 mm diameter wooden dowel for the axles. Cut axles 3-4 cm larger than the width of the frame. Hold wooden dowel in the vice when cutting. Hold the free end with fingers to reduce vibration. Use abrasive paper to remove burrs. Wooden wheels can be glued to the axle. Card wheels can be held in place using plasticine beads.

1. Use thick card triangles, punch hole in position shown, and glue into position on the frame. Two axle holders can be glued on the sides of the frame. Make sure that the two holes are aligned.

3. An alternative to using card triangles to support the axles is to drill holes in the frame. This requires that the holes be drilled once the sides have been cut to length and before the frame is glued. To ensure that the holes on each side line up the two sides must be drilled at the same time.

suggested timing

Support Task 3: Exploring wheels and axles

60 minutes

Teacher input

Tell the students they will need to know about

alternative methods of fitting wheels onto axles

and axles to a chassis. In this Support Task

students will learn how to fix wheels to a wooden

axle and use card triangles to fix the axle to the

chassis.��

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Teaching the Unit

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Teaching the Unit

Resources requiredStimulus materials: none required

Consumable materials: abrasive paper, 10 mm x 10 mm wood strip, card, PVA glue, 5 mm wooden

dowelTools: junior hacksaw, safety ruler, bench hook, hand drill, 5 mm drill bit,

portable vice

Safety checkReview the hazards and risks involved when using cutting tools and adhesives and how the risks

can be managed by working carefully and using the correct procedures.

suggested timing

Student activity

Demonstrate to the class how to make card

triangles and how to punch holes for the axles.

Glue triangles onto the frame. Emphasize the

importance of lining up pairs of triangles so that

the axle turns freely and the buggy moves in a

straight line.




attaching wheels. Next ask students how this

information will help them design and make a

self-propelled buggy.

New vocabulary

none

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Teaching the Unit

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Teaching the Unit


Consumable materials: corrugated card, clothes pegs, 5 mm wooden dowel, wooden or card

wheels, plastic straws, plasticineTools: junior hacksaw, safety ruler, pencil, bench hook, hot glue gun

Safety checkReview the discussion about controlling risks when using cutting tools. Discuss the hazards and

risks involved in using a hand drill and a hot glue gun and how the risks can be managed by taking

care and using the correct procedures.

suggested timing

Support Task 4: Making a card chassis

60 minutes




chassis construction. Next ask students how this



New vocabulary

none

Teacher input

Tell the students that an alternative to a wooden

frame chassis is one made from card. Wooden

clothes pegs can be used to fix axles onto this

chassis.

Student activity

Show the class how to construct a buggy using a

card chassis and clothes pegs. Use a hot glue gun

to fasten clothes pegs to the chassis. Measure and

cut dowelling 4 – 6 cm wider

than the chassis. Attach tube

spacers and stops to the

axles.

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Teaching the Unit

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Teaching the Unit

Resources requiredStimulus materials: balloon

Consumable materials: cardboard, balloons, plastic wheels, straws, plastic tubing, tape

Tools: scissors, pencils

Safety checkDiscuss the hazards and risks involved in using cutting tools and allowing balloons to fly across

the room. Discuss how the risks can be managed by working carefully.

suggested timing

Support Task 5: Making a jet-propelled buggy

60 minutes

Student activity

Show the class how to cut a small cardboard box

to make a chassis. Punch holes to allow axles to

be mounted. Attach plastic spools to the axles.

Use tape to attach a balloon to the chassis.




jet-propulsion. Next ask students how this



New vocabulary

jet-propulsion

Teacher input

Tell the students they are going to explore using

jet-propulsion to power a vehicle. Inflate a

balloon and let it go. Ask students to describe

what happened. Explain that the balloon is a

very simple example of jet-propulsion. Tell the

students that jet-propelled vehicles need to be

light. Therefore they will use a cardboard chassis,

plastic spools, and straw axles to build a

jet-propelled buggy.

suggested timing

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Teaching the Unit

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Teaching the Unit

suggested timing

Support Task 6: Elastic band buggy

90 minutes

Show the students how to attach one end of a thin

elastic band to the frame of the chassis by looping

the band through itself. Loop the other around the

nail. Wind the axle until there is tension in the

band. When the buggy is released, stored energy

in the band will propel the buggy. Observe that

the buggy continues to move even after the band

is fully unwound. Ask the students what causes

the buggy to stop (friction).

Teacher input

Remind students that they have made buggies

that can be pushed, pulled, and that are jet-

propelled. Now show students a toy that uses

the stored energy in a wound spring (potential

energy) to create movement. Tell the students that

in this Support Task

they will make

a buggy

that uses

the stored

energy in a

wound elastic

band to make it

move.

Student activity

Have the students make a wooden chassis with

external dimensions of 12 cm x 6 cm. Attach

clothes pegs to the frame to hold axles made from

a 5 mm diameter wooden dowel. Show students

how to use a drill and attach a cork to the axle,

and how to use the stored energy of a wound

elastic band to power the buggy.

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Teaching the Unit

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Teaching the Unit

Resources requiredStimulus materials: wind-up toys

Consumable materials: 10 mm x 10 mm wood strip, cardboard gussets, PVA glue, corks, 5 mm

diameter wooden dowel, small nails, elastic bands, card or wooden

wheelsTools: junior hacksaw, bench hook, safety ruler, pencil, small hammer, hand

drill, 5 mm drill bit

Safety checkRevisit the discussion about managing risks when using cutting tools.

suggested timing


At the conclusion of this Support Task have

the students tell you what they have learned

about stored energy. Next ask students how this



New vocabulary

potential energy, stored energy, friction

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Teaching the Unit

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Teaching the Unit

2. Use back of utility knife to score along fold lines.

1. Cut out net using a safety ruler and utility knife.

3. Carefully crease the folds.

suggested timing

Support Task 7: Using and decorating nets

60 minutes

Some techniques for body decoration are:

shiny like metal by carefully sticking on

aluminum foil

rough like some rocks by putting on small

amounts of glue and shaking on sand

striped by sticking on coloured strips.

Put the decorated body shells on display to

show the care and attention required to produce

effective surface decoration.

Teacher input

Explain to the students that this Support Task

has two parts. The first is to make a simple net

to give students practice at making a body shell

with card which they could use to give their

buggy its overall appearance. There are three nets

available as BLMs: “My buggy – wedge net,” “My

buggy – double wedge net,” and “My buggy – bus

net”. Note that for their buggy they can adapt

existing boxes if this is more appropriate.

Whatever students use, they will need to decorate

it so that it is attractive and does not look like card

or packaging. The second part of this Support

Task teaches students to decorate the net to give a

variety of effects.

Student activity

Show the students how to cut out a net and to

crease it carefully so that it can be assembled into

the form of a small body shell. Do not fix into its

final form, as surface decoration is much more

easily applied while the net is flat.

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Teaching the Unit

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Teaching the Unit

Resources requiredStimulus materials: samples of boxes and nets

Consumable materials: BLM “My buggy – wedge net”, BLM “My buggy –

double wedge net”, BLM “My buggy – bus net”, aluminum

foil, PVA glue, coloured stickiesTools: scissors

Safety checkRevisit the discussion about managing risks when using cutting tools.

Add aluminum foil to show a radiator grill. Stick dark paper into cut-outs to show dark windows.

Add sand to glue patches on the hood.

Add stick-on ‘go-faster’ stripes.

suggested timing




decorating a chassis. Next ask students how this



New vocabulary

none

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Teaching the Unit

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Teaching the Unit

suggested timing

The Big Task: Designing and making a self-propelled buggy

5 x 60 minutes

Student activity

Each student must write a design specification.

Included in the specification will be answers to

questions about user needs, including:

What kind of toy vehicles does the user like?

Do they have a favourite animal?

What cartoon, book or TV character do they

like?

What is their favourite colour?

Answers to these questions will guide the

design of the buggy. A BLM “My buggy design

specification” is included in the unit.

Encourage students to sketch their buggy to show

its shape, size, placement of axles, and size of

wheels.

Teacher input

Tell the students that they are going to use what

they have learned in the Support Tasks to design

and make a self-propelled buggy, either for

themselves or to give to a special friend. To begin,

students must decide:

who the buggy is for;

what it should look like;

what it should do.

If students are designing their buggy for a friend

they can set up an interview and use the BLM

“Interviewing my client” to collect and record

data.

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Teaching the Unit

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Teaching the Unit


Consumable materials: BLM “Interviewing my client”, BLM “My buggy

design specification”, BLM “Basic buggy – exploded view”,

10 mm x 10 mm wood strip, cardboard, PVA glue, 5 mm diameter wooden

dowel, straws, plastic tubing, card and wooden wheels, clothes pegs,

corks, elastic bands, small nails, aluminum foil, colour stickiesTools: junior hacksaw, bench hook, safety ruler, pencil, scissors, utility knife,

hand drill, 5 mm drill bit, abrasive paper, hot glue gun, colour markers

Safety checkReview the discussion about managing risks when using tools and materials available for making their buggy.

suggested timing

Teacher input

Remind the students that they have to make

design decisions that will meet the specification

about the following elements:

1 Decide on the size, shape, and type of chassis.

2 Decide on the type of axles and axle holders

that will allow the buggy to travel in a

straight line.

3 Decide on the power source, choosing

from push/pull, jet-propelled, or driven

by stored energy.

4 Decide on the shape of the body (and the net

required to produce the shape).

5 Decide on the appearance of the body and the

materials required for decoration.

Some students may need help visualizing the

buggy. A BLM “Basic buggy – exploded view” is

provided.

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Teaching the Unit

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Teaching the Unit


Consumable materials: BLM “Evaluating my friend’s buggy”, BLM “Evaluating my buggy”, white paper

Tools: pencils

Safety checkDiscuss the hazards and risks involved in playing with toy buggies and how the risks can be managed.

suggested timing

Evaluating the Final Product

30 minutes

Student activity

Tell the students to work in groups of four or five.

They should read the specification for each toy, taking

turns looking at it and using it and then answering

the following questions about each buggy:

How well did it do what it was designed to do?

How much did it look like it was designed to

look?

How well is it made?

Tell the students that it is useful to record their

findings in a table. Students can use the BLM

“Evaluating my friend’s buggy”. Once each student

has the comments of everyone in their group

about their buggy, they can write a few sentences

answering the following questions:

Can it be made safer?

Can it be made to work more reliably?

Can it be made to look better?

Can it be made to work better?

Can it be made more durable?

A BLM “Evaluating my buggy” is provided for

those students who may need help writing a

report.

Teacher input

Positive aspects of the students’ designs must

be valued, but they must also learn to be critical.

Working in groups during evaluation should

make this easier.

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Teaching the Unit

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Teaching the Unit


Consumable materials: paper

Tools: pencils

Safety checkDiscuss with the students whether they used hazard recognition, risk identification, and risk management when designing and making their buggies.

suggested timing

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Unit Review

30 minutes

Student activity

The students should discuss the questions in

groups. When finished each group should provide

a summary of the discussion to the class. Upon

completion of all group summaries, the whole

class can agree on a statement of improvement for

their next design and technology unit.

Teacher input

Explain to the students that it is important to think

about how to get better at design and technology

and that they can do this by discussing the

following questions:

What did you enjoy the most?

What did you find easy?

What did you find difficult?

What did you get better at?

Did you help one another?

Could you have done anything better?

If yes, what and how?

suggested timing

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New Vocabulary

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Term Definition

axle the shaft on which wheels are carried. The wheels are either fixed so that they turn with the axle or able to spin freely on the axle

chassis the base frame to which the body of a vehicle is attached

fixed axle an axle that does not turn and on which a wheel can spin freely

friction the force that resists the motion of one surface relative to another with which it is in contact

gusset a bracket that strengthens the angle of a structure

jet-propulsion the propulsion of a body by means of a force produced by discharging a fluid in the form of a jet. The backward-moving jet of fluid reacts on the body in which it was produced to create a reactive force that drives the body forward

live axle an axle that turns and on which the wheel is fixed

potential energy energy that is stored until it is released

self-propelled a body that can move using its own power source

stored energy the energy which a body has because of its position or structure rather than as a result of its motion (e.g., stretched elastic band)

wheel a circular frame or disc that may be fixed to a shaft so that it rotates at the same speed as the shaft or fitted onto a shaft so that it can spin while the shaft remains stationary

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New Vocabulary

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Support Task Stimulus materials Consumable materials Tools

1 variety of toy vehicles none required none required

2 completed frame 10 mm x 10 mm wood strip; white glue, cardboard gussets, abrasive paper

junior hacksaw, bench hook,

safety ruler, pencil, Lynx

jointer

3 none required abrasive paper, 10 mm x 10 mm wood

strip, card, PVA glue, 5 mm wooden

dowel

junior hacksaw, safety ruler,

bench hook, hand drill, 5 mm

drill bit, portable vice

4 none required corrugated card, clothes pegs, 5 mm

wooden dowel, wooden or card wheels,

plastic straws, plasticine

junior hacksaw, safety ruler,

pencil, bench hook, hot glue

gun

5 balloon cardboard, balloons, plastic wheels,

straws, plastic tubing, tape

scissors, pencils

6 wind-up toys 10 mm x 10 mm wood strip, cardboard

gussets, PVA glue, corks, 5 mm

diameter wooden dowel, small nails,

elastic bands, card or wooden wheels


safety ruler, pencil, small

hammer, hand drill, 5 mm

drill bit

7 samples of boxes and

nets

BLM “My buggy – wedge net”, BLM “My

buggy – double wedge net”, BLM “My

buggy – bus net”, aluminum foil, PVA

glue, coloured stickies

scissors

The Big Task none required BLM “Interviewing my client”, BLM

“My buggy design specification”, BLM

“Basic buggy – exploded view”, 10 mm x

10 mm wood strip, cardboard, PVA glue,

5 mm diameter wooden dowel, straws,

plastic tubing, card and wooden wheels,

clothes pegs, corks, elastic bands, small

nails, aluminum foil, colour stickies


safety ruler, pencil, scissors,

utility knife, hand drill, 5 mm

drill bit, abrasive paper, hot

glue gun, colour markers

Evaluating the

Final Product

none required BLM “Evaluating my friend’s buggy”, BLM “Evaluating my buggy”, white paper

pencils

Unit Review none required paper pencils

24

MOE Expectations

25

MOE Expectations

MOE expectationsLinks to Support Tasksand the Big Task

Overview 1 2 3 4 5 6 7 BT the study of forces introduces students to two types of forces and their

effects. The first type involves direct interaction – pushes and pulls between surfaces that are in direct contact. The second type, which includes magnetic and static electric forces, involves interaction at a distance, and students should be aware that these forces also exist. In exploring the effects of forces, students will learn about the ways in which forces create movement in objects

– for example, that some movement results from an imbalance between forces, some from the release of stored energy, as with the release of a wound spring. In addition, the study of forces will enable students to expand their understanding of control by designing and making devices that use a form of energy and can apply a force to another object. These activities will help students begin to recognize that all systems share certain characteristics – for example, they are made of component parts that work together to perform a specific task

Overall expectations 1 2 3 4 5 6 7 BT

demonstrate an understanding of how movement is caused by forces and by energy that is stored and then released

investigate how different forces affect the operation of everyday devices, and design and construct devices that use a form of energy to create controlled movement

identify objects, devices, and systems in everyday life that are affected by forces and movement and explain in what ways they are useful to us

Specific expectations: Understanding basic concepts 1 2 3 4 5 6 7 BT

identify force as a push or pull by one body on another

investigate the ways in which different forces (e.g., magnetism, static electricity, muscular force, gravitational force) can change the speed or direction of a moving object

investigate the effect of magnets and electrically charged objects on the motion of different materials (e.g., iron filings will be moved by a magnet, whereas grains of sugar will not)

identify, through observation, different forms of energy and suggest how they might be used to provide power to devices and to create movement (e.g., the release of energy from a tightly wound elastic band or spring would create movement in a wind-up toy)

distinguish between kinds of motion and indicate whether the motion is caused indirectly (e.g., by gravity, static electricity, magnets) or directly (e.g., by applied force)

investigate the effects of directional forces (e.g., left push for left movement) and how unbalanced forces can cause visible motion in objects that are capable of movement (e.g., an object pushed over a smooth floor)

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MOE Expectations

25

MOE Expectations

Specific expectations: Developing skills of inquiry, design, & communication 1 2 3 4 5 6 7 BT ask questions about and identify needs and problems related to the behaviour

of different forces in their immediate environment, and explore possible answers and solutions (e.g., identify everyday situations that produce static electricity and describe ways of removing static electricity from clothes; compare the strength of two magnets in holding layers of paper on a refrigerator door, or in picking up paper clips)

plan investigations to answer some of these questions or solve some of these problems, and explain the steps involved

use appropriate vocabulary in describing their investigations, explorations, and observations (e.g., use terms such as push, pull, load, distance, speed when describing the effect of forces on an object)

record relevant observations, findings, and measurements, using written language, drawings, charts, and graphs (e.g., track a toy boat moving on water at various speeds, record the distances travelled, and present their findings on a chart)

communicate the procedures and results of investigations for specific purposes and to specific audiences, using drawings, demonstrations, simple media works, and oral and written descriptions (e.g., give a demonstration showing how a device has been constructed and how it performs; make a drawing showing what alterations would be made to its design in the future; describe in writing the steps they used to build a device)

design and construct a device that uses a specific form of energy in order to move (e.g., a paper airplane propelled by hand)

Specific expectations: Relating science and technology to the world outside the school 1 2 3 4 5 6 7 BT

describe the visible effects of forces acting on a variety of everyday objects (e.g., a toy car goes forward when pushed; a ball falls down when dropped)

identify surfaces that affect the movement of objects by increasing or reducing friction (e.g., dry roads, icy roads)

demonstrate how a magnet works and identify ways in which magnets are useful (e.g., as metal detectors, as a car wrecker’s hoist, as a power source for magnetic trains)

recognize devices that are controlled automatically (e.g., timers, washing machines), at a distance (e.g., a remote-control toy), or by hand (e.g., the flushing mechanism on a toilet)

identify parts of systems used in everyday life, and explain how the parts work together to perform a specific function (e.g., a subway system, a plant, a wind-up toy).

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Blackline Masters

26

Language

Writing

use materials from other media (sketches) to

enhance their writing

use and spell correctly the vocabulary

appropriate for this grade level

use correctly the conventions specified for

this grade level

Reading

understand the vocabulary and language

structures appropriate for this grade level

Oral and Visual Communication

communicate messages, and follow and give

directions for a variety of activities and events

listen to discussions and ask questions to

classify meaning

apply the rules of working with others

create a variety of simple media works

use the conventions of oral language, and of

the various media, that are appropriate to the

grade

Mathematics

Measurement

demonstrate an understanding of and ability

to apply measurement terms

solve problems using measurement and

estimation

Geometry and Spatial Sense

investigate the attributes of 3D and 2D shapes

using concrete materials and drawings

draw and build 3D objects and models

Data Management and Probability

collect and organize data

The Arts

Visual Arts

produce 3D works of art that communicate

ideas for specific purposes and to familiar

audiences

identify the elements of design and use them

in ways appropriate for this grade

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27

Blackline MastersTitle Used in…

My buggy – wedge net Support Task 7 on page 16

My buggy – double wedge net Support Task 7 on page 16

My buggy – bus net Support Task 7 on page 16

Interviewing my client The Big Task on page 18

My buggy design specification The Big Task on page 18

Basic buggy – exploded view The Big Task on page 19

Evaluating my friend’s buggy Evaluating the Final Product on page 20

Evaluating my buggy Evaluating the Final Product on page 20

Name: Date:

✄ cut along solid lines

fold along dotted lines

My buggy – wedge net

Name: Date: Name: Date:



My buggy – double wedge net




My buggy – bus net


Interviewing my client

1. Good morning ,

2. I am going to be making a self-propelled buggy for you and me to

play with.

3. What does the term “self-propelled” mean to you?

.

4. I am going to ask you a few questions that will help me design the

buggy.

5. What are your two favourite animals?

6. Do you have a favourite cartoon or TV character? Who is it?

7. What is your favourite type of vehicle?

(race car, fire engine, Barbie buggy…..)

write name of person being interviewed here


My buggy design specification

1. The buggy will be used by .

2. They are years old and in grade . Male Female

3. My client’s interests include

.

4. I want my buggy to look like

.

5. I am going to make my buggy move using

.

6. I am going to attach the wheels to the chassis using

.

7. I will need the following materials:

continued…


8. Sketch what your buggy will look like as a finished product.

** Remember your client’s interests from the interview.


Basic buggy – exploded view

Name: Date:

Evaluating my friend’s buggyCr

iteria

for

eval

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ggy

Eval

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d by

:Ev

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ted

by:

Eval

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d by

:

How

wel

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it d

o w

hat

it w

as d

esig

ned

to

do?

How

muc

h di

d it

look

lik

e it

was

des

igne

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lo

ok?

How

wel

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the

bugg

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Oth

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omm

ents

:

Bugg

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ade

by:

D

ate:

Name: Date:

Evaluating my buggy

1. I made the buggy for .

2. Did they like or dislike the buggy? Liked Disliked

3. Explain why they liked or disliked the buggy:

.

4. The buggy was intended to be like:

an actual vehicle a vehicle from a book or film a fantasy vehicle other

5. Does the buggy look the way you intended? Yes No

6. If not, explain why:

.

7. The buggy was made to move using:

push/pull stored energy in a wound elastic band jet-propulsion

8. Did it move the way you had planned? Yes No


.

10. Did the buggy look like your sketch? Yes No


.

my self- buggy - queen's...

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