Activity Pack for

Simple Machines
Teacher’s Guide

2009689
 Table of Contents

Table of Contents
1. Introduction................................................................................................................................................. 3
Who Is the Material For?............................................................................................................................ 3
What Is it For? ................................................................................................................................................ 3
What Are Simple Machines?................................................................................................................... 4
What Is in the 9689 Simple Machines Set?................................................................................... 5
What Is in the 2009689 Activity Pack for Simple Machines?............................................. 5
Teaching Sequence...................................................................................................................................... 6
General Comments Regarding the Material................................................................................. 6
Classroom Management Tips................................................................................................................ 7
LEGO® Education’s 4C approach......................................................................................................... 8
2. Curriculum.................................................................................................................................................... 9
3. Gears
Overview: Gears.............................................................................................................................................. 12
Images for Classroom Use....................................................................................................................... 15
Principle Models: Gears............................................................................................................................. 17
Main Activity: Merry-Go-Round.............................................................................................................. 23
Problem-Solving Activity: Popcorn Cart........................................................................................... 32
4. Wheels and Axles
Overview: Wheels and Axles................................................................................................................... 35
Images for Classroom Use....................................................................................................................... 38
Principle Models: Wheels and Axles.................................................................................................. 40
Main Activity: Go-Cart.................................................................................................................................. 47
Problem-Solving Activity: Wheelbarrow........................................................................................... 56
5. Levers
Overview: Levers............................................................................................................................................. 59
Images for Classroom Use....................................................................................................................... 63
Principle Models: Levers............................................................................................................................ 65
Main Activity: Catapult................................................................................................................................. 69
Problem-Solving Activity: Railway Crossing Barrier................................................................. 78
6. Pulleys
Overview: Pulleys............................................................................................................................................ 81
Images for Classroom Use....................................................................................................................... 84
Principle Models: Pulleys........................................................................................................................... 86
Main Activity: Crazy Floors....................................................................................................................... 92
Problem-Solving Activity: Crane........................................................................................................... 101
7. Glossary.......................................................................................................................................................... 104
8. LEGO® Element Survey.................................................................................................................. 108

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 Introduction

Introduction
LEGO® Education is pleased to bring you the 2009689 Activity Pack for the 9689 2009689
Simple Machines Set.

Who Is the Material For?

This material is designed for primary school teachers who wish to introduce their
learners to the following simple machines:

• Gears
• Wheels and Axles
• Levers
• Pulleys

The LEGO models that can be made using the 9689 Simple Machines Set and the 9689
Learner Worksheets supplied with the 2009689 Activity Pack for Simple Machines are
suitable for learners from years one to three. Most learners at the younger end of this
age range will need to be supported and encouraged in reading and understanding
the technical vocabulary and exercise descriptions used in the Learner Worksheets.

What Is it For?
Used together, the 9689 Simple Machines Set and this Activity Pack enable learners
to work as young scientists, designers and engineers, helping them to investigate
and understand the operation of simple and compound machines found in everyday
life. The materials promote an enjoyable but challenging classroom environment in
which learners can develop skills such as creative problem-solving, communication of
ideas, and teamwork. The activities lead learners to make initial use of scientific
method through observation, reasoning, prediction and critical thinking.

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 Introduction

What Are Simple Machines?

We use simple machines every day – when we open a door, turn on a tap, open a tin, Did you know?
or ride a bike. Simple machines make it easy for us to do work. A force (a push or a A crowbar is a simple machine called
pull effort) makes something (a mass or load) move a distance. a lever.

Simple machines have only one part to do the work and they have very few or even
no moving parts. A lever is an example of such a simple machine. You can use a
lever, for example a crowbar, to move a large load with a smaller effort than you
would need if you did not have a machine to help you. The force applied to the lever
makes the load move, but the effort needed is less than if the force was applied
directly to the load. The work is thus easier to do.

The terms load and effort are used in describing how simple machines work.
The load is the object that is moved, e.g. a box. The effort is the force used to do the
work. In the situation illustrated, the effort is the force that someone will apply to the
sack barrow to move (or lift) the load (the box).

Simple machines have very few parts; compound machines are made up of two or Did you know?
more simple machines. A sack barrow is one example of a compound machine. It A wheelbarrow is a compound machine.
combines two simple machines. The handles are levers which help lift the load, and
the wheel and axle help move the load forward easily. The same principle applies to
a wheelbarrow.

Machines help us do many things: they help us lift, pull, split, fasten, cut, carry, mix,
etc. All machines are made up of simple machines. More complicated machines
(compound machines) are made up of a number of simple machines that function
together to help do the work. Gears are sometimes categorised as compound
machines, but in this material we have regarded them as simple machines.

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 Introduction

What Is in the 9689 Simple Machines Set? 9689

The set consists of four full-colour sets of Building Instructions for the four simple
machines, including instructions for both the principle models and the main models,
and 204 LEGO® elements, including an element (brick) separator. The main models
and the principle models described in this Activity Pack can all be built from the
elements in the set, though only one at a time.

What Is in the 2009689 Activity Pack for Simple Machines?

This Activity Pack contains teaching suggestions and materials that will enable 2009689
6002506 LEGOeducation.com

teachers to make effective use of the 9689 Simple Machines Set in class. The Activity
Pack is divided into the following sections:

Curriculum:
This section offers a clear overview of the curriculum standards and learning goals
targeted for each activity. Check which activities match your current teaching
programme, or use it to find inspiration for creating your own course of study.

The four simple machine sections:

These sections provide information and activities for the four simple machines:
gears, wheels and axles, levers, and pulleys. All four simple machine units are
presented in the same way.
• An overview of the simple machine in focus is given. The overview starts with Overview: Gears

an introduction and with ideas for establishing the concept and providing the Overview: Gears
Spur gears A crown gear

vocabulary relevant to the simple machine. A brief outline for using the principle
models is also included. A gear is most commonly defined as a toothed wheel; the teeth of a gear prevent

• Following this is an overview of relevant images from Images for Classroom Use.
Did you know?
slipping. When one gear is engaged with another gear they are said to mesh. When A gear, or toothed wheel, when in
a set of gears work together they transmit movement and force. A crown gear has operation, may actually be considered
special curved teeth which enable it to mesh at right angles with a spur gear. Gears to be a lever, with the additional feature
are sometimes categorised as compound machines, but in this material we have that it can be rotated continuously
included them as simple machines. instead of rocking back and forth
through a short distance.
Gears can be used to create the following effects:

Images for Classroom Use is a collection of photographs, pictures, drawings and • To change the direction of rotation
• To change the orientation of a rotating movement
• To increase or decrease the speed of rotation
• To increase turning force, also called torque

Gears are found in many machines where there is a need to control the speed of

illustrations, contained on the Activity Pack computer disk, which can be used
rotary movement and turning force. Examples include cars, bicycles, old-fashioned Images for Classroom Use
egg beaters, tin openers and grandfather clocks.

Images for Classroom Use

to support the teaching of simple machines. These images are intended to help
Hint
Most of the images used in the material
can be found in the file 'Images for
Classroom Use’ on the CD, and are thus
easy to display in class.

learners understand the links between the models they build and the real world. Hint

There is also an overview of the elements used for building both the principle
A crown gear has special curved teeth
which enable it to mesh at right angles
with a spur gear.

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models and the main models.

• Each unit then introduces the Teacher’s Notes and Learner Worksheets (described
later) for the principle models, the related main model, and the problem-solving Hint
Use the element overview.

activity.
LEGOeducation.com

9689

x4 x1

x1 x1

x2
x1

x2
x2

x1

x2

x1

x2

x2 x2
1:1

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Glossary:
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The Glossary is designed as a reference for teachers. It explains most of the terms
used in the materials.

LEGO® Element Survey: LEGO® Element Survey

The Element Survey illustrates and names the LEGO elements in the 9689 Simple LEGO® Element Survey

Machines Set. 4x
Brick, 2x2 round, yellow
614324
8x
Plate, 1x2, white
302301
4x
Plate, 2x4, green
302028

4x 4x 2x
Studded beam Plate, 1x4, white Brick, 2x4, red
with crosshole, 1x2, yellow 371001 300121
4233484

2x 4x 4x
Tile, 1x2, yellow Plate, 1x6, white Studded beam, 1x2, red
306924 366601 370021

4x 4x 4x
Tile, 1x4, yellow Plate, 1x8, white Studded beam, 1x4, red
243124 346001 370121

2x 2x 4x
Tube, 2-module, yellow Plate with holes, 2x4, white Studded beam, 1x6, red
4526983 370901 389421

2x 6x 4x
Angular block Plate with holes, 2x6, white Studded beam,
with crosshole, yellow 4527947 1x8, red
4107800 370221

2x 4x 6x
Cross block, 2-module, yellow Plate, 2x2, green Studded beam, 1x16, red
4173666 302228 370321

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 Introduction

Teaching Sequence
Though naturally teachers may well wish to vary their teaching sequence to suit their
own learners and needs, we recommend the following progression:

1. Establish the concept of the simple machine in focus:

a) Use the information from the relevant Overview section (Gears, Wheels and
Axles, Levers, or Pulleys).
b) Show images from Images for Classroom Use.
c) Ask questions and discuss in class.

2. Provide the relevant vocabulary, e.g. by using it to talk about the simple machine
in focus. See the recommended vocabulary in the Overview and/or see the
Glossary for inspiration.

3. Build and investigate one or all of the principle models.

4. Build and investigate the main model and activity, but only when the related
principle model activities have been carried out.

5. Try the problem-solving activity.

An alternative for older learners would be to work with all the principle models and Principle Models: Gears

then move directly to the problem-solving activities. As always, it is very important for Name(s):

Principle Models: Gears

Learner Worksheet
Date and subject:

teachers to be thoroughly familiar with the materials before using them in class, and Things to talk about
• What do you know about this simple machine?
• Where do we use this simple machine?
• Why do we use this simple machine?
Driven gear Drive gear

therefore it is suggested that teachers should build the models themselves and try
Find the LEGO® gears shown and count the
number of teeth they each have. Start counting 1 2 3
from the dot.
Write your answers in the boxes.
4 ?8

them out in conjunction with the Learner Worksheets.

1. Build A1 (Direction of rotation). A1

Follow Building Instructions A, pages 4 to 8,

steps 1 to 7.

2. Label the gears.

Draw lines from the words to the picture of the
model.

General Comments Regarding the Material

Driven gear
Drive gear

3. Try out the model and make observations.

Crank the handle one full turn, and count how 1 2 3
many times the position marker turns.
Write your answer here:
4 ?8

Observations and fair tests Observe which way the gears turn when you
crank the handle, and draw arrows to show
the directions they turn in.

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20

initial observations may not be correct and will need to be checked. A minimum of
three test observations is probably needed to constitute a fair test. Learners should
be encouraged to repeat the study or activity as many times as necessary to be sure
that they are getting the same answer consistently; however, note that there is only
space for one final answer on the worksheet.

Scientific predictions
Making a scientific prediction is often based on prior observations and experiences.
It is important that learners attempt to state a prediction and then check to see
whether their prediction was correct. The main models and the accompanying
Learner Worksheets will often assume that learners have made relevant observations
while working on the principle models, and therefore will be better able to predict a
reasonable outcome.

Teacher’s Notes Main Activity: Merry-Go-Round

There are detailed Teacher’s Notes for each simple machine section. In some cases, Main Activity: Merry-Go-Round
Teacher’s Notes

additional materials will be necessary for the activities and investigations; these are
Learning objectives
In this activity learners will build and test models that use the following techniques
associated with gears:

• Decreasing speed of rotation

• Increasing speed of rotation
• Gearing at an angle

listed. The Teacher’s Notes indicate key learning areas, give suggestions for carrying
To perform this activity, learners should be familiar with the following vocabulary
associated with gears:

• Drive gear
• Driven gear
• To mesh

out each activity, provide hints, questions and vocabulary specific to the activity,
If learners have already worked with the principle models, they will already have
observed gears, and the terms used in this activity should be familiar to them.
Predictions should now be easier to make based on the observations made earlier.
If the learners have not worked on the principle models, then additional time will
be needed, for example to introduce and explain the technical vocabulary used.
If additional guidance is required, please turn to the 'Overview: Gears’ or 'Principle

and suggest further ideas for investigation. The answers to questions asked on the
Models’ sections.

Materials required
• 9689 LEGO® Education Simple Machines Set 9689

Learner Worksheets, together with comments to the teacher, are written in blue
italics in the Teacher’s Notes.

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 Introduction

Learner Worksheets
The worksheets help learners to work individually, in pairs, or in groups to apply the
Main Activity: Merry-Go-Round

Name(s): Date and subject:

Main Activity: Merry-Go-Round

knowledge they have acquired about the simple machine concept through building
Learner Worksheet

or discussion activities. The Learner Worksheets can be copied as required. Writing 1. First, build Merry-Go-Round Model A6 and
make it turn.
Follow Building Instructions A, pages 34 to 42,
steps 1 to 11.
A6

is kept to a minimum on the worksheets for the principle models – learners only
33

2. Count the teeth on the gears. Start counting

from the dot. 1 2 3
4 ?8

need to mark choices, draw lines to label illustrations, or write numbers. On the 3. Then look carefully at the pictures of the
models and compare Merry-Go-Round Model
A6 to Merry-Go-Round Model A7.
A6 A7

worksheets for the main models learners will be challenged to predict an outcome,
• Circle what is different.

• What do you notice? Explain how the models

which they will then investigate, and finally they will document their findings.
are different.

1 2
4. Next, look carefully at the pictures of the
models and make a prediction.
A6 A7

Text on the worksheets is kept to a minimum, but nevertheless early readers may
3
If I compare model A6 to model A7, then I think

?
Merry-Go-Round Model (A6 / A7) will turn faster.

need help in understanding the written instructions. Icons have been included on
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the worksheets to help learners through the activity in focus; these symbolise, for
4 8
example, that something must be marked or drawn, circled or joined, or that learners
are asked to write in a number.

The problem-solving activity

The problem-solving activity is intended to encourage learners to apply the knowledge
they have gained from both the different principle models and/or the main model
concerning the simple machine in focus. The suggested problem-solving model
solution included is only meant as a guiding principle to solving the problem posed.

Classroom Management Tips

How do I organise the Building Instructions? 9689
A

For easy classroom management we suggest storing the Building Instructions in 1 4 6 A1

binders so that they are close-at-hand and ready to use at the beginning of each A2

lesson.
A3
2 5

7
A4

A5

How much time is needed?

3

A6

There are many ways to use the LEGO® 9689 Simple Machines Set in your classroom, 6002501 LEGOeducation.com
A7

and many different ways to plan your class schedule. Activities can be completed by
individuals or by small teams or groups, depending upon the number of sets that are
available to your class.

If you choose to introduce the principle models of one simple machine, 2-3 of the Hint
models can be built, investigated and explored, and the parts put away again, within We suggest learners work together in
a single 45-minute lesson if the learners are already experienced LEGO builders. pairs, sharing a set between them.

However, if you choose to continue with a main activity, then at least two more class
periods will be needed, depending on the time spent on discussion, the building
skills of your learners, and the time you allow for experimentation. A double lesson
is ideal to be able to explore, build and investigate in depth most of the (optional)
extension ideas built into the main activity, and especially for the learners to make
any creative variations of their own.

In the case of the problem-solving activities, learners should be able to tackle the
challenge in a sequence of two lessons.

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 Introduction

LEGO® Education’s 4C approach

In working with the main models, in all four sections, you will be guided through
LEGO® Education’s 4C approach: Connect, Construct, Contemplate and Continue,
enabling your learners to progress naturally through the activities.

Connect Teacher’s Notes

Connect
Main Activity: Merry-Go-Round

The Connect story places the characters Sam and Sally in real-life surroundings,
Hint
Most of the images used in the material
can be found in the file 'Images for
Classroom Use’ on the CD, and are thus
easy to display in class.

linking an object/item from the real world which most learners will recognise to the
simple machine concept under consideration. This real-world object will closely
resemble the LEGO models learners will work with and build. In the Connect passage Sam and Sally love going to the fair. The ride they enjoy most is the merry-go-round.
It’s such fun to spin around and around, waving to their friends and families!

Do you like merry-go-rounds?

the language is more child-oriented, as it is intended for you to read aloud.

What do you enjoy most about them?
Which simple machine might be needed for a merry-go-round to turn?

Let’s build a merry-go-round!

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Construct Teacher’s Notes

Construct
Main Activity: Merry-Go-Round

Using the building instructions, learners build models covering the concepts related
1. First, build Merry-Go-Round Model A6 and make it turn. A6

Follow Building Instructions A, pages 34 to 42, steps 1 to 11.

When Merry-Go-Round Model A6 has been built, check the following:
• Crank the yellow handle to make sure the merry-go-round turns.
• M ake sure the minifigure is attached securely. Learners are welcome to use
either Sam or Sally, but they should be told that it is easier to count how many

to the simple machine in focus. Tips are provided for testing and for making sure that
times the merry-go-round makes a full turn with only one minifigure on the 33

merry-go-round.

each model functions as intended.

Hint
Learners should be reminded that the
drive gear is the gear turned by an
outside effort, in this case your hand
cranking the yellow handle.

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Contemplate Teacher’s Notes

Contemplate
Main Activity: Merry-Go-Round

This stage involves learners investigating the models they have constructed. Through
2. Count the teeth on the gears. Start counting from the dot.

8 24

these investigations, learners will learn to observe and compare results from tests There are two gears used in model A6: a spur gear (8 teeth) and a crown gear
(24 teeth).

that they make, and to report on their observations. They will be encouraged
3. Then look carefully at the pictures of the models and compare Merry-Go-Round Main Activity: Merry-Go-Round

Model A6 to Merry-Go-Round Model A7. Name(s):

Main Activity: Merry-Go-Round

Learner Worksheet
Date and subject:

• Circle what is different.

• What do you notice? Explain how the models are different. 1. First, build Merry-Go-Round Model A6 and A6

make it turn.
Follow Building Instructions A, pages 34 to 42,
steps 1 to 11.
33

Learners should notice the difference in both size and number of gears used on
2. Count the teeth on the gears. Start counting
from the dot. 1 2 3
4 ?8

model A6 compared to model A7. 3. Then look carefully at the pictures of the
models and compare Merry-Go-Round Model
A6 to Merry-Go-Round Model A7.
A6 A7

to describe the outcomes of their investigations. Questions are included that

• Circle what is different.

• What do you notice? Explain how the models

are different.

4. Next, look carefully at the pictures of the models and make a prediction.
If I compare model A6 to model A7, then I think Merry-Go-Round Model (A6/A7) will 4. Next, look carefully at the pictures of the
models and make a prediction.

If I compare model A6 to model A7, then I think

Merry-Go-Round Model (A6 / A7) will turn faster.
A6 A7

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29

Encourage learners to discuss the effects the different gearing has on the merry-
go-rounds in their own words. For the prediction, the correct answer is model A7;
however, it does not matter whether learners get the answer right or wrong at this
point, only that they should make a prediction that can be checked later.

are designed to further deepen learners’ experience and understanding of the 5. Test Merry-Go-Round Model A6. Learner Worksheet Main Activity: Merry-Go-Round

5. Test Merry-Go-Round Model A6.

• If you want Sam or Sally to make a full turn, how many times must you crank the
1 2 3
• If you want Sam or Sally to make a full
turn, how many times must you crank the
4 ?8 1
handle?

Write down your answer.

Remember to try at least three times for a fair

handle?
test. It is important to keep an eye on
a) where your handle start position is and
b) where Sam or Sally’s start position is on the
Merry-Go-Round.

Have learners observe the starting point of both the handle and the minifigure. 6. Build Merry-Go-Round Model A7 and make it
turn.
Follow Building Instructions A, pages 44 to 52,
steps 1 to 11.
A7

43

Encourage them to try more than once, to ensure that their observations are
7. Test Merry-Go-Round Model A7.
1 2 3
• If you crank the handle three times, how
many times does Sam or Sally take a full
4 ?8
turn?

correct. Learners must write their answer on the Learner Worksheet.

Write down your answer.

investigation. This phase provides the opportunity for you to begin evaluating
Remember to try at least three times for a fair
test. It is important to keep an eye on 3
a) where your handle start position is and
b) where Sam or Sally’s start position is on the
Merry-Go-Round.

8. Finally, draw a conclusion and check your

prediction.
My tests show that Merry-Go-Round (A6 / A7) A6 A7
turns faster.

The learners will have to crank the handle three times for Merry-Go-Round Model
My prediction was (right / wrong).

A6 to turn once. The gear ratio is 3:1; this is a gearing down arrangement (because
24/8 = 3/1), and the merry-go-round turns slowly. Learners should be made aware LEGO and the LEGO logo are trademarks of the/sont des marques de commerce de/son marcas registradas de LEGO Group. 30

that the angled gearing enables the rotary motion to be transmitted through a
©2012 The LEGO Group. 044409.

90-degree angle.

learning outcomes and the progress of individual learners, especially by looking at

Note: If possible, keep an example of Merry-Go-Round Model A6 for learners to
compare with Merry-Go-Round Model A7.

their worksheets and talking to them about their reflections and answers.
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Continue Teacher’s Notes

Continue
Main Activity: Merry-Go-Round

Continued learning is always more enjoyable and creative when it is sufficiently

Learners are encouraged to explore the gearings illustrated on the Learner Hint
Worksheet and to record their observations. Most of the images used in the material
can be found in the file 'Images for
Note: There are no building instructions included to guide learners through the Classroom Use’ on the CD, and are thus
Continue phase, other than the illustrated suggestions on the Learner Worksheet. easy to display in class.

challenging. Extension ideas are therefore provided to encourage the learners to

Encourage your learners to discuss the effects that the gearing in focus will have on
the merry-go-round in their own words, prompting them with questions such as:

• Describe what happened when you turned the handle.

• How many times did you have to turn the handle to make the merry-go-round turn
once? Why do you think that was?
• Describe how the model works.

change or add features to their models and to investigate further – always with the
• What did you do to make sure your observations were correct?

It is suggested that learners should draw a gear train (many gears meshing) or items Learner Worksheet

Explore the effect of the different gearings illustrated. Build them into the Merry-Go-
Main Activity: Merry-Go-Round

where they find gears used in everyday machines and mechanisms. For inspiration,
Round one after the other.

What do you notice?

Explain how the gearings are different.
Record observations.

read or show the 'Overview: Gears’ section.

Optional

key learning area in mind. This phase encourages learners to experiment and to
With more advanced learners, you might consider introducing compound gearing or
gear ratios. Ask what the gear ratio is, and how much faster or slower than the handle
Draw some gear trains (many gears meshing), or some everyday machines and
mechanisms where gears are used.

the merry-go-round will turn.

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apply their knowledge creatively.

LEGO Education
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 Curriculum

Curriculum
Curriculum Grid 2009689
Wheels and
Gears Levers Pulleys
Axles

Principle Models

Main Model

Problem-Solving Model

Principle Models

Main Model

Problem-Solving Model

Principle Models

Main Model

Problem-Solving Model

Principle Models

Main Model

Problem-Solving Model
Science (English National Curriculum)
Scientific enquiry
That it is important to test ideas using evidence from observation and measurement
Ask questions that can be investigated scientifically and decide how to find answers
Consider what sources of information, including first-hand experience and a range of
other sources, they will use to answer questions
Make a fair test or comparison by changing one factor and observing or measuring
the effect while keeping other factors the same
Use simple equipment and materials appropriately and take action to control risks
Make systematic observations and measurements
Use observations, measurements or other data to draw conclusions
Decide whether these conclusions agree with any prediction made and/or whether
they enable further predictions to be made
Use their scientific knowledge and understanding to explain observations,
measurements or other data or conclusions
Physical processes
About friction, including air resistance, as a force that slows moving objects and
may prevent objects from starting to move
That when objects are pushed or pulled, an opposing pull or push can be felt
How to measure forces and identify the direction in which they act
Design & Technology (English National Curriculum)
Developing, planning and communicating ideas
Generate ideas for products after thinking about who will use them and what they
will be used for, using information from a number of sources, including ICT-based
sources
Develop ideas and explain them clearly, putting together a list of what they want
their design to achieve
Plan what they have to do, suggesting a sequence of actions and alternatives,
if needed
Communicate design ideas in different ways as these develop, bearing in mind
aesthetic qualities, and the uses and purposes for which the product is intended
Working with tools, equipment, materials and components to make quality products
Measure, mark out, cut and shape a range of materials, and assemble, join and
combine components and materials accurately
Evaluating processes and products
Reflect on the progress of their work as they design and make, identifying ways
they could improve their products
Carry out appropriate tests before making any improvements
Recognise that the quality of a product depends on how well it is made and how
well it meets its intended purpose
Knowledge and understanding of materials and components
How mechanisms can be used to make things move in different ways, using a
range of equipment including an ICT control program

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©2012 The LEGO Group. 044409.
Curriculum Grid Curriculum

Curriculum Grid 2009689

Wheels and
Gears Levers Pulleys
Axles

Principle Models

Main Model

Problem-Solving Model

Principle Models

Main Model

Problem-Solving Model

Principle Models

Main Model

Problem-Solving Model

Principle Models

Main Model

Problem-Solving Model
Mathematics (English National Curriculum)
Number (Fractions, percentages and ratio)
Solve simple problems involving ratio and direct proportion
Number (solving numerical problems)
Choose and use an appropriate way to calculate and explain their methods
and reasoning
Shape, space and measures (problem solving)
Approach spatial problems flexibly, including trying alternative approaches to
overcome difficulties
Shape, space and measures (reasoning)
Use mathematical reasoning to explain features of shape and space
Shape, space and measures (understanding properties of shape)
visualise 3-D shapes from 2-D drawings
Shape, space and measures (Understanding properties of position and movement)
Make and draw with increasing accuracy 2-D and 3-D shapes and patterns;
recognise reflective symmetry in regular polygons; recognise their geometrical
features and properties including angles, faces, pairs of parallel lines and
symmetry, and use these to classify shapes and solve problems
Visualise and describe movements using appropriate language
Transform objects in practical situations; transform images using ICT; visualise and
predict the position of a shape following a rotation, reflection or translation
Understanding measures
Recognise the need for standard units of length, mass and capacity, choose which
ones are suitable for a task, and use them to make sensible estimates in everyday
situations; convert one metric unit to another; know the rough metric equivalents of
imperial units still in daily use

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©2012 The LEGO Group. 044409.
 Curriculum

Curriculum Highlights

Gears Wheels and Axles Levers Pulleys

Principle & Main Principle & Main Principle & Main Principle & Main
Models Models Models Models
Design & Technology curriculum
Making simple machines • Identify gears as either • Identify a wheel and axle • Identify a lever as a rod • Identify a pulley wheel.
spur or crown gear. as a simple machine. or arm that tilts around a • Build a model which will
• Build a model which will • Build a wheeled model pivot to produce useful gear up and increase
gear up and increase which turns a corner motion. speed of rotation.
speed of rotation. easily. • Describe the pivot, effort • Build a model which will
• Build a model which will • Build a model that can be and load. gear down and decrease
gear down and decrease steered. • Recognise that the speed of rotation.
speed of rotation. • Identify where friction effectiveness of a • Arrange pulleys so that
• Arrange gears so they might be found. lever depends on the the drive pulley turns in
turn in the same direction, arrangement of the pivot the same direction as the
in opposite directions, or point, effort and load. driven pulley.
at 90 degrees to each • Identify first class levers. • Recognise that the
other as desired. turning ratio of one pulley
• Recognise that how fast to another is determined
or how slowly one gear by the size of the pulleys.
makes another turn • Arrange pulley wheels
depends on the number so they turn in the same
of teeth on the gears and direction, in opposite
their position. directions, or at 90
degrees to each other
as desired.

Designing, making and Problem solving activity – Problem solving activity – Problem solving activity – Problem solving activity –
testing simple machines popcorn cart wheelbarrow railway crossing barrier crane

Science curriculum
Investigating simple • Investigate the • Investigate a single fixed • Investigate the • Investigate the
machines, scientific performance of gears. axle. performance of levers performance of pulleys
inquiry, speed, fair • Investigate separate
testing, predicting and axles.
measuring, collecting
data, and describing
outcomes.

Mathematics curriculum
Counting, drawing • Predict outcomes of • Predict outcomes of • Predict outcomes of • Predict outcomes of
geometric shapes, various trials various trials various trials various trials
calculating, measuring, • Count teeth on gears and • Measure with standard • Measure with standard • Count rotations
predicting outcomes, and count rotations. units of measure units of measure
problem solving • Draw geometric shapes

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©2012 The LEGO Group. 044409.
 Overview: Gears

Overview: Gears
Spur gears A crown gear

A gear is most commonly defined as a toothed wheel; the teeth of a gear prevent Did you know?
slipping. When one gear is engaged with another gear they are said to mesh. When A gear, or toothed wheel, when in
a set of gears work together they transmit movement and force. A crown gear has operation, may actually be considered
special curved teeth which enable it to mesh at right angles with a spur gear. Gears to be a lever, with the additional feature
are sometimes categorised as compound machines, but in this material we have that it can be rotated continuously
included them as simple machines. instead of rocking back and forth
through a short distance.
Gears can be used to create the following effects:

• To change the direction of rotation

• To change the orientation of a rotating movement
• To increase or decrease the speed of rotation
• To increase turning force, also called torque

Gears are found in many machines where there is a need to control the speed of
rotary movement and turning force. Examples include cars, bicycles, old-fashioned
egg beaters, tin openers and grandfather clocks.

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©2012 The LEGO Group. 044409.
 Overview: Gears

Establishing the concept

We recommend establishing the concept of the simple machine to be worked on. Images for Classroom Use

This could be done, for example, by showing learners a number of exhibits from Images for Classroom Use

the LEGO® set to stimulate their interest. Build a principle model, or show some of
Hint
Most of the images used in the material
can be found in the file 'Images for
Classroom Use’ on the CD, and are thus
easy to display in class.

the images from Images for Classroom Use, asking questions such as 'What do you Hint
A crown gear has special curved teeth

know about this simple machine?’ or 'Where do we use this simple machine?’ See if
which enable it to mesh at right angles
with a spur gear.

learners can name any of the objects you show them, and allow time for learners to
handle them.
Hint
Use the element overview.

LEGOeducation.com

9689

x4 x1

x1 x1

x2
x1

x2
x2

x1

x2

x1

x2

x2 x2
1:1

Providing the vocabulary

LEGO and the LEGO logo are trademarks of the/sont des marques de commerce de/son marcas registradas de LEGO Group.
©2012 The LEGO Group. 044409.

LEGO and the LEGO logo are trademarks of the/sont des marques de commerce de/son marcas registradas de LEGO Group. 15
©2012 The LEGO Group. 044409.

Learners will acquire the necessary vocabulary for the simple machine as they
progress through the activities, but it may be useful to introduce certain terms at
this stage. Important new vocabulary items are drive gear and driven gear.

Driven gear Drive gear

The gear that is closer to the source of power is called the drive gear and the gear
that receives power from the drive gear is called the driven gear (or follower gear).

Understanding the principles

The principle models are designed to help learners understand the principles of
the simple machine in focus through hands-on experience before they move on to
construct the main models.

The principle models are presented in a logical sequence that will build on learners’
understanding. The principle models can only be built one at a time from the parts in
the set.

A
9689

1 4 6 A1

A2

A3
2 5

7
A4

A5

A6

A7

6002501 LEGOeducation.com

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©2012 The LEGO Group. 044409.
 Overview: Gears

Using the principle models

1. The yellow elements indicate where to hold, push, lift or apply force/effort in Hint
handling the principle models. The principle models need to be held correctly for The principle models can be built as
them to work properly. mirror-images for left-handed learners.

2. When measuring one turn of the handle, carefully observe the starting place of the
handle, and be careful to stop at the same position after a full turn.

3. When measuring a full turn of the position marker, carefully observe the starting Hint
place of the position marker, and be careful to stop at the same position after It is recommended that learners work
a full turn. This is especially important when observing the connection between in pairs; one learner can observe
cranking the handle and the number of turns the position marker makes. the position marker while the other
cranks the handle a full turn.

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©2012 The LEGO Group. 044409.
 Images for Classroom Use

Images for Classroom Use

Hint
Most of the images used in the material
can be found in the file 'Images for
Classroom Use’ on the CD, and are thus
easy to display in class.

Hint
A crown gear has special curved teeth
which enable it to mesh at right angles
with a spur gear.

Hint
Use the element overview.

LEGOeducation.com

9689

x4 x1

x1 x1

x2
x1

x2
x2

x1

x2

x1

x2

x2 x2
1:1

LEGO and the LEGO logo are trademarks of the/sont des marques de commerce de/son marcas registradas de LEGO Group.
©2012 The LEGO Group. 044409.

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©2012 The LEGO Group. 044409.
 Images for Classroom Use

Hint
It is often more practical to sort out the
elements that will be needed before
starting work on the models.

LEGOeducation.com LEGOeducation.com Hint

The element overview can be printed
9689 9689 and used as a check-list for learners
x4 x1
x2 x2
8

x1
to use when they are taking out and
putting away their elements.
x1
x1

x3
x1 x1 x2
3
x1
x2 x1
x1 x1

x2
x2 x2
x2
x2

x2
x1 x1

x2

x2
x1
x1
x1
x2
x1 x3
x6

x2 x2
1:1 1:1
x1 x2 x2

LEGO and the LEGO logo are trademarks of the/sont des marques de commerce de/son marcas registradas de LEGO Group. LEGO and the LEGO logo are trademarks of the/sont des marques de commerce de/son marcas registradas de LEGO Group.
©2012 The LEGO Group. 044409. ©2012 The LEGO Group. 044409.

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©2012 The LEGO Group. 044409.
 Principle Models: Gears

Principle Models: Gears

Teacher’s Notes

Things to talk about

• What do you know about this simple machine?
• Where do we use this simple machine?
• Why do we use this simple machine? Driven gear Drive gear
Relate learners’ answers to some of the images from
Images for Classroom Use, or find ideas from the
'Overview: Gears’ section to stimulate learners’ interest.

Find the LEGO® gears shown and count the number of teeth they each have.
Start counting from the dot.

8 24 40

1. Build A1 (Direction of rotation). A1

Follow Building Instructions A, pages 4 to 8, steps 1 to 7.

2. Label the gears.

Draw lines from the words to the picture of the model.
The drive gear is the gear that is turned by an outside effort, in this case your
hand. Any gear that is turned by another gear is called the driven gear or follower.

3. Try out the model and make observations.

ar n
geive

Note: It is recommended that learners work in pairs; one learner can observe the
Dr

ge rive

position marker while the other cranks the handle a full turn.
ar
D

Crank the handle one full turn, and count how many times the position marker
turns.
One turn of the handle results in one turn of the position marker (the grey axle).
The speeds of rotation of the drive and the driven gears are the same, because
they have the same number of teeth (40); this ratio is 1:1.

Observe which way the gears turn when you crank the handle, and draw arrows to
show the directions they turn in.
Adjacent gears turn in opposite directions.

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Teacher’s Notes Principle Models: Gears

1. Build A2 (Idler gearing). A2

Follow Building Instructions A, pages 10 to 14, steps 1 to 8.

2. Label the gears.

Draw lines from the words to the picture of the model.
The small gear is an idler gear. The idler gear does not affect the relative speeds
of rotation of either of the larger gears, only the direction in which the driven gear
turns.

3. Try out the model and make observations.

ar n
geive
Dr

Dr ar r
Crank the handle one full turn, and count how many times the position marker

gedle
I

ge ive
turns.

ar
One turn of the handle results in one turn of the grey axle. The speeds of rotation
of the drive and the driven gears are the same, because they have the same
number of teeth. The gearing ratio is 1:1.

Observe which way the gears turn when you crank the handle, and draw arrows to
show the directions they turn in.
The 40-tooth drive gear and the 40-tooth driven gear both turn in the same
direction. The idler gear rotates in the opposite direction.

1. Build A3 (Increasing speed of rotation). A3

Follow Building Instructions A, pages 16 to 20, steps 1 to 7.

15

2. Label the gears.

Draw lines from the words to the picture of the model.
The drive gear is the gear that is turned by an outside effort, in this case your
hand. Any gear that is turned by another gear is called a driven gear or follower.

3. Try out the model and make observations.

ar n

Crank the handle one full turn, and count how many times the position marker
geive
Dr

turns.
ge rive

One turn of the handle (the large drive gear) results in five turns of the smaller
ar
D

driven gear. This ratio of 1:5 (or 1/5) is called the gearing up ratio (8/40 = 1/5).
Increasing the gearing up ratio increases the speed of rotation of the driven
gear, but decreases the force in the driven gear – the power of the gear to turn
something.

Observe which way the gears turn when you crank the handle, and draw arrows to
show the directions they turn in.
Adjacent gears turn in opposite directions.

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©2012 The LEGO Group. 044409.
Teacher’s Notes Principle Models: Gears

1. Build A4 (Decreasing speed of rotation). A4

Follow Building Instructions A, pages 22 to 26, steps 1 to 7.

21

2. Label the gears.

Draw lines from the words to the picture of the model.
The drive gear is the gear that is turned by an outside effort, in this case your
hand. Any gear that is turned by another gear is called a driven gear or follower.

3. Try out the model and make observations.

Count how many times the handle has to turn for the position marker to turn once.

D a n
Five turns of the handle (the small drive gear) results in one turn of the large

geive
ge rive r
Dr

ar
driven gear. This ratio of 5:1 (or 5/1) is called the gearing down ratio (40/8 = 5/1).
Decreasing the gearing ratio decreases the speed of rotation of the driven
gear, but increases the force in the driven gear – the power of the gear to turn
something.

Observe which way the gears turn when you crank the handle, and draw arrows to
show the directions they turn in.
Adjacent gears turn in opposite directions.

1. Build A5 (At an angle). A5

Follow Building Instructions A, pages 28 to 32, steps 1 to 8.

27

2. Label the gears.

Draw lines from the words to the picture of the model.
The 8-tooth drive spur gear moves the 24-tooth driven crown gear.

3. Try out the model and make observations.

Dr ar n
geow
r

ge ive

Count how many times the handle has to turn for the position marker to turn once.
C

ar

Three turns of the handle (the small drive gear) results in one turn of the crown
gear. This is a ratio of 3:1 (or 24/8 or 3/1).

Observe which way the gears turn when you crank the handle, and draw arrows to
show the directions they turn in.
The rotary motion is changed through a 90-degree angle/turns through an angle/
turns a corner (the answer your learners give will depend on their familiarity with
describing angles). The crown gear can change the rotary motion easily because
it has special curved teeth which enable it to mesh at an angle/at right angles in a
different direction with a spur gear.

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©2012 The LEGO Group. 044409.
 Principle Models: Gears

Name(s): Date and subject:

Principle Models: Gears

Learner Worksheet

Things to talk about Driven gear Drive gear

• What do you know about this simple machine?
• Where do we use this simple machine?
• Why do we use this simple machine?

Find the LEGO® gears shown and count the

number of teeth they each have. Start counting 1 2 3
from the dot.
Write your answers in the boxes.
4 ?8

1. Build A1 (Direction of rotation). A1

Follow Building Instructions A, pages 4 to 8,

steps 1 to 7.

2. Label the gears.

Draw lines from the words to the picture of the
model.

Driven gear
Drive gear

3. Try out the model and make observations.

Crank the handle one full turn, and count how 1 2 3
many times the position marker turns.
Write your answer here:
4 ?8

Observe which way the gears turn when you

crank the handle, and draw arrows to show
the directions they turn in.

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©2012 The LEGO Group. 044409.
Learner Worksheet Principle Models: Gears

1. Build A2 (Idler gearing). A2

Follow Building Instructions A, pages 10 to 14,

steps 1 to 8.

2. Label the gears.

Draw lines from the words to the picture of the
model.

Driven gear
Idler gear
Drive gear

3. Try out the model and make observations.

Crank the handle one full turn, and count how 1 2 3
many times the position marker turns.
Write your answer here:
4 ?8

Observe which way the gears turn when you

crank the handle, and draw arrows to show
the directions they turn in.

1. Build A3 (Increasing speed of rotation). A3

Follow Building Instructions A, pages 16 to 20,

steps 1 to 7.

15

2. Label the gears.

Draw lines from the words to the picture of the
model.

Driven gear
Drive gear

3. Try out the model and make observations.

Crank the handle one full turn, and count how 1 2 3
many times the position marker turns.
Write your answer here:
4 ?8

Observe which way the gears turn when you

crank the handle, and draw arrows to show
the directions they turn in.

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©2012 The LEGO Group. 044409.
Learner Worksheet Principle Models: Gears

1. Build A4 (Decreasing speed of rotation). A4

Follow Building Instructions A, pages 22 to 26,

steps 1 to 7.

21

2. Label the gears.

Draw lines from the words to the picture of the
model.

Driven gear
Drive gear

3. Try out the model and make observations.

Count how many times the handle has to turn 1 2 3
for the position marker to turn once.
Write your answer here:
4 ?8

Observe which way the gears turn when you

crank the handle, and draw arrows to show
the directions they turn in.

1. Build A5 (At an angle). A5

Follow Building Instructions A, pages 28 to 32,

steps 1 to 8.

27

2. Label the gears.

Draw lines from the words to the picture of the
model.

Crown gear
Spur gear

3. Try out the model and make observations.

Count how many times the handle has to turn 1 2 3
for the position marker to turn once.
Write your answer here:
4 ?8

Observe which way the gears turn when you

crank the handle, and draw arrows to show
the directions they turn in.

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©2012 The LEGO Group. 044409.
 Main Activity: Merry-Go-Round

Main Activity: Merry-Go-Round

Teacher’s Notes

Learning objectives
In this activity learners will build and test models that use the following techniques
associated with gears:

• Decreasing speed of rotation

• Increasing speed of rotation
• Gearing at an angle

To perform this activity, learners should be familiar with the following vocabulary
associated with gears:

• Drive gear
• Driven gear
• To mesh

If learners have already worked with the principle models, they will already have
observed gears, and the terms used in this activity should be familiar to them.
Predictions should now be easier to make based on the observations made earlier.
If the learners have not worked on the principle models, then additional time will
be needed, for example to introduce and explain the technical vocabulary used.
If additional guidance is required, please turn to the 'Overview: Gears’ or 'Principle
Models’ sections.

Materials required
• 9689 LEGO® Education Simple Machines Set 9689

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©2012 The LEGO Group. 044409.
Teacher’s Notes Main Activity: Merry-Go-Round

Connect

Hint
Most of the images used in the material
can be found in the file 'Images for
Classroom Use’ on the CD, and are thus
easy to display in class.

Sam and Sally love going to the fair. The ride they enjoy most is the merry-go-round.
It’s such fun to spin around and around, waving to their friends and families!

Do you like merry-go-rounds?

What do you enjoy most about them?
Which simple machine might be needed for a merry-go-round to turn?

Let’s build a merry-go-round!

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Teacher’s Notes Main Activity: Merry-Go-Round

Construct

1. First, build Merry-Go-Round Model A6 and make it turn. A6

Follow Building Instructions A, pages 34 to 42, steps 1 to 11.

When Merry-Go-Round Model A6 has been built, check the following:
• Crank the yellow handle to make sure the merry-go-round turns.
• Make sure the minifigure is attached securely. Learners are welcome to use
either Sam or Sally, but they should be told that it is easier to count how many
times the merry-go-round makes a full turn with only one minifigure on the 33

merry-go-round.

Hint
Learners should be reminded that the
drive gear is the gear turned by an
outside effort, in this case your hand
cranking the yellow handle.

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Teacher’s Notes Main Activity: Merry-Go-Round

Contemplate

2. Count the teeth on the gears. Start counting from the dot.

8 24

There are two gears used in model A6: a spur gear (8 teeth) and a crown gear
(24 teeth).

3. Then look carefully at the pictures of the models and compare Merry-Go-Round Main Activity: Merry-Go-Round

Model A6 to Merry-Go-Round Model A7. Name(s):

Main Activity: Merry-Go-Round

Learner Worksheet
Date and subject:

• Circle what is different.

• What do you notice? Explain how the models are different. 1. First, build Merry-Go-Round Model A6 and A6

make it turn.
Follow Building Instructions A, pages 34 to 42,
steps 1 to 11.
33

Learners should notice the difference in both size and number of gears used on
2. Count the teeth on the gears. Start counting
from the dot. 1 2 3
4 ? 8

model A6 compared to model A7. 3. Then look carefully at the pictures of the
models and compare Merry-Go-Round Model
A6 to Merry-Go-Round Model A7.

• Circle what is different.

A6 A7

• What do you notice? Explain how the models

are different.

4. Next, look carefully at the pictures of the models and make a prediction.
If I compare model A6 to model A7, then I think Merry-Go-Round Model (A6/A7) will 4. Next, look carefully at the pictures of the
models and make a prediction.

If I compare model A6 to model A7, then I think

Merry-Go-Round Model (A6 / A7) will turn faster.
A6 A7

turn faster. LEGO and the LEGO logo are trademarks of the/sont des marques de commerce de/son marcas registradas de LEGO Group.
©2012 The LEGO Group. 044409.
29

Encourage learners to discuss the effects the different gearing has on the merry-
go-rounds in their own words. For the prediction, the correct answer is model A7;
however, it does not matter whether learners get the answer right or wrong at this
point, only that they should make a prediction that can be checked later.

5. Test Merry-Go-Round Model A6. Learner Worksheet

5. Test Merry-Go-Round Model A6.

Main Activity: Merry-Go-Round

• If you want Sam or Sally to make a full turn, how many times must you crank the
1 2 3
• If you want Sam or Sally to make a full
turn, how many times must you crank the
4 ?8 1
handle?

Write down your answer.

Remember to try at least three times for a fair

handle?
test. It is important to keep an eye on
a) where your handle start position is and
b) where Sam or Sally’s start position is on the
Merry-Go-Round.

Have learners observe the starting point of both the handle and the minifigure. 6. Build Merry-Go-Round Model A7 and make it
turn.
Follow Building Instructions A, pages 44 to 52,
steps 1 to 11.
A7

43

Encourage them to try more than once, to ensure that their observations are
7. Test Merry-Go-Round Model A7.
1 2 3
• If you crank the handle three times, how
many times does Sam or Sally take a full
4 ?8
turn?

correct. Learners must write their answer on the Learner Worksheet.

Write down your answer.
Remember to try at least three times for a fair
test. It is important to keep an eye on 3
a) where your handle start position is and
b) where Sam or Sally’s start position is on the
Merry-Go-Round.

8. Finally, draw a conclusion and check your

prediction.
My tests show that Merry-Go-Round (A6 / A7) A6 A7
turns faster.

The learners will have to crank the handle three times for Merry-Go-Round Model
My prediction was (right / wrong).

A6 to turn once. The gear ratio is 3:1; this is a gearing down arrangement (because
24/8 = 3/1), and the merry-go-round turns slowly. Learners should be made aware LEGO and the LEGO logo are trademarks of the/sont des marques de commerce de/son marcas registradas de LEGO Group.
©2012 The LEGO Group. 044409.
30

that the angled gearing enables the rotary motion to be transmitted through a
90-degree angle.

Note: If possible, keep an example of Merry-Go-Round Model A6 for learners to

compare with Merry-Go-Round Model A7.

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©2012 The LEGO Group. 044409.
Teacher’s Notes Main Activity: Merry-Go-Round

6. Build Merry-Go-Round Model A7 and make it turn. A7

Follow Building Instructions A, pages 44 to 52, steps 1 to 11.

Encourage learners to identify the gears and count the teeth on the gears.
There are four gears used in the model: two small spur gears (8 teeth), a crown
gear (24 teeth), and a large spur gear (40 teeth).

7. Test Merry-Go-Round Model A7. 43

• If you crank the handle three times, how many times does Sam or Sally make a
full turn?
Have learners pay attention to the starting positions of the handle and the Hint
minifigure as described earlier. Encourage them to try more than once, to ensure It is recommended that learners work
that their observations are correct. in pairs; one learner can observe the
minifigure while the other cranks the
Three turns of the 40-tooth gear produce five turns of the merry-go-round. The handle a full turn.
gear ratio is 3:5 (because 24/40 = 3/5) and the merry-go-round turns at a much
faster pace.

8. Finally, draw a conclusion and check your prediction. Learner Worksheet

5. Test Merry-Go-Round Model A6.

Main Activity: Merry-Go-Round

Merry-Go-Round Model A7 turns faster because of the gearing-up arrangement

1 2 3
• If you want Sam or Sally to make a full
turn, how many times must you crank the
4 ?8 1
handle?

Write down your answer.

Remember to try at least three times for a fair

with the 40-tooth drive gear and the 24-tooth driven gear.
test. It is important to keep an eye on
a) where your handle start position is and
b) where Sam or Sally’s start position is on the
Merry-Go-Round.

6. Build Merry-Go-Round Model A7 and make it A7

turn.
Follow Building Instructions A, pages 44 to 52,
steps 1 to 11.
43

7. Test Merry-Go-Round Model A7.

1 2 3
• If you crank the handle three times, how
many times does Sam or Sally take a full
4 ?8
turn?

Write down your answer.

Remember to try at least three times for a fair
test. It is important to keep an eye on 3
a) where your handle start position is and
b) where Sam or Sally’s start position is on the
Merry-Go-Round.

8. Finally, draw a conclusion and check your

prediction.
My tests show that Merry-Go-Round (A6 / A7) A6 A7
turns faster.

My prediction was (right / wrong).

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©2012 The LEGO Group. 044409.

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©2012 The LEGO Group. 044409.
Teacher’s Notes Main Activity: Merry-Go-Round

Continue

Learners are encouraged to explore the gearings illustrated on the Learner Hint
Worksheet and to record their observations. Most of the images used in the material
can be found in the file 'Images for
Note: There are no building instructions included to guide learners through the Classroom Use’ on the CD, and are thus
Continue phase, other than the illustrated suggestions on the Learner Worksheet. easy to display in class.

Encourage your learners to discuss the effects that the gearing in focus will have on
the merry-go-round in their own words, prompting them with questions such as:

• Describe what happened when you turned the handle.

• How many times did you have to turn the handle to make the merry-go-round turn
once? Why do you think that was?
• Describe how the model works.
• What did you do to make sure your observations were correct?

It is suggested that learners should draw a gear train (many gears meshing) or items Learner Worksheet

Explore the effect of the different gearings illustrated. Build them into the Merry-Go-
Main Activity: Merry-Go-Round

where they find gears used in everyday machines and mechanisms. For inspiration,
Round one after the other.

What do you notice?

Explain how the gearings are different.
Record observations.

read or show the 'Overview: Gears’ section.

Optional
With more advanced learners, you might consider introducing compound gearing or
gear ratios. Ask what the gear ratio is, and how much faster or slower than the handle
Draw some gear trains (many gears meshing), or some everyday machines and
mechanisms where gears are used.

the merry-go-round will turn.

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©2012 The LEGO Group. 044409.

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©2012 The LEGO Group. 044409.
 Main Activity: Merry-Go-Round

Name(s): Date and subject:

Main Activity: Merry-Go-Round

Learner Worksheet

1. First, build Merry-Go-Round Model A6 and A6

make it turn.
Follow Building Instructions A, pages 34 to 42,
steps 1 to 11.
33

2. Count the teeth on the gears. Start counting

from the dot. 1 2 3
4 ?8

3. Then look carefully at the pictures of the

models and compare Merry-Go-Round Model A6 A7
A6 to Merry-Go-Round Model A7.

• Circle what is different.

• What do you notice? Explain how the models

are different.

4. Next, look carefully at the pictures of the

models and make a prediction.
A6 A7
If I compare model A6 to model A7, then I think
Merry-Go-Round Model (A6 / A7) will turn faster.

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©2012 The LEGO Group. 044409.
Learner Worksheet Main Activity: Merry-Go-Round

5. Test Merry-Go-Round Model A6.

1 2 3
• If you want Sam or Sally to make a full
turn, how many times must you crank the
4 ?8 1
handle?

Write down your answer.

Remember to try at least three times for a fair
test. It is important to keep an eye on
a) where your handle start position is and
b) where Sam or Sally’s start position is on the
Merry-Go-Round.

6. Build Merry-Go-Round Model A7 and make it A7

turn.
Follow Building Instructions A, pages 44 to 52,
steps 1 to 11.
43

7. Test Merry-Go-Round Model A7.

1 2 3
• If you crank the handle three times, how
many times does Sam or Sally take a full
4 ?8
turn?

Write down your answer.

Remember to try at least three times for a fair
test. It is important to keep an eye on 3
a) where your handle start position is and
b) where Sam or Sally’s start position is on the
Merry-Go-Round.

8. Finally, draw a conclusion and check your

prediction.
My tests show that Merry-Go-Round (A6 / A7) A6 A7
turns faster.

My prediction was (right / wrong).

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©2012 The LEGO Group. 044409.
Learner Worksheet Main Activity: Merry-Go-Round

Explore the effect of the different gearings illustrated. Build them into the Merry-Go-
Round one after the other.

What do you notice?

Explain how the gearings are different.
Record observations.

Draw some gear trains (many gears meshing), or some everyday machines and
mechanisms where gears are used.

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©2012 The LEGO Group. 044409.
 Problem-Solving Activity: Popcorn Cart

Problem-Solving Activity:
Popcorn Cart
Learner Worksheet

Need help?
Look at:

A1

A2

A3

When Sam and Sally visit the fair they always buy popcorn. Sometimes it can be
difficult to see where popcorn is being sold. Sam and Sally want to help the popcorn
seller by building a sign for the popcorn cart that will turn and attract people’s
15

attention. A4

Let’s help Sam and Sally!

Build a popcorn cart like the one in the picture.

Your design brief is as follows:

• Build a popcorn cart.
21

• Make a sign that can turn. A5

• Build a mechanism that makes the sign turn when you turn a handle.

When you have finished, test your cart. Count how many times the sign spins for
every five turns of the handle. Assess how easily the sign can be read at a distance.
What makes it easy or difficult to read?
27

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©2012 The LEGO Group. 044409.
 Problem-Solving Activity: Popcorn Cart

Problem-Solving Activity:
Popcorn Cart
Teacher’s Notes

Learning objectives:
Learners are encouraged to do some research related to the real-life problem
they are set to solve and/or the type of simple machine that they are going to
use, and to:
• Identify a need or a problem
• Develop explanations using observations
• Test, evaluate and redesign models

Introduction
To help in the design process, instruct the learners to look at the picture on the Hint
Learner Worksheet and read the accompanying text. If time and facilities are Most of the images used in the material
available, have your learners conduct research, and also encourage them to can be found in the file 'Images for
generate ideas and questions by posing problems they must take into account in Classroom Use’ on the CD, and are thus
their design and building processes. Your learners could search the Internet to learn easy to display in class.
more about the appearance, structure and function of different sorts of carts and
signs.

Learners should be reminded of the principle models that they have worked with. Need help?
It might be a good idea to build principle model A5 (At an angle) to show the Look at:
technique used.
A5

Discuss in class the design problem specified in the design brief. Try to find several
possible general solutions, or use the suggested solution for inspiration if necessary.

Discuss the constraints and functions your learners will have to take into account to
carry out the design brief. Try to get your learners to focus on relevant issues and
decisions by asking questions. These might include:
27

• How will your model look?

Maybe a popcorn handcart with wheels, handles for pushing it and a space for the
popcorn, with a rotating sign on top operated by turning a handle. Or maybe simply
a sign with a turning mechanism.
• What LEGO® elements do you have available? Which wheels will you use?
What can you use for a sign? How do you think you might start building?
• Should your sign turn quickly or slowly, do you think? Why?

Optional materials
Materials for enhancing the appearance and functionality of the model: Learners
can use paper, cardboard and markers to make signs. Additional LEGO elements, if
available, may be used to make models more elaborate.

When the model is finished, encourage learners to reflect on both the product that
they have produced and the processes they have used by:
• Carrying out tests to evaluate the performance of their model
• Reflecting on the design brief
• Recording their design by drawing or taking digital photos

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©2012 The LEGO Group. 044409.
Teacher’s Notes Problem-Solving Activity: Popcorn Cart

Suggested model solution

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©2012 The LEGO Group. 044409.
 Overview: Wheels and Axles

Overview: Wheels and Axles

Did you know?
A disc is only a wheel when an axle runs
through it.
Axle

Wheel

A wheel is most commonly defined as a solid disc or as a circular ring with spokes,
designed to turn around a smaller axle (a rod) passing through its centre. The circle
traced in the air by a crank handle is also a wheel. As the crank handle goes round,
the crank turns an attached axle. The wheel and attached axle both turn at the same
speed. However, the force needed to turn one or the other differs, because the
diameter of the wheel is larger than that of an axle. Applying a small force to turn
the larger wheel produces a larger force to turn the smaller axle, as in a winch, for
example.

Wheels and axles can be used to create the following effects:

• To control the direction of movement

• To increase turning force, also called torque
• To reduce friction and to make objects easy to move

Wheels and axles are found in many machines where there is a need to control the
direction of movement and turning force, such as windmills, bicycles, roller skates,
vehicles, rolling pins, helicopters, fishing reels, trolleys, push-chairs and door knobs.

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©2012 The LEGO Group. 044409.
 Overview: Wheels and Axles

Establishing the concept

We recommend establishing the concept of the simple machine to be worked on. Images for Classroom Use

This could be done, for example, by showing learners a number of exhibits from Images for Classroom Use

the LEGO® set to stimulate their interest. Build a principle model, or show some of
Hint
Most of the images used in the material
can be found in the file 'Images for
Classroom Use’ on the CD, and are thus
easy to display in class.

the images from Images for Classroom Use, asking questions such as 'What do you
know about this simple machine?’ or 'Where do we use this simple machine?’ See if
learners can name any of the objects you show them, and allow time for learners to
handle them. Hint
Use the element overview.

9689
LEGOeducation.com

x2 x2

x2
10
x4

x1

x2

x4

x4

x4

x4 x2
1:1

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©2012 The LEGO Group. 044409.

Providing the vocabulary LEGO and the LEGO logo are trademarks of the/sont des marques de commerce de/son marcas registradas de LEGO Group.
©2012 The LEGO Group. 044409.
38

Learners will acquire the necessary vocabulary for the simple machine as they
progress through the activities, but it may be useful to introduce one important term
at this stage, namely friction.

Friction

Friction

Friction is the resistance met when one surface slides over another; this affects Hint
movement (see the 'Glossary’ section). The effects of friction can be tested using the To introduce the term, it may be useful
principle models. to bring some rough and smooth objects
into class and show that it is harder to
slide two rough objects over each other
Understanding the principles than two smooth objects.
The principle models are designed to help learners understand the principles of
the simple machine in focus through hands-on experience before they move on to
construct the main models.

The principle models are presented in a logical sequence that will build on learners’
understanding. The principle models can only be built one at a time from the parts in
the set.

B
9689

1 4 B1

B2

B3
2 5

B4

B5

3 6

B6

6002503 LEGOeducation.com

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©2012 The LEGO Group. 044409.
 Overview: Wheels and Axles

Using the principle models

1. The yellow elements indicate where to hold, push, lift, or apply force/effort in
handling the principle models. The principle models need to be held correctly for
them to work properly.

2. It is important for learners to understand what friction is before working with the
wheel and axle principle models. Friction makes a moving object tend to slow
down and eventually stop unless additional force is applied, e.g. when two objects
move against each other.

Friction

Friction

3. A ramp will be needed to test the first two principle models, B1 the sliding model
and B2 the rolling model. Build a simple ramp by using books for height and a
plank of wood or piece of stiff cardboard for the ramp.

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©2012 The LEGO Group. 044409.
 Images for Classroom Use

Images for Classroom Use

Hint
Most of the images used in the material
can be found in the file 'Images for
Classroom Use’ on the CD, and are thus
easy to display in class.

Hint
Use the element overview.

LEGOeducation.com

9689

x2 x2

x2
10
x4

x1

x2

x4

x4

x4

x4 x2
1:1

LEGO and the LEGO logo are trademarks of the/sont des marques de commerce de/son marcas registradas de LEGO Group.
©2012 The LEGO Group. 044409.

LEGO and the LEGO logo are trademarks of the/sont des marques de commerce de/son marcas registradas de LEGO Group. 38
©2012 The LEGO Group. 044409.
 Images for Classroom Use

Hint
It is often more practical to sort out the
elements that will be needed before
starting work on the models.

LEGOeducation.com LEGOeducation.com Hint

The element overview can be printed
9689 9689 and used as a check-list for learners
x2 x2
x3 x4 x2
to use when they are taking out and
x2
10
x2 x2
x1
putting away their elements.
x4
x1

x4 x2
x1
x1

x2

x4 x1
x1
x4

x1 x1
x1 7
x4

x4

x1 x2
x1

x1 x1 x2
x4 x2
1:1 1:1

LEGO and the LEGO logo are trademarks of the/sont des marques de commerce de/son marcas registradas de LEGO Group. LEGO and the LEGO logo are trademarks of the/sont des marques de commerce de/son marcas registradas de LEGO Group.
©2012 The LEGO Group. 044409. ©2012 The LEGO Group. 044409.

LEGO and the LEGO logo are trademarks of the/sont des marques de commerce de/son marcas registradas de LEGO Group. 39
©2012 The LEGO Group. 044409.
 Principle Models: Wheels and Axles

Principle Models: Wheels and Axles

Teacher’s Notes

Things to talk about

• What do you know about this simple machine?
• Where do we use this simple machine?
Axle
• Why do we use this simple machine?
Relate learners’ answers to some of the images from
Images for Classroom Use, or find ideas from the Wheel
'Overview: Wheels and Axles’ section to stimulate learners’
interest.

Build a ramp to test the first two principle models B1, B2.
Build a simple ramp by using books for height and a plank of wood or piece of stiff
cardboard. Models are tested by holding them at the top of the ramp and releasing
them.

1. Build B1 (Sliding model). B1

Follow Building Instructions B, pages 4 to 6, steps 1 to 5.

2. Try out the model and make observations.

Find friction. Mark with an arrow where you think there is friction when you let the
model slide down the ramp.
Learners should be made aware that there is a lot of friction when one surface 3

slides over another.

Measure how far the model travels.

Just how far the sliding model B1 will move will vary, depending on such variables
as the surface and angle of the test ramp, and any effort used to push the model.
Learners will notice that the model is difficult to move. There is a lot of friction, and
the sliding model, B1, won’t travel far beyond the bottom of the ramp, if it slides
down the ramp at all.

Friction

Friction

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©2012 The LEGO Group. 044409.
Teacher’s Notes Principle Models: Wheels and Axles

1. Build B2 (Rolling model). B2

Follow Building Instructions B, page 8, step 1.

2. Try out the model and make observations.

Friction is a force that slows down motion when two surfaces move against each
other.

Is this model affected by friction?

Learners might reasonably mark either answer! There is no significant friction
between the tyres and the surface of the ramp. New sections of the tyre come
into contact with the ramp surface as the wheel turns. On the other hand, there is
friction in the axles where they are in contact with the surface of the holes through
which they pass, and this does slow down the model.

Measure how far the model travels.

Learners will notice that the effects of friction have been greatly reduced by the
use of wheels. Learners will not have to push the rolling model B2 very hard for
it to move in the direction the wheels are facing, even on a flat surface; it will roll
down the ramp easily when released, and the rolling model B2 travels further than
the sliding model B1.

3. Compare model B1 to model B2.

How easy or difficult was it to make model B1 move compared to model B2?
Mark each model.
Learners will notice that the rolling model B2 is much easier to move. The friction
is greatly reduced by the wheels and axles, and the rolling model B2 will travel
further than the sliding model B1.

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©2012 The LEGO Group. 044409.
Teacher’s Notes Principle Models: Wheels and Axles

1. Build B3 (Single, fixed axle model). B3

Follow Building Instructions B, pages 10 to 14, steps 1 to 9.

This model must be tested on a flat surface.

2. Try out the model and make observations.

Mark which type of axle is used in the model.

X
Model B3 is built with a single, fixed axle.

Test your model moving in a straight line.

Mark how easy or difficult it is to steer your model in a straight line.
Learners will notice that model B3, with its single axle, is very easy to steer in a
straight line.

Test your model turning a corner.

Mark how easy or difficult it is to steer your model round a corner.
Answers will vary depending on many variables such as the surface of the test
track and the effort used to move the model. Learners should notice, though, that
model B3, with its single axle, is hard to steer through a sharp turn. When turning
a corner sharply, one wheel will always skid. The wheels cannot turn at different
speeds.

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Teacher’s Notes Principle Models: Wheels and Axles

1. Build B4 (Separate axles model). B4

Follow Building Instructions B, pages 16 to 20, steps 1 to 7.

15

This model must be tested on a flat surface.

2. Try out the model and make observations.

Mark which type of axle is used in the model.

X
Model B4 is built with separate axles.

Test your model moving in a straight line.

Mark how easy or difficult it is to steer your model in a straight line.
Learners will notice that model B4, with its separate axles, is very easy to steer in a
straight line.

Test your model turning a corner.

Mark how easy or difficult it is to steer your model round a corner.
Learners will notice that the model B4, with separate axles, is very easy to steer
both in a straight line and when following zigzag patterns involving sharp turns.
The separate axles allow the wheels to turn at different speeds.

3. Compare model B3 to model B4.

How easy or difficult was B3 to steer compared to B4?
Learners will notice that model B4, with its separate axles, is easier to steer round
corners than model B3, with its single axle.

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©2012 The LEGO Group. 044409.
 Principle Models: Wheels and Axles

Name(s): Date and subject:

Principle Models: Wheels and Axles

Learner Worksheet

Axle
Things to talk about
• What do you know about this simple machine?
• Where do we use this simple machine? Wheel
• Why do we use this simple machine?

Build a ramp to test the first two principle

models B1, B2.
Books for height and a plank of wood or piece of
stiff cardboard should be effective.
When your ramp is ready, then build and test the
models, one at a time!

1. Build B1 (Sliding model). B1

Follow Building Instructions B, pages 4 to 6,

steps 1 to 5.

2. Try out the model and make observations.

Find friction. Mark with an arrow where you
think there is friction when you let the model
slide down the ramp.

Measure how far the model travels.

Write your answer here: 1 2 3

4 ?8

1. Build B2 (Rolling model). B2

Follow Building Instructions B page 8, step 1.

2. Try out the model and make observations.

Friction is a force which slows down motion
when two surfaces move against each other.

Is this model affected by friction? YES / NO

Yes NO
Measure how far the model travels.
Write your answer here: 1 2 3

4 ?8
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©2012 The LEGO Group. 044409.
Learner Worksheet Principle Models: Wheels and Axles

3. Compare model B1 to model B2.

How easy or difficult was it to make model B1 Easy Difficult
move compared to model B2?
Mark each model.

1. Build B3 (Single, fixed axle model). B3

Follow Building Instructions B, pages 10 to 14,

steps 1 to 9.

This model must be tested on a flat surface.

2. Try out the model and make observations.

Mark which type of axle is used in the model.

Test your model moving in a straight line.

Mark how easy or difficult it is to steer your Easy Difficult
model in a straight line.

Test your model turning a corner.

Mark how easy or difficult it is to steer your Easy Difficult
model round a corner.

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Learner Worksheet Principle Models: Wheels and Axles

1. Build B4 (Separate axles model). B4

Follow Building Instructions B, pages 16 to 20,

steps 1 to 7.

15

This model must be tested on a flat surface.

2. Try out the model and make observations.

Mark which type of axle is used in the model.

Test your model moving in a straight line.

Mark how easy or difficult it is to steer your Easy Difficult
model in a straight line.

Test your model turning a corner.

Mark how easy or difficult it is to steer your Easy Difficult
model round a corner.

3. Compare model B3 to model B4.

How easy or difficult was B3 to steer Easy Difficult
compared to B4?
Mark your answer.

B3 Single, fixed axle

B4 Separate axles

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©2012 The LEGO Group. 044409.
 Main Activity: Go-Cart

Main Activity: Go-Cart

Teacher’s Notes

Learning objectives
In this activity learners will build and test models that use the following structures:

• A single, fixed axle

• Separate axles

To perform this activity, learners should be familiar with the following vocabulary
associated with wheels and axles:

• Friction
• Separate axles
• Single, fixed axle
• To skid
• To steer

If learners have already worked with the principle models, they will already have
observed wheels and axles, and the terms used in this activity should be familiar to
them. Predictions should now be easier to make based on the observations made
earlier. If the learners have not worked on the principle models, then additional time
will be needed, for example to introduce and explain the technical vocabulary used.
If additional guidance is required, please turn to the 'Overview: Wheels and Axles’ or
'Principle Models’ sections.

Materials required
• 9689 LEGO® Education Simple Machines Set 9689

Other materials required

• A flat surface or test track where the models can drive in a straight direction, turn
corners, and drive in a zigzag pattern

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©2012 The LEGO Group. 044409.
Teacher’s Notes Main Activity: Go-Cart

Connect

Hint
Most of the images used in the material
can be found in the file 'Images for
Classroom Use’ on the CD, and are thus
easy to display in class.

Sam and Sally love going to the fair. They enjoy racing on the go-cart track. It’s also
fun just to drive around, waving to their friends and families, but they have to keep a
careful eye on the track – not all go-carts are that easy to steer.

Have you tried steering a go-cart?

What do you enjoy most about go-carts?
Which simple machine is needed for a go-cart to move and turn?

Let’s build a go-cart!

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Teacher’s Notes Main Activity: Go-Cart

Construct

1. First, build Go-Cart Model B5 and steer it around. B5

Follow Building Instructions B, pages 22 to 30, steps 1 to 13.

When Go-Cart Model B5 has been built, check the following:
• If necessary, learners should be made aware of how friction (see 'Glossary’
section) can affect movement. If the wheels are pushed in too far towards the
body of the model they cannot turn freely.
• Make sure Sam or Sally is attached securely. 21

Hint
When testing the go-cart, use both
hands to keep all four wheels on the
track. Place one hand on the back of the
cart and the other on the steering wheel.

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Teacher’s Notes Main Activity: Go-Cart

Contemplate

2. Mark which type of axle is used for the front set of wheels.

X
Model B5 uses a single, fixed axle.

3. Then look carefully at the pictures of the models and compare Go-Cart Model B5
to Go-Cart Model B6.
Main Activity: Go-Cart

Name(s): Date and subject:

Main Activity: Go-Cart

• Circle what is different.

Learner Worksheet

• What do you notice? Explain how the models are different. 1. First, build Go-Cart Model B5 and steer it
around.
Follow Building Instructions B, pages 22 to 30,
steps 1 to 13.
B5

21

Learners should notice the difference in the axles used for the front set of wheels.
2. Mark which type of axle is used for the front
set of wheels.

Model B5 uses a single axle, while model B6 uses separate axles. 3. Then look carefully at the pictures of the
models and compare Go-Cart Model B5 to
Go-Cart Model B6.

• Circle what is different.

B5 B6

• What do you notice? Explain how the models

are different.

4. Next, look carefully at the pictures of the models and make a prediction.
If I compare model B5 to model B6, then I think that Go-Cart Model (B5/B6) will be
4. Next, look carefully at the pictures of the
models and make a prediction.
B5 B6
If I compare model B5 to model B6, then I
think that Go-Cart Model (B5 / B6) will be the
easier to steer.

the easier to steer. LEGO and the LEGO logo are trademarks of the/sont des marques de commerce de/son marcas registradas de LEGO Group.
©2012 The LEGO Group. 044409.
53

Encourage learners to discuss the effects the different axles will have on the
go-carts in their own words. For the prediction, the correct answer is model B6;
however it does not matter whether learners get the answer right or wrong at this
point, only that they should make a prediction that can be checked later.

5. Test Go-Cart Model B5. Learner Worksheet

5. Test Go-Cart Model B5.

Main Activity: Go-Cart

Learners observe and test the degree of ease with which they can steer the model Easy Difficult Observation notes

in a straight line and around a sharp corner. Encourage them to try more than
once to ensure that their observations are correct. 6. Build Go-Cart Model B6 and steer it around.
Follow Building Instructions B, pages 32 to 40,
B6

steps 1 to 13.

31

7. Test Go-Cart Model B6.

The learners will notice that Go-Cart Model B5 is very easy to steer when driving in Easy Difficult Observation notes

a straight line. However, they will also notice that it is hard to steer through sharp
turns or in a zigzag pattern, as the wheels cannot turn at different speeds. One 8. Finally, draw a conclusion and check your
prediction.
B5 B6

wheel will always skid when turning corners. Learners must write their answers in
My tests show that Go-Cart (B5 / B6) is the
easier to steer.

My prediction was (right / wrong).

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54

Note: If possible, keep an example of Go-Cart Model B5 for learners to compare

with Go-Cart Model B6.

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Teacher’s Notes Main Activity: Go-Cart

6. Build Go-Cart Model B6 and steer it around. B6

Follow Building Instructions B, pages 32 to 40, steps 1 to 13.

Encourage learners to identify parts while they are trying out the model.

7. Test Go-Cart Model B6.

Learners observe and test the degree of ease with which they can steer the model
in a straight line and around a sharp corner. Encourage them to try more than 31

once to ensure that their observations are correct.

The learners will notice that Go-Cart Model B6 is very easy to steer, both when
driving in a straight line and when following zigzag patterns involving sharp turns.
The separate axles allow the wheels to turn at different speeds. Learners must
write their answers in the chart.

8. Finally, draw a conclusion and check your prediction. Learner Worksheet

5. Test Go-Cart Model B5.

Main Activity: Go-Cart

Go-Cart Model B6 turns more easily because of the use of separate axles. Easy Difficult Observation notes

6. Build Go-Cart Model B6 and steer it around. B6

Follow Building Instructions B, pages 32 to 40,

steps 1 to 13.

31

7. Test Go-Cart Model B6.

Easy Difficult Observation notes

8. Finally, draw a conclusion and check your

prediction.
My tests show that Go-Cart (B5 / B6) is the B5 B6
easier to steer.

My prediction was (right / wrong).

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Teacher’s Notes Main Activity: Go-Cart

Continue

Learners are asked to build a test track and to explore the movements of the go- Learner Worksheet

Build a test track and explore the movements of the go-carts. Your test track must
Main Activity: Go-Cart

carts. Learner are also encouraged to rebuild the go-cart by, for example, exploring
have turns and a straight section, and part of the track must also be built in a
zigzag pattern.

The width of the test track should be at least 13 cm (6 inches).

the effect of using separate axles for the back set of wheels, or by using different
wheels. They must write down their observations.
Rebuild the go-cart, for example by exploring the effects of using separate axles
for the back wheels, or by using different wheels.

What do you notice?

Explain how the axles are different.
Record observations.

Note: There are no building instructions included to guide learners through the
Continue phase. Draw some everyday machines and mechanisms where wheels and axles are used.

Encourage learners to discuss the effects the different wheels and axles will have on
the go-carts in their own words, prompting them with questions such as: LEGO and the LEGO logo are trademarks of the/sont des marques de commerce de/son marcas registradas de LEGO Group.
©2012 The LEGO Group. 044409.
55

• Describe what happened when you tried steering the go-cart.

• How easy/difficult was it to steer around the test track? Why do you think that was?
• Describe how the model works.
• What did you do to make sure your observations were correct?

It is suggested that learners should draw different items where they find wheels and Overview: Wheels and Axles

axles used in everyday machines and mechanisms. For inspiration, read or show the Overview: Wheels and Axles

'Overview: Wheels and Axles’ section.

Did you know?
A disc is only a wheel when an axle runs
through it.
Axle

Wheel

A wheel is most commonly defined as a solid disc or as a circular ring with spokes,
designed to turn around a smaller axle (a rod) passing through its centre. The circle
traced in the air by a crank handle is also a wheel. As the crank handle goes round,
the crank turns an attached axle. The wheel and attached axle both turn at the same
speed. However, the force needed to turn one or the other differs, because the
diameter of the wheel is larger than that of an axle. Applying a small force to turn

Optional
the larger wheel produces a larger force to turn the smaller axle, as in a winch, for
example.

Wheels and axles can be used to create the following effects:

• To control the direction of movement

• To increase turning force, also called torque

With more advanced learners, you might consider introducing wheels as rollers or
• To reduce friction and to make objects easy to move

Wheels and axles are found in many machines where there is a need to control the
direction of movement and turning force, such as windmills, bicycles, roller skates,
vehicles, rolling pins, helicopters, fishing reels, trolleys, push-chairs and door knobs.

exploring the wheel and axle as a winch. Wheels do not have to roll on the ground to
be effective; roller conveyors use wheels to move objects easily. In a winch, the wheel
is the circular path traced in the air by the crank handle.
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 Main Activity: Go-Cart

Name(s): Date and subject:

Main Activity: Go-Cart

Learner Worksheet

1. First, build Go-Cart Model B5 and steer it B5

around.
Follow Building Instructions B, pages 22 to 30,
steps 1 to 13.
21

2. Mark which type of axle is used for the front

set of wheels.

3. Then look carefully at the pictures of the

models and compare Go-Cart Model B5 to B5 B6
Go-Cart Model B6.

• Circle what is different.

• What do you notice? Explain how the models

are different.

4. Next, look carefully at the pictures of the

models and make a prediction.
B5 B6
If I compare model B5 to model B6, then I
think that Go-Cart Model (B5 / B6) will be the
easier to steer.

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©2012 The LEGO Group. 044409.
Learner Worksheet Main Activity: Go-Cart

5. Test Go-Cart Model B5.

Easy Difficult Observation notes

6. Build Go-Cart Model B6 and steer it around. B6

Follow Building Instructions B, pages 32 to 40,

steps 1 to 13.

31

7. Test Go-Cart Model B6.

Easy Difficult Observation notes

8. Finally, draw a conclusion and check your

prediction.
My tests show that Go-Cart (B5 / B6) is the B5 B6
easier to steer.

My prediction was (right / wrong).

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©2012 The LEGO Group. 044409.
Learner Worksheet Main Activity: Go-Cart

Build a test track and explore the movements of the go-carts. Your test track must
have turns and a straight section, and part of the track must also be built in a
zigzag pattern.

The width of the test track should be at least 13 cm (6 inches).

Rebuild the go-cart, for example by exploring the effects of using separate axles
for the back wheels, or by using different wheels.

What do you notice?

Explain how the axles are different.
Record observations.

Draw some everyday machines and mechanisms where wheels and axles are used.

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 Problem-Solving Activity: Wheelbarrow

Problem-Solving Activity:
Wheelbarrow
Learner Worksheet

Need help?
Look at:

B1

B2

B3

When Sam and Sally visit the fair they always remark on how tidy the area is kept.
Although not everybody remembers to throw their litter in the bin! Having so many
people in one place at one time means that a lot of people working at the fair have
9

to spend time picking up litter. Sam and Sally want to help the people working at the B4
fair to carry the many the bags of litter that have been gathered.

Let’s help Sam and Sally!

Build a wheelbarrow like the one in the picture.

Your design brief is as follows:

15

• Build a wheelbarrow.
• Give your wheelbarrow handles, and legs to support it while standing.
• Your wheelbarrow must be able to carry the LEGO® weight.

When you have finished, test the wheelbarrow. Push it along with the LEGO weight in
it, and check to see if it is well balanced. Assess how easily the wheelbarrow can be
moved in a straight direction and turned. What makes it easy or difficult to steer?

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 Problem-Solving Activity: Wheelbarrow

Problem-Solving Activity:
Wheelbarrow
Teacher’s Notes

Learning objectives:
Learners are encouraged do some research related to the real-life problem
they are set to solve and/or the type of simple machine that they are going to
use, and to:
• Identify a need or a problem
• Develop explanations using observations
• Test, evaluate and redesign models

Introduction
To help in the design process, instruct the learners to look at the picture on the Hint
Learner Worksheet and read the accompanying text. If time and facilities are Most of the images used in the material
available, have your learners conduct research, and also encourage them to can be found in the file 'Images for
generate ideas and questions by posing problems they must take into account in Classroom Use’ on the CD, and are thus
their design and building process. Your learners could search the Internet to learn easy to display in class.
more about the appearance, structure and function of different sorts of litter carts
and wheelbarrows.

Learners should be reminded of the principle models that they have worked with. Need help?
It might be a good idea to build principle models B3 and B4 to show the different Look at:
structures.
B3

Discuss in class the design problem specified in the design brief. Try to find several
possible general solutions, or use the suggested solution for inspiration if necessary.

Discuss the constraints and functions your learners will have to take into account to
carry out the design brief. Try to get your learners to focus on relevant issues and
decisions by asking questions. These might include:
9

• How will your model look?

Maybe a handcart with wheels, and perhaps handles for pushing it and a space for
the load. Or maybe simply a wheelbarrow like the one shown in the drawing.
• What LEGO® elements do you have available? Should you use big wheels or small
wheels for the wheelbarrow, and how will your wheelbarrow stand on the ground?
What can you use as legs to support the wheelbarrow?
• How do you think you might start building?

Optional materials
Materials for enhancing the appearance and functionality of the model: Learners can
use paper, cardboard and markers to make the bin element of the wheelbarrow or to
make bags of litter. Additional LEGO elements, if available, may be used. Did you know?
The LEGO weight element weighs
When the model is finished, encourage learners to reflect on both the product that approximately 53 g (1.8 oz.).
they have produced and the processes they have used by:
• Carrying out tests to evaluate the performance of their model
• Reflecting on the design brief
• Recording their design by drawing or taking digital photos

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©2012 The LEGO Group. 044409.
Teacher’s Notes Problem-Solving Activity: Wheelbarrow

Suggested model solution

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 Overview: Levers

Overview: Levers
Effort Did you know?
Levers make work easier by amplifying
motion or force, or by changing the
direction of a force.
Load Pivot

A lever is most commonly defined as a rod or arm that tilts around a pivot, also
called a fulcrum, to produce useful motion. The load is moved by the effort (a push or
pull) used to make the lever tilt about the pivot. With a lever arm or lever beam, a
load can be lifted with the least effort by placing it as close to the pivot as possible,
or by applying the effort as far from the pivot as possible.

There are three main arrangements of the pivot, load and effort, creating three types
or classes of levers. A first class lever has the pivot between the effort and load, and
is used to do work and to produce useful movement. A second class lever has the
load between the effort and pivot, and is used mainly to do work. A third class lever
has the effort between the pivot and load, and is used mainly to amplify movement.

Levers can be used to create the following effects:

• To apply a force at a distance

• To change the direction of a force
• To increase force
• To increase movement

Levers are found in many machines, such as wheelbarrows, oars, rakes, nutcrackers,
tweezers, screwdrivers, snow shovels, hammers, bottle openers, light switches,
staplers, crowbars, scissors and see-saws.

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 Overview: Levers

Establishing the concept

We recommend establishing the concept of the simple machine to be worked on. Images for Classroom Use

This could be done, for example, by showing learners a number of exhibits from the Images for Classroom Use

LEGO® set to stimulate their interest. Build a principle model, or show some of the
Hint
Most of the images used in the material
can be found in the file 'Images for
Classroom Use’ on the CD, and are thus
easy to display in class.

images from Images for Classroom Use, asking questions such as 'What do you
know about this simple machine?’ or 'Where do we use this simple machine?’ See if
learners can name any of the objects you show them, and allow time for learners to
handle them.
Hint
Use the element overview.

LEGOeducation.com

9689

x1 x8
6

x1
x2

x2
x1

x1 x2

x1 x2

x2 x4
1:1

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©2012 The LEGO Group. 044409.

Providing the vocabulary LEGO and the LEGO logo are trademarks of the/sont des marques de commerce de/son marcas registradas de LEGO Group.
©2012 The LEGO Group. 044409.
63

Learners will acquire the necessary vocabulary for the simple machine as they progress
through the activities, but it may be useful to introduce certain terms at this stage.
Important new vocabulary items are effort, load, pivot and lever beam.

Effort

Lever beam

Load Pivot

Understanding the principles

The principle models are designed to help learners understand the principles of the
simple machine in focus through hands-on experience before they move on to
construct the main models.

The principle models are presented in a logical sequence that will build on learners’
understanding. The principle models can only be built one at a time from the parts in
the set.

D
9689

1 4 6 D1

D2

D3
2 5 7

D4

D5

D6

D7

6002504 LEGOeducation.com

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 Overview: Levers

Using the principle models

1. The yellow elements indicate where to hold, push, lift, or apply force/effort in
handling the principle models. The principle models need to be held correctly if
they are to work properly.

First class lever

A first class lever has the pivot placed between the effort and the load. This type of Hint
lever changes the direction of the effort force and can change the amount of effort It is possible to introduce second and
needed to lift or move a load. A see-saw is an example of a first class lever. third class levers simply by rebuilding
the model. See next page.

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 Overview: Levers

Second class lever

A second class lever has the load placed between the effort and the pivot. This type Did you know?
of lever does not change the direction of the effort force, but can reduce the amount Levers can be connected together
of effort needed to lift a load. A wheelbarrow is an example of a second class lever. through a common pivot to produce
useful tools and mechanisms; scissors,
nutcrackers and tweezers are all
connected levers.

Third class lever

A third class lever has the effort between the load and the pivot. This type of lever
does not change the direction of the effort force, but can increase the distance the
effort moves a load. A broom is an example of a third class lever.

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©2012 The LEGO Group. 044409.
 Images for Classroom Use

Images for Classroom Use

Hint
Most of the images used in the material
can be found in the file 'Images for
Classroom Use’ on the CD, and are thus
easy to display in class.

Hint
Use the element overview.

LEGOeducation.com

9689

x1 x8
6

x1
x2

x2
x1

x1 x2

x1 x2

x2 x4
1:1

LEGO and the LEGO logo are trademarks of the/sont des marques de commerce de/son marcas registradas de LEGO Group.
©2012 The LEGO Group. 044409.

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 Images for Classroom Use

Hint
It is often more practical to sort out the
elements that will be needed before
starting work on the models.

LEGOeducation.com LEGOeducation.com Hint

The element overview can be printed
9689 9689 and used as a check-list for learners to
x1 x8 x4 x15 6
use when they are taking out and
putting away their elements.
6
10
x2 x1

x1
x2
x2 x2

x2 x4
x1 x1

x4
x3
x1 x2

x9
x2

x1 x2

x1 x4

1:1
x2 x4 x2 x2
1:1

LEGO and the LEGO logo are trademarks of the/sont des marques de commerce de/son marcas registradas de LEGO Group. LEGO and the LEGO logo are trademarks of the/sont des marques de commerce de/son marcas registradas de LEGO Group.
©2012 The LEGO Group. 044409. ©2012 The LEGO Group. 044409.

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©2012 The LEGO Group. 044409.
 Principle Models: Levers

Principle Models: Levers

Teacher’s Notes
Effort
Things to talk about
• What do you know about this simple machine?
• Where do we use this simple machine?
• Why do we use this simple machine?
Relate learners’ answers to some of the images from Load Pivot
Images for Classroom Use, or find ideas from the
'Overview: Levers’ section to stimulate learners’ interest.

1. Build C1 (First class lever C1). C1

Follow Building Instructions C, pages 4 to 12, steps 1 to 10.

Effort
3
Pi
Lo

vo
a

t
d

2. Label the lever.

Draw lines from the words to the picture of the model.
First class levers have the pivot positioned between the effort and the load.

3. Classify an item.
Which real life item is a first class lever?
A crowbar is a first class lever.

a) Crowbar b) Nutcracker c) Tweezers

4. Try out the model and make observations.

Try out lever C1. Assess and make a note about the amount of effort needed to
move the load.

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Teacher’s Notes Principle Models: Levers

1. Build C2 (First class lever C2). C2

Follow Building Instructions C, page 14, step 1.

13

2. Try out the model and make observations.

Try out lever C2. Assess and make a note about the amount of effort needed to
move the load. Observe how the difference in length from the pivot to the load
affects the amount of effort needed to move the load.

After testing both levers, compare your observations and explain, either by writing
your answer or by drawing with different sized arrows, how much effort is needed
with each lever.
Lever C1 needs the least amount of effort (the smallest arrow) to move the load,
because it has the shortest distance from the pivot to the load compared to lever C2.

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 Principle Models: Levers

Name(s): Date and subject:

Principle Models: Levers Effort

Learner Worksheet

Things to talk about

• What do you know about this simple machine? Load Pivot
• Where do we use this simple machine?
• Why do we use this simple machine?

1. Build C1 (First class lever C1). C1

Follow Building Instructions C, pages 4 to 12,

steps 1 to 10.

2. Label the lever.

Draw lines from the words to the picture of the
model.

Effort
Pivot
Load

3. Classify an item.
Which real life item is a first class lever?
Circle the item or write your answer here:

a) Crowbar b) Nutcracker c) Tweezers

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Learner Worksheet Principle Models: Levers

4. Try out the model and make observations.

Try out lever C1. Assess and make a note
about the amount of effort needed to move
the load.

1. Build C2 (First class lever C2). C2

Follow Building Instructions C, page 14, step 1.

13

2. Try out the model and make observations.

Try out lever C2. Assess and make a note
about the amount of effort needed to move
the load. Observe how the difference in length
from the pivot to the load affects the amount
of effort needed to move the load.

After testing both levers, compare your

observations and explain, either by writing your
answer or by drawing with different sized arrows,
how much effort is needed with each lever.

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 Main Activity: Catapult

Main Activity: Catapult

Teacher’s Notes

Learning objectives
In this activity learners will build and test models that use the following structures:

• First class levers

To perform this activity, learners should be familiar with the following vocabulary
associated with levers:

• Pivot
• Load
• Effort

If learners have already worked with the principle models, they will already have
observed levers, and the terms used in this activity should be familiar. Predictions
should now be easier to make based on their observations made earlier. If the
learners have not worked on the principle models, then additional time will be
needed, for example to introduce and explain the technical vocabulary used. If
additional guidance is required, please turn to the 'Overview: Levers’ or 'Principle
Models’ sections.

Materials required
• 9689 LEGO® Education Simple Machines Set 9689

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Teacher’s Notes Main Activity: Catapult

Connect

Hint
Most of the images used in the material
can be found in the file 'Images for
Classroom Use’ on the CD, and are thus
easy to display in class.

Sam and Sally love going to the fair. There is a catapult game, where players shoot at
a goal to win prizes by scoring most points. Sam and Sally love competing against
their friends and families!

Do you like playing games where you have to aim at a goal?

What do you enjoy most about them?
Which simple machine is needed for a catapult to work?

Let’s build a catapult!

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Teacher’s Notes Main Activity: Catapult

Construct

1. First, build Catapult Model C3 and try it out. C3

Follow Building Instructions C, pages 16 to 30, steps 1 to 16.

Note: Be careful not to let learners point the catapult towards anybody’s face when
catapulting the rubber tyre.

15

Hint
Place one hand on the side of the
catapult when catapulting the rubber
tyre. To avoid any risk of learners getting
hit, make sure all the class know which
direction the catapult is to be fired in.

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Teacher’s Notes Main Activity: Catapult

Contemplate

2. Label the model; draw lines from the words to the model.

Effort

Pivot

Load

Which class of lever is the catapult?

The catapult is a first class lever, which has the pivot positioned between the effort
and the load.

3. Then, look carefully at the pictures of the models and compare Catapult Model
C3 to Catapult Model C4.
Main Activity: Catapult

Name(s): Date and subject:

Main Activity: Catapult

• Count how many LEGO® studs or holes there are on the lever beam from the
Learner Worksheet

Note: Be careful not to point the

catapult towards anybody’s face
when catapulting the tyre.

pivot to the load in the two models. 1. First, build Catapult Model C3 and try it out.
Follow Building Instructions C, pages 16 to 30,
steps 1 to 16.
C3

15

• What do you notice? Explain how the two models are different.
2. Label the model; draw lines from the words
to the model.

Effort
Pivot

Learners should notice that even though both catapults are first class levers, the
Load

Which class of lever is the catapult?

lengths from the load to the pivot differ in model C3 and model C4. C3 C4
3. Then, look carefully at the pictures of the
models and compare Catapult Model C3 to 1 2 3
Catapult Model C4. 4 ?8
• Count how many LEGO® studs or holes there
are on the lever beam from the pivot to the
load in the two models.

• What do you notice? Explain how the two

models are different.

4. Next, look carefully at the pictures of the models and make a prediction. 4. Next, look carefully at the pictures of the
models and make a prediction.
C3 C4

If I compare model C3 to model C4, then I think Catapult Model (C3/C4) will throw
If I compare model C3 to model C4, then I
think Catapult Model (C3 / C4) will throw the
tyre further.

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the tyre further.

Encourage learners to discuss the effects the different lengths between the load
and the pivot will have on the catapults in their own words. For the prediction, the
correct answer is model C4; however, it does not matter whether learners get the
answer right or wrong at this point, only that they should make a prediction that
can be checked later. Even though many variables will affect the catapult –
especially the amount of effort used – model C4 should still throw further than C3,
because the beam is longer from the load to the pivot in model C4.

5. Test Catapult Model C3. Learner Worksheet

5. Test Catapult Model C3.

Main Activity: Catapult

Have learners observe the starting place of the lever, including the lever beam, the Test 1 Test 2 Test 3

pivot and the load on the catapult. Encourage them to try more than once, to
Measurements
1 2 3
4 ?8
Observation notes

ensure that their observations are correct. Learners must write their measurements 6. Build Catapult Model C4 and try it out. C4

on the Learner Worksheet.

Follow Building Instructions C, page 32, step 1.

31

Note: Be careful not to point the

catapult towards anybody’s face
when catapulting the tyre.

7. Test Catapult Model C4.

Test 1 Test 2 Test 3

Note: If possible, keep an example of Catapult Model C3 for learners to compare

Measurements
1 2 3
4 ?8
Observation notes

with Catapult Model C4.

8. Finally, draw a conclusion and check your
prediction.
My tests show that Catapult (C3 / C4) throws C3 C4
the tyre further.

My prediction was (right / wrong).

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Teacher’s Notes Main Activity: Catapult

6. Build Catapult Model C4 and try it out. C4

Follow Building Instructions C, page 32, step 1.

Encourage learners to identify parts while they are trying the model. Learners should
be asked to count how many LEGO® studs there are from the pivot to the load.

31

7. Test Catapult Model C4. Learner Worksheet

5. Test Catapult Model C3.

Main Activity: Catapult

Encourage learners to try more than once, to ensure that their observations are Test 1 Test 2 Test 3

correct. Learners must write their measurements on the Learner Worksheet.

Measurements
1 2 3
4 ?8
Observation notes

6. Build Catapult Model C4 and try it out. C4

8. Finally, draw a conclusion and check your prediction.

Follow Building Instructions C, page 32, step 1.

31

Note: Be careful not to point the

catapult towards anybody’s face
when catapulting the tyre.

Catapult Model C4 throws the furthest because of the distance between the pivot
7. Test Catapult Model C4.

Test 1 Test 2 Test 3

and the load.

Measurements
1 2 3
4 ?8
Observation notes

8. Finally, draw a conclusion and check your

prediction.
My tests show that Catapult (C3 / C4) throws C3 C4
the tyre further.

My prediction was (right / wrong).

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Teacher’s Notes Main Activity: Catapult

Continue

Learners are encouraged to make a game with rules that they can play using the catapult. Learner Worksheet

Think about different games where you have to aim for a goal – then design your
own game where you have to aim precisely with the catapult to score points. You
Main Activity: Catapult

will need to decide what you have to aim for. Try to make rules so that players
score different numbers of points for different results.

Note: There are no building instructions included to guide learners through the
Continue phase, other than the illustrated suggestions on the Learner Worksheet.
Experiment with different positions in the catapult for the lever beam.

What do you notice?

Explain how the effects are different.

Encourage your learners to discuss the importance of agreeing on rules for the
Record your observations.

game before playing, prompting them with questions such as: Create a sign for your game explaining the rules and inviting people to play.

• What is the aim of the game?

• Describe what happens if you miss. LEGO and the LEGO logo are trademarks of the/sont des marques de commerce de/son marcas registradas de LEGO Group.
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77

• How many times are you allowed to try?

• Describe how you can win the game.
• How will you make sure your rules are followed?

It is suggested that learners create a sign explaining the rules and inviting people to
play the game.

Optional
It is suggested that learners should draw different items where they find levers used Hint
in everyday machines and mechanisms. For inspiration, read or show the 'Overview: Most of the images used in the material
Levers’ section. can be found in the file 'Images for
Classroom Use’ on the CD, and are thus
easy to display in class.

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 Main Activity: Catapult

Name(s): Date and subject:

Main Activity: Catapult

Learner Worksheet

Note: Be careful not to point the

catapult towards anybody’s face
when catapulting the tyre.

1. First, build Catapult Model C3 and try it out. C3

Follow Building Instructions C, pages 16 to 30,

steps 1 to 16.

15

2. Label the model; draw lines from the words

to the model.

Effort
Pivot
Load

Which class of lever is the catapult?

3. Then, look carefully at the pictures of the

models and compare Catapult Model C3 to 1 2 3
C3 C4
Catapult Model C4. 4 ? 8
• Count how many LEGO® studs or holes there
are on the lever beam from the pivot to the
load in the two models.

• What do you notice? Explain how the two

models are different.

4. Next, look carefully at the pictures of the

models and make a prediction.
C3 C4
If I compare model C3 to model C4, then I
think Catapult Model (C3 / C4) will throw the
tyre further.

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Learner Worksheet Main Activity: Catapult

5. Test Catapult Model C3.

Test 1 Test 2 Test 3

Measurements
1 2 3
4 ?8
Observation notes

6. Build Catapult Model C4 and try it out. C4

Follow Building Instructions C, page 32, step 1.

31

Note: Be careful not to point the

catapult towards anybody’s face
when catapulting the tyre.

7. Test Catapult Model C4.

Test 1 Test 2 Test 3

Measurements
1 2 3
4 ?8
Observation notes

8. Finally, draw a conclusion and check your

prediction.
My tests show that Catapult (C3 / C4) throws C3 C4
the tyre further.

My prediction was (right / wrong).

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Learner Worksheet Main Activity: Catapult

Think about different games where you have to aim for a goal – then design your
own game where you have to aim precisely with the catapult to score points. You
will need to decide what you have to aim for. Try to make rules so that players
score different numbers of points for different results.

Experiment with different positions in the catapult for the lever beam.

What do you notice?

Explain how the effects are different.
Record your observations.

Create a sign for your game explaining the rules and inviting people to play.

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 Problem-Solving Activity: Railway Crossing Barrier

Problem-Solving Activity:
Railway Crossing Barrier
Learner Worksheet

Need help?
Look at:

C1

C2

13

When Sam and Sally visit the fair, certain paths have railway crossing barriers. This is
because you can take a train ride around the different areas of the fairground, but
you have to be careful crossing the railway tracks. On their way to the train ride, Sam
and Sally notice that the railway crossing barrier is broken. They want to try to fix it
before the train comes.

Let’s help Sam and Sally!

Build a railway crossing barrier like the one in the picture.

Your design brief is as follows:

• Build a railway crossing barrier longer than 15 cm (6 inches).
• Build a single stand for the barrier to balance on.
• Find a way to make it easy to open and close the barrier.

When you have finished, measure the length of your railway crossing barrier, and
assess how easy it is to open and close. Assess how well balanced the railway
crossing barrier is. What makes it stable?

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 Problem-Solving Activity: Railway Crossing Barrier

Problem-Solving Activity:
Railway Crossing Barrier
Teacher’s Notes

Learning objectives:
Learners are encouraged to do some research related to the real-life problem
they are set to solve and/or the type of simple machine that they are going to
use, and to:
• Identify a need or a problem
• Develop explanations using observations
• Test, evaluate and redesign models

Introduction
To help in the design process, instruct the learners to look at the picture on the Learner Hint
Worksheet and read the accompanying text. If time and facilities are available, have Most of the images used in the material
your learners conduct research, and also encourage them to generate ideas and can be found in the file 'Images for
questions by posing problems they must take into account in their design and Classroom Use’ on the CD, and are thus
building processes. Your learners could search the Internet to learn more about the easy to display in class.
appearance, structure and function of different sorts of barriers, gates and railway
crossings.

Learners should be reminded of the principle models that they have worked with. Need help?
It might be a good idea to build principle model C1, a first class lever, to show the Look at:
technique used.
C1

Discuss in class the design problem specified in the design brief. Try to find several
possible general solutions, or use the suggested solution for inspiration if necessary.

Discuss the constraints and functions your learners will have to take into account to
carry out the design brief. Try to get your learners to focus on relevant issues and
decisions by asking questions. These might include:
3

• How will your model look?

Maybe a railway crossing barrier with a lock function, and perhaps a handle for
opening and closing it.
• What LEGO® elements do you have available? How can you make the barrier
balance with only one leg? What could be used as a counterbalance? How will your
railway crossing barrier stand on the ground? How long a beam can you use? How
do you think you might start building?
• Do you think your railway crossing barrier should open quickly or slowly? Why?

Optional materials
Materials for enhancing the appearance and functionality of the model: Learners can
use paper, cardboard and markers to make the railway crossing barrier look more
realistic. Additional LEGO elements, if available, may be used to make models more
elaborate.

When the model is finished, encourage learners to reflect on both the product that
they have produced and the processes they have used by:
• Carrying out tests to evaluate the performance of their model
• Reflecting on the design brief
• Recording their design by drawing or taking digital photos

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Teacher’s Notes Problem-Solving Activity: Railway Crossing Barrier

Suggested model solution

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 Overview: Pulleys

Overview: Pulleys
Did you know?
Pulleys connected by a belt have a
trade-off between turning force and
Driven wheel Drive wheel turning speed. In general terms, you lose
in turning force what you gain in turning
speed, and vice versa.

A pulley is most commonly defined as a wheel with a grooved rim for a belt or rope.
A belt connecting pulleys can 'slip’, meaning that the effort is not being used efficiently.
This can happen either when the pulley belt is too loose, or if the pulley wheels differ
in size. On the other hand, if the pulley belt is too tight, the belt will create wasteful
friction forces on the pulley.

Pulleys can be used to create the following effects:

• To change the orientation of a pulling force

• To change the direction of rotation
• To change the orientation of a rotating movement
• To increase a pulling force
• To increase or decrease the speed of rotation
• To increase turning force, also called torque

Pulleys are found in many machines, such as fan belts, elevators, steam shovels,
flagpoles, clothesline pulleys, cranes, old-fashioned wells, blocks and tackle, winches,
wire stretchers and Venetian blinds.

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 Overview: Pulleys

Establishing the concept

We recommend establishing the concept of the simple machine to be worked on. Images for Classroom Use

This could be done, for example, by showing learners a number of exhibits from the Images for Classroom Use

LEGO® set to stimulate their interest. Build a principle model, or show some of the
Hint
Most of the images used in the material
can be found in the file 'Images for
Classroom Use’ on the CD, and are thus
easy to display in class.

images from Images for Classroom Use, asking questions such as 'What do you
know about this simple machine?’ or 'Where do we use this simple machine?’ See if
learners can name any of the objects you show them, and allow time for learners to
handle them.
Hint
Use the element overview.

LEGOeducation.com

9689

x3 x2

x1
x1
x1

3
x1
x4
x1

x2

x2
5 x2
x1

x1

x2
x1

Providing the vocabulary

x1 x2

1:1

x1 x1

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©2012 The LEGO Group. 044409.

Learners will acquire the necessary vocabulary for the simple machine as they progress
through the activities, but it may be useful to introduce certain terms at this stage.
Important new vocabulary items are drive wheel and driven wheel.

Driven wheel Drive wheel

The pulley that is turned by an outside force, such as that from a motor or from a
person turning a handle, is called a drive or the drive wheel. When this turns at least
one other pulley by a belt, the next pulley is called the driven wheel (or follower).

Understanding the principles

The principle models are designed to help learners understand the principles of the
simple machine in focus through hands-on experience before they move on to
construct the main models.

The principle models are presented in a logical sequence that will build on learners’
understanding. The principle models can only be built one at a time from the parts in
the set.

D
9689

1 4 6 D1

D2

D3
2 5 7

D4

D5

D6

D7

6002504 LEGOeducation.com

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 Overview: Pulleys

Using the principle models

1. The yellow elements indicate where to hold, push, lift, or apply force/effort in Hint
handling the principle models. The principle models need to be held correctly for The principle models can be built as
them to work properly. mirror-images for left-handed learners.

2. When measuring one turn of the handle, carefully observe the starting place of
the handle, and be careful to stop at the same position after a full turn.

3. When measuring a full turn of the position marker, carefully observe the starting Hint
place of the position marker, and be careful to stop at the same position after a It is recommended that learners work
full turn. This is especially important when observing the connection between in pairs; one learner can observe the
cranking the handle and the number of turns the position marker makes. position marker while the other cranks
the handle a full turn.

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©2012 The LEGO Group. 044409.
 Images for Classroom Use

Images for Classroom Use

Hint
Most of the images used in the material
can be found in the file 'Images for
Classroom Use’ on the CD, and are thus
easy to display in class.

Hint
Use the element overview.

LEGOeducation.com

9689

x3 x2

x1
x1
x1

3
x1
x4
x1

x2

x2
5 x2
x1

x1

x2
x1

x1 x2

1:1

x1 x1

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©2012 The LEGO Group. 044409.

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 Images for Classroom Use

Hint
It is often more practical to sort out the
elements that will be needed before
starting work on the models.

LEGOeducation.com LEGOeducation.com Hint

The element overview can be printed
9689 9689 and used as a check-list for learners to
x3 x2 x7

x1
x1
x4
use when they are taking out and
putting away their elements.
x1 x2
x1
x1 x1 x4
x1
x1
3
x1
x4
x1 x2 x1 x1
x3

x2
x8
x2 x2
x4
5 x2
x2
x1
x4
x2 8
x1
x2
x2 x2
10
x1 x2

x2 x4

x1 x2 x1

x4 x2

1:1 1:1

x1 x1 x4 x6

LEGO and the LEGO logo are trademarks of the/sont des marques de commerce de/son marcas registradas de LEGO Group. LEGO and the LEGO logo are trademarks of the/sont des marques de commerce de/son marcas registradas de LEGO Group.
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 Principle Models: Pulleys

Principle Models: Pulleys

Teacher’s Notes

Things to talk about

• What do you know about this simple machine?
• Where do we use this simple machine? Driven wheel Drive wheel
• Why do we use this simple machine?
Relate learners’ answers to some of the images from
Images for Classroom Use, or find ideas from the
'Overview: Pulleys’ section to stimulate learners’ interest.

1. Build D1 (Direction of rotation). D1

Follow Building Instructions D, pages 4 to 8, steps 1 to 8.

2. Label the pulleys.

Draw lines from the words to the picture of the model.
The drive wheel is the pulley that is turned by an outside effort, in this case your hand.
Any pulley that is turned by another pulley is called the driven wheel or follower.

3. Try out the model and make observations. he en

el
w riv
D

Note: It is recommended that learners work in pairs; one learner can observe the
he ive
el
W Dr

position marker while the other cranks the handle a full turn.

Crank the handle one full turn, and count how many times the position marker turns.
One turn of the handle results in one turn of the position marker (the grey axle).
The speed of the rotations of the drive and the driven pulleys are the same,
because the wheels have the same diameters.

Observe which way the pulleys turn when you crank the handle, and draw arrows
to show the directions they turn in.
The pulley wheels turn in the same direction.

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Teacher’s Notes Principle Models: Pulleys

1. Build D2 (Changing direction of rotation). D2

Follow Building Instructions D, page 10, step 1.

2. Label the pulleys.

Draw lines from the words to the picture of the model.
The drive wheel is the pulley that is turned by an outside effort, in this case your hand.
Any pulley that is turned by another pulley is called the driven wheel or follower.

3. Try out the model and make observations.

Crank the handle one full turn, and count how many times the position marker turns.

he en
el
w ri v
D
One turn of the handle results in one turn of the position marker (the grey axle).

he ive
el
W Dr
The speed of the rotations of the drive and the driven wheels are the same,
because the wheels have the same diameters.

Observe which way the pulleys turn when you crank the handle, and draw arrows
to show the directions they turn in.
The pulley wheels turn in opposite directions, because the pulley belt is twisted.

1. Build D3 (Increasing speed of rotation). D3

Follow Building Instructions D, pages 12 to 16, steps 1 to 7.

11

2. Label the pulleys.

Draw lines from the words to the picture of the model.
The drive wheel is the pulley that is turned by an outside effort, in this case your hand.
Any pulley that is turned by another pulley is called the driven wheel or follower.

3. Try out the model and make observations.

he en
el
w riv

Crank the handle one full turn, and count how many times the position marker turns.
D

One turn of the handle (the large drive wheel) results in three turns of the smaller
he ive
el
W Dr

driven wheel. This ratio of 1:3 (or 1/3) is called the gearing up ratio. Increasing speed
increases the speed of rotation but decreases the force, and the belt can slip.

Observe which way the pulleys turn when you crank the handle, and draw arrows
to show the directions they turn in.
The pulley wheels turn in the same direction.

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Teacher’s Notes Principle Models: Pulleys

1. Build D4 (Decreasing speed of rotation). D4

Follow Building Instructions D, pages 18 to 22, steps 1 to 8.

17

2. Label the pulleys.

Draw lines from the words to the picture of the model.
The drive wheel is the pulley that is turned by an outside effort, in this case your hand.
Any pulley that is turned by another pulley is called the driven wheel or follower.

3. Try out the model and make observations.

he en
Count how many times the handle has to turn for the position marker to turn once.

el
w ri v

he ive
D
Three turns of the handle (the small driver) results in one turn of the large driven

el
W Dr
wheel. This ratio of 3:1 (or 3/1) is called the gearing down ratio. Decreasing speed
decreases the speed of rotation but increases the force, and the belt can slip.

Observe which way the pulleys turn when you crank the handle, and draw arrows
to show the directions they turn in.
The pulley wheels turn in the same direction.

1. Build D5 (Fixed pulley). D5

Follow Building Instructions D, pages 24 to 32, steps 1 to 10.

23

2. Label the pulley.

Draw a line from the word to the picture of the model.
A fixed pulley is made rigid or fastened so that it cannot be moved.
lle d
puFixe
y

3. Try out the model and make observations.

Observe the directions of movement in the line when the model is used to lift a load.
Mark the direction of movement of the line with arrows, from the load to the fixed
pulley and from the fixed pulley to the winch. Continue from where the first arrow
is drawn on the model.
This model shows a single fixed pulley. This merely changes the direction of motion,
which learners will notice if the arrows are drawn correctly.

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 Principle Models: Pulleys

Name(s): Date and subject:

Principle Models: Pulleys

Learner Worksheet

Driven wheel Drive wheel

Things to talk about
• What do you know about this simple machine?
• Where do we use this simple machine?
• Why do we use this simple machine?

1. Build D1 (Direction of rotation). D1

Follow Building Instructions D, pages 4 to 8,

steps 1 to 8.

2. Label the pulleys.

Draw lines from the words to the picture of the
model.

Driven wheel
Drive wheel

3. Try out the model and make observations.

Crank the handle one full turn, and count how 1 2 3
many times the position marker turns.
Write your answer here:
4 ? 8

Observe which way the pulleys turn when you

crank the handle, and draw arrows to show
the directions they turn in.

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Learner Worksheet Principle Models: Pulleys

1. Build D2 (Changing direction of rotation). D2

Follow Building Instructions D, page 10, step 1.

2. Label the pulleys.

Draw lines from the words to the picture of the
model.

Driven wheel
Drive wheel

3. Try out the model and make observations.

Crank the handle one full turn, and count how 1 2 3
many times the position marker turns.
Write your answer here:
4 ?8

Observe which way the pulleys turn when you

crank the handle, and draw arrows to show
the directions they turn in.

1. Build D3 (Increasing speed of rotation). D3

Follow Building Instructions D, pages 12 to 16,

steps 1 to 7.

11

2. Label the pulleys.

Draw lines from the words to the picture of the
model.

Driven wheel
Drive wheel

3. Try out the model and make observations.

Crank the handle one full turn, and count how 1 2 3
many times the position marker turns.
Write your answer here:
4 ?8

Observe which way the pulleys turn when you

crank the handle, and draw arrows to show
the directions they turn in.

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Learner Worksheet Principle Models: Pulleys

1. Build D4 (Decreasing speed of rotation). D4

Follow Building Instructions D, pages 18 to 22,

steps 1 to 8.

17

2. Label the pulleys.

Draw lines from the words to the picture of the
model.

Driven wheel
Drive wheel

3. Try out the model and make observations.

Count how many times the handle has to turn 1 2 3
for the position marker to turn once.
Write your answer here:
4 ?8

Observe which way the pulleys turn when you

crank the handle, and draw arrows to show
the directions they turn in.

1. Build D5 (Fixed pulley). D5

Follow Building Instructions D, pages 24 to 32,

steps 1 to 10.

23

2. Label the pulley.

Draw a line from the word to the picture of the
model.

Fixed pulley

3. Try out the model and make observations.

Observe the directions of movement in the
line when the model is used to lift a load.

Mark the direction of movement of the line

with arrows, from the load to the fixed pulley
and from the fixed pulley to the winch.
Continue from where the first arrow is drawn
on the model.

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 Main Activity: Crazy Floors

Main Activity: Crazy Floors

Teacher’s Notes

Learning objectives
In this activity learners will build and test models that use the following techniques
associated with pulleys:

• Decreasing speed of rotation

• Increasing speed of rotation
• Direction of rotation
• Changing direction of rotation

To perform this activity, learners should be familiar with the following vocabulary
associated with pulleys:

• Drive wheel
• Driven wheel
• Slip

If learners have already worked with the principle models, they will already have observed
pulleys, and the terms used in this activity should be familiar. Predictions should now
be easier to make based on the observations made earlier. If the learners have not
worked on the principle models, then additional time will be needed, for example to
introduce and explain the technical vocabulary used. If additional guidance is
required, please turn to the 'Overview: Pulleys’ or 'Principle Models’ sections.

Materials required
• 9689 LEGO® Education Simple Machines Set 9689

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Teacher’s Notes Main Activity: Crazy Floors

Connect

Hint
Most of the images used in the material
can be found in the file 'Images for
Classroom Use’ on the CD, and are thus
easy to display in class.

Sam and Sally love going to the fair. There is a fun attraction where you have to have
good balance. The floors are crazy! They move at different speeds of rotation and in
different directions. It is fun turning and trying not to get dizzy or fall down.

Are you good at keeping your balance?

Have you ever seen floors move?
Which simple machine is needed for Crazy Floors to turn?

Let’s build Crazy Floors!

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Teacher’s Notes Main Activity: Crazy Floors

Construct

1. First, build Crazy Floors Model D6 and make it turn. D6

Follow Building Instructions D, pages 34 to 54, steps 1 to 22.

When Crazy Floors Model D6 has been built, check the following:
• Crank the yellow handle to make the crazy floors turn.
• Make sure Sam and Sally are attached securely.

Note: Make sure Sam and Sally are placed as shown on the model.
33

Hint
Learners should be reminded that the
drive wheel is the pulley turned by an
outside effort, in this case your hand
cranking the yellow handle.

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Teacher’s Notes Main Activity: Crazy Floors

Contemplate

2. Count the number of pulley wheels on the model. Did you know?
The inside diameter of a small pulley
wheel is 5.8 mm (≈ 0.22 in.).

4 3
The inside diameter of a large pulley
wheel is 22 mm (≈ 0.8 in.).
There are seven pulley wheels built into the model; three large grey pulley wheels
and four small yellow pulley wheels.

3. Then look carefully at the pictures of the models and compare Crazy Floors Model
D6 to Crazy Floors Model D7.
• Circle what is different.
• What do you notice? Explain how the models are different.
Learners should notice the difference in the way the pulleys are arranged on
model D6 compared to model D7.

4. Next, look carefully at the pictures of the models and make a prediction. Main Activity: Crazy Floors

If I compare model D6 to model D7, then I think Crazy Floors Model (D6/D7) will Name(s):

Main Activity: Crazy Floors

Date and subject:

show the larger difference in turning (speed of rotations) between Sam’s side and
Learner Worksheet

Sally’s side. 1. First, build Crazy Floors Model D6 and make

it turn.
Follow Building Instructions D, pages 34 to 54,
steps 1 to 22.

Note: Make sure Sam and Sally are placed as

D6

33

Encourage learners to discuss the effects the different pulley arrangements have
shown on the model.

2. Count the number of pulley wheels on the

model. 1 2 3
4 ?8

on the crazy floors in their own words. For the prediction, the correct answer is 3. Then look carefully at the pictures of the
models and compare Crazy Floors Model D6
to Crazy Floors Model D7.

• Circle what is different.

D6 D7

model D7, as it will show a difference in the speed of rotation of the crazy floors on • What do you notice? Explain how the models
are different.

each side of the model. Model D6 has a ratio of 1:1 and both sides of the model will
move (turn) at the same speed. However, it does not matter whether learners get
4. Next, look carefully at the pictures of the
models and make a prediction.
D6 D7
If I compare model D6 to model D7, then I
think Crazy Floors Model (D6 / D7) will show
the larger difference in turning (speed of
rotations) between Sam’s side and Sally’s side.

the answer right or wrong at this point, only that they should make a prediction that LEGO and the LEGO logo are trademarks of the/sont des marques de commerce de/son marcas registradas de LEGO Group.
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98

can be checked later.

5. Test Crazy Floors Model D6. Learner Worksheet

5. Test Crazy Floors Model D6.

Main Activity: Crazy Floors

• If you want Sam or Sally to make a full turn, how many times must you crank the
1 2 3
• If you want Sam or Sally to make a full turn,
how many times must you crank the handle?
4 ?8 1
Write down your answer.
Remember to try at least three times for a fair
test. It is important to keep an eye on

handle?
a) where your handle start position is and
b) where Sam or Sally’s start position is on
Crazy Floors.

Have learners observe the starting point of the handle and both Sam’s and Sally’s 6. Build Crazy Floors Model D7 and make it turn.
Follow Building Instructions D, page 56, step 1.

Gently grip one of the floor elements to stop it

from turning, and you will feel the pulley belt slip.
D7

starting positions on the crazy floors. Encourage them to try more than once, to
55

7. Test Crazy Floors Model D7.

• Which side of Crazy Floors will move the

ensure that their observations are correct. Learners must write their answer in the
fastest, Sam’s side or Sally’s side?

Mark your answers: F = fast and S = slow

Remember to try at least three times for a fair

test. It is important to keep an eye on
a) where your handle start position is and

blank box beside the handle.

b) where Sam or Sally’s start position is on
Crazy Floors.

8. Finally, draw a conclusion and check your

prediction.
My tests show that Crazy Floors (D6 / D7) D6 D7
showed the larger difference in turning (speed
of rotation) between Sam’s side and Sally’s side.

My prediction was (right / wrong).

The learners will have to crank the handle approximately four times for Crazy
Floors Model D6 to turn once, but due to slip answers may vary. If learners have LEGO and the LEGO logo are trademarks of the/sont des marques de commerce de/son marcas registradas de LEGO Group.
©2012 The LEGO Group. 044409.
99

worked with the principle models for gears, they should be made aware that the
angled gearing below the crazy floors enables the rotary motion to be transmitted
through a 90-degree angle.

Note: If possible, keep an example of Crazy Floors Model D6 for learners to

compare with Crazy Floors Model D7.

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Teacher’s Notes Main Activity: Crazy Floors

6. Build Crazy Floors Model D7 and make it turn. D7

Follow Building Instructions D, page 56, step 1.

Gently grip one of the floor elements to stop it from turning, and you will feel the
pulley belt slip.
Encourage learners to identify parts while they are testing the model. Learners can
be made aware of 'slip’ (see Glossary) by gently gripping the floor element to prevent
it from turning, as this causes the attached pulley belt to slip. 55

7. Test Crazy Floors Model D7.

• Which side of Crazy Floors will move the fastest, Sam’s side or Sally’s side?
Have learners pay attention to the starting positions of both the handle and the
minifigures. Encourage them to try more than once, to ensure that their observations
are correct. Learners must write an F for fast and an S for slow.
The different pulley arrangements produce different speeds of rotation for Sam
and Sally. The drive wheel is attached to the handle, and there is thus a gearing up
pulley arrangement to the side where Sam stands. Sam turns at a much faster
pace (= F, for fast) than the gearing down pulley arrangement on the side where
Sally stands, which turns at a much slower (= S, for slow) pace.

8. Finally, draw a conclusion and check your prediction. Learner Worksheet

5. Test Crazy Floors Model D6.

Main Activity: Crazy Floors

Crazy Floors Model D7 has the larger difference in the speed of rotation of the
1 2 3
• If you want Sam or Sally to make a full turn,
how many times must you crank the handle?
4 ?8 1
Write down your answer.
Remember to try at least three times for a fair
test. It is important to keep an eye on

crazy floors because of the different pulley arrangements.

a) where your handle start position is and
b) where Sam or Sally’s start position is on
Crazy Floors.

6. Build Crazy Floors Model D7 and make it turn. D7

Follow Building Instructions D, page 56, step 1.

Gently grip one of the floor elements to stop it

from turning, and you will feel the pulley belt slip. 55

7. Test Crazy Floors Model D7.

• Which side of Crazy Floors will move the

fastest, Sam’s side or Sally’s side?

Mark your answers: F = fast and S = slow

Remember to try at least three times for a fair

test. It is important to keep an eye on
a) where your handle start position is and
b) where Sam or Sally’s start position is on
Crazy Floors.

8. Finally, draw a conclusion and check your

prediction.
My tests show that Crazy Floors (D6 / D7) D6 D7
showed the larger difference in turning (speed
of rotation) between Sam’s side and Sally’s side.

My prediction was (right / wrong).

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Teacher’s Notes Main Activity: Crazy Floors

Continue

Learners are encouraged to explore the pulley arrangements illustrated on the Hint
Learner Worksheet and to record their observations. Most of the images used in the material
can be found in the file 'Images for
Note: There are no building instructions included to guide learners through the Classroom Use’ on the CD, and are thus
Continue phase, other than the illustrated suggestions on the Learner Worksheet. easy to display in class.

Encourage your learners to discuss the effects the pulley arrangement will have on
Crazy Floors in their own words, prompting them with questions such as:

• Describe what happened when you turned the handle.

• How many times did you have to turn the handle to make the crazy floors turn once?
Why do you think that was?
• Describe how the model works.
• What did you do to make sure your observations were correct?

It is suggested that learners should draw items where they find pulleys used in Learner Worksheet

Explore the effects of the different pulley arrangements illustrated. Build

Main Activity: Crazy Floors

everyday machines and mechanisms. For inspiration read or show the 'Overview:
them into Crazy Floors one after the other.

What do you notice?

Explain how the pulley arrangements are different.
Record your observations.

Pulleys’ section.

Optional
With more advanced learners, you might consider introducing compound belt drives.
Pulley wheels of two different sizes on the same axle can be connected to other
Draw some everyday machines and mechanisms where pulleys are used.

pulley wheels to build more extensive gearing down (and gearing up) arrangements.

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 Main Activity: Crazy Floors

Name(s): Date and subject:

Main Activity: Crazy Floors

Learner Worksheet

1. First, build Crazy Floors Model D6 and make D6

it turn.
Follow Building Instructions D, pages 34 to 54,
steps 1 to 22.
33

Note: Make sure Sam and Sally are placed as

shown on the model.

2. Count the number of pulley wheels on the

model. 1 2 3
4 ?8
3. Then look carefully at the pictures of the
models and compare Crazy Floors Model D6 D6 D7
to Crazy Floors Model D7.

• Circle what is different.

• What do you notice? Explain how the models

are different.

4. Next, look carefully at the pictures of the

models and make a prediction.
D6 D7
If I compare model D6 to model D7, then I
think Crazy Floors Model (D6 / D7) will show
the larger difference in turning (speed of
rotations) between Sam’s side and Sally’s side.

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Learner Worksheet Main Activity: Crazy Floors

5. Test Crazy Floors Model D6.

1 2 3
• If you want Sam or Sally to make a full turn,
how many times must you crank the handle?
4 ?8 1
Write down your answer.
Remember to try at least three times for a fair
test. It is important to keep an eye on
a) where your handle start position is and
b) where Sam or Sally’s start position is on
Crazy Floors.

6. Build Crazy Floors Model D7 and make it turn. D7

Follow Building Instructions D, page 56, step 1.

Gently grip one of the floor elements to stop it

from turning, and you will feel the pulley belt slip. 55

7. Test Crazy Floors Model D7.

• Which side of Crazy Floors will move the

fastest, Sam’s side or Sally’s side?

Mark your answers: F = fast and S = slow

Remember to try at least three times for a fair

test. It is important to keep an eye on
a) where your handle start position is and
b) where Sam or Sally’s start position is on
Crazy Floors.

8. Finally, draw a conclusion and check your

prediction.
My tests show that Crazy Floors (D6 / D7) D6 D7
showed the larger difference in turning (speed
of rotation) between Sam’s side and Sally’s side.

My prediction was (right / wrong).

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Learner Worksheet Main Activity: Crazy Floors

Explore the effects of the different pulley arrangements illustrated. Build

them into Crazy Floors one after the other.

What do you notice?

Explain how the pulley arrangements are different.
Record your observations.

Draw some everyday machines and mechanisms where pulleys are used.

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 Problem-Solving Activity: Crane

Problem-Solving Activity:
Crane
Learner Worksheet

Need help?
Look at:

D1

D2

D3

When the fair is packing up to leave town, Sam and Sally enjoy watching a large
crane lifting some of the heavy attractions. Sam and Sally want to try to build a crane
and pretend they are part of the working crew at the fair.
11

D4
Let’s help Sam and Sally!

Build a crane like the one in the picture.

Your design brief is as follows:

• Build a crane that balances well.
• Use a fixed pulley on the crane.
17

• Build a mechanism that makes the winding mechanism stay locked. D5

When you have finished, test your crane. How well does your lock system work? How
much of a load can your crane lift? Assess how easily the crane can move the load
and how well it stays stable. What makes the load easy or difficult to move?

23

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 Problem-Solving Activity: Crane

Problem-Solving Activity:
Crane
Teacher’s Notes

Learning objectives:
Learners are encouraged to do some research related to the real-life problem
they are set to solve and/or the type of simple machine that they are going to
use, and to:
• Identify a need or a problem
• Develop explanations using observations
• Test, evaluate and redesign models

Introduction
To help in the design process, instruct the learners to look at the picture on the Hint
Learner Worksheet and read the accompanying text. If time and facilities are Most of the images used in the material
available, have your learners conduct research, and also encourage them to can be found in the file 'Images for
generate ideas and questions by posing problems they must take into account in Classroom Use’ on the CD, and are thus
their design and building process. Your learners could search the Internet to learn easy to display in class.
more about the appearance, structure and function of different sorts of cranes, and
about how a block and tackle can be used as a lock mechanism.

Learners should be reminded of the principle models that they have worked with. Need help?
It might be a good idea to build principle model D5 (Fixed pulley) to show the Look at:
technique used.
D5

Discuss in class the design problem specified in the design brief. Try to find several
possible general solutions, or use the suggested solution for inspiration if necessary.

Discuss the constraints and functions your learners will have to take into account to
carry out the design brief. Try to get your learners to focus on relevant issues and
decisions by asking questions. These might include:
23

• How will your model look?

Maybe a crane, shaped like a tower, and perhaps a handle for lifting the load, with
lock mechanism operated by another handle. Or maybe simply a pawl and ratchet
mechanism.
• What LEGO® elements do you have available? How can you balance your crane?
What could be used as a counterbalance? What can you use for a fixed pulley?
How do you think you might start building?
• Should your crane lift quickly or slowly, do you think? Why?

Optional materials
Materials for enhancing the appearance and functionality of the model. Additional
LEGO elements, if available, may be used to make models more elaborate.

When the model is finished, encourage learners to reflect on both the product that
they have produced and the processes they have used by:
• Carrying out tests to evaluate the performance of their model
• Reflecting on the design brief
• Recording their design by drawing or taking digital photos

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Teacher’s Notes Problem-Solving Activity: Crane

Suggested model solution

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 Glossary

Glossary
We have tried to make the glossary as clear and practical as possible without
resorting to complex equations and long explanations.

Angle The inclination of two straight lines or planes that intersect,

measured in degrees or radians.
A
Axle A rod through the centre of a wheel. An axle provides support
for a wheel. If the axle is fastened to the wheel, it can transmit
force to the wheel (as an engine makes the wheels of a car move).

Belt A continuous band stretched around two pulley wheels so one

can turn the other. It is usually designed to slip if the driven
B
wheel suddenly stops turning.

Compound gearing A combination of gears and axles where at least one axle has
two gears of different sizes. Compound gearing results in very
C
big changes to the speed or force of the output compared to
the input.

Counterbalance A force often provided by the weight of an object used to

reduce or remove the effects of another force. A crane uses a
large concrete block on the short arm of its jib to counter the
unbalancing effect of the load of the other, longer, arm.

Crank  n arm or handle connected to a shaft (or axle) at right angles,

A
enabling the shaft to be turned easily.

Drive gear/pulley A gear or pulley that is turned by an applied force. In a

machine, usually the part (a gear, pulley, lever, crank or axle)
D
where the force first comes into the machine.

Driven gear/pulley Usually a gear wheel or pulley that is turned by another gear
wheel or pulley. Also called a follower.

Effort The force or amount of force that is put into a machine.

E

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 Glossary

Fair testing Measuring the performance of a machine or model by testing

and comparing its performance more than once. F
First class lever (see Lever, first class)

Fixed pulley (see Pulley, fixed)

Follower (see Driven gear/pulley)

Force A push or a pull.

Friction A force that resists the movement of one object in contact with
another. Also the resistance met by an object when moving over
or turning against another object. Friction makes a moving
object tend to slow down and eventually stop unless additional
force is applied, e.g. when a sledge is pulled across snow.
Friction produces heat which often wastes a lot of energy,
reducing the efficiency of a machine.

Fulcrum Another word for a pivot (see Pivot).

Gear A gear is a toothed wheel. A way to classify gears is by the number

of teeth they have, e.g. an 8-tooth gear or a 40-tooth gear.
G
Gears can be used to transfer force, to increase or reduce
speed of rotation, and to change the direction of rotary motion.
The teeth of gears mesh together to transmit movement.

Gear, at an angle (see Gear, crown)

Gear, crown A crown gear is a specialised gear wheel with teeth protruding
to one side (looking like a crown). Because of its special teeth, a
crown gear can mesh with an ordinary gear at a 90-degree angle.

Gearing down An arrangement in which a small drive gear turns a larger
driven gear, resulting in a slowing down of the turning. Gearing
down produces a more powerful turning force.

Gearing up An arrangement in which a large drive gear turns a small

driven gear, resulting in a speeding up of the turning. Gearing
up reduces the turning force.

Grip The grip between two surfaces depends on the amount of

friction between them. Tyres grip dry road surfaces better than
wet road surfaces.

Idler A gear wheel that is turned by a drive gear and which turns
another driven gear. It does not transform the forces in the
I
machine, but affects direction of rotation of the driven gear.

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 Glossary

Lever A bar that pivots or rotates about a fixed point when a force
(effort) is applied. L
Lever, first class A lever in which the pivot is between the effort and the load.
This lever changes the direction of the effort force, and can
change the amount of effort needed to lift a load. A long effort
arm and short load arm amplify the force at the load arm, e.g.
when prying the lid off a can of paint.

Lever, second class A lever in which the load is between the effort and the pivot.
This lever does not change the direction of the effort force, but
can reduce the amount of effort needed to lift a load, e.g. in a
wheelbarrow.

Lever, third class A lever in which the effort is between the load and the pivot.
This lever does not change the direction of the effort force,
but can increase the distance the effort moves a load, e.g. in
sweeping with a broom.

Load An object to be raised or moved. The load is sometimes called

the resistance.

Machine and/ A device that makes work either easier or faster to do by

or Mechanism changing the size or the direction of effort (force) needed, or
M
by changing the distance through which the effort must move.
However, a machine or mechanism cannot increase the amount
of work done; if it reduces the effort needed, at the same time
it increases the distance the effort has to move. A machine usually
contains mechanisms. A mechanism is a simple arrangement
of components that transforms the size or direction of a force,
and the speed of its output. For example, a lever or two gears
meshing are mechanisms.

Mesh To fit together or to be engaged. The teeth of two gear wheels
can mesh if they have the same spacing, and if the gear
wheels are brought into contact with each other.

Pawl and ratchet An arrangement of a block or wedge (pawl) and a gear wheel
(ratchet) that lets the gear turn in one direction only.
P
Pivot The point around which something turns or rotates, such as
the pivot of a lever. The axle or rod supporting the middle of a
see-saw is an example of a pivot. The pivot does not always
have to be in the middle of the lever. In some types or classes
of levers, the pivot point may be at one end, as in a wheelbarrow.
See also Fulcrum.

Pulley 
A pulley is a simple machine which usually consists of a grooved
wheel round which a rope, belt, cable or chain is placed. A pulley
is used to transfer force, alter speed of rotation, or to turn
another wheel.

Pulley, fixed Changes the direction of the applied force. A fixed pulley does
not move with the load.

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 Glossary

Slip or slippage A belt or rope slipping, usually on a pulley wheel as a safety

feature. S

Torque Turning force, for example from an axle.

T

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 LEGO® Element Survey

LEGO® Element Survey

4x 8x 4x
Brick, 2x2 round, yellow Plate, 1x2, white Plate, 2x4, green
614324 302301 302028

4x 4x 2x
Studded beam Plate, 1x4, white Brick, 2x4, red
with crosshole, 1x2, yellow 371001 300121
4233484

2x 4x 4x
Tile, 1x2, yellow Plate, 1x6, white Studded beam, 1x2, red
306924 366601 370021

4x 4x 4x
Tile, 1x4, yellow Plate, 1x8, white Studded beam, 1x4, red
243124 346001 370121

2x 2x 4x
Tube, 2-module, yellow Plate with holes, 2x4, white Studded beam, 1x6, red
4526983 370901 389421

2x 6x 4x
Angular block Plate with holes, 2x6, white Studded beam,
with crosshole, yellow 4527947 1x8, red
4107800 370221

2x 4x 6x
Cross block, 2-module, yellow Plate, 2x2, green Studded beam, 1x16, red
4173666 302228 370321

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 LEGO® Element Survey

1x 2x 2x
Minifigure, cap, orange Gear, 24-tooth, dark grey Connector peg
4583147 4514558 with friction, 3-module, blue
4514553

2x 16x
Minifigure, head, yellow Bushing, grey
4651441 4211622
2x
Gear, 40-tooth, grey
4285634

16x
1x Bushing, ½-module, yellow
Minifigure, wig, dark brown 4239601
4581313

4x
Hub, 24x4, grey
4494222
1x
Minifigure, body, white 2x
4549942 Belt, 33 mm, yellow
4544151

1x 4x
tyre, 30, 4x4, black 4x
Minifigure, body, orange Axle, 2-module, red
4580475 281526
4142865

16x
2x 2x
Connector peg
Minifigure, legs, red Axle, 3-module, grey
with friction, black
9342 4211815
4121715

4x 10x 2x
Gear, 8-tooth, dark grey Connector peg, grey Axle, 4-module, black
4514559 4211807 370526

2x 10x 2x
Gear, 24-tooth crown, grey Connector peg with axle, beige Axle, 5-module, grey
4211434 4666579 4211639

LEGO and the LEGO logo are trademarks of the/sont des marques de commerce de/son marcas registradas de LEGO Group. 109
©2012 The LEGO Group. 044409.
 LEGO® Element Survey

2x 1x
Axle, 6-module, black String, 40-module with knobs, black
370626 4528334

2x
Axle, 7-module, grey
4211805
1x
Weight element, black
73843

2x
Axle, 8-module, black
370726

2x
Axle, 10-module, black 1x
373726 Element separator, orange
4654448

2x
Axle with knob,
3-module, dark sand
4566927
1:1
Actual size

2x
Axle with stop,
4-module, dark grey
4560177

1x
Connector peg, handle, grey
4563045

LEGO and the LEGO logo are trademarks of the/sont des marques de commerce de/son marcas registradas de LEGO Group. 110
©2012 The LEGO Group. 044409.
LEGO and the LEGO logo are trademarks of the/sont des marques
de commerce de/son marcas registradas de LEGO Group.
©2012 The LEGO Group. 044409.

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