Manual Knex 78620 - Education Intro to Wheels and Axles and Inclined Planes Teachers Guide (page 38 of 49) (English)

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Education

TEACHER’S

GUIDE

WHEEL & AXLES

AND INCLINED PLANES

UNDERSTANDING MECHANISMS

78620

Understanding�Mechanisms:

Wheels�and�Axles�and�Inclined�Planes�Teacher’s�Guide

Understanding Mechanisms

96265-V3-10/14

its licensors.

Text: Dr. Alex Wright,

AW Education, Wrexham, LL12 7LR, U.K.

K’NEX Limited Partnership Group

P.O. Box 700

Hatfield, PA 19440-0700

Visit our website at www.knexeducation.co.uk

or www.knexeducation.com

Email: abcknex@knex.com

K’NEX Eduction is a Registered Trademark

of K’NEX Limited Partnership Group.

Conforms to the Requirements of ASTM

Standard Consumer Safety Specification

on Toy Safety, F963-03.

Manufactured under U.S. Patents 5,061,219;

5,199,919; 5,350,331; 5,137,486.

Other U.S. and foreign patents pending.

Protected by International Copyright.

WARNING:

CHOKING HAZARD - Small parts.

Not for children under 3 years.

Education

wheels and axles and inclined planes

website: www.knexeducation.co.uk

A Note About Safety

Safety is of primary concern in

science and technology classrooms.

It is recommended that you develop

a set of rules that governs the

safe, proper use of K’NEX in your

classroom. Safety, as it relates to

the use of the elastic bands should

be specifically addressed.

PARTICULAR CAUTIONS:

Children should not overstretch or

overwind their elastic bands. Over-

stretching and overwinding can

cause the elastic band to snap

and cause personal injury. Any

wear and tear or deterioration of

elastic bands should be reported

immediately to the teacher.

Teachers and children should

inspect elastic bands for deteriora-

tion before each experiment.

Caution children to keep hands

and hair away from all moving

parts. Never put fingers in moving

gears or other moving parts.

Introduction

Understanding Mechanisms

Your K’NEX Wheels and Axles and

Inclined Planes kit is part of a series

called “Understanding Mechanisms”.

The series has been produced to enable

Key Stage 2 pupils to investigate and

evaluate some familiar products, to

think about how they work and to

explore the mechanisms that make

them work.

Understanding Mechanisms:

Wheels and Axles and Inclined Planes Kit

 • Developedtointroducepupilstothe

way wheels and axles and inclined planes

have been used in the design of familiar

products, this construction kit also serves

to make the connection between the

models the pupils have built and the

science that makes them work.

 • Workinginpairsorsmallcollaborative 

groups, the kit provides opportunities

for pupils to explore winding, lifting and

cutting mechanisms through the use of

investigative, disassembling and evaluative

activities (IDEAs) and focused practical

tasks (FPTs).

Teacher Support Materials

 • Developedinitiallyforthenon-specialist 

teacher, the materials included in the

Teacher’s Guide can also be used as a

resource by more experienced teachers

as they develop their own lesson plans.

 • Implementingtheideasandinformation 

included in the Teacher’s Guide can build

your pupils’ knowledge and understanding

of mechanisms, and the ways in which

they can be used to make things move.

 • Keybackgroundinformationisprovided

in “A Quick Guide”, while the Lesson

Notes for each K’NEX model provide

more detailed information and ideas

for possible teaching activities. These

teaching activities have been developed

primarily to support the DfEE/QCA

Scheme of Work for Key Stages 1 and 2

in Design and Technology and Science,

the DATA Design and Technology Primary

Lesson Plans and Primary Helpsheets.

 • Aglossaryoftechnicaltermsandscientific

definitions is offered as a resource for

the teacher.

 • Eachofthelessonscanbecompleted

in one hour but may be extended using

the suggested Extension and Research

Activities. Useful Internet web sites are

listed to help guide the research activities.

(Note: these were functioning sites at the

time of going to print.)

 • Theteachingactivitiesarealsointended

to encourage the development of key

skills by providing opportunities for whole

class and group discussions, observing,

evaluating and recording through the use

of text and drawings, working with others

to solve problems and using ICT within a

design and technology context.

Education

wheels and axles and inclined planes

website: www.knexeducation.co.uk

TABLE OF CONTENTS

Wheels and Axles 3-24

A Quick Guide to Wheels and Axles 4-7

Lesson 1: Getting Started 8-9

Lesson 2: The Well 10-16

Lesson 3: The Paddle-boat 17-20

Lesson 4: The Steering Wheel 21-24

Inclined Planes 25-43

A Quick Guide to Inclined Planes 25-29

Lesson 5: Steep and Long Ramps 30-34

Lesson 6: The Splitting Wedge 35-38

Lesson 7: The Hand Drill 39-43

Key Terms and Scientific Definitions 44-48

A�Quick�Guide�to��

Wheels�and�Axles

The wheel and axle mechanism has been in

use for about 5000 years. Many children are

familiar with the wheel and axle as it is used

in bicycles, cars and the vehicles they make

themselves in Design and Technology lessons.

They recognize it as something that helps other

things move easily.

They are perhaps less familiar with the use

of a wheel and axle as a simple machine

that helps make other mechanisms work.

Doorknobs, water taps, screwdrivers and

handles attached to winches and other types

of machinery are all examples of the wheel

and axle concept in action.

A simple machine is a tool that makes it easier

to do things. Using a simple machine does not

change the task to be undertaken; it simply

makes the job easier by changing the way it

can be done.

What is a wheel and axle?

A wheel and axle is a round disk (the wheel)

with a rigid rod (the axle) connected through

the centre of the wheel so that when one turns,

so does the other.

The wheel may be a solid, circular disk, such

as a car wheel, waterwheel, doorknob, water

tap, screwdriver or a gear wheel.

Wheel

Axle

Wheel

Axle

Wheel

Axle

Wheel

Axle

Education

wheels and axles and inclined planes

website: www.knexeducation.co.uk

A Quick Guide to Wheels and Axles

A wheel, however, does not have to be

a circular disk; it can be the circular path

outlined by a handle that turns. For example,

the winch handle of the K’NEX Well model,

or the peddle on a bicycle.

Wheel and axle basics:

How a wheel and axle mechanism works

depends on whether the wheel is turning the

axle or the axle is turning the wheel.

In some cases the wheel turns the axle, as

with a water wheel, doorknob and screwdriver,

while in other cases the axle turns the wheel,

as in a car or bicycle.

NOTE: Some wheels freely rotate on their

axles and do not turn when the axle is turned.

This form of wheel and axle is different from

the fixed wheel and axle systems used to

transfer forces and movement in machines and

other devices. Freely rotating wheels on axles

are mainly used to help reduce friction in a

mechanism as, for example, in single pulleys,

wheelbarrows, trolleys or conveyor systems.

A wheel turning an axle:

A doorknob, a spanner turning a nut on a

bolt, a screwdriver, a car steering wheel and

a winch are all examples of a wheel turning

an axle. We know from experience that a small

handled screwdriver cannot be used to insert

large screws because not enough turning

forces can be generated. Similarly, attempting

to unscrew a screw by turning the shaft (the

axle) of the screwdriver is difficult. Using the

wide handle (wheel) of a screwdriver, however,

makes the job much easier by enabling you to

generate large turning forces.

Key facts:

Wheels do not need to be solid disks.

Wheels can be circular paths made by

handles that turn.

What are wheels and axles used for?

 • Totransferturningforces.Forexample:

from a car engine to the road surface;

from your hand to a door lock

mechanism; from flowing water to

the machinery inside a mill.

 • Toincreaseturningforcestomakeit

easier to move objects. For example:

the handle of a winch; a doorknob.

 • Tochangethedirectionofmotion.

For example: in a winch, from the rotary

motion of the turning handle to the

linear motion of the object being raised

or lowered.

 • Tomakeiteasiertomoveheavyobjects

by reducing the effects of friction.

Education

A�Quick�Guide�to��

Wheels�and�Axles

In the same way, it is virtually impossible

to turn a lock mechanism by trying to turn

the lock spindle itself – you cannot generate

enough turning forces - but with the doorknob

attached, it becomes an easier task.

Although the wheel and axle are connected

and they rotate through the same angle,

the actual distance moved by the rims of

the door handle (a wheel) and the axle are

different. Because the circumference of the

wheel is larger than that of the axle, the wheel

rim will move through a much greater distance

than the axle.

The resultant effect: A small input force at

the door handle (a wheel) turning through a

large distance produces a large output force

at the axle. This causes the lock mechanism

to work. The greater the radius of the wheel,

the larger are the turning forces produced

at the axle. In a wheel and axle mechanism,

distance acts as a force multiplier. A large

waterwheel generates a much greater output

turning force than a small wheel turning at

the same speed.

AXLE: Small turning

distance. Large output force.

WHEEL: Small input force.

Large turning distance.

Fulcrum

Radius of wheel

Large output

force produced

at the axle

moving a

short distance.

Small input

force turning

the rim of the

wheel through a

long distance.

Load-the resistence to

movement at the axle.

Wheel Turning an Axle

The reason for this is because a wheel

and axle mechanism behaves as if it were a

rotating lever, with the centre of the wheel as

the fulcrum, and the wheel rim as the outer

edge of the lever. Levers help to amplify input

forces. The greater the distance they are

applied from the fulcrum, the more the input

forces are increased.

In action, this means a winch with a long

handle can generate more lifting forces at its

axle than one with a short handle.

Education

wheels and axles and inclined planes

website: www.knexeducation.co.uk

A Quick Guide to Wheels and Axles

An axle turning a wheel:

The context with which most people are

familiar is that of a motor connected to an

axle, which then turns a wheel.

To demonstrate this concept, try opening a

door. A door is another example of a wheel

and axle in action. The centre of the door

hinge is the fulcrum, the door hinge is the

axle and the door is the wheel. To open the

door by pushing close to the hinge requires a

lot of effort. Your hand moves slowly but the

outer part of the door moves quite quickly. A

small resistance against the door is enough

to prevent you pushing it open. Pushing open

the door a long distance from the hinge,

however, requires little effort and only a large

force in the opposite direction can stop you

from opening it.

Key facts:

A wheel turning an axle:

 • Increasestheforcesproducedattheaxle.

An axle turning a wheel:

 • Increasesthespeedofrotationbut

decreases the output forces produced at

the wheel rim.

Useful Internet Web Sites:

http://sunshine.chpc.utah.edu/javalabs/java12/

machine/index.htm

http://www.atech.org/faculty/dunne/

about/SM/INDEX.HTM

Turning the axle will make the wheel rim, in

the same amount of time, rotate through a

greater distance than the axle. In other words,

the wheel rim is turning faster than the axle. In

this situation, a large input force is needed

to turn the axle. The output force, however,

is reduced. This situation is the reverse of a

wheel turning an axle.

Large input

force needed

at the axle.

Axle rotates a

short distance.

Small output force-

turning the rim of the

wheel a long distance.

Rim travels much

faster than the axle.

Load-the resistence to

movement at the axle.

Axle Turning a Wheel

Fulcrum

Radius of wheel

Education

Lesson�1:�Getting�Started

Time: 1 hour

Learning Objectives - Children should learn:

 •toassemble,joinandcombinematerialsandcomponents

 •thatconstructionmaterialcanbeusedtotryoutideas

 •torecogniseshapesandtheirapplicationinstructures

 •todrawandlabeldesigns

Vocabulary

dimensional, 2D, 3D, cubes,

cuboids, cylinders, symmetrical,

Rods, Flexi-rods, Connectors,

Spacers, Hubs, Tyres, components,

right angles, stable, rigid, flexible,

functions

Resources

Each group of 2-3 children

will need:

• 1 K’NEX Understanding Mechanisms:

Wheels and Axles and Inclined Planes

kit with Building Instructions booklet

Possible Teaching and Learning Activities

Introduction

This lesson provides children with the opportunity to

investigate how K’NEX construction materials may be

used to create different 2D and 3D shapes. It could also

contribute to cross-curricular activities, including:

(i) Mathematics: shape and space, movement

and angles.

(ii) Literacy: speaking and listening, describing

observations.

Teacher’s Notes

For many children, this may be their

first opportunity to explore, experience

and experiment with the K’NEX

materials they will be using in their

classroom activities. This includes

learning the names of the different

components and their functions.

Note: K’NEX Rods, Flexi-rods,

Connectors, Spacers, Hubs and

Tyres are always capitalized.

The Building Instructions booklet

provided in each set includes a

building tips page, which offers

guidelines for connecting the individual

pieces. You may want to provide

time for the children to practice

connecting the different components.

It is crucial that they grasp the building

concept at this stage so that

frustrations are avoided later.

Provide some basic guidelines for

maintaining all the pieces in the set

for future use. At least 5 minutes will

be needed at the end of each lesson

for cleaning up the materials.

Working in Groups of 2-3

 •AskthechildrentousetheK’NEXmaterialsintheirkit

to make and name different:

 •2Dshapes

 •3Dshapes–e.g.cubes,cuboidsandcylinders

 •Symmetricalshapes/mirrorimages

 •Askthechildrenwhatsortsofshapesmightbeused

to make stable structures.

 •AskthechildrentolookattheirK’NEXcomponentsand:

 •Identifythosethatcontainanangleof:

(i) 90 degrees

(ii) less than 90 degrees

(iii) more than 90 degrees

 •Whatsortofshapescantheymakewith

these components?

 •IdentifyConnectorsthatallowthemtobuild

shapes containing right angles.

 •IdentifyConnectorsthatcanbeusedtomake

rigid and flexible joints.

 •Identifycomponentsthatcanbeusedtomake

things move.

Education

wheels and axles and inclined planes

website: www.knexeducation.co.uk

Lesson 1: Getting Started

Teacher’s Notes

Using labelled drawings is an

important communication skill that

needs to be learnt. Emphasize to the

children that it is not important for

their drawing to look exactly like the

K’NEX or any other machine they are

investigating. It is more important

for their drawing to show how the

machine works. For example, they

should show how the moving parts

connect to each other.

Interpreting 2D drawings to construct

3D models is an important skill to be

learnt and from the outset children

should be asked to say what

movements/functions their model

will perform before they build and

investigate the actual mechanisms.

 •Askthechildrento:

 •Makeatall,stablestructure.

 •Makeamodelwithmovingparts.

 •Askthechildrentomakedrawingsoftheirmodelsand

to label them showing:

 •Howandwheretheymadethestructurestable.

 •Howtheirmodelworksandthemovementsthe

model makes.

 •Childrenmaybeencouragedtothinkaboutanddiscuss

what they are doing through facilitating questions

such as:

 •Whatdoesthemachinedo?

 •Whatarethefunctionsofthemovingparts?

 •Howarethemovingpartsconnectedorhowdo

they make other parts move?

 •Whatarethemovingpartscalled?

 •Whattypesofmovementsdothemoving

parts make?

Plenary session

 •Choosearangeofmodelsthatmaybesharedwith

the class.

 •Possiblequestionstoask:

 •Howdidyoumakethis?

 •Wereanypartsofthemodeldifficulttomake?

 •Whatpartsofyourmodelareyoupleasedwith

and why?

 •Whatshapesdidyouuseinyourmodel?Why?

 •Howstableisyourmodel?Howdidyoutest

your model?

 •Whatmovementswereyoutryingtomakeand

how did you make them work?

 •Whatcomponentsdidyouusetomake

the movements?

 •Whatothertypesofmachineshaveyouseenin

which these components were used and what

did the machines do?

 •Whatwouldyoudodifferentlynexttime?

Education

Lesson�2:�The�Well

Time: 2.5

hours

The lesson could be divided into two separate activities:

Part 1: Investigating how a lifting mechanism works (1 hour).

Part 2: Investigating the forces used in lifting – more suitable

for Year 5 and 6 pupils (1.5 hours).

Learning Objectives - Children should learn:

 •toinvestigateanddisassembleproductsinordertolearn

how they work

 •aboutsimplemachinesthatmakeiteasiertodothings

 •torelatesciencetothewaysfamiliarmachineswork

 •tocommunicateinformationaboutproductsand

mechanisms through labelled drawings

Vocabulary

wheel, axle, winder, handle, raise,

lower, up, down, turn, rotate, winding,

mechanism, lever, faster, slower,

compare, because, long, short, lon-

gest, shortest

Resources

Each group of 2-3 children

will need:

• 1 K’NEX Understanding

Mechanisms: Wheels and Axles

and Inclined Planes kit and Building

Instructions booklet

• Felt-tipped pen

• Paper cup

• 200 gram masses

• Broom handle/30mm dowelling

You will need:

•AcompletedK’NEXwellmodel

•Picturesandexamplesofdifferent

kinds of wheels and axles such as

a cotton reel with a pencil inserted

into its centre hole; a door knob;

a screwdriver

Teacher’s Notes

You may find it useful to create a

word board with the words and

technical vocabulary written on cards,

possibly with a simple description

on the reverse side to act as an ‘aide

memoire’ for the children.

Axle

Wheel

Part 1: Investigating How a Lifting Mechanism Works

Possible Teaching and Learning Activities

Introduction

This lesson may be used to support the QCA/DfES scheme

of work Exemplar Materials for:

Design and Technology Unit

• 2C: Winding Up

Science Units

• 1E: Pushes and Pulls

• 2C: Forces and Movement

Some children’s stories and nursery rhymes, such as

“Ding Dong Bell” and “Jack and Jill”, provide familiar

contexts within which to introduce the lesson, especially

for younger children.

Whole Class

 •UseaK’NEXWellmodeltodemonstrateanddiscuss

how the model’s mechanism works. This activity offers

you the opportunity to introduce the vocabulary the

children should use later when describing their own

observations. Alternatively, ask the children to describe

the mechanism and then formalize or clarify their

operational definitions. Vocabulary words: axle, wheel,

handle or winder.

 •Drawalabelleddiagramonthechalkboardtoidentify

the parts of a wheel and axle. (See diagram below.)

Education

wheels and axles and inclined planes

website: www.knexeducation.co.uk

Lesson 2: The Well

Teacher’s Notes

Children will be familiar with wheels

through Design and Technology Unit

2A: Vehicles, through playing with toys,

pushing trolleys or journey’s in cars

and they may have an understanding

of the terms ‘wheels and axles’. They

may not, however, recognise that the

circular (rotary) movement made by

a handle when it turns is the same

movement as that made by a wheel.

It may be necessary to explain to the

children that wheels are not necessarily

solid circles but that they can also be

the circular shape traced out by a

handle. A handle could be described

as a ‘one spoke’ wheel.

It is important to note there is a

difference between the wheel and

axle used in trolleys, prams and

wheelbarrows etc. and a wheel and

axle mechanism. In wheelbarrows

and trolleys, the wheel and axle has

only one main function and that is to

overcome, or reduce, friction. When

the wheel turns, it turns alone - the

axle is stationary. The wheel and

axle used in mechanisms such as a

waterwheel or the winch of a well,

enables you to transmit forces.

For example, in the well winding

mechanism, the use of a long handle

makes it much easier for you to lift

a heavy load. At the same time, it

converts the rotary motion of the

handle into a vertical, linear movement

for the object being raised.

If time allows, children could be

encouraged to carry out some research

using the school library or the Internet

to find other examples of winding

mechanisms.

Whole Class

 •Talkabouthowthewellwindingmechanismhasanaxle

that is turned by a wheel – the handle.

 •Askthechildrentothinkofexamplesofmachinesthey

know that use wheels and axles. Provide pictures

and examples.

 •Askthechildrentoimaginethattheyareturningalarge

handle in the air in front of them. Ask them what is the

shape they have traced.

Let’s Investigate!

Working in Groups of 2-3

 •DistributeaK’NEXWheels&AxlesandInclinedPlanes

building kit to each group.

 • Explainthattheywillbuildthemodelofawellinwhich

a wheel and axle system is used to raise and lower

a bucket.

 • AskthechildrentobuildtheirK’NEXWell(Pages2-3

of the Building Instructions booklet). Allow about 15 to

20 minutes building time. If time is a concern, ask the

children to divide up the building process. One child, for

example, can build Steps 1-3 and the other, Steps 4-7.

 • Askthechildrentoidentifythewheelandaxlein

their machine.

 • Allowthemsometimetoinvestigatehowthe

mechanism works by lifting the paper cup and 200g

mass placed in the ‘bucket.’

 • Askthechildrentoobservewhathappenswhenthey

make the winding mechanism work.

* Describe the shape made by the turning handle.

* In which direction does the ‘bucket’ move when

the handle is turned first in one direction and

then in the opposite direction?

* A circle.

* Up and down; in a straight line.

You may find it useful to write the

activities on the board as a reference

for later class discussions.

Education

Lesson�2:�The�Well

Teacher’s Notes

The K’NEX Well model works best

if placed between two desks so the

children can raise or lower the bucket

from the floor. A book should be

placed on each side of the model’s

base to hold it firmly in place. (See

Page 3 of the Building Instructions.)

 • Askeachgrouptorecordtheirobservations,todraw

and label the different parts of their K’NEX Well

mechanism and to explain how it works.

Write the children’s results on the board and discuss

their findings.

* How many turns of the handle are needed to raise

the bucket from the floor?

* Whatever the children count.

Whole Class

 •Askthechildrentolookatthedrawingofthe‘bigaxle’

and ‘small axle’ on Page 3 of the K’NEX Building

Instructions booklet. Do they think the differences in

axle size might make it easier or harder to raise the

bucket containing the 200g mass?

 • Askthechildrentoexplaintheiranswers

using ‘because…’

You may find it useful to write the

activities on the board as a reference

for later class discussions.

Whole Class

 •Discusswiththeclasswhetherornottheirinitial

thoughts were right.

 •Askchildrenfromdifferentgroupstopresenttheir

findings. Encourage them to talk about and discuss

their results.

Instead of talking about big and small

axles you may wish to introduce other

ways of describing relative sizes of

circles using terms such as radius,

diameter and circumference, if

appropriate. The children should have

discovered that with the larger axle it

takes about 5-7 turns of the handle

to raise the bucket from the floor to

the desktop.

With the small axle it takes about 20

– 22 turns to raise the ‘bucket’ to the

desktop. Although many more turns

of the handle were required, using

the small axle makes it easier to raise

the ‘bucket’.

Working in Groups of 2-3

Investigating the answers:

 •Askthechildrentorepeattheirearlieractivityusingthe

‘big axle.’ They should begin with the blue Rod facing

up and they should turn the wheel all the way around to

lift the bucket. Ask them to record:

   •Thenumberofturnsofthehandlethatare

needed to raise the ‘bucket’ from the floor.

Each time the blue Rod faces up, one full turn

of the handle has been completed.

   •Howfastthebucketrises.

   •Howeasyordifficultitistoturnthehandle.

 •Repeattheinvestigationusingthe‘small’axle.They

should remove the yellow Rods from the axle and

attach the string to the red Rod that now forms

the axle.

Education

wheels and axles and inclined planes

website: www.knexeducation.co.uk

Lesson 2: The Well

Optional Activity

 •Askthechildrentocountthenumberofturnsof

the handle that are needed to raise the ‘bucket’ 10 cm.

They can calculate and compare the distance the

bucket is raised after one turn of the big and

small handles.

 • Iftheaxlesarecircularinsection,thisdistancewillalso

be the axle circumference.

Part 2: Investigating the Forces Used in Lifting

(More suitable for Year 5 and 6 pupils)

Whole Class

 •Askthechildrentoconsiderifusingalonghandlerather

than a short handle will make it easier to raise a load.

 •Askthechildrentoexplaintheiranswers

using ‘because…’

Let’s Investigate!

Working in Groups of 2-3

Investigating the answers:

* Suggest that they change the size of the handle

by using longer and shorter Rods and then repeat

the experiment.

* How do the other Rods compare with the blue Rod?

* Do they make it easier or harder to lift the bucket?

* What is the heaviest load each handle can raise to

the desktop from the floor?

Teacher’s Notes

In both cases the job done is the same

- the ‘bucket’ has been raised to the

same height. With the larger axle, the

‘bucket’ will be raised faster, needs

fewer turns of the handle and requires

more effort. With the small axle, the

‘bucket’ will be raised slowly, needs

many more turns of the handle but

requires much less effort.

The activity is best carried out using

the ‘big axle’ version of the K’NEX

Well model. The handle can be length-

ened or shortened by using different

coloured connecting Rods.

The children should note that the lon-

gest handle makes it much easier

to raise a weighted ‘bucket’ and could

be used for the heaviest loads. They

may even find that when using the

shortest handle, or when simply trying

to turn the axle on its own without a

handle attached, it may not be possible

to raise the ‘bucket’ from the floor, no

matter how hard they try to turn it.

Levers in action

When levers move they pivot around a fixed point – the

fulcrum. Some levers can be made to rotate a full circle, as

with spanners, wrenches and wheels. The well handle works

like a rotating lever whose fulcrum is the centre of the axle.

A long lever makes it easier to move a load because the

effort needed is applied a long way from the fulcrum. Long

handles make it easier to lift heavy loads because they need

less effort to turn them.

See: A Quick Guide to Wheels and

Axles for additional information.

Education

Lesson�2:�The�Well

Whole Class

 • Discusshowthehandleofthewellisanexampleofa

wheel. The handle turns in a circle, just like the rim of a

bicycle or any other wheel with which they may be

familiar. It is like a bicycle wheel with only one spoke.

 • Talkaboutotherexampleof‘wheelsandaxles’thatthe

children may not immediately recognise. Turning these

wheels and axles usually makes something else move.

For example: a doorknob, a screwdriver, a steering wheel

and a spanner turning a nut.

Teacher’s Notes

See: A Quick Guide to Wheels and

Axles for additional information.

Extension Activity 1/Optional Activity

Working in Pairs

We would like to thank Susan Frazier and the directors of the SMILE

program at the Illinois Institute of Technology for granting us their

edu/~smile/ph9005.html for further information.]

This activity allows the children to experience the forces

involved in a turning wheel and axle for themselves.

 • Inascrewdriver,thehandleisthewheelandtheshaft

that connects to the screw is the axle. It is much easier

to insert a screw with a wide handled screwdriver than

with a narrow one.

Wheel

Axle

WHEEL: Input Force

•Smallinputforce

•Largeturningdistance

AXLE: Output Force

•Smallturningdistance

•Largeoutputforce

Education

wheels and axles and inclined planes

website: www.knexeducation.co.uk

Lesson 2: The Well

Whole Class

Discuss the children’s experiences.

Teacher’s Notes

In this example, A represents the axle

and B is the handle (wheel). When A

and B are close together, it is difficult

for B to turn the axle. However, the

further B’s hands are placed from the

axle, the easier it is for B to turn it.

Just like a lever in action.

Working in Pairs

 • Askthechildrentotrytheexerciseagain,onlythis

time A, the axle, tries to turn the wheel and B tries to

prevent this.

In the reverse situation, when A (the

axle) is being turned, it is very difficult

for A to make the wheel turn - a large

input turning force must be applied to

the axle to enable the large wheel to

be turned.

Resources:

60cm length of 30mm dowelling

or a broom handle.

 • Askonememberofthepair(A)toextendonearmand

firmly grasp the centre of the dowelling or ruler. The

other member (B) places his/her hands on either side

of A’s hand and tries to turn the length of dowelling

while A tries to stop the turning movement.

 • HowdifficultwasitforAtostoptheturning

movement? How easy was it for B to turn it?

 • ChildBnowplaceshis/herhandsapproximately20cm

from A’s hand and repeats the action.

 • HowdifficultisitforAtostopthemovement?

 • ChildBshouldrepeatedlymovehis/herhandsfurther

away from A until the dowelling turns easily.

 • Thechildrenchangepositionsandrolesandrepeat

the activity.

Education

Lesson�2:�The�Well

Design Task

Working in Groups of 2-3

 • Askthechildrentocreateamechanismforraisingand

lowering the spider for the nursery rhyme, Little Miss

Muffet. The spider should be able to move slowly up

and down.

 • Discuss:

   •Whatmaterialsthechildrenmayneedtouse.

   •Howthemechanismwillwork.

   •Howtheywilladdthecharactersfromthestory

to make it look more realistic.

   •Thetaskspeoplewillcarryouttocreatethe

characters and mechanism.

 • Theyshouldbeencouragedtomakealabelleddrawing

of their design and write a description of how their

design works before starting construction.

Plenary

Select some models to share with the class and ask the

children to describe:

 • Thereasonsbehindtheirdesign.“Wedidthis

because…”

 • Whytheirdesignworkswell.

 • Whatpartsoftheirdesigntheyarepleasedwith.

 • Whatteststheycarriedouttoevaluatetheirdesign

against the design brief.

Teacher’s Notes

When making a powered vehicle, as

in Design and Technology Units 6C:

Fairground and 6D: Controllable

Vehicles or in any model they may

make that is driven by an electric

motor, children often try to connect

a motor with a small axle to a large

wheel and are surprised when their

model does not run when placed on

a surface. The small amount of friction

between the wheels and the surface

is enough to prevent the vehicle mov-

ing. The electric motor cannot generate

enough turning forces to turn the

large wheel.

Teacher’s Notes

To promote the wider use and

application of ICT skills and practices,

the children’s models and work could

be recorded using a digital camera.

Education

wheels and axles and inclined planes

website: www.knexeducation.co.uk

Lesson 3: The Paddle-boat

Lesson�3:�The�Paddle-boat

Time: 1 hour

Learning Objectives - Children should learn:

 •toinvestigateanddisassembleproductsinordertolearn

how they work

 •howtoconvertrotarymotionintolinearmotion

 •tocommunicateinformationaboutproductsand

mechanisms through labelled drawings

Vocabulary

wheel, axle, turn, rotate,

winding, mechanism, faster, slower,

compare, friction, resistance,

larger, smaller, design

Possible Teaching and Learning Activities

Whole class

 •Reviewtheoutcomesofthepreviouslessoninwhichit

was found that a wheel and axle mechanism can be

used in two ways.

1. A large wheel turns an axle, as in a water wheel

or the winding mechanism of a well.

2. A small axle turns a large wheel, as in a car.

 •Explainthatinthislessonthechildrenwillinvestigate

how paddle-boats use an axle turning a large wheel to

drive them through the water.

 •Childrenmaybefamiliarwithsteampaddle-boatsfrom

films, or perhaps their own experiences of seeing or

using pedal powered boats – pedalos - while on

holiday. The method of propulsion is the same: the

paddles push against the water, driving the boat

forward.

 •Swimmingusesthesameprinciple-thechildrenpush

against the water using their arms and feet. Flippers

allow them to swim faster but it is harder to push

against the water.

Resources

Each group of 2-3 children

will need:

• 1 K’NEX Understanding

Mechanisms: Wheels and Axles

and Inclined Planes kit with

Building Instructions booklet

• Heavy-duty elastic bands

• Small blocks of wood or expanded

polystyrene foam to help the model

float (2 per model)

• Sheet plastic/card

• Cling film or aluminium foil

• Scissors

• Ruler and pencil

• Adhesive tape

• Container or sink filled with water to

test paddle-boats

Useful Internet Web Sites:

www.ulster.net/hrmm/steamboats/

fulton.html: Reviews the historical

development of steamboats from

the early 19th Century.

www.museum.state.il.us:

Go to: ‘Search this web site.’ Enter:

“steamboats and paddle boats” and

follow simple links. A useful source of

historical photographs.

www.pics.tech4learning.com:

Go to: ‘Transportation/boats’ for free

photographs of paddles in action.

Education

Lesson�3:�The�Paddle-boat

Teacher’s Notes

This activity involves children

stretching an elastic band. There is a

need to carry out a risk assessment for

the activity. See: Safety Information at

the beginning of this Guide. Children

should be warned about the dangers

of overstretching an elastic band when

investigating their model.

Working in Groups of 2-3

 • AskeachgrouptobuildtheirK’NEXPaddle-boatmodel

and allow them some time to investigate how it works.

 • Explainthattheyshouldwindtheelasticbandaround

the axle using the grey end Connector and then release

it to observe how the paddle mechanism works. You

might suggest they think about the following:

   •Whatisthefunctionofthemachine?

   •Whatarethefunctionsofthemovingparts?

   •Howarethemovingpartsmadetomove?

   •Identifyandnamethewheelandaxle.

   •Howquicklydoesthewheelmovewhenreleased?

Whole Class

Using the K’NEX Paddle-boat as an example, demonstrate on

the board how to make simple labelled drawings. Include the

use of arrows to show the direction of movement.

Working in Groups of 2 - 3

 • Askthechildrentorecordtheirobservationsandresults,

using labelled drawings and notes. Arrows should be

included to show the direction of movement. The children

should be encouraged to use the correct vocabulary and

terminology as they describe how the mechanism works.

Whole Class

 • Talkaboutthechildren’sobservations.Encourage

them to use their K’NEX models to demonstrate their

explanations using the correct technical vocabulary.

* What provided the force to turn the wheel and axle?

See: A Quick Guide to Wheels

and Axles for additional information.

Children’s models and work could

be recorded using a digital camera

so enabling the wider use of ICT skills

and practices.

* The energy stored in the

stretched elastic band.

Discuss the difference between the

speed at which the wheels move when

the elastic band is being wound up

compared to when it is released.

The children should notice that it takes

a lot of effort to wind the elastic band

using the axle and the paddle-wheels

rotate slowly. Once released, however,

the paddle-wheels spin very quickly.

The elastic band serves as a “motor”

that provides the turning forces (effort)

to turn the axle and hence the wheel.

Education

wheels and axles and inclined planes

website: www.knexeducation.co.uk

Lesson 3: The Paddle-boat

Teacher’s Notes

You may find it useful to create a

word wall showing the range of

words and terminology the children

may need as they discuss their

investigations and findings, and for

when they make labelled drawings

and write descriptions. Words could

be written on cards, possibly with

simple descriptors on the reverse side

See: Key Technical Terms and

Scientific Definitions for additional

information.

Depending on the time available, each

group might test only one sized paddle

(5 cm x 5 cm), or a range of different

sized paddles attached to each of the

green rods on the paddle-wheel, to

find the best sized paddle to meet the

design brief.

Alternatively, different groups could

be given a specific paddle size to test.

Paddle sizes ranging from 2 x 2 cm to

5 x 5 cm + could be tried.

The class could then be asked

compare and evaluate their results.

Let’s Investigate -

How well does the paddle-boat work in water?

Whole Class

 • Explaintothechildrenthattheywillnowtesthowwell

their elastic band ‘engine’ and paddle design works.

They can use elastic bands to attach blocks of wood

or expanded polystyrene to their K’NEX model to help

it float. Alternatively, they can cover the hull with

aluminium foil or cling film.

Working in Groups of 2-3 / Demonstration

 • Ifpossible,eachgroupshouldhavetheopportunityto

test how well, or not, their paddle-boat moves through

the water.

 • Discusshowimprovementscouldbemadetothe

paddle-wheel design to help make the paddle-boat

move faster through the water.

 • Providecard,clingfilm(orsheetplastic),scissorsand

a ruler for making paddles.

Some children may find it difficult to understand how the

paddle-wheel can spin faster than the axle to which it is

connected. The children will reason that because they are

connected, they must turn at the same speed.

Try this!

 • Asktwochildrentoholdontoeitherendofalong

pole or broom handle. Both should face in the same

direction. One child is the axle and the other is the

outer edge of the paddle wheel. Ask them to turn in

a circle. As they turn, the child who is the axle must

turn slowly while their partner at the outer edge must

move quickly to keep up.

Education

Lesson�3:�The�Paddle-boat

Teacher’s Notes

Some children may suggest that the

larger paddles will work best because

they will move the fastest or simply

because they are the biggest.

As they will have discovered earlier,

however, in order to turn a large wheel,

very large turning forces will be needed

to turn the axle. Their elastic band

‘engine’ may not be able to deliver

enough turning forces to overcome

the resistance of the water against

which the paddles must push.

The larger paddle-wheel may move

very slowly at first and then move

faster as the initial resistance to the

movement (friction) is overcome.

Smaller paddles will move more eas-

ily, but not as quickly, or push as much

water, as the larger paddle-wheels.

Children often make a similar error

when designing and making powered

vehicles. They frequently use large

wheels and/or connect a large pulley

or wheel directly to a motor. They are

surprised that the vehicle will not move

when put on a surface despite the fact

the wheels turn when they hold it in

their hands.

This is because a small resistance

applied to the wheel, such as the

friction between the wheel and the

desk, (or in the case of their boat,

the resistance of the water), is enough

to cause the motor to stall. With the

frictional force removed, the motor

can generate enough force to turn

the wheel.

Key Fact

 • Toturnalargewheel,verylargeturningforcesmustbe

applied to the axle.

Plenary

Ask the children to discuss and explain their observations

and their recommendations for the fastest paddle design.

Education

wheels and axles and inclined planes

website: www.knexeducation.co.uk

Lesson 4: The Steering Wheel

Lesson�4:�The�Steering�Wheel

Time: 1.5 hours

Learning Objectives - Children should learn:

 •toinvestigateanddisassembleproductsinordertolearn

how they work

 •aboutsimplemachinesthatmakeiteasiertodothings

 •torelatesciencetothewaysfamiliarmachineswork

 •tocommunicateinformationaboutproductsand

mechanisms through labelled drawings

Possible Teaching and Learning Activities

Introduction

This lesson may be used to support the QCA/DfES Scheme

of Work Exemplar Materials for:

Design and Technology Unit

• 6 D: Controllable Vehicles.

Whole Class

 • Basedonthechildren’sfindingsfromearlierlessons,

review how a wheel and axle mechanism can be used

in two different ways:

1. In the K’NEX Well model, a large wheel - the

handle - was used to turn a small axle. This

mechanism required a small effort to produce an

increase in turning forces at the axle and so made

the job of lifting a heavy object easier.

2. In the K’NEX Paddleboat model, a small axle

was used to turn a large wheel. This mechanism

needed a large effort at the axle but only produced

small forces at the wheel rim. The wheel rim,

however, moved much faster than the axle.

 • Explaintothechildrenhow,inthislesson,theywill

investigate the way in which a wheel and axle

mechanism can be used to help control the direction in

which a vehicle travels.

 • Talkabouthowdifferenttypesoftransportcanbe

steered. For example:

   •Boatsandaircraft

   •Bicyclesandtrolleys

   •Cars,trucksandbuses

   •Vehiclestheyhavemadethemselves

   •Trackedvehicles

Vocabulary

wheel, axle, linkage,

parallel linkage, parallelogram,

steering, mechanism, faster,

slower, diameter, modify

Resources

Each group of 2-3 children

will need:

• 1 K’NEX Understanding

Mechanisms: Wheels and Axles

and Inclined Planes kit with

Building Instructions booklet.

Useful Internet Web Sites:

www.howstuffworks.com/steering:

Demonstrates how a car’s steering

system works. Good background

information for teachers.

For Reference

Macaulay, David. ‘The Way Things

Work.’ Houghton Mifflin Company.

1988. Either the book or CD ROM

is an excellent resource.

• Rudders

• Pivots

• Steering Wheels

• Answers will vary

• Two motors, using forward and

reverse gears

If time permits, allow the children to use

the school library or the Internet

to research these different methods of

controlling the direction of movement.

Encourage them to find pictures of

different types of steering mechanisms

and create a wall display.

Education

Lesson�4:�The�Steering�Wheel

Let’s Investigate!

Working in Groups of 2-3

 • AskeachgrouptobuildtheirK’NEXcarmodel(Pages6-8

of the Building Instructions booklet). Remind the children

that there are 3 pages of building instructions for this

model. Limit their building time to 15 – 20 minutes but

ensure that all the groups have time to observe and

investigate the steering mechanism as they push their

vehicles along a desktop or the floor.

 • Toreducebuildingtime,askthechildrentodividethe 

building task between them. If they are working in pairs,

for example, one pupil should build Steps 1-5 and the

other, Steps 6-10 before completing the model at Step 11.

 • Thechildrenshoulddiscussandrecordhowthe

mechanism works.

 • Thefollowingquestionsmayhelpguidetheirinvestigation.

You may find it useful to write the questions on the board

as a reference for later class discussions.

* Identify the wheel and the axle. What is their

function in the steering mechanism?

* How does the wheel and axle mechanism cause

the front wheels of the vehicle to turn?

* Is this an example of a wheel turning an axle or

an axle turning a wheel?

* Is it easier to turn the steering mechanism with, or

without, the steering wheel attached?

* The yellow steering wheel and

the blue Rod. The wheel is

turned to make the axle rotate.

* The steering wheel does not

directly turn the wheels of the

vehicle. It turns the steering

column – axle. The axle has an

orange Connector attached to it

and this pivots when the steering

wheel turns. A white Rod

connects the orange Connector

to the steering mechanism.

When the steering wheel is

turned, the steering mechanism

pivots left and right.

* A wheel is turning an axle.

* It is easier to turn with the

steering wheel attached. The

steering wheel has a larger

diameter than the axle and so

helps to increase turning forces.

Education

wheels and axles and inclined planes

website: www.knexeducation.co.uk

Lesson 4: The Steering Wheel

Teacher’s Notes

The steering mechanism is an

example of a linkage mechanism.

Linkage mechanisms allow (i) forces

and movements to be transferred, (ii)

the direction of a force to be changed,

or (iii) things to be moved in a

particular way.

Calliper brakes on bicycles, treadle

sewing machines and toolbox drawers

that stay level when opened are

examples of linkages.

The K’NEX car steering linkage

is based on a parallelogram. A

parallelogram linkage can be used

to make two sides move together

and stay parallel to each other while

one side (AB) remains fixed. See

diagram: Principle of Parallel Linkage.

In the K’NEX Car model AB is the

front section of the car, (Building Step

6), located between the two upright

white Rods.

Extension Activity

 • Askthechildrentoinvestigatethefollowingquestions,

using the school library and Internet:

   •Doallvehicleshavethesamesized

steering wheels?

   •Howdoesthesizeofthesteeringwheelrelateto

the job a vehicle does? Consider, for example, a

family car, a lorry, a bus, and a Formula 1 racing

or sports car.

Lorries and buses are large, heavy

vehicles with large, heavy wheels

and steering mechanisms. Turning

the wheels on such vehicles requires

a great amount of effort. The steering

wheel for this type of vehicle,

therefore, will have a large diameter

because this needs less effort to turn

than a wheel with a small diameter.

In order to turn the wheels of the

vehicle, however, the large steer-

ing wheel must be turned through a

greater distance than would a smaller

one. Lorries and buses, therefore,

tend to make turns more slowly than

do smaller vehicles. There is also

a safety issue involved here – these

types of vehicles may become

unstable if they try to turn corners too

quickly.

Education

Lesson�4:�The�Steering�Wheel

Plenary

Talk about how the design of steering wheels must take into

account their intended purpose. Ask the children to explain

the function of the mechanism they have investigated and how

they might modify the design if it was to be used for a racing

car or a large truck.

Teacher’s Notes

Formula 1 racing cars travel at high

speeds and their steering needs to

respond very quickly. At these high

speeds, a smaller steering wheel gives

the driver much greater control over the

car’s direction of movement through

the use of rapid, small hand move-

ments. More effort is needed, however,

to turn a small steering wheel com-

pared to a larger one.

Steering wheels for family cars will fall

between these two sizes.

To help explain how a larger steering wheel must turn through

a greater distance than a small steering wheel…

• Try this!

Using dowelling or a wheel, ask the children to make a

mark at one point on its circumference. Place the dowelling

or wheel on a piece of A4 paper, mark the start point on

the paper, roll it until the mark touches the paper again

and then measure the distance between the two marks.

Repeat with a different diameter dowelling or wheel.

Education

wheels and axles and inclined planes

website: www.knexeducation.co.uk

A Quick Guide to Inclined Planes

A�Quick�Guide��

to�Inclined�Planes

We know from our experience of walking up

hills that it needs less effort to walk up a gentle

slope than a steep one. In the end, however,

both routes will take us to the top and we will

have climbed the same vertical distance. The

difference lies in the fact that one route will

cover a longer distance than the other, but it

will appear to be easier to accomplish.

Ramps and gentle slopes are examples of

a simple machine called an inclined plane.

A simple machine is a tool that makes it

easier to do things. Using a simple machine

does not change the task to be done; it simply

makes the job easier by changing the way it

can be done. As we noted earlier, to reach

the top of a hill you can take a short, direct

route up a steep slope that requires a lot of

effort on your part, or you can stroll up a much

longer, but gentler route. The second option is

the basis of the inclined plane.

Using ramps to move and raise heavy

objects is not new. The ancient Egyptians

probably used ramps to build their temples

and pyramids.

The same principle is used in a number of

different contexts. Ramps, for example, can

be used to load heavy objects into lorries or

to allow wheel chairs to avoid stairs.

Rather than try to lift the load vertically

onto the back of the lorry, it is much easier

to move it up a ramp.

Education

A�Quick�Guide��

to�Inclined�Planes

What does an inclined plane do?

Inclined planes are used to lift a load through a

vertical distance. A load can be lifted vertically

upwards but this will need an effort at least

equal to the weight of the load. An inclined

plane makes the job easier.

Other simple machines such as levers and

pulleys could possibly be used to do this task.

Inclined planes simply give engineers another

tool to use, but the choice of tool to be used

depends on the job to be done.

What are inclined planes used for?

Not all inclined planes come as giant

structures. Their use can be found in many

familiar tools even though, at first sight, some

of these tools do not appear to look like an

‘inclined plane’. Examples include: loading

ramps, stairs, ladders, the cutting blades of

an axe, chisel and knife, spiral staircases,

screws, nuts and bolts, screw-threads in

water taps, bottle tops, car jacks, bench

vices, door stops, ploughs and zip fasteners.

Consider the practical problem of raising a

heavy stone block, weighing several tonnes,

to the top of a pyramid. An inclined plane

was the only practical tool that could have

been used by the ancient Egyptian engineers.

Inclined planes can also be used for

controlling the rate of descent of an object

from a height. The fastest way to descend

from one floor to another is to go straight

down using, for example, a fireman’s pole.

A slower, more controlled descent is achieved

by using an inclined plane – the stairs. The

gentler the slope, the longer the distance

to travel and the longer the time it takes to

negotiate the vertical change in height.

Education

A. Weight of load balanced by floor pushing up.

wheels and axles and inclined planes

website: www.knexeducation.co.uk

A Quick Guide to Inclined Planes

How does an inclined plane work?

Look at the example in the diagram below.

When you push an object along a level

surface (A) all your effort can be used to move

the load through a horizontal distance. (Note:

In reality, friction will come into play.)

When lifting an object vertically (B), gravity is

working entirely against you. All your effort is

put into lifting the object vertically, all the time

working against gravity. In (A), however, the

level surface balances the force of gravity for

you; you contribute nothing to this effort.

Using an inclined plane (C) to raise the load

3 meters will result in the workload being

shared between the surface of the slope

and your effort.

Why does it take less effort to

use an inclined plane?

An object must be moved to a vertical height

of 3m. It can be lifted the 3m vertically but

this would need an effort at least equal to the

weight of the load.

If the load is moved up the inclined plane,

the distance the load will travel will be 12m

but the effort needed to move it will only be

1/4 of that needed to lift it vertically. That

effort, however, must be sustained over a lon-

ger distance - 12m compared to 3m.

In both cases the load has been raised to

a height of 3m; only the way in which it was

done is different.

B. All the effort is expended against gravity.

The gentler the slope, the greater the

contribution made by the slope’s surface to

balancing gravity and the smaller the effort

needed to counter the effect of gravity on the

load. Most of your effort can then be put into

moving the load along the slope. The task of

lifting the load becomes easier.

The steeper the slope, the more effort you

have to contribute to work against gravity,

with correspondingly less effort available

for moving along the slope. The task

becomes harder.

C. Sharing the workload.

Education

A�Quick�Guide��

to�Inclined�Planes

Key Facts

 • Aninclinedplanecanbeusedtoliftloads

through vertical distances.

 • Thelongertheslope,thelesseffortis

needed to complete the task, but the

distance over which the effort must be

applied is increased.

 • Aninclinedplaneisanexampleofa

simple machine.

 • Asimplemachineisatoolthatmakesit

easier to do tasks by changing the way

they are done. A simple machine cannot

change the task itself.

 • Inclinedplanescanalsobeusedto

control the rate of descent of an object

from a height.

Different Uses of Inclined Planes

Inclined planes are found not only in ramps

but also, as noted above, in smaller tools.

Many cutting tools, such as knives, chisels,

scissors, axes and forks use a moving inclined

plane or wedge. You are probably familiar with

the door wedge. Look at its shape; it is

typically an inclined plane.

When a wedge is pushed down into an object,

the object it is pushing against is forced apart

sideways in a direction that is at right angles to

the movement of the wedge.

Door wedge: As the door

wedge moves forwards,

the slope pushes upwards

against the door. Friction

stops the wedge sliding

backwards.

The greater the distance the wedge moves

into the object, the greater are the lateral

forces produced.

The wedge works in exactly the same way as

a ramp but with its sharp end pointing down.

A knife is a thin wedge (gentle slope). Its

action results in a small separation of the two

sides of an object with a small amount of

applied force.

An axe is a fat wedge (steep slope). Its

action causes a large separation of the sides

of the object, but this needs a large amount of

applied force.

Knife blade.

Axe head: Two inclined

planes back-to-back.

Scissors: Two inclined

planes moving in opposite

directions across each

other.

Education

How is a spiral staircase an inclined plane?

Make a right angle triangle by folding and

cutting an A5 sheet of paper across the

long diagonal.

Mark the diagonal, place the marked edge

face down on the desk and roll a pencil

around the paper as shown in the diagram.

The inclined plane now forms a spiral around

the pencil shaft. The same principles apply:

the spiral or screw thread form helps you

apply the effort force over a longer distance,

so reducing the effort force needed to do

a task.

This task can be climbing a flight of stairs,

drilling a hole or inserting a screw into a piece

of wood. The longer the slope, the greater

the number of spirals, and the easier the

task becomes.

wheels and axles and inclined planes

website: www.knexeducation.co.uk

A Quick Guide to Inclined Planes

Not all inclined planes have straight edges. Key facts:

 • Wedgesaremovinginclinedplanes.

 •Thewedgeconceptisusedinmany

cutting tools.

 • Thegreaterthedistancemovedbythe

wedge into the object being cut, the

greater are the separating forces

produced.

 • Inclinedplanescanalsobespirals

or screws.

Education

Lesson�5:�Ramps

Time: 1 hour

Learning Objectives - Children should learn:

 •toinvestigateanddisassembleproductsinordertolearn

how they work

 •aboutsimplemachinesthatmakeiteasiertodothings

 •torelatesciencetothewaysfamiliarmachineswork

 •tocommunicateinformationaboutproductsand

mechanisms through labelled drawings

Vocabulary

ramp, inclined plane, simple machine,

mechanism, force, effort, load, vertical

height, distance, gentle, steep, friction,

coarse surface, smooth surface,

lubricant, force meter, Newton

Possible Teaching and Learning Activities

Introduction

The activities in this lesson may be used to support the

QCA/DfES Exemplar Materials for:

Science Units

• 2E: Forces and Movement

• 4E: Friction

• 6E: Balanced and Unbalanced Forces

The K’NEX ramps could also be used in the children’s

experiments in the Science Unit 2E: Forces and

Movement to measure distances and make comparisons,

to carry out fair tests, as well as to question and predict

the behaviour of different toys rolling down ramps.

Resources

Each group of 2-3 children

will need:

• 1 K’NEX Understanding

Mechanisms: Wheels and Axles and

Inclined Planes kit with Building

Instructions booklet

• Felt-tipped pen

• Heavy-duty elastic bands

• Rulers/tape measures

• 400 gram masses or other

heavy objects

• 10N Force meter

Useful Internet Web Sites

http://www.smartown.com/sp2000/

machines2000/main.htm

http://edheads.org/activities/

simple-machines/index.htm

http://thinkquest.org/sitemap.html

(Search >Library for pages on Simple

Machines.)

These web sites contain general

information on Simple Machines

but there are specific references to

inclined planes. http://edheads.org is

a particularly good site with animated

contexts for testing children’s

understanding of key concepts.

Education

wheels and axles and inclined planes

website: www.knexeducation.co.uk

Whole Class

 • Askthechildrentotalkabouthowtheymightmove

themselves or heavy objects from a low level to a

higher level.

They may discuss, for example:

* How people reach something much taller than

themselves in a building.

* How people in wheel chairs enter and exit

buildings with high steps.

* How the ancient Egyptians moved heavy blocks

to build the pyramids.

Lesson 5: Ramps

 • Explainhowramps,stairsandladdersare‘tools’that

are used to make it easier to move heavy objects and

people from one level to another. You may want to

sketch Fig. 1 on the board to clarify the discussion.

 • Discusshowladdershavethesteepestslopeand 

require the most effort to climb. A long ramp, with a

gentle slope, is much easier to climb, but the distance

you have to travel is much greater than when you use

a ladder.

* Stairs and ladders.

* Ramps.

* They probably used ramps.

Ladder Stairs Ramp

Vertical

Height

Fig. 1

Education

Lesson�5:�Ramps

 • Askthechildrentotalkaboutandcomparetheir

experiences of walking up steep hills, over gentle

slopes, and along flat surfaces.

 • Explainhowramps,stairsandladdersareallexamples

of a simple machine called an ‘inclined plane’.

Teacher’s Notes

Simple machines are exactly what their

name implies - simple ‘tools’

that make it easier for us to make

something move. Simple machines

cannot reduce the amount of work

that needs to be done, but they enable

us to change the way in which the

work is done. For example, walking

directly up a steep hill offers the

shortest route but usually requires a

large amount of effort. Taking a less

direct, less steep route, however,

requires less effort and will still get

you to the top of the hill, albeit by a

longer route. Inclined planes make it

easier to move a heavy load through

a vertical distance. Levers and

pulleys are examples of other simple

machines that will also undertake

this task.

See: A Quick Guide to Inclined

Planes for additional information.

Let’s Investigate - Ramps!

Working in Groups of 2-3

 • Explaintothechildrenthattheywillinvestigatehow

ramps (inclined planes) make it easier for people to

move heavy loads from one height to another. In this

lesson they will provide scientific data to a group of

ancient Egyptian engineers who have to implement

the design for the Pharaoh’s pyramid. Everyone agrees

that using a ramp is the best method to move the heavy

blocks for the pyramid, but the engineers cannot agree

on using a steep slope or a gentle slope to get the work

done in time. One group thinks a shorter, steeper slope

is best because the blocks only have to be moved a

short distance, while another group wants a longer,

gentler slope because the heavy building blocks will be

easier to move using fewer people. Which way is best?

 • Thechildren’staskistoprovidetheinformationthatwill

help determine which type of ramp to use. They have

two K’NEX ramps to use in their tests: one is steep and

one is long. A 400 gram weight, or other heavy object,

represents one of the stone blocks.

 • AskeachgrouptobuildtheirK’NEXramps,(Pages9,

10 and 11 of the Building Instructions), but before

starting their tests the children must first decide:

* How they will carry out a ‘fair test’ to determine

which type of ramp should be used.

* What they will need to measure and how they will

record their results?

* How they will measure the forces used to pull their

‘loads’ up the slope.

* How they will determine that using a ramp makes it

easier to move a load through a vertical height.

* For example: both ramps must

be built to the same height.

* The vertical height of the ramp,

the length of the ramp and the

force needed to pull the ramp

up the slope.

* The children could use a

heavy-duty elastic band or a

10N Force meter to pull their

loads up the ramp.

* The children should measure

the force needed to lift the load

vertically to a height that is

level with the top of the ramp.

Education

wheels and axles and inclined planes

website: www.knexeducation.co.uk

* One measurement is not

enough. The children should

be encouraged to think about

being able to reproduce their

results. At least three readings

should be taken on each test.

* How many measurements they will need to take?

Lesson 5: Ramps

Building Tips

1: To complete Step 7 for the Long Ramp, slide the first

section of the ramp over the yellow Connectors. Then

slip the white joining plate (technical term = biscuit) into

the end of the first section of the ramp. Finally, slide the

second section of ramp over the yellow Connectors and

the joining plate until the gap between the plates is closed.

2: Make sure the children construct both versions of the

model so that the bottom end of the black plastic ramp

touches the desktop. The models are designed to move

an object through the same vertical distance and to ensure

this happens, correct positioning of the black plastic ramp

on the support structure is critical.

 • Askeachgrouptodiscusstheirobservationsand 

results. With the help of labelled diagrams and the

use of correct vocabulary and terminology, they should

describe and explain their findings.

 • Theyshouldincludetheirrecommendationsto

the engineers as to the best type of ramp. Their

recommendation should make use of the

word ‘because…’

Measuring forces: A force meter

can be used to give measurements

in Newtons. If force meters are not

available then heavy-duty elastic

bands could be used. The amount

the elastic band stretches when the

load is pulled up the ramp could give

a non-standard measurement of the

force required to move it.

The weight of the load may have to be

reduced if heavy-duty elastic bands

are not available. A risk assessment on

using elastic bands with specific age

groups should be made first. Please

review the safety recommenda-

tions provided at the beginning of this

Teacher’s Guide.

Measuring height and length:

The children should be encouraged to

observe that the vertical height moved

by the loads in all three cases is the

same, but the distances moved along

the length of the ramps are different.

Protractors also could be used to

measure the slope angles.

They should also note that the least

force (effort) is required to move

the load up the gentle slope but the

load moves the greatest distance.

The vertical lift moves the shortest

distance, but requires the greatest

effort. In both cases the job to be

done is the same.

The use of the ramp reduces the

effort needed to move the load but

that effort must be exerted over a lon-

ger distance. The steeper the

ramp becomes, the greater the

effort needed to move the load, but

the shorter the distance involved.

Education

Teacher’s Notes

Liquid soap is a good lubricant

to use with plastic as it washes

off easily. Avoid using near

electrical components.

The coarse cloth creates a rough

surface that increases the amount of

friction between the surface of the

load and the surface of the ramp.

More force, or effort, is needed to

move the load when the amount of

friction is increased.

The trolley uses freely rotating wheels

to reduce the amount of friction, as

does the use of a lubricant. Less

effort will be needed to move the load

up the ramp.

Extension Activity 2 - Investigating friction

Working in Groups of 2-3

 • Askthechildrentorepeattheirinvestigationinorderto

find out how friction affects movement on an inclined

plane. They could modify their ramps in the

following ways:

   •Covertherampsurfacewithcoarseclothor

similar material.

   •Useawheeledtrolley/toytomovetheload.

   •Useliquidsoapasalubricant(tosimulatewet

mud and/or oil).

Lesson�5:�Ramps

Extension Activity 1 - The effects of friction

Whole class

* Ask the children to describe the surface of the

K’NEX Ramp and explain how this surface affects

the movement of an object over it.

* The ramp has a smooth plastic

slope. This makes it easier to

pull an object up the slope.

 • Discusshowfrictionmightaffecttheabilityofworkers

to pull the heavy stones up the ramp.

 • Wouldmoreorlesseffortbeneededtopullthestones

up the ramp if the surface was not perfectly smooth?

 • Howmighttheyovercometheeffectsoffriction?

Plenary

Ask the children to discuss and explain their

observations and their recommendations to the pyramid-

building engineers.

Education

wheels and axles and inclined planes

website: www.knexeducation.co.uk

Lesson 6: The Splitting Wedge

Lesson�6:�The�Splitting�Wedge

Time: 1.5 hours

Learning Objectives - Children should learn:

 •toinvestigateanddisassembleproductsinorderto

learn how they work

 •aboutsimplemachinesthatmakeiteasiertodothings

 •torelatesciencetothewaysfamiliarmachineswork

 •tocommunicateinformationaboutproductsand

mechanisms through labelled drawings

Vocabulary

wedge, inclined plane, force, effort,

sideways, distance, force, increased,

because

Resources

Each group of 2-3 children

will need:

• 1 K’NEX Understanding

Mechanisms: Wheels and Axles

and Inclined Planes kit with

Building Instructions booklet

• A4 Paper

• Scissors

• Felt-tipped pen

• Adhesive tape or dot stickers

• 4 large books (optional)

You will need:

• A collection of tools that incorporate

wedges into their design. For

example: knife, doorstop, hand axe,

chisel and scissors.

• Apple/piece of cheese/piece of wood

• Magnifying glass

Useful Internet Web Sites

www.coe.uh.edu/archive/

The University of Houston archive of

lessons. Search >Collections >Science

> Simple Machines >Wedge.

For Reference

Macaulay, David. ‘The Way Things

Work.’ Houghton Mifflin Company.

1988. Either the book or CD ROM is

an excellent source of information.

Possible Teaching and Learning Activities

Introduction

Whole Class

 • Reviewthepreviouslessoninwhichthechildren:

(i) discussed how less effort is needed to stroll up a

gentle slope than to climb up a steep one, and

(ii) discovered how ramps (inclined planes) make it

easier to lift a heavy load through a vertical distance

by reducing the effort needed. The load, however,

must be moved over a greater distance.

Whether the load has to be lifted vertically or pulled

or pushed up a long ramp (inclined plane) to a given

height, the job to be done in both cases is exactly the

same. The only difference is in the way it is done.

 • Explainthat,inthislesson,thechildrenwillinvestigate

how ‘inclined planes’ are found in many commonly used

tools that are used to cut or split objects.

 • Askthechildrenhoweasy,ordifficult,itmaybeto(i)

pull apart and (ii) tear apart a piece of paper using only

their hands. One or two children could be asked to try

this for themselves.

Education

Lesson�6:�The�Splitting�Wedge

Teacher’s Notes

They will find it very difficult to pull

apart the sheet of paper because

paper is strong when under tension,

or stretching forces, but it is easy to

tear. Tearing, however, produces very

ragged edges.

 • Demonstratehowusingscissorsnotonlymakescutting

paper very simple – the edges of the scissors are sharp

- but also allows them to cut paper accurately in lines

or curves.

The cutting edges of the scissor

blades resemble two opposing knife

blades moving across each other. As

the blades slice down and up through

the paper, the separated pieces move

sideways. Use the magnifying glass to

show the children the wedge shaped

blade edges.

 • Talkabouthowothercuttingtoolsworkinsimilarways.

 • Youmaywanttopersonallydemonstratehowaknife

cuts through an apple or a piece of cheese, or how a

hand-axe can be used to split a thin piece of wood.

Use caution regarding splinters that may be caused by

the splitting of the wood. Ask the children to carefully

observe what happens.

As the axe or knife moves downwards,

the object splits and the separated

parts move sideways away from the

blade (wedge).

Education

wheels and axles and inclined planes

website: www.knexeducation.co.uk

Lesson 6: The Splitting Wedge

 • Explaintotheclasshowthesetoolsarealsoexamples

of inclined planes.

 • Drawtheprofilesofthedifferenttoolsontheboardand

compare their shapes to the inclined plane investigated

previously. For example:

Knife blade.

Axe head: Two inclined

planes back-to-back.

Scissors: Two inclined

planes moving in

opposite directions

across each other.

Teacher’s Notes

A wedge used in a cutting tool acts

like a moving inclined plane. Instead

of the object being moved up the

inclined plane, the plane itself makes

the object move.

The same principle applies: the

wedge moves a greater distance

into the object than the sideways

movement of the cut side. The

sideways cutting forces, therefore,

are greatly increased.

Optional Activity

 • Askthechildrentofindexamplesofmachinesthat

use inclined planes or wedges in their mechanisms.

They should describe and explain how they work,

using labelled drawings and text. For example: zip

fasteners, ploughs and locking systems. You may

want to suggest that they investigate how a wedge

is used to ‘lock’ the wooden handle into the

metal head of a hammer or axe.

Let’s Investigate – How Wedges Work!

Working in Groups of 2-3

 • AskthechildrentobuildtheK’NEXSplittingWedge

model (Pages 12-13 of the Building Instructions).

 • Askthemtoplanhowtheywillmakethetwo

components of the K’NEX model when given only

10 minutes to complete the task.

 • Tohelpthechildren’sobservations,askthemtomark

the two halves of their K’NEX ‘log’ and the tip of their

wedge with dot stickers or adhesive tape.

Education

Lesson�6:�The�Splitting�Wedge

 • Askthechildrentoobserveandrecordwhathappens

when the wedge is pushed into the K’NEX ‘log’.

   • Inwhichdirectiondoes(i)thepointofthewedge

and (ii) the sides of the ‘log’ move?

   • Whichmovesthegreaterdistance,thepointof

the wedge or the sides of the ‘log’?

   • (Optional)WhyistheirK’NEXwedgeanexample

of an ‘inclined plane’? You may want to suggest

that they turn their model on its side and compare

the wedge, as it moves into the ‘log’, with the

ramp they investigated in the previous lesson.

Whole Class

 • Discussthechildren’sobservationsandfindings.

 • Askthechildrentorecordtheirobservationsandresults.

Making use of the correct vocabulary, they should write

notes to explain how the mechanism works. They

should also include annotated diagrams, with arrows to

show the direction of movement of the different parts.

Teacher’s Notes

The children should note:

• The sides of the ‘log’ move at

right angles to the movement of

the wedge.

• The point of the wedge moves a

greater distance than either side of

the split ‘log’. The more they push

down, the more the log separates.

The sideways forces generated

from the action of the wedge can

be very large.

• The K’NEX wedge model is really

two inclined planes arranged

back-to-back. This is similar to

an axe head.

To promote the wider use and

application of ICT skills and practices,

the children’s models and work might

be recorded using a digital camera.

Alternative Investigation

Working in Groups of 2-3

   • Askeachgrouptostackfourheavybooksontop

of each other. Using just the fingertips of one hand,

they should take turns lifting up two of the books.

Ask the children to notice how this feels.

   • Theyshouldthenrepeattheactivityusingthe

K’NEX splitting wedge to lift the same two books.

As they tap in the wedge they should notice in

which direction the books move. They should also

compare how easy, or difficult, it was to lift the

books with the wedge compared to their fingertips.

   • Askthemtorepeattheexperimentoncemore,this 

time lifting all four books. What do they notice?

   • Thechildrenshouldrecordtheirobservationsand 

include a labelled diagram.

The children should notice that it is

more difficult to lift the books using

their fingertips than it is using the

wedge, especially when they try to

lift all four books. As the wedge is

inserted, the books move at right

angles to the movement of the wedge.

Brain-teaser

Can wooden wedges be used to

split solid rock?

Yes, surprisingly! From very early

times, quarry workers hammered

dry wooden wedges into cracks in

rock and then soaked the wedges

with water. The wedges expanded,

generating enormous sideways

forces that were large enough to

split the rocks.

Plenary

Ask children to discuss and explain their observations.

Education

wheels and axles and inclined planes

website: www.knexeducation.co.uk

Lesson 7: The Hand Drill

Lesson�7:�The�Hand�Drill

Time: 1 hour

Learning Objectives - Children should learn:

 •toinvestigateanddisassembleproductsinorderto

learn how they work

 •aboutsimplemachinesthatmakeiteasiertodothings

 •torelatesciencetothewaysfamiliarmachineswork

 •tocommunicateinformationaboutproductsand

mechanisms through labelled drawings

Vocabulary

inclined plane, spiral, vertical, linear

motion, rotate, groove, slope,

diagonal, right angled triangle, screw

Resources

Each group of 2-3 children

will need:

• 1 K’NEX Understanding

Mechanisms: Wheels and Axles

and Inclined Planes kit with Building

Instructions booklet

• A5 Paper

• Pencil (full length) or an equivalent

length of thin dowelling

• Felt-tipped pens

• Scissors

• A range of tools and components

that have screw mechanisms

• Hand drill and drill bits

• Small coffee tin or similar container

(approximately 9 cm diameter)

• 6 table tennis balls or small

polystyrene or similar balls

• Rulers

For Reference

Macaulay, David. ‘The Way Things

Work.’ Houghton Mifflin Company.

1988. Either the book or CD ROM is

an excellent source of information.

Possible Teaching and Learning Activities

Introduction

Whole Class

* Talk about the children’s experiences using a

spiral staircase or spiral water slide. Would it take

them longer to go into the water using the slide or

jumping off a diving board? Why?

* They have to travel a much

longer distance using the slide

than if they jumped straight

down from the diving board.

Education

Lesson�7:�The�Hand�Drill

 • Askwhytheythinkfiremenslidedownapoleto

reach their fire engines in emergencies and not a spiral

staircase or spiral slide?

Teacher’s Notes

Going vertically down the pole is the

fastest route. A spiral staircase would

take too long because it is a longer

distance than the vertical slide down

the pole.

Explain to the class that using a spiral

allows a gentler descent and an easier

way to go up when compared to

going straight up or down. The verti-

cal distance they travel is the same in

both cases; the only difference is the

route they take.

Remind the children that they explored

this concept when they investigated

the ramp. They discovered it requires

less effort to go up a gentle slope

than a very steep one although, to

reach the same height, the gentler

slope will involve travelling over a

longer distance.

Let’s Investigate – Changing a slope into a spiral.

Working in pairs (or whole class demonstration)

Each pair will need an A5 sheet of

paper, felt-tipped pen, ruler, scissors,

pencil or thin dowelling.

 • Askthechildrentocompletethefollowing:

1. Fold an A5 sheet of paper across a long diagonal from

corner to corner; then cut the paper along the fold line

to make 2 right angle triangles.

2. Use a felt-tipped pen to draw a thick line along the long

diagonal edge they have just cut.

Education

wheels and axles and inclined planes

website: www.knexeducation.co.uk

Lesson 7: The Hand Drill

* An inclined plane.

* Ask the children to describe the shape made by the

marked edge.

* A spiral.

* What other familiar objects do they know that have

this shape and what are they used for?

Teacher’s Note’s:

Make a list on the board of the

objects and their function. For

example: Screws, nuts and bolts,

hand drill bits, cork screws, screw

tops for bottles and jars, water tap,

bench vice.

Whole class

 • Demonstratehowtosafelyusethetypeofhanddrillthe

children may use in Design and Technology lessons.

 • Askifitwouldbeeasytopushanailorscrewordrillbit

into a piece of wood by hand? Why or why not?

 • Askthechildrentoobservehowthehanddrillworks.

* What type(s) of movement does the handle make?

* What type(s) of movement does the drill bit make?

* Circular or rotary motion.

* The drill bit rotates and cuts

vertically down through the

wood. The movement through

the wood is linear motion.

* How are the wood shavings removed from the

hole by the drill?

* They travel up the spiral groove

in the drill.

3. Measure and record the length of the marked edge.

* Ask what the shape of the right angle

triangle resembles.

4. Place the paper on the desktop so that the

marked edge is face down.

5. Place the pencil or dowelling along the short vertical

edge and roll the paper around it.

6. Measure the length of the pencil/dowelling covered

by paper.

7. Compare the length of the pencil/dowelling covered by

paper with the length of the marked edge of the paper.

Education

Lesson�7:�The�Hand�Drill

Teacher’s Note’s:

If resources permit, allow the

children to investigate, first hand,

the structure of a real drill bit,

especially noting the spiral grooves

that run along its length.

Please refer to the Safety Guidelines

in this guide to ensure adequate

safety measures are taken.

A hand drill usually has a small gear

wheel turning a larger gear wheel

that turns the drill bit. The gear

arrangement of a small gear wheel

turning a large gear wheel makes it

easier to turn the drill bit in the wood.

Working in Groups of 2-3

 • ExplainhowthechildrenwillmakeaK’NEXmodelofa

drill bit to investigate how it works.

 • Beforestartingtobuildtheirmodel,askeachgroupto

plan how they will make the two components of the

K’NEX model if they are given only 10 minutes to

complete the task.

 • Alloweachgrouptimetoinvestigatehowthedesignof

their hand drill might work.

* What is the shape made by the yellow

Flexi-rod edges?

* Which is longer, the yellow Flexi-rod edge or the

drill length?

* Double spiral.

• Eachgroupshouldhaveanopportunitytotrytheir

K’NEX hand drill mechanism by ‘drilling’ into a coffee

tin filled with polystyrene or table tennis balls.

* Some balls will be pushed up

and out of the tin.

* What happens to the balls?

The drill will work better if the coffee

tin is turned over to one side. When

‘drilling’ into the can, the balls are

pushed up and out of the can along

the drill bit’s spiral edge. The same

thing happens when a drill bit makes

a hole in wood. The waste materials

cut by the chisel-like tip are

channelled away along the screw

shaped grooves.

* Flexi-rod edges.

Education

The path of the spiral is upwards,

just like any inclined plane. The only

difference is that this inclined plane

spirals around the shaft of the drill.

The same inclined plane rules apply.

While the drill bit only moves a short

distance into the wood, the drill bit,

itself, has rotated through a much

greater distance. This requires less

effort than trying to push the drill bit

directly into the wood.

Extension Activity (Optional)

 • UsingtheschoollibraryandInternetthechildren

should investigate the Archimedes’ Screw to learn

about its design and how it worked. Their research

should discover how it was used 2000 years ago and

how it is used to day.

 • Workinginsmallgroups:

Design and make an Archimedes’ Screw, using the

K’NEX kit, that can raise table tennis or small

polystyrene balls from a coffee tin.

The Archimedes’ Screw consists

of a screw inside a cylinder with an

opening at each end and a handle to

turn the screw. When one end of the

screw is lowered into a body of water

and the handle at the other end is

turned, water enters the screw at

the lower end and is moved up the

spiral, exiting at the top end. Today,

Archimedes’ Screws continue to be

used for irrigation purposes when

water must be raised to a higher

level, but they can also be found,

for example, in machines that trans-

fer grain and as devices for removing

rubble from excavation sites.

Augers are a form of Archimedes’

screw. The Combine Harvester makes

use of several Archimedes’ type

screw mechanisms.

Source: American Museum of Natural History

Ask the children to record their observations and results.

Making use of the correct vocabulary, they should write

notes to explain how the mechanism works. They should

also include labelled diagrams, with arrows to show the

direction of movement of the different parts.

wheels and axles and inclined planes

website: www.knexeducation.co.uk

Lesson 7: The Hand Drill

Education

Extension Activity 2 – Design and Make Class Challenge

Working in small groups:

 • Askthechildrentousetheirknowledgeofhowobjects

move up and down inclined planes, to design and make

a system for a table tennis ball to take the longest time

to descend from a height of 30cm.

The groups can use K’NEX kits and any other materials

made available in their classroom.

Plenary

Choose some models to share with the class and ask the

children to describe:

 • Thereasonsbehindtheirdesign.

“We did this because…”

 • Whytheirdesignworkswell.

 • Whatpartsoftheirdesigntheyarepleasedwith.

 • Whatteststheycarriedouttoevaluatetheirdesign

against the design brief?

Useful Internet Site:

www.mcs.drexel.edu/~corres/

Archimedes/contents.html

This list of key terms is intended as background information.

While we recognize that some of these terms are not fundamental

to National Curriculum requirements for Key Stage 2 Design and

Technology and Science, we have nevertheless included them here

to help you better understand some of the concepts investigated in

the K’NEX Understanding Mechanisms kits.

SIMPLE MACHINE

A simple tool used to make jobs easier to do. For example, a lever allows you to apply a

small force to move a much larger load. Try pulling a nail out of a piece of wood without a

claw hammer. A claw hammer uses the lever principle in its design. Other examples of simple

machines are wheels and axles, pulleys, inclined planes or ramps, wedges, and screws.

Simple machines can be used to increase forces or change the direction of a force needed to

make an object move. They are simple because they transfer energy in a single movement.

Simple machines make it easier for you to do jobs by changing the way in which jobs can be

done; they cannot change the job to be done. For example, you can load a heavy object onto

the back of a lorry by lifting it the short vertical distance – a process that will require a lot of

effort. Alternatively, you can take the take the longer but easier route up a ramp with the object.

Either way, the job is done.

In science, when an object is moved by a force work is said to have been done. Simple

machines make it easier for you to do work. Some simple machines allow a small force to

move a large load and are called force amplifiers. For example: crowbars and wheelbarrows.

Other simple machines can be used to convert small, slow movements into large, faster

movements. Such machines are distance or speed amplifiers. A fishing rod used to cast a

hook, or a mediaeval throwing machine, such as a trebuchet, are examples of this application.

COMPOUND MACHINES

These have two or more simple machines working together in their mechanism. For example,

two 1st Class levers make up a pair of scissors, or pliers, while a complex car engine may be

made from several hundred mechanisms.

WORK

Work is a scientific concept and is only done when a force moves an object in the same

direction as the applied force.

If you push against an object and it does not move then, from a scientific point of view, you

will not have done any work. For example, no matter how hard you push in an attempt to

move a car while its brakes are on, you will have not done any work if it has not moved. Once,

however, the brakes have been released and the car starts to move, then you will be doing

work. The amount of work you do depends on the magnitude of the force you apply and the

distance you move the object.

Key�Technical�Terms��

and�Scientific�Definitions

Education

Key Terms and Scientific Definitions

wheels and axles and inclined planes

website: www.knexeducation.co.uk

Work = Force x Distance moved by the object in the direction of the force

W = F x d

If the force is measured in newtons (symbol N) and the distance is in metres (m) then the

work done (W) is measured in newton metres (Nm).

The SI unit of work is the joule (J) and 1 joule = 1 newton metre.

FORCE

A force is a push or a pull which, when applied to an object, can make it change shape, move

faster or slower, or change direction. You cannot see forces but you can feel or see their

effects.

A force has both size and direction. The size of a force is measured in newtons (N) and can be

measured using spring balances called force meters or Newton meters.

EFFORT

The force you apply to move one part of a simple machine, i.e. the input force that is applied

to a simple machine, or mechanism, to make it do work. With a wheel and axle simple machine,

the effort force can be applied to either the wheel, or the axle, in order to make the other part

move. Think of a waterwheel being turned by a millstream or a car axle driving the road wheels.

The function of a simple machine, or mechanism, is to transfer the force both to the location

and in the direction in which it is needed to move the load.

LOAD

The weight of an object to be moved or the resistance that must be overcome before an

object can be moved.

The resistance can be the frictional forces in a mechanism itself or simply the friction between

two surfaces.

RESISTANCE

The force that works against the effort. It could be either the weight of the object to be moved

and/or frictional forces.

FRICTION

The force that occurs when two surfaces rub against each other. Friction tends to slow things

down, which means it can be both beneficial and unhelpful. For example: friction is beneficial in

the case of brakes applied to the wheels of cars and bicycles to slow them down, but friction

between surfaces can also cause wear - tyres wear out. Rough surfaces increase friction, while

smooth surfaces reduce it.

Friction also generates heat. You can feel this when you rub your hands together quickly.

Education

Key�Technical�Terms��

and�Scientific�Definitions

MECHANICAL ADVANTAGE

Most machines are designed to make jobs easier to do. For example, a wheelbarrow that

allows you to move a heavy load of soil or a winch used to lift a heavy object. When a

machine enables you to use a small effort to move a large load, that machine has given you

a “mechanical advantage” you would not otherwise have had. How large or small a mechanical

advantage a machine provides can be measured by comparing the load you can move with

the effort you used to move it.

The calculation used is:

The mathematical calculation indicates how many times the machine multiplies the effort force.

For example, if a machine allowed you to move a load of 300N using a 100N effort force, the

mechanical advantage of the machine will be 3:1 or simply 3.

If the value of the MA is greater than 1 then your machine allows you to move a large load using

an effort force less than that of the load. Does this mean you can get something for nothing?

Can you get more from less? Unfortunately this is not the case. While a high MA value means

you can use less effort force than that of the load to be moved, the distance moved by the effort

will be much greater than that moved by the load. This is the trade-off.

Remember, simple machines and mechanisms can make it easier to do a job by changing

the way in which the job is done; they do not change the actual job to be done. The work

needed to be done will always remain the same, so that to move a load, you can use a large

effort applied over a short distance, or a small effort applied over a longer distance. It all

balances out in the end.

MECHANISMS

Although designed and made to do different jobs and make jobs easier to do, all mechanisms

share some common features.

 •Theyaremadefromsimplemachines,eitherusedsinglyorincombination.

 •Theyinvolvesomeformofmotion.

 •Theyneedaninputforcetomakethemwork.

 •Theyproduceanoutputforceandmotionofsomekind.

Mechanical Advantage (MA) = Load

Effort

Education

Key Terms and Scientific Definitions

wheels and axles and inclined planes

website: www.knexeducation.co.uk

One form of motion (input) can be converted into another (output) through the use of

a mechanism (process).

TYPES OF SIMPLE MACHINES

• Lever: A rigid beam, bar or rod that turns, or rotates, about a fixed point called the

fulcrum. For example: a child’s seesaw.

• Wheel and axle: A round disk (wheel) with a rod (axle) rigidly connected through the

centre of the wheel so that they both turn together. A wheel can be used to turn an axle

or an axle can be used to turn a wheel. For example: a winch raising a bucket from a well.

The wheel can be a solid, circular disk, such as a car wheel, but it can also be the circular

path made by a handle that turns, such as a lever rotating around a fixed point.

• Gear: This is not a simple machine but it could be thought of as a wheel with teeth

around its outer rim. Gears are used to transfer motion and force from one location to

another, change the direction of rotational motion and amplify the force applied to do a job.

• Rotary: This can be seen in the movement of car, bicycle and gear

wheels and in Ferris wheels or carousels as they go round and round

on an axis. It is the most commonly occurring type of motion in

a mechanism.

• Oscillating: This is an alternating, or swinging to and fro, type of

motion. It can be observed in car windscreen wipers, children’s

swings or in pendulums as they move backwards and forwards in an

arc.

• Linear: This is motion occurring in a straight line, in one direction.

Examples include the linear movement of a paper trimmer, a sliding

lock, or a conveyor belt.

• Reciprocating: This involves an alternate backward and forward

motion, in a straight line, as in the movement of a sewing machine

needle or the pistons of a car engine.

TYPES OF MOTION

4 basic forms of motion are used in mechanisms:

Education

• Pulley: A wheel with a groove in its outer rim that spins freely on an axle. A rope,

cable, or chain runs in the wheel’s groove and may be attached to a load. As the wheel

turns, the rope moves in either direction so that a pull down on one side will raise an object

on the opposite side of the wheel.

• Fixed Pulley: A pulley attached to a solid surface; it does not move when the rope

is pulled, other than to turn in place. Fixed pulleys change the direction of an

applied force.

• Movable Pulleys: A pulley attached directly to the load being lifted; it moves

when the rope is pulled.

• Combination Pulleys: A series of fixed and movable pulleys used together to gain

the advantages of both in doing the work.

• Block and Tackle: A specific combination of fixed and movable pulleys used to lift

very heavy objects; the block is the frame holding the pulleys; the tackle is the rope

or cable.

• Inclined Plane: A flat surface with one end higher than the other. The most recognisable

form of an inclined plane is a ramp. Ramps make it easier to move from one height

to another.

• Screw: A shaft (body) that has an inclined plane spiralling around it. The inclined plane

forms ridges (threads) around the shaft to become another simple machine: the screw. It

can be used to lift objects or fasten two things together.

• Wedge: A device made of two inclined planes arranged back-to-back. Instead of

moving up the slope, wedges themselves move to push things apart. Wedges are

inclined planes that move pointed-end first and are used in many cutting tools such as

axes, knives and chisels.

Key�Technical�Terms��

and�Scientific�Definitions

Education

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Knex 78620 - Education Intro to Wheels and Axles and Inclined Planes Teachers Guide Manual

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