Topic: Pulleys Intended outcome: Designing, making and evaluating a fairground ride.

- Design and make a model of a fairground ride in which an electric motor produces rotating movement.

Area of Design Technology: Mechanical systems

Year Group: 6 Term:

Key Skills Key Knowledge Key Competencies Key Vocabulary Designing

- Develop a design specification for a functional product that responds automatically to changes in the environment.

- Generate innovative ideas by carrying out research using surveys, interviews, questionnaires and web-based resources.

- Develop a simple design specification to guide their thinking.

Making

- Formulate a step-by-step plan to guide making, listing tools, equipment, materials and components.

- Competently select and accurately assemble materials, and securely connect electrical components to produce a reliable, functional product.

- Create and modify a computer control program to enable their electrical product to respond to changes in the environment.

- Understand the use of computer

control systems in products. - Apply their understanding of

computing to program, monitor and control their products.

- Know and use technical vocabulary relevant to the project.

- Understand how gears and pulleys can be used to speed up, slow down or change the direction of movement.

Problem-solving, teamwork negotiation, consumer awareness, organization, motivation, persuasion, leadership, perseverance

pulley, drive belt, gear, rotation, spindle, driver, follower, ratio, transmit, axle, motor circuit, switch, circuit diagram annotated drawings, exploded diagrams, mechanical system, electrical system, input, process, output, design decisions, functionality, innovation, authentic, user, purpose, design specification, design brief

- Produce detailed lists of tools, equipment and materials. Formulate step-by-step plans and, if appropriate, allocate tasks within a team.

- Select from and use a range of tools and equipment to make products that that are accurately assembled and well finished. Work within the constraints of time, resources and cost.

Evaluating

- Continually evaluate and modify the working features of the product to match the initial design specification.

- Test the system to demonstrate its effectiveness for the intended user and purpose.

- Compare the final product to the original design specification.

- Test products with intended user and critically evaluate the quality of the design, manufacture, functionality and fitness for purpose.

- Consider the views of others to improve their work.

- Investigate famous manufacturing and engineering companies relevant to the project.

Previous Learning

Topics Key Skills Key Knowledge Key Vocabulary Mechanical systems (pulleys) - Initial experience of using

computer control software and an interface box, a standalone box or microcontroller, e.g. Crumble.

- Experience of axles, axle holders and wheels that are fixed or free moving.

- Experience of cutting and joining techniques with a range of materials including card, plastic and wood.

- An understanding of how to strengthen and stiffen structures.

Learning objectives:

To know:

that there are a variety of products which incorporate a pulley and a drive belt and are driven by a motor or a computer how control systems are used in everyday life the appropriate vocabulary related to control systems that they can model their ideas for their own product using mechanisms, by using construction kits or making a model from a set of instructions how to include an electric motor in a simple circuit how the direction of rotation and speed of an electric motor can be controlled how rotation can be transferred from one part of a model to another by using pulleys and a belt how a belt and pulley system can reverse the direction of rotation (by twisting the belt through 180 degrees) how a belt and pulley system can turn the plane of rotation through 90 degrees (by twisting the belt through 90 degrees) how a belt and pulley system can increase or decrease the speed of rotation (by using different size pulleys) To be able: to make decisions with regard to the type of ride they will make to model their intended fairground ride

to make modifications as they go along to evaluate against their original criteria and suggest ways that their ride could be improved

Dis

cuss

ion

ph

ase

Differentiated Teaching and Learning

Resources

Introduce pulleys, levers and gears. What are they? L.O’s: Children can experiment with pulley wheels and drive belts to study rotational movement. Children demonstrate how the speed of rotation can change in a pulley train. Children demonstrate how a belt and pulley system can reverse the direction of rotation (by twisting the belt through 180 degrees).

Tasks/activities Whole class discussion - Show a selection of fairground photographs on the W/B and asks - Who here has been to a fun fair? What were your favourite rides? Inform the children that over the next few weeks they will be making their own model fairground ride - choosing from 2 options - a big wheel and a carousel (this limits the rotational axis as horizontal or vertical). The fairground booklet that will be used to record the stages of ride-development is then shown to the children, with the first stages being explained before the children complete them. Main Task - using pulley wheels and elastic bands the children work through the first page of the booklet looking at the rotational movements of the pulley wheels. The children can play around with the wheels and elastic bands before coming together again to discuss what they have learned. Plenary: different children demonstrate rotational movements using the wheels and drive belts.

Fairground booklet, Photographs of rides, pulley wheels, elastic bands

Key Vocabulary Rotation, Ferris wheel, carousel, model, rotational movement, pulley wheels, drive belts.

Assessment: Q & A session throughout the lesson, Ability to discuss and demonstrate the use of pulleys and belts to aid rotation.

Des

ign

ing

ph

ase

Differentiated Teaching and Learning

Resources

Knowledge

- Understand how gears and pulleys can be used to speed up, slow down or change the direction of movement.

L.Os: Children can begin to demonstrate an understanding of rotation in the vertical and horizontal plane. Children can start to use problem solving skills when thinking about design features for a model fairground ride. Children can make decisions with regard to the type of ride they will make.

Whole class discussion: Recap on the previous lesson and show the next stage of the booklet to be completed. On the W/B show pictures of children making their own rides and discuss what the children are doing. Next, refer to the girl in the booklet and ask the following questions: Which way do you think the spindle is going to turn? Is this in the horizontal plane? How could we adapt the cardboard frame to make the spindle turn in the vertical plane? How can we attach the motor to the frame? Think about the force (torque) acting

- A3 paper - Photographs of children

making their own rides (to give ideas)

- Fairground booklet. - Drawing equipment -

coloured pencils…

Key skills - Develop a design specification for a

functional product that responds automatically to changes in the environment.

- Generate innovative ideas by carrying out research using surveys, interviews, questionnaires and web-based resources.

- Develop a simple design specification to guide their thinking.

Key Competencies Problem-solving, organisation, motivation, perseverance

on the motor from the drive belt - if the belt is too strong will it pull the motor off the frame? Does the drive belt (elastic band) need to be taut? What would happen if the belt/elastic band was too slack? Look at the spindle. Would the constant turning of the spindle cause frictional damage on the cardboard frame? How could we overcome this? This discussion could be facilitated with a basic model already assembled for the children to look at, (these

Key Vocabulary

Ferris wheel, carousel, model, frame, spindle, drive belt, battery/cell, electric wire/crocodile connecting leads, electric motor, friction, force.

questions can also be asked at the end of the unit too to determine progression in the understanding of designing and making a model ride).

What is the project title? How do fairground rides move? What are we going to make? Fair ground ride Who is the intended user? N/A- model What is the purpose of your product? To show how fairground rides operate through movement and rotation What is my design brief?

- It has to use a pulley system which creates movement (rotation)

- It has to be a fairground ride that moves e.g. a big wheel/carousel.

- It has to include an electric motor in a simple circuit.

Extra ideas: - Investigate, analyse and evaluate existing

everyday products and existing or pre-made toys that incorporate gear or pulley systems. Use videos and photographs of products that cannot be explored through first-hand experience.

• Use observational drawings and questions to develop understanding of each product in the collection e.g. How innovative is the product? What design decisions have been made? What type of movement can be seen? What types of mechanical components are used and where are they positioned? What are the input, process and output of

the system? How well does the product work? Why have the materials and components been chosen? How well has it been designed? How well has it been made? • Children could research and, if possible, visit engineering and manufacturing companies that are relevant to the product they are designing and making e.g. Jaguar Land Rover, JCB, local companies

Which products could we research to help us?

- Exploring different pulley systems - Explore electric systems - Explore how different things are powered.

What skills will we need to make our product? (FTs)

- Using a construction kit, investigate combinations of two different sized pulleys to learn about direction and speed of rotation e.g. How many times does the smaller pulley turn each time the larger pulley turns once? Do the pulleys move in the same direction? How can you reverse the direction of rotation?

- Build a working circuit that incorporates a battery, a motor and a handmade switch, such as a reversing switch. Demonstrate the accurate use of tools and equipment including cutting and stripping wire, and making secure electrical connections. Remind children about the dangers of mains electricity. Draw a pictorial representation of the circuit or draw a circuit diagram using correct symbols.

- Ask the children to investigate different ways of

making a framework to hold the model eg build the model on a baseboard, use card and straws, use a framework with added triangles or

diagonals, use a construction kit. Consider carefully how to support the rotating part on a well-supported axle or a spindle.

- Show the children how a model can be controlled with a computer. Motor speed and direction can be controlled and a sequence of operations can be developed by the children writing a simple program of instructions.

- The children could use elastic bands and pulley eg cotton reels on spindles to investigate transferring movement from one axle to another.

- The children could use construction kit components to investigate and to change the speed of rotation, using belts and pulleys.

- The children could use a pulley on an electric motor with an elastic band to produce rotation of cotton reels on a spindle or a drinks can on an axle. Hold the electric motor in different positions to discover the best arrangement.

Main Activity: The children draw a picture of the model ride that they want to make - thinking about materials they want to use, colour scheme for their ride and the name of the ride. After this the children label the photograph of the girl - using key vocabulary found at the back of the booklet. Plenary: Children show their drawings of the ride they want to make and inform the others of the name of their ride.

Pla

nn

ing

ph

ase

Differentiated Teaching and

Learning Resources

Knowledge

L.Os: Children can select the materials needed to make a frame for holding a rotating mechanism for a model ride. Children can assemble equipment to make a rotating mechanism for a model ride. Whole class discussion: Quick recap on everything learned so far before discussing step 1 in the booklet. The teacher explains what is expected by the end of step 1, encouraging the children to use the photograph on the previous page in the booklet as guidance. Main Activity: The children collect the relevant equipment to start assembling a framework for their ride. In their groups they create the frame that will hold the electric motor enabling their ride to rotate. Once the frame has been made and works the teacher will take a photograph that can be stuck into individual booklets. The children list the equipment used for the frame - complete the instructional section at the end of the session. Plenary: different teams of children show their frames to the rest of the class discussing how they worked together to construct them.

- DT project planning sheet - IPad

- Cardboard boxes - Motors - electric wire/crocodile clip

and leads - cotton reels - cardboard disks - spindle - elastic bands - Batteries - Fairground booklet. - Digital camera

Key skills

Key Competencies Problem-solving, teamwork, negotiation, consumer awareness, organisation, motivation, persuasion, leadership, perseverance

Key Vocabulary Electric motor, rotation, Ferris wheel, carousel, model, frame, spindle, drive belt, dowel, battery/cell, electric wire/crocodile connecting leads

Children answer following on sheets: Children plan their own product based upon the following titles: Carousel/Big wheel What am I making? Who is it for? What is the purpose of my product? How will I make it? ( This should be step by step and annotated) What will my final product look like? (Again annotated with explanation of functionality and purpose)

Mak

ing

ph

ase

Differentiated Teaching and

Learning Resources

Knowledge

L.Os: Children can construct a model ride. Children can make modifications to their model as they go along.

Explain how you will provide the children with opportunities to follow and adapt their design through a making process. Also how you will give them time and reminders about the key skills developed in the planning phase. Whole class discussion: Discuss the progress made so far and

what the next step will be, referring to step 2 in the booklet. Main Activity: All children to retrieve their frameworks and move onto step 2 in the booklet to assemble their fairground ride. Thinking about: what materials they are going to use, how sturdy the structure needs to be (without it being so heavy that the motor cannot turn it). The children should experiment with the materials available - looking at weight, flexibility or rigidity. The teacher can give ideas here about the use of paper plates, lollypop sticks, tooth picks, and coloured card/paper. Children will draw a diagram of their model (in more detail) before they start to make it, this should help with their clarity of thought about how to assemble their ride. Plenary: Everyone comes together to either show what they have completed so far or to talk about problems they have encountered.

Whole class discussion: Recap on what has occurred so far - making reference to the booklet and showing examples of work. Main Activity: Children to continue to work on their rides, adding more decorations or modifying the ride if needed.

Videos, photographs and everyday products or toys with pulleys or gears batteries, battery holders, wires, crocodile clips, motors, switches, aluminium foil, paper fasteners, paper clips, card, motors, motor stands, dowel, paper sticks consumable and construction kit pulleys or gears of different sizes, elastic bands, junior hacksaws, glass paper, G-clamps, bench hooks, hand drill, automatic wire strippers, PVA glue, sticky pads, masking tape, dowel, double-sided tape, card triangles, square section wood, card, corrugated plastic, finishing media

Key skills - Formulate a step-by-step plan to

guide making, listing tools, equipment, materials and components.

- Competently select and accurately assemble materials, and securely connect electrical components to produce a reliable, functional product.

- Create and modify a computer control program to enable their electrical product to respond to changes in the environment.

- Produce detailed lists of tools, equipment and materials. Formulate step-by-step plans and, if appropriate, allocate tasks within a team.

- Select from and use a range of tools and equipment to make products that that are accurately assembled and well finished. Work within the constraints of time, resources and cost.

Key Competencies Problem-solving, consumer awareness, organisation, motivation, perseverance

Plenary: Children show what they have completed so far and discuss any problems they have encountered.

Key Vocabulary

Materials, flexibility, rigidity, assemble, Construct, design, equipment

Eval

uat

ion

ph

ase

Learning Objective: (Knowledge)

Differentiated Teaching and Learning

Resources

Knowledge

L.Os: Children can evaluate against their original criteria and suggest ways that their ride could be improved. Children can control a model fairground ride using an interface connection to a computer.

Key skills - Continually evaluate and modify the

working features of the product to match the initial design specification.

- Test the system to demonstrate its effectiveness for the intended user and purpose.

- Compare the final product to the original design specification.

- Test products with intended user and critically evaluate the quality of the design, manufacture, functionality and fitness for purpose.

- Consider the views of others to improve their work.

Children can present their fairground ride to an audience and explain how they made their model.

Think about how you will record your evaluations. Suggestion would be to ask 3 a group of children to sit in a group and discuss the following points freely and film it then store it in an electronic DT evidence file. What do you like about your product and why? Is your product fit for purpose? Will the intended user be happy with it? Did everything go to plan when you made your product or were some bits a bit tricky? How did you overcome the tricky bits? What could you do next time to avoid having the same problem? Tell me about any new words or skills that you have learned about in this topic? Do you think you showed resilience? When? What part?

Key Competencies Teamwork negotiation, consumer awareness, organisation, motivation, leadership, persuasion, leadership, perseverance

Key Vocabulary

Extension: If all goes to plan then during this session the children should be finishing off their models; adding the final touches and making sure that their actual rides still rotate. The booklets can be completed and photographs can be taken. HA/MA groups - to connect their models to a computer and interface connection. LA groups: Groups of children present their models to another class (or the rest of their own class) and talk through exactly how they went about making their own rides.